A Message from the Director
Early Intervention (EI) has been a key component of the Children’s
Services program. EI services are provided for children ages 0-3 years
identified with a developmental delay, genetic disorder, or other disease/diagnosis
that compromises their development. We work closely with San Gabriel/Pomona
and Inland Regional Centers to provide a variety of services to these children.
A physician, clinical service provider or parent can refer a child with
developmental delays to their local Regional Center for an "intake".
If in our service area, the Regional Center will then refer the child
to Casa Colina Children’s Services for EI intervention. If the child
presents with a 50% delay in one area or a 33% delay in more than one
developmental area, they may become eligible for EI services. Goals will
be established to improve gross motor, fine motor, language, cognition,
self-help and social development - all with a focus on parent education.
In-Home and Center-Based Peer Group EI services are provided by our Child
Therapy Instructors (CTI). Occupational therapists (OT), physical therapists
(PT) and speech language pathologists (SLP) provide consultative services
for the CTIs and families participating in these Regional Center funded
programs. OT, PT and SLP may be warranted and will be funded through insurance
coverage, with Regional Center funding as a last resort.
Children’s Services prides itself on having a Family Specialist to
assist with ongoing parent education and support, even past the time that
these families are enrolled in our EI program. Our Family Specialist,
Susan Stroebel, works closely with families, school districts, and Regional
Centers in transitioning our EI patients into the public school systems,
as warranted, shortly after their third birthday. Susan also has a broad
knowledge of community services available to families for other needs
they may have.
For patients authorized to participate in the EI program, our outcomes
prove their effectiveness. At least two-thirds of goals established for
our EI patients are met on a quarterly basis. At least two-thirds of family
and clinical goals are also met for our patients. Finally, in our specialized
EI program (S.T.A.R.T.) for children on the autism spectrum, patients
present gains in developmental growth above the average length of stay
for patients in this program.
If you would like additional information on our Early Intervention programs,
please call us at (909) 596-7733 ext. 4200.
Cindy Sendor, MA, CCC-SLP
Director, Casa Colina Children’s Services and Speech Pathology
Waiting in the Waiting Room
Spotlight on Advocacy
Resources & Links
Focus on Genetic Disorders
by Lacy Wright, MS, OTR/L
Is My Child's Backpack Too Heavy?
I remember coming home from school, dragging my backpack with me and dropping
it to the floor with a loud THUD. After hearing this my mom would predictably
ask, “What are you carrying in there? A pile of bricks?” As
I progressed from elementary school to junior high and high school, my
backpack only grew heavier. One day I put my backpack on a scale just
out of curiosity and it weighed close to 25 pounds, at the time that was
close to 30% of my body weight! Not only was it heavy, it was cool to
wear the backpack in the worst way possible for my body….you know,
over one shoulder and as low as it could go. Unfortunately, children today
are also strapped with heavy backpacks. In fact, 55% of students wear
backpacks that are heavier than recommended guidelines. Over 2,000 people
with backpack-related injuries were treated in hospitals and doctors’
offices in 2007.
The American Occupational Therapy Association is trying to change the tides
of backpack use by encouraging students to “Pack It Light, Wear
It Right” on National School Backpack Awareness Day on September
19th. Here are a few tips that they recommend:
· A loaded backpack should never weigh more than 10% of the student’s
body weight (for a student weighing 50 pounds, this means the backpack
should weigh no more than 5 pounds).
· Load heaviest items closet to the child’s back and arrange
items in a way that they won’t slide around.
· Check what your child carries to school and brings home. Make
sure the items are necessary for the day’s activities.
· If the backpack is too heavy or tightly packed, your child can
hand-carry a book or other item outside the pack in their arms.
· When wearing the backpack, distribute the weight evenly by using
both straps. Wearing a backpack slung over just one shoulder can cause
a child to lean to one side, curving the spine and causing pain or discomfort.
· Adjust the shoulder straps so that the pack fits snugly on the
child’s back. The bottom of the backpack should rest in the curve
of the lower back and never more than 4 inches below the child’s
· When buying a backpack, select one that is an appropriate size
that fits comfortably with padded shoulder straps and a waist belt to
distribute the weight evenly. If the backpack is too heavy on a regular
basis, consider using one on wheels.
For more information, visit the National School Backpack Awareness Day
Web site at
Waiting in the Waiting Room
by Kesley Johnston
As special needs parents, we wait not just in the waiting room, but we
wait for everything else, too. Our job requires a patience that no one
else can understand. We wait for the moment that our child correctly holds
a pencil. We wait for the moment that they speak to us. We wait for the
moment that they have friends. We wait for the moment that the therapy
clicks together. We wait for the moment of hope. We all have that moment.
Some of us sooner than others. No matter the diagnosis, we all wait for
a moment of hope.
Some of us hope for a higher quality of life for our children. Some of
us hope for our children to gain independence. Some of us hope for a break
in our own lives, as this is the hardest job on earth. Some of us hope
to reclaim our own dreams in life. No matter what it is, we all experience
the moment when hope comes back into our lives and the lives of our children.
I sit, writing this today, in my newly redecorated living room that was
recently turned into a home office and homeschool classroom, whiteboard
mounted on the wall and all. I have felt stuck and trapped in this new
profession of mom, but today I saw the first glimmer of hope. Today we
went to the dentist...and had a very….long….wait….and
my child did not have a meltdown. Today we went to Target, and my child
did not get his way, and my child did not have a meltdown. This afternoon
was naptime…and there it was. My child finally had the meltdown.
Tears welled up in my eyes out of frustration. The day had been going
so well. And then the moment of hope came…my son recovered from
his meltdown faster than ever before. He wanted to feel better. He wanted
his body to feel better. For the first time in the past year, I felt a
true surge of hope.
For the first time, I realize that hope comes in small doses, and that
if I just wait a little while, it will find me…and I hope that
these moments of hope are finding all of you, too.
Kesley is ‘Waiting in the Waiting Room’ every month for
Spotlight on Advocacy
by Lisa Lockwood
In the August issue, we continued our examination of IDEA (Individuals
with Disabilities Education Act), the federal law that guarantees a free
and appropriate public education (FAPE) in the least restrictive environment
for every person with a disability.
IDEA has six principles that provide the framework around which special
education services are designed and provided. Thus far, we have discussed
June issue: First principle, Free and Appropriate Education (FAPE)
July issue: Second principle, Appropriate Education
August issue: Third principle, Individualized Education
Now, we will break down the fourth framework principle: Least Restrictive
Least Restrictive Environment (LRE) - This principle reflects IDEA’s
strong preference for educating students with disabilities in general
education classes with access to general education curriculum. Placement
in the general education classroom is the first placement option the IEP
team must consider.
Students with disabilities do not have to start in a more restrictive or
separate class and then "earn" the right to move to a less restrictive
placement. If it is found that a general education classroom would not
meet the child's needs, even with support services, then other options
may be pursued. These options may include, but are not limited to, special
education classes, special schools or home instruction. The range of such
placements that each school system is required to have available is commonly
referred to as the “continuum of alternative placements.”
Thus, like all other components of a student's special education,
the LRE must be determined for each student based upon that child’s
A school district may not refuse to place a child in an LRE because it
lacks the appropriate placement option (Tucker & Goldstein, 1992).
Moreover, if gaps in the continuum exist within a school district, the
district must fill them through whatever means are required (e.g., consortium-type
arrangements). This does not mean that each school district must provide
for a complete continuum within its own boundaries. When the educational
needs of a student cannot be met in district programs, the district is
obligated to provide a placement where the student’s needs can be
met. The regulations for implementing the IDEA require that the various
alternative placements in the continuum of placements “are to be
available to the extent necessary to implement the individualized education
program” (IDEA Regulations, 34 C.F.R. § 300.552(b)). This may
necessitate the district sending the student to another school (public
or private) that provides the needed placement. In such cases, the neighborhood
school district retains financial responsibility for the student’s
In the October issue we will look at the fifth principle of IDEA: Parent
and Student Participation in Decision Making
As always, to continue your education on your own, visit
Yell, M.L. (2006). Least Restrictive Environment, Mainstreaming, and Inclusion.
In Education.com. Retrieved from http://www.education.com/reference/article/mainstreaming-inclusion/.
Principles of IDEA (2005-2011).
In Learning Disabilities Association of America. Retrieved from http://www.ldanatl.org/aboutld/parents/special_ed/principles.asp.
Lisa explores advocacy issues of special needs parents every month for
Resources and Links
by Sandra Zaragoza-Kaneki
Children's Hospital Orange County
Early Development Assessment Center
For information, call:
Dini Baker, RN, BSN
To make an appointment, call:
Loma Linda University Children's Hospital
Pediatric Neuroscience Center
2195 Club Center Dr, Ste A
San Bernardino, CA 92408
Children's Hospital Los Angeles
The Parents' Place and Family Resource Center
1500 S Hyacinth Ave, Ste B
West Covina, CA 91791
Early Start Family Resource Network
PO Box 6127
1425 S Waterman Ave
San Bernardino, CA 92412
State of California Department of Developmental Services
1600 Ninth St
PO Box 944202
Sacramento, CA 94244
Sandra provides helpful links and resources for the special needs community
every month for
This publication is produced by Casa Colina Children's Services and
the parents of the children it serves. It is intended for informational
purposes only and does not constitute legal or medical advice or the endorsement
of specific products or services by Casa Colina.
October 10, 2012 12:00PM - 1:30PM
Tamkin Education Center & Courtyard
on the campus of Casa Colina Centers for Rehabilitation
We are hosting another informational lunchtime social aimed at giving members
of the community an opportunity to learn more about what we do, as well
as why, how and where we do it. The October event will highlight Children's
Services and will feature a testimonial by parent, and regular newsletter
contributor, Kesley Johnston.
A light and healthy lunch will be served and guided tours of our 20-acre
Pomona campus, including the Children's Services Center located in
the A. Gary Anderson building, will be available. We encourage you to
join us and learn more about our renowned continuum of care for children
Please RSVP to Adriane Garbayo, Foundation Coordinator, at (909) 596-7733
x2232 or firstname.lastname@example.org.
3rd Annual Harvest Festival
October 18, 2012 4:00PM - 7:00PM
Casa Colina Children's Services
Games, prizes, music, food and fun for all ages! Once again, Children's
Services will celebrate the autumn season with its Harvest Festival. General
admission is free for adults and children, and the purchase of food and
game tickets will help support the work of Children's Services. This
is also a great opportunity to show off your Halloween costume early!!
Please RSVP by October 10, 2012, by contacting Teri Andres at Children's
Services: (909) 596-7733 x4202 or email@example.com
October 26, 2012 6:30PM
Padua Hills Theatre
4467 Padua Ave, Claremont, CA 91711
Join us for the fundraising event of the season to benefit Casa Colina
Children’s Services! Set against the sultry backdrop of Morocco
and incorporating many themes from the beloved 1940s celluloid classic,
An Evening in Casablanca is a night not to be missed! Come place your bet at the gambling tables,
enjoy live entertainment and bid on fabulous auction items - including
a private dinner with legendary performer Dick Van Dyke, and an exciting
Las Vegas weekend getaway.
For information on sponsorship, advertising and individual tickets visit
www.casacolina.org or contact Krista Struve, Director of Corporate Sponsorship and Events,
at (909) 596-7733 x2223 or firstname.lastname@example.org.
SAVE THE DATE
11th Annual Trends in Autism Conference
April 6, 2013
Western University of Health Sciences, Pomona, CA
An opportunity to learn about the latest developments in the research and
treatment of autism from some of the leading authorities in the field,
including Margaret L. Bauman, M.D.
For more information, visit