Tag: Youth

Online – Special Edition P2P Lunch & Learn w/ Tahoma Associates

September 25 @ 12:00 pm – 1:00 pm PDT

REGISTER The P2P Lunch-n-Learn is a dedicated time for parents, caregivers, and providers to access presentations and training from PAVE programs and local Pierce County service providers. Presentation/training topics will vary based on the expressed needs of families in the local community. This group takes place during lunchtime, allowing parents to learn while enjoying a meal in a relaxed and informal setting. Each session might have a specific theme or topic of discussion. Themes could range from handling tantrums and promoting positive behavior to managing screen time, fostering resilience, and supporting learning at home. REGISTER

Who is our guest Tahoma Associates?

Tahoma Associates takes pride in their availability to serve a person throughout their lifetime. Beginning with Job Foundations and School to Work programs, we support school age adults and continue with our Employment Programs for those with work aspirations and Community Inclusion for those individuals aging out of the workforce or whose goals center around volunteer activities in the community.

This group supports:

Trainings: The trainings are designed to be interactive and engaging. Participants have opportunities to ask questions, participate in discussions, and share their own experiences.

Inclusive Environment: The training sessions are inclusive and welcoming, catering to parents with diverse backgrounds and experiences.

Advocacy Support: The group may provide guidance on how to advocate for their child within the school system, healthcare system, or when dealing with government agencies.

Free

Related Events

Online – Special Education Workshops

October 16 @ 6:00 pm – 7:00 pm PDT

Present Levels & SMART Goals: Connecting the Dots in the IEP
Discover how to align present levels with meaningful, measurable SMART IEP goals that drive progress.
Presenter: Sherry Mashburn

November 20 @ 6-7 PM
Special Education Eligibility: How Schools Decide / Elegibilidad para Educación Especial: Cómo Deciden las Escuelas
Get a clear look at how school districts determine eligibility, the evaluation process, and what it means for your child’s access to special education services. / Obtenga una visión clara de cómo los distritos escolares determinan la elegibilidad, el proceso de evaluación y lo que esto significa para el acceso de tu hijo(a) a los servicios de educación especial.


January 15 @ 6-7 PM
Accommodations, Modifications, and SDI: What’s the Difference?
Discover how to align present levels with meaningful, measurable SMART IEP goals that drive progress.
Presenter: Marie Kerr

February 19 @ 6-7 PM
Discipline in Schools: What Parents Need to Know
Explore how discipline works for students with IEPs, including suspension rules, manifestation determinations, and how schools must balance safety with your child’s rights.
Presenter: Sherry Mashburn

April 23 @ 6-7 PM
High School Transition Planning: Preparing for What’s Next / Planificación de la Transición en la Escuela Secundaria: Preparándose para lo que Sigue
Learn how transition plans prepare your child for life after high school, college, work, and independent living, and how to make sure the plan reflects your child’s voice. / Aprende cómo los planes de transición preparan a tu hijo(a) para la vida después de la escuela secundaria, la universidad, el trabajo y la vida independiente, y cómo segurarte de que el plan refleje la voz de tu hijo(a).

May 21 @ 6-7 PM
Inclusion & Belonging: What Parents Should Know
Learn how inclusionary practices help students with disabilities access the general education classroom, build friendships, and thrive, while benefiting all students.
Presenter: Marie Kerr

No registration is required!
Click to join via zoom! – Meeting ID: 737 702 3071

Free

Benton Franklin Counties PTA – bfcsepta@yahoo.com for more info!

Related Events

Your Personal Roadmap: Students’ Guide to the High School & Beyond Plan

Posted on by Nicol Walsh

Washington State requires all students to build a future-focused plan starting in middle school that can be tailored to match their goals and strengths. When students have IEPs, this planning must align with their transition services and support needs. Families play a key role in helping students explore options, build self-advocacy skills, and stay on track for graduation and beyond.

A Brief Overview

  • All public school students in Washington State start their High School and Beyond Plan (HSBP) by 8th grade, with activities often beginning in 7th grade.
  • The HSBP is a personalized plan that helps students think about their strengths, goals, and the steps needed for life after high school.
  • For students with disabilities, the HSBP must align with their IEP transition plan to ensure classes and supports match their future goals.
  • The HSBP is updated every year to reflect changing goals and progress.
  • It includes career interests, post-high school education plans, course selections, financial aid info, and a resume of schoolwork and activities by 12th grade.
  • Schools must offer support if students struggle in subjects like reading or math, and these supports should be included in the plan.
  • Families play a key role by staying informed, asking questions, encouraging self-advocacy, and connecting with community resources.

What Is the High School and Beyond Plan?

Whether you’re in middle school or already in high school, it’s never too early—or too late—to start thinking about what comes next. That’s where Washington’s High School and Beyond Plan comes in. All public school students in Washington are required to start an HSBP by 8th grade, and most begin the process in 7th grade with activities that help them discover their strengths and career interests. Schools are responsible for helping students create their first plan and update it every year to reflect new goals, track progress, and guide course selections. Students transferring into a Washington public school can develop an HSBP with their school up until 12th grade. 

For students with disabilities, the HSBP plays an even more important role. It works together with your IEP transition plan to support your dreams and prepare you for your future after high school. When the HSBP and IEP are aligned, they make sure your classes, services, and supports match your long-term goals—whether that includes a job, college, technical training, or independent living. 

The HSBP is like a personal roadmap that helps you plan for the next chapter of your life. It helps answer three big questions: 

  1. Where am I now? 
    This is about what you are good at, what you like, and what is hard for you. Think about how your disability might affect your schoolwork and what help you might need. 
  1. Where do I want to go? 
    Think about your hopes and dreams—do you see yourself in college, working a certain job, living on your own, or something else? 
  1. How do I get there? 
    This includes your goals, high school classes, learning accommodations, and the people who support you. 

Your plan should be updated every year as you grow and your ideas change. It’s not just a one-time checklist—it’s a living tool that grows with you. 

Washington High School and Beyond Plan (HSBP) addresses three questions: Where I am now, Where do I want to go and How do I get there.

Download the HSBP infographic in:
English  |  Chinese (Simplified) 中文 (Zhōngwén)  |  Korean 한국어 (Hangugeo)  |  Russian Русский (Russkiy)  |  Somali Soomaali  |  Spanish Español  |  Tagalog  |  Ukrainian українська   |   Vietnamese Tiếng Việt

How do the HSBP and IEP work together? 

If you have an Individualized Education Program (IEP), it must include a Transition Plan by the time you turn 16. This part of the IEP is all about preparing for your life after high school graduation. Your IEP team will talk about things like: 

  • Your graduation timeline 
  • Work goals and job training 
  • Continuing education 
  • Independent living 
  • Transportation and daily living skills 

Some students with IEPs can stay in school until age 22 if they need more time to build skills for work, living on their own, or reaching other goals. 

The HSBP and IEP transition plan are required to match and work together. That way, the classes you take and the supports you receive during high school will line up with your goals for the future. 

What goes into your HSBP? 

Every student’s HSBP is different, but most plans include: 

  • Career interests and job ideas 
  • Post-high school education goals (like college or trade school) 
  • A course plan to meet graduation requirements and personal goals 
  • Information about financial aid, scholarships, and other support for education 
  • A resume or summary of schoolwork, job experience, and community activities by 12th grade 

If you’re struggling in classes like reading or math, the school must offer you support and explain it in your HSBP. This helps you stay on track to graduate. 

What should I think about for life after high school?  

As you work on your HSBP and IEP, here are some questions to think about. You can talk about these with your family, IEP team, or trusted adults. 

Jobs, Trades, & Work 

  • What kinds of jobs sound interesting to you? 
  • What training or help would you need to do those jobs? 
  • Does your IEP include community work experience? 

Education After High School 

  • Do your personal goals include college or technical school? 
  • What accommodations would you need there? 
  • Have you talked to the Disability Support Services office at a campus? 

Living Arrangements 

  • Will you live with your family, a friend, or on your own? 
  • How will you cook, clean, shop, and get around town? 
  • Does your IEP include goals for independent living? 

Community and Social Life 

  • What will you do for fun? 
  • Are there clubs, support groups, or activities you’d like to join? 
  • How will you make and keep friendships? 

How can families support students in building their HSBP? 

Families are essential partners in planning for your child’s future, and your involvement plays a crucial role in their success. Here are ways you can actively support your child throughout this process: 

  • Stay informed and ask questions. Regularly communicate with your child’s teachers, counselors, and school staff to stay updated on meetings, activities, and resources related to your child’s goals. Don’t hesitate to ask for clear explanations about the options and supports available. 
  • Attend IEP meetings. After a student turns 18 (the age of majority), educational rights transfer from the parent to the student. This includes the right to attend and invite others to IEP meetings, such as their parent or guardian, especially during transition planning and discussions about the HSBP. 
  • Review progress and update goals annually. Make it a habit to review your child’s progress and goals at least once a year. If your child’s interests, strengths, or needs change, share this information with the school so plans can be adjusted accordingly. 
  • Encourage your child to speak up. Help your child build confidence by discussing their feelings, goals, and concerns about school. Practice how they can share their thoughts during meetings or conversations with adults involved in their education. 
  • Practice setting goals together. Collaborate with your child to create small, manageable goals related to academics, social skills, or independent living. Celebrate their successes to boost motivation and help them develop ownership of their future. 
  • Request clear and accessible communication. If you need information in a language other than English or in a format that’s easier to understand, ask the school to provide it. Schools are required to communicate in ways that enable your full participation. 
  • Stay connected and involved. Ask the school to notify you well in advance about important meetings, workshops, or events where your input is needed. Your presence helps make sure your child’s needs and preferences are fully represented. 
  • Connect with community resources. Look for local organizations, support groups, or agencies that help students with disabilities prepare for life after school. These resources can provide valuable guidance, training, and opportunities. 

By taking these proactive steps, you empower your child to take charge of their future while making sure they receive the support they need every step of the way. 

How can I speak up for myself? 

Students—this is your chance to shine! When you lead your own IEP meetings or share your goals, you are practicing self-advocacy. PAVE offers a Student Input Form in the article Students: Get Ready to Participate in Your IEP Meeting with a Handout for the Team. This form helps you tell the team: 

  • What you enjoy 
  • What you’re good at 
  • What support you need 

These answers can guide your IEP and HSBP so the adults around you know how to help you to meet the goals you set for your future and accomplish your dreams! 


Final Thoughts 

The High School and Beyond Plan is all about you—your dreams, your choices, and your future. With the right tools and people supporting you, you can create a plan that fits your goals and helps you succeed. Remember to start planning early, keep your plan updated, and always aim high for your future. 

Learn More 

  • Explore the State Board of Education’s High School & Beyond FAQs to get answers about when the HSBP starts, what it includes, and how families can stay involved in the process. 
  • Download the Aligning HSBP and IEP Transition Plans guidebook from the Office of Superintendent of Public Instruction (OSPI) for tools and tips to help schools and families make sure the HSBP and IEP transition plan work together. 
  • Use PAVE’s Transition Triangle worksheet to understand how schools, community supports, and vocational agencies can help you plan for adult life. 

Youth, Explore Adapted Physical Education in Your IEP or 504 Plan

Posted on by Nicol Walsh

Overview

  • Physical Education (PE) can be adapted (changed) in four main ways to support students with disabilities.
  • Federal and state law protects your rights to be taught PE. Adapted PE can be included in your Individualized Education Program (IEP). It can also be included in a Section 504 plan.
  • Adapted PE can be useful for post-high school transition plans.
  • Taking part in IEP and 504 meetings is important when looking at adapted physical education. It lets you share your needs, preferences, and goals. This helps create a physical education program that fits your abilities, supports your well-being, and creates a positive and inclusive environment. (Click on the links in the reference section to learn more about going to IEP and 504 meetings.)
  • Changes in WA State rules mean that more teachers will qualify to design and teach Adapted Physical Education. These rules are in effect as of May 1, 2024.
  • The Updated Guidance on Adapted Physical Education, from the Washington Office of Superintendent of Public Instruction (OSPI) quoted in this article gives more information about Adaptive PE and how it fits into special education in WA State. Download or read Updated Guidance on Adapted Physical Education.

Full article

Why is physical education important? How is it helpful to me, as an individual with a disability?

Classes can teach you to care for your body and learn physical, mental, and emotional skills that include:

  • Motor skills (training to use your muscles for certain things, such as swinging a baseball bat to hit a ball, or running very hard in a race)
  • Physical fitness (keeping healthy and strong by exercising your body)
  • Social-emotional skills, teamwork, social play skills
  • Skills for athletics like team sports like soccer or basketball or individual athletics like gymnastics or dance
  • Skills for recreation like biking, swimming, hiking, throwing frisbees, playing games with friends

How Adapted PE works:

Access or accessible means how easy it is to do, to get, or understand something.

There are four main areas where changing general PE curriculum (school courses) may help you access PE. Some of these changes will benefit ALL students using the general PE curriculum.

  • The physical space can be changed to work well for all students:
  • The size of the space and the number of other students can affect how accessible the PE class is for you.
  • Lighting, sound, and what you see can all affect your comfort in a class. Making thoughtful changes to these things can make a PE class more accessible.
  • Teaching: the teacher gathers information about individual students to make sure that they use teaching methods that are accessible to everyone. This might mean spoken instructions, movements, pictures, written words, showing how to do something, or videos.
  • Equipment: depending on your disability, you might need PE equipment to move more slowly, be bigger or smaller, easier to feel, be easier to see and other changes like those.
  • Rules: to make sure PE includes everyone, rules of the game may need to be added or taken away.

Examples of Adapted PE

The point of Adapted PE is to change the general PE curriculum so that it is accessible for you or any other student with a disability. The changes can be individualized, which means it is designed for one individual student with disability. Changes will depend on what your needs are and will be different from student to student. Here are some examples:

  • A third grader with autism spectrum disorder uses a play script on her communication device to invite other students to play tag with her.
  • A high-school senior with Down Syndrome is introduced to adult recreation choices in his community so he can continue building healthy habits after graduation.
  • A seventh grader with Cerebral Palsy attends general PE class. The Adapted PE teacher, general PE teacher, and the physical therapist work together to create an exercise plan to strengthen the student’s legs while using their walker.
  • Design a unified team for sport activities and competitions, so a high school student with disabilities can play in the same team with students without disabilities
  • Adapted Physical Education teachers are trained to make changes to the general education PE curriculum to make it accessible to students with disabilities.

IEPs can include Adapted PE as a service

To get an Individualized Education Program (IEP) you need an evaluation. This process helps to decide if a student has a disability, if the disability has a significant impact on (really affects) learning, and if you need Specially Designed Instruction (SDI) and/or related services to access a Free Appropriate Public Education (FAPE). FAPE is the right of any student, ages 3-21, who is eligible for school-based services delivered through an IEP.

If a student’s access to PE affects learning and needs the school’s PE course to be individualized, Adapted PE can be given as an IEP service. IEP teams discuss how Specially Designed Instruction (SDI) is delivered for each individual student.

If you have Adapted PE in your IEP, there is a range of options for placement. You might be in a general PE class, with or without accommodations. Additional aids, services, and modifications may be added depending on what you need. Get more details in the Updated Guidance on Adapted Physical Education.

You can go to IEP and 504 meetings to let the team know what you want and need.  Beginning at age 14, you can participate in IEP and 504 meetings. You do not have to be invited by the school or your parents, but it’s a good idea to let your parents know you want to go, and to get ready before the meeting. When you are at these meetings, you can show other team members what is important to you about your learning, including Physical education. (Click on the links in the reference section to learn more about going to IEP and 504 meetings.)

All of you on the team can work out a PE plan, which may include Adapted PE, and put it in your IEP. There are two articles in the References section at the end about going to your IEP meeting.

Post-High School Transition and Adapted PE

Physical education and/or Adapted PE can play a key role in your’ post-high school transition plans so you can be healthy and active in your adult life.

If you have Adapted PE in your IEP or 504 plan, you can work with your transition team to identify the sports and recreation activities, entertainments, and any after-school programs you enjoy or want to join. You can plan to continue favorite school PE activities out in the community and explore new options. The transition period is also an ideal time for you to create fitness plans or exercise routines to do independently. For this part of your transition planning, your PE/Adapted PE teacher can be invited to join the transition team, if they are not already a part of it.
Adapted PE teachers and physical and occupational therapists, if part of your IEP or 504 team, can work together on skills related to physical activities and recreation. Some examples might include using a locker room, showing ID or membership at a reception desk, registering for programs or classes, and care and proper use of your sports equipment at home.

Rules changed and removed some difficulties with getting Adapted PE

Until spring of 2024, Adapted PE was not accepted as a specialty that the state would endorse (add to the training listed on a teacher’s professional certificate). This caused a shortage of teachers who could design Adapted PE for students. It made it difficult for some students with disability in Washington State to get SDI in physical education.

As of May 1, 2024, qualifying[1] teachers in Washington State can be trained for and receive a specialty endorsement in Adapted Physical Education. The endorsement shows the teacher has specific skills and knowledge in both PE Learning Standards and special education competencies. As more teachers are taught this specialty, it will be easier to find teachers with Adapted PE training in Washington State.

The OSPI Updated Guidance says that in addition to teachers with an Adapted PE endorsement, SDI for physical education can be provided by “any other appropriately qualified special education endorsed teacher, or an “appropriately qualified Educational Staff Associate (ESA) such as an Occupational Therapist (OT) or a Physical Therapist (PT).”

Summary:

  • Physical Education (PE) is an important part of school. Students with disabilities have the right to be taught physical education.
  • Adapted PE is when the general PE school course (curriculum) is changed to accommodate (meet the needs) of an individual student with disability.
  • Adapted PE can be included in an Individualized Education Plan or a Section 504 plan.
  • If a student needs Adapted PE, it’s important to include someone on the IEP team who is qualified to design adapted PE, as well as the teacher or other school staff who will be teaching the student.
  • Only certain qualified education professionals can design and supervise other educators and school staff teaching Adapted PE. Changes in WA State rules in 2024 allow more education professionals to qualify in Adapted PE.

Resources:

Updated Guidance on Adapted Physical Education  (WA State Office of Superintendent of Public Instruction (OSPI))

Attention Students: Lead your own IEP meetings and take charge of your future (PAVE)

Students: Get Ready to Participate in Your IEP Meeting with a Handout for the Team (PAVE)

Who’s Who on the IEP Team (PAVE)

Student Rights, IEP, Section 504 and More (PAVE)

A previous version of this article was based on information provided by two experts in the field of Adapted Physical Education, Toni Bader, and Lauren Wood, who are Adapted Physical Education teachers in the Seattle area:

Toni Bader, M.Ed., CAPE – SHAPE Washington, Adapted Physical Education, Seattle Public Schools (tonibader24@hotmail.com)

Lauren Wood, NBCT, Adapted Physical Education Teacher, Highline Public Schools, and SHAPE Washington Board Member (lauren.wood@highlineschools.org)

[1] “Certificated teachers who hold any special education endorsement or a Health/Fitness endorsement are eligible to add the APE specialty endorsement to their certificate”  –OSPI Updated Guidance

Five Tips for a Smooth PCS

Posted on by Nicol Walsh

Planning ahead and staying organized can make a military move much smoother, especially for families with children who have special needs. These key strategies and ready-to-use tools can help reduce stress and support your child’s success at the next duty station.

Introduction

Military families are likely to switch schools more often than other families. This can require learning new rules and finding new resources. To help plan, here are five valuable tips for a smooth PCS (permanent change of station, which is the military language for “relocation”) with a special educational or medical needs child.

Tip 1: Organize your files.

Records are critical for planning and stability. Accessing records once you have left a duty station is far more complex than getting copies to take with you. Keeping track of your child’s records can make the transition to a new assignment far easier. With your child’s information and records organized and up to date, you can quickly find any new trends, needs, or program changes to consider when you PCS.

  • Save copies of evaluations, educational plans and programs, work samples, and behavior plans.
  • Monitor regression by comparing student work samples and grades before, during, and after your PCS.
  • Note what has worked to support your student through previous transitions and share these successes with the Individualized Family Service Plan (IFSP), Individualized Education Program (IEP), or Section 504 team.

If your student comes from a Department of Defense Education Activity (DoDEA) school, you may also have records and evaluations from a Student Support Team (SST) or Case Study Committee (CSC).

Tip 2: Know your resources.

When you are moving to a new place, it is important to know who can help you. Contact the School Liaison and Exceptional Family Member Program (EFMP) family service office as soon as possible. They have useful information about things that can support your child’s health, well-being, and quality of life, like assignment locations, schools, housing, and other essentials. In your new state, you can also reach out to the Family Voices program. They can help you apply for public benefits such as extra money (SSI) and healthcare (Medicaid). It is also good to know your child’s rights as a military student when switching schools between states. Learn about the protections under the Interstate Compact on Educational Opportunity for Military Children and use this Step-by-Step Checklist for resolving school issues with the Interstate Compact.

Download the Essential Contact Form
English | German Deutsch | French Français | Spanish Español | Tagalog

Tip 3: Keep open lines of communication.

Building strong communication links with your child’s teachers and other school officials can be critical. Remember to keep track of notes, emails, texts, and conversations. Always follow up on agreements with a note summarizing what was agreed to and any timelines. Building a solid relationship with your child’s teachers will help you address potential difficulties while they are minor issues and build trust among all team members. Discuss all the efforts that are helping your child. Keep communication lines open by responding promptly and respectfully, and reach out to school staff with positive feedback, as well as for problem-solving concerns.

Tip 4: Ask questions.

The Individualized Family Service Plan (IFSP) and Individualized Education Program (IEP), or Section 504 Accommodations Plan, are the heart of how your child will receive services, accommodations, and modifications tailored to their unique needs. Never feel that you shouldn’t ask questions. Terms can change from place to place, but what the service includes will follow strict guidelines set up through the Individuals with Disabilities Education Act (IDEA) and the Americans with Disabilities Act (ADA). Since you will be the single consistent factor in your child’s educational career, the more you know, the better you can collaborate and plan within the IEP or 504 teams. Locate and contact the Parent Training and Information (PTI) center in your new state to assist you in navigating this process. Students and families in Washington State may contact PAVE for one-on-one support, information, and training through our Get Help request form.

Tip 5: Include your student.

All people need the ability to understand and communicate their needs and wants. The ultimate goal for our children is to help them become self-advocates to the best extent they are capable and comfortable. Providing them with tools early and on an ongoing basis will help them plan for their future. In the long run, it will help them to be the driver of services they need and want.

It’s PCS Time! Social Story

This original social story, “It’s PCS Time!”, is made to help military kids understand and handle the feelings that come with moving. A PCS can be confusing and emotional for children who might not know why they have to leave their home, friends, and routines. This story uses simple words and pictures to explain what happens during a move, helping kids feel more ready and less worried. Parents can read this story with their child to talk about the move, help them feel understood, and make the change feel a little less scary. Reading it before, during, and after the move can help kids feel more comfortable in their new home.

Download It’s PCS Time! Social Story:
English | German Deutsch | French Français | Spanish Español | Tagalog

Learn More

These are just a few tips on navigating the special education and medical systems when PCS’ing. If you want to learn more, register for an upcoming STOMP workshop or webinar.

Keeping Kids Busy Through Summer: Summer Camp Alternatives

Posted on by Nicol Walsh

Summer camp is an excellent way for children to spend the long summer days. However, camps are often filled quickly, and many are out of the financial reach of families. Here are some alternatives to those summer camps to entertain children and give caregivers some much needed respite.

A Brief Overview

  • There are many inexpensive ways to entertain children over the summer
  • Check with local parks and recreation for activities, including those for children and youth with disabilities
  • Washington State Parks are wonderful for exploring as a family
  • Consult with family organizations, schools, and educators for ideas and information on programs

Full Article

Local parks and recreation departments often boost their options for children over the summer. These can include sports, preschool classes, and outdoor activities. Some of the parks and rec departments, especially in larger communities, have adaptive or accessible classes, for those with disabilities and/or sensory issues. Boys and Girls Clubs have activities, classes, and day camp for a small fee. Their Find a Club interactive map will let you locate the nearest club. The YMCA also can offer day camp options, along with their usual sports and recreation options. 4H, the nation’s largest youth development organization, has many opportunities for children and youth to engage in hands-on learning, skill building, and community interaction. Various branches of 4H offer Science, Technology, Engineering & Math (STEM) activities, civic engagement, animal science, environmental science, performance arts, nutrition and health, and many, many more activities are available through your local camps.

Washington State Parks provide for a wide range of outdoor activities this summer and even have special events that can be viewed on their calendar. For children four and up, their Junior Ranger Program has activities to print out and ideas for indoor and outdoor fun. For those with physical limitations, an interactive ADA map of park facilities shows the wheelchair accessible options throughout the State Park system.

Libraries often have surprisingly varied options, including reading programs, arts and crafts, educational classes, and movie nights. Many libraries now have take-home kits for creative activities to do with the whole family. Summer reading lists are available both on library websites and in-person.

Movie theaters sometimes offer sensory-friendly film viewing at certain scheduled times, check with the theater. Good for those hot afternoons!

Parent groups and family organizations are often up to date on the latest summer activity offerings around the community. The Arc of Washington and Parent to Parent are both focused on families with children with disabilities or special health care needs, are aware of many opportunities, and may even offer some events for families and kids.

Some school districts have enrichment activities over the summer beyond the extended school year (a.k.a. summer school) options. Local school district websites will have full listings for anything they may offer. Often schools and school districts also have recommendations for summer activities and information on summer events. Teachers are a useful resource for summer ideas and information, as they have heard a lot about what their students are doing this summer, so a quick chat with them may be in order.

Several websites focus on community events and classes that children and youth can be involved in over the summer. The most prominent is Macaroni KID, but others include Parent Map, and Family Day Out. The local Chamber of Commerce and local newspapers also will post some event highlights and may list on their community calendars. Summer is also the time for County Fairs and other events, many of which take place in August.

Lifespan Respite WA (a program of PAVE) has a list of registered providers that is accessible to everyone, where it is possible to find recreation and respite options by county, age served, disabilities served, and respite type. The options listed under Recreation on the “Respite Type” menu has an array of interesting options that may have flown under a family’s radar, such as equine therapy, music classes, and sensory-friendly playgrounds. Check out their page “Creative Options for a Respite Break” for more low-cost and free ideas for summer (and year-round) activities. Visit their Voucher Program page to find out if you qualify for a small grant for short respite breaks!

Families and Youth Have a Voice on Mental Health Matters Through FYSPRT

Posted on by Nicol Walsh

A Brief Overview

  • FYSPRT (pronounced fiss-burt) is a hard acronym to learn, but it’s worth the effort for families and young people who want to talk about improving mental healthcare systems around the state.
  • Here’s what FYSPRT means: Family members, Youth and System Partners (professionals) get together at a “Round Table” (meaning everyone has an equal voice) to talk about issues related to emotional distress, mental illness and/or substance-use disorder. All participants share ideas about what helps and what could make things better.
  • The Washington State Health Care Authority (HCA) provides a map of the 10 FYSPRT regions and includes contact information for local leaders and a schedule of where/when meetings are held.
  • FYSPRT began after a class-action lawsuit against the state, TR v Dreyfus. The litigation resulted in development of the state’s out-patient mental-health services program for youth—Wraparound with Intensive Services (WISe).
  • FYSPRT is a place where families provide feedback about WISe, but all community members are welcome—regardless of age or agency affiliation.
  • Some regional FYSPRTs sponsor separate meetings and social events for youth.

Full Article

Parents and young people who struggle with emotional distress, mental illness and/or substance-use disorder can feel powerless to affect change in a complicated medical system. The Family, Youth and System Partner Round Table (FYSPRT) provides a meeting space for family members and professionals to talk about what’s working and what isn’t working in the state’s mental health systems. The groups also provide informal networking and can provide ways for families to meet up and support one another under challenging circumstances.

The state sponsors 10 FYSPRT groups to serve every county: A list of the groups and which counties they serve is included at the end of this article. Each group reports to a statewide FYSPRT, which provides information to state government to influence policy. The Washington State Health Care Authority (HCA) provides a map of the FYSPRT regions and includes contact information for local leaders and a schedule of where/when meetings are held.

FYSPRT began as part of a class-action lawsuit against the state, referred to as TR v Dreyfus. The litigation began in 2009, and settlements were mediated in 2012-13. The federal court found that Washington wasn’t providing adequate mental health services to youth and required that the state start delivering intensive community-based mental health treatment. The state responded by developing the Wraparound with Intensive Services (WISe) program for youth under 21 who are eligible for Medicaid. WISe teams provide a wide range of therapies and supports with a goal to keep the young person out of the hospital, which costs more and can be traumatizing.

Young people under 18 who need residential care are referred to the Children’s Long-Term Inpatient program: PAVE’s website provides an article about CLIP.

To provide accountability for the delivery of WISe services, the state created FYSPRT as a forum for families to provide feedback about how the program is working. The mission is to provide an equal platform for everyone within the community to strengthen resources and create new approaches to address behavioral needs of children and youth.

FYSPRT provides a space where youth impacted by behavioral health issues and their family members can share ideas about what works well and what would work better. The FYSPRT model is based on the belief that everyone’s unique perspective is equally important, and everyone is invited. FYSPRT meetings are open to all interested community members. Each community has unique participants depending on what agencies work in the cities and towns within the region.

In order to create an atmosphere of equality, the FYSPRTs are led by a combination of youth, family members, and systems partners.  While a healthcare organization often works as the convener, the leadership is split between the Tri-Leads, who are elected from their membership. These include Youth Tri-Leads, Family Tri-Leads, and System Partner Tri-Leads. For many parents and youth, FYSPRT becomes a place to bond and connect to support one another. Some regional FYSPRTs include separate meetings for youth, and those groups can become a key social outlet.

Staff who serve families through WISe are key participants. Other attendees are case managers from the state’s Medicaid-provider agencies, behavioral health counselors, foster-care workers, staff of homeless programs and staff and volunteers from affiliates of the National Alliance on Mental Illness (NAMI). Other participants are leaders of support groups for youth in recovery or working with issues related to gender identity or sexuality. PAVE staff are regular attendees in many regions.

Every area of the state of Washington has its own FYSPRT, overseen by the Health Care Authority.  Each of the ten FYSPRT regions is comprised of a single county or up to eight adjoining counties. In order to create greater participation from the general public, transportation and childcare stipends are available for families and youth in most areas. Some groups provide free meals for everyone and/or gift card incentives for the families and young people who attend. Family and Youth who act as leaders (Tri-Leads) along with system partners are paid for their participation.

Here are links to each regional FYSPRT’s website and a list of the counties each represents:

System of Care Partnership – Mason, Thurston

Great Rivers Regional FYSPRT – Cowlitz, Grays Harbor, Lewis, Pacific

HI-FYVE – Pierce

King County Community Collaborative (KC3) – King

North Central Washington FYSPRT – Chelan, Douglas, Grant, Okanogan

North Sound Youth and Family Coalition – Island, San Juan, Snohomish, Skagit, Whatcom

Northeast FYSPRT – Adams, Ferry, Lincoln, Pend Oreille, Spokane, Stevens

Salish FYSPRT – Clallam, Jefferson, Kitsap

Southeast FYSPRT – Asotin, Benton, Columbia, Franklin, Garfield, Kittitas, Whitman, Yakima

Southwest FYSPRT – Clark, Klickitat, Skamania

Defining your Social Media Game Plan: #Goals

Posted on by Nicol Walsh

Thinking about how you use social media and screens can help you make better choices for your mind, body, and relationships. When you take time to notice how you feel, what you see, and how much time you spend online, you can stay in control instead of letting screens take over. Talking with trusted adults and setting goals for your screen time can help you stay safe, feel better, and enjoy the good parts of being online. 

Think about Yourself

Your social media accounts are all about you! Think about why you are using social media or other screens. Is your goal to talk to friends, find cool videos, or learn something new? Thinking about your goals and what you like helps you control how you use social media, instead of letting it control you. To better understand your goals, ask yourself:

  • What is your goal when you open an app or go online?
  • Did you reach your goal, so you can set it down now?
  • Are you in control of how you use it, or does it feel like it controls you?

Think about What You See

Consider what you see and read online. What purpose does this have for you? Is it something helpful and interesting, or is it making you feel bad? Sometimes you might see things that are mean or make you feel sad, anxious, or even angry. If you notice that what you’re seeing online is often upsetting or distracting you from important things, maybe it’s time to look for content that helps you feel better. You can control some of what you see online by only following pages that make you feel good, and by unfollowing or muting accounts that post things that upset you or make you feel bad about yourself.

Think about what you see online and ask yourself:

  • What kinds of things do you usually look at online?
  • What purpose does this content have for you?
  • If some content makes you feel bad, are there other things you could look at online that might help you feel better or learn something new?

Think about How You Feel

Think about how you feel and how you use screens when you’re feeling strong emotions. Sometimes we use phones or games to escape negative feelings, but there are other ways to calm down, like talking to people you trust, taking a walk, or making art.

When thinking about how social media makes you feel, ask yourself:

  • How does using social media make you feel?
  • Does what you see online make you feel good?
  • When you’re feeling sad, bored, or stressed, do you often use screens or social media to feel better?
  • Are there other ways you can help yourself feel calm that don’t involve a screen?

Think about What Screens Get In The Way Of

Screens shouldn’t stop you from doing homework, seeing friends in person, getting enough sleep, or doing other things. Think about how long you are going to use an app or website and set a clear time limit for yourself. That way, you can reach that time and be able to put your phone down because you planned to stop. To help you set a time limit that works for you, ask yourself:

  • How long are you planning to use social media or a screen right now?
  • Did you set a clear time to stop using it?
  • Does using screens stop you from doing other important things, like homework, spending time with family or friends in person, or getting enough sleep?

Think about Relationships

You can talk with a friend or trusted adult about your online life and how you are feeling about it. By sharing about how you feel about friends online and in real life, you can better understand what purpose connecting online has for you. Talking helps you learn how to use screens safely.

When you think about your friends and family, ask yourself:

  • Do you feel comfortable talking to a parent or trusted adult about your online life?
  • If something online made you feel uncomfortable or upset, would you feel okay talking to someone about it?
  • How do you feel about your friendships online compared to your friendships in real life?
  • What purpose does connecting online have for you in your friendships?

Remember, social media should be something that adds to your life—not something that takes away from it.


Identify Your Five

One way to stay safe online is by using the “Rule of 5,” which means having five trusted people you can talk to when something online feels wrong or confusing. These questions can help you identify five people you can trust:

  • Who do I feel safe talking to when something is bothering me?
  • Who listens to me without judging or getting angry?
  • Who has helped me solve a problem before?
  • Who would I go to if I saw something online that made me feel scared or confused?
  • Who do I trust to keep me safe and give good advice?
  • Who do I feel comfortable being honest with, even if I made a mistake?
  • Who do I know that cares about me and wants the best for me?
  • Who could I call or message quickly if I needed help right away?

Once you’ve identified five people, write them down or save their contact info in a safe place.

Final Thoughts

Taking control of your social media use starts with understanding your goals, feelings, and habits. By reflecting on how, why, and when you use screens, you can make choices that support your well-being and help you stay safe online. Whether you’re setting time limits, curating your feed, or reaching out to trusted people, every small step counts. Keep checking in with yourself, stay curious, and remember—you have the power to shape your digital world in a way that works for you.

Learn More

This self-reflection guide was developed as a practical tool to help implement the strategies outlined in Level Up Your Social Media Game: Digital Safety Tips for Youth and Young Adults with Disabilities.  It is designed to encourage thoughtful engagement with the digital safety concepts presented in that article, supporting users in applying them to their own online experiences.

Family caregivers and professionals can learn how to support kids’ health and emotional well-being by helping them use social media safely. A great place to start is the American Academy of Pediatrics’ “5 Cs of Media Use” guides.

Level Up Your Social Media Game: Digital Safety Tips for Youth and Young Adults with Disabilities

Posted on by Nicol Walsh

Social media has both benefits and disadvantages. To use social media safely and effectively, it’s important to practice digital safety and self-awareness. This guide teaches tips and tools to help you make smart choices and stay in control online.

Brief Overview

  • Social media helps people with disabilities connect, express themselves, and find support—but it also comes with risks that users need to understand.
  • A trusted adult is someone you know in real life who cares about your safety and can help you make good choices.
  • Not everyone online is who they say they are.
  • People may act mean online or post things just to get attention.
  • Be careful what you share and talk to someone you trust if something feels wrong.
  • Anything you post online can be copied and shared. Think before you post, especially if someone is pressuring you to share something quickly.
  • Not everything online is true. Learn how to check facts and find trusted websites so you can tell what’s real and what’s not.
  • Asking for help is smart and keeps you safe.

Introduction

Social media is everywhere and isn’t going away. For people with disabilities, it opens up new ways to connect, communicate, and participate in conversations that might otherwise be difficult.  It can help you feel included and connected. It can be a powerful tool for inclusion and accessibility.

However, while social media offers many good things, it also comes with risks that everyone, especially youth and young adults, need to know about.

Knowing Who to Trust

One of the most important ways to stay safe is by knowing who you can trust, especially when talking to people online. Not everyone you meet online is the same as the people you know in real life. A trusted adult is someone you know in real life who truly cares about your safety and wants to help you make good choices. This could be a parent, teacher, school counselor, coach, or another grown-up you feel safe talking to. They listen to you, respect your feelings, and are there to help you when something is wrong. They are someone you can count on in real life. This is very different from a social media “friend” or “follower” who might be someone you’ve never met in person. Just because someone is nice to you online doesn’t mean they are safe or honest. People online might pretend to be someone they are not, like acting like they are your age to try and gain your trust. This can be part of a trick to try and get your personal information or pictures. Remember, a trusted adult is someone you can rely on for help and safety in the real world, not just someone who sends you messages online.

The Evolving Purpose of Social Media

Social media began as a way for people to connect, talk, and share things with each other. It can be a fun place where kids connect with friends, explore their interests, and learn new things. It can also help kids feel supported and included, especially those with disabilities.

Social media apps and websites are free to use, which makes them easy for lots of people to join. Even though you don’t pay money to use them, social media companies still make money—by showing you ads. The longer you stay on the app, the more ads you see, and that helps the company earn more. In other words, the social media companies are making money from your time and attention. That’s why it’s important to remember that you’re in control of how much time you spend online. When you use social media in a smart way, it can be fun and helpful—just make sure it’s working for you, not the other way around.

Social Media Risks and How to Stay Safe Online

But social media isn’t always safe. Some people feel like they can say mean things online because they think no one will find out who they are. Since they can’t see your face or how you feel, they might not realize how much they’re hurting you—and that makes them less likely to stop. Also, when kids see others being mean online, they might think it’s okay to join in. And sometimes, trying to get likes, shares, or views can lead kids to post things that hurt someone else, even if they didn’t mean to. That’s why it’s important to learn about these risks and talk with friends and family about how to stay safe and kind online.

Cyberbullying

Cyberbullying is when people are mean to you online by sending hurtful messages or making unkind posts. Sharing or forwarding mean content that someone else wrote can is also a form of cyberbullying. Studies show that youth with disabilities are more likely than other kids their age to be cyberbullied.

If someone is being mean to you online, you don’t have to handle it by yourself. Talk to an adult you trust, like a parent, teacher, or school counselor. They can help you figure out what to do next. STOP.THINK.CONNECT, a website that specializes in online safety and cybersecurity awareness, says it’s usually best not to talk back to the bully. Instead, save a screenshot or copy of what they said and show it to your trusted adult. That way, they can better understand how to help you. You should also learn how to block or report the person on the app or website you’re using. Most sites have tools to help you stay safe.

Social Engineering and Trickery

Sometimes, people use social media to trick others into giving away personal information—this is called social engineering. It can happen when someone pretends to be your friend, asks you to click a link, or says something that makes you feel scared or rushed. They might try to get your passwords, address, or other private details. This can be especially confusing if you have trouble telling when someone is being dishonest. That’s why it’s important to be careful about what you share online and to talk to a trusted adult if something doesn’t feel right or makes you uncomfortable.

You have the right to say “No” if someone—even someone you know—makes you feel uncomfortable online. It’s okay to stop talking to them or to question what they’re saying. If something doesn’t feel right, trust your instincts and talk to a friend or trusted adult. Some people online may pretend to be kids or teens when they are actually adults with harmful intentions. That’s why it’s important to be careful about who you talk to and what you share in conversations. You don’t have to handle anything alone—there are people who care about you and want to help.

Anything you share online or through your phone—pictures, posts, texts, comments, everything!—can be copied and shared. Once you post or send something, it might be used in ways you didn’t expect or want. Before you share anything, ask yourself if it includes private information or something you wouldn’t want everyone to see. If someone is pressuring you to send something quickly, that’s a red flag. Take a moment to think, and don’t let anyone rush you. Talk to a trusted adult if you’re unsure. Being smart about what you post helps protect your privacy and keeps you safe.

Harmful Content

Social media can sometimes show things that make people feel bad, unsafe, or want to do things that aren’t healthy. This is called harmful content. You might see pictures or videos that make you feel bad about your body or tell you to do unhealthy things, like not eating enough. This kind of content can hurt your self-esteem and mental health. Many of the photos and videos online are edited or only show the best parts of someone’s life, not the full picture. These unrealistic expectations can make people feel like they have to be perfect all the time, which isn’t fair or healthy. Everyone has good days and bad days, but social media often hides the hard parts.

To protect yourself, remember that it’s okay to be yourself and that nobody is perfect. Try to follow people who are honest and positive, and take breaks from social media when you need to. If something online makes you feel bad, talk to a friend or trusted adult.

Privacy

When you share personal information online—like your full name, address, phone number, or passwords—it can be used in ways you don’t expect. That’s why it’s important to protect your privacy by being careful about what you share and who can see it. Some companies collect your data to show you ads or sell your information, and strangers online might try to trick you into giving away private details. To protect yourself, don’t share private details online, especially with people you don’t know.

When playing games or talking with people you don’t know online, you can use game names and avatars to protect your privacy. Often, online game websites and apps will help you to create a random name that doesn’t require any personal information.

Use strong passwords and keep them secret. You can also check your privacy settings on apps to control who sees your posts.  The National Cybersecurity Alliance (StaySafeOnline.org) provides a list of links to the official privacy settings pages for popular websites and mobile apps, including major social media sites, and a guide to creating and using strong passwords.

Misinformation and Digital Literacy

Not everything you see online is true. Sometimes, people post things that are made up or not based on real facts. This is called misinformation. It can spread quickly on social media because the internet often cares more about what gets attention than what is true. It’s important to check if something is true before you believe it or share it. You can do this by looking it up on trusted websites or asking an adult to help you. 

Learning how to tell the difference between real and fake information online is called digital literacy, and it helps you stay smart and safe online. A big part of being digitally literate is knowing where to find information you can trust. Websites from certain places are often trusted sources. These kinds of websites are generally considered places that share reliable facts and safety tips backed by research:

  • Websites that end with .gov usually belong to the U.S. government, like places that share safety tips or resources.
  • Websites ending with .ed or .edu are often connected to educational organizations or government education departments.
  • Websites ending with .mil are for the U.S. military.

Looking for these endings can be a helpful way to find information you can trust. It’s a good idea to stay current and check trusted websites for the latest information.

Scams

 Scams are tricks people use to try to steal your money or personal information. Scammers might pretend to be someone you know, like a friend or family member, or even act like they’re from your bank or a company you trust. They might send you messages asking for your password, bank info, or to send them money.

If something feels weird or too good to be true, it probably is. One way to stay safe is to check with a trusted adult that you know in person—before you respond.

Rule of Five

One way to stay safe online is by using the “Rule of 5,” which means having five trusted people you can talk to when something online feels wrong or confusing. These people could be parents, teachers, counselors, or other adults who care about you and want to help. If you get a message or see something that makes you feel uncomfortable, it’s always okay to stop and check with one of your five trusted people before you respond. Even if you feel embarrassed or worried, asking for help is the smart thing to do. Your safety matters more than keeping a secret or being afraid of losing your phone. Trusted adults are there to support you, not to get you in trouble.

Here are some questions you can ask yourself to help you identify five people you can trust:

  • Who do I feel safe talking to when something is bothering me?
  • Who listens to me without judging or getting angry?
  • Who has helped me solve a problem before?
  • Who would I go to if I saw something online that made me feel scared or confused?
  • Who do I trust to keep me safe and give good advice?
  • Who do I feel comfortable being honest with, even if I made a mistake?
  • Who do I know that cares about me and wants the best for me?
  • Who could I call or message quickly if I needed help right away?

Once you’ve identified five people, write them down or save their contact info in a safe place.

Helpful infographic on how to find out the 5 people you trust

Final Thoughts

Social media is a tool, and like all tools there are right ways and wrong ways of using it. Social media should help you—not control you. When you know how to stay safe, set limits, and ask for help when something feels wrong, you can enjoy the fun parts of being online. Always try to be kind and respectful, just like you would be in person. With the right tools and support, you can find ways to make social media work for you, not the other way around.

Learn More

Check out the related article, Defining your Social Media Game Plan: #Goals, for self-reflection questions to help children, youth, and young adults identify their goals for social media.

Attention Students: Lead your own IEP meetings and take charge of your future

Posted on by Nicol Walsh

If you are a student with an Individualized Education Program (IEP), read this article to find out how you can be a leader on your IEP team. Your future is counting on you!

A Brief Overview

  • By the time you are 16 years old, the school is required to invite you to your IEP meetings. You can attend any time, and leading your own meeting is a great way to learn important skills.
  • The part of the IEP that focuses on your adult goals is called a Transition Plan, and it is all about you and your future.
  • If you need more help at school or aren’t learning what you need to learn, then your IEP might need some fixing. Your voice matters on the IEP team.
  • PAVE provides an infographic overview of Student-Led IEPs, available for download in multiple languages at the bottom of this article..

Introduction

It’s important to plan your time carefully so that every school day gets you closer to where you want to be when you are an adult. 

Learn to be a self-advocate

 An advocate (pronounced ad-vo-cut) is someone who asks for something in a public way. Public schools get money from the government, so they are considered public entities. When you ask the school to provide you with something that you need to succeed, then you are being a self-advocate.

The word advocate can also be an action word (a verb), but then it’s pronounced ad-vo-cate (rhymes with “date”). You advocate for yourself when you ask for what you need to succeed.

Here’s another way to use this hyphenated word: You can say that you “practice self-advocacy.” Leading your own IEP meeting is a great way to practice self-advocacy and develop important adult skills.

Your Transition Plan focuses on where you want to go

 The part of the IEP that focuses on your adult goals is called a Transition Plan. The Transition Plan is added to the IEP by the school year when you turn 16. The plan includes details about:

  • when you plan to graduate (you can stay in school until your 22nd birthday if your IEP goals require more time)
  • what jobs you might choose
  • whether college is part of your plans
  • what lifestyle you imagine for yourself (will you drive, cook, shop, live alone?)
  • how school is getting you ready for all of that

The Transition Plan is all about you and your future. You can start taking charge of your future by going to your IEP meetings. You may want to lead all or part of the meeting, and you have that right.

By the time you are 16 years old, the school is required to invite you to your IEP meetings. From that year on, your school program is matched to your long-term goals.

The law says it’s all about you

Your rights as a student with an IEP are part of a federal law called the Individuals with Disabilities Education Act (IDEA). The IDEA says that schools must include family members and students on the IEP team. If you don’t play on the team, you can’t win the game, right? This is more important than a game—it’s Your Life!

The IDEA is a unique law because it says you get what you need in order to access school and learning. Getting an education that is specially designed just for you is called an entitlement. What you are entitled to is called FAPE, which means Free Appropriate Public Education.

You can become a leader on your IEP team by learning more about FAPE and how to talk about what it means to you. Public education is free for all school-age students in the United States, but consider this question: What makes your education appropriate?

Here are some questions to help you think and talk about FAPE:

  • What is it like to have a disability?
  • What about your disability makes school hard?
  • What do you need at school that helps you learn?
  • Are you getting better and better at the skills you need to be good at?
  • Are your teachers helping you see what you do well?

If you are learning important skills at school, and your learning is helping you build on your strengths, then you are probably getting FAPE. If you need more help or aren’t learning the skills that you need to move forward, then your IEP might need some fixing. Keep in mind that the school is responsible to provide you with FAPE. You have the right to ask for FAPE.

Learn what your IEP can do for you

Here’s a starter kit to help you understand what your IEP says and how you can ask for changes. When you go to your IEP meeting, you have the right to ask the teachers and school administrators to help you read and understand your IEP.

These are some important parts of an IEP:

  • Category of Disability: This is on the “cover page” of the IEP document. It lists the type of disability that best describes why you need individualized help at school. You should know this category so you can understand how and why teachers are supposed to help you.
  • The Present Levels of Performance: This is the long section at the beginning of the IEP that describes how you are doing and what the school is helping you work on. The beginning of this section lists what you are good at. Make sure that section is complete so you can be sure the teachers help you build on your strengths.
  • Goals: When you qualified for an IEP, the school did an evaluation. You showed that you needed to learn certain things with instructions designed just for you. To help you learn, the teachers provide Specially Designed Instruction. They keep track of your progress toward specific goals in each area of learning. You can learn what your goals are and help track your progress. The I’m Determined.org website provides videos of students describing their goals and other downloadable tools, like worksheets to help you track your goals.
  • Accommodations: You can ask for what you need to help you learn in all the different classrooms and places where you spend the school day. Do you learn better if you sit in a specific part of the classroom, for example, or if you have a certain type of chair? Do you need to be able to take breaks? Do you do better on tests if you take them in a small, quiet space instead of the regular classroom? Do you need shorter assignments, so you don’t get overwhelmed? Helping your teachers know how to help you is part of your job as an IEP team member.

Get Ready for Your IEP Meeting

You can get ready for your IEP meeting by looking over the IEP document.  You may want to ask a family member or a teacher to help you read through the document. If you don’t understand what’s in your IEP, plan to ask questions at the meeting.

PAVE provides a worksheet to help you prepare for your meeting. It’s called a Student Input Form. You can use this worksheet to make a handout for the meeting or just to start thinking about things you might want to say. If you don’t want to make a handout, you might draw pictures or make a video to share your ideas.

These sentence starters might help you begin:

  • I enjoy…
  • I learn best when…
  • I’m good at…
  • It’s hard for me when…
  • I want more help in these areas…
  • I like school the most when …
  • Teachers are helpful when they…
  • I want to learn more about …
  • It would be great if…

You may want to think about your disability and how it affects your schoolwork. You could work on a sentence or draw a picture to help the teachers understand something that is hard for you. These might be the parts of a sentence that you can personalize:

  • My disability in the area of …
  • makes school difficult because…

Your handout can include a list of what you want to talk about at the meeting. Here are a few ideas, but your options are unlimited:

  • A favorite class, teacher or subject in school?
  • A time during the school day that is hard for you?
  • Your IEP goals?
  • Something that helps you feel comfortable and do well?
  • Something you want to change in your school schedule or program?
  • Graduation requirements and when you plan to graduate?
  • Your High School and Beyond Plan?
  • Anything else that’s important to you?

It’s never too soon to plan ahead!

Setting goals and making some plans now will help your school and family help you make sure you’ve got the right class credits, skills training and support to make that shift out of high school easier.

Being a leader at your IEP meeting is a great way to build skills for self-advocacy and self-determination, which is another great two-part word to learn. Self-determination means you make choices to take control of your life. At your IEP meeting, you can practice describing what helps you or what makes your life hard. You get to talk about what you do well and any projects or ideas that you get excited about. In short, you get to design your education so that it supports your plans to design your own adult life.

Learn More

Benefits to Student led IEP's
Download the Benefits to Student Led IEPs
Download the Benefits to Student Led IEPs in Vietnamese
Download the Benefits to Student Led IEPs in Korean
Download the Benefits to Student Led IEPs in simplified Chinese
Download the Benefits to Student Led IEPs in Somali
Download the Benefits to Student Led IEPs in Russian
Download the Benefits to Student Led IEPs in Spanish

Supporting a Neurodivergent Family Member During the Holidays

Posted on by Nicol Walsh

The holidays are a fun and festive time that can also be overwhelming, especially for those whose brains operate differently from what is typical or expected. This difference is called neurodivergence and it encompasses a variety of brain-based disabilities.

A Brief Overview

Introduction

People often see travel, new food, music, and new social situations as some of the joys of holidays, but those who are neurodivergent can find these experiences overwhelming. This doesn’t mean they dislike the holidays; it just requires some preparation to make the season inclusive and enjoyable for your neurodivergent loved one.

To achieve an inclusive experience, your loved one should feel comfortable explaining their accessibility needs and asking for support when necessary, confident that those around them will respond with understanding and accommodate their needs. Overall, special attention should be focused on providing a sense of agency, which means giving individuals control over their own choices and actions. This includes planning for neurodivergent needs ahead of time rather than improvising and hoping for the best.

Travel

Traveling during the holidays can be particularly challenging for neurodivergent individuals due to changes in routine, unfamiliar environments, and sensory overload. To support your loved one, consider planning travel itineraries that include ample downtime, familiar items for comfort, and clear, detailed schedules to reduce anxiety. Additionally, choosing quieter travel times and less crowded destinations can help create a more manageable experience. Learn more about Meeting Neurodivergent Needs While Traveling in this article.

Sensory Considerations

Sensory sensitivities are common among neurodivergent individuals, making it essential to create a holiday environment that minimizes sensory overload. This can include using soft lighting, reducing loud noises, and providing sensory-friendly activities. Offering options like noise-canceling headphones, weighted blankets, or fidget toys can also help your loved one feel more at ease during holiday gatherings. Some neurodivergent individuals may find certain textures or physical contact uncomfortable or overwhelming. Preparing scripts, promoting awareness, and supporting touch boundaries can help your loved on engage to the best of their ability and personal comfort. For tips to support sensory needs, read Creating Joyful and Inclusive Holidays: Sensory-Friendly Tips for Neurodivergent Loved Ones and download hands-on tools in Giving the Gift of Sensory Regulation, Supporting a Happy Holiday Season for All.

Social Overwhelm

Social interactions can be overwhelming for neurodivergent individuals, especially during large holiday gatherings. Creating comfortable social spaces involves setting up quiet areas where your loved one can retreat if they need a break from the festivities. It’s also helpful to establish clear social expectations and provide opportunities for smaller, more intimate interactions. Encouraging open communication needs and boundaries can ensure everyone enjoys the holiday season. To explore more strategies for supporting your neurodivergent loved one’s social challenges, check out the article: Creating Joyful and Inclusive Holidays: Comfortable Social Spaces for Neurodivergent Individuals During the Holidays.

Routine adaptations

Navigating the holidays can be particularly challenging for neurodivergent individuals when an expected routine does not happen, often referred to as a “routine violation.” Some neurodivergent individuals enjoy doing the same things daily so they feel less distressed by the unexpected aspects of life and better able to cope. For example, eating the same food for breakfast, following the same morning routine, or going on the same walk may help them maintain a sense of stability and predictability. The holidays are full of routine violations, including both fun aspects (like getting presents, which can however cause difficulties around knowing an appropriate response) and more challenging ones (such as unexpected food and not being able to do the things that help you cope).

Planning for routine violations can help, as you can make adaptations that support the individual’s needs. It’s critical to have conversations about what aspects of the routine are the most essential and identify methods to support these aspects with the individual’s feedback. For example, allowing someone to bring fruit bars for their breakfast might be a very easy way to support their daily breakfast routine. Knowing ahead of time that a loved one has a personal routine at a set time every day allows for adaptations in planning, such as driving in separate vehicles or arranging for someone they trust to transport them. Adaptations can support routines, often with little to no impact on others’ holiday experience.

Maintaining holiday traditions that offer familiarity and comfort is also important. Certain traditions, such as White elephant gift exchanges or board games, may be beloved components of every holiday. Much anticipated activities and annual traditions can also positively support routine needs, despite them happening less frequently than daily routines.

Crisis Planning

Sometimes, even with everything going as planned, things can still go wrong. In such cases, a neurodivergent crisis can appear as an individual shutting down or melting down. While a shutdown may be a less disruptive internal experience requiring a quiet space to withdraw to and recover, it is still a crisis. In contrast, a meltdown presents a more challenging situation that may be more obvious and impact others. Having a clear crisis plan ensures everyone knows what to do to support your loved one, where the person can go, and how to keep them safe while avoiding embarrassment or guilt during the holidays. Being prepared can make all the difference in managing these difficult moments effectively and fostering acceptance.

Final Thoughts

While the holidays can be a joyous time filled with celebrations and new experiences, they can also be overwhelming for neurodivergent individuals. By understanding and accommodating their unique needs through proactive planning, clear communication, and providing a sense of agency, we can create an inclusive and enjoyable holiday season for everyone. This involves thoughtful travel arrangements, sensory-friendly environments, manageable social interactions, routine adaptations, and crisis planning, ensuring that the holidays are a time of comfort and joy for all. Empowering neurodivergent loved ones to manage their needs effectively fosters a sense of belonging and acceptance within the family. By fostering an environment of understanding and support, we can help our neurodivergent loved ones fully participate in the festive spirit of the season, creating a better and more inclusive experience for everyone.

Below is an infographic of the information above.

Download this infographic in PDF form

Creating Inclusive Holidays for Neurodivergent Loved Ones

Learn More about Creating Joyful and Inclusive Holidays

This is part of a four-part series on the topic of creating joyful and inclusive holidays for neurodivergent family members. Meeting Neurodivergent Needs While Traveling provides tips and strategies to support neurodivergent individuals during travel to minimize stress. Learn Sensory-Friendly Tips for Neurodivergent Loved Ones to ensure they can enjoy the festivities and participate in making memories. Comfortable Social Spaces for Neurodivergent Individuals During the Holidays provides strategies for managing stress and overstimulation in social situations.

Additional information:

Creating Joyful and Inclusive Holidays: Meeting Neurodivergent Needs While Traveling 

Posted on by Nicol Walsh

A Brief Overview

  • This is part of a four-part series on the topic of creating joyful and inclusive holidays for neurodivergent family members, which began in Supporting a Neurodivergent Family Member During the Holidays and continues in Sensory-Friendly Tips for Neurodivergent Loved Ones and Comfortable Social Spaces for Neurodivergent Individuals During the Holidays.
  • Social interactions can be particularly challenging during the holiday season due to frequent and overwhelming gatherings.
  • Neurodivergent individuals who enjoy socializing may prefer calm, predictable settings.
  • Structured social activities provide a comfortable way for neurodivergent individuals to engage with others, as they offer clear rules and a shared experience.
  • Family gatherings can be stressful due to interactions with relatives they don’t see often, leading to feelings of overwhelm.
  • It’s crucial to respect the boundaries of neurodivergent individuals, allowing them to make their own choices about social interactions and providing opportunities for breaks to avoid overstimulation.
  • Understanding and respecting their social preferences and boundaries, especially during the holiday season, helps ensure neurodivergent individuals feel safe, respected, and included.

Full Article

Navigating social interactions can be particularly challenging for neurodivergent individuals, especially during the holiday season when gatherings are frequent and often overwhelming. While some neurodivergent people enjoy socializing, they may prefer calm and predictable environments where they can engage in structured activities. Understanding their unique needs and preferences is crucial for creating a supportive and inclusive atmosphere that allows them to participate comfortably and meaningfully.

Comfort in calm familiarity

Neurodivergent people who enjoy socializing may prefer calm, predictable gatherings. They might like sitting with a friend to play video games, quietly working on a puzzle together, or playing board games. When faced with a loud, busy family gathering, neurodivergent individuals may withdraw or seek out one person they enjoy chatting with—someone who genuinely respects and understands their accommodation needs, and with whom they can happily spend time discussing a single subject. This person feels safe to them. However, it’s important to recognize that their safe person might need a break too, so having multiple people that they feel safe with can be beneficial.

Incorporating structured activities

For neurodivergent individuals, having structured social activities like board games or group video games can provide a comfortable way to engage with others. Social rules and nuances can often be confusing, making unstructured mingling feel overwhelming and unmanageable. Structured activities offer a more supportive environment for social interaction with the rules clearly identified and a shared experience to drive conversation. Baking together, wrapping presents, and completing holiday crafts are all shared experiences that have clear instructions and goals. These activities not only make socializing more manageable but also add a festive and inclusive touch to holiday gatherings.

Overstimulation with unfamiliar relatives

Even family gatherings can feel strange and stressful. Talking to relatives they don’t see often can be tough for your loved one as they work out how to talk and act around people that feel unfamiliar, even if they are family. This can be overwhelming since they have to understand and respond to different social cues and expectations that might not be easy or comfortable for them.

To help ease this stress, consider preparing your loved one in advance by discussing who will be at the gathering and what to expect. Shared interests can be a great way to connect with others and make conversations more engaging. Tell or remind the neurodivergent individual of interests they have in common with relatives they don’t see as often to help start conversations. Socializing can be challenging, so it’s important to be patient and provide support without pressure.

Supporting boundaries and choice

Even with careful planning and maintaining traditions, the holiday season can still be overwhelming. Back-to-back events can be exhausting for anyone, but they can quickly become overstimulating for neurodivergent individuals. Seeing new people or people they only see once a year, having to navigate complex social hierarchies, and often trying to hide their neurodivergent traits to fit in can be very draining. While it is important to encourage your neurodivergent loved one to engage, it’s also critical to respect their boundaries and teach them how to have agency. Agency refers to their ability to make their own choices and decisions about social interactions, ensuring they feel empowered and in control. Allowing them to sit out some holiday parties for the sake of their own wellbeing can be a gift of emotional recharge, ensuring they don’t come out of the season completely exhausted.

Conclusion

Recognizing and respecting the social preferences and boundaries of neurodivergent individuals is essential, especially during the busy holiday season. Providing structured activities and allowing for breaks can help them manage the stress and overstimulation that often accompany large gatherings. By fostering an environment of understanding and support, we can ensure that neurodivergent individuals feel safe, respected, and included, ultimately enhancing their social experiences and overall well-being.

Learn More about Creating Joyful and Inclusive Holidays

This is part of a four-part series on the topic of creating joyful and inclusive holidays for neurodivergent family members, which began with Supporting a Neurodivergent Family Member During the Holidays. Meeting Neurodivergent Needs While Traveling provides tips and strategies to support neurodivergent individuals during travel to minimize stress. Learn Sensory-Friendly Tips for Neurodivergent Loved Ones to ensure they can enjoy the festivities and participate in making memories. Finally, creating Comfortable Social Spaces for Neurodivergent Individuals During the Holidays provides strategies for managing stress and overstimulation in social situations.

Additional information:

Bullying at School: Resources and the Rights of Students with Special Needs

Posted on by Nicol Walsh

Students with disabilities who are bullied at school have legal protections, and schools have added responsibilities to ensure their safety and well-being. When acts of bullying involve discrimination based on disability, race, sex, or religion, federal agencies classify those acts as harassment.

A Brief Overview

  • OCR provides a fact sheet for parents about school legal obligations to address bullying. The fact sheet is available in Spanish.
  • According to OCR, students who are victims of bullying shall not be further victimized by the school’s response: “Any remedy should not burden the student who has been bullied.”
  • Families can ask the school for a form to file a “HIB Complaint.” HIB stands for Harassment, Intimidation, and Bullying.
  • OCR investigates complaints of disability discrimination at schools. OCR’s Complaint Assessment System provides a place to choose a language before filing a complaint. Contact OCR at 800-421-3481 (TDD: 800-877-8339).
  • Bullying protections apply to all students with disabilities, regardless of whether they are served through an Individualized Education Program (IEP) or a Section 504 Plan.
  • Failure to stop bullies and support a victimized student with disabilities is considered a denial of the student’s right to a Free Appropriate Public Education (FAPE). The U.S. Department of Education provides a Dear Colleague letter with guidance about bullying as a FAPE violation.
  • Find additional guidance at StopBullying.gov, which offers suggestions for parents and what teens can do.

Full Article

The Office for Civil Rights (OCR) and the Department of Justice (DOJ) list the following as harassing behaviors:

  • Unwelcome conduct, such as verbal abuse, name calling, epithets, or slurs
  • Graphic or written statements
  • Threats
  • Physical assault
  • Other conduct that may be physically threatening, harmful, or humiliating

The PACER Center’s National Bullying Prevention Center, founded in 2006, provides this OCR and DOJ information and further explains that “bullying may also be considered harassment when the conduct is sufficiently serious that it interferes with (or limits) a student’s ability to participate in (or benefit from) the services, activities, or opportunities offered by a school, and it is based on a student’s disability.”

PACER Center provides letter templates to help parents write to the school and reminds families: “Data is important. Remember, if it is not in writing, it does not exist. Please be sure to keep a copy of the letter(s) for your records. These records can help parents keep a concise, accurate timeline of events. These sample letters are general in nature in order to serve all potential users.”

What does a school have to do when a child with a disability is bullied?

OCR provides a fact sheet for parents about school legal obligations to address bullying. The fact sheet is available in Spanish. Here are a school’s basic responsibilities:

  • Take immediate and appropriate action to investigate the issue and take necessary steps to stop the bullying and prevent it from recurring.
  • Interview targeted students, offending students, and witnesses, and maintain written documentation of the investigation.
  • Remedy the effects of bullying by further supporting a student with services through an Individualized Education Program (IEP) or Section 504 Plan.
  • Make sure the student who was bullied is helped and not further injured by actions taken in response. For example, the victim should not be suspended. According to OCR: “Any remedy should not burden the student who has been bullied.”

To learn more about student rights related to discipline, see PAVE’s article: What Parents Need to Know when Disability Impacts Behavior and Discipline at School.

What can a parent do?

Every school district has a process for filing a formal complaint related to harassment, intimidation and bullying (HIB). A parent or student can say, “I want to file a HIB complaint” and request the proper forms from the school.

Here are options for families:

  • Contact the HIB compliance officer in your school district.
  • Search online or request a HIB complaint form.
  • Request copies of the student handbook and the district’s written HIB policy.
  • If the act included a violation of the law, such as a physical assault, file a police report.
  • Request an emergency meeting of the IEP or Section 504 team to add supports for the student to ensure emotional and physical safety at school.
  • Ask the school district compliance officer for specific details—in writing—about who is responsible to stop the bullying, what will be done, and when. Ask how that officer will provide follow through and confirm accountability schoolwide. Write everything down.
  • Seek help from the Office for Civil Rights (OCR). The office investigates complaints of disability discrimination at schools. OCR’s Complaint Assessment System provides a place to choose your language before filing a complaint.
  • To learn more about federal civil rights laws or how to file a complaint, contact OCR at 800-421-3481 (TDD: 800-877-8339).

Rules in Washington State

The 2019 Legislature passed Substitute Senate Bill 5698, a Washington State law that prohibits harassment, intimidation, or bullying (HIB) in schools. The law requires school districts to have a formal HIB policy and a person designated to uphold the policy and distribute information among staff, students, and families.

The HIB Prevention and Intervention page of the Office of Superintendent of Public Instruction (OSPI) website includes guidance for students and families, including student safety plan templates and a sample HIB Incident Reporting Form available in multiple languages. There is also a link to the emails and/or phone numbers of HIB compliance officers in each school district, sample student safety plans. 

Washington State defines harassment, intimidation, or bullying (RCW 28A.300.285) as any intentional electronic, written, verbal, or physical act that:

  • Physically harms a student or damages the student’s property
  • Has the effect of substantially disrupting a student’s education
  • Is so severe, persistent, or pervasive that it creates an intimidating or threatening educational environment
  • Has the effect of substantially disrupting the orderly operation of the school

The Governor’s Office of the Education Ombuds (OEO) offers direct support to students and their families. OEO provides an online intake form and a phone option, with language interpretation available: 1-866-297-2597.

According to OEO, “Bullying and harassment can be a difficult topic for schools, families and students, but not talking about it can make it worse.” OEO provides information and tools to help families figure out who to talk to, how to raise informal and formal complaints, and how to help prevent and respond to bullying or harassment: “If you have questions, or want help understanding or addressing a concern, contact us.”

The state chapter of the American Civil Liberties Union (ACLU Washington) provides a downloadable guidebook on student rights. A section about harassment states: “Harassment is illegal when it is so severe, persistent, or pervasive that it creates an intimidating or hostile school environment and interferes with your education.”

How common is bullying of students with disabilities?

Data show that students with disabilities are bullied at least twice as frequently as their typical classmates. According to the PACER Center: “Although only ten U.S. studies have been conducted on the connection between bullying and developmental disabilities, all of these studies found that children with disabilities were two to three times more likely to be bullied than their nondisabled peers.”

According to Disability Scoop, about half of individuals with autism, intellectual disabilities, speech impairments and learning disabilities are bullied at school. The rate of bullying for typical students is about 10 percent.

Stopping stigma and ending discrimination require everyone to consider myths about bullying that often make things worse for a person who has been the victim of harassment, intimidation, or bullying. PACER Center’s National Bullying Prevention Center provides a document that describes myths about bullying.

For example, it’s never true that “some people deserve to be bullied.” Here’s a statement to dispel that myth: “No child’s behavior justifies being hurt or harmed in any manner. All children deserve to be treated with respect and consideration.”

It’s also never true that “bullying will make kids tougher.” In fact, “Bullying does not make someone tougher. Research has shown it often has the opposite effect and lowers a child’s sense of self-esteem and self-worth. Bullying often creates fear and increases anxiety for a child.”

Another myth is that telling a teacher about bullying is “tattling.” Adults can ensure that children understand the difference between tattling and telling: “Tattling is done to get someone in trouble. Telling is done to protect someone.” Keeping secrets about a bully gives the bully more power and hurts everyone.

Federal Guidance

The U.S. Department of Education maintains a website page with access to resources about student rights and anti-bullying protections. The department’s Office for Civil Rights (OCR) can accept complaints with overlapping civil rights concerns. For example, a complaint about bullying may also include aspects of racism and disability discrimination. OCR points out that bullying concerns that are not appropriately addressed can violate Section 504 of the Rehabilitation Act and Title II of the Americans with Disabilities Act (ADA):

“Under Section 504 and Title II, schools must address bullying and harassment that are based on a student’s disability and that interfere with or limit a student’s ability to participate in or benefit from the services, activities, or opportunities offered by a school. Further, if any bullying or harassing behavior interferes with the ability of a student with a disability to access educational services, the situation, if uncorrected, may constitute a FAPE violation. OCR works with other offices in the Department, as well as with the U.S. Department of Justice (DOJ), to address bullying and harassment of students with disabilities.”

Crisis Help

A child’s mental well-being may be impacted by bullying. If a student or family member needs someone to talk to in an emergent moment of crisis, these phone numbers may be helpful:

  • 988 Suicide & Crisis Lifeline
  • General Teen Talk line: 800-TLC-TEEN
  • Trevor Project (issues related to sexuality): 866-488-7386

Additional hotlines and text lines:  FindAHelpline.com

Where to Begin When A Student Needs Help

Posted on by Nicol Walsh
Diverse friends taking big group selfie shot smiling at camera -Laughing young people standing outdoor and having fun - Cheerful students portrait outside school

Where to Begin When A Student Needs Help

A toolkit to guide you through the special education process in Washington State

When a student has unmet needs and may need new or different school-based services, figuring out what to do next can feel confusing or overwhelming. PAVE provides this toolkit to support families in taking initial, critical steps. These guidelines apply regardless of where school happens.

Presenting our newest resource – the Where To Begin When a Student Needs Help.  This user-friendly toolkit has been created to give you and your family the guidance you need when you are navigating the special education process in Washington State.

Download the Complete This Where To Begin Toolkit!

A user – friendly toolkit for families, Each section is detailed below:

Where to Start Articles:

Planning my Path – A User-Friendly Toolkit for Young Adults

Posted on by Nicol Walsh
excited high school students with arms outstretched outdoors

Planning My Path

Practical Tips and Tools for Future Planning

Presenting our newest resource – the Planning My Path Practical Tips and Tools for Future Planning. This toolkit encompasses a collection of our informative articles, complemented by easy to understand timeline charts to provide you with a solid foundation as you navigate through this crucial transition period.

Download the Complete Transition Toolkit for Young Adults

A user – friendly toolkit for young adults, Each section is detailed below:

Articles to help Young Adults: