Lanterman Developmental Disabilities Services Act
The Lanterman Developmental Disabilities Services Act in California was a law proposed to the legislature in 1965 by California State Assemblyman Frank Lanterman, prompted by the demands of local parents of individuals with disabilities. It is named after him and commonly referred to as the Lanterman Act. The Lanterman Act became effective in 1969 and later expanded the populations served to include persons with intellectual disabilities, cerebral palsy, epilepsy, autism, and other disabling conditions requiring services similar to individuals diagnosed with intellectual disabilities.
This law specifies that individuals with developmental disabilities and their families have the right to receive the services and support necessary to live like individuals without disabilities. It outlines the rights of individuals with developmental disabilities and their families, how regional centers and service providers can assist them, the services and support they can receive, how to utilize individualized program plans to obtain necessary services, and the actions to take when someone violates the Lanterman Act.
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Under the Lanterman Act, there are Regional Centers throughout the state of California. Regional Centers perform the following tasks:
- Evaluation for developmental delays or disabilities
- Determine if your child is eligible for Early Start services
- Provide service case management and coordination
- Fund therapy and services
All Regional Centers offer similar programs, but each may also undertake different activities to meet the needs of their local communities. Understanding how a Regional Center operates can also be beneficial. You can find the Regional Center in your area by entering your zip code into the Regional Center lookup tool.
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Parental Rights
- The right for the student to participate in and benefit from public education programs without discrimination based on the student's disability
- The right to be informed about the student's identification, evaluation, and/or the recommended accommodations
- The right to receive a free appropriate public education (FAPE), including the right to be educated in the most appropriate environment alongside non-disabled students to the maximum extent possible
- The right for the student to have the opportunity to participate in school programs and school-sponsored extracurricular activities on an equal basis with non-disabled students
- The right to review the student's educational records and obtain copies of these records
- The right to have decisions about identification, evaluation, and placement/program made based on information and evaluation materials provided by individuals who know the student well, and through various materials including the program choices
- The right to seek resolution if there are disagreements regarding the identification, evaluation, or placement/program decisions
