One significant aspect of HB2832 is the creation of a Short-Term Stabilization Home Model. This approach is intended for children and youth who have not stabilized despite existing support in their communities. The model outlines specific requirements, including a limit on stay duration and mandated staffing by qualified professionals. Additionally, the bill includes provisions for establishing a Transition to Adulthood Model, which will help young adults navigate the transition to independence, incorporating educational services and individual transition plans, emphasizing personal guidance and support.
Summary
House Bill 2832 amends the Children and Family Services Act by establishing new provisions aimed at improving behavioral health services for children and youth diagnosed with intellectual and developmental disabilities or mental illnesses. The bill mandates that the Department of Children and Family Services (DCFS), in collaboration with the Department of Human Services (DHS), create a comprehensive list of affected individuals referred to various care facilities. This list is designed to enhance tracking of referrals and resources across involved agencies such as schools and hospitals, ensuring that children's needs for behavioral health services are met more adequately.
Contention
The discussions surrounding the bill highlight concerns regarding effective implementation and funding. Stakeholders express the need for clarity on how these new models will integrate with existing services and what resources will be allocated to ensure that facilities meet the outlined staffing requirements. Opposition may arise over the balance between centralized oversight and the individualized needs of children and young adults as they transition to adulthood. Ensuring adequate oversight while allowing for flexibility and responsiveness to the unique needs of each child will be critical in evaluating the success of the bill.
An Act to Promote Seamless and Flexible Home and Community Supports Across the Lifespan for Individuals with Intellectual and Developmental Disabilities or Autism
Requires transition planning for high school students with disabilities, who have a “504” plan, like the transition planning required for high school students with disabilities, who have an individualized education program (IEP).