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Opportunities for Ohioans with Disabilities

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Opportunities for Ohioans with Disabilities

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Opportunities for Ohioans with Disabilities (OOD) is the state agency that empowers Ohioans with disabilities through employment, disability determinations, and independence. This empowerment is accomplished through our Bureau of Vocational Rehabilitation (BVR), Bureau of Services for the Visually Impaired (BSVI) and Division of Disability Determination (DDD). Our Division of Employer and Innovation Services (EIS) also plays an important role by establishing and maintaining partnerships with employers.
Learn More About OOD

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Opportunities for Ohioans with Disabilities

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Opportunities for Ohioans with Disabilities (OOD) is the state agency that empowers Ohioans with disabilities through employment, disability determinations, and independence. This empowerment is accomplished through our Bureau of Vocational Rehabilitation (BVR), Bureau of Services for the Visually Impaired (BSVI) and Division of Disability Determination (DDD).

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TACA has a variety of resources and seminar for families who are navigating a new diagnosis of autism. Check it out through this link.

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When your child is given an autism diagnosis, it can feel overwhelming and confusing. Use these resources to help guide you through.

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Weekly Virtual Support Group for Parents/Caregivers!

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Weekly Virtual Support Group for Parents/Caregivers!

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TACA provides weekly virtual support groups for parents/caregivers of those who have a disability.

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Join TACA Support Hours! Each week, TACA Mentors will help families create a plan to connect with resources and TACA programs to create better outcomes in their autism journey. Located in our TACA Connect App, you can find the Virtual Support Hour in the Feature Menu.

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need support? send us a message virtual support hours Every Tuesday at 10:00 AM Pacific Time via the TACA Connect App Join TACA Support Hours! Each week, TACA Mentors will help families create a plan to connect with resources and TACA programs to create better outcomes in their autism journey.

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FREE event for Parent/Caregivers to learn new ways to improve relationships with their kids!

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FREE event for Parent/Caregivers to learn new ways to improve relationships with their kids!

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Conscious Discipline PD at Marion and Tiffin Locations - March 19 and 20

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Conscious Discipline PD at Marion and Tiffin Locations - March 19 and 20

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Conscious Discipline will be providing training from 8:30am-3:30pm on March 19th in Marion and March 20th in Tiffin. Preview this flyer to gain more information about what Conscious Discipline is and how it can benefit your school!

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You and Me, Together Vape-Free Curriculum

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Our new You and Me, Together Vape-Free curriculum, which is part of the Stanford Tobacco Prevention Toolkit, is a 6-lesson evidence-based curriculum created by the Stanford REACH Lab as well as by our Youth Action Board, educators, healthcare providers, and scientists across the U.S.

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By scrolling down to the Programming section of this page, you will find several links to programs that are designed for education and prevention surrounding vaping.

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Harms of Electronic Smoking Device Added to Health Education in Ohio Schools

Ohio's 134th General Assembly enacted House Bill 110, which includes updated health education requirement for schools and districts. Schools are required to amend health education instruction to add content on the harmful effects of and legal restrictions of electronic smoking devices. The law goes into effect on Sept. 30, 2021.

This update to health education instruction supports Ohio's strategic plan for education, Each Child, Our Future, which recommends the adoption of a whole child model of education. Ohio's Whole Child Framework places the child at the center with the support of the district, school, family and community. Five tenets, including health, are outlined in the Whole Child Framework. These tenets recognize that students' basic physiological and psychological needs must be met before they can fully engage in complex learning and social activities.

Healthy students are better equipped to learn. Schools engage students in health education to ensure each student enters school healthy and learns about and practices a healthy lifestyle. Supporting healthy behaviors and providing students with knowledge and skills to make healthy decisions positively impacts their health and well-being.

This webpage outlines the health education instruction requirements surrounding electronic smoking devices, an overview of electronic smoking devices, examples of curriculum and resources for educators.

Health Education Requirements

Ohio law requires school districts to provide instruction on a variety of subjects which includes health education. Health education instruction must include instruction on the harmful effects of and legal restrictions against the use of drugs of abuse, alcoholic beverages and tobacco, including electronic smoking devices. The 134th General Assembly passed legislation which specifically includes electronic smoking devices as a type of tobacco product. The harmful effects of and legal restrictions of electronic smoking devices need to be addressed in health education instruction.

About Electronic Smoking Devices

Electronic smoking devices may also be known as:

E-cigarettes or e-cigs;

Vapes or vape pens;

Mods, pods or tanks systems;

JUULs or Puff Bars (or another brand name); and

Electronic nicotine delivery systems or ENDS.

E-cigarettes come in many shapes and sizes. They may look like regular cigarettes, cigars, pipes, or like pens, USB sticks and other everyday items.

Most electronic smoking devices have a battery, a heating element and a place to hold a liquid. This liquid may also be called e-liquid or e-juice. The liquid in e-cigarettes usually contains nicotine (which is the addictive drug tobacco products), ultrafine particles, flavorings and other chemicals. E-cigarettes can also be used to deliver marijuana and other drugs.

E-cigarettes produce an aerosol by heating the liquid inside the device. This aerosol is then inhaled by the user, entering their lungs. E-cigarette use has been linked to lung disease (e-cigarette, or vaping, product use associated lung injury or EVALI), increased risk of addiction, burns and other potential health and injury risks.

Programming

Listed below are educational programs which contain information on electronic smoking devices. Health education instruction must include information on both the harmful effects of and legal restriction of tobacco, including electronic smoking devices. Not all the programs listed below include information on the legal restriction of electronic smoking devices. (Review Ohio law for additional information on legal restrictions).
Programs which meet the legislative requirements have been marked with an asterisk.
CATCH My Breath*
Audience: Grades 5-12

A youth e-cigarette, JUUL, and vape prevention program. The program consists of four 30-minute lessons.

The program is available at no cost, is evidence-based and includes instruction on both the harmful effects of and legal restriction of electronic smoking devices.

A videogame with a focus on youth decision-making about smoking and vaping. The game is meant to be played in increments of 30-60 minutes and is typically completed in 2 hours.

The program is available at no cost, is evidence-based and includes instruction on the harmful effects of electronic smoking devices.

You and Me, Together Vape-Free Curriculum
Audience: Elementary, Middle and High School

This an educational resource is aimed at preventing students' use of tobacco and nicotine products. The middle and high school programs are 6 lessons that are approximately 50 minutes each. The elementary school program is two-lessons that are approximately 50 minutes each.

​The program is available at no cost. The lessons are theory-based and evidence-informed and were created by the Stanford REACH Lab and include instruction on the harmful effects of electronic smoking devices.

Vaping: Know the Truth
Audience: Grades 8-12

An online course with four lessons on the dangers associated with using e-cigarettes and resources to help young people quit if they already vape.

The program is available at no cost and includes instruction on the harmful effects of electronic smoking devices.

Know the Risks: A Youth Guide to E-cigarettes
Audience: Ages 11-18

A presentation attended to educate youth on e-cigarettes, including the health risks, the factors that lead to e-cigarette use, and what youth can do to avoid all tobacco products. Estimated presentation time is 45 minutes.

The program is available at no cost and includes instruction on the harmful effects of electronic smoking devices.

Alternatives to Suspension and Supportive Discipline

The purpose of alternatives to suspension is to keep students in school and learning. Violations of tobacco policies can be addressed using supportive disciplinary practices, which focus on recovery and reduction of tobacco product use and dependence.

Intervention for Nicotine Dependence: Education, Prevention, Tobacco and Health (INDEPTH)

This interactive program teaches students about nicotine dependence, establishing healthy alternatives and how to stop the use of tobacco products.

​This program was developed by the American Lung Association, in partnership with the Prevention Research Center of West Virginia University. The program is available at no cost.

Healthy Futures

There are two versions of the Healthy Futures curriculum. Both use principles of motivational interviewing and include information on issues related to e-cigarettes and other tobacco products. r information on the health effects of vaping, addiction, messaging, and the cost.

​MY Healthy Futures is a self-paced course for students to complete on their own in 40-60 minutes.

OUR Healthy Futures is to be taught by an educator, counselor, advisor, or another adult in small group settings. There is a 2-hour and 4-hour option.

​This program is created by the Tobacco Prevention Toolkit team at Stanford University School of Medicine. The program is available at no cost.

Tobacco-Free School Policy

Tobacco-free school policies create safe and healthy environments for students, staff, families and visitors. Policies protect others from secondhand smoke and aerosol, discourage youth from starting to use tobacco products and ensure that schools provide resources and support to those who use or are addicted to tobacco products.

The Ohio Department of Health has developed a toolkit and model policy to assist school districts in adopting, communicating and enforcing a tobacco-free policy.

Resources for Educators

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Ohio's 134th General Assembly enacted House Bill 110, which includes updated health education requirement for schools and districts. Schools are required to amend health education instruction to add content on the harmful effects of and legal restrictions of electronic smoking devices. The law goes into effect on Sept. 30, 2021.

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Join us as we reimagine what it means to be a Connected Parent.

Let us introduce ourselves: we are a comprehensive, one-stop hub of resources local to you, and reviews for those hard-to-find services your family needs. With our easy-to-use filters, narrowing your search to find therapists, recreational activities, advocates, and other resources in your area has never been easier.

The best part? We're building out a community of reviews that gives you on-demand access to insights & recommendations that feel like they came straight from a personal friend.

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Search for the disability services your family needs all in one place. Connecting you with online & local resources reviewed by parents & caregivers just like you.

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Home - Find the Best Special Needs Providers

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An online community for families raising children with special needs to find, rate and review service providers.

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Parents who take an active role in creating their child's plan for services and supports will feel included and be better prepared to advocate for their child's needs. This guide will give parents the tools they need to understand how to engage with teams to be an effective advocate for their child. Professionals who treat parents as respected partners and experts on their child will facilitate better planning, decision-making and support for families and better educational and developmental outcomes for children.

In addition to information about family engagement, perspectives from families, perspectives from professionals and questions to consider gauge how well family engagement is working. There are resources on many topics to support family engagement work. We hope this guide is used to strengthen family engagement, support confident parents, build strong relationships and engage in effective team decision-making.

Table of Contents

Lived Experience

Fostering Family Engagement

What to do When You Suspect a Delay

The Differences Between Medical Diagnoses and Educational Eligibility

Understanding the Evaluation Process

You Have Rights: IDEA Law 0-3

You have Rights: IDEA Law ages 3-21

Partnering With Your Child's Team

Child Assessment Eligibility Determination- Ways to Participate

Successful IFSP/Medical/504/IEP Teams

Empowering Your Child

Finding Supports for Your Family

What to do When You Experience Discrimination

Finding Emotional Supports

General Resources

Glossary and Acronyms

Helpful Organizations

Template Forms for Families

Template Forms for Professionals

Additional Print Resources

Lived Experience

A lived experience is the things that someone has experienced themselves, especially when these give the person a knowledge or understanding that people who have only heard about such experiences do not have. For families raising children with disabilities, lived experience can mean you have feelings of guilt, loss of opportunities, maternal sacrifice, worrying about the future, social isolation, lack of socioeconomic support, and stigma. It can also mean your family is strengthened by the challenge or you are happy and fulfilled when your child reaches an important milestone like talking or walking.

What Families Should Expect:

Your lived experience is important and should be valued by professionals working with you and your child. Your lived experience has taught you so much about your child and their strengths and challenges, and your team members should use your knowledge to help make good decisions about services and supports for your child. Make sure you share your lived experience with your child's team as you work to address your child's needs. Find a way to share information that works for you. If you are not comfortable speaking up at meetings, share your information in writing or ask a trusted friend or advocate to attend meetings with you to help you feel supported and able to share information.

What Families Want Their Team Members to Know:

Sharing personal information about my child or family can be hard, especially in a large group of people at a team meeting. I may be sharing intimate details about my family life. Creating a welcoming environment at meetings will help me to share important information. You can make me feel welcomed by introducing yourselves, making sure I understand the meeting agenda and information and scheduling enough time so that the meeting is not rushed and all of my questions can be answered.

Raising a child with a disability is very stressful. Listening to professionals focus on my child's limitations or problems is hard to hear and adds to the stress. You can make my lived experience better if you strike a balance in discussions during meetings. Remember to also focus on my child's strengths and abilities when planning for my child's services and supports.

I know my child better than any professional can. The information I have about my child's abilities and challenges can help you make better choices about services and supports and will help you to understand my child's likes and dislikes. Please listen to what I have to say about my child and use it to better serve my child.

What Professionals Want Families to Know:

We know that what is happening with your child at home or in the community impacts how your child will do at school. You can help us meet your child's needs by communicating with us about your child's morning or evening. If your child struggled to sleep or had a bad morning, let us know so that we can provide more supports that day, and if your child had a great experience in the community, let us know so that we can reinforce that experience at school.

Sometimes as professionals, we don't know how to provide the right supports to you as a parent. We don't know everything that is going on in your life. If you need extra support, let us know so that we can work to find that support. On-going communication about your family stressors and needs can help us be a better team.

Questions to Consider
For Families:

Have I shared my lived experience with my team?

Have I found a way to be comfortable in speaking up at my child's team meetings?

Do I share ideas with my team about how to best support my child based on my personal experiences about what works and doesn't work for my child?

Have I found ways to feel supported as a parent, and have I shared that information with my team?

For Professionals:

Has our leadership provided professional learning opportunities for staff to learn to support family needs?

Have we organized our meetings to be welcoming to families, including creating agendas, introducing participants, diversifying participants, and cultivating a nurturing environment?

Do we encourage team members to focus on the child's strength as well as challenges in all that we do?

Resources

Parent Center Hub
Effective IEP Teams: Reality or Impossible Dream? | Wrightslaw Way
Reading Rockets: Launching Your Young Readers

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Parents who take an active role in creating their child's plan for services and supports will feel included and be better prepared to advocate for their child's needs. This guide will give parents the tools they need to understand how to engage with teams to be an effective advocate for their child.

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Schools across the country have begun to incorporate spaces that are designated for students to use when they need a break. Educators work with students to help them recognize when they begin to feel frustrated, overwhelmed, or overstimulated and support them in regulating their emotions by using the activities in what are typically called "Sensory Areas" or "Take a Break Areas." These spaces are designed to help students take a few minutes to reset by doing an activity of choice like hugging a stuffed animal, using a fidget, drawing a picture, taking deep breaths or smiling in a mirror.

As schools shift from in-person to remote learning repeatedly this year, without a doubt, students are feeling a lot of strong feelings. When at home, they may be missing that designated space to take a break to reset. With so many people working and learning in the home, things can be tight. There just might not be any space for anyone to step away. A virtual calming room can be a great replacement.

The Nora Project created our own Virtual Sensory Room with some easy options for students (and adults) to use at home. We hope this resource provides our students and families with a momentary break and the chance to return to your work with a renewed sense of calm. The Nora Project team hopes you'll share this with anyone who might find it helpful!

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Schools across the country have begun to incorporate spaces that are designated for students to use when they need a break. Educators work with students to help them recognize when they begin to feel frustrated, overwhelmed, or overstimulated and support them in regulating their emotions by using th

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Updated Summer 2023

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Elementary students face a constant stream of distracting sensory stimuli throughout the day, but these simple, quick exercises can help them stay on track.

Anna Godeassi / The iSpot

Elementary school students are constantly bombarded with sensory stimuli throughout the day, during school hours, and at home. Sensory processing plays a critical role in self-regulation and in how children function, interact, and learn at school, so it can be difficult to separate emotional regulation issues from sensory processing concerns, as they often connect.

Children who have functional sensory processing skills are able to take in sensory information, filter out what's irrelevant, and stay relatively calm and self-regulated. They may occasionally engage in compensatory behaviors, such as biting their nails, playing with objects, getting a drink of water or going to the bathroom (when they don't need to, for a brief respite), tapping their legs, fidgeting with their hands, and so on.

When children have difficulty processing sensory information, they can have trouble completing school- and home-based tasks that require them to sit still, attend to instruction, engage socially with peers, and play or work cooperatively with others. They have a lot of difficulty interacting with their environment and peers functionally, because they're not receiving appropriate sensory feedback. They may engage in maladaptive behaviors-for example, they may be unable to sit in their seat and may collide with objects or peers while navigating the school setting, put objects in their mouth, and have difficulty following multistep directions (among other difficulties).

Providing young students with increased awareness of their sensory system at regular intervals throughout the day may help improve their behavior and overall self-regulation.

Simple Sensory Strategies to Improve Participation

Hug your knees: Ask your students to sit on the floor, knees up, feet firmly planted on the floor. Have them bring their knees under their chin, hugging them tightly. They can rest their chin briefly on their knees, as if they were using them as a table. This strategy integrates proprioceptive input (the ability to perceive the position and movement of the body) through joint compression (applying deep pressure).

Backwards hug: Sitting on the floor as tall as they can, students should reach both arms backwards, crossing their hands to squeeze their wrists. This strategy also integrates proprioceptive input through joint compression.

My own learning space: This is a good strategy for students who may be sensitive to auditory and/or visual inputs. When a child is having strong emotional feelings, it can often be helpful to "take space," or move away from the challenging situation at hand (e.g., when they're frustrated during a lesson that's difficult to understand). This strategy allows students to take space while learning. Have an agreed-on location for this exercise. Consider creating a visual boundary to the space, such as painter's tape, so that the student has a guide for where to go.

You may want to add sensory-blocking tools, such as noise-reducing headphones and something that blocks the student's visual field, such as a folder standing up vertically, to further decrease sensory stimulation.

Velcro on rug spot: Consider placing Velcro around the student's learning space, such as under the desk, on the floor, and even on their learning materials (on the back of their notebook, on their pencils, etc.). I like to alternate soft and rough textures for the added sensory stimulation. Feeling Velcro on the floor at the student's rug spot can help them keep their eyes on you and will definitely be less distracting than having a stress ball in their hand.

Chair: Sitting on a chair with a back while listening to you can help the student focus when they're feeling low-energy. The back support gives them the information of where their body is in a space, while their body doesn't have to focus on trying to sit against gravity. This strategy provides tactile and proprioceptive feedback.

Floor desk: This is a small desk that provides a physical and visual boundary around the student. It can be helpful when they're feeling high-energy. It also provides the student with a writing surface while you're teaching. This strategy can be useful for those who benefit from increased proprioceptive and visual feedback.

Tangle/string fidget tools: These types of fidget tools are somewhat circular, so that the student can fidget with them in a repetitive and functional way, getting rid of excess energy. This tool also provides tactile feedback.

Big body breaks: Having the class stop at regular times to check in and do big body breaks so that everyone can feel just right can be very productive. Remind students that sometimes, our bodies may need to check in more often, and that's OK. Ask your students to do downward dog/upward dog yoga poses and head-below-knee poses, and to bend down and squeeze each joint of their body, beginning at their ankles and working their way up to their shoulders.

These strategies provide a reminder to allow for increased proprioceptive (body awareness through joint compression) and/or vestibular (head below knee and rotational) inputs to ensure that students perform consistent large-movement exercises that have those components.

Cardboard box/laundry basket stuffed with pillows: This is a large, firm, and shallow cardboard box filled with a few pillows. Students should be able to sit in there, slightly squished, bringing their notebook/worksheet and a clipboard. Using this seat the right way, on the rug with their classmates, means that they are sitting up and participating. This strategy provides increased proprioceptive, visual, and tactile feedback.

The above strategies can help alleviate the sensory overload that young students experience from the continuous wave of sensory stimuli and keep them in the frame of mind for learning.

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Sensory Strategies That Help Students Refocus on Learning

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Elementary students face a constant stream of distracting sensory stimuli throughout the day, but these simple, quick exercises can help them stay on track.

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Ohio National Guard Family Readiness and Warrior Support

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Ohio National Guard Family Readiness and Warrior Support

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A Note from the Director ...

"Give a man a fish and you feed him for a day; teach a man to fish
and he'll eat forever... "

Our Family Readiness and Warrior Support programs are designed to teach Ohio's Service Members and Families to be "good fishermen" - knowledgeable, aware of resources, adaptable, and networked to succeed and grow from the experiences unique to military culture.

In addition to providing information, our programs provide a platform to meet and relate to other Service Members and Families who understand the challenges and experiences of military life - and in particular, the challenges facing our geographically dispersed force.

Please consider investing the time to participate in the events our team has worked so hard to provide for you. The events are "world class" and I promise you will not be disappointed.

In an effort to provide this comprehensive menu of quality events, at times, only the event's month and general location will be listed. As planning is completed and information becomes available, we will ensure that the information is communicated. Please visit www.ong.ohio.gov/frg/FRG_index.html regularly to find current information about listed events as well as to see what else is new in Family Readiness and Warrior Support.

JULIE A. BLIKE
Colonel
Director, Ohio Family Readiness and Warrior Support

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Ohio National Guard Family Readiness and Warrior Support Program

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"Give a man a fish and you feed him for a day; teach a man to fish and he'll eat forever... " Our Family Readiness and Warrior Support programs are designed to teach Ohio's Service Members and Families to be "good fishermen" - knowledgeable, aware of resources, adaptable, and networked to succeed and grow from the experiences unique to military culture.

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Purple Star Class of 2023 will be announced in April 2023 during the Month of the Military Child

The Purple Star Award recognizes schools that show a major commitment to students and families connected to our nation's military. Schools that earn the award will receive a special Purple Star recognition to display on site.

A school will be honored with the Purple Star Award if it completes all the required activities, plus one optional activity, listed below. The Purple Star Advisory Board helps decide a school's eligibility for the award.

Class of 2022 Purple Star schools

Past Honorees

View a full list of all Purple Star schools.

Purple Star in the News

Application

The application window to become a Class of 2023 Purple Star school will open on Nov. 1, 2022. Interested schools are encouraged to prepare to apply for the award when the next application window opens.

Access the Purple Star Application Webinar for more information.

On the application, schools are asked to share the following:

The web address of the school's military families resource page

Professional development activities completed by the school military family liaison

Activities completed by your school that demonstrate the school's ongoing commitment to supporting military-connected youth and their families

The school's process to identify and inform staff of military-connected students

The number of military-connected students currently enrolled

How staff connects with military-connected students

The school's plans and strategies for continuing to support military-connected students

If you have any questions, please email PurpleStar@education.ohio.gov and include your school name in the subject line.

How to Qualify

A school will be honored with the Purple Star Award if it completes all the required activities, plus one optional activity, listed below.

Required Activities

The school must have a staff point-of-contact for military students and families who serves as the primary liaison between them and the school.

The liaison completes professional development on special considerations for military students and families under federal law. The liaison can complete any professional development they chose to fulfill this requirement. A variety of online learning options are available:

The liaison identifies and informs teachers of the military-connected students in their classrooms and the special considerations military families and students should receive. Visit Identification of Military-Connected Students for more information on the required and best practices related to this activity.

The school maintains a dedicated page on its website featuring resources for military families.

Optional Activities

The school provides professional development for staff on special considerations for military students and families.

The school hosts a military recognition event that demonstrates a supportive culture. Schools are encouraged to consider hosting a military recognition event in addition to their Veteran's Day celebrations for this activity.

The school implements social and emotional development programs with the military child in mind. Examples of these programs include a monthly club for military-connected students, a student ambassador program that supports welcoming new students to the school and regular check-ins between the liaison and identified students.

The school celebrates the Month of the Military Child (April) with events or programming honoring military-connected students.

See resources for military families.

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Purple Star Class of 2023 will be announced in April 2023 during the Month of the Military Child The Purple Star Award recognizes schools that show a major commitment to students and families connected to our nation's military. Schools that earn the award will receive a special Purple Star recognition to display on site.

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What is a sensory room?
Sensory rooms are now common in schools, hospitals and community centers. These rooms use sensory equipment to create a controlled sensory-focused environment. These environments allow sensory experiences to be individually tailored to meet the specific needs of an individual.

Good sensory rooms are well structured so that the amount and intensity of a sensory experience can be easily controlled and monitored. This is essential when using a sensory room to manage overstimulation and stress or to provide sensory integration therapy to individuals with sensory processing challenges.
What is the purpose of a school sensory room?
These rooms can serve multiple purposes. They can promote self-organization, be a calming area, provide leisure, help with sensory integration, or act as skill training centers. They also provide great inclusion spaces that all students can explore together.
Who do sensory rooms help?
A well designed room can also serve people of all ages, multiple disabilities, as well as facilitators, teachers, parents, caregivers, and therapists.
Why have a sensory room?
Those with multiple disabilities often have sensory impairments. By controlling sensory input in the room it is possible to eliminate distractions and assist people to attend to specific objects that may help them make sense of their external environment.

A sensory room can also provide these additional benefits:
- Modulate the environment so that you can reduce the opportunity for over-stimulation.
- Creates a safe space with tools students can use to self regulate and manage anger, over-stimulation and stress.
- You can create a controlled space to assess the type of environment a student is most comfortable in and the sensory activities a person is most responsive to.
- You can create a comfortable space for students to relax in to help them interact with others.
- Provide a safe crisis and de-escalation area.
What is the research on sensory rooms?
Research on sensory rooms is ongoing. So far studies have shown they are useful for reducing and managing stress and aggression. Therapists have also used the room for "supporting reflective learning during critical incident debriefing" 1, 2, 3, 4, 8 They can also reduce stereotyped/repetitive behaviors in adolescents and adults. 3, 5, 6 Use of the room can also increase attention and focus. 8
How do schools and mental health facilities use sensory rooms?
- Reduce Stress
- Reduce Stereotyped/repetitive Behaviors
- Reduce Aggression (9)
- Increase focus
- Motivate Learning
- Increase interaction
- Assist with sensory integration therapy.
How do you set up a sensory room?
Before designing the room it is important to consider:

The individual needs of the clients who will use the room. What are the ages, abilities, and needs of the individuals who will use the room?

How many individuals will need to use the room at the same time?

How the room will be used. Will the room be a calming area? Will it be used for therapy sessions including occupational therapy, speech, sensory integration therapy, or one on one instruction?

Keep in mind the long term use of the room. If all of your equipment is static, students can become bored. A good goal is to create a flexible space that allows you to create different scenes or moods depending on the emotional, cognitive, and physical needs of the students. How will the room be adapted to meet changing needs and keep it interesting?

Common Components of a Sensory Room Why Do Sensory Rooms Have Bubble Tubes?
A common component of many sensory rooms is a bubble tube. It is often placed in a corner with two mirrors installed to give the illusion that there are actually three tubes instead of one. Usually a platform is built around the tube so that students can sit near the tube and touch it.

Bubble tubes are installed in sensory rooms for a variety of reasons:

Sensory stimulation- bubble tubes provide visual sensory stimulation. They often have LED lights that change colors and watching the bubbles float up through a variety of lighting effects provides sensory input. Some bubble tubes also have a vibrating component that allows for a multi-sensory experience.

Calming visual focal point- A common calming activity is to find somewhere to place your attention while you relax and center your mind. Often students will be prompted to focus on their breath, heartbeat, or "visualize" something. Often students have an easier time focusing their attention on an external object. A bubble tube's rhythmic bubble motion provides a concrete, calming visual focal point.

Meet IEP or learning goals- some bubble tubes come with switches that allow students to change colors, turn on and off, or change light patterns. Teachers will use these switches to teach a variety of IEP goals including cause and effect, colors, or other attributes such as on and off.

Do you have to have a bubble tube in a sensory room?
Most assume that if you are going to have a sensory room you must have a bubble tube. This assumption is not true. A bubble tube should be placed in a room based upon the goals of the facility.
What color to paint the room?
Traditional thought is to paint a sensory room white. This allows different visual effects to show up better when they are projected on a wall. A note about an all white room. Some sensory rooms are completely white with white walls and white soft flooring. This can be a challenge for those with visual impairments. It limits the number of visual cues making it difficult to differentiate between the walls, floor, door, and doorframe. Also this can make keeping the room clean difficult!
More Set up Tips

Make sure that you have adequate space between equipment so that students can move freely. Quiet and uncrowded spaces are essential for managing overstimulation and stress. (10)

Before ordering equipment make sure you have budgeted money for installation. Check to make sure the room is set up with adequate electrical outlets. Depending on the equipment you order, you may need to include a contractor and/or electrician in your budget.

When designing the layout of your room pay attention to where the electrical outlets are located. You can save a lot of money by simply placing equipment near an existing outlet.

Smaller areas within a larger sensory room can be created that give students an opportunity to explore objects and people close to them. You can divide up the space using sound sponge dividers or hanging curtains with different materials.

Windows may need to be darkened if light effects are going to be used. You can cover them with dark paper, use blackout curtains, or install blinds.

Think about your floor coverings. Some room designs cover the entire floor with wall to wall mats. However, this creates an unstable surface that can be difficult for some individuals to move independently and may limit wheelchair access.

Carpet: go for plain colors if the floor is highly patterned it will detract from other features in the room and could cause overstimulation. For those prone to sensory overload it is important to provide a blank place to look at.

Any equipment with a heat source should be positioned where there is plenty of ventilation so that the equipment does not overheat.

Staff Training is a Must
Unfortunately, chaotic and unpredictable environments are sometimes created when a room is poorly designed or personnel are not trained how to properly use the room. It is essential that the support personal understand how to use the room itself, not just the equipment inside it.

It is more important how you use the space not what you have in it. One of the most common mistakes is to go into a sensory room and turn on every piece of equipment. This can be very over stimulating for some. If used incorrectly students can exhibit self-injurious or aggressive behavior. Remember the equipment is only as good as the person using it.

National Autism Resources would love to help you set up your next sensory room. Please call us toll free at 877-249-2393 for a free consultation.
References:

Brosnan J, Healy O (2011) A review of behavioral interventions for the treatment of aggression in individuals with developmental disabilities. Research in Dev. Disabilities, (2):437-46.

Champagne, T & Stromberg, N (2004). Sensory approaches in inpatient psychiatric settings: Innovative alternatives to seclusion and restraint (CE Article). Journal of Psychosocial Nursing, 42(9), 35-44.

Forsyth AS, Trevarrow R (2008) Sensory strategies in adult mental health: A qualitative exploration of staff perspectives following the introduction of a sensory room on a male adult acute ward. Int J Ment Health Nursing, (6):1689-1697.

Novak T, Scanlan J, McCaul D, MacDonald N, Clarke T. (2012) Pilot study of a sensory room in an acute inpatient psychiatric unit. Australas Psychiatry, (5):401-6.

Hill, Lindsay; Trusler, Karen; Furniss, Frederick; Lancioni, Giulio (2012) Effects of Multisensory Environments on Stereotyped Behaviours Assessed as Maintained by Automatic Reinforcement. Journal of Applied Research in Intellectual Disabilities, v25 n6 p509-521.

Novakovic N1, Milovancevic MP2, Dejanovic SD3, Aleksic B4. (2019) Effects of Snoezelen-Multisensory environment on CARS scale in adolescents and adults with autism spectrum disorder. Res Dev Disabil. Jun;89:51-58.

Case-Smith, J. (2009). Relationships among Psychology, Stress, Behavior, and the Environment. OTJR: Occupation, Participation and Health, 29, 146-147.

Thompson, C. (2011). Multi-Sensory Intervention Observational Research. International Journal of Special Education , 26, 202-214.

Price O, Baker J, Bee P, Lovell K. (2018) The support-control continuum: An investigation of staff perspectives on factors influencing the success or failure of de-escalation techniques for the management of violence and aggression in mental health settings. Int J Nurs Stud. Jan;77:197-206.

Oostermeijer, S., Brasier, C., Harvey, C., Hamilton, B., Roper, C., Martel, A., ... & Brophy, L. (2021). Design features that reduce the use of seclusion and restraint in mental health facilities: a rapid systematic review. BMJ open, 11(7), e046647.

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What is a sensory room? Sensory rooms are now common in schools, hospitals and community centers. These rooms use sensory equipment to create a controlled sensory-focused environment. These environments allow sensory experiences to be individually tailored to meet the specific needs of an individual.

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If you've got a sensory child who's of school-age, most likely sensory supports will be needed in the classroom.

When talking to teachers and administrators about the need for sensory tools in the classroom, it's important to frame your discussion in terms of your child's "readiness to learn."

Before we get into our top 10 list, take a look at our video on 7 Tips for a Sensory Friendly Classroom. Then, in this blog post, we'll discuss why it's important to have a sensory informed classroom!

7 Tips for a Sensory Friendly Classroom

Why is a Sensory Friendly Classroom Important?

Sensory tools are intended to promote regulation, improve focus, and increase participation, therefore enabling your child to be available for learning!

The key to a sensory-informed classroom is that it supports the various sensory needs of the students in the classroom in a way that is as natural as possible. Not all students learn the same, nor do they have the same sensory needs. When you include sensory supports or tools in a classroom, they will be used differently by kids depending on what their bodies need, when they need input, and how they choose to use the tools!

No matter how they are used, sensory tools that are naturally embedded into the existing school day are more likely to be used by more than just your sensory child, therefore decreasing the social stigma of needing something "different."

By creating a sensory-informed classroom, teachers are setting the tone or culture of the classroom to be one of inclusion, acceptance, and differentiation, no matter what the students' needs are!

The goal of sensory tools in school is to support participation, engagement, and interactions that promote skill development and learning. Whether your child is working to develop social skills with peers, behavioral and emotional regulation, improve attention/focus, develop organization skills, or manage classroom behaviors, sensory tools can regulate a child's arousal level in order to get at these higher-level skills needed for classroom success!

If you'd like to learn more about how to make sensory breaks work better in the classroom, check out this article.

A Facebook Live Session about Sensory Tool Ideas

Below this video, you'll find our top 10 list of sensory tools for school, but we wanted to include this Facebook live session that covers more sensory toolbox ideas and how to implement them at school or home.

Sensory Tool Video Show Notes

6:00 Support your child's OT by integrating activities into your daily routine.

7:30 Toolbox supplies will cover the different sensory systems.

7:40 Vestibular input ideas

9:45 Harkla Sensory Swing

11:40 Scooter Boards are great!

14:30 Body Sock activities

16:06 Vibrating or buzzing massager

18:07 Exercise ball

21:00 Weighted objects

23:00 Fidgets

Our 10 Favorite Sensory Tools for the Classroom

1. Flexible/Alternative Seating

Did you know that school-aged children need 4-5 hours of movement per day to meet their developing central nervous system's sensory needs? That's a hard recommendation to follow when much of their day is spent in school!

The easiest way to allow for movement in a classroom is to offer students active seating options. "Active seating" is seating that allows for wiggling, moving, and adjusting as an alternative to the typical classroom chair. There are a number of designs to consider:

Tabletop seating on T-Stools (see photo), ball chairs, or Move n'Sit cushions

Floor seating in a beanbag chair, backjack chair, or sensory floor cushion

Standing stations with standing desks or easels

2. Heavy Work Activities

Heavy work activities are designed to provide proprioceptive input that has a calming, organizing effect on students. When you put everyday classroom objects (books, lunch bags, recess equipment) into a laundry basket, students can carry/push/pull these heavy baskets for extra doses of proprioceptive input.

Better yet, assigning these heavy work tasks as daily classroom "jobs" will ensure these heavy work activities are embedded into natural classroom routines: chair stacker, library book returner, white-board eraser, recess equipment carrier, door holder!

Check out the American Occupational Therapy Association's OT Connections Blog for some heavy work chores and activities that are appropriate for home and school.

3. Manipulatives or Fidget Toys

Manipulatives are often used as a multi-sensory way to teach concepts in school.

If you've read our article on fidget toys you know how tactile tools are used as fidgets to help some kids to focus.

Sensory-informed classrooms can incorporate tactile manipulatives and fidgets to support a multitude of students. Consider distraction-free fidgets like pencil top fidgets, bouncy bands on chairs and desks, and set expectations with a classroom poster of fidget rules!

Whether reinforcing math concepts with popsicle sticks or segmenting and blending words with unifix cubes, manipulatives allow for a hands-on approach to new learning. For kinesthetic learners or students who learn best when actively touching, moving, and manipulating materials, these manipulatives make learning happen.

4. Oral Sensory Input

The easiest way to incorporate consistent oral motor sensory input into the school day is to look at what you're sending your child for snacks and lunch. Just as you vary the nutritional contents of those foods you send, you should also be varying the textures, flavors, and consistencies. Chewy, crunchy foods will offer proprioceptive input to the mouth/jaw and offering liquids to suck through a thick straw (i.e. water bottle w thick straw like this) will also require the use of mouth muscles!

For kids who need more oral input in school, alternative tools allow for sensory modifications in subtle ways.

"Chewelry" (chewable jewelry) offers necklaces, dog tags, and bracelets that are fashionable and functional.

Some classrooms and schools allow gum or chewy candy to be proactively used to meet oral sensory needs. In these cases, "gum rules" are enacted to ensure appropriate use.

Pencil toppers allow your child to safely chew on the end of his pencil

5. Movement

When you get your child's school schedule, take note of the movement opportunities in the form of gym class, specials, and recess. Are those times sufficient to help your child regulate and get a good dose of vestibular input?

If not, you'll need to look at additional movement opportunities in the form of whole-class activities.

GoNoodle is a free favorite with teachers and students alike!

Student-specific movement activities on key rings, flashcards, or classroom posters can cue kids to take movement breaks to help regulate.

Movement-minded classroom jobs like a mail carrier, materials manager/paper passer, or office runner allow for movement within natural routines

If you're lucky enough to have a classroom therapy ball, there are a multitude of movement-based sensory breaks using the ball from bouncing to rolling and !

6. Deep Pressure

Weighted objects and weighted lap pads are a must-have in every classroom for seated tabletop tasks and carpet times! Weighted materials like Harkla's weighted lap pad offer deep pressure input that has a calming and organizing effect.

Read more on the effects on deep touch pressure here.

Some students prefer compression garments worn under regular clothing or compression vests are worn on top of their clothing. These are student-specific considerations that are appropriate sensory tools for school depending on your preference and your child's sensory needs.

Click here to visit Harkla's Catalog of Weighted Vests, Blankets, and Lap Pads

7. Sensory Deprivation Area

Because a classroom can be a noisy, visually overwhelming, overstimulating place for a sensory student, it's important to have a designated "quiet corner" that could be as simple as the reading nook in the corner of the class or as complex as a teepee with a beanbag chair and headphones!

Take a look at the Harkla Hug! It provides a calming place for a child to sit while it applies much-needed pressure to sensitive areas of the body, helping your child feel grounded and in control.

Having an identified sensory deprivation area will allow your child to initiate taking a break when needed, proactively de-escalating when he feels overstimulated.

8. Visuals

It's important to look at visual supports for learning as well as for regulation assistance in a classroom. When visuals are effective, they reduce the amount of verbal direction, reminders, or prompting needed.

For some sensory students, these strategies could make a huge difference in supporting positive classroom behaviors and self-regulation. Visual timers and visual calm-down bottles both offer non-verbal ways of prompting transitions and behavior supports.

For other students, reducing the amount of visual distraction is key to helping them maintain attention and complete classroom tasks. Desktop or tabletop partitions, privacy boards, or "offices" are sometimes all it takes to help a student to focus on his work!

9. Tactile Tools for Teaching

Think back to preschool and kindergarten - so much new learning took place through tactile mediums! Fingerpaint tracing shapes, shaving cream letter writing, even playdoh letter rolling -- using the tactile (touch) sensory system helps some students learn new concepts!

For elementary-aged children, using tactile tools can support continued concept development, so bring out the sand tray, raised line paper, tactile bins, and sensory table. There's a way to make most new concepts multisensory!

10. Auditory

We've talked about reducing sensory stimulation with a quiet corner in the classroom, but there are times when auditory information can help sensory students identify transitions and learn new information. Familiar songs, rhymes, and music can prompt students through the routine expectations of the classroom.

We all remember Barney's Clean Up song, right? Predictable musical prompts, whether they are a song or an instrument like a chime, can ease transitions from preferred to nonpreferred activities.

For the reluctant reader, include audiobooks along with text to draw on auditory interests and strengths. Sometimes, listening to the rhythmic, calming voice of the narrator can help engage a reluctant reader and avoid some behaviors in the classroom.

Check out our video on the Top 5 Products for an Elementary Classroom!

Conclusion and Takeaways

No matter the type of classroom setting your child is in, or the type of learner he is, there are countless ways to modify the school environment with sensory-informed choices.
We at Harkla would love to hear from you about what your sensory-informed classroom is doing to keep all students engaged and learning! Comments will be approved before showing up.
For more information on sensory tools for school, check out Adapt & Learn's Sensory-Informed Classroom Pinterest page.

WATCH 6 Sensory Strategies to Improve Your Child's Attention Span!

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10 Tools for a Sensory Informed Classroom

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Does your child go to a sensory informed classroom or are you a teacher looking to make your classroom more sensory friendly? Check out our list of sensory strategies as well our 10 favorite sensory tools for a classroom that is helpful to those with autism or sensory processing disorder.

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The Ohio National Guard Employment Enhancement Program ( NGEEP) has employment support specialists throughout Ohio who develop relationships with employers, apprenticeships, and businesses seeking to train and hire Veterans, service members, and Military Family members.

SEE CONTACTS BY REGION ON OUR CONTACTS PAGE

ENTERING THE WORKFORCE OR TRANSITIONING FROM THE MILITARY?
We work with employers throughout Ohio that provide competitive salaries and in-demand jobs. If you are unsure of which career or education path to pursue, use the Ohio Means Jobs and Ohio Labor Market Information link to compare careers and education options. The Ohio Means Jobs link will also take you to a Veteran/military link where you can find additional resources and

LOOKING FOR A SKILL?
Apprenticeship programs and skilled trades are some of the most sought after professions in Ohio. Through partnerships with state and local apprentice programs we can assist you in determining which industries meet your interests and needs. Us the Helmet to Hardhats and Apprentice Ohio links to explore skilled trade programs and resources.

ONG Transition Assistance Advisors maintain partnerships with key governmental and nongovernmental agencies and organizations that provide state and federal veteran benefits, employment services, wounded warrior support, VA healthcare and compensation and emergency financial assistance.
Below is a list of vetted, quality employment assistance resources.

Ohio Means Veterans Jobs ~ 888-296-7541
This online job search network provides the ability for Service Members to identify military-friendly employers by company or location and identify other resources that will help them find employment or improve their career opportunities. Employers can log on to the website to advertise jobs and search the network for potential veteran hires.

Department of Job
& Family Services

Ohio Dept of Job and Family Services Ohio Means Jobs Centers ~
888-296-7541 (select Option #2)
Ohio has local Ohio Means Jobs Centers that assist job seekers, employers and youth with job search assistance, employee recruitment, job training, and much more. Veterans with challenges to employment maybe eligible for more extensive employment support and services.

ACP AdvisorNet
ACP AdvisorNet is an online community assisting Veterans in developing and achieving their professional goals by connecting them with business leaders from companies nationwide. Through their Q&A forum, Veterans can ask questions about career development, employment, and small business.

Hiring Our Heroes.US Chamber of Commerce Foundation
Hiring Our Heroes, a program of the U.S. Chamber of Commerce Foundation, is a nationwide initiative to help veterans, transitioning service members, and military spouses find meaningful employment opportunities.

Veterans Employment Center
Access tools and resources designed to help Veterans and transitioning Service members translate their military skills into new public or private sector careers. Learn how to identify your professional strengths, create and post résumés, achieve success in your next job, and more.

USAJOBS
USAJOBS is the Federal Government's official one-stop source for Federal jobs and employment information.

Helmets to Hardhats
H2H provides links and information on apprentice and skilled trade programs across the nation and Ohio. It provides additional links, information and resources on all of the trades associated with the H2H program.

Apprentice Ohio
AO provides a link to all of the registered apprenticeship programs offered in Ohio. It allows individuals to explore different training programs and positions in some of the most in demand industries.

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Ohio National Guard Family Readiness and Warrior Support Employment Support Resources

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The Ohio National Guard Employment Enhancement Program ( NGEEP) has employment support specialists throughout Ohio who develop relationships with employers, apprenticeships, and businesses seeking to train and hire Veterans, service members, and Military Family members. SEE CONTACTS BY REGION ON OUR CONTACTS PAGE ENTERING THE WORKFORCE OR TRANSITIONING FROM THE MILITARY?

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Mission

To support the youth of military families throughout the deployment cycle.

How

Create community support networks for military youth "in our own backyard" when they experience a loved one's deployment.

Educate the public on the impact of deployment on a service members' children, families, and communities through awareness building and educational trainings with schools and community organizations.

Deliver recreational, social, and educational programs for military youth in civilian communities geographically dispersed throughout the state.

National Guard and Reserve service members live throughout Ohio - they're in our backyard! Some counties have a higher concentration of families, while others have only one. Because these families are spread throughout the state, they do not have the support systems that are typically available to active duty military families who live on or near military installations.

Families experiencing deployment of a service member face a variety of issues that impact youth.

These issues include:

A fear of the unknown and concern for the safety of the deployed family member.

Family member is absent for significant events, as well as everyday matters, resulting in less family involvement.

Youth assume more household responsibilities.

Lack of educators' awareness of and sensitivity regarding deployment and needs of children of deployed service members.

Children may be placed in day care so the remaining parent can work outside the home.

There may be a constant "shuffle" between relatives and child care providers.

Geographically dispersed families are not near family and youth programs.

Lack of connection with other youth with deployed parents results in feelings of isolation.

The family may experience a change in financial resources.

Any and all donations are greatly appreciated and go directly to youth programming throughout the year and to our biggest event, Camp Kelleys' Island!

Find us online for more pictures, updates, and involvement opportunities!

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Mission To support the youth of military families throughout the deployment cycle. How Create community support networks for military youth "in our own backyard" when they experience a loved one's deployment. Educate the public on the impact of deployment on a service members' children, families, and communities through awareness building and educational trainings with schools and community organizations.

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Secondary Transition and Workforce Development

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Secondary Transition and Workforce Development

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Federal and State Requirement

Teachers play an essential role in identifying students, ages 14-21, who will benefit from transition services. Opportunities for Ohioans with Disabilities vocational rehabilitation counselors are ready for your student referrals, can meet virtually, and can link students to virtual services for an early start in exploring career interests. Learn more at the OOD website.

In Ohio, students with disabilities ages 14 or younger, if appropriate, formally enter into the secondary transition planning process. A truly successful transition process is the result of comprehensive planning that is driven by the student's preferences, interests, needs, and strengths. This comprehensive planning moves students toward successful future outcomes in competitive, integrated employment, education, and independent living.

The Institute for Educational Leadership's policy brief "Preparing Transition-Age Youth with Disabilities for Work: What School Leaders Need to Know About the New Legal Landscape" is intended to inform school leaders about their responsibilities under recent case law to prepare youth with disabilities for work and careers. Information within this brief supports the efforts made by state, regional, and local agencies across Ohio to promote competitive integrated employment for all students, including those with the most significant disabilities.

Compliance

Programs and Initiatives

Resources

At the OCALI Lifespan Transitions Center

ASD Strategies in Action: ASD Strategies in Action is a free, online training for parents and professionals to support adolescents and young adults on the autism spectrum as they transition from high school to adulthood.

What Works for Work: These free resources have been organized into 12 online sessions. Each session includes a PowerPoint that provides users with information about an evidence-based practice or a planning process. Additional resources are offered, along with notes and activities, as well tips on how to facilitate the presentation of these resources.

OCALI's Take 5: Learn about essential topics for transition and adulthood and engage in new ideas through Take 5 webcasts. Each short video in the Take 5 series will review a topic, concept or idea about transition and adult life planning, service and support for those assisting youth and adults with disabilities. Take 5 also provides five take-away resources for each of the webcasts to help extend learning and support implementation of new knowledge or sharing of valuable ideas.

Age Appropriate Transition Assessment (AATA) Planning Guide: This guide introduces the planning process for transition assessment. It is important to intentionally plan for transition assessment to reduce duplication, build on a student's progress, and identify individualized assessment to build a student profile in relationship to those skills needed for their adult life goals.

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Secondary Transition and Workforce Development for Students with Disabilities

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Teachers play an essential role in identifying students, ages 14-21, who will benefit from transition services. Opportunities for Ohioans with Disabilities vocational rehabilitation counselors are ready for your student referrals, can meet virtually, and can link students to virtual services for an early start in exploring career interests.

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Working-age adults are working and thriving in their careers.

Employment First is a philosophy that presumes that all Ohioans, including people with significant disabilities, can and should have opportunities to work in the community. We value diversity and want to make our workforce and community stronger by including and valuing all people.

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Find a job, learn career skills, meet the requirements of your government benefits, and more on OhioMeansJobs.com

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Autism Speaks is dedicated to promoting solutions, across the spectrum and throughout the life span, for the needs of individuals with autism and families

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Autism Certification Center

ASD Strategies in Action

ASD Strategies in Action offers an innovative approach to online training in evidence-based strategies. Courses provide instruction through videos filmed with educators, service providers, experts, families, and people with ASD in the natural settings of school, home, work, and the community. An introductory course presents the common characteristics of autism and simple strategies. The courses that follow take participants to the next level of understanding with the opportunity to focus on strategies for Toddler and Preschool Age, School Age, or Transition Age individuals.

Autism Internet Modules

Autism Internet Modules (AIM) provide high-quality information and professional development for anyone who supports, instructs, works with, or lives with someone with autism. Developed with partners from across the country, participants can select from over 50 modules to complete at their own time and pace.

Assistive Technology Internet Modules

Assistive Technology Internet Modules (ATIM) is an online learning environment containing 50 AT topics from assessment and funding to content areas such as access to mobile devices, communication, seating and positioning, AT for students with complex needs and more. Developed with partnering universities and nationally renowned experts in the field, ATIM brings you the highest quality content available. Free access as well as professional development certificates and graduate credit are available.

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ohio center for autism and low incidence

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Ohio Center for Autism and Low Incidence

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Ohio Center for Autism and Low Incidence

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This section includes resources provided by NCOESC, as well as outside resources to support vaping cessation.

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Vaping_ Know the truth One Pager 5.31.22

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To educate America's students about the health dangers of e-cigarette use and reverse the pervasive youth vaping epidemic, Truth Initiative and Kaiser Permanente in collaboration with the American Heart Association, have launched a national youth vaping prevention curriculum called Vaping: Know the truth. This free digital learning experience is being developed as part of Truth Initiative's nationally recognized truth campaign and will be made available to schools by leading social impact education innovator, EVERFI.

In addition to encouraging students to live vape-free lives, this self-led interactive-curriculum offers resources to help young people who are currently using e-cigarettes to quit through truth's first-of-its-kind text message youth quit vaping program called This is Quitting already helping over 500,000 youth and young adults on their journeys to quit.

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Youth Vaping Prevention & Resources to Quit

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To educate America's students about the health dangers of e-cigarette use and reverse the pervasive youth vaping epidemic, Truth Initiative and Kaiser Permanente in collaboration with the American Heart Association, have launched a national youth vaping prevention curriculum called Vaping: Know the truth .

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Ohio's Statewide Family Engagement Center

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Dyslexia Communication Tools for Schools - Ohio’s Statewide Family Engagement Center

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Our Center partnered with the Ohio Department of Education, Ohio families, and educators to develop sample communication tools and guidance for schools related to Ohio’s Dyslexia Laws. These resources are aligned with Ohio’s Dyslexia Guidebook for schools, and can be copied/adapted for local use. If…

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This event is promoted in collaboration with OhioKan and Tiffin City Schools.

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No Wrong Door Network Registration Flyer Hancock

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The Early Childhood Module Learning Series is here!

Two of the first modules in the Early Childhood Series have been added to the ALL Ohio Literacy Library. The two modules will introduce participants to the why, what, and how of print knowledge. Enroll in the modules today to learn how to best support our youngest learners.
Click Here to View the Early Childhood Series

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ALL Ohio - Advancing Literacy Learning for Ohio

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The Early Childhood Module Learning Series is here! Two of the first modules in the Early Childhood Series have been added to the ALL Ohio Literacy Library. The two modules will introduce participants to the why, what, and how of print knowledge. Enroll in the modules today to learn how to best support our youngest learners.

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This library is rich with resources that have been selected to support and inform the work of Parent Centers. The Library contains articles, fact sheets, training materials, webinars, and videos.

The library is organized and searchable by topic. Here's how to search the library:
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CPIR Resource Library | Center for Parent Information and Resources

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This library is rich with resources that have been selected to support and inform the work of Parent Centers. The Library contains articles, fact sheets, training materials, webinars, and videos. The library is organized and searchable by topic. Here's how to search the library: SEARCH INSTRUCTIONS Ask yourself: What topic of interest brings you here today?

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Cerebral Palsy Symptoms | Birth Injury Center

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Cerebral Palsy Symptoms The Centers for Disease Control and Prevention (CDC) define cerebral palsy (cerebral palsy) as "a group of disorders that affect a person's ability to move and maintain balance and posture." Cerebral refers to the brain, and palsy refers to difficulty using the muscles.

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I think that, for most of us, there are times in life when it all just feel like Too Much.

There may be some days, weeks, months, maybe even years when - for whatever reason - just getting through the day, or going to work, or putting one foot in front of the other feels hard. Really, really hard.

Maybe it's because you're wrestling with anxiety, depression or some other mental illness. Maybe it's because you've had your heart broken. Maybe you've gone through a physical or emotional trauma. Maybe you're deeply grieving. Or maybe there's no easily understood reason for why you're feeling bad.

Whatever the case, I want you to know that it's OK if you're going through a tough time. This doesn't make you any less lovable, worthy or capable. This just means you're human.
Being a human can be a messy, hard, confusing, painful experience sometimes.
So if you or someone you love is going through one of these tough times right now, a time where it all just feels like too much, I want to offer up 101 suggestions for self-care to help you or your loved one get through this time.

1. Have a good, long, body-shaking cry.

2. Call a trusted friend or family member and talk it out.

3. Call in sick. Take comp time if you can. Take a mental health day.

4. Say no to extra obligations, chores, or anything that pulls on your precious self-care time.

5. Book a session (or more!) with your therapist.

6. Dial down your expectations of yourself at this time. When you're going through life's tough times, I invite you to soften your expectations of yourself and others.

7. Tuck yourself into bed early with a good book and clean sheets.

8. Watch a comforting/silly/funny/lighthearted TV show or movie. (" Parks and Recreation," anyone?)

9. Reread your favorite picture and chapter books from childhood.

10. Ask for some love and tenderness from your friends on social media. Let them comment on your post and remind you that you're loved.

11. Look at some some really gorgeous pieces of art.

12. Watch Youtube videos of Ellen DeGeneres and the adorable kids she has on her show.

13. Look at faith-in-humanity-restoring lists from Buzzfeed.

14. Ask for help. From whoever you need it - your boss, your doctor, your partner, your therapist, your mom. Let people know you need some help.

15. Wrap yourself up in a cozy fleece blanket and sip a cup of hot tea.

16. Breathe. Deeply. Slowly. Four counts in. Six counts out.

17. Hydrate. Have you had enough water today?

18. Eat. Have you eaten something healthy and nourishing today?

19. Sleep. Have you slept 7-9 hours? Is it time for some rest?

20. Shower. Then dry your hair and put on clothes that make you feel good.

21. Go outside and be in the sunshine.

22. Move your body gently in ways that feel good. Maybe aim for 30 minutes. Or 10 if 30 feels like too much.

23. Read a story (or stories) of people who overcame adversity or maybe dealt with mental illness, too. ( I personally admire JK Rowling's story.)

24. Go to a 12-Step meeting. Or any group meeting where support is offered. Check out church listings, hospital listings, school listings for examples.

25. If you suspect something may be physiologically off with you, go see your doctor and/or psychiatrist and talk to them. Medication might help you at this time and they can assist you in assessing this.

26. Take a long, hot bath, light a candle and pamper yourself.

27. Read these inspirational quotes.

28. Cuddle someone or something. Your partner. A pillow. Your friend's dog.

29. Read past emails/postcards/letters etc. from friends and family reminding you of happier times.

30. Knit. Sculpt. Bake. Engage your hands.

31. Exhaust yourself physically - running, yoga, swimming, whatever helps you feel fatigued.

32. Write it out. Free form in a journal or a Google doc. Get it all out and vent.

33. Create a plan if you're feeling overwhelmed. List out what you need to do next to tackle and address whatever you're facing. Chunk it down into manageable and understandable pieces.

34. Remember: You only have to get through the next five minutes. Then the next five. And so on.

35. Take five minutes to meditate.

36. Write out a list of 25 Reasons Why You'll Be OK.

37. Write out a list of 25 Examples of Things You've Overcome or Accomplished.

38. Write out a list of 25 Reasons Why You're a Good, Lovable Person.

39. Write out a list of 25 Things That Make Your Life Beautiful.

40. Sniff some scents that bring you joy or remind you of happier times.

41. Ask for support from friends and family via text if voice-to-voice contact feels like too much. Ask them to check in with you via text daily/weekly. Whatever you need.

42. Lay down on the ground. Let the earth/floor hold you. You don't have to hold it all on your own.

43. Clean up a corner of a room of your house. Sometimes tidying up can help calm our minds.

44. Ask yourself: What's my next most immediate priority? Do that. Then ask the question again.

45. Read some poetry. Rumi, Hafiz, Mary Oliver are all excellent.

46. Take a tech break. Delete or deactivate social media if it feels too triggering right now.

47. Or maybe get on tech. If you've been isolating maybe even interacting with friends and family online might feel good.

48. Go out in public and be around others. You don't have to engage. But maybe go sit in a coffee shop or on a bench at a museum and soak up the humanity around you.

49. Or if you're feeling too saturated with contact, go home. Cancel plans and tend to the introverted parts of yourself.

50. Ask friends and family to remind you that things will be OK and that what you're feeling is temporary.

51. Put up some Christmas lights in your bedroom. They often make things more magical.

52. Spend a little money and treat yourself to some self-care and comfort. Maybe take a taxi versus the bus. Buy your lunch instead of forcing yourself to pack it. Buy some flowers that delight you.

53. Make art. Scribble with crayons. Splash some watercolors. Paint a rock. Whatever. Just create something.

54. Go wander around outside in your neighborhood and take a look at all the lovely houses and the way people decorate their gardens. Delight in the diversity of design.

55. Go visit or volunteer at your local animal rescue. Pet some animals.

56. Look at photos of people you love. Set them as the wallpaper of your phone or laptop.

57. Create and listen to a playlist of songs that remind you of happier times.

58. Read some spiritual literature.

59. Scream, pound pillows, tear up paper, shake your body to move the energy out.

60. Eat your favorite, most comforting foods.

61. Watch old Mr. Rogers' Neighborhood videos online.

62. Turn off the lights, sit down, stare into space and do absolutely nothing.

63. Pick one or two things that feel like progress and do them. Make your bed. Put away the dishes. Return an email.

64. Go to a church or spiritual community service. Sit among others and absorb any guidance or grace that feels good to you.

65. Allow yourself to fantasize about what you're hoping or longing for. There are clues and energy in your reveries and daydreams that are worth paying attention to.

66. Watch Autonomous Sensory Meridian Response videos to help you calm down and fall asleep at night.

67. Listen to monks chanting, singing Tibetan bowls or nature sounds to help soothe you.

68. Color in some adult coloring books.

69. Revisit an old hobby. Even if it feels a little forced, try your hand at things you used to enjoy and see what comes up for you.

70. Go to the ocean. Soak up the negative ions.

71. Go to the mountains. Absorb the strength and security of them.

72. Go to the forest. Drink in the shelter, life and sacredness of the trees.

73. Put down the personal help books and pick up some good old fashioned fiction.

74. Remember: Your only job right now is to put one foot in front of the other.

75. Allow and feel and express your feelings - all of them! - safely and appropriately. Seek out help if you need support in this.

76. Listen to sad songs or watch sad movies if you need a good cry. (" Steel Magnolias", anyone?)

77. Dance around wildly to your favorite, most cheesy songs from your high school years.

78. Put your hands in dirt. If you have a garden, go garden. If you have some indoor plants, tend to them. If you don't have plants or a garden, go outside. Go to a local nursery and touch and smell all the gorgeous plants.

79. If you want to stay in bed all day watching Netflix, do it. Indulge.

80. Watch or listen to some comedy shows or goofy podcasts.

81. Look for and Google up examples of people who have gone through and made it through what you're currently facing. Seek out models of inspiration.

82. Get expert help with whatever you need. Whether that's through therapy, psychiatry, a lawyer, clergy, let those trained to support you do it.

83. Educate yourself about what you're going through. Learn about what you're facing, what you can expect to feel, and how you can support yourself in this place.

84. Establish a routine and stick to it. Routines can bring so much comfort and grounding in times of life that feel chaotic or out of control.

85. Do some hardcore nesting and make your home or bedroom as cozy and beautiful and comforting as possible.

86. Get up early and watch a sunrise.

87. Go outside and set up a chair and watch the sunset.

88. Make your own list of self-soothing activities that engage all five of your senses.

89. Develop a supportive morning ritual for yourself.

90. Develop a relaxing evening ritual for yourself.

91. Join a support group for people who are going through what you're going through. Check out the listings at local hospitals, libraries, churches, and universities to see what's out there.

92. Volunteer at a local shelter or hospital or nursing home. Practice being of service to others who may also be going through a tough time.

93. Accompany a friend or family member to something. Even if it's just keeping them company while they run errands, sometimes this kind of contact can feel like good self-care.

94. Take your dog for a walk. Or borrow a friend's dog and take them for a walk.

95. Challenge your negative thinking.

96. Practice grounding, relaxation techniques.

97. Do something spontaneous. Walk or drive a different way to work. Order something new off the menu. Listen to a Spotify playlist of new songs.

98. Work with your doctor, naturopath or nutritionist to develop a physical exercise plan and food plan that will be supportive to whatever you're facing right now.

99. Pray. Meditate. Write a letter to God/The Universe/Source/Your Higher Self, whatever you believe in.

100. As much as you can, please try and trust the process.

101. Finally, please remember, what you're going through right now is temporary. It may not feel like that from inside the tough time you're in, but this too shall pass and you will feel different again someday. If you can't have faith in that, let me hold the hope for you.

I hope you found this list of self-care suggestions helpful in some way. But please remember, by no means is this list exhaustive nor will every item on this list possibly feel good and right for you. This list is not meant to be prescriptive, nor do I mean to imply you need to do all or any of these things to take good care of yourself. You are the expert of your own experience and I trust that you know what's best for you.

Really, this list is really just a starting point meant to catalyze your own thinking about how you can best take care of yourself during life's tough times and to spark your curiosity and interest in strengthening your self-care now and ongoing. Also, my hope is that in reading this you're also hearing me say how normal and natural it is to struggle and to have these tough, hard times. It's part of being human. You're not alone in this.

Now I'd love to hear from you in the comments below: What self-care techniques have really supported you when going through life's tough times? Let us know one or more ideas, tools or activities that have brought you relief and comfort so that others can benefit from your experience and wisdom.

Until next time, take very good care of yourself.

Warmly, Annie
This piece was originally published on Annie Wright Psychotherapy.

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101 Self-Care Suggestions for When It All Feels Like Too Much

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I think that, for most of us, there are times in life when it all just feel like Too Much. There may be some days, weeks, months, maybe even years when - for whatever reason - just getting through the day, or going to work, or putting one foot in front of the other feels hard.

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The Autism Source resource database is the most comprehensive database of its kind. The Autism Society strives to offer only credible and reliable resources to our constituents, therefore we have employed our nationwide network of affiliates and collaborated with other autism organizations and professionals throughout the U.S. to create the Autism Source database. It is because of these collaborative relationships that the Autism Source Resource Database continues to grow and is kept current with comprehensive resource listings.

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The Autism Source resource database is the most comprehensive database of its kind. The Autism Society strives to offer only credible and reliable resources to our constituents, therefore we have employed our nationwide network of affiliates and collaborated with other autism organizations and professionals throughout the U.S. to create the Autism Source database.

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