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PZ’s Thinking Routines Toolbox | Project Zero

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PZ’s Thinking Routines Toolbox | Project Zero

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Empowering Students with Disabilities: Harnessing AI for Success

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Open Future Learning on Instagram: "#disability by Peter Leidy"

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17K likes, 350 comments - open_future_learning on December 12, 2024: "#disability by Peter Leidy". 

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View this post on Instagram

A post shared by Open Future Learning (@open_future_learning)

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Whether you are a parent navigating a new diagnosis, have a concern about your child's development, are looking for resources and education, or just need to connect with another parent who has navigated similar challenges, the California Family Empowerment Centers (FECs) are here to help.

Are you a service provider, local education agency, or community based organization that would like to collaborate or learn a bit more about what FECs do? Reach out to an individual center or contact us.

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Whether you are a parent navigating a new diagnosis, have a concern about your child's development, are looking for resources and education, or just need to connect with another parent who has navigated similar challenges, the California Family Empowerment Centers (FECs) are here to help.

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A Person-Centered Accommodation Tool

Asked about using the wA App, Eric said, "I like the app because I can do my job and the job coach can go away".

Work Autonomy provides higher levels of independence for people with disabilities in the work site by providing fluency in three areas that traditionally challenge successful competitive placements: person-generated communication with coworkers and supervisors regardless of linguistic or cognitive skill, tracking task analysis and work schedules independently, and allowing access to concrete information about work expectations, production and earnings.

The design is focused on the user with a disability to program and track concrete information about tasks. All or any of three sections can be turned on and programmed for use: Messages, Schedules, and Production. Each section allows for the capture and editing of content using video, photo, text and/or voice to meet the communication preferences and processing needs of the user.

Click on all 6 clips to learn programming & editing tools.

Click to Download the User Guide

Click on the two worksheets provided here to practice organizing a task in the wA App.

wA History, Moving from Low to High Tech

Work Autonomy is a solution to long term barriers: communication, motivation to work, production rates, relationship with coworkers, fading the need for job coaches, strengthening the connection between employer and employee. Click on the doc here to read about the history of strategies that became the foundation for the wA App.

Deep gratitude to WISE and the following WA State county offices for investing in the development and trial of the Work Autonomy App: Chelan County DD, Clark County DD, Grays Harbor DD, King County DD, Skagit County DD, Spokane County DD.

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A Person-Centered Accommodation Tool Asked about using the wA App, Eric said, "I like the app because I can do my job and the job coach can go away".

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AN EXERCISE FACILITY FOR NEURODIVERGENT INDIVIDUALS

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AN EXERCISE FACILITY FOR NEURODIVERGENT INDIVIDUALS

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Simi Valley, CA

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Exercise Facility for Neurodivergent Individuals - Improve

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Improve leads the field developing highly effective fitness and motion protocols to help neurodivergent individuals live fuller lives.

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All devices with the same username and password will synchronise lists. Your list is encrypted on your devices using your username and password. It can not be seen or decrypted by admins or anyone who doesn't have your credentials. Synchronization is not instant, it can take a few seconds for your changes to come through on other devices.

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Dyslexia and other reading-based learning disabilities are most common among students. NaturalReader text-to-speech makes learning more accessible by assisting with any reading, taking tests and promoting independence.

Students can have any text they need to read, read aloud to them so they can read along. Having the text provided both visually and auditory, allows the student to focus less on the act of reading, and more on the comprehension of the content. Other features like dyslexia font, flexible reading speeds, and highlighted text also ease the task of finishing readings.

For most students, learning does not stop when school ends. NaturalReader EDU enables students to be more independent and assists with learning at home. Whether they're doing homework, reading at home, or just surfing the web, our Chrome Extension and Mobile Application are always available.

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NaturalReader: Free Text to Speech for Online, Mobile App, Commercial license and Education with AI voices.

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Inclusive education for students who receive special education services involves both access and learning in general education and the inclusive Individualized Education Program (IEP). All members of a student’s educational team, including the student and their family, have a role to play in effective instruction and support in inclusive settings

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Office of Superintendent of Public Instruction

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Inclusive education for students who receive special education services involves both access and learning in general education and the inclusive Individualized Education Program (IEP). All members of a student’s educational team, including the student and their family, have a role to play in effective instruction and support in inclusive settings. Download the guide, Comprehensive Inclusive Education in Washington, for a step-by-step process to develop inclusive IEPs and promote equitable learning opportunities and post-school outcomes for students eligible for special education services. OSPI affirms the following principles in this work: Every student is a general education student. The IEP is not the student’s entire educational program or curriculum. For a student eligible for special education services, their education program has three parts: The general education curriculum The school’s routines and activities The IEP Students learn and thrive when they are valued, visible members of their classroom and school communities and activities. Step 1: Collaborative Conversations Collaborate with the family and school team for a solid foundation to start the school year. Step 2: Creating an Inclusive IEP Develop an IEP that honors student and family voice and intentionally aligns supports to the general education settings, curriculum, routines, activities, and social opportunities that are available for all students in the school. Step 3: Education Day-at-a-Glance Efficiently implement the IEP by linking goals and supports with the student’s daily schedule. Step 4: Ongoing Education and Support Continually collaborate to implement the IEP and ensure all students are learning. Using This Resource This resource is designed for flexibility. Use it to: Follow the step-by-step process to write and implement inclusive IEPs for students with disabilities, particularly those with extensive support needs Learn from the story of “Jacob,” a student with extensive support needs, as his instructional team develops his inclusive IEP and implements an inclusive educational program across the school day Understand the rationale for inclusionary practices and high-quality special education services for students with disabilities, including state requirements and a recent Supreme Court decision Connect to practical resources and related content for each step on OSPI’s website Adapt the information in this resource for local districts to support professional development, policies, procedures, and practices that result in improved inclusive IEPs and implementation of high quality inclusive education programs Acknowledgments Comprehensive Inclusive Education in Washington © 2024 by the Washington Office of Superintendent of Public Instruction (OSPI) and the TIES Center is licensed under CC BY-NC-SA 4.0. To view a copy of this license, visit CC BY-NC-SA 4.0. This website may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. The example of “Jacob” in Comprehensive Inclusive Education in Washington is based on a compilation of students. A special thank you of appreciation is extended to the Washington family who generously permitted the photos of their son and his inclusive educational experiences at Ruby Bridges Elementary School in Woodinville, WA to be included in this resource. The photos beautifully illustrate what inclusive education might look like. Comprehensive Inclusive Education in Washington is adapted from Comprehensive Inclusive Education: General Education and the Inclusive IEP, originally developed through a partnership between the TIES Center and the University of Washington Haring Center for Inclusive Education. TIES Center (2017-2022) was supported primarily through a Cooperative Agreement (#H326Y170004) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Opinions expressed in this guide do not necessarily reflect those of the U.S. Department of Education or Offices within it. Project Officer: Susan Weigert. All rights reserved.

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COMPREHENSIVE INCLUSIVE

EDUCATION IN WASHINGTON

Connecting General Education and Individualized

Education Programs (IEPs)

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BECAUSE NO CHILD SHOULD
BE SIDELINED BY SICKNESS

Team IMPACT tackles the emotional trauma and social isolation experienced by children facing serious and chronic illnesses by matching them with a college athletic team. Through our two-year therapeutic program that complements their medical treatments, children develop relationships and skills that help them complete the full circle of healing.

Gaven / Syracuse University Men's Lacrosse

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Team IMPACT tackles the emotional trauma and social isolation experienced by children facing serious and chronic illnesses by matching them with a college athletic team. Through our two-year therapeutic program that complements their medical treatments, children develop relationships and skills that help them complete the full circle of healing.

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Information about the laws and policies governing special education, including IDEA (the Individuals with Disabilities Education Act), 504 plans, and private school regulations regarding students with disabilities.

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The SSOS, is dedicated to empowering educators, administrators, and communities to create equitable and effective educational environments for all students in California. Our mission is to provide dynamic, evidence-based support tailored to the unique needs of each school and district. Through collaborative partnerships and real-world solutions, we strive to ensure every student in California has access to a high-quality education.

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California Statewide System of Support -

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Home - California Statewide System of Support

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Welcome to the Statewide System of Support About the System The "What" The "How" & The "Why" The Impact Play Video Welcome to the California Statewide System of Support!The SSOS, is dedicated to empowering educators, administrators, and communities to create equitable and effective educational environments for all students in California.

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Work Autonomy provides higher levels of independence for people with disabilities in the work site by providing fluency in three areas that traditionally challenge successful competitive placements: person-generated communication with coworkers and supervisors regardless of linguistic or cognitive skill, tracking task analysis and work schedules independently, and allowing access to concrete information about work expectations, production and earnings.

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A Person-Centered Accommodation Tool

Asked about using the wA App, Eric said, "I like the app because I can do my job and the job coach can go away".

Work Autonomy provides higher levels of independence for people with disabilities in the work site by providing fluency in three areas that traditionally challenge successful competitive placements: person-generated communication with coworkers and supervisors regardless of linguistic or cognitive skill, tracking task analysis and work schedules independently, and allowing access to concrete information about work expectations, production and earnings.

The design is focused on the user with a disability to program and track concrete information about tasks. All or any of three sections can be turned on and programmed for use: Messages, Schedules, and Production. Each section allows for the capture and editing of content using video, photo, text and/or voice to meet the communication preferences and processing needs of the user.

Click on all 6 clips to learn programming & editing tools.

Click to Download the User Guide

Click on the two worksheets provided here to practice organizing a task in the wA App.

wA History, Moving from Low to High Tech

Work Autonomy is a solution to long term barriers: communication, motivation to work, production rates, relationship with coworkers, fading the need for job coaches, strengthening the connection between employer and employee. Click on the doc here to read about the history of strategies that became the foundation for the wA App.

Deep gratitude to WISE and the following WA State county offices for investing in the development and trial of the Work Autonomy App: Chelan County DD, Clark County DD, Grays Harbor DD, King County DD, Skagit County DD, Spokane County DD.

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A Person-Centered Accommodation Tool Asked about using the wA App, Eric said, "I like the app because I can do my job and the job coach can go away".

# data[].attributes.attachment_link.provider_name
Alex's Lemonade Stand Foundation for Childhood Cancer

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Alex's Lemonade Stand Foundation has grown into a Foundation that has raised more than $250 million for childhood cancer and funded over 1,000 research projects that have saved the lives of kids fighting cancer with no treatment options left. Learn about our journey.

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Alex's Lemonade Stand Foundation for Childhood Cancer

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Our mission is to change the lives of children with cancer through funding impactful research, raising awareness, supporting families, and empowering everyone to help cure childhood cancer.

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The purpose of the HQ IEPs Resource Lead Project is to work collaboratively within the Statewide System of Support to increase the knowledge and engagement of families and students and build the capacity of LEAs, COEs, and SELPAs so that IEP design and development will result in educational benefit. Additionally, we provide technical assistance to LEAs identified by the California Department of Education as needing targeted assistance.

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The High Quality IEPs Project (HQ IEPs) is excited to serve families and Local Education Agencies (LEAs) across California by providing training and resources to support meaningful engagement in the Individualized Education Program (IEP) process.

HQ IEPs envisions a future in which all LEAs, in partnership with families, have the capacity to develop high-quality IEPs, utilizing best practices, which results in meaningful participation and educational benefit for students. This vision is rooted in equitable practices, which will intentionally remove barriers for both students and families, resulting in positive academic and social-emotional outcomes.

The IEP process is a journey, from activities before the meeting, during the meeting, and afterward. Whether your role in the IEP process is a family member, student, or LEA staff, click below to start your journey.

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High Quality IEPs | Supporting High Quality IEPs

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Stuart Zimring

Law Offices of Stuart D. Zimring

(818) 755-4848

16133 Ventura Blvd. · Suite 1075

Encino, CA 91436

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Edward O’Hare

O’Hare Law Office

661-250-6861

27240 Turnberry Lane, Suite 200

Valencia, CA 91355

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Santa Clarita Special Needs Trust Lawyer | O’Hare Law Office

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The special needs trust attorney at O’Hare Law Office in Santa Clarita can help with Social Security Income and Medicaid planning. Request a consultation.

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Santa Clarita Special Needs Trust Attorney

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Santa Clarita Special Needs Trust Attorney

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Andrew Cohen

Santa Clarita Special Needs Trust Attorney

661-481-0100

25060 Avenue Stanford Suite 255

Santa Clarita, CA 91355

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Special Needs Trust Attorney in Santa Clarita | Andrew Cohen

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Please contact our special needs trust attorneys in Santa Clarita, CA for a free initial consultation regarding establishing a special needs trust. The Law Offices of Andrew Cohen is committed to assisting families who seek to protect their assets and the security of their loved ones.

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Cox Law Group

877-849-8916 Or

310-798-6150

23326 Hawthorne Blvd,, Suite 390

Torrance, CA 90505-3771

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310.994.3188

8939 S. Sepulveda Boulevard., Suite 110, #215

Los Angeles, California 90045

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Hi, I'm Bahar Geslin

Wills, Trusts, and Estate Planning Attorney

in Los Angeles.

They are our past, and our future. You should have all the legal guidance and information you need to make the right decisions for your family's future. I am committed to seeing you through the entire process with patience and compassion.

I am here to provide one-on-one services for:

*

Wills and Guardianship

Estate Planning

Probate

Trust Administration

Business Planning Services

*

My life's purpose is to be of service to others

My career has spanned years working in civil litigation, bankruptcy, criminal law, family law and everything in between.

Becoming a parent changed everything. I saw the importance of Wills, Guardianship, and Estate Planning to protect my family and others. I realized my calling is to bring that knowledge to others.

​

Credentials:

J.D., Southwestern Law School
B.A. in Psychology and French, University of Southern California

Member, State Bar of California since 2009

"It was a pleasure working with Bahar. My wife and I were overwhelmed with choosing a guardian for our young children. Bahar's guidance and patience made the difficult process so much easier. Now we're so happy it's done."

- Bradley, Playa Vista

​

*

"Bahar really took the time to listen to my concerns. She explained estate planning in plain English. I walked away understanding so much. I had a great experience working with her."

- Courtney, Los Angeles

​

*

"I was convinced that creating our estate plan was going to be a long and painful process. Bahar broke it down into simple and easy to accomplish pieces. Before we knew it, we were done."

- Graham, Santa Monica

I offer free, open workshops throughout California.

My workshops provide useful information in an easy-to-understand, informal setting. Attendees will leave the workshop with a better understanding of wills, guardianship, and the estate planning process.

​

Topics I cover include:

*

Wills and Trusts

Guardianship

Power of Attorney

Health Care Directives

General Estate Planning Pitfalls

​

Unfortunately, our workshops have been postponed until further notice.

How to Choose a Guardian

As parents, there are many questions that keep us up at night. One such question is "What will happen to my child if something happens to me?" Read more ›

As estate planning lawyers, one of the first questions we receive is "What can I do to best protect my family?" The onset and growth of COVID-19 has made that question increasingly relevant. Read more ›

An official guide to estate planning from the State of California Bar Association. Read more ›

Many people know they need a will, but very few people know what a trust is and whether or not they need one. Read more ›

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Geslin Law | Wills & Trusts | Westchester Los Angeles

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Geslin Law offers clear and honest legal consultation about how to set up a plan that protects you and your family including trusts, wills, and more.

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David Terk

Serenitas Special Needs Planning

(818) 231-6759

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A native of Los Angeles, David resides in the San Fernando Valley with his wife, two daughters, and a menagerie which includes two dogs and pair of birds. In setting the course for his professional career, David knew he wanted to do work that would result in changing people’s lives for the better. Upon meeting Bart Stevens and being introduced to Special Needs Planning and how it impacts the lives of families and persons with special needs, he knew he had found his mission in life.

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R. Christine Brown

Law Offices of R. Christine Brown, APC

(310) 782-6322

2377 Crenshaw Blvd, Ste. 330

Torrance, CA 90501

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2377 Crenshaw BlvdSte. 330Torrance, CA 90501

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Grace A. Lou

Pacific Coast Legacy Partners, LLP

(310) 986-3118

1230 Rosecrans Avenue, Suite 620,

Manhattan Beach, CA 90266

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Pacific Coast Legacy Partners, LLP | Trust & Estate Lawyers

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Trust & Estate Lawyers in Manhattan Beach, California.

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Lisa Golshani

Law Offices of Lisa S. Golshani, APLC

26565 Agoura Rd., Suite 200

Calabasas, CA 91302

818-334-2805

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Law Offices of Lisa S. Golshani - We are a compassionatee law firm focused on helping California families

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Estate Planning for Families Our Practice Areas Estate Planning Special Needs Planning Conservatorships Power of Attorney About Us Welcome! We are a compassionate law firm focused on helping California families protect not only their family and assets, but also their independence and dignity through all of life’s transitions. We create custom and cutting-edge plans for our

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‭Kristen Wong

(310) 344-3015‬

475 Washington Boulevard,

Marina del Rey, CA 90292

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Meet Kristen - Seasons Estate Planning, APC

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Seasons Estate Planning: Legacy Planning, Reimagined

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“LEARNED HELPLESSNESS” | “LEARNED HELPLESSNESS” This should have been explored in the earlier years of life. | By Butch Jason Cuaresma TormisFacebook

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“LEARNED HELPLESSNESS” This should have been explored in the earlier years of life.

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Assistive Technology Assessment & Training Information

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Assistive Technology Assessment & Training Information

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We are a team of professionals who work with adults and children with disabilities. We have been involved with Assistive technology through our careers. We are dedicated to finding assistive technology and adaptive solutions for a wide range of ages and disabilities.

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Daniel is Co-Owner/Lead AT Professional of CallahanATDS, LLC. He is an Assistive Technology Professional with a ATHS, MS degree from Callafornia State University Northridge, CA and BS in Applied Behavioral Science from UC Davis, CA . Daniel has instructed individuals with intellectual and developmental disabilities for over 30 yrs. Daniel was introduced to assistive technology working with those who had acquired t raumatic Brain Injuries; then instructed adults with disabilities for Los Angeles Unified School District (L AUSD), and went on to teach teens and adults for local school, LA county and a charter school, over the years. Eventually, it led to starting CallahanATDS, LLC!

Trudy is Co-Owner/Manager of CallahanATDS, LLC. She is an Assistive Technology Specialists with a ATHS, MS degree and BA in Child & Adolescences from CSUN, Northridge. Trudy has worked to support individuals with intellectual and developmental for over 30 yrs. Trudy draws much of her experience being a direct care professional, supervisor and director at various agencies. She worked with those with traumatic brain injuries where she met her husband Daniel.She eventually worked for the CA Regional Center System, which led to starting CallahanATDS, LLC

Our Support Team

Is made up of a Speech and Language Professional (SLP) with many years of experince utlilizing Assistive Technolgy, also, an Assistive Technolgy Specialist with ATHS, MS degree from CSUN as well and Assistive Technlogy Specialist with (ATACP) Certificate from California State University Northride.

Under Consturction

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Assistive Technology Assessment & Training Information

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We provide Assistive Technology (AT) Assessment and Indvidual Training in your home. Serving North Los Angeles Area.

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NAPA Center I Unique Intensive Therapy Programs for Children

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NAPA's(Neurological and Physical Abilitation) therapists deliver diverse and innovative therapies to help your children reach their full potential.

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DOR: We-Can-Work (High School Work Experience Only)

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DOR: We-Can-Work (High School Work Experience Only)

# data[].attributes.body
(High School Work Experience Only)

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We Can Work - CA Department of Rehabilitation

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The California Department of Rehabilitation (DOR) is an employment and independent living resource for people with disabilities…

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WorkAbility IV (WAIV) programs enhances the collaboration between select California University campuses and the DOR. The WAIV program serves individuals who are DOR consumers, attending California State University (CSU) or University of California (UC), and desiring employment. The first WAIV program was established in 1992 and there are now approximately 8 WAIV Cooperative programs statewide that are administered through third party cooperative agreements with local CSUs and UCs.

Similar to the WAIII cooperative programs, WAIV services include vocational assessment, internships, employment preparation, job development, placement and retention, and short-term supports. Consumers are referred to the WAIV program by their DOR Vocational Rehabilitation Counselor for enhanced, coordinated vocational services to help them obtain meaningful employment.

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WorkAbility IV - CA Department of Rehabilitation

# data[].attributes.attachment_link.description
The California Department of Rehabilitation (DOR) is an employment and independent living resource for people with disabilities…

# data[].attributes.headline
DOR - WorkAbility II Programs (Adult Education)

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DOR - WorkAbility II Programs (Adult Education)

# data[].attributes.body
WorkAbility II (WAII) programs were developed to enhance collaboration between select adult schools, Regional Occupational Programs/Centers and the DOR. Currently, there are 3 WAII cooperative programs statewide that provide enhanced, coordinated vocational services such as work experience, employment preparation, and job development for adult consumers, and in and out-of-school youth with disabilities. Consumers are referred to the WAII program by their DOR Vocational Rehabilitation Counselor for enhanced, coordinated vocational services to help them obtain meaningful employment.

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WorkAbility II - CA Department of Rehabilitation

# data[].attributes.attachment_link.description
The California Department of Rehabilitation (DOR) is an employment and independent living resource for people with disabilities…

# data[].attributes.headline
DOR: WorkAbility III - (Community College)

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DOR: WorkAbility III - (Community College)

# data[].attributes.body
WorkAbility III (WAIII) programs were developed to enhance collaboration between select California Community Colleges and the Department of Rehabilitation (DOR). The WAIII programs serve individuals with disabilities who are both community college students and DOR consumers desiring and in need of employment. The programs are administered through cooperative agreements with select Community Colleges. Statewide there are approximately 19 WAIII Cooperative programs. WAIII services include vocational assessment, internships, employment preparation, job development, placement and retention, and short-term supports. Consumers are referred to the WAIII program by their DOR Vocational Rehabilitation Counselor for enhanced, coordinated vocational services to help them obtain meaningful employment.

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WorkAbility III - CA Department of Rehabilitation

# data[].attributes.attachment_link.description
The California Department of Rehabilitation (DOR) is an employment and independent living resource for people with disabilities…

# data[].attributes.headline
Santa Clarita Office - CA Department of Rehabilitation

# data[].attributes.subject
Santa Clarita Office - CA Department of Rehabilitation

# data[].attributes.attachment_link.title
Santa Clarita - CA Department of Rehabilitation

# data[].attributes.attachment_link.description
The California Department of Rehabilitation (DOR) is an employment and independent living resource for people with disabilities…

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The College-to-Career (C2C) program is a partnership with select community colleges and DOR to serve individuals with intellectual disabilities (I/D) and autism. C2C students must be DOR and Regional Center consumers. The program provides employment preparation and soft skills training in addition to some instruction in independent living skills, and campus inclusion. Students are expected to be included in these specialized services in addition to regular educational or vocational classes provided by the college. The goal of the program is for the C2C students to become employed in a competitive integrated community-based job.

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College to Career - CA Department of Rehabilitation

# data[].attributes.attachment_link.description
The California Department of Rehabilitation (DOR) is an employment and independent living resource for people with disabilities…

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California State University San Marcos Aspiring Scholars

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California State University San Marcos Aspiring Scholars

# data[].attributes.body
The CSUSM Aspiring Scholars Program is a non-degree, four-year university program for students with intellectual disabilities seeking an inclusive college experience. Students enrolled in this Inclusive Postsecondary Education (IPSE) program will learn and grow alongside the CSUSM community and will earn a higher education career studies and skill development certificate.

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About

The CSUSM Aspiring Scholars Program is a non-degree, four-year university program for students with intellectual disabilities seeking an inclusive college experience. Students enrolled in this Inclusive Postsecondary Education (IPSE) program will learn and grow alongside the CSUSM community and will earn a higher education career studies and skill development certificate.

With the goal of competitive integrated employment, students will participate in the following:
Aspiring Scholars Information Session and Campus Tour

Program Includes

Four-year program for students over the age of 18 who have an intellectual disability and have a desire to gain meaningful competitive integrated employment

At least two academic classes each semester with CSUSM undergraduate students

Individualized pathway of courses created by the student in collaboration with their Person Driven Plan support team

Participation in clubs, groups and other activities on the campus

Trained Peer Mentors to provide support, guidance and mentorship as needed

Internships on campus or in the community

Independent living skills instruction during small group seminars

Academic Information

Program Eligibility

At least 18 years of age and has a documented Intellectual Disability

Completed high school with a diploma or certificate

Has a strong desire to gain employment after completing CSUSM's Aspiring Scholars Program and is striving toward independence

Is comfortable with a dynamic schedule and has intrinsic motivation to participate

Is able to communicate needs effectively (inclusive of communication devices)

Are able to complete daily needs, access your physical environment, and safely function with minimal to no supervision (note: if you have prearranged supports, indicate this on the application)

Are able to communicate needs effectively (inclusive of communication devices)

Have the ability to get along with peers, follow rules, and accept direction

Are able to effectively and appropriately participate and benefit from the program

Application Information

Peer Mentors

Become a peer mentor today to support Aspiring Scholars in academic classes, sporting events, U Hour activities, clubs , and events on our campus .

The support peer mentors can provide is instrumental in the success of CSUSM Aspiring Scholars accessing academic courses and participating in campus life. While being a peer mentor can be immensely beneficial for the Asp i ring Scholar, peer mentors also benefit greatly. Being a peer m entor can positively impact a mentor's communication skills, patience , compassion, flexibility , problem- so lving skills , and ability to create inclusive opportunities for everyone which deepens their understanding of the diverse world in which we live. All of these skills are critical to any future career of CSUSM graduates.

We need you! We are looking for dedicated students to serve as peer mentors for students enrolled in CSUSM's Aspiring Scholars Program.

How to become a peer mentor:

1. If you are enrolled in a course that requires service-learning, select CSUSM Scholars Peer Mentoring

2. If you do not need service-learning experience, you may become a mentor for CSUSM Scholars by completing the peer mentor application

Become A Peer Mentor

Contact Information

333 S. Twin Oaks Valley Rd.
San Marcos, CA 92096

Did you know?

Only 3% of adults with intellectual disabilities make a living wage in the state of California.

After completing a program like Aspiring Scholars, students who participated in an Inclusive Postsecondary Education program completed a a one-year outcome survey* showing:

73% of respondents had a paid job one year after completing the program

92% reported they were happy with their social life

*Annual Report of Cohort 3 TPSID Model Demonstration Projects (2021-2022)
To learn more go to thinkcollege.net.

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Aspiring Scholars Program | Extended Learning | CSUSM

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The CSUSM Aspiring Scholars Program is a non-degree, four-year university program for students with intellectual disabilities seeking an inclusive college experience. Students enrolled in this Inclusive Postsecondary Education (IPSE) program will learn and grow alongside the CSUSM community and will earn a higher education career studies and skill development certificate.

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The Redwood SEED Scholars Program (Supported Education to Elevate Diversity) at the University of California, Davis is designed for students in California with intellectual disabilities.

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The UC Davis Redwood SEED Scholars are welcomed to UC Davis as full-time NON-DEGREE students, and supported with peer mentors in academics, social inclusion, health and wellness, residential living and employment. Redwood Seed Scholars take part in internships both on and off campus with the goal of…

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We are an online learning provider 100%
dedicated to the learning disability workforce.

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The power of stories, dedicated specialists, engaging content, learning on demand, action learning, blended learning, and value for your money.

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We are the online learning provider 100% dedicated to the field of intellectual | developmental | learning disabilities. https://www.openfuturelearning.org

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Children with disabilities transition to adulthood in as many different ways as they are unique, each with their own goals, talents, and challenges. There are a variety of options in California for kids with disabilities to further their education and/or begin working after high school. To help students plan for their future, some schools offer partnership programs through contracts with the Department of Rehabilitation while others have created their own career-related exploration course or curriculum, including Workability programs.

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Check out this guide to public benefits, college programs, work training, day programs, conservatorship, independent living, and person-centered planning.

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Disability Rights California - These materials are based on the law at the time we write them. We try to update our materials; however, laws are regularly changing. If you want to make sure the law has not changed, contact us or another legal source.

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Disclaimer: These materials are based on the law at the time we write them. We try to update our materials; however, laws are regularly changing. If you want to make sure the law has not changed, contact us or another legal source.

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Disclaimer: These materials are based on the law at the time we write them. We try to update our materials; however, laws are regularly changing. If you want to make sure the law has not changed, contact us or another legal source.

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As an experienced Education Advocate and Parent Educator, I am here to guide and support you through the complex landscape of the school system. Each child is unique and making sure your child’s education plan reflects your child’s needs is my priority.

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Lisa M. Carey | Education Advocate - Carey Advocacy

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Over the years, I have had the privilege of working with hundreds of families, helping them to navigate the often daunting education system and advocate for their children’s rights and needs. My experiences as both a parent and a professional have equipped me with a unique perspective and an unwavering dedication to the families I serve.

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The Self-Determination Program (SDP) is a voluntary alternative to the traditional way of receiving Regional Center services. First signed into law in 2013 and slowly rolled out over several years through a lottery system, it is now open to all eligible Regional Center consumers as of June 2021.

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Undivided: Self Determination Program California - Eligibility and Benefits

What is the Self-Determination Program?

The Self-Determination Program is a voluntary alternative to the traditional way of receiving Regional Center services.

It was signed into law in 2013 and slowly rolled out over several years through a lottery system, and is now open to all eligible Regional Center consumers as of June 7, 2021.

Why enroll in SDP?

The Self-Determination Program (SDP) gives people with disabilities more freedom, control, and responsibility to choose the services and supports that help them meet their goals and be fully included in their community. This can include services or needs that were not formerly covered in a child's Individualized Program Plan (IPP). For more information, read our article, Unmet Needs: What Are They and How Can Self-Determination Help?.

The participant develops an individualized budget with their RC coordinator - based on the last 12 months of expenditures and any changes of circumstances or unmet needs - and can decide what services they'd like and who should provide them (they don't need to be Regional Center vendors, and can even be family members). Check out this list of approved Self-Determination services on the DDS website.

Person-Centered Planning drives the entire process, and is focused on what the person can and wants to do (rather than what they can't do) and the supports, services, and resources needed to achieve their goals.

"My daughter has been in the new system for seven months, and I have seen a significant difference in her life. She is happy because she works with people who make her feel good; with Self-Determination, she has the right to choose who she wants to work with. She can also choose services that interest her, such as swimming, dancing, and going out into the community with someone the family trusts. I have seen significant improvements in all areas of my daughter's life but especially in her speech, which I did not see for years in the traditional system." - Undivided member Martha
Who is eligible for Self-Determination?

Those who have a developmental disability and receive services from a Regional Center (children who are enrolled in the Early Start Program are not eligible).

People who live at home or in the community (those who live in care facilities are not eligible, unless they are planning to move out of the facility).

Those who agree to participate in an orientation, work with a financial management services agency, and manage the program's services within their budget.

How does the Self-Determination Program work?

The participant creates a person-centered plan (PCP) - often through attending a Person-Centered Planning meeting - which outlines what is important to and for them as well as the services, supports, and resources that will help them reach their goals. The PCP is presented to the Regional Center, which will come back with an individualized budget; this budget is used by the participant to create a spending plan that outlines what the participant will do with the money, including addressing any unmet needs [supports or services the participant couldn't access for a variety of reasons, or needs that were not covered in an Individualized Program Plan (IPP)].

The participant chooses a financial management service (FMS), an independent agency that helps them use their budget to pay for services, taxes, and insurance. Participants choose the level of involvement they want from the FMS. The FMS can also run background checks on staff and keep track of spending.

Participants have three options for support in creating their Self-Determination plan:

Hire an independent facilitator (IF) to help create the PCP and spending plan, find and hire the right people, decide how much they should be paid, and mediate issues with providers. The independent facilitator fees are paid by Regional Center for the first year; if the participant chooses to continue to work with their IF/or a different IF after the transition, the fees can come out of the participant's budget.

Use their Regional Center service coordinator (keep in mind that many have high caseloads and some people consider it to be a conflict of interest).

Manage the process themselves.

There are many approved services: examples include a health and wellness coach; recreational activities such as swimming, sports, drama, and music; acupuncture and massage therapy; behavioral therapies; respite services; vehicle modifications for accessibility; and much more. Note that because Regional Center is the payer of last resort, the participant must use generic services first, such as the school district, private insurance, Medi-Cal, etc.
"Setting it up is the hardest part. Once everything is set up, it's just little tweaks along the way. Some people use an independent facilitator in the beginning and then manage it themselves, once things get going." - Chris Arroyo, manager of the California State Council on Developmental Disabilities' Los Angeles office
How can I get started?

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Self Determination Program California - Eligibility and Benefits

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Undivided: Self Determination Program California - Eligibility and Benefits What is the Self-Determination Program? The Self-Determination Program is a voluntary alternative to the traditional way of receiving Regional Center services. It was signed into law in 2013 and slowly rolled out over several years through a lottery system, and is now open to all eligible Regional Center consumers as of June 7, 2021.

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Person-centered planning (PCP) as a concept has been around for more than 40 years. The aim is to involve individuals in identifying their own goals, needs, and preferences and creating a plan for achieving those goals. It is a collaborative approach that involves the individual, their family, friends, and professionals who work with the individual or can provide information and guidance. In this article, we explore the process and a variety of ways parents can use a person-centered plan (PCP) to benefit their child with a disability.

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Undivided Resources Article

Person-centered planning (PCP) as a concept has been around for more than 40 years. The aim is to involve individuals in identifying their own goals, needs, and preferences and creating a plan for achieving those goals. It is a collaborative approach that involves the individual, their family, friends, and professionals who work with the individual or can provide information and guidance. In this article, we explore the process and a variety of ways parents can use a person-centered plan (PCP) to benefit their child with a disability.

For more information, we spoke with two experts, Richard L. Rosenberg, PhD, a board member of the California Transition Alliance, and Brent C. Elder, PhD, associate professor at Rowan University, who both use person-centered planning in their work, as well as Cathy Gott, mother of two, founder of Education Spectrum and Danny's Farm, a consultant for ETTA, and member of the LA County Commission on Disabilities.

Who is driving the person-centered plan?

Central to the person-centered process is the individual. While the plan involves a circle of support to contribute ideas, it is the person and their dreams, hopes, and needs, that should be driving the plan. The person-centered planning process involves gathering information both from the individual and from people who spend time with them about the individual's strengths, abilities, and challenges, as well as their personal goals and desires. The information is used to develop an action plan tailored to the individual's unique needs and circumstances.

The goal of person-centered planning is to empower the individual to live an autonomous life and to promote positive interdependence, the state of being interconnected with and dependent upon one another. The process emphasizes the individual's right to make choices and be involved in decision-making, and recognizes that each person has unique talents, strengths, and abilities that can be used to achieve their goals. Person-centered planning can be useful for any individual, particularly when facing a major crossroads in their life.

A PCP can help a child at any stage of life make more independent choices, honor their preferences, and have a support team rooting for them as they work towards their wants, hopes, and dreams. While a PCP can be done at any age, it's probably most appropriate for middle- and high-school kids, especially when a transition will be happening in the next couple of years. If a child is younger, they can still meaningfully participate in their own way, but to help a younger child fully engage in their plan, it's important that the medium they use to share is matched to their needs and communication style, such as asking them to draw pictures or point to things that they like and want. The questions asked of them can also be tailored to their developmental level.

Many California parents today are familiar with the term "person-centered planning" because of the central role it plays in California's Self-Determination Program (SDP). Within that program, an Independent Facilitator or your Regional Center coordinator is required to hold a person-centered planning meeting to determine the needs and desires of the individual (or family, in the case of younger children). However, you may not realize that person-centered planning is intended to exist even outside of the Self-Determination Program. For example, the Individual Program Plan (IPP) created by the Regional Center is also intended to be a person-centered process, and the same process can be used in IEP planning. That is the intent; however, in practice, many of these processes fail to live up to the standards of person-centered planning.

Dr. Rosenberg, who has long been a proponent of the McGill Action Planning System (MAPS) and Planning Alternative Tomorrows with Hope (PATH) person-centered planning methodologies developed by Dr. Marsha Forest, Jack Pearpoint, John O'Brien, and Beth Mount in the 1980s, uses person-centered planning to help teens and adults plan their transition to adulthood. He says person-centered planning (or person-driven planning, as he calls it) can empower individuals "because it turns the power over to the student."

He adds, "It's not enough for it to be centered on the person...that person has to be part of the process, and driving. We need that person to get excited about their life and so excited that they're going to drive their life into quality with jobs, college, living, quality of life. So we move from person-centered - having the person in the middle, celebrating - to seeing what we can do for that student, to drive it through self-directed services, a self-guided IEP, IPP, or IPE."

Dr. Rosenberg talks about the PCP process (for both younger and older kids) more in-depth in this clip:

How do families use a person-centered plan?

Having a family-centered plan can help focus your priorities where your child is concerned. These priorities might drive the SDP spending plan or become goals in your child's Regional Center IPP. For young adults, the PCP might be used to identify their college or career-training path. At any child's age, having a PCP makes it easier for parents to advocate for their child, knowing their efforts are centered on their child's hopes and dreams.

Having a sense of a person's long-term goals is vital to identifying concrete steps to take along the way. With a PCP in place, you know that the short-term goals and services specified are pivotal in opening up further opportunities for your child. Historically, documents like IEPs have often been driven by deficits-the team identifies where a child is struggling and creates goals and adds supports based on those deficits. Person-centered planning is focused on identifying a person's strengths, which can be used to create stronger IPP and IEP goals. Dr. Elder points out that person-centered planning is also focused on positive interdependence - recognizing that supporting your child's success takes a village and identifying how that village can collaborate.

Cathy Gott explains the importance of person-centered planning:
Our children with autism are now 31 and 26, but when they were first diagnosed, they were referred to as "consumers" by the Regional Center. The "consumer" was not a part of the planning process; rather, parents and professionals made decisions on their behalf. As our society has progressed, so has the way we deliver services. Our son Danny receives a service called Supported Living Services (SLS), which is delivered by a vendor of the Regional Center. The SLS provider utilizes a person-centered planning approach, and it has been invaluable for us. Danny moved out of our home seven years ago; the PCP includes having a monthly "circle meeting." Every month, Danny's circle of support meets and discusses relevant issues. I attend as many of these as I can, but the circle can include his job coach, his therapist, his Regional Center coordinator, and his caregivers with whom he lives. I have learned so much through this process, and so much of it has been about "letting go" for me. I'm sure that many parents raising children with disabilities can relate. We've had to be in charge of so many things in order to provide the very best care for our children. These days, Danny doesn't want me to be in charge of his life. And it has been a process for me to learn to let go and allow him the dignity of making as many decisions about his life as he possibly can. This also means giving him the dignity to make his own mistakes - and to learn from them - just like we did (and still do). Having a "circle" around Danny has enabled me to be Danny's mom. I'm not his therapist; I'm not the one helping him with his daily household chores. I'm not the one checking on him at work. I'm not the one making sure he gets where he needs to be. I get to be his mom, and that's the role I am privileged to call my favorite."

Best practices for a person-centered plan

The person-centered planning meeting

Vital to a PCP is the person-centered planning meeting. The meeting must always include the person whose plan is being created. Other participants can include important people in the person's life, such as parents, stepparents, grandparents, aunts and uncles, neighbors, friends, and parents of friends. Often, other young people such as siblings, cousins, playmates, and school friends are the most effective members of the meeting. You can also invite your school team, private therapists, and community members or volunteers. They often see a side of your child that you as a parent are not aware of.

"Another term that I like is we're building allies. Those allies are coming on board to help this individual navigate their life and end up with quality of life, dignity, and respect." - Dr. Rosenberg

It is important that the meeting has a facilitator. This can be a trained professional, such as an SDP independent facilitator or someone else who understands the person-centered planning process. It is also very helpful to have someone act as a scribe and write everything down. Often, person-centered planning meetings have poster-size sticky notes on the wall for people to write down the ideas generated by the meeting. It's a good idea to prepare for your meeting by speaking to the facilitator first and introducing them to your child. Ask your facilitator what you can send to the participants to prepare them for what to expect.

The meeting can be held anywhere, although home is often the most comfortable place for participants. Dr. Elder, who uses person-centered planning in the IEP process as a teacher and an inclusion specialist, often uses the term person-driven plan. He explains that it's not enough for the plan to be focused on the individual with their needs and desires at the center; rather, it's important to actively involve the individual so that their needs, likes, dreams, and worries drive the outcome of the planning process.

Elder finds that holding the meeting in his students' homes, when possible, often provides helpful information about the child's family and helps to disrupt the power dynamic inherent in formal school-based meetings, but not all families will be comfortable having the meeting at home. Dr. Elder also explains that it's important that the meeting is accessible. Dr. Rosenberg notes that the introduction of platforms such as Zoom is a game changer, allowing multinational families to include extended family and friends in other time zones and on different continents.

Start the person-centered planning meeting on a positive note by celebrating the individual's gifts, talents, and dreams. Then the group can develop action steps to help the person move closer to their dreams and goals.

The MAPS process

The MAPS process includes a series of questions that the facilitator will ask after introducing the process. Respect for the individual's goals and wishes is a priority, and participants are asked to withhold judgment to honor the individual completely.

What is the story?

What is the dream?

What is the nightmare?

Who is the person?

What are their gifts, strengths, and talents?

What are their needs?

What is the plan of action?

During the meeting, besides listening and asking questions, participants can create a "map" of the individual's story and history by drawing pictures or writing down words. Dr. Rosenberg tells us, "The map in the graphic history really helps show the individual and the family member all the pieces. So there is not a right way or a wrong way to do mapping, graphic design, history, or vision boarding - whatever works for the facilitator, the family, and the individual. People get excited when there's big butcher block paper, or flip charts, or a whiteboard that then becomes alive, and we transpose it from that creative writing to an 8.5 x 11 document that can trail your son or daughter." He tells us that this process helps redirect the team back to the important aspects of that individual's life: "We're looking at jobs, we're looking at life, we're looking at home, we're looking at behavior, we're looking at communication, we're looking at friendships, and that comes alive when it's on a large piece of paper or whiteboard as we navigate."

At the end of the meeting, the facilitator asks for one word or phrase to sum up each participant's experience with person-centered planning. All the notes taken at the meeting are used to create an action plan. This can be a graphic representation of all the aspects of the person's life plan that were discussed. The notes could also be used to create a Self-Determination spending plan or a vision statement for the person's IEP.

Creating a PCP is a big event. Many families use this process during transition times, such as when an individual is going to middle or high school, is transitioning to adulthood, or is on the cusp of another significant life change. The action plan can be reviewed and updated periodically, but it can also last for several years if there aren't a lot of life changes.

The PCP as an IEP tool

Dr. Elder has mostly used person-centered planning to assist him in planning better IEPs. The MAPS person-centered planning approach can be a powerful way of personalizing an IEP to set in motion a process for fully including a student in their school or community, if that is the best option for them.

As a teacher, Dr. Elder often sets up a person-centered planning meeting as a way to get to know a new student or a student whose family is facing challenges with the IEP process. Even if your child doesn't have a teacher like Dr. Elder, you can involve your child's school team in the person-centered planning process. Inviting them to participate in the meeting is the most effective option, but if they cannot come to the meeting, you can still ask them questions beforehand.

You can also share the results of the person-centered planning meeting - the action plan - and have a discussion with your child's teacher about how the plan should drive IEP goals.

Dreaming big

Individuals with disabilities can be limited not only by their disability but even more so by the expectations of those around them. A PCP aims to draw an individual's circle of support past their preconceived expectations for the individual and open up the possibilities. The person-centered planning process may bring up things you wouldn't expect to hear from your child regarding their hopes and dreams for themselves, such as wanting to become a paleontologist or a Navy jet pilot. They might not seem like the easiest dreams to attain, but that's your chance to ask questions and dig more deeply into what your child feels, desires, and hopes for. You might ask them what being a paleontologist means to them - it might help the team realize that they actually love natural history, so an internship at a natural history museum would be a great step. Dr. Rosenberg explains more about how parents, and the support team, can help the individual identify the seeds of reality in their dreams:

For parents who may be worried about their children having unattainable dreams, Dr. Elder points out that we all have unattainable dreams, such as being a sports celebrity or a fashion model, but entertaining these dreams can provide people with the motivation to succeed beyond expectations.

Powerful

In the end, what is one word we can use to describe person-centered planning? According to Dr. Elder - "powerful."

Karen Ford Cull Undivided Content Specialist and Writer
With a passion for fostering inclusive education and empowering families in the disability community, Karen Ford Cull brings a wealth of experience as a Content Specialist and Advocate. With a diverse background spanning education, advocacy, and volunteer work, Karen is committed to creating a more inclusive and supportive world for children with disabilities. Karen, her husband, and three sons are committed to ensuring that their son with Down syndrome has every opportunity to lead an enviable life. As the Content Specialist at Undivided, Karen guides writers to produce informative and impactful content that ensures families have access to comprehensive and reliable resources. #### Reviewed by Cathleen Small, Undivided Editor Adelina Sarkisyan, Undivided Writer and Editor #### Contributors Brent C. Elder, PhD, associate professor at Rowan University Cathy Gott, founder of Education Spectrum and Danny's Farm, a consultant for ETTA, and member of the LA County Commission on Disabilities Richard L. Rosenberg, PhD, board member of the California Transition Alliance, faculty at Cal State LA, Chapman University, and San Diego State University

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Explore the person-centered planning process and the variety of ways parents can use a person-centered plan (PCP) to benefit their child with a disability

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Person-Centered Planning: PATH, MAPS, and Circles of Support

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Person-Centered Planning: PATH, MAPS, and Circles of Support

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Person-Centered Planning: PATH, MAPS, and Circles of Support - Inclusion Press

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PATH, MAPS, and CIRCLES were developed to assist individuals, families and their support networks to plan positive and positive futures. Circles came first (with Judith Snow), to discover who was in her life, to work to build an exciting and robust future. MAPS had its origins in schools, to replace the medicalized files with stories [...]

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Circles of Support: Living into the future

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Circles of Support: Living into the future

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Janice Fialka, Rich Feldman, Emma Fialka-Feldman
as presented on October 17, 2023 - compressing four decades of wisdom and learning with Micah Fialka-Feldman

Janice Fialka is a brilliant story teller, thoughtful listener and writer. What Matters includes the voice of Micah Fialka-Feldman - her son. Micah is a teaching assistant at Syracuse University and one of the most charming people you will ever encounter. This remarkable story, draws on the reflections from family and friends - and walks us through the family's journey to this remarkable current reality for Micah and his friends and family. But the story begins as a stunning 'disability' story except that this family said no. They decided that Micah wold be fully included and have a full life. And does he ever.

A 25 minute film about a young adult with cognitive disabilities going to college. Micah Fialka Feldman wanted fully inclusive education. This is the story of how Micah, his family and friends succeeded in living that dream - in high school and in college. They all wanted it - they worked - and they got it! Micah is also featured in another more recent video: Intelligent Lives (available commercially).

Link to Janice's web site "The Dance of Partnership:. Janice Fialka, LMSW, ACSW is a nationally-recognized lecturer, author, and advocate on issues related to disability, parent-professional partnerships, inclusion, raising a child with disabilities, sibling issues, and post-secondary education. She is also a parent, poet, a compelling storyteller, and an award-winning advocate for families and persons with disabilities.

Helping families understand the philosophy of Circles and practical processes that can be used in building and maintaining them. Built on the core values of Hope, Belonging and Purpose
Download free eBook
Video excerpt from Micah's MAP conversation in Syracuse, New York @2018.

The story of a young teen in Lethbridge Alberta Canada - and his circle facilitated by Father Patrick Mackan

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Circles: More than a Tool - Living into the Future - Inclusion Press

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Ideas that Matter 2023 session on Circles of Support featuring the Fialka-Feldman Family. VIDEO of the Ideas That Matter Session, 10/17/23 Circle Resources from Janice, Rich, Micah and Emma These are resources gathered by the Fialka-Feldman family to support the work of and their experience building Micah's Circle.

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California's New Pathway to a High School Diploma for Students with Intellectual Disabilities

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California's New Pathway to a High School Diploma for Students with Intellectual Disabilities

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Undivided Resources Article

On June 30, 2022, Assembly Bill (AB) 181 signed into law a number of changes to California special education laws, including the addition of Section 51225.31, an alternate pathway to a high school diploma for students with significant cognitive disabilities.

What this means is that qualifying students who don't have a pathway to a diploma and who take the California Alternate Assessment (CAA) - which are aligned with alternate achievement standards - can now obtain a diploma from high school if they meet the state's minimum coursework requirements by taking classes that align with the California state standards.
California's alternative achievement standards
California's alternate achievement standards were developed specifically for students with significant cognitive disabilities who take the California Alternate Assessment to provide access to the same California state standards as their peers without disabilities, but in a modified format using Core Content Connectors (CCCs) with supports provided through each student's IEP. Note that this is a very small group of students - the federal Every Student Succeeds Act (ESSA) limits the number of students who take alternate assessments to no more than 1% of all students. The U.S. Department of Education estimates this to be approximately 10% of all students with disabilities.
Significant cognitive disability
But what exactly is a significant cognitive disability? Under ESSA, states are guided to develop their own definition, but generally this refers to students who are within one or more of the existing categories of disability under the IDEA and whose cognitive impairments may prevent them from attaining grade-level achievement standards. For California, the CDE defines significant cognitive disability as "a disability or multiple disabilities that significantly impact intellectual functioning and adaptive behavior essential for a person to live independently and to function safely in daily life." This isn't determined by an IQ score but a holistic understanding of the student. It also rules out students with a specific learning disability, as "the determination of a specific learning disability rules out cognitive impairment."
Coursework: requirements & exemptions
Under the new pathway to a diploma, eligible students will also be exempt from all coursework and requirements that are additional to the statewide coursework requirements, including local requirements for graduation, including A-G requirements. Rosenberg explains that "If a district has higher standards, like A-G to go to a UC, a student with an IEP can state that they are on the basic pathway to a diploma and not have to have A-G. It is a local decision, but we believe the IEP process should be able to modify that so an individual with an IEP doesn't have to excel at A-G; they have to meet the minimum requirements for a high school diploma in the state of California."

In sum, a diploma earned under the new pathway must be:

Standards-based

Aligned with state requirements for the regular high school diploma

Obtained within the time period for which the state ensures the availability of free, appropriate public education (age 21 federally, 22 in California).

This diploma option will give students with significant cognitive disabilities the opportunity to earn a diploma that shows they have completed a rigorous, standards-based program of study, and potentially provides them access to post-secondary education and employment opportunities that previously may have been denied to them. Rosenberg tells us that under this pathway, "We still have the IEP process. We have local control. We have transcripts. We have standards. And that is a way to earn a diploma." It's important to emphasize that this new diploma is considered the equivalent of a traditional high school diploma. Because of that, under ESSA, students earning this diploma will be counted in the Adjusted Cohort Graduation Rate (ACGR), which is not allowed for other equivalents of diplomas (such as the general equivalency diploma, certificate of completion, certificate of attendance, and other similar "lesser credentials").

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California's New Pathway to a High School Diploma for Students with Intellectual Disabilities

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A new pathway to earning a diploma gives students greater access to higher education, higher-income careers, greater independence, and a higher quality of life.

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Pleasantview Industries - Job Coaching - Vocational Training

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SUPPORTING BUSINESSES
AND WORKERS
IN THE
SANTA CLARITA VALLEY

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–Leeza Woodbury, with Navigator Kelly since 2020

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Join Lindsay Crain, Head of Content at Undivided, and Breea Rosas, School Psychologist and Founder of Neurodiversity Affirming School Psychologist, as they explore the world of neurodiversity affirming assessments. Tune in to discover if this type of assessment is suitable for your child and gain insights on advocating for it during your next individualized education plan (IEP) meeting.

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Parents and Allies working for Inclusive Education for all Californians

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Curriculum frameworks provide guidance for implementing the standards adopted by the State Board of Education. Printed publications can be purchased from CDE Press Educational Resources Catalog.

Links to downloads of all curriculum frameworks.

Questions: Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881

Last Reviewed: Monday, November 20, 2023

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Guidelines for implementing the content standards adopted by the California State Board of Education that are developed by the Instructional Quality Commission.

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California Special Education Technical Assistance Network

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California Special Education Technical Assistance Network

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California Special Education Technical Assistance Network

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This is the California Special Education Technical Assistance Network Site for information and resources.

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Inclusive Access to a Diploma: Reimagining Proficiency for Students With Disabilities

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Inclusive Access to a Diploma: Reimagining Proficiency for Students With Disabilities

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Understanding the methods and strategies deployed within the Inclusive Access to a Diploma: Reimagining Proficiency for Students with Disabilities is essential for embedding assessment choices (including performance tasks) within core instruction. This page provides California's educational community with a foundational understanding and should be used in conjunction with key terms and frequently asked questions.

Initiative Goals and Background

Multiple Routes up the Mountain

The Inclusive Access to a Diploma: Reimagining Proficiency for Students with Disabilities initiative aims to provide high school students with disabilities, including students eligible for the California Alternate Assessment (CAA), with access to agency and choice. As high school students progress toward graduation, it is essential that they have flexible and inclusive opportunities toClick here to enter text. demonstrate contentClick here to enter text. area proficiency, in alignment with California state standards, associated curriculum frameworks, and district-adopted curriculum in all content areas.

Inclusive Access to a Diploma Initiative Conceptual Framework

The CDE aims to provide California constituents with tools and resources that students can use to show proficiency in graduation-based coursework as outlined in the state minimum graduation requirements. Specifically, we would like to hear from representatives from each of the following community members regarding the degree to which the guidance and materials from this initiative support the following goals:

Students with disabilities and their families-We want students with disabilities and their families to 1) understand students' rights related to identifying and accessing alternative means of expression within core coursework instruction needed for graduation and 2) to be able to explore the big ideas of coursework requirements for earning a standard diploma based on the state minimum requirements.

District and school administrators-Our goal is to give these community members the tools and resources related to creating the inclusive infrastructure and curricular supports needed for sustaining alternative means of expression as a global practice within summative and formative classroom assessments.

General education teachers-Our goal is to empower these teachers regardless of content area with the knowledge, skills, and professional network to integrate alternative means of expression more holistically within classroom assessments, especially those tied to graduation.

Special education teachers-Our goal is to equip these teachers with the knowledge and skills for working with other IEP team members, including but not limited to general education teachers, to support the identification and application of viable alternative means of expression for specific students with disabilities on their caseload could use when showing understanding of graduation-based coursework.

High school counselors-Our goal is to equip high school counselors with strategic tools that would allow them to recommend, curate, and coach students and staff members in best practices for supporting alternative means of expression through resources and supports needed to identify courses and viable alternative means of expression options for students with disabilities working to earn a standard diploma.

Other IEP team supports-Our goal for IEP teams is to see how to understand the communication strengths and understand the scope of students' communication needs for the students with disabilities served through IEPs.

High school graduation coursework requirements represent multiple mountain peaks related to the rigor, depth of knowledge, and content expertise defined by state standards and curriculum. The routes represent the various ways students can express proficiency in a content area to demonstrate their understanding of big ideas tied to content standards. A route must satisfy the coursework requirements represented within the standards and curriculum frameworks to be deemed viable by educators.

The Inclusive Access to a Diploma: Reimagining Proficiency for Students with Disabilities initiative gives students, families, educators, site leaders, and district leaders clarity in how students are expected to demonstrate proficiency in order to receive a standard high school diploma. The initiative also offers tools and resources for providing alternative means of expression that are rigorous while being culturally and linguistically responsive to students' communication preferences, strengths, and needs.

Practice Brief: The Importance of Alternative Means to Express Proficiency in Graduation Requirements
This document emphasizes the importance of alternative means to express proficiency in graduation requirements, particularly for students with disabilities. It highlights that alternative means of expression provide equitable opportunities for students to demonstrate their knowledge and skills, promoting inclusivity and accommodating diverse learning preferences. The document also discusses the distinction between alternative means of expression and alternate standards, emphasizing that alternative means do not compromise the validity of assessing proficiency. Overall, it underscores the need for educators to offer flexible options that align with individual abilities while maintaining rigor in coursework assessments.

Practice Brief: The Importance of Alternative Means to Express Proficiency in Graduation Requirements

This document emphasizes the importance of alternative means for students with disabilities to express proficiency in graduation requirements.

Practice Brief: Establishing District Policies to Support Alternate Means of Expression
The document provides guidance for district and community leaders on implementing policies that support students with disabilities in meeting rigorous learning expectations. It emphasizes the importance of integrating choice into learning and fostering student independence. The document outlines specific considerations for policymakers, including diploma offerings, alternative means of expression, community engagement, professional development, core instruction, educator collaboration, and IEP meeting attendance.

Practice Brief: Establishing District Policies to Support Alternative Means of Expression

This document provides guidance for district leaders to implement policies supporting alternative means of expression in education for students with disabilities.

Practice Brief: Identifying Viable Alternative Means of Expression
This document is a decision-making tool for IEP teams in California to identify alternative means of expression for students with disabilities, allowing them to meet coursework requirements personalized to their strengths and needs. It emphasizes the importance of understanding course requirements, collaborating between general and special education teachers, and elevating the role of supplementary aids and services. The document provides guidance on how to determine if individualized alternative means of expression are necessary and offers a flowchart for decision-making.

Practice Brief: Identifying Viable Alternative Means of Expression

This document provides guidance for IEP teams in California to identify alternative means of expression for students with disabilities.

Centering the "Big Idea"

Various contributors including CDE representatives, State Board of Education members, subject matter experts, focus group participants, and others have collaborated to support the development of coursework, performance tasks, and guidance documents designed to equip state educators with what they need to provide students with disabilities with alternative means of expression when meeting state minimum graduation coursework requirements. As an important note, special emphasis was given to subject matter experts with considerable experience with California's adopted curriculum frameworks, being leads on unpacked state standards to identify the essential "Big Ideas" of coursework requirements.

A course's Big Ideas are the central concepts, understandings, or areas of focus that represent what a student will understand and do when taking that course. These concepts, defined using the curriculum frameworks and standards, distill down in the simplest terms the organizational structure for proficiency. Course Big Ideas cross multiple standard categories, with each category having a cluster of related standards. By unpacking a Big Idea (e.g., identifying the individual and groups of standards that make up a Big Idea) educators identify what is essential for proficiency, and therefore most emphasized within a course.

Centering on each course's Big Ideas prevents individual standards from being taught in isolation from the course's key concepts and allows for greater accessibility and more manageable supports. IEP teams, special education teachers, and content teachers collectively use the Big Ideas to prioritize what knowledge proficiency is essential within a course, especially in consideration of offering alternative means of expression for students with disabilities.

Centering Project Strategy on a Backward Design Approach

The instructional design process provided by this initiative is based on a backward design approach for lesson and assessment creation.

1. Establishing desired results: Educators examine state-approved content standards and curriculum frameworks to pinpoint the essential goals of a course based on Big Ideas and their related lead standards.

2. Determine acceptable evidence: Educators establish levels of acceptable evidence demonstrating students' proficiency in course outcomes, provided it aligns with the set criteria.

3. Identify alternative means of expression: Educators and students with disabilities explore suitable expression mediums that convey understanding with consideration of cultural backgrounds, abilities, interests, and needs. An option works if the student with disabilities can meet the established success criteria (demonstrating proficiency) and learning objectives. Educators should use local tools, IEP-defined supplementary aids and services, and other resources to design educational experiences that help students comprehend the learning material and articulate their knowledge effectively.

4. Plan inclusive instruction: Once the course learning goals have been established and viable means of expression have been identified, it is up to local educators (e.g., site and district administrators, teachers, instructional coaches) and community members (e.g., students, families, school board members, and other community representatives) to identify the best curriculum, instructional pedagogies, and culturally responsive strategies to utilize within instruction to prepare students with disabilities to display their learning using alternative means of expression.

The chart below explores helpful questions educators can ask related to the standards and the needs of their students with disabilities, and to learn more about the backward design process.

1Establish Desired Results

4Plan Learning Experiences and Instruction

1Establish Desired Results

Learn more details about the initiative's strategy around Embedding Alternative Means of Expression into Graduation-based Coursework.

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High-Level Guidance Overview - Inclusive Access to a Diploma:

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Understanding the methods and strategies deployed within the Inclusive Access to a Diploma: Reimagining Proficiency for Students with Disabilities is

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The Mathematics Assessment Project is part of the Math Design Collaborative initiated by the Bill & Melinda Gates Foundation. The project set out to design and develop well-engineered tools for formative and summative assessment that expose students’ mathematical knowledge and reasoning, helping teachers guide them towards improvement and monitor progress. The tools are relevant to any curriculum that seeks to deepen students' understanding of mathematical concepts and develop their ability to apply that knowledge to non-routine problems.

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The Mathematics Assessment Project is part of the Math Design Collaborative initiated by the Bill & Melinda Gates Foundation. The project set out to design and develop well-engineered tools for formative and summative assessment that expose students' mathematical knowledge and reasoning, helping teachers guide them towards improvement and monitor progress. The tools are relevant to any curriculum that seeks to deepen students' understanding of mathematical concepts and develop their ability to apply that knowledge to non-routine problems.

More about the Math Assessment Project

100 lessons for formative assessment, some focused on developing math concepts, others on solving non-routine problems. A Brief Guide for teachers and administrators (PDF) is recommended reading before using these lessons for the first time.

A set of 94 exemplar summative assessment tasks to illustrate the range of performance goals required by CCSSM. The tasks come with scoring rubrics and examples of scored student work.

Complete summative test forms and rubrics designed to help teachers and students monitor their progress using a range of task types similar to the 'Tasks' section.

5 Prototype modules that encourage groups of teachers to explore the practical and pedagogical concepts behind the materials, such as formative assessment, collaborative learning and the use of unstructured problems.

The Teaching for Robust Understanding of Mathematics (TRU Math) suite is a set of tools with applications in Professional Development and research based around a framework for characterizing powerful learning environments.

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The Mathematics Assessment Project is part of the Math Design Collaborative initiated by the Bill & Melinda Gates Foundation. The project set out to design and develop well-engineered tools for formative and summative assessment that expose students' mathematical knowledge and reasoning, helping teachers guide them towards improvement and monitor progress.

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The United States Youth Conservation Corps (YCC) is a youth employment program that engages young people in meaningful work experiences at national parks, forests, wildlife refuges, and fish hatcheries while developing an ethic of environmental stewardship and civic responsibility.

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We need you! Get paid to accomplish needed conservation work on public lands. Work on historic structures, restore native species, disappearing trails, and the eradication of invasive species.

The application period is closed for the 2022 YCC Season. Check out the list of 2022 participating parks nd consider applying next year.

What is the Youth Conservation Corps?

The United States Youth Conservation Corps (YCC) is a summer youth employment program that engages young people in meaningful work experiences at national parks, forests, wildlife refuges, and fish hatcheries while developing an ethic of environmental stewardship and civic responsibility. YCC programs are generally 8 to 10 weeks and members are paid the minimum wage for a 40-hour work week. YCC opportunities provide paid daytime work activities with members who commute to the Federal unit daily.

Please note, Yellowstone National Park is the only residential program. All other YCC programs are non-residential programs, which means that no housing is available at the site, and participants must independently provide their own transportation to the site each day. If you have questions about eligibilty, please visit the park's webpage to contact them directly before completing the application.

Who is eligible?

Youth, 15 through 18 years of age, who are permanent residents of the United States, are eligible for employment without regard to social, economic, racial, or ethnic backgrounds. Youth with physical or other challenges who can effectively participate in most YCC activities are eligible. Youth must have no history of serious criminal or other antisocial behavior that might endanger their safety or that of others; have or be able to obtain a work permit as required under the laws of their State; have a Social Security number or have made application of one. Please note, the Youth Conservation Corps is a local program, so participants need to be able to commute to and from the site daily. Transportation to the site will generally not be available.

What would I do?

Youth Conservation Corps members work in a healthful outdoor setting on a variety of projects including building trails, maintaining fences, cleaning up campgrounds, improving wildlife habitat, environmental education planning and teaching, stream restoration, historic building preservation, and more! You'll also participate in educational field trips where chances are you'll see wildlife or history before your eyes, hike and stand on a mountaintop, or gaze at an ancient ruin.

How do I find an opportunity?

Looking for a Youth Conservation Corps program in a national park near you? Check out our list of opportunities for 2022, or find a federal site near you and inquire if they have a YCC program or other opportunities. The list of parks for 2023 will be made available by February 2023. Other locations include:

What benefits would I get from participating?

Not only would you get paid to work in some of the coolest places in the country, but you will also have the chance to learn about careers with the National Park Service and gain valuable work skills that can help you get your next job! You will be working with other incredible people and hopefully you will build a lifetime bond. If you like to hike, backpack, climb, kayak, bike, horseback ride, etc national parks are perfect for that!

How do I apply?
Please send your completed form directly to the park of interest. Visit the park's webpage to find their contact information. Note that most sites have an April 15th due date, so plan ahead and reach out to the park with any questions. Beginning in February 2023, you can APPLY HERE for the 2023 YCC season.

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Youth Conservation Corps - Youth & Young Adult Programs (U.S. National Park Service)

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We need you! Get paid to accomplish needed conservation work on public lands. Work on historic structures, restore native species, disappearing trails, and the eradication of invasive species. The application period is closed for the 2022 YCC Season. Check out the list of 2022 participating parks nd consider applying next year.

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State Council on Developmental Disabilities (SCDD)

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State Council on Developmental Disabilities (SCDD)

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The State Council on Developmental Disabilities (SCDD) is established by state and federal law as an independent state agency to ensure that people with developmental disabilities and their families receive the services and supports they need.

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SCDD | State Council on Developmental Disabilities

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Pathway to Success - CA Department of Rehabilitation

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The California Department of Rehabilitation (DOR) is an employment and independent living resource for people with disabilities…

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The Career Visions Team is dedicated to bringing practical career exploration, workforce preparation, and work based learning opportunity to uniquely abled youth and young adults living in the Santa Clarita Valley.

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Our Mission
The Career Visions Team is dedicated to bringing practical career exploration, workforce preparation, and work based learning opportunity to uniquely abled youth and young adults living in the Santa Clarita Valley.

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Our Mission The Career Visions Team is dedicated to bringing practical career exploration, workforce preparation, and work based learning opportunity to uniquely abled youth and young adults...

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(High Schools)

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1. Home

2. I Am Interested In

3. Partner-Vendor-Provider

4. Cooperative Program Partner

5. Education

6. Transition Partnership Program

Transition Partnership Programs (TPP) were developed in response to the 1986 Amendments to the Rehabilitation Act and the 1983 Amendments to the Education for the Handicapped Act. The TPPs are administered through third-party cooperative agreements with select Local Education Agencies (LEAs) and the Department of Rehabilitation (DOR). Statewide, there are approximately 104 TPPs through third-party cooperative agreements with LEAs. TPPs provide enhanced, coordinated vocational services including DOR Student Services and employment preparation, job development, and short-term support services to successfully transition students with disabilities into meaningful employment.

Additional Resources

TPP VR Services Monthly Participant List (Excel)

TPP Student Services Monthly Participant List (Excel)

Resources

Related Links

Contact

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Transition Partnership Program - CA Department of Rehabilitation

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The California Department of Rehabilitation (DOR) is an employment and independent living resource for people with disabilities...

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Disability Rights California (DRC) is the agency designated under federal law to protect and advocate for the rights of Californians with disabilities.

We work in litigation, legal representation, advocacy services, investigations, public policy, and provide information, advice, referral, and community outreach.

For more than 40 years, drc has worked to advance the rights of Californians with disabilities in education, employment, independence, health, and safety, and has grown into the largest disability rights organization in the nation.

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DRC is a nonprofit agency. We are the largest disability rights group in the nation. Federal law established us to protect and advocate for the rights of people with disabilities. We are the protection and advocacy agency for California.

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California Career Resource Network (CalCRN)

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California Career Resource Network (CalCRN)

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Tax-free treatment on earnings to pay for qualified disability-related expenses.

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THE DEADLINE DATE HAS BEEN EXTENDED TO FRIDAY, MARCH 25, 2022!
The 2022 YLF will be held virtually. The current tentative dates for YLF are July 19-22, 2022.

Additional virtual post-YLF sessions will be held in the months after the week-long event as scheduled using the Zoom platform. These monthly workshops will focus on topics such as post-secondary education, work experience and careers and self-advocacy.

Delegates will learn advocacy and leadership skills from alumni and professionals with disabilities and create a "Personal & Career Leadership Plan" to help reach their future education, independent living, and career goals.

Delegates interact with state and national leaders with disabilities, which may include celebrities, politicians, entertainers, and other adult role models with disabilities. Participants also make lifelong friendships with other statewide delegates and have mentorship opportunities with alumni.

NO COST TO DELEGATES

There is no cost for students who are selected to attend. If needed YLF can help acquire and provide the technology needed to attend online sessions, including any related reasonable accommodations. Funding for YLF is provided through a public-private partnership.

WHO CAN ATTEND?

California residents with a disability who are high school sophomores, juniors, or seniors during the 2021-2022 school year, ending in June 2022 are eligible to attend.

The most highly qualified applicants are students with disabilities who have demonstrated leadership potential in school and in the community. Students with any types of disabilities are encouraged to apply.
To complete and submit an application and for more information, read the delegate information guide on the delegate information page.
If you have questions or need additional information about the application process, please call the California Committee on Employment of People with Disabilities at 855-894-3436 or email us at ylf@dor.ca.gov.

YLF VIDEO CLIPS

View videos of the week-long activities to see what happens at YLF including post-YLF sessions on our California YLF YouTube channel.

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THE DEADLINE DATE HAS BEEN EXTENDED TO FRIDAY, MARCH 25, 2022! The 2022 YLF will be held virtually. The current tentative dates for YLF are July 19-22, 2022. Additional virtual post-YLF sessions will be held in the months after the week-long event as scheduled using the Zoom platform.

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The California Department of Rehabilitation (DOR) is partnering with San Diego State University Interwork Institute (SDSU-II) to evaluate the effects and benefits of work-based learning experiences to prepare students with disabilities to enter post-secondary education (PSE) and obtain competitive integrated employment (CIE). DOR is the lead agency for the California Career Innovations Work-Based Learning Initiative (CCI). Collaborations will include Local Educational Agencies (LEAs) throughout California, led by Region Managers from the Vallejo Unified School District, California State University - Los Angeles, Riverside County Office of Education and San Diego Health Sciences High & Middle College. Students with disabilities throughout these regions, between ages 16-21, with Individualized Education Plans (IEPs) or 504 plans will be identified to participate in this project. Greater investment in building and sustaining high-quality work-based learning (WBL) programs for high school students is essential if we expect our young people to learn about work, gain maturity and develop employability skills in non-school environments, make informed career choices, and succeed in their path toward training and careers (Alfeld et al., 2013). CCI will ensure a career relevant focus in the attainment of Competitive Integrated Employment (CIE) and post-secondary education for students with disabilities.
CA Career Innovations is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education & Rehabilitative Services (OSERS) Grant #H421B160004. The contents of this website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.

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The California Department of Rehabilitation (DOR) is partnering with San Diego State University Interwork Institute (SDSU-II) to evaluate the effects and benefits of work-based learning experiences to prepare students with disabilities to enter post-secondary education (PSE) and obtain competitive integrated employment (CIE). DOR is the lead agency for the California Career Innovations Work-Based Learning Initiative (CCI).

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Let's Work California Networking Activity Guide

Designed to increase access to information for Californians with intellectual and developmental disabilities (I/DD), their families and supporters to obtain competitive integrated employment (CIE), Let's Work! is a unique video-based initiative of the California Transition Alliance.

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Designed to increase access to information for Californians with intellectual and developmental disabilities (I/DD), their families and supporters to obtain competitive integrated employment (CIE), Let's Work! is a unique video-based initiative of the California Transition Alliance.

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Preparing young people with significant disabilities for success in competitive integrated employment.

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Preparing young people with significant disabilities for success in competitive integrated employment.

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Current Events NDEAM 2023 October is National Disability Employment Awareness Month. In 2023, the theme is "Advancing Access and Equity." Click here to learn more. Growth and Opportunity Project SEARCH at UConn Health is helping to build a workforce that embraces people with disabilities.

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Home - Chapman University | Transition CA

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The mission of the Transition CA website is to promote and support successful transition to employment, independent living and quality life for individuals with disabilities, including those with significant disabilities. Website users are encouraged to Read more...

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National Technical Assistance Center on Transition

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National Technical Assistance Center on Transition

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NTACT:C | National Technical Assistance Center on Transition

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The Collaborative (NTACT:C) Supporting you to improve opportunities and outcomes for students and youth with disabilities

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Students and youth with disabilities preparing to graduate high school and enter the workforce or continue their education often need a little extra support and almost always with transition planning ... which means the educators, counselors, and families supporting them also need more professional development than is typically provided by a one-time in-service training.

That's where we come in.

With specialized professional development, technical assistance, and research-based practices and resources, all tailored to your unique needs, we support you so you can support them.

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Granting higher-education scholarships to students with Down syndrome & spreading awareness about their awesomeness!

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Ruby's Rainbow - Scholarships for Adult Students with Down Syndrome

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Ruby's Rainbow provides educational scholarships for college students with Down syndrome who are seeking post-secondary education to help them achieve their dreams of higher education while spreading awareness of their capabilities and general awesomeness.

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Here you will find curated resources on some of the most critical topics in inclusive postsecondary education. Each page features selected key resources, a link to additional resources we have on the topic in our Resource Library, related external links and Frequently Asked Questions on the topic.

Click any state on the map to see information on activities related to postsecondary education for students with intellectual disability (ID) in that state. If there are policies and/or legislation related to postsecondary education for students with ID, we provide a link to that policy/legislation. If there is a statewide organization for inclusive PSE in your state, a link to information about that organization is provided. We also include contact information for someone in the state who can talk to you about postsecondary education for students with ID.

Think College is dedicated to developing, expanding, and improving inclusive higher education options for people with intellectual disability. We conduct and extend our work through several specific grant funded projects. Click the project logo to learn more about that project and its key activities, staff and resources.

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Think College is a national initiative dedicated to developing, expanding, and improving research and practice in inclusive higher education for students with intellectual disability. It is based at the Institute for Community Inclusion, University of Massachusetts Boston.

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Caregivers and boundries

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A documentary about growing up non-speaking. What can happen when we judge people based on what they can or can’t say.

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"Who Cares About Kelsey?" is the story of Kelsey's transformation from a defiant and disruptive 'problem student' to a motivated and self-confident young woman. Along the way, critical figures in her personal and educational life shape her coming of age and play important roles in an education revolution that's about empowering--not overpowering--our most emotionally and behaviorally challenged youth.

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Play Trailer

"Who Cares About Kelsey?" is the story of Kelsey's transformation from a defiant and disruptive 'problem student' to a motivated and self-confident young woman. Along the way, critical figures in her personal and educational life shape her coming of age and play important roles in an education revolution that's about empowering--not overpowering--our most emotionally and behaviorally challenged youth.
Download the discussion guides
Website: whocaresaboutkelsey.com

Runtime: 56 minutes

Dan Habib - Director/Producer/Cinematographer
Rose Rosenblatt - Co-Editor and Story Consultant
Diego Siragna - Co-Editor
Rick Baitz - Original Score

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LikeRightNow Films leverages the power of documentary film to promote greater acceptance and inclusion of children and adults with disabilities in schools and communities through internationally distributed documentary films, curriculum, training, public awareness, and worldwide outreach.

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INCLUDING SAMUEL (Documentary Feature 2008)

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INCLUDING SAMUEL (Documentary Feature 2008)

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Documentary Feature (2008)

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Play Trailer

Photojournalist Dan Habib rarely thought about the inclusion of children with disabilities before he had his son Samuel eight years ago. Now he thinks about inclusion every day. Habib documented his family's efforts to include Samuel in every facet of their lives, a journey that transforms each of them.
Download the education guide
Website: includingsamuel.com

Runtime: 56 minutes

Dan Habib - Director/Producer/Cinematographer
Rikk Desgres - Editor
John Kimbrough - Original Score
Alana Malfy - Star
Emily Huff - Star
Keith Jones - Star and Musician
Nathaniel Orellana - Star
Samuel Habib - Star

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Photojournalist Dan Habib rarely thought about the inclusion of children with disabilities before he had his son Samuel eight years ago. Now he thinks about inclusion every day. Habib documented his family's efforts to include Samuel in every facet of their lives, a journey that transforms each of them.

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Documentary Short Film (2022)

In the Emmy Award winning documentary short, Samuel Habib, 21, wants to date, leave home, go to college. But he drives a 350-pound wheelchair, uses a communication device, and can have a seizure at any moment. Determined to find his path forward, he seeks out guidance from America’s most rebellious disability activists. Will they empower him to launch the bold adult life he craves? The film premiered May 17, 2022, as a New York Times Op-Doc. The entire lead cast on this project - and the majority of the production and outreach crew - are people with disabilities.

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Samuel Habib, 21, wants to date, leave home, go to college. But he drives a 350-pound wheelchair, uses a communication device, and can have a seizure at any moment. Determined to find his path forward, he seeks out guidance from America’s most rebellious disability activists. Will they empower him t…

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Life after college for Ali- A Ruby's Rainbow Story

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Life after college for Ali- A Ruby's Rainbow Story

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Life after college for Ali- A Ruby's Rainbow Story

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Ruby's Story of Inclusion: The Middle School Years

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Documentary Short Film (2017)

“Mr. Connolly Has ALS” chronicles Connolly’s final year as principal of Concord (NH) High School and features CHS students – including Habib's son Samuel – asking Connolly about the most profound and personal aspects relating to his life with the disease, and what it feels like to become disabled.

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Play Trailer

"Mr. Connolly Has ALS" chronicles Connolly's final year as principal of Concord (NH) High School and features CHS students - including Habib's son Samuel - asking Connolly about the most profound and personal aspects relating to his life with the disease, and what it feels like to become disabled. WATCH THE ENTIRE FILM BELOW.

Public TV broadcast supported by Mitsubishi Electric America Foundation

and MobilityWorks

Runtime: 32 minutes

Dan Habib - Director/Producer/Cinematographer
Diego Siragna - Editor
Samuel Habib - Story Consultant and Featured Character
Jody Becker - Story Editor

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"Mr. Connolly Has ALS" chronicles Connolly's final year as principal of Concord (NH) High School and features CHS students - including Habib's son Samuel - asking Connolly about the most profound and personal aspects relating to his life with the disease, and what it feels like to become disabled.

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"Whatever it Takes" is a SWIFT film by Dan Habib. The film features one of the SWIFT domains, Inclusive Academic Instruction, and features schools in Maryland, Mississippi and Oregon implementing the Schoolwide Integrated Framework for Transformation (SWIFT).

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Whatever it Takes_ a SWIFT film on Inclusive Academic Instruction-HD

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"Whatever it Takes" is a SWIFT film by Dan Habib. The film features one of the SWIFT domains, Inclusive Academic Instruction, and features schools in Maryland, Mississippi and Oregon implementing the Schoolwide Integrated Framework for Transformation (SWIFT). SWIFT is a national K through 8 technical assistance center that builds school capacity to provide academic and behavioral support to improve outcomes for all students through equity-based inclusion. To learn more about the 5 SWIFT domains and 10 features, see the SWIFT guide at guide.swiftschools.org

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"Together" is a SWIFT film by Dan Habib. The film features one of the SWIFT domains, Integrated Educational Framework, and features schools in Maryland, Mississippi and Oregon implementing the Schoolwide Integrated Framework for Transformation (SWIFT). SWIFT is a national K through 8 technical assistance center that builds school capacity to provide academic and behavioral support to improve outcomes for all students through equity-based inclusion. To learn more about the 5 SWIFT domains and 10 features, see the SWIFT guide at guide.swiftschools.org

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Together_ a SWIFT film on Integrated Educational Framework-HD

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"Together" is a SWIFT film by Dan Habib. The film features one of the SWIFT domains, Integrated Educational Framework, and features schools in Maryland, Mississippi and Oregon implementing the Schoolwide Integrated Framework for Transformation (SWIFT). SWIFT is a national K through 8 technical assistance center that builds school capacity to provide academic and behavioral support to improve outcomes for all students through equity-based inclusion. To learn more about the 5 SWIFT domains and 10 features, see the SWIFT guide at guide.swiftschools.org

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This ALL Means ALL video embodies the philosophy of the SWIFT Center (swiftschools.org): It takes administrative leadership, a multi-tiered system of support, family and community partnerships, an integrated educational framework, and inclusive policies and practices to effectively meet the needs of ALL students, including students with disabilities and those with the most extensive needs.

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This ALL Means ALL video embodies the philosophy of the SWIFT Center (www.swiftschools.org): It takes administrative leadership, a multi-tiered system of support, family and community partnerships, an integrated educational framework, and inclusive policies and practices to effectively meet the needs of ALL students, including students with disabilities and those with the most extensive needs.

At SWIFT, we believe that, together, we can transform education so that it benefits each and every student, their families, and ultimately the communities in which they reside. The SWIFT Center community uses their talents, passion, and resources to ensure that every child is a valued member of their school and given the supports they need to achieve academic and social success.

What do we mean by “every child?” Students who are struggling readers, gifted, living in poverty, students with disabilities, high achievers, culturally and ethnically diverse students, and those with the most extensive needs.
The SWIFT Center is committed to eliminating the silos in education by bridging general and specialized education to create powerful learning opportunities for students and teachers and promote active, engaged partnerships among families and community members.

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School with a diverse student body that prioritizes educating students with the most significant disabilities in general education.

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SWIFT Domains and Features at Henderson School

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Disabling segregation: Dan Habib TEDx Talk

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Disabling segregation: Dan Habib TEDx Talk

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Photojournalist Dan Habib didn't give much thought to disability — until his son Samuel was born with cerebral palsy. In this emotional talk, the disability-rights advocate explains his family's fight to ensure an inclusive education for Samuel, and how inclusion benefits not just Samuel and those who are included, but all of us.

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Disabling segregation: Dan Habib at TEDxAmoskeagMillyard

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"Axel" focuses on Axel Cortes and the staff at Idelhurst Elementary School in Somersworth, NH. Axel is a fifth grader with autism who is non-verbal and exhibited significant behavioral challenges when he arrived at school. Through effective implementation of supports – including AAC, UDL, positive behavioral supports, social stories, visual schedules and positive behavioral supports – Axel was able to learn 5th grade general education curriculum in a general education classroom within a few months. The film received support from the National Center and State Collaborative (NCSC).

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"Axel" focuses on Axel Cortes and the staff at Idelhurst Elementary School in Somersworth, NH. Axel is a fifth grader with autism who is non-verbal and exhibited significant behavioral challenges when he arrived at school. Through effective implementation of supports - including AAC, UDL, positive behavioral supports, social stories, visual schedules and positive behavioral supports - Axel was able to learn 5th grade general education curriculum in a general education classroom within a few months. The film received support from the National Center and State Collaborative (NCSC).

Download the discussion guide

Runtime: 16 minutes

Dan Habib - Director/Producer/Cinematographer
Diego Siragna - Editor

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LikeRightNow Films leverages the power of documentary film to promote greater acceptance and inclusion of children and adults with disabilities in schools and communities through internationally distributed documentary films, curriculum, training, public awareness, and worldwide outreach.

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Thasya Lumingkewas, 8, has autism and thrives at Maple Wood Elementary School in Somersworth, NH. The school has implemented Response to Intervention (RtI), Positive Behavioral Interventions and Supports (PBIS) and Universal Design for Learning (UDL). This film highlights the power of presuming competence, differentiated instruction and augmentative and alternative communication. The film received support from the National Center and State Collaborative (NCSC).

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Thasya Lumingkewas, 8, has autism and thrives at Maple Wood Elementary School in Somersworth, NH. The school has implemented Response to Intervention (RtI), Positive Behavioral Interventions and Supports (PBIS) and Universal Design for Learning (UDL). This film highlights the power of presuming competence, differentiated instruction and augmentative and alternative communication. The film received support from the National Center and State Collaborative (NCSC).

Download the discussion guide

Runtime: 13 minutes

Dan Habib - Director/Producer/Cinematographer
Diego Siragna - Editor

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Thasya Lumingkewas, 8, has autism and thrives at Maple Wood Elementary School in Somersworth, NH. The school has implemented Response to Intervention (RtI), Positive Behavioral Interventions and Supports (PBIS) and Universal Design for Learning (UDL). This film highlights the power of presuming competence, differentiated instruction and augmentative and alternative communication.

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Class of '96: An Inclusive Community of Learners (1997) - Short

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Class of '96: An Inclusive Community of Learners (1997) - Short

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Class of '96: An Inclusive Community of Learners (1997)

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Using improvisation to build skills that will greatly improve social, workplace and lifetime opportunities in those with developmental disabilities.

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Dream it.

Rob Snow is the founder of Stand Up For Downs, an organization whose mission is to enhance the lives of those with Down syndrome through humor. He and his wife, Ellen, developed the charity in honor of their son Henry who has Down syndrome. After 6 years of raising funds for the developmental disability community, Rob was looking for a change.

In 2017, Rob Snow, was visiting a friend who was pregnant with triplets. He asked her, "What would you want to be doing if you weren't going to be a bit occupied for the rest of your life?" She said, "I always wanted to teach improvisation to those with developmental disabilities." Rob responded, "Why's that?". She said, "Imagine the possibilities."

Rob immediately stole the idea and began to think of each and every possibility his former friend had dreamed of.*

The idea was ready to become a reality
*OK, the idea was actually gladly given to Rob, and she remains his friend.

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Rob Snow is the founder of Stand Up For Downs, an organization whose mission is to enhance the lives of those with Down syndrome through humor. He and his wife, Ellen, developed the charity in honor of their son Henry who has Down syndrome.

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Forget Me Not intimately documents a family’s fight to have their son with Down syndrome included in the country’s most segregated school system, the New York City public school system. Propelled forward by others’ struggles and successes, Forget Me Not offers a rare look at what a truly inclusive education can look like and how it can lead to a more inclusive society so that everyone has the opportunity to achieve their full potential.

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From award-winning filmmaker Dan Habib comes INTELLIGENT LIVES, a catalyst to transform the label of intellectual disability from a life sentence of isolation into a life of possibility for the most systematically segregated people in America.

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From award-winning filmmaker Dan Habib comes INTELLIGENT LIVES, a catalyst to transform the label of intellectual disability from a life sentence of isolation into a life of possibility for the most systematically segregated people in America.

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LikeRightNow Films LLC | LikeRightNow Films LLC

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Teachers often have the challenge of teaching students who may all be at different levels of understanding on a specific topic, especially when teaching multiple students with significant cognitive disabilities. The Element Cards are available to assist educators with instruction in multiple settings. These cards promote understanding of how students move toward the Common Core State Standards. They contain one or more Core Content Connectors from a specific instructional family, include the related progress indicator from the Learning Progression Frameworks, provide essential understandings that include measurable and observable content that is challenging, yet attainable, provide suggested instructional strategies, and suggested supports for students so that they can demonstrate what they know. The Element Cards are intended to assist teachers in developing instructional lessons that will include all students and promote Universal Design for Learning. Each Element Card presents Essential Understanding(s), which define a range of skills based on a grade-specific Core Content Connector.

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Teachers often have the challenge of teaching students who may all be at different levels of understanding on a specific topic, especially when teaching multiple students with significant cognitive disabilities. The Element Cards are available to assist educators with instruction in multiple settings. These cards promote understanding of how students move toward the Common Core State Standards. They contain one or more Core Content Connectors from a specific instructional family, include the related progress indicator from the Learning Progression Frameworks, provide essential understandings that include measurable and observable content that is challenging, yet attainable, provide suggested instructional strategies, and suggested supports for students so that they can demonstrate what they know. The Element Cards are intended to assist teachers in developing instructional lessons that will include all students and promote Universal Design for Learning. Each Element Card presents Essential Understanding(s), which define a range of skills based on a grade-specific Core Content Connector.

Mathematics Element Cards

English Language Arts Element Cards

Reading Informational Text

Reading Literary Text

Content for this page is currently in development.

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Teachers often have the challenge of teaching students who may all be at different levels of understanding on a specific topic, especially when teaching multiple students with significant cognitive disabilities. The Element Cards are available to assist educators with instruction in multiple settings. These cards promote understanding of how students move toward the Common Core State Standards.