Summer 2020 Recreation and Staycation Options

Summer activities might look different in 2020 because of measures to slow spread of COVID-19. Here are some links and ideas for accessible staycations and other recreation options. This list is subject to changes and updates. Have a suggestion to add? Send us an email: pave@wapave.org.

Please note that these resources are not affiliated with PAVE, and PAVE does not recommend or endorse these programs or services. This list is not exhaustive and is provided for informational purposes only.

Virtual Options

  • Crip Camp 2020: The Virtual Experience
    Join fellow grassroots activists and advocates this summer for a virtual camp experience featuring trailblazing speakers from the disability community. All are welcome, and no prior activism experience is necessary to participate.
  • Youth Leadership Forum
    A Facebook group called Friends of YLF provides the most up-to-date information about plans for a weeklong virtual camp in July 2020.
  • Visit your local library system
    This site provides contact information for Washington libraries. Many libraries offer online activities and options to make summer reading fun and rewarding.
  • Creativity Camp
    Register for a free week of writing, drawing and storytelling classes from award-winning author/illustrator Arree Chung. 
  • Camp Korey
    This 15-year-old program honors the courage, strength, and determination of children with serious medical conditions by providing a camp environment with specialized medical support. 2020 programs include virtual camps and campfire Fridays.
  • Taste of Home catalog of Free Virtual Museum Tours
    From the safety of home and for free, visit the Louvre, SeaWorld, the Winchester Mystery House and many more museums. For example, the Metropolitan Museum of Art provides a free 3-D tour of its exhibit halls.
  • National Parks Virtual Tours
    Insider provides links to virtual tours of 32 national parks, including the Grand Canyon, Yellowstone, and Arches National Park.
  • NASA Kids’ Club and NASA STEM @ Home
    The NASA Kids’ Club offers video-style games and opportunities to learn about the work of NASA and the astronauts. The STEM @ Home programs provide interactive modules in Science, Technology, Engineering and Math (STEM) for grades K-4, 5-8, and 9-12.
  • Sesame Street Caring for Each Other
    Favorite Muppets provide sing-alongs, interactive games, and other ready-to-use materials to spark playful learning for the whole family during COVID-19 and beyond.
  • Storyline Online
    Have you noticed that there are a lot of famous people reading books? Storyline provides a place to find many of them in a virtual library.
  • Nomster Chef
    Picture-book recipes for Kid Chefs and added tips for grown-ups are designed for families cooking together at home.

In-Person Options

Please note that scheduling may change based on COVID-19 restrictions. Please check each program website for the most current information.

  • Spectra Gymnastics
    Programs are designed to support individuals with Autism, sensory issues, and related disorders, ages 2-21.
  • Aspiring Youth  
    Summer camp opportunities with in-person and online options. Camps provide opportunities to explore theater, art, climbing and more. 
  • Camp Killoqua 
    These Camp Fire programs are open to all — including youth who are not members of Camp Fire. Camps strive to be inclusive; acceptance and participation is open to everyone regardless of race, religion, socioeconomic status, disability, sexual orientation, or other aspect of diversity.
  • C.A.S.T. for Kids
    Catch a Special Thrill (C.A.S.T.) provides fishing events for kids with special needs. Check the interactive map and calendar for summer events near you.
  • Blue Compass Camps
    Sea Kayaking in the San Juan Islands is among the offerings for youth with high-functioning autism, Asperger’s, and ADHD.

Low-Tech Fun

  • Pirate Treasure Hunt: Dress up as pirates to follow clues that lead to a bounty of treasure! Decorate the house, offer goldfish- shaped crackers as snacks, and design an X to mark the spot where the treasure is found!
  • Under the Stars:  Stay up late to learn about astronomy. No cost apps like Sky Map and Star Walk help locate planets, stars, and constellations with ease. Make it fun on a warm night with a blanket on the grass to keep you comfy while you gaze up!
  • Unplug and get off the grid: Make a point to unplug and tune into fresh air, exercise, and nature. If you don’t already know an outdoor spot to explore, All Trails can help you find hiking or walking trails.
  • Check out PAVE’s Lessons at Home videos: We’ve got short, curiosity-inspiring projects that require limited equipment for those “I’m bored!” moments.
  • Practice being Mindful: Need a breath and a moment of peace? PAVE has short videos for creating mindfulness that are accessible for almost all ages/abilities.
  • For more ideas and information, PAVE provides two resource lists to help with learning at home and to support families navigating the national health emergency:

IEP on Pause? How to Support Continuous Learning with School Buildings Closed

A Brief Overview

  • This article provides some basic ideas for families to consider while students are doing school in a whole new way during the COVID-19 shutdown.
  • As always, programming for students who qualify for special education services is uniquely designed to address a student’s strengths and needs. Special education law maintains a student’s right to a Free Appropriate Public Education (FAPE), although some aspects of a student’s Individualized Education Program (IEP) may not be deliverable under emergency circumstances.
  • Washington’s Superintendent of Public Instruction, Chris Reykdal, spoke directly to special education parents and students in a 13-minute public address April 17, 2020. A recording is available on YouTube: Reykdal Addresses Grading & Supports for Students with Disabilities During School Closures.
  • The Special Education Continuous Learning Plan is provided by the Office of Superintendent of Public Instruction (OSPI) to support but not replace the IEP. Read on for more information.

 

Full Article

Some teachers and family caregivers are cooking up clever ways to deliver learning to students staying home during the coronavirus crisis. Their recipes for success include carefully structured schedules, a mix of online and offline curriculum materials, regularly planned check-ins for parents and students, social-emotional support strategies, and adaptability to address a student’s unique interests, talents and needs.

If that is not your family’s reality, you are not alone. Many schools are struggling to serve special education students without their regular routines and spaces. Some families have set aside academic pursuits for now as they focus on getting through each day safely and with adequate nutrition. The state requires districts to provide learning opportunities, but there is no mandate for students to participate, according to Washington’s Superintendent of Public Instruction, Chris Reykdal.

During this national emergency, families are not expected to have a perfect plan for what to do and how to do it. This article provides some basic first steps families can consider while students are doing school in a whole new way. This time of crisis clearly calls for communication, creativity, and unique efforts toward collaboration.

For more about social-emotional support for the family and a couple of videos with mindfulness practices for all ages and abilities, see PAVE’s article, Stay-Home Help: Get Organized, Feel Big Feelings, Breathe.

How long will we do school like this?

Forecasting whether school buildings can safely reopen in Fall 2020 is difficult. Governor Jay Inslee says he will make decisions based on guidance from scientists and medical experts.

Superintendent Reykdal participated in the April 6, 2020, press conference when Gov. Inslee announced that schools would remain closed throughout the end of the 2019-2020 school year. Reykdal has encouraged districts and families to plan for both a reopening and the possibility school facility closures could continue into Fall 2020.

On April 17, 2020, Reykdal addressed special-education parents and students directly. In response to questions that have come to his email inbox, he explained that school districts in Washington have local oversight through school boards, which determine policies. He advised that families and schools should do their best to document what aspects of a student’s special education program are deliverable during distance learning and which services aren’t being provided so that additional learning might be provided through compensatory services when possible.

Addressing parents, Reykdal said, “I want to constantly challenge you to work with your school district and reach out. Make sure you understand who is responsible for delivering those services at this time and whether you think that IEP needs to be revisited. That is the right of parents, and that is the relationship that has to happen on the local level. We’ll keep guiding to this. The expectation is clear. We are delivering special education services. We are delivering supports for students with disabilities. There’s no exemption from that. There’s no waiver from that.”

One way for parents to consider what is most important for learning during the closures is to carefully read through the present levels of academic achievement and functional performance, which is the first section in a student’s IEP. Special education attorneys Pam and Pete Wright have published books about special education law and maintain a website, Wrightslaw.com. Included during the pandemic is this page: IEPs During the COVID-19 Era: Your Parental Role and Present Levels in IEPs.

Try for some learning, and document what is going on

During uncertain times, some access to meaningful learning is clearly better than nothing. Each family will need to decide what is workable for everyone involved. Consider that:

  • A 30-minute period of structured learning, a few times a week, may be a worthy and appropriate goal for a family struggling with multiple barriers to educational access.
  • Learning that is incorporated into the family’s routine of meal-preparation, household chores, budgeting, nature walks… might be appropriate to include in a conversation about progress monitoring and educational impact.
  • PAVE provides several short, self-directed video lessons for students to explore social studies, genealogy, science, and more!
  • The whole family might learn together by taking a virtual field trip to a national park or a museum. A few places offering that type of learning are included on PAVE’s list of Links for Learning at Home During School Closure.
  • For students close to graduation or accessing high-school transition programs, PAVE provides additional ideas in an article called High School Halt.

Communication between the school and family is key to figuring out what is appropriate in these unprecedented circumstances. It will be important to document what is or is not provided by the school district, the level of accessibility and contacts or attempted contacts between the school and family.

Decisions about Compensatory Services are up to the IEP team

Families can meet with the IEP team virtually or by phone to discuss whether the student qualifies for compensatory services. Compensatory services are educational opportunities provided outside of regular school to make up for IEP services that were not provided even though the student was available to receive them. A student also might qualify for compensatory services if the standard of a Free Appropriate Public Education (FAPE) was not fully met in the provision of special education.

Some students will not be able to receive appropriate compensatory education until school reopens. Others might get some compensatory services through distance learning. What is appropriate and practical is a decision for the IEP team to discuss.

Parents parent, teachers teach

Parents can consider that first and foremost, their role is to parent. The Florida Inclusion Network provides Tips for Families in Supporting Their Children with Disabilities in Virtual Formats, which begins with the recommendation to “remember that your role is a parental one. Your child needs family.” The first tip on the resource goes on to say:

“Teachers are still teaching, just in a virtual format, and with a different schedule. It can be confusing for students if families try to assume the role of teacher. Explain to your child that their teacher is still their teacher, and that you are in communication with the teacher to help them learn at home. While you may feel more pressure with your child at home, try to think of it as a different way of helping your child with learning.”

Start with critical ingredients: meals and learning tools

In some circumstances, schools and families start by talking about access to food and basic resources. Superintendent Reykdal has repeatedly stated that the number one priority of schools throughout the state is to ensure access to nutrition. An interactive map on the website of Educational Service District 113 includes statewide information about where meals are delivered and where families can pick up free food by “Grab-and-Go.”

Some families are navigating how to get basic school supplies, such as pencils, paper, and books. Others seek internet access, cell phones, computers, or assistive technologies to make learning from home more workable.

Families can request help from their school district if they are having a difficult time getting equipment or connectivity. Contact information for school districts, charter schools, tribal schools, and Educational Service Districts is available on a statewide Education Directory.

Washington’s Department of Social and Health Services (DSHS) is providing free cell phones and minutes to low-income families through a federal program called Lifeline. State-specific information about this option is available from the Health Care Authority. Some internet providers offer temporarily free plans, and some public spaces, such as libraries, provide internet access in their parking lots.

Language access is protected

Some families face barriers related to language access. Under state and federal law, all parents have the right to information about their child’s education in a language they can understand, and students have a right to accessible learning materials. The Office of Superintendent of Public Instruction (OSPI) provides guidance about language-access rights in multiple languages.

Clarify a communication strategy with the school

Finding a practical and consistent way to communicate with the school is critical. A few options are telephone, internet, U.S. Mail, packets delivered by school bus or materials and letters delivered along with meals. OSPI provides a website page for Special Education Guidance for COVID-19. Included is a Question & Answer section with guidance related to school and family communication:

“Districts should consider the need and methods to provide proactive and ongoing communication with parents of students with disabilities. District should identify communication channels to and from parents and ensure there are real-time opportunities for questions and concerns to be responded to and needs addressed.”

Special Education continues, with safety and practicality

Some students with disabilities have individualized needs that are difficult to meet when teaching cannot be hands on. Not every Individualized Education Program (IEP) will be fully implemented during the national crisis. Schools maintain the responsibility, however, to offer reasonable and appropriate access to learning, according to OSPI:

“Districts should prioritize health and safety of students, staff, and communities. Districts should identify and acknowledge service delivery limitations, as well as the need for districts to make every effort to fully implement a student’s IEP or 504 Plan once school resumes. This requirement to ‘make every effort…’ does not allow a district to decline all services to students with an IEP and only offer compensatory services at a later date.”

OSPI recommends a Continuous Learning Plan

A Continuous Learning Plan is a new tool provided by the state to help children of all abilities learn while they are home because of the crisis caused by the pandemic. According to OSPI, “The Continuous Learning Plan is not intended to replace a student’s IEP, but rather to document individual decisions for special education services throughout the duration of the school facility closure.”

The Special Education Continuous Learning Plan is part of a downloadable document published April 7, 2020: Supporting Inclusionary Practices during School Facility Closure. Glenna Gallo, assistant superintendent of special education, worked with many agency partners to design the 31-page guidance document. The introductory paragraphs include the following statement:

“Providing equitable access and instruction during these times will require creative and flexible thinking to support continuous learning, where students and educators are in different locations. Educators and families should explore creative ways to respond to diverse languages, cultures, socio-economic status, abilities, and needs. This resource offers suggestions for sustaining inclusionary practices for students with disabilities through continuous learning opportunities.”

OSPI encourages special education staff to seek ways to talk by phone or meet virtually with families to discuss annual learning goals, evaluations, and other aspects of the IEP. Staff are encouraged to find creative ways to deliver lessons that support meaningful progress toward learning goals—or to set new goals that make sense and contribute to relevant and achievable learning under the circumstances.

Family caregivers who choose to participate in IEP meetings during school facility closures could decide as members of a team to review and amend the IEP. The team might consider the “service matrix,” which is the chart on the IEP document that shows how many minutes of each service a student receives, and which school staff are responsible to provide the service. There is no expectation for IEP services to be delivered exactly as the IEP states during this national emergency, and OSPI encourages districts to prioritize health and safety, student educational needs, and parent communication. Districts have flexibility in how they document decisions made in real-time.

An IEP team might decide to amend the IEP service matrix to reflect services being provided during the closure and to services that will begin once normal school operations resume. Another option is to document on the IEP matrix the services to be provided once school resumes and to use the optional Continuous Learning Plan template to document temporary services provided during the closure.

For general information about the IEP meeting process, whose required to be there, and how to formally request an IEP meeting, see PAVE’s article: Sample Letter to Request an IEP meeting.

The Continuous Learning Plan includes a sample meeting agenda:

  • Welcome and introductions
  • Family communication preferences–tool/modality, frequency, times of day/week, etc.
  • Family supports needed–technology devices, internet access, materials, etc.
  • Prioritize continuous learning activities based on student and family needs.
  • Determine continuous learning services through school facility closure.
  • Begin planning for services and supports once school resumes.

The plan includes space to document an overview of the student’s Present Levels of Performance, which are determined through evaluation and form the basis of specially designed instruction and goal setting. If the Present Levels statements are incomplete or outdated, goal setting and instructional planning can be difficult.

The temporary learning plan has a place to document when an educational evaluation was last provided and when a three-year evaluation is required. School staff and families may need to get creative if new data needs to be collected in order to design a plan that best meets a student’s current or upcoming needs when school resumes.

Other sections of the Continuous Learning Plan help the team consider:

  • Learning Priorities during the school shutdown
  • Continuous Learning Goals, which may match or differ from IEP goals
  • How to measure progress toward Continuous Learning Goals
  • Accommodations/Modifications needed for distance learning
  • Supports that staff and family need during this time
  • How Specially Designed Instruction is delivered, when and by whom
  • Related Services: who, when, how (some schools can access telehealth for speech and occupational therapies, for example)
  • Secondary Transition goals (see PAVE’s article, High School Halt)
  • Plan for eventual return to school
  • Other considerations

Before meeting with the school, family caregivers may want to ask school staff whether they plan to use OSPI’s Continuous Learning Plan agenda. PAVE provides a template family members can use to design their own Handout for the Team to share their specific ideas and concerns.

Big Picture goals to consider

OSPI’s guidance includes the following tenets of inclusionary practices:

  • All students feel a sense of belonging and value, as full members of the school community.
  • All students have access to equitable and high-quality, meaningful instruction.
  • Instruction is culturally responsive, and student and family centered.

When communicating with school staff, families can have these tenets ready and request that each one is addressed somehow through the planning.

Here are additional ideas to help your child learn:

  • Set up comfortable, adaptable spaces for learning. Include alternatives to sitting for children who need variety, sensory support or more movement. If the IEP includes accommodations for special seating, consider if those ideas could work at home.
  • Establish a schedule that includes breaks (recess/nature walks) and activities of daily living. The amount of academic time needs to consider all impacted family members. Here are sample family schedules: COVID 19 Schedule From Motherly, Get-Organized-Mom.com, Homeschool.
  • Make sure the day includes time away from screens to reduce eye strain and fatigue from being in one physical position too long.
  • During academic learning time, limit distractions from siblings, gaming devices, tablets, television shows, etc.
  • Find or create support networks. Some Parent-to-Parent groups are meeting virtually, and individuals can make agreements to check on each other. The Arc of Washington State provides information about regional P2P networks.
  • Be patient with your child, teachers, medical providers, and yourself. No one has ever been here before, and all are trying to figure it out.

PAVE staff are available to provide 1:1 support. Click Get Help at wapave.org to fill out a Helpline Request form. For additional resources related to the pandemic itself, see Links to Support Families During the Coronavirus Crisis.

Map Your Future with Person-Centered Planning

A Brief Overview  

  • Person-Centered Planning (PCP) is a method for helping a person map out a future with intention and support.
  • PAVE staff member Michele Lehosky, PCP facilitator, provided a training at PAVE’s Tools 4 Success conference in March 2020. Here’s a YouTube video from that virtual conference: Build Your Dream Map.
  • Read on for more information about what Person-Centered Planning is like.

Full Article  

Everyone dreams about what they might do or become. Individuals with disabilities might need additional support to design the plans, set the goals and recruit help. The Person-Centered Planning (PCP) process is a tool that works like a Global Positioning System (GPS) to help a person figure out where they are starting and how to navigate to a planned destination.   

A PCP session is a gathering that can happen in a specific physical location, such as a school or a community center, or in a virtual space online. The people who get together might include family members, friends, teachers, vocational specialists, coaches—anyone who might help brainstorm ways to plan an enriched, full life for a person of honor.

The first step is to celebrate the gifts, talents, and dreams of the person. Then the group develops action steps to help that person move closer to their dreams and goals.  

Throughout the gathering, the attendees listen, ask questions, and draw pictures or write down words that contribute to the process. Respect for the person’s goals and wishes is a priority, and participants withhold judgment to honor the individual completely.  

Person-Centered Planning explores all areas of a person’s life. All people experience various times in their lives that are transitions. High-school graduation is a major example. Job changes, moving to a new home, entering or leaving a relationship: Those transitions happen for individuals with and without disabilities.

Individuals with disabilities have some additional transitions. For example, when a person leaves the special education system of public education at graduation or after age 21, there is a change in disability protections. A student receiving special education is protected by the Individuals with Disabilities Education Act (IDEA). In adult life, the right to accommodations and non-discrimination is protected solely by the Rehabilitation Act of 1973 (Section 504) and the Americans with Disabilities Act (ADA).

There are specific transitions that occur for individuals who qualify for support from the Developmental Disabilities Administration (DDA), which in Washington is part of the Department of Social and Health Services (DSHS). Employment and workforce training programs often are part of the transition from high school into what happens next.

During major life transitions, many service agencies focus on a person’s inabilities or deficits.  Person-Centered Planning, on the other hand, focuses on what’s positive and possible, based on the dreams and goals of the individual.

A PCP session includes a set of maps where information is collected in words and pictures. Here are some examples:

People in my Life     

This map names important people and their roles in concentric circles. These are people that the individual trusts for help and support and may include paid and unpaid supporters. Those who are closest to the person are in the circles closest to the center of the map.

Who am I?  My Story, My History    

This map is built during the session to describe the person’s story from birth up until the gathering. This map reflects what is most important to the individual. The facilitator might ask:

  • What parts of your life are important for people to know?   
  • What are some stories of your life that would be helpful for a coworker or a friend to know? 
  • Are you a sibling? A spouse? A parent?
  • How old are you? 
  • What activities do you participate in? 
  • Have you had any jobs?
  • Where do you live? Go to school?  
  • Do you have a medical concern that someone spending time with you might need to know about? 

 Likes and Dislikes  

The “Likes” list includes favorites, things that make the person happy. Favorite colors, foods, activities, places, people are listed. 

The “Dislikes” list includes the opposite of all those things and might also list triggers (bright lights, loud noises, angry voices, bullies) or other sensitivities.

What Works/ Doesn’t work 

The first part of this map asks: When learning a new activity or skill, what are steps and learning tools or activities that work for you? Answers might look like these examples: frequent breaks, accommodations, a written schedule, a list of duties, instructions in larger print, a preferred time of day to start something…. 

The second part asks: When learning a new activity or skill what activities do not work for you? Answers might resemble these examples:  waiting in line, too many instructions, too many people barking out orders, standing or sitting for too long, verbal instructions, unclear expectations….  

Gifts, Talents and Strengths  

This map asks several questions: 

  • What are you good at?
  • What can you do that is easy for you? 
  • What are your best qualities? 
  • What do people like about you?   

Examples for answers:  best smile, cleaning, giving, caring, natural dancer, very social, great with computers, good with numbers, great at sports, good listener, good with animals, etc.   

Dreams /Nightmares 

The My Dreams map asks: Where you would like to see yourself in a few years?  Follow-up questions:

  • What will you be doing?
  • What would your dream job be?  
  • Where are you living? 
  • Do you live on your own or with family or a roommate?  
  • How are you keeping in touch with your friends?   
  • What is an action you can take to move toward your dream or goals?    

The Nightmare Map asks:  What do you want to avoid?  Follow-up questions might include this one: Where do you not want to be in a few years? This is not to make the person feel bad but to make an out-loud statement about what the person doesn’t want to happen. This can include actions or thoughts that someone wants to avoid.  

Needs 

The Needs map asks:  What do you need help with to avoid the nightmare?  A follow up question might include: What areas do you need support with? Answers might look like these examples: budgeting money, learning to drive, training to ride the bus, cooking lessons, looking for a job. The goal is to recruit support to help the person stay away from the nightmare and work toward the dream.   

Action Steps  

A map that show Action Steps includes the specific help that will assist the individual in moving toward the dream. This chart typically details what needs to be done, who will do it, and by when. 

Example:    

Goal: To Write a Resume     
Who: Michele 
What: Call Mark to ask for help.  
By When: Next Monday, April 6, 2020 

This process involves many support people in the person’s life and identifies, in a self-directed way, areas where help is needed to meet personal goals. The gathering involves the important people in someone’s life because they can help through the process and step up to offer support for the action steps. 

How to get a Person-Centered Plan  

Here are places that might help you find a PCP facilitator in your area:  

  • Developmental Disabilities Administration (DDA) 
  • Division of Vocational Rehabilitation (DVR)
  • School District 

If you live in Pierce County, Wash., PAVE offers PCP facilitation. Please fill out a Helpline Request Form at wapave.org and ask for PCP support. One of our coordinators will contact you.  

Here are a few additional places to seek information about Person-Centered Planning:  

Inclusion.com: All My Life’s a Circle  

Inclusion.com: The Path Method 

Video from PAVE, Tools 4 Success  

Informing Families.org  

Stay-Home Help: Get Organized, Feel Big Feelings, Breathe

A Brief Overview

Full Article

Big feelings are happening. We feel them, and we care for others who are having them. Times of uncertainly cause stress that makes big feelings feel bigger. Emotions might seem to run away with all the energy we had left. It can feel hard to breathe, and it’s easy to lose a sense of control over what happens within the span of a day.

Taking time to pause and organize the days ahead can help, especially if mindfulness and breath practices are built into the schedule.

Here’s a to-do list for every day

  1. Have a plan
  2. Be real with big feelings
  3. Breathe

The rest of this article provides ideas about these three strategies. Please note that resources included are not affiliated with PAVE, and PAVE does not recommend or endorse these programs or services.

Organize the day to create predictability

Getting organized with a clear routine is helpful because predictability calms the nervous system, suggests the Collaborative for Academic, Social, and Emotional Learning (CASEL). CASEL offered a webinar in early April to help parents and educators explore Social Emotional Learning (SEL) during the stay-home order related to COVID-19.

A key presenter was Jennifer Miller, founder of Confident Parents, Confident Kids, which  provides an article for parents: Setting up for Homework Success. Miller offers a video describing how to establish a morning routine to give each day a predictable jump-start. She advises families to schedule intentional moments for loving connection throughout each day. For example, one of her family’s rituals is a hallway hug first thing out of bed.

To support children in feeling safe, confident and in control, Miller recommends that adults plan-ahead to speak out loud when they notice children taking care of business: “I notice you are getting dressed…brushing teeth…feeding the dog… all by yourself.”

Predictability, contribution and accomplishment are all feelings that calm the brain and can be part of making and maintaining a family schedule. Miller advises that all members of the family work together to design the plan.

The family’s daily schedule can include a wake-up routine, movement, nature time, academics, rest time, meals and shared cooking/cleaning, screen time, art time, chores, reading, bath time, bedtime…. The schedule can have words and/or pictures and should be posted where everyone can refer to it.

Generally, children respond well to having some built-in choices and a variety of brain breaks. Sample family schedules are easy to search for online; families might prefer to design their own format, just for them.

Here are some places to look for ideas:

  • Mother.ly shares a mom’s family schedule that “went viral” during the pandemic.
  • Get-Organized-Mom.com offers printable forms and samples for how to use them.
  • Adding Homeschool to an online search brings up a wide selection of options, some for free and some with a small cost.

Feel big feelings, and let others feel theirs too

Generally, humans are emotional. We feel, and we respond to what we feel. Squished emotions usually don’t go away but loom larger. Here are a few strategies for being with big feelings:

Talk openly: Big feelings can be more manageable when they are spoken and shared. Ask another person, What are you feeling right now? Listen without judgment or analysis. Here’s one way to respond: Wow, that’s a lot to feel. Tell me more. A Sesame Street program called  Here for Each Other offers a 90-second video posted to YouTube to help adults talk to children about Big Feelings. To help families discuss feelings specifically related to COVID-19, PBS.org provides toolkits in English and Spanish.

Name it to tame it: Dan Siegel, a neuroscientist, recommends calling out emotions in order to manage them. Here’s a short video: Name it to tame it. To make brain science practical, Siegel talks about an upstairs brain and a downstairs brain. When the downstairs brain (emotion) controls the show, the upstairs brain (learning/problem-solving) clicks offline. Here are some ideas for what to do if someone is overwhelmed by emotion:

  • Create a safe physical space: Offer a drink of water, a blanket, a stuffed animal.
  • Keep a kind voice, move slowly, and back away/get low if your energy might feel like a threat (if you are a bigger or have more power, for example).
  • Turn down lights or turn on music if that makes sense for the other person.
  • Say something to simply acknowledge the big feelings: “I understand that (this is hard, makes you mad, scares you…).”
  • Allow enough time for the brain finds a way back “upstairs.”
  • When things are calm, work together to describe the big feelings and the experience of being with those feelings. 

Use pictures to identify emotions: Charts to help identify emotions are easy to find. Here’s a link on Pinterest with dozens of examples of printable or hand-made options. Making a chart together can create learning on many levels. A teacher might have a feelings chart to share.

Notice that feelings aren’t who you are: This strategy is from a meditation technique called Integrative Restoration (iRest.org). Notice a feeling as separate from the bigger picture of who you really are. Here’s a statement to sort that out: I have feelings, but I’m not my feelings. What happens when that statement is made? Is it possible to catch feelings in the act of forming or changing? This can be a conversation you have in your own mind or with another person.

Explore feelings through the body: This technique is common in yoga. Ask someone else or yourself: What feelings are happening right now, and where is the body feeling them? Talk about how a feeling seems to “live” in a certain place—or travel around the body. There is no good, bad, right or wrong way to feel. Give yourself or a family member permission to move around and maybe make sound in a way that safely helps the emotion express itself.  GoNoodle.com offers additional strategies for children to explore movement and mindfulness.

Schedule mindfulness: Make sure that big feelings have time to be seen and heard. According to an article for parents from the Child Mind Institute, “Designating time to practice mindful activities as a family will help everyone feel less anxious. It could be a daily family yoga session, or a quiet walk in the woods as a group, taking time to focus on the way the air feels, the sound of the birds and the smell of the trees. Another good family mindfulness idea is asking everyone to mention one good thing they heard or saw that day over dinner.” The Child Mind Institute provides access to live video chats with clinicians, telemedicine and more. The agency provides guidance in English and Spanish and offers parents an opportunity to sign up for a COVID-19 tip of the day.

Breathe with trees and plants

A calming breath works like a life vest when it feels like emotions are rushing us downriver and threatening to take us under. The basic goal is to regulate the flow of oxygen into the bloodstream and to make sure that carbon dioxide is being expelled in a balanced way. Here’s one idea for a breath that might boost relaxation:

  • Find a place where you can see a tree or a plant. Notice details about the leaves, needles or branches.
  • Note that trees and plants release oxygen into the air.
  • Breathe in gently and feel like the plant or tree is giving oxygen to you.
  • Breathe out gently and consider that your carbon dioxide is the food the tree or plant needs.
  • Experience a moment of being grateful that nature is breathing with you. Say thank you if it feels good to say it out loud.

PAVE provides a 5-minute video to help you breathe with trees and plants!

Feeling panic? Breathe easy and smooth

When anxiety causes feelings of panic, easy is the magic word for breathing. Some evidence suggests that a stressed-out person might feel more anxious by taking breaths that are too slow or deep. Dizziness, shortness of breath and feelings of suffocation can be signs that the gases exchanged during a breath aren’t balanced well. Here’s one source for information about why even breathing might be more calming than a really big, deep breath: LiveScience.com.

Here’s something to practice regularly to help your body find its calm, easy breath:

  • Notice your breath and just watch it for a little bit.
  • Start counting as you inhale and notice how long that lasts.
  • Start to match the inhale count and the exhale count.
  • Don’t try to slow your breath down, but gently try to make each breath about the same, counting the same time on the inhale and the exhale.
  • Don’t work to fill or empty your lungs all the way. Keep it easy.
  • Try breathing evenly for at least a minute—longer if you enjoy it.

Bonus Ideas: Consider whether there’s a young person in your house who could learn this breath, practice and then teach it to someone else. Another idea is for a child to practice breathing with a stuffed animal. On their tummy, the stuffed animal goes for a ride. Being hugged, the animal can feel the breath too.

PAVE hopes the ideas in this article might help your family members organize themselves around days and weeks at home that might nourish everyone with moments of peace, personal growth and learning. Understanding how to be with big feelings and breathe with ease can take a bit of practice, but the result can build emotional resilience. We hope all can find simple ways to make emotional learning and self-care part of each day to support the well-being of all.

If you need direct support in caring for children with special educational or medical needs, please click Get Help from our home page, wapave.org.

For serious conditions related to mental health and to find a professional provider, contact the Washington Recovery Help Line: 866-789-1511.

School Shutdown: Pandemic Guidance for Families also Impacted by Disability

A Brief Overview

  • Governor Jay Inslee announced April 6, 2020, that Washington school buildings are closed to regular instruction at least through the end of the school year because of the COVID-19 pandemic.
  • During the shutdown, schools and families are seeking creative ways to help all children learn, said Washington’s Superintendent of Public Instruction, Chris Reykdal, who participated in the April 6 press conference with Gov. Inslee.  “Especially during times of uncertainty,” Reykdal said, “students need our support. They need grace, and structure, and routine. Even though the world may feel like it’s upside down, our students need to know that we will move forward.”
  • PAVE’s program to provide Parent Training and Information (PTI) continues to offer 1:1 support by phone in addition to online learning opportunities. Please refer to our home page at wapave.org to “Get Help” or to check the Calendar for upcoming events. A PTI webinar recorded live March 26, 2020, provides information about the rights of students with disabilities.
  • For questions about delivery of special education during the school building closures, families also can visit the website of the Office of Superintendent of Public Instruction (OSPI), which maintains a page, Special Education Guidance for COVID-19. Ways to support inclusion during the closures and a downloadable spreadsheet of online and offline resources for continuing learning are clickable links on that page.
  • Providing families with access to meals has been a priority for schools. An interactive map on the website of Educational Service District 113 includes information from schools across Washington about where meals are delivered and addresses for where families can pick up free food by “Grab-and-Go.”
  • The U.S. Department of Education has created a website page to address COVID-19. Links on the website, gov/coronavirus, include a Fact Sheet titled, Addressing the Risk of COVID-19 in Schools While Protecting the Civil Rights of Students, issued by the department’s Office for Civil Rights (OCR).
  • For additional resources, see Links to Support Families During the Coronavirus Crisis and Links for Learning at Home During School Closure.

Full Article

With school buildings closed to help slow the spread of the novel coronavirus (COVID-19), families have many questions about how children can access meals, childcare and basic education. Recognizing that too much information can be overwhelming, PAVE provides this article to help families with children impacted by disability understand a few key issues during this challenging time. Included throughout are links to information on official websites that are frequently updated.

Nationally, agencies that provide guidance to schools have been in conversation about the challenge of providing equitable education to all students as learning that respects the requirement for “social distancing” becomes the only option. The U.S. Department of Education is tracking much of that work on its website, gov/coronavirus.

Most schools in Washington resumed services with distance learning on March 30, 2020. Some districts planned a later start because of spring break schedules. Chris Reykdal, Washington’s Superintendent of Public Instruction, issued guidance that all schools within the state offer something in order to engage students in learning.

He emphasized that families and schools should maintain an attitude of creativity and patience and that the goal is not to overwhelm parents and students. The guidance is not a mandate for students, Reykdal said, and the state is not directing schools to grade student work during this period of distance learning. The expectation is that districts “are sending opportunities for families and checking in,” he said in comments quoted in a March 30 broadcast and article from KNKX, a National Public Radio affiliate.

Various federal and state laws protect students with disabilities and their right to a Free Appropriate Public Education (FAPE), regardless of the nature or severity of the disability. How to provide education that is appropriate and equitable when school buildings are closed is a national conversation. In Washington State, the Office of Superintendent of Public Instruction (OSPI) is continuously updating guidance for schools and families on these topics.

An OSPI website page devoted to special education topics during the COVID-19 shutdown includes this guidance: “If the district continues providing education opportunities to students during the closure, this includes provision of special education and related services, too, as part of a comprehensive plan.”

In a March 18, 2020, letter to school staff who support Individualized Education Programs (IEPs), OSPI encouraged IEP reviews and evaluations to continue as possible: “School districts are encouraged to continue to hold IEP and evaluation meetings through distance technology whenever possible, and if agreed upon by parents and school staff are available.”

Meals are a top priority

The Superintendent of Public Instruction, Chris Reykdal, provided information March 19, 2020, in a webinar sponsored by the Washington League of Education Voters. Note: the League of Education Voters offers a comprehensive listing of COVID-19 resources.

Reykdal said that OSPI has prioritized food distribution for students as its most important role during the shutdown. He said some districts deliver food to stops along regular bus routes. Others have food pick-up available in school parking lots. For the most current information about how a district is making meals available for students, families are encouraged to check their local district website or call the district office. OSPI provides a list of districts throughout the state, with direct links to district websites and contact information.

An interactive map on the website of Educational Service District 113 includes information from schools across Washington about where meals are delivered and addresses for where families can pick up free food by “Grab-and-Go.”

Childcare options are difficult to design

Second priority, according to Reykdal, is childcare for parents who rely on outside help so they can work. Families are encouraged to contact local districts for current information about childcare. OSPI encourages only small and limited gatherings of children, so provisions for childcare and early learning have been difficult to organize, Reykdal said. He emphasized that public health is the top concern. “We have to flatten that curve,” he said, referencing a widely shared graphic that shows what may happen if the virus is not slowed by intentional measures.

Note that the Centers for Medicare and Medicaid have relaxed rules in order to give states more flexibility in providing medical and early learning services through remote technologies. The Early Childhood Technical Assistance Center (ECTA) has created a webpage on teleintervention. Topics include training for families learning to navigate technology for online learning and appointments.

Equity is required in education

Thirdly, Secretary Reykdal on March 19 addressed work underway to create new models for distance learning. “Everyone needs to be super patient about this because while districts are preparing to deploy some education, it will look different. And there are serious equity concerns we have to focus on. We expect districts as they launch this to have an equitable opportunity for all students. English language learners need special supports. Our students with disabilities need supports.”

At the April 6, 2020, press conference, Reykdal mentioned that some schools may open on a very limit basis in order to provide services to a few children with significant disabilities. He said OSPI would be consulting with schools throughout the state to develop models for best-practice IEP implementation during the national crisis. “Especially during times of uncertainty,” he said, “students need our support. They need grace, and structure, and routine. Even though the world may feel like it’s upside down, our students need to know that we will move forward.”

PAVE is here to help!

PAVE’s Parent Training and Information (PTI) program continues to provide 1:1 support by phone and offers online training. Please check our calendar of events and follow us on social media.

PTI director Jen Cole addressed some topics related to educational access during a March 19, 2020, podcast hosted by Once Upon a Gene. In addition to providing general information about the rights of students with disabilities, Cole shares her own experience as a parent of an elementary-age student with a disability.

PAVE has added new links on our website to help families navigate these new circumstances. On our homepage, wapave.org, find the large blue button labeled View Links. Clicking on that button will open a list of options. Two new options provide guidance related to the pandemic:

  1. Links for Learning at Home During School Closure: This a resource collection of agencies providing online learning opportunities for various ages.
  2. Links to Support Families During the Coronavirus Crisis: This is a resource collection of agencies that provide information related to the pandemic.

Please note that resources listed are not affiliated with PAVE, and PAVE does not recommend or endorse these programs or services. These lists are not exhaustive and are provided for informational purposes only.

OSPI offers guidance for families

The Office of Superintendent of Public Instruction (OSPI) is the state education agency charged with overseeing and supporting Washington’s 295 public school districts and seven state-tribal education compact schools. As communities respond to the COVID-19 outbreak, OSPI offers a downloadable guide for parents and families.

Included is a section for parents of students in special education. While in session, districts maintain the responsibility to provide a Free Appropriate Public Education (FAPE) to students eligible for special education. “Districts should be communicating with parents and guardians prior to, during, and after a school closure regarding their child’s IEP services,” OSPI states.

Parents may want to consider whether compensatory education or Extended School Year (ESY) services will be needed. The general rights to these services are further described in an article about ESY on PAVE’s website.

Making notes in order to collect informal data about any regression in learning during the shutdown may be important later. OSPI’s resource guide states: “After an extended closure, districts are responsible for reviewing how the closure impacted the delivery of special education and related services to students eligible for special education services.”

OSPI reminds families that schools are not required to provide special education services while they are fully closed to all students.

OSPI addresses issues related to racism

In its guidance, OSPI encourages schools to intentionally and persistently combat stigma through information sharing: “COVID-19 is not at all connected to race, ethnicity, or nationality.”

OSPI advises that bullying, intimidation, or harassment of students based on actual or perceived race, color, national origin, or disability (including the actual disability of being infected with COVID-19 or perception of being infected) may result in a violation of state and federal civil rights laws:

“School districts must take immediate and appropriate action to investigate what occurred when responding to reports of bullying or harassment. If parents and families believe their child has experienced bullying, harassment, or intimidation related to the COVID-19 outbreak, they should contact their school district’s designated civil rights compliance coordinator.”

U.S. Department of Education provides written guidance and a video

The U.S. Department of Education provides a website page to address COVID-19. Links on the website, ed.gov/coronavirus, include a Fact Sheet titled, Addressing the Risk of COVID-19 in Schools While Protecting the Civil Rights of Students, issued by the department’s Office for Civil Rights (OCR):

“Section 504 of the Rehabilitation Act of 1973 prohibits disability discrimination by schools receiving federal financial assistance. Title II of the Americans with Disabilities Act of 1990 prohibits disability discrimination by public entities, including schools. Title VI of the Civil Rights Act of 1964 prohibits race, color, and national origin discrimination by schools receiving federal funds….

“School districts and postsecondary schools have significant latitude and authority to take necessary actions to protect the health, safety, and welfare of students and school staff….As school leaders respond to evolving conditions related to coronavirus, they should be mindful of the requirements of Section 504, Title II, and Title VI, to ensure that all students are able to study and learn in an environment that is safe and free from discrimination.”

On March 21, 2020, the department issued a Supplemental Fact Sheet to clarify that the department does not want special education protections to create barriers to educational delivery options: “We recognize that educational institutions are straining to address the challenges of this national emergency. We also know that educators and parents are striving to provide a sense of normality while seeking ways to ensure that all students have access to meaningful educational opportunities even under these difficult circumstances.

“No one wants to have learning coming to a halt across America due to the COVID-19 outbreak, and the U.S. Department of Education does not want to stand in the way of good faith efforts to educate students on-line. The Department stands ready to offer guidance, technical assistance, and information on any available flexibility, within the confines of the law, to ensure that all students, including students with disabilities, continue receiving excellent education during this difficult time.”

The Department’s Office for Civil Rights (OCR) released a YouTube video March 17, 2020, to describe some ways that OCR is providing technical assistance to schools attempting to offer online learning that is disability accessible. Kenneth L. Marcus, assistant secretary for civil rights within the Department of Education, opens the video by describing federal disability protections:

“Online learning is a powerful tool for educational institutions as long as it is accessible for everyone. Services, programs and activities online must be accessible to persons, including individuals with disabilities, unless equally effective alternate access is provided in another manner.”

Help is available from Parent Training and Information (PTI)

Families who need direct assistance in navigating special education process can request help from PAVE’s Parent Training and Information Center (PTI). PTI is a federally funded program that helps parents, youth, and professionals understand and advocate for individuals with disabilities in the public education system. For direct assistance, click “Get Help” from the home page of PAVE’s website: wapave.org.

PTI’s free services include:

  • Training, information and assistance to help you be the best advocate you can be
  • Navigation support to help you access early intervention, special education, post-secondary planning and related systems in Washington State
  • Information to help you understand how disabilities impact learning and your role as a parent or self-advocate member of an educational team
  • Assistance in locating resources in your local community
  • Training and vocabulary to help you understand concepts such as Free Appropriate Public Education (FAPE), an entitlement for individuals who qualify for special education under the Individuals with Disabilities Education Act (IDEA).