Skip to main content

Posts

Showing posts from January 12, 2020

Waiver Redesign Resources

The Division of Disability and Rehabilitative Services/Bureau of Developmental Disabilities Services is currently in the process of a waiver redesign. Recently a concept paper and executive summary were released to the public that gives a broad overview of some of the possible changes that can occur through this exciting opportunity to better support individuals and families in living their vision of a good life.
Throughout this process it is imperative that we hear directly from the individuals and families who will be affected by these changes. DDRS/BDDS values this feedback and will use it to inform the path forward. 

Executive Summary (posted on Waiver Redesign Webpage) This gives a high level overview of the possible changes and path forward. It is available in English, Spanish, and Burmese.
Webinar (to be posted on Waiver Redesign Webpage the week of 01/21/20) 
DDRS has also added several Building Bridges meetings through March where individuals and families can come talk to DDRS…

Upcoming Webinars and Calls

NEWIncorporating Community Voices to Improve Complex Care Tuesday, January 21, 1:00-2:30 pm ET Center for Health Care Strategies/Better Care Playbook NEW Partnering with Families to Provide Programs for People with Intellectual and Developmental Disabilities Wednesday, January 22, 1:30-2:45 pm ET National Center on Advancing Person-Centered Practices and Systems (an initiative from the Administration for Community Living and the Centers for Medicare & Medicaid Services)

A Medicaid Promise to Children: Timely Treatment Services

Medicaid's health program for children, called Early and Periodic Screening, Diagnostic, and Treatment, or EPSDT, was created to ensure that low-income children are promptly screened and treated for health problems. The screening must occur at periodic, pre-set intervals and is intended to catch health problems before they become worse. As President Johnson explained in 1967, “The problem is to discover, as early as possible, the ills that handicap our children. There must be continuing follow-up and treatment so that handicaps do not go untreated.” NHeLP recently filed an amicus (or “friend of the court”) brief in Rosie D, a case involving Massachusetts's failure to provide care for children with serious emotional disturbance. Our brief details the legislative and administrative history of EPSDT to explain to the court that Congress could not have intended timely EPSDT to stop with a diagnosis and promise of treatment.
Learn more about NHeLP's recently launched Amicus P…

Promoting Engagement in Preschool Classrooms

Do some of your students have difficulty being actively engaged in classroom activities? Do interfering behaviors prevent them from achieving the learning outcomes that you’re hoping for?  Engagement is critical for all students, whether they have disabilities or not, but it can be especially important for young students with Autism Spectrum Disorders (ASD) since these children may not readily learn from observing others, and often have challenges related to motivation, attention, and understanding expectations. Research suggests that engagement results in better learning outcomes for students (Ruble & McGrew, 2013). So how can we support student engagement in preschool classrooms?   Universal Supports to Increase Classroom Engagement 1. Use motivating activities  Rotate toys and materials to increase novelty and exposure to new items, materials and conceptsIncorporate preferred interests within classroom activities; for example, teach math using Legos, incorporate train stories dur…