MEET SOAP ENTREPRENEUR TREVOR DEALY FROM TREV'S TRADES
TIPS FOR A SENSORY-FRIENDLY SUMMER
JOURNALING AS A SELF-CARE STRATEGY
HOW THE IDEA HELPS STUDENTS LEAD BETTER LIVES
HOW TEACHING SOFT SKILLS HELPS DEVELOP INDEPENDENCE
ACCEPTANCE & INCLUSION
1. Who is going to take care of your child after you are gone and where will they live?
2. How much will that care cost and how are you going to pay for that care?
3. Do you have a special needs trust and do you know how much money you will need in it? How are you going to fund it? How are the funding instruments taxed when you die?
4. What government benefits are available to your child and how do you apply for them?
5. What is the Medicaid waiver and how do you apply for it?
6. How will you communicate your plan to family members?
24 IS YOUR CHILD’S SPECIAL EDUCATION TEACHER QUALIFIED?
Toby Tomlinson Baker, PhD
A general education teacher working in a special education classroom questions why there is a shortage of special education teachers and how to ensure your child’s educator is qualified.
26 HOW TO PLAN SUCCESSFUL MUSEUM VISITS FOR CHILDREN WITH SENSORY NEEDS
Dafna Barhad, BOT, OTD candidate BU
Discover how many museums have developed programs and accommodations to welcome neurodivergent visitors, opening doors to cultural experiences that have previously seemed inaccessible.
OUR COVER STORIES
MORE THAN SOAP: HOW ONE YOUNG MAN’S BUSINESS IS REDEFINING THE TRANSITION TO ADULTHOOD
Discover how Trevor, an exceptional adult, came to be the face and heart behind the handmade soap business, Trev’s Trades.
WHAT IS AUDHD? WHAT DO WE KNOW, AND WHY DO WE NEED TO KNOW MORE?
Robin Tate, MA, MS, BCC, ACC, CAS
An exploration of the increasingly popular concept of AuDHD, a term used to describe a person who identifies as both autistic and having ADHD.
20
48
76
ALL THINGS OT TIPS FOR A SENSORY-FRIENDLY SUMMER
Laura Ryan, OT, OTR, OTD
From a sensory perspective, there is likely no destination that packs a punch like the beach. This article considers how to ensure the beach is a comfortable experience for those with sensory needs.
GROWING THROUGH: JOURNALING AS A SELF-CARE STRATEGY FOR PARENTS OF CHILDREN WITH DISABILITIES
Rose Adams, OTD, OTR/L
Let’s take a journey to grow through life’s moments through self-care and consider how journaling can support mental wellbeing.
AUTISM IS A LIFELONG EXPERIENCE—WE MUST FOSTER ACCEPTANCE
Diane Cross, BS, MS
As misinformation continues to spread about autistic individuals and their abilities, let’s consider why it’s more important than ever that we come together to foster acceptance.
HOW THE IDEA HELPS STUDENTS WITH DISABILITIES LEAD BETTER LIVES
Julie Swanson
An overview of the IDEA: a multi-faceted law that encompasses six key principles enabling parents of children with disabilities to assist them in leading better lives.
33 EXCEPTIONAL BOOKS EVAN AND GILLIAN SAY...
Nicole Moehring
Evan and Gillian Say is a children’s book series designed to teach body safety and personal boundaries to children with cognitive, developmental, and intellectual disabilities.
34 DEALING WITH ABLEISM WHEN YOUR CHILD HAS A DISABILITY
Dr. Ronald I. Malcolm, EdD
Knowing that your child may encounter “ableism,” here are some simple ideas for assisting them with dealing with intentional and unintentional ableism when confronted by it. 38 KATE MAKES IT GREAT WHEN THINGS GET QUIET WITH EXCEPTIONAL LOVED ONES
Kate C. Wilde
Regardless of how exceptional your loved one is, they can be found at various points along the continuum of mastering verbal communication. These questions focus on instances when a loved one is retreating from expressing themselves verbally.
42 SAFETY GOALS WITH NICOLE INCLUSION: IT'S ABOUT MORE THAN JUST BEING PRESENT
Nicole Moehring
True acceptance and inclusion for people with disabilities can be challenging. To effectively address these challenges, we need awareness, advocacy, and a shift in cultural norms.
45 EXCEPTIONAL BOOKS BODY AND BRAIN BRILLIANCE
Dr. Lori Desautels
Body and Brain Brilliance by Dr. Lori Desautels explores the powerful connection between neuroscience and education, offering practical strategies to help children and adolescents regulate emotions, build resilience, and thrive in life.
46 EXCEPTIONAL ADVICE FROM MESHELL CELEBRATING SELF-LOVE AWARENESS AS A CAREGIVER
Meshell Baylor, MHS
When did you last say, "I love myself so much that I'm going to celebrate myself?
This article reminds us that the most important hat we can wear is self-love.
50 THE FRIENDSHIP & DATING DUO ARE YOU SABOTAGING FRIENDSHIPS AS A NEURODIVERGENT ADULT?
Jeremy and Ilana Hamburgh
There are so many potential pitfalls when it comes to navigating friendships, especially when it comes to communicating with friends and interpreting those communications. The Friendship & Dating Duo are here to help.
53 EXCEPTIONAL BOOKS INTENTIONAL NEUROPLASTICITY
Dr. Lori Desautels
Intentional Neuroplasticity by Dr. Lori Desautels delves into how educators can harness the brain's ability to change and grow through intentional, relational, and trauma-informed practices
54 WHY ACCEPTANCE, TRAINING, AND VOLUNTEERING MATTERS FOR EXCEPTIONAL CHILDREN IN FAITH COMMUNITIES
Rev. Dr. Stephanie C. Holmes, BCCC
Faith communities aspire to be safe havens where individuals of all backgrounds can connect and find a sense of belonging. Yet, sometimes they miss the mark. Let’s consider how they can welcome all.
58 LIFE WITH ASPERGERS PLANNING AN AUTISMFRIENDLY FAMILY HOLIDAY
Julie Day
An adult on the spectrum shares vacation memories and tips for planning a holiday for or with a loved one with autism.
60 TEACHING SOFT SKILLS IN SPECIAL EDUCATION HELPS DEVELOP INDEPENDENCE
Karen Kaplan, MS
Learn how soft skills such as compassion, flexibility, and adaptability are important skills to teach our exceptional loved-ones, helping them to better connect with the people around them.
62 EXCEPTIONAL EDUCATION STUDENTS AND THE NEED FOR SOCIAL ACCEPTANCE
Greg Havass, BS
A look at how a neurodivergent child might encounter a unique set of challenges regarding social integration with their classmates and neurotypical peers, and how to navigate this.
66 SETTING SAIL: TIPS FOR NAVIGATING THE WATERS OF ADHD AS A COLLEGE FEMALE
Dr. Chris Abildgaard, NCSP, LPC, NCC and Jaylyn Morales
Within university settings, we have passionate students who want to do well, yet those invisible deficits sometimes find their road to success is impacted.
72 NATURE NOTES THERE’S A NATURE APP FOR THAT
Amy Wagenfeld, PhD, OTR/L, SCEM, EDAC, FAOTA
A list of apps that might be helpful for those who enjoy spending time in nature or identifying plants
75 REFLECTIONS
TWO POEMS INSPIRED BY EXCEPTIONAL NEEDS CHILDREN
Gary Shulman, MS Ed
A special educator shares two poems reflecting his experiences with children with additional needs.
80 TEACHING MUSIC AND SOCIAL SKILLS TO STUDENTS WITH SEVERE AUTISM IN ELEMENTARY PUBLIC SCHOOLS. PART 3
Aygul Hecht, BS, PhD
A teacher describes one aspect of their lesson plan for working with special education learners—teaching music techniques to stimulate the sense of “sharing” and emotional response.
84 FINANCIAL FOCUS UNDERSTANDING ABLE ACCOUNTS AND SPECIAL NEEDS TRUSTS FOR EXCEPTIONAL LOVED ONES
Ryan F. Platt, MBA, ChFC, ChSNC, CFBS
As a family plans for the future of their loved one with a diagnosis, they need to understand the role of government benefits and other tools that will protect the qualification for those benefits.
Exceptional Needs
Our mission is to educate, support, and energize families, caregivers, educators, and professionals while preparing all families for a healthy future.
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EFrom the Editor’s Desk
very person deserves to be valued and accepted for who they are. According to the Happier Way Foundation, acceptance is complete freedom from judgment. When you truly accept someone, you no longer hold prejudiced views against them or approach their belief systems with your own.
Even though we have federal laws protecting the rights of people with disabilities and ensuring inclusion in many aspects of society, receiving fair treatment can be challenging. Not enough people seem to know how to include others, even with the best intentions. We must ensure that everyone is accepted and included in classrooms, healthcare, the workplace—everywhere. We particularly need businesses to enable people with disabilities to thrive in a work environment and to become part of the work culture. All individuals deserve to reach their potential.
This month, we are excited to feature Trevor Dealy from Trev's Trades, a specialty soap business, on our cover. Trevor is a young entrepreneur with multiple disabilities, including autism, who creates beautiful soaps. Read Hannah Wilder’s article “More Than Soap: How One Young Man’s Business Is Redefining The Transition to Adulthood“ to learn how his mother carefully designed a transition program that builds Trevor’s independence, one bar at a time.
Columnist Nicole Moehring believes true acceptance and inclusion for people with disabilities continues to be met with significant challenges. To effectively address these challenges, we need awareness, advocacy, and a shift in cultural norms. In her article, “It's About More Than Just
Being Present,” she explains that acceptance and inclusion are not destinations but ongoing commitments. When we create environments where everyone can thrive, we strengthen the fabric of our communities. Equity cannot exist without inclusion, and inclusion cannot happen without acceptance. Don’t miss her piece as she discusses representation, systemic barriers, and cultural change.
Additional titles in this issue include “Autism Is a Lifelong Experience—We Must Foster Acceptance,” “Are You Sabotaging Friendships as a Neurodivergent Adult?” “What is AUDHD? What Do We Know, and Why Do We Need to Know More?” and “Why Acceptance, Training, and Volunteering Matters for Exceptional Children in Faith Communities.”
Further topics cover ableism, teaching soft skills in special education to foster independence, celebrating self-love awareness as a caregiver, planning successful museum visits for children with sensory needs, journaling as a self-care strategy for parents of children with disabilities, and so much more.
We always appreciate our contributors, advertisers, and subscribers who support and play a vital role in our award-winning magazine. Let's continue to advocate for awareness, acceptance, and inclusion.
What is AuDHD? At first glance, the word is clumsy and foreign to the English-speaking tongue. AuDHD, pronounced (ay-u-dee-aych-dee), is a relatively new acronym. The Neurodiversity community created the term AuDHD in the same way the world casually combined Ben Affleck and Jennifer Lopez's names in the early 2000s, referring to them jointly as "Bennifer." AuDHD is the term used to describe a person who self-identifies as being autistic (or is professionally diagnosed with Autism Spectrum Disorder (ASD) and has Attention Deficit Hyperactivity Disorder (ADHD). AuDHD is not a diagnostic term or an official diagnosis, yet the term AuDHD is increasingly in use when referring to a person with these co-existing diagnoses.
The formal diagnosis of autism and ADHD in the same person has only occurred for the past 12 years. In 2013, with the release of the fifth edition of the Diagnostic Statistical Manual (DSM-5), standards changed to allow a person to be formally diagnosed with both ADHD and ASD. Before that time, professionals could not provide a dual diagnosis and needed to choose one even when evidence of each brain type was present.
The misdirection of the DSM-4 (the DSM edition before 2013) led to the misnomer that people cannot have cooccurring ADHD and autistic neurotypes. This diagnostic decision prevented research from being done for the benefit of people who live with the impact of being both autistic and ADHD. Hence, it led to incorrect diagnoses (perhaps only diagnosing the most apparent external behaviors and missing overshadowed internal challenges), missed diagnoses, and the diagnosis of only one neurodevelopmental challenge (either autism or ADHD) when, in fact, the person was experiencing two.
What do we know about AuDHD?
Research and personal reports reveal a high correlation between Autism and ADHD neurotypes. The reality of how many people have been potentially impacted by the old DSM criteria is startling. Currently, the CDC estimates that 1 in 36 American children (2.8%) are diagnosed with ASD, and 11.4% are diagnosed with ADHD. Research shows that 50-70% of people with ASD also have ADHD, and 30-60% of people who have ADHD have autistic traits. The National Institute of Health states that 14% of diagnosed ADHD children also qualify for an ASD diagnosis. As a difference, a diagnostician can identify ASD in a child before age three; ADHD is later.
The overlap of neurotypes does not stop with the DSM criteria; research shows that multiple forms of neurodivergent people display common chronic health challenges. The firstborn child of a mother who has ADHD
is more likely to be autistic. Autistic families also have members who have ADHD. Furthermore, research has revealed that the presence of ASD with ADHD in the same person intensifies their ADHD traits, which in turn may mask their autistic characteristics and vice versa. The intensified display of ADHD is so much so that one study suggests that when a child displays ADHD behaviors of "does not wait their turn, intrudes on others, talks excessively, does not sustain attention and fidgets, squirms in their seat," professionals "should more carefully consider the presence of co-existing ASD and ADHD."
Within the same person, there may be a need for novelty and meticulous structure, a deep desire to be on time, and challenges with time processing/ planning that make a person late, or a love of being with other people matched with a strong need for autonomy.
AuDHD people report having the experience of internal tension between their autistic and ADHD needs. Within the same person, there may be a need for novelty and meticulous structure, a deep desire to be on time, and challenges with time processing/planning that make a person late, or a love of being with other people matched with a strong need for autonomy.
As no two AuDHD people are the same, and anyone with co-occurring autism and ADHD can experience any of the characteristics of either, varying by person as well as context, the amount of these conflicting traits seems infinite. An external correlation with this internal experience may be displayed in research that shows that people with AuDHD have more developmental delay and mental health/ behavioral/mood challenges than those with ASD alone. They also display more significant executive function challenges than those with either ASD or ADHD. ASD people with cooccurring diagnosable ADHD tend to struggle more with adaptive functioning, life skills, and communication/neuromajority social skills than those diagnosed with ASD alone.
Why do we need to know more?
As previous diagnoses of people did not allow for cooccurring ADHD and ASD, hard questions need to be considered about research and diagnoses done before 2013. Is the early research on either ADHD or ASD valid? Were people diagnosed with the most apparent challenges displayed through external reports or behavior? If so, were there other, less apparent or internal displays overlooked? Were participants in autism or ADHD research who identified as either ADHD or autistic actually AuDHD? Were people who identified as having autism really ADHD, or were the ADHD people autistic? As these questions apply to research, there are questions on behalf of those who received a formal diagnosis of either ASD or ADHD before 2013. Is their diagnosis valid? Was the person given the correct diagnosis? Would it benefit them to be re-evaluated? Should a cooccurring or other diagnosis be considered?
Curiosity, a desire for accurate diagnosis, and improved outcomes for AuDHD people drive the need for research inclusive of people living with both neurotypes. In the limited research available, it is clear we do not have enough information to help AuDHD people. Hungry for a better understanding of how to diagnose and improve AuDHD lives, professionals are leaning on recommendations that have historically helped either autistic or ADHD people. All the while knowing there are indicators, like higher adverse side effects/lower benefits with stimulant medication, telling us that co-existing
autism and ADHD (AuDHD) is different than either ASD or ADHD alone and perhaps requires unique approaches. References
Attwood, T., & Garnett, M. (2024, November 17). Understanding Autism. Attwood and Garnett Events. Retrieved from https:// attwoodandgarnettevents.com
Bercovici, D. (2024, March). An introduction to AuDHD. Embrace Autism. Retrieved from https://embrace-autism.com
Blake, M. (2024, November 17). "AuDHD": What does it mean to have both ADHD and Autism? Medical News Today. Retrieved from https:// medicalnewstoday.com
Centers for Disease Control and Prevention. (2024, November 20). Autism statistics. Retrieved from https://www.cdc.gov/autism/data-research/ index.html
Centers for Disease Control and Prevention. (2024, November 20). Data and Statistics for Autism
Csecs, J. L. L., Iodice, V., Rae, C. L., et al. (2021). Joint hypermobility links neurodivergence to dysautonomia and pain. Frontiers in Psychiatry, 12, Article 786916. https://doi.org/10.3389/fpsyt.2021.786916
Spectrum Disorder. Retrieved from https://www.cdc.gov/adhd/data/ index.html
Hours, P., Recasens, M., & Baleyte, J. (2022, February). ASD and ADHD comorbidity: What are we talking about? Frontiers in Psychiatry. https:// doi.org/10.3389/fpsyt.2022.819536
Los Angeles Times. (2023, April 25). ADHD and autism group therapy: How new approaches are helping children and families. Retrieved from https://latimes. com/california/newsletter/2023-04-25/adhd-and-autism-group-therapy
Marshall, A. (2024, November 17). Autism vs ADHD: What are the differences? Retrieved from https://source.com
Martinez, L., Stoyanov, P., & Carcahe, R. (2024, September). Unraveling the spectrum: Overlap, distinctions, and nuances of ADHD and ASD in children. Frontiers in Psychiatry. https://doi.org/10.3389/fpsyt.2024.00764
Meta-analysis: Prevalence of co-occurring autism spectrum disorder and attention-deficit/hyperactivity disorder: A systematic review and meta-analysis. (2021). JAMA Psychiatry. https://doi.org/10.1001/ jamapsychiatry.2021.1407
Neff, M. (2024, November 17). ADHD and Autism: How ADHD and Autism are related. Neurodivergent Insights. Retrieved from https:// neurodivergentinsights.com
Neurodiversity Belgium. (2024, November 17). Co-existing conditions. Retrieved from https://neurodiversity.be/comorbidities/
Simply Psychology. (2024, November 17). Autism and ADHD (AuDHD): Cooccurrence and similarities. Simply Psychology. Retrieved from https:// simplypsychology.org/autism-and-adhd.html
Townes, J., et al. (2024, November 17). Do ASD and ADHD have distinct executive function deficits? A systematic review and metaanalysis of direct comparison studies. SAGE Journals. https://doi. org/10.1177/10870547211037985
Zablotsky, B., Black, L. I., Maenner, M. J., Schieve, L. A., & Blumberg, S. J. (2013). Prevalence and correlates of autism spectrum disorder in children with ADHD: A national study. Journal of Developmental & Behavioral Pediatrics, 34(2), 104–110. https://pubmed.ncbi.nlm.nih.gov/23344604
Zablotsky, B., Bramlett, M. D., & Blumberg, S. J. (2020). The co-occurrence of Autism Spectrum disorder in children with ADHD. Journal of Attention Disorders, 24(1), 94–103. https://doi.org/10.1177/1087054717713638
Robin Tate, MA, MS, BCC, ACC, CAS, is a professionally trained coach, certified autism specialist, and a mother of two beautiful individuals. She also owns a coaching and education practice, Robin Tate LLC. As an ADHD woman with learning challenges, she has a lifetime of lived and professional experiences that make her uniquely qualified to help neurodivergent people. Robin offers Life and Couples Coaching to autistic/AudHD/ADHD clients and their partners. She is passionate about helping couples build safe, inclusive, compassionate homes where people can be authentic and grow to fulfill their purpose.
MORE THAN SOAP:
How One Young Man's Business is Redfining the Transition to Adulthood
By Hannah Wilder
When Trevor Dealy was born at just 26 weeks, his tiny frame barely filled the palm of a hand. Doctors warned that his chances of survival were slim and that, even if he survived, the road ahead would be marked with obstacles—developmental delays, limited mobility, uncertain speech. But what those doctors didn’t anticipate was Trevor’s extraordinary will to live and the unwavering commitment of his mother, Tia.
Now in his young adulthood, Trevor is the face and heart behind Trev’s Trades, a handmade soap business designed not only to suit his sensory needs but also to provide meaningful, skill-building employment tailored to his strengths.
This is not just a story about soapmaking. It’s a story about possibility, perseverance, and what happens when a family refuses to accept limitations as the final word.
From crisis to creativity
Trevor’s early years were defined by medical fragility: long hospital stays, feeding tubes, a grand mal seizure disorder, and the realities of living with autism, Crohn’s disease, and sensory sensitivities. With each new diagnosis, Tia became not just his caregiver but his fiercest advocate and most creative problem-solver.
Doctors told Tia what Trevor might never do: walk, talk, read, or participate in the world. But at every turn, he proved otherwise. “He’s a fighter,” was the refrain in the Neonatal Intensive Care Unit (NICU), and that truth has echoed throughout his life.
As Trevor approached adulthood, Tia faced a familiar but deeply personal dilemma shared by many families of youth with complex disabilities: What happens next?
How would Trevor continue to learn? What kind of work could accommodate his sensory needs, physical health, and communication style? How would he find dignity and purpose in adulthood?
When Trevor expressed interest in making soap, Tia saw not just a fun project—but an opportunity.
Soap with purpose
What began as a creative experiment soon grew into a fullfledged business. Trevor’s sensory sensitivities guided the product design and use of gentle ingredients. The soaps are made from high-quality bases like coconut oil and goat’s milk, with scents derived from essential oils and colors from mica and natural plant dyes.
Each bar is not just a product—it’s a piece of Trevor’s vision. From ideation to packaging, Trevor plays an active role in every step of production, and each stage is purposefully integrated with skill development.
A job skills program in disguise
At first glance, Trev’s Trades may seem like a charming home business. But behind the cheerful soaps is a carefully designed transition program that builds Trevor’s independence, one bar at a time.
• Ideation & Research: Trevor meets with his job coach to brainstorm ideas, test recipes, and plan seasonal products. This process flexes his creative thinking and introduces goal-setting, problem-solving, and communication skills.
• Production: Making soap involves following directions, learning about temperature and chemistry, and practicing safety protocols. Trevor gains experience in sequencing, attention to detail, and time management.
• Packaging & Shipping: From operating the shrinkwrap machine to making local deliveries on his bike, Trevor is involved in all aspects of getting the product to customers. He learns about logistics, organization, and quality control.
• Financial Literacy: Trevor receives a paycheck from the business, tracks his hours, and practices budgeting. With support from his “money manager” (his grandma!), he uses envelopes to divide earnings for spending, saving, and giving. He also deposits into his bank account and uses his ATM card with growing confidence.
This structured-yet-flexible approach makes learning feel meaningful and fun. Trevor is not just practicing skills, he’s building a life.
Beyond employment
The benefits of Trev’s Trades extend well beyond vocational skills. With each bar of soap made, Trevor is growing in confidence, self-advocacy, and independence. He’s engaging with his community through deliveries, markets, and conversations with customers.
Trevor is also an award-winning entrepreneur, recognized for his innovative spirit and fresh approach to business. He
received the 2022-2023 Synergies Work EDDIE Newcomer Award, an honor given to emerging entrepreneurs who have launched groundbreaking ventures within the past two years. This award highlights individuals who challenge industry norms, embrace bold, unconventional thinking, and drive meaningful change through their work.
For families navigating the complex world of adulthood with a child who has exceptional needs, Trevor’s story offers hope. It shows that meaningful employment doesn’t have to come from a traditional job site. With creativity, support, and a willingness to follow the interests of the individual, families can create opportunities where none existed before.
What others can learn
Tia never set out to be a business owner. Like many parents of children with disabilities, she simply wanted to give her son a chance—to grow, to contribute, to be seen. What she built in Trev’s Trades is a model other families might adapt:
• Follow your child’s interests.
• Break down projects into repeatable steps.
• Integrate academic, life, and job skills into a shared goal.
• Provide structure, encouragement, and consistent support.
• Celebrate progress—not perfection.
Looking ahead
As Trev’s Trades continues to grow, so does Trevor. New scents and ideas are always in development. Seasonal soaps keep things exciting and give Trevor something to look forward to. And perhaps most importantly, he’s showing the world what’s possible when we center people’s gifts—not their limitations.
Trevor’s story reminds us that a transition to adulthood doesn’t have to mean losing the support and structure that foster learning. In fact, with a little creativity and a lot of love, the transition can become the most empowering chapter of all.
You can follow Trevor’s journey and explore his handcrafted soaps at www.trevstrades.com and https://www.facebook. com/trevstrades?
The Rev. Hannah Wilder is an Episcopal priest, writer, and community leader based in Southern California. She serves as vicar of St. Mary’s in-the-Valley Episcopal Church in Ramona, where she champions inclusive ministry, affordable housing, and youth outreach. Hannah is passionate about creating spaces of belonging for people of all abilities and backgrounds.
ALL THINGS OT
Tips for a Sensory-Friendly Summer
By Laura A. Ryan, OT, OTR, OTD
Summer’s arrival is often joined by fun trips to various places, including the beach. From a sensory perspective, there is likely no other destination that packs a sensory punch like the beach. For those with distinct sensory preferences, a day at the beach may not be a vacation! Conversation around the experiences a day at the beach may bring is essential in supporting those with unique sensory preferences and ensuring everyone has a good time. An excellent way to have this conversation is using a tool from Autism Level UP titled “A Day at the Beach GO’s and NO’s for partners of Autistic individuals”.
Autism Level UP is an allistic-autistic partnership between an occupational therapy practitioner and an athletic trainer with a goal of spreading education around autism and challenging people to “level up” their understanding, acceptance, and true inclusion of the autistic population. Autism Level UP’s website is a treasure trove of tools, educational materials, and communications meant for autistic individuals as well as their families, friends, and other community members. “A Day at the Beach” is just one example of the myriad of tools available for free on their website.
Preparing for your day at the beach
“A Day at the Beach GO’s and NO’s” for partners of autistic individuals is a four-page tool that opens up with a column of dos and don’ts. The “GO” column includes important information such as using many forms of communication; for example, providing visuals in addition to verbal conversation, and receiving various forms of expression, such as verbal answers or gestures to an answer on a picture board. The “NO” column provides insights such as not assuming an individual is having a good time based on their facial expressions or that their sensory system is adequately processing the sensory-rich environment found at the beach.
The second page is centered on the person and their needs. This page comprises three sections filled with colorful visuals that, accompanied by a verbal conversation, greatly promote understanding and communication. The first section outlines the sensory experiences (or in the authors’ words “Sensory Feelzzzz”) one may feel at the beach. One sensory encounter that stands out is the feeling of sunblock on your body and/ or hands. If an individual doesn’t like the feeling of sticky
sunblock on their hands after applying it, using this visual to promote a proactive conversation may allow you to buy a spray sunblock. This sunblock has a smoother texture, or you may ensure you have wipes to wash the sticky feeling from the hands after application. The second section outlines the things that can be done at the beach. Activities such as playing games, swimming, and digging in the sand are pictured here, and a conversation about how much energy one might spend before becoming fatigued and potentially overwhelmed is invited. The third and final section is centered on strategies that can be used to maintain sensory equilibrium while at the beach. This section contains pictures of a hat, sunglasses, a visual schedule and more. Previewing this page before leaving for the beach is an excellent way to ensure the day is met with success. As with all conversations around sensory needs, it is best to determine effective strategies during times of sensory equilibrium, and this section promotes that conversation. To promote more independence, after having a conversation around what strategies may work best, the autistic individual can then circle the strategy and/or prepare for their trip to the beach by packing the items they determined are necessary.
The third page is also filled with visuals and centered on the beach environment.
Sections such as “sand” and “water” outline the activities that can be done in those environments. Another section is centered on the body and what may be desired or not desired. Along the right side is a vertical communication banner that indicates immediate needs, such as the bathroom or the need for a drink. The second and third pages can be laminated and brought to the beach to facilitate easy communication, especially if the pages have been explored at home and are therefore familiar to the users.
The fourth and fifth pages combine another Autism Level UP tool called “The Regulator.” These pages invite a more in-depth conversation about beach experiences, how they make one feel, and their impact on one’s energy level.
With summer here and many beach days ahead, the “A Day at the Beach GO’s and NO’s” discussion tool may be just the thing to ensure smooth sailing.
Laura A. Ryan, OT, OTR, OTD, is an occupational therapist who grew up on a large horse farm in Massachusetts. She has been practicing for over 30 years and has been using hippotherapy as a treatment tool since 2001. She enjoys seeing the happiness and progress each person has achieved through the therapeutic impact of the horse. Laura has also developed a program for breast cancer rehabilitation using therapeutic input from the horse.
✉ hooves4healingot@gmail.com
Growing Through: Journaling as a Self-Care Strategy for Parents of Children with Disabilities
By Rose Adams, OTD, OTR/L
This is for the parents in the back! The ones who are feeling busy, tired, and perhaps overwhelmed as they navigate the day-to-day of working, parenting, and so much more. Growing through refers to the small wins, the little moments in our day that make us smile; it’s the joyful activities that fill our cup. Instead of simply going through the motions, let’s take a journey to grow through life’s moments through self-care. I will share how creating a self-care journal shapes how I take better care of myself. Will you join me? Let’s grow!
If you’re like me, you’re probably on a continuous activity cycle with little time to slow down. As a mom of soon-to-be fifth graders, a private practice owner, and occupational therapy practitioner, most of my time is filled with doing, caring, and supporting. In these moments, I discover that I rarely dedicate time to myself. Can you relate? Good; stick with me. My primary work involves supporting children in schools and the community. When I speak to parents, the same feelings resonate. For parents of children with disabilities, sometimes self-care might seem far out of
reach. Research has found that parents of children with disabilities experience higher levels of parental stress and burnout than parents with neurotypical children (Dzielińska et al., 2023).
Occupational therapy practitioners support individuals with identifying and participating in activities they find meaningful, add value, and improve well-being (occupations). Yet, here I was struggling to engage in meaningful stress-relieving activities. In my recent article, “Back to School Readiness: Parent Edition,” published in issue 19 of Exceptional Needs Today, I offer a few suggestions to support readiness in the back-to-school season (Adams, 2025). I discussed how journaling is one of my favorite occupations. You might also find a few self-care tips that may work for you. In this article, I will discuss ways to use journaling to rediscover and implement self-care. You might be thinking, I’m not really a journal-er. That’s okay. What are some other approaches you use to keep track of things that you want or need to do? Use what works for you and follow me on this journey.
Supporters need support
Community is perhaps one of the best gifts we can give to ourselves. When we have a supportive group of individuals in our corner, it helps to take the load off. I am blessed to have an amazing career and executive coach as part of my community of support. During one of my sessions, we discussed my current stressors and self-care. I was tasked to think of things I could do on my self-care day (I actually have a day on my weekly calendar for self-care, but I’m working on sticking to it). My coach encouraged me to go to a place where I could unwind and write a self-care list. I enjoy taking walks at a local park near my home. So, I did my homework. I took a journal with me and went to the park. On my walk, I also sought guidance; I listened within. When I got back to my car, the ideas came flooding through. Sometimes we may need to remove ourselves from the environments that occupy our time and brain space in order to hear and see more clearly (Adams, 2025). When was the last time you took some time away from your natural environment and took space to “be” or listen?
The self-care journal
Your self-care journal can be a book, notepad, electronic device, dry-erase board, or other item you use to remind yourself of things to do. In this journal, you are tasked with thinking of things that fill your cup. These should be nonobligatory. They should not feel tedious or like a chore. So, if you happen to miss any item on your list on any given day; it’s okay! Your self-care journal serves as a visual reminder that you have things that fill your cup (self-care).
It is not intended to make you feel bad when you skip them. Give yourself grace daily. You can add to your list as time goes on. Don’t cross out any items. Instead, place a mark next to them to show you have been intentional about self-care. Remember, give grace DAILY.
When I started my self-care journal, I came up with a list of 20 things. I was surprised because if you had asked me a few months ago about what I could do for self-care, I would have easily thought of things that required traveling far, were high-cost, or meant enrolling in a new activity or program. Today, my self-care journal includes the simple things. Ask yourself, “What fills my cup?”
Filling your cup
By now, you may have thought about a few items, or perhaps you’ve jotted them down somewhere. What fills my cup may not be the same for you. Start by thinking of the last time you smiled, laughed hard, felt joy, experienced peace, or took a deep breath. These are only a few examples to help you develop more ideas. I’ll share some examples from my list for inspiration.
• Eat breakfast without technology (TV, scrolling)
• Take a longer shower and listen to music
• Start a new audiobook (I like the digital library service from my local library)
• Write five things in my gratitude journal (Yes, I love journaling)
• Write someone a letter (Yes, a physical letter) and mail it out
• Do haircare joyfully (Sometimes I feel frustrated managing my curly hair)
• Intentionally pray for one person on my mind
Since creating my self-care journal, I have been more mindful of taking time for myself and have been intentional about doing something at least once per week. I’ll admit, I am not always successful at the physical doing part, but success for me starts at the intention. Be sure to
set realistic goals for yourself. Even if you simply glance at your journal as a reminder that you’ve got some cup-fillers in there, that’s progress!
Growing through daily
Growing through helps us to stay mindful and intentional when our stress levels are high. Growing through reminds us to fill our cups daily so that we don’t run on empty. Remember, self-care should not feel like an obligation. Rather, it’s a gift to yourself through intentional tasks that we get to choose from. I would love to see what you come up with! The next time someone asks how you are doing, just say, “I’m growing through.”
References
Adams, R. (2025, January). Back to school readiness: Parent edition, supporting parents of exceptional children as they return to school. Exceptional Needs Today, 19, 1. 6-18. https://issuu.com/ exceptionalneedstoday/docs/11.24_ent_issue19_f_pages
Dzielińska, M., Lasota, M., & Piotrowski, K. (2023). Parental burnout among parents of children with disabilities and chronic illnesses. Developmental Psychology, 28(2), 135-152. https://doi.org/10.4467/20843879 PR.23.021.19914
Resources
Career & Executive Coaching Meraki&Me https://www.merakiandme.com/
Rose Adams, OTD, OTR/L, is an occupational therapy practitioner with a clinical focus in pediatrics. She works with children and families of children on the autism spectrum, multiple disabilities, and other neurodiverse needs. Dr. Adams has worked in schools, private practice settings, and community-based programs. She is the executive director at Changing Lives Occupational Therapy, P.C., and currently works as a consultant for a local school district in New York. Dr. Adams is a graduate of Boston University’s Post Professional Occupational Therapy Doctorate (PP-OTD) program. Her doctoral project focused on using song-based interventions to support young children with autism and related disabilities participating in school-based occupations. When she is not working, she enjoys writing, baking, singing, and sharing time exploring the outdoors with her school-aged twin boys.
Is Your Child’s Special Education Teacher Qualified?
By Toby Tomlinson Baker, PhD
More than 20 years ago, when I earned my general education teaching degree in a single subject, English, I believed I would be hired as an English teacher. Yet, after interviewing for positions all summer, I was offered a special education position at the end of August. In less than half an hour, with no teaching experience or a degree in that specialty subject area, I was hired. I couldn’t help but ask myself: Why was it so easy to be hired as a special educator? Was I even qualified?
Currently, all school districts are experiencing teacher shortages, but this is especially true for special education. According to the Council for Exceptional Children, approximately 70% of schools reported vacancies in
special education positions. This is more than a concern; it is a crisis! As the national prevalence of students with disabilities is increasing, you would think the number of special education teachers would increase as well. But this is not the case at all.
Why is there a shortage of special education teachers?
There are a few reasons why school districts struggle to hire and retain quality special educators. First, it is a specialty field with rigorous state-mandated requirements. Special education requires additional training and schooling, particularly in writing reports and obtaining
knowledge of Individualized Education Plans (IEP)s. With student loans escalating and cost of living and groceries rising, college students do not want to spend money on additional tuition costs.
However, the workload and the emotional and physical demands of the job are even more taxing than the cost of college and the rigorous state requirements. Students with disabilities may require emotional support along with their academic needs. Furthermore, some special educators must accept their students may have specialized equipment or physical demands, such as lifting, and must assist with mobility throughout the school day.
Most educators believe a general education position is easier than a special one. If you ask any special educator, spending an extra 10 hours a week writing IEPs, academic assessments, and analysis summaries for their students is not unheard of.
Why do special educators stay in the field and in their classrooms?
Many special educators remain in the field because they have a personal connection to their students. They may have a child or sibling with a disability, or they have a disability. I am the latter. As a student and adult with ADHD, and a special educator, I have first-hand experience teaching many students like me. As a student, I attended six different schools during my K-12 experience. I have been in various educational settings and schools from public school, parochial school, to a Friends private school for students with learning differences. In special education, don’t be surprised if your child’s teacher is drawn to special education for this very reason. But the main reason I continue teaching is to serve students like me.
When it comes to knowing your child’s special teacher, what are their boundaries?
When parents of a child with a disability start the school year with a new special education teacher, they have the right to be informed of their child’s teacher’s credentials and special qualifications. Parents should request to know their child’s educator’s credentials. They can request this from the administrator at the school or school district. Did your child's teacher obtain a special education credential? Or
does their teacher hold an emergency certification? Are they still in a college program or have they graduated and passed all the state tests and requirements?
Parents should never be afraid to ask these fundamental questions. Parents must ensure their child’s teacher will give their student the best education, use equitable teaching approaches, and implement the IEP.
How does the teacher manage the classroom?
As a result of teacher shortages, some districts may be hiring unqualified personnel or simply not hiring a teacher. Consequently, this would lead to overcrowded classrooms with a disproportionate teacher-student ratio. Parents have the right to know how many students are in their child’s classroom. Parents also have the right to know if their child is placed is the correct setting. Many of these details are outlined in the Free Appropriate Public Education (FAPE) section of their IEP.
Parents should feel comfortable asking special education teachers these and any other questions about their child’s goals or behavior intervention plans. Most special education teachers should welcome parents and address their concerns. A truly qualified and capable special educator knows how to teach children with special needs or is competent enough to seek out the training and get the answers so they may better serve you and your child.
Toby Tomlinson Baker, PhD is a Lecturer of Curriculum and Instruction at California State University—Los Angeles (CSULA). Toby also teaches special education with the Los Angeles Unified School District. She is the author the Amazon Bestseller, The Traveling IEP!
How to Plan Successful Museum Visits for Children with Sensory Needs
By Dafna Barhad, BOT, OTD candidate BU
Inrecent years, cultural institutions have made remarkable steps toward creating accessible and inclusive environments for all visitors. Many museums have developed innovative programs and accommodations specifically designed to welcome neurodivergent visitors, opening doors to cultural experiences that may have previously seemed inaccessible (Ehrich, 2022).
The spark of curiosity while examining a knight's armor, the wonder in a child's eyes as they stand under a dinosaur skeleton or discover an ancient Egyptian mummy; these moments of discovery represent the essence of museum experiences. For families whose children experience sensory processing differences (SPD), navigating crowded galleries, unpredictable sounds, varying lighting conditions, and complex visual stimuli can be overwhelming. However, through thoughtful planning, these enriching cultural experiences can become not just accessible but truly enjoyable, creating opportunities for development, discovery, and family memories that last a lifetime. This guide provides practical tools for making these enriching cultural experiences accessible to children with diverse sensory needs.
Sensory accessibility
We are all sensory beings by nature. Daily, our bodies and brains process countless sensory inputs: sounds, lights, textures, and movements that shape how we interact with our environment, maintain safety, complete tasks, and even build relationships.
The way we experience, manage and regulate sensations varies widely from person to person but for some, their sensory experience significantly impacts daily functioning and quality of life. Studies indicate between 5% to 16% of children exhibit symptoms of Sensory Processing Differences (Miller et al., 2007), with even higher rates among those with autism, ADHD, and other neurodevelopmental conditions (Little et al., 2018).
For neurodivergent individuals, sensory experiences may be amplified or muted, requiring more deliberate and effortful regulation. Some experience heightened sensitivity where everyday sounds feel painfully loud, or lights seem blindingly bright. Others may have reduced sensitivity, requiring more intense input. Many have mixed profiles, with varying sensitivities across different sensory systems. These experiences often fluctuate based on factors like stress, fatigue, or environmental changes (STAR Institute, n.d.). In museum settings, understanding these sensory differences becomes essential to creating inclusive experiences.
Sensory accessibility means considering how lighting,
sound levels, crowding, textures, and even smells might impact visitors with diverse sensory profiles, and developing thoughtful accommodations that allow everyone to engage comfortably and meaningfully.
Your Museum Visit Toolkit: Simple Strategies for Sensory-Friendly Experiences
For parents who might hesitate to visit museums with their sensory-sensitive children, know that you don't have to miss out on these enriching experiences. They're well within reach! Think of it as packing for a day at the beach: having a few essentials ready for your museum adventure before, during, and after can make all the difference between getting sunburned and building sandcastles. Consider these preparation strategies:
Visit preparations begin at home
Research:
• Check museum websites for "accessibility" or "inclusive programming" sections.
• Contact the accessibility coordinator directly; they usually have information about accommodations that aren't advertised online. For instance, some museums provide dedicated quiet hours with fewer crowds.
• Communicate your child's needs, such as "My child benefits from..." rather than focusing on limitations.
SENSORY STRATEGIES
• Know your rights under the Americans with Disabilities Act (ADA) while maintaining a collaborative approach.
Create visual expectations:
• Select exhibits based on what your child already enjoys. Just as adults naturally gravitate toward art exhibits that interest them, children are likelier to feel comfortable and engaged when encountering familiar themes. Starting with dinosaurs, if your child loves prehistoric creatures or space exhibits for the young astronomer, it creates an anchor of familiarity in a new environment. This familiar territory reduces anxiety and significantly increases the chances for a positive experience.
• Watch video tours (many are available on museum websites).
• Create a simple social story using photos from the museum website. Digital tools like ELLA AI can help you quickly generate customized visual social stories. The important thing is having a visual narrative that walks your child through what to expect from approaching the building to specific exhibits, reducing anxiety, and creating a sense of familiarity even before your first visit.
Consider bringing these items:
• Noise-canceling headphones or earplugs.
• Sunglasses if your child is sensitive to bright light.
• A familiar object or specific fidget that helps your child regulate (a textured keychain, stress ball, or small tactile toy).
• A camera or smartphone to let them document what interests them. This encourages active engagement and offers fascinating insights into their perspective.
• A small notepad and pencil for sketching or writing.
During your visit
Navigation strategies:
• Start small and build confidence: Begin in a less crowded area.
• Set a reasonable timeframe. Remember, quality engagement with one exhibit is better than a rushed tour.
• Inquire at the information desk if the museum provides sensory maps (annotated layouts that identify areas with high and low sensory stimulation).
• Ask about trigger warning signs (a trigger being a sensory experience that may cause discomfort or overload, such as flashing lights or loud noises).
• Identify quiet spaces. A quiet space is a designated area that offers a calm and peaceful environment within the sensory-rich setting of the museum. This space minimizes unnecessary visual and auditory distractions, allowing visitors to engage with exhibits at their own pace and comfort level. Take movement breaks between galleries (counting steps, gentle stretches in appropriate areas).
Follow your child's lead:
• Watch for early signs of sensory overload and take breaks accordingly.
• Be flexible with your plan, it's okay to skip exhibits if needed.
• Celebrate small victories, whether that's five minutes of engagement or more.
After your visit
• To process the experience, create a simple memory book with photos from the visit.
• Talk about favorite exhibits where your child felt comfortable.
• Note which strategies worked well for future outings.
• Consider return visits as the museum becomes familiar (returning to the same space helps build your child's confidence and comfort level).
Remember these guidelines are meant to be a menu of
options, not a mandatory checklist! Every child's sensory needs are unique, and every museum offers different experiences. Choose the strategies that best match your child's specific sensory profile and the particular museum you plan to visit. Even implementing just one or two approaches can significantly enhance your family's experience.
Museums in action: approaches to sensory accessibility
Cultural institutions are at different stages in addressing sensory accessibility. Some are just beginning to acknowledge the obstacles visitors with sensory differences might face, while others have developed programs. Here are some examples:
Poster House Museum
The Poster House Museum goes beyond basic ADA compliance in their approach to accessibility. The museum offers visits during quieter periods, social guides that can be sent prior to visits, helping families prepare for their experience. Practical accommodations are readily available like earplugs and fidget tools can be borrowed directly from the Information Desk, removing barriers to sensory regulation. Their workshop spaces invite handson engagement, while their innovative Touch Lab allows visitors to feel different printing methods and materials, creating valuable tactile experiences. The museum actively collects visitor feedback through QR code surveys upon exit, demonstrating their commitment to learning and improving accessibility. They are genuinely interested in making their space and collections accessible to everyone, and
continually expanding their understanding of how to better support visitors with diverse sensory needs.
Intrepid Sea, Air & Space Museum
The Intrepid Museum demonstrates a deep commitment to sensory accessibility. The museum staff is available to connect prior to visits and encourages families to share
SENSORY STRATEGIES
specific needs to better prepare accommodations and brief all relevant staff, from educators to security guards to front desk personnel. Families receive detailed social narratives in advance to help with preparation. Once at the museum, visitors benefit from designated quiet spaces, sensory bags with fidgets and noise-cancellation headphones, and engaging hands-on experiences like handling miniature airplane models. The museum also offers early morning openings and access. What truly distinguishes the Intrepid is their commitment to ongoing improvement. Their unique Neurodiversity Advisory Council, comprising self-advocates, parents, and field experts that provides guidance for developing programs and exhibits. All staff members receive training on sensory accessibility principles and responding to individual needs. Visitor feedback directly influences their continuous improvements. Beyond their own walls, the Intrepid's accessibility staff actively advocates within the broader museum community, sharing best practices and encouraging other institutions to prioritize sensory accessibility.
Smithsonian Museums
The Smithsonian Institution's "Morning at the Museum" (MATM) program exemplifies accessibility innovation. This sensory-friendly program allows neurodivergent visitors and their families to explore museums before public hours on designated weekend mornings. The program rotates between different Smithsonian museums. Families receive pre-visit materials including social narratives, sensory maps, visual schedules, and tip sheets to prepare for their visit. Similar materials are available for visits outside program hours.
Museums for everyone
Sensory accessibility in museums represents more than just accommodation, it's a big step toward making cultural spaces truly inclusive for everyone. Research demonstrates that thoughtfully designed sensory environments improve engagement, focus, and overall well-being for visitors of all ages and abilities (Cieslik, 2024). While planning museum visits for children with sensory differences takes some
preparation, the rewards make it worthwhile.
By sharing your family's experiences with museums, you actively contribute to the growing movement for sensory inclusion in cultural institutions. As awareness continues to expand, so too will the accessibility programs that benefit everyone.
Sensory Friendly Map of The Metropolitan Museum of Art for Visitors on the Autism Spectrum
References
Cieslik, E. (2024). Accessibility and exhibit safety: The importance of sensory maps. Collections, 20(2), 365-384. https://doi. org/10.1177/15501906241232310
Dunn, W. (2007). Supporting children to participate successfully in everyday life by using sensory processing knowledge. Infants & Young Children, 20(2), 84-101.
Ehrich, S. C. (2022). Neurodivergence and inclusivity in cultural institutions: Stakeholder collaboration to develop an evaluation tool to assess the accessibility of cultural institutions for families with children. ResearchGate. https://www.researchgate.net/publication/[publication_ number]
The Metropolitan Museum of Art
Little, L. M., Dean, E., Tomchek, S., & Dunn, W. (2018). Sensory processing patterns in autism, attention deficit hyperactivity disorder, and typical development. Physical & Occupational Therapy in Pediatrics, 38(3), 243-254.
Miller, L. J., Anzalone, M. E., Lane, S. J., Cermak, S. A., & Osten, E. T. (2007). Concept Evolution in Sensory Integration: A Proposed Nosology for Diagnosis. American Journal of Occupational Therapy, 61(2), 135–140. https://doi.org/10.5014/ajot.61.2.135
STAR Institute for Sensory Processing. (n.d.). Understanding the sensory integration process: The neurology of how we feel. Retrieved from https:// sensoryhealth.org/basic/understanding-sensory-integration-process
Dafna Barhad-Laufer, BOT, OTD candidate BU is a pediatric occupational therapist with over 20 years of expertise championing sensory-informed approaches to child development and wellbeing. Currently pursuing her Occupational Therapy Doctorate (OTD) at Boston University, her doctoral research focuses on understanding children's sensory needs, reflecting her commitment to advancing evidence-based practice in this critical area. With a background in Art History, Dafna brings a unique perspective to making cultural experiences accessible for children with diverse sensory needs. Her work emphasizes the universal nature of sensory processing and its crucial role in daily functioning, striving to raise awareness and promote inclusive spaces where every individual can thrive. Through this article, Dafna hopes to bridge her clinical expertise with her passion for increasing access to cultural institutions.
Evan and Gillian Say is a groundbreaking children’s book series designed to teach body safety and personal boundaries to children with cognitive, developmental, and intellectual disabilities. The series was born out of a deeply personal mission—to prevent abuse and empower children who are often left out of traditional safety conversations.
The series features two central characters: Evan, a boy with Fragile X syndrome and autism, and Gillian, a girl with Down syndrome and autism. Together, they model real-life safety situations in a clear, friendly, and accessible way. Through colorful illustrations and simple, repetitive language, Evan and Gillian Say introduces vital concepts such as consent, safe and unsafe touch, saying “no,” telling a trusted adult, and understanding personal space.
Each book is tailored to meet the comprehension needs of children who require more visual cues and direct language to grasp complex safety topics. Unlike many mainstream educational tools, this series intentionally centers the voices and experiences of children with disabilities, acknowledging their unique vulnerabilities while reinforcing their strength and right to bodily autonomy.
Parents, caregivers, educators, and therapists will find the books to be a powerful resource for sparking essential conversations and building safety skills in a supportive and age-appropriate manner. Evan and Gillian Say embodies this mission with authenticity, compassion, and a profound understanding of what real protection and empowerment truly look like. Whether used in classrooms, therapy settings, or homes, the Evan and Gillian Say series is an essential tool for helping children with disabilities to develop confidence, self-awareness, and the language to speak up for themselves. It’s more than just a story—it’s a lifeline, a lesson, and a call to action for a safer, more inclusive world.
Safety Guide (located at the back of the book): This comprehensive guide is an invaluable resource, filled with practical information and actionable strategies designed to help readers maximize the benefits of this book in their efforts to enhance safety and prevent abuse. It provides insights into the specific challenges individuals with developmental disabilities may face. It illustrates how to implement effective safety measures and cultivate a vigilant and supportive community, prioritizing their well-being.
Nicole Moehring’s daughter and son, who has autism and Fragile X Syndrome, were both victims of sexual abuse. As a mother suffering through this unbelievable nightmare, Nicole witnessed extreme differences in the justice system in terms of how her daughter was believed and treated so well and how her son was not. In addition, she recognized the distinct differences in recovery, trying to find support and resources. Nicole and her daughter Maci founded Voices of Change 2018 (VOC18), a nonprofit organization, to begin making much-needed change for children with disabilities and their families.
VOC18 is a disability-led national organization piloting our groundbreaking programs in Ohio. Their mission is to reduce the risk of abuse, neglect, and exploitation of children with disabilities. By sharing their lived experiences and through collaborations with law enforcement, mental health, medical professionals, and other similar organizations, they are building a foundation of advocacy, awareness, education, resources, and support for children with disabilities and their families.
Parents of children with disabilities are often faced with many unique situations within their community. These situations can impact your child with a disability in a negative manner if they aren’t adequately prepared to deal with them. Knowing that your child may encounter “ableism,” here are some simple ideas for assisting them with dealing with ableism when confronted by it.
Many non-disabled individuals also assume that all individuals with disabilities require “help” to be successful. Many of these non-disabled individuals have good intentions. They just need to be reminded to “ask first.”
What is ableism?
As a parent, you need to understand what “ableism” is. Your child with a disability may encounter other individuals who have an established belief surrounding disabilities in general. Ableism is presented by other individuals who are non-disabled and believe they are more capable than an individual who is disabled. It is often presented as a prejudice in a discriminatory form that imposes unnecessary limitations on your child with a disability.
Self-awareness
As you become aware of ableism in others, it is important to recognize if you are also presenting ableism toward your own child. Educating yourself about this issue may lead you to a deeper understanding of how you may be supporting the idea of ableism without even knowing it.
Self-advocacy
As your child matures, they will also need to recognize when they are facing ableism. They will have to develop strategies to effectively address it. One of the greatest gifts you can help your child develop is a thorough understanding of their own disability. A child with a disability cannot self-advocate
without a clear understanding of what their disability entails. Specifically, they must know the name of their disability and what accommodations are necessary for them to succeed in whatever tasks they may encounter in life.
Learned helplessness
As a parent, when you begin to recognize that your child is involved in a situation supported by ableism, every fiber of your being will want to react and immediately rescue your child from this encounter. It is natural to want to protect your child. However, this may cause your child with a disability to become overly reliant on you to address their concerns rather than learn to do so themselves. It can lead to your child developing a sense of “learned helplessness” instead of advocating for themselves.
Assumptions of others
Both you and your child need to understand that not every non-disabled individual is attempting to involve themselves
in ableism. While some individuals without a disability may say or do things that appear to be ableist, it may be up to you or your child with a disability to assist in educating them. Some individuals without disabilities may have had limited involvement during their lifetime with interacting with others who are disabled. They may say or do things that promote ableism without understanding they are doing so. These are the times that you and your child can take a “bad situation” and turn it into a “teachable moment.”
Many non-disabled individuals also assume that all individuals with disabilities require “help” to be successful. Many of these non-disabled individuals have good intentions; they just need to be reminded to “ask first.” This approach allows the individual with the disability to determine whether they want the extra assistance. Once again, this enables your child with a disability to “selfadvocate” for themselves.
Conveying the wrong message
Parents can easily become excited when their child with a disability achieves a normal milestone in their development. They may focus on this milestone so intensely that they convey the message that their child is an “inspiration” due to this achievement. This can be conveyed by others in the non-disabled community as supporting the belief that individuals with disabilities are to be “admired” or viewed as “inspirations” when they achieve the same milestones as their non-disabled peers.
Visual ableism
Your child may have what is referred to as an “invisible
disability.” This simply means that others do not easily recognize the child’s disability. Your child will need to be prepared to deal with the statement, “You don’t look disabled,” when confronted by others in the community. Some non-disabled individuals may simply state to your child, “You do so well that sometimes I forget you are disabled.” These are prime examples of ableism. It promotes the idea that all disabilities are “visual” or physical in nature. It also promotes the idea that if your child appears to be doing well in life, then their disability does not significantly impact them.
Disabled vs. handicapped vs. impaired
Over the years, language involving ableism has evolved. Children used to be openly referred to as “handicapped.” Then, when people began to figure out this was a form of ableism and individuals with disabilities did not enjoy being referred to as “handicapped,” the language evolved to “impaired,” “challenged,” “differently able,” etc. Some people in the disability community prefer “people-first” language. For example: “the boy with Down Syndrome.” Others take great pride in stating their disability first, such as the Deaf community, as well as some of those in the autism community. Non-disabled individuals in the community may approach you as a parent and want to know what term to use to refer to your child. You can calmly and respectfully educate them by reminding them of your child’s first name and letting them know that’s what they like to be referred to.
The impact of ableism
Ableism can heavily impact your child as they mature.
While every negative comment in life is not a necessary opportunity to engage with a non-disabled person, there are situations within the community that need to be addressed that will impact your child. Such situations may involve the inaccessibility to buildings in the community, lack of access to American Sign Language interpreters, the lack of Braille materials in libraries, the rejection of service animals within certain businesses in the community, or schools indicating that certain activities within the school are not available to children with certain disabilities. Ignoring these forms of ableism can lead to negative consequences for your child with a disability in a variety of fashions. These can include access to obtaining a free and appropriate public education, being ready to transition to a post-secondary level of education, causing mental health concerns for your child by making it difficult for them to participate in the community fully, and offering fewer opportunities in their field of employment.
Educating the community
While educating the community at large can appear to be a tiresome challenge and often goes unrecognized, it is essential to the success of your child with a disability. If a parent simply accepts that ableism is a way of life, then so will their child. Your child with a disability may begin to feel “less than” and to accept that this is the way life was meant to be for them. Doing so, they may never reach their full potential. Involving your child in your advocacy is a great way to educate them on their level of self-worth. As you advocate for policies that challenge the inaccessibility of individuals with disabilities in the community, your child will see the work that can be done to achieve their equal right to be involved in their schools, community, places of employment, etc., just as non-disabled people are.
Dr. Ronald I. Malcolm, EdD, works with students with disabilities in the Northwest Arctic. He recently retired as an Assistant Director of Special Education for a public school district. Dr. Malcolm is also an Associate Faculty Member with the University of Phoenix and a Special Graduate Faculty member at the University of Kansas. He has Bachelor level degrees in English and Special Education. He holds Master level degrees in Counseling, Special Education, and School Administration. His Doctorate degree is from Northern Arizona University in Educational Leadership. His postgraduate degrees are in Positive Behavior Supports and Autism Spectrum Disorders. He has worked for the past 38 years with students between the ages of three and 21 with disabilities and various medical needs in both school and community-based settings.
KATE MAKES IT GREAT!
When Things Get Quiet with Exceptional Loved Ones
By Kate C. Wilde
Hello Everyone,
No matter how uniquely exceptional your child or adult is, they are somewhere on the continuum of being able to master the art of verbally communicating. This week’s questions are dedicated to when things get quiet and silent between our loved ones and us.
Mary Ellen from North Dakota asks:
My Amelia is eight years old. She is autistic, does not speak, and although she is so lovely and gentle, I really
struggle finding things for her to do. The summer holidays are coming up and I feel bad that I don’t know what she likes to do. She does not seem interested in things. She looks out of the window, likes to spin balls, and seems bored a lot of the time. Don’t get me wrong, she is no trouble, it is just that I really struggle with feeling like I am giving her enough things to do. I find the emptiness of the silence between us really sad; it makes me just not want to be around her for too long.
Hi Mary Ellen, I really understand this. Silence asks us to be peaceful with ourselves, others and not need any outside
stimulus to feel connected or good. This, in our busy world can be a tall order. But also the gift your lovely Amelia is offering you. How to feel satisfied together in absence of words? I am sure many parents and care givers around the world are grappling with this simple but enormous question. Here are some suggestions for you:
To think: You can:
Transform your perspective on the silence between you from distancing to “Your thing”. Meaning that being happily silent together is the secret sauce to the way you bond and love each other. Given that she finds it challenging to speak, I am sure she is being asked to talk lots by many well-meaning people. You could be her oasis, where she can be quiet with you without the need to perform, change or be different. This is your way of showing love to one another, showing your connection and depth of bond. This transforms it into a benefit not a deficient to your relationship. This new perspective can bring a feeling of fresh lightness to the silence, instead of the sadness you have been feeling.
To do: You can:
Armed with this new perspective you can just sit with her in silence. As you do this fill yourself with this “secret bond”. To help you get there, or support this new perspective, you could think thoughts like:
“What if it is ok to just sit in silence together? What if my loving presence is enough for her? What if sitting together in silence is enough for me to know I am a good mother? What if sitting here in silence is the “secret sauce of our relationship and my amazing mothering of Amelia?”
Armed with this perspective, you can enjoy activities that need no verbal communication. A couple that come to mind are:
• Audio books. Get a book that children her age group are enjoying and have two half hours per day that you call story time and put on the tape and listen together. Trust that she is listening and understanding what is being said. It is my experience that many nonspeaking children and adults that I have worked with do understand. Trust this. Often non-speaking autistic people are longing for this to be acknowledged and to be exposed to age-appropriate material. If you have not already, watch a documentary called, The Spellers Movie as it will confirm this for you. You can YouTube it. Just make sure that you bring tissues with you.
• Walks. You can go for walks together. The great Buddhist teacher Thích Nhất Hạnh taught an art he
called, “Walking Meditations.” You walk together as a group in silence. People from around the world came together to do this and learn from the great master. You have a little master to show you the way already at home.
• Squeezes/massage. If she allows it, you can massage her feet, head, and hands. Often our autistic loved ones adore having deep pressure on their hands and feet and head. If she likes this, you can have “squeeze” time for 15 minutes twice a day in the holidays.
• Music time. You can have listen to music times together. You could pick songs from different times in your life that you have loved and tell her about them, along with what they mean to you. Then listen together.
• Synchronize with her: this means do what she is doing. If she is staring out the window, stare outside too. If she is spinning a ball, you get your own ball and spin that too. I see synchronizing as an incredible way to create connection with another person.
It is also important to know that when she spins balls or stares out of the window, this is just her stimming. It does not mean that she is bored or not “happy” with you or is not interested in the story or the music. It just may be that those things help her attend to what you are offering her. I hope this not only helps, but also sparks some other ideas for you to try.
Jason from Arkansas asks:
“Aaron is 15, has seizures, Cerebral Palsy and “autistic tendencies” along with ADHD. He can speak in paragraphs, use full sentences and can share pretty much anything he wants. But he rarely does. He is mostly very quiet. I don’t know why this is; maybe you can shed some light on it for me? Also, one of the many therapists he has had along the way told me not to ask him questions. I honestly find this nearly impossible. How am I to help him talk if I don’t ask him a question? He will answer a question, usually with as few words as possible. But that is usually the only time he speaks to me. I am interested to hear your thoughts on this. Thank you.”
It sounds like Aaron is a good responder but has challenges initiating verbal communication. It makes sense that you have fallen into this habit together, where you ask the questions, and he answers. It has worked for you both thus far, but now you want something more.
The therapist you spoke to has a good point. If we only ask questions then we can get stuck in the place you find yourself in today, and our loved ones can feel like they are always
being quizzed. This makes verbally communicating about work and not connection. We can turn that around easily.
Think about it not as never asking a question, but as adding some other ways to start a conversation with him.
Make statements. Here are some that work quite well:
• “When you are ready, I want to know everything that happened to today”.
• “Oh, my goodness, I can’t wait to hear what the movie was like”.
The trick to this is pausing as long as it takes after you say one of the above statements. Yes, even if that means he may never tell you. In my experience, although this might happen at first, it will change if you stick at it over time. You want him to initiate his answer, and tell you what he wants to tell you, instead of him finding the right answer to your question. This will foster verbal communication that is about the social connection I believe you are wanting with him.
Aaron’s silence does not mean he does not want to answer, it could mean he is over stimulated by his day, and cannot verbally communicate at this time, or that he is searching for the “right” answer and cannot find it, so chooses not to answer. We want to take the pressure off him and let
him know we are ready to listen to whatever he wants to say when he is ready. He may well surprise you and share something with you five hours after you have put this invitation out. Trust in his timeline.
Share interesting things with him. Do this without asking him a question about it. For example, show him something cool you found. Maybe it is picture that is strange, surreal or just funny. You could say: “Hey look at this, I found this and thought it was hilarious.” Give it to him, then pause, and wait to see if he gives a response. You can have an interested look on your face, one that says: “I am waiting to hear what you think,” but do not verbally ask him.
Have “Silent Sessions.” This means that you are silent with him, giving him the time and space to share verbally if he wishes. In this time, feel free to use gestures. You can offer him things, point to things, smile, but do not talk. That will give him plenty of opportunities to practice being the initiator of the conversation. It is this that we want to foster and encourage. Do let us know how it goes.
Please send your questions regarding exceptional needs to: Submissions@exceptionalneedstoday.com
See you all in the next issue.
Kate C. Wilde has spent the past 30 years working with children and adults on the autism spectrum and their families, as well as with therapists, educators, and schools. She is the author of the acclaimed books Autism Abracadabra: Seven Magic Ingredients to Help Develop Your Child's Interactive Attention Span, Autistic Logistics: A Parent's Guide to Tackling Bedtime, Toilet Training, Tantrums, Hitting, and Other Everyday Challenges, and The Autism Language Launcher: A Parent's Guide to Helping Your Child Turn Sounds and Words into Simple Conversations, and is renowned for the well-attended courses she teaches throughout the U.S., Europe, and Asia. Her YouTube autism quick-tip videos, delivered with her trademark infectious enthusiasm, have garnered a worldwide following. �� www.katecwilde.com �� www.autismcrisisturnaround.com
SAFETY GOALS WITH NICOLE
REDUCING THE RISK OF ABUSE WITH CHILDREN WITH DISABILITY
Disability Inclusion: It's About More Than Just Being Present
By Nicole Moehring
In a world that increasingly celebrates diversity, one group still faces barriers that are often overlooked. Individuals with disabilities. However, true acceptance and inclusion for people with disabilities continue to be significant challenges. To effectively address these challenges, we need awareness, advocacy, and a shift in cultural norms.
Understanding acceptance
Acceptance is a profound and essential concept that involves recognizing and valuing everyone’s inherent worth and dignity, irrespective of their abilities or disabilities. It encompasses a deep understanding beyond merely acknowledging a person’s condition; it invites us to embrace the rich tapestry of human differences without judgment, discomfort, or pity.
Acceptance involves a commitment to seeing people with disabilities not as “broken” or in need of “fixing,” but as valuable members of society with unique strengths, perspectives, and contributions. It recognizes that everyone has something meaningful to share, whether through creativity, insight, or their world experience.
By cultivating an atmosphere of acceptance, we create inclusive communities where individuals with disabilities are empowered to thrive, participate, and contribute their talents. This mindset fosters a sense of belonging and honors the diverse narratives that each person brings to our shared human experience. Ultimately, acceptance paves the way for a more compassionate and equitable society, where the capabilities of all individuals are celebrated and affirmed.
Inclusion: more than just being present
Inclusion goes beyond acceptance; it demands intention. It’s about being present in a space and ensuring active participation. An inclusive environment values everyone's input, adapts as needed, and recognizes that true equity often requires personalized support.
In schools, it involves integrating students with disabilities into general education while providing essential tools and support. In workplaces, it means having accessible technologies, flexible schedules, and opportunities for career advancement. In healthcare, practitioners receive training to accommodate various physical and cognitive differences.
The power of representation
Representation is crucial for acceptance and inclusion. Seeing individuals with disabilities in media, literature, and leadership conveys a powerful message: You belong. Authentic representation is vital, especially when individuals can share their stories and advocate for themselves. It’s also essential to include the voices of those who cannot speak for themselves, such as individuals with significant developmental disabilities. Families and advocates must be empowered to protect their rights and ensure inclusion.
Systemic barriers and cultural change
Despite progress like the Americans with Disabilities Act (ADA), systemic barriers continue to affect individuals with disabilities in areas such as education, employment, and healthcare. These issues often stem from unconscious bias and a lack of understanding of disability rights.
We need a cultural shift from mere compliance to genuine compassion and inclusion. Inclusion should be integral to our systems, not just a checkbox to meet quotas.
Furthermore, it is essential to address the heightened risks of abuse and neglect faced by individuals with disabilities, particularly those with cognitive or developmental challenges. Inclusion should encompass education on body safety, accessible reporting systems, and traumainformed care.
True inclusion is a community effort. It’s a teacher adapting lessons for all, an employer valuing diverse talent; a healthcare provider listening without assumptions, and a neighbor ensuring everyone has a seat at the table.
What true inclusion looks like
True inclusion is a community effort. It’s a teacher adapting lessons for all, an employer valuing diverse talent, a healthcare provider listening without assumptions, and a neighbor ensuring everyone has a seat at the table. It also means creating spaces where people with disabilities lead— serving on boards, writing policies, creating art, running businesses, and advocating for change.
How can you make a difference?
• Educate yourself and others on disabilities and how to be a better ally.
• Listen to the voices of people with disabilities and believe their lived experiences.
• Challenge stereotypes and language that marginalize or patronize individuals with disabilities.
• Support inclusive organizations and businesses and push for accessible practices in your workplace or community.
• Teach children about empathy, respect, and kindness toward people of all abilities early.
A future built on equity
Acceptance and inclusion are not destinations; they are ongoing commitments. When we prioritize the voices of people with disabilities and foster environments where everyone can thrive, we strengthen the fabric of our communities. Equity cannot exist without inclusion, and inclusion cannot occur without acceptance.
Let us all work toward a future where everyone, regardless of ability, is accepted, welcomed, celebrated, and empowered to live their fullest life.
Nicole Moehring’s daughter and son, who has autism and Fragile X Syndrome, were both victims of sexual abuse. As a mother suffering through this unbelievable nightmare, Nicole witnessed extreme differences in the justice system in terms of how her daughter was believed and treated so well and how her son was not. In addition, she recognized the distinct differences in recovery, trying to find support and resources. Nicole and her daughter Maci founded Voices of Change 2018 (VOC18), a nonprofit organization, to begin making much-needed change for children with disabilities and their families.
VOC18 is a disability-led national organization piloting our groundbreaking programs in Ohio. Their mission is to reduce the risk of abuse, neglect, and exploitation of children with disabilities. By sharing their lived experiences and through collaborations with law enforcement, mental health, medical professionals, and other similar organizations, they are building a foundation of advocacy, awareness, education, resources, and support for children with disabilities and their families.
Body and Brain Brilliance by Dr. Lori Desautels explores the powerful connection between neuroscience and education, offering practical strategies to help children and adolescents regulate emotions, build resilience, and thrive in both school and life. Rooted in applied educational neuroscience, the book empowers educators and caregivers with tools to support brain and body integration for deeper learning and healing.
Dr. Desautels is a pioneer in the field of educational neuroscience, bringing over two decades of experience as a researcher, professor, author, and practitioner. Since 2016, she has taught undergraduate and graduate courses in the College of Education at Butler University, where she integrates applied educational neuroscience into teacher preparation. Prior to Butler, she served as an Assistant Professor at Marian University in Indianapolis for eight years, where she founded the Educational Neuroscience Symposium—now in its 15th year and reaching thousands of educators worldwide.
Dr. Desautels developed the Applied Educational Neuroscience Certification in 2016, designed for educators, counselors, clinicians, and administrators working with students affected by trauma and adversity. This certification has trained thousands globally and continues to expand. She also partners with the Polyvagal Institute and Dr.
Stephen Porges to co-teach courses that apply polyvagal theory to schools and organizations.
Her work focuses on practical strategies that prepare the nervous system for learning, regulation, and felt safety. She regularly co-teaches in K–12 classrooms, supporting educators in embedding neuroscience-based practices into daily routines and transitions. Her writing has been featured in Edutopia, Brain Bulletin, and Mind Body Spirit International, and her research has been published in the Brain Research Journal.
Dr. Desautels is the author of several influential books, including Connections Over Compliance (2020), Intentional Neuroplasticity (2023), and Body and Brain Brilliance (2024), all of which offer tools for transforming school discipline and creating healing-centered educational environments. Her research, videos, and professional resources are available at www.revelationsineducation.com.
Based in Indianapolis, Indiana, Lori lives with her husband, Michael, and their two rescue pets. They have three adult children—Andrew, Sarah, and Regan—and recently welcomed their first grandchild, Miles Desautels Dorsey. To date, Dr. Desautels has worked with more than 200 school districts across the U.S., Canada, Costa Rica, Australia, Scotland, England, and Dubai—impacting over 150,000 educators and counting.
�� revelationsineducation.com
LINKEDIN linkedin.com/in/lori-desautels-a5b65016/
✉ ldesaute@butler.edu
facebook.com/lori.l.desautels
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WADVICE FROM MESHELL Celebrating Self-Love Awareness as a Caregiver
By Meshell Baylor, MHS
"No other love, no matter how genuine it is, can fulfill one's heart better than unconditional self-love." – Unknown –
hen did you last say, "I love myself so much that I'm going to celebrate myself? You have served as outstanding parents, caregivers, professionals, and activists, and sometimes we forget that the most important hat we can wear is self-love. According to the Webster Dictionary, self-love is one's happiness and well-being. It can also be described as gratitude for your identity, virtue, and value. The National Institute of Medicine reports that 6.6% of Americans aged 25 and over practice health-related self-care daily. This indicates that very few adults take the time to say, "Hey, I love me some me."
I was a football mom, a teacher's aide, and a supportive mother. I advocated for special needs children on a micro, mezzo, and macro level of practice. I aimed to ensure that all children with developmental disabilities had a safe place to grow and learn. One day, I realized I was neglecting myself by not learning to love myself. A group of mothers at a support group informed me about the Moms Needs Moms
Cruise, a group outing on the Carnival Cruise organized by the Down Syndrome Association of Los Angeles, or DSALA.
The DSALA is a nonprofit organization that promotes awareness and advocacy for adults, children, and people with Down syndrome and other disabilities. Mothers, aunts, sisters, grandmothers, and caregivers are invited to join the Carnival Cruise for a three-day journey of excursions, sightseeing, exquisite dining, and entertainment. A portion of the event funds go toward DSALA. Each participant was given a beautiful pink pearl necklace to identify a sister from DSALA on the cruise.
Women of different backgrounds and all walks of life come together to celebrate one another and cultivate self-love. These caregivers are silent soldiers who run into Individualized Education Program (IEP) meetings, join committee boards, and create support groups for special needs parents practicing self-love. On a selected night
during the three-day cruise, the DSALA group gets together for a secret celebration. The outstanding mothers can snap pictures, see a slide presentation of their gorgeous, extraordinary children, and participate in a gift exchange. For dining and optics with the captain, the women wear a particular color to take a photo on the Carnival stairwell, which is printed and distributed as a keepsake. As the end approaches, they get ready to return to the grind and resume their role as the extraordinary heroes who go off into the world to save the day.
As a parent or caregiver you must show yourself grace for all you do. If you are unsure of how to achieve this, here are some suggestions:
• Attend a cruise: Find a sitter or caretaker you can trust with your exceptional one and go on a three-day small cruise. Eat food, dance, and have fun. There are no exceptions, so you must at least practice saying, “I am on vacation.”
• Treat yourself: If going on a cruise is too much, try going to a spa. Look online for a spa, pedicure, or massage: something that makes you celebrate the physical aspects of your body.
• Sit in silence: Find a spot that you feel is peaceful, like the beach or a table with a view, and sit and reflect on what you have been through, overcome, and survived. Sit in silence, allowing yourself to review the year and be thankful in that moment. Sit in silence and love, pat yourself on the back for being the most amazing person you can be. Remember what Dr. Seuss said: "Today you are You, that is truer than true. There is no one alive who is “You-er than You."
• Meditate: Take a minute to pray and meditate. Remember you are not the same person you were yesterday, and be thankful that you are healthy, alive, and able to care for those who cherish you.
• Attend a retreat: Retreats help you find your focal point to invoke self-love. If you cannot do it, mentors will teach you to say you love yourself because you cannot have love for others without acknowledging your love for yourself is key.
• Take a walk: Enjoy a beautiful walk among trees, green grass, and falling leaves. Take a walk on the beach, reflect on yourself, take your arms and wrap them
around yourself, allow your toes to soak into the warm sand, and watch the sun set in the reflection of the sea
As a mother of an exceptional child, I had to learn how to love myself unconditionally to be the best parent I can be for my loving child. As a caretaker, you need to know how important you are to yourself. You need to comprehend that you are a key factor in the universe just by being a mom, caretaker, dad, or hero. There is no guilt in learning to say, " I love me."
You need to comprehend that you are an important key factor in the universe just by being a mom, caretaker, dad, or hero. There is no guilt in learning to say, " I love me."
I hope you take the time to preserve your sense of self and learn to love yourself. I would like to thank a beautiful woman no longer here with us who taught me, and so many others, how to truly practice self-care and self-love, Ms. Erika Villanueva, the coordinator and travel consultant at Viajes To Go Vacations. A beautiful woman, wife, and mother of two beautiful children who facilitated the DSLA Mom Need Mom Cruise. A rainbow of mothers from all walks of life were raising their special needs children together for this beautiful yearly cruise. Thank you so much for teaching us moms the importance of self-love. Do not allow time to pass without taking time to love yourself.
Resources
DSLA https://www.dsala.org/dsala/who-we-are/
National Institute Of Medicine How much time do adults spend on healthrelated self-care? Results from the American Time Use Survey - PubMed
Meshell Baylor, MHS, is a mother of four children—two of whom are on the autism spectrum. She serves her community as a social worker and advocate in the Los Angeles area. She has a Bachelor’s degree in human services from Springfield College and a Master of Science degree in human and social services. Meshell continues volunteering and giving within her local area while serving the special needs community.
�� Center for Autism and Developmental Disabilities
Autism Is a Lifelong Experience: We Must Foster Acceptance
By Diane Cross, BS, MS
Asmisinformation continues to spread about autistic individuals and their abilities, it’s more important than ever that we come together to foster acceptance. While awareness is an essential first step, knowledge is what leads us to true acceptance. Autism is a lifelong experience, and it’s up to us to learn about it so that everyone feels seen, heard, and has a genuine sense of belonging.
Autism describes a spectrum of abilities, particularly in areas of social communication, repetitive behavior, and highly focused interests. Often identified in early childhood, autism is related to brain development, and the symptoms can vary greatly from individual to individual. There is a popular quote universally referenced in the field: “If you’ve met one person with autism, you’ve met one person with autism.”
The disorder often displays in ways that make individuals and families stand out or feel ostracized in public. The Center for Disease Control (CDC) cites that individuals with autism may have trouble with social interactions and communication. That could manifest in a lack of eye contact or an inability to display the “usual” responses to emotions or social cues. Individuals may also display restricted or repetitive behaviors like repeating phrases, flapping their hands, rocking their bodies, or spinning in circles. They may also be upset by changes in routine, or be hyperactive, impulsive, and inattentive, and they could have unusual mood or emotional reactions, including big reactions.
Autism doesn’t need to be "fixed." To suggest this is like saying, “You're not good enough and we're going to change you for our own comfort,” one autism advocate said. It needs to be understood, respected, and celebrated.
Acceptance over awareness
Awareness doesn’t help individuals or families feel they belong; only acceptance can do that. Many families
experience alternating participation syndrome, which involves one parent staying home with the child who has autism. In contrast, the rest of the family participates in a community event or outing. Autism acceptance means creating communities where everyone belongs, including accommodations allowing families to enjoy events together. It means honoring the creativity, passion, unique strengths, talents, and perspectives individuals with autism bring to the world.
Acceptance looks like giving someone with autism space to stim if it helps them calm down. Acceptance means not furrowing your brow when you see a child with autism acting impulsively or dysregulating with tears, yelling, or throwing things. Acceptance is asking a parent of a child with autism if they need some support.
Belonging starts in our neighborhoods, schools, airports, theaters, sports fields, parks, and businesses. It starts when we create spaces where differences are celebrated. Imagine a world where everyone felt truly welcomed, supported, and celebrated, just as they are.
Let’s choose acceptance over awareness, belonging over barriers, and empowerment over exclusion. Let’s build spaces where everyone feels seen, valued, and connected. When everyone can belong, our communities are stronger. Together, we can create a world where everyone can thrive, regardless of their abilities.
Resources
CDC. Signs and symptoms of Autism Spectrum Disorder. https://www.cdc. gov/autism/signs-symptoms/index.html
Sporer, Carrie et al. What You Need to Know About Autism and Stimming. Fraser. https://www.fraser.org/resources/blog/what-you-need-to-knowabout-autism-and-stimming
Diane Cross, BS, MS, is President and CEO of Fraser, a Minnesota nonprofit providing autism, mental health, and disabilities services to tens of thousands of children, teens, adults, and families. Since 1989, her leadership has fostered Fraser to grow immensely and become the Upper Midwest’s premier provider of autism services and Minnesota’s largest early childhood provider of mental health services. Well-awarded and an active community and board member, she received a BS in Communication Sciences and Disorders from Ohio University and a Master’s in Speech-Language Pathology and Audiology from the University of Wisconsin-River Falls. Diane enjoys spending time with her husband and two sons, gardening, CrossFit, and traveling. �� fraser.org
THE FRIENDSHIP & DATING DUO Are You Sabotaging Friendships as a Neurodivergent Adult?
By Jeremy and Ilana Hamburgh
Ilana and I have dedicated our careers to helping autistic and neurodivergent adults find community, start dating, but most importantly… make friends. We are thankful every day for the friends we have in our lives, and we want everyone to have that, too.
For many autistic and neurodivergent adults, building and maintaining friendships can be tricky. There are so many potential pitfalls, especially when it comes to communicating with friends and interpreting those communications.
Ashley is a great example
“Ashley” isn’t her real name (we changed it to protect her identity). Ashley and her family scheduled a complimentary Strategy Session with us. During this session, she opened up about the struggles she’s faced with her old friends, a story that might resonate with you.
Each time Ashley reached out to one of her old friends, she would get nervous and anxious. Would they want to get
together with her? Would they be mad that she asked them to hang out? Did she ask them the right way? Her brain would race with “what-ifs.”
Her old friends would usually write back, but their answer was rarely a clear “yes.” After all, people are busy, and planning a hangout often takes some back-and-forth.
Well, Ashley interpreted anything but a clear and immediate “yes” as rejection. That became a problem!
Instead of pursuing plans, she pulled away. Her friends started thinking she was “flaky,” and then they were convinced she wasn’t interested in them anymore. Over time, she went from a person with a few good friends to a person with none.
That’s when she reached out to us, and she opened up about being lonely and frustrated. She knew she sabotaged her friendships, but she didn’t know how to fix the problem, and she didn’t want to repeat the problem as she tried to
rebuild a friendship circle.
So, now that we’ve heard Ashley’s story. If it resonates with you, you might want to consider the following observations.
The top three ways to sabotage friendships
One of the most common ways you can sabotage a friendship is by over-communicating.
This could mean that you’re sending messages too often, too many messages in a row, too many messages that are overwhelmingly long, or messages about thoughts or feelings that the other person may not be ready to discuss. Any of those could sabotage a friendship by “turning off” the other person from communicating with you.
On the flip side, you can sabotage a friendship by undercommunicating.
Imagine that you send a text to a friend and they want a day or two to respond. What’s going through your mind? You’re probably thinking they’re not interested in you. Well, if you wait that long to respond to someone else, they might be thinking the same thing!
Even if you do answer quickly, a response that doesn’t have the information your friend is asking for can also be sabotaging. Imagine a friend asks you to get together and you quickly write back that you don’t know your schedule. Your friend may not know what to do with that! Are you rejecting them? Are you going to respond again when your schedule becomes clear? Is your friend supposed to follow up? All that ambiguity can derail any chance of plans.
Or you could do what Ashley did, and you can interpret anything but a clear “yes” as rejection. Nothing good happens when you misinterpret neutral or positive signals as negative ones.
Recognize your patterns
So, how do you recognize when you might be sabotaging a friendship?
If you tend to over-communicate, ask yourself: Is there an imbalance in the number of texts you send versus how many they send? Is there an imbalance in the length of the texts? Do you share stories or feelings that your friend barely responds to?
If you tend to under-communicate, ask yourself: Are you waiting too long to respond to texts? Are you going to sleep without answering a text? Are you holding back from reaching out to someone, and waiting for them to reach out first? If you are, could your reason behind it actually be untrue?
If you tend to read negativity into responses, ask yourself: Is my friend actually rejecting me or is there another interpretation for what they wrote? Would I be better off following up with them than assuming the worst?
Get the mentorship you need to move forward
Ilana and I teach our clients how to be more growth mindset oriented. Our Social Life 360 program’s mantra is “sometimes you win, sometimes you learn.” So, we feel confident telling you that your patterns don’t need to be permanent, and you don’t need to sabotage your friendships. Instead, get the mentorship you need to learn from your past so you can do better in the present.
We shared Ashley’s story because it shows the desire for friendship is universal, but the way she approached those friendships sabotaged them. We also shared her story because she first reached out to us five years ago, chose to work on her sabotaging behaviors alone, and reconnected with us five years later because she was in the same place she was in before.
We have a client who pokes fun at us every week for saying the same thing, but it’s true: You don’t have to struggle alone. There are experts who can guide you and mentor you so you can nurture friendships instead of sabotaging them. Whether you work with us or someone else, get the help you need so you don’t waste wonderful years. You deserve great people in your life, so do what it takes to make it happen!
Jeremy and Ilana Hamburgh are friendship and dating coaches who empower autistic and neurodivergent adults to find community, form friendships, start dating, and build meaningful relationships. With Ilana's 16 years of experience as a special education teacher in New York City and Jeremy's 15 years as a social coach, their clients benefit from their depth of knowledge and an unparalleled sense of compassion.
Their cutting-edge program, Social Life 360, teaches clients how to meet new people in new places with more confidence by decoding social situations for their clients in an innovative way: They break down the complexities of social and dating strategies into formulas, diagrams, checklists, and step-by-step processes that are more intuitive for people with neurodivergent minds.
The Social Life 360 program also provides its clients with a warm, inclusive, and vibrant online community of other clients and graduates from all across the United States, and different corners of the world, so clients feel embraced on their social journey from day one.
Parents can schedule a complimentary family Strategy Session here. Autistic and neurodivergent adults can schedule a complimentary family Strategy Session here.
INTENTIONAL NEUROPLASTICITY
By Dr. Lori Desautels
Intentional Neuroplasticity by Dr. Lori Desautels delves into how educators can harness the brain's ability to change and grow through intentional, relational, and trauma-informed practices. Blending neuroscience with real-world classroom strategies, the book empowers teachers to create learning environments that support healing, regulation, and meaningful connection—transforming both student outcomes and educator well-being.
Dr. Desautels is a pioneer in the field of educational neuroscience, bringing over two decades of experience as a researcher, professor, author, and practitioner. Since 2016, she has taught undergraduate and graduate courses in the College of Education at Butler University, where she integrates applied educational neuroscience into teacher preparation. Prior to Butler, she served as an Assistant Professor at Marian University in Indianapolis for eight years, where she founded the Educational Neuroscience Symposium—now in its 15th year and reaching thousands of educators worldwide.
Dr. Desautels developed the Applied Educational Neuroscience Certification in 2016, designed for educators, counselors, clinicians, and administrators working with students affected by trauma and adversity. This certification has trained thousands globally and continues to expand. She also partners with the Polyvagal Institute and Dr.
organizations.
Her work focuses on practical strategies that prepare the nervous system for learning, regulation, and felt safety. She regularly co-teaches in K–12 classrooms, supporting educators in embedding neuroscience-based practices into daily routines and transitions. Her writing has been featured in Edutopia, Brain Bulletin, and Mind Body Spirit International, and her research has been published in the Brain Research Journal.
Dr. Desautels is the author of several influential books, including Connections Over Compliance (2020), Intentional Neuroplasticity (2023), and Body and Brain Brilliance (2024), all of which offer tools for transforming school discipline and creating healing-centered educational environments. Her research, videos, and professional resources are available at www.revelationsineducation.com.
Based in Indianapolis, Indiana, Lori lives with her husband, Michael, and their two rescue pets. They have three adult children—Andrew, Sarah, and Regan—and recently welcomed their first grandchild, Miles Desautels Dorsey. To date, Dr. Desautels has worked with more than 200 school districts across the U.S., Canada, Costa Rica, Australia, Scotland, England, and Dubai—impacting over 150,000 educators and counting.
�� revelationsineducation.com
LINKEDIN linkedin.com/in/lori-desautels-a5b65016/
✉ ldesaute@butler.edu
facebook.com/lori.l.desautels
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Stephen Porges to co-teach courses that apply polyvagal theory to schools and
Why Acceptance, Training, and Volunteering Matters for Exceptional Children in Faith Communities
By Rev. Dr. Stephanie C. Holmes, BCCC
Faith communities often aspire to be safe havens where individuals of all backgrounds can connect, grow spiritually, and find a sense of belonging. Yet, despite these ideals, research shows a stark gap between intention and practice when it comes to including children with special needs and developmental delays or disorders.
According to Lifeway Research, as reported by Key Ministry, 90% of churches lack a disability ministry, while Barna Research indicates that only 10% of churches have a plan for disability inclusion. These statistics underscore how much work remains to be done. By acknowledging this disparity, faith communities can take tangible steps toward cultivating a culture of genuine acceptance and support for every child—particularly those on the autism spectrum or
living with developmental delays and disorders. Below, we explore why such inclusion matters and how specialized volunteer training can make a difference.
1. Understanding the need for disability inclusion
The numbers from Lifeway and Barna paint a clear picture: the vast majority of faith communities have yet to develop formal strategies for engaging individuals with special needs. This gap is especially concerning given that many parents of children with autism or developmental delays feel hesitant or anxious about attending services or church functions. They worry about how their child’s unique needs will be perceived,
whether volunteers are equipped to handle challenges, or if sensory overload might be a recurring issue.
By establishing ministries or programs specifically designed for children with disabilities, faith communities align more closely with the ideals of unconditional love and compassion. Ministries can provide a structured system where families know they will be met with understanding and acceptance while signaling to newcomers that the church values each person’s inherent worth.
2. Moving beyond tolerance to genuine acceptance
Most churches embrace the biblical call to love one another, yet acceptance can inadvertently become limited to verbal affirmations saying “all are welcome” without offering meaningful accommodations. True acceptance involves consistent, thoughtful effort, such as: creating sensory-friendly environments, adapting lessons to different learning styles, and reducing barriers that might otherwise exclude children with special needs.
Such intentionality is not just a nice gesture; it resonates with core spiritual teachings on love and inclusivity. When church members witness these efforts, it often inspires them to re-examine their own attitudes and actions. Gradually, an entire congregation can shift from well-meaning passivity to a proactive culture of accessibility. Children and their families, in turn, feel a greater sense of belonging, knowing they are truly valued rather than merely tolerated.
3. The role of trained volunteers
An essential element of this transformation lies in properly training volunteers. Many children’s ministry programs rely heavily on volunteer support, but most people may have little experience or knowledge about working with individuals on the autism spectrum or those with other developmental disorders. Effective training can address topics such as:
• Communication techniques: Learning to use clear, concise language or visual aids can help children process information more easily.
• Behavioral management: Understanding triggers and how to de-escalate challenging behaviors can ease stress for both children and volunteers.
• Sensory awareness: Recognizing when a child may be overwhelmed by sights, sounds, or textures and offering solutions like a quieter room or noise-
canceling headphones can prevent meltdowns and help maintain a calm environment.
When volunteers feel confident in these areas, they can serve as the church’s frontline ambassadors of inclusion. Parents who see volunteers competently and compassionately engaging with their children are more likely to trust and return to the community. Furthermore, well-trained volunteers set an example for other congregants, showcasing that these children have just as much potential to engage in worship, learning, and fellowship.
4. Practical steps toward inclusivity
Bridging the gap between faith-driven intentions and real-world application starts with actionable steps:
EXCEPTIONAL ADVOCATE
• Establish a Disability Ministry Team: A dedicated team can assess current programming, gather resources, and organize volunteer training sessions.
• Create sensory-friendly spaces: Whether it’s a designated quiet room or a slightly modified children’s classroom, having a calm and controlled environment can greatly reduce anxiety for children on the autism spectrum.
• Offer consistent routines: Children with special needs often thrive on predictability. Maintaining a consistent format for lessons, activities, and transitions can help them feel secure.
• Collaborate with families: Parents and caregivers know their children best. By maintaining open communication and seeking their input, faith communities can tailor support strategies more effectively.
• Educate the wider congregation: Regular workshops or sermons about inclusion can help dispel myths and encourage greater awareness and support throughout the entire community.
5. Reaping the spiritual benefits of true inclusion
Perhaps the most profound outcome of genuine inclusion is the spiritual enrichment it brings to the entire community. When a church invests in removing barriers and actively welcomes children with special needs, it models the type of inclusive love that many faith traditions champion. It challenges members to grow beyond comfort zones and deepen their empathy—not just for a handful of families, but for everyone who might feel marginalized.
Moreover, children with special needs often bring fresh perspectives on compassion, patience, and resilience. When these children actively participate in worship and
By establishing ministries or programs specifically designed for children with disabilities, faith communities align more closely with the ideals of unconditional love and compassion.
community life, they bless the congregation with unique gifts that can inspire transformation on both a personal and communal level.
Conclusion
With 90% of churches lacking disability ministries and only 10% having a plan for disability inclusion, faith communities have a tremendous opportunity and responsibility to do better. Genuine acceptance extends beyond words of welcome; it requires actionable plans, thoughtful accommodations, and well-trained volunteers prepared to meet the diverse needs of every child. By closing this gap, churches not only fulfill a moral and spiritual imperative, but also create an environment where all children, including those on the autism spectrum and with other special needs, can experience the fullness of community, love, and faith. Through intentional, compassionate service, congregations become beacons of hope and unity, reflecting the kind of inclusive spirit that has the power to transform hearts and change lives.
If you want to get that training, ministries and organizations such as Joni & Friends, Together We Care, SOAR and Key Ministries (Disability & The Church) can help.
Rev. Dr. Stephanie C. Holmes, BCCC, is a former LPC, educator, researcher, author, and certified autism specialist and coach with neurodiversity training. However, her most significant credential comes from being a mother to two amazing young adult neurodivergent (ASD & ADHD) daughters. Dr. Holmes' career focus changed in 2006 when her daughter was diagnosed with Asperger's (now AS Level One). Her family wrote and released a book from a four-person family perspective called Embracing the Autism Spectrum: Finding Hope & Joy Navigating the NeuroDiverse Family Journey in 2023, available now on Amazon and audio in the Book Baby store. She and her husband, Dan, are a neurodiverse couple (Dan was diagnosed in 2019 ASDL1), and with other contributing authors in the neurodiverse marriage field, have written Uniquely Us: Gracefully Navigating the Maze of NeuroDiverse Marriage; pre-orders available now wherever books are sold. Stephanie and Dan host a podcast that is listened to in over 40 countries, the NeuroDiverse Christian Couples podcast. You may also hear Dr. Holmes hosting Springbrook's Converge Autism Radio.
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LIFE WITH ASPERGERS Planning an Autism-Friendly Family Holiday
By Julie Day
Earlier this year, I read a headline about parents who had taken their autistic son on holiday (vacation) outside the school term due to his sensitivity to noises. I don't recall noise bothering me whenever my family and I went on holidays, but it made me think about the holidays I had as a child with my family. Did we go to places because they were familiar to us?
I remember going to a place a couple of times in Devon, UK. My mum found a cottage on top of a hill. I am unsure where she found the place; it might have been from a brochure from a travel agent. These days were when there were still physical travel agents you could visit, choose a brochure, take it home, and read it thoroughly. You could see the photos, the availability and costs, and what activities and other places of interest were near it. It was so much nicer than the Internet now.
The other place I recall going to, which was popular then, was Pontins, a family holiday camp. There were lots of activities for children, including a pool, not that I went there. It was a proper family holiday as I still have Mum's photos of us riding a cart vehicle around the camp, which was the thing to do at the time. The only thing I both liked doing and did not like doing was playing bingo. I enjoyed playing, but not when I got close to winning, as my heart beat fast and my hands went sweaty. We went to the camp a few times, whether it was because it was familiar or reasonably priced, I don't know. We always booked as self-catering so we could buy our food and know what we were eating.
The only holiday I can remember that was new and
different to us was when we stayed in a caravan, courtesy of a distant relative.
Later, as an adult, I returned to a holiday camp; Mum, Dad, and me. Then Mum and me. I think we chose another holiday camp because the layout and what to expect was familiar to us, especially me. Much later, when it was only Mum and I, we often went to Eastbourne in East Sussex, UK, for the day. Now I know that it was because it was familiar to
us. We knew how to get there, the times of the trains there and back, where the shops were, and how far the beach was from the train station. We would do day visits twice a year. We would go down to the beach, sit on a bench, eat our lunch, and buy an ice cream. I could wander onto the pebbles, return to the shops to buy souvenirs and fudge, and then get the train home. That was until 2005 when my mum fainted at a train station and broke a wrist. We never went back to Eastbourne after that. Mum and I also went on day trips to places of interest such as castles or gardens.
Tips for planning a holiday or trip
Today, when planning a trip, you can print out as much information as you can about the place you want to go to. Print a copy for you and your autistic child. If your child is old enough, work together to plan where you want to go whilst on holiday and what activities you want to do. Then, write or print a schedule out. Pack it all away to take with you. While
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you are away, read it daily with your child so they know what they will do and where they are going. Like you possibly do at home, put the schedule in a visible place for everyone to see. When you go out for the day to the place you have timetabled, take the schedule with you. That way, there shouldn't be any surprises or the chance for meltdowns.
It was a proper family holiday as I still have Mum's photos of us riding a cart vehicle around the camp, which was the thing to do at the time.
So, do you and your family go on holiday to places familiar to you? Or have you been to new places? Let me know
Julie Day lives in South East London, UK. She writes magical realism fiction for adults and children, and her children's books feature autistic characters. She has also published her memoir Endocarditis – My Journey' About Coping With This Rare Serious Infection And Its Recovery. She also writes short stories in anthologies and fillers for magazines. She blogs about her life with Asperger’s and her memoir.
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Teaching Soft Skills in Special Education Helps Develop Independence
By Karen Kaplan, MS
Iwas enjoying my cappuccino early this morning at my neighborhood coffee house, quietly writing in my journal. The coffee house's back door was open, allowing a cool breeze to enter. Another customer stood up and asked me and three others who were enjoying hot beverages near the door, if we minded him closing the door to eliminate the coldness. He was gracious to us, securing our approval before proceeding. Asking us if we minded him closing the door was an excellent example of a soft skill, a social skill, and being considerate of our feelings.
It is believed that people on the autism spectrum or those with similar neurodiversity do not easily develop soft skills and thus meet with challenges in their school environments, working environments, and social activities.
Soft skills are interpersonal skills like compassion, flexibility, and adaptability. They help us interact with people we engage with, work with, and want to connect with. Here are many soft skills we may need to develop to lead a positive and successful life:
• Effective communication
• Teamwork
• Problem-solving
• Time management
• Critical thinking
• Decision-making
• Organization
• Stress management
• Adaptability
• Conflict management
• Leadership
• Creativity
• Resourcefulness
• Persuasion
• Openness to criticism
To develop soft skills, you might teach and engage in some or all the following with your students and/or children.
Practice active listening: Focus on truly understanding what others are saying without interrupting. This helps build compassion and strengthens relationships.
Learn to ask for feedback: Ask colleagues, managers, or mentors for feedback on your communication, teamwork, and other soft skills. Use insights to make conscious improvements.
Practice emotional intelligence: Develop self-awareness and learn to manage your emotions. This will help you navigate complex social situations and be able to connect with others more easily.
Improve time management skills: Prioritize tasks and set realistic goals. Effective time management reduces stress, increases productivity, and helps you stay better organized.
Become part of a team: Collaborate with others on group tasks to improve your teamwork and interpersonal skills. This also enhances your ability to work with diverse personalities.
Expand communication skills: Practice clear and concise communication in both written and verbal forms. This will help avoid miscommunication and help you become a better leader.
Develop problem-solving: Break down problems into smaller parts and explore multiple solutions. This will help you tackle different issues in the future, regardless of your job or industry.
Strengthen compassion/empathy: Put yourself in others’ shoes to understand their perspectives. Empathy strengthens collaboration and helps in building trust.
Acquire stress management techniques: Practice mindfulness, exercise, or other relaxation techniques to handle stress better. Managing stress helps maintain productivity and may help with focus.
Here are some videos that may help your loved one or student to develop soft skills:
How important are soft skills for kids - Search Videos
How to Teach Soft Skills to Kids - Search Videos
Why Soft Skills Matter for Kids - Search Videos
Teach soft skills to Spectrum - Search Images
Here are some books that may help:
Bridging the Soft Skills Gap: How to... book by Bruce Tulgan
How to build soft skills: 10 must-read books | The Enterprisers Project
Soft Skills Training: A Workbook to Develop Skills for Employment: Wentz, Frederick H.: 9781468096491: Amazon.com: Books
If your student/child has an individual education plan (IEP) and transition plan supporting them in their school program, be sure to add goals for developing soft skills. If they are working with a speech therapist or a psychologist or a counselor, make sure they are building some of the above soft skills.
Karen Kaplan, MS, is a native San Franciscan. She completed her bachelor’s and master’s degrees in speech pathology and audiology at Arizona State University, Tempe, Arizona. She minored in special education and obtained her speech therapist and special education credentials in California. Karen worked as a speech therapist for schools for 20 years before opening her own residential and education program for students with autism. She worked in credential programs at Sacramento State University as well as UC Davis and spent 20 years directing private schools for those with autism and similar learning challenges.
Karen founded a non-profit, Offerings, which helps cultures globally to understand those with developmental challenges. For seven years, she founded and facilitated an autism lecture series and resource fair in Northern California. Karen still facilitates an annual Autism Awesomeness event. She is currently consulting and helping families, schools, and centers for children, teens, and adults. Karen has authored three books: Reach Me Teach Me: A Public School Program for the Autistic Child; A Handbook for Teachers and Administrators, On the Yellow Brick Road: My Search for Home and Hope for the Child with Autism, and Typewriting to Heaven…and Back: Conversations with My Dad on Death, Afterlife and Living (which is not about autism but about having important conversations with those we love).
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If you’re a parent of a neurodivergent child, you already understand how vital social acceptance is for their development and well-being. However, you and your neurodivergent child might encounter a unique set of challenges regarding social integration with their classmates and neurotypical peers.
Meaningful discussions
Several years ago, I was asked to conduct my socialemotional and academic program (which I had previously conducted on behalf of approximately 3,000 general education students attending Broward County Public Schools in Florida) at a private school exclusively for ESE (Exceptional Student Education) students. During the school year, we openly discussed various topics impacting the students and their emotions, lives, and education.
How do they really feel?
Each student was allowed to voice their opinions about the many topics we were discussing, and the one topic that stayed with me the most was “Making New and Better Friends.” Some of the most common responses I received from students were:
• “I wish other children and adults understood me and how I feel, because it’s hard to talk to them.”
• “I feel alone, and wish I had more friends” (and, in some cases, ANY friends).
• “I wish everyone knew I was just like any other kid, and not some ‘weird’ kid with (insert name of their disability).”
• “It makes me feel bad, sad, and/or angry when other children make fun of me.”
It takes a village
Over the years, I’ve cultivated enduring friendships with incredibly kind, caring, devoted, and empathetic general education teachers, ESE teachers, and parents of ESE students (a few of whom I count among my dearest friends) that truly embody the adage, “It takes a village to raise a child.” Among them are Christine Lallance, an awardwinning, 29-year elementary school ESE teacher, and Cynthia Ayala, a loving and devoted mother of a teenage daughter with autism and a special needs advocate.
Helping hands
These friends have graciously offered their assistance and insights in helping me compile the following suggestions, which may help parents of neurodivergent students and ESE teachers make it easier for neurodivergent students to make friends and enhance their social interactions and acceptance.
TIPS FOR PARENTS OF NEURODIVERGENT CHILDREN
Best in class
Whenever possible, parents of neurodivergent children should strive to get involved as classroom or school volunteers. As a 20-year volunteer with Broward County Public Schools, I can personally attest to how delighted my son was when I assisted in his class, conducted classroom presentations, chaperoned field trips, and more. However, I owned a home-based business and was able to rearrange my schedule to dedicate time to volunteering during the day, a luxury not afforded to many parents who work fulltime jobs away from home.
SOCIAL SKILLS
Playdates between classmates
Parents would benefit from connecting with other parents of their neurodivergent child’s classmates and organizing playdates. Some popular options may include sensoryfriendly activity centers, cheerleading, gymnastics, dance classes, playgrounds, nature walks, and so on, perhaps followed by a stop for snacks or ice cream with the other kids. The time spent together doesn’t necessarily have to involve activities or planned events; it can be as simple as going to McDonald’s.
Quality time outside the classroom
Regardless of the type of playdate, time spent outside the classroom among neurodivergent classmates can strengthen social friendships and bonds, as it provides a different, more relaxed environment that is often less structured, restrictive, repetitive, and scheduled. Outside the classroom, they can engage in activities they wish to pursue, rather than those in which they are compelled to participate in a classroom setting.
Fun-filled activities
These activities may include hands-on sensory and textural exploration through arts and crafts, playing with slime, walking on or touching sand, grass, or other surfaces, and sensory bins filled with rice, sand, slime, shaving cream, and/ or Play-Doh. Children can also engage in touching flowers, beads, and fabrics, as well as participating in various arts and crafts activities. Other fun-filled diversions include painting their hands and then stamping them on paper, flashlight activities that involve creating shadows with hand shapes, stuffed animals, or cut-outs on a wall, and working with balls, buttons, and other items of varying sizes and colors for counting and recognizing different colors and shapes.
Playing and bonding together
The activities listed above can assist neurodivergent students in developing their tactile perception (motor skills) and learning through participation and observation of their peers. Furthermore, their time together fosters bonding, enhances their social skills, and facilitates friendships.
Learning at home
When get-togethers with friends are not possible, there are numerous ways for parents to assist their neurodivergent children in learning at home. Parents can practice verbal presentations with their children, such as “My name is ______,” “I am ____ years old,” “I like books, watching TV, and peanut butter and banana sandwiches,” “I live with my mom,” and other socially interactive statements that are easy to remember and communicate to other kids.
Learning through labeling
Parents can label objects around the house to help their children learn their names and identify them, and then conduct a search for them: “What room is this?” “Where is the refrigerator?” etc. Through repetition, children can learn to say, identify, and ask for different things, as well as communicate their wants and needs to others, ensuring they are heard and acknowledged, etc.
TIPS FOR ESE TEACHERS
Inside the classroom
It is recommended that each ESE classroom have a “relaxed” area, a safe space where students can unwind and cool down when they’re hyper, overwhelmed, and/or overstimulated.
Praising progress
ESE teachers should praise and recognize students for their progress. Depending on the student, the praise should be given as a straightforward acknowledgement, such as “I’m very proud of you,” or simply saying “Happy Birthday,” rather than asking the classroom to cheer or sing for the student. This is especially important for students who have audio or visual sensory issues, as loud cheering from other children can lead to overstimulation.
Social skills
Teaching social skills is also important for ESE teachers to help neurodivergent students blend in with society as much
as possible. Some examples include etiquette (covering the mouth/nose when sneezing/coughing, manners, etc.), being considerate, saying “please” and “thank you,” sharing and taking turns, and talking at a soft volume rather than yelling.
Inclusion infusion
Inclusion can assist ESE teachers in helping their students form friendships and improve their social interactions and acceptance, but this must begin at an early age. Inclusion is best promoted by exposing both neurodivergent and neurotypical students to one another in each other’s classrooms, rather than merely placing mainstreamed neurodivergent students in general education classrooms.
Best of both worlds
Placing neurodivergent and neurotypical students in each other’s classrooms teaches acceptance, tolerance, understanding, empathy, respect, compassion, and not to engage in bullying. It also teaches the students that they’re ALL a little different, not just the neurodivergent students, and they may even be pleasantly surprised to discover each other’s specific talents.
Play Pals program
While all students should be exposed to the above scenario, unfortunately, they aren’t. The Play Pals program, which is currently introduced at the 3rd-5th grade level for a select group of students, should be introduced at the Pre-K and Kindergarten levels for ALL general education neurotypical students.
Growing together
Once a week, neurotypical students come to play and interact with neurodivergent students. This teaches neurotypical students that neurodivergent students may need assistance, but they’re humans like you and me. Again, this shouldn’t just occur once a week, or by watching a short video, but should be compulsory for all neurotypical students.
TIPS FOR GENERAL EDUCATION TEACHERS
More neurodivergent training needed
General education teachers should receive more/better training so that when neurodivergent students are included in their classes, they’re better equipped to communicate with, teach, and understand them. Currently, general education teachers and administrators have limited training and exposure regarding neurodivergent children and classrooms. I’ve personally observed this in several general education classrooms. The lack of training for general education teachers was evident and compromised their communication with neurodivergent students.
Fun for everyone
Many neurodivergent children crave and relish friendships just as much as neurotypical children do. Allowing them to participate in games and activities, have fun, socialize, and make new friends with other neurodivergent and neurotypical children means the world to them, too. After all, everyone has a great time when the fun includes everyone!
Gregg Havass, BS, is a published writer and the founder of WordsPerfect, Inc., a South Florida copywriting and digital marketing consulting firm specializing in branding products and services to consumers, businesses, and the media since 2001. Gregg has previously served Broward County Public Schools for 20 years as a Broward County Public Schools volunteer and is the creator and conductor of the Top of the Middle Program, a social-emotional and academic program for at-risk and special needs students. Gregg has conducted his Top of the Middle Program in classrooms throughout Broward County, mostly in Title 1 Schools, and has also worked with teen inmates at the Broward County Detention Center. In total, Gregg has conducted the Top of the Middle Program for approximately 3,000 at-risk students and students with special needs (autism, Asperger's, ADHD, and learning disabilities) since 2011. In 2013, Gregg was awarded Partner of the Year by Ramblewood Middle School.
Setting Sail: Tips for Navigating the Waters of ADHD as a College Female
By Dr. Chris Abildgaard, NCSP, LPC, NCC and Jaylyn Morales
For parents sending their children off to college, the months from May to September can be anxiety-provoking. Questions such as “Did we prepare them well enough?,” “Are they ready to fly on their own?,” “Will they make friends?” and “Is this the best thing for them?” all bounce around in our minds. For those of us who are sending our children with various neurodiverse learning profiles, some of these questions may weigh on us more. One of these neurodiverse patterns of learning that has been a personal area of interest to both authors is the experience of students with attention deficit hyperactivity disorder (ADHD) attending both two-year and four-year colleges and universities.
Routines provide structure and predictability, which can significantly benefit college students with ADHD.
ADHD is a neurobehavioral condition with persistent inattention and/or hyperactivity-impulsivity, exceeding typical developmental levels (Mahone & Denckla, 2017). Though once thought to be limited to childhood, significant ADHD symptoms frequently persist into adulthood (American Psychiatric Association, 2013; McAuley et al., 2017).
We know university students with ADHD often face academic hurdles. Research indicates neurodivergent students often experience academic difficulties, including lower GPAs, learning and self-management challenges, and higher dropout or probation rates. They struggle with time management, focus, attention to detail, and understanding assignments, which can impact their grades. Traditional university structures may not adequately support their diverse learning styles and needs. Despite their desire for a degree, they are more likely to feel incapable and drop out, highlighting the necessity of providing them with the tools for success.
Various factors need to be understood and considered to help students get the support they need. Many students are not diagnosed with ADHD or learning disabilities until after they enter college. This is especially true for females, whose learning difficulties might be missed or misdiagnosed as emotional or mood disorders rather than neurodevelopmental disorders, leading them to receive an ADHD diagnosis much later than males. In turn, newly diagnosed students with ADHD may not yet know how to manage their symptoms, which can make adjusting to
college more challenging while also trying to understand their own learning style, identify the supports they need, and advocate for themselves.
It’s in front of us, but are we seeing It?
Approximately 6% of U.S. adults (15.5 million) and 5.6% of college students have an ADHD diagnosis. Over half of diagnosed adults were diagnosed as adults. ADHD accounts for about 25% of college disability service users, a growing number. Despite this prevalence, one-third of diagnosed adults are untreated. These statistics highlight a significant and likely under-supported population of college students with ADHD as diagnosis rates rise and more students seek academic support (Stanley et al., 2024).
Gender differences and what to expect
Have you ever wondered if there is a gender difference in how ADHD may present itself? A 2021 Pew Research Center survey revealed that 47% of U.S. women aged 25-34 hold a bachelor's degree, compared to 37% of men (Hurst, 2024). While this growing gender gap in college completion is encouraging for women entering the workforce, it may obscure concerning statistics related to neurodiverse female college students. A crucial area for improved understanding
involves the factors contributing to the misdiagnosis or underdiagnosis of neurodiversity in women. For instance, internalizing symptoms of ADHD are often mistakenly attributed to emotional disorders, such as anxiety or depression (Klefsjo, 2021).
Another is that the general approach to ADHD diagnosis/ recognition/identification tends to focus on the presentation or appearance of hyperactivity and impulsivity symptoms, recognized more commonly in males, than the presentation of inattention symptoms, which tends to be higher in females (Klefsjo, 2021).
Girls with ADHD might exert more effort to mask their symptoms, which can lead to their academic difficulties or impairments being less apparent in early education. However, as academic pressures intensify, particularly in higher education, these females often find it harder to manage (Quinn, 2005). Because of these factors, females are often diagnosed later than males with ADHD. As a college student who may be struggling with issues around
executive functioning, fluctuations in emotional stamina, and overall varying social batteries, who identifies as female, requires at least as much, if not more, focused attention as their male counterparts.
Impact of ADHD on college students
Within university settings, we have passionate students who want to do well, yet those invisible deficits sometimes impact their road to success. Students with ADHD have high career aspirations, often aiming for a bachelor's degree, yet they lack confidence in achieving these goals, potentially hindering their pursuit. Dou and colleagues found that university students with greater severity of ADHD symptoms tend to have lower academic achievement. Simple linear regression analysis showed that increased ADHD symptom severity was predictive of poorer academic outcomes,” (Dou et al., 2021).
Colleges must acknowledge that ADHD presents academic challenges, including difficulties with time management, organization, and focus, leading to procrastination and missed deadlines. Task initiation, prioritization, and time estimation are also problematic, as is maintaining focus during lectures and study, impacting information absorption. These struggles are evident in university students.
While ADHD is understood cognitively, in those who identify as female, the added emotional reactivity exacerbates anxiety, depression, and ADHD symptoms. Social-emotional struggles can cause maladaptive behaviors with negative academic and well-being consequences (NeuroLaunch, 2024). Supporting neurodiversity means recognizing learning profiles, strengths, and barriers so students with ADHD have equitable opportunities, which is not always the case.
Tips for students and professors:
Now that we understand the struggles faced by students on college campuses with ADHD, what can we do? Below are three tips for students to think about and three times for professors to remember when working with students trying to manage their ADHD symptoms in the classroom.
Student tips
Establish healthy routines: Routines provide structure and predictability, which can significantly benefit college students with ADHD. Consistent patterns can reduce mental load, minimize impulsive decisions, and create a foundation for academic success.
As you prepare to head back to college, think about:
Daily Schedule
• Consistent wake-up and sleep times
• Designated study hours
• Mealtimes
• Breaks and recreational activities
Academic Routine
• Planning and organizing assignments
• Regular study environment
• Utilizing campus resources
Challenge
Difficulty Focusing
Time Management Issues
Impulsivity
Organization Problems
Emotional Regulation Difficulties
Self-Care Routine
• Exercise
• Healthy eating
• Mindfulness or relaxation practices
• Time with trusted family and friends
Importance of coping skills: Coping skills help manage ADHD symptoms, improve focus, and reduce stress. Think about the following chart and how this may pertain to life on campus:
Coping Strategy
Break tasks into smaller steps, use timers, and minimize distractions
Utilize a planner, set alarms and reminders, and prioritize tasks
Practice mindfulness, think before acting, and set boundaries
Develop systems for organizing materials, and use digital tools such as Google Calendar, etc.
Journaling, mindfulness exercises, and seeking counseling
Resources and Support: The resources below are there for ADHD students to use; so if this article applies to you, don’t be afraid to access them or ask a trusted person on campus to help.
On-Campus Resources
• Disability services
• Counseling center
• Academic advising
Off-Campus Resources
• ADHD support groups
• Therapists specializing in ADHD
• Online tools and apps
Assignment Adjustments: Simplify assignments by understanding your learning style and identifying easier methods (handwriting, speech-to-text, typing, printing). Be flexible and use what works best for you, such as listening to textbooks while reading along, adjusting the speed as needed. Break down large assignments into smaller, timed steps for manageability.
Tips for Professors Supporting Neurodiverse and ADHD College Students
As a college professor, one of the most effective ways to support students with ADHD is to create a growth-oriented classroom, which can enhance their motivation and success. In practice, this involves instructors structuring educational environments to help students strive for their own individualized goals. Below is a list of additional considerations and thoughts regarding our own pedagogy for educating neurodiverse students, including those with ADHD.
Cultivate an inclusive learning environment: Employ explicit communication (both written and verbal), maintain consistent structural frameworks, ensure the availability of accessible resources, implement adaptable policies, provide constructive feedback, and facilitate access to quiet study areas.
Enhance concentration and participation: Divide complex assignments into manageable segments, incorporate scheduled breaks, utilize active pedagogical methodologies, integrate visual learning aids, and deliver content through multimodal presentations.
Promote academic achievement: Initiate proactive interventions for students experiencing academic difficulties, encourage engagement with scheduled consultation hours, establish liaisons with disability support services, uphold strict confidentiality protocols, and foster transparent dialogue. This aspect of open communication between professor and student is vital for college success.
Frequent challenges and corresponding methodologies: Here are some helpful things I have implemented to support various learning styles while having to stick to a structured curriculum:
• Address concentration deficits through the fragmentation of tasks and the provision of scheduled breaks
• Mitigate organizational obstacles with clearly defined guidelines and procedural checklists
• Improve time management skills with reminders and flexibility
• Accommodate sensory sensitivities through the provision of tranquil spaces and the minimization of environmental distractions
• Alleviate social anxiety by cultivating a supportive academic milieu and implementing structured group assignments
As a system of higher education, we must remember that college females, in particular, with ADHD face unique challenges, often underdiagnosed, which impact their academics and well-being. This article aims to bring some of those invisible deficits to light, allowing young females who do not have to “mask” their ADHD to be recognized, and providing practical tips for these students on routines, coping, resources, and assignment adjustments. We also encourage and remind professors of the importance of inclusive support for neurodiverse learners, emphasizing the need to recognize and address the specific needs of students with ADHD for their college success.
References
Dou, A., Oram, R., Rogers, M., & DuPaul, G. (2022). The effects of ADHD symptomatology and academic enabling behaviours on undergraduate academic achievement. Psychology in the Schools, 59(3), 447-656. https:// doi.org/10.1002/pits.22632
Klefsjö, U., Kantzera, A. K., Gillbergb, C., & Billstedtb, E. (2021). The road to diagnosis and treatment in girls and boys with ADHD – gender differences in the diagnostic process. Nordic Journal of Psychiatry, 75(4), 301-305. https:// doi.org/10.1080/08039488.2020.1850859
Mak, A. D. P., Lee, S., Sampson, N. A., Albor, Y., Alonso, J., Auerbach, R. P., Baumeister, H., Benjet, C., Bruffaerts, R., Cuijpers, P., Ebert, D. D., GutierrezGarcia, R. A., Hasking, P., Lapsley, C., Lochner, C., & Kessler, R. C. (2021). ADHD Comorbidity Structure and Impairment: Results of the WHO World Mental Health Surveys International College Student Project (WMH-ICS). Journal of Attention Disorders. https://doi.org/10.1177/10870547211057275
NeuroLaunch editorial team. (2024, August 4). Undiagnosed ADHD in College Students: Recognizing the Signs and Seeking Help. NeuroLaunch. https:// neurolaunch.com/undiagnosed-adhd-in-college-students/ Quinn, P. O. (2005). Treating adolescent girls and women with ADHD: Gender-Specific issues. Journal of Clinical Psychology, 61(5), 579-587. https://doi.org/10.1002/jclp.20121
Staley, B. S., Robinson, L. R., Claussen, A. H., Katz, S. M., Danielson, M. L., Summers, A. D., Farr, S. L., Blumberg, S. J., & Tinker, S. C. (2024). AttentionDeficit/Hyperactivity Disorder Diagnosis, Treatment, and Telehealth Use in Adults — National Center for Health Statistics Rapid Surveys System, United States, October–November 2023. Morbidity and Mortality Weekly Report, 73(40), 890-895. http://dx.doi.org/10.15585/mmwr.mm7340a1
Dr. Chris Abildgaard, NCSP, LPC, NCC, is the owner and director of the Social Learning Center, LLC, in Cheshire, Connecticut (CT). He received his Doctor of Education in School Psychology from Loyola University Chicago. Dr. Abildgaard is nationally certified in School Psychology and Counseling (NCSP, NCC) and is licensed as a Licensed Professional Counselor in CT, with a specialization in Autism Spectrum Disorders and Neurodiverse learners. Additionally, he has a Graduate Certificate in Behavioral Interventions in Autism from the University of Massachusetts Lowell.
Jaylyn Morales is an undergraduate student at the University of Hartford, pursuing a Bachelor of Arts in Psychology, with an expected graduation date in Fall 2025. Her academic interests include student mental health, educational support, and discrimination, particularly in higher education. She is especially interested in ADHD, executive functioning, the intersection of religion and mental health, and the role of multicultural psychology in creating inclusive support systems. Jaylyn is also passionate about promoting cultural competence in providing inclusive care, as well as helping students develop healthier self-perceptions to enhance well-being and academic success. Upon graduation, she plans to pursue graduate studies in School or Counseling Psychology while exploring career opportunities within the field.
THERE’S A NATURE APP FOR THAT
By Amy Wagenfeld, PhD, OTR/L, SCEM, EDAC, FAOTA
While it feels a bit uncomfortable to be writing a Nature Notes column about apps, it makes sense as, for many, smart devices are part of our lives, and some apps can provide you and your children with excellent strategies to enhance your nature connectivity (pun absolutely intended!). What follows is a list of apps that I invite you to add to your smart devices. I am not including simulated nature-play or nature sounds or meditation apps; rather, my focus is on apps that are particularly useful outside. Enjoy!
Please note that some apps are free, while others provide a short-term free trial and then automatically take payment from your app service account. This information can be found in the “fine print” of the app description.
iNaturalist This happens to be an app that I use regularly to help me identify plants and trees. I find it to be very helpful and far less bulky than in the “olden days” when
I would carry around a backpack full of books when out and about in nature. The app links to your camera, so you snap a picture of what you want to identify, and then get a response. It is not absolutely perfect, but it is a highly regarded app. So, the next time your child asks, “What’s that?” and you do not know the plant’s name, you can get a little help from iNaturalist.
Merlin Bird ID by Cornell Lab An app that helps you learn about birds, wherever you are. Have you ever seen a bird or heard a bird call/song and wondered what it was? This app will help you solve the mystery! One of my goals for 2025 is to get far better at identifying birds from their song and their appearance.
Audubon Bird Guide This is another fabulous app to help you identify birds.
Picture Nature Animal ID. A comprehensive camerabased app to help you identify a range of animals
including mammals and amphibians. There is a plethora of information about the animals and a feature to record observations. Think of this app as a bit of a citizen science experience for you and your children.
Animal Tracks Identifier Have you ever wondered what animals made the paw prints you see in your yard and elsewhere? This app will help you identify them. I recently used this app to find out which animal had been hanging around our garage.
Bug Identifier Insect Finder. This app helps you identify the flying and crawling creatures you encounter during your adventures in nature, whether at home or elsewhere.
1000 Hours Outside An app to help you keep a record of the time spent outside with your children. It is a digital journal of sorts! I really like this app as it quantifies the time you spend outside.
Nature’s Notebook This app is the go-to place to record what you see, hear, and observe in nature.
Nature’s Playbook This is an app to help you locate places to go that are outside. I think of this as a map app with additional information about outdoor places and the features that they provide.
Do you have a favorite nature-centric app? If so, please let me know and tell me why you and your family like it.
Amy Wagenfeld, PhD, OTR/L, SCEM, EDAC, FAOTA, is Principal of Amy Wagenfeld | Design and Lecturer in the PostProfessional Occupational Therapy Doctoral Program at Boston University. She is a Fellow of the American Occupational Therapy Association and the Center for Health Systems and Design at Texas A&M University and holds evidencebased design accreditation and certification (EDAC) through the Center for Health Design, specialty certification in environmental modifications (SCEM) through the American Occupational Therapy Association, and certification in healthcare garden design through the Chicago Botanical Garden. Amy presents and publishes widely on topics relating to access to nature and is co-author of the award-winning book Therapeutic Gardens: Design for Healing Spaces, published by Timber Press. When not designing gardens, researching, or developing garden and nature programs, Amy can be found happily digging in the dirt.
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✉ amy@amywagenfelddesign.com
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REFLECTIONS
REFLECTIONS
Two Poems Inspired by Exceptional Needs Children
By Gary Shulman, MS, Ed
A Parent’s Dream
Expectations of success with no limits in sight
Happiness and good health with a future so bright
No limitations shall there be on that child of mine
The sky is the limit, life will be so very fine
These were my dreams that I dreamed before I will STILL dream these dreams and dream even more!
For love, is love and love my child I do
Nobody knows the future, not me nor you
So dream I will of a different kind of success
For my sweet unique child deserves no less
Love Them for Who They Are
Love your child for being a fearless warrior
Expressing their unbridled passion and joy
Love your child for the talents and quirks
For the creativity they proudly employ
Love your child just merely because
They deserve celebration and adoration
Throw away all preconceptions please
Just revel in their wonder and exploration
For the most successful parent for sure
Is the one who allows them to be
Exactly who they joyously are
Adding unique brilliance to your family tree
Gary Shulman, MS, Ed has spent a lifetime supporting vulnerable families and children. He began his career working with children with and without disabilities in an inclusive Head Start program in Brooklyn, NY. He then transitioned to becoming the Special Needs and Early Childhood Coordinator for the Brooklyn Children's Museum for 10 years. His passion for advocacy grew as he worked more and more with parents of children with disabilities. For over 24 years, he has advocated for the needs of these parents as the Social Services and Training Director for Resources for Children with Special Needs, Inc. in NYC. During the last years of his working life, Mr. Shulman served as a private Special Needs Consultant, conducting hundreds of training sessions throughout NYC and beyond to help parents and professionals find and access the services and systems required to facilitate maximizing the potential of their children with disabilities. Now retired in Arlington, VA, but still supporting vulnerable families, serving as an Advisory Commissioner for the Arlington Partnership for Children, Youth and Families. Gary continues his workshop presentations virtually and now also enjoys sharing the poetry that he passionately writes with the goal of leaving this world a better place one word at a time.
How the IDEA Helps Students with Disabilities Lead Better Lives
By Julie Swanson
I’m old enough to remember what public education was like for students with disabilities before the IDEA (Individuals with Disabilities Education Act). It was a time when children with disabilities were cloistered out of reach at the school I attended for middle school. They were separated from the rest of us at the end of a long hallway behind the door with a sign that read “The Trainables.” By definition, the archaic description “trainable” means someone affected with moderate intellectual disability and capable of being “trained” in self-care and simple social and work skills in a sheltered environment. We never saw these children integrated into our school; they stayed behind that door at the end of the hall.
It was just before 1975 when a new law would put an end to educational segregation and inequality based on disability. This was still a time when millions of children with disabilities did not receive an integrated and appropriate education, many of whom were denied an education altogether. After years of segregation and exclusion, parents of children with disabilities brought lawsuits against their
school districts, and in 1975, these efforts culminated in the Education for All Handicapped Children Act (EAHCA).
It certainly took some time, considering their historical efforts were inspired by the 1954 U.S. Supreme Court case of Brown v. Board of Education, where the Court held separate schools for Black and white students were unequal and deemed unconstitutional. The EAHCA would eventually require all public schools accepting federal funds to provide equal access to education for children with disabilities and to evaluate children and create an educational plan with parent input that would mirror as closely as possible the educational experience of non-disabled students.
The law also included a provision requiring that disabled students be placed in the least restrictive environment, which means an environment that offers the maximum possible opportunity for interaction with non-disabled students. Separate education was only to occur when the nature or severity of the disability prevented educational goals from being met in the regular classroom. Additionally,
The IDEA provides our children with disabilities a fighting chance for an appropriate and ambitious education that prepares them for an inclusive life beyond high school.
the law mandated that school districts implement administrative procedures allowing parents of disabled children to challenge decisions regarding their children's education, including a due process clause that guaranteed an impartial hearing to resolve conflicts between the parents of disabled children and the school system.
Over time, the EAHCA was strengthened and amended with a name change to the Individuals with Disabilities Education
Act (IDEA) in 1990. The Americans with Disabilities Act (ADA) was also signed into law at the same time to ensure protections for people with disabilities in all aspects of society. The IDEA is a multi-faceted law that includes six key principles growing out of the EAHCA. Here is a synopsis of the six principles that allow parents of children with disabilities to help them lead better lives.
1. Free Appropriate Public Education (FAPE)
Like their non-disabled peers, this principle guarantees that all children with disabilities have access to a publicly funded education that meets the standards established by the state department of education and is designed to meet the child’s individual needs. The word “appropriate” had been interpreted differently throughout the U.S. based on varying caselaw, and the “merely more than de minimus” standard was widely accepted. In 2017, the Supreme Court case Endrew F. v. Douglas County School District rejected that standard and created a higher standard of educational benefit where “a school must offer an IEP (Individualized Education Program) reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” This means that parents can expect that their child’s IEP should provide services that are designed for the child to make meaningful progress.
2. Appropriate evaluation
Students must be evaluated in all suspected areas of disability before receiving special education services in order to determine if the student meets the criteria for being classified as a "child with a disability.”
Comprehensive re-evaluations must also be completed every three years, unless both the parents and the school team agree it is not necessary. These re-evaluations can also happen more frequently when conditions warrant updated information or parents request a re-evaluation.
Parents are also entitled to request an independent evaluation at the school district’s expense if they disagree with the school’s evaluations. Parents can also secure independent evaluations at their own expense at any time, which the team must consider. While they are required to consider the evaluation and its recommendations, the school team is not required to agree and implement the recommendations. This is where parents get to engage in a process to resolve their disputes, which is one of the key principles.
3. Individualized Education Program (IEP)
An IEP is a written plan considering the child’s academic achievement and functional performance outlining a
student's individualized educational needs with goals. It is developed for the child to achieve where their disability has an adverse effect on their education, whether that be academically, socially, emotionally, behaviorally or for life skills. The programs are developed collaboratively by the school team members and parents or guardians, specialists and, when determined appropriate, the student. The program is reviewed at least once a year.
4. Least Restrictive Environment (LRE)
Students with disabilities should be educated in the general education setting to the maximum extent appropriate with supplementary aids and services, including accommodations and modifications. If the student is removed from the general education setting, the team must justify and document why their needs cannot be met in that setting, even with supplementary aids and services.
The LRE is individual to the child’s needs and can encompass a range of places or placements within the public-school setting or outside of the public school district.
5. Parent and student participation
Both parents and students (when determined appropriate) must be involved in the planning, placement and the decision-making process regarding their child’s education. Parents and students are equal members of the team.
6. Procedural safeguards
Procedural safeguards are legal protections for students with disabilities and their parents to ensure the special education process is conducted with transparency and fairness.
These safeguards include receiving written notice (called Prior Written Notice) before any action regarding the child’s program is taken, including for placement changes, evaluations or changes to the IEP.
Parents must also be given informed consent before a child’s initial evaluation and first receiving special education services, which at any time can be withdrawn.
Procedural safeguards also include the right for parents to review and access their child’s educational records and to request copies of them. The school must protect the confidentiality of all student records and ensure that parents have the right to participate in the IEP team meetings and in all decisions that are made on behalf of their child.
Parents also maintain the right to request Independent Educational Evaluations (IEEs) at the district’s expense if they disagree with a school team’s evaluations.
Parents are given mechanisms to resolve their disputes with the school district regarding any disagreement. Parents can engage in a mediation or a due process hearing should they disagree with any decisions that a school district makes on behalf of their child.
All of these safeguards must be received by parents in a Procedural Safeguard Notice that delineates all of their rights and protections.
All leading to a better life
My son Alex was diagnosed with autism when he was three years old in l997. His school refused to provide him with our request for a program based on the principles of Applied Behavior Analysis (ABA, a therapy based on the science of learning and behavior widely recognized as an intervention for students with autism.
Under the IDEA, my husband and I were able to exercise our right to disagree with the district’s proposed program, and we entered into a due process hearing. We ultimately prevailed, and we believe this intensive intervention enabled him to make an appropriate rate of progress, which has become the basis of his lifelong learning abilities.
Engaging in due process became a boot camp-style introduction to navigating the IDEA and created the path that led me to become a full-time special education advocate. Over more than twenty years, I have helped more than a thousand parents secure appropriate special education services for their children with disabilities.
Parents don’t always agree with the programs proposed for their children, or perhaps they do not believe their children
are making an appropriate rate of progress. Sometimes, parents don’t know what they don’t know and feel they need help understanding their rights under the IDEA. All of these are reasons why parents seek the help of special education advocates or attorneys.
It is up to parents to advocate for their children and be full participants in the process afforded to them under the IDEA. For this reason, I encourage parents to participate in any training they can find on understanding their rights under the IDEA. A good place to start is to reach out to your state’s Parent Training and Information Center, which ensures that parents of children with disabilities receive high-quality, relevant, and useful training and information
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to help improve outcomes for their children. You can find your state’s center here: https://www.parentcenterhub.org/ find-your-center/
Through my own experience with my son, and the work I do with hundreds upon hundreds of parents, I believe there is a direct link between a parent’s advocacy efforts and their child’s success and outcome. The IDEA affords parents the right to advocate for their child to receive the most appropriate education that prepares them for life after high school, for employment, post-secondary education or training, and, if appropriate, independent living.
My son is severely impacted by autism, but his education laid the foundation and building blocks, allowing him to maximize his abilities that have led to him leading his best life.
This is played out across the United States, where parents have been afforded the benefits of the IDEA.
Looking back to where things started
Think about the generations it has taken to realize the aspirations of the IDEA. The law has helped do away with centuries of segregation and disability discrimination. Children with disabilities are not only included, but they are also entitled to an appropriate education. This is not only to the benefit of our children with disabilities, but it sends a message to all children in school that our children are worthy of being included with dignity. Our children are connected to their schools, not shuddered away at the end of a hallway.
The IDEA provides our children with disabilities a fighting chance for an appropriate and ambitious education that prepares them for an inclusive life beyond high school.
The IDEA is not a perfect law, and its certainty is unknown given the dismantling of the Federal Department of Education, which currently oversees it.
We might be heading into another time in history where parents of children with disabilities will have to ensure there are protections for our children. Time will tell. In the meantime, the IDEA is the conduit for our children to lead better lives driven by the parents who understand the law and advocate on their behalf.
Julie Swanson is the parent of an adult with autism, a special education advocate and co-author of two special education books: Your Special Education Rights: What Your School District Isn’t Telling You and The IEP Guide for All: What Parents and Teachers Need to Know about Individualized Education Programs. She is also the creator of http:// www.lifeskillslady.com, a website devoted to helping parents increase quality of life through incorporating life skills into their child’s IEP (Individualized Education Programs).
Education Through Music: Teaching Music and Social Skills to Students with Severe Autism in Elementary Public Schools. Part 3
By Aygul Hecht, BS, PhD
When I started teaching Structured Autism Classes (SAC) at one of the wealthiest public-school districts in CA (California), at first, I had difficulty meeting the needs of my exceptional students due to the lack of training, knowledge, and teaching methodology designed specifically for children with autism spectrum disorder (ASD).
However, with more than 10 years of teaching experience in elementary public schools, I had an opportunity to teach special education students who were qualified to be mainstreamed, and every week they received a 30-minute music instructional time along with general education children. There was no differentiation in my lesson plans to split my instructional time between the general education students and the mild-to-moderate level of special education students. Seeing more than 45 children in one general/mainstreamed class, I had to deliver the lesson plan reflecting the music curriculum and standards based on the CA Department of Education requirements.
When I met my SAC pupils, I set up a new professional goal to meet their needs (which I described in detail in my first part of the series, “Education Through Music”). One of my goals was to assist my students in developing social skills that would help them transition to successful and independent adulthood without frustrations or disappointments.
The book Life, Animated: A Story of Sidekicks, Heroes, and Autism by Ron Suskin (2018) gave me some ideas about how to develop social skills, like “sharing,” “emotional response,” “empathy,” etc., in exceptional children. In this article, I describe only one aspect of my lesson plan—teaching music techniques that I used to stimulate the sense of “sharing” and emotional response in my SAC students.
Emotional connection: “sharing” and music
At the beginning of the school year, when I met my SAC students, I noticed my exceptional children responded well only to specific musical instruments, such as drums. Unlike the general education students who were equitably playing rhythm sticks and hand drums, my SAC students chose to play only hand drums and remained disinterested in playing rhythm sticks. Unfortunately, I had only five hand drums in my music class, and they were a donation from the ParentTeachers’ Association from the 1990s.
Due to the limited number of drums, I had to distribute the instruments based on alternating turns. However, my “fair” choice of distributing the drums was always interrupted by a few students who grabbed instruments and refused to share them with other students. On the other hand, a few students gave away their drums with no attachment to the
instrument, even though it was their time to play drums. All of my explanatory approaches to my students about “sharing is caring” or “fairness” were simply ignored or not perceived adequately. By observing my students’ behavior about drums, I concluded that the human values like sharing, empathy or fairness are not always in the “heart” of my exceptional youths. These values that we, as average individuals, develop from the first step of our life, simply remain “sleepy” due to the different “self-contained world” that autistic kids create to escape reality.
When I read the book by Ron Suskin, Life, animated: A Story of Sidekicks, Heroes, and Autism about his autistic son Owen who stopped talking at age two, but with the support of his parents who introduced Owen the Disney world and communicated with him in the language of Disney’s characters to help him to express himself freely, I got ignited to implement an idea of “Disney World” in my music lesson plans as well.
In his book, Suskin clearly indicated that music is an invaluable instrument that helps kids with autism and speech delays to overcome their intimidation to talk. Ron Suskin recalls that after watching Disney’s The Little Mermaid [movie) innumerable times, Owen one day started singing along withthe mermaid. Suskin recalls, “I grab Owen by the shoulders. ‘Just your voice! Is that what you’re saying?’”
He looks right at me, the first real eye contact in a year. “Juciervose! Juicevose! Juicevose!” …A mermaid lost her voice in a moment of transformation. So did this silent boy. “Juicevose! Juicevose! Juicevose!” Owen keeps saying it, watching us shout and cheer. And then we’re up, all of us, bouncing on the bed; Owen, too, singing it over and over: “Juicevose!” (Suskin, 2014).
Note, after so many years of silence, Owen did not talk but sang along with the mermaid at first. It means that by listening to her voice, Owen identified and emotionally attached himself tothe mermaid. His response to the mermaid was his singing along.
In their article “Do Children with Autism Spectrum Disorder Share Fairly and Reciprocally?”Calum Hartley and Sophie Fisher summarized the result of the research-based games called the Ultimatum Game and the Dictator Game. The ASD and typically developing (TD) children took part in both games. The results of the two games showed that TD children protested and verbally expressed the unfairness if they were receiving fewer than four earned coins by a dictator. Meanwhile, the ASD children accepted any number of the coins without any frustrations. The “fair” or “unfair” were not perceptive daily life values of children with ASD, and thus, they showed no emotions if the dictator would
give them only one instead of four coins. The reciprocal result occurred with the Ultimatum Game as well. While the TD children showed generosity and shared the points equally or gave more than asked, the ASD children “tended to offer one or zero points”. (Hartley, 2018). The observation of the games concluded that “difficulties communicating and understanding others’ mental states may reduce the ability of children with ASD to identify or appraise social feedback indicating how their behavior is being perceived” (Schroeder, 2014)
Interestingly, I observed similar, if not the same behavior described by Calum Hartley and Sophie Fisher regarding the participation of ASD students in the Ultimatum and Dictator Games when I distributed the hand drums to my students: either they showed no emotion to give away the drums or they were too attached to the drums to share the instruments with others. The lack of communication and social skills played a significant role in behavioral issues of my students over the musical instruments. Therefore, my strategy was to bring my students to the level where they can perceive someone’s feelings or trigger some emotion to respond to someone’s needs. To achieve this goal, I chose “Music” and “Disney’s characters” as tangible and blended them together to activate the connection between the “selfcontained world of exceptional values children” and reality.
First, I intensively started searching online for a song that would depict the Disney’s characters and talk about “sharing”. After so many hours of search, I selected the animated nursery rhyme/song “Who Took a Cookie?” .
My choice was motivated by a few things:
• it was two minutes long;
• it had animated Disney characters;
• it was a nursery rhyme;
• it had a lot of repetitions and there was the simplicity of the lyrics;
• it had a camera focus on each animal as an individual character of the song;
• it was written in a simple musical form: call and response;
• it contained steady beats reinforcement through the clapping and patting, and
• it included “sharing” value that directly delivered to the audience by a baby kangaroo character.
To play the musical game, I first made the hats from the materials available at my school. I printed the images of each animal, such as the panda, rabbit, bear, penguin, and kangaroo. Then, I used the recycled paper and made hats. I bought a plastic clear jar and filled this jar with the goldfish crackers (that majority of my students were able to consume).
In my presentation, I showed the “Who Took a Cookie?” game/song to my class and observed my students’ reaction. Because about 80-85% of my students were nonverbal and many were often passive and unengaged, I decided to involve only the adults first to the game. So, all adults (teachers’ aids and I) wore the hats and acted according to the song. At the end of the game, as a baby kangaroo, I used my high voice to say out loud “Let’s Share!”, then I took out the golden fish crackers from the plastic jar and gave each cracker (or the sticker if my student was allergic to the crackers) to everyone in my class. I observed my students’ reaction: they were quiet and attentive. No one cried or made noise or stood up from their seat or wandered around. Thus, I understood that my students liked this game.
Gradually, all my students participated in the theatrical show, “Who Took a Cookie?” and all of them, including my
nonverbal students, took a role of baby kangaroo and got a chance to distribute crackers equally to each adult and student in the room.
For the first couple of months, I had to carefully watch how my students distributed the golden fish crackers to make sure they would stick to fair distribution and equal sharing. Therefore, if any baby kangaroo/student had taken more than given to each student golden fish crackers, I would ask the whole class to show the baby kangaroo (student) how many crackers each student had received. I did not have time to explain about “fairness”, I simply showed to the studentkangaroo the collective response to the taken number of the golden fish crackers. Thus, I concluded, if everyone got “two”, then you need to get “two” as well.
Besides the emphasized values of “sharing and fairness” in the game, my SAC students well responded to the song itself. The active beats of the song, the animated hats, and the body gestures: all of these things motivated my students to actively participate in the game. Even my nonverbal students began using their body language to show “Not Me” or pointed to the baby kangaroo who had the jar with cookies.
Interestingly, I noticed a few months after I introduced the “Who Took a Cookie?” game to my students, the fight over the drums gradually stopped and my nonverbal student Ireland, who was very indifferent about the drum, finally got enthusiastic to play steady beats and did not give away her instrument anymore.
The described above example on development social skills in exceptional children is an individual approach to
the solution. There are many methods exist to help ASD students in their social behavior. For example, one of the methods proved to be effective is Tomatis methods: “the patient’s brain is stimulated by translating through earphones and bone conduction headset classical music, fairy tales or stimuli pronounced by the mother” (Itskovich, 2018). Regardless which method or approach an educator is going to use, they must be passionate about their students and never give up because one day the educator will see a light at the end of the tunnel and I believe it is the greatest reward that the educator can receive from their students.
References
Hartley, C. a. (2018). Do Children with Autism Spectrum Disorder Share Fairly and Reciprocally? Journal of Autism and Developmental Disorders , 2714-2726.
Itskovich, M. K. (2018). On the Formation of Values of Social Behavior in Children with Autism Spectrum Disorder Through Translation of a Fairy Tale in the Tomatis Method. Special Education (4), 34.
Schroeder, J. C. (2014). Shedding Light on a Pervasive Problem: A Review of Research on Bullying Experiences Among Children with Autism Spectrum Disorders. Journal of Autism And Develpemental Disorders , 1520-1534.
Suskind, R. (2014). Life, Animated: a Story of Sidekicks, Heroes, and Autism. Los Angeles, New York: Kingswell.
Acknowledgement
The author would like to thank Maria Pacino, Professor and Chair, Department of Library and Information Studies, at Azusa Pacific University, and Connie Prince at Los Angeles Public Library for their support and inspiration
Aygul Hecht, BS, PhD is currently a public-school music teacher at Lancaster Unified School District and a part-time librarian at one of the Los Angeles Public Library branches. Aygul received a BS in Music from Almaty State Conservatory (Kazakhstan) and a PhD in Philosophy and Music from Moscow State University, Russia.
Understanding ABLE Accounts and Special Needs Trusts for Exceptional Loved Ones
By Ryan F. Platt, MBA, ChFC, ChSNC, CFBS
Asa family is planning for the future of their loved one with a diagnosis, they will need to understand the role of government benefits and other tools that will protect the qualification of those benefits. Government benefits are so important for so many individuals with a disability because they can offer a monthly income, healthcare benefits, daily life services, supported employment, housing, day programs, and more. These benefits can help families defray the cost of their loved one’s future support needs so the family is not shouldered with the full financial responsibility. To do this, families must know the rules and the tools!
One rule to know that is critical to qualifying for all these benefits is that an individual with the diagnosis cannot have more money in their name than the Medicaid Resource limit. In 2025, this limit is still $2,000. This means that an individual cannot have more than $2,000, cumulatively, in their name in accounts like checking, savings, investments, custodial, retirement accounts, etc. This rule may seem very limiting, but there are two types of accounts in which an individual can have money that the government will not count towards the $2,000 asset resource limit. Those two accounts are ABLE accounts, and a unique type of trust called a Special Needs Trust.
It is very common, and even suggested, that families consider having both an ABLE account and a Special Needs Trust available for their loved one.
What is an ABLE account?
The ABLE account is fairly new. It was signed into law at the end of 2014, but did not become a viable account that could be funded with money until 2016. An ABLE account allows an individual with a disability to save money and build above the $2,000 asset threshold without worrying about losing their government-sponsored services and benefits. The individual can own the ABLE account, and they can have a family member or friend be an authorized representative on the account for help with account management.
Each state sponsors ABLE accounts; however, there is no residency requirement to use an ABLE account, meaning if an individual lives in New York but prefers the ABLE account sponsored by the state of Tennessee, they are welcome to save their money in the Tennessee version of the ABLE account. Each ABLE account will have different costs depending on each state, so it is essential to understand the costs before deciding which state’s ABLE to use. When you decide on the ABLE of your choice, you must open the account on the specific state’s website. Please know that each diagnosed individual can only have one ABLE account.
What are the pros and cons of ABLE accounts?
ABLE accounts are wonderful accounts for smaller amounts of money. The reason is because of the limitations or disadvantages of ABLE accounts. The ABLE account has an annual funding limit of $19,000 in 2025, which means that if an individual inherited $40,000 in one lump sum, an ABLE account would not be an option for the full amount. An individual will also have to be careful about the account value of the ABLE account because, if the account grows to $100,000 or more, the individual with a disability will have their SSI (Supplemental Security Income) suspended until the value of the ABLE account is reduced below the $100,000 level. There is also a provision in the ABLE law that allows for a Medicaid Payback. This means that if an individual with an ABLE account dies with money remaining
in their account, Medicaid has the legal authority to demand payment of services they provided the individual from the remaining account balance of their ABLE account. Due to these disadvantages, it is suggested to keep the balances of an ABLE account below the $100,000 level or even lower.
The ABLE account is a perfect location for the individual with a disability’s money. For instance, birthday or holiday gift money, income from employment, or even income from their government benefits that they may not use on a monthly basis. Saving that money in an ABLE account allows the individual to see their money grow. It allows the individual to have money available to them when needed, and not being forced to spend it just because the value rises above the asset resource limit for government benefits. It is a highly recommended account for individuals with a disability.
What is a Special Needs Trust?
The second account most families use to house available assets for their loved one’s future needs is a Special Needs Trust. A Special Needs Trust (a Third-Party Trust) is a unique legal tool that is written with language that allows the beneficiary of the trust (individual with a disability) to have assets available to them above the asset resource limit and still qualify for their government benefits. The similarity with an ABLE account ends at this point.
What are the pros and cons of a Special Needs Trust?
Unlike an ABLE account, the individual cannot own the Special Needs Trust; instead, the decision maker is called a Trustee. The individual with a disability cannot have any
decision-making power or control over the assets held in this trust. As long as this third-party special needs trust is written correctly and is appropriately managed, then Medicaid has no authority over the remaining money in the trust at the end of the individual’s life. Any balance can be provided to other family members, charities, or friends. The special needs trust has no annual funding limit or account balance rules. This means that the Special Needs Trusts can be funded with larger lump sums of money and have an account balance over $100,000 without impacting government benefits or services.
A combined approach
It is very common, and even suggested, that families consider having both an ABLE account and a Special Needs Trust available for their loved one. Each account is used for its specific purpose and is extremely complementary to the other. It is not a situation in which an individual must choose between having either an ABLE account or a Special Needs Trust. In fact, it is truly important for the individual to have both tools. Utilizing both an ABLE account and a Special Needs Trust allows more flexibility in effectively using funds and resources for the individual’s support needs. As long as the family has the proper team of professionals, the utilization of an ABLE and a Special Needs Trust can mean increased tax efficiency (meaning more money for the individual with the disability), a wider range of investment options for diversification of risk and improved long-term performance (this helps the individual not run out of money), and ensuring the optimal usage of government benefits.
If you are trying to determine which state’s ABLE account is best for you, please check out www.ablenrc.org. This site will allow you to compare the characteristics and costs of each state’s ABLE account.
Contact a financial advisor who specializes in serving families with special needs for more information on how to prepare for the future. The team at A Special Needs Plan is driven by their purpose of Leading Families to Independence through an ongoing, multi-generational plan. We are passionate about families confidently moving forward.
