Project Description:
For many years in Delaware, medical centers, state agencies, universities,family members, not-for-profit organizations, corporations, and foundations have been building partnerships and alliances, launching new initiatives and activities for the benefit of children with ASD/DD and their families. Many successes have been realized; many lessons have been learned; and many gaps in service provision stand as glaring reminders of how much there is left to do. There is incredible talent in the Delaware regiontalent that begs to be harnessed and yoked to research, training, and service efforts that have gained forward momentum in recent years yet would benefit from additional visibility and resources. By establishing a LEND in Delaware, we are bringing this talent together for a focal purpose: investment in the development of a new generation of leaders in the field.
Delaware has a unique history of services for individuals with ASD. The Delaware Autism Program (DAP) was created over 30 years ago to provide educational services to youth with autism. The program has gained notoriety over the years for a variety of reasons, including its innovation of the internationally-renowned Picture Exchange Communication System (PECS).
While DAP meets the educational needs of a large number of youth with ASD, it neither accommodates individuals across the lifespan nor across the full spectrum along which ASD manifests. It does not accept all children with a medical diagnosis of autism, and does not serve
children who are considered high functioning. As a centralized facility, it does not conform to federal least restrictive environment mandates. Some children attending DAP spend extensive time traveling to the program that could be spent in more enjoyable and constructive pursuits.
The staff-to-student student ratio is necessarily small, which increases the demand for educators, related services personnel, and paraprofessionals who have the specialized expertise required by
this complex population. As more local districts are choosing to serve students locally rather than sending them to DAP, the demand for qualified providers becomes even more pronounced.
When students exit the program, the adult services system does not have sufficient capacity to support them adequately. Although the Division of Vocational Rehabilitation serves individuals with autism, its structure for reimbursing employment services serves as a
disincentive for employment services providers to accept clients with significant ASD who may need more intensive supports over a long period of time. Further, adult service providers often
lack the expertise to serve individuals with ASD. The Division of Developmental Disabilities Services, which has responsibility for funding adult services, still has an institutional bias, and
provides meager resources to families who wish to support their adult children at home or in a setting other than a congregate living arrangement.
The dedication to growth in services to those impacted by ASD, as well as the expansion overall of innovative practices such as telehealth, creates an environment that is especially conducive for an interdisciplinary training program.
Delaware has lagged behind other states in establishing comprehensive systems of care for children with ASD/DD, yet developments over
the past five years portend a new era of advocacy and high-quality service delivery. A confluence of factors, including clinical and policy-related innovations pioneered by individuals who will serve as LEND faculty, have already begun to change the landscape. The establishment of a LEND program in Delaware brings additional capacity to the critical training and technical assistance initiatives, amplifying the value of interdisciplinary, family-centered,
culturally competent care.
Area of Emphasis
Quality Assurance, Education & Early Intervention, Child Care-Related Activities, Health-Related Activities, Employment-Related Activities, Recreation-Related Activities
Target Audience:
Students/Trainees (long or intermediate trainees), Community Trainees / Short term trainees, Family Members/Caregivers, Adults with Disabilities, Children/Adolescents with Disabilities/SHCN
Unserved or Under-served Populations:
Racial or Ethnic Minorities, Disadvantaged Circumstances, Limited English, Geographic Areas, Specific Groups
