Showing posts with label Services/Supports. Show all posts
Showing posts with label Services/Supports. Show all posts

Where do the Autistic Crips Go?

In a few months, the California wildfires will be back.

We don't realize how much more disabling the climate change is for the disabled


Where Do the Autistic Crips Go?


I’m an autistic crip with sensory disabilities.

One of my many labels, too many to recount. 


Crips are not priority when natural disaster strikes.

2005 

... Katrina Disabled abandoned by caretakers

2018 

...Paradise CampFire, more of the same. 

We are ever the forgotten, not-accounted-for divergents. 


September 2020, 

...Bay Area Skies glowed red

Nuclear orange sky from countless wildfires. 

Evacuations were abound even with Covid around. 

It just was not safe to social distance at home. 


An autistic crip, I will just call him Zee 

Wildfires by his home, the air not fit to breathe.

He had legs to walk out, his was a different disability

But where would Zee go, evacuation is hardly easy


A shelter was not a place he could hang out. 

Sensory sensitivities, food allergies, social anxiety, compromised immunity. 

…. On top of sheer uncertainty. 

Where oh, where can autistic crips go?

Shelters are planned for the non-crip mindbody


Smoked filled air, but my home not in path of fire

Zee came, stayed a few days with me. 

It was not easy but it was better than a shelter.

Zee had a place to go for this round of emergency

The fires came close but his home did not catch fire. 

He was able to go back to his own home eventually


But where did the other autistic crips go?

Where will I go if this happens to me?

Next year, 

... the wildfires will be back.


Prepare and plan, says the authority?

Pack a bag with all that you need.

But...

How do you prepare for something like this?

How does one prepare sensory sensitivities and anxiety?

 

 

 

 

 

 




Empowering a Future

 I was the keynote speaker at the ABLE - South Carolina, a Center for Independent Living at their Annual conference. www.able-sc.org

Empowering a Future is a professional development opportunity for educators and service providers working with youth with disabilities who are transitioning to adulthood. This year’s conference will include all the exciting sessions you’re used to – but in a user-friendly online format! Want to learn how to motivate and empower your students? It’s time to leave the deficits-based approaches behind and focus on new strategies to build strong, successful self-advocates. Session content will highlight virtual service delivery, supported decision-making, pre-employment transition services, youth leadership, and much more. This event is made possible through a partnership with Able South Carolina, South Carolina Department of Education, and Transition Alliance of South Carolina (TASC).

Link to any potential recording will be posted if available. 




 

Keynote - Empowering a Future

I was keynote speaker at Able-SC's Transition Conference

Empowering a Future is a professional development opportunity for educators and service providers working with youth with disabilities who are transitioning to adulthood. This year's conference will include all the exciting sessions you're used to - but in a user-friendly online format! Want to learn how to motivate and empower your students? It's time to leave the deficits-based approaches behind and focus on new strategies to build strong, successful self-advocates. Session content will highlight virtual service delivery, supported decision-making, pre-employment transition services, youth leadership, and much more.

“Being branded low [functioning] sets you up for low educational expectations, low societal expectations and gatekeeping from the get go, it sets you up for lifelong failure. No one willingly labels themselves as low, it is others doing so.”

We are so excited for Hari Srinivasan to be our keynote speaker at Empowering a Future 2021! Teachers, service providers and counselors: learn directly from an autistic student and disability scholar about how to empower students with disabilities. Tickets: bit.ly/eaf2021

 

Impact of Parental Training and Race on Services Negotiated at an IEP

This was an research paper written for my Psych 167AC Stigma and Prejudice Course with Prof Mendoza-Denton. 

(NOTE: The data itself is all made up - that was the point of the project but all the lit review and findings very much reflect reality of the ground situation for many families with autism)

Impact of Parental Training and Race on Services Negotiated at an IEP


With a diagnosis rate of 1:54 children, Autism Spectrum Disorder or ASD, has of late become the most rapidly diagnosed neurodevelopmental disorder. As a result, an increasing number of children are entering the special education system. While free public education for non-disabled school age children in the United States has been around for more than a century, the inclusion of disabled students is fairly recent with the 1975 Individuals with Disabilities Education Act, or IDEA (DREDF, 2014). IDEA stipulates that students be included in the public education system with related services, “if students require them in order to benefit from specially designed instruction,” (DREDF, 2014). Given that autism is a spectrum disorder and can vary widely in how it affects a specific individual, there is no uniform set of services that can be applied across the board. Thus the type and hours of services a child actually receives is negotiated at the IEP (Individual Education Plan) meetings between the school district and the parents of the child. The only redress to IEP disagreements is through mediation and lawsuits which can be intimidating for parents who enter the system with little to no knowledge of disability education.

Parallelly, Correll et al. (2002), points to societal judgements made about the Black community; that they are somehow less deserving. Goff et al. (2014) highlights racial bias in that Black children are thought to be less innocent than their White counterparts. What this racial bias translates to is substantial delays in the diagnosis of ASD for Black children, after the parents initially expressed concerns about the child’s development, despite the parents having health insurance (Costantino et al., 2020). Delays in the referral process and lack of timely ASD diagnosis often meant missing the crucial early years of services that could potentially lead to better outcomes (Dababnah et al., 2018). Non-White parents were often told that it was not ASD or given other diagnoses (Martinez et al., 2018). The 2020 Obeid et al., study further demonstrated implicit racial bias in ASD identification and stigma. In the study, White participants were more likely to diagnose Black children with conduct disorder and White children with ASD while the reverse was true for Black participants. In addition, Black parents themselves would delay in reporting ASD symptoms, mistaking it for disruptive behaviors, compared to White parents, even if the symptoms were more severe (Donohue et al., 2017).

Hypothesis: Parents who undergo IEP training will get more hours of services for their autistic child from the public school district as compared to parents who don’t, and the service hours are moderated by race, such that White parents will receive more services for their autistic child than Black parents.

Method


The sample size was 100 parents (either father or mother) of children with a clinical ASD diagnosis of elementary age, attending a special education program in the United States. 50 of the parents were Black and 50 were White. Each racial group was further divided into two groups, the experimental condition attending a one day training on special education laws, legal rights and the IEP process. The control groups did not receive this IEP training.

The study uses a 2 x 2 design. The first factor of parental training was manipulated with two levels, training or no training. The second factor of race, had two levels, Black or White. The dependent variable in this study was the number of hours per week of related services negotiated at the child’s IEP meeting between the school district and the parents following the training (or control). Related services refer to additional services on top of what is provided to all students in a special education classroom. These include 1:1 support hours, speech therapy hours, occupational therapy hours, behavioral therapy hours etc. Aggregated data for the four levels were analyzed.

Results


Descriptive statistics of aggregated (fake) data for each of the four profiles are summarized in the table below. The mean for the different profiles is also represented in graphical form below.






Discussion


The data from the study supports the hypotheses. The above graph clearly demonstrates a main effect of parental training level, such that a IEP training is positively correlated to more service hours that are negotiated with the school districts at IEP meetings, independent of race There is a second main effect of race, such that the school district provides more service hours to White children rather than Black children. In addition, as is evident by the differing slopes of the two lines representing race in the graph, there is an interaction effect or a joint effect that cannot be explained away by each main effect in isolation. Thus while parental training leads to better outcomes in terms of service hours, this effect is moderated by race, such that being White leads to better outcomes than being Black.

Though it is not designed to be so, in reality the IEP has become an exercise in skill and artful negotiation. On the one side are school districts which are historically underfunded and under-resourced so will watch every dollar that needs to be spent despite laws that insist on appropriate supports to enhance inclusion. Part of the issue is the ongoing stigma around disability itself, that it would be a waste to spend resources on kids who would not improve anyway. On the other hand are the needs of autistic children; effective and timely delivery of support services can positively impact their outcomes further on in their lives.

The results of this study are therefore not surprising. A working knowledge of and training of their child’s rights under IDEA and understanding the IEP process gives parents the confidence to act as an equal amongst the professionals, educators and other experts that dominate the IEP table. Trained parents can argue for and justify the need for services. For the same reasons, trained parents are better equipped to go to mediation or sue in order to resolve IEP disagreements.

The other main effect of race has historically been an issue across the board as discussed earlier in the introduction section, and it is not surprising that this is the case when it comes to services received by Black children than White children. Black children may be seen as less deserving of services and more so if they have a disability which already has a lot of historical stigma attached to it. So while the trained Black parent is able to obtain more services than a non-trained parent (irrespective of race), the effect is dampened by the race factor. That is to say, for the Black parents, the gap in services has not closed due to the fact of training alone.

This study has major limitations. Outcomes cannot be limited to just two factors as there can be other extraneous issues that come into play. For instance, funding for school districts is often linked to property taxes and poorer neighborhoods housing minorities may be even more resource constrained. The severity of ASD and other comorbid diagnosis and conditions have also not been factored in.

A future direction would be to further examine this interaction effect and also examine the effects of severity of ASD, and resultant outcomes in terms of services received.


References


Constantino, J. N., Abbacchi, A. M., Saulnier, C., Klaiman, C., Mandell, D. S., Yi Zhang, Hawks, Z., Bates, J., Klin, A., Shattuck, P., Molholm, S., Fitzgerald, R., Roux, A., Lowe, J. K., & Geschwind, D. H. (2020). Timing of the Diagnosis of Autism in African American Children. Pediatrics, 146(3), 1–9. https://doi.org/10.1542/peds.2019-3629

Correll, J., Park, B., Judd, C., & Wittenbrink, B. (2002). The police officer's dilemma: Using ethnicity to disambiguate potentially threatening individuals. Journal of Personality and Social Psychology, 83(6), 1314-1329.

Dababnah, S., Shaia, W. E., Campion, K., & Nichols, H. M. (2018). “We Had to Keep Pushing”: Caregivers’ Perspectives on Autism Screening and Referral Practices of Black Children in Primary Care. Intellectual & Developmental Disabilities, 56(5), 321–336. https://doi.org/10.1352/1934-9556-56.5.321

Donohue, M. R., Childs, A. W., Richards, M., & Robins, D. L. (2019). Race influences parent report of concerns about symptoms of autism spectrum disorder. Autism: The International Journal of Research & Practice, 23(1), 100.

DREDF. (2014, March 09). Individuals with Disabilities Education Act (IDEA). Retrieved from https://dredf.org/legal-advocacy/laws/individuals-with-disabilities-education-act-idea/

Goff, P., Jackson, M., Di Leone, B., Culotta, C., & DiTomasso, N. (2014). The essence of innocence: Consequences of dehumanizing Black children. Journal of Personality and Social Psychology, 106(4), 526-545.

Martinez, M., Thomas, K. C., Williams, C. S., Christian, R., Crais, E., Pretzel, R., & Hooper, S. R. (2018). Family Experiences with the Diagnosis of Autism Spectrum Disorder: System Barriers and Facilitators of Efficient Diagnosis. Journal of Autism & Developmental Disorders, 48(7), 2368–2378. https://doi.org/10.1007/s10803-018-3493-1

Obeid, R., Bisson, J. B., Cosenza, A., Harrison, A. J., James, F., Saade, S., & Gillespie-Lynch, K. (2020). Do Implicit and Explicit Racial Biases Influence Autism Identification and Stigma? An Implicit Association Test Study. Journal of Autism and Developmental Disorders, 1. https://doi.org/10.1007/s10803-020-04507-2


Crip Camp Conversations: Disability Leaders Respond to Coronavirus




The Best Audience Chat Comment undoubtedly was
"I feel like my life will now be measured as “pre this talk” versus “post this talk”. Thank you for this!" 

Amazing experience being on the panel for this webinar. Glad to be able to add value to this very important issue. 


I got several requests to share what I'd "talked" about in the webinar. 
Here are the slides and transcript of audio. 

Introduction 



Image Description. Young Indian American male sitting in front of a laptop. Black hair. Wearing a cap and T-shirt that say Berkeley.

Hi everyone. Thank you for having me here. My name is Hari Srinivasan. I’m a non speaking autistic. I type to communicate. I have a bunch of other challenges like oral-motor apraxia, ADHD, OCD, anxiety etc. 

I’m a student at UC Berkeley with a major in psychology  and minor in disability studies. 

This is my third semester as student instructor for a faculty sponsored semester long class on autism. I think of it as a way to change awareness in the way 30 students each semester will come to view disability and autism in their future lives. A majority of the students are non-autistic and able-bodied. We had a very interesting discussion on autism and covid-19 just two weeks ago. 

I’m also a student journalist for the Daily Californian. I get to write about many disability related issues which have included a column on autism. My two recent articles focused on social distancing and on healthcare issues surrounding the disability community during this pandemic. If you google my name and Daily Cal you should find links to these articles. 



I joined the board of ASAN, the Autistic Self Advocacy Network earlier this year. 

As the pandemic unfolded ASAN has really been working with other disability orgs to advocate for our civil rights. An early area was medical rationing, the combined advocacy has lead to non discrimination directives at various levels. But we have to continue to be vigilant that this is translated to in the field. 

ASAN is also branching out now to work on issues like making sure people who need a support person can bring their family member or communication partner with them if they are hospitalized, even if the hospital has a no visitors policy, as a reasonable accommodation under the americans with disabilities act. As a person with high support needs, this is an area close to home for me. 

In terms of home and community based services, ASAN is pushing very hard for the next covid bill to include emergency grants to service providers so that people can be supported in their homes, and to keep people from ending up in congregate settings. To make that possible, support people need personal protective equipment and higher pay, as well as emergency child care and paid leave. Some agencies need to hire more folks and rearrange how they provide services etc. ASAN is also tracking infections, hospitalizations, deaths from covid-19, of people with disabilities living in congregate settings, because we know those settings are so much deadlier than a person's own home. 

Several disability orgs, including ASAN, are partners on the #WeAreEssential social media campaign, which lays out a lot of these issues along with others.

Issues facing Students and Families during this time

Hari, we know covid19 has had a great impact on students and families. Can you tell us about student responses or your thoughts on this?



I’ve been informally polling other peer autistics and their families to find out their challenges. And, as an autistic with high support needs, I experience many of these issues myself as well. 

To start with, this pandemic is kind of like a waiting game filled with endless uncertainty and anxiety. If the abled bodied population themselves are having increasing mental health issues, it’s a multiplier effect on the disabled population. I’m hearing that even kids under 10 are getting prescribed antidepressants. 

In autistics this uncertainty and anxiety can also manifest in so many different ways. There has been a huge increase in all kinds of maladaptive behaviors, whether it's meltdowns, obsessive compulsive behaviors, aggression, self-injurious behavior, disturbances in sleep patterns and other things that add to the already stressful times. 

It's the disruption or even lack of access to support services, therapies and education itself. The remote education model or tele therapy does not work for many who need that physical one on one support and have other needs. I want to quote one parent who says that “only certain people with certain needs qualify for tele therapy.”  Students  who are transitioning between the school and adult programs, like one of my friends, are stuck in limbo with no help at all.  

Many autistics had been working on building independence in community based skills or social interaction skills. Many don’t have the same access to the outdoors or nature hikes as before even for physical exercise. 

Even prior to the pandemic, we as a community have experienced a great deal of social isolation and stigma; this lockdown has given it a frightening face.  Lack of these critical supports, therapies and social opportunities will mean a regression in skills for autistics. 

At the same time, many other skills and behaviors have to be un learned for the current time, such as shaking hands or holding the door open for others. Then there is other hygiene issues - autistics with impulse control issues find it hard to not touch surfaces or maintain a six feet distance. 

Even for those who are able to avail of some form of remote instruction, whether at school or college level, there are big time gaps between the classes, with basically nothing to do. While some have figured out ways to cope, others find this to be very isolating and suffocating. One of my peers says he is “super duper frustrated.”

A bright spot is that some autistics are enjoying remote instruction, where you are free from social interaction pressures. I can just mute my zoom to cut off my stemming noises. Keeping up with social expectations can be exhausting for autistics. 


Wearing a mask has presented another challenge as many autistics have sensory issues. 

Every autistic has a different set of challenges and things that calm or work for them.
 It takes time for families and other caregivers to figure these out. Those with higher support needs rely on caretaker familiar with their needs. During this pandemic the caregiver role defaults to the immediate family for many autistics.  What happens if those caregivers fall ill or if the individuals themselves fall ill. Will healthcare workers even know what to do, how to handle our “behaviors” and other unique needs?. 

Autism is wide spectrum which means that many have health co-morbidities, like seizures and gut conditions. Even during non-pandemic times, many of these go undiagnosed. How will doctors even begin to treat us. 

Many of us will need our support person with us if we need to be isolated or hospitalized. It is a scary thought to imagine being alone in a hospital. I am so happy ASAN, Communication First and other orgs are working on this issue,  That support people be not just be allowed to accompany us, but also be provided the PPE protective gear. 

Some of my peers have needed hospitalization for other issues during this time, which can be absolutely un nerving. 

 I can’t even begin to articulate the plight of autistics who are in group residential settings, especially the larger ones.They like nursing homes for the elderly, are sitting ducks. 



Now for another perspective.  I mentioned earlier that we had discussed autism and covid at the autism class at U C Berkeley for which I am a student instructor. A majority of the class are able-bodied students. What really struck me was the lack of awareness on the part of the non-disabled community. Some of the student responses in my class - from surprise to shock is so telling.  Here are a couple of sample reactions. 

“This entire pandemic is making me absolutely sick about how the disability community is being treated. Dehumanized and devalued. It’s not fair, it doesn’t make any sense”

“The disregard for people with autism, or any intellectual disability, by hospitals in the time of covid 19. It is saddening to see, especially when it is in direct noncompliance with the Americans with Disabilities act.”

“Something that surprised me was how people on the spectrum are being treated throughout covid 19. It actually makes me so upset that people need just as much medical attention as those that are being affected. Just because we are having a pandemic does not mean the normal life things just suddenly stop.”

The point I want to make by showing you these student reactions is that we need to work even more vigorously on awareness of these issues in the mainstream community to bring about change. We need even more allies in the non disabled community. Only then will change be easier and can happen. The current scorched earth scenario is laying bare all the inadequacies of the system. This is like a shocking wake up call of sorts.

What gives me hope

What is giving you hope or resiliency right now?



I am in awe, of the fierce advocacy efforts being done by organizations and individuals to keep our civil rights alive by making noise and lobbying and widely publicizing our issues. We need to make a lot more noise.

This time of need has also given way to so many random acts of generosity and kindness.
An example is the many different online free classes that have sprung up to help us through this hard time. I am able to try out new classes and am no longer limited by having to travel to a remote location amid traffic  to try these things.

Our new normal has meant that many of what we thought had to be social norms are no longer applicable. You don’t have to sit in a cubicle from nine to five to be able to hold down a job for instance. You can turn off the camera or the mic on your zoom if you want. You can choose to be heard and seen. 

I am also encouraged at how greener our earth is getting in just such a short span of time. Just cutting down traffic can have such a huge impact on our air quality. It gives me much hope that we can do something about climate change. And with people in lockdown, the animals are finally getting to enjoy the outdoors in peace which is again telling of their oppression. 

I am in deep admiration that many in the disabled community are not just helping out each other during this time but also participating in the greater community good, like making masks for healthcare workers.

Our strength of character and resilience is shining through. And that gives me so much hope for now, and the future.

A Call to Action

We have enough time for each panelist to make one call to action.



This has been a tremendous wake up call of sorts for all of us.

 I'll keep this call to action very short with ASAN’s big ask right now. 

We really really need people to call, to email, to tweet your congressperson, and demand funding for home and community based services. 
autisticadvocacy.org/2020/03/action-alert-covid19-relief/



Additional Audience Chat Comments
Fantastic insights indeed Hari. Thank you so much for sharing
Thank you Hari - great insights!
Thank you Hari for your positive words of hope.
Great insights Hari. 




RCEB Annual Meeting

Meeting my caseworker at RCEB Vincent for my annual review.


The issue I see is the same set of goals recycled year after year. 

While one part of my life (the Berkeley part, the access to higher education, college academics, activites etc) is currently growing great and is so thrilling and unbelievable for me, the rest of my life seems stuck in an endless loop. 

I need more body organization, more independence in my daily living skills and ability to handle myself, more mood regulation, more impulse control, less OCD, less anxiety. I'm stuck at the same level for years ... there seems no clear path to this at all. What are the social resources that have the patience and knowhow to help me? 

I'm a nowhere guy in a nowhere in-between land with a foot in two worlds of the "the put-together" autistics out in the community and those with significant support needs who society essentially wants to warehouse. 

Where is the niche for the unique me and the supports to enable it?

Housing for Adults with Autism in the Bay Area

A Paper for my Introduction to Disability Studies Class 


Housing for Adults with Autism in the Bay Area

Children with autism spectrum disorder (ASD) grow up to be adults with ASD, as autism does not magically go away in adulthood. The prevalence of ASD is rapidly increasing, with the CDC (2019) placing the diagnosis rate at 1:59 children. This means that there are an increasing number of autistics exiting the school system and entering the adult world (Marino, 2018).  However, as I find when trying to navigate the adult world of autism, supports and services are not just inadequate but the existing supports are not prepared to deal with the varied and unique needs of adult autistics. The situation can be complex as there is a huge spectrum of profiles within autism itself, a factor that also comes into play in the case of housing. While many autistics function independently with little to no support, a significant number are not employed and need more support for daily living. This paper focuses on the housing challenges for adult autistics needing more support in the Bay Area. 


Other topics in the adult ASD world that were considered during the web search were Adult Day Programs and employment. The first was concerning as many of my peers have not been accepted into any Adult Day Program due to “autism behaviors.” Adult Day Programs typically support people with disabilities (PWD) after they exit the special education system at age 22 (Escher, 2014) and range in the level of support provided. The second issue of employment is equally concerning as according to the National Longitudinal Transition Study only, “58% of young adults ages 20-25 with ASD who had been in special education in secondary school had ever worked during their early 20’s” (Marino, 2018).

As the process of deinstitutionalization began all over the US, an important piece of legislation in California that directly impacted housing for individuals with developmental disabilities like autism was the Lanterman Act of 1969. It opened the doors to the “right to get the services and supports [autistics] need to live like people without disabilities” (The Lanterman Developmental Disabilities Services Act, n.d.). It allowed for the creation of Regional Centers which are nonprofits that contract with the Department of Developmental Services (California Department of Developmental Services, 2018). Social workers at the Regional Centers help coordinate tailored services and supports including full or partial funding depending on the type of housing.  Yet the housing situation in the Bay Area as summed up by Lisa Kleinbub, executive director of the Regional Center of the East Bay, is that there is, “a pent-up demand right now among young (special-needs) adults for housing...They’re housed in settings that really aren’t what they want.” (Kendell, 2019). Kleinbub goes on to add that there are fewer than 100 units for the 4500 units of housing needed in Alameda and Contra Costa counties. When it comes to Santa Clara, Santa Cruz, Monterey, and San Benito counties, Kleinbub states that almost eighty percent of the 17,500 clients live with their parents  (Kendell, 2019). 

In this research, it is useful to briefly look at some of the current housing options as listed by the San Francisco Autism Society.  The most common and well known are the Group Homes or Community Care Facilities. The typical three-bedroom group home is privately owned and licensed by the state and can house up to six individuals with the state paying the group home for each individual depending on the level of care needed. Group homes provide an all-in-one solution (ASD Housing Options, 2019).

Apartments and co-ops are arrangements where an individual lives alone or with shared living space. Staffing support is provided through agencies or individuals that provide Supported Living Services (SLS) or Independent Living Services (ILS) (ASD Housing Options, 2019). The big advantage of using SLS and ILS is that the client, “retains separate control over housing choice and support staff...[even as they] need support to carry out choices” (ASD Housing Options, 2019). Rents are expected to be funded through social security income received by the individual and Section 8 vouchers which landlords can make use of to rent apartments at fair market value. 

The autism community model is increasingly popular and is loosely based on a retirement community model, offering housing, community and sometimes programming options. Two of my peers will have a future home in the Clearwater Ranch in Sonoma county. Spread over 80 acres it will feature many single-family homes, each housing four ASD adults (with their own room) and two caretakers. Another example is the Sweetwater Community in Sonoma County and the soon to be completed Summer Hill project in Pleasanton (Kendell, 2019). Extra support needed for individuals would still have to be organized via SLS and ILS agencies (ASD Housing Options, 2019). 

However, each type of housing option comes with its own set of challenges and more so in the context of the Bay Area. A small subset of these issues are discussed below. 

The first issue is that “even in situations where PWD are not able to live independently, living in community settings is generally considered preferable to institutionalization (if adequate support is provided)” (Schur, Kruse, & Blanck, 2013, p. 124). Group homes and SLS/ILS housing are more in line with the principle of housing in community settings. So there is debate over whether the creation of exclusive communities for autism would be a form of  “gilded” segregation. But Kleinbub feels that the community model may work as long as, “residents have opportunities to venture beyond the building” (Kendall, 2019). I also want to add that that it is worrying that so many autism communities are coming up in Sonoma county which is likely to be the site of recurrent wildfires as climate change is not likely to reverse course in the immediate future. As we learned in class, PWD are most at risk during rescue and evacuation attempts. 

A fundamental problem is that many of the housing solutions for the disabled community were not envisaged for the behavioral issues that often accompany autism. Housing in the community is easier when there are fewer “disruptive” behaviors. Some autistics may find it difficult to share rooms in Group Homes or have close proximity, others may have frequent meltdowns or behaviors that other autistics may not be able to tolerate. A friend was sent back to his parental home from two different group homes as they could not manage his behaviors. 

Training staff to the unique needs of the individual has been a challenge especially if an individual is seen as having more support needs. My friend Tyler Fihe, now in his 30s, has been living on his own in an apartment with SLS support since age 19. He states in a youtube video he made for the 1:59 Autism Spectrum Disorders DeCal class here at UC Berkeley, “I wish I could say that I have been fully in charge of my household...having trained, probably hundreds of staff over the years. I finally wrote an operations manual. It is hard work to keep it up to date, but it is harder to teach the same basics over and over again” (Fihe, 2019). 

The Bay Area is very expensive to live in, making it almost impossible to find affordable housing for adult autistics. According to the Bay Area Market Reports, the median home price in the Bay Area is  $980,000 compared to the California average of $609,000 and the United States average $279,600 (Bay Area Real Estate Markets Survey, 2019). Rents are also prohibitive, the national average at $1,465 compared to $3,240 in Berkeley, and $2,789 in San Jose (Bona, 2019). It is not without some irony that the social security income received by an adult, which averages $1000 a month, “is expected to fund the rent, utilities, food and living expenses“ (ASD Housing Options, 2019). 

The high cost of living affects support services as well. In his video, Fihe adds, “Staff turnover has always been a major problem. The pay for staff is ridiculously low. It bugs me that my staff could make more money making lattes and mochas than helping me have a life. Our society values seem pretty screwed up to me" (Fihe, 2019). Two of Fihe’s SLS agencies have shut down in the last ten years due to staff not being able to afford to live in the bay area (Fihe, 2019). This is a continuing trend. Group homes are again paid a flat state fee which does not account for the geographical cost of living (ASD Housing Options, 2019). The group home of another friend is moving to a rural area to lower their cost of operation. When that happens either you live too far away from your family to visit or move back into the family home as you continue to search for other (almost non-existent) options. 

Even in the case of solutions like the communities, either the cost of entry is prohibitive or the affordable ones have long waitlists. A family I know bought into Clearwater Ranch a few years ago for $200,000 and the other family recently at $350,000. It guarantees a room for the lifetime of the ASD adult. 300 individuals have expressed interest in the 31 units of the more affordable Sunflower Hill community project with rents from $300 to $1,500 a month (Kendell, 2019).

One of the concerns for adult autistics and their families is the potential for abuse and neglect in any housing option. The social worker for a severely impacted ASD friend paid a surprise visit to his SLS apartment and found his careworker on top of him. His horrified parents immediately moved him back to the parental home for now. 

Group homes have the most oversight in that they are licensed. However, my social worker remarked that it was impossible to physically visit each client more than once or twice a year as she had a huge caseload, many of them in different group homes. According to the San Francisco Autism Society, some group homes may also choose to limit family involvement and oversight (ASD Housing Options, 2019). Historically, a lack of oversight and accountability contributes to neglect or abuse (UNICEF, 2005, p. 12).

A majority of adults continue to live in the family home for many years due to this housing crisis. There is some advantage to living amongst familiar friends and family which gives a sense of belonging (ASD Housing Options, 2019). While it is actually cost-effective for the state to have the adult continue to stay with their families into adulthood, there is currently a huge financial disincentive to do so (ASD Housing Options, 2019). The full range of ILS and SLS services cannot be accessed unless the adult autistic resides in a separate address. Aging parents simply cannot continue to provide the same level of care without access to significant SLS support, so autistics are often forced into housing options that are less than optimal. Changes in legislation to enable adults to continue living in the parental home with full SLS/ILS support could help alleviate some of this housing crisis until better alternatives can be found. 

Families can indeed play an important role in the oversight process of  “service delivery and monitoring of safety” (ASD Housing Options, 2019).  My social worker had once mentioned that some parents are buying a smaller second home close by for their adult child so that the parents can better monitor service delivery. Buying a second home in the Bay Area is however impossible for most. Some family friends have bought two houses on the same street in cheaper areas like the outskirts of Sacramento, one for themselves and one for their adult ASD family member. A family I know in San Jose is working on converting their “in-law” unit through city permits into a separate address. Caseworkers in Marin County have also indicated to a family I know that the county was now encouraging the building of in-law units on existing properties and zoning them as separate addresses. It is part of the attempt by Marin county to address the housing crisis for adults and the hope is that more counties will follow suit. 

Essentially the state has been unprepared for the exploding numbers of adults with autism which has rushed their housing needs into a crisis mode, more so in an expensive geographical location like the Bay Area. Changing legislation to build and rezone in-law units on existing properties as well as continued residence in the parental home with full SLS support may help alleviate some of this crisis. Thousands of affordable units also need to be built as well as other incentives to make rents affordable. Staffing is a critical component for this population so affordable housing for staff also needs to be addressed. In addition, there is the issue of addressing the unique and behavioral needs of the autistics themselves to consider, which impacts the type of housing they need. The overriding issue of disability rights still remains unresolved for the autism population - that of inclusion via community-integrated housing versus a new form of segregation with the creation of autism communities.  There is clearly a housing crisis for this vulnerable population and currently no simple solutions.

Additional Note: 
Something which appeared almost like a conundrum to me (and Prof Marsha Saxton also hinted at this in class) was the Independent Living Paradigm. PWD (People with Disabilities) went from being dependent on their families to living and making decisions on their own; the shift in decision making towards self-determination is just amazing progress. It truly represents the disability rights mantra of, “Nothing about us, without us.”  In my adult autism housing web paper, one of the options mentioned (or adults with more support needs is supported living, which is a form of independent living. 

The concern is that independent living unless arranged properly can result in isolation. It could end up with just the autistic and a caretaker who will leave for their own family home when their shift ends. The thought of loneliness is one of the most terrifying fears for a lot of folks including me. Just parking a person in the middle of a community with personal assistants does not mean inclusion or a sense of community.  A great irony is that the non-disabled neurotypical population places so much emphasis on being surrounded by family and friends yet the disabled are pushed towards becoming an “independent island” that has to live away from the family. Isn’t having some sort of self-determined, independent living arrangement in your family home or near your family a better option - so you continue to have access to that network of friends and family in your life rather than just a series of paid caretakers alone. Staff turnover is so high in the Bay Area and it is hard for a PWD to get a sense of stability or mental calm when you know 'paid people' around you will/can quit anytime.


We need hybrid housing options that allow for self-determination yet incorporate the opportunity for being included in the community and access to the family and friends network. Doing the paper both educated and worried me as it seemed to me that those of us with more significant disabilities will be at the mercy of caretakers and support agencies.  It was no surprise to me to hear that some PWD got abandoned by their caretakers during the Paradise wildfire 2 years ago.

References for Web Paper. 

ASD Housing Options. (2019). Retrieved October 14, 2019, from https://www.sfautismsociety.org/housing-options-for-adults-with-autism.html. 
Bay Area Real Estate Markets Survey - Compass. (2019, October). Retrieved October 14, 2019,
Bona, S. (2019, July 22). Bay Area Rent Report - June 2019. Retrieved October 14, 2019, from
California Department of Developmental Services. (2018, June 8). Information About Regional
Centers. Retrieved November 11, 2019, from https://dds.ca.gov/RC/.
CDC. (2019, September 3). Data & Statistics on Autism Spectrum Disorder. Retrieved from
https://www.cdc.gov/ncbddd/autism/data.html.
Escher, J. (2014, January 22). Commentary: What happens when autistic children become
adults. Retrieved October 14, 2019, from
Fihe, T.  [Tyler Fihe]. (2019, April, 9). Tyler Fihe [Video File]. Retrieved from
Kendall, M. (2019, May 21). Why the housing crisis hits this Bay Area group especially hard.
Retrieved from
The Lanterman Developmental Disabilities Services Act. (n.d.). Retrieved November 11, 2019,
Marino, S. A. (2018, September 13). The Special Ed Epidemic: What happens when they age
out of school? Retrieved October 14, 2019, from
Schur, L., Kruse, D., & Blanck, P. D. (2013). People with Disabilities: Sidelined Or 
Mainstreamed? New York: Cambridge University Press.
UNICEF. (2005, July 28). Violence against Disabled Children: UN Secretary Generals Report
on Violence against Children Thematic Group on Violence against Disabled Children
(Summary Report) New York: United Nations. Retrieved November 11, 2019, from