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Gloria Dalton, Parent Ombudsman
Phone: 804-371-7420
Toll Free: 800-422-2083
Email: Gloria.Dalton@doe.virginia.gov

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How do our brains learn to read? What are the underlying causes when students have difficulty? How do we prevent those difficulties? How do we remediate those difficulties? The scientific evidence base has converged to answer all of these questions. By leveraging the existing research in ways that inspire educators to refine their literacy instruction, The Reading League bridges the gap between research and classroom practice. This results in improved literacy outcomes for students.

OUR MISSION

THE READING LEAGUE’S MISSION IS TO ADVANCE:

Awareness, understanding, and use of evidence-based reading instruction.

Our vision to align practice with the Science of Reading is as follows:

1. Invest in knowledge-building for all educators, first and foremost.

2. Anchor reading instruction in the scientific evidence base.

3. Abandon practices that lack evidence of effectiveness for all learners.

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The Science of Reading - The Reading League

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The Reading League's mission is to advance the understanding and use of evidence-aligned reading instruction through the science of reading.

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Dr. LaShaunda Reese Kay
757-594-0663
rfs_llc@yahoo.com

Reese Family Services, Inc. is an organization that provides sponsored residential services to individuals with intellectual and developmental disabilities. We seek to empower the lives of these individuals by assisting them on their journey to achieve and maximize their full potential of independent living, through community integration, and support. This is done by providing a safe and nurturing environment through collaboration with the individual's family, friends, advocates, and individuals within the community. At Reese Family Services individuals with intellectual and developmental disabilities are at the heart of everything we do. Our program is designed under the person‐centered practice, where we serve the individual; by recognizing their needs, desires, and goals. Quality and excellent are highly valued aspects of our services and competency and experience is the baseline.

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We have been fortunate to develop close and trusted relationships with some of the staff members. For this we are appreciative and grateful. I love traveling with Reese Family Services.

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BeCharity2 | Best WordPress theme for needy people

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Alexandria Davis
adavis@milestonva.com
757-749-1162
Milestone LLC provides 24-hour, 7-days a week, mental health community support services for individuals with behavioral and psychiatric disorders who experience severe and persistent mental illness causing symptoms and impairments that produce distress and disabilities in their normal day-to-day functioning, such as self-care, employment, and social and interpersonal relationships.
Mental Health Skill-Building Services consist of time-limited training and support to assist individuals with achieving and maintaining stability through teaching and reinforcement of independent living skills, identifying and using other resources in the community, assistance with medication management, and monitoring of physical health and nutrition.
We accept Medicaid, self-pay and CSA funding.

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Milestone LLC provides 24-hour, 7-days a week, mental health community support services for individuals with behavioral and psychiatric disorders who experience severe and persistent mental illness causing symptoms and impairments that produce distress and disabilities in their normal day-to-day functioning, such as self-care, employment, and social and interpersonal relationships.
Mental Health Skill-Building Services consist of time-limited training and support to assist individuals with achieving and maintaining stability through teaching and reinforcement of independent living skills, identifying and using other resources in the community, assistance with medication management, and monitoring of physical health and nutrition.
We accept Medicaid, self-pay and CSA funding. To initiate services or get additional information, contact us today!

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mental health community support program in va

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intensive in-home services in portsmouth va

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mental health skill-building services in portsmouth va

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independent living support in portsmouth va

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Mental Health Care in Portsmouth, VA | Milestone LLC

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Milestone LLC provides 24-hour, 7-days a week, mental health community support services for individuals with behavioral and psychiatric disorders who experience severe and persistent mental illness causing symptoms and impairments that produce distress and disabilities in their normal day-to-day functioning, such as self-care, employment, and social and interpersonal relationships.Mental Health Skill-Building Services consist of time-limited training and support to assist individuals with achieving and maintaining stability through teaching and reinforcement of independent living skills, identifying and using other resources in the community, assistance with medication management, and monitoring of physical health and nutrition.We accept Medicaid, self-pay and CSA funding.

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DDVA Hampton Roads Virginia Beach encompasses the cities of Virginia Beach, Chesapeake, Norfolk, Portsmouth, Suffolk, Hampton, Newport News. We are a community of parents and educators who come together to support each learn more about dyslexia.

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Decoding Dyslexia VA Hampton Roads Virginia Beach

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Decoding Dyslexia VA Hampton Roads Virginia Beach. 189 likes · 2 talking about this. DDVA Hampton Roads Virginia Beach encompasses the cities of Virginia Beach, Chesapeake, Norfolk, Portsmouth,...

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Decoding Dyslexia VA Hampton Roads Virginia Beach

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Decoding Dyslexia Virginia is a grassroots movement focused on linking families to resources, support, and educational interventions for dyslexia. We aim to raise dyslexia awareness, empower families to support their children and inform policy-makers on best practices to identify, remediate and

support students with dyslexia in Virginia.

​​

Our group is made up of parents whose children are dyslexic.  We are not experts; we are not a business or an educational organization.  We offer the community the benefit of our collective experiences.  We encourage parents to meet with their local policy-makers to tell the story of their child, and ask for policies and/or legislation to identify and support dyslexic children in our public schools.

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Dyslexia Advocacy | Decoding Dyslexia Virginia

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DECODING DYSLEXIA VIRGINIA

ABOUT US

Decoding Dyslexia Virginia is a grassroots movement focused on linking families to resources, support, and educational interventions for dyslexia. We aim to raise dyslexia awareness, empower families to support their children and inform policy-makers on best practices to identify, remediate and

support students with dyslexia in Virginia.

​​

Our group is made up of parents whose children are dyslexic. We are not experts; we are not a business or an educational organization. We offer the community the benefit of our collective experiences. We encourage parents to meet with their local policy-makers to tell the story of their child, and ask for policies and/or legislation to identify and support dyslexic children in our public schools.

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Dyslexia Advocacy | Decoding Dyslexia Virginia

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DECODING DYSLEXIA VIRGINIA ABOUT US Decoding Dyslexia Virginia is a grassroots movement focused on linking families to resources, support, and educational interventions for dyslexia. We aim to raise dyslexia awareness, empower families to support their children and inform policy-makers on best practices to identify, remediate and support students with dyslexia in Virginia.

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We at Kids Kin 'n Caregivers know that service to children, families and caregivers represents a fundamental requirement in the community.  We are committed to the professional support of those in our community in need of support, in need of service and in need of a voice.
Dr. Kathy Dial
757-434-5162
kknc@cox.net

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Kids, Kin 'n Caregivers Inc. promotes heath and well being through a broad range of services to kinship families (grandparents raising grandchildren and relatives caring for another relatives child) and family caregivers.

Our programs and services are staffed by experienced and specifically trained professionals.

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Kids, Kin 'n Caregivers Inc. promotes heath and well being through a broad range of services to kinship families (grandparents raising grandchildren and relatives caring for another relatives child) and family caregivers. Our programs and services are staffed by experienced and specifically trained professionals.

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Contact: Aaron Arnold
aaron.arnold@vbschools.com
757-648-6210

UNDEFEATED YOUTH is a Virginia Beach City Public Schools program – supported by the Hampton Roads Workforce Council – that operates on the principle: “If you win the moment, you are undefeated.”  In winning the moment, one claims victory over a challenge, over detractors, and over all hardships of the past and doubts about the future. We can only live now, in this moment, so to win now is to have never lost and to never lose again.
MISSION
We strive to change the narrative undermining personal growth toward education and careers for disconnected youth. In a world that describes these young people as lost, we empower them to go undefeated. Through unwavering support, we help young people to achieve personal enrichment, professional development, and fulfilling careers while becoming pivotal assets to their communities.

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Undefeated Youth is funded by the Workforce Innovation and Opportunity Act through the Hampton Roads Workforce Council. VISIT THE HAMPTON ROADS WORKFORCE COUNCIL. VISIT VIRGINIA BEACH CITY PUBLIC SCHOOLS

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Contact: William Gradwell
wigradwe@maxhealth.com
757-536-3499

Link to Home Health brochure:
https://drive.google.com/file/d/1Czbh-bYMLQSt4Nix49njJtjMo0QhGztP/view?usp=sharing

Patients Come First
We value the opinions of its patients and their families. The company routinely conducts patient satisfaction surveys assessing eight primary areas: Care Provided, Timeliness of Staff, Explanation of Services, Consistency of Staff, Planning of Care, Training/Education, Response Time, and Supervision. Maxim’s goal of continuous growth and improvement requires the company to look at all levels of service and consistently strive to increase satisfaction ratings.

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When health is compromised, we are here to help

Our team of nurses, therapists and home health aides (HHAs) provide a comprehensive level of care and support in the comfort of the home. We work with patients, families, and physicians to implement a plan that promotes clinical excellence and outstanding customer service. Maintaining a fulfilling daily life for our patients by providing exemplary nursing care is our priority.

Skilled Care Home Health Care
Our nurses (LPN, LVN and RN) provide private duty care and treatments for chronic and acute illnesses and disabilities for adult, elderly and pediatric patients. Our services include:

✔ Private Duty Nursing
✔ Tracheostomy and ventilator management
✔ Enteral care and management
✔ Complex intravenous therapy management
✔ Intermittent skilled nursing and therapy visits

Unskilled Care In Home Care
Aide and other services are provided to assist with bathing, daily hygiene, meals, mobility and transfers. Services include:
The Maxim Advantage
✔ 24-hour services, including all holidays and weekends
✔ Trained, screened and certified caregivers
✔ Certified by the Accreditation Commission for Health Care (ACHC)
✔ FREE in-home consultation
✔ Flexible payment options, including the acceptance of most insurances

Benefits and Advantages of Home Health Care

✔ Receive the care you need within the comfort of your home
✔ Allows more freedom and independence
✔ Reduces infections by staying out of medical facilities
✔ Easier for family and friends to visit
✔ Family caregivers can take a break from caring for a loved one
✔ Reduces hospital readmissions
✔ The nurse focuses is on one patient, and one patient only

Award Winning Compliance
We have established a comprehensive and rigorous compliance and ethics program that has received five Compliance Best Practices Awards from the Health Ethics Trust (HET), a division of the Council of Ethical Organizations. Every area of this program has now been recognized as a best practice for the healthcare industry.

As a national provider of a comprehensive suite of services, we have been making a difference in the lives of our employees, caregivers and patients for more than 30 years. We offer services including home healthcare, behavioral care, healthcare staffing, personal caregiving, and population health and wellness. Our commitment to customer service, compassionate patient care, and staffing experienced healthcare professionals has made us an established resource in the healthcare industry.

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Homecare Agency | In Home Care | Maxim Healthcare Services

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When health is compromised, we are here to help Our team of nurses, therapists and home health aides (HHAs) provide a comprehensive level of care and support in the comfort of the home. We work with patients, families, and physicians to implement a plan that promotes clinical excellence and outstanding customer service.

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Contact: Stafford Craymer
757-810-9857
craymer.yl@gmail.com

Capernaum

STUDENTS WITH DIFFERENT ABILITIES

Our Capernaum Club has students from over 10 different schools in the area. ​ Kids experience true life, laughter, and friendship at club.

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Tracy Lee is currently the Family Engagement Specialist/Special Projects
Coordinator in the Department of Special Education and Student
Services at the Virginia Department of Education (VDOE).  She provides
leadership and technical assistance to Parent Resource Centers (PRCs)
throughout the Commonwealth and trains both parents and school
divisions in parental rights, dispute resolution, and best practices in
collaboration through the special education process. She is also
managing a grant project through the Virginia Board for People with
Disabilities regarding Critical Decision Points for Families of Students
with Disabilities.
She has been an elementary school teacher, preschool director, and the
Family Resource Coordinator for Colonial Heights Public Schools.  Mrs.
Lee has co-authored two bestselling parenting books (1-2-3 Magic for
Kids and the 1-2-3 Magic Workbook) and has appeared on ABC, CBS,
NBC and Fox affiliates, nationwide, discussing parenting and education
related issues. Additionally, she was the 2019 recipient of Virginia’s
Governor’s Honor Award in the category of Personal and Professional
Excellence, which is the highest possible honor for an employee of the
Commonwealth of Virginia.

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Michele Tryon is a parent educator and community outreach coordinator at Children’s Hospital of The King’s Daughters. She has worked with children and families for over 30 years, and has provided programming and services in the hospital,

home and community setting. Michele is a Certified Child Life Specialist, a Certified Positive Discipline™ parent educator, a nationally recognized trainer/consultant for Nurturing Parenting Programs™

and co-author of The Nurturing Program for Parents and Their Children with Special Needs and Health Challenges©

Presentation Handouts:
https://drive.google.com/file/d/18Yq20urjwik-fLSK7rx5wlWDT7iw2RPc/view?usp=sharing

https://drive.google.com/file/d/1Sex2cBxQdRJg9b3UvgMLunvbUl7G1cNT/view?usp=sharing

https://drive.google.com/file/d/1pfQLHagqp6B4mvE5189ucDyPfNBUv9YE/view?usp=sharing

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Contact: Darcy Warren
darcy.warren@autismspeaks.org
Autism Speaks is dedicated to promoting solutions, across the spectrum and throughout the life span, for the needs of individuals with autism and their families. We do this through advocacy and support; increasing understanding and acceptance of people with autism; and advancing research into causes and better interventions for autism spectrum disorder and related conditions.

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Contact: Haley Minter
haleyminter@bestbuddies.org
703-533-9420

Best Buddies in VA & DC

Offering One-to-One Friendship, Integrated Employment, Leadership Development, and Inclusive Living programs for individuals with and without intellectual and developmental disabilities (IDD) in Virginia & Washington, D.C.

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About (VADC) - Best Buddies International

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Best Buddies International is a nonprofit 501(c)(3) organization dedicated to establishing a global volunteer movement that creates opportunities for one-to-one friendships, integrated employment, leadership development, and inclusive living for people with intellectual and developmental disabilities (IDD).

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Contact: Elaina Dariah
edariah@theplanningcouncil.org

We link people needing a variety of human services to providers, government agencies, non-profits, corporations, and other organizations, all working to improve quality of life.

The Planning Council affects real change and helps build stronger communities throughout parts of Virginia, Maryland and the District of Columbia. In Virginia, we serve Hampton Roads, Western Tidewater, Northern Virginia and the Eastern Shore. Our dedicated team reaches across geographic boundaries and organizational structures, to bring together the right partners to transform ideas into reality. We connect individuals and communities with the resources and programs that build capacity and a better future.

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We link people needing a variety of human services to providers, government agencies, non-profits, corporations, and other organizations, all working to improve quality of life.

The Planning Council affects real change and helps build stronger communities throughout parts of Virginia, Maryland and the District of Columbia. In Virginia, we serve Hampton Roads, Western Tidewater, Northern Virginia and the Eastern Shore. Our dedicated team reaches across geographic boundaries and organizational structures, to bring together the right partners to transform ideas into reality. We connect individuals and communities with the resources and programs that build capacity and a better future.

Help us continue to support families and children in Hampton Roads.

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We link people needing a variety of human services to providers, government agencies, non-profits, corporations, and other organizations, all working to improve quality of life. The Planning Council affects real change and helps build stronger communities throughout parts of Virginia, Maryland and the District of Columbia.

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Contact: Barb Lito
blito@vbgov.com

Virginia Beach GrowSmart is the City of Virginia Beach's early childhood education initiative. GrowSmart was created in 2009 when the former "Ready to Learn" team​ of the Virginia Beach Public Libraries formed a strong partnership with the Virginia Beach Health Department's Healthy Families Virginia Beach program. Under the new name of GrowSmart, a team of practitioners, led by a full-time GrowSmart Coordinator, came together regularly to assess the state of early childhood in our city and region and to ensure a comprehensive and coordinated local early childhood system.

The GrowSmart office was strategically moved from the Department of Public Libraries to the Department of Economic Development in 2011. This important organizational shift represents our City's understanding that early childhood education is an important economic issue. Workforce development begins in the years prior to kindergarten, when brain development occurs most rapidly. By helping our youngest children to grow up healthy and ready to succeed in school, we do what is right not just for our citizens, but for our future economic vitality.

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This site was designed to provide information and resources for Virginia Beach parents, caregivers,and teachers of young children, ages 0-8. The site is also intended for our community stakeholders who wish to find out more about the City of Virginia Beach's early learning efforts and how you can get involved.

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Contact: Walt Stone
cornerstonesys@aol.com

Specialized counseling for children and their families. Providing a foundation of support and care where it's needed most.

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CORNERSTONE Child and Family Counseling Services

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Intensive Individual and Family counseling intervention delivered in the home and community setting to rapidly stabilize a child insures they are healthy, safe and stable with the necessary intervention, treatment, services and other resources in place that will support them. The goal of helping children & families is our primary concern and purpose.

Supportive parent group and skill teaching meetings to provide a place for parents, guardians and caretakers in a structured setting to discuss issues and learn skills as well as receive information and moral support from others facing the same challenges in their families.

parent skill instruction and counseling

specialized autism support & behavioral therapy

intensive in-home counseling services

Licensed by The Department of Behavioral Health and Developmental Services Managed by Magellan Health Services of Virginia

providing a foundation of support for children and families

outpatient counseling and evaluation

These services are provided in order to support a child and their family to address the challenges faced by a child with special developmental, socialization, self-care, learning and home adjustment needs. Therapeutic interventions are provided to address a wide range of developmental delay, behavioral, emotional and adaptive needs.

Outpatient counseling in clinic is provided for children, parents and families facing behavioral and emotional issues at home. Services also include functional evaluation & testing for children to determine emotional, intellectual and behavioral "benchmarks" and the source issues affecting diagnosis and the recommended plans for treatment and care.

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CHILD FAMILY COUNSELING BEHAVIOR THERAPY AUTISM VIRGINIA BEACH NORFOLK CHESAPEAKE

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Intensive Individual and Family counseling intervention delivered in the home and community setting to rapidly stabilize a child insures they are healthy, safe and stable with the necessary intervention, treatment, services and other resources in place that will support them. The goal of helping children & families is our primary concern and purpose.

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Contact: Stacy Rogers
stacy.roger@equikids.org
Our Mission

At EQUI-KIDS our goal is to provide, promote and support equine-assisted activities for individuals who have mental, physical, emotional, social or learning disabling conditions.

Through our mission we strive to create impactful, positive, life-changing experiences for our participants, donors, volunteers and the community at large.

Our Vision

EQUI-KIDS Therapeutic Riding Program is working to be recognized as the premier therapeutic riding program in the United States, upholding the highest standards of excellence to serve special needs individuals through our mission to create impactful, positive, life-changing experiences for our participants, donors, volunteers and the community at large.

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EQUI-KIDS is an equine therapy center founded in 1989. We are located on 92 beautiful acres off Sandbridge Road in the Heritage Park neighborhood of Virginia Beach. Our herd of specialized horses of varying backgrounds and breeds, brings proven healing to disabled children, adults and military service members from across the Hampton Roads region.

The EQUI-KIDS Therapeutic Riding Center is a Premier Accredited Center through PATH Intl., the largest nonprofit professional organization for therapeutic horsemanship programs. We are also members of both the Therapeutic Riding Association of Virginia and the American Hippotherapy Association. EQUI-KIDS serves up to 135 participants per week, with the help of 500 volunteers, through six specialized programs. In 2018, EQUI-KIDS provided over 3,500 hours of lessons and received more than 13,000 hours of donated volunteer support.

EQUI-KIDS is funded entirely through private contributions. Each dollar donated to our organization is carefully stewarded to ensure it provides the maximum benefit and broadest impact for those we serve.

Our board of directors, staff, volunteers, donors, participants and their families play a key role in our past, present and continued success.

At EQUI-KIDS our goal is to provide, promote and support equine-assisted activities for individuals who have mental, physical, emotional, social or learning disabling conditions.

Through our mission we strive to create impactful, positive, life-changing experiences for our participants, donors, volunteers and the community at large.

EQUI-KIDS Therapeutic Riding Program is working to be recognized as the premier therapeutic riding program in the United States, upholding the highest standards of excellence to serve special needs individuals through our mission to create impactful, positive, life-changing experiences for our participants, donors, volunteers and the community at large.

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EQUI-KIDS | The premier therapeutic riding center in the United States

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EQUI-KIDS is an equine therapy center founded in 1989. We are located on 92 beautiful acres off Sandbridge Road in the Heritage Park neighborhood of Virginia Beach. Our herd of specialized horses of varying backgrounds and breeds, brings proven healing to disabled children, adults and military service members from across the Hampton Roads region.

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The Social Security Administration (SSA)

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The Social Security Administration (SSA)

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Contact: Lizna "Liz" Odhwani
Public Affairs Specialist (PAS)
www.ssa.gov
www.ssa.gov/benefits/ssi
www.ssa.gov/benefits/disability

The Supplemental Security    Income (SSI) program pays  benefits to disabled adults and  children who have limited income and resources.
Social Security Disability Insurance (SSDI) and Supplemental Security Income (SSI) benefits are the largest of several Federal programs that provide assistance to people with disabilities. While these two programs are different in many ways, both are administered by the Social Security Administration and only individuals who have a disability and meet medical criteria may qualify.
Supplemental Security Income pays benefits based on financial need.

When you apply for either program, we will collect medical and other information from you and make a decision about whether or not you meet Social Security's definition of disability.
www.ssa.gov/pubs/EN-05-10085.pdf

www.ssa.gov/pubs/EN-05-10026.pdf

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Lizna "Liz" Odhwani       Public Affairs Specialist   Social Security Administration (SSA)

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Lizna "Liz" Odhwani       Public Affairs Specialist   Social Security Administration (SSA)

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www.ssa.gov
www.ssa.gov/myaccount
www.ssa.gov/onlineservices
Liz Odhwani is a Public Affairs Specialist (PAS) for the Social Security Administration (SSA). Liz began her career with the administration in 2002 and has worked in many Social Security offices throughout the country, as a bi-lingual Claims Technical Expert for the Dallas, Atlanta, and Philadelphia regions. Liz has routinely assisted with special projects and have also partnered with the Richmond, VA. Public Affairs Specialist team to support SSA's mission. As a result, Liz has received numerous awards for her dedication including a Commissioner's Citation. She is well known for her upbeat "we can do it" style, even in the most trying of circumstances.
Link to slides from presentation:
https://drive.google.com/file/d/10ZvCFFVM8kg8Buev28lryvfrqIJ0A9r2/view?usp=sharing

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Official website of the U.S. Social Security Administration.

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Social Security is with you through life's journey - from birth, to death, and even beyond, by helping to care for surviving dependents. Every year, about 4.4 million children receive monthly benefits because one or both of their parents are disabled, retired, or deceased. When a parent becomes disabled or dies, Social Security benefits help to stabilize the family's financial situation in an otherwise turbulent time.

Earlier this year, National Birth Defects Prevention Month in January and National Developmental Disabilities Awareness Month in March both raised awareness about medical conditions in children. Many families with children who have birth defects or developmental disabilities need medical and financial help. This is where Social Security's commitment to helping children and families is most evident.

Social Security pays benefits through our disability insurance and Supplemental Security Income (SSI) programs. Our disability program provides vital income for disabled children, including people disabled since childhood. To qualify for children's benefits under our disability program, the applicant must be the child of a parent entitled to benefits and meet Social Security's strict definition of disability. A person is disabled under the Social Security Act if he or she can't work due to a severe medical condition that has lasted, or is expected to last, at least one year or result in death.

The SSI program provides payments to blind or disabled children who live in households with low income and limited resources if they meet our strict definition of disability. You can find more information on eligibility requirements by visiting our website.

Our publication, Benefits for Children explains all we do to care for children. Our website is also an excellent source of information. If you think a child you know is eligible for benefits, don't wait. Share this information and help improve the child's quality of life today.

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Jim Borland, Assistant Deputy Commissioner, Communications

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Social Security is with you through life's journey - from birth, to death, and even beyond, by helping to care for surviving dependents. Every year, about 4.4 million children receive monthly benefits because one or both of their parents are disabled, retired, or deceased.

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Supplemental Security Income (SSI) Disability Benefits

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Supplemental Security Income (SSI) Disability Benefits

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www.ssa.gov/benefits/ssi
www.ssa.gov/benefits/disability

The Supplemental Security Income (SSI) program pays benefits to disabled adults and children who have limited income and resources.
Supplemental Security Income pays benefits based on financial need.

When you apply for either program, we will collect medical and other information from you and make a decision about whether or not you meet Social Security's definition of disability.

www.ssa.gov/benefits/ssi

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Contact: Denielle Rigoglioso
757-343-0141
denielle.rigoglioso@familyinsight.net

Family Insight’s mission is fulfilled by a group of highly qualified, community-minded professionals who support families and individuals with treatments for a diverse spectrum of mental health needs. We also support children with Autism through our Behavioral Therapy (ABA) services. We believe that each multi-dimensional case is unique and requires the appropriate diagnosis to ensure healthy and productive outcomes over the course of treatment.

Our services are designed to reduce emotional stress, seek mutual understanding and to work through family crises and deal directly with behavioral difficulties. In order to be as effective as possible, we travel to your home and into the community to provide our services in an environment that is familiar to you and conducive to your needs. This approach also gives our clinicians the ability to recognize underlying concerns and behaviors while stabilizing symptoms in your own environment rather than a foreign one. Holistic principles guide our practice to create lasting family stability, unification and resilience.

Licensed and license-eligible clinicians conduct all diagnostic assessments for our clients. Licensed Mental Health Professionals (LMHP) and Qualified Mental Health Professionals (QMHP) provide counseling services. These high standards carry over to our ABA (Autism spectrum) services with a staff of board certified registered behavior technicians supervised by BCBAs and BCaBAs.

Our commitment to enhancing the well-being of our clients is unshakable and unrelenting. If for any reason we are unable to help you through our service programs, we make every effort to connect you with a service that can. We promise that when you reach out to connect with our compassionate and experienced team, you will find support.

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Family Insight provides crisis services in our Roanoke, Virginia Beach and Manassas locations. If you are in need of these services, please contact our 24/7 hotline: 1-866-841-7308.

Should you have any questions or concerns, please email Peter Doyle at: Peter.Doyle@familyinsight.net.

Family Insight is dedicated to the treatment of mental health and substance use disorders through evidence-based interventions and service programs. We serve children, adolescents, families and adults in our intensive in-home and mental health support programs. We also serve children with Autism through our Behavioral Therapy (ABA) services. Our staff includes counselors, clinicians, nurses, and mental health professionals who utilize each client's unique strengths and support resources to develop individualized treatment plans.

READ MORE

We are always seeking dedicated and qualified professionals to join our team and help fulfill our mission to enhance the well-being of those in crisis. We encourage you to learn more about our work culture, management philosophy, opportunities for advancement, and our growing professional influence.

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Family Insight: Treatment for Mental Health & Substance Abuse Disorders

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Family Insight provides crisis services in our Roanoke, Virginia Beach and Manassas locations. If you are in need of these services, please contact our 24/7 hotline: 1-866-841-7308. Should you have any questions or concerns, please email Peter Doyle at: Peter.Doyle@familyinsight.net.

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Recognizing Children's Gift's Behavioral Health Network

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Recognizing Children's Gift's Behavioral Health Network

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Contact: Jamilya Brown
804-252-6357
jbrown@rcgstateservices.com

Recognizing Children’s Gifts was founded in 2012 to promote and enhance the development of individuals with special needs. We are committed to serving individuals starting as early as 2 years old. Once an individual is no longer receiving services from our organization we will remain a committed partner by facilitating community linkage to other vital services.
Recognizing Children’s Gifts was founded in 2012 to promote and enhance the development of individuals with special needs. We are committed to serving individuals starting as early as 2 years old. Once an individual is no longer receiving services from our organization we will remain a committed partner by facilitating community linkage to other vital services.

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Who We Are

Recognizing Children's Gifts was founded in 2012 to promote and enhance the development of individuals with special needs. We are committed to serving individuals starting as early as 2 years old.

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Recognizing Children's Gifts - Finding the gift in every child with autism.

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Recognizing Children's Gifts was founded in 2012 to promote and enhance the development of individuals with special needs. We are committed to serving individuals starting as early as 2 years old.

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Contacts:
Kaitlyn Hodges, Disability Services Librarian
Elena Momich, Youth & Family Services Librarian
757-385-2680
Khodges@vbgov.com

Virginia Beach Public Library brings people together and provides equitable and convenient access to resources, educational experiences and opportunities to enrich lives.

It’s a place where young children acquire skills to help them succeed in school. It’s where citizens turn to find unbiased information to research i​ssues of the day…to access emerging technologies…find resources for job-seeking…connections with other people. It’s where new chapters begin.

For more than a century, libraries have been the place where people go to learn, adapt, and flourish in an increasingly complex world. With expert staff and a focus on current and future needs of our citizens, Virginia Beach Public Library proudly continues that tradition.

Open Access Statement

Virginia Beach Public Library serves residents of the City of Virginia Beach without regard to race, color, religion, national origin, 🤬, age, physical or mental disability, pregnancy, sexual orientation or gender identity. Virginia Beach Public Library staff work diligently to ensure that all City of Virginia Beach residents feel welcome in our buildings and that they can find resources they want and need to achieve their goals and enjoy the highest quality of life.

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On Saturday, Sept. 19, the Bayside & Special Services Library will be closed for walk-in services. Please visit the drive-up window or call 385-2680 for assistance. The branch will reopen Monday, Sept. 21, at 10am. For other branch services, visit: http://vbgov.com/locations-hours

Bayside, Central, Kempsville, Princess Anne and Wahab Law libraries are open for limited services and holds pickup services are available at Great Neck, Joint-Use, Oceanfront, Pungo-Blackwater and Windsor Woods libraries. Great Neck, Oceanfront and Windsor Woods libraries will reopen on Thursday, Sept. 17 for limited services. Pungo-Blackwater Library will close on Sept. 17, including lobby service, for renovations. The TCC/City Joint-Use Library remains closed until further notice. For more information, see our COVID-19 FAQ page.

​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​

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On Saturday, Sept. 19, the Bayside & Special Services Library will be closed for walk-in services. Please visit the drive-up window or call 385-2680 for assistance. The branch will reopen Monday, Sept. 21, at 10am.

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International Dyslexia Association - Virginia Beach

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International Dyslexia Association - Virginia Beach

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Contact: https://va.dyslexiaida.org/contact-us/

To create a future for all individuals who struggle with dyslexia and other related reading differences so that they may have richer, more robust lives and access to the tools and resources they need.

Scholarship Opportunities (available Summer 2021 for next school year)

https://va.dyslexiaida.org/scholarships-2020/

IDA Virtual National Conference (November 13-14)  https://na.eventscloud.com/website/14488/

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· © 2020 Designed with the IDA Virginia · Powered by · Customizr theme ·

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www.secep.net

Our Mission

In partnership with students, families, and communities, SECEP provides a safe and nurturing environment, focused on meeting individual educational needs and achieving meaningful outcomes for our diverse population of students.

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IDA fact sheets are convenient, professionally reviewed materials designed to improve understanding and support advocacy initiatives. Fact sheets are frequently used to enrich and supplement IEP meetings, school board discussions, and district policy initiatives. Click on topics of interest below to view and download fact sheets.

To access new fact sheets and other free resources from IDA, please visit the Dyslexia Digital Library at www.DyslexiaLibrary.org

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Fact Sheets - International Dyslexia Association

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IDA fact sheets are convenient, professionally reviewed materials designed to improve understanding and support advocacy initiatives. Fact sheets are

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Virginia Beach Parks & Recreation Inclusion Services

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Virginia Beach Parks & Recreation Inclusion Services

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Contact: PRInclusion@vbgov.com

All programs offered by Virginia Beach Parks & Recreation encourage participation by a diverse population, accommodate those with varying abilities, and support diverse learning styles. When participants require additional support, our Inclusion Specialists develop modification plans and provide other assistance as appropriate.​

For more info visit: www.vbgov.com/inclusion

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Advocating for Students with Dyslexia in Public Schools

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Advocating for Students with Dyslexia in Public Schools

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Raising a child with a learning disability can feel lonely and overwhelming at times. Parents may find it stressful to navigate the systems designed to support struggling students in public schools. They may become disillusioned with their child's school or teachers when progress is slow or the recommended interventions prove unsuccessful. These feelings of confusion and frustration are common. However, uncertainty often subsides once parents gain confidence in their understanding of the laws and policies designed to support individuals with disabilities in both general and special education settings.

It is helpful for parents to also realize that a disconnect does currently exist between dyslexia-the most common type of learning disability-and reading research and many of the widespread educational practices that are popular in classrooms. This "research to practice gap" can complicate advocacy efforts, making it difficult for parents to know if the supports and services being offered are actually evidence based and proven to be effective for students with dyslexia. While advocating for their own child's individual needs, many parents feel they are also engaging to a certain degree in system-level advocacy to raise awareness and improve the types of reading interventions and assessment practices used by their schools.
Preparing to Advocate for Your Child
Research has shown that early identification and intervention is key when it comes to treating dyslexia. Therefore, parents need to request a meeting with their child's teacher as soon as they first notice an issue with the child's learning. Parents should bring samples of their child's work illustrating the issue they are observing and begin by sharing their concerns. They should ask the teacher to share any literacy screening and benchmark reports. They can ask if the teacher has any concerns about dyslexia, but they should not be surprised if the teacher is not familiar with or comfortable with using the term. Parents should focus on asking for information on their child's reading development and whether their child is progressing normally or showing signs that are atypical. This meeting and all other phone calls or face-to-face discussions should be followed up with an e-mail restating what was discussed and agreed upon for next steps. This will establish a timeline of documentation for the child's records.

Building Knowledge and Identifying Resources: It is very helpful for parents to build their own knowledge base about dyslexia and its impact on their child. The parent's perspective and input will provide important details about how dyslexia is specifically presenting itself in the child. The more parents know about the characteristics of dyslexia, the more they will be able to express specific concerns over their child's progress and to ask important questions about the programming decisions being made for their child at school.

There are many informative books, documentary films, and websites with online resources dedicated to helping raise awareness about dyslexia. The International Dyslexia Association (IDA) has a series of fact sheets, like this one, available for download on many topics related to dyslexia. There are also IDA branches in many states, as well as other school- and community-based parent groups focused on learning disabilities, where parents can meet other families and talk to educational experts.

Getting Organized: Documentation is a critical component of effective advocacy. It is vitally important that parents set up a system for organizing their documentation from the very start. Collecting and organizing the child's information can be as easy as buying a three-ring binder and regularly adding documents in chronological order or creating tabbed sections to further categorize information.

Parents should include the following:

Report cards and progress reports

State assessments

Educational plans, such as an individualized education program (IEP) or Section 504 plans

Screening, benchmark, and progress monitoring reports

Evaluation and assessment reports

Samples of homework assignments and homework logs

Samples of class work, tests, and quizzes

Letters and e-mails from school staff

Records/logs of phone or in-person conversations

Understanding the Systems of Support in your Child's School
It is also important for parents to become familiar with how their child's school identifies struggling readers and provides needed interventions. Local, state, and federal policies all play a role in these systems, so parents will need to ask questions about local district or school policies as well as seek information on state and federal education statutes. State parent training and information centers provide good resources-and often training-on federal laws and state special education policies and regulations as well as information on educational terminology. When parents understand their rights and the jargon used in the education system, they are better prepared to take an active role in their child's education.

Response to Intervention (RTI) Models: Many states and schools use systems of universal screening and tiered levels of support to identify struggling learners and to provide a range of general education interventions. These models can be very effective at delivering timely, effective support when evidence-based screening tools and reading interventions are used. Parents should ask specific questions about the screening process, their child's screening results, the intervention program chosen to align to the child's individual needs, and the progress-monitoring data documenting their child's rate of improvement on skills such as decoding accuracy or reading fluency. RTI cannot be used to deny or delay a child's access to a full, comprehensive assessment if a learning disability is suspected. At any time, parents have the right to request that their child be assessed for special education services. If the child is not making progress, or the progress is too slow to effectively catch the child up to grade level, parents should ask for this comprehensive assessment in writing.
The Special Education Cycle
Special Education Services: The Individuals with Disabilities Education Act (IDEA) is a federal statute that ensures students with disabilities are provided a free appropriate public education (FAPE) that is designed to address their individual needs. FAPE refers to special education and related services that are provided without charge under public supervision. Students found eligible for special education services under IDEA are given an individualized education program (IEP) and guaranteed certain procedural safeguards, such as the right to file a complaint and request a due process hearing, to ensure they are provided FAPE.

An important part of IDEA provides parents with the right to participate in their children's education. It also outlines a special education cycle. Parents of children with dyslexia should become well-versed in this cycle and understand what their rights are at each stage. These rights will vary by state but must align with IDEA.

Identification/Referral: After discussions with school staff or implementation of a reading intervention, a parent or teacher may suspect dyslexia and feel it is time to make a referral for special education evaluation. Parents should take care when making this referral request themselves, to do so in writing and to include their child's teacher and relevant administrator. In this written request, parents should be clear in stating their concern of a disability impacting their child's education and their desire to initiate an educational evaluation to determine eligibility for special education services. IDEA requires that all areas of suspected disability be evaluated, so it is important for parents to list all areas of concern they have related to dyslexia. For example, a parent may list concerns with phonological processing, letter-sound associations, decoding, spelling, word identification, and/or fluency. A team of school staff will review the referral, gather additional information, and decide if an evaluation is warranted.

Steps 2 & 3 - Evaluation and Determination of Eligibility: An evaluation is a comprehensive look at the child's abilities, strengths, and weaknesses by qualified professionals. It provides information about the child's educational needs and may be guided by the information provided by the parents during the referral stage. When parents have shared specific areas of concern that are characteristic of dyslexia, an evaluation should include testing that targets those areas in order to determine if special education services are necessary to meet the child's needs.

After the evaluation, before a child can receive special education services, the child must first be found eligible as a student with a disability under IDEA according to state guidelines. This determination happens at an eligibility meeting where results of the evaluation are reviewed. Eligibility requires more than simply identification of a disability. There must also be evidence that the child requires special education services in order to benefit from the general education curriculum. It should be noted that a child with dyslexia may not always qualify for special education services.

Dyslexia falls under the IDEA eligibility category of specific learning disability (SLD), and each state or district may have its own criteria for determining eligibility under the SLD category. Parents should become familiar with the process in their state and district to understand the impact of their child's eligibility determination. Also, dyslexia is not its own eligibility category; therefore, schools may use the broader SLD label rather than the more specific diagnostic term dyslexia. Parents should not be overly concerned by the use of the term SLD as long as the description of the child's areas of need are accurately documenting their child's profile of dyslexia. However, parents can share with their schools that the U.S. Department of Education, Office of Special Education and Rehabilitative Services, clarified in a 2015 Dear Colleague Memo that "there is nothing in IDEA that would prohibit the use of the terms dyslexia, dyscalculia, and dysgraphia in IDEA evaluations, eligibility determinations, or IEP documents."

Parents also have the option of requesting an independent educational evaluation (IEE) during these stages. An IEE is an evaluation by a qualified person who is not employed by the school district. If a parent does not agree with the results of the district's evaluation and its interpretation, that parent is entitled to ask for an independent evaluation at the district's expense. When obtaining an IEE, parents should seek the services of professionals well-versed in dyslexia. A school district must consider any IEE, including private evaluations paid for by parents, when making decisions regarding a child's eligibility or special education program. However, a school district is not required to accept the evaluation report or incorporate any of its recommendations in a child's IEP.

Steps 4, 5 & 6 - Individualized Education Program (IEP): An IEP is a requirement for a student found eligible for special education services under IDEA. The IEP is a written statement describing the specially designed instruction and related services required to meet the child's needs such as Structured Literacy™ instruction and assistive technology tools. Parents and their child with dyslexia are members of the team that develops the IEP along with school district staff.

One of the considerations when developing an IEP is ensuring that a child will be in the least restrictive environment (LRE), which means that the child will be educated with non-disabled peers to the maximum extent possible. After the IEP is developed and an appropriate placement has been determined for the child in the LRE, the IEP is implemented with instructional strategies and supports. Parents must collaborate and communicate with teachers and school staff often to ensure that the IEP and placement are working well for the child.

Step 7 - Annual Review and/or 3 Year Re-evaluation: The IEP must be reviewed and redrafted at least annually and can be revised prior to that if there is a need. Every three years, the child must receive updated evaluations to determine if the child remains eligible for special education services.
Balancing Your Rights and Responsibilities
Civil Rights Protection: Section 504 of the Rehabilitation Act of 1973 is a federal civil rights law that protects individuals with disabilities from discrimination. Under Section 504, children with disabilities may receive accommodations and modifications to ensure that they have access to an education and are not discriminated against for reasons related to their disability. Some children with dyslexia are served under Section 504 plans when it is determined that they need certain accommodations and modifications, such as accessible instructional materials or extended time, but do not need special education services in order to benefit from the general education curriculum. These children do not have same procedural safeguards or protections available to children with disabilities and their parents under IDEA.

While it is vital that parents have a strong understanding of their child's educational rights, it is equally important that they understand their responsibility to participate in the process as an active, collaborative partner. Demanding specific services by quoting laws and citing state regulations may be tempting, but these practices can send school staff into defensive positions and break down avenues for communication. Parents can set an example by focusing the team on the child's specific areas of strength and weakness, by explaining why certain services or instructional practices are needed, and by consistently maintaining a child-centered perspective in all interactions. Procedural safeguards are available to help resolve disputes if needed, and parents have the option to enlist the help of a trained advocate or education attorney if communication breaks down and disagreements cannot be resolved.
Resources
When advocating, parents should keep the big picture in mind-preparing their child for a fulfilling, productive adult life. This will require not only reading remediation services and accommodations but also the cultivation of self-advocacy skills. As parents work with school staff to secure these services and supports, they should look for opportunities to teach their children how to appropriately communicate their needs to others, how to feel confident in who they are as learners, and eventually how to become their own best advocate.

Center for Parent Information and Resources: http://www.parentcenterhub.org

Council of Parent Attorneys and Advocates: http://www.copaa.org

Decoding Dyslexia: http://www.decodingdyslexia.net

National Center for Learning Disabilities: http://www.ncld.org

Center for Appropriate Dispute Resolution in Special Education: http://www.cadreworks.org/

National Center on Improving Literacy: https://improvingliteracy.org

Understood: https://www.understood.org

U.S. Department of Education IDEA: http://idea.ed.gov

U.S. Department of Education 2015 Dear Colleague memo: https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/guidance-on-dyslexia-10-2015.pdf
The International Dyslexia Association (IDA) thanks Kristin Kane, former Family Support Coordinator at Parent Educational Advocacy Training Center; Parent at Decoding Dyslexia-VA and Deborah Lynam, Director of Partnerships and Engagement at AIM Institute for Learning and Research; Parent at Decoding Dyslexia-NJ, for their assistance in the preparation of this fact sheet.
Wrightslaw (special education law and advocacy): http://wrightslaw.com

The International Dyslexia Association (IDA). IDA encourages the reproduction and distribution of this fact sheet.
If portions of the text are cited, appropriate reference must be made. Fact sheets may not be reprinted for the purpose of resale. © Copyright 2020. The International Dyslexia Association (IDA). For copyright information, pleaseclick here.

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Advocating for Students with Dyslexia in Public Schools - International Dyslexia Association

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Share This: ` Raising a child with a learning disability can feel lonely and overwhelming at times. Parents may find it stressful to navigate the systems designed to support struggling students in public schools. They may become disillusioned with their child's school or teachers when progress is slow or the recommended interventions prove unsuccessful.

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Old Dominion University- Office of Educational Accessibility 

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Old Dominion University- Office of Educational Accessibility 

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Contact: Monica Taylor
757-683-4655
mltaylor@odu.edu

Mission Statement

The Office of Educational Accessibility at Old Dominion University works collaboratively with students, faculty, and staff to ensure that students who experience disabilities are able to successfully access and participate in all aspects of University life.

We foster acceptance by designing opportunities which highlight respect, awareness, and understanding for individuals with disabilities. We empower our students to become self advocates in fulfilling their collegiate goals so they can find success at Old Dominion University and in their future endeavors.

Our Core Values:

1. Student Success

2. Collaboration

3. Inclusivity

4. Responsiveness

5. Advocacy

6. Respect

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VB Parks and Rec Therapeutic Recreation Programs

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VB Parks and Rec Therapeutic Recreation Programs

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Virginia Beach Therapeutic Recreation Programs

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Virginia Beach Parks & Recreation Therapeutic Recreation Programs

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Virginia Beach Parks & Recreation Therapeutic Recreation Programs

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Contact: PRTherapeuticRecreation@vbgov.com

Therapeutic Recreation offers programs for children, teens and adults with disabilities. Our mission is to provide programs and services to individuals with disabilities that will:

·       Enrich quality of life

·       Meet community needs

·       Enhance skill development

·       Leisure education and recreation participation

·       Increase independence through individualized goals and objectives

For more info visit: www.vbgov.com/tr

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Corey Yates is a pediatric occupational therapist who has worked at CHKD in the outpatient setting for more than 10 years. She received both her undergraduate degree and masters in occupational therapy from Utica College in upstate New York and more recently earned her doctoral degree in occupational therapy at the University of South Dakota. Her special interest areas are mental health and Sensory Integration and she is passionate about educating others in her special interest areas. She is also the owner/operator of an LLC, Holistic Beach OT, which she started to work with adults related to mental health and sensory integration. She lives with my husband and 1-year-old son, and when she is not working, she enjoys spending time with her family and being outside.

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Contact: Brenda Diggs
office@coastalbehaviorconsulting.com
757-416-5290
Founded in 2014 by Stefanie Griffey, Coastal Behavior Consulting began with the belief of delivering professional and effective services based on the principles of Applied Behavior Analysis.

Stefanie, a Norfolk native, left the local school system as an educator and administrator, after 15 years to impact families and children in a more meaningful way. Since then, we’ve created a community – growing and evolving our team while working collaboratively with families, schools and related agencies to provide positive interventions for children with autism and other developmental diagnoses. Because together, we belong.

Mission Statement

To provide the first intervention to children and their families affected by Autism and other Developmental Disabilities through the tenets of Applied Behavior Analysis to create significant positive change.

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Coastal Behavior Consulting - Instructional & Behavioral Interventions

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Since 2014, we've made it our mission to create a safe, structured and welcoming environment. Here, we pair years of training with research-based, proven techniques to provide positive interventions for children with autism and other developmental diagnoses. Because this is a community, a place for our families and friends to enjoy, not endure.

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Coastal Behavior Consulting - Instructional & Behavioral Interventions

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Since 2014, we've made it our mission to create a safe, structured and welcoming environment. Here, we pair years of training with research-based, proven techniques to provide positive interventions for children with autism and other developmental diagnoses. Because this is a community, a place for our families and friends to enjoy, not endure.

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George Mason University Office of Disability Services

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George Mason University Office of Disability Services

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Phone: (703) 993-2474
ods@gmu.edu

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James Madison University Disability Services

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James Madison University Disability Services

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Kathryn Rathgeber
(540) 568-6705
rathgekm@jmu.edu

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Announcement

In response to the COVID-19 virus, the university has deployed multiple forms of virus-prevention protocols, and we are practicing social distancing and limited public interactions. Our staff are operating remotely and our hours are Monday-Thursday from 8am - 5pm and Fridays 8am - 12pm. While our office is closed for face-to-face interactions, we are available to answer your questions via email and phone.

The best way to contact us is by emailing disability-svcs@jmu.edu. We are monitoring this email account regularly, and will respond as quickly as possible. We will also be checking messages left via voicemail at 540-568-6705 as we are able.

Thank you for your patience and understanding as we nagivate this new environment together.

- ODS Staff

Deadlines

Fall 2020 Accommodations Deadline for students: June 8, 2020

We will still process applications after June 8, 2020. Please keep in mind that application and documentation review can take up to 15 business days after paperwork is submitted.

Visit our Getting Started page for information about how to apply.

Housing Accommodation Request Deadline for incoming students: June 19, 2020

Resources for Online Classes
Exam/Quiz Accommodation Guide Notetaking Accommodation Guide Learning Strategies for Online Courses

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In response to the COVID-19 virus, the university has deployed multiple forms of virus-prevention protocols, and we are practicing social distancing and limited public interactions. Our staff are operating remotely and our hours are Monday-Thursday from 8am - 5pm and Fridays 8am - 12pm.

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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.

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Virginia Family Special Education Connection

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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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Virginia Beach Special Education Parent Support

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Virginia Beach Special Education Parent Support

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Carol Blackwell
carol.blackwell@vbschools.com
757-263-2066

https://www.vbschools.com/parents/psic

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The I’m Determined project, a state-directed project funded by the Virginia Department of Education, focuses on providing direct instruction, models, and opportunities to practice skills associated with self-determined behavior. This project facilitates youth, especially those with disabilities to undertake a measure of control in their lives, helping to set and steer the course rather than remaining the silent passenger.

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The I'm Determined project, a state directed project funded by the Virginia Department of Education, focuses on providing direct instruction, models, and opportunities to practice skills associated with self-determined behavior.

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Alison Barclift
axbarli@sentara.com
(757)261-4475
www.sentaratherapycenter.com
Pediatric Therapy

With our pediatric therapy services, children of all ages receive specialized care to meet their particular needs and maximize their potential. Through individual physical, occupational, and/or speech therapy sessions, children are able to improve their communication abilities, physical abilities, and level of daily function. Therapists works collaboratively with the child and family to help children and teens reach their full potential.
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Anna Walker
757-620-4902
board@artsinclusioncompany.org

Arts Inclusion Company (AIC) is a nonprofit 501(c)3 company in the Hampton Roads, Virginia area.  We are not your typical community theatre.  Our focus is on our performers and making sure they feel safe, comfortable, and most importantly, encouraged and included.  We offer workshops, events, mentorship programs, and performance experiences to those of all abilities and ages.

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Arts Inclusion Company is a new company where people of All Abilities are welcomed to participate in all aspects of theatrical arts. We primarily put on theater performances including but not limited to individuals diagnosed with Down Syndrome, Cerebral Palsy, hearing/vision impairments, and Autism Spectrum Disorder. We offer an inclusive environment where we provide mentorships and workshops. Our goal is that everyone learns valuable skills like creative expression and interpersonal skills as well as gaining a sense of confidence while involved in this community-supported company. It is our hope that they can take these skills into all areas of their lives.

Inclusion is very important to us. We believe in welcoming all regardless of their abilities. Everyone works together and everyone learns together. Everyone is accepted for who they are and is celebrated for their individuality. Although we may all be different with different skills and backgrounds we are all the same within. At AIC we bring light to this truth.

Everyone involved with AIC, whether it be a professional in the community or a first timer involved in the arts, brings a special element to our group and to the community. We provide mentorship opportunities by pairing together individuals to work together and learn from each other during our rehearsals and performances. We plan to offer, at little to no cost, workshops where individuals can learn skills in Acting, Music, Directing, Light and Set Design, Costume Design, Film, and Script Writing.

The arts can be very powerful and healing at the same time. When involved in the arts one gains a sense of confidence as they express themselves in a creative way. We have seen individuals gain confidence while performing with AIC and it is breath taking to see someone open up and for a moment let go of all limitations that they or society have placed on them. The journey from the first rehearsal to the performance is life changing to say the least. Most come in to rehearsal scared, timid and withdrawn; however, by show time they are full of confidence and self-worth, while being supported by a tight knit family

We would like to welcome you to Arts Inclusion Company. We encourage you to join us along this amazing journey. Please feel free to contact us if you are interested in becoming part of our family either as a performer, volunteer, sponsor, or mentor. All are welcomed!

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Arts Inclusion Company is a new company where people of All Abilities are welcomed to participate in all aspects of theatrical arts. We primarily put on theater performances including but not limited to individuals diagnosed with Down Syndrome, Cerebral Palsy, hearing/vision impairments, and Autism Spectrum Disorder.

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Virginia Beach Special Education Advisory Committee (SEAC)

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Virginia Beach Special Education Advisory Committee (SEAC)

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The Special Education Advisory Committee (SEAC) is appointed by the local School Board. The membership includes parents of children with disabilities, individuals with disabilities, local school personnel and representatives from community agencies that provide services to and persons with disabilities.

The functions of the SEAC are:

To participate in the review of the school division's annual plan.

To advise the school division of needs in the education of students with disabilities.

To participate in the development of priorities and strategies for meeting the identified needs of students with disabilities.

To submit periodic reports and recommendations regarding the education of students with disabilities.

To assist the school division in interpreting to the community plans for meeting the special needs of students with disabilities for educational services.

To review the policies and procedures for the provision of special education and related services prior to submission to the local school board.

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The Special Education Advisory Committee (SEAC) is appointed by the local School Board. The membership includes parents of children with disabilities, individuals with disabilities, local school personnel and representatives from community agencies that provide services to and persons with disabilities.

The functions of the SEAC are:

To participate in the review of the school division's annual plan.

To advise the school division of needs in the education of students with disabilities.

To participate in the development of priorities and strategies for meeting the identified needs of students with disabilities.

To submit periodic reports and recommendations regarding the education of students with disabilities.

To assist the school division in interpreting to the community plans for meeting the special needs of students with disabilities for educational services.

To review the policies and procedures for the provision of special education and related services prior to submission to the local school board.

To contact the SEAC please email them at vbseac.1@gmail.com, visit their Facebook page or call the Parent Support and Information Center at 757.263.2066.

All SEAC meetings are open to the public. Guests are welcome to attend as well as make public comment on issues they believe to be important in the education of students with disabilities in our city.

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The Special Education Advisory Committee (SEAC) is appointed by the local School Board. The membership includes parents of children with disabilities, individuals with disabilities, local school personnel and representatives from community agencies that provide services to and persons with disabilities. The functions of the SEAC are: To participate in the review of the school division's annual plan.

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Office of Programs for Exceptional Children (OPEC) Virginia Beach Special Education Services

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Office of Programs for Exceptional Children (OPEC) Virginia Beach Special Education Services

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VBCPS is committed to providing free, appropriate educational opportunities for all students with disabilities, ages two through 21 years, inclusive. Services are provided in the most appropriate, least restrictive environment, as outlined in the student's Individualized Education Program (IEP). The IEP is developed cooperatively by the student's parents, educators, building administrators/ designees and other invited participants. The student is also included when appropriate.

Students attend neighborhood or zoned schools at all levels and are served according to their needs in general and/or special education classes.

Students who receive less than 50 percent of their instruction from a special educator are considered to receive Level I services. Students receiving 50 percent or more of their instruction from a special educator are considered to receive Level II support according to state standards.

Special curriculum, equipment and materials are used for instruction as described in each student's IEP. Whenever appropriate, the materials and curriculum used in general education are also used in the student's special education program.

All students receive special education services from teachers who are approved by the state to teach students with disabilities.

Music, art, library, physical education, extracurricular activities and nursing services are available to students with disabilities. Based upon each student's Individualized Education Program, related services (e.g., speech therapy, occupational therapy or physical therapy) and other resources are also available to students with disabilities.

Homebound Services
Students who have health impairments due to chronic or acute health problems (e.g., heart condition, tuberculosis, rheumatic fever, nephritis, asthmatic sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia or diabetes), which are severe enough to limit strength, vitality or alertness that adversely affect educational performance may be eligible for homebound services.

Elementary school students enrolled in the homebound instructional program receive up to 20 hours of instruction per month. Middle school students enrolled in the homebound instructional program receive up to 40 hours of instruction per month. High school students enrolled in the program receive 10 hours per subject per month with a maximum of 60 hours per month. Students are counted present on the roll of their home schools when they receive instruction as indicated above. High school students enrolled in the homebound instructional program must meet the minimum State Board Education requirements, follow prescribed courses of study and acquire the required number of units in order to graduate from high school. Students enrolled in the program are taught by teachers who are approved by the school system's Department of Human Resources

A student will be determined eligible for these services upon receipt of the appropriate documentation that includes a signed statement from a licensed physician, licensed clinical psychologist, or public health officer, indicating that the condition of the student prevents or renders inadvisable, attendance at school. All documentation is submitted to the Homebound staff for verification and assignment of a homebound instructor. The Homebound staff may be reached at 757.263.2060.
Southeastern Cooperative Educational Programs
Virginia Beach City Public Schools contracts with the Southeastern Cooperative Educational Programs (SECEP) to provide specialized settings, curriculum, and services for three distinct groups of students.

The SECEP Program for children with autism (ACP) provides services to students who have moderate to severe symptoms of autism. This program stresses the importance of parental involvement as collaborators in their child's educational process.

The SECEP Re-Ed Program is designed for students with emotional disabilities who need a more restrictive setting than their self-contained class.

The SECEP Educational and Behavioral Interventions for Challenging Students (EBICS) Program is designed to serve students with moderate to severe intellectual disabilities and challenging behaviors.
Assistive Technology
Assistive Technology (AT) is a piece of equipment which will increase, maintain or improve an individual's ability to function in day-to-day activities regardless of the disabling condition. Some examples of assistive technology are: devices for communication, voice activated phones, and alternative keyboards.

Students must be eligible for special education services under an IEP or 504 plan. When developing the IEP, the IEP committee should consider the student's needs for assistive technology services. A referral is received from the requesting school and is assigned to an assistive technology specialist. The assistive technology specialist reviews the records and develops a team of professionals currently working with the student to take part in the assessment. The recommendations are forwarded to the IEP team at the requesting school for final determination of assistive technology equipment and services.

The assistive technology specialists provide services for assessment, training, technical assistance, and on-site consultation to students, teachers, parents, and staff in the use of assistive technology for instruction. The assistive technology staff maintains and repairs assistive technology equipment as necessary.

The staff maintains and updates information resources in the assistive technology center, develops, updates and maintains an inventory of hardware, software and educational materials.

The assistive technology specialists provide parents, students, administrators and educators with information about technology advances related to individual student needs. There is ongoing monitoring of students to ensure the students have the appropriate assistive technology necessary to access their instructional program.

Personnel from AT attend IEP meetings when appropriate.
Transition Services
VBCPS provides transition planning to students with disabilities. There are three components to consider in the planning process - education, employment and adult living. This student-centered planning involves family members, teachers, support staff and community and adult agencies. The goal of transition planning is to assist students in making a successful move from school to a meaningful and productive adult life.

Transition services are defined in IDEA as "a coordinated set of activities including post-secondary education, vocational training, integrated employment, supported employment, continuing adult education, adult services, independent living or community participation." Since a student's needs change, transition services must be constantly evaluated and adjusted to meet the student's post school outcome.

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VBCPS is committed to providing free, appropriate educational opportunities for all students with disabilities, ages two through 21 years, inclusive. Services are provided in the most appropriate, least restrictive environment, as outlined in the student's Individualized Education Program (IEP). The IEP is developed cooperatively by the student's parents, educators, building administrators/ designees and other invited participants.

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Virginia Beach Special Education Program 

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Virginia Beach Special Education Program 

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The special education process includes identification, referral and screening, evaluation, eligibility, IEP/placement and triennial reevaluation. This process begins when a referral from a parent, teacher, physician or another interested person is received by the school. At this time, a school-based team reviews all the available information and determines whether or not there is enough information to suspect that a student has a disability. This school-based team has 10 administrative working days in which to meet and reach a decision as to whether or not a student needs a comprehensive evaluation.
Timelines

Referral to Screening Meeting

10 Administrative Days

Referral for a Comprehensive Evaluation to Eligibility Meeting

65 Administrative Days

Eligibility to Initial Individualized Education Program Meeting

30 Calendar Days

Annual Review of the Individualized Education Program

1 Year

Reevaluation of Student Eligibility

Every Three (3) Years

Screening
Virginia Beach City Public Schools (VBCPS) screens the vision and hearing of all students within the first 60 business days of initial enrollment. All students in kindergarten through third grade are also screened in the areas of speech, voice, language and motor development. All students in grades three, seven and 10 are screened in vision and hearing.

Scoliosis information will be distributed annually to the parents of students in grades five through 10 within 60 business days after the opening of the school year. If scoliosis screening in grades five, seven and nine will be conducted, parents will be notified and given the opportunity to opt out.

VBCPS maintains screening procedures to assure the identification of students with disabilities who may require special education services. Safeguards include written notice, confidentiality and maintenance of student's scholastic records. A notice of general screening is provided in the student handbook given to all students annually.
Comprehensive Evaluation
The comprehensive evaluation involves gathering and analyzing information that is related to the educational needs of the student. Should the screening committee decide that a comprehensive evaluation is necessary to determine if a student has a disability under the Individuals with Disabilities Education Act (IDEA), the Special Education Committee (SEC) - of which the parent is a member - will determine the types of assessments that will be completed as part of the comprehensive evaluation. An observation is a component of every comprehensive evaluation regardless of the suspected disability category. Additionally, a current hearing screening must be available for the SEC's consideration during the eligibility process. Written parental consent must be obtained prior to administration of any assessment component comprising the comprehensive evaluation.

The components of a comprehensive evaluation must include all areas of this suspected disability. This may include:

1. Medical - a written report from a licensed physician indicating general medical history and medical/health problems which may impede learning.

2. Sociocultural - a written report from a qualified school social worker which describes family history, structure and dynamics, developmental and health history, and social/adaptive behavior in the home, school, and community. This information is obtained through interviews with parents or primary caregivers in addition to other social appraisal methods.

3. Psychological - a written report from a qualified psychologist based on the use of a battery of appropriate instruments which shall include individual intelligence test(s), and psychoeducational tests.

4. Developmental - a written report describing how the student presently functions in the major areas of development such as cognition, motor, social/adaptive behavior, perception, and communication.

5. Other - a written report such as speech, language, occupational therapy, physical therapy, as appropriate.

All components of this comprehensive evaluation will be completed in time to have the reports available to the
parent(s) no later than 2 business days before the scheduled eligibility meeting.
Eligibility
Within 65 business days from the date of the receipt of the referral for a suspected disability, the evaluation components must be complete and eligibility for special education determined. Eligibility is determined by the Special Education Committee (SEC). The SEC analyzes the data against the eligibility criteria. A child is found eligible for special education and related services if the child meets the eligibility criteria to be a child with a disability, and if there is documented evidence that as a result of the child's disability, the child needs special education and related services due to an adverse educational impact.

When a student has been determined eligible for special education, a summary of essential deliberations is forwarded to the Individualized Education Program (IEP) team. The IEP must be developed within 30 calendar days of eligibility.
Individualized Education Program
Each student who meets the qualifications for special education under IDEA is entitled to an Individualized Education Program (IEP). The IEP team is made-up of parents, school personnel and students (when appropriate) who work together in developing the IEP. The IEP states:
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The levels at which the student is functioning

Any related services needed by the student

How much time the special education professionals will spend with the student

Where the student will be taught

What the student will be taught the next school year

Who will teach the student

How much time the student will spend with peers not receiving special education services

For the initial IEP, no services will be provided until parent consent is received. The IEP is valid for up to one calendar year unless the IEP committee agrees to make changes before then.
Placement
The educational placement decision for a student with disability is based on the IEP. It is made after the IEP has been developed with consideration of the least restrictive environment (LRE) for the child. The least restrictive environment concept means that students with disabilities will be educated to the maximum extent possible with students who are not disabled. This placement decision is the responsibility of the IEP team.
We Want To Hear From You
As a parent, do you have a question about the Special Education program?
Email Roni Myers-Daub.

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The special education process includes identification, referral and screening, evaluation, eligibility, IEP/placement and triennial reevaluation. This process begins when a referral from a parent, teacher, physician or another interested person is received by the school. At this time, a school-based team reviews all the available information and determines whether or not there is enough information to suspect that a student has a disability.

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Office of Community and Family Engagement (OFACE)

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Office of Community and Family Engagement (OFACE)

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VBCPS values and promotes active engagement of the community in all our schools through volunteer and mutually beneficial partnership activities. Individual volunteers and business, organization and military command partnerships contribute to the academic achievement of our students and the overall continuous improvement of VBCPS.

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VBCPS values and promotes active engagement of the community in all our schools through volunteer and mutually beneficial partnership activities. Individual volunteers and business, organization and military command partnerships contribute to the academic achievement of our students and the overall continuous improvement of VBCPS.

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Virginia Beach City Public Schools Military Family Resources

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Virginia Beach City Public Schools Military Family Resources

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Virginia Beach City Public Schools (VBCPS) is proud to serve the many military families who work and live in our community. Approximately 25 percent of the school division's student population is comprised of active-duty, military-dependent youth, and VBCPS is committed to providing support, resources and enriching programs to enhance their educational experiences and support their families.

VBCPS is fortunate to partner with the Department of Defense Education Activity (DoDEA), which has awarded the school division multiple grants to support social, emotional, STEM and special education initiatives. From parental deployments to the academic and social challenges that come with changing schools, VBCPS strives to ensure families have the best resources possible to assist students in reaching their full potential.

This webpage is designed to provide information to military families that are relocating to Virginia Beach and have questions about registration, school locations, academic programs, graduation requirements and calendars. It has links to additional resources and contact information for military school counselors who can provide additional assistance to relocating or current VBCPS military families.

Military School Counselors

VBCPS employs two full-time military school counselors who are licensed school counselors primarily focused on supporting military-connected students as an extension of the school division's guidance and counseling program. They assist families and students of active duty military as well as students of retiree and reservist parents/guardians with deployment support, academic transition planning, military power of attorney evaluation and post-secondary planning. They also provide professional learning opportunities to school staff to better understand the unique needs of military-connected students and offer workshops to families regarding college options for military students.

Contact Information:

Star Wiggins
757-263-1980

Peer-to-Peer Transition Support

In addition to support from school counselors, administrators and teachers, military-connected students have opportunities for peer-to-peer transition support at each school level.

Elementary schools offer Anchored4Life (A4L), a program that provides resources and strategies to help military-connected students to connect with their peers and communities during transitions. Elementary schools also welcome new students with peer hosts who help military-connected students get acclimated to their new school.

Middle and high schools offer A4Land Student 2 Student (S2S) programs, respectively. The student-led programs are designed to help transitioning middle and high school students overcome the challenges of adjusting to a new school and to connect military-dependent and civilian youth throughout each school. For more information, parents/guardians may contact their child's school or one of the military-connected school counselors.

Military Highlights

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Virginia Beach City Public Schools (VBCPS) is proud to serve the many military families who work and live in our community. Approximately 25 percent of the school division's student population is comprised of active-duty, military-dependent youth, and VBCPS is committed to providing support, resources and enriching programs to enhance their educational experiences and support their families.

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Since 2014, Understood has served millions of families of kids who learn and think differently. In 2012, our Workplace Initiative was created and has helped thousands of people with all types of disabilities find meaningful employment at inclusive companies.

Our programs for Families, Educators, and Young Adults focus on empowering people who learn and think differently and those who support them, offering customized, accessible resources and a compassionate community. Our Workplace Initiative helps organizations across industries create inclusive workplaces, by developing and implementing best-in-class disability inclusion programs so they can hire, advance, and retain people with disabilities.

We work with educators, health care professionals, researchers, and human resource professionals to provide proven, vetted information. By providing resources, support, and community, we can prevent people from being left behind and start to address systemic issues like high school dropout rates, underemployment, and the stigma surrounding disabilities.

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Reading Rockets is a national public media literacy initiative offering information and resources on how young kids learn to read, why so many struggle, and how caring adults can help.

We bring the best research-based strategies to teachers, parents, administrators, librarians, childcare providers, and anyone else involved in helping a young child become a strong, confident reader. Our goal is to bring the reading research to life — to spread the word about reading instruction and to present "what works" in a way that parents and educators can understand and use.

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Explore reading basics as well as the key role of background knowledge and motivation in becoming a lifelong reader and learner. Watch our PBS Launching Young Readers series and try our self-paced Reading 101 course to deepen your understanding.

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IDA - International Dyslexia Association video

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IDA - International Dyslexia Association video

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Zoom Meeting ID: 96567661741 * Host: Mary Stowe * Meeting Start: 08/30/2020 @ 3:34 PM * Recording Start: 08/30/2020 @ 3:35 PM * Duration: 4 mins * Participants: Mary Stowe

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PEATC - Parent Educational Advocacy Training Center

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PEATC - Parent Educational Advocacy Training Center

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Our Mission

Building positive futures by empowering individuals with disabilities through education and training.
We accomplish this by offering:

Services and support for families and professionals

Easy-to-understand, research-based information and training

Opportunities for strategic partnerships and advocacy for systemic improvement

PEATC helps families.....

Negotiate the education and service system maze

Effectively communicate their child's needs (from birth to age 22)

Develop self-advocacy and self-determination in children and youth

Organize information so that overwhelming problems become manageable

Manage their emotions for their child's benefit and talk so others will listen

Learn the difference between effective advocacy and being adversarial

Experience and enjoy the power of partnerships and successful collaboration

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Content on this site was produced, in part, with grant funds from the U.S. Department of Education, under CFDA # 84.328M, #84.310A, and #84.235F. The content herein does not necessarily reflect the views of the Department of Education, any other agency of the U.S. government, or any other source.

PEATC is a 501(c)(3) non-profit committed to building positive futures for Virginia's children by working collaboratively with families, schools and communities in order to improve opportunities for excellence in education and success in school and community life. Our special focus is children with disabilities. You can reach PEATC by calling 703-923-0010 (Voice/TTY), or sending an e-mail to partners@peatc.org.

Celebrating 30 Years of Building Better Futures for Virginia's Children

Toggle to Enable full Section 508 compliance

Tested and Passed Section 508 Compatibility by PCCC on May 28th, 2013

Toggle to enable mobile site

Report broken links to partners@peatc.org

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parent educational advocacy training center

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PEATC - Parent Educational Advocacy Training Center

# data[].attributes.attachment_link.description
Content on this site was produced, in part, with grant funds from the U.S. Department of Education, under CFDA # 84.328M, #84.310A, and #84.235F. The content herein does not necessarily reflect the views of the Department of Education, any other agency of the U.S. government, or any other source.

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Contact: Terrie Livingston
757-436-2722
terrie@insideoutlearners.com

Inside Out Learners, Inc. provides social skills instruction, academic tutoring, teen socials, and lots more through a variety of engaging activities, with the highest regard to the unique needs and interests of each individual. It is a stress-free setting for individuals ages 3 and up to learn strategies that help strengthen their ability to interact more effectively with others and/or their academic performance. Although our programs are autism-friendly, we serve a diverse population who benefit from a small group setting. We provide cutting edge, research-supported curricula and interventions that address essential skills needed to support social development and academic performance, regardless of the presence or absence of a formal diagnosis. At Inside Out Learners, Inc. we use a social-cognitive approach tailored to help individuals learn how to share space with others more effectively.  Some of the many concepts we teach include how to: manage anxiety, improve executive functioning, read non-verbal social cues and body language, regulate emotions, think more flexibly, and improve conversational skills, among many others. Our small group design presents a safe and structured environment to facilitate positive social interactions that participants can generalize into other settings. To fully benefit from our services, clients must have average to above average language and cognition.  Our programs are formatted for those who are independent in using the restroom facilities, remain with the group, and refrain from elopement, aggressive, or otherwise disruptive behaviors that require a higher level of supervision.  ​

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EXCITING NEWS! We have re-opened our center to resume some of our in-person programs! Guidelines established by the CDC and VDH are being followed to keep everyone safe and healthy. Contact us for details!

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EXCITING NEWS! We have re-opened our center to resume some of our in-person programs! Guidelines established by the CDC and VDH are being followed to keep everyone safe and healthy. Contact us for details!

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Chris Stodghill
chris.stodghill@therapeuticinterventions.com
757-671-2519

Mission

To improve lives.

Vision

To be recognized as the most trusted health and human services agency in our communities.

Values

Empowering individuals through exceptional service and engaged employees.

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Since 1993, NCG has helped over 50,000 individuals and families to find healing, support, and success. With our network in Virginia, we are able to provide the mental, behavioral, and substance use services to individuals who need them the most.

Do you or a loved one need help today?

Call our CARE Center to get connected to services!

Our Services

Celebrating 25 Years of

SERVICE TO OUR COMMUNITY

We have the trained, passionate staff to provide meaningful results.

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Since 1993, NCG has helped over 50,000 individuals and families to find healing, support, and success. With our network in Virginia, we are able to provide the mental, behavioral, and substance use services to individuals who need them the most. Our Services Celebrating 25 Years of SERVICE TO OUR COMMUNITY We have the trained, passionate staff to provide meaningful results.

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Dr. Keener attained her doctorate degree from Pepperdine University in California and completed an internship at The Children's Hospital of Philadelphia.  She also completed an APA-accredited fellowship at The Children's Hospital of Orange County.  She has extensive training in the assessment of Autism Spectrum Disorders and obtained her research reliability in the administration of the Autism Diagnostic Observation Schedule-Second Edition from the Center for Autism and the Developing Brain in 2014.

Her research and clinical interests include Pediatric Health Psychology, early childhood assessment, consultation and liaison, and Autism Spectrum Disorder.

She is certified in the treatment of Tourette Disorder from the Tourette Syndrome Behavioral Therapy Institute Program. She is also bi-lingual and provides assessment and psychotherapy in Spanish and English.

Clinical Interests

·  Pediatric health psychology

·  Early childhood assessment

·  Behavioral interventions

·  Sleep disorders

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Disclaimer
The information provided is for reference purposes only and is not intended as individual legal, medical or psychological advice for a student or family. Families are encouraged to contact Community Partners directly for more information and to consult their personal legal and medical/psychological advisors. VBCPS does not endorse, guarantee or warrant the services of any provider. If accommodations are needed to access or participate in the Resource Fair, please send an email to VBSEAC1@gmail.com. Notice of Non-Discrimination Policy
Virginia Beach City Public Schools does not discriminate on the basis of race, color, religion, national origin, 🤬, sexual orientation/gender identity, pregnancy, childbirth or related medical condition, disability, marital status, age, genetic information or veteran status in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. School Board policies and regulations (including but not limited to, Policies 2-33, 4-4, 5-7, 5-19, 5-20, 5-44, 6-7, 6-33, 7-48, 7-49, 7-57 and Regulations 2-33.1, 4-4.1, 4-4.2,4-4.3, 5-44.1, 7-11.1, 7-17.1 and 7-57.1) provide equal access to courses, programs, counseling services, physical education and athletic, vocational education, instructional materials, and extracurricular activities. Title IX Notice: Complaints or concerns regarding discrimination on the basis of 🤬 or sexual harassment should be addressed o the Title IX Coordinator, at the VBCPS Office of Student Leadership, 1413 Laskin Road, Virginia Beach, Virginia 23451, (757)263-2020, Mary.Dees@vbschools.com (student complaints) or the VBCPS Department of Human Resources, Office of Employee Relations, 2512 George Mason Drive, Municipal Center, building 6, Virginia Beach, Virginia, 23456 (757) 263-1133, Edie.Rogan@vbschools.com (employee complaints). Additional information regarding Virginia Beach City Public Schools’ policies regarding discrimination on the basis of 🤬 and sexual harassment, as well as the procedures for filing a formal complaint and related grievance processes, can be found in School Board Policy 5-44 and School Board Regulations 5-44.1 (students), School Board Policy 4-4 and School Board Regulation 4-4.3 (employees) and on the School Division’s website. Concerns about the application of Section 504 of the Rehabilitation Act should be addressed to the Section 504 Coordinator/Executive Director of Student Support Services at (757) 263-1980, 2512 George Mason Drive, Virginia Beach, Virginia, 23456 or the Section 504 Coordinator at the student’s school. For students who are eligible or suspected of being eligible for special education or related services under IDEA, please contact the Office of Programs for Exceptional Children at (757) 263-2400, Laskin Road Annex, 1413 Laskin Road, Virginia Beach, Virginia, 23451

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The City of Virginia Beach Developmental Services 

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The City of Virginia Beach Developmental Services 

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Contact: Martin Gardner
mgardner@vbgov.com
757-385-0600

The Developmental Services division plans, develops, and implements services for Virginia Beach residents with intellectual disabilities and their families through the provision of person centered services designed to provide opportunities to individuals who have intellectual ​disabilities to become self-directing and contributing members of our community. We support families living with family member with intellectual disabilities; provide early intervention when developmental delays are identified in young children; and, promote the value of persons with intellectual disabilities living and working in the community.

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The Developmental Services division plans, develops, and implements services for Virginia Beach residents with intellectual disabilities and their families through the provision of person centered services designed to provide opportunities to individuals who have intellectual ​disabilities to become self-directing and contributing members of our community. We support families living with family member with intellectual disabilities; provide early intervention when developmental delays are identified in young children; and, promote the value of persons with intellectual disabilities living and working in the community.

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Services offered include, case management, employment, family support, residential, and infant programs. You may ask to speak with an Admissions Coordinator to discuss eligibility. If you, or the Admissions Coordinator, feel you may meet eligibility an Admissions Packet will be sent to you. If you do not wish to speak with an Admissions Coordinator but feel you or your family member meets requirements you may call (757) 385-0600 and ask for a packet to be sent to you.

Once the completed packet is returned, an appointment with Admissions will be scheduled. The admissions panel includes a Fee Clerk w​ho will determine fees based on the documentation provided. This meeting is free-of-charge. The completed packet must include the following:

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​Psychological ev​al​uation (must state a diagnosis of Mental Retardation or Intellectually Disabled showing age of onset prior to age 18). An Individualized Education Plan (IEP) is not acceptable

Proof of Virginia Beach residency (bill, driver's license, bank statement, credit card statement)

Health Insurance Card

Birth Certificate​

Proof of income (if applying for a minor bring parent / guardian information)

Guardianship or Power of Attorney if applicable​​​

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​​​To apply for services, please call (757) 385-0600.

​​​​Case Management is a service provided to individuals with a primary diagnosis of intellectual disability and their families to link them with needed services and resources in order to assist with community living and development of the individual's maximum potential. A team approach is used to ensure effective service delivery. Please call (757) 385-0600 to speak to a member of the Intake Team.

Assessment and Service Planning

The Support Coordinator will conduct a comprehensive assessment and develop an individual support plan, as well as provide supportive counseling and resource development for each individual. The support coordinator will coordinate and monitor service planning and services and will assist the consumer to achieve his or her goals using a person-centered approach. Case management also provides assistance for families with emergency needs.

Linking a​​​nd Coordinating Services

The Support Coordinator can assist individuals and families in linking to the following services:​

Adult day support programs​​

Supportive c​ounseling for individuals and families​

Financial assistance through Social Security, Social Services or other Federal State, and Local agencies​​

​Recreational Programs​​

​Housing​

Residential services ​​

Respite Care, personal a​ssistance services and/or skilled nursing

Vocational skills training and employment

Counseli ng and Support Groups

DS Case Management offers support groups for emotions management, family support, independent living skills, and a reading program.

​As a client of the Behavioral Health & Developmental Services division of the Virginia Beach Department of Human Services, it is your right to:

Be treated with dignity and respect

Be told about your treatment

Have a say in your treatment

Speak to others in private

Have your complaints resolved

Say what you prefer

As questions and be told about your rights

Get help with your rights

If you have questions or need help, see the department contact person or the human rights advocate. Additional information is availble under "Related Information" on this page.

Local Program Contact

Office of Continuous Quality Improvement | 757-385-0642

Regional Human Rights Advocate

Reginald Daye | 757-253-7061

Regional Advocate, Region V

WIlliamsburg, VA 23188-2652

Related Information

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The Developmental Services division plans, develops, and implements services for Virginia Beach residents with intellectual disabilities and their families through the provision of person centered services designed to provide opportunities to individuals who have intellectual ​disabilities to become self-directing and contributing members of our community.

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Digital DS-CM Application Request Form - Schools.docx

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DBHDS - Navigating the Developmental Disability Waivers Guide.pdf

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Carol F. Blackwell
Parent Support Liaison
Office of Programs for Exceptional Children
VBCPS
In addition to my passion for community service, I have more than 23 years of combined
experience in education as a Special Education Teacher, College Administrator and Special
Education Administrator in the K-12 school setting.  I received a BA degree in Psychology from
the University of North Carolina at Chapel Hill. My Special Education Teacher Certification and
M. Ed Degree in Administration and Supervision were earned from Virginia Commonwealth
University in Richmond, VA.
I have had the opportunity to live in eleven states, travel all over the world, and serve as a
volunteer in the community in various capacities. I am the recipient of numerous honors,
awards, and recognitions. In addition to travel, I also enjoy music, dance, and all other forms of art.
It is such as honor to serve the VBCPS community and students with disabilities, but one other
honor that I share is the role as mother to my 23-year-old daughter (formerly a “Child with
Special Needs and Gifted-Twice Exceptional”) who is currently employed in the field of Cyber
Security.

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Mandatory Dyslexia Training Requirement

Effective July 1, 2017, every person seeking initial licensure or renewal of a license shall complete awareness training, provided by the Virginia Department of Education, on the indicators of dyslexia, as that term is defined by the board pursuant to regulations, and the evidence-based interventions and accommodations for dyslexia. For more information, read House Bill 842.

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Your browser does not support JavaScript! This site uses JavaScript but is fully functional without it.

Mandatory Dyslexia Training Requirement

Effective July 1, 2017, every person seeking initial licensure or renewal of a license shall complete awareness training, provided by the Virginia Department of Education, on the indicators of dyslexia, as that term is defined by the board pursuant to regulations, and the evidence-based interventions and accommodations for dyslexia. For more information, read House Bill 842 .

Dyslexia Awareness Training Module

To meet the requirements, VDOE has developed a free online Dyslexia Awareness Training Module. This module is accessible from PCs and Mac computers and some other types of mobile devices. Users should complete the module in one session and have access to a printer. Individuals completing the module should print a copy of the certificate of completion for verification. The module has a value of five professional development points.

Technical Assistance

Questions or concerns relating to the Dyslexia Awareness Training Module should be directed to Special Education Instruction via email at spedinstruction@doe.virginia.gov.

Resources

Go to Learning Disabilities for additional resources to support dyslexia awareness including Virginia's Guidelines for Educating Students with Specific Learning Disabilities (PDF) and Dyslexia: Frequently Asked Questions (PDF).

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Teaching in Virginia description goes here.

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Virginia's Guidelines for Educating Students with Specific Learning Disabilities

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Virginia's Guidelines for Educating Students with Specific Learning Disabilities

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Kristen Mantlo
contact@smileasier.org
757-333-1219
About Us

SMILE, Inc. is a nonprofit organization that was created in memory of Samantha Trost. During Samantha’s brief lifetime she contributed to numerous childhood charities and nonprofit organizations. She touched the lives of many young individuals while living and one of her dying wishes was to ensure other children with life-threatening conditions could receive the much-needed goods and services that would enhance their quality of life.  Click to learn more about Sam's Story.

Mission

SMILE's mission is to enhance the lives of children impacted by a life-threatening condition through education, encouragement, and empowerment.

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SMILE is a nonprofit organization founded in memory of Samantha Trost. Our mission is to enhance the lives of children impacted by a life-threatening condition, through education, encouragement, and empowerment.

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Ericka Neville
ericka.neville@thechoicegroup.com
804-278-9151

About

Founded in 1998, we have dedicated over 20 years to helping our clients find meaningful employment as part of a full and enriching lifestyle.  Those who encounter varying obstacles to entering the competitive work force find their efforts become more productive when paired with The Choice Group’s assistance.  Some of our clients’ success is found through various state and federal resources.  We also work with school systems, insurance companies or even private referrals.  No matter where you are on your journey, we strive to help you achieve your goals of employment and self-sufficiency as far as you’d like to take them.  We’ve had thousands of clients in our years as counselors and it has been a joy and an inspiration to share in their achievements.

Our Mission

The mission of The Choice Group is a commitment to excellence in meeting our clients’ needs, while foremost respecting their individuality and right to make life choices.

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Founded in 1998, we have dedicated 20 years to helping our clients find meaningful employment as a part of a full and enriching lifestyle. Some of our clients' success is found through various state and federal resources. We also work with school systems, insurance companies or even private referra

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Customized Employment Brochure  2019.pdf

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Nicole Miller
nicole.miller@tidewaterasa.org
757-461-4474
The Autism Society of America, Tidewater Virginia, through its activities, gets in contact with local services, providers, organizations and professionals who server our community, we provide this Local Resources Directory, to help our Autism community find services and supports in the path to help our individuals in the Spectrum achieve a happy and independent life.

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AUTISM SOCIETY TOOLKITWe Put Together Reliable Resources On COVID19

WE ARE STREAMING ONLINE!Check Our Social MediaTo Learn More

VISIT OUR CALENDARTo Register For ThisMonth's Online Activities

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AUTISM SOCIETY TOOLKITWe Put Together Reliable Resources On COVID19 WE ARE STREAMING ONLINE!Check Our Social MediaTo Learn More VISIT OUR CALENDARTo Register For ThisMonth's Online Activities

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Awesome Adults with Autism 2020 Flyer.jpg

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Teen and Young Adult Game Nights Saturday.jpg

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https://drive.google.com/file/d/1cRMtGFx9PeDq5CwhofYgL2HC_9aiAbIi/view?usp=sharing

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Carolyn Weems was first elected to the School Board in 2002 and then re-elected in 2006, 2010, and 2014. Weems moved to Virginia Beach after graduating from Clemson University and has lived here for 36 years. Weems and her husband, Billy, both coached and taught for Old Dominion University before having five children and starting their own business. For decades, Weems has volunteered in our schools, PTAs, churches and community organizations. She is very passionate about improving and expanding instruction and opportunities for students receiving special education and technical/career courses of study. Weems is the founder and president of Caitlyn’s HALO, a non-profit focused on Helping Addicts and Loved Ones. This was inspired after the tragic loss of their daughter, Caitlyn, after she became addicted to pain killers prescribed by doctors. To educate others, Weems was instrumental in getting HB1532 passed that mandates all schools in Virginia to offer opioid focused education.  For her advocacy, Weems was named the recipient of the 2017 FBI Director’s Community Leadership Award as well as the Virginia Beach Human Rights Award.  In her spare time, Weems is co-chair of the Hampton Roads Opioid Working Group, a Sunday School teacher for Old Donation Episcopal Church, a Good News Club Leader, a reading tutor and a Cub Scout Den Leader. All of her children graduated from VBCPS and her granddaughter is currently attending Virginia Beach City Public Schools.

Mrs. Carolyn D. Weems
District 4 - Bayside
December 2009 - December 2022
At-Large
July 2002 - December 2009

Contact Information:
2512 George Mason Dr.
Virginia Beach, VA 23456
Carolyn.Weems@vbcpsboard.com

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Admon Alexander, Ed. D., Director, Family and Community Engagement at Virginia Beach City Public Schools

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Admon Alexander, Ed. D., Director, Family and Community Engagement at Virginia Beach City Public Schools

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I have been in the educational field for more than 20 years and have instructed primary and intermediate levels. I served as an executive director of a non-profit organization and was an adjunct professor for Johns Hopkins University, where I taught medical students leadership skills and how to best communicate with the communities they served. I work to create a collective impact on families, schools and communities by collaborating with various stakeholders to support and promote family engagement.

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Cheryl A Poe, M.A. Urb. Ed & Counseling
adv4kids@gmail.com
757-286-0549
Advocating 4 Kids Inc is a non-profit organization that provides training, resources, and direct advocacy support to parents of children with disabilities. Our organization has a special focus on outreach to minority and marginalized families whose cultural and civil rights needs are often overlooked in the state of Virginia and across the country.

Videos:

Back 2 School Hot Topics FAPE Town Hall Marathon

http://tiny.cc/wexosz

The session title is A Discussion of Systemic Racism within the Disability Community Webinar:

http://tiny.cc/kexosz

Blowing the Whistle on Institutional Racism

shorturl.at/qyCR5

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Advocating 4 Kids actively advocates for children and youth who have physical, emotional, behavioral, and learning disabilities. Far too often school divisions ignore the individual differences and needs of our children leaving them frustrated, isolated, and overlooked. Our services assist parents and caregivers by providing them with confidence and tools needed to secure services that address their child's unique and specific needs.

Mrs. Poe is a passionate advocate who has walked the walk as a parent of a Black American child with a disability and understands the fears, trauma and struggles that parents face. Her oldest child was a victim of a school system that failed to believe he deserved the services needed to be successful and who used his race as a factor to treat him less than.

With over 15 years of various mentorships, training, and experience Mrs. Poe has become a nationally recognized Special Education Advocate and Expert. Her vast experience includes:

Founding member and current Board President for the National Allies for Parents in Special Education- NAPSE

​Past Board Member of the Council of Parents, Advocates, and Attorney's -COPAA

Past Co-Chair for the Social Racial Equity Committee for COPAA

Past Chair of the National Association for the Education of African American Children with Learning Disabilities (NAEAACLD) Parent Network.

Guest trainer for the Special Education Advocate Trainer -SEAT through the Council of Parents, Advocates, and Attorney's

Presenter at the National Allies for Parents in Special Education 2018 inaugural conference

Presenter at the William & Mary Law Institute of Special Education Advocacy Summer Conference Alumni Track (2019)

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Advocating 4 Kids actively advocates for children and youth who have physical, emotional, behavioral, and learning disabilities. Far too often school divisions ignore the individual differences and needs of our children leaving them frustrated, isolated, and overlooked. Our services assist parents and caregivers by providing them with confidence and tools needed to secure services that address their child's unique and specific needs.

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Children with special needs need your love and support not sympathy. Mohd Uved.png