Monday, September 17, 2012

Meandering Through the Medicaid Minefield


Benefits make me a little squeamish.  I’ve always thought it best to side-step the issue whenever possible. I’m not sure, though, that when you have two children in transition you can avoid stepping in the benefits minefield, fraught with its complexity and controversy.  Add to that an election year when both Medicaid and Medicare could figure prominently in the decision of who sits in the Oval Office or at a desk in the Capitol or downtown Indy, and I figure no matter what I have to say…Boom! 

So here’s a little of our tiptoe through the minefield this summer.

Our family’s personal involvement with benefits is minimal at best.  Son FF with autism, now 18, was diagnosed at 3 ½, but, given our income—in the Midwest we would probably be considered mid-to upper middle class—we knew he would never qualify for federal or state benefits to supplement his care.  We never had early intervention. We paid for additional speech services, some OT, high school evaluations, and even his psychiatric care and medication management out of our own pockets.  None of that was covered under my husband’s health insurance. (And I, of course, left my job to coordinate the therapy and extra care FF needed.) That meant we struggled to find appropriate services for him at times, because many supports and services for families with children who have disabilities are only dealt out to those who have Medicaid or who are on the Medicaid waiver.  It meant no behavior supports at a time when we desperately needed them. 
  
And, oh, we sooo needed those services. So we added ourselves to the new waiver waiting list in Illinois, and when we moved to Indiana, we started over again at the bottom of the waiting list, which was expected to be 10-12 years.  When FF was young, I was told at an autism conference that waivers were a way for states to widen the net and extend needed services to middle and upper income families as well. So, okay, I told myself, we would wait, and when his number came up at least then he would have some supports.

We were not really worried about Medicaid in the health care sense of the word yet for him yet. After all, thanks to the Affordable Care Act (Boom! A controversial explosion!), he now has health care coverage under my husband’s new (much better) health plan until he’s 26. Whew! No need to apply for Medicaid any time soon, we thought.

So this year FF turned 18, graduated from school and applied for Vocational Rehabilitation Services (we’ll get into that another time). It’s now pretty evident that he’ll need extended follow-along services for employment.  Without follow-along he will only be eligible for 90 days of job coaching services from our provider after the day he is employed. (He does, however, have ”job seeking” services and supports while he looks for a job.) But that’s not much for a person who struggles with emotion, frustration, and with saying the appropriate thing. Without the right workplace supports, I have Mom Worry that ranges from he won’t be able to stay in a job to I’ll get a call from a police officer some day.

But, uh oh. Turns out that follow-along supports are paid for with Medicaid funds. (Boom!) FF needs to apply for Medicaid. Sigh. We’re not happy about having to keep him impoverished at a time when he’s looking for a job and when he’s just beginning to learn basic money management skills (he has a very small checking and savings account) (Boom!). However, people with disabilities are eligible only if their assets are less than $1,500. Go figure.  “Get a job, but you can’t earn money, FF. We know you just got a checking and savings account so that we could teach you some independent financial skills, but oops, that will have to wait, because now you need to be poor, maybe for the rest of your life.” Yes, this is painful for us. But he needs the follow-along so okay, we thought, we’ll apply.

Boom! We have a 529 educational savings plan in our name with FF as the beneficiary, making him ineligible—that was the first ruling.  We started the 529 plan, by the way, based on recommendations we received at an autism conference when FF was young. Particularly because FF was high functioning and we could not predict whether he would be able to attend college or not, a 529 plan could be used to save for college, or if our son could not go to college, we could cash out the savings, pay the 10% penalty, but still have the savings to use for his care—rent for an apartment maybe, transportation needs, a personal care assistant.

Heartsick, I delivered the bad news to our provider. But meanwhile, and coincidentally, we were contacted by the Bureau of Developmental Disability Services (BDDS). At 18, FF was now targeted for the Medicaid waiver, specifically the Support Services Waiver (as of September 1, now the Family Supports Waiver). This is fantastic! And, says our provider, we should check to see if the Support Services Waiver will pay for his follow along. It might mean that all or most of his waiver funding will need to be used on follow-along, but okay. Next day FF and I meet with BDDS. But lo and behold--Boom!--if you’ve been denied eligibility for Medicaid (because of the 529 plan), you’re also denied the waiver.

What??!! Sure enough, FF needs to also be impoverished to qualify for waiver services. Boom!  That concept of “waiver” as a wider net is true in some states, not in others. Not in Indiana. Indiana and many other states adhere to what I’ve learned is the more common definition of Medicaid waiver in which eligible families are “waiving” institutional care and opting instead for selected community-based services that would help them care for their loved one in their homes. The word eligible looms large there. No Medicaid, no waiver.

Three weeks after FSSA denied FF eligibility, though, they phoned to say they’d changed their ruling, and that a 529 plan or Coverdell educational savings plan held by a parent would not be counted against the person with the disability—even if that person is the beneficiary. FSSA suggested we reapply.  Moob! (Reverse boom.) At what cost, though?  I admit to being torn.  My husband, not so much. He’s pretty sure we should steer clear of Medicaid, given that the services would be very minimal and we would be teaching FF all the wrong financial stability lessons. Can we actually afford to find our own follow-along care and pay for it out of pocket?  I don’t know. We're on shaky ground here and choosing our next steps carefully.

Next up, Social Security.  Boom!

Tuesday, September 4, 2012

Top Five Things My Son with High Functioning Autism Needs to Succeed in College

Before you read this post, please be aware that I do understand the differences between entitlement to services and supports in k-12 education for students with disabilities vs. eligibility for accommodations in college.  (For those of you who are parents of younger children or who don't dwell in our world on regular basis, here are the basics on that.) Basically, students in k-12--by law--are accorded a number of supports and services that help make school more accessible for them. In college, not so much. Postsecondary education requires that students be able to meet the requirements all other students must meet and that they advocate for themselves for accommodations (like extra time on tests or the use of assistive technology in the classroom that could help with essays or notetaking). 

Trouble is, "advocating for themselves" is one of the core challenges that many, if not most, students with autism (and their families) struggle with on a daily basis. Comes with the territory. So even if they've already passed the entrance exams, have a good grade point, and are capable of understanding college-level material, if they can't walk into the office of disability services and ask for the specific services that would help them, they're at a distinct disadvantage. 

In order for him to be successful in college, though, our son FF needs more than simple accommodations. And he's not alone. That "one-in-88" diagnosis so many of us in the autism community are now shouting from whatever soapbox we can stand on, also means that there are a number of students now graduating from our nation's high schools who walk out the door their senior year with a diploma and who still have Asperger's or high functioning autism. Surprise! They weren't cured. (Yes, I'm joking.) 

Trouble is, we have a little perfect storm brewing on the horizon: increasing numbers of students with autism entering college--primarily community colleges--and faculty, staff and administrators, including those in offices of disability services, who are woefully unprepared for these students. I suspect many of those professionals don't necessarily feel the need to be prepared. After all, the onus is now on the student; it's the student's responsibility to acclimate to college life, perform well academically, and practice self-determination skills. While that's true in part, I think it's tremendously short-sighted and sets these students (and colleges) up for frustration and failure. It's a big loss, since so many of these students have so much to contribute. 

It's true, though, that just as in the neurotypical world, not all students with autism are savants and geniuses. Many of them, FF included, fall into that capable-but-not-excelling, middle-of-the-road category (at least right now). You can debate whether or not he deserves to be in college; he and thousands of other Indiana community college freshman are in the same boat, floating on a sea of okay grades and positive end-of-course assessment scores, but for a variety of reasons, still in the community college harbor and not out on the state college or other 4-year college ocean. The point is that he recognizes college can give him opportunities--better jobs and a possible career, certainly, but more importantly to him right now, a chance to be with "regular" kids his age. College, more than anything, will allow him to continue to be in the real world with his peers, at least for awhile longer. Look at that sans the autism diagnosis and isn't that really what community college is all about?  

So here's my top five list of what FF needs to be successful in college:

1. Awareness and Encouragement. Staff members who will welcome him, say hi in the hallways, recruit him into a club, ask for his input or help, laugh with him, etc. People who actually want him there and appreciate his interest in economics or his ability to tell you the Academy Award winners and nominees for 2007. His anxieties are pretty high and he feels like he doesn't fit in anywhere. If a staff member on campus can build a rapport with him, it'll help a great deal. Training for key staff in the characteristics of high functioning autism and Asperger's as well as effective supports would be extremely appreciated. 

2. Peer mentoring. Students who are willing to take a student with disabilities on a campus tour, have lunch, meet after classes to hang out, go to a movie, attend a meeting with a professor for moral support, send occasional "how's-it-going?" emails, etc. A friendly familiar face in the hallway can be so crucial, but in community colleges that are most often commuter schools, students come and go. They don't always stick around to socialize. It would go a long way if student retention and/or disability student offices could actively recruit students--males as well as females, please!--to help students with disabilities fit in to campus life. 

3. Tutoring. Most colleges have tutoring offices. In our case, however, it's a drop-in tutoring center. We need tutors who understand the executive function and fine motor challenges of students with autism, who often need help keeping track of due dates, assignments, meetings and who struggle mightily with any kind of writing. Ongoing tutor relationships are usually better in that situation--not just whoever's on duty in the center that day. Screening and recruiting good tutors is a real challenge for families. Recommendations from the disability student office would be very helpful. 

4.  Transportation. Very few students with autism drive. I've been taking him to classes these first few weeks, but it's not an ideal situation. My work schedule is disrupted and he'd be much happier if he were going with a peer instead of (disgusted sigh!) a parent. I so appreciate that our local community college offers free bus passes for students. But in our case, campus is across town, two bus rides away. I'm not sure he can actually navigate that, but in any case, FF will need bus training and/or someone to drive him back and forth. Again, assistance from the disability student office would be very helpful. 

5. Assistive technology--in the classroom and at home. FF has a laptop, an iPod and a tablet (though not an iPad). What he doesn't have is training on how to use those things to his advantage, particularly in college. He needs an assistive tech evaluation, recommendations on apps and software that will best support him, and training on how to use those things. And NOT training from parents who are hopelessly, notoriously uncool. For the sake of peace on the planet, this kind of assistance needs to come from a trained third party.  The folks staffing the office of disability services also need to be aware of what works and what campus, local and state resources are available for students. And just FYI, when you're handing a student a stack of lined carbonless paper for notetaking, I would suggest you need a tech update.

For now, I'm going to side-step the question of who should pay for these services. (Encouragement, btw, isn't expensive.) I'd just like the services to be available to students with disabilities and their families making the leap from high school to college. As it is now, families are scrambling to cobble together their own supports. Yes, it's expensive, but it's also time consuming. In too many cases (and I'd like to see some real stats here) I'm guessing there are a number of adolescents with autism at home on the couch watching reruns of SpongeBob or bagging groceries at their local Kroger who could benefit from a college experience.

And, obviously, the list above isn't one-size-fits-all. It would be nice if transition teams could put together a list of needed supports and services and help families learn how to access them BEFORE their student walks into their first college course. A closer relationship between high school guidance counselors who staff those Transition IEP teams and the director of the office of disability services at the local community college could also pave the path from door to door. I'm sure they could learn from each other.

Families out there who've been down this road: How did you make it work?  Or, if your student wasn't successful in community college, why? What would have helped him or her?  Are there other things that should be added to the list above? I'd love to see Indiana start an online Ivy Tech "user group" for families of students with autism and other disabilities, so that families can learn from each other. Is there such a thing? 
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