State Plan
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Washington State Plan: October 2007-
September 2011
Submitted to:
Administration on Developmental Disabilities Administration, Administration
on Children and Families: US Department of Health and Human Services
TABLE OF CONTENTS
State Service System and Trends
Prevalence of Developmental Disabilities in the State
Environmental Factors Affecting Services
Community Services and Opportunities
- Waiting Lists
- Unserved and Underserved Groups
- Other Unserved/Underserved Groups
- General Unserved/Underserved Barriers
- Child Care
- Education and Early Intervention
- Employment
- Health
- Housing
- Other services- Formal and Informal Community Supports
- Transportation
- Quality Assurance
State Service System and Trends
Abbreviations used in this
section:
ACCT = Agency Coordinated Council on Transportation
ADSA= Aging and Disability Services Administration
ADA = Americans with Disabilities Act
CMS= Center for Medicare and Medicaid Services
CPP= Community Protection Program
DD = Developmental Disabilities
DDC = Washington State Developmental Disabilities Council
DDD= Division of Developmental Disabilities
DPH= Department of Health
DOJ = Department of Justice
DSHS = Department of Social and Health Services
DVR = Division of Vocational Rehabilitation
FAS= Fetal Alcohol Syndrome
HCBS= Home and Community Based Services
HCQA= Home Care Quality Authority
IDEA = Individuals with Disabilities Education Act
ITEIP=
Infant Toddler Early Intervention Program
NCI=
National Core Indicators
SEIU= Service Employee
International Union
P&A = Washington State Protection and Advocacy System
TANF = Temporary Aid to Needy Family ("welfare")
VPP= Voluntary Placement Program
WASL= Washington Assessment of Student Learning
WPAS= Washington State Protection and Advocacy System
Prevalence of Developmental Disabilities in the State
There are approximately 111,668 people with developmental disabilities living in Washington State. This is based on the 2004 population estimate population estimate of 6,203,788 from the state Office of Financial Management and a national prevalence rate of 1.8% (Gollay). It is also based on the definition of developmental disabilities used in the federal Developmental Disabilities Assistance and Bill of Rights Act (P.L. 106-402). This is a larger group than those who meet the definition for eligibility used by the state Division of Developmental Disabilities, DSHS.
Environmental Factors Affecting Services
Economic Factors
Despite a
recently improved state economy and increased revenue collection, state spending continues
to be targeted for increased enrollments in schools, increased cost for health
care, state employee cost of living adjustments and stabilizing the state
retirement account. Increases in human services funding in 2005 &
2006 were targeted to mental health services, aging, nursing homes and
hospitals. Local jurisdictions are still struggling from the loss of
funding from car license tab fees, impacting jobs and other services, especially
in transportation and public health. Although some of the loss of funding
has been backfilled with other state dollars, many rural communities continue to
have high levels of unemployment and economic distress, with not signs of
improvement.
Increased costs for oil and gas products resulted in the legislature increasing its commitment of energy subsidies for low-income households. Federal funding for food banks and other community-based poverty assistance programs have been increased marginally. New regulations in the Temporary Assistance for Needy Families (TANF) which reduce child care funding while pushing employment requirements is expected to have a negative impact on people in the more difficult to serve categories, especially those with disabilities or taking care of family members with disabilities. Studies suggest that people who have learning disabilities or other cognitive challenges find it difficult to understand and comply with the often-complicated program rules. Parents of children with disabilities face the challenge of finding a job and specialized childcare. Transportation also continues to be a critical factor in securing sustainable environment.
Social Factors
Many social
factors impact the climate in which advocates, agencies and organizations are
working to improve the quality of life for people with developmental
disabilities and their families. People
with developmental disabilities are living longer.
This means there are more people with developmental disabilities who are
aging, many of whom are living with aging caregivers. This calls for a new set of services and supports, as people
with developmental disabilities move into retirement and they and their
caregivers are facing long-term care needs.
Advances in medical technology are resulting in more children with significant disabilities surviving infancy and needing more expensive ongoing supports and services. In addition, alcohol and drug abuse, poor prenatal nutrition and medical care, are related to increased levels of poverty, which is responsible for an increased number of children with developmental disabilities. Many of these children have parents who are unprepared to care for them because of their own health care issues.
Demographic trends indicate the general population, including those with developmental disabilities, will include more people of diverse ethnic backgrounds and more people experiencing poverty than it has in the past. This presents additional challenges to service providers to connect people with income assistance and other human services and supports that are culturally and linguistically appropriate.
Issues of abuse and neglect of people with developmental disabilities has received considerable public attention resulting in an increased effort in the Department of Social and Health Services (DSHS) to complete background checks in a thorough and timely manner. The Council requires background checks for contractors and subcontractors who have unsupervised access to people with developmental disabilities in the course of the activity. The Council has been working with the University Center on Human Development and Disability (CHDD), Washington Protection and Advocacy System (WPAS), and the Arc of Washington to address quality assurance in an effective and coordinated manner. Advocates, working with the Service Employees International Union (SEIU) have been successful in getting increased provider wages and training. The DDC has also participated in the assessment of the quality of services for those on the four Home and Community Based Services (HCBS) waivers using the National Cord Indicator (NCI) survey. An effort is underway to gain ombudsman services for people with developmental disabilities receiving services and those receiving in-home care.
Political Factors
Washington
State voters will participate in elections in November 2006. There will be changes in the
make-up of the state legislature. Advocates will need to develop
relationships with new legislators and begin
again the process of developing awareness of people with developmental
disabilities and their families among legislators. The state is almost
equally divided politically between conservative and liberal. Rural areas
of the state in both eastern and western Washington are very conservative and
urban areas are dominantly liberal. Recent elections have been close,
including the Gubernatorial race in 2004 that was won by less than 200 votes
after a second recount.
The Americans with Disabilities Act (ADA), a major piece of civil rights legislation and continues to open doors for people with developmental disabilities. Better enforcement of the ADA may lead to more employers making workplace accommodations. Increased awareness of the requirements of theADA may impact the inclusion of both adults and children in many different activities.
Much activity has taken place in the state to implement Federal legislation related to employment. The Division of Vocational Rehabilitation (DVR) has been unable to serve all applicants because of the lack of funding and has been in the Order of Selection for the last 4 years, which means they are only able to serve people with severe disabilities identified as their main priority. DVR is currently looking at changing the definition of the categories to include more people in the top priority group. Advocates were successful in getting state legislation to implement and fund a Ticket to Work, including provisions for Medicaid buy-in, however continued funding for the program is an ongoing advocacy issue.
Although the Division of Developmental Disabilities (DDD) has received additional funding from the last three legislative sessions due to advocacy efforts, there are still many unmet needs. DDD continues to have the highest case management ratio in the nation. The Division has about 11,000 people on waiting lists for family support, employment and residential supports. The state does not forecast the caseload growth within the DDD system although advocates have pushed this initiative for several years. This means that there is not steady planned growth for DD except for people who are eligible for state plan services such as Medicaid Personal Care.
The Office of the Superintendent of Instruction (OSPI), school districts, parents and advocates across the state have been working to improve schools' compliance implement the Individuals with Disabilities Education Act (IDEA). The Washington Assessment of Student Learning (WASL) and alternative testing have been topics of contention in the community and at the legislature. DDC continues to monitor these areas and to advocate for appropriate education and testing methods for students with developmental disabilities. In the 2006 Legislative Session, progress was made on alternative testing and multiple testing opportunities; increased funding to support additional training and support of strategies to achieve passing scores was included in the budget. Legislation also passed a bill requiring school districts to participate in Birth to Three services, which will be phased-in over the next five years.
Litigation Factors and Audit Finding Factors
Litigation factors include recent legal challenges to the ADA and lawsuits
initiated within the state against the state mental health institutions.
There are several Department of Justice (DOJ) findings at state institutions for
people with developmental disabilities. DDC is monitoring the response to
the findings and any corrective actions.
Several school districts have filed a lawsuit attesting special education is under-funded by the legislature and that special education costs are bankrupting schools. Advocates are working to bring more awareness to the public and the legislature that the problem is under-funding in general education, not special education. Settlements in the Marr & Allen lawsuits brought by WPAS against the State of Washington are addressing services for people with developmental disabilities in the state mental hospitals, including community placements and appropriate services.
The state lost several large lawsuits around foster care and child protective services, as well as mental health, over the last few years, a major indicator of the severity of the problems in quality assurance and inadequate funding of appropriate services.
Self-Determination &
System Reform
Self-determination means being able to make informed and meaningful choices
involving life planning, living arrangements, education, career and leisure
activities. Accurate and timely information about the system and options is
critical to self-determination. The results of the NCI surveys clearly
demonstrates one of the major complaints families and self-advocates have is
that they do not get enough information to adequately participate in planning
for services.
Service providers need additional training in cultural competency and in conducting outreach to ethnic populations and/or people with limited English proficiency. Self-directed services are not well implemented in the state and there is resistance to moving in that direction. The Home Care Quality Authority (HCQA) which is a small agency established to provide leadership in quality issues for home care workers, is working to represent the interests of people with developmental disabilities in the unionized home care provider field and provider registry development
Inclusion
Inclusion means people with developmental disabilities
are part of “us” rather than “them.” Inclusive communities welcome the participation of all members.
People with developmental disabilities need adequate, individualized, and
culturally competent supports and services in order to achieve and sustain that
participation. Inclusion requires
changes in public attitudes toward people with developmental disabilities and a
concerted effort to establish community, state, and national infrastructure
needed to support people with developmental disabilities.
Inclusive, welcoming communities foster a better quality of life for
people with developmental disabilities. As
natural supports evolve in inclusive settings, the result is cost savings in the
service delivery system.
Policy makers need to remember that any issue that affects all people affects people with developmental disabilities. Public services need to be available and accessible to all citizens: public housing, public transportation, local park and recreation activities, educational opportunities, medical services and communication systems.
The emphasis on employment for people with developmental disabilities has shifted from segregated, sheltered workshops to integrated, meaningful jobs. These jobs offer real wages and increased community connections and are often supported employment positions. Washington has been one of the most successful states in the nation in the numbers and percentage of individuals gainfully employed in jobs in communities.
DDD implemented a Working Age Adult Policy Starting July 2006 that links funding for employment supports to a steady progress towards achieving integrated and gainful employment. DDC hosted a taskforce to look at the policy and make recommendations to DDD to clarify the policy, monitor implementation, and set benchmarks to evaluate the intended and unintended consequences of tying funding of employment supports to outcomes and discontinuing funding to people who don't want to work.
Educational Intervention/Birth to Three and Special Education
Educational opportunities supporting integration and inclusion of children and youth with developmental disabilities are increasing. Special education is redefining itself in light of '04 IDEA Reauthorization, education reform, and increased fiscal and programmatic scrutiny. Students with special needs are included in local school buildings, and advocates are working toward inclusion in regular classrooms, the general education curriculum, and state performance-based assessments (WASL). In some areas, enforcement of IDEA is a problem and parents must invoke dispute resolution options (mediation, citizen complaint, due process) to obtain the services and supports their children are entitled under the law.
A service system committed to quality is the foundation for providing and receiving quality services. Quality services and systems would include:
- Housing that is integrated, safe, and affordable;
- Transportation available and accessible- both physically and by location and schedule;
- Recreation is available to all;
- Medical support that is available and affordable;
- Education which is integrated and students graduate with a job;
- Supports for children birth to three; and,
- Emergency planning that includes the needs of people with developmental disabilities and other populations.
Quality services must be individualized and designed in relation to the unique strengths and needs of individuals of families, including being responsive to cultural differences.
Currently, the most vulnerable people in the DDD service system are those who are not living with their immediate family, and who rely on the services of individual providers.
People of varied ethnic backgrounds and/or limited English proficiency and who also have developmental disabilities face a double set of challenges. In addition to the challenge of meeting disability needs, they may face language barriers, lack of sensitivity to cultural differences and discrimination.
DDC is funding volunteers to team with DDD Regional Quality Assurance staff to conduct NCI surveys with waiver clients about the quality of the services they receive. In addition, the DDC is funding focus groups to review the results of NCI surveys and make system change recommendations to DDD based on Washington survey data, comparing changes from year to year in responses and looking at other participating states. Three sets of recommendations have been presented to DDD over the last three years. The DDC is committed to continuing this process over the next five years.
Personal safety is a critical component of quality of life. Quality services are delivered by adequately trained and paid providers, are culturally competent, and support the self-determination, independence, inclusion, integration and safety of individuals with developmental disabilities. Services and supports must assist individuals to live free from abuse, neglect, and sexual and financial exploitation.
The Agency Coordinated Council on Transportation (ACCT) is working on improving the quality of transportation services throughout the state.
Disaster preparedness planning is a major new effort being undertaken by the State Department of Health (DOH). Advocates are working with local health jurisdictions that are responsible for including planning for the unique needs of people with developmental disabilities, should a disaster occur.
Workforce
Individual providers, agency staff and others who support
people with developmental disabilities and their families need to be able to
earn a living wage, including wage increases for completing training and for
tenure. A living wage is one that allows workers to meet basic needs
without resorting to public assistance and provides some ability to deal with
emergencies and plan ahead. It is not a poverty wage. A study by the
Northwest Policy Center and the Northwest Federation of Community Organizations
determined that a living wage in Washington State is $14.75 per hour for a
single adult (Those figures assume full time work on a year round basis).
Currently people working in the service industry are among Washington's lowest
paid workers and are not earning a living wage.
Finding individual providers for respite care, Medicaid personal care or other individual services is often difficult, which further increases the difficulties families face in caring for their family members with developmental disabilities in the family home.
Efforts to promote increased training and licensing requirements may actually decrease the number of available providers. However, if wages and supports can be increased along with requirements, the state will have a better-trained workforce and reduced turnover. Another important reason for increased training is the fact that the demographics of care providers is also changing, and there are increasing numbers of care providers who are people of various ethnic backgrounds and/or speak languages other than English.
The Special Education system has recognized the need for a well-trained workforce. They have implemented a professional development project for paraprofessional educators, including a recent a legislative effort to create a career path that helps paraprofessional educators earn a teaching certificate. They have identified improving performance of personnel as one of their major objectives. School districts also need to address the unique needs of students and family from many cultural and ethnic backgrounds, some of whom speak primarily (or only) languages other than English.
Technology
Technology
refers to the increased access to computers and other devices in the lives of
all people. It also refers to the
use of augmentative communication systems, positioning systems, powered mobility
systems, and technical adaptations to work sites that support people with
developmental disabilities.
The increase in home computers and Internet access has dramatically increased access to information. Nearly all state agencies and community organizations have web sites and electronic mail. The Internet also allows more access and exchange of information by agencies, organizations, and individuals throughout the United States and around the world. Washington State has developed an on-line resource directory. There have been several break-through advancements in medical/health services due to increased sharing of knowledge and technology. One example of this is telemedicine, which can bring specialists into rural areas via interactive television.
Advances in assistive technology, which include such items as motorized wheelchairs, communication boards, etc., have made it possible for people with developmental disabilities to express ideas and feelings, and let other people know what they have to say. This is key to self-determination, productivity, independence, and inclusion. Due to increases in the availability and capability of assistive technology, people who were once considered “unemployable” are now considered “employable" and many people with significant disabilities are working at home and in the workplace.
Community Services and Opportunities
Community services and opportunities for people with developmental disabilities and their families in Washington are many and varied, and continue to expand and grow. Many communities are seeking creative ways to include people with developmental disabilities, in childcare and general education classrooms, out-of-school programs, employment, post-secondary curriculum, and in neighborhood and recreational activities.
Nevertheless, there continue to be many barriers due to lack of support services and funding. In order to participate in their communities, people with developmental disabilities and their families need both opportunities and supports or services. Transportation services are reported to be one of the greatest barriers to community inclusion. Limited public transportation routs, hour/days of operation and long routes limit people's access to work, faith-based institutions, friends, shopping and other community activities.
Parents who have developmental disabilities often need training and support to keep their children with them. These types of services and supports are not available in many communities across the state.
Lack of adequate funding for respite, family support and voluntary out-of-home placement when needed has pushed many families into crisis mode. Over the last twelve months, twenty-three people, including several children, have been placed in state institutions. Unless public policy changes, and adequate funding is allotted to develop needed community resources, this trend is expected to continue.
Access to services and supports is not consistent across the state. Rural communities experience more issues with transportation services. However, in many small rural communities the service providers are well connected and creative in meeting support needs. Urban areas tend to have more transportation options, but have a more fragmented and disconnected service system. Ethnic populations have increased significantly in recent years. There are many pockets of compartmentalized ethnic communities in both urban and rural areas, where people ware not connected to traditional service systems. Native American tribes, scattered throughout the state in both rural and urban areas, are resistant to accessing services off the reservation and from a dominantly white Caucasian service system. The diversity of the state in geography, culture and ethnicity makes it challenging to create and support a really effective and consistent service delivery system throughout the state.
The Division of Developmental Disabilities (DDD) and the DDD Stakeholder Workgroup have been working to develop a model for system reform based on choice and self-determination. Funds are available for a few pilot projects to test components of the new model.
Many basic services and supports, such as family support, transition, residential, and employment services. Current and projected state and federal funds are not meeting the needs of people with developmental disabilities and their families. There is no effective mechanism in place to meet forecasted increases.
The
Division of Developmental Disabilities, DSHS conducted a simulated audit of the
Home and Community Based Waiver (HCBW) services. The simulated audit identified many areas of needed
improvement and received media attention. The Center for Medicare and Medicaid Services (formerly the Health Care
Finance Administration) is currently conducting a formal review of the program. They are planning to audit five out of the six state DSHS Regions.
It is anticipated that there will be significant findings with serious
budget implications. The Council
will continue to receive and review reports of the Residential Habilitation
Centers, or ICF (MR) s and HBCW for trend information, policy analysis, and
related legislative advocacy.
The Joint
Legislative Audit Review Committee will be studying the facilities and grounds
now used as Residential Habilitation Centers, case management, and transition
from school to work. Several of the
state Residential Habilitation Centers are still under review by the Department
of Justice.
See also
Section C (3) Quality and Safety, and (5) Technology.
The Developmental Disabilities Assistance and Bill of Rights Act of 2000 (PL 106-402) includes the requirement for Developmental Disabilities Councils (DDCs) to monitor and report the status of "the number of individuals with developmental disabilities on waiting lists for services."
DDD only maintains two official waiting lists - one for Family Support services and one for families to have their child placed in shared parenting voluntary foster care placement. Other individuals are waiting for residential and employment services, but no official waiting list currently exists for those services. Information on individuals who are eligible and waiting for waiver services is kept in a central database that has just recently been established.
| Waiting List Name | Number |
| DDD Family Support (September 2005) | 9,474 |
| DDD Voluntary Placement Program* (September 2005) | 61 |
* Average age of a child waiting for placement is 13.5 years
The waiting list for the Voluntary Placement Program (VPP) services (this program provides services for children who need out-of-home placement) was established in 2001 when the legislature decided to cap spending in the program. Prior to 2001, VPP was included in the caseload and per capita cost growth forecasting and planning. As a result, the wait list for VPP services has steadily grown and placement in the program is limited to a few exceptions based on crisis. Several families waiting for services and have grown desperate and children who would have been served in this program have moved into state institutions, including one child that is only eleven years old. Unless funding is made available to support children with difficult behavior and expensive services needs in the home, this trend is expected to continue. It is anticipated that the waiting list for VPP services will continue to grow.
The number of students who will exit school over the next two years and need employment supports is about 1,300.
There are 1,300 people with developmental disabilities who are 40 or older currently living with parent care-providers and many will need residential supports in the near future.
In December 2000, the DDD Stakeholder Workgroup (Addendum) estimated the following unmet service needs:
Unserved and Underserved Groups
Racial/Ethnic Unserved/Underserved Groups
- Asian: The Asian community faces language and cultural barriers due to teh many different languages/dialects spoken. These populations are culturally sensitive about disabilities and are reluctant to seek services from government.
- Black/African American: The African American community faces higher rates of unemployment and single parent families, which results in lower median income. They often are reluctant to seek services from a mostly Caucasian service provider system and have a different perspective about disabilities.
- Hispanic/Latino: The Latino population face language barriers and lack of knowledge about services and how to access them. Further complicating the issue is the number of people who are undocumented and illegal and thereby do not seek services for fear of being forced to leave the country.
- American Indian or Alaska Native: The American Indians face low employment rate, poverty, high incident of fetal alcohol syndrome and and unwillingness to seek services off the reservation or from non-native caregivers.
- Native Hawaiian or other Pacific Islander: New and even second generation Native Hawaiian and Pacific Islanders face language and cultural barriers about around disabilities, and are unfamiliar or unwilling to connect with government services.
- Multicultural: The multicultural population faces sensitivity about disabilities, lack of knowledge about services systems and how to access them, and often conflicting cultural norms.
General Racial/Ethnic Barriers
Ethnic/multicultural groups have their own ways of viewing disabilities and
treating those with developmental disabilities within each cultural heritage. They assign different cultural meanings to disabilities and may need
different or more culturally sensitive services. Established ethnic groups face similar barriers of sensitivities to
disabilities and reluctance to seek services outside their own groups. New immigrants lack connections in the community and have
cultural and language
barriers.
Other Unserved/Underserved Groups
- Aging caregivers - Aging caregivers face physical, health, and transportation issues that limit their access to services and supports. They may also experience limitations to their ability to provide the necessary supports that those for whom they provide care need. They also have unique urgent needs to develop future planning and long-term care plans for their family member.
- Persons not eligible for DDD - People with developmental disabilities who meet the federal definition, but who are not eligible for services from the Division of Developmental Disabilities, DSHS, have limited options for services and supports.
- Aging people with developmental disabilities- People with developmental disabilities who are aging have unique needs for future planning, health care, long-term care, and retirement options. Their changing physical and health conditions may limit access to current services or require new supports.
- DD and Mental Health - People with developmental disabilities who also need mental health services present a challenge to the service system. Coordination of specialties and service systems is required to provide appropriate services. Services provided by only one system are usually inappropriate and inadequate.
- DD and Dangerous - It is a challenge to provide adequate supervision for people with developmental disabilities who present protection issues for themselves and/or their communities. Developing adequate supports, services, policies and regulations requires dealing with expertise, workforce and funding issues.
- Parents who have DD - Parents who have developmental disabilities face discrimination in communities and the service system. There is no statewide system to provide appropriate parent education opportunities and other ongoing supports to help prevent involvement with the child welfare system. There are additional challenges when the children also have developmental disabilities .
- Homeless/Runaway - People with developmental disabilities who are homeless or runaway present the challenges inherent in serving this population, which are compounded by developmental disabilities issues. There is a lack of comprehensive, ongoing services and supports.
- Fetal Alcohol Syndrome (FAS) - Children and adults with FAS and fetal alcohol effect present protection issues for themselves and their communities, as well as education, employment and justice system issues. They are often ineligible for state services, placing a heavier burden on their families, schools and communities.
General Unserved/Underserved Barriers
Living in a rural area compounds barriers to
service. Access to services can be
complicated and frustrating. Transportation
is a critical factor. Public transportation is often limited or nonexistent. Rural areas often have difficulty recruiting and retaining service
providers, thus limiting options in education, employment and health care.
Individuals and families living in rural areas often have difficulty
participating in regional public forums.
Note: August 2004 changes to the state plan are noted as follows. Words deleted are in strike-through: new words are in bold type.
The Issue and DDC Initiatives:
Many parents of children and youth with
developmental disabilities need assistance finding and keeping quality child
care and in order to maintain employment. Children
with challenging behaviors and those with special medical needs are particularly
difficult to include. The Council
has heard from many child care providers who are willing to include children and
youth with developmental disabilities in their programs as long as adequate
support is provided. The Council is
working with state agencies, the child care community, disability organizations,
and parents to create a statewide system of supports for inclusive child care
and out-of-school time programs including information, training, consultation,
mentoring, and additional funding.
Partners:
- Washington State child Care Resource & Referral Network and local child care resource and referral programs
- Division of Child Care & Early Learning, DSHS
- Department of Health and local health jurisdictions
- Inclusive Child Care Subcommittee, Child Care Coordinating Committee School's Out Washington
- Child Care Works for Washington
- Disability community groups
Goal:
Children and families benefit from a range of inclusive, flexible child care
options.
Objective #1:
Positive legislative/executive actions increase inclusive child
care/out-of-school-time programs.
Performance Target:
- CC1: Three positive legislative/executive actions occur on inclusive child care/out-of-school time programs, by the end of Year 5.
Education and Early Intervention
The Issue and DDC Initiatives:
The DDC
has heard from parents throughout the state that some school districts are not
complying with the Individuals with Disabilities Education Act (IDEA) and that
they are not responsive to parent involvement.
The DDC has also identified a need for systems advocacy with policymakers
to support and fund inclusion and federal funding of IDEA at 40%.
Partners:
- Washington Protection and Advocacy System
- Center on Human Development and Disability, University of Washington
- Family/Educator Partnership Project
- Parents are Vital in Education (PAVE)
- Washington State Special Education Coalition
- Office of Superintendent of Public Instruction and local school districts
- Special Education Advisory Council
- Developmental Disabilities Parent Coalitions
- Developmental Disabilities Community Advocacy Coalition
- The children's Alliance
- Infant Toddler Early Intervention Program, DDD, DSHS
- State Interagency Coordinating Council for Infants and Toddlers with Disabilities and their Families (SICC)
Goal:
Students reach their educational goals. Infants and young children
(birth to nine) reach their developmental potential.
Objective #1:
Parents and professionals will be provided with information on current
education issues.
Performance Targets:
- Performance Target ED1: 500
parents/professionals statewide receive current, relevant special education
information and 50 report using the information for advocacy with schools or
policy makers, by the end of Year 5. (Special Education
Advocacy Project)
Objective #2:
Schools will be provided training and assistance in aligning standards for
students with developmental disabilities closer to the state's general education
requirements.
- Performance Target ED2: The Council will support 30 school districts to better align program, placement and instructional options for students with developmental disabilities more closely with general education Essential Academic Learning Requirements (EALRs), by the end of Year 5 (Measured by increased student achievement according to standardized testing). (Special Education Advocacy Project)
Objective #3:
Local school boards, disability and education organizations will be notified
when the OSPI Consolidated Review summaries are available.
- Performance Target ED3: The DDC will notify 296 local school boards, disability & education organizations of the availability of the OSPI Consolidated Program Review summaries, by the end of Year 4.
Objective #4:
Policies are improved/created.
- Performance Target
ED4: DDC efforts result in improved/created
education policies by advocating for
implementation of recommendations of the Task Force on Behavioral Disability
– Final Report by the end of Year 5.
- Performance
Target ED5: The DDC will collaborate with seven organizations and agencies to enact positive
legislative/executive action on early intervention (children birth to nine),
by the end of Year 5.
The Issue and DDC Initiatives:
Adults with developmental
disabilities continue to be unemployed, underemployed and lack job benefits. Current state programs have not made any significant strides in reducing
the unemployment rate for adults with developmental disabilities over the last
ten years. Passage of the federal
Workforce Investment Act resulted in the state consolidating employment services
into one-stop WorkSource Centers. Significant
work needs to be done to make the Centers welcoming to people with developmental
disabilities. Staff at the Centers
needs training in working with people with developmental disabilities. They will need to work collaboratively with existing developmental
disabilities employment networks, job developers, and state and local agencies
to assist people in getting jobs. The
Council plans to work with the Centers and other partners to improve their
effectiveness in working with people with developmental disabilities and to
advocate for meaningful/gainful employment, job retention, and advancement
opportunities for adults with developmental disabilities.
Partners:
- Employment Security Department, WorkSource Centers, and Local WorkSource Advisory Boards
- Division of Vocational Rehabilitation, Department of Social and Health Services (DSHS)
- Division of Developmental Disabilities, DSHS
- Developmental disabilities service providers
- Developmental disabilities advocacy groups
- Office of Superintendent of Public Instruction and local school districts
- Students with developmental disabilities and their parents
- Local community employers
Goal:
Adults with developmental disabilities who want to work will have jobs.
Objective #1:
Adults with developmental disabilities get employment through WorkSource
Centers.
- Performance Target EM1: 75 adults with developmental disabilities get jobs that pay at least minimum wage through WorkSource Centers, by the end of Year 3. (WorkSource Center Proje
Objective #2:
Adults with developmental disabilities get employment through WorkSource
Centers.
- EM5. State policies, rules and regulation are changed to eliminate barriers to being employed at least at minimum wage, and keeping supports and services needed by adults with developmental disabilities, by the end of Year 5.
- EM3. A list of the state and community resources for transition from school to work is available on an ongoing basis, by the end of Year 3.
- EM4. The DDC will have contracted with three non-profit organizations directed by people with disabilities, by the end of Year 3 5.
Health
Many children and adults with developmental
disabilities lack health insurance or have inadequate health insurance.
The Council plans to identify barriers people face in accessing adequate
health insurance. Advocacy efforts will be undertaken in order to eliminate
barriers. The DDC will fund
training for health care professionals, students of health care professions,
people with developmental disabilities, family members, and developmental
disabilities residential providers, in order to improve the quality of health
care available to people with developmental disabilities.
Partners
- Center on Human Development and Disability, University of Washington Department of Health
- Department of Health
- Medical Assistance Administration, Department of Social and Health Services (DSHS)
- Aging and Adult Services Administration, DSHS
- Developmental Disabilities Community Advocacy Coalition
- Health care advocates
- Developmental Disabilities Parent Coalitions
- Office of the Insurance Commissioner
- Division of Developmental Disabilities, DSHS
Goal:
All people are as healthy as they can and want to be and benefit from the
full range of health services.
Objective #1:
People are trained in health care, health promotion and health resources.
Performance Targets
- Performance Target HE4: Health care professionals and students of health care professions will be better able to work with adults with developmental disabilities. People with developmental disabilities, family members and developmental disabilities residential providers will better understand and improve interaction with health care systems. A total of 100 people, representing the different categories, will participate in training in each Plan Year. (Health Care Professionals Training Project).
Objective #2:
People with developmental disabilities have access to health care.
- HE1. Work with the State Insurance commissioner to improve health insurance access for 5,000 people with developmental disabilities disabilities and their families, by the end of Year 5.
- HE2. The council will reduce four keys barriers to people with developmental disabilities accessing adequate health care and insurance, by the end of year 5.
Objective #3:
Policies are improved/created.
- HE3. Support three legislative and administrative policies that improve access to health care and health insurance for people with developmental disabilities, by the end of Year 5.
The Issue and DDC Initiatives
Most people with development disabilities want to live independently, in a
home they call their own. The
reality is that safe, affordable, accessible and stable housing still remains
out of reach for most, especially if they must rely on Supplemental Security
Income (SSI) or a low-income job for their earnings. Over the last five years, through Council advocacy, over 450 people with
developmental disabilities live in housing funded through the State Housing
Trust Fund.The Council has
promoted the Home of Your Own project and the Homechoice project with the State
Housing Financing Commission.
Partners:
- Arc of Washington
- Washington State Housing Trust Fund
- Housing developers
- Low-income housing advocates
Goal:
People with developmental disabilities live where and with whom they want.
Objective #1:
People with developmental disabilities will have training and information on
affordable housing and becoming homeowners.
- HO2. 100 people with developmental disabilities and their families access affordable housing by the end of Year 5, by knowing more about the Housing Trust Fund, Section 8 vouchers/certificate programs, home ownership, and other service supports.
- HO4. 100 people with developmental disabilities, who are seeking rental housing, are educated on landlord-tenant law and Section 8 voucher/certificate programs by the end of Year 3.
Objective #2:
People with developmental disabilities have access to affordable housing.
- HO1. $5 million is in the Housing Trust Fund for housing for people with developmental disabilities, by the end of Year 2 and Year 4.
Objective #3:
People are improved/created.
- HO3. The Council will work with other organizations to modify the state building code, in accordance with federal fair housing regulations, to increase accessibility of all new residential construction, by the end of Year 5.
Other Services - Formal and Informal Community Supports
The Issue and DDC Initiatives
The Developmental Disabilities Assistance and Bill of Rights Act says that
integration and inclusion “means the full and active participation by
individuals with developmental disabilities in the same community activities…and
the utilization of the same community resources as citizens without
disabilities.” Nonetheless people still encounter barriers due to lack of
policy, lack of services and supports, isolation, and/or non-welcoming attitudes
by the public, program managers and staff. Better integration and inclusion can
occur through collaboration with local government, business and civic
organizations.
Partners
- Washington State Protection and Advocacy System
- Department of Transportation
- Agency Council on Coordinated Transportation
- Division of Developmental Disabilities, Department of Social and Health Services
- Developmental Disabilities Community Advocacy Coalition
- Arc of Washington
- Developmental Disabilities Parent Coalitions
- Self-advocates and family members
- Tribal Governments
- Local Governments
- Civic Organizations
Goal:
Individuals have access to other services available or offered in a
community, including formal and informal supports that improve their quality of
life.
Objective #1:
Community programs and services are inclusive of individuals with
developmental disabilities and their families.
- Performance Target CS1: Six communities, with preference given to those outside the metropolitan Puget Sound area, have more people with developmental disabilities and their families using the general services and programs they offer, by the end of Year 4, with two of the six communities selected to focus on access to transportation addressing issues outlined in the Special Transportation Needs Study. (Inclusive Communities Project)
- Performance Target CS2: 200 people with developmental disabilities and their families report that they are more integrated and included in community programs than before the project began, by the end of Year 4. (Inclusive Communities Project)
Objective #2:
Policies are improved/created.
- Performance Target CS3: The developmental disabilities service system is changed to one based on self-determination with services provided in a culturally appropriate manner, by improving/creating policies, by the end of Year 5. (Family Supports Project and other efforts)
- Performance Target CS5: The capacity of the state service system is increased by developing policy recommendations and tracking data to support individuals and families experiencing system change, those with complex needs, and those who have mental health challenges, by the end of Year 5. Those with complex needs include people with developmental disabilities who are aging, dangerous to themselves or others, medically fragile, parents, and/or abused, neglected, and/or exploited. 4 policy recommendations are developed by the end of Year 5. (Policy papers funded at $30,000 per year, if needed.)
Objective #3:
Dollars are leveraged.
- Performance Target CS4: The capacity for advocacy is increased to ensure funding in the state budget to serve the unserved, create developmental disability provider workforce stability, and services for un-served, by the end of Year 5, and development of the DD Endowment Trust Fund Program is supported. (Advocacy Partnership Project)
The Issue and DDC Initiatives
Quality assurance is a critical issue for people with developmental
disabilities and their families in the programs in which they participate, and
throughout the service system. Quality assurance means individuals live free
from abuse, neglect and sexual and financial exploitation.
Self-Determination and Self-Advocacy are critical to quality assurance. People with developmental disabilities are more active in civic life and are promoting principles of self-determination. However, the voice the self-advocates has not been as strong as it should be in the public policy process where policy and budget decisions are made that directly impact their lives. With the support of the Council, self-advocates are becoming more actively engaged in the public policy process at the state and local levels. Self-advocates are coming together in a coalition group to form their own legislative agenda and speak out on issues of importance to them. The Council is supporting a move to change the developmental disabilities service delivery system to one based on self-determination, choice, control, and flexibility that meet the needs of individuals with developmental disabilities and their families.
Council development is part of the Council’s quality assurance agenda. Providing resources for all Council members to become leaders will help move the developmental disabilities service system and generic community services to be safe, high quality and demonstrating values of self-determination and self-advocacy.
Partners
- Washington State Protection and Advocacy System
- Developmental Disabilities Community Advocacy Coalition
- Arc of Washington
- Developmental Disabilities Parent Coalitions
- Long Term Care and other state ombudsman programs
- Washington State Protection and Advocacy System
- Center on Human Development and Disability, University of Washington
- Arc of Washington
- Developmental Disabilities Community Advocacy Coalition
- Division of Developmental Disabilities, (DSHS)
- Developmental Disabilities Parent Coalitions
- Self-Advocates in Leadership (SAIL) Coalition
- Developmental disabilities advocates
Goal #1
People have the information, skills, opportunities, and support to live free
from abuse, neglect, financial and sexual exploitation, and violation of their
human and legal rights and the inappropriate use of restraints or seclusion.
Objective #1
Increase the quality of services used by individuals with developmental
disabilities and their families.
- Performance Target QA1: Establish a system of quality assurance and consumer protections, including an Office of Public Advocacy including 2 positive legislative or executive actions for people with developmental disabilities, by the end of Year 5.
-
New Performance Target QA2: Increase the inclusion of 25 people with developmental disabilities moving to/from hospital/institutional/nursing facilities through linking those moving with self-advocate mentors in the local community.
Objective #2:
People with developmental disabilities have control, choice, and flexibility
in the services and supports they receive.
- Performance Target SD1: DDC maintains or expands advocacy efforts related to self-determination
and system advocacy, by the end of each State Plan Year.
(Advocacy Partnership Project) - Performance Target SD2: 300 unduplicated self-advocates and 200 unduplicated family members identify issues that are important to them and participate in systems advocacy, by the end of each State Plan Year. (Advocacy Partnership Project, Self-Advocates Initiative Project)
- Performance Target SD4: At least 200 self-advocates unfamiliar with self-determination will become more familiar with basic principles of self-determination in their lives, by the end of Year 3. (Self-Determination Training Project).
Goal #2:
Establish or strengthen a program for the direct funding of state
self-advocacy organizations led by individuals with developmental disabilities.
Objective #1:
The Council directly funds a statewide public policy coalition led by
self-advocates.
- Performance Target SA1: The Council will engage in activities to establish or strengthen a
program for the direct funding of a state self-advocacy organization(s) led by
individuals with developmental disabilities:
· Explore what is needed, by the end of Year 1; and
· Establish or strengthen a program, by the end of each Year 2 through 5. - Performance Target SD3: 25 self-advocates will work together to create a stronger voice in the state legislature and public policy process; the number of self-advocates participating in the Self-Advocates as leaders (SAIL) will increase by 12, by the end of each State Plan Year. (SAIL coalition)
Goal #3:
Self-advocates, families and community members have the training and
support to be leaders in their community.
Objective #1:
Self-advocate trainers provide training on self-determination,
self-advocacy, and leadership skills to other self-advocates.
- Performance Target SA2: Individuals with developmental disabilities will be trained as trainers
in leadership and mentoring skills:
· 12 individuals trained, by the end of Year 1;
· 13 additional individuals trained, by the end of Year 2;
· 15 additional individuals trained by the end of Year 3; and
· 15 additional individuals trained by the end of Year 4.
(Leadership and Self-Determination Training Projects) - Performance Target SA3: Individuals with developmental disabilities who have been trained as
trainers in leadership skills (SA 2) are mentoring potential leaders with
developmental disabilities:
· 10 individuals have trained and mentored 10 potential leaders, by the end of Year 3; and
· 10 additional individuals have trained and mentored 10 additional potential leaders, by the end of Year 5.
(Leadership and Self-Determination Training Projects)
Objective #2:
Workshops held to train self-advocates, parents, family members and other
community members in leadership and advocacy.
- Performance Target SD5: Forty family members and other community members are more effective leaders and system advocates, by the end of Year 3. (Leadership Project)
- Performance Target SD6: Thirty individuals with developmental disabilities have attained membership on public and/or private non-profit boards, by the end of Year 3.
Objective #3:
Support and expand participation of individuals with developmental
disabilities in cross-disability and culturally diverse leadership
coalitions.
- Performance Target SA4:. Twelve Individuals with developmental disabilities are supported to participate in a cross-disability and culturally diverse leadership coalition by the end of each State Plan Year. (Youth Leadership Forum – Governor’s Committee on Disability Issues & Employment, SAIL Coalition)
The Issue and DDC Initiatives
Transportation (and gridlock) is a priority issue for Washington State. The
passage of Initiatives 601 and 695 cut state funds available for transportation.
Policymakers and the public are struggling between using limited funds for roads
or for multimodal transportation. For people with developmental disabilities,
public transportation is necessary for community inclusion. Public busses and
accessible vans are the very lifelines that lead to productive and independent
lives – traveling to work, grocery stores, church, friends, and recreation.
Rural areas, particularly, lack adequate transportation options.
Partners
- Department of Transportation
- Agency Council on Coordinated Transportation
- Developmental Disabilities Community Advocacy Coalition
- Arc of Washington
- Developmental Disabilities Parent Coalition
- Self-Advocates and family members
Goal:
People with developmental disabilities and their families have transportation
services for work, school, health, and personal needs.
Objective #1:
People with developmental disabilities and their families have transportation
services for work, school, health, and personal needs.
- Performance Target T1: Access to and use of transportation is improved for at least 70 people by
addressing the recommendations of the 2000 Special Transportation Needs Study by
the end of Year 4.