OCRA ends first full year of
providing advocacy services

• Securing regional center services and supports;

• Working on special education and inclusion issues;

• Helping consumers get access to benefits, housing, and health and wellness care;

• Assuring privacy and protection of individual rights; and

• Providing help on other matters of concern to consumers, families, and friends.

In late December 1999, Samuel B*, an 18-year-old consumer, moved from Orange County to Los Angeles. Los Angeles Unified School District (LAUSD) told Samuel B, who has a diagnosis of mental retardation, that he could not attend his local school. Because his Individual Education Plan (IEP) set his placement as a nonpublic school, LAUSD reasoned that Samuel B could not attend a public school. Samuel B asked for another IEP meeting. When LAUSD ignored his request, Samuel B contacted OCRA. OCRA staff got a hearing, where the hearing officer ordered LAUSD to find an interim placement. Samuel B is now in school, and LAUSD is setting up assessments to help him get a permanent placement.

Susan A is 14 years old. She contacted OCRA for help after being out of school for more than a year. Las Virgenes Unified School District had placed Susan A in a very restrictive "severe handicap" class. Unhappy with the placement, Susan A’s mother pulled her out of school. With help from OCRA staff, Susan A filed for a due process hearing.

OCRA hired a full inclusion specialist who testified on Susan A’s behalf. As part of a settlement agreement, Susan A will attend her neighborhood school, where she will spend at least 51% of her time in mainstream classes. At an IEP meeting, the IEP team further developed her education program. Susan A is now back in school.

Brent W is eligible for special education services because he has severe orthopedic impairments, and language and speech disorders. He is 3 years old, has cerebral palsy, does not walk, and takes food through a tube. For a time, Brent W’s one-on-one respite worker was going to school with him. When regional center staff found out, they cut off funding for the respite worker during school hours. Brent W’s parents asked OCRA for help.

OCRA got a letter from the pediatric neurology unit at UCLA. The letter supported the idea that, because Brent W has spastic cerebral palsy, he should be in a special education preschool — not in the county’s program for cognitively impaired children. At an IEP meeting, Brent W’s school district agreed to the less restrictive classes. The school district also offered language and speech therapy, a modified school week, an adaptive physical education assessment, a one-on-one aide, and transportation.

With funding from the Department of Developmental Services (DDS), OCRA will oversee production of 11 videos. Each video will be about 10 to 20 minutes long. The video producer, OCRA staff, and consumer consultants will develop scripts for the videos. Filming will be on location using actors who have developmental disabilities. OCRA has reviewed the topics and points of law to be covered in the videos with its advisory committee. Topics include:

• In-Home Supportive Services: How the Program Works;

• How to be Your Own Representative Payee: Supplemental Social Security;

• Informed Consent: Know Your Medication;

• How to Participate in Your IEP and IPP;

• IEP: Transition Services for Ages 14 and Over;

• Rights in Facilities: What Consumers Need to Know;

• Self-Advocacy for Medi-Cal and Medicare: How to Obtain Services;

• Your Rights at the Regional Center;

• Social and Recreational Issues and Concerns;

• Independent Living; and

• A public service announcement about OCRA.

• Special Education Rights and Responsibilities (PAI #5040) in Chinese and Spanish.

• IHSS Fair Hearing Assessment Packet (PAI #5013) in Cambodian, Korean, Hmong, Lao and Thai.

• Your IPP (PAI #5038) in Armenian, Cambodian, Hmong, Russian, Lao, Tagalog and Thai.

• Conservatorships, Trusts and Wills for People with Developmental or Other Disabilities — A Guide for Families (PAI #5005) in Cambodian, Chinese, Hmong, Lao and Tagalog.

PAI appreciates DDS’s approval of the funds for translation. It will make these publications accessible to many more people who do not read English.