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Assistive Technology | Virginia Department of Education

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Assistive Technology | Virginia Department of Education

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Overview

Assistive technology (AT) can help ensure that all students with disabilities receive a free appropriate public education (FAPE) by allowing access to the general education curriculum and settings, providing opportunities for meaningful social interactions, and facilitating progress toward their educational goals. Assistive technology can significantly impact independence, communication, self-expression, self-esteem, and overall quality of life.

What is Assistive Technology?

Assistive technology is any technology used by individuals with disabilities who may otherwise not be able to or would not be able to perform a task as well without the technology. Assistive technology includes both the devices (communication devices, apps, extensions, hardware, software, mobility devices) and the services provided to access and implement the devices. Assistive technology consists not only of high-tech devices such as laptops, environmental control devices, or electric wheelchairs, but also low-tech devices such as pencil grips, schedules, or laminated communication boards. Assistive technology must be considered for all students with a disability regardless of disability identification.

Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device (34 CFR §300.5).

Assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device (34 CFR §300.6). The term includes:

1. The evaluation of the needs of a child with a disability, including a functional evaluation of the child in the child's customary environment;

2. Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by children with disabilities;

3. Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices;

4. Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;

5. Training or technical assistance for a child with a disability or, if appropriate, that child's family; and

6. Training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers, or other individuals who provide services to employ or are otherwise substantially involved in the major life functions of that child.

Virginia's State Technology Plan

The Board of Education maintains a six-year plan to integrate educational technology into the Standards of Learning and the curricula of the public schools in Virginia. Incorporation of assistive technologies are addressed in the 2018-2023 Educational Technology Plan for Virginia to support all students and addressed specifically to address learning, teaching, and infrastructure required to support such technologies.

Virginia Assistive Technology, Tools, and Strategies (VATTS)

1. VATTS: Consideration and Assessment Guidance Document (PDF)- Guidance for school divisions in the consideration and assessment of AT, including planning and implementing those services for students with disabilities.

2. VATTS: Consideration Guide (PDF)- Designed to organize data and facilitate the decision-making process for the consideration and assessment of AT, other technology tools, and strategies that may be required by the student.

3. VATTS: Instructions and Definitions (PDF)- Provides instructions for completing the VATTS: Consideration Guide as well as definitions for many of the terms used within the document.

4. VATTS: Resource Guide (PDF)- Provides instructional strategies, AT solutions, modifications, accommodations, and examples used to address areas of need identified through the AT consideration process to support student success.

Resources

Assistive Technology Network - The Virginia Department of Education's (VDOE's) Assistive Technology (AT) Network is a dynamic group of AT Specialists representing the VDOE Training and Technical Assistance Centers (TTACs), Virginia Commonwealth University-Autism Center for Excellence (VCU-ACE), and Accessible Instructional Materials Center of Virginia (AIM-VA). The AT Network supports VDOE priorities in providing training and resources includes the following:

AT consideration and assessment

AT implementation and decision-making

Augmentative and augmentation communication (AAC)

Development and support of school division Assistive Technology Teams

Development of school division policies and procedures related to AT

Assistive Technology Tools in Schools (PDF) - This guide is designed to support professionals and families in understanding AT and identifying possible AT tools for students from preschool through high school.

Guidelines for School Division Transfer of Assistive Technology Devices (Word) These guidelines outline requirements and best practices related to the transfer of assistive technology between two parties. This document provides an overview of the requirements related to the transfer of assistive technology as well as sample forms for use when developing transfer agreements.

Accessible Instructional Materials Center of Virginia (AIM-VA) - AIM-VA provides accessible instructional materials to eligible Virginia K-12 students who have an Individualized Education Program (IEP). Accessible instructional materials are alternate print materials, (e.g., braille, electronic files) used by students who are not able to use traditional print formats.

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Assistive Technology | Virginia Department of Education

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Assistive technology (AT) can help ensure that all students with disabilities receive a free appropriate public education (FAPE) by allowing access to the general education curriculum and settings, providing opportunities for meaningful social interactions, and facilitating progress toward their educational goals. Assistive technology can significantly impact independence, communication, self-expression, self-esteem, and overall quality of life.

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FASD Virginia | Fetal Alcohol Spectrum Disorder Resources & Support

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FASD Virginia | Fetal Alcohol Spectrum Disorder Resources & Support

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FASD Virginia | Fetal Alcohol Spectrum Disorder Resources & Support

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FASD Virginia connects families, caregivers, and providers with resources, support services, and FASD-informed healthcare professionals across Virginia.

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Social Time In Reality STR develops individual skills required to navigate today’s real world nuances and life complexities. This instructional design provides the perfect blend of strategies that will increase your skills needed to boost your confidence when you feel uncertain and/or simply allow you to engage with others with ease! Instruction Instruction is individualized […]

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Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools 

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Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools 

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Early Childhood Transition: Family Resources 

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Early Childhood Transition: Family Resources 

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http://bit.ly/4p466iB

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Early Childhood Transition: Family Resources

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Free social-emotional learning resources such as lesson plans, worksheets, and other activities, based on CASEL standards. Created specifically for neurodivergent students by a neurodivergent team.

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Supporting families of children and young adults with disabilities and special health care needs.

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Considering AT for Students with Disabilities

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Considering AT for Students with Disabilities

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Virginia's Assistive Technology Priority Project

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Virginia's Assistive Technology Priority Project

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The Assistive Technology Network of Virginia addresses priorities of VDOE with coordination, implementation, and dissemination of information about the laws which define AT devices and services, the process of AT Consideration by Individualized Education Program (IEP) teams, AT assessment, Augmentative and Augmentative Communication (AAC), and AT resources.

In support of these priorities, the network has several initiatives which include:

Developing resources and documents for AT Considerations and Assessment

Developing and supporting local and regional AT teams with information, resources and training, including the annual Virtual TechKnowledgy Conference

Integrating AT solutions across the curriculum

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effective strategies for students with learning and behavior problems

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positive behavioral interventions and supports

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Home - Virginia's Assistive Technology Priority Project

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Virginia Department of Education is committed to providing all students the best possible education, in collaboration with the Training and Technical Assistance Center at Old Dominion University, we have developed a series of modules that relate to 25 strategies of proven effectiveness. Each module contains precise information on the use of a specific strategy.

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Parent Education Advocacy Training Center

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Parent Education Advocacy Training Center

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The Parent Educational Advocacy Training Center builds positive futures for Virginia's children by working collaboratively with families, schools and

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We're excited to announce that EmpowerED Advocates is now accepting both DC and Virginia Medicaid for eligible services! This is part of our ongoing commitment to making high-quality advocacy, early intervention, and specialized tutoring accessible to more families.

🎯 Maryland Medicaid is currently in process-we'll share updates as soon as we're approved.

📅 Our books are officially open for new clients, and we look forward to welcoming families who are ready to take the next step in their child's educational journey.

Whether you're seeking support with IEP advocacy, early diagnosis, or personalized academic services, we're here to guide you-every step of the way.

👉 Have questions about coverage or services?

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EmpowerED Advocates | Special Education & IEP Support in DC & Northern VA

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We help families navigate special education with expert IEP advocacy, early intervention, and tutoring services. Serving Washington, DC and Northern VA.

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When the School Denies Your Evaluation Request

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When the School Denies Your Evaluation Request

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You are worried about your child. You see them struggling to read, stumbling over math homework, and spending way too long each evening on homework. Even when they complete their work, they expend an extraordinary amount of effort to produce it. Something isn't right.

You meet with your child's teacher to describe what you've observed and to hear their perspective. You bring clearly organized data that tracks how long your child has worked on specific homework or lessons, how long they studied for tests, and how that studying has yielded poorer grades than would be expected. To your surprise, however, the teacher doesn't seem concerned about possible learning disabilities. In fact, she argues that if your child "tried harder," their performance would improve.

Response to Interventions (RTI)

Ideally, your child's teacher would have listened to your concerns and suggested that the district conduct a thorough evaluation of your child's skills and abilities to rule out any learning differences and determine if interventions are needed. Depending on the findings of this evaluation, your child might be classified as being in need of special education services under the Individuals with Disabilities Education Act (IDEA), the federal law that governs special education services, or, alternatively, as a student in need of accommodations under Section 504.

In some schools, the teacher may tell you that the district has a program that offers interventions to struggling students and tracks the child's response to these interventions-extra reading or math instruction, for example. This kind of program is called RTI, "Response to Intervention." RTI can be very effective at offering support and can be all that some children need. But it is not offered in every school and is not always sufficient.

Your Rights, According to IDEA

You don't think waiting is a good idea, so you make a request, in writing, to your school for a formal evaluation. You note that such an evaluation needs to be conducted within 60 days of your request (or sooner, in some states). But nothing happens. You may be told that the school doesn't think your child needs an evaluation, or counseled to "wait and see" if the school's interventions result in improvements. Sometimes, a school won't schedule an evaluation and it won't fully explain why.
[Read: The School Evaluation Process - How to Get Formal Assessments and Appropriate Services]
Know that the U.S. Department of Education (ED) rules that rejecting or delaying a request for an evaluation on the basis that a student has not completed an RTI process undermines the evaluation provisions of the IDEA. The ED has explicitly said that RTI cannot be used to delay an evaluation requested by a parent.

The IDEA prescribes remedies when parents disagree with an evaluation conducted by the school, but the law is strangely silent on what happens when the school simply declines to evaluate, with or without giving a reason.

If the school district denies a parental request for evaluation because they do not agree that the child may have a learning disability, the school must provide a written notice to the parents explaining why the school refuses to conduct an initial evaluation and citing the information that was used as the basis for this decision. Parents can challenge this decision through a due process hearing.
[Read: Twice the Challenge - Getting the Right Diagnosis]
Due Process Hearing vs IEEs: Options Explained

The right to an educational evaluation at public expense is a cornerstone of the IDEA, and the law provides that parents have the right to a due process hearing when that right is violated. A due process hearing is a trial type proceeding, conducted before a state hearing officer. The major drawbacks to this path are that parents may need an attorney to navigate the process and that it can take months to get a resolution or decision.

Another option would be to obtain an Independent Educational Evaluation (IEE), a private evaluation paid for by the family, which the school district is required to consider (although not to follow) in making decisions about a student's eligibility for special education classification and services. The district may pay for an IEE, but only when a district evaluation has been completed and the parents disagree with its findings.

An IEE can be expensive, although some colleges with psychology training programs will offer low-cost evaluations conducted by doctoral students as part of their training. And many private evaluators determine fees on a sliding scale.

Persistence Pays Off

Do not give up on seeking an evaluation by your school when faced with these barriers. You know how hard your child is trying. Let the school know that, if needed, you will file for a hearing to obtain an evaluation and make it clear that you won't stop until the school steps in to provide your child with the evaluation to which they are entitled.

There may be a "Special Education PTA" in your district, or a local organization that can represent parents at little or no charge. These can help you with strategies and representation so that you can be the "squeaky wheel" on your child's behalf. And know that even after the evaluation is completed, you will still have to work with the school's Committee on Special Education or 504 team to have your child properly classified and to craft an effective IEP or 504 Plan to support their learning.

An evaluation is the key to opening the door to a wide array of services and supports. Getting this evaluation may be difficult, but it can be of enormous benefit to your child.

Learning Disability Evaluations: Next Steps
Susan Yellin, Esq. is the Director of Advocacy and Transition Services at The Yellin Center for Mind, Brain, and Education, in New York City.
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When the School Denies Your Evaluation Request

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Learning disability evaluations are required to secure student accommodations. If your child's school denies your request, follow these next steps.

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"Skills to Pay the Bills: Mastering Soft Skills for Workplace Success," is a curriculum developed by ODEP focused on teaching "soft" or workforce readiness skills to youth, including youth with disabilities. Created for youth development professionals as an introduction to workplace interpersonal and professional skills, the curriculum is targeted for youth ages 14 to 21 in both in-school and out-of-school environments. The basic structure of the program is comprised of modular, hands-on, engaging activities that focus on six key skill areas: communication, enthusiasm and attitude, teamwork, networking, problem solving and critical thinking, and professionalism.

Introduction Materials

Soft Skill #1: Communication

The activities in this section will not only help participants practice and recognize how they provide information to others, but also help them consider how others may prefer to receive information. It is important to reinforce with participants that communication skills involve give and take - and they can, indeed, be learned and strengthened over time.

Soft Skill #2: Enthusiasm & Attitude

The activities in this section seek to teach participants about the importance of enthusiasm and a positive attitude in the workplace. Participants will hear strategies for turning negative thinking into positive thinking and displaying and discussing enthusiasm during an interview and on the job.

Soft Skill #3: Teamwork

The activities in this section seek to teach participants about the importance of teamwork to workplace success and the specific role each individual on a team may play. Participants will learn about positive teamwork behavior and discover how their own conduct can impact others on a team.

Soft Skill #4: Networking

The activities in this section focus on the process of networking and its relevance and importance to career development. Participants will learn about taking initiative and overcoming fear, informational interviewing, as well as potential guidelines to consider when using social networks, texting, and email for networking purposes.

Soft Skill #5: Problem Solving & Critical Thinking

The activities in this section focus on learning how to solve problems in a variety of ways in the workplace. Participants will hear about how to properly tell the difference among criticism, praise, and feedback and reacting appropriately. The section will also review strategies for making ethical decisions, solving problems on a team with others, and learning how to take into account others' perceptions when assessing actions or statements in the workplace.

Soft Skill #6: Professionalism

The activities in this section focus on each of the five individual soft skills presented in this publication (communication, enthusiasm/attitude, teamwork, networking, and problem solving/critical thinking), but in a broader framework. This is because professionalism, is not one skill but the blending and integration of a variety of skills.

Additional Materials

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"Skills to Pay the Bills: Mastering Soft Skills for Workplace Success," is a curriculum developed by ODEP focused on teaching "soft" or workforce readiness skills to youth, including youth with disabilities. Created for youth development professionals as an introduction to workplace interpersonal and professional skills, the curriculum is targeted for youth ages 14 to 21 in both in-school and out-of-school environments.

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A Social Emotional Learning Curriculum and Regulation Program

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A Social Emotional Learning Curriculum and Regulation Program

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Teach Kids to Manage Big Feelings Through Effective Social Emotional Learning

Over 80% of U.S. public schools reported in 2022 on the negative impact of the pandemic on child well-being and self-regulation. Kids are:

Struggling to manage their feelings and mental health

More disruptive in the classroom

Needing additional social, emotional, and behavioral support

(source: National Center for Education Statistics)

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The Zones of Regulation is a complete social-emotional learning curriculum, created to teach children self-regulation and emotional control.

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How to use Google Chrome to Translate a Website

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How to use Google Chrome to Translate a Website

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How to Use Google Chrome to Translate a website

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Information on Section 504 and 504 plans. Includes procedural information and related forms and documents.

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Information on Section 504 and 504 plans. Includes procedural information and related forms and documents.

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The generalized information below is current as of August 22, 2024, is not static, and is subject to change. Program names/abbreviations are general descriptors only. Individual student placement is dependent upon specific needs outlined in each student's IEP.

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2024-25 Specialized Special Education Program Sites by Region

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The Ultimate List of Resources for Students with Disabilities

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The Ultimate List of Resources for Students with Disabilities

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The Ultimate List of Resources for Students with Disabilities

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Discover 21 helpful resources for students with disabilities. Find essential resources to help every student succeed, from educational tools to support services.

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IEP_ Checklist 2019 - Professionally Printed

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Supporting the Emotional Needs of Kids With Learning Disabilities

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Supporting the Emotional Needs of Kids With Learning Disabilities

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When kids are diagnosed with a learning disability we naturally worry about how it will affect their school performance. What we often don't think about, but should, is how having a learning disability may affect children emotionally.

Not all kids with a learning disability become frustrated, sad, or anxious, but it is pretty common for kids to go through at least some period of emotional struggle. It isn't easy for children when they see themselves falling behind their peers at school. Even if they pretend that they don't notice or care, struggling in school can be a demoralizing experience. Here are some signs that kids might be struggling emotionally:

Lowered self-esteem

Increased anxiety, particularly in academic situations

Increased sadness or irritability

Physical symptoms like headaches or stomach aches

Reduced motivation

Some of the signs, like crying or worrying, can be obvious, while others, like acting out, are more frequently misunderstood. Laura Phillips, PsyD, a neuropsychologist at the Child Mind Institute, explains the dynamic. "Sometimes kids would rather be the 'bad' kid than the 'dumb' kid, or they'd rather be the class clown. They're either trying to divert attention away from their academic struggles or they're trying to have the 'I don't care' attitude as a way of saving face."

In addition to getting kids help for a learning issue-strengthening skills and finding strategies that play to their strengths-parents should think about the emotional needs of a child. If you see signs that your child is struggling, try to understand what specifically is troubling him. Below are the three most common reasons why kids with a learning disability might feel bad, and what to do about them.

This is a particularly big one during the period before a child has received a diagnosis. Children often notice if they aren't learning at the same pace as the other kids, and can assume it is because they just aren't smart. Unfortunately kids can keep believing they aren't smart even after they are diagnosed with a learning disability.
What to do:

Make sure your child understands what a learning disability is."Kids might not know, but by definition a learning disability means that a student is of at least average intelligence," explains Dr. Phillips. In fact a learning disability is identified when an expert recognizes that a child is not performing up to her natural ability in a particular area. Hearing explicitly that a learning disability has nothing to do with intelligence can be very meaningful to kids.

Talk it through. Ideally you, your child, and whoever is working with your child should talk about the learning disability together. Sometimes parents think kids won't understand, but a learning expert can help you find developmentally appropriate language to use.

Think about the messages you are sending. Children are very sensitive to their parents' emotions, and if they sense that you are uncomfortable with their diagnosis, or that you think that having a learning disability is a bad thing, they will probably feel the same way.

Examine your own feelings. Because learning disabilities in children can be genetic, sometimes seeing a child struggling can also bring back difficult memories for parents, or make them feel guilty. You may want to schedule a separate appointment to discuss any questions or concerns you have with your child's provider. The best way to help your child feel more positive is if you start feeling positive, too.

The last thing most kids want is to look different from their friends. So when kids get pulled out of class for tutoring or called on by the teacher for something they're afraid they can't deliver, they may feel embarrassed and singled out. These experiences day after day can damage a child's self-esteem and make her dread going to school.
What to do:

Ask teachers to be sensitive to how kids are feeling. Dr. Phillips says that she sometimes works with schools to help teachers understand how a particular student's learning disability is impacting him emotionally. When a child is very anxious about reading, for example, she has advised teachers to wait for him to raise his hand and offer to read instead of calling on him blindly. If his teacher needs to assess his oral reading because it's part of the curriculum, it might be better to do that privately. Students and teachers can also work out a subtle signal the student can use when he needs help or feels himself getting too frustrated.

Single kids out for praise, too. Kids who are struggling in school may feel like they are mostly getting negative attention. When teachers make a special effort to give kids positive attention for the things that they are doing right-even little things-it can improve their mood and confidence. Dr. Phillips notes this is also a powerful technique for teachers to use with a child who tends to act out to divert attention.

Find the right academic environment. Sometimes kids feel like they stick out because they need more assistance than they are currently getting. Work with the school and your child's provider to consider what his needs are and if they are being met. He may need more accommodations, a different kind of tutoring, or even a change of school. Dr. Phillips notes that there are some specialized schools that offer remedial support in school as part of an individualized curriculum rather than making it a separate after-school activity. These schools may also be better prepared to support each child's specific social, emotional, and behavioral needs.

Unfortunately, learning disabilities in children often means that kids need to work harder than their peers. This might mean spending more time on homework, going to tutoring, and working with an educational therapist. Spending so much time focusing on something that is challenging for them can leave kids feeling frustrated and resentful. It can also lead to waning motivation in school.
What to do:

Remember that success breeds success. It is important to set kids up for success-not failure-as much as possible. Teachers, therapists, and parents should consciously set modest, achievable goals that children can work towards meeting. When a child sees proof that she is making progress she will be more motivated to continue putting forth that extra effort.

Find their talent. This is possibly the most important thing you can do for a child who has a learning disability. You don't need to find her "passion," or the thing she will do for the rest of her life-most kids won't end up being professional athletes or ballet dancers-but every child has a talent. Find something that your child feels good about doing, and that gives her a sense of mastery and accomplishment, and give her time to practice it. As her talent grows so will her confidence, self-esteem, and overall happiness.

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Supporting the Emotional Needs of Kids With Learning Disabilities - Child Mind Institute

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Support the emotional needs of a child with learning disabilities. Child Mind Institute offers help with low self-esteem, anxiety, and learning issues.

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Physical Education for Students with Disabilities

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Physical Education for Students with Disabilities

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Myths and Facts Surrounding Assistive Technology Devices and Services

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Myths and Facts Surrounding Assistive Technology Devices and Services

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SURROUNDING

ASSISTIVE TECHNOLOGY

DEVICES AND

SERVICES

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Siblings are important - in fact, siblings often have the longest relationship of their lives with each other. Yet siblings are often overlooked and sometimes even forgotten. This website is a resource focused specifically on siblings of people with intellectual/developmental disabilities.

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This is a compilation of resources shared at Sibshop Facilitator Trainings and other events hosted by the Sibling Support Project. Thanks to all who have contributed!

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Virginia Family Special Education Connection

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Virginia Family Special Education Connection

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Virginia Family Special Education Connection

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This website provides a one-stop-shop for parents, families and caregivers of children with special needs.
Parents and families can and do make a difference in their child's education.

Quick Links:

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virginia family special education connection

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families and caregivers of children with special needs

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The goal of this website is to provide a one-stop-shop for parents, families and caregivers of children with special needs to Learn about and plan your child's educational program, Understand your legal rights and responsibilities, Access local resources including school system contacts and disability services in your community, Access an abundance of resources, including instructional strategies, assistive technology and behavioral supports to help your child succeed.

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Transition from Early Intervention to preschool

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Transition from Early Intervention to preschool

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Resources for Deaf and Hard of Hearing Families

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Resources for Deaf and Hard of Hearing Families

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Bienestar Social Y Emocional: Consideraciones para Estudiantes con Discapacidades

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Bienestar Social Y Emocional: Consideraciones para Estudiantes con Discapacidades

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Social Emotional Wellness: Considerations for Students with Disabilities

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Social Emotional Wellness: Considerations for Students with Disabilities

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CONSIDERATIONS FOR STUDENTS WITH DISABILITIES

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Social Emotional Wellness: Considerations for Students with Disabilities-Video

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Social Emotional Wellness: Considerations for Students with Disabilities-Video

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Social Emotional Wellness: Considerations for Students with Disabilities

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How Schools Can Support Neurodiverse Students

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How Schools Can Support Neurodiverse Students

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How Schools Can Support Neurodiverse Students - Child Mind Institute

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Neurodiversity — the idea that a kid’s brain functions differently from those of children who are “neurotypical ”— comes in many forms. That includes learning disorders, ADHD, autism spectrum disorder, and sensory processing issues. Some kids who are neurodivergent have strengths that neurotypical kids don’t have, like memorization skills or the ability to hyper-focus. But … Continued

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Neurodiversity is a term that seems to be everywhere these days. And increasingly, kids and young adults are using it to describe themselves. But what does it mean to be neurodiverse, and where does the term come from?

In short, it means that there are many differences in the way people's brains work. There's no "correct" or "incorrect" way. Instead, there is a wide range of ways that people perceive and respond to the world, and these differences should be embraced.

The term neurodiversity was coined in the 1990s to fight stigma and promote acceptance of people with autism. But it also includes other conditions that involve neurological differences, such as ADHD and learning disorders like dyslexia and dyscalculia.

The neurodiversity movement

The neurodiversity movement was launched by Judy Singer, an Australian sociologist who is herself on the autism spectrum. Singer saw neurodiversity as a social justice movement, to promote equality of what she called "neurological minorities" - people whose brains work in atypical ways. As she defined them, those minorities included people with autism as well as ADHD and learning differences. Singer felt that these differences should not be viewed as deficits, but rather as normal and potentially valuable variations on the way brains work.

A main goal of the neurodiversity movement is to shine a light on the benefits of this diversity. For example, the creativity that so often goes with learning differences like ADHD and dyslexia, or the hyperfocus and novel perspectives associated with autism.

"Everybody has strengths and everybody has things that they're working on," notes Stephanie Lee, PsyD, a clinical psychologist with extensive experience working with kids with ADHD and on the autism spectrum. "Instead of thinking of people with autism or ADHD as needing to be 'fixed,' we put a spotlight on things that they're good at and help with things that they're working on."

In this approach, focusing on strengths becomes an important part of treatment. "Being a strength-based therapist means that I look at the strengths of the family, and of the individual," said Dr. Lee. "And then I think, 'How can I take this unique individual's strengths and use them to breathe life into an evidence-based treatment?' "

Dr. Lee observes that this treatment approach also emphasizes helping kids work towards their own goals, rather than deciding the goals of treatment for individuals without including them. "If there are symptoms that are making it hard for an individual to reach their goals, that are getting in their way, that's what we want to work on."

Proponents of neurodiversity also argue that some of the impairment that affects kids with autism, ADHD and LDs is caused by problems in the environment they're in. For example a rigid school schedule or a loud, bright workplace can make it impossible for them to function well. They are also undermined by the social exclusion that can stem from misunderstanding by neurotypical people. That's why another focus of the movement is to encourage changes in environments - everything from workplaces to classrooms to kids' birthday parties - to make them more welcoming and open to those who think, process and learn differently.

Neurodiversity as identity

Neurodiversity has also evolved from a focus on individuals with a formal diagnosis of autism, ADHD or a learning disorder to include a broader group of people, many of whom self-identify as neurodiverse. Cynthia Martin, PsyD, the Clinical Director of the Autism Center at the Child Mind Institute, describes this shift.

"The term used to be used to describe people who either had a clinical diagnosis or were borderline, with symptoms that are near the clinical threshold for a diagnosis," she explains. "More recently, what I've seen is broadening to include anybody who identifies with it. People who feel that they think or process outside of the box."

Neurodiversity, she says, has become something many people, especially adolescents, are increasingly comfortable identifying with. For kids around middle-school age who are struggling socially, identifying as neurodiverse can be a way to make sense of what they're going through. The concept gives them a brain-based explanation for their difficulties - "Oh, I'm like this because my brain works differently." It can also help create a sense of community with others who identify as neurodiverse.

Some children are now diagnosing themselves with conditions that fall under the umbrella of neurodiversity, seeing a potential diagnosis as a way to validate their experiences. "The result is that we've been seeing parents come in with their self-referred 11-to-13-year-old who wants to be evaluated for autism," says Dr. Martin. These children may or may not end up with autism diagnoses, but an evaluation is often an important step toward helping them feel better and cope with challenges (more on this below).

Neurodiversity and behavior

Kids aren't alone in finding comfort in the potentially broad applications of neurodiversity. Dr. Martin reports that parents, too, sometimes use the concept to describe children whose behaviors, especially their emotional extremes, don't seem to have any other explanation.

When kids are very rigid, or react with outbursts or meltdowns that seem out of proportion to the circumstances, frustrated parents are left looking for an explanation. "We have parents who say, 'Well, my child must be neurodivergent in the way they're processing information because how could this response be anything else?" she adds. That frequently leads them to seek an autism evaluation, though there are other factors that can lead to extremes in moods.

What to do if a child feels they are neurodivergent?

If a child comes to a parent to say they feel they are neurodivergent, the most supportive response is to be open and empathetic, without judgment, Dr. Martin says. Saying "I'm so happy that you're talking to me about this" is always a good place to start. Getting an evaluation is an appropriate next step, though it's helpful not to promise the child that the evaluation will automatically lead to the diagnosis they are seeking. The evaluation will be the start of providing a solution for the issues that are concerning them.

What the evaluation should yield is a pretty comprehensive look at what the child is struggling with. And it should identify whether those struggles reach the clinical threshold for a formal diagnosis - though it not might be the diagnosis they are expecting. "Sometimes through the evaluation there is another diagnosis that a child meets the criteria for," she says. "There might be social anxiety or a mood disorder. There could be ADHD, there could be non-verbal learning disorder. These are all diagnoses that make it difficult for individuals to navigate social relationships, group environments, and often have co-occurring challenges with sensory processing. Sometimes kids don't meet criteria for a diagnosis of anything."

But not meeting the criteria for a disorder doesn't mean the child's struggles aren't real, Dr. Martin adds. "I tell them, 'That doesn't minimize your experience, so let's talk about what we can do to support you, or find other answers if necessary.' " The end result should be a plan that both parents and child can have confidence in.

Disorder vs. difference

Dr. Martin notes that while the movement to use the term "differences" rather than "disorders" has benefits, it's still crucial to focus on actual diagnosis when children have serious symptoms.

"When kids have a disorder that is significant and will impact them on a daily basis, and will show up at school, will show up in their friendships, will show up in their home life, in their adaptive skills, you do need a diagnosis from a medical perspective," she explains. The diagnosis is the basis for understanding the child's condition, as well as for getting much-needed supports, therapies and school services.

But recognizing neurodiverse people as having differences, rather than deficits, is broadly useful in helping kids fulfill their potential and thrive. "Having the people who you are interacting with - our teachers, employers, friends and family - thinking more in terms of neurodiversity is much more inclusive, much less stigmatizing," says Dr. Martin. "It just recognizes that there are going to be differences in how people go into an environment."

Frequently Asked Questions

What is neurodiversity?

What are some forms of neurodiversity?

Why do some kids want to identify as neurodivergent?

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What Is Neurodiversity? - Child Mind Institute

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Why kids are proudly calling themselves neurodiverse, and what the term means for kids with autism, ADHD and learning disorders.

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¿Qué es la neurodiversidad? - Child Mind Institute

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¿Por qué algunos niños se llaman a sí mismos neurodivergentes? ¿Y qué significa este término para niños con autismo o TDAH?

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Understanding the Different Types of Assessments

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Understanding the Different Types of Assessments

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Key Timelines for Special Education Processes

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Key Timelines for Special Education Processes

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Special Education Evaluation Process for Families Videos 

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Special Education Evaluation Process for Families Videos 

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1 Introduction

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Introduction Video 1 Special Education Evaluation Process for Families

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What Parents and Caregivers Can Ask and Do to Help Children Thrive at School

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What Parents and Caregivers Can Ask and Do to Help Children Thrive at School

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Using the Data Collection Tool to Inform Least Restrictive Environment (LRE)

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Using the Data Collection Tool to Inform Least Restrictive Environment (LRE)

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Using the Data Collection Tool to Inform Least Restrictive Environment (LRE) Decision Making

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Information on facts, rights, policies, advocacy and self-advocacy.

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Inclusive Teaching for Students with a Disability

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Inclusive Teaching for Students with a Disability

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Instructional Strategies for Dyslexia in the Inclusive Classroom | 2023 Instructional Test Prep - Teacher Certification

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Dyslexia makes it difficult for students to read fluently. There are a number of teaching strategies that can help instructors support students with dyslexia.

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Strategies for Teaching Students with Dyscalculia | 2023 Strategies Test Prep - Teacher Certification

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Dyscalculia is a math-based learning disability that impacts students of all ages. Teachers can structure lessons to help students with dyscalculia succeed.

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Stories and information for families and individuals in the disability community

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Virginia Family's Guide to Special Education 

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Virginia Family's Guide to Special Education 

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Genetic Education Materials for School Success 

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Genetic Education Materials for School Success 

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Genetic Education Materials for School Success (GEMSS) provides a family-friendly starting point to help family members learn more about genetic conditions and offers ideas to encourage inclusion and participation in the classroom. GEMSS shares condition-specific information and resources for multiple audiences, including families, professionals, healthcare providers, and schools. Contributors to GEMSS come from clinical, public health, advocacy, and academic settings. All content has been vetted by clinical and family experts.

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Genetic Education Materials for School Success (GEMSS)

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This is a link to the Padlet. The printable version is in the first column in English and Spanish.

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Graciously supplied by Casey Family Programs

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Family Support Resource Guide (printable version)

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Family Support Resource Guide (printable version)

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2024 Print Family Support Resource Guide

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Dispute Resolution Options | Fairfax County Public Schools (fcps.edu)

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Administrative Review

An administrative review (AR) is a Fairfax County Public Schools (FCPS) informal, voluntary process to resolve special education and Section 504 disputes, convened at the request of the parent or the school principal. Issues related to child find, special education eligibility or Section 504 qualification, manifestation determination review or 504 causality hearing, and individualized education program (IEP)/504 Plan can be addressed through an AR. The administrative review committee consists of FCPS staff members with specific expertise, who have not had prior involvement and are impartial. The administrative review committee considers all available and relevant oral and written information before rendering an opinion or decision. A summary statement of the review discussion, opinion, and recommendations is provided to the parent and becomes part of the student record. The entire process typically takes up to six weeks to complete. Please note that voluntary participation in the FCPS administrative review process is not a prerequisite for access to any of the dispute resolution options outlined in the Virginia Department of Education (VDOE) Special Education Procedural Safeguards which are listed below. The parent or principal must submit a dated and signed written request specifically describing their concern to the coordinator of the FCPS Due Process and Eligibility office.

Due Process Hearing

A due process hearing (DPH) is an impartial administrative legal process utilized to resolve disputes. It is conducted by an independent hearing officer appointed by the Supreme Court of Virginia. The parent or FCPS may initiate a request for a due process hearing based on alleged violations that occurred not more than two (2) years before the date the parent or FCPS knew, or should have known, about the alleged violation. The VDOE is responsible for ensuring that the hearing officer's decision and the management of the hearing comports with federal and state mandates. View additional information and the Parent Due Process form. A request for a hearing shall be made in writing to the Office of Dispute Resolution and Administrative Services (ODRAS) at the VDOE. A copy of that request shall be delivered contemporaneously to the coordinator of the FCPS Due Process and Eligibility office.

Facilitated IEP

A facilitated IEP (FIEP) meeting uses a facilitator appointed by the VDOE, to assist with communication in developing an IEP. Both the parent and the school must agree to a FIEP. A facilitator can assist the team in establishing an agenda; making sure everyone has a chance to speak and be heard; helping to keep the team on task and within the time allotted; and seeks to improve clarity and understanding in communications. View additional information and the Request for a Facilitated IEP Meeting form. The parent and school division must jointly initiate the Facilitated IEP process by completing this form and sending to the ODRAS at the VDOE.

Mediation

Mediation is a voluntary and confidential dispute resolution process available to the parent and FCPS through the VDOE Statewide Special Education Mediation System. Both the parent and school must agree to enter the mediation process. Mediation can be an effective tool to address and resolve disputes, including matters arising prior to the filing of a request for a due process hearing. The entire process typically takes up to six weeks to complete. View additional information and the Virginia Special Education Mediation Services Request form. FCPS and the Parent must jointly complete the request form and submit it to the ODRAS at the VDOE.

Office for Civil Rights Complaint

The Office for Civil Rights (OCR) enforces several federal civil rights laws that prohibit discrimination based on race, color, national origin, sex, disability and age in programs or activities that receive federal financial assistance from the United States Department of Education. Anyone who believes that an education institution that receives federal financial assistance has discriminated against someone on the basis of one of these protected classes may file a complaint with the OCR. The Due Process and Eligibility office collaborates with other FCPS stakeholders to respond to OCR complaints that allege the school division discriminated against a student based on disability. View additional information and the Complaint form. The complaint form or written statements should be submitted directly to the OCR.

Resolution

A resolution meeting is a dispute resolution process that must take place after a parent requests a due process hearing. Resolution meetings offer parents and school divisions the opportunity to resolve issues before a due process hearing occurs. Participants include the parent, FCPS staff, and attorneys, if appropriate. The school division must hold a resolution meeting within 15 calendar days of receiving notice of a parent's due process hearing request. An informal resolution meeting can be requested outside a due process hearing to resolve disputes locally. This informal resolution meeting can address issues related to special education or Section 504. An informal resolution meeting request can be made by contacting the coordinator of the FCPS Due Process and Eligibility office at 571-423-4470.

Section 504 Impartial Hearing

A Section 504 impartial hearing may be requested by FCPS or the parent or guardian of a student with a disability as defined by Section 504 to resolve any disagreement regarding the identification, evaluation, accommodations, modifications, and/or services; provision of a free appropriate public education (FAPE); or causality determination of a student with a disability. A hearing may only be requested within one year of the date the parents knew, or should have known, about the alleged actions or facts that form the basis of the complaint. View additional information regarding Section 504. Requests for an impartial hearing shall be made in writing and delivered to the coordinator of the FCPS Due Process and Eligibility office.

State Complaint

A state complaint is a request for the VDOE to investigate an alleged violation of special education regulations by a local educational agency. A complaint is a statement of some disagreement with a procedure or process regarding any matter relative to the identification, evaluation, or educational placement of the child, or the provision of a free appropriate public education. A state complaint is not designed for violations of civil rights related to disability nor does it address personnel issues or general education matters. The VDOE has sixty calendar days to respond. View additional information and the State Special Education Complaint form. A copy of the complaint, which includes the supporting documentation, must be simultaneously forwarded to the coordinator of the FCPS Due Process and Eligibility office.

Additional Resources

If you have questions concerning any of the above processes, contact the Due Process and Eligibility office at 571-423-4470 or the Office of Dispute Resolution and Administrative Services of the Virginia Department of Education at 807-225-2013.

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Descriptions of the dispute resolution options for students with disabilities.

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2021 FCPS Special Education Conference playlist

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2021 FCPS Special Education Conference playlist

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a huge list of webinars on all types of Special needs topics

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Share your videos with friends, family, and the world

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Library Services for Children with Special Needs

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Library Services for Children with Special Needs

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Learning to Read and Instructional Strategies

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Learning to Read and Instructional Strategies

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Learning to Read and Instructional Strategies

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Accommodations and Modifications: Planning for Instruction

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Accommodations and Modifications: Planning for Instruction

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Accommodations and Modifications: Planning for Instruction

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Webinar-Strategies to Support Self Regulation Difficulties in Preschoolers

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Webinar-Strategies to Support Self Regulation Difficulties in Preschoolers

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Strategies to Support Self Regulation Difficulties in Preschoolers

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Webinar-Technology Tools to Support Reading for All Learners

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Webinar-Technology Tools to Support Reading for All Learners

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Technology Tools to Support Reading for All Learners

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Understanding the Criteria for Participation in the Virginia Alternate Assessment Program VAAP

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Understanding the Criteria for Participation in the Virginia Alternate Assessment Program VAAP

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Understanding the Criteria for Participation in the Virginia Alternate Assessment Program VAAP

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Webinar: Special Education Process & Working with your School

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Webinar: Special Education Process & Working with your School

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Special Education: Understanding the Process and  Collaborating with Your School

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Homework Strategies for Students with Learning Disabilities .

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Homework Strategies for Students with Learning Disabilities .

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Study.com - Homework Strategies for Students with Learning Disabilities

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CHADD of Northern Virginia & District of Columbia

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CHADD of Northern Virginia & District of Columbia

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CHADD has local support groups in every state in the United States. Each group offers programming or information specific to their geographic area. These groups offer assistance for parents, children, young adults, adults and other stakeholders (psychologists, teachers, doctors, etc.). These groups provide advocacy, support, networking and information to those affected by AD/HD in their communities.

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This website describes the steps of the IEP process in FCPS, as laid out by federal and state law.

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Disability Categories

Definitions of the 14 disability categories (Virginia Department of Education, 2019)

Additional Elements of the Special Education Process

Least Restrictive Environment: Students who receive special education services are educated with their peers, to the greatest extent appropriate, while engaged in appropriate curriculum that allows for progress toward their IEP goals.

Related Services: Specialized services such as speech, occupational or physical therapy, counseling or orientation, and mobility services, that the IEP team may determine are necessary for a student with a disability to successfully participate in his or her special education program.

Additional Services:

Adapted Physical Education (APE): APE is developmentally appropriate physical education that includes adapting or modifying the physical education curriculum to meet the individualized needs of students when their disabilities significantly impact the ability to participate in general physical education.

Deaf/Hard-of-Hearing Services: Students who are Deaf or hard-of-hearing may be serviced by itinerant services for students attending the base schools and intensive services in three modalities in three center programs. Programs focus on access to instruction, self-advocacy, and development of content knowledge.

Vision Services: Students who are vision impaired may be serviced by itinerant supports for students attending their base school in addition to the option for center based VI programs. Programming is designed to provide specialized instruction and resources to teachers and students that include specialized print material and low vision aids.

Extended School Year (ESY) Services: Special education and/or related services provided beyond the normal school year of a public agency to provide a free, appropriate, public education (FAPE) to a student with a disability in accordance with the student's IEP at no cost to the family.

Assistive Technology Services (ATS): A section within the Office of Special Education Instruction that provides assistive technology support to FCPS students with disabilities who receive special education services and the staff members who support them.

Positive Behavior Approaches (PBA): Two specific approaches, Positive Behavioral Interventions and Supports (PBIS) and Responsive Classroom©, have been promoted as practices used in the design of a school's Positive Behavior Approach. Behavior Intervention Services provides comprehensive behavior intervention and support to school teams for students receiving general and special education services. In designated classrooms, Applied behavior analysis (ABA) is used to modify behaviors, teach new skills, and prepare students to function as independently as possible.

Functional Behavioral Assessment (FBA) and Behavioral Intervention Plans (BIP): An FBA may be conducted and a BIP developed whenever a behavior demonstrated by a student significantly impedes the student's learning and/or the learning of other students.

Career and Transition Programs and Services (CTS): Transition planning is an ongoing and outcome-oriented process that is based on collaboration between students with disabilities, their families, the school, adult service personnel, and the community.

The Participation of Students Who Receive Special Education Services in Virginia's Accountability System: All students with disabilities are required to participate in the state's accountability system. More specifically, students with disabilities are expected to participate in all content area assessments that are available to students without disabilities.

Children placed in private schools by their parents: Students who are residents of Fairfax County but attend a private school in a different county should be referred to the public school closest to their private school in the county in which the private school is located.

Discipline and Students with Disabilities: The Student Rights and Responsibilities Booklet (Regulation 2601) is sent home at the beginning of each school year and contains a section titled, Guidance for Parents of Students with Disabilities regarding Virginia regulations related to student discipline. Students with disabilities may be disciplined in the same ways as students without disabilities in most situations.

The Appeals Process: Options for dispute resolution or appeal are described in the Virginia Special Education Procedural Safeguards Notice, titled Your Family's Special Education Rights. The Virginia Special Education Procedural Safeguards Notice and its translations are available on the Forms Related to Special Education webpage.

Student Records: FCPS maintains student records in compliance with the laws of both the Commonwealth of Virginia and the federal government.

Special Education Handbook for Parents

This handbook includes details of the special education process and additional resources to help parents, educators, and students with disabilities work together for the common goals of successful learning and outcomes for children.

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Definitions of the 14 disability categories (Virginia Department of Education, 2019) Least Restrictive Environment: Students who receive special education services are educated with their peers, to the greatest extent appropriate, while engaged in appropriate curriculum that allows for progress toward their IEP goals.

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FCPS Special Education Referral to Eligibility Meeting & Timeline

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FCPS Special Education Referral to Eligibility Meeting & Timeline

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This website describes the first steps to the IEP process, including how to go about asking for a referral for special education, and how long you can expect it to take.

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Special Education Referral to Eligibility Meetings and Timeline

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Timeline from a referral to the eligibility and Individualized Education Program (IEP) meetings. When there is reason to suspect that a student has a disability and is in need of special education and related services, a referral should be made to the local screening committee. Complete Multi-purpose Referral Form, pages 1 and 2 (SS/SE-5).

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This website describes the various categories that could describe a student who has a disability that affects their ability to learn. These categories are established by Virginia.

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Autism: means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, which adversely affects a student's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. Autism does not apply if a student's educational performance is adversely affected primarily because the child has an emotional disability. A student who manifests the characteristics of autism after age three could be identified as having autism if the criteria in this definition are satisfied.

Deaf-Blindness: means simultaneous hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that the student cannot be accommodated in special educational programs solely for students with deafness or students with blindness.

Deafness: means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, which adversely affects the student's educational performance.

Developmental Delay: means a disability affecting a child aged two (by September 30) to six, inclusive (age two up to age seven), who is experiencing developmental delays, as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: physical development, cognitive development, communication development, social or emotional development, adaptive development, or has an established physical or mental condition that has a high probability of resulting in developmental delays.

Emotional Disability: means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a student's educational performance:

1. An inability to learn that cannot be explained by intellectual, sensory, or health factors

2. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers

3. Inappropriate types of behavior or feelings under normal circumstances

4. A general pervasive mood of unhappiness or depression, or

5. A tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia. The term does not apply to students who are socially maladjusted, unless it is determined that they have an emotional disability.

Hearing Impairment: means impairment in hearing, in one or both ears, with or without amplification, whether permanent or fluctuating, that adversely affects a student's educational performance but is not included under the definition of deafness.

Intellectual Disability: means significantly below-average general intellectual functioning, existing concurrently with deficits in adaptive behavior, and manifested during the developmental period, that adversely affects a student's educational performance (deficits in cognitive ability and adaptive behavior that are not primarily caused by visual or auditory deficits; motor deficits; emotional disability; learning disability; environmental, cultural, or economic disadvantage; and/or limited English proficiency).

Multiple Disabilities: means simultaneous impairments (for example, intellectual disability with blindness or intellectual disability with an orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf- blindness.

Orthopedic Impairment: means a severe orthopedic impairment that adversely affects a student's educational performance. The term includes impairments caused by congenital anomaly (for example, club foot, absence of some member), impairments caused by disease (for example, poliomyelitis, bone tuberculosis), and impairments from other causes (such as, cerebral palsy, amputations, fractures or burns that cause contractures, etc.).

Other Health Impairment: means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that:

1. Is due to chronic or acute health problems such as a heart condition, tuberculosis, rheumatic fever, nephritis, arthritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, and Tourette syndrome, and

2. Adversely affects a student's educational performance.

Specific Learning Disability: means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disabilities; of emotional disabilities; or of environmental, cultural, or economic disadvantage.

Speech/Language Impairment: means a communication disorder such as stuttering disorder, impaired articulation, expressive language and/or receptive language impairment, or voice impairments that adversely affects a student's educational performance.

Traumatic Brain Injury: an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability, psychosocial impairment, or both, that adversely affects a student's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem solving, psychosocial behavior, physical functions, information processing, speech, and sensory, perceptual, and/or motor abilities. The term does not apply to brain injuries that are congenital or degenerative or to brain injuries induced by birth trauma.

Visual Impairment: means impairment in vision that, even with correction, adversely affects a student's educational performance. The term includes both partial sight and blindness.

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Autism: means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, which adversely affects a student's educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

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Why Haven't We Heard of Dyspraxia? | Parents

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Why Haven't We Heard of Dyspraxia? | Parents

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Approximately six to 10 percent of people struggle with this neurological disorder that often affects motor skills, but very few know what it is-or how it affects kids.

When my son was seven years old, he wanted to learn how to ride a bike. Every afternoon, he convinced an adult to go outside and help him. Two hours later, when the adult on bike duty's back was sore and stomach grumbling, that person would finally convince my son it was time to head inside for the evening. While he got the hang of riding the bike rather quickly, he struggled to start on his own, remain balanced when turning a corner, or stop and safely get off. It took about two months, but my son finally figured it out and was able to consistently start, pedal and stop his bike. He's now nine years old and takes great pride in riding his bike.

Why was this so challenging? It's because my son has dyspraxia, a neurological disorder that often affects motor skills. Approximately six to ten percent of the population has dyspraxia, but if you haven't heard about it, you're not alone. For a condition that can affect up to one out of every 10 people, it's shocking that teachers have rarely heard of this condition and unable to provide sufficient classroom supports.

What Is Dyspraxia?

Dyspraxia is a condition where the neurons in the brain that control motor skills and sensations don't connect, sync and fire accurately. It's a relatively new term that was first discussed in the 1980s in the United Kingdom (where, along with Canada, most of the research into dyspraxia is conducted). Prior to that, it was called Clumsy Child Syndrome, which was a horrendous name and inaccurate description as dyspraxia can affect people's lives well into adulthood.

"Dyspraxia is often called a hidden condition, and it's also very inconsistent," explains Warren Fried, president and founder of Dyspraxia USA. Fried and his five-year-old twins all have dyspraxia. "Dyspraxia doesn't look the same for everyone and there are a multitude of issues that go with it. Plus, there's no medication, and it can look like a number of other conditions."

Children with dyspraxia don't typically look different, and they often struggle quietly because teachers, coaches and peers don't understand how difficult it is for them to accomplish "simple" tasks. People with dyspraxia could have any, or all, of the following symptoms:

struggles with fine motor skills, like handwriting and using silverware

struggles with gross motor skills, like kicking a ball and walking up or down stairs

processing delays, such as remembering a list of verbal instructions

little or no executive functioning skills, which can include the inability to organize or belongings or manage time

inability to accurately judge people or situations and properly respond to social cues

visual difficulties with depth and space

poor memory

sensory aversions or sensory seeking (looking for sensory stimulation, such as touch or sound)

speech delays or inability to know when/how to use words appropriately

Everything From Crawling to Jumping Rope Can Be a Challenge.

At 10 months old, my son began working with a physical therapist. She taught him how to crawl, walk, run, skip, hop, jump, climb stairs, etc. because he was unable to develop any of these skills on his own. She came to our house twice a week until he turned 5. But it didn't fix everything.

"When someone with dyspraxia learns a new skill, like jumping rope, there are three distinct elements at play: the person, the activity and the environment," says occupational therapist Sally Payne, who has a Ph.D. focused on dyspraxia and is a trustee of The Dyspraxia Foundation in the U.K. "If they learn how to jump rope at home, they'll struggle when asked to do it at school because they must use another part of their brain to perform that skill in a new setting. Luckily, they should be able to master it more quickly, but they'll still need to practice in their new environment."

That motor planning difficulty would present itself again if you switched the jump rope for a hula hoop, as PE teachers like to do.

What Dyspraxia Looks Like in the Classroom

Last spring, during an annual meeting to discuss my son's educational accommodations, I listened to his teacher and various therapists inaccurately describe him as lazy, defiant, careless, and "not really available to learn."

But I pointed out what no one seemed to understand-his dyspraxia. My son is highly intelligent, but he significantly lacks motor skills and planning skills, so while he's fully capable of doing high-level math in his head, he can't easily communicate his thinking on paper. Plus, his processing speed is below average, so comprehending math word problems or organizing his thinking to write a paragraph are very challenging. And following verbal, multi-step instructions? Nearly impossible.

"[Kids with dyspraxia] have to put a lot more effort into organizing their movements," Payne explains. "They're using their cognitive capacity to sit squarely on their chair, grip the pen and move their hand in the right direction, so they don't have the brain space to think about the instructions and follow what's going on."

So when his teacher gives an assignment, my son typically remembers the first and last instruction given, but nothing in between. But because he's so smart, the teacher assumes he's ignoring her directions-she sees a defiant child instead of one with a disability who requires proper support.

Hidden Struggles Can Result in Visible Consequences

One of the biggest challenges of hidden conditions is getting others to understand and accept your disability. Parents, myself included, find themselves repeatedly explaining symptoms of dyspraxia to teachers, offering the teacher advice on how to support their child, and comforting their child when they feel defeated because their best wasn't good enough, and they were ridiculed for doing something "wrong" in front of the entire class. How adults, especially teachers, react to a child greatly impacts how their peers react. Unfortunately, bullying by teachers and students is common.

"These children need psychological support," Fried says. "As they get older, their processing and functioning delays become more obvious, and they may be made fun of or bullied, which impacts self-esteem."

I've spoken to numerous parents of children with dyspraxia, and the two comments I've heard repeatedly are "I wish people understood how hard my child works," and "My child is the kindest, most empathetic person I know." For my son, and for many others, both are true.

A person with dyspraxia must work ten times harder just to master basic tasks like buckling a seat belt or tying your shoes. And they do, because they don't want to be teased for being different. They'll keep at it until they've nailed it, and they bring that perseverance to everything they do.

Because they struggle daily, they empathize with others who face adversity. They know exactly how it feels to be picked on for being different, and they don't wish those feelings of embarrassment or helplessness upon anyone.

Let's Make Our Voices Heard.

It's estimated that six percent of the population have dyspraxia. By comparison, 1.85 percent of the population has been diagnosed with Autism and it's estimated that 2.8 percent of the population have ADHD. But instead of discussing dyspraxia openly, many only speak about it behind closed doors. Whether they're embarrassed or don't want to draw further attention to themselves or their child, they're doing everyone a disservice.

Dyspraxia shouldn't be shrouded in secrecy. As celebrities like actors Daniel Radcliff and Cara Delevingne, singers Mel B., Cher and Florence Welch of 'Florence + The Machine', multi-billionaire Richard Branson, and chef Jamie Oliver publicly share their diagnosis and struggles with dyspraxia, we should too. Having dyspraxia isn't a future indicator of failure-it's a testament to a person's character and perseverance.

"Children with dyspraxia often have a great sense of humor, which really helps them get through this," says Payne. "I love spending time with them. They have a different view on the world, are excellent at problem-solving and have such extraordinary empathy. Why wouldn't you be proud to be dyspraxic?"

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Approximately six to 10 percent of people struggle with this neurological disorder that often affects motor skills, but very few know what it is-or how it affects kids. When my son was seven years old, he wanted to learn how to ride a bike. Every afternoon, he convinced an adult to go outside and help him.

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7 Steps to Teaching Writing Skills to Students with Disabilities | The Inclusion Lab

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7 Steps to Teaching Writing Skills to Students with Disabilities | The Inclusion Lab

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Written expression is a huge part of life inside and outside the classroom. When students with disabilities learn to write, type, and/or select appropriate communicative responses, it opens the door to greater opportunities to reach their learning goals, communicate their preferences, and establish rapport with the people around them.

Today's post shares 7 important steps to consider when designing programs for teaching written expression to students with disabilities. These are excerpted and adapted from the excellent guidebook More Language Arts, Math, and Science for Students with Severe Disabilities, edited by Diane M. Browder and Fred Spooner.

Assess Students' Current Repertoire

Which words and communicative responses does the student already use? Before you select a student's instructional targets, start by determining his or her current writing and communication repertoires through formal and standardized assessments. An assessment of communicative functioning should target:

Speaker skills, or expressive skills: communication skills that affect the behaviors of others

Listener skills, or receptive skills: communication skills that involve responding to the words of others

To help you easily determine instruction objectives, you might also use a curriculum-based assessment tool that uncovers information about a broad array of skills relevant to writing, such as a student's fine motor skills, communication, visual discrimination, and imitation.

Make Writing Meaningful

Focusing on the mechanics of writing will often prevent a student from understanding and accomplishing the purpose of writing. Think beyond the traditional ways students have learned to write, and focus on making writing meaningful.

Ask what's important and potentially reinforcing to students, and use the answers as engaging topics for written narratives. Try presenting pictures of characters from a book and asking the student, "Whom would you like to write about?" Let the student select their three most preferred characters to focus on during writing instruction.

Teach students to request desired objects by exchanging pre-written words for preferred items. For example, you might instruct a student to get a cookie by handing the written word cookie to a partner. Once the student masters this, he or she can be taught to combine the written words big and cookie to communicate a desire for a larger cookie. This is a powerful way to give students direct control over their environment as they learn the functional use of written words. As a bonus, it allows students to use pre-written words without having to learn more complex fine motor and cognitive skills first.

Deliver reinforcement right away. When your student displays any type of writing or prewriting behavior-holding a crayon, scribbling, pressing keys on a computer, drawing on a SMART Board-follow it up with immediate praise and reinforcement. This will hopefully increase the frequency of their writing behavior and improve the fine motor skills they need for handwriting or keyboarding.

Teach students how to copy words from labels, books, and other sources. Provide lists of words your students can copy from to increase their engagement in academics and leisure activities. For example, you can provide a list of words students can copy into search engines to access educational content for school (solar system, dinosaurs, U.S. presidents, etc.) and locate information on hobbies (computer games, stamps, scrapbooking). Once you teach students this skill, they can also use the print within their environment to develop their spelling proficiency. A student who can't remember how to spell the word "milk," for instance, can consult a milk carton for a model of the word.

When learning to copy words, some students may need assistive technology to circumvent weaknesses in fine motor skills. You may need to use adapted keyboards (alphabetical, onehanded, large print), AAC selection displays, and/or scanning technology for students who have physical disabilities that affect their gross and fine motor functioning.

Once students learn to copy other words, they can progress to spelling words after hearing them spoken. Try these strategies to boost emerging spelling skills:

Backward chaining strategy. Present the spoken word and then provide a written model for the student to trace. Fade the written model by incrementally removing the letters in the word from the last letter to the first.

Computer-assisted instruction. Show the student a word/picture combination, and then ask him to select letters from a computer-based array to construct the word shown.

Cover, copy, compare (CCC) technique. Give the student a piece of paper divided into four columns. The first column contains the targeted spelling word. The student copies the word and writes it in the second column. Then the student folds the first column on the left toward the center (covering the second column) and writes the word from memory in the third column. The student unfolds the paper and compares, and if she's made an error, she copies the word three times in the final column.

Video models. Record a video of yourself writing new words on a chalkboard, and display the video on a computer while students type or write the words. Insert a pause in the video to allow the student time to copy the word. Then insert a blank screen, during which the student writes the word from memory, and show the original model once more. (Share the videos with parents to help them support their child in practicing writing skills outside the classroom.)

Encourage Sentence Construction

Begin instruction by teaching students to write, type, or select words when presented with a picture or object.

Once students have acquired a small word-to-picture repertoire of about 50 words, start using sentence starters ("I see a _____," "The boy is ______") to expand the length of these responses.

Fade the sentence starters gradually so that students are independently constructing sentences.

Once students can write a single sentence about a picture, encourage them to write multiple sentences about a picture. Present pictures containing a variety of stimuli and highlight features of the picture to help students identify content in which to describe or label. These prompts can then be faded to ensure students can choose to write about the stimuli that they deem important.

Fade the use of pictures so that students can eventually write about things they have learned. Slowly increase the amount of time between the observation of the picture and the writing response. This fading is important, since students will rarely be asked to write about things immediately present in their environment.

Note: If students have not acquired sufficient spelling skills to write sentences, then they may require the use of selection-based writing software in which words or combinations of words are presented within arrays on a computer screen.
Teach Narrative Writing

Students who can engage in narrative writing are able to articulate what they know and share their perspective on the world around them. Carefully plan instructional activities to help students acquire narrative writing skills:

Begin by teaching students to write simple paragraphs. Show them that a paragraph names a topic and then tells more about that topic.

Teach students to apply this rule when writing a paragraph about a picture. Help the student to identify the content of a topic sentence by highlighting a key element within the picture.

Present a visual organizer and show the student how to use it during planning and while writing his or her paragraphs.

To give students a model for simple storytelling, show them a series of pictured events or video recordings of real-life events (e.g., child plays ball, child falls down, child cries). You might also give students a series of pictures to sequence themselves before they write a story.

Once students can write or construct a paragraph about a picture or other visual aid, fade the use of visual supports.

Provide Editing and Revision Instruction

You can help improve the quality and clarity of student writing by prompting them to check their own work. For example:

After teaching a student to write simple sentences, instruct the student to identify whether he or she has included both a person or a thing and something more about the subject.

Direct the student to look for ending punctuation.

Ask students to identify missing elements in their stories. Have them practice by presenting a variety of examples and having the student record the presence or absence of the elements.

Teach students to use checklists to increase the inclusion of critical elements during writing activities.

Show students how to graph their use of writing elements and monitor their own progress, so they can become more independent and effective writers.

Writing instruction for students with disabilities is a complex process that must be carefully and deliberately planned. These were just a few suggestions to get you started. For more guidance-and practical information on how to teach other academic content areas to students with developmental disabilities-check out More Language Arts, Math, and Science for Students with Severe Disabilities.

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7 Steps to Teaching Writing Skills to Students with Disabilities - Brookes Blog

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Written expression is a huge part of life inside and outside the classroom. When students with disabilities learn to write, type, and/or select appropriate communicative responses, it opens the door to greater opportunities to reach their learning goals, communicate their preferences, and establish rapport with the people around them.

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CHADD of Northern Virginia and DC (Vienna, VA) | Meetup

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CHADD of Northern Virginia and DC (Vienna, VA) | Meetup

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What we're about

CHADD is a nonprofit organization that provides information and support to parents of children with attention deficit disorders, adults with attention deficit disorders, and others dealing with people affected by attention deficit disorders.

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Click here to: MAKE A TAX DEDUCTIBLE DONATION! ( https://www.paypal.me/novadcchadd)

https://secure.meetupstatic.com/photos/event/1/9/a/5/600_466866565.jpeg

YOUR tax deductible contribution -- whatever the amount -- can make a difference! CHADD NoVA/DC, run entirely by volunteers, reaches thousands of people each year through its support groups, monthly "Understanding ADHD" Lecture Series, annual ADHD Awareness Month Conference, and participation in local events hosted by public and private schools and other non-profit organizations. We are honored to be named the 2017 CHADD Affiliate of the Year Award -- and need your help to continue to support local families affected by ADHD. Thank you for your generosity.

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CHADD of Northern Virginia and DC (Vienna, VA)

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CHADD is a nonprofit organization that provides information and support to parents of children with attention deficit disorders, adults with attention deficit disorders, and others dealing with people affected by attention deficit disorders. _____________________________________________________________________________________________________________________________ Click here to: MAKE A TAX DEDUCTIBLE DONATION! ( https://www.paypal.me/novadcchadd) https://secure.meetupstatic.com/photos/event/1/9/a/5/600_466866565.jpeg YOUR tax deductible contribution -- whatever the amount -- can make a difference!

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Decoding Dyslexia - International Dyslexia Association

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Decoding Dyslexia is a network of parent-led grassroots movements across the country concerned with the limited access to educational interventions for

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information about transitioning from Infant-Toddler Connection to FCPS Preschool for children with special needs

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Need to know about FCPS Preschool programming and supports? Watch these videos. For more information, check out the Digital Resource Collections from the FCP...

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Parents of Autistic Children (POAC-NOVA) Parent Support Group

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Parents of Autistic Children (POAC-NOVA) Parent Support Group

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meets on Saturdays occasionally.  Contact:  Brianne Russel-Morris administrator@poac-nova.org .

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1st Mon. of each month, 7:30 pm. Contact:  familygroupocd@verizon.net   or  call 202-215-5859.

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NAMI:  National Alliance on Mental Illness 

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NAMI:  National Alliance on Mental Illness 

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Arlington Parent Support Group meets two Sundays a month at 7:00-8:30 pm.  Contact:  Michelle Best mczero@yahoo.com

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for problems including runaway behavior, truancy, alcohol/drug abuse, and serious behavioral problems at home, at school, or in the community. Sign up for a phone consultation at link.

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Epilepsy Parent Support Group & Discussion Series 

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Epilepsy Parent Support Group & Discussion Series 

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meets monthly on the 4th Thursday, 7:00-8:30 pm.  Register at link.

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Dr. Dan’s Support Group for Parents Raising Challenging Children 

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Dr. Dan’s Support Group for Parents Raising Challenging Children 

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meets via Zoom on Mondays, 1-2 pm, Register at link

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Parent Child Journey is an integrated 10-lesson parent behavior management training program, created by Developmental-Behavioral Pediatrician Dan Shapiro, MD. Parent Child Journey is for parents who are looking for a comprehensive approach to problem situations and behaviors. By the end of the program, parents learn to evaluate the source of their child's difficulties and how to individualize effective management strategies.
How is the program offered?
Parent Child Journey is offered as an online course with two components:

1. Parent Child Journey At Your Own Pace, which covers the content of the course through over 8 hours of short, engaging video mini-lessons.

2. Interactive Zoom Discussion Groups, a supplemental 10-week experience to discuss strategies for implementing Parent Child Journey techniques with an instructor and other parents.

Prior to COVID-19, Parent Child Journey was offered as an in-person course in the Washington, DC metro area. We hope to continue offering these in-person courses in addition to the online offerings when it is safe to do so.
What topics are covered in the Parent Child Journey program?
There are 10 miles in the Parent Child Journey:
What is Parent Child Journey based on?
Parent Child Journey combines the wisdoms of many evidence-based programs. Starting in 1985, Dr. Shapiro ran parent groups in his general pediatrics practice based on the parent training programs of Forehand/ McMahon and Barkley. Over the years, he has modified the program to include the ideas in Ross Greene's The Explosive Child, Martin Seligman's Learned Optimism, William Carey's work on temperament, B.F. Skinner's behaviorism, Mel Levine's A Mind at a Time - and more. While the material presented in this course is based on the work of these innovative researchers, Dr. Shapiro's Parent Child Journey Program integrates the best of these time-tested approaches to give parents an approach that's understandable, practical and effective.
Is the Parent Child Journey program effective?
At the beginning and end of every course, parents complete behavior rating scales. Over the years, about 75% of class participants have reported substantial improvement in their children's problem behaviors and problem situations. An even higher percentage of parents report that they feel better about their relationship with their children and their ability to handle challenging situations. These results have held true across socioeconomic groups and did not depend upon whether the course was offered in person or online.
How is Parent Child Journey different from other parenting courses?
Parent Child Journey is an individualized approach. One size does not fit all. This is what separates Parent Child Journey from other parenting programs. First, parents are taught how to answer one fundamental question: What is it about your child that causes problem situations and behaviors? Second, parents are introduced to a tool kit, including a large set of time-tested proactive strategies for problem situations and reactive strategies for problem behaviors. Then, well-equipped, parents are guided on how to choose and use the right tool for their child and their family situation.
What is included in the Flipped Classroom Package?
The Flipped Classroom Package is a simple way to register for the At Your Own Pace Online Course and an Interactive Zoom Discussion Group at the same time. We recommend this approach for parents who are new to Parent Child Journey, want to get the most out of the program and are able to commit a few hours per week toward learning and implementing the parenting strategies.

For a slower pace, you can purchase the At Your Own Pace course first, then add on an Interactive Zoom Discussion Group at a later date. We plan to offer Discussion Groups at several start dates throughout the year, primarily in the evenings Eastern Time.
What does the At Your Own Pace course include?
Parent Child Journey At Your Own Pace is a video-based course consisting of over 8 hours of mini-lessons (3-5 minutes on average) spread over 10 "Miles" of content. You can see an example of one of the mini-lessons here.

Each Mile introduces new parenting concepts and skills to practice. Each Mile builds on the Mile before it. The At Your Own Pace course also includes the full text of the Parent Child Journey book which can be read through the course website.

You may also choose to enroll in a 10-week instructor-led Interactive Zoom Discussion Group to get the most out of the Parent Child Journey program.
How do the Interactive Zoom Discussion Groups work?
The Interactive Zoom Discussion Groups are instructor-led. Parents meet weekly over a period of 10 weeks using Zoom video conferencing. Each of the 10 meetings follows a Mile of Parent Child Journey content. The instructor will answer questions and facilitate parent discussions around implementing Parent Child Journey strategies.

To register for an Interactive Zoom Discussion Group, you will have to be currently or formerly enrolled in the online At Your Own Pace course, a past Parent Child Journey In-Person Course, or be able to follow along with your copy of the Parent Child Journey Book. Parent Child Journey content is not available through the Interactive Zoom Discussion Group alone.

For most parents who are new to Parent Child Journey and who are completing the At Your Own Pace Course at the same time, prior to meeting each week, you will view approximately 45-60 minutes of short videos from each Mile of the At Your Own Pace Course. The video player allows you to pause, speed up or slow the video pace, and re-watch course videos as many times as you like.
Why are the Interactive Zoom Discussion Groups divided by age focus?
While the parent strategies discussed in the Parent Child Journey Program are applicable to all ages from preschool through high school age, we have found that discussions work best among parents of children in similar age groups.
Can I register for an Interactive Zoom Discussion Group with a different age focus from my children?
For the most benefit, we recommend registering for a Discussion Group focused on the age of your child. However, if the time is more convenient, you are welcome to register for an alternative Discussion Group.
Do you recommend completing all ten miles of the self-paced material before joining a Zoom Discussion Group meetings? Or should we do the two concurrently, that is, at the same time, side-by-side?
Most parents will want to do the At Your Own Pace Course along with the Interactive Zoom Discussion Group. This means getting through the course material and starting to implement the homework strategies during the week before each group meeting. Although this is not completely at your own pace, you can still watch the video modules at your convenience. Advantage: You get the benefit of the discussion group while the material is fresh. This can help with troubleshooting and motivation. However, some parents will want to complete the At Your Own Pace Course first, then join an Interactive Zoom Discussion Group the next "semester." Advantage: You can truly go at your pace; for example, take a few weeks with each "mile" instead of one week. It's entirely up to you.
How long do I have access to the At Your Own Pace course and Interactive Zoom Discussion Groups?
Currently, you will have access to Parent Child Journey At Your Own Pace for one year after the date of registration. Access to Interactive Zoom Discussion Groups is for one ten-session course. Many parents may be interested in staying in touch after their Discussion Group concludes by joining one of the Free Parent Support Groups.
When will the next Interactive Zoom Discussion Groups be offered?
We plan to offer Discussion Groups on a quarterly basis with start dates in October, January, April, and June. These dates will be posted on this page and announced via our Newsletter. Sign up for the newsletter at the bottom of this page.
I can't make any of the Interactive Zoom Discussion Group times. Will they be offered at other times?
Currently, most of the parents taking the program reside in the Eastern part of the U.S. and we have designed our Interactive Zoom Discussion Group times to meet their schedules. Please send us an email at support@parentchildjourney.com with your feedback on when we should offer other Discussion Groups.
Can I register for an Interactive Zoom Discussion Group that is currently in progress?
Registration for Interactive Zoom Discussion Groups is only available for groups that have not yet started. We plan to have group start dates in January, April, June, and October of each year. Sign up for our newsletter at the bottom of this page to stay informed.
What if I can't make one of the Interactive Zoom Discussion Groups meetings I registered for?
Different Discussion Groups meet at different times each week. Each group will discuss the same course content each week. You are welcome to jump over and join another Discussion Group. Although the age group may be different, you will cover the same "mile" and still learn a lot. The Zoom links for all of the Discussion Groups are accessible from inside the Interactive Zoom Discussion Group course, located on your Course Dashboard. If you need to make a permanent switch to another Discussion Group, send us an email at support@parentchildjourney.com and we will do our best to accommodate you.
What if one parent can't participate for all the sessions even for the whole course?
For two parent households, it's always best if both parents participate. Whether you are co-parenting or a single parent, you can also include others who are regularly involved in your child's care; grandparents, nannies, daycare providers, etc. If the key players cannot participate in the live discussion groups, at least they could access the online course or book. The main thing is implementation of strategies at home. You can set aside a time each week to share strategies and discuss homework with your co-parent or other childcare providers. In this way, others who are not participating in the discussion groups can still collaborate and implement the program together.
What if one parent is not interested, does not think there is a problem, has a very different approach, or has been difficult to work with in the past?
It is not unusual for parents or other adults to be out of sync. Sometimes there is significant marital tension. Sometimes parents are divorced or separated. Sometimes there is blame, shame, anxiety or anger. This kind of conflict is all the more reason to work through Parent Child Journey. In this program, we move past sweeping generalizations about your child, yourself, and your co-parent. The approach here is practical. What is it about your child and the situation that explains problem behaviors? Taking one problem situation at a time, what practical strategies will be most effective? By focusing on specific solutions, parents often find they are not so far apart as they thought. At the end of the course, it's not unusual for conflicting parents to find that they are better able to work with each other than they thought.
Are scholarships available?
We offer full scholarships to families with financial need to access the Parent Child Journey At Your Own Pace course. Please email us at support@parentchildjourney.com.

Unfortunately, we are unable to offer scholarships for the Interactive Zoom Discussion Groups at this time. However, you may also be interested in joining one of our .
Will You offer in-person courses again when it becomes safe to do so?
We plan to continue offering the in-person Parent Child Journey Program in the Washington, D.C. metro area when possible. Please sign up for our newsletter at the bottom of this page to to stay up to date.

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Parent Child Journey is an integrated 10-lesson parent behavior management training program, created by Developmental-Behavioral Pediatrician Dan Shapiro, MD. Parent Child Journey is for parents who are looking for a comprehensive approach to problem situations and behaviors. By the end of the program, parents learn to evaluate the source of their child's difficulties and how to individualize effective management strategies.

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D.A.D.S.  Dads Appreciating Down Syndrome 

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D.A.D.S.  Dads Appreciating Down Syndrome 

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3rd Tue. each month, 7-9 pm via Zoom.  Contact:  George gbuzby@aol.com or call 703- 545-6089.

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Business Networking Event for Special Needs Parents

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Business Networking Event for Special Needs Parents

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Are you the parent of a child with special needs? Do you own or run a business OR have you thought about starting a business?

Then connect with fellow special needs parents and business owners, build your referral network, and share best practices at our virtual networking event.

When: Every other Friday starting April 24 from 9-10:30am.

Where: Due to the COVID-19 Pandemic, we are currently meeting online via zoom. To join us .

This entry was posted in ALLY Advocacy Center, ALLY Events, Events by Morgan Payne. Bookmark the permalink.

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Business Networking Event for Special Needs Parents every other Friday at 9:00 AM - The Arc of Loudoun

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Business Networking Event for Special Needs Parents Are you the parent of a child with special needs? Do you own or run a business OR have you thought about starting a business? Then connect with fellow special needs parents and ... Continue reading →

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Autism Society of Northern Virginia Support Groups

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Autism Society of Northern Virginia Support Groups

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2nd and 4th Saturday of the month,1:00-2:30 pm via Zoom.  Meeting ID:  83085728013

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TAP Group

Come "TAP" into each other's experiences! TAP is a life and social-skills support group made up of, and run by, 20+ year old adults on the spectrum.

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TAP meets in person on the fourth Saturday of the month at the Service Source building in Oakton. The address is 10467 White Granite Drive, Oakton Virginia 22124

Please email director@asnv.org to get on the email list to find out where they'll be this month!

Meets from 1-2pm on the fourth Saturday of the month at the Service Source building in Oakton.

For more information and get on the email list for Teen Time activities, please email: director@asnv.org .

This event is in from 12:00-1:00p.m. (always on the first Saturday of every month) please RSVP to Dr. Nicci Dowd at autismsoclub@gmail.com.
The Autism Social Club is for high school students through young adults. Hosted by Judah & Adajo Dowd.

Hola familias!
El verano está cerca! Y estaremos teniendo nuestra reunión de Padres y Proveedores de Cuidado, correspondeiente a los meses de Junio, Julio y Agosto de manera virtual este verano. Nos reuniremos el segundo miércoles de cada mes de 7 a 8 pm. Trabajaremos en grupos con el fin de que cada un goce la compañía de otros

Para asistencia en Español: (571) 312-9494
Email: spanish-familias@asnv.org

Adulting on the Spectrum

If you are diagnosed or self-identify as an autistic individual, please join us virtually on the second Thursday of each month from 7:00 pm -8:00p.m. to connect with others.

Goodies for Groups!

Would you like to donate to treats or refreshments for our programs?

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Support Programs - Autism Society of Northern Virginia

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Our support programs provide opportunities for families and autistic adults to find both emotional and financial support.