National & State Scan: Maryland

  • The lead agency in with oversight of policy and services for children and youth with an ASD is the Department of Health & Mental Hygiene Developmental Disabilities Administration; other state agencies contributing to the work and services include the Department of Education Division of Rehabilitation Services, and the Department of Disabilities
  • State-level commission or workgroup pertaining to ASDs: Maryland Commission of Autism formed in 2009 and designed to have broad representation, with the purpose of advising and making recommendations to the Governor, General Assembly, and relevant state agencies concerning matters such as health care education and other services for individuals with an ASD; Autism Workgroup exists to improve the delivery of services to individuals with an ASD; Autism Technical Advisory Group makes recommendations about what types of habilitave services are necessary and appropriate to children with ASDs
  • Notable state-level transition-related activities specific to students with disabilities include: Governor’s Interagency Transition Council (IATC) that is comprised of state and local agencies, family members, service providers, and advocates. Its purpose is to review, revise, and update the state plan for youth with disabilities so that there is effective interagency planning and service delivery. It also sponsors an annual transition conference for transitioning youth and their families; Pathfinders for Autism offers a compendium of resources pertaining to secondary transition planning for students with disabilities
  • Unique customized employment programs within the state for individuals with an ASD include: Workforce & Technology Center Autism Program Planning Success for Employment (APPS) operated through the Department of Rehabilitation, is for transitioning youth with an ASD to explore employment readiness skills; Kennedy Krieger Institute LEAP Program offers life skills and education for students with Autism. There is a vocational curriculum and for students ages 16 and up there are work based learning opportunities through partnerships with local businesses
  • The percentage of youth with special health care needs who received the services necessary to make transitions to all aspects of adult life, including adult health care, work, and independence, as reported in 2009/10 for MD, 36.8% (n=331)