If you’re just starting this journey, understanding how orthopedic impairment (OI) fits into your child’s IEP can bring up a lot of questions. How does the school determine eligibility? What kinds of supports are available? How can you make sure your child has everything they need to move, learn, and participate comfortably? When a child has a physical disability, their educational needs go beyond academics, and their IEP should reflect that. Supporting mobility, accessibility, and independence — through assistive technology, therapy, and accommodations — helps create an environment where your child can thrive.
For expert insights, we turned to Laura Alanis, PT, DPT, physical therapy school administrative lead at Kids in Motion Pediatric Therapy; Cintya Diaz, department chair and special education teacher; Sarah Pelangka, BCBA-D, owner at Know IEPs; and Lisa Concoff Kronbeck, public benefits specialist at Undivided.
OI is a low-incidence disability under IDEA. This essentially means affecting less than 1 percent of the population. The IDEA category of orthopedic impairments refers to a wide variety of disabilities. These can be divided into three main areas: neuro-motor impairments (cerebral palsy, spina bifida), degenerative diseases (muscular dystrophy), and musculoskeletal disorders (rheumatoid arthritis).
Under IDEA, OI means, “A severe orthopedic impairment that adversely affects a child’s educational performance.” The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., CP, amputations, and fractures or burns that cause contractures). It refers to a physical disability that significantly affects a student’s ability to move or perform daily tasks at school. It includes conditions impacting the skeletal, muscular, or neuromuscular systems.
As Dr. Pelangka explains, OI can stem from a condition a student is born with or one that develops due to illness or injury. Let’s take a closer look at some of the conditions that fall under this category.
What are the different types of OI in children?
OI is a broad category that includes a range of physical conditions affecting a student’s ability to move or use their body effectively. These conditions can vary widely in how they impact mobility, strength, coordination, and daily functioning. Understanding the different types of OI helps educators and families better support students’ individual needs.
Some well-known types of OI include:
Cerebral palsy: as Diaz points out, this is often the most common condition included under OI, making up about 80% of cases. This neurological condition affects movement, muscle tone, and coordination, making activities like walking, sitting upon their own, or coordinating or moving their hands more difficult. Some children might need mobility aids, such as walkers or wheelchairs, while others move Independently. Support at school can include physical or occupational therapy, adaptive PE and adaptive equipment, and assistance with daily living skills like feeding, toileting, transferring from one adaptive equipment to the other and with other fine motor skills such as holding objects and writing skills.
Spina bifida: this birth condition occurs when the spine and spinal cord don’t form properly, affecting movement, sensation, and bladder or bowel control. The severity can vary depending on the size and location of the opening in the spine. Some children might use braces or a wheelchair, while others might need medical support, such as catheterization or managing a shunt. Schools can provide accessible spaces and health support to help them stay active.
Rheumatoid arthritis: the most common type of arthritis in children under 16, this condition causes joint pain, swelling, and stiffness. Some kids might experience symptoms intermittently, while others might need ongoing treatment. With proper care, children can stay active and engaged in school activities.
Cardiac conditions: these are heart-related problems that affect the heart and blood vessels. Some children might experience symptoms such as fatigue or shortness of breath, while others might have no noticeable symptoms. It’s important to ensure they have the right support to stay comfortable and keep up with school and activities.
Eligibility for an IEP is based on whether a child has one of 13 qualifying diagnoses, orthopedic impairment being one of them. Under California Education Code, “Orthopedic impairment means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).”
What is the difference between OI and OHI?
Another IEP eligibility category is Other Health Impairment (OHI) — a broad category that covers conditions that limit a child’s strength, energy, or alertness. Examples include ADHD, anxiety, bipolar disorder, and depression. It’s easy to mix up OI and OHI, but the key difference comes down to what they affect.
Dr. Pelangka explains that OHI applies to students who have “limited strength, alertness (including a heightened alertness to environmental stimuli that results in limited alertness in the educational environment), or vitality due to a chronic or acute health problem.” This can include conditions like ADHD, epilepsy, or Down syndrome, which don’t necessarily impact mobility but can still create barriers in the classroom.
Some students qualify under both categories. For example, a child with a neuromuscular condition might have mobility challenges (OI) and also experience fatigue or stamina issues (OHI) that make it harder to stay engaged in learning.
Diaz also notes that chronic conditions such as asthma or diabetes may qualify under OHI if they interfere with a student’s ability to participate in school. “It all depends on how each student’s condition is,” Diaz explains, highlighting the importance of evaluating each child’s unique needs. This is why it’s essential for families and IEP teams to work together to ensure students get the right support tailored to how their condition affects both their learning and mobility at school.
Many kids with orthopedic impairments don’t have any cognitive, learning, language, or sensory differences — they’re fully capable of engaging with academic content and being included in a general education classroom, just like their peers. For these students, the biggest support they usually need is physical access: things like getting around the classroom, using assistive technology, or having extra time to complete tasks due to mobility challenges.
That said, some children — especially those with neuromotor conditions like cerebral palsy, where the brain is involved — might also experience other challenges, such as difficulties with speech, processing, or attention. These additional needs can vary widely from child to child.
The key takeaway for parents: orthopedic impairments don’t automatically mean learning differences. But understanding your child’s specific needs (and how they show up in the classroom) helps ensure they get the right supports. Whether it’s physical accommodations, communication tools, or therapy services, the goal is to make sure your child has full access to learning and can thrive in school.
How to support a child with OI and a co-occurring condition
When supporting a child with OI and a co-occurring condition — such as autism, Down syndrome, or an intellectual disability — it’s important to address both the primary condition and the unique needs of the secondary condition. As Diaz explains, OI serves as the qualifying condition, while the co-occurring condition is considered secondary. Here’s how you can approach it:
Figuring out the right classroom setting for a child with an orthopedic impairment can feel like a lot, but it all comes down to what works best for the individual student. Both Dr. Pelangka and Diaz emphasize that placement decisions should be based on the child’s unique needs — not on assumptions about their diagnosis.
Diaz encourages parents to visit the classroom before making any decisions. In her experience, many families assume a special education classroom functions more like a daycare, where students are simply supervised rather than actively engaged in learning. She finds that once parents see the level of participation and inclusion happening, their perspective often shifts. Students use various tools, such as augmentative and alternative communication (AAC) devices such as buttons, switches, and adapted scissors, to fully engage in activities, showing that specialized support doesn’t mean a lack of meaningful learning. Here are some things to consider when touring schools:
Dr. Pelangka emphasizes that placement decisions should be individualized. If a student has only an orthopedic impairment and no cognitive or learning disability, they should have the opportunity to stay in a general education setting with appropriate accessibility supports. The law doesn’t require a student to be at grade level to remain in general education — what matters is that they’re making progress on their IEP goals. However, if a child has additional challenges, such as a severe language impairment that affects comprehension, a smaller setting might be beneficial.
When thinking about children with OI, mobility issues such as using a wheelchair or walker often come to mind first. However, one of the most significant challenges faced by children with OI isn’t physical — it’s the assumptions people make about them.
As Dr. Pelangka explains, “In my experience, what is really important to consider is that I think oftentimes there are stigmas associated or attached to individuals who have an orthopedic impairment — for example, cerebral palsy. And let’s say that individual may not be able to vocally communicate clearly, or they may have to use a wheelchair, but cognitively, they’re still performing at expected levels commensurate with their gen ed peers. I think there’s a lot of assumptions that happen when a student may present that way, and there may be recommendations for more restrictive supports and services that aren’t necessary. So I think it’s important for IEP teams to be familiar with the student they’re supporting and their background and their disability."
In other words, just because a child moves or communicates differently doesn’t mean they have a cognitive delay. Unfortunately, outdated assumptions often lead to students being placed in restrictive settings that aren’t necessary for their academic growth. That’s why it’s essential for IEP teams to take the time to understand each child’s unique strengths and challenges rather than making assumptions based on outward appearances.
Even if a child uses an augmentative and alternative communication (AAC) device or receives speech therapy, it doesn’t automatically mean they’re struggling academically. These tools are simply meant to support their communication and engagement. As Dr. Pelangka emphasizes, IEP teams must ensure “students have access to grade-level curriculum and that they’re included in their gen ed classes to the maximum extent possible, particularly if there is no cognitive delay at all.”
Moreover, social inclusion is just as critical. Peers might not always know how to interact with students who appear different, which is why adults play an essential role in fostering an inclusive and supportive environment. Dr. Pelangka highlights, “It’s really the adult’s job on campus to support that and to show and to interact with those students just like they would any other student and to model that. So that there is that sense of acceptance and that culture of acceptance on that campus.”
Ultimately, children with OI deserve to be seen as individuals, not just for their disabilities. By challenging outdated assumptions and working toward more inclusive school environments, we can help ensure a better school experience for these students.
Creating an effective IEP for a student with OI means including the right services, supports, and accommodations to help them access their education. If a child qualifies under more than one eligibility category, their IEP should reflect all areas of need. As Dr. Pelangka explains, when a student has multiple criteria for eligibility, “that would be documented within the IEP, and the needs of the student should be clear in the student’s present levels.” This means all necessary supports — whether mobility assistance, accommodations, or modifications — should be clearly outlined in the IEP.
What if a child has both OI and another disability? If their needs fall under both intellectual disability and OI, they may be classified under “multiple disabilities” eligibility, which could provide access to specialized support beyond a traditional special education setting. However, as Dr. Pelangka notes, “If the IEP can be written in such a way as to ensure all needs can be met in a gen ed setting, that is always the goal.”
The most important thing is making sure each child gets the right support, whatever that might look like. While every student’s needs are different, several key areas should be considered.
This service provider should always be included in an IEP for a student who qualifies under OI. As Dr. Pelangka explains, “Whether they’re just on a consultation/collaboration model or if they’re coming out and providing more direct support,” the OI specialist plays a crucial role in accessibility. They help ensure students can move comfortably across campus, participate in the classroom, and access the curriculum. Unlike a PT, an OI specialist focuses on classroom and curriculum accessibility, not just movement. It’s a common question: if a child with OI has trouble getting around, does that mean they need an O&M specialist? Not necessarily. According to Dr. Pelangka, “An O&M specialist would only be added once a student has qualified for vision services.” In other words, these services are specifically for students whose vision impacts their ability to move safely and independently. If a child’s mobility challenges stem from other factors, different support is needed. As Dr. Pelangka explains, “If the student has mobility needs that are unrelated to their vision, those would be supported by a PT.”
Dr. Pelangka explains how the role of an OI specialist differs from that of a PT.
Some students require medical support during the school day. This means they need to have an Individualized Health Plan (IHP). As Dr. Pelangka states, “If there’s any medical need and equipment that needs to be supported or a healthcare plan that’s on file, then health and nursing services should be written into the IEP.” This can include medication administration, medical monitoring, or assistance with medical devices.
When does a child with OI need a healthcare plan in their IEP?
Does your child’s IEP need a healthcare plan? That depends on their medical needs. If your child has a medical condition that could affect their school day — whether it impacts their ability to learn, participate, or stay safe — a healthcare plan might be necessary. As Dr. Pelangka explains, “Any student, regardless of orthopedic impairment or not, would require a healthcare plan if there’s an underlying medical need that could impact them educationally.”
Think of it this way — a healthcare plan is required if a child:
Dr. Pelangka explains the importance of healthcare plans for students with OI.
A healthcare plan makes sure there are trained staff available to help and provides a clear plan for what to do if they’re not there. It can also include support for things like mobility and toileting, such as safely assisting with transfers. As Dr. Pelangka explains, “The nurse could facilitate training to ensure transfers are done safely.” A strong healthcare plan leaves no room for confusion. It should clearly outline what support your child needs, when staff should intervene, and what steps to take in an emergency. Key details to include:
As Dr. Pelangka emphasizes, “It can be a matter of life and death, right?” That’s why it’s so important to make sure the plan is clear, specific, and followed correctly.
Schools may ask for medical documentation to ensure they’re following proper procedures. While parents aren’t required to authorize direct communication between the school and medical providers, having a doctor provide written instructions can help avoid any confusion.
If you ever feel something isn’t being handled correctly, speak up. As Dr. Pelangka stresses, “You have that right if you’re feeling something in your gut, you’re feeling like things aren’t being done properly, or you have a question.” Your child’s safety and well-being come first.
Note that a student cannot attend school unless their healthcare plan is current and signed. If it expires, they might not be allowed on campus until it’s updated.
Who is responsible for your child’s healthcare plan at school?
A district-level nurse, according to Dr. Pelangka, is always responsible for writing the healthcare plan, but since most schools don’t have a full-time nurse on-site, a health technician usually handles the day-to-day care. If your child has complex medical needs, the IEP team might discuss placing them at a school with a full-time nurse. If your child’s plan includes medical tasks (e.g., suctioning, feeding, or choking intervention), school staff must be trained. As a parent, you have the right to:
Physical therapy supports mobility, including walking, transferring, and using mobility aids. Occupational therapy, on the other hand, helps with motor planning skills, which help us remember and perform the actions that make movement happen, and fine motor skills, which control the movement of our hands and muscles. As Dr. Alanis simply puts it, OTs help kids build the skills they need to take part in daily life, especially when fine motor tasks are tricky
Here are some of the ways OT can support kids with OI:
How can PT help kids with OI?
PT can make a big difference for a child with OI, helping them move through their school day more comfortably and confidently. Here’s how PT supports students:
With the right PT support, students with OI can navigate their school environment more safely, independently, and confidently.
Do all children with OI need PT?
Not necessarily — and that’s completely okay. As Dr. Alanis explains, “Not all students with OI need PT.” In a school setting, the focus isn’t just on improving movement but on what’s “functional” for the student. That means looking at how they navigate their school environment and whether they can access their education independently.
Some children with OI might move around just fine and need only minor accommodations — such as extra time to get to class, a specific seating arrangement, or modified physical activities. For others who face mobility, balance, or accessibility challenges, PT can play a key role in supporting their independence.
If your child is having trouble moving in ways that affect their ability to participate in school, PT might be an important piece of their support plan. As Dr. Alanis explains, “When there’s concerns about a student’s gross motor impairments that are impacting their accessibility and participation in their education, that’s the biggest thing we want to look at.” In other words, if challenges with posture, walking, balance, or mobility are creating barriers in the classroom, hallways, or playground, physical therapy could be the key to helping them move through their school day with more confidence.
So, what might that look like? It could mean difficulty sitting upright in class, making it harder to focus and engage in learning. Or maybe walking is a challenge, which makes transitioning between classrooms more difficult. Dr. Alanis also explains that difficulties with strength and balance may make it harder for a child to use the stairs or the play structure — challenges that might not always be obvious but can significantly affect their school experience. If these challenges apply to your child, discussing an evaluation with the IEP team is the next step. Unsure if your child needs PT at school? Dr. Alanis breaks down when it should be considered as a related service.
It’s completely understandable to question whether a child needs school-based PT or OT when they’re already receiving therapy at home or in a clinic. The answer, as Dr. Alanis puts it, is “not necessarily.” In a school setting, the focus is on a child’s “functional ability to access school.” So even if a child has strength challenges, school-based PT isn’t needed “as long as they’re accessing safely.”
For example, can they physically access the classroom, playground, and bathroom safely? Can they hold a pencil, write, stay seated in their chair, and participate in lessons? Every skill they will need to succeed is evaluated and treated through the lens of education. Therapists work as part of the child’s care team alongside the teacher and other service providers on developing and implementing the child’s IEP. Documentation is related to the child’s IEP rather than insurance requirements and uses educational terminology.
That being said, clinic-based services can still be beneficial. While school therapy helps support participation in the classroom and school environment, clinic therapy can focus on other areas of development that go beyond what’s needed for school access. Private PT looks more closely at how the child’s disability impacts areas of daily living — such as feeding, dressing, sound production, sensory processing, general strengthening, fine and gross motor skills, and balance and coordination.
Physical therapy
Occupational therapy
Support staff play a vital role in carrying out IEP goals. Diaz prioritizes having instructional assistants observe therapy sessions so they can reinforce skills throughout the day.
Another key IEP consideration is ensuring that students do not become overly reliant on just one aide. While some parents prefer one dedicated aide, Diaz finds that rotating staff builds independence. “Kids get attached to one person and perform differently with someone else.” Diaz rotates staff to prepare students for real-world interactions. She explains, “When they grow up, they’re going to be meeting different people at the front desk when they go to see a doctor.” It’s never too early to start working on generalization of skills. Generalization refers to the ability to transfer learning from the initial learning context to the real settings where it needs to be performed. Generalization occurs across people, places, materials and over time.
Finally, staff well-being matters. Diaz, a former instructional assistant, understands the physical demands of the job, from kneeling during circle time to assisting with transfers. To prevent burnout, she rotates physically demanding tasks among staff. “Transfers can be hard if you’re doing them all the time. So we cycle — one person works with a student from 8 to 11 for a month, then we swap.” This team-based approach keeps staff engaged while ensuring students receive consistent, high-quality support.
Diaz shares why rotating classroom staff is crucial for children with OI, highlighting the benefits for their social development and adaptability.
If the student’s mobility is impacted by their low vision, Dr. Pelangka explains, an O&M goal can be a valuable part of their IEP. An O&M goal ensures they receive the right instruction to develop safe and independent travel skills.
The frequency of O&M instruction depends on the child’s needs. Some students benefit from regular sessions to practice routes and techniques, while others might need only occasional check-ins. Factors like their level of independence, use of mobility tools, and environmental changes help determine the right level of support.
Diaz notes that if O&M is included in a student’s IEP, it should be provided consistently. “If it is an IEP goal, I think it should be weekly,” Diaz says, explaining that related services like adapted physical education (APE) and occupational therapy (OT) are often offered once a week as well.
Let’s talk about another important support: APE, which plays a big role in helping students with mobility challenges. As Diaz tells us, it helps them develop movement skills — such as walking, jumping, skipping, or even tasks like holding a ball or picking up objects with one hand — so they can participate more fully in PE and other activities.
Schools are federally required to provide physical education to students with disabilities just as they are for children without disabilities. Adapted physical therapy is often used to modify PE activities for kids who are unable to successfully participate in general PE even with accommodations or modifications. California law also requires that physical education include as much interaction as possible between children with disabilities and their nondisabled peers.
Like in PE, the goal of APE is to develop a child’s physical and motor skills, fundamental motor skills and patterns, and athletic skills such as ball skills, aquatics, dance, and group sports. For some kids, APE is provided as a pull-out service; for others, it can be pushed in. We can approach APE by asking what is the mobility goal, and how can the APE therapist facilitate a kid’s participation with their peers in a way that doesn’t make them feel isolated?
A structured yet flexible schedule also supports student success. Diaz describes how a well-run classroom functions “like a well-oiled machine,” where teachers, aides, and students all understand what’s happening next. To support students with OI, she posts visual schedules in multiple locations and even laminates a copy to attach to wheelchairs for easy access. But schedules should also allow for adjustments based on medical needs.
Creating an accessible school environment fosters mobility, participation, and independence for students with OI. Thoughtful design and simple adjustments can make a significant difference. As Dr. Pelangka emphasizes, even small barriers — like a heavy door — can make movement difficult for students with OI. Schools should prioritize:
Dr. Pelangka reminds us, “If those accommodations are accessible and the student can access and be successful, then that’s what should be happening.” But parents often have to ask for these supports — schools don’t always offer them upfront. So if something could help your child thrive, don’t be afraid to push for it!
Find more examples of accommodations in our article Tech, Equipment, Accommodations, and More for Orthopedic Impairment (OI).
Setting the right goals in an IEP helps students with OI build mobility, independence, and academic skills at every stage of their education. Dr. Pelangka explains that as kids grow, their needs change — so their IEP goals should evolve with them.
What do OI goals look like? Every child’s IEP goals are unique, but they often focus on mobility, fine motor skills, self-care, and classroom participation. These goals should be specific, measurable, and tailored to the child’s needs. As Dr. Pelangka explains, if your child qualifies under OI, their IEP should reflect all areas of need, including mobility support, accommodations, or modifications.
Early childhood (ages 3–5)
For preschool-aged children, IEP goals focus on building foundational skills that support independence in early learning settings. These may include:
Elementary school (ages 5–11)
As kids enter elementary school, their goals shift to navigating the school environment and participating in classroom activities. This could include:
Middle and high school (ages 11–18)
Older students work toward greater independence as they prepare for life beyond school. Goals at this stage might focus on:
Transition to adulthood (ages 18–22)
Some students continue receiving IEP support through adult transition programs that focus on building real-world independence. These may include:
How often should goals be updated? IEP teams review and update goals annually, but families can request a meeting any time needs change. As Dr. Pelangka states, “If the IEP can be written in such a way as to ensure all needs can be met in a gen ed setting, that is always the goal.”
Any equipment a student needs to access their education qualifies as AT. This can range from mobility aids, such as walkers and wheelchairs, to AAC devices. If a student requires specialized technology to communicate, access learning materials, or navigate their school environment, these should be included in the IEP.
Also, a student’s visual processing can impact how they navigate and access learning. Diaz explains that vision isn’t just about blindness, it’s about how a student perceives and interacts with their environment. “Are they able to move their body, look around, and visually access the whole [space]. Can they have a whole picture of the classroom?” If a student struggles with scanning their surroundings, vision services not as direct, but as consultation services can help develop this skill, making it easier to navigate the classroom independently.
AT and equipment are essential for supporting students with OI in mobility, communication, and school participation. If a child requires specialized equipment, it should be included under AT in their IEP. As Dr. Pelangka clarifies, “If the student requires any equipment, that automatically qualifies as assistive technology.” AT can range from simple adaptations to high-tech solutions, all tailored to a child’s unique needs. Diaz emphasizes the importance of collaboration in determining the right tools, stating, “Knowledge about student conditions and collaborating with parents and other providers is key to determining appropriate tools and equipment to meet the student’s needs.”
For some students, adaptive writing utensils or keyboards can make writing and typing more accessible. AI-powered tools, such as voice-controlled software and organization apps, can also assist with writing, dictation, and classroom engagement. D r. Alanis adds that an assistive technology professional (ATP) can evaluate the need for AT in the school setting and recommend tools such as adaptive keyboards, AAC devices, and digital workbooks to support the student’s learning. These tools help students with limited strength, range of motion, or motor control to better access their curriculum.
Devices such as walkers, standers, or wheelchairs should be documented in the IEP to ensure proper support throughout the school day. Adaptive seating and standing desks can improve posture and focus, while other specialized equipment, such as floor mats, prone wedges, and adaptive tricycles, can provide additional mobility and comfort. Durable medical equipment (DME), such as orthotics, mobility aids, and custom wheelchairs, plays a critical role in a student’s ability to move safely and comfortably. As Concoff Kronbeck explains, “It’s a massive range of equipment that somebody might need.”
Orthotics, braces, shoe inserts, and support shoes are used as part of PT to improve a child’s mobility, stability, and strength. These devices can be worn on either a temporary or a permanent basis, and they are most commonly used by children with cerebral palsy and other neuromuscular conditions. A combination of orthotics and PT can help improve their gait, strength, stability, and balance and reduce the chance of tripping, deformity, spastic movement, and dislocation of joints. Orthotics can also help reduce the need for surgery later on in a child’s life.
Before a child can be fitted for the right type of orthotics, they will receive a physical assessment to determine their individual needs. Sometimes, the assessment is done by an orthopedic doctor, who orders the device from an orthotist, who will fit a child for it; a doctor may also refer the assessment to a physical therapist. Some children might benefit from a single orthotic device or multiple ones, such as using ankle braces with shoe inserts. There are several different types of braces, which are usually categorized by what part of the body they affect (for example, ankle-foot orthotics, also known as AFOs). The approach also depends on your child’s age and whether they have high or low muscle tone, or both.
For students who need alternative ways to express themselves, AAC tools are essential. As Dr. Pelangka explains, these devices help students communicate effectively, whether through eye-gaze monitors or speech-generating tools.
Some students with limited motor control may struggle with traditional AAC devices. Diaz shares her excitement about an upcoming trial, explaining, “I’m very excited that we’re going to do an eye-gaze trial just to see if a student can access communication through a computer and the computer will read their eye gaze. So they will be able to see a screen with a yes and a no. And so when they’re having a conversation, the student can, by only looking at the word, provide an answer.”
For students with fine motor challenges, navigation extensions can assist with using a computer. Helpful tools include:
Many students benefit from AI-based learning supports, noise-canceling headphones, and screen adaptations such as enlarged text. ATPs can also recommend digitalized workbooks and accessible programs for students with motor limitations.
Getting public benefits for your child might seem overwhelming, but knowing what’s available and when to apply can make a big difference. The right approach depends on your child’s unique needs, diagnosis, and age. Concoff Kronbeck tells us, “Health insurance is always going to come first for anything that health insurance covers.” Whether you’re looking into Regional Center, California Children’s Services (CCS), or Medi-Cal, these agencies require insurance to cover costs first before stepping in.
Early intervention services support infants and toddlers at risk for developmental delays in reaching milestones. At age three, these services shift to long-term supports under the Lanterman Act for children with qualifying diagnoses. For more information, head over to our article Low Incidence Disabilities 101.
At age three, eligibility shifts from early intervention to long-term services under the Lanterman Act. To qualify, a child must have a condition such as autism, cerebral palsy, epilepsy, or intellectual disability or a condition classified under the “fifth category.”
This fifth category applies to disabilities that are “substantially similar to or requiring the same treatment as an intellectual disability and are not solely physical in nature,” according to Concoff Kronbeck. It includes conditions that significantly impact a child’s ability to learn and interact with their environment in ways similar to those with intellectual disabilities—even if the disability is not solely physical.
Having a qualifying diagnosis alone does not automatically qualify a child for services. They must also demonstrate significant functional limitations that affect their daily functioning in at least three developmental areas.
Additional supports may include Medi-Cal, In-Home Supportive Services (IHSS), or Home and Community-Based Alternatives (HCBA) waivers for skilled nursing.
The CCS MTP provides medically necessary OT and PT for children and young adults under age 21 with eligible conditions. These include cerebral palsy, muscular dystrophy, arthrogryposis, juvenile rheumatoid arthritis, spina bifida, brachial plexus injury, and traumatic brain injuries.
Services are delivered through MTUs, typically located on public school sites, in partnership with county health departments, DHCS, and LEAs. Children who qualify for MTU services may receive support regardless of family income.
Creating an accessible home environment can be easier with the right tools and modifications. Various supports can help kids move around their space with greater ease and independence, and even small changes can make a big difference in daily routines.
Staying active is important for physical and mental health. Many communities, according to Dr. Alanis, offer adaptive sports and recreational programs for kids with OI.
Finding the right community can make all the difference; it’s about having people in your corner who understand your journey, as Diaz and Concoff Kronbeck tell us.
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