Who is in the CAC?

• Parents/guardians of individuals with disabilities (the majority)
• Representatives of agencies that serve people with disabilities
• School staff

How can I participate?

Members of the public are always welcome to attend CAC meetings and give public comments. CAC Meetings are governed by the Brown Act and only items on the agenda will be discussed. Staff may follow-up as needed. If you prefer to speak with a CAC member privately or by phone, call the SELPA office at (805) 437-1560 for contact information, including the name of your school district representative.

2022-2023 CAC BOARD

Carole Shelton, Chair

Lee Ann Holland, Vice-Chair

Myra Medina, Membership Secretary

Amanda Alfred, Treasurer

Lynda Karl, Parliamentarian

Flavia Seawright, Public Information Officer

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder affecting 11 percent of school-age children. Symptoms continue into adulthood in more than three-quarters of cases. ADHD is characterized by developmentally inappropriate levels of inattention, impulsivity and hyperactivity.

Individuals with ADHD can be very successful in life. However, without identification and proper treatment, ADHD may have serious consequences, including school failure, family stress and disruption, depression, problems with relationships, substance abuse, delinquency, accidental injuries and job failure. Early identification and treatment are extremely important.

Symptoms:

The symptoms for each are adapted and summarized below.

ADHD predominantly inattentive presentation:

• Fails to give close attention to details or makes careless mistakes
• Has difficulty sustaining attention
• Does not appear to listen
• Struggles to follow through with instructions
• Has difficulty with organization
• Avoids or dislikes tasks requiring sustained mental effort
• Loses things
• Is easily distracted
• Is forgetful in daily activities

ADHD predominantly hyperactive-impulsive presentation:

• Fidgets with hands or feet or squirms in chair
• Has difficulty remaining seated
• Runs about or climbs excessively in children; extreme restlessness in adults
• Difficulty engaging in activities quietly
• Acts as if driven by a motor; adults will often feel inside as if they are driven by a motor
• Talks excessively
• Blurts out answers before questions have been completed
• Difficulty waiting or taking turns
• Interrupts or intrudes upon others

These symptoms can change over time, so children may fit different presentations as they get older.

As individuals age, their symptoms may lessen, change or take different forms. Adults who retain some of the symptoms of childhood ADHD, but not all, can be diagnosed as having ADHD in partial remission.

ADHD throughout the lifespan:

Children with ADHD often experience delays in independent functioning and may behave younger than their peers. Many children affected by ADHD can also have mild delays in language, motor skills or social development that are not part of ADHD but often co-occur. They tend to have low frustration tolerance, difficulty controlling their emotions and often experience mood swings.

Children with ADHD are at risk for potentially serious problems in adolescence and adulthood: academic failure or delays, driving problems, difficulties with peers and social situations, risky sexual behavior, and substance abuse. There may be more severe negative behaviors with co-existing conditions such as oppositional defiant disorder or conduct disorder. Adolescent girls with ADHD are also more prone to eating disorders than boys. As noted above, ADHD persists from childhood to adolescence in the vast majority of cases (50–80 percent), although the hyperactivity may lessen over time.

Teens with ADHD present a special challenge. During these years, academic and life demands increase. At the same time, these kids face typical adolescent issues such as emerging sexuality, establishing independence, dealing with peer pressure and the challenges of driving.

Co-occurring Disorders:

More than two-thirds of children with ADHD have at least one other co-existing condition. Any disorder can co-exist with ADHD, but certain disorders seem to occur more often. These disorders include oppositional defiant and conduct disorders, anxiety, depression, tic disorders or Tourette syndrome, substance abuse, sleep disorders and learning disabilities.

When co-existing conditions are present, academic and behavioral problems, as well as emotional issues, may be more complex. These co-occurring disorders can continue throughout a person’s life. A thorough diagnosis and treatment plan that takes into account all of the symptoms present is essential.

For more information on the following topics:

• Diagnosing ADHD
• Treatment of ADHD
• Co-existing Conditions
• ADHD Across the Lifespan (infographic)

Facts about Down Syndrome

Down syndrome is a condition in which a person has an extra chromosome. Chromosomes are small “packages” of genes in the body. They determine how a baby’s body forms and functions as it grows during pregnancy and after birth. Typically, a baby is born with 46 chromosomes. Babies with Down syndrome have an extra copy of one of these chromosomes, chromosome 21. A medical term for having an extra copy of a chromosome is ‘trisomy.’ Down syndrome is also referred to as Trisomy 21. This extra copy changes how the baby’s body and brain develop, which can cause both mental and physical challenges for the baby.

Even though people with Down syndrome might act and look similar, each person has different abilities. People with Down syndrome usually have an IQ (a measure of intelligence) in the mildly-to-moderately low range and are slower to speak than other children.

Some common physical features of Down syndrome include:

• A flattened face, especially the bridge of the nose
• Almond-shaped eyes that slant up
• A short neck
• Small ears
• A tongue that tends to stick out of the mouth
• Tiny white spots on the iris (colored part) of the eye
• Small hands and feet
• A single line across the palm of the hand (palmar crease)
• Small pinky fingers that sometimes curve toward the thumb
• Poor muscle tone or loose joints
• Shorter in height as children and adults

Other Health Problems:

Many people with Down syndrome have the common facial features and no other major birth defects. However, some people with Down syndrome might have one or more major birth defects or other medical problems. Some of the more common health problems among children with Down syndrome are listed below.

• Hearing loss
• Obstructive sleep apnea, which is a condition where the person’s breathing temporarily stops while asleep
• Ear infections
• Eye diseases
• Heart defects present at birth

Myths and Truths About Down Syndrome

Facts About Down Syndrome

In recognition of the important role people with disabilities play in a diverse and inclusive American workforce, the theme for National Disability Employment Awareness Month (NDEAM) 2022 will be “Disability: Part of the Equity Equation.”Observed annually in October, NDEAM celebrates the contributions of America’s workers with disabilities past and present and showcases supportive, inclusive employment policies and practices.

The WorkAbility (WAI) program is funded and administered by the California Department of Education (CDE). The WAI program provides comprehensive pre-employment skills training, employment placement and follow-up for high school students in special education who are making the transition from school to work, independent living, and postsecondary education or training. Program services are appropriate to individual student needs, abilities, and interests.

The WAI program offers students with an Individualized Education Program (IEP) the opportunity to complete their secondary education while also obtaining marketable job skills. WAI provides secondary students with an understanding of job-seeking and job-keeping skills. The employability of students improves through occupational class training and on-the-job subsidized or unsubsidized work experience.

The WAI program seeks employers in the business community who will give students with disabilities a chance to prove themselves in a competitive integrated employment setting. Local program sites successfully coordinate state and local service providers to offer comprehensive services tailored to local economic, social, and geographic needs and abilities.

Programs in the Ventura County SELPA:

There are three WorkAbility I programs within the Ventura County SELPA:

• Conejo Valley Unified School District - Denice Welter, Project Manager
• Las Virgenes Unified School District - Denise Edwards, Project Manager
• Ventura County SELPA - Joanna V. Della Gatta, Project Manager

WorkAbility I Works! Fact Sheet

We would like to extend our sincere appreciation to our community business partners for supporting our students in these endeavors.

Go to http://vcoe.k12oms.org/login.php to create an OMS account

If you already have an account, go to http://vcoe.k12oms.org/1630-224705

You will receive an email confirmation if we receive the registration before the above deadline and your email address is complete.

If you are having trouble accessing the system or you do not have computer access,

please call (805) 437-1560 or Email: Ana Teran at AOlvera@vcoe.org

The 30th Annual Walking the Path Together Conference

Tools to Help You Walk the Path

FOR FAMILIES OF YOUNG CHILDREN WITH DISABILITIES (0-5 YEARS OLD)

AND THE PROFESSIONALS WHO SUPPORT THEM!

All sessions will be offered separately in both English and Spanish,

and will be co-presented by a parent and a professional.

Saturday, October 22

Check-in: 8:00 am-8:30 am

Resource Fair: 8:30 am-8:55 am

Conference: 9:00 am-12:20 pm

Location:

Ventura County Office of Education Conference and Educational Services Center

5100 Adolfo Rd., Camarillo, CA 93012

To Register:

Go to: https://vcoe.k12oms.org/login.php to create an account.

If you already have an OMS account, you may register by using the following link:

http://vcoe.k12oms.org/1630-220638

Wednesday, November 9, 2022

5:30 pm to 8:00 pm

Click here to join.

5:30 pm:

Welcome

6:00 pm:

Interact with agency representatives from the Department of Rehabilitation, Tri-Counties

Regional Center, Colleges, Ventura County Behavioral Health, Ventura County Public Health and many more.

7:45 pm:

Closing/Thank you

Presentation and information at the fair are available in Spanish. No need to call ahead. Interpretation in ASL and other languages is available but must be reserved 2 weeks in advance. Call 805.437.1560.

Transition Resources

Special Education Rights at Age of Majority

Transition Information For Students

Transition Agency Padlet

Educationally Related Social Emotional Services (ERSES)

Social Emotional Services

Social Emotional Continuum

Residential Care Fact Sheet

To nominate someone (Teacher, Student, Parent, Specialist) for "going above and beyond" in serving special education students and/or families, go to the SELPA website, click on "Information for Families" and look under CAC for an application.