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Resources for Teens from Ages 14-21 | Informing Families

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During these years that your family member is immersed in school, make the most of the support they have to focus on emerging independent living skills, employment opportunities, and connections to your community. Typically, after age 21, school activities and school based services end. It is important to learn as much as you can about the road ahead so that you can begin to prepare your family member for a full life after school.

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Maryland Coalition for Inclusive Education on Instagram: "Remember when Shelley Moore was on Think Inclusive back in 2023 and she talked with Tim about how schools miss the point of the Least Restrictive Environment? 💭

We are sharing this clip again because even though it is a couple of years old, the problems with IEP teams determining LRE for students are still rampant. 📺

Check out the full epsiode at our website [mcie dot org]: Episode 1101 ✨

#ShelleyMoore #LeastRestrictiveEnvironment #SpecialEducation #InclusionMatters #InclusiveEducation #InclusionAlwaysWorks"

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81 likes, 0 comments - think_inclusive on September 10, 2025: "Remember when Shelley Moore was on Think Inclusive back in 2023 and she talked with Tim about how schools miss the point of the Least Restrictive Environment? 💭

We are sharing this clip again because even though it is a couple of years old, the problems with IEP teams determining LRE for students are still rampant. 📺

Check out the full epsiode at our website [mcie dot org]: Episode 1101 ✨

#ShelleyMoore #LeastRestrictiveEnvironment #SpecialEducation #InclusionMatters #InclusiveEducation #InclusionAlwaysWorks". 

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View this post on Instagram

A post shared by Maryland Coalition for Inclusive Education (@think_inclusive)

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Public School Enrollment Is Declining — But Not Everywhere, or for All Students

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Moon: A new analysis shows these trends vary widely by race, grade level, geography, even schools. What that could mean for the future.

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Developing a Meaningful IEP Transition Plan beyond “Food, Filth and Flowers.”

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Parents, you need to take ownership of the IEP transition goals and process for your child. Here’s how to start.

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Two years ago, Minnesota outlawed most suspensions and all disciplinary seclusion of very young pupils in schools. An outgrowth of an effort to curb police abuses In the wake of George Floyd 's murder, it was a change that advocates for children with disabilities and students of color had long sought.

But now, bills before the state legislature would roll back these reforms and again allow schools to dismiss children in kindergarten through third-grade.

Three measures under consideration would strip a prohibition on "disciplinary dismissals" - the removal of children from schools - in grades K-3, loosen the definition of student behavior meriting exclusion from the classroom, end a requirement that schools try non-exclusionary strategies before dismissing a child and let schools once again punish youngsters by denying or delaying their access to lunch and recess.

A separate bill would overturn a ban on seclusion for K-3 students - the practice of confining a child in isolation. Some people believe seclusion should be an option when a child's behavior is out of control. Others call it punitive and cruel, particularly when used on very young children.

That split was evident in testimony at a recent state House of Representatives hearing on the legislation. Sitting on opposite sides of a windowless Capitol hearing room, the witnesses took turns describing starkly different realities.

Advocates Fear Minnesota Students Will Again Be Subject to Restraint Used on George Floyd

Principal of Jeffers Pond Elementary in the affluent, suburban Prior Lake-Savage Area Schools, Patrick Glynn testified that suspensions provide "the gift of time" so staff can "allow for healing" and create a "re-entry plan" for the student in question.

Minnesota Elementary School Principals Association President Lisa Carlson, who oversees a school in another prosperous Twin Cities suburb, said a suspension can send a strong signal to a parent in denial about a student's issues: "For some families, the only way to truly recognize the severity of a situation is to be inconvenienced by it. When a child is suspended, parents are forced to stop, pay attention and take action."

But parent and educator Ali Alowonle told lawmakers that suspension taught her child the wrong lesson. "She was told that she could not come to school because a police officer had to determine if she were a danger," Alowonle said. "She began to hate school and refused to go. Suspension broke my kid's trust in school and adults there."

Parent Susan Montgomery broke down describing her son's suspension setting off a destructive cycle. "Now, at 20, he is trying to rebuild his life," she said, pausing to choke back sobs. "He is taking computer class, participating in healing circle, Bible study, working as a janitor and attending recovery groups - but all behind bars."

However and whenever lawmakers vote on the bills - they may be standalone legislation or wrapped into an omnibus spending package - they will resurface longstanding racial and demographic divides.

Minnesota has long had nation-leading racial disparities in education, with a teacher corps that is more than 90% white and an increasingly diverse student body. Its schools also have a long history of suspending and expelling non-white students and children with disabilities at much higher rates than their white, nondisabled peers.

In 2017, the state Department of Human Rights entered into a settlement with 41 school districts and charter schools that were found to have suspended and expelled non-white children and those with disabilities at disproportionate rates. A 2022 report from Solutions Not Suspensions, a coalition of advocacy groups that has campaigned for 10 years for laws requiring schools to stop disciplinary practices, found that children of color received 79% of exclusionary discipline despite being 49% of the student body during the 2018-19 school year. Children with disabilities made up 14% of students but received 43% of suspensions and expulsions.

The agency noted that when the reason for discipline was subjective - e.g. "disruptive behavior" or "verbal abuse," versus bringing a weapon to school - the disproportionality skyrocketed.

New Report: School Cops Double Student Arrest Rates and Race, Gender Key Factors

Armed with these numbers, advocates got a break in 2023, when Democrats gained power in both legislative chambers and the governor's office. They enacted laws outlawing the use of dangerous prone restraints by police officers stationed in schools and dramatically narrowed schools' authority to dismiss children.

But limits on police authority in the wake of Floyd's murder by a Minneapolis officer had divided Minnesotans along both partisan and geographic lines, with city residents saying they were long overdue and rural residents largely opposed. In 2024, with an election looming and the support of rural Democrats feared to be softening, the Democratic-majority legislature reversed the ban on prone restraints.

The 2024 election left the state House evenly split, with equal numbers of lawmakers from each party set to take office. The late discovery that a Democrat did not actually live in the district where he was elected gave Republicans a one-vote majority until a March 11 special election likely restores the 67-67 split. They immediately started working to try to roll back policies enacted by the Democrats in 2023 and 2024.

Support for the discipline reforms passed in 2023 had been weak among rural Democrats. Now, advocates fear that the rollbacks being proposed by the Republicans could clear the state Senate, which has a one-vote Democratic majority. Advocates fear Democratic Gov. Tim Walz would not veto the measures.

Kate Lynn Snyder is a lobbyist for Education Minnesota, the state's teachers union. Speaking in opposition to the changes, she reminded lawmakers that it is still legal for teachers to remove students from classrooms. Schools can send children home for less than a day, impose an in-school suspension or send a child to a sensory break room. When there is an ongoing, serious safety threat, expulsion is still possible.

"The largest complaint I hear about school safety from my members is that when our teachers call administrators to send someone to their office, no one is answering the phone," she said. "That might be because of the perception that their hands are tied, or it might be because of the educator shortage, but either way teachers, like students, are not getting the currently allowed supports that they're asking for."

The state Department of Education also opposes the changes. At the hearing, lobbyist Adosh Unni described resources the agency has made available to schools interested in changing their approach to discipline.

Matt Shaver, a former teacher who is policy director of the advocacy group EdAllies, urged lawmakers not to return to allowing schools to withhold or delay lunch or recess because of a student's behavior.

"I took a lot of recess away from kids during my decade in the classroom," he said. "I used this tool when students didn't finish their homework or worksheets or weren't focused in class. My line was, if you're going to be playing during class time, you'll do class time during your play time. I thought I was pretty clever and delivering consistent logical consequences that would teach the behaviors I wanted to see for my students. In hindsight, I was wrong.

"This wasn't an effective tool because the same kids missed recess over and over," he continued. "Instead of keeping a kid inside for a punishment, my time with them would have been much better spent on the playground building that relationship that would have made it more likely for them to respect and listen to me as their teacher."

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Minnesota Bills Would Roll Back Bans on Seclusion and Expulsion for K-3 Students

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Discipline reforms in wake of George Floyd's death had targeted disproportionate punishment of non-white kids and those with disabilities.

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Americans with disabilities are a group of approximately 40.7 million people that today lead independent, self-affirming lives and who define themselves according to their personhood-their ideas, beliefs, hopes and dreams-above and beyond their disability. Since the mid 1900s, people with disabilities have pushed for the recognition of disability as an aspect of identity that influences the experiences of an individual, not as the sole-defining feature of a person.

People with disabilities have had to battle against centuries of biased assumptions, harmful stereotypes and irrational fears. The stigmatization of disability resulted in the social and economic marginalization of generations of Americans with disabilities, and like many other oppressed minorities, left people with disabilities in a severe state of impoverishment for centuries.

In the 1800s, people with disabilities were considered meager, tragic, pitiful individuals unfit and unable to contribute to society, except to serve as ridiculed objects of entertainment in circuses and exhibitions. They were assumed to be abnormal and feeble-minded, and numerous persons were forced to undergo sterilization. People with disabilities were also forced to enter institutions and asylums, where many spent their entire lives. The "purification" and segregation of persons with disability were considered merciful actions, but ultimately served to keep people with disabilities invisible and hidden from a fearful and biased society.

The marginalization of people with disabilities continued until World War I when veterans with disabilities expected that the US government provide rehabilitation in exchange for their service to the nation. In the 1930s the United States saw the introduction of many new advancements in technology as well as in government assistance, contributing to the self-reliance and self-sufficiency of people with disabilities.

President Franklin Delano Roosevelt, the first president with a disability, was a great advocate for the rehabilitation of people with disabilities, but still operated under the notion that a disability was an abnormal, shameful condition, and should be medically cured or fixed.

In the 1940s and 1950s, disabled World War II veterans placed increasing pressure on government to provide them with rehabilitation and vocational training. World War II veterans made disability issues more visible to a country of thankful citizens who were concerned for the long-term welfare of young men who sacrificed their lives to secure the safety of the United States.

Despite these initial advancements made towards independence and self-reliance, people with disabilities still did not have access to public transportation, telephones, bathrooms and stores. Office buildings and worksites with stairs offered no entry for people with disabilities who sought employment, and employer attitudes created even worse barriers. Otherwise talented and eligible people with disabilities were locked out of opportunities for meaningful work.

By the 1960s, the civil rights movement began to take shape, and disability advocates saw the opportunity to join forces alongside other minority groups to demand equal treatment, equal access and equal opportunity for people with disabilities. The struggle for disability rights has followed a similar pattern to many other civil rights movements-challenging negative attitudes and stereotypes, rallying for political and institutional change, and lobbying for the self-determination of a minority community.

Disability rights activists mobilized on the local level demanding national initiatives to address the physical and social barriers facing the disability community. Parent advocates were at the forefront, demanding that their children be taken out of institutions and asylums, and placed into schools where their children could have the opportunity to engage in society just like children who were not disabled.

In the 1970s, disability rights activists lobbied Congress and marched on Washington to include civil rights language for people with disabilities into the 1972 Rehabilitation Act. In 1973, the Rehabilitation Act was passed, and for the first time in history, civil rights of people with disabilities were protected by law.

The Rehabilitation Act of 1973 (Section 504) provided equal opportunity for employment within the federal government and in federally funded programs, prohibiting discrimination on the basis of either physical or mental disability. Section 504 of the Rehabilitation Act also established the Architectural and Transportation Barriers Compliance Board, mandating equal access to public services (such as public housing and public transportation services) to people with disabilities, and the allocation of money for vocational training.

In 1975, the Education for All Handicapped Children Act was passed to guarantee equal access to public education for children with disabilities. This act of legislation specified that every child had a right to education, and mandated the full inclusion of children with disabilities in mainstream education classes, unless a satisfactory level of education could not be achieved due to the nature of the child's disability.

The Education for All Handicapped Children Act was renamed in 1990 to the Individuals with Disabilities Education Act (IDEA), which further elaborated on the inclusion of children with disabilities into regular classes, but also focused on the rights of parents to be involved in the educational decisions affecting their children. IDEA required that an Individual Education Plan be designed with parental approval to meet the educational needs of a child with a disability.

In the 1980s, disability activists began to lobby for a consolidation of various pieces of legislation under one broad civil rights statute that would protect the rights of people with disabilities, much like the 1964 Civil Rights Act had achieved for Black Americans. The Civil Rights Act of 1964 prohibited discrimination on the basis of race, religion, national origin, or gender, but people with disabilities were not included under such protection.

After decades of campaigning and lobbying, the Americans with Disabilities Act (ADA) was passed in 1990, and ensured the equal treatment and equal access of people with disabilities to employment opportunities and to public accommodations. The ADA intended to prohibit discrimination on the basis of disability in: employment, services rendered by state and local governments, places of public accommodation, transportation, and telecommunications services.

Under the ADA, businesses were mandated to provide reasonable accommodations to people with disabilities (such as restructuring jobs or modifying work equipment), public services could no longer deny services to people with disabilities (such as public transportation systems), all public accommodations were expected to have modifications made to be accessible to people with disabilities, and all telecommunications services were mandated to offer adaptive services to people with disabilities. With this piece of legislation, the US government identified the full participation, inclusion and integration of people with disabilities in all levels of society.

While the signing of the ADA placed immediate legislative demands to ensure equal access and equal treatment of people with disabilities, deep-rooted assumptions and stereotypical biases were not instantly transformed with the stroke of a pen. People with disabilities still face prejudice and bias with the stereotypical portrayal of people with disabilities in the movies and in the media, physical barriers to schools, housing and to voting stations, and lack of affordable health care. The promise of the ADA is yet to be fully realized, but the disability rights movement continues to make great strides towards the empowerment and self-determination of Americans with disabilities.

Advocate: A person that argues for a cause, a supporter or defender.

Allocation: To set apart for a special purpose, to distribute according to a plan.

Marginalization: To confine to a lower social standing.

Mobilize: To assemble, prepare, or put into operation for a purpose.

Rehabilitation: To restore to good condition, health, and capacity.

Self-determination: Freedom of people to determine their own status and independence.

Sterilization: The act of making a person infertile, or unable to conceive a child.

Stigmatization: To characterize as disgraceful.

Vocational training: Training for a job.

Fleischer, Doris and Zames, Freida. 2001. The Disability Rights Movement: From Charity to Confrontation. Philadelphia: Temple University Press.

U.S. Census Bureau, 2016, American Community Survey, Table S1810, http://factfinder.census.gov.

Vaughn, Jacqueline. 2003. Disabled Rights: American Policy and the Fight for Equality. Washington, D.C., Georgetown University Press.

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A Brief History of the Disability Rights Movement

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Americans with disabilities are a group of approximately 40.7 million people that today lead independent, self-affirming lives and who define themselves according to their personhood-their ideas, beliefs, hopes and dreams-above and beyond their disability.

# data[].attributes.attachment_link.readable_text
Americans with disabilities are a group of approximately 40.7 million people that today lead independent, self-affirming lives and who define themselves according to their personhood-their ideas, beliefs, hopes and dreams-above and beyond their disability. Since the mid 1900s, people with disabilities have pushed for the recognition of disability as an aspect of identity that influences the experiences of an individual, not as the sole-defining feature of a person.

People with disabilities have had to battle against centuries of biased assumptions, harmful stereotypes and irrational fears. The stigmatization of disability resulted in the social and economic marginalization of generations of Americans with disabilities, and like many other oppressed minorities, left people with disabilities in a severe state of impoverishment for centuries.

In the 1800s, people with disabilities were considered meager, tragic, pitiful individuals unfit and unable to contribute to society, except to serve as ridiculed objects of entertainment in circuses and exhibitions. They were assumed to be abnormal and feeble-minded, and numerous persons were forced to undergo sterilization. People with disabilities were also forced to enter institutions and asylums, where many spent their entire lives. The "purification" and segregation of persons with disability were considered merciful actions, but ultimately served to keep people with disabilities invisible and hidden from a fearful and biased society.

The marginalization of people with disabilities continued until World War I when veterans with disabilities expected that the US government provide rehabilitation in exchange for their service to the nation. In the 1930s the United States saw the introduction of many new advancements in technology as well as in government assistance, contributing to the self-reliance and self-sufficiency of people with disabilities.

President Franklin Delano Roosevelt, the first president with a disability, was a great advocate for the rehabilitation of people with disabilities, but still operated under the notion that a disability was an abnormal, shameful condition, and should be medically cured or fixed.

In the 1940s and 1950s, disabled World War II veterans placed increasing pressure on government to provide them with rehabilitation and vocational training. World War II veterans made disability issues more visible to a country of thankful citizens who were concerned for the long-term welfare of young men who sacrificed their lives to secure the safety of the United States.

Despite these initial advancements made towards independence and self-reliance, people with disabilities still did not have access to public transportation, telephones, bathrooms and stores. Office buildings and worksites with stairs offered no entry for people with disabilities who sought employment, and employer attitudes created even worse barriers. Otherwise talented and eligible people with disabilities were locked out of opportunities for meaningful work.

By the 1960s, the civil rights movement began to take shape, and disability advocates saw the opportunity to join forces alongside other minority groups to demand equal treatment, equal access and equal opportunity for people with disabilities. The struggle for disability rights has followed a similar pattern to many other civil rights movements-challenging negative attitudes and stereotypes, rallying for political and institutional change, and lobbying for the self-determination of a minority community.

Disability rights activists mobilized on the local level demanding national initiatives to address the physical and social barriers facing the disability community. Parent advocates were at the forefront, demanding that their children be taken out of institutions and asylums, and placed into schools where their children could have the opportunity to engage in society just like children who were not disabled.

In the 1970s, disability rights activists lobbied Congress and marched on Washington to include civil rights language for people with disabilities into the 1972 Rehabilitation Act. In 1973, the Rehabilitation Act was passed, and for the first time in history, civil rights of people with disabilities were protected by law.

The Rehabilitation Act of 1973 (Section 504) provided equal opportunity for employment within the federal government and in federally funded programs, prohibiting discrimination on the basis of either physical or mental disability. Section 504 of the Rehabilitation Act also established the Architectural and Transportation Barriers Compliance Board, mandating equal access to public services (such as public housing and public transportation services) to people with disabilities, and the allocation of money for vocational training.

In 1975, the Education for All Handicapped Children Act was passed to guarantee equal access to public education for children with disabilities. This act of legislation specified that every child had a right to education, and mandated the full inclusion of children with disabilities in mainstream education classes, unless a satisfactory level of education could not be achieved due to the nature of the child's disability.

The Education for All Handicapped Children Act was renamed in 1990 to the Individuals with Disabilities Education Act (IDEA), which further elaborated on the inclusion of children with disabilities into regular classes, but also focused on the rights of parents to be involved in the educational decisions affecting their children. IDEA required that an Individual Education Plan be designed with parental approval to meet the educational needs of a child with a disability.

In the 1980s, disability activists began to lobby for a consolidation of various pieces of legislation under one broad civil rights statute that would protect the rights of people with disabilities, much like the 1964 Civil Rights Act had achieved for Black Americans. The Civil Rights Act of 1964 prohibited discrimination on the basis of race, religion, national origin, or gender, but people with disabilities were not included under such protection.

After decades of campaigning and lobbying, the Americans with Disabilities Act (ADA) was passed in 1990, and ensured the equal treatment and equal access of people with disabilities to employment opportunities and to public accommodations. The ADA intended to prohibit discrimination on the basis of disability in: employment, services rendered by state and local governments, places of public accommodation, transportation, and telecommunications services.

Under the ADA, businesses were mandated to provide reasonable accommodations to people with disabilities (such as restructuring jobs or modifying work equipment), public services could no longer deny services to people with disabilities (such as public transportation systems), all public accommodations were expected to have modifications made to be accessible to people with disabilities, and all telecommunications services were mandated to offer adaptive services to people with disabilities. With this piece of legislation, the US government identified the full participation, inclusion and integration of people with disabilities in all levels of society.

While the signing of the ADA placed immediate legislative demands to ensure equal access and equal treatment of people with disabilities, deep-rooted assumptions and stereotypical biases were not instantly transformed with the stroke of a pen. People with disabilities still face prejudice and bias with the stereotypical portrayal of people with disabilities in the movies and in the media, physical barriers to schools, housing and to voting stations, and lack of affordable health care. The promise of the ADA is yet to be fully realized, but the disability rights movement continues to make great strides towards the empowerment and self-determination of Americans with disabilities.

Advocate: A person that argues for a cause, a supporter or defender.

Allocation: To set apart for a special purpose, to distribute according to a plan.

Marginalization: To confine to a lower social standing.

Mobilize: To assemble, prepare, or put into operation for a purpose.

Rehabilitation: To restore to good condition, health, and capacity.

Self-determination: Freedom of people to determine their own status and independence.

Sterilization: The act of making a person infertile, or unable to conceive a child.

Stigmatization: To characterize as disgraceful.

Vocational training: Training for a job.

Fleischer, Doris and Zames, Freida. 2001. The Disability Rights Movement: From Charity to Confrontation. Philadelphia: Temple University Press.

U.S. Census Bureau, 2016, American Community Survey, Table S1810, http://factfinder.census.gov.

Vaughn, Jacqueline. 2003. Disabled Rights: American Policy and the Fight for Equality. Washington, D.C., Georgetown University Press.

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A Brief History of the Disability Rights Movement

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Americans with disabilities are a group of approximately 40.7 million people that today lead independent, self-affirming lives and who define themselves according to their personhood-their ideas, beliefs, hopes and dreams-above and beyond their disability.

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Taking the Pathological Out of PDA: A Talk With Dr. Deb Budding

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On PDA: There are a lot of reasons someone would resist doing something, and it’s often more complex than it appears on the surface.

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LIFE Project

The Learning Independence for Empowerment (LIFE) Project, developed in 2009, is a program for students with an autism spectrum disorder (ASD), Asperger Syndrome, or other social-cognitive deficit. Within this program, students participate in workshops, presentations, and projects as well as participate in interactive games and socialize. LIFE Project is run by the Autism Services Coordinator with the Bob Murphy Access Center (BMAC) and other experienced professionals.

During the LIFE Project meetings, students work on social interactions, time management, and fine tune self-governing abilities to navigate the campus more efficiently as well as learn skills needed for careers. The program promotes independence and autonomy through social interactions, coaching, and role-play. There is no fee for students to participate in this program.

Program Components

Students from various majors apply as interns to work with students that have autism on social and communication goals once or twice per week. Peer mentors provide weekly educational coaching on an individualized basis. Some of the topics of the meetings include social anxiety, networking with peers and professors on campus, using the relationship rating scale, and concerns related to social networking. Peer coaches provide employment related support. The LIFE Project staff works closely with the WorkAbility IV (WAIV) Program at CSULB to provide seamless employment opportunities for LIFE Project students.

LIFE Project students attend workshops every Friday, presented by LIFE Project peer coaches, campus partners, and community agencies, covering topics such as:

Navigating the campus: socializing with peers and talking to professors (self-advocacy)

Having conversations and listening to others

Understanding the importance of how others think (Theory of Mind)

Learning to change your behavior based upon other's reactions, compromising, and flexibility

Dating: Recognizing if someone is interested in you; learning how to make or accept an initial approach; dealing with sexuality and sexual issues

Job Skills: Searching for jobs, attending interviews, appropriate work attire, skills needed to retain employment

Handling frustration, anger, and anxiety

LIFE Leadership is a component to the LIFE Project that serves students who are at the junior, senior and graduate level. Students develop and refine career development and leadership skills. This group of students practices presenting, providing constructive feedback, and leading their own workshops. The LIFE Project staff works closely with the WorkAbility IV (WAIV) program on campus and with the Department of Rehabilitation. If you would like more information, please contact lifeproject@csulb.edu.

LIFE Project staff strive to meet the needs of all students. A focus of the LIFE Project is to promote awareness that revolves around supporting faculty and staff in:

Understanding the strengths and limitations students with ASD and Asperger's Syndrome experience in postsecondary education

Diffusing or deescalating situations that may seem malicious or threatening

Knowing how to refer a student you suspect may have autism for services

Faculty Frequently Asked Questions (FAQs)

How can I refer a student to BMAC if I am unsure as to whether they have a disability?
Tell the student that you know of support on campus that has been helpful to students who are experiencing similar challenges. You do not need to diagnose students or say that they may have a disability.

Can I reach out to BMAC for consultation and support for a challenge I am having with a student?
Absolutely! Please feel free to contact BMAC. BMAC specialists hold disability expertise in coaching and counseling students who present any challenges that present like autism.

Can my department receive specialized training for specific issues we are encountering?
Yes! Please feel free to contact BMAC for any training or consultation needs.

What does LIFE stand for?
Learning Independence for Empowerment

What can I do to support my student at CSULB?
Ensure that you check in frequently with your student by asking them about how they are doing. The transition to college is difficult for many students, so being in frequent contact with them is vital. Please feel free to contact BMAC if you have any questions about your student's involvement in the LIFE Project. BMAC does not recommend that you contact instructors directly.

How much does the LIFE Project cost?
There is no fee to participate in the LIFE Project. The LIFE Project is available to BMAC-registered students.

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8 Examples of How the Special Education System is Rigged Against Parents.

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The special education system is rigged against parents. It’s not your imagination. It is not an even playing field. Lately, I’ve been feeling very deflated.

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This memorandum addresses the obligations of a public school system under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA). Deaf or hard of hearing students, parents and others are entitled to equal access and an equal opportunity to participate in public school services, programs, and activities. The ADA and Section 504 apply to all programs and activities offered by a school system, including school board meetings, extracurricular programs, teacher conferences, recreational activities, social and cultural activities, adult education, summer school or hobby classes.

Section 504, 29 U.S.C. § 794, requires programs which receive federal financial assistance to provide accommodations, such as qualified interpreters, real-time captioning (also called CART), assistive listening devices, or other auxiliary aids, to people with disabilities when necessary to ensure effective communication. See also 34 C.F.R. §§ 104.4 and 104.21. Public school systems receive substantial federal financial assistance, so this law applies to them.

Title II of the ADA, 42 U.S.C. §§ 12101-12213, requires comparable access by all state and local government programs, regardless of whether or not the programs get federal financial assistance.

A separate federal law, the Individuals with Disabilities Education Act (IDEA), also affects children with disabilities. The IDEA requires public school systems to provide a "free, appropriate public education" to children who need special education or related services because of a disability. The IDEA establishes a procedure for developing an individualized education program (IEP) and identifying needed support services for individual children. Although this is the principal law which determines the special educational services children will receive from a school system, Section 504 and the ADA provide additional protection, especially in the context of architectural accessibility, extracurricular activities, summer programs, and services for parents, members of the public, and other individuals with disabilities.

The U.S. Department of Justice has issued regulations to implement Title II of the ADA, which applies to activities of public entities such as school systems. 28 C.F.R. Part 35. The accompanying Analysis specifically addresses the question of duties of school systems to provide accessibility to parents with disabilities:

Some commenters asked for clarification about the responsibilities of public school systems under section 504 and the ADA with respect to programs, services and activities that are not covered by the Individuals with Disabilities Education Act (IDEA), including, for example, programs open to parents or to the public, graduation ceremonies, parent-teacher organization meetings, plays and other events open to the public, and adult education classes. Public school systems must comply with the ADA in all of their services, programs, or activities, including those that are open to parents or to the public. For instance, public school systems must provide program accessibility to parents and guardians with disabilities to these programs, activities, or services, and appropriate auxiliary aids and services whenever necessary to ensure effective communication, as long as the provision of the auxiliary aid results neither in an undue burden or in a fundamental alteration of the program.

56 Fed. Reg. 35696 (July 26, 1991).

The ADA Title II regulations specifically address the obligation of a school board or other public entity to remove communication barriers for deaf individuals:

(a) A public entity shall take appropriate steps to ensure that communications with applicants, participants, and members of the public with disabilities are as effective as communications with others.
(b)(1) A public entity shall furnish appropriate auxiliary aids and services where necessary to afford an individual with a disability an equal opportunity to participate in, and enjoy the benefits of, a service, program, or activity conducted by a public entity.
(2) In determining what type of auxiliary aid and service is necessary, a public entity shall give primary consideration to the requests of the individual with disabilities.

28 C.F.R. § 35.160.

The regulations define "auxiliary aids and services" to include:

Qualified interpreters, note takers, transcription services, written materials, telephone handset amplifiers, assistive listening devices, assistive listening systems, telephones compatible with hearing aids, closed caption decoders, open and closed captioning, telecommunications devices for deaf persons [TTYs], videotext displays, or other effective methods of making aurally delivered materials available to individuals with hearing impairments; . . . and . . . other similar services and actions.

28 C.F.R. § 35.104.

The appropriate auxiliary aid or service depends on the context of the communication and the needs of the individual with a disability. For example, in a school auditorium or a school board meeting, some deaf people may need a sign language interpreter to follow and participate in the proceedings. Other people who are hard of hearing may not use sign language. They may need a computer-assisted transcript (also called CART) or an assistive listening system (e.g., a loop system or an FM or infrared amplification system) in order to understand and participate in the same activity. If the school has videotapes or films, or if it broadcasts on cable television, captioning may be the most appropriate way to give access to deaf and hard of hearing viewers.

In order to make sure that deaf and hard of hearing individuals are alerted to a fire or other emergency, a school system should install visual (flashing) fire alarms. Other examples of accommodations for deaf and hard of hearing people include visible fire alarm systems, amplification systems that are compatible with hearing aids, entry systems that do not depend on ability to use an intercom or respond to a buzzer or other auditory device. A telecommunication device for deaf persons (TTY) and making and receiving calls through a relay service may also be necessary, so that the school and parent can communicate about illnesses, schedules, discipline of a child and other matters.

The primary concern is whether or not the auxiliary aid or service is effective to make the spoken or aural information available and to give the person who is deaf or hard of hearing an equal opportunity to participate. When there is a disagreement or uncertainty about the appropriate auxiliary aid, the ADA Title II regulations require the public agency to give "primary consideration" to the requests of the individual with a disability. In analysis of this regulation, the Department of Justice states:

. . . The public entity shall honor the choice [of the deaf or hard of hearing individual for a particular auxiliary aid] unless it can demonstrate that another effective means of communication exists or that use of the means chosen would not be required under § 35.164. Deference to the request of the individual with a disability is desirable because of the range of disabilities, the variety of auxiliary aids and services, and different circumstances requiring effective communication.

56 Fed. Reg. 35711-12 (July 26, 1991).

A federal court has ruled that school systems must provide interpreters when deaf parents meet with teachers or attend school programs such as orientation programs. Rothschild v. Grottenthaler, 907 F.2d 886 (2nd Cir. 1990). The Office for Civil Rights for the U.S. Department of Education has held that PTA programs and activities are covered by Section 504, in that the school district provides significant indirect assistance to the PTA. Irvine Unified School District, 19 IDELR 883 (OCR 1993).

The Office for Civil Rights has also determined that sign language interpreters permit deaf people to participate meaningfully in federally-assisted programs. It has ruled that public school systems must give access to extracurricular programs, and must give access when they offer services to parents as well as to students.

The public agency may not assess any additional charge for the provision of an auxiliary aid or service. 28 C.F.R. § 35.130(f).

School systems should routinely publicize the method that deaf and hard of hearing persons can use to request necessary services such as qualified interpreters, real-time captioning (also called CART), or assistive listening devices. A public entity must have a procedure that a deaf or hard of hearing person can use to request such aids or services at school system activities. TTY-accessible telephone numbers should be clearly identified in telephone directory listings, school system letterhead, and information disseminated about school system services.

Failure to provide a qualified sign language interpreter or other auxiliary aids or services for a deaf or hard of hearing parent or child under these circumstances would be a discriminatory practice.

Any time a school building is altered or constructed, the building must meet the minimum standards in the ADA Accessibility Guidelines (ADAAG) or the Uniform Federal Accessibility Standards (UFAS), 28 C.F.R. § 35.151. The ADAAG standards are published as Appendix A to 28 C.F.R. Part 36. The portions of ADAAG that are most relevant to deaf individuals are:

Emergency warnings and alarms

§ 4.1.3(14), § 4.28

Public telephones

§ 4.1.3(17), § 4.1.6(1)(e), § 4.31.5

Assembly areas (assistive listening systems)

§ 4.1.3(19)(b), § 4.33.6, § 4.33.7

Elevators

§ 4.10.12(2), § 4.10.13, § 4.10.14

Visual devices in sleeping rooms

§ 9.3.1, § 9.3.2, A4.28.4

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This memorandum addresses the obligations of a public school system under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA). Deaf or hard of hearing students, parents and others are entitled to equal access and an equal opportunity to participate in public…

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Deaf children are born with the same ability to acquire language as any other children, and deserve the same chance to acquire language.

Deaf children have the right and the capacity to be educated, to graduate high school, to obtain further education, and to pursue a career.

To achieve this essential goal, all families of deaf children have the right to appropriate early intervention services as well as quality family educational services. These families have the right to accurate and comprehensive information, including access to state resources to help their deaf children reach their full potential.

Deaf children have the right to acquire both English and American Sign Language (a natural visual language). Deaf children can acquire both of these languages simultaneously, with the support of intervention services prior to entering school and reinforced within the school system.

Deaf children can fully access education and society. This means every deaf child must have full access to all information, specialized personnel, school programs, social activities, and extra-curricular activities. Communication skills and/or modes by themselves do not equate language proficiency.

Deaf children have the right to qualified professionals proficient in developing the child's acquisition of language throughout the early intervention and school years. To ensure this right is fully protected, deaf children must be assessed on a regular basis by qualified language acquisition professionals.

Deaf children require settings that uitilize a critical mass of language peers to ensure age-appropriate development of learning, emotional and social skills.Deaf children require interaction with deaf adult role models to internalize their self worth and visualize their potential.

Deaf children have the right to succeed.
References

United Nations CRPD

IDEA, ADA and 504 laws

ED Deaf Students Education Services (57 FR 49274, October 30, 1992)

National Association of the Deaf

Conference of Education Administrators for Schools and Programs of the Deaf

World Federation of the Deaf

States with a Deaf Children's Bill of Rights Additional Resources for Teachers and Parents
If anyone is interested in bringing these beliefs and values to their state, please contact the National Association of the Deaf.

(2016)

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Deaf children are born with the same ability to acquire language as any other children, and deserve the same chance to acquire language. Deaf children have the right and the capacity to be educated, to graduate high school, to obtain further education, and to pursue a career.

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Last updated:

The Department of Justice published revised final regulations implementing the Americans with Disabilities Act (ADA) for title II (State and local government services) and title III (public accommodations and commercial facilities) on September 15, 2010, in the Federal Register. These requirements, or rules, clarify and refine issues that have arisen over the past 20 years and contain new, and updated, requirements, including the 2010 Standards for Accessible Design (2010 Standards).

Overview

People who have vision, hearing, or speech disabilities ("communication disabilities") use different ways to communicate. For example, people who are blind may give and receive information audibly rather than in writing and people who are deaf may give and receive information through writing or sign language rather than through speech.

The ADA requires that title II entities (State and local governments) and title III entities (businesses and nonprofit organizations that serve the public) communicate effectively with people who have communication disabilities. The goal is to ensure that communication with people with these disabilities is equally effective as communication with people without disabilities.

This publication is designed to help title II and title III entities ("covered entities") understand how the rules for effective communication, including rules that went into effect on March 15, 2011, apply to them.

The purpose of the effective communication rules is to ensure that the person with a vision, hearing, or speech disability can communicate with, receive information from, and convey information to, the covered entity.

Covered entities must provide auxiliary aids and services when needed to communicate effectively with people who have communication disabilities.

The key to communicating effectively is to consider the nature, length, complexity, and context of the communication and the person's normal method(s) of communication.

The rules apply to communicating with the person who is receiving the covered entity's goods or services as well as with that person's parent, spouse, or companion in appropriate circumstances.

Auxiliary Aids and Services

The ADA uses the term "auxiliary aids and services" ("aids and services") to refer to the ways to communicate with people who have communication disabilities.

For people who are blind, have vision loss, or are deaf-blind, this includes providing a qualified reader; information in large print, Braille, or electronically for use with a computer screen-reading program; or an audio recording of printed information. A "qualified" reader means someone who is able to read effectively, accurately, and impartially, using any necessary specialized vocabulary.

For people who are deaf, have hearing loss, or are deaf-blind, this includes providing a qualified notetaker; a qualified sign language interpreter, oral interpreter, cued-speech interpreter, or tactile interpreter; real-time captioning; written materials; or a printed script of a stock speech (such as given on a museum or historic house tour). A "qualified" interpreter means someone who is able to interpret effectively, accurately, and impartially, both receptively (i.e., understanding what the person with the disability is saying) and expressively (i.e., having the skill needed to convey information back to that person) using any necessary specialized vocabulary.

For people who have speech disabilities, this may include providing a qualified speech-to-speech transliterator (a person trained to recognize unclear speech and repeat it clearly) , especially if the person will be speaking at length, such as giving testimony in court, or just taking more time to communicate with someone who uses a communication board. In some situations, keeping paper and pencil on hand so the person can write out words that staff cannot understand or simply allowing more time to communicate with someone who uses a communication board or device may provide effective communication. Staff should always listen attentively and not be afraid or embarrassed to ask the person to repeat a word or phrase they do not understand.

In addition, aids and services include a wide variety of technologies including 1) assistive listening systems and devices; 2) open captioning, closed captioning, real-time captioning, and closed caption decoders and devices; 3) telephone handset amplifiers, hearing-aid compatible telephones, text telephones (TTYs) , videophones, captioned telephones, and other voice, text, and video-based telecommunications products; 4) videotext displays; 5) screen reader software, magnification software, and optical readers; 6) video description and secondary auditory programming (SAP) devices that pick up video-described audio feeds for television programs; 7) accessibility features in electronic documents and other electronic and information technology that is accessible (either independently or through assistive technology such as screen readers).

Real-time captioning (also known as computer-assisted real-time transcription, or CART) is a service similar to court reporting in which a transcriber types what is being said at a meeting or event into a computer that projects the words onto a screen. This service, which can be provided on-site or remotely, is particularly useful for people who are deaf or have hearing loss but do not use sign language.

The free nationwide telecommunications relay service (TRS), reached by calling 7-1-1, uses communications assistants (also called CAs or relay operators) who serve as intermediaries between people who have hearing or speech disabilities who use a text telephone (TTY) or text messaging and people who use standard voice telephones. The communications assistant tells the telephone user what the other party is typing and types to tell the other party what the telephone user is saying. TRS also provides speech-to-speech transliteration for callers who have speech disabilities.

Video relay service (VRS) is a free, subscriber-based service for people who use sign language and have videophones, smart phones, or computers with video communication capabilities. For outgoing calls, the subscriber contacts the VRS interpreter, who places the call and serves as an intermediary between the subscriber and a person who uses a standard voice telephone. The interpreter tells the telephone user what the subscriber is signing and signs to the subscriber what the telephone user is saying.

Video remote interpreting (VRI) is a fee-based service that uses video conferencing technology to access an off-site interpreter to provide real-time sign language or oral interpreting services for conversations between hearing people and people who are deaf or have hearing loss. The new regulations give covered entities the choice of using VRI or on-site interpreters in situations where either would be effective. VRI can be especially useful in rural areas where on-site interpreters may be difficult to obtain. Additionally, there may be some cost advantages in using VRI in certain circumstances. However, VRI will not be effective in all circumstances. For example, it will not be effective if the person who needs the interpreter has difficulty seeing the screen (either because of vision loss or because he or she cannot be properly positioned to see the screen, because of an injury or other condition). In these circumstances, an on-site interpreter may be required.

If VRI is chosen, all of the following specific performance standards must be met:

real-time, full-motion video and audio over a dedicated high-speed, wide-bandwidth video connection or wireless connection that delivers high-quality video images that do not produce lags, choppy, blurry, or grainy images, or irregular pauses in communication;

a sharply delineated image that is large enough to display the interpreter's face, arms, hands, and fingers, and the face, arms, hands, and fingers of the person using sign language, regardless of his or her body position;

a clear, audible transmission of voices; and

adequate staff training to ensure quick set-up and proper operation.

Many deaf-blind individuals use support service providers (SSPs) to assist them in accessing the world around them. SSPs are not "aids and services" under the ADA. However, they provide mobility, orientation, and informal communication services for deaf-blind individuals and are a critically important link enabling them to independently access the community at large.

Effective Communication Provisions

Covered entities must provide aids and services when needed to communicate effectively with people who have communication disabilities.

The key to deciding what aid or service is needed to communicate effectively is to consider the nature, length, complexity, and context of the communication as well as the person's normal method(s) of communication.

Some easy solutions work in relatively simple and straightforward situations. For example:

In a lunchroom or restaurant, reading the menu to a person who is blind allows that person to decide what dish to order.

In a retail setting, pointing to product information or writing notes back and forth to answer simple questions about a product may allow a person who is deaf to decide whether to purchase the product.

Other solutions may be needed where the information being communicated is more extensive or complex. For example:

In a law firm, providing an accessible electronic copy of a legal document that is being drafted for a client who is blind allows the client to read the draft at home using a computer screen-reading program.

In a doctor's office, an interpreter generally will be needed for taking the medical history of a patient who uses sign language or for discussing a serious diagnosis and its treatment options.

A person's method(s) of communication are also key. For example, sign language interpreters are effective only for people who use sign language. Other methods of communication, such as those described above, are needed for people who may have lost their hearing later in life and do not use sign language. Similarly, Braille is effective only for people who read Braille. Other methods are needed for people with vision disabilities who do not read Braille, such as providing accessible electronic text documents, forms, etc., that can be accessed by the person's screen reader program.

Covered entities are also required to accept telephone calls placed through TRS and VRS, and staff who answer the telephone must treat relay calls just like other calls. The communications assistant will explain how the system works if necessary.

Remember, the purpose of the effective communication rules is to ensure that the person with a communication disability can receive information from, and convey information to, the covered entity.

Companions

In many situations, covered entities communicate with someone other than the person who is receiving their goods or services. For example, school staff usually talk to a parent about a child's progress; hospital staff often talk to a patient's spouse, other relative, or friend about the patient's condition or prognosis. The rules refer to such people as "companions" and require covered entities to provide effective communication for companions who have communication disabilities.

The term "companion" includes any family member, friend, or associate of a person seeking or receiving an entity's goods or services who is an appropriate person with whom the entity should communicate.

Use of Accompanying Adults or Children as Interpreters

Historically, many covered entities have expected a person who uses sign language to bring a family member or friend to interpret for him or her. These people often lacked the impartiality and specialized vocabulary needed to interpret effectively and accurately. It was particularly problematic to use people's children as interpreters.

The ADA places responsibility for providing effective communication, including the use of interpreters, directly on covered entities. They cannot require a person to bring someone to interpret for him or her. A covered entity can rely on a companion to interpret in only two situations.

1. In an emergency involving an imminent threat to the safety or welfare of an individual or the public, an adult or minor child accompanying a person who uses sign language may be relied upon to interpret or facilitate communication only when a qualified interpreter is not available.

2. In situations not involving an imminent threat, an adult accompanying someone who uses sign language may be relied upon to interpret or facilitate communication when a) the individual requests this, b) the accompanying adult agrees, and c) reliance on the accompanying adult is appropriate under the circumstances. This exception does not apply to minor children.

Even under exception (2) , covered entities may not rely on an accompanying adult to interpret when there is reason to doubt the person's impartiality or effectiveness. For example:

It would be inappropriate to rely on a companion to interpret who feels conflicted about communicating bad news to the person or has a personal stake in the outcome of a situation.

When responding to a call alleging spousal abuse, police should never rely on one spouse to interpret for the other spouse.

Who Decides Which Aid or Service Is Needed?

When choosing an aid or service, title II entities are required to give primary consideration to the choice of aid or service requested by the person who has a communication disability. The state or local government must honor the person's choice, unless it can demonstrate that another equally effective means of communication is available, or that the use of the means chosen would result in a fundamental alteration or in an undue burden (see limitations below). If the choice expressed by the person with a disability would result in an undue burden or a fundamental alteration, the public entity still has an obligation to provide an alternative aid or service that provides effective communication if one is available.

Title III entities are encouraged to consult with the person with a disability to discuss what aid or service is appropriate. The goal is to provide an aid or service that will be effective, given the nature of what is being communicated and the person's method of communicating.

Covered entities may require reasonable advance notice from people requesting aids or services, based on the length of time needed to acquire the aid or service, but may not impose excessive advance notice requirements. "Walk-in" requests for aids and services must also be honored to the extent possible.

Limitations

Covered entities are required to provide aids and services unless doing so would result in an "undue burden," which is defined as significant difficulty or expense. If a particular aid or service would result in an undue burden, the entity must provide another effective aid or service, if possible, that would not result in an undue burden. Determining what constitutes an undue burden will vary from entity to entity and sometimes from one year to the next. The impact of changing economic conditions on the resources available to an entity may also be taken into consideration in making this determination.

State and local governments: in determining whether a particular aid or service would result in undue financial and administrative burdens, a title II entity should take into consideration the cost of the particular aid or service in light of all resources available to fund the program, service, or activity and the effect on other expenses or operations. The decision that a particular aid or service would result in an undue burden must be made by a high level official, no lower than a Department head, and must include a written statement of the reasons for reaching that conclusion.

Businesses and nonprofits: in determining whether a particular aid or service would result in an undue burden, a title III entity should take into consideration the nature and cost of the aid or service relative to their size, overall financial resources, and overall expenses. In general, a business or nonprofit with greater resources is expected to do more to ensure effective communication than one with fewer resources. If the entity has a parent company, the administrative and financial relationship, as well as the size, resources, and expenses of the parent company, would also be considered.

In addition, covered entities are not required to provide any particular aid or service in those rare circumstances where it would fundamentally alter the nature of the goods or services they provide to the public. In the performing arts, for example, slowing down the action on stage in order to describe the action for patrons who are blind or have vision loss may fundamentally alter the nature of a play or dance performance.

Staff Training

A critical and often overlooked component of ensuring success is comprehensive and ongoing staff training. Covered entities may have established good policies, but if front line staff are not aware of them or do not know how to implement them, problems can arise. Covered entities should teach staff about the ADA's requirements for communicating effectively with people who have communication disabilities. Many local disability organizations, including Centers for Independent Living, conduct ADA trainings in their communities. The Department's ADA Information Line can provide local contact information for these organizations.

For more information about the ADA, please visit ADA.gov or call our toll-free number.

ADA Information Line 800-514-0301 (Voice) and 1-833-610-1264 (TTY) M-W, F 9:30 a.m. - 12:00 p.m. and 3:00 p.m. - 5:30 p.m., Th 2:30 p.m. - 5:30 p.m. (Eastern Time) to speak with an ADA Specialist. Calls are confidential.

For people with disabilities, this publication is available in alternate formats.

The Americans with Disabilities Act authorizes the Department of Justice (the Department) to provide technical assistance to individuals and entities that have rights or responsibilities under the Act. This document provides informal guidance to assist you in understanding the ADA and the Department's regulations.

This guidance document is not intended to be a final agency action, has no legally binding effect, and may be rescinded or modified in the Department's complete discretion, in accordance with applicable laws. The Department's guidance documents, including this guidance, do not establish legally enforceable responsibilities beyond what is required by the terms of the applicable statutes, regulations, or binding judicial precedent.

Duplication of this document is encouraged.

Originally issued:

Last updated:

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This publication is designed to help title II and title III entities understand how the rules for effective communication apply to them.

# data[].attributes.headline
Accommodations for deaf students included

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Accommodations for deaf students included

# data[].attributes.attachment_link.title
A Comprehensive List of IEP Accommodations for Students

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Every student deserves an education that caters to their unique needs and abilities. Here is a list of IEP accommodations for students with disabilities

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Are Educators Doing Enough to Help Deaf and Hard-of-Hearing Students?

# data[].attributes.attachment_link.description
Imagine a world so silent that lips move quickly but hold no meaning. Each room of people is an abyss of incomprehension. People become frustrated, but it’s hard to tell why. This is a taste of what Deaf and hard-of-hearing people experience every day.

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Autism - Down Syndrome Resource Foundation

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ASD Prevalence Autism Spectrum Disorder (ASD), also simply called Autism, is a marked by differences in communication, play, sensory processing, interests, and behaviour. Traditional thinking held that ASD was rare […]

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12 Types of IEP Placements: From Least to Most Restrictive - Undivided

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12 Types of IEP Placements: From Least to Most Restrictive - Undivided

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How the Office for Civil Rights Handles Complaints

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This resource explains how the OCR handles complaints.

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Parents, You are the IEP Police. Yes, you!

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IEP Parent Participation This is a concept that I really need parents to grab on to and internalize. I hope that this brings you that

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Parental Safeguards--Derechos de Los Padres from CDE

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Parental Safeguards--Derechos de Los Padres from CDE

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Derechos de Los Padres - Quality Assurance Process (CA Dept of Education)

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Un breve resumen de las garantías procesales para los estudiantes con discapacidades que reciben servicios de educación especial.

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Learning Rights Law Center is a legal services nonprofit that fights for a child’s right to education

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New law moves toward better translation of special ed documents, but families want more – EdSource

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California schools will soon have a template for special education programs translated into 10 languages in addition to English.

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Policies & Guildelines - Redlands Unified School District

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Policies & Guildelines - Redlands Unified School District

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Vestibular Input Activities and Ideas to Help Children - Your Therapy Source

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One sensory system, often under-recognized but important, is the vestibular system. Download a free poster with vestibular activities.

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Vestibular Input Activities and Ideas to Help Children - Your Therapy Source

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One sensory system, often under-recognized but important, is the vestibular system. Download a free poster with vestibular activities.

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IPP assistance

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IFSP: What Is an Individualized Family Service Plan?

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Learn what an Individualized Family Service Plan (IFSP) is and how it supports your child’s developmental needs to receive Regional Center services.

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Ages 3 and up

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Eligibility Under the Lanterman Act: Regional Center Services After Age 3

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Understand eligibility criteria under the Lanterman Act for developmental disability services after age 3 in California.

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How to Qualify for Early Intervention - Regional Center Services under age 3

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Find out how your child can qualify for early intervention services in California. View the guidelines for children under 3.

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How to Request Regional Center Funding for an Undivided Membership

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If your child receives Regional Center services, you may be able to get funding for an Undivided membership to meet your parent education and training goals.

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In California, Regional Centers form a vast support network for individuals with disabilities. Learn more about their services and whether your child is eligible.

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Policy Statement by American Academy of Pediatrics about the crisis involving disproportionate rates of suspensions of disabled students

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Policy Statement by American Academy of Pediatrics about the crisis involving disproportionate rates of suspensions of disabled students

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School Suspension and Expulsion: Policy Statement

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Exclusionary school discipline practices—ie, suspension and expulsion—represent some of the most severe consequences a school district can implement for unacceptable student behavior. Suspension and expulsion were traditionally used for student behaviors that caused serious harm, such as bringing a weapon to school. Currently, the most common indications for exclusionary school discipline are for behaviors that are neither violent nor criminal. There is little evidence that exclusionary school discipline practices make schools safer or deter future misbehavior. American Indian/Alaska Native students, Black students, students whose caregivers have low socioeconomic status, male students, lesbian, gay, bisexual, transgender, and queer or questioning students, and students with disabilities are disproportionately disciplined with suspension and expulsion. In addition, exclusionary school discipline in the preschool period can be harmful to early childhood development. Children and adolescents affected by exclusionary school discipline are at higher risk for dropping out of high school and for involvement with the juvenile justice system. Both of those experiences are associated with a worse profile of physical and mental health outcomes. A multidisciplinary and trauma-informed approach to reducing exclusionary school discipline practices is described. Recommendations are provided at both the practice level for pediatric health care providers and at the systems level for both pediatric health care providers and educators.

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(8.8) What is a "manifestation determination" meeting?

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The manifestation determination meeting is an IEP meeting to determine whether a student with a disability may be expelled from school or have his placement changed for more than 10 school days for misconduct. It must be held within 10 school days of the school's decision to expel the student or change his placement.

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Gebser Letters: The Most Important Thing to Do for Bullying You Haven’t Heard of

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If your child is being bullied and the school’s response is not adequate, here’s the most important thing to do for bullying you haven’t heard of — write a Gebser letter.

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Retaliation by District via CPS Complaints on parents

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Retaliation by District via CPS Complaints on parents

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(15.12) Does Section 504 protect my child against bullying at school? – SERR – Special Education Rights and Responsibilities

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Yes. Section 504 of the Rehabilitation Act as
well as the Americans with Disabilities Act (ADA) prohibit any intimidation or
abusive behavior related to a student’s disability that creates a hostile
environment for the student and causes her to lose education, services, and
activities for which she is eligible. To be illegal, the behavior must be severe,
persistent, and pervasive. However, a one-time conduct can violate the law if
it is very severe. [Dear Colleagues
Letter, 111 LRP 45106 (OCR 07/25/00).]

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Undivided Resources Article

What do I do if my child is being bullied at school? This is a question no parent wants to ask themselves. But if your child is being bullied, and you've tried some of our bullying tips, such as becoming familiar with your school or district's anti-bullying policy posted on their website and your state's bullying prevention laws; reaching out to your child's teacher; asking for a meeting; etc. and nothing has changed, you have more options. As Undivided Education Advocate Lisa Carey tells us, "Children with disabilities have a greater likelihood of being victimized and are often the most vulnerable. They are often unable to get help or clearly articulate exactly what is happening to them." If the school's response is not adequate, here's the most important thing to do for bullying you haven't heard of - write a Gebser letter.

What is a Gebser letter?

What can you do if the school doesn't respond appropriately to bullying? Or if the school's bullying policies or process doesn't put an end to the bullying? According to the Office for Civil Rights (OCR)and the Department of Ed, when bullying interferes with a disabled student's ability to access their education and related services, it could be a violation of their right to a free and appropriate public education (FAPE).

If bullying is serious enough that it creates " a hostile environment" - in other words, it is repeated, intentional, and impedes the child's ability to access their education or affects their health (for example, by making them want to skip school or preventing them from using the bathroom) - and the school is aware of the bullying and doesn't respond appropriately to stop it, this is considered a harassment violation. In this case, a parent may need to write a Gebser letter. Named after a 1998 Supreme Court ruling, a Gebser letter is a signal to the school that the child is being discriminated against by the school's inattention to the issue. It is also the first step toward making a formal disability discrimination complaint with the OCR.

So when would you need to write one, and what is that process like? Carey explains here:

What to include in a Gebser letter

Not sure what to include in your Gebser letter? Here is what Carey recommends:

Parent and student information, such as name, address, student grade, school of attendance, and birthdate

The protected class they are a part of (may be more than one, for example the student could be disabled and black)

What is happening? List specifics if you can that are interfering with their ability to access their education, and list how. For example, "They are afraid to go to the cafeteria to eat lunch" or "They can't pay attention in class due to fear."

List who you notified, when, and how. For example, "I spoke to the math teacher on September 3 in person, after school in person."

We also have a sample Gebser letter you can use. We used standard language and "fill in the blank" spaces so it can be customized to your child, so make a copy and fill it up with the appropriate information.

Find more information on this topic from Equip for Equality's Legal Advocacy Program about bullying and Gebser letters here.

Where to send a Gebser letter

Once you have written the letter, email it to your IEP team, case manager/case carrier, the school's principal, the Director of Special Education, and the district's superintendent. You can climb the chain of command until you reach the Board of Education, as necessary. Make sure to ask for confirmation by email that they received it. If you don't get confirmation, email again asking them to confirm they received it. If that doesn't work, you can send the letter by certified mail.

Make sure to keep a copy for your records. This way, you have proof that the school and district were informed of the harassment.

What should happen after you send one?

Carey explains that, "Once you send your letter, you should get a response. You should also request a meeting (not necessarily an IEP meeting). I like to ask the school what their corrective action is in order to protect the child - actions should be directed towards the aggressor as much as possible. For example, if classroom change is needed, it is the aggressor who needs to move classes, NOT the victim. Also, find out who will follow up with you and when to report on how the corrective actions are going. And remember, the plan should include a safe person and space the victim can access at school anytime. If possible, ask the child who and where they would feel safe."

What do you do if you've sent a Gebser letter but the bullying still hasn't been resolved?

As Carey explains, if you have sent this letter, and the school still does not take action to fix the situation, seek help from an advocate or take legal action with the help of a special education attorney. You should also consider filing a disability discrimination complaint with The Office for Civil Rights (OCR). You can fill out a complaint form online here.

Adelina Sarkisyan Undivided Writer and Editor

A writer, editor, and poet with an undergraduate degree in anthropology from the University of California, Irvine, and an MSW from the University of Southern California. Her fiction, poetry, and content have appeared in various mediums, digital and in print. A former therapist for children and teens, she is passionate about the intersection of storytelling and the human psyche. Adelina was born in Armenia, once upon a time, and is a first-generation immigrant daughter. She lives and writes in Los Angeles.

Reviewed by Karen Ford Cull, Undivided Content Specialist and Education Advocate

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Lisa Carey, Undivided Education Advocate

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Gebser Letters: The Most Important Thing to Do for Bullying You Haven't Heard of

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If your child is being bullied and the school's response is not adequate, here's the most important thing to do for bullying you haven't heard of - write a Gebser letter.

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Many parents worry about their children with disabilities being targeted for bullying. Learn how to address bullying in the IEP and what the school should do.

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We are a non-profit that organizes fishing trips for special needs youth and adults.

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Sensory-friendly events are becoming mainstream. More people identify as having a sensory-sensitivity, and seek them out. To be inclusive, people, businesses and organizations must learn how to offer sensory-friendly events. Sensory-friendly events are happening around the world and in different ways; from birthday parties at home to performances in-person and online. They also happen for children and adults, alike!

What is a sensory-friendly event?

A sensory-friendly event is best when it takes into consideration the 8 different senses. When that happens, it ensures guests who experience sensory overload or sensory sensitivity feel comfortable. Although many people may be unaware of how to plan a sensory-friendly event, it can be done! Additionally, this research, "The Sensory Totes Programme: Sensory-Friendly Autism Program Innovations Designed to Meet COVID-19 Challenges" by Fletcher et al., (2022) has found that sensory-friendly events can benefit both people with and without sensory sensitivities .  Read on to learn about some common changes to make an event sensory-friendly.

While planning a sensory-friendly event, it is important to focus on three things:

people

location

activities

How to create a sensory-friendly event

People

Train staff

An easy solution to help make your event more sensory-friendly is to provide additional training to any staff members or volunteers at your event. Many people are unaware of helpful ways to communicate with guests who have different needs, or guests with disabilities. Furthermore, negative interactions or experiences can cause guests with increased sensitivity to feel upset or isolated. Therefore, providing simple training before hosting your event will help to ensure that each guest feels comfortable and welcome. Your staff and volunteers will feel more comfortable too, when they are ready to help all your guests.

Manage expectations

An important part of a sensory-friendly event is informing guests of the different activities that will occur. For many people with sensory sensitivities, creating expectations of the event beforehand is key. Knowing what to expect, helps people prepare. Additionally, sharing this information in advance gives guests the opportunity to identify activities that may be overwhelming. Help your guests avoid sensory overload; share details in advance, like the schedule for the event.

Location

Pick your space

The first factor to consider about your location is all about the space you choose. Ensure that you have a big enough space to accommodate the number of people attending. That is important for COVID-19 protocols, but equally as important to make people feel comfortable. Especially people with sensory sensitivities. Crowds can be uncomfortable and overwhelming. Moreover, people with hypersensitivities to touch or sound may experience sensory overload while standing close to others.

Consider hosting your event in a large space. You can choose an open space, but be cautious if there is too much "echo." Be mindful of the number of people attending your event and plan the space accordingly. You want to encourage people to be able to walk around easily and not feel confined to a small space.

Reduce noise levels

Another factor to consider when planning your event is the noise level. Loud sounds can be easily overwhelming for people with sensory sensitivities. Even the sounds of multiple people talking may cause someone to experience sensory overload. Therefore, reduce background noise. Avoid loud announcements unless necessary. And if you are not hosting a musical event, they avoid background music!

Add quiet zones

In addition to managing noise, create a designated quiet zone at your event. A quiet zone is a specific area that is away from crowds of people. Additionally, it is a place for silence and relaxation. Offer a quiet zone and your guests will not feel overwhelmed. It give people a temporary break.

Adjust lighting

Lighting is an important factor to consider when planning a sensory-friendly event. Oftentimes, large venue halls will have bright fluorescent lights. Or outdoor events may be in direct sunlight. Bright lighting, be it artificial lights or natural light can bother many people.

To eliminate this issue, chose locations that have adjustable lighting, e.g. ceiling lights, wall lights and lights that dim. If you are outdoors, add tons of shade with tents, awnings, umbrellas, etc. If you are inside, ensure there are adjustable blinds. This will help to create a less sensory-rich environment and a more calming space.

Eliminate smells

Another location factor to consider at your event are smells. Reduce any strong scents. This includes things such as scented candles, essential oils, strong-smelling plants, etc. A scent-free environment is preferred as certain smells may cause a guest to feel uncomfortable or irritated. Be mindful of the smell of cooking. While enticing to some, it is overwhelming to others. Good ventilation is important.

Ensure bio breaks: food, water and toilets

An essential part of any sensory-friendly event is offering food and water for guests. Alternatively, instead of offering it, allowing guests to bring their own. The feelings of hunger or thirst can be extremely irritating for everyone. Ensure there is a nursing

Furthermore, toilet access is the most important criteria to build in. It is important that all guests have the ability to use the toilet facilities. Consider at least one toilet for every 15 people. For public events, employee events, check your local or regional rules and guidelines. You should include toilets that are:

wheelchair accessible

gender neutral

family friendly

Add a nursing station, breastfeeding pod or private lactation room for moms and babies.

Add sensory-friendly kits

A helpful strategy that creates a sensory-friendly event for guests is to have sensory-friendly kits available. Within these kits, you can include things such as sunglasses, noise-cancelling earplugs and sensory-friendly toys. This will be helpful for any guest that may feel overwhelmed throughout the event. That way if it is hard to adjust noise and light at your location, guests can adjust it themselves with their own kit.

Look out for Sensory Friendly Solution's sensory kits that will be available for purchase soon!

Activity

Allow for small groups or solo

If you are planning to do a large group activity, consider options for small groups or solo activities too. For instance, many people find being in a large group overwhelming.

Additionally, in group activities, help people find roles that they enjoy and roles that they can participate in. For instance, at an event with children, a child may be shy to speak, or some children do not speak, but they can hand out event supplies.

Choose sensory-friendly activities

Throughout your event, include different sensory-friendly activities.

alternate large group with small group/solo activities

offer movement breaks

alternate a loud activity with a quiet activity

Create a sensory-friendly event that invites, welcomes and engages more guests. Besides it increases accessibility and inclusivity, too. Additionally, for more ideas, check out this autism-friendly events guide.

Finally, are you interested in learning more about sensory-friendly topics as a business or an organization? Check out our other posts!

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Sensory-friendly events are becoming mainstream. More people identify as having a sensory-sensitivity, and seek them out. To be inclusive, people,

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Acknowledgments Introduction

1. Early Learning

2. Evidence-Based School and Classroom Practices

3. Educator Preparation and Professional Learning

4. Assessment

5. Accountability

6. Family and Student Engagement

7. Special Education Financing (current page)

Implementation Conclusion
Special Education Financing

Context

Public financing should be fair, adequate, equitable, rational, and coherent. Public officials are elected or hired to ensure these things. Yet special education financing in California often seems to be none of the above.

In part, this current imbalance is understandable. Among all of the state's obligations related to education, special education financing may be one of the most complicated; it's saddled with multiple mandates, grandfathered funding patterns, and seemingly countless competing interests and agendas. However, with sufficient public will and a commitment to what the money and the educational system were originally and ultimately designed to do-educate those of our children who need and deserve special supports in order to become productive citizens-special education financing can be redesigned to actually be fair, adequate, equitable, rational, and coherent.

Challenges

The federal Individuals with Disability Education Act (IDEA) mandates that states and school districts provide "specially designed instruction, and related services . . . to meet the unique needs of a child with a disability." During the 2012-2013 school year, school districts and charter schools spent a total of $10.7 billion on those services, which works out to an average cost of $22,300 per student, far more than the $9,600 spent, on average, to educate students without disabilities. While students with disabilities represent approximately 11.31 percent of the student population in California, special education consumes more than 20 percent of the state's education budget-and more than 40 percent of all education-targeted dollars during the last decade.

Underfunded Federal Mandate

IDEA legislation promised the federal government to fund "up to" 40 percent of the "excess costs" of these services, with state and local funds making up the rest. Congress regularly insists that it is moving toward that goal but has never allocated anything close to the promised 40 percent. Currently California's IDEA grant covers approximately 11.5 percent of the costs, and the state contributes approximately 46 percent. Over the past seven years, the money that Local Educational Agencies (LEAs) have had to spend on special education, over and above state and federal contributions, has increased from 35 percent to 43 percent.

Special Education Local Plan Areas

California distributes the federal special education funds it receives, as well as the state's contribution, through 130 Special Education Local Plan Areas (SELPAs). Most of the SELPAs are made up of multiple districts and charter schools; but in large districts, the SELPA is one single, large school district, typically located in an urban setting (Los Angeles, for example). The formulas that drive the distribution of money among the SELPAs are, in great part, the source of the funding challenges for special education: they are decades out of date, do not reflect the rising costs of special services, and are starkly inequitable from one SELPA to the next.

Average Daily Attendance

Average Daily Attendance (ADA) refers to the number of students who attend school in any given school district or LEA. The number is used to ensure that schools are adequately funded according to student population. However, some SELPAs receive twice the state special education money per average daily attendance unit (i.e., per student) as others. For example, Plumas County receives $470 per student annually while Modoc County receives $917. This variance is not due to differences in the cost of special education services from one SELPA to the next but rather to how much each SELPA received in 1997. Prior to that, what was spent on special education services in 1979 in each separate SELPA was used as the baseline for determining the money each of those SELPAs received. The historical funding pattern in each SELPA trumped actual need. Over time, the state has tried to even out these disparities; but, for many reasons having to do with antiquated funding formulas, the disparities remain.

The state annually calculates the amount each SELPA is to receive under the current funding formula and includes it in the state budget. If actual enrollment is higher, SELPAs do not receive additional money unless the legislature takes action to augment the original budget. This creates a significant hardship for schools, as it shifts costs to LEAs based on the state's underestimation of the Americans with Disabilities Act (ADA) and thus the actual funds needed. The problems don't just stop here. If the state underestimates the amounts needed for any one of a number of other specific "pots of money"-base amount, cost of living allowances (COLA), equalization, growth, low-incidence disabilities, out-of-home care, infant funding, and others-SELPAs find themselves with a shortfall of funds unless the state specifically takes action.

General education, thanks in part to the Local Control Funding Formula (LCFF), works differently. It provides a "continuous appropriation" that automatically increases funding when enrollment increases, even after the state budget has been finalized. Special education, unfortunately, does not have this kind of sensible system. First, it's important to establish that using ADA as a basis for determining special education funding makes good sense. The other option would be to base the funding on the identified needs of students; but that has been shown to create an incentive, conscious or not, of over-identifying students in order to secure extra funds.

But how the growth of "average daily attendance" is calculated represents a challenge in California. Currently, ADA is calculated across entire SELPAs rather than in each LEA that the SELPA serves. For example, if enrollment increases in one district in the SELPA by 100 students and falls by 100 students in another, the amount the entire SELPA receives does not change. The growing school district's costs go up, but it does not receive additional funding, in part because the SELPA does not have the power to move resources, such as a needed teacher, from one district to the other. But neither do the costs of the district with declining enrollment necessarily go down, because the decline at any particular school may be too small to justify a reduction in workforce, and also because ADA is calculated too late in the year to alter employment contracts. These discrepancies create particular problems for charter schools and small school districts.

Calculating the amount of funds that SELPAs receive and accounting for all of the various aspects of the special education funding formulas are complex tasks and currently require a significant number of CDE staff, often talented individuals whose time could be better spent on other activities. As well, the existing data systems are overly cumbersome and complex, restricted in their design, reflective of little thoughtful coordination, and preclude any nimble response to the often-adjusted state and federal requirements, all of which often lead to the unintended consequence of delaying payments to SELPAs.

Distributing among SELPAs the funds they need to provide mandated services to students with disabilities would do a great deal more than simply ensure services. Sufficient money to SELPAs would release the general education dollars that are currently being used for special education, and that money then could support the very things that ensure quality education for all students: early intervening services, targeted and ongoing professional learning opportunities, the implementation of a multi-tiered system of supports, and general education-special education collaboration.

The LCFF has become an educational financing model that's envied nationally for "bringing educators closer to their communities and providing insight into what the state's neediest students require." Parts of the current special education funding model also have realized some success in supporting local control-while acknowledging the various needs that SELPAs experience. Some of these needs include the continuance of the funding for small SELPAs, which allows SELPAs with an ADA that is less than 15,000 to still generate an allowance of $225,000 to pay for their operations; funding for educationally-related mental health services, which is currently $71 per ADA; and the funding for out-of home care services, which is based on the number of beds in a SELPA and the level of intensity of need for each facility.

Early Intervening Services

School districts and regional centers are responsible for identifying infants, toddlers, and preschool children who have disabilities and who are showing signs of developmental delay and then arrange for these children to receive early intervening services. The research in support of the effectiveness of early intervening is conclusive, confirming the cost-effectiveness of these services. In one study, early intervening services for potential behavioral disorders showed the benefit to exceed the costs by a ratio of 7:1. For some students, these services are delivered through LEAs, and for others through a network of providers under contract with Department of Developmental Services Regional Centers. Yet access to these critical services-and the very existence of the services themselves-varies widely across the state. In some parts of the state there are virtually no services available to families; in others, the needs of young children are addressed comprehensively. As noted in the Early Learning section of this report, the need for these services to be delivered at an early age is critical. Equity is again lacking.

Low-Incidence Disabilities

In addition to funding per ADA, SELPAs receive money to support students who have what are called "low-incidence" disabilities, such as blindness, deafness, or "severe orthopedic impairments." It is estimated that less than 1 percent of California students have these disabilities. These students have an equal right to an education that will help them realize their full potential. The services these students need may include one-on-one support, interpreters, medical supports while in school, or assistive technology-and these are all costly. SELPAs receive only $457 to provide each of these students with specialized materials and services. This amount is woefully inadequate to support many of the costs associated with serving these students' needs; this amount should be increased.

The federal definition of "low-incidence disabilities" includes students with a "significant cognitive impairment" or any other "impairment for which a small number of personnel with highly specialized skills and knowledge" are needed to provide early intervention services. For the purposes of funding, California's definition is narrower; as a result, many schools do not receive the funding they need to adequately support these children in their learning.

Transition to Adulthood

According to IDEA, all students with disabilities between the ages of 16 and 22 years old (up to high school graduation) have a right to such transition services as counseling and coaching to help them gain the skills they need to succeed in postsecondary education or employment. The U.S. Department of Education has notified California that the schooling and services the state provides are inadequate in this area.

There is some irony here. In 1982, California created a program called WorkAbility to provide these services to students with moderate to more significant disabilities, helping them become aware of their career possibilities and potential, complete their high school education, learn important employment skills, and accrue direct work experience (both paid and unpaid) and ultimate job placement, all the while giving employers the opportunity to recognize and value the contributions that individuals with disabilities can make to their communities.

In addition to providing occupational classes in the specific skills needed for employment, WorkAbility teaches students the "softer" employment skills-how to look for jobs and how to keep jobs. These kinds of programs pay for themselves in that they help students grow and become independent, self-supporting, tax-paying adults to the degree they are most capable. WorkAbility became a national model almost overnight. But some SELPAs receive funds for WorkAbility; others do not. There is no rational basis for this inequity.

Transportation for Students with Disabilities

Another challenge involves how the transportation of students with disabilities is funded through LEAs. Current funding levels once again bear no relationship to the cost of providing the services, nor-again-are the services available equally across the state. Historically, the amount each LEA received for special education transportation was based on how much that agency spent on these services in the early 1980s. In 2013-2014, this funding was rolled into the base funding of each LEA under the LCFF. However, special education funding was not included in the LCFF because of the aforementioned wide funding disparities among LEAs in the state; thus no reasonable means could be developed that would ensure equity and fairness.

In fact, special education transportation should not be included within the LCFF because it varies significantly among LEAs and therefore distorts the LCFF. In general, transportation for students with disabilities is a mandated service that has historically been underfunded, and the amount of the shortfall has only increased as LEAs' costs have risen. According to the Legislative Analyst's Office, the transportation cost for each student with a disability can be as much as six times that of a general education student.

IDEA requires districts to provide a free and appropriate public education (FAPE) to students with disabilities. When an IEP team determines that transportation is necessary for a student to access his or her education, that transportation becomes a mandated related service, regardless of the cost. This mandate and its cost present a particular challenge for many rural school districts and LEAs. And while the number of students with disabilities has remained relatively stable over the past few years, the number of students with more significant disabilities has increased dramatically, with these students often requiring extra assistance, specialized equipment, and longer bus routes. These students typically have transportation listed as a related service on their IEP, leaving districts with the requirement to fund the additional transportation costs.

Again, giving SELPAs sufficient money to provide these mandated services would serve to release general education dollars, which could then support the development of a robust and unified general education system, one that is replete with early intervening services, targeted and ongoing professional learning opportunities, a multi-tiered system of supports, and general education-special education collaboration.

Alternative Dispute Resolution

Special education procedures and bureaucracies can be cumbersome and frustrating for parents, students, and educators. In an ideal world, everyone involved collaborates and, in the face of misunderstandings or disagreements, works together to find common ground and reasonable solutions. But sometimes people simply disagree about the best way to resolve complaints or about what exactly is due under the law. Sometimes collaborative efforts are then undermined and adversarial relationships result; hard-and-fast positions are staked and formal complaints are filed; due process proceedings take place; people go to court.

Alternative dispute resolution (ADR) has shown itself to be one successful way to resolve disagreements and avoid expensive, formal legal action. The results of ADR processes have often been positive and lead to facilitated collaborative problem solving among those working with children, including parents and school and district personnel. Yet only 20 SELPAs currently receive grants to help pay for costs related to ADR. The dozens of remaining SELPAs are without the very supports that can effectively and constructively secure partnerships with parents, avoid costly litigation, and most importantly ensure the provision of appropriate services and supports for children.

Facilities

The provisions of least restrictive environment (LRE) in federal law extend beyond ensuring evidence-based practices to ensure that students with disabilities are educated to the greatest extent appropriate with their nondisabled peers. School facilities also bear on the availability of these options. Several barriers related to physical school facilities exist which hamper the ability of students with disabilities to learn alongside their general education classmates or at least in specialized settings on general education sites.

The sources of these barriers are oftentimes understandable. It can be difficult to project what building needs will be over the long term because of the fluctuating needs of students and the length of time that a facility will serve to meet those needs, particularly with respect to low-incidence populations. Often small districts in particular don't have enough students with low-incidence disabilities to fill a class, so they get together with other area districts and create a program that a county office of education (COE) may operate and house, but is provided on a general education campus; this makes the students essentially "guests" on that campus. Given this guest status, the schools and districts have little leverage to ensure that the facilities are appropriate to serve their students. And finally, there exists no policy with the necessary clout to require school districts to consult with COEs or SELPAs when they are designing schools or modernizing existing facilities.

The challenge extends to facilities for very young children, as well. There are no state funds to support infant and pre-school facilities to serve infants and toddlers with disabilities. As well, there are no standards that detail provisions for the construction of facilities to serve our youngest children with disabilities. As a result, many infants, toddlers, and school-age children and youth have a difficult time accessing the very places that are legally mandated to welcome and accommodate them.

Medi-Cal Funds for LEA Billing Option Program

The May 2012 Local Educational Agency Medi-Cal Billing Option Program Report to the Legislature from the California Department of Health Care Services (DHCS) explained how many jurisdictions use federal Medicaid reimbursements as a crucial source of revenues for providing necessary health services to students. That program reimburses California's school districts and COEs for health services provided to Medi-Cal eligible students.

Yet a report published by the United States General Accounting Office (GAO) in April 2000 estimated that California ranked in the bottom quartile of states with school-based Medicaid programs based on the average claim per Medicaid-eligible child. Senate Bill (SB) 231 (Ortiz, Chapter 655, Statutes of 2001), added Section 14115.8 to the Welfare and Institutions (W&I) Code in an effort to reduce the gap in per-child recovery for Medicaid school-based reimbursements for California and the three states that recover the most per child from the federal government. SB 231 was reauthorized in Assembly Bill (AB) 1540 (Committee on Health, Chapter 298, Statutes of 2009.) The LEA Billing Option (LBO) program that provides reimbursement for direct services to children with an IEP has been going through an overhaul and is expected to have some additional changes to integrate with new documentation requirements by the beginning of the 2015-2016 school year. A workgroup is currently being formed to work on many of the issues identified. In the meantime, significant challenges to secure reimbursements persist.

Since 2009-2010, the LBO program has generated between $130 million and $147 million (on average) annually to approximately 531 LEAs. This number is expected to substantially decrease for 2014-2015 because of an increase in the requirements for supporting documentation that were put in place by DHCS. These requirements have forced districts to stop billing for certain services because they add an administrative burden that makes claiming for services a process that is so difficult and cumbersome that it essentially eliminates any appropriate return on investment. While the DHCS has made attempts to address some of the concerns related to the LBO program, the agency has not yet tackled the specific areas that promise a direct benefit to schools: revising program requirements to not exceed those determined by the federal government and expanding the list of eligible services to be in line with the rest of the nation.

Medi-Cal Funds for Administrative Activities Program

Another area of concern related to Medi-Cal services is the Medi-Cal Administrative Activities (MAA) Program, which has operated in California for nearly 17 years. The program was created to help LEAs provide Medi-Cal outreach and referral to their students. It is administered by DHCS, with intermediaries known as Local Educational Consortiums (LEC) and Local Governmental Agencies (LGA) working as the direct supervisors over LEAs. The purpose of this structure was to provide regional support to DHCS, which did not have the capacity to deal with the nearly 1,000 individual agencies that are eligible to take advantage of the available services.

Over the years, the emphasis has been on compliance, without a parallel focus on the effectiveness of operations and benefits for parents and students. In addition, there has been an avalanche of added administrative burdens, which has contributed to LEAs becoming more and more frustrated with the MAA, to the point where between 30 and 40 percent of them have pulled out with a subsequent loss in funding resources.

At the same time, the LEA revenue history for the MAA Program has been dramatically reduced. Below is a small but representative list of the type of revenue changes that have happened over the past five to seven years:

District A:

2012-2013 (53 percent reduction from 2009-2010)

2013-2014 (40 percent further reduction from 2012-2013)

District B:

2010-2011 (14 percent reduction from 2009-2010)

2011-2012 (17 percent reduction from 2010-2011)

2012-2013 (48 percent reduction from 2011-2012)

2013-2014 (quit the program)

District C:

2012-2013 (52 percent reduction from 2009-2010)

2013-2014 (quit the program)

District D:
2013-2014 (38 percent reduction from 2012-2013)

Annual changes in the program are directly contributing to this decline. These changes include the elimination of both administrative support and participant support in preparing time surveys. Certain types of staff were reclassified and thus no longer considered eligible to participate in the program. The eligibility status of certain activities were also changed and thus no longer qualified for the program, and certain higher costing activities were reclassified to codes that were less revenue-generating, and on and on. In general, the program made it more difficult, more complicated, and more costly for schools and other student-serving entities to participate.

A new time-keeping system, Random Moment Sampling, was introduced for the 2014-2015 school year. There is no current data available on how this new method has affected LEAs' revenues. However, many of the LEAs and providers of billing services assert that they will be fortunate to maintain even the lower revenue levels allocated for the 2013-2014 school year.

Early Periodic Screening, Diagnosis, and Treatment Program

An additional area of Medi-Cal billing involves the Early Periodic Screening, Diagnosis, and Treatment (EPSDT) program, which was described in detail in a program example in the "Untapped Resources" example in the Early Learning section of this report. Currently the option for using these services exists for LEAs on a very limited basis.

Innovation and Flexibility

Certain aspects of the current system of financing for special education discourage innovation or efforts to increase efficiency. Under federal law, the state and LEAs are expected to spend at least as much on special education services as they did the year before. This is known as "maintenance of effort." The intent of the federal government was to avoid having states and local agencies increase their dependence on federal funds and simultaneously cut back on their own spending.

Maintenance of effort requirements are consistent with the original federal legislation that described a proportional sense of responsibility for paying for these services. The federal government has provided some flexibility in the definition of special education costs, such as allowing for special education funds to be used to support Response to Intervention (RtI) activities. Creating coherence between the way California accounts for special education costs and the federal definitions would assist in the goal of creating a seamless system between general education and special education and working to reduce the number of students assigned to the special education system. Unfortunately, California has not allowed for the same level of flexibility, thus unintentionally discouraging many districts from serving students more efficiently, particularly through early and targeted intervention efforts.

Eligibility for Scholarships for Students with Disabilities

Another federal funding inequity related to special education is a recent change in eligibility for college scholarships, which disallows any student who has not received a general or "regular" high school diploma to receive a college scholarship. This means that any student who has received a certificate of completion because of special education status, but who is attending college and is in good academic standing, is not eligible to be considered for a scholarship or grant. As a result of this restriction, many deserving and hard-working college students are deprived of the financial supports that could lead them to a college certificate or degree and ultimately self-supporting employment.

Recommendations

California needs a system of financing that provides the resources necessary to meet the needs of all students with disabilities, encourages greater coherence between general education and special education, is sensitive to changes in enrollment, and invests in the systems and provides incentives for practices that will lead to greater success for students. Those recommended changes that will cost money-essentially anything that effectively supports the learning and development of children with disabilities-have been shown to be solid investments that provide a solid return in the form of productive, tax-paying citizens and in the avoidance of more intensive-and expensive-services and supports that would be needed later.

In support of an effective and efficient special education funding system, this Task Force recommends the following:

Recommendations for State-Level Change

Equalize the state's support for special education across California by overhauling the system of special education financing to give schools and districts more control over how they spend their money and to hold them accountable for adequately meeting the needs of students with disabilities (a model distinct from but coordinated with and similar to the LCFF).

Ensure the availability of early intervention programs and services for all eligible students with disabilities and address the disparity of early intervention programs and services among early childhood care and education entities.

Fund SELPAs based on ADA, but increase the amount allocated per ADA so that SELPAs are more equitably funded.

Revise the special education funding formula so that the growth or decline in the enrollment of multi-district SELPAs is based on the growth or decline of ADA for each individual district, charter school, or COE instead of on these changes in the SELPA as a whole.

Secure the integrity of specific special education dollars, especially the money that small SELPAs need in order to operate, as well as funds for educationally related mental health care services and for out-of-home care services.

Update the electronic data systems that account for special education income and expenditures, thus allowing current CDE fiscal staff to devote more time to analyses, while also allowing SELPA fiscal staff to be more efficient.

Use the broader federal definition of "low-incidence" disabilities and increase allocations of low-incidence funding to SELPAs.

Increase the funding for WorkAbility programs so that all SELPAs are receiving adequate WorkAbility funds.

Provide to LEAs sufficient funds to meet their mandated special education transportation costs.

Expand alternative dispute resolution resources, supports, and services throughout the state.

Mandate collaborative efforts among school districts, charter schools, COEs, and SELPAs whenever a new school is being planned or a modernization project is being developed to ensure that facilities are available to students with moderate to severe disabilities.

Require and support availability of facilities that serve infants and toddlers with disabilities in preschool settings.

Funding Recommendations for Federal-Level Change

Work statewide and nationally to increase the federal share of the excess costs of serving students with disabilities to 40 percent.

Determine how to break down the barriers that are preventing education entities from accessing and increasing Medi-Cal and Medicaid (LEA, MAA, and EPSDT) services and reimbursements.

Clarify eligibility for college scholarships, under federal guidelines, to include students with disabilities who have received a certificate of completion.

Sources

1. IDEA

2. Legislative Analyst's Office. (January, 2013). Overview of special education in California.

3. This money is distributed according to a legislatively established formula (in Assembly Bill 602), which went into effect for the 1998-99 school year. AB 602 provides additional funding to SELPAs with above-average incidence of high-cost students with disabilities. Another major component of AB 602 is the Out-of-Home Care (OHC) Program.

4. Legislative Analyst's Office. (February 2013). The 2013-2014 budget: Proposition 98 education analysis. (PDF; 2 MB)

5. Proposed legislative language for this provision: "Continuous Appropriation: Amount, specific or estimated, available each year under a permanent constitutional or statutory expenditure authorization which exists from year to year without further legislative action. The amount available may be a specific, recurring sum each year; all or a specified portion of the proceeds of specified revenues which have been dedicated permanently to a certain purpose; or whatever amount is required for the purpose as determined by formula-such as school apportionments. This will also ensure that cash flow will continue to special education under the continuous appropriations funding elements, in the same manner as the LCFF works, even if there is no state budget that has been approved."

6. Diepenbrock, W. Districts frustrated by a short timeline, unavailable testing data, and shifting state regulations. The Hechinger Report.

7. National Early Intervention Longitudinal Study. (2007). Early intervention for infants and toddlers: Participants, services, and outcomes.

8. A low-incidence disability has an expected incidence rate of (e.g., it occurs in) less than one percent of the total statewide enrollment in kindergarten through grade 12. CA Definition: EC 56026.5 "Definition of Low Incidence Disability 'Low incidence disability' means a severe disabling condition with an expected incidence rate of less than one percent of the total statewide enrollment in kindergarten through grade 12. For purposes of this definition, severe disabling conditions are hearing impairments, vision impairments, and severe orthopedic impairments, or any combination thereof. For purposes of this definition, vision impairments do not include disabilities within the function of vision specified in Section 56338."

9. In accordance with Education Code 56026.5.

10. For example, according to the U.S. Bureau of Labor Statistics , translators and interpreters, including those specializing in American Sign Language, earned an average annual income of $47,920. Or consider the $1 per page cost of translating textbooks into Braille.

11. Federal Definition: Title I, Part D 662 c (3) Definition-In this section, the term "low incidence disability" means: (A) a visual or hearing impairment, or simultaneous visual and hearing impairments; (B) a significant cognitive impairment; or (C) any impairment for which a small number of personnel with highly specialized skills and knowledge are needed in order for children with that impairment to receive early intervention services or a free appropriate public education."

12. Legislative Analyst's Office. (February 2013). The 2013-2014 budget: Proposition 98 education analysis. (PDF; 2 MB)

13. Legislative Analyst's Office. (February 2014). Review of school transportation in California. (PDF)

14. One exception is when students with an IEP that calls for a very expensive treatment plan graduates from high school or ages out of eligibility for special education services.

Last Reviewed: Thursday, April 30, 2020

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Acknowledgments Introduction Early Learning Evidence-Based School and Classroom Practices Educator Preparation and Professional Learning Assessment Accountability Family and Student Engagement Special Education Financing (current page) Implementation Conclusion Public financing should be fair, adequate, equitable, rational, and coherent. Public officials are elected or hired to ensure these things.

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SoCal Adaptive Sports goes to extraordinary lengths to identify potential and current athletes and to meet them where they are in their life journey. This means engaging with athletes and their families on the playing field, in rehab facilities, hospitals, their homes and/or any other location that is comfortable. Check out this interview describing our philosophy and Sports for everyBODY.

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Autism and Drowning: What Parents Can Do

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Because I own this site, and because it’s an interest of mine, I follow a lot of disability related Facebook pages. And lately, it felt

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Her cafe offered an opportunity for her daughter – and for others with intellectual disabilities

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Maeve’s Place serves up hearty meals and provides a place where workers with disabilities can find meaning and belonging

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Reflections Art Program - California State PTA

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PTA’s national Reflections Art Program has brought the arts to life for more than 10 million students

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While schools can provide safe havens for children - a natural place to find community, peers, two square meals, and trained adults to help guide them through childhood - children confront plenty of dangers at school, too. In this article, we're taking a look at the work of keeping our kids physically safe during drills and emergencies.

For some kids with disabilities, the challenge is exiting the school when elevators are inaccessible. For others, the challenge is staying still and quiet in a dark room. While every IEP team should develop a plan specific to each child that addresses how to keep them safe, this is not always done, is done insufficiently, or works better in theory than in practice.

So how should IEP teams approach developing a comprehensive emergency plan for students with disabilities? We reached out to Chris Arroyo, Los Angeles Regional Office Manager for the California State Council for Developmental Disabilities; Kelly Rain Collin, EdM, education consultant, advocate, and director of Healthy Minds Consulting; and Dr. Sarah Pelangka (BCBA-D), special education advocate and owner of KnowIEPs, to find out.

Emergency preparedness is an integral part of a school's daily operations, but because there is no federal mandate dictating what emergencies students should practice and prepare for - or a universal model for school-based crisis preparedness that integrates the varied safety needs of all students, including students with disabilities - it is up to the districts and individual schools to decide what to practice and what to do during an emergency.

Here are some tips and suggestions from Dr. Pelangka to help you get started, ask questions, and plan ahead:

Know your school's emergency plan

Every school and school district should have a plan in place to prevent, prepare for, respond to, and recover from a crisis situation - and it should be public information! Check your district's website, ask your child's teacher or a school administrator about the plans the school has in place, and keep an eye out for notices and emails. Make sure you're aware of how emergency planning will affect your child.

Inclusion in the classroom and in emergency preparedness is a matter of law. Title III of the 1990 Americans with Disabilities Act addresses discrimination on the basis of disability in places open to the public, governments, and schools. And yet, as Lori Scott (RN, BSN, MS) writes on Wrightslaw, "most schools have evacuation procedures that call for a person with a disability to shelter in place on the landing of a stairwell and wait for EMS rescue."

"If a child with a disability is specifically excluded from activities or protocols that benefit all students," Collin says - for example, telling a child who uses a wheelchair to "shelter in place" during emergencies when everyone else is told to exit the building - "there is likely discrimination occurring."

Another example of non-inclusive thinking is how students are expected to respond in the event of an active shooter. The Department of Homeland Security advocates the " run, hide, fight " strategy - in other words, running away when possible, hiding somewhere safe if you can't run, or fighting the shooter if you can't run or hide. But for students with disabilities, running and safely hiding may not be feasible. And the fight strategy is too much to ask of any student, disabled or otherwise.

Lockdown plans can also ignore the needs of students who, in addition to mobility needs, may have adverse reactions to loud alarms, an inability to remain quiet or still, or difficulty processing information or calling for help.

Know your child's needs

To develop an appropriate individualized emergency plan unique to your child's needs, it's important to work at the individual level. First, think about what supports your child will need should an emergency happen:

How will your child react to loud alarms/sirens/screaming/gunshots? What is your child's natural reaction to a crisis (flight, fight, or freeze)? Will your child need medication? Will your child pick up on social cues, such as how others are responding to the emergency? Will your child need to be physically moved during an emergency? Can your child follow multi-step directions? Will your child benefit from a buddy system? The more you know about your child's response to emergencies, the better you can convey the information to the IEP team.

If your child needs assistive technology, medication, or other items, they should have an emergency bag ready to go in their classroom(s). The bag can be filled with needed items like soundproof headphones, sensory toys, and extra medication, especially if there's no access to a nurse or medicine during the emergency. Your school might already have emergency go-kits in their classrooms, so don't hesitate to ask about adding to it.

We've put together a checklist below to help you take notes on what your child needs and how you and the team can support it.

Disaster preparedness and safety plans can and should be included in a student's IEP or 504 plan. The National Fire Protection Association (NFPA) suggests that, "while not explicitly stated, the related services component must consider the particular needs of the child to ensure his or her safety during a building emergency that includes an evacuation." Dr. Pelangka says in her experience, the emergency plan is often included in the accommodations section. While a good emergency plan may have both related services and accommodations to support it, districts take different approaches to how the plan is incorporated into the IEP.

Developing an Independent Emergency and Lockdown Plan (IELP)

Organizations like Safe and Sound Schools and the ALICE Training Institute recommend the use of Independent Emergency and Lockdown Plans, or IELPs. An IELP is "is an individualized plan that addresses the unique strengths and needs of individual students with disabilities with regard to the skills needed to survive a life-threatening crisis in school," and it encompasses a student's medical, sensory, and communication needs. IELPs were created by special education teachers Laura Clarke and Dusty Columbia Embury, who noticed that IEPs lacked plans for helping students during an emergency. The IELP should include everything a student needs to stay safe during a drill or crisis situation.

Teachers, parents, and students can work together to create an IELP that meets the school's emergency protocols and the student's needs. The following list from Clarke and Columbia Embury's TEACHING Exceptional Children (TEC) article can help you explore what considerations your child might need in a crisis situation based on their disability:

Autism: Frequent practice with emergency procedures. Task analysis of discrete responses, with systematic prompting, use of least intrusive prompts, and error correction. Tasks should be differentiated with predictable routines.

Low vision or blindness: Multiple opportunities to explore the facility when it is in lockdown mode to understand which exits might not be available. Strobe lights or vibrating pagers to supplement audible alarms; braille signage or audible directorial signage; prerecorded directions on a CD.

Deaf-blindness: Opportunities to explore facility, practice moving to safe locations and positions. Paired with a sighted partner to get to safety. Strobe lights or vibrating pagers to supplement audible alarms; braille signage or audible directorial signage; color-coded routes; prerecorded directions on a CD.

Emotional/behavioral disability: Systematic instruction and practice with self-management skills.

Hearing impairment: Alternate communication system (use of alternate lighting or alerts sent to phone or communication device).

Intellectual disability: Explicit teaching of desired skills paired with active response opportunities; practice opportunities to build fluency (speed) of responses; programming for generalization of skills over settings.

Orthopedic impairment: Adaptive equipment such as wheelchair, positioning device, crutches, or braces to move to or maintain a safe position. Accessible routes to safe locations. If exits or escape are blocked, may need additional supports, including alternate lifts; may need to be carried to exit facility.

During the IEP meeting, the team should discuss the school's emergency plan, accessibility issues, and what challenges the student may face related to their disability. As Dr. Pelangka explains, some students need to be primed when to expect a fire drill. Some students may need to be removed from the classroom if the drill sounds are too loud for them. Other accommodations might include access to headphones or a fire drill tote to pick up on the way to lining up on the blacktop or grass, so they are occupied and stay in line. The IELP should contain specific information about the equipment or devices needed, which staff will provide assistance, the procedures to be followed to ensure the student's safety, and any accommodations and related services that support the plan.

It's important for parents of children with mobility issues to know that unless a parent requests otherwise, the school will most likely default to the "shelter in place" procedure for children who are unable to safely use the stairs to evacuate the building. As mentioned earlier, not only is this discriminatory (though currently legally acceptable), in practice it often fails. While the fire department will have the procedure for that student on record, whoever is working the day of the fire drill or actual emergency will need to know (and remember) the plan, and if they don't, school administrators must notify the fire department when they arrive that a student is waiting for rescue.

Instead, consider asking the school to purchase an emergency evacuation chair (ideally, one for each set of stairs). They are easy for one person to use, can be easily wall-mounted at the top of the stairwell, and once practiced with staff members, will become part of the evacuation routine. If your child is ambulatory with assistance, you can also ask that working on stair use be added to the IEP as a PT goal.

Above all, Arroyo adds, it's important to keep the plan realistic. During real emergencies, people are running around and plans may not be followed. For example, if your child needs an aide during an emergency, Arroyo recommends utilizing a peer. "Inclusion is always so important because in a typical classroom, where a student with a disability is fully included, there are plenty of options available for other students who can help them out," he says. "So in my mind, I would be looking for really feasible solutions that can be done in an actual emergency."

The key is in the implementation. Teachers, students, and school staff must take the plan and find ways to implement it, such as making sure everyone is up to date and trained, as well as making sure the student is learning and practicing the plan - keeping in mind that students with disabilities may need more drills to prepare. The team should also plan for regular (at least annual) review of the plan to accommodate new placement, new classroom, new school, etc.

Here is an example template of what an IELP can look like. You might also consider creating a one-sheet emergency plan for easy reference that communicates your child's primary support needs quickly.

Sample school safety checklist

As difficult as it may be to talk to your child about disasters and safety, making sure that students are prepared and know how to keep themselves safe is vital in emergency planning and preparation. Dr. Pelangka recommends aging the conversations appropriately to ensure that your child is a meaningful participant and can digest the information at a level that is accessible to them, and encourage them to ask questions. It can be helpful to use tools such as Social Stories, visual schedules (here's an example), priming, using less threatening language, and a lot of repetition when it comes to talking about why it's happening and why we practice it.

Here are a few examples of stories that talk about lockdown drills:

When it comes to practice, Dr. Pelangka says it's a good idea to keep the drill as realistic as possible, making "almost like a muscle memory for them." Asking the school for whatever resources they're using and having copies at home can help maintain that consistency.

Arroyo adds that a training plan should include helping the child move themselves out of positions of danger and into positions of safety, learning to recognize when an emergency is occurring, and knowing when to speak up or make a noise so that they're noticed and found by rescuers.

You may also want to create an emergency contact card to keep in your child's backpack.

Arroyo stresses that it's important to try working directly with the school first.

If that doesn't work, Collin suggests asking the school for a copy of the district's policy for addressing emergency situations. "You will likely be able to utilize this document to support the creation of a proactive plan that enables the student with a disability to participate fully in the emergency proceedings," she says. "If the document specifies something different for all students with disabilities, or the school/district representatives refuse to create an appropriate plan to keep your child safe, or if you feel the plan that was created is unsatisfactory, I recommend seeking advice from an attorney who specializes in disability law."

Another option is to file a discrimination complaint with the Office of Civil Rights (OCR). "That might be an appropriate option for people to exercise after they've tried to work with the school in a truly collaborative way," Arroyo says.

During IEP meetings, teacher conferences, or other school events, make sure everyone is up to date on the emergency plan, especially if there are any new staff members working with your child.

Follow up with your child's IEP team after a drill to see how it went, and whether there were any issues implementing the plan that should be addressed.

Consider inviting the school counselor to the IEP team to discuss the emergency plan. "The school counselor is a really big resource," says Dr. Pelangka.

Call your police department, fire department, paramedics, and first responders and see if there is training in place that teaches them how to recognize when somebody has a developmental disability and how those people may respond to their instructions. It can also help to inform emergency personnel of your child's plan each year.

While we can't control external threats and monsters, we can be active in creating plans, resources, and tools for our children when these threats present themselves. Check out our back-to-school toolkit for other ways to help make your child's school year as smooth as possible. For tips on navigating a school campus, check out our campus orientation checklist.

There's a new bill in town! On February 7, 2023, Senator Anthony J. Portantino introduced Senate Bill 323, which addresses the need for emergency safety procedures for students with IEPs. The bill is meant to address the lack of inclusive emergency plans in schools, which often results in students with disabilities being overlooked during evacuations, earthquakes, lockdown protocols, and other emergencies. SB 323 aims to help teachers, staff, and emergency responders keep all students safe.

If passed, SB 323 would become effective with the 2025-26 school year. Here's what it would do:

If the emergency procedures of a school's safety plan are not adequate to ensure the safety of students with IEPs, the IEP would be required to include a description of the necessary accommodations to those procedures.

Local education agencies (LEAs) would be required to create and maintain an Inclusive School Emergency Plan.

The safety procedures required in a student's IEP would be added to the Inclusive School Emergency Plan for any student whose parent provides written consent.

A physical copy of the Inclusive School Emergency Plan will be kept at every school site.

If the student changes schools, their emergency accommodation plan would be transferred within 30 days.

The bill is still in the early stages of legislation, so make sure to bookmark this page and come back for updates!

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School Emergency Plan Checklist for Kids with IEPs

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While schools can provide safe havens for children - a natural place to find community, peers, two square meals, and trained adults to help guide them through childhood - children confront plenty of dangers at school, too. In this article, we're taking a look at the work of keeping our kids physically safe during drills and emergencies.

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The role of the autonomic nervous system plays in regulating behavior

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The role of the autonomic nervous system plays in regulating behavior

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Polyvagal Theory emphasizes the role the autonomic nervous system - especially the vagus nerve - plays in regulating our health and behavior. Created and developed by Stephen Porges, PhD, the theory describes the physiological/psychological states which underlie our daily behavior as well as challenges related to our wellness and mental health. By applying Polyvagal Theory to our personal lives as well as to disciplines such as medicine, education, and management, we can understand how safety, co-regulation, and connection are paramount to a healthy human experience.

Polyvagal Theory in 60 Seconds

We challenged some of our most passionate and well-trained friends of Polyvagal Institute to define Polyvagal Theory in their own words in 20 seconds or less. Here's what they had to say...

Allan Schore: What is Polyvagal Theory

What Polyvagal Theory is about is fundamentally the centrality of the autonomic nervous system in the human experience," says Allan Schore, Ph.D. as he explains in under 60 seconds what PVT means to him. Learn more about Polyvagal Theory and its many applications, the work of Stephen Porges, nervous system regulation, coregulation, neuroception, the vagus nerve, and more... at Polyvagal Institute. Check out our courses, trainings, resources and events: https://www.polyvagal.org Find us on social media: Facebook https://www.facebook.com/polyvagalinstitute Instagram https://www.instagram.com/polyvagalinstitute LinkedIn https://www.linkedin.com/company/polyvagal-institute --------------------------------

3 Key Principles of The Polyvagal Theory

Polyvagal Theory has three defining principles: the hierarchy of the autonomic nervous system (ANS) per PVT, neuroception, and co-regulation. We've described each principle below in detail and if you'd like to learn more, sign up for a course or check out our free downloads in the FAQ's.

The Hierarch y of the Autonomic Nervous System (ANS) per Polyvagal Theory

Through the process of evolution the mammalian ANS has a primary repertoire of 3 principle states. These states functionally and adaptively shift according to how safe we feel at any given moment. The mechanism involved in shifting these states (see neuroception ) occurs beneath the level of conscious awareness. These states form an underlying neurophysiological foundation for our feelings and emotions. In reality, these states are not always independent, but may interact to form hybrid states, which support a continuum of behavioral reactions ranging from quiescence to mobilized actions within both safe and threatening contexts. Download and/or share the ANS diagram (at right, and translated in multiple languages below), which shows the three main states plus hybrid variations.

Neuroception

The regulation of the ANS involves a built-in surveillance system involving higher brain structures that dynamically and continuously interpret information regarding risk that is being transmitted via sensors throughout the body. From this matrix of sensory information our nervous system is constantly discerning risk without involving the thinking parts of the brain.​

Our neuroception scans other people, our own body, and the environment for cues of safety and danger.

As these cues come in, the nervous system reflexively and instantaneously shifts the ANS state to manage the situation and optimize survival.

Neuroception and autonomic state are intertwined: although neuroception is a powerful mechanism capable of shifting autonomic state, it is dependent upon the individual's current autonomic state and historical flexibility to move back and forth among states (i.e., resilience). A more resilient individual will have a neuroception biased towards detecting cues of safety, while a less resilient individual will have a neuroception biased towards detecting threat.

Neuroception is biased towards detecting threat when the ANS is in a state of defense either dominated by the sympathetic nervous system supporting fight/flight or the dorsal vagal pathway supporting immobilization and dissociation. When in a calm state dominated by ventral vagal pathways and the social engagement system, neuroception is less likely to reactively trigger defensive states and behaviors.

If our neuroception is faulty, it sends a signal of danger when we're actually safe, or it sends a signal of safety when we're actually in danger. Faulty neuroception may be influenced by a history of adversity. For example, individuals with a history of severe adversity may find themselves habitually hypervigilant in anticipation of threats. In addition, to optimize the detection of risk and the preparation for defense, they might habitually seek out risky behavior to insure that their autonomic state remains in a chronic state of heightened sympathetic arousal that would prepare them for fight/flight behaviors.

Co-Regulation

We naturally, and unconsciously, send signals of safety or danger to each other which either encourage or discourage the reduction of psychological and physical distance that operationally defines social engagement behaviors.
PVT explains how this occurs through our 'social engagement system'. On a physiological level, neural pathways emerging from the ventral vagal complex in the brainstem calm our reaction to the threat while simultaneously enabling facial expressions, head movements, and vocal intonations that let others know we are open to friendly communication.

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What is Polyvagal Theory | Polyvagal Institute

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If you're looking for a basic understanding of Dr. Stephen Porges' Polyvagal Theory, check out our articles, 20-second videos, simple illustrations, FAQ's and slides to give you a solid foundation of the key principles of Polyvagal Theory.

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Embracing Neurodivergence for peaceful parenting

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Embracing Neurodivergence for peaceful parenting

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In our latest podcast episode, I'm thrilled to welcome Debbie Reber from Tilt Parenting. We dive deep into the world of neurodiversity and explore how peaceful parenting can support differently wired children.

🔍 In This Episode, Discover:

Understanding Neurodiversity: Debbie explains the concept of neurodiversity, highlighting how it encompasses a variety of naturally occurring differences in brain wiring, including autism, ADHD, learning disabilities, and sensory processing challenges. We also discuss how recognizing and embracing these differences can lead to better support for our children.

Distinguishing Between Neurodiversity and Challenged Relationships: Learn how to differentiate between typical behavioral challenges and those that may stem from neurodivergence. Debbie shares insights on how traditional parenting methods often fail with neurodivergent children and why connection and nervous system regulation are key.

The Role of the Nervous System: Explore how a neurodivergent child's nervous system can impact their behavior and why creating a sense of safety is crucial. Debbie delves into the importance of parents maintaining their own regulation and how this can positively influence their child's emotional state.

Supporting Parents in Self-Regulation: We discuss practical ways parents can fill their own emotional reserve tanks, from mindfulness practices to the power of self-compassion. Debbie emphasizes the importance of proactive self-care for parents raising neurodivergent children.

The Power of Community: Debbie shares the significance of finding a supportive community where parents can connect with others who understand their journey. This sense of belonging can be a game-changer for parents navigating the challenges of raising neurodivergent children.

💡 Highlights You Can't Miss:

➡️ Creating Safety: Understand how to create a safe environment for your neurodivergent child by focusing on connection and nervous system regulation.

➡️ Trusting Your Instincts: Debbie encourages parents to trust their instincts when it comes to their child's needs, especially when traditional methods aren't working.

➡️ Community Support: Learn how connecting with other parents of neurodivergent children can provide much-needed validation, ideas, and emotional support.

➡️ Proactive Self-Care: Discover the importance of parents taking care of their own emotional and physical well-being to better support their children.

➡️ Navigating Assessments and Support: Debbie provides guidance on seeking assessments and finding the right support for your neurodivergent child, including the challenges and opportunities in navigating these resources.

Don't miss this insightful conversation with Debbie Reber, where we explore the intricacies of neurodiversity and how to approach parenting with compassion and understanding.

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Connect with Dajana Yoakley
Delight in Parenting
Step #1 - Get the 3 Steps to Reset Your Nervous System FREE Guide or book a FREE 20 minute consult.

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Step #4 - Connect With The Community: https://www.facebook.com/groups/delightinparentingfree

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24. Embracing Neurodiversity in Peaceful Parenting

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Do you have a worrier? I am a worrier and I have a worrier. So far we've been able to manage his anxiety without too much intervention or a 504 plan.

This one is requested so often in our IEP parent group. I'm sorry that it has taken me so long to get around to compiling a list of 504 accommodations for anxiety disorder, including depression.

Hopefully, some of these will help you and you can get them added to your child's IEP or 504. Anxiety and depression are some of the leading causes of school refusal.

504 Plan Accommodations for Anxiety

As always, I am not a doctor nor do I play one on the internet. Please seek their input for anything related to your child's health needs.

You may also want to check out these other posts containing goals or strategies for:

Please remember that a 504 was never intended to be an "IEP Lite" or a pre-IEP. If your child needs specially designed instruction, and not just accommodations, request an IEP.

If your child has anxiety and/or depression, you certainly want 504 accommodations for anxiety and depression. However, accommodations will accommodate for a lack of skill. You want to make sure you are simultaneously teaching the skill that is lacking.

Sometimes, depending on the severity of the situation, I recommend private services to teach things like coping mechanisms and self-de-escalation for anxiety. Special ed teachers are not mental health clinicians.

Now, let's get on to the list!

Anxiety Accommodations: Classroom and Environment

1. "Cool down passes" to take a break from the classroom. Clearly explain the concept to the student and watch for signs of task aversion. Examples might include a walk down the hallway, getting water, standing outside the classroom door for a few minutes, completing coloring pages in the back of the room, or using a mindfulness app with headphones.

2. Always keep the child in school. Do not reinforce or increase anxiety symptoms by sending a child home unless necessary.

3. Provide positive reinforcement, like stickers, extended computer time, or a special activity when a child tolerates a feared situation.

4. Following directions-Concerns about getting the directions wrong either because of distraction or misunderstanding are common.

5. Signaling the class first when giving directions (flashing lights, clapping hands). When possible, have the directions written on the board or elsewhere. It may help assure anxious children that they have understood the directions.

6. Present verbal encouragement and prompts in subtle, non-punitive ways.

7. Provide a consistent, predictable schedule. Post in a visible place for the child's reference.

8. Allow breaks as necessary and offer opportunities for action. For instance, pacing without disturbing others, running an errand, handing out papers, or using a soft squeeze ball.

9. Prompt in advance before calling on him to answer a question.

10. Avoid using jokes, and sarcasm or bringing unwanted attention to the student. (I love this one!)

11. Preferential seating in large assemblies (near the back of the room)

12. Identify one adult at school to seek help from when feeling anxious (school counselor, if available)

13. Buddy system: Pair student with a peer to aid with transitions to lunch and recess (these less structured situations can trigger anxious feelings)

14. Fears of rejection in the cafeteria or on the playground can take the fun out of free time. Help bridge the gap by creating ties between small groups of children. A lunch bunch with two or three children can create a shared experience that kids can draw on later. When working in pairs or small groups, don't always have children choose the groupings themselves. Alternate this with a "counting off" technique or drawing straws to allow variability in the groupings.

15. Anxious children often struggle with the unlikely fear that they will get in trouble. Seat them away from more distracting classmates. It may help them focus on their work and not feel responsible for the class. (until I found this one, I had no idea this was a sign of anxiety, one that my son exhibits often!)

16. Extra time and warnings before transitions are very common 504 accommodations for anxiety.

17. Preferential seating (near the door, near the front of the room, near the teacher's desk).

Anxiety Accommodations: Homework and Tests

1. Extended time on tests will ease the pressure on anxious children, and just knowing that the time is available may obviate the need to use it. Sometimes anxious children become distracted when they see other children working on their tests or turning them in, they may inaccurately assume that they don't know the material as well. Testing in an alternate, quiet place is preferable for some children. Consider the use of word banks, equation sheets, to cue children whose anxiety may make them "blank out" on the rote material.

2. Clearly stated and written expectations (behavioral and academic)
Frequent check-ins for understanding, prompted by the teacher.
Modify assignments; have the child complete only odd-numbered problems, allow him the use of a word processor, or give an oral exam instead of a high-pressure, written exam.

3. Allow extra time on quizzes, exams, and in-class assignments.

4. Children with extreme social anxiety may have difficulty with oral reports.

5. Consider having the child present to the teacher alone, or have the child audiotape or videotape the presentation at home.

6. Not required to read aloud or work at the board in front of the class (but work towards self-advocacy, link above)

7. Videotaped presentations or presenting in front of the teacher (instead of the class)

8. Tests are taken in a separate, quiet environment (to reduce performance pressure and distraction)

9. Word banks and equation sheets: These are useful for children with test anxiety, who tend to "go blank" when taking a test.

10. Using one notecard for important facts, dates, etc. can also be helpful.

11. Breaking down assignments into smaller pieces

12. Modified tests and homework

13. Set reasonable time limits for homework

14. Record class lectures or use a scribe for notes

15. Homework expectations-If a student is spending inordinate amounts of time on homework because of OCD redoing, rechecking, rereading, or simply worrying that the assignment wasn't done thoroughly enough, the teacher can set a reasonable amount of time for homework and then reduce the homework load to fit into that time frame.

16. Teachers can also give time estimates for each assignment (this could be helpful to the entire class) so that the anxious child can attempt to stay within 10% of the estimated time.

17. Eliminate repetition by having the child do every other math question, reduce reading and writing assignments, and consider books on tape if a child is unable to read without repetition, for a child with writing difficulties, consider having a parent, teacher, or another student "scribe" for the child while he or she dictates the answers.

504 Plan Accommodations for Anxiety

1. A preferential group (teacher or adult child knows well) for field trips is a great 504 accommodation for anxiety

2. Help after illness: Missed work can spike anxious feelings. Providing class notes and exempting students from missed homework can help.

3. Assign a responsible buddy to copy notes and share handouts.
If tests are given on the day of the child's return, give them the option to take the test at another time and use the test time to make up any other missing work.

4. Substitute teachers: Letting the child or family know when a substitute will be in the classroom can help the child prepare.

5. Class participation: A child may fear getting the answer wrong, saying something embarrassing, or having other kids look at them.

6. Determine the child's comfort with either closed-ended questions (requiring a yes or no) or with opinion questions. Start with whichever is easiest.

7. Use a signal to let the child know that his turn is coming.

8. Provide opportunities for the child to share knowledge on topics in which he or she is most confident.

9. Fire and safety drills-While these drills are necessary, anxious children can be very distressed by imagining these events. If there is an opportunity, signal the child in person just before the alarm sounds. This may buffer the surprise of the drill and allow children to mobilize with less distress.

Printable List of Anxiety Accommodations
https://adayinourshoes.com/wp-content/uploads/Anxiety-Accommodations.pdf
I hope this list helps you develop a solid support plan for the student.

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Printable List of 504 Accommodations for Anxiety (IEP too!)

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A printable list of 504 accommodations for anxiety (or for an IEP) to get you on the path to a more peaceful and calm day for your child at school. (IEPs too!)

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We all know the dread and frustration that can accompany IEP meetings. You're armed with data, observations, and a passionate desire to get your child the support they need, but sometimes it feels like you're speaking a different language than the school team.

Here are some essential questions you should be asking at your next IEP meeting to ensure your child's needs are fully understood and met. Plus, there's a handy printable at the end to take with you.

Keep in mind that since I've been an advocate since 2010, I've attended hundreds of IEP meetings. Yes, I could have made this list something like "101 Questions to Ask at Your IEP Meeting."

I have a tendency to overwhelm parents with information sometimes. This list is a basic framework to get you started. I know that there are many more things to ask about, but for the parent who is new to asking questions, this is a great starting point.

Questions About Your Child's Progress

What happens if my child isn't meeting their IEP goals?

You need a plan B. What interventions will be put in place if your child starts to fall behind?

Questions About Evaluations

Can you explain the evaluation results in simple terms?

No jargon. Just plain English. You need to understand what the tests actually say about your child's abilities and needs.

Questions About Supports and Services

How will these supports be implemented in the classroom? And in what placement?

You need to know the practical application of these supports to ensure they're realistic and effective. You also want to know how much push-in vs. pull-out services your child is getting.

IEP meetings are a marathon, not a sprint. Don't be afraid to take your time, ask questions, and request clarifications.

It's your right as a parent to understand every part of the process and to advocate for the best possible support for your child. Per IDEA the IEP team is required to provide you with someone who can explain IEP evaluations to you.

Don't be intimidated, ask! This is what they do for a career-and just like they don't know your job, you don't know theirs. It's ok to ask for assistance.

Printable: Questions to Ask at Your Child's IEP Meeting

To make things easier, here's a printable list of all the questions discussed above. Print it out, bring it with you to the meeting, and jot down the answers. Being prepared can make a world of difference.
Download the IEP Meeting Questions Printable
Until next time, keep advocating, keep asking questions, and keep fighting for your child's education. You've got this!

Printable List of Questions to Ask at an IEP Meeting
Progress:

1. Can you provide specific examples of progress my child has made since the last meeting?

2. What metrics are you using to measure progress?

3. How frequently is my child's progress monitored and reported?

4. What happens if my child isn't meeting their IEP goals?

Evaluations:

5. Can you explain the evaluation results in simple terms?

6. What areas were evaluated, and were there any areas not assessed that should be?

7. How do these evaluations inform the goals and services in the IEP?

8. Can we discuss any discrepancies between this evaluation and previous evaluations or independent evaluations?

Supports and Services:

9. What specific supports and services will my child receive?

10. How will these supports be implemented in the classroom? (a good time to ask about placement if you have questions)

11. Who will be providing these services, and what are their qualifications?

12. How will the effectiveness of these supports and services be measured?

13. How will communication between home and school be handled regarding these supports?
Download Printable
Feel free to share this with other parents who might need a little guidance.

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The Questions You Should Be Asking at Your Child's IEP Meeting

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Everyone says you should "ask questions at your IEP meeting." But what if you don't know what to ask? I've got a PDF list for you.

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Combat ableism in parenting with low demand parenting: focus on individual needs, promote radical acceptance, and advocate for inclusivity and neurodiversity.

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This doesn't mean that you need to collaborate with your PDAer. Just that you recognize that when you don't and the decisions involves them, there will likely be a nervous system cost to the child, and you may see challenging behaviors that are an expression of the threat response.

Like other Autistics, Autistic PDAers have uneven sensory sensitivities. We may crave deep pressure and high energy exercise & impact, but may be highly sensitive in smell, texture, taste, vestibular, or certain kinds of touch. Get to know your PDAer's unique sensory system and offer sensory supports and pleasurable sensory experiences. If your PDAer is not in burnout, they will likely benefit from a child-led Occupation Therapist who focuses on whole body sensory integration (as opposed to fine motor school skills). If in burnout, it's not the time to work on this outside the home, but you can strew opportunities for satisfying movement at home. Check out for a great introduction to the sensory system

This doesn't mean that you need to collaborate with your PDAer. Just that you recognize that when you don't and the decisions involves them, there will likely be a nervous system cost to the child, and you may see challenging behaviors that are an expression of the threat response.

Like other Autistics, Autistic PDAers have uneven sensory sensitivities. We may crave deep pressure and high energy exercise & impact, but may be highly sensitive in smell, texture, taste, vestibular, or certain kinds of touch. Get to know your PDAer's unique sensory system and offer sensory supports and pleasurable sensory experiences. If your PDAer is not in burnout, they will likely benefit from a child-led Occupation Therapist who focuses on whole body sensory integration (as opposed to fine motor school skills). If in burnout, it's not the time to work on this outside the home, but you can strew opportunities for satisfying movement at home. Check out for a great introduction to the sensory system

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9 Core Accommodations for Autistic PDA children & teens

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By Rabbi Shoshana Meira FriedmanConventional parenting strategies do not work for PDAers. Without knowing about PDA, families like mine often struggle for years in shame and distress, wondering why all the professional advice of rewards and consequences, routines, schedules, and firm boundaries are only making things worse.

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Triggers for meltdowns from an Autistic perspective

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Autistic Science Person, Shannon Des Roches Rosa

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Our autism checklist of doom is meant to help people the kinds of things that may upset an autistic person, ones that aren’t always obvious.

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Providing up to date research and research on autism and ADHD from a neurodivergent affirming perspective.

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What is Low Demand Parenting? How do I drop demands for my kids? Does low demand work? And all your burning low demand questions -- answered.

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4 SURPRISING WAYS I ACCOMMODATE MYSELF (AND HOW I RESIST ABLEISM)

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Here are the ways I accommodate myself and resist ableism. PDA and Autism can make even the simplest tasks feel high demand. Start utilizing accommodations, today!

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Amanda Diekman 0:03

So much of what I get in terms of maybe a criticism of low demand approaches is like, Oh, you're letting your kids run the ship, you should have better boundaries. And I find that it's really the other way around. I start by honoring my child's boundaries, my child's timing my child's needs, I teach them where their boundaries are.

Penny Williams 0:30

Welcome to the beautifully complex podcast, where I share insights and strategies on parenting neurodivergent kids straight from the trenches. I'm your host, Penny Williams. I'm a parenting coach, author and mindset mama, honored to guide you on the journey of raising your a typical kid. Let's get started. Welcome back to the beautifully complex Podcast. I'm joined today by Amanda Diekman. And we're going to talk about low demand parenting. And I'm really looking forward to this conversation. I think we're all going to learn a lot from Amanda, and we'll see how this can help us in parenting, our neurodivergent kids. Amanda, it's great to have you here. Can you start by letting everyone know who you are and what you do?

Amanda Diekman 1:23

Absolutely. Hi, I'm so glad to be here. And then they entered Dieckmann, I live in Durham, North Carolina. And I'm a mom of three neurodivergent kids. I right under the name low demand, Amanda. And it is my mission to spread the word that we can drop demands and release expectations to align with our kids around radical acceptance.

Penny Williams 1:47

I love the term radical acceptance because I think that it is so monumentally important for parents of kids with differences. Yes, there are so many extra things to accept. And until we accept them, we're not going to make any progress. And we're not going to feel effective as a parent, in my opinion.

Amanda Diekman 2:08

I agree. And I found that the more I release my imagination of how this was all going to be both who I was going to be as a parent and who my children were going to be, the more I can let go of all the things I thought I knew, and instead show up for the real life that I'm living for the real parent I am. And for these complex and beautiful children that I have, the better I know how to listen to them and respond to them. And to myself. The radical acceptance goes both ways. I've need radical acceptance for myself, and the human I am and for them.

Penny Williams 2:51

Yeah, yeah, that is so true. Let's dive into low demand parenting. Great. What is low demand parenting?

Amanda Diekman 3:00

Low demand, parenting is an approach. It's a way of moving through the parenting life that has six essential steps. And that starts with having a lens for viewing the world with an eye for demands. So demands are essentially solutions to problems. There are ways that we are trying to solve things in front of us. And we are solving them by issuing a present tense request of somebody else a demand, put on your shoes, and demand sit on top of expectations. Like I expect you to be a child who responds to me when I speak to you, and who obeys what I ask, then expectations are on top of the need, I need to feel like a good parent, I need to be on time to church today. I need to go find my keys because I can't find them. And you need to put on your shoes. And the demands are really just the very tip of a layered experience that each person is having. And the real magic of low demand parenting is meeting your own needs without asking anything that's too hard of your children. And so we kind of start at the end, we figure out what is the real need? How do we respond to ourselves in the moment and notice patterns of needs over time so that we can be proactively meeting our own needs and releasing our children from those expectations that they are communicating to us are too hard for them.

Penny Williams 4:42

Yeah. And so often we have to adjust our expectations for neurodivergent kids, or we need to be doing that right. So it really coincides with that. That we have to focus on the kid that we have not on those general expectations are culture and age, I guess to the child's age.

Amanda Diekman 5:05

Yeah, the low demand approach. To your point, everything I've learned about this way of parenting that is more about releasing than holding, that's more about seeing then projecting, I've learned at all from my neurodivergent kids, as they show up fully themselves, especially one of my children, has a presentation of autism, where he is particularly inflexible. And the way I think of that is actually grounded in himself that he knows what he wants and needs. And he really cannot bend from that. And I'm so grateful for that strength, because he was my wake up call, when he said, I can't do this anymore. In all his behavioral expressions, essentially, when he went into burnout, I needed to shift my parenting radically.

In order to make a family life that safe for him, I needed to give him that radical assurance that he is okay, just as He is, and I will change everything to make our family safe. And I did. And he taught me he took me by the hand and taught me how to be a low demand parent, because it's what he needed and deserved. And without his willingness to interrupt the flow that I thought I was on, I wouldn't know so much about myself that I learned in this process, including the fact that I'm autistic too. I was so on the track of performance and meeting expectations, that I didn't even have the ability to notice how hard I was working in the world. And so the low demand journey has been led by my kids, and it's been a gift to me. And everyone looking in from the outside would probably say, Yeah, but your kid went through burnout. Isn't that like the greatest pain? Isn't that the worst thing that could happen? And I would say yes, and no, it was his opting out of the world as I had built it, and helping me build a new world.

Penny Williams 7:10

So beautifully said, I think it's so important to meet our kids where they are, but also to be open to what they are signaling us and what they need in those signals, so that they can guide us. You know, I think a lot of people cringe when we talk about letting our kids guide the parenting journey. But that's being true to who they are. And it's also a form of radical acceptance, right? We're saying, Okay, this is the kid I have, this is who they really are. And these are the specific needs that they have. And I have to parent that kid.

Amanda Diekman 7:52

Yes, absolutely. The first step of low demand, parenting is seeing demands, seeing through a demand lens. And the second is recognizing what are your real needs. And the third is listening to your children. And listening is a very active process, it takes so much attention and time to really listen to our kids and what they are telling us. Because we have to listen to all the ways they communicate whether it's words or not. So many adults expect that a conversation has to happen in a back and forth verbal way. And when we can let that go recognize, hey, that's just another demand we're bringing into the situation that's based on an expectation and based on a need, well, the core need is probably to feel connected to your child.

And we can feel connected. Even when my child is slamming the door, I can say, Oh, he's telling me, I'm done with this conversation. Now. He's telling me I need space. And I can honor that communication by giving him what he's asking for. And it turns out in my own journey, that reframing behavior as communication isn't just an intellectual exercise that actually changes how I feel on the inside about those behaviors. I really can feel grateful for behaviors that people would think like, there's no way that you could be glad that you're being ignored. No, I'm glad because that ignoring is telling me something, it's shows that my child still trusts me, and is still in open dialogue with me that they haven't shut down that they are still showing up to our relationship. And it's my job to ask what is this ignoring, telling me and how can we get to the core of this communication in a more helpful way? So that I can shift something in our dynamic to make room for the conversation to flow again.

Penny Williams 9:52

Yeah. And that connection piece, you know, to get real, genuine connection We have to be sort of in tune with each other, right? And so if my expectations are out of reach, or they're unrealistic for the kid that I have in that moment, then we're not in sync. And I feel like that really hampers that connection that's so valuable in our parenting that relationship with our kids.

Amanda Diekman 10:22

Yeah, I think that the core of everything is trusting connection. Within that flow of trusting connection, everything moves through that channel. And I've experienced that being cut off, because of the way that I was parenting before I shifted into the low demand approach of ramping up expectations. And a lot of that I got from the professionals in my world who told me, you know, you need to have more rigid boundaries, you need to tell them, hey, if you do this, I'm going to do this, and a lot of those were disconnected moves, you know, I'm going to take you to your room, I'm going to put you in timeout, that advice led me down a path of disconnection, to the point that I felt like I don't know who my kid is, I don't know how to find them. And I'm sure that it was both ways that my child didn't know how to find me. And we were so disconnected.

And for me, the first step towards healing for anyone who's feeling like you're in that place where that channel of trusting connection just feels cut off or gone, the first place I went to, was a humble return. And at night, I wasn't allowed to put this particular child to bed anymore, it was too difficult for him. And my husband did the going to bed, and I would crept in, and I lay down on the floor next to his bed silently laid there. And it was kind of my nightly return is I just tried to come back in silence, with a posture of submission and connection. And I actively tried to return that trust, seeing that I had broken it, and that it was my role as parent to repair. And we did repair, we repaired very slowly, day by day. And yet it added up to what is now a very robust connection. So I don't speak from a place of like, oh, this has always been easy for me. And you know, me and my kid, we're just two peas in a pod right now, sometimes it's hard. And sometimes it gets lost. But we can always return.

Penny Williams 12:33

I love that idea. Because then we have this impermanence to the struggle, then we can see, okay, this is right now, but it's not forever. And we can do things to make change. But we have to be aware of our kids timing. That's what strikes me pretty big in the story that you were just telling is that you gave in, but you accepted His timing, and what he needed and the progression that he needed for that repair.

Amanda Diekman 13:06

I think respecting my child is the core of what healing looked like for us. He deserved my respect. He was expressing to me, I'm not trusting you right now. And I respected that as true. I didn't say, Well, I'm the grown up, and I make the rules around here. And you're supposed to No, no, no, you are telling me something so important. And I respect what you have to say. And I'm going to hear it all the way into my heart, and then make a change. And I find that that respect around our kids boundaries. So much of what I get in terms of maybe a criticism of low demand approaches is like, Oh, you're letting your kids run the ship, you should have better boundaries.

And I find that it's really the other way around. I start by honoring my child's boundaries, my child's timing my child's needs, I teach them where their boundaries are with what is hard versus what is too hard. If something is too hard for them, we let things go. We release that expectation. We drop it and teaching them that that's okay, that we can let things go and things are too hard for us. And we can choose to stay within our zone of tolerance without always pushing over the edge that that eventually and it has absolutely for us that that adds up into them learning how to respect my boundaries. And when I say this is too hard for me right now. I need us to let this go. It's really by gifting them with respect that it comes back to me and it's by gifting them with honoring their boundaries that it comes back to me it's not with insisting on it. That's not how I teach it. I teach it by teach ask them their own boundaries and their own needs and their own voices.

Penny Williams 15:05

Yeah, what strikes me is that so often we set boundaries as a parent, and we hold hard and fast to those boundaries. But we don't think about our kids boundaries. We don't think about what they need, right. And so there has to be, as you're saying, A marrying of the two, there has to be a way to hold tight to safety and, you know, certain core boundaries that you may have for your family, but also to do it in a way that honors that your child has needs and boundaries as well. Yeah, absolutely.

Amanda Diekman 15:45

A family culture that grows up around that. And mutuality, is one of saying, I see you. And you can see me and have permission giving that flows both ways that I can let you off the hook for this. And you can let me off the hook too. We can make mistakes and repair. We have a family culture in our family of family rules, but they're all permission giving roles. So ours are things like we can eat anything, anytime, anywhere. And that works for us that we have a low demand approach to food, which meets my kids sensory needs to of my kids can't hear other people chewing while they're eating. Yeah, so for them, the mealtime had become such a place of stress and anxiety, that any goal I had of making it a family connection point was completely impossible because of their sensory needs. And so when we shifted to letting them rediscover food as a safe thing, and eating as a place of connecting to their own bodies, instead of just the horrible dysregulation, disconnection that they were experiencing, it was a low demand approach that enabled a radical connection to themselves.

And it opened up space for us to find other ways to connect as a family, I didn't have to completely drop my hope that we would have a ritual of family time every day, it just meant that we needed to find other ways to get that need met. So we have family time around books, we have family time around wrestling, we have family time, when I partner comes home from work is a gathering point for our family. And we notice all of those times as being significant and important. Just because they don't happen around the table doesn't make them in any way less connecting for us as a family. In fact, they're more so because it's not up from a point of stress or overwhelm. And that's how the low demand approach works its way into a family culture is that it creates this room for me to recognize what are my core values and what are my real needs. And to release the demands that I was placing on them, like you will come to the table at six o'clock for a meal, and instead recognize what their real needs were, and what makes them feel safe, and alternate ways that we can all get our needs met at the same time.

Penny Williams 18:17

I'm so glad that you brought up family mealtime and the replacement of losing that, right so many families think, well, you know, we have to have some time where we have family togetherness. And the dinner table is where we do it because that's where my parents did it. And their parents did it right. And we go along these traditions and we get so stuck in the idea that we have to have family dinner, without thinking about the fact that there's alternatives as you were just describing, there's so many other ways to have family togetherness, it can be different for your family, it doesn't have to be what everybody else is doing. Which I can tell you not everybody else is doing it right. Like, right, we have these trumped up ideals of what that's like. And a lot of families are not succeeding at family dinner, and it's okay. The point is the family connection, just as you were saying, the point is that you get to come together in a way that works for everyone. Because we have so many kids who don't do well with family dinner and being at the dinner table together and for a myriad of reasons. But this comes up so often in conversations with parents, and we have to be able to bend writing to really say, Okay, I see you I hear you. Let's find another way to do it.

Amanda Diekman 19:44

Yeah, absolutely. I see you I hear you. Let's find another way is an incredible expression of the core of taking a low demand approach when we're in touch with not just the demand, but the expectation and then Eat when we can identify those layers to something that seems as ordinary and expected as eating a meal at the table. It's not just a meal at the table, because there are all these tiny demands that go into sitting at the table, they're sitting a certain way in certain seats. There's what we hear what we see what we smell, there's also listening to adults talk to each other in a way that maybe isn't engaging for the children. There's so much that goes into it. And rather than either throw out the entire meal, which we have actually rebuilt rhythms of eating together, that still recognize that my kids can't hear other people do, we've still found ways to create meal time, but we had to really get clear about what's the demand for different people around the table.

And I was able to recognize, oh, I was actually really stressed at mealtimes too, because it was a demand on me to deliver food simultaneously to a number of different eaters who have very different preferences. And that was too hard for me. But I'm happy to feed people what they need, as long as I can do it in ways that work for me. So it's just back to that question of mutuality and listening. And when our needs are met, we can move into that creative space that you were just describing where we say, I see you, I hear you, I can help meet your needs. And I can get mine met to when we're in stress. And when our own systems are overloaded. We can't be creative and flexible. It's too hard. Yeah. So we have to drop demands of ourselves at those stressful times of day, as well as our kids.

Penny Williams 21:44

Yeah, it can be so stressful family dinner time for everyone. Because the parents can be so stressed about making it a reality about having it go well, right. We sit down and we have this idyllic Norman Rockwell dinner, right where we're all around this bountiful table and everybody's sharing how their day was and not real life. And my son also quit family dinner around, I would say age 13, 14, something like that. And it was really hard for me because I was really stuck on that idea that we had a time that we did things together, right. But for him, it was feeling like he was being grilled. Just that conversation of how was your day, which a lot of people would say is polite, was stressful to him. Yeah. And so I said, Okay, I get it. No, I'm not going to force you to eat together at the table. We'll find other times to do that. And we just let go of that expectation.

And then slowly, but surely, we've come back to it a little bit. So when it's somebody's birthday, or we're celebrating something we'll eat together, but we don't eat at the dining room table, we sit more casually and eat together, there's less pressure, I think in a different setting. And we're working on doing like one night a week of family and dinner, adding one night back into the regular rotation. And that's because that's what he needs. And it also satisfies what I felt like I needed, right. And I found that another way, it's just as you've been illustrating, and I think it's so important here is we're not talking about giving one person what they need versus the other. It's that mutuality that you keep bringing up. It has to work for everyone. And we can be creative to find things that can work for everyone.

Amanda Diekman 23:46

We can I love your story. Your child communicated to you this is too hard for me. Yep. And you said, Okay. And I really think for somebody who's just starting out with this approach, starting with listening to the places that your child is clearly saying this is too hard for me and saying, Okay, it's your starting point. It's the first step. And when that okay, hurts when there's a stain on the inside, as you release, that is your cue to return to yourself. What is it about this demand? That's important to me? Yeah. What is it about family dinner that I'm having a hard time letting go of what's too hard for me about saying okay to my child, and how can I get that need met another way without pushing my child beyond their boundary that they are clearly communicating to me in this moment? How can I honor my child's boundaries and get my needs met?

Penny Williams 24:44

Yeah. And I just want to be real about our child communicating their boundaries. You know, for us in that example, it was no I'm not coming. You can't make me write yelling, slamming doors. It wasn't. Hey, Mom, I can't do this anymore. And this is why, right? We're tasked with interpreting that communication and seeing that there is communication within that, right that he's having a hard time. And that's why he's putting up a wall and saying, I'm not gonna, what he's saying is I can't I can't do this right now or for a while, or, you know, it doesn't have to be forever, either. But that communication can come in ways that we don't appreciate, right? Yes, yeah, to us. But we have to recognize that that behavior is the way that they're telling us what they need.

Amanda Diekman 25:39

Yeah. And that's true for me. And every time I said, you know, my son clearly communicated this to me, my son that I'm talking about in that story is eight. And he has a very colorful vocabulary that helps them to express just how strongly he feels about things. And it's not what most people would think is acceptable for an eight year old. And yet, for me, the words that he uses are so much less important than the fact that he's communicating with me, and that he's showing up to our relationship, telling me things that I want to know. And so I share with him, I don't love those words. But I hear you telling me and I hear what you're saying. And I believe that keeping the flow of communication open, even when the words are the behaviors staying is the most important thing.

Penny Williams 26:32

Yeah. And it builds that trust, right? When we're open to hearing them, like truly hearing them. We're also building trust. I want to make sure before we close that, we talk a little bit about giving up versus low demand parenting, because I can imagine that a lot of parents and years ago, before I got to the place that I'm in now, I would have assumed that you were saying that I just need to give in to my kid, I just need to let them do what they want to rules be damned doesn't matter if they do their schoolwork, like just giving up on everything. And that's not what low demand parenting is. No, no, it's not what you're saying. Can you go a little deeper on that?

Amanda Diekman 27:17

Yeah, absolutely. So giving up is the ultimate act of severing trust, I don't trust that we can go anywhere with this, I am going to disconnect either mentally or physically from this relationship. And I am going to release this bond between us and I am no longer going to be an active listening and connection to you. It's saying I don't care anymore. And low demand is the opposite of that. It is saying I care so much that I'm going to listen to all the things that you're telling me and to myself and my own discomfort and my own pain and my own struggle, I'm going to allow it all to be okay, I'm going to stay with it all until we find a way forward. And it's really a very hopeful posture. It requires some kind of belief that together, we can figure this out. Together, we can create a family dynamic that works for all of us. It's very engaged, though, from the outside, people may look at it and think, you know, you're just letting them do whatever they want. It's not that I am listening deeply to when they say I want this. And we're differentiating between wants and needs, we are getting deep into what the needs really are beneath the wants.

We are communicating with each other over each one of these items. So I'll give an example that we're in right now we're coming up into holiday season. And there are lots of wants and needs that are coming up as like wish lists come around. And this is a real place of struggle for one of my kids that he has a lot that he wants. So what we're working toward, you know, if you think of it as giving up, like if I just give up, I'll just give him everything he wants, because I can't handle the screaming or I can't handle the challenging behavior. So I'll just give him everything. Where we are moving is instead in this deep listening back and forth process. We're identifying all the demands around holiday gift giving that are challenging for my child, what is all the things that have been hard for him in years past? And in communication with him this year? You know, what is the worst part?

And getting this full list of demands and using that demand lens for looking at the situation? And then really actively identifying why do we create a wish list? What is this even for? What do I care about in the gift giving process? How do I want to nurture my child into growing up into the kind of human that I want him to be? And what is it about for the other people. And so it's a very introspective active process. And where we landed in the end is that we're going to create a yes list instead of a wish list where everything he puts on the list he will get. But there's a budget and we are clear, this is the amount of money that we have to spend on you this year, and you can put what you want on the list, and then you will get it. And so it takes out this anxiety ridden, what am I going to get for Christmas this year kind of process.

So it may end up with something that people would say, Oh, you're just giving him everything he wants. It's not that at all. It's a process of digging deep into our relationship of really building trust in the way that we move through a really challenging time. And so in the end, when we look back on it, we all look at it and say, Wow, we solved that problem with a solution that works for all of us. And didn't we do an awesome job, and didn't we trust each other? And can't we'd use that again, for other challenging times. Whereas I think if we'd given up, what we would look back on it and say is like, my kid got everything he wanted again, instead of like, wow, I created a scenario where my kid could get everything he wanted. And it worked. For me. It's a very different posture towards the parenting role. And the outcomes of it are entirely different in terms of connection with your child.

Penny Williams 31:25

Yeah. And I think he learned other skills through that too. You know, problem solving, you know, if he said, Oh, my goodness, I really have to have this thing, and I don't have enough money left, then he has to say, Okay, how do I make it happen, right? And prioritizing, like, there's so many skills that go into that. And what I want to point out is that you've held your boundary, you know, we're not telling parents that you have to give up on every thing, and that it's all just willy nilly, and your kids are running the show, oh, you had a budget, you gave him the budget, that was the boundary that you needed. And it worked out by you respecting what he needed, he could respect what you needed, and vice versa. Right? that respect is so key in that way that we're seeing each other in these situations.

Amanda Diekman 32:17

Yes. And it radiates outward. Because then family members who say, Wait, you know, aren't we supposed to give these gifts as a surprise, it has to be a surprise, I get to press into that and say, Well, this year, our priority is meeting our kids needs and meeting him where he's at. And getting gifts that are surprised are too much for him. But he receives loves by you instead contributing towards this budget. And what do you really need from this process? I can ask them, What do you want? Do you want to see his face light up? When he opens the gift? Do you want him to know that it's from you? How do you want to be a part of this process. And so it gives each one of us room to state our needs. And to be more honest and introspective about what we're showing up with and kind of move out of that autopilot of this is how it's supposed to be?

Penny Williams 33:05

Yeah, it's that radical acceptance, again, really is key to this parenting, I'll tell you, as you well know. And I just I've learned so much about that mutual respect about how, you know, we show each other how to show up for each other, between adult and child. And if we really lean into that great things happen. Everybody gets what they need. We're not stressed out or not feeling crazy. To go along with the holiday example. When you're when my son was really young, probably first diagnosed, maybe age six or seven. We had put the presents under the tree the night before. And my husband was like, I need to sleep on the sofa by the tree, because he's gonna get up and he's gonna ruin everything. And I was like, no, just give him the benefit of the doubt. It'll all be fine. Well, he did exactly what dad thought he would.

Then everybody was angry, right? Everybody was just angry. And I was literally on the floor in the pantry crying, because Christmas was ruined. And somehow I was able to come to the conclusion that we were allowing it to ruin everything. We weren't telling ourselves a story that it was terrible. And it had ruined the holiday and how bad he was and write all these things. And we had a conversation and we said we're not going to let it ruin it. And we accepted what happened and we moved on. It was such a huge, huge lesson for me that some things just don't matter as much as we think they do like a kid opening his presents at four o'clock in the morning and building it out of Legos. Right like, Is that the end of the world? You know, it's that acceptance that letting go of some things that helped us to be able to pivot in just that one example. But that goes with everything right every time. There's some sort of expectation that went along with our own parental need, or adult need, then often if our kids can't meet that, we let it derail everything, instead of just saying, Okay, how can we shift course, instead, such powerful stuff that you're teaching us? Thank you, I want to just give you a chance to add anything else that you might be thinking really briefly before we close.

Amanda Diekman 35:42

Last thing I'm thinking in response to the story you shared is the importance of being proactive, with our dropped demands, the power of looking ahead and saying, instead of laying on the couch, or crying in the pantry, we're going to let it be okay. For for a presence to be opened, that so much of where parents get stuck is dropping demands in the moment and letting things go, what's there already hard and hurtful, but the power of saying I can be okay, if the gifts are pre opened, I can be okay. If my child is eating a popsicle, 20 minutes before dinner, I can say we allow popsicles at that time, that is okay. We can make choices to proactively drop demands while aligning with our d values. And it opens up a whole different channel of parenting for us where we get to look into the future and let things be okay.

Penny Williams 36:43

Yeah. And it's work that we're doing on ourselves. You know, you can't just flip a switch now that you've heard, I mean, to talk about this and be like, Oh, okay, I'm gonna let go of all of it. It's done. You know, it's it's not that easy. We're not saying it's not easy. It takes a lot of work and mindfulness awareness, intention, but it can be done. And the rewards will far outweigh the difficulty in getting there, I think. Yes, absolutely. Thank you so much for being here and sharing some of your insights and your own personal story. I know that it's helping our listeners, I've had my own AHA as as we've talked, and it's just so powerful. I want to make sure that everyone listening knows how to connect with Amanda by going to the show notes at parentingADHDandautism.com/206 for episode 206. We'll have links there to your website and ways to connect and learn more from her. And I certainly encourage you to do that, to take it a step further. And with that, I just want to thank you one more time. It was a pleasure. And we'll end here I'll see everyone next time. Thanks for joining me on the beautifully complex podcast. If you enjoyed this episode, please subscribe and share. And don't forget to check out my online courses and parent coaching at parentingADHDandautism.com and at thebehaviorrevolution.com

Transcribed by https://otter.ai

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206: Low Demand Parenting, with Amanda Diekman - Beautifully Complex

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Podcast! Low Demand Parenting, with Amanda Diekman. Learn Listen all six steps to shift to low demand parenting and see a transformation for your family.

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I was a little nervous about publishing The Explosive Child. It was my first book, and I was concerned that it would be disparaged by mental health professionals who had a more traditional view of how to handle behaviorally challenging kids. But it didn't turn out that way. I've seen a lot of traditional thinkers come around to the view that collaborating with kids on solving the problems that affect their lives is a good idea...and that being unilateral isn't in anyone's best interests. - RG

The Explosive Child
Excerpt:
Often people ask, "How do I know if my child is explosive?" There's no blood test, of course. "Explosive" is just a descriptive term for kids who become frustrated far more easily and more often, and communicate their frustration in ways that are far more extreme (screaming, swearing, spitting, hitting, kicking, biting, cutting, destroying property) than "ordinary" kids. To be perfectly honest, I've never been a huge fun of the term. First, explosive implies that the outbursts of these kids are sudden and unpredictable and - this may be a little hard to believe at first - that's not true most of the time. Second, while many behaviorally challenging kids explode when they're frustrated (screaming, swearing, hitting, kicking, biting, spitting, and so forth), many others implode instead (crying, sulking, pouting, having anxiety attacks, and being blue and withdrawn or cranky and irritable). So, the title of the book notwithstanding, the strategies described herein are applicable to kids who are exploding, imploding, or some combination of the two. The term I'll be using to refer to all of them is "behaviorally challenging" (also not an ideal term, but maybe the best we can do).

What you'll learn in the early chapters of the book is that the terms that have commonly been used to characterize behaviorally challenging kids -- terms such as willful, manipulative, attention-seeking, limit-testing, contrary, intransigent, unmotivated -- are inaccurate and counterproductive. You'll also read that a lot of the things we've been saying about the parents of these kids -- that they're passive, permissive, inconsistent, non-contingent, inept disciplinarians -- aren't very accurate or productive either. In addition, you'll learn (you may know this already) that the various psychiatric diagnoses that are commonly applied to behaviorally challenging kids don't provide us with the information we need to accurately understand their difficulties and effectively help them.

This may sound a little strange, but there's never been a better time to be living or working with a behaviorally challenging child. That's because an enormous amount of research on behaviorally challenging kids has accumulated over the past 40-50 years, so we know a lot more about why they're challenging and how to help them than at any other point in human evolution. The research provides us with new lenses through which to view their difficulties, and those new lenses can help caregivers respond to and help these kids in ways that are more compassionate, productive, and effective. That's the good news. The bad news is that the new lenses can take some getting used to (after all, you may have been wearing different lenses for a very long time) so seeing things through those alternate lenses will require an open mind. Also, the strategies contained in this book can be hard to implement (early on), may be different than the ones you've been using, and may represent a departure from the way you were parented. So you'll need an open mind there, too, along with some patience (with yourself and your child) as you're practicing new ways of interacting and solving problems together.

If you are the parent of a behaviorally challenging child, this book should help you feel more optimistic about and confident in handling your child's difficulties and restore some sanity to your family. If you are the child's grandparent, teacher, neighbor, coach, or therapist, this book should, at the least, help you understand. There is no panacea. But there is certainly cause for hope.

Reviews:

Of all of the books that I've bought and read to try and understand what makes my son tick, this, by far exceeds them all! I've always known that I couldn't be the only parent out there with a child that that exhibits these behaviors, and now I know I'm not! The advice and approach to dealing with a difficult child is something every parent and teacher should read.
Amazon reviewer

My "child" is heading off to college, and because I read this book when she was young, I have loved being a mother all these years. Otherwise I think it would have been one big fight trying to mold her into what she was "supposed" to be instead enjoying who she is. Thank you Ross Greene.
Amazon reviewer

One key point the book makes is that "explosive" is a bit of misnomer. It also refers to kids that get overwhelmed with frustration (or something else) and shut down, rather than explode. My own kid becomes either frustrated or overwhelmed with a problem that he can't solve and retreats to his bed and lays there a while. This book helped explain why my 9 year old son is behaving the way he is, and provides a method to help him improve. We haven't gotten that far yet, but the book's description of my son is so spot on that I am hopeful the method will work.
Amazon reviewer

After reading numerous books to help my imperfect child, I found this method to be the one and only solution for my 10-year old son. My son has been diagnosed with ADHD, depression, and borderline Asperger's. I have spent years with him in therapy, in which punishments and rewards were always suggested. It never worked. As soon as I began reading Dr. Greene's, "The Explosive Child" I began crying because the girl, Jennifer, was exactly like my son. Through Dr. Greene's book I have found a way to break down all the barriers that have been causing so much stress in our lives. Dr. Greene's method is more about teaching your child the tools he needs to be successful in handling choices or problems without a total meltdown. My son's short fuse is gaining length as long as I keep remembering that although it seems like I'm giving up parenting power, I am actually getting more power in a less hyper-vigilant way and I have learned that "kids do well if they can."
Amazon reviewer

This was an excellent read. I'm 30 years old, and I was not reading this for my own parenting skills (although that was a definite perk), but to gain some insight as to why my own childhood was incredibly hurtful, frustrating, and confusing. Coming from a home with no abuse or out and out mistreatment, it is hard even at this point to look back and make sense of why growing up was so difficult. I had problems in school, although I tried very hard, and I was constantly getting in trouble for not following through on things, even though I didn't realize what I hadn't followed through on. I had problems getting along with peers and siblings, and spent a lot of time wondering why I was so stupid and lonely. I had Plan A parents, and this book was really helpful in making sense of it all. I'm pretty sure this book isn't supposed to make you cry, but I did. I can vouch for kids like me, that they aren't failing because they want to be defiant and rebellious. Kids like me experience pain in constantly trying to succeed and failing, feeling burned out, and acting out of intense frustration. Discipline won't help that, because the child already knows and is trying. Helping your kid develop skills to overcome those challenges is what they need. Excellent book...
Amazon reviewer

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I was a little nervous about publishing The Explosive Child. It was my first book, and I was concerned that it would be disparaged by mental health professionals who had a more traditional view of how to handle behaviorally challenging kids. But it didn't turn out that way.

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Providing up to date research and research on autism and ADHD from a neurodivergent affirming perspective.

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About

Affirming Care

I am a Licensed Clinical Social Worker who weaves traditional therapy with affirming care for neurodivergent adults and children. I provide psychodynamic client centered treatment tailored to an individual's unique processing and sensory system. This is a space that makes room for big stories and challenges which are treated with sensitivity and skill born from 32 years of practice and 21 years of parenting. It is an LGBTQ friendly space. If you are a parent seeking information about PDA I offer consultations, ongoing support and parent groups. Professionals can seek an individual consult on PDA practice or join my clinical consultation group through PDANA. My writings on PDA in the Therapy Space and Accommodating PDA Communication are available on request. Licensed since 1995 with a background of individual, child and family work, I have a Bachelor's from Brandeis University and a Master's from Yeshiva's Wurzweiler School of Social Work. Certifications in treating PDA obtained from The Open College of London and PDANA.

Services

Affirming Care For

Anxiety

ADD/ADHD

Autism Spectrum Disorder

PDA on the Autism Spectrum

Family Conflict

Compassion Fatigue

Learning Disabilities

Transition to Young Adulthood

Understanding family dynamics

Communication Issues

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Autistic Burnout

RSD

Alexithymia

Therapists Seeking Therapy

Approaches

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Client Centered

PDA friendly communication and interventions

Insurance Accepted

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Fees

Groups and All Other Services: $50 - $225

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Social worker certified to treat PDA on the Autism Spectrum offering Person Centered Therapy and PDA Parent Groups, Parent Consultation, Support and Psycho-education. Peer consultation on PDA. Telehealth appointments offered. Paperwork can be filled out online. Online payments and some insurances are accepted. Contact at (617) 680-1032.

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What Is Pathological Demand Avoidance (PDA)? PDA was identified in the United Kingdom in the 1980s as a small but distinct autistic profile. It was formally named Pathological Demand Avoidance at thattime to highlight that these individuals could not help avoiding demands.In recent years, PDA adults have preferred PDA standing for Persistent Drive for Autonomy

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State Board of Ed Complaint, IDEA violations

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State Board of Ed Complaint, IDEA violations

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Undivided Resources Article

Special Needs Trusts: The Basics

Undivided is excited to feature Brianna Davidson Jarrett as author of our financial planning series! For more, check out our Future and Financial Planning Decoder.

In other words, setting up a special needs trust is planning for the thing that you know is gonna happen but that you don't want to ever think about happening.

No one but you has any clue how stressful it is to manage a family when you have a child with disabilities. As the parent of a child with disabilities, I know that an outside observer or even other family and friends cannot possibly have any idea what I deal with on a daily basis. Where do I even begin? Doctors' appointments, therapy, medication, health insurance, SCHOOL, any activity that requires leaving the house for any period of time, curiosity from other people, getting the child out of bed and dressed in the morning, getting the child bathed and back into bed at night - just the volume of things that require careful planning and management (that for other people are often routine or mundane) can be absolutely staggering. Add to this thinking through what would happen if you weren't around? No, thank you. Nice no to that.

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If you have heard anything about special needs trusts, I'm going to guess that what you've heard has been convoluted and unhelpful. In this article, you'll be getting the working-mom-of-a-kid-who-uses-a-wheelchair version of this information. Sit down and hold onto something.

Do you need a special needs trust?

I remember my first experience interviewing a nanny when I had one typical child and, bless my heart, I thought mothering was so hard. The nanny candidate explained that she was very skilled in teaching sign language to infants. All I could think was, "What the hell. Is that something I need to do???"

Reader, getting a special needs trust is not the same level of importance as sign language for your typical infant. It is a critical part of your estate plan because it allows you to leave an inheritance to a child with disabilities without interfering with their financial government benefits.

You might say to yourself, "I don't care about this because my kid is not receiving any government assistance." You might also say, "I don't care about this because the benefits program my kid is involved in has no financial test for them to qualify." And my response to you would be: you don't know what the future could bring for your child.

At the time you pass away, your child might very well need to qualify financially for a benefits program. What if the government program from which they have been receiving benefits changes? What if your child's condition worsens over time, and they need benefits that they did not need previously? These are the reasons why it is critical to include a special needs trust as part of your estate plan when you have a child with disabilities.

You probably know that qualifying for public benefits programs can be excruciating. The non-fillable forms. The signatures. The doctors' signatures. The home visits. When I received my son's Medicaid application, I'm not kidding you - I CRIED. It's just not fair, am I right? We are already doing so much! You can spend hours upon tedious hours filling in the forms, you finally get everything done and send it, and...it gets lost. No one ever received it. "Ma'am did you keep a complete copy?" SURE, THAT'S WHY I'M SO UPSET. All that is to say to you: if there is any possibility my child will be qualifying financially for benefits while I'm alive or after I'm dead, I would move heaven and earth before they lose those benefits. They are HARD to get and EASY to lose.

What kind of special needs trust should you set up?

A trust is simply a tool used in estate planning to control the inheritance that you leave after you pass away. Instead of giving a portion of your estate to a person, outright, you place it in the hands of someone else you've appointed (the "trustee") to manage according to the terms of the trust.

As if this wasn't fun already, there is more than one type of special needs trust. You should meet with an estate attorney who is experienced in drafting special needs trusts and ask that person what type of special needs trust is the most appropriate for you and your family. Here's a bit about why:

In a trust, the concept is to put assets into the hands of a trustee to use for the benefit of your child. The trust will spell out how the trustee is permitted or required to use those assets. The important language usually included in these trusts is that the funds in the trust are there to supplement and not to replace any government benefits the child may be receiving.

Some special needs trusts are effective while you are living, and some are only effective after you pass away. It is also possible to include some combination of both. You should be sure that you understand what is being recommended to you and why.

✅ Tip: what is a letter of intent and do you need one? As attorney Debra Koven tells us, "A letter of intent is a companion document for your SNT. While not legally binding, it will provide both your guardian and your trustee invaluable information and guidance to care for your special needs adult/child. The whole point of creating an estate plan is to give you peace of mind that you've made the decisions you believe to be best for your family after you pass away. To that end, a letter of intent is an additional way to protect and care for your special needs adult/child. The letter should contain important information about the people and places in your child's life; details regarding the services they require and receive; instructions on their daily activities; and any additional information the parents know helps their special needs adult/child all in hopes of making the transition from one caregiver to another, as seamless as possible for the special needs adult/child."

Who should you choose to be the trustee?

You should ask your estate planner whether they recommend a corporate trustee or whether you should select someone you know (and why). The person serving in the role of trustee will have a lot of work, a lot of responsibility, and a lot of discretion.

The trustee must be able to say no to the child sometimes. "Aunt Amanda, I need some of the money from my trust account to buy a car for my new boyfriend who I met online. No, we have never met in person. Yes, he's real. Because I know. I was thinking a Ferrari." No. A thousand times no.

The person you choose should be able and willing to stay on top of things that need to be paid on a regular basis. This trust might be paying for health insurance premiums, or horseback riding lessons, or tuition. None of these are things that you would want to see fall through the cracks.

Successful trustees are the ones who are sitting down with a financial planner, evaluating the funds available to the trust, talking to the child or having conversations with the important people in the child's life to get a sense of what the trust will need to pay for and how long it should last, and making a plan to stretch those funds to meet the needs of the child for as long as possible.

If you don't have someone you know who can handle that task, you may want to look into selecting a corporate trustee. Note that a corporate trustee is usually a business entity or wing of a bank or other financial institution that offers trustee services. You can ask your estate planning attorney for a recommendation with regard to selecting a corporate trustee, if appropriate to your situation, or you can research corporate trustees on your own. You should know that corporate trustees charge fees, and the fees may vary depending on the value of the trust - in other words, if the value of the trust is modest, then it may not be worthwhile pursuing a corporate trustee as the value could be eaten up by the trustee fees.

How will you fund your special needs trust?

You might be reading this article and saying to yourself, "Hmm, do I really need a special needs trust to protect the tens and tens of dollars I'll leave behind for my child?"

Having a child with complex medical needs in the U.S. is (ahem) expensive. I yell out on occasion to my kids, "CAN YOU PLEASE BE CAREFUL WITH YOUR BROTHER'S $60,000 BACK?" And I sometimes casually introduce my son as "the most priceless member of our family, and the main reason none of us will get to retire or go to college..."

If that's you, and if you're relatively healthy and have no history of a condition that might make you uninsurable, then I'll tell you to do what I did for my family and what a lot of other parents have done for their families: purchase some term life insurance. It can be relatively inexpensive to purchase the amount of death benefit that you estimate you would need to cover the cost of medical needs and living arrangements for your child or to at least supplement the government benefits that are covering the cost.

For parents of younger children who may not have the majority of their wealth in retirement plan accounts, term life insurance can be a great way to make sure there will be plenty of funds available to direct to a special needs trust. The overarching principle here is that as you continue working and contributing to your retirement plan account, eventually you'll terminate the life insurance and rely on your retirement plan account to fund the trust.

A few things I wouldn't do in buying life insurance:

I wouldn't use a broker who is employed by one life insurance company and works on commission. Because...I wasn't born yesterday.

I wouldn't purchase more life insurance than I estimate I will need.

I wouldn't purchase any fancy combo products (like life insurance combined with disability insurance or converting to whole life insurance) that I don't understand. What I need is simple: an agreement with a company that they'll pay a certain amount of money to my kid's trust if I die unexpectedly.

Buying life insurance is the placing of a bet with the company. You're betting that you're going to die before the policy runs out. The life insurance company is betting that you're not going to die by then. If you win the bet, then the trust gets funded with an amount of money that is astronomically more than whatever you've paid in premiums to the company. If the company wins the bet, then you've paid some premiums basically for peace of mind - you know that if you pass away unexpectedly, the policy will be the source of funding for the special needs trust.

What about living arrangements for your child?

Definitely talk with your estate planner about the possibility and advisability of including some provisions in your estate plan to deal with your child's living arrangements. Many people, including some estate planners, have no idea how important the house is in the estate plan of a parent of a child with disabilities. What you don't want at the end of setting up your estate plan is a nice, professional-looking document that doesn't address the problem of where your child will live after you die.

Your house is close to your child's doctors and therapists. It may have been adapted and renovated for a child with limited mobility and/or durable medical equipment. It may be located in a county from which your child is receiving government benefits. The process of establishing an IEP in that county may be very specific and unique. In other words, if it is possible to preserve the house for your child, and if it makes sense in your plan, definitely discuss this with the attorney who is preparing your documents. In my own estate plan, a separate trust exists just for the people who would serve as my son's guardians so that they can live in my house without worrying about the monthly costs of the house.

If your home is not important to preserve for your child, but you know that your child will need some type of living arrangement to be planned in advance, explore those options now and make sure that the person who is appointed in your plan to serve as your child's guardian is aware of what options will be available. Investigate group homes, talk to the potential future guardian, include your child in the conversation as much as would be appropriate, and make sure there's a plan to address this aspect of your child's life after you pass away.

How will you choose a guardian for your child?

One of the most difficult tasks in this whole estate planning business is choosing a guardian. The guardian is the person who has legal authority over the child. This is especially difficult when the child has disabilities because of the sheer amount of responsibility the guardian will assume. One thing I would consider in selecting a guardian is this: who has a vested interest in the well-being of your child? Generally, this is why most people choose a close family member. Kids who have disabilities are some of the most vulnerable human beings on this earth, and if possible, the person who should serve as a guardian is someone who is linked to the child for life. It should be someone who (ideally) lives close by and is willing and able to live with the child.

Now, how do you communicate to this person (or people, if you've chosen more than one person to serve together) what they're in for? You can leave a detailed letter, which contains all of the information on your child's care - this is certainly an option. You'd want to be sure to update the letter regularly as your child's care changes over time. The other (and, in my opinion, more effective) option is to involve the future potential guardian in your child's care now, if possible.

My son has a G-tube, two wheelchairs, oxygen, and leg braces. The couple we've selected to serve as guardians is currently receiving a crash course in my son's daily care routine because 1) in an emergency, I'd rather avoid the deer-in-the-headlights moment of "Oh wow, what do I do now?" and 2) it's helpful to have others on hand who could step in even in a non-emergency. Once, when my husband was traveling and I did not have a nurse at home, I almost had to rush my daughter to the doctor, but I couldn't leave my son with a babysitter unfamiliar with how to do G-tube feeds.

Basically, you don't want the first time that your selected guardian steps in and handles complex medical care to be in the middle of an emergency. I want that person to be confident and for the care aspect to be second nature, if at all possible. This is also a great way to find out if the person you've selected is really up for this or if they need to bow out gracefully and let someone else serve.

What about ABLE accounts and pooled trusts?

Some special needs trusts are established by the child and also funded with the child's own assets. Additionally, it's now possible to use an ABLE account to allow your child to accrue some savings without the balance in the account interfering with their financial eligibility for government benefits. It's important to know the specific use of each type so that you understand when and how these options should be used (if at all).

ABLE accounts can allow a child with disabilities to deposit funds into their account without the accruing balance counting toward an asset limit for a government benefits program. This has (finally) made it possible for some children with disabilities to work and deposit their earnings into this account.

A pooled trust is a special needs trust that is operated by a company. The company serves in the role of trustee and carries out the terms of the trust. The pooled trust operates under an already-formed trust agreement, which means you don't have the ability to make decisions about the terms of the trust. It also may include provisions that indicate what happens to the funds remaining in the trust (if any) after your child passes away. A pooled trust can be a great tool to use if your child unexpectedly receives some funds that would affect their qualification for benefits. The funds could be contributed to a pooled trust since a trust document would not have to be prepared from scratch by an attorney. This may be an efficient and cost-effective solution.

In sum...

Some things in life should not be left to chance, right? Your four-year-old's school outfit. The schedule for this week. A nail polish bottle in the hands of your kindergartner. The puppy that hasn't been outside for a few hours. The partner who doesn't cook heading to the grocery store with your holiday dinner list. "Overnight" shipping before your child's birthday. Swim diapers. And also the financial security of your child with disabilities.

Special needs trusts are a tool that exists to protect an inheritance your child may receive from you. They are not simple to establish and may not be inexpensive either, but they serve a very specific purpose, which is to take the funds that you've set aside for your child's future and put them into the hands of a trustee to use for your child's benefit, in accordance with the terms of the trust. Your estate planner should guide you as to the types of special needs trust that are the most appropriate in your estate plan, and you should ensure that you review the plan on an annual (or more frequent) basis to determine if any changes need to be made.

Making sure you understand what's been recommended to you and the practical steps in implementing it is a critical piece in planning for the well-being of your child.

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Brianna Davidson Jarrett Assistant Attorney General with the Maryland Office of Attorney General

Brianna Davidson Jarrett is the mother of three children, one of whom was born with disabilities. She lives in a suburb of Maryland with her husband, kids, two dogs, three cats, and two rotating nurses who assist with the care of her son. After her admission to the Maryland Bar in December 2010, she became a practicing attorney, later Principal Attorney in 2018, and was named a Rising Star by Super Lawyers Maryland. In 2022, Brianna accepted a position as Assistant Attorney General with the Maryland Office of Attorney General. She has served on the Ethics Panel for Baltimore City Public Schools since 2016 and is dedicated to public service in the community.

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Do you really need a special needs trust? How should you set one up, and who should you name as your guardian? Here's what parents raising kids with disabilities need to know.

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Undivided Resources Article

The Basics of Estate Planning for Families with Dependent Children

Undivided is excited to feature Brianna Davidson Jarrett as author of our financial planning series! For more, check out our Future and Financial Planning Decoder.

Estate planning is not as bad as it sounds. (Well, it is as bad as it sounds, but you still need to read this!)

If you're like most parents of young kids, you probably have a sizable collection of important papers that seems to be growing alongside the complexity of your household. And there are really critically important things that demand 150% of your time and attention on a daily basis, so you spend your time putting out the biggest fires: Have all the kids' graded assignments been turned in? Do I have everything I need to make the next birthday happen? Does my kid have PT or OT today? Definitely OT. It could also be PT. Are they the same (asking for a friend)? OMG. Tomorrow is PICTURE DAY. And when did the boss want that project back from me? Have I started it yet? Did everyone get a physical this year? Is that a rash or did one of the offspring draw on me with red marker? Is today Tuesday or Wednesday? (If it's Tuesday, everything's fine; if it's Wednesday, everything is NOT. FINE.)

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But then maybe your neighbor tells you that his dad is in the hospital and he had to go dig up his parents' important documents. Or you go in for a routine procedure and the nurse asks you for a copy of your living will or health care power of attorney or advance directive and all you can do is look at her. Or you just found out you're having another baby and you remember you haven't decided on who gets the kids (and how the hell do you make this official again?). Or . . . you know . . . maybe there's a deadly virus on the loose and you're confronted with the not-too-remote possibility that you could become very ill, very quickly. In any event, you're likely occasionally and inconveniently reminded of the fact that if something happens to you, there's no backup plan.

But the idea of tackling this part of your life is overwhelming, and you have no idea where to begin or how much it will cost.

The purpose of this article is to put into your hands the basic information you will need to start asking the right questions about your estate plan and to prepare to meet with an estate planner and develop the tools to make sure that, if you're not around, the wheels of this family keep on turning. So many important pieces of your family rest on you-the CEO, CFO, Medical Director, President, Treasurer (you get it) of your household. You have put in too much blood, sweat, and tears to have this thing fall apart if, for any reason, you weren't able to do all the things.

The importance of developing an estate plan when you have dependent children, and particularly when you have a child with disabilities, cannot be overstated. While it can be overwhelming, and incredibly complicated, your plan should be one that you feel confident in understanding as well as adapting over time with your growing or changing family. Here are three main areas of planning to get you started.

Your medical decisions

You need a document that is effective while you are living, which exists for the medical world, to provide authority to a person that you name to communicate with your doctor on your behalf if you could not communicate with your doctor on your own. You should also have a document that provides some direction to the person you name as to what type of care you would want in an end-of-life situation.

Some states combine both documents into one; other states use two different documents. You may find that the term for each document varies by state as well - some states may use a combination of a living will and a health care power of attorney, and some states may use an advance medical directive. Whether more than one document is used, and regardless of the title of the document, you should ensure that there is a legal document in which you have named a person to make medical decisions for you and given them instructions regarding the type of care you'd like.

THIS is the document that would be used if you (god forbid) were in an accident and were brought to a hospital unconscious. This would also be used if your doctor needed someone to decide whether to keep you alive artificially if your recovery was not expected.

Short list of what you need to remember:
1. Read the document.
Let me pull back the curtain for a sec on the preparation of legal documents and inform you that the drafting attorney is not (usually) typing every word in your document. Generally the preparer is using a form that's been adapted to your situation. Make sure it reflects your wishes - if you don't see your instructions in the document, ASK the preparer to show you where the document indicates the specific things you decided on; chances are, if you do not see the language, it's not in the document, and the document should be revised before you sign.
2. Give a complete copy to your doctor.
Make sure you know whether a copy is acceptable or if your doctor will need to see an original. The last thing you want is for a stranger to have to go rooting through your glove compartment looking for this thing in an emergency. (Mine is currently holding a roll of toilet paper, a plastic tiara, and the crust of a sandwich.)
3. Talk to the person who is going to be making your medical decisions.
Make sure that this person is aware of how you feel about end-of-life care and is familiar with your preferences.

Listen, I know that this is a conversation that is unpleasant and depressing, but the point of this is to make things easier on your healthcare decision-maker and ensure that the care you would want is what is provided and your wishes are honored as much as possible. This takes the pressure off of your loved one/decision-maker in a big way - rather than trying to figure out what you would have wanted, their job is to instead communicate to your caregivers the decisions you've already put in writing and discussed with them. If you have the chance to make your wishes known, why not take it?

Your financial decisions

A power of attorney is a document in which you appoint an agent to handle mostly legal and financial matters for you, while you are still living. Importantly, a power of attorney has no legal effect after you die. You may hear it referred to as a general power of attorney, durable power of attorney, financial power of attorney, or general durable financial power of attorney - all of these terms refer to the same type of document.

Even if you need some time to make decisions about your other estate-planning documents, you should at least get the power of attorney done, rather than putting it on hold.

I know a lot of married people assume that, because they are married, they can sign each other's names. It generally comes as a very unpleasant surprise to learn that this is actually not true.

"But, I can make a withdrawal on my husband's checking account just like he can," they tell me.

"Right, but that's because you're a joint owner on the account. What if you needed to access your husband's Individual Retirement Plan account and he was sick or out of the country?" I ask.

"Well . . . my name's on that account."

And this is where I stop myself from saying: "INDIVIDUAL Retirement Plan Account. INDIVIDUAL." Come on everyone. We're better than this.

If you become ill suddenly and unable to manage your finances, your agent under power of attorney is the person who would have authority to pay the bills that you're paying on a regular basis and sign legal documents that, otherwise, only you would have authority to sign. What if your income tax return needed to be signed? What if you were in the middle of refinancing? What if an auto-debit from your account needed to be stopped?

What I want you to understand from reading these words is that, even if you don't own many assets, and no matter the size of your estate, a power of attorney will allow you to select someone who would have legal authority to step into your shoes and sign your name for you. When you have other people depending on you, and who would be in real trouble in the event that something happens to you, this is usually a relatively simple way to ensure things won't completely fall apart without you.

Short list of what you need to remember:
1. Select a backup agent.
If you have only one agent named, and it's your spouse or someone else that is close to you, and something unexpected happens to both of you at the same time, there is no one to fill this role for you. A simple solution is to name a backup. Ensure that your document has at least one person to serve as a backup or successor agent in case your first choice of agent, for any reason, can't serve.
2. Ask the preparer when the document is effective.
Be sure that you understand and that your agent understands when this document becomes legally effective. For example, the document can be made effective immediately, which means your agent can step in and handle financial matters for you without having to prove that you are not capable of handling these things on your own. You could also indicate that the document should not be effective unless or until you have been determined to lack capacity to handle financial matters. I've seen a lot of situations in which having the document legally effective immediately has been critically helpful, but there are also of course reasons why you may wish to delay effectiveness until some point in the future. In any event, you should talk through these options with your estate planner and make sure the agent named knows what (if anything) needs to be proven before he or she can step in for you.
3. Give a copy to your bank.
Most large banks will review a power of attorney in advance of it being used and will then keep a copy on file. This is a great way to make sure that in an emergency, if your agent needs to handle your finances, the bank is already aware who your agent is and they've already reviewed the document. You do not want to be in a situation where you are incapacitated, and some bills need to be paid, but Large National Bank, Inc., LLC, LLP, has forwarded your document to their legal department, which is in Wyoming. And there is no phone number or way to check on the status, but they promise to get back to you in two weeks. Mmmmk, sure.

Distributing your assets after you pass away

And now for the piece of the estate plan with which most of us are probably familiar: the document that directs where your stuff will go, and to whom, after you die.

This piece of the estate plan can feel overwhelming, so I'd like to try to break down for you the decisions that you will likely need to make in order to begin organizing your thoughts on this topic:

1. If your spouse/partner survives you, will everything be distributed to that person?

2. If your spouse/partner does not survive you, how will your assets be distributed among your children? Equal shares? Different percentages for each?

3. It's likely that if you have young children, you'll want to prevent them from inheriting from you at an early age, so they should instead inherit their shares in trust. What would you want to allow the trust to pay for? Who would you want to serve as the trustee? (Note: there are specific considerations for special needs trusts, which is the topic of another article that you can read here, as there are already too many words in this article and I'm losing my own interest.)

4. In the unlikely event that you pass away and your spouse/partner is not living, who would serve as the legal "guardian" (term may vary by state) for minor children and for disabled children? Have you determined the living arrangements for minor and disabled children?

5. Who would be the person to handle the paperwork involved in administering your estate after you die?

Short list of what you need to remember:
1. Make sure that your beneficiary designations and titling of your accounts work with your documents.
I know some people who have named a trusted family member as the beneficiary of a life insurance policy with the understanding that this family member will hold the money for their younger children in the event of an untimely death. (Example: "Oh, I don't need a trust for my kids. I put my brother Chad on my life insurance and he's going to make sure the money is there for them if I die." K, first of all it's not "if" you die, because you are for sure going to die, this is a thing that will happen to all of us. Also, what happens if Chad gets married and has kids of his own who need the money and his new wife Karen decides some of the money should go to them? What if Chad is sick???). In short, this is so dangerous. That family member might predecease you, or may be unwell at the time you die. Also, they might just simply not use the money in the way that you intended, and there is no way for your children to hold that person responsible. The safest way to ensure that your wishes are followed is to let your legal documents do the job they were drafted to do - review your beneficiary designations with your estate planner and preferably your financial planner and make sure that everything works together.
2. Revisit this document once a year.
The last thing you want is to remember right before you go in for major surgery that your Will indicates a once-close friend would be your kids' guardian if you pass away, but you and that person had a falling out and you are no longer on speaking terms. Take a look at your document once a year, or sooner if you've had any major life events, and make sure no changes are needed or (if they are) make an appointment with your estate planner to discuss the changes.
3. Find out whether a trust, a will, or some combo of both is the best way to distribute your estate.
In some states, a trust or several trusts may be the best way to distribute your estate for lots of different reasons - maybe the probate process in your home state is expensive and time-consuming and best to be avoided if at all possible. Don't assume that a trust is the best option for you instead of a last will and testament - it may be possible to use a simple will which contains trusts for your children that spring into effectiveness only until after you pass away and only if your spouse has predeceased you. Check with your estate planner and make sure you understand, fully, why you are using the document that has been recommended to you.

If this feels complicated, that's because...it is complicated. Establishing a backup plan to make sure the right tools are in place in a situation where you become ill or pass away while your kids are still young is not an easy thing to do - because your life IS complicated. When you are the person others are depending on, however, you owe it to these people to make sure they remain cared for in the best way possible if you weren't here to do it. For those of us who have children with complex needs, we know (likely better than most) that human life is so terribly fragile, and unpredictable. Is establishing an estate plan easy? No. Not usually. Will it be your favorite activity? If it is, I worry for you. Do this for the people in your life who are counting on you. Do it for yourself. No matter what drives you - take this information and get it done.

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Brianna Davidson Jarrett Assistant Attorney General with the Maryland Office of Attorney General

Brianna Davidson Jarrett is the mother of three children, one of whom was born with disabilities. She lives in a suburb of Maryland with her husband, kids, two dogs, three cats, and two rotating nurses who assist with the care of her son. After her admission to the Maryland Bar in December 2010, she became a practicing attorney, later Principal Attorney in 2018, and was named a Rising Star by Super Lawyers Maryland. In 2022, Brianna accepted a position as Assistant Attorney General with the Maryland Office of Attorney General. She has served on the Ethics Panel for Baltimore City Public Schools since 2016 and is dedicated to public service in the community.

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Every Undivided Navigator has years of experience supporting families raising kids with disabilities or parenting their own. Partner with an Undivided Navigator for a free Kickstart to learn first hand what support feels like!

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Member events and office hours with real answers, plus access to our private parents' group.

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The Basics of Estate Planning for Families with Dependent Children

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Your estate plan should be one that you feel confident in understanding as well as adapting over time with your growing or changing family.

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Estate Planning Is Not as Hard as You Think!

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Undivided Resources Article

Conservatorships (Limited and Full) in California

Coming to terms with our children growing up can be bittersweet - maybe even a bit terrifying- for parents, especially when our young adults are approaching the age of eighteen. As much as we may want to always protect and care for our kids, once they reach the age of eighteen, they are legally adults, faced with adult responsibilities and decisions. This milestone often brings plenty of questions for many parents of kids with disabilities. What happens when your young adult reaches eighteen and isn't ready to make adult decisions? What are your options to protect them - financially, socially, medically, and otherwise - in making life decisions, independently and as a team? Parents may even find themselves faced with the question, "Is pursuing a conservatorship the right thing to do for my child, and if so, how does it work and where do I begin?"

To learn more, we reached out to Suzanne Bennett Francisco, President and CEO of Exceptional Rights Advocacy and Co-Director of the Supported Decision-Making California Advocacy Project (SDM CAP) for Disability Voices United, as well as Lisa MacCarley, attorney and founder of Betty's Hope.

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Here, we'll take a look at limited and full conservatorships; the first part of the series focuses on supported decision-making (SDM). As we make plain there, the process of establishing what level of support a person needs as they enter adulthood should always begin with supported decision-making. In the same way that creating a person-centered plan can help a person outline their hopes and goals for adulthood, supported decision-making is intended to help an individual make a plan to determine where they can increase their independence and where they need more support - whether it's supported decision-making or a combination of SDM with durable power of attorney or SDM with conservatorship.

3 key takeaways

1. A limited or full conservatorship gives someone else the legal right to make certain decisions on behalf of an adult who cannot care for themselves.

2. Seeking conservatorship is a long and complicated legal process. The adult with disabilities (conservatee) will need their own lawyer.

3. Families should carefully consider the risks and benefits before pursuing limited or full conservatorship. The goal is to help adults with disabilities retain as many rights and as much independence as possible.

What is a conservatorship?

According to the California Courts, "a conservatorship is a court case where a judge appoints a responsible person or organization (called the 'conservator') to care for another adult (called the 'conservatee') who cannot care for themselves or manage their own finances. A person cannot be placed under a conservatorship unless they are deemed to 'lack capacity' in some way by the court."

If a petition for conservatorship is granted, the court will appoint a conservator (also called a guardian in some states), who will make decisions on behalf of the conservatee.

There are two subtypes of conservators:

a conservator over the person, who will make decisions regarding the individual's personal needs, including their relationships, medical care, or education; and

a conservator over the estate, who will handle financial matters like paying bills or managing a budget.

Note that being appointed conservator of the person does NOT automatically make that person a conservator of the estate. If it is determined that an individual needs a conservator of both personal and estate decisions, they will need to have someone appointed for each type, or as both.

A limited conservatorship is set up to support the needs of adults with developmental disabilities who are unable to provide for some, or all, of their personal or financial management needs. The disability must have originated before their eighteenth birthday, be expected to continue indefinitely, and constitute a substantial impairment. The conservator is responsible for encouraging maximum self-reliance while also ensuring the safety and well-being of the person.

A general (or "full") conservatorship is set up for adults who cannot provide for their personal needs in terms of physical health, food, clothing, shelter, or finances, and who have lost the ability to make decisions. This can include:

Aging adults

Adults who have a major neurocognitive disorder (decreased cognitive function and loss of ability to do daily tasks) due to, for example, traumatic brain injury, dementia, Alzheimer's disease, vascular disease, substance/medication use, severe developmental disability, or another medical condition

Adults who have been severely injured (e.g. from a car accident)

For young adults with developmental disabilities, the idea behind adopting a limited conservatorship is to support the individual in gaining more independence. According to Mark Woodsmall, attorney and founder of Woodsmall Law Group, limited conservatorships don't need to last forever, and should be set up while "having an eye for limited power." The conservatee should retain as many rights as possible; ultimately, the goal should be to end the conservatorship for a less restrictive option, if possible.

What decisions can conservators make on behalf of conservatees?

There are seven "powers" discussed in conservatorship cases:

In a limited conservatorship, the conservatee should retain any of the powers they have the capacity to exercise to promote as much independence as possible. The powers can also be shared between them and the conservator, to make decisions together. The conservator may be granted one or all of the powers (this can be later modified), depending on the abilities of the conservatee, but they are expected to help the conservatee develop their independence. In a full conservatorship, the conservatee does not retain any of the seven powers, giving the conservator complete control over all aspects of their life. In addition, a full conservatorship is usually intended to be permanent. (More on this below.)

A note on powers: For people with disabilities, a limited conservatorship can still cover all seven powers, but that doesn't make it a full conservatorship. Sometimes, the court will grant a conservator all seven powers in a limited conservatorship, even if the application was for four or five, but the intention is still to give the conservatee as much autonomy as possible. In a full conservatorship, no autonomy is expected.

How is a conservatorship put into place?

To place a person under a conservatorship, a petition needs to be filed with the court, and all the appropriate forms need to be completed, including a notice of hearing and letters of conservatorship. The petitioner should show that alternatives such as supported decision-making have been considered.

Once the petition is filed, the potential conservatee must be given notice that they may be placed under a conservatorship. They have a right to go to court, object to the conservatorship as a whole, or in part, and hire their own attorney. They will be interviewed by a court investigator to ensure that a conservatorship is necessary. Then, the court will schedule a hearing.

During the court hearing, the court will inquire into nature and extent of the general intellectual functioning of the individual; evaluate the extent of the impairment of his or her adaptive behavior; ascertain his or her capacity to care for himself or herself and his or her property; and inquire into the qualifications, abilities, and capabilities of the person seeking appointment as limited or general conservator.

Establishing a conservatorship can be a long and overwhelming process, and consulting a lawyer can be helpful in navigating the ins and outs. The potential conservatee should have their own lawyer to advocate for their best interests, help them understand the proceedings, contribute information concerning their wants and needs, and make objections wherever necessary. If a family or young adult is unable to afford a lawyer to represent them, the court will appoint one.

As Woodsmall puts it, "The conservatee should have an active voice throughout the process and have as few rights removed as possible."

For example, a conservatee may feel that they need help making medical decisions but are confident in their ability to make friends and maintain a meaningful social life.

MacCarley suggests providing the court with as much information about your young adult as possible, including reports from their Regional Center, teachers, and therapists. She stresses that not all attorneys and judges involved in conservatorship cases are fully knowledgeable about people with disabilities, and helping them get to know an individual, their abilities, and their capacities can be essential to the decision-making process.

It's also important to note that the role of conservator can be granted to anyone over the age of eighteen, and may not necessarily be a parent. While family members can ask the court to be appointed as conservator, the court is the one who chooses. The court will conduct a criminal and financial background check on any proposed conservator, and the judge will have ultimate authority over who is appointed; they can also choose a professional to take the position, usually an attorney. In California, among conserved adult Regional Center clients (almost 50,000 people), half of them have a conservator who is not a family member. This can happen for many reasons; for example, if the parent who is the conservator dies, there isn't always a clear path to who will take over as conservator next. In some cases, even if the parent has set up directions requesting that a sibling take over, the court isn't required to honor their wishes.

Benefits of limited conservatorship

Limited conservatorships can be beneficial in protecting and supporting your young adult in the areas of their lives where there is a need, while also giving them independence and control whenever possible. For example, a limited conservatorship can be helpful for individuals who need medical care but are unable to process or understand medical terminology or who are unable to communicate independently with their doctors.

MacCarley tells us, "The goal is to give the young adult as much freedom as possible, to give them the greatest opportunity to live their most normal, natural lives."

When it comes to establishing a limited conservatorship for young people who are not able to make sound decisions in all areas of their lives, the ultimate goal, as MacCarley puts it, should be that they find "as much independence and the ability to self-actualize as possible over the course of their lifetime."

In a limited conservatorship, the judge will only give the conservator power to do things the conservatee can't do without help. This may include:

Deciding where the conservatee will live

Looking at the conservatee's confidential records and papers

Signing contracts for the conservatee

Giving or withholding consent for most medical treatments for the conservatee

Making decisions about the conservatee's educational and vocational training

Giving or withholding consent to the conservatee's marriage or domestic partnership

Controlling the conservatee's social and sexual contacts and relationships

Managing the conservatee's financial affairs (for a limited conservator of the estate)

The limited conservator also has a duty to help the conservatee develop self-reliance and independence, which includes providing support services, education, medical, and other services.

Special education attorney Grace Clark tells us, "A unique aspect of limited conservatorships is that they recognize that developmentally disabled adults may be developing at a slower rate than their nondisabled peers; they may not be ready to manage their finances and school decisions at age eighteen but may be able to do so at age twenty-five." She adds that a limited conservatorship is reviewed the first year after it is granted and then every two years to ensure that the conservatee retains as many rights as possible.

Woodsmall adds that the conservatee should have an active voice throughout the process and have as few rights removed as possible; ultimately, the goal should be to end the conservatorship for a less restrictive option, if possible. When the conservatee is ready for their conservatorship to be terminated, supported decision-making agreements can be created to show the court how the young adult can be successfully supported.

Risks of limited conservatorship

Francisco tells us that sometimes conservatorships are limited only in name, such as in the case of Marie Bergum. A person may have all of their decision-making powers stripped from them without being put into a full conservatorship.

Potential risks of a limited conservatorship include:

A conservatee has some of their rights taken away, and the decision-making in those areas will be the responsibility of another person, which can sometimes result in a conservatee's wishes not being taken into account.

Some conservatorships are contested and can look similar to custody battles, resulting in expensive court cases. The conservator takes their fees from the conservatee's estate, even legal fees to defend their conservatorship.

Once court oversight is instituted, it can be difficult and complicated to remove it.

The court may appoint someone else, such as a public guardian, as conservator instead of the parent.

According to Linda Kincaid, MPH and co-founder of Coalition of Elder and Disability Rights (CEDAR), there have been cases where a Regional Center has successfully petitioned the court to replace a parent as conservator with a public guardian. There have even been a few cases where family members have been restricted or even prevented from visiting their adult family members. The conservatee or their family may also be required to pay the guardian's fees. Kincaid also cautioned that conservatees do not always have access to the court to advocate for themselves.

Something else to consider is travel. A conservatee who wants to go on a vacation or take a trip out of state or the country may need court authorization. And if the conservatee is being moved out of state, the conservator will need permission of the court prior to moving. The court-appointed conservator must always consult the court to determine if the move is in the best interest of the conservatee.

When is a limited conservatorship inappropriate?

MacCarley tells us that conservatorships are inappropriate "when someone needs temporary assistance due to an emotional crisis or trauma." She adds that any cases where a person can create and sign estate plans or powers of attorney may also be inappropriate: "Anytime you can help someone outside of court intervention, a conservatorship is inappropriate."

Benefits and risks of full conservatorship

Limited and full conservatorships share many of the same risks and benefits. Under a limited conservatorship, the conservator is in charge of defining the limits, so the system is open to harm and exploitation in situations where the court appoints a conservator. If the conservatee lacks capacity in all areas, a full conservatorship may be beneficial by allowing the conservator to care for them and act in their stead in important matters. However, this also puts a conservatee at risk of their wants and needs being unheard, or of being taken advantage of by a conservator who isn't taking their whole self and best interests into account.

A general or full conservatorship is put into place for individuals who need high amounts of support in all areas of their lives. In a full conservatorship, the conservator has complete control over all aspects of the conservatee's life. Conservatees in full conservatorships are not expected to gain new skills or become more independent over time, so a full conservatorship is often permanent.

When are full conservatorships inappropriate?

If a conservatee has the capacity to make independent decisions in any area, then a full conservatorship is likely not appropriate. For example, if an individual needs support with their medical care, but expresses preferences when it comes to where they live or who they socialize with, then a limited conservatorship or another less restrictive option may be a better fit.

Conservatorships may also be inappropriate when a person's capacity is being contested. According to Woodsmall, "When a person has capacity, the person seeking a conservatorship might not have the best intentions." For example, if the potential conservator is petitioning the court to gain control over a person's assets when that person can make sound financial decisions, the potential conservator may be interested in their own gain. He also says that the court investigator, Regional Center, and loved ones can help a court decide if their young adult really needs a conservatorship.

Before a conservatorship can be put into place, the law requires that alternatives such as durable power of attorney or supported decision-making be considered. The National Guardianship Association recommends families try supported decision-making before petitioning for a conservatorship.

How conservatorships are changing

​​Assembly Bill 1194

In September 2021, California Governor Gavin Newsom signed ​​Assembly Bill 1194, otherwise known as the #FreeBritney Bill, which intends to reduce the risk of abuse to conservatees by increasing accountability and transparency standards for conservators.

The new law:

ensures that a conservatee can choose their own counsel

prohibits conflicts of interest concerning the conservator's finances

requires nonprofessional conservators to receive training on financial abuse and register with the state's oversight agency

requires conservators to disclose their fees online

increases enforcement actions against conservators who do not act in their ward's best interest

Assembly Bill 1663

In September 2022, the governor signed AB 1663 into law. The bill creates ways for people with disabilities to maintain their rights while still getting the support they need. AB 1663:

recognizes and emphasizes supported decision-making

makes conservatorship a last resort

makes it easier to end conservatorships when needed

ensures conservatees have choice in their lives, and as much decision-making power as possible

AB 1663 also created new programs to support these efforts:

Conservatorship Alternatives Program, which would be present in each superior court and help identify petitions for conservatorships in which less restrictive alternatives, such as supported decision-making, may be appropriate to avoid the conservatorship.

Supported Decision-Making Technical Assistance Program, a statewide program that would provide support, education, and technical assistance to expand and strengthen the use of supported decision-making.

AB 1663 also adds an amendment to the Welfare and Institutions Code (Sec. 16, Division 11.5), which establishes supported decision-making as an option under the law. Among other things, the law states that adults with disabilities must be given the opportunity to make decisions about their lives using as many voluntary supports as they need, including supported decision-making.

In a nutshell: AB 1663 offers families choice and a range of options. It requires that conservatorships are imposed only when it is the least restrictive option; it recognizes supported decision-making in California law for families who want something different than conservatorship. This can make supported decision-making more common practice in schools, Regional Centers, and doctor's offices.

California Health and Safety Code & California Probate Code

As a result of AB 1663, section 416.7 of the California Health and Safety Code was amended, effective January 1, 2023, to emphasize supported decision-making. The amended code states that a guardian or conservator must work with the conservatee (and Regional Centers) as much as possible to develop and implement less restrictive alternatives to conservatorship. In essence, this code makes conservatorships a last resort and requires that supported decision-making be a significant part of the support plan.

Another code amended due to AB 1663 is section 1800.3 of the California Probate Code, which adds that before determining that a conservatorship is the least restrictive alternative, "the court shall consider the person's abilities and capacities with current and possible supports," including supported decision-making, powers of attorney, designation of a health care surrogate, or advance health care directives. The code reinforces the importance of supported decision-making.

The California Probate Code also amended section 1812, which determines a person's conservator. The changes prioritize "the conservatee or proposed conservatee's stated preference, including preferences expressed by speech, sign language, alternative or augmentative communication, actions, facial expressions, and other spoken and nonspoken methods of communication." This change emphasizes what AB 1663 has stated - that conservatees have a right to choice in their lives.

FREE Act

A bipartisan bill called the FREE Act has also been introduced to Congress. Its sponsors say it will reduce the risks of conservatorships by:

giving a conservatee the power to petition for a public conservator

assigning conservatees independent caseworkers

requiring states to disclose the number of people in conservatorships to the federal government

requiring that conservators disclose their finances

Critics of the bill say the FREE Act provides more funding to states for conservatorships, which "empowers professional guardians." They also state that the bill doesn't go far enough to protect people with disabilities.

The proposed Guardianship Accountability Act would create a set of best practices for states to use, share training materials with those involved in conservatorship cases, and offer a database of conservatorship alternatives.

MacCarley encourages parents to become active voices in the process and to share their opinions with their representatives by visiting findyourrep.legislature.ca.gov and www.house.gov/representatives.

What steps can parents take NOW?

Prepare for the transition IEP

Under the Individuals with Disabilities Education Act (IDEA), once students with disabilities start approaching the age of 18, they must go through a transition planning process with the school and their parents and/or guardians. An Individual Transition Plan (ITP) may be created as part of the IEP to prepare your student for life after high school.

Once they reach the age of 18, a student's educational rights are transferred from their parents directly to the student. (A notice of this transfer must also be given to the student starting at least one year before their 18th birthday). When this happens, students can make their own educational decisions until they graduate high school or reach the maximum age for receiving special education services (21 federally, 22 in California). A conservatorship can assign educational rights to the Conservator.

In this situation, you can allow your young adult to retain their educational rights and self-advocate, petition for a conservatorship, or have the student sign an " Assignment of Educational Rights," which gives you consent to continue involvement and make decisions in their educational program after they turn 18 (without a formal court order). Every path should take into account the best interest of the young adult, which may often mean including you, even after they turn 18.

Discuss your options

Before your young adult reaches the age of 18, it's likely that you and the IEP team will begin to discuss conservatorship, and alternatives to conservatorships, during IEP meetings. The school may advise that you obtain a limited conservatorship to continue to be involved in your child's education, which may or may not be appropriate in your situation. The transition to adulthood is complicated, especially for parents with kids with disabilities, and you may feel overwhelmed with all the options and information available. In these conversations, ask your school about conservatorship as well as the full continuum of decision-making supports, such as supported decision-making, durable power of attorney, etc.

Widen your circle of resources

While the school is a great resource, remember that they may not be able to answer all your questions, so it's a good idea to discuss issues of concern not only with your IEP team, but Regional Center, your primary healthcare provider, relatives and friends you trust, a lawyer, and other professionals. With a support team, you can evaluate your child's capacity to make appropriate decisions in each of the seven areas of power, either independently or with support. This way, you can explore your options and create alternatives that will help you protect your child as well as ensure their right to self-determination and independence.

Parent tips: what other parents have used when making the decision

When your child is 17 and a half, you probably won't feel that they are ready for adult life. It's important to try to see this from your young adult's perspective. Here are some things to consider and questions to ask and when making a decision about a conservatorship for your young adult:

Think about how you were when you were 18 and the decisions you made for yourself at that age. Were you very independent or did you rely on your parents for guidance on most things (especially those that they were helping to pay for)?

Talk to your parents or older family members about how they felt about letting go at this age.

Talk to your other children about how they would feel about you making decisions on their behalf post the age of 18.

Consider your child at 17: are they independent and impulsive? Do they want to make their own decisions or will they defer to your guidance?

How easily could they be tricked? If someone asked them to sign a document, do you think they would? Would they give their money possessions away to someone else?

Do they have a lot of contact with strangers, for example using online dating apps?

Would they voluntarily leave with a stranger (perhaps not a stranger to them after grooming) and maybe consent to sex or even a marriage by themselves?

If your child was in pain and needed a procedure but they were scared of it, would it be impossible to get them to agree to it?

Are they determined to move out of your home without understanding what it takes to look after a home? Is it likely that they might elope and not be willing to return to your home, or that they might try to live in an unsafe place such as the street?

Does your child get in trouble or hurt people due to their disability related behaviors? Are they likely to get arrested or questioned by police?

In any of these situations, do you want the legal power to force your child to make the correct decision? How would it feel to exercise that right? How would you feel about someone else exercising that right?

Can you make decisions for your child in areas of need through means other than a court-appointed conservatorship?

If a conservatorship is necessary, in which areas does your child need your support and in which areas can they make their own decisions?

Would you petition to be your child's conservator yourself, or would you prefer someone else?

What less-restrictive alternatives can you explore first?

Do other professionals, therapists, teachers, or supports who have worked with your child recommend a conservatorship?

If you determine that your child does need a conservatorship:

If you've explored all the alternatives and have decided that seeking a conservatorship is necessary for your child, it's important to start the process before they reach the age of 18. The process can take many months due to busy court schedules. If possible, speak to your child about your intent to obtain conservatorship and what that will entail. As Woodsmall explained, your child should play an active role in the process, voicing their opinions on what they are and are not capable of doing, and what areas of life they may need your help with. It's also important to have a support team of trusted people and resources as you move through this process.

And speaking of support teams...

At this point in the process, you may have a ton of questions about conservatorships, the biggest probably being - where do I start? We've got you covered! Schedule a Kickstart to get access to our conservatorship guide (which will walk you through the process one step at a time) and one-on-one support from our Navigator team.

More resources for families

Here are more resources to help you understand conservatorships and the responsibilities that go along with them:

If you'd like to explore other related topics including the importance of person-centered planning, college programs, work training, community-based programs, independent and supportive living services, and public benefits, read our article on the transition to adulthood.

Gain access to Undivided's comprehensive resources and receive our weekly newsletter.

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 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

Contributors

Mark Woodsmall, Attorney and founder of Woodsmall Law Group

Grace Clark, Special education attorney

Lisa MacCarley, Attorney and founder of Betty's Hope

Linda Kincaid, MPH and co-founder of Coalition of Elder and Disability Rights (CEDAR)

Suzanne Bennett Francisco, President and CEO of Exceptional Rights Advocacy and Co-Director of the Supported Decision-Making California Advocacy Project (SDM CAP) for Disability Voices United

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Conservatorships (Limited and Full) in California

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When young adults with disabilities approach the age of 18, it may be in their best interest to set up a limited or full conservatorship so that they can be supported.

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Undivided Resources Article

Navigating Divorce and Co-Parenting Children with Disabilities

There can be an array of disagreements between separated partners while raising a child together, but what happens when those disagreements have an impact on the child's access to medical care and education? Who has final say? What do you do when parents cannot agree? What questions do you need to ask, and what can you expect if you are going through this process? For children with disabilities under 18 years old, these answers can get very involved.

For guidance on how to navigate these disagreements when handling educational, medical, funding, and/or therapeutic decisions, we spoke with Special Education Law Attorney Bryan C. Winn; Family Law Attorney and Mediator Gabriel Wintner; Certified Family Law Specialist Shani Braffman Amen; Community Legal Aid SoCal Family Law Unit Attorney and Co-Supervisor Yolanda Omana and Staff Attorney Amy Abshier; Special Education Law Attorney David German of Vanaman German; Chris Arroyo, Los Angeles office manager for the State Council on Developmental Disabilities (SCDD); and Undivided parents who have experience with these difficult situations. Please keep in mind that this information is not intended to be legal advice or a substitute for legal advice.

Who determines how decisions are made when going through divorce?

When parents are going through divorce, Amen states that until a court order says otherwise, both parents have equal rights to make decisions about their children. Keep in mind that this changes once there is a court order in place, as that court order may state who can make the decisions and how decisions are to be made. A common order is for parties to share joint legal custody, wherein both parents have an equal right to make decisions regarding the health, welfare, and education of their child. However, Amen explains that there can be all sorts of legal custody variations, so the specific terms of the court's legal custody order will dictate who has the right to make the decisions, whether certain decisions require mutual agreement, and other issues.

To go further in-depth about the legal custody variations, Wintner breaks down the difference between physical and legal custody, and how this impacts decision-making:

"Physical custody is where the children are and where they spend time. Legal custody is decision-making authority over the children, so that can be decision-making authority over where they go to school, which doctor they will see, which medical procedures they will have or not have, even what kind of religion they're practicing. It's always possible for one parent post-divorce to have sole custody on one or both of these topics. If you've got the children with you, even most of the time, the legal custody is probably going to make sense to be in your hands. But it's all variable. And by large, having sole custody, physical or legal, is rare. It's rare because in our society, the law has a strong bias in favor of having to involve parents."

What happens when parents don't agree on a decision?

Wintner explains:

Wintner adds that in what feels like never-ending disagreements, "Ultimately, if it really is just not functional, you might have to go back to court and ask for a more specific legal custody order and argue that you should have decision-making authority over specific things because you're not able to come to agreements on those matters."

Once a family law case is filed, a party can file a Request for Order asking a judge to rule on the disputed issue. Amen explains that from her experience, in such disputes, judges are more likely to decide which parent has authority to make the decision, or give one parent "tie-breaking authority," rather than the judge directly making the decision for your child. For example, she says, "Rather than saying, 'I'm making an order that Johnny can take ADHD medication,' the court might make an order that mom has legal custody over the issue of Johnny's ADHD medication, or over Johnny's medical issues, or that mom has tie-breaking authority on any issues related to Johnny's ADHD treatment. What the court is more likely to do is allocate responsibility and authority for that decision to a particular parent rather than deciding what the best course of medication is for Johnny or where Johnny should go to school and so forth."
"Best interest" of the child
If the parties cannot agree on a decision, the judge hears evidence from both sides about the facts - and the reason for each party's position and parenting - then the court decides which of the parents they believe is more likely to make decisions that are in the child's best interest. "Best interest" is the standard that generally applies to custody decisions. Amen explains, "During the course of a divorce or separation, you're addressing the child's immediate needs, but you're also trying to put orders in place that have some longevity and a degree of flexibility so that [the order] allows the decisions to be made in the future without having to run back to court."

Decisions and rulings are made not only for the specific issue but for the party who will act in accordance with the best interest of the child. The Child Welfare Information Gateway of The Children's Bureau states that while "there is no standard definition of 'best interests of the child,' the term generally refers to the deliberation that courts undertake when deciding what type of services, actions, and orders will best serve a child as well as who is best suited to take care of a child."

Omana further explains that in accordance to Family Code Section 3040, subsection A, custody should be awarded according to the child's best interest, which as generally stated in California Family Code Section 3011, subsection A, is where the court must consider the child's health, safety, and welfare when making orders.

General questions to keep in mind when determining who should have authority to make decisions

Does the custodial parent, or the parent who the child primarily lives with, have orders? Are those orders specific?

What is the child's relationship with the noncustodial parent?

Has the noncustodial parent been supportive of the child? Has this person been supportive of the child's disability?

Has the noncustodial parent been supportive of the child's needs for services?

If any services are required, has the noncustodial parent put up any barriers for the child? Has the noncustodial parent created obstacles when services are required?

If there are services that are necessary and required - and the noncustodial parent who has joint legal custody cannot agree with the custodial parent - should there be a specific order in place allowing these services?

Does the noncustodial parent have the child's best interests at heart?

If the noncustodial parent has not previously been involved in the child's care, is there any limitation on the parent being involved in the future?

Ask yourself: Can we (you and your child's other parent) do this together?

When can a decision be challenged?

Winn states, "The parental authority to make decisions for their children can be challenged if there's evidence that the parent is making decisions that place the child at significant risk of harm." In some cases, the court may appoint what's called a guardian ad litem: a neutral person whose responsibility it is to represent the child's best interests. The judge may rule to terminate parental rights if the parent's actions are deemed to be severely detrimental to the child's well-being.

Some examples of significant risk of serious harm include refusing to provide necessary medical care, exposing the child to abusive or neglectful conditions, or engaging in behavior that endangers the child's safety, such as drug use in the home or driving under the influence with the child in the car.

What are the options of disagreement?

While a court ruling may be the only option that works for some families, it's not the only option. There are alternative dispute resolution methods that help families address disagreements without resorting to the court. Mediation, stipulated agreements negotiated by attorneys, co-parenting counselors, or parenting plan coordinators (PPCs) all work to come up with solutions that meet everybody's needs.

Amen says that if it's important for parents to come to a definitive agreement on specific matters, alternative dispute resolution or ADR may be the better option as this allows as much time as needed to discuss details. Reaching an agreement without going to court may work in the parties' favor as their specific and detailed needs are most likely not going to be addressed by the court.
Parenting plan coordinators (PPCs)
For parties who are constantly disagreeing about decisions, and thus decisions aren't getting made due to stalemate, a parenting plan coordinator (PPC) can be designated as having authority to make certain types of decisions for you. PPCs are not only for emergency situations and can be used to help further along the process in a timely manner.

Not to be confused with a conservator, a PPC is sometimes a retired judge, former child custody evaluator, or child development expert with certain decision-making authority as stipulated by the involved parties. To choose a PPC, a party should seek referrals from a professional who has experience with high-conflict custody issues, such as a family law attorney, a family law mediator, or co-parenting therapist.

Keep in mind that a court cannot order parties to have a PPC - a PPC can only be put in place if the parties agree to it in a signed stipulation. In addition, the parties cannot request a PPC through a court; they need to stipulate to a PPC. Amen explains, "The writing would specify what types of decisions the PPC has authority to make, how the parties will present an issue to the PPC, how the decisions will be made, and if one party doesn't like the PPC decision, that they still have the right to go to court." A PPC can be expensive, but they may be less expensive than litigation over custody disputes. Most cases do not have PPCs, but they're not rare.

Going to court is expensive and can take a longer period of time than the PPC process, which is faster and allows for questions and disputes to be answered without getting attorneys involved and going back to court. For some emergency or time-sensitive disputes, PPCs may be able to come to a decision within 24-48 hours. Amen says that in high-conflict cases where there is a budget for a PPC, a PPC can sometimes be a good option when parties frequently have disputes about custody issues.
Stipulation
Even if a court case is filed, if the parties can reach an agreement outside of court, that agreement can be memorialized in a stipulation. A stipulation is a signed agreement by both parties that gets filed in court and becomes a court order. Amen explains that in many cases, the majority of issues are resolved through the stipulation without parties ever having to see the inside of a courtroom.

If the parties are both on the same page about an issue, it's often a good idea to memorialize the agreement in a stipulation. As an example, she says, "Parties may want a stipulation that states they will only go to an out-of-network medical provider for their child's ADHD medication. If this is mutually agreed by them in writing, maybe they'd put that in a stipulation, and maybe they'd want to add language to the stipulation that says that they agree to continue using the child's current providers, even though they're out-of-network." She goes on to say that stipulation can be very personalized to what the family's particular needs are.

Amen adds a reminder to those trying to craft the terms of a joint legal custody stipulation: at the end of the day, it's impossible to predict everything that's going to come up. While this stipulation will provide the parameters to resolve a lot of disputes, if it doesn't, or if one party is very dissatisfied with the outcome, or if there's been a change of circumstances, parties may still have to go to court to resolve this issue or attempt to resolve the issue through alternative dispute resolution.

How to request a court order to address a disagreement

If parties cannot reach an agreement and they decide court is the best option, they can file an RFO, or a request for order. First, a family court case needs to be filed. If the parties were married, the process is usually started by one party filing a petition for dissolution. If the parties were never married but share a child, the case is usually started by filing a petition to establish parental relationship.

Amen says, "Once a case is properly filed and served, the court typically has jurisdiction to make a custody order." If there is already a pending court case, the party would need to file an RFO requesting that the court make specific orders, supported by reasons as to why the party is requesting this order. The other party then has an opportunity to respond in writing. The court may or may not conduct an evidentiary hearing, meaning the parties may or may not provide live testimony, but in order to get specific issues before the court, one party has to file an RFO requesting relief. Amen notes that every time a party files custody RFO, the court will automatically assign the parties a mandatory mediation date.

If a party files an RFO, that party must serve it on the other side at least 16 court days before the hearing. Realistically, Amen says if you file an RFO today in Los Angeles County, you would not be able to be assigned a court date that is 16 days away, as there is often a six- to eight-week wait for a hearing date because the courts are incredibly busy. If a truly urgent decision is needed faster than that, there's an option to file an ex parte application, which is a written request for emergency orders. The party filing an ex parte is required to give the other side notice by 10:00 a.m. the business day before filing an ex parte application. To get an ex parte granted, the party needs to show that there is "an imminent risk of irreparable harm" if the ex parte is not granted. Otherwise, the filing party is denying the other side due process by having an issue determined with less than the normal statutory notice period.

Amen's reminder: while joint legal custody gives both parents the right to make decisions about the health, welfare, and education of their child, some joint custody orders specifically say that parties need to mutually agree on certain matters.

Emergency situations

Typically with a joint custody order, either party is authorized to make emergency decisions. The party making the decision just needs to inform the other party as soon as possible. Amen uses the example of a car accident to explain: "God forbid one parent is in a car accident with the child, they are rushed to the hospital, and decisions need to be made for the child's emergency surgery. No one needs to file an RFO nor attend mediation to authorize this surgery. The parent who is there and has physical custody at the time is authorized to make an emergency decision."

Who makes medical decisions in divorce?

In the case of medical specificities, there will usually be a court order stating which parent will be the one to provide health insurance for the child. Amen says that when people file for divorce, health insurance is often already in place, possibly through an employer or Covered California. The court order states that that party will need to continue to provide health insurance, or if they lose that health insurance, they will have to provide comparable insurance for the child.

Just because one parent provides insurance does not mean they have more decision-making rights than the parent who does not provide the insurance. So who gets to make decisions about the child's health, welfare, and education? That will be determined by the legal custody orders in place. Sometimes, there will be situations where one parent has sole legal custody of the child and the other parent provides the medical insurance but doesn't legally have the right to make any medical decisions. Decision-making and insurance are independent from each other.

How are public benefits decided in divorce?

In-Home Supportive Services (IHSS) is a common topic of discussion for parents legally separating in California. As Omana explains, "If both parents are available and eligible to be the child's IHSS provider, hours may be assigned based on the child's needs, when the child is in each parent's home." The service hours are allocated to the child, not the parents, so benefits are provided in the location where the child resides - even if the child lives in two homes.

IHSS hours are dependent on what each specific county allows, as there are only so many hours allowable and can differ from county to county throughout California. If you, as a parent, are not agreeing with orders that are being made, the fix will not come in family court - it will have to be through the request of an administrative hearing. "It's going to be a county issue; if orders are provided for one household and not the other but there's an order that both parents will be exercising custodial rights over the child and therefore need services in both households, parents need to address this issue with an administrative hearing with the county, not in family court."

Families whose child is eligible for Regional Center benefits will also need to discuss the child's new living arrangements with their service coordinator. Lanterman Act services are provided to the child as the consumer and can be provided differently in each household that the child lives in.

Generally speaking, based on observation of current practice, Arroyo tells Undivided that Regional Centers typically split the respite between parent households. For example, if the couple had 20 hours a month, they might now have 10 hours per household. There is also the possibility that because each parent now only has the child part-time, they often need less respite and so possibly the family may lose respite hours. Arroyo says that the decision on respite being split between two households is really up to the Regional Center.

Consent to having services is also sometimes an issue - if one parent is withholding consent, even if just for one service, often the Regional Center will simply stop all services, regardless of the custody agreement.

Respite is really the only service that is primarily for the benefit of the parents. All other Regional Center services are for the benefit of the Regional Center consumer, i.e. the child. The only thing likely to change is how and where the services are provided.

While we spoke with attorneys in the CLA SoCal Family Law Unit, CLA SoCal has a group of attorneys dedicated to the public benefits area of law. For those who live in Orange or Southeast Los Angeles County, you may contact the CLA SoCal hotline at 1-800-834-5001 with any questions. If you are eligible, their team will get back to you with legal advice and/or provide direction.

If you live outside of CLA SoCal's service area, there are legal aid offices throughout California, and throughout the country, and you may call and ask for a referral to the appropriate legal aid office if needed. Additionally, legal aid organizations like Legal Services of Northern California have put out resources for parents navigating these complexities and summary guides in the past, such as a parent provider guide.

Arroyo explains, "It's super important that people agree," and reiterates that it's very important that parents going through separation or divorce are aware of this. Where parents disagree, over IEP services for example, the consent issue can often prevent the child getting services. Arroyo suggests that parents should go to Family Court and decide who is the Educational Rights holder. His advice is that whatever is going on with your divorce, "don't disagree over your child's services."

Winn states that it is possible for family law courts to allocate one party the educational rights, while both parties have legal rights. "Most often, the educational rights are shared between the parents, [but] the allocation of educational rights can depend on various factors, such as the best interests of the child and the parents' ability to make decisions cooperatively." In a case where one parent is awarded the educational rights and the parents disagree on an educational decision, "the parent without those rights may have limited ability to prevent the other parent from exercising them. However, the specific legal procedures and options available [for the parent without educational rights] may vary by jurisdiction."

In the case where a school decides to file due process and the parties are in disagreement about school decisions, the court may need to intervene to resolve the matter. "If the parent without educational rights sides with the school, the court is still most likely to weigh heavier on the educational rights holder," Winn says. If both parties share educational rights and one agrees with the school while the other does not, the school may use the one party's agreement to their advantage in resolving the dispute. German tells us that schools are not under any obligation to be aware of the parents' marital status or the terms of their settlement, so often they will accept one parent's signature as consent for an assessment or an IEP.

Whether or not parties will need an attorney to resolve educational decisions will greatly depend on their individual situation. Parties may need an attorney in situations including custody disputes, child support issues, special education needs, possibly dealing with disputes with schools or school districts, or any legal proceedings related to the welfare of the child.

Parents should be aware that attorneys have strict ethical obligations that prevent them from acting against the interest of a current or former client. If your separation or divorce gets contentious, it can be difficult for a special education attorney to represent you without a conflict of interest arising. A couple might have a retainer with a special education attorney signed by both parents, but once they start to disagree on how to navigate the educational process, the special education attorney will likely be forced to drop both as clients. If parents are not able to work together on special education issues, they need the assignment of educational and legal rights clearly set out in a settlement or court order, and many times each parent will need separate representation. However, German explains that many divorced couples are able to work together in the interest of the child without their family law issues posing a problem.
What if a parent or lawyer wants to bring in another specialist?
Amen states, "Part of our jobs as attorneys is to know what we do know, but also know when something exceeds our area of expertise, and then know who to bring in to advise on that issue." As a certified family law specialist, she says educational rights and public benefits, for example, are both separate areas of practice, and both are separate and distinct from family law. If an issue comes up in Amen's cases that requires legal expertise outside of family law, she typically advises clients to consult with an attorney who has specific expertise in that practice area. She says, "I would never want to be advising a client incorrectly on another area of law, particularly when it impacts their child. I'd want to make sure we're bringing in somebody with expertise in that area to fill in whatever gaps there are between family law and the client's questions."

Tips for working with attorneys

We asked CLA attorneys Omana and Abshier what tips they have for parents navigating divorce and co-parenting within the court system:

Provide your legal professional a lot of information and documentation, whether that's records from school, different medical providers, anything you've noticed about changes in the child's behavior, different patterns in any information you can provide, etc. Abshier explains, "Front-loading that [information] and trying to give as much as possible really helps with educating the attorney, the mediator, or whoever it might be that you're talking to about this specific situation. The parent needs to be the one to advocate, and if [the parent] realizes that their situation is not being understood the way they want it to be or approached the way they want it to be, they need to vocalize this and advocate for the questions they need answered."

There is no "one-size-fits-all" solution. The legal professional helping you might assume that a joint custody order and 50/50 time share would be appropriate because it's right down the middle, but that may not be best for the children involved. Providing as much information as possible to the attorney you're working with truly allows for the professionals to figure out what is in the best interest of that child and that family.

If you are in need of a specific order from the court, provide the general background information but keep in mind that whatever evidence you provide has to be admissible, or allowed in court by law. "You can have a lot of information, a lot of background, and a lot of what you think might be evidence, but the key word is admissible: admitted into court for the purpose of the judge making a final determination as to what you're asking for."

Do you have experience navigating divorce and co-parenting your child with disabilities? We'd love to hear about your experience and advice for other families. Get in touch and email us.

Lexi Novak Undivided Writer

Reviewed by:

Adelina Sarkisyan, Undivided Writer and Editor

Karen Ford Cull, Undivided Content Specialist

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# data[].attributes.attachment_link.title
Navigating Divorce and Co-Parenting Children with Disabilities

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When divorced parents of kids with disabilities disagree on how to make medical, educational, or other decisions, they might need a court order to decide.

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Does anyone have a recommendation for a respite agency that is contracted with the San Bernardino Regional Center?

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Combining a formal treatment plan with lifestyle supports can be effective in addressing ADHD symptoms and reducing stress. Many women work with a professional, a close friend, or a relative to help them organize or create systems and routines to improve daily life and employ strategies for success at their workplace.

Women can include various supportive approaches in a personalized plan to address ADHD symptoms. They can also choose to work with a variety of professionals, including an ADHD specialist, a mental health professional, an organizing professional, or an ADHD coach. Some women choose to work with healthcare providers who offer a complementary or integrative treatment approach, and may include supports such as dietary changes, nutritional supplements, and neurofeedback in their treatment plan.

By including lifestyle supports and learning how to better manage their symptoms, women can reduce some of the stress they carry. By better meeting their own needs, they can better meet the needs of others in their personal and workplace lives.
Consequences of stress caused by ADHD
When ADHD is diagnosed in adulthood, women are more likely to have depressive symptoms and feel stressed, anxious, and less in control of their lives. To reduce these feelings, they may engage in coping strategies that are self-protective or that remove them from the situation in some way, rather than strategies that are task-oriented or actively solve problems.

Women may experience a higher level of stress due to their cultural role as family manager, which often assigns them more responsibility for home and children than their partner. This stress and misunderstandings about ADHD symptoms can create tension between partners that, if unaddressed, can lead to damaged relationships.

Chronic and unresolved stress can take a toll on a woman's health. Chronic stress is known to:

lower one's immune system, making one more susceptible to illnesses

contribute to stomach and intestinal distress and conditions

contribute to ongoing fatigue and "brain fog"

contribute to blood pressure and heart conditions

be linked to weight gain

cause disordered functioning to the reproductive system

aggravate co-occurring conditions, especially depression and anxiety

make one feel uneasy and emotionally on-edge with no discernible cause

Managing stress
Addressing ADHD symptoms through a treatment plan and by creating systems and routines that help to automate life as much as possible can help to reduce stress levels. Delegating responsibilities is another way to reduce stress-causing situations. This may mean having family members be more involved with home management and childcare, creating a team-based work situation, or outsourcing some tasks (examples include hiring someone to do housework, provide pet care or virtual assistance, or perform other daily errands).

Sometimes women find it helpful to work with a professional to learn effective ways to reduce stress or with whom they can safely talk about stressful situations. Health insurance providers and CHADD's Professional Directory are good places to search for mental health professionals who specialize in ADHD.
Lifestyle supports
Parent training. In most families, the primary caregiver is the mother or the woman in a mothering role. Women are often expected to be the household and family manager-roles that require focus, organization, and planning, as well as the ability to juggle multiple responsibilities. ADHD typically interferes with these abilities, however, making home management much more difficult.

Women who are parenting may need training on how to best parent a child who has ADHD, especially if she also has the condition. The evidence-based parent training programs found to be effective for children with ADHD are also recommended for parents with ADHD. Parent training approaches may be less effective if the mother, parent, or caregiver has high levels of ADHD symptoms, so it may be necessary to include adult ADHD management strategies into parent training programs.

Group therapy. Social problems for girls and women with ADHD develop early and appear to increase as they mature. Women with ADHD have greater self-esteem problems than men with ADHD, and often feel shame when comparing themselves to other women. Therapy groups specifically designed for them may provide a place where they can feel understood and accepted by other women.

ADHD coaching. ADHD coaching developed in response to the need some adults have for structure and support. Coaching can be done in several different ways, depending on the client's need. The coach and client can meet in person, talk on the phone or by video chat, or use email and text messaging. Learn more about life coaching for ADHD in Complementary Treatment: Coaching [https://chadd.org/about-adhd/coaching/].

Professional organizing. Women with ADHD typically struggle with high levels of disorganization in many areas of their lives. Some women are able to maintain organization at work, but at the expense of an organized home. For others, disorganization is widespread, which increases the challenges and difficulties of living with ADHD. A professional organizer can provide hands-on assistance in sorting, discarding, filing, and storing items in a home or office and help to set up systems that are easier to maintain. For more information on organization, see Organizing and Time Management. [https://chadd.org/for-adults/organizing-the-home-and-office-space/]

Career guidance. Women with ADHD, especially those struggling in the workplace or about to begin careers, may benefit from career guidance. This can help them take advantage of their strengths and minimize the impact of symptoms on work performance. Sometimes a career or job change is necessary to reduce stress and better further the career or aspirations of an adult struggling with ADHD symptoms. A career counselor who is familiar with ADHD can provide valuable guidance. For more information, see Workplace Issues. [https://chadd.org/for-adults/workplace-issues/]
Continue reading about women and girls with ADHD:

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Lifestyle Supports for Women with ADHD - CHADD

# data[].attributes.attachment_link.description
Combining a formal treatment plan with lifestyle supports can be effective in addressing ADHD symptoms and reducing stress. Many women work with a professional, a close friend, or a relative to help them organize or create systems and routines to improve daily life and employ strategies for success at their workplace. Women can include various…

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The recommended approach for ADHD treatment for women and girls considers their respective needs, stage of life, and symptom intensity along with evidence-based medical and behavioral management.

Effective treatment involves a multimodal approach that often includes medication, therapy and counseling, stress management techniques, workplace and homelife accommodations. Some women and girls incorporate various lifestyle strategies to help manage their ADHD.
The challenge of receiving appropriate treatment
Women with an ADHD diagnosis often face the challenge of finding a professional who can provide appropriate treatment. While the number of clinicians experienced in treating adult ADHD is growing, it can still be difficult to find a professional who takes the challenges women face into consideration while managing treatment. Most clinicians use standard psychotherapeutic approaches, which can provide insight into emotional and interpersonal issues, but do not help a woman with ADHD learn to better manage the disorder or learn strategies to lead a more productive and satisfying life.

ADHD management needs to take a woman's or girl's stage of life into consideration. Each of the following factors can affect symptom levels: changes in hormone levels; responsibilities at home, in the workplace, or at school; relationships with significant others, partners, or spouses; relationships with friends, coworkers, and family members. Management of co-occurring conditions also plays a role in managing ADHD symptoms and tailoring treatment to a woman's or girl's specific needs.

ADHD-focused therapies address a broad range of issues, including self-esteem, interpersonal and family issues, daily health habits, daily stress levels, and life management skills. These interventions are often referred to as "neurocognitive psychotherapy," which combines cognitive behavior therapy with cognitive rehabilitation techniques. Cognitive behavior therapy focuses on psychological issues related to ADHD (for example, self-esteem, self-acceptance, self-blame), while the cognitive rehabilitation approach focuses on life management skills for improving cognitive functions (remembering, reasoning, understanding, problem solving, evaluating, and using judgment), learning compensatory strategies, and restructuring the environment.

Recent research shows a relationship between untreated or poorly managed ADHD symptoms and overall health and life expectancy. ADHD that is poorly treated negatively affects a person's ability to manage other chronic health conditions, such as diabetes, high blood pressure, or depression. Combined with chronic stress, this poor management of overall health can create situations for ongoing poor health and increases the risk of an early death.
Medication management for ADHD
Medication does not cure ADHD. When effective, it eases ADHD symptoms during the time it is active in a woman's or girl's body. There are primarily two categories of medications: stimulant and nonstimulant medications. Some clinicians will occasionally prescribe a medication off-label that was not developed to treat ADHD but has been seen to improve some ADHD symptoms.

Prescribing medications for women with ADHD can be more complicated than it is for men. Hormone fluctuations throughout the menstrual cycle, or related to birth control or assisted reproductive technology, and at different stages of life (such as during puberty, pregnancy, perimenopause, and menopause) can cause an increase in ADHD symptoms, especially during the times of decreasing estrogen level. For some women approaching or in menopause, when estrogen levels are fluctuating and dropping the most, hormone replacement therapy may be combined with medication for better symptom management.

Any medication management approach needs to consider all aspects of a woman's life, including the treatment of coexisting conditions. Additionally, alcohol and substance use disorders are common in women with ADHD, especially if the disorder has been untreated. This requires taking a careful history of substance use before prescribing. This step is not to deter the use of medications in treatment, but to help the clinician and patient choose the medication that is most appropriate in the specific circumstances.

For more information on adult ADHD medication management, see Medication Management.
Behavior management for ADHD symptoms
For girls who have ADHD, behavioral or psychosocial treatment may be recommended along with medication management. Behavioral treatment for ADHD is important for several reasons. First, girls with ADHD face problems in daily life that go well beyond their symptoms, including poor academic performance and behavior at school, poor relationships with peers and siblings, failure to obey adult requests, and poor relationships with their parents. These problems are extremely important, because they predict how children with ADHD will do in the long run.

Behavioral treatments for ADHD should be started as soon as the girl or teen receives a diagnosis. Parents, schools, and practitioners should not postpone effective behavioral treatments for children with ADHD. Learn more about this treatment approach for girls in Psychosocial Treatments. There are behavioral interventions that work well for elementary-age students and others specifically for teenagers.

For women, behavioral management will include more lifestyle supports and possibly cognitive-behavioral therapy. Cognitive-behavioral therapy refers to a type of mental health treatment that focuses on the thoughts and behaviors that occur in the here and now. This approach differs from traditional forms of psychoanalytic or psychodynamic therapy, which involve recapturing and reprocessing the childhood experiences that may result in current emotional problems. A difference of CBT over these earlier therapies is that its goals and methods are stated clearly, and, therefore, can be measured for each individual.

There are CBT programs that were developed specifically for adults with ADHD. Some of these programs aim to help adults overcome their difficulties in everyday executive functions that are needed to effectively manage time, organize, and plan in the short term and the long term. Other programs focus on emotional self-regulation, impulse control, and stress management.

Women who are employing CBT for coexisting conditions, including depression and anxiety, may find this therapy helpful for ADHD symptoms, even though it was not designed specifically to address the symptoms and impairments associated with ADHD. Learn more about this approach at Cognitive-Behavioral Therapy.
Continue reading about women and girls with ADHD:

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Treatment for ADHD in Women and Girls - CHADD

# data[].attributes.attachment_link.description
The recommended approach for ADHD treatment for women and girls considers their respective needs, stage of life, and symptom intensity along with evidence-based medical and behavioral management. Effective treatment involves a multimodal approach that often includes medication, therapy and counseling, stress management techniques, workplace and homelife accommodations. Some women and girls incorporate various lifestyle strategies…

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Knowledge of ADHD in women at this time is extremely limited as few studies have been conducted on this population. Women have only recently begun to be diagnosed and treated for ADHD, and today, most of what we know about this population is based on the clinical experience of mental health professionals who have specialized in treating women.
Impact of ADHD in women
ADHD in young girls is often overlooked, the reasons for which remain unclear, and many females are not diagnosed until they are adults. Frequently, a woman comes to recognize her own ADHD after one of her children has received a diagnosis. As she learns more about ADHD, she begins to see many similar patterns in herself.

Some women seek treatment for ADHD because their lives are out of control―their finances may be in chaos; their paperwork and record-keeping are often poorly managed; they may struggle unsuccessfully to keep up with the demands of their jobs; and they may feel even less able to keep up with the daily tasks of meals, laundry and life management. Other women are more successful in hiding their ADHD, struggling valiantly to keep up with increasingly difficult demands by working into the night and spending their free time trying to "get organized." But whether a woman's life is clearly in chaos or whether she is able to hide her struggles, she often describes herself as feeling overwhelmed and exhausted.

While research of ADHD in women continues to lag behind that in adult males, many clinicians are finding significant concerns and co-existing conditions in women with ADHD. Compulsive overeating, alcohol abuse and chronic sleep deprivation may be present in women with ADHD.

Women with ADHD often experience dysphoria (unpleasant mood), major depression and anxiety disorders, with rates of depressive and anxiety disorders similar to those in men with ADHD. However, women with ADHD appear to experience more psychological distress and have lower self-image than men with ADHD.

Compared to women without ADHD, women diagnosed with ADHD in adulthood are more likely to have depressive symptoms, are more stressed and anxious, have more external locus of control (tendency to attribute success and difficulties to external factors such as chance), have lower self-esteem and are engaged more in coping strategies that are emotion-oriented (use self-protective measures to reduce stress) than task-oriented (take action to solve problems).

Studies show that ADHD in a family member causes stress for the entire family. However, stress levels may be higher for women than men because they bear more responsibility for home and children. In addition, recent research suggests that husbands of women with ADHD are less tolerant of their spouse's ADHD patterns than wives of men with ADHD. Chronic stress takes its toll on women with ADHD, affecting them both physically and psychologically. Women who suffer chronic stress like that associated with ADHD are more at risk for diseases related to chronic stress such as fibromyalgia.

Thus, it is becoming increasingly clear that the lack of appropriate identification and treatment of ADHD in women is a significant public health concern.
The challenge of receiving appropriate treatment
ADHD is a condition that affects multiple aspects of mood, cognitive abilities, behaviors, and daily life. Effective treatment for ADHD in adult women may involve a multimodal approach that includes medication, psychotherapy, stress management, as well as ADHD coaching and/or professional organizing.

Even those women fortunate enough to receive an accurate ADHD diagnosis often face the subsequent challenge of finding a professional who can provide appropriate treatment. There are very few clinicians experienced in treating adult ADHD and even fewer who are familiar with the unique issues faced by women with ADHD. As a result, most clinicians use standard psychotherapeutic approaches. Although these approaches can be helpful in providing insight into emotional and interpersonal issues, they do not help a woman with ADHD learn to better manage her ADHD on a daily basis or learn strategies to lead a more productive and satisfying life.

ADHD-focused therapies are being developed to address a broad range of issues including self-esteem, interpersonal and family issues, daily health habits, daily stress level, and life management skills. Such interventions are often referred to as "neurocognitive psychotherapy," which combines cognitive behavior therapy with cognitive rehabilitation techniques. Cognitive behavior therapy focuses on the psychological issues of ADHD (for example, self-esteem, self-acceptance, self-blame) while the cognitive rehabilitation approach focuses on life management skills for improving cognitive functions (remembering, reasoning, understanding, problem solving, evaluating, and using judgment), learning compensatory strategies, and restructuring the environment.
Medication management in women with ADHD
Medication issues are often more complicated for women with ADHD than for men. Any medication approach needs to take into consideration all aspects of the woman's life, including the treatment of coexisting conditions. Women with ADHD are more likely to suffer from coexisting anxiety and/or depression as well as a range of other conditions including learning disabilities. Since alcohol and drug use disorders are common in women with ADHD and may be present at an early age, a careful history of substance use is important.

Medication may be further complicated by hormone fluctuations across the menstrual cycle and across the lifespan (e.g., puberty, perimenopause, and menopause) with an increase in ADHD symptoms whenever estrogen levels fall. In some cases, hormone replacement may need to be integrated into the medication regimen used to treat ADHD.

For more information on medication management in adults with ADHD, see Medication Management.
Other treatment approaches
Women with ADHD may benefit from one or more of the following treatment approaches:

1. Parent training. In most families, the primary parent is the mother. Mothers are expected to be the household and family manager-roles that require focus, organization and planning, as well as the ability to juggle multiple responsibilities. ADHD, however, typically interferes with these abilities, making the job of mother much more difficult for women with ADHD.

Furthermore, because ADHD is hereditary, a woman with ADHD is more likely than a woman without the disorder to have a child with ADHD, further increasing her parenting challenges. Women may need training in parenting and household management geared toward adults with ADHD. The evidence-based parent management programs found to be effective in children with ADHD are also recommended for parents with ADHD. However, research on these parent training approaches has indicated that parent training may be less effective if the mother has high levels of ADHD symptoms. Thus, it may be necessary to incorporate adult ADHD life management strategies into parent training programs for mothers with ADHD.

2. Group therapy. Social problems for females with ADHD develop early and appear to increase with age. Women with ADHD have greater self-esteem problems than men with ADHD, and often feel shame when comparing themselves to women without ADHD. Because many women with ADHD feel shame and rejection, psychotherapy groups specifically designed for women with ADHD may provide a therapeutic experience―a place where they can feel understood and accepted by other women and a safe place to begin their journey toward accepting themselves more and learning to better manage their lives.

3. ADHD coaching. ADHD coaching, a new profession, has developed in response to the need among some adults with ADHD for structure, support and focus. Coaching often takes place by telephone or e-mail. For more information on coaching, see Coaching.

4. Professional organizing. As contemporary lives have become increasingly complicated, the organizer profession has grown to meet the demand. Women with ADHD typically struggle with very high levels of disorganization in many areas of their lives. Some women are able to maintain organization at work, but at the expense of an organized home. For others, disorganization is widespread, which increases the challenges and difficulties of ADHD. A professional organizer can provide hands-on assistance in sorting, discarding, filing, and storing items in a home or office, helping to set up systems that are easier to maintain. For more information on organization, see Organizing and Time Management.

5. Career guidance. Just as women with ADHD may need specific guidance as a parent with ADHD, they may also greatly benefit from career guidance, which can help them take advantage of their strengths and minimize the impact of ADHD on workplace performance. Many professional and office jobs involve the very tasks and responsibilities that are most challenging for a person with ADHD, including paying attention to detail, scheduling, paperwork, and maintaining an organized workspace. Sometimes a career or job change is necessary to reduce the intense daily stress often experienced in the workplace by most individuals with ADHD. A career counselor who is familiar with ADHD can provide very valuable guidance. For more information, see Workplace Issues.
Ways that women with ADHD can help themselves
It is helpful for a women with ADHD to work initially with a professional to develop better life and stress management strategies. However, the following strategies can be used at home, without the guidance of a therapist, coach or organizer to reduce the impact of ADHD:

Understand and accept your ADHD challenges instead of judging and blaming yourself.

Identify the sources of stress in your daily life and systematically make life changes to lower your stress level.

Simplify your life.

Seek structure and support from family and friends.

Get expert parenting advice.

Create an ADHD-friendly family that cooperates and supports one another.

Schedule daily time outs for yourself.

Develop healthy self-care habits, such as getting adequate sleep and exercise and having good nutrition.

Focus on the things you love.

Individuals with ADHD have different needs and challenges, depending on their gender, age and environment. Unrecognized and untreated, ADHD may have substantial mental health and education implications. It is important that women with ADHD receive an accurate diagnosis that addresses both symptoms and other important issues with functioning and impairment, which will help determine appropriate treatment and strategies for the individual woman with ADHD.

# data[].attributes.attachment_link.description
Knowledge of ADHD in women at this time is extremely limited as few studies have been conducted on this population. Women have only recently begun to be diagnosed and treated for ADHD, and today, most of what we know about this population is based on the clinical experience of mental health professionals who have specialized in...

# data[].attributes.attachment_link.readable_text
Combining a formal treatment plan with lifestyle supports can be effective in addressing ADHD symptoms and reducing stress. Many women work with a professional, a close friend, or a relative to help them organize or create systems and routines to improve daily life and employ strategies for success at their workplace.

Women can include various supportive approaches in a personalized plan to address ADHD symptoms. They can also choose to work with a variety of professionals, including an ADHD specialist, a mental health professional, an organizing professional, or an ADHD coach. Some women choose to work with healthcare providers who offer a complementary or integrative treatment approach, and may include supports such as dietary changes, nutritional supplements, and neurofeedback in their treatment plan.

By including lifestyle supports and learning how to better manage their symptoms, women can reduce some of the stress they carry. By better meeting their own needs, they can better meet the needs of others in their personal and workplace lives.
Consequences of stress caused by ADHD
When ADHD is diagnosed in adulthood, women are more likely to have depressive symptoms and feel stressed, anxious, and less in control of their lives. To reduce these feelings, they may engage in coping strategies that are self-protective or that remove them from the situation in some way, rather than strategies that are task-oriented or actively solve problems.

Women may experience a higher level of stress due to their cultural role as family manager, which often assigns them more responsibility for home and children than their partner. This stress and misunderstandings about ADHD symptoms can create tension between partners that, if unaddressed, can lead to damaged relationships.

Chronic and unresolved stress can take a toll on a woman's health. Chronic stress is known to:

lower one's immune system, making one more susceptible to illnesses

contribute to stomach and intestinal distress and conditions

contribute to ongoing fatigue and "brain fog"

contribute to blood pressure and heart conditions

be linked to weight gain

cause disordered functioning to the reproductive system

aggravate co-occurring conditions, especially depression and anxiety

make one feel uneasy and emotionally on-edge with no discernible cause

Managing stress
Addressing ADHD symptoms through a treatment plan and by creating systems and routines that help to automate life as much as possible can help to reduce stress levels. Delegating responsibilities is another way to reduce stress-causing situations. This may mean having family members be more involved with home management and childcare, creating a team-based work situation, or outsourcing some tasks (examples include hiring someone to do housework, provide pet care or virtual assistance, or perform other daily errands).

Sometimes women find it helpful to work with a professional to learn effective ways to reduce stress or with whom they can safely talk about stressful situations. Health insurance providers and CHADD's Professional Directory are good places to search for mental health professionals who specialize in ADHD.
Lifestyle supports
Parent training. In most families, the primary caregiver is the mother or the woman in a mothering role. Women are often expected to be the household and family manager-roles that require focus, organization, and planning, as well as the ability to juggle multiple responsibilities. ADHD typically interferes with these abilities, however, making home management much more difficult.

Women who are parenting may need training on how to best parent a child who has ADHD, especially if she also has the condition. The evidence-based parent training programs found to be effective for children with ADHD are also recommended for parents with ADHD. Parent training approaches may be less effective if the mother, parent, or caregiver has high levels of ADHD symptoms, so it may be necessary to include adult ADHD management strategies into parent training programs.

Group therapy. Social problems for girls and women with ADHD develop early and appear to increase as they mature. Women with ADHD have greater self-esteem problems than men with ADHD, and often feel shame when comparing themselves to other women. Therapy groups specifically designed for them may provide a place where they can feel understood and accepted by other women.

ADHD coaching. ADHD coaching developed in response to the need some adults have for structure and support. Coaching can be done in several different ways, depending on the client's need. The coach and client can meet in person, talk on the phone or by video chat, or use email and text messaging. Learn more about life coaching for ADHD in Complementary Treatment: Coaching [https://chadd.org/about-adhd/coaching/].

Professional organizing. Women with ADHD typically struggle with high levels of disorganization in many areas of their lives. Some women are able to maintain organization at work, but at the expense of an organized home. For others, disorganization is widespread, which increases the challenges and difficulties of living with ADHD. A professional organizer can provide hands-on assistance in sorting, discarding, filing, and storing items in a home or office and help to set up systems that are easier to maintain. For more information on organization, see Organizing and Time Management. [https://chadd.org/for-adults/organizing-the-home-and-office-space/]

Career guidance. Women with ADHD, especially those struggling in the workplace or about to begin careers, may benefit from career guidance. This can help them take advantage of their strengths and minimize the impact of symptoms on work performance. Sometimes a career or job change is necessary to reduce stress and better further the career or aspirations of an adult struggling with ADHD symptoms. A career counselor who is familiar with ADHD can provide valuable guidance. For more information, see Workplace Issues. [https://chadd.org/for-adults/workplace-issues/]
Continue reading about women and girls with ADHD:

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Lifestyle Supports for Women with ADHD - CHADD

# data[].attributes.attachment_link.description
Combining a formal treatment plan with lifestyle supports can be effective in addressing ADHD symptoms and reducing stress. Many women work with a professional, a close friend, or a relative to help them organize or create systems and routines to improve daily life and employ strategies for success at their workplace. Women can include various…

# data[].attributes.attachment_link.readable_text
Women and girls experience the same general symptoms of ADHD as men and boys. However, the way the symptoms are expressed in their behaviors can appear different from their expression in men and boys.

This difference in expression has historically been one of the reasons girls and women are underdiagnosed. Clinicians, parents, and other adults who work with children look for the male model of ADHD symptoms that focuses on hyperactivity and impulsiveness. When girls demonstrate symptoms of inattention, overly sociable behavior, forgetfulness, talkativeness, or difficulties with time management, those behaviors are attributed to other causes or cultural expectations.
Symptoms of ADHD
ADHD has three main presentations: predominantly inattentive, predominantly hyperactive-impulsive, and combined inattentive and hyperactive.

Women and girls can have any of these presentations, and presentations and symptom severity can vary across their lives. However, both research and lived experience indicate that girls and women most often appear to have the inattentive presentation:

Fails to give close attention to details or makes careless mistakes

Has difficulty sustaining attention, does not appear to listen

Struggles to follow through with instructions, has difficulty with organization

Avoids or dislikes tasks requiring sustained mental effort, loses things easily

Is easily distracted, is forgetful in daily activities

To assume that women and girls only experience the inattentive presentation would be incorrect. Many women and girls report and describe "internal" hyperactivity and other unrecognized symptoms, with behaviors often ascribed culturally to very "social" girls:

Talks excessively

Fidgets and often needs to get up and walk around

Acts impulsively or speaks before thinking

Appears to daydream but will explains that her thoughts feel like they are "going a million miles a minute" and she has trouble keeping her mind on one topic

Easily makes friends but has difficulty sustaining friendships

Self-harming activities, or activities that require extreme and unhealthy self-discipline

Adopts compensatory strategies, leading to working two to three times as hard as her peers in order to be equally successful

Fears rejection by peers or friends and clings to other people or remains in unhealthy relationships

Additional indications of ADHD
Though not often listed as symptoms, other indications of ADHD in girls and women include co-occurring depression and anxiety, difficult romantic relationships that can lead to intimate partner violence, trouble maintaining friendships, and at least one space in her life in disarray (messy house, messy bedroom, or similar personal space).

Often girls with ADHD will become sexually active at a younger age than their peers, due to impulsivity, poor planning, or a desire to be cared for by their partner. When they do so, they are at a greater risk of being pressured into unwanted sexual activity or becoming victims of sexual violence, and are less likely to use or be able to insist that their partners use contraception.
Continue reading about women and girls with ADHD:

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Symptoms of ADHD in Women and Girls - CHADD

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Women and girls experience the same general symptoms of ADHD as men and boys. However, the way the symptoms are expressed in their behaviors can appear different from their expression in men and boys. This difference in expression has historically been one of the reasons girls and women are underdiagnosed.

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I have ADHD.

Around age 10, my grades tanked and homework became a nightly battle. I was perpetually losing things, forgetting appointments, and making us late for everything because my shoes no longer seemed to exist in the material universe.

Concerned, my parents took me to see a child psychologist.

"Nope," he said, when they asked about ADHD. "I've seen ADHD and this isn't it.

"She's smart. She'll be fine."

I wasn't accurately diagnosed for another 11 years.

Sugar, spice, and space cadets

Research suggests that ADHD affects girls and boys in nearly equal measure, yet for many-my erstwhile psychologist included-ADHD still conjures up the stereotype of little boys careening around like miniature bulls in a china shop. But that's just the stereotype, and there are actually different types of ADHD, and different ways that it might look, especially across genders.

"Girls with ADHD tend to cluster in the inattentive subtype, "says Patricia Quinn, MD, director of the National Resource Center for Girls and Women with ADHD. "Even those who exhibit more of the hyperactive-impulsive symptoms don't necessarily fit the so-called 'classic' profile of ADHD."

Girls, she explains, present with more inconspicuous behaviors. Inattentive girls get written off as space cases, dreamy or even ditzy. Those who show more hyperactive-impulsive behaviors are seen as pushy, hypertalkative, aggressive and overemotional. Their behavior might be seen as a personality problem instead of signs of a disorder.

A boy with ADHD might be climbing the walls or wandering into the hall while a girl might be fidgeting and daydreaming. Both miss hearing the homework assignment but the boy will likely be called back and talked to and odds are the girl leaves unnoticed.

Misconceptions = missed opportunities

Even though girls and boys both suffer from the fallout of ADHD, for boys, looking the part means they're more likely to be diagnosed and treated. Girls with ADHD often aren't as lucky. The absence of more "typical" ADHD symptoms can mean girls go undiagnosed, leading to academic and social difficulties as well as mental health issues and poor self esteem down the line.

If you suspect that your daughter might have ADHD, it's important to know what ADHD does (and doesn't) look like in girls so she can get the help she needs in the most timely and effective way.

Inattention: For many girls with ADHD, maintaining concentration is a constant struggle. They may have trouble focusing long enough to complete tasks both at home and at school. Don't be thrown off by hyperfocus. Some people with ADHD are capable of focusing endlessly on things that interest them but can't sustain attention on less interesting but more important tasks: A girl might read a novel cover to cover but find herself unable to finish the one-page book report.

Distractability: Girls with ADHD may also be easily distracted by outside stimuli, and prone to what Dr. Quinn calls "internal distractability." Unconsciously swept away by their own thoughts, they end up completely missing things going on right in front of them.

Hyperactivity: Some girls show more "classic" signs of hyperactivity: being excessively active, struggling to stay still. Most, however, display the urge to be in motion more quietly, doodling, fidgeting, or constantly wiggling in their chairs.

Impulsivity: This, too, looks somewhat different in girls than boys. Girls may be overemotional, unable to slow themselves down to process their feelings. "Girls are more likely to be chatty and verbally impulsive," says Kathleen Nadeau, director of the Chesapeake Center for ADHD. "They interrupt and talk out of turn." Impulsive girls may struggle to interpret what is and isn't socially appropriate and have trouble making and keeping friends.

Executive Malfunctions: Many of the issues associated with ADHD stem from poor executive functioning skills. Girls with ADHD can display poor time management and struggle with multi-step directions and task completion. Important items often go missing, sometimes remerging in surprising places: My phone was in the fridge? I have vivid memories of rushed, stupid mistakes that cost me dearly on tests, key buttons (ahem) left undone, vital papers lost only to be found, far past due and squashed beyond recognition, at the bottom of my backpack.

Without context, the symptoms of ADHD can read as carelessness. You're such a slob. Embarrassing situations abound. Could you repeat the question? Girls are frequently in trouble at home. Why do you never listen!? And they're often behind in school. Everyone else has their homework!. Socializing can be confusing and other girls can be mean. You're so weird. You always interrupt me.

Girls internalize these negative experiences and do their best to cope, compensate, and hide, which can make identifying their ADHD even more difficult.

Kathleen Nadeau notes that when girls furiously work to manage one area, others fall by the wayside and it can be helpful to find out what's being left undone. "The work is in, her hair is done, but you're wading through a knee-high pile of clothes just to find her bed!"

The awareness that they are working much harder than their non-ADHD peers just to stay afloat means that girls with ADHD often view themselves as stupid or broken. "Girls with undiagnosed ADHD often attribute their symptoms to uncontrollable character flaws, " says Dr. Quinn.

All girls, she says, face a myriad of potentially self-esteem bashing pressures as they age but for girls with ADHD the obstacles are greater and the road more fraught. Girls with ADHD are at higher risk for depression, anxiety, and self-injury and a host of other internalizing disorders. When seeking a diagnosis it's important to consider not only treatment for ADHD but ways to manage the emotional toll of having been undiagnosed as well.

We now know that ADHD isn't just a childhood disorder, but rather a life-long neurobiological difference.

Early recognition is ideal but getting diagnosed at any age can open the door to much-needed services and understanding. Symptoms change as we age-just because a girl didn't show conspicuous signs of ADHD during childhood doesn't mean she doesn't have it. Many girls are able to compensate for their ADHD during elementary and middle school, and only begin to show their struggles when the waters of high school are already almost over their heads.

Finally, if you think your daughter might have ADHD, talk to her. Having an open, honest, conversation about your concerns might yield clarity that no book or website could possibly provide. Ask her if she feels overwhelmed or worries about her ability to stay afloat socially and academically. Keeping her in on the process can give her a sense of ownership over her own diagnosis and treatment process. Girls with ADHD may be historically overlooked, but with information and advocacy the future can be bright.

Frequently Asked Questions

How do you know if you have ADHD as a girl?

What are the signs of ADHD in girls?

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How to Tell if Your Daughter Has ADHD - Child Mind Institute

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Learn signs of ADHD in girls. Child Mind Institute explains how ADHD symptoms are different in girls than boys and what to look for.

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( Printer-friendly PDF version| 1.8 MB)
(Large Print PDF version| 2.1 MB)

Table of Contents

Acknowledgments

The content for this planning guide was adapted from the Accessible Temporary Event, A Planning Guide, published in 1998 by the Center for Universal Design at North Carolina State University in collaboration with the Southeast ADA Center (formally named the Southeast DBTAC). The authors of this original guide generously permitted substantial revisions to content to ensure accuracy of content and improve readability. Authors and editors of original guide included Ronald L Mace and Rex J. Pace, Leslie C. Young, and Karen Olander.

The development of the current version was facilitated by the ADA Knowledge Translation Center (ADAKTC) at the University of Washington, specifically by;

Editors: Cynthia Salzman and Rebecca Matter

Editing assistant: Aditya Ganapathiraju

Graphic designer: Greg Owen

Expert reviewers from the ADA National Network who ensured accuracy of content include Troy Balthazor, Peter Berg, Jan Garrett, Karen Goss, and Michael Richardson. A special thanks to Nancy Horton for her careful review and editing on multiple sections.

Street festivals, craft fairs, music events, sporting events and home shows are but a few of the many temporary events that take place every day in communities both large and small throughout the nation. Temporary events celebrate and support a "sense of community" and must encourage participation by all people.

This guide provides information to assist planners, managers, operators and building owners in making temporary events accessible to people with disabilities.

This guide acquaints the reader with:

This guide addresses most questions about how to host an accessible temporary event. However, if you have additional questions, please call your regional ADA Center for more information at 1-800-949-4232.
The Americans with Disabilities Act (ADA) is part of our larger civil rights tradition which recognizes and celebrates diversity and strives to include all members of our society. It is in this spirit that accessibility should be embraced. Return to Table of Contents
People with disabilities have the same hopes and dreams as people without disabilities. They want to access their communities and attend events with their friends and families. It is estimated that more than 21 percent of Americans aged 15 and over and 50 percent of Americans 65 years and older presently have some type of disability (Census, 2010).

At some point in their lifetime, 70 percent of all Americans will have either a temporary or permanent disability.

Not until the passage of the Americans with Disabilities Act (ADA) in 1990 did people with disabilities make a significant step toward being able to move and function as freely in society as people without disabilities.

OVERVIEW OF THE AMERICANS WITH DISABILITIES ACT (ADA)

The ADA is a federal civil rights law that prohibits discrimination against people with disabilities in the areas of employment, transportation, access to private and state and local government sites and telecommunications. Much of the ADA's spirit and language comes from earlier nondiscrimination legislation regarding race, color, sex, national origin, age and religion.

Definition of Disability under the ADA

The ADA defines a person with a disability as:
Types of Disabilities
There are hundreds of different types of disabilities. While one person may have multiple disabilities, another may have a single disability with symptoms that fluctuate. There are some disabilities that are less obvious, such as diseases of the heart or lungs, neurological diseases, or arthritis that may reduce physical stamina, decrease coordination or cause pain.

Temporary conditions that cause disability for a short time - such as broken bones, illness, trauma or surgery - are not considered disabilities as defined under the ADA unless they are expected to continue over a long period of time.

Most architectural design standards are based on the needs of people defined by one of the following four general categories:
1. Mobility Disabilities

Wheelchair Users - Some people with severe mobility disabilities use power-driven or manually operated wheelchairs or a three- and four-wheeled cart or scooter to maneuver through their environment. People who use wheelchairs encounter some of the most obvious access problems, including maneuvering through narrow spaces, going up or down steep paths, moving over rough or uneven surfaces, making use of toilet and bathing facilities, reaching and seeing items placed at conventional heights, and negotiating steps or abrupt changes in level.

Ambulatory Mobility Disabilities - This category includes people who walk with difficulty or who have a disability that affects gait or balance. People who use crutches, canes, walkers, braces, or artificial limbs to assist them in walking are also included in this category. Activities that may be difficult for people with mobility disabilities include walking, climbing steps or slopes, standing for extended periods of time, reaching and fine finger manipulation. Both people who use wheelchairs and those who use other types of mobility aids sometimes use service animals for assistance. For example, a specially trained service dog may be used to retrieve items or even pull a wheelchair.

2. Visual Disabilities
This category includes people with partial vision or total vision loss. Some people with a visual disability can distinguish between light and dark, sharply contrasting colors, or large print, but may not be able to read small print, negotiate dimly lit spaces, or tolerate high glare. Many people who are blind generally depend upon their other senses to perceive their environment and communicate with others, though this does not mean their other senses are much more acute. Many use a cane or have a guide animal to facilitate moving about. Some problems experienced by people with visual impairments may include orientation, receiving written or graphic information, using controls that are not adequately labeled, and avoiding hazardous protruding objects which they cannot detect.

3. Hearing Disabilities
People in this category use a variety of methods to compensate for their inability to hear sound. Those with partial hearing may depend on hearing aids or lip reading. Some people who are totally deaf also use speech-reading but must be able to clearly see the face of the individual speaking. Others use a standard means of communication called American Sign Language. People can learn sign language to become qualified interpreters. Some people with hearing disabilities may use service animals to alert them to sounds. Problems for people with hearing impairments include communicating with many hearing people and using equipment that is exclusively auditory, such as telephones and fire alarms. Lack of sign language interpreters and inadequately trained interpreters also can be a problem.

4. Cognitive Disabilities and Other Hidden Disabilities
There are many other disabling conditions which are not apparent from an individual's outward appearance. These usually involve cognitive and/or learning abilities and may affect understanding, communication, or behavior. People with these types of disabilities may have difficulty navigating facilities, particularly where the signage system is unclear or complicated. People who have seizure disorders may be sensitive to environmental features, such as lighting, which can activate seizures.

A hidden condition gaining greater awareness is a condition known as multiple chemical sensitivity. People with this condition experience a physical reaction that generally affects breathing when they come in contact with a chemical or combination of chemicals that may be present in many buildings and consumer products. These can include items such as lawn pesticides and herbicides, room deodorants, printing inks, and even colognes or perfumes. Reactions can range from mild to life threatening.

Structure of the ADA

The ADA is comprised of five sections or "titles" that address discrimination in different areas of society:

Titles I, II, and III are the most relevant to someone who is planning a temporary event
Non-Discrimination Requirements
The ADA states that people with disabilities must be able to obtain or enjoy "the same goods, services, facilities, privileges, advantages, or accommodations" that are provided to other members of the public. As such, there are some general requirements in place to ensure equal opportunity for people with disabilities. The business, government agencies, and other public and private organizations and facilities covered by the ADA are referred to as "entities."

Under the ADA, entities may not:

Discriminate on the basis of disability in areas of programs, services, or activities.

Ask unnecessary questions about a person's disability.

Modifying Policies and Procedures
Event organizers may need to modify their policies and procedures to make sure they do not discriminate against persons with disabilities. For example, food vendors may have to leave their booths briefly to assist someone with limited hand dexterity in reaching their money.

Organizers also may need to modify their policies regarding service animals. A service animal is a dog (or, in some cases, a miniature horse) that assists a person with a disability in performing one or more tasks related to their disability. Many temporary events have a "no pets" policy. However, a service animal is not a pet and must be allowed into any part of the event that its handler is allowed to attend. Event staff may only ask two questions of a service animal handler: 1) is this a service animal that is needed for the person's disability?; and 2) what task(s) is the animal trained to perform? Service animals must be housebroken and under the control of their handler at all times.
Effective Communication
Event organizers must provide auxiliary aids and services where necessary to ensure effective communication.

"Effective Communication" means that whatever is written or spoken must be as clear and understandable to people with disabilities as it is for people who do not have disabilities.

Some examples of auxiliary aids and services are: large print material, Braille material, assistive listening systems, qualified sign language interpreters, telecommunication devices for the deaf (TDD, also called TTY for teletypewriter), open/closed captioning, handwritten notes, and audio tapes.

Remember that the person with a disability is the best person to ask what type of service or aid will be most effective for them.
Accessible Design
The ADA requires all buildings and facilities that are open to the public to be accessible. This includes temporary structures that are extensively used by or are essential for the public use at an event.

The Standards do not provide direct solutions to all of the various barriers that may be encountered at a temporary event, but instead give basic guidelines for resolving most problems. The design recommendations and solutions presented in this guide are based on the 2010 ADA Standards.

OTHER ACCESSIBILITY LAWS AND CODES

This publication primarily focuses on accessibility under the ADA, but other disability legislation also could potentially affect temporary events.

The Architectural Barriers Act (1968) - This Act stipulates that most buildings, other than privately-owned residential facilities, constructed by, on behalf of, or leased by the United States, or buildings financed in whole or in part by the United States, must be physically accessible for people with disabilities.

Section 504 of the Rehabilitation Act (1973) - Under this Section, no qualified individual with a disability may be discriminated against in any program or activity receiving federal financial assistance.

State and Local Codes - Many states have developed their own building codes for accessibility. Organizers need to know about both federal law and state/local codes that may apply to their events.
Return to Table of Contents
People with disabilities must be able to obtain or enjoy the same goods, activities, services, and benefits that are available to other members of the public. At a temporary event participants with disabilities must be able to:

Obtain information and directions prior to the event.

Arrive at the site in the same ways as others can (e.g. via private automobile, taxi, public transportation, event shuttles).

Find and use accessible parking.

Get from accessible parking to entrances.

Obtain additional information and directions on site.

Move around the site as needed.

Attend performances, participate in activities, and enter exhibits.

Experience and enjoy activities, even if the participant's disability affects their ability to communicate.

Select and purchase items at concessions.

Use public toilet rooms, telephones, water fountains, shelters, first aid stations, and other common amenities.

Plan Early and Review Often
Planning for accessibility from the beginning improves the chances of creating an event that is enjoyable for all participants. Efforts to provide access after critical decisions have been made, such as selecting a site, may result in "add-on" solutions that may be more costly or less effective than necessary. Organizers should review the entire process of producing the event often to ensure that accessibility is provided and maintained.
Accessibility Coordinator
An effective strategy for managing accessibility efforts is to designate an "accessibility coordinator" to oversee all phases of the event, from planning to completion. This role is especially important for larger events where many diverse elements must be managed.
Resources for Planning
Advisors. Invite participation of individuals with various disabilities early on to help with site selection and other concerns.

For large events, you may want to establish an advisory committee representing a range of disabilities and experience. Since access issues often have an architectural component, include people who also have design experience.

Disability Organizations. Local and national disability groups and organizations are excellent resources for information and advice and can help you find services such as sign language interpreters or renting equipment such as assistive listening systems or portable ramps. For more information on disability groups and organizations, see Chapter 6: "Resources".

Architectural Accessibility Consultants. Accessibility consultants are a source of advice and information, particularly for solutions to specific architectural barriers. If funds are available, hire a firm or an individual with both accessibility and architectural design experience.

SITE SELECTION

Site selection may have the greatest overall impact on accessibility to an event. Inaccessible architectural features may be among the most difficult barriers to remove.

Many facilities were constructed before the passage of the ADA, and perhaps even before state or local laws required accessibility. Even partially accessible sites can be improved with planning. If more than one site is available, accessibility should be a primary consideration in making the final choice.
The Importance of an Accessible Route
An accessible route is critical to the successful use of a site. A single continuous accessible pedestrian path should be wide, smooth, as level as possible, and without low or overhanging hazards or obstructions. Accessible routes can include ramps but not stairs (see Figure 1).

A complete review of the site is necessary to determine if people with disabilities will be able to move around the site, get to facilities, and participate in activities. Walk the site and identify the accessible (or most accessible) routes. People with disabilities should be able to use the same route as everyone else whenever possible, and should not have to travel unusually long distances to reach a destination.
Evaluating the Site
Newer sites usually are more accessible than older ones. Many facility owners and operators may not have the experience or knowledge to determine the level of accessibility on their sites. If they have never received any complaints, they may mistakenly assume that no problems exist. Inspect all areas of the site carefully to make an accurate assessment of its level of accessibility.
Use a Checklist
Assess sites, identify barriers, and determine what kinds of modifications may be needed by using a checklist at the ADA Checklist for Existing Facilities website.

GET STARTED EARLY

Event organizers generally have more direct control over the accessibility of the event's activities than over the site. If site modifications are required, they may take some time to accomplish, so try to tackle these issues early. Make marketing and promotional materials available in a variety of formats. Design and set up temporary structures such as tents, stages, and portable toilets, with access in mind.

Modifications to a Site-Removing Barriers

There are both financial and legal incentives for owners to remove barriers. As the number of people with disabilities increases, particularly among the expanding population of older Americans, more accessible sites are in demand.

Additionally, facility owners and managers must meet theADA's legal requirements for access and should have already taken action to remove barriers. All privately-owned businesses that serve as places of public accommodation (such as hotels, restaurants, theaters, museums, auditoriums, convention centers, shopping centers, parks, zoos, or amusement parks) are covered by Title III of the ADA and are expected to remove barriers when it is "readily achievable" -i.e., when it can be carried out without much difficulty or expense.

What is "readily achievable" is based on an entity's size, financial resources, and the existing site conditions. What might be readily achievable for a large multi-national investment company may be very different from what is readily achievable for a community group sponsoring a one-day craft or antique show.

Ways to remove barriers:

Install ramps.

Make curb cuts in sidewalks and at entrances.

Reposition shelves.

Rearrange tables, chairs, vending machines, display racks, and other furniture.

Add raised markings on elevator control buttons.

Install flashing alarm lights.

Widen doors\install offset hinges to widen doorways.

Eliminate a turnstile or provide an alternative accessible path.

Install accessible door hardware.

Install grab bars in toilet stalls.

Rearrange toilet partitions to increase maneuvering space.

Insulate lavatory pipes under sinks to prevent burns.

Install a raised toilet seat.

Install a full-length bathroom mirror.

Reposition the paper towel dispenser in a bathroom.

Create designated accessible parking spaces.

Install an accessible paper cup dispenser at an existing inaccessible water fountain.

Remove carpeting that makes maneuvering wheelchairs difficult (i.e. high pile, low density carpeting).

Event organizers can remind owners and operators of facilities that modifications needed for a temporary event can help them meet their overall ADA obligations.
Removing Barriers-Title II vs. Title III
Under Title II state or local governments (public entities) must make their programs accessible. Sometimes programs and services can be relocated to accessible sites or services can be delivered in alternate ways, but often architectural modifications must be made to existing facilities when there is no other feasible way to make the program accessible.

In contrast, under Title III places of public accommodation (private businesses and nonprofit service organizations) must remove barriers if it is "readily achievable," without regard to whether their services can be made accessible through other methods.

(From the Department of Justice Title II Technical Assistance Manual (1993) and Supplements, Item II-5.2000.)
Temporary vs. Permanent Modifications
Entities must make permanent architectural modifications to ensure program access unless this would cause an "undue burden," i.e., if the modifications would be excessively difficult or expensive. After identifying barriers, organizers can negotiate with the owners/managers of the facility to encourage them to improve access. It may be possible to tie the completion of these changes to a rental contract agreement. A more accessible site may very well give the facility operators a competitive edge over those with less accessible facilities.

When permanent changes to a site cannot be made and the entire event or specific activities of the event cannot be relocated, organizers should consider temporary modifications (see Chapter 4: "Participating in the Event").
Modifying Policies and Procedures
Sometimes policies or procedures may reduce access as much as physical barriers. However, modifications to policies and procedures, or the addition of services to accommodate people with disabilities, are not required if they would cause a "fundamental alteration" in the essential nature of an event or a specific activity.

Communication Access

People who are blind or have low vision may need aids or services ranging from materials in large print, Braille, or audio format, to staff reading information aloud, describing visual elements (such as images or graphics in a slide show), giving directions, or providing guidance to help locate facilities or activities.

People who are deaf or hard of hearing may need written materials, captioned media, assistive listening devices, or sign language interpreter services.

The type of assistance needed will depend on a number of factors, including the individual's needs and preferences, as well as the nature of the event or activity. For example, where brief, casual information is exchanged, such as at a booth selling a local artist's photographs, use of pencil and paper is probably sufficient to communicate with a person who is deaf. However, a sign language interpreter or a real-time captioning display may be needed for the same person to attend a presentation or performance.

Interpreters should be appropriately qualified. Types of interpreters and skill levels vary, and some specialize in certain types of situations, such as interpreting for musical or dramatic performances.

Some communication devices or services should be available "by default" (such as assistive listening devices in a stadium). Other communication services may require more preparations and resources (such as sign language interpreters or real-time captioning services). If advanced registration is required, event organizers may want to provide certain communication services by request. Promotional and registration materials should include contact information and a reasonable deadline for participants to request such services. For other types of events, particularly large, open events where hundreds or thousands of participants can be expected to show up, organizers may actually find it easier to simply provide communication access services rather than deal with the logistics of requests and deadlines. Promotional materials should advertise any aids or services that will be available (for example, "Sign language interpreters will be available for the awards ceremony").

Vendors

Work with vendors to ensure that people with disabilities will have comparable access to food, drinks, merchandise, or services offered. While concession carts may not be easily modified, vendors should offer additional assistance so people with disabilities can obtain goods and services. For example, a vendor may need to take items from an inaccessible area to an interested individual in order to allow the individual to evaluate and select merchandise or to participate in an activity offered. (For more detail, see Chapter 4: "Participating in the Event.")

Preparing Staff and Volunteers

All staff and volunteers should have a basic awareness of and sensitivity to disability issues. Make it clear to staff and volunteers that people with disabilities expect to be treated like all other event participants. Advise staff as follows:

Make sure that staff and volunteers know the location or availability of accessible features, such as accessible toilet rooms, TTYs, or ramps.

Accessible Performance Areas

Speakers or performers with disabilities may need modifications to stages or performing areas. High stages are more difficult to make accessible. It is generally not acceptable or safe to carry a person with a disability up steps. If the stage is very high, portable lifts may be rented. Where an existing ramp is steeper than specified in the ADA Standards and cannot be modified, people traversing the ramp should be assisted by several competent trained individuals to prevent falls and mishaps. Presenters with hearing, speech, or vision disabilities usually can help you decide if aids or services are needed to get their message across or interact with the audience.

PUBLICITY OF THE EVENT

Many people with disabilities will assume that temporary events will not be accessible. It is important to include statements about access on all publicity and informational material. Statements affirming your commitment to nondiscrimination and accessibility are important. It also may be necessary to provide information on the location of accessible features, such as accessible parking or toilet facilities, or where to obtain other aids or services, such as materials in accessible formats or assistive listening devices.
Accessibility Symbols
Publicity materials should include appropriate symbols of accessibility to indicate various features, aids, or services (Figure 2).

The most recognized symbol is that of the individual seated in a wheelchair. However, it should be used appropriately to designate spaces or elements that are designed to be accessible to individuals with mobility disabilities. Other accessibility symbols, such as the International Symbol of Access for Hearing Loss, to indicate the availability of assistive listening devices, or the Symbol for Sign Language Interpretation can be included as appropriate on brochures, handouts, and publicity pieces.
Publicity Options
Not all people receive information the same way. Print materials are generally usable for the person who can see and read, but some people must rely on hearing, touch, pictograms and images, or other methods of getting information. Use a variety of publicity formats, methods, and media options to ensure that information reaches the widest possible audience.

Local disability groups and organizations can help you publicize accessible activities, programs, or services offered at your event. These groups can be effective in getting the word out to members of the community who may not be reached by traditional media.

Broadcast Media. Television and radio may reach many people with disabilities in ways print media cannot. Broadcast media may be beyond the scope or budget of many events; however, depending upon the nature of the event, there may be opportunities for public service announcements, cable access channels, or donated airtime.

Although radio can be used to communicate to large numbers of people, it is not effective for people with hearing disabilities. Television can be an ideal way to publicize events since it has both audio and visual features. Television announcements that can be heard should be accompanied by on-screen text or captions that can be seen.

Internet-Based Communication. Websites and social media (Facebook, Twitter, etc.) are excellent and cost-effective ways to get the word out about events. Again, care should be taken to ensure that images or audible information is accompanied by text to make it accessible to individuals with hearing or vision disabilities.

Print Media. Flyers, brochures, and newspaper or magazine advertisements should be presented in typefaces that are large, high contrast, and easy to read. This increases legibility for people with limited vision and makes it easier for everyone.

Usable Type for Printed Information

Most temporary events rely heavily on printed information, both as part of the advertising campaign and during the event itself. Make sure to consider the needs of people with disabilities, especially those who have vision or cognitive disabilities, when designing newspaper ads, fliers, programs, schedules, maps, and exhibit descriptions. While the ADA does not specifically address the design of printed materials, the following information can help you design user-friendly printed materials. Note: "Printed material" used here does not include permanent and temporary signs, which are addressed under "Signage" on page37.

Printed materials should have text that is simple and contrasts with the background. When graphics are included, they should be clear and not overprinted onto type.

Tips for content

Tips for type design

Use sans serif (Helvetica, Arial, Calibri and Futura) or simple serif (New Century Schoolbook and Palatino) type faces. Limit the number of typeface varieties to two or three.

Use bold face type for single-page fliers that are posted, for example, on a bulletin board.

Use at least 16-point type size when possible. Existing documents may be enlarged on a photocopier if clear images can be produced.

Use line spacing of one and one-half or double. In typesetter's language, this means that line spacing should be about 20 percent larger than the type size. For example, if the type size is 14 points, line space should be at least 17 to 18 points.

Use lower case letters with initial capitals. Do not use all capitals.

Avoid underlining.

Justify text on left side only. Type that is justified both left and right hinders legibility because it creates awkward spaces between words.

If narrow columns of text are used, provide at least an inch of white space between columns.

Choose text/background color combinations that contrast with each other. Avoid, for example, combinations such as yellow on gray. In dimly lighted spaces, white type on a black background is slightly more legible than black type on a white background. But the type size under these circumstances must be at least 12 points or larger. Dark type on a light background works marginally better than light on dark for large type such as headlines.

Use opaque, non-glossy colors and materials for the background and the text.

Responding to Accessibility Inquiries
Be prepared to respond to questions regarding accessibility, especially if publicity cannot provide complete details. If the event is large and there are a variety of accessibility issues, it may be best to have a designated, knowledgeable person respond to questions.

The capacity to communicate over the telephone with people who have hearing or speech disabilities is very important. Many people with these types of disabilities use telecommunication devices or methods, including texting, TTYs (small "teletypewriters" that connect to standard telephones and facilitate text-based communication), or Telecommunications Relay Service (TRS), which may be text-based or sign language based (Video Relay Service, or VRS).

Telecommunications Relay Services are provided through the telephone system, and calls are facilitated by "communications assistants" (CAs) who act as go-betweens for the parties. The CA is connected to the individual with a disability, usually either by TTY or web-based technologies (for sign language), and to the other party with standard telephone equipment. The CA simply relays the conversation back and forth. The service is always available, free to use, and does not require businesses or agencies to have any specialized equipment.
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Participants arrive at an event singly, accompanied by friends/family, or in groups. They use personal cars and vans, public buses, taxis, or other modes of transit such as rail. All visitors, including people with disabilities, arrive at the site using these modes of transportation and must be able to move about with safety and ease.

The design and location of accessible parking spaces, transit stops, drop-off areas, and public sidewalks are critical. Additionally, buildings and site amenities that are part of the event experience must be connected to these areas by an accessible route, i.e., a path that is wide, smooth, and as level as possible without hazards or obstructions.

GENERAL CONSIDERATIONS

Permanent changes that conform to the ADA Standards are better than temporary modifications. Depending on unique site conditions and the particular mode of transportation, these modifications may vary significantly. Adequate signage, level changes at curbs, and the condition of traveling surfaces will always be concerns. When considering the extent and nature of the modifications it is important to consider what would be readily achievable for private businesses and nonprofit service organizations or would be part of program access for a state or local government.

Signage

Signage is needed to direct the public to the location of accessible parking spaces, passenger drop-off points and transit stops and accessible entrances and gates. Signs should include the international symbol of accessibility, use easy-to-read typefaces, and be large enough to be read from a distance (see Signage on page 37).

Curb Ramps

Curb ramps, or "cuts," are used to overcome level changes along streets and parking lots. A curb ramp designed to meet the specifications of the Standards must have slopes no steeper than 1 in 12 (1 inch of rise for every 12 inches of run). They may have flared sides that slope as steeply as 1 in 10 if the flare is not directly in the pedestrian path of travel.

Numerous manufacturers fabricate portable ramps. Some are specially designed to bridge curbs and are appropriate for use at a temporary event. The ramp must be securely attached so it does not move or shift during use (Figure 3). Temporary wood curb ramps also can be fabricated as needed (Figure 4).

Sidewalks

Pedestrian walks may have several changes of surface material along their length, for example, asphalt to concrete or concrete to brick. This can pose a tripping hazard or an obstacle to someone using a wheelchair. Weathering and tree roots may cause outdoor surfaces to crack or buckle, forming small hazardous drop-offs. All abrupt vertical changes greater than 1/4 inch should be repaired or, where appropriate, have small bevels installed to create gradual transitions (see Figure 20 on page 33).

Barricades

Barricades are frequently used to create temporary access in areas normally reserved for vehicles. Barricades may be used to temporarily define maneuvering space for people using wheelchairs or to protect a portable ramp location. Traffic cones and barrels, sawhorses, or even cinder blocks and wood planks also could be used, provided the barricade looks intentional, is heavy enough to remain stable during inclement weather, and resists vandalism. At least a 32-inch opening in the barricade must remain clear so people using wheelchairs may pass through but vehicles may not.

PARKING

To use parking spaces safely, people with wheelchairs or other mobility aids need more space than is available at typical non-accessible parking spaces. Each accessible parking space must be equipped with a level access aisle to provide adequate space for car doors and van lifts to open and for users to maneuver. To conserve on space, two parking spaces may share one access aisle (Figure 5).

As many states have additional design requirements for accessible parking spaces, it is advisable to check your state and local building codes to ensure that your accessible parking spaces comply with both the ADA and state/local requirements. Accessible parking spaces must be as close as possible to a main event site or building entrance and be connected to that entrance by a smooth, level path without curbs or obstructions, i.e., an accessible route.
Number of Accessible Parking Spaces Required
At a minimum, there should never be fewer accessible parking spaces than specified in the ADA Standards (Table 1). Of these, at least one in every six accessible parking spaces must be "van accessible." Van spaces, to be usable, must be wider than those designed for cars.
Ta*Note that one of every six accessible spaces, or fraction of six, must be van accessible. For example, if eight accessible spaces are required, two of those eight spaces must be van accessible. Accessible Vans ble 1: Number of Accessible Parking spaces as Specified in the ADA Standards Location
To provide sufficient room to deploy a lift, van accessible spaces should be at least 132 inches wide. For events catering to a specific audience, the number of accessible spaces may have to increase beyond the minimum if the event is directed toward a population consisting of a large number of people who have mobility disabilities, for example, a function specifically for people who are older.

General: Accessible parking spaces must be level and adjoin an accessible route to entrances. Accessible parking spaces should be placed as close as possible to the accessible entrance served by the parking area to minimize the need for a person with a disability to travel long distances to merely arrive at the entrance.

Ideally, all parking areas should have accessible spaces. However, if one lot is closer to the event entrance, it may be best to locate all accessible spaces in that lot. Covered parking or unloading areas should be available for people with disabilities, who often take longer to get into and out of vehicles.

Parking Garages: Parking garages may be problematic because the vertical clearance at the entrance may be too low to accommodate personal vans equipped with raised roofs, a feature on many accessible vans. As stated in the Standards, vertical clearance for van-accessible parking spaces and the vehicular route to them is 98 inches minimum. Some personal use vans require even greater clearance, thus a vertical dimension greater than 98 inches is recommended. (Figure 6).

Van-accessible spaces may be provided in alternate locations outside the garage, but as close as possible to an accessible entrance and at no additional inconvenience to the driver/passenger with a disability.

Off-Site Parking: If a significant portion of or all parking is located in areas not adjacent to the event site, accessible routes must be provided to and from accessible parking spaces in these areas. If the accessible route includes walks, streets, or parking facilities not under the control of the event organizer, it may be necessary to make prior arrangements to ensure that accessible spaces and routes to them are available.

Many of the temporary parking and walkway solutions presented in this chapter can also be used in off-site areas. One of the most critical issues is the use of curb ramps for crossing streets and parking lots. It may be possible to request that curb ramps be installed or to use strategically placed portable ramps as needed.

It may be best under these circumstances to create accessible, temporary parking on-site and indicate its availability both on directional signage and in publicity material.
Parking Signage
It may also be possible to use accessible vans or buses to shuttle people from outlying parking areas. This may be a large commitment of resources for an event if the use of shuttles is not already being planned for the benefit of other event participants. However, if a shuttle service is planned, the shuttle must be accessible and accessible parking spaces must be available in lots served by the shuttle.

Each accessible parking space should be clearly marked with a vertical sign displaying the accessibility symbol. Wider spaces for vans should be designated as "van accessible."
Upgrading Out-of-Date Accessible Parking Spaces
Signs for accessible parking must be positioned in strategic locations along the site if those spaces are not located within the general parking areas. It may be necessary to designate accessible parking along the street when parking lots have severe grades or parking garages have low vertical clearances.

Accessible parking spaces that were built before passage of the ADA may not conform to current standards. The most common problems are insufficient number, narrow access aisles, and spaces that lack or have improperly designed curb ramps.

These problems should be corrected as much as possible to meet the Standards. If permanent changes are not possible or cannot be made in time for an event, temporary solutions should be made.

Access Aisles: Many access aisles are too narrow, i.e., less than 60 inches wide. To solve this you can block off the entire adjacent parking space and add that space to the access aisle, thus increasing the area available in which to maneuver a wheelchair or mobility aid. This also is a good method for providing additional space around an existing curb ramp that projects into access aisles.

Curb Ramps: Many existing curb ramps have slopes that are too steep, have too much surface warp or cross slope, and have insufficient room for a person using a wheelchair to turn out of the ramp onto a level area. These conditions are dangerous and can cause many who use manual wheelchairs to tip and fall.

A few solutions to address problem curb ramps include:

Adding a temporary ramp at another location even if it is necessary to create a new access aisle. The easiest method is to designate an entire parking space for this purpose because no additional striping of the lot is necessary.

Installing edge protection where none exists (Figure 7).

Some people in manual wheelchairs, power wheelchairs, or scooters may be able to use steeper curb ramps (short run ramps) if the slope of the ramp is between 1:8 and 1:10 for a maximum rise of three inches or between 1:10 and 1:12 for a maximum rise of 6 inches. However, longer ramps are dangerous if they have a slope greater than 1:12.

Exposed drop-offs on curb ramps where no side flares are provided are a hazard, especially when crowds are present. Anyone could accidentally travel off the edge of the ramp and twist an ankle due to the abrupt level change. This condition is especially hazardous for people using wheelchairs who could be pitched out of their wheelchairs onto the pavement.
Creating Temporary Accessible Parking Spaces
Railroad ties, planters, masonry blocks, and similar large objects set along the edge of an exposed drop-off can provide a warning and a physical barrier. Such objects should project at least two to four inches above the surface of the ramp. The best method to prevent an actual fall is to securely attach a permanent feature such as a return curb or side flare to the exposed edge of the ramp.

When necessary, temporary accessible spaces can be created in permanent paved lots, dirt lots, or fields.

Existing Parking Lots: Choose spaces that are level, close to an accessible entrance and near existing curb ramps. Mark or block off an existing parking space with cones, barricades, or pavement marking tape to create a new access aisle and use the accessibility symbol to designate the accessible spaces. If no existing curb ramps are available and the new parking spaces border on the sidewalk, place a portable curb ramp in the temporary access aisle to gain access to the sidewalk level (Figure 8).

Temporary Parking Lots: Grass fields or dirt lots used as temporary parking areas usually have no marked spaces. Most likely, participants will arrive and be directed to a parking space. Accessible spaces must be created and held in reserve for people with disabilities.

Accessible parking spaces should be located where the surface is firm and stable. Dirt should be hard and compact and grassy areas closely cut to ground level. Loose sand, gravel, and overgrown grassy areas are too difficult to travel across for many people using wheelchairs or those who walk with difficulty. Sites that become slippery or muddy when wet will not be usable by everyone. If it is possible to find a paved lot with an accessible route, locate accessible parking there.

As with all accessible parking, those designated in temporary lots should be level and near accessible entrances. The space should be laid out in accordance with the Standards and identified with the accessibility symbol. Use crowd control fences, traffic cones, and/or similar barricades to set aside accessible parking areas, and designate each space with a sign displaying the accessibility symbol. Create an accessible route from the parking access aisles to the event entrance.

You may need to place plastic or rubber matting over unstable natural surfaces to make them navigable for short distances (see "Natural Surfaces" in Chapter 4).

People using wheelchairs should not have to travel behind parked cars or cross vehicular traffic lanes. If this is unavoidable, the pedestrian route (especially where the route crosses traffic lanes), access aisles, and parking spaces should be clearly defined. Methods and materials to use include chalk or aerosol paint, ropes and stanchions, crowd control fences, and barricades at key points.
Transit Stops
DROP-OFF AREAS

For many people, public buses, subways, and trams are the most convenient means of transportation. For others it is their only means.

If a public transit stop is not located on or near the event site, an accessible route from the transit stop to the site must be created. This route should have curb ramps.

Accessible Routes: A route to a transit stop usually is not accessible because it lacks curb ramps. For public sidewalks, ask the local city or county government to install curb ramps where needed or position portable curb ramps where they can be used safely.
Passenger Loading Zones
If the alternate route deviates from a more direct inaccessible route, provide directional signage to alert the public of the accessible route to the event.

Provide an accessible space or passenger loading zone for shuttles and private vehicles to drop off and pick up participants safely outside the flow of traffic.

An accessible loading zone must have a vertical clearance of at least 114 inches for personal vans with raised roofs, buses, and paratransit vehicles. If there is not sufficient vertical clearance for raised roof vans or buses to pull underneath, you may need to create temporary loading zones in other locations to accommodate these vehicles. The space should be 20 feet long and at least eight feet wide with a five-foot-wide access aisle alongside the pull-up space for the vehicle (Figure 9).

If an existing passenger loading zone lacks curb ramps, block a portion of the area off and use a portable curb ramp.
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Temporary Passenger Loading Zones: Temporary passenger loading zones can be created by blocking off areas along streets and driveways or in parking lots. If the temporary passenger loading zone is located away from the event entrance, provide directional signage and an accessible route to the location (Figure 10).

All event participants, including those with disabilities, must be able to get around the event site and view or take part in most activities, if not all.

The chapter is divided into two parts:

"Getting Around at the Event" focuses on the nuts and bolts of creating an accessible facility and emphasizes the importance of the accessible route to people with mobility and sensory disabilities.

"Taking Part in the Event" focuses on making the core activities of the event accessible, including programs, games, the exhibits, and performance areas.

GETTING AROUND

Space Requirements for Wheelchairs

Accessible routes ensure that people who use mobility aids can successfully navigate through the environment. A space that is a minimum of 30 inches wide by 48 inches long is necessary to park a wheelchair in a stationary position (Figure 11). The space necessary for people using wheelchairs to make a 180-degree turn is a circle with a diameter of 60 inches (Figure 12). Alternatively, a person can make a T-shaped turn, similar to a three-point turn in a car, at the intersection of a hall, between display cases, or where some of the space necessary to perform the turn may be under a counter or table (Figure 13).

Accessible Route

Individuals who use wheelchairs or walking aids or who walk with difficulty need an accessible route of travel throughout the event site. A successful accessible route connects site arrival points and parking with all exterior and interior event exhibits and activities, including public amenities, such as toilet rooms, water coolers, and telephones (Figure 14).

This single continuous path should:

As much as possible, the accessible route should be the same route used by other participants. Modifications to create accessible routes may be temporary or as permanent as resources allow. Once a route has been mapped out, it must be identified with signs if it deviates from paths used by the general public.

An accessible pedestrian route must meet these requirements (see Figure 1 on page 8):

Be at least 36 inches wide. Exception: at doors or short passageways, where the accessible route may be reduced to 32 inches in width for a maximum distance of 24 inches.

Have a minimum 60-inch by 60-inch clear space, at least every 200 feet, so two people using wheelchairs may pass.

Have a minimum of 80 inches vertical clearance or headroom along its entire length.

Be free of any hazardous, protruding objects.

Be on stable, firm, slip-resistant and compact surfaces.

Slope no more than 1:20 unless a ramp with handrails and edge protection is installed. Ramps are limited to a slope of 1:12. All cross slopes are limited to 1:48.

Have no abrupt vertical changes in floor or ground level unless it is limited to 1/4 inch with vertical changes between 1/4 inch and 1/2 inch permitted only if the change is beveled with a slope of 1:2 or less.

Level changes greater than 1/2 inch, such as a step, stairway, or full floor level, can be accomplished using a ramp, lift, or elevator.

Entrances

After arriving on the site, participants with disabilities must be able to get to and through entrance gates and building entrances. The accessible route to these entry points must be free of stairs unless a ramp, lift, or elevator is also provided. Ideally, people with disabilities should use the same entrance as other visitors; modifications may be needed to accomplish this. An inaccessible entrance can be made accessible by installing a portable ramp or lift (Figure 15).

If necessary, an alternate entrance that can be more easily altered should be selected. Use signs displaying the International Symbol of Accessibility to direct visitors to accessible entrances.

There are at least three entry door and gate conditions unique to building entrances that may require attention.

1. Revolving Entry Doors. The ADA Standards prohibit revolving doors from being part of an accessible route. Often, one or more swinging doors are placed adjacent to revolving doors, usually intended as emergency or service entrances (Figure 16). These auxiliary doors may be used as the accessible entrance during a temporary event as long as the doors remain unlocked and, if no door hardware is present or door closers are too heavy, they are propped open or held open by staff.

2. Entry Vestibules are not accessible. Double door vestibules, where maneuvering space is limited, can trap people using wheelchairs. There should be at least four feet between the second door in its open position and the first door. If this is not the case, the inside or second door can be removed or propped open for the event (Figure 17).

Turnstiles are not accessible. An alternate accessible route must be provided and, if possible, placed close to the entrance used by other participants. Security guards or other personnel must be prepared to allow people with disabilities to pass through auxiliary or service gates as needed (Figure 18).

Ground and Floor Surfaces

Rolling over soft loose surfaces such as deep pile carpet, sand, or gravel is difficult or impossible for most manual wheelchair users. People who use powered wheelchairs or scooters may also have difficulty on these surfaces since extra force is required to travel across them. This can drain batteries quickly and could leave a person stranded.
Natural Surfaces
Irregular surfaces, such as cobblestones and similar uneven brick or concrete pavers, are uncomfortable as these can cause wheelchairs to rock and tilt. Unstable and uneven surfaces also can be a problem for people who walk using crutches or canes, often causing a loss of balance or falls.

Crushed stone or soil-if compact, stable, and free of loose debris-is often a usable surface on which to hold a temporary event. If the surface is grass, it too may be serviceable if the soil is not soft and the grass is cut close to the ground. Tall grass is often slippery and difficult to roll a wheelchair across.

Weather affects the usability of exterior surfaces. A grass playing field, acceptable in dry conditions, can become slippery and muddy after a rain. For some activities, it may be a good idea to have an alternate indoor location available.

Synthetic matting can provide a temporary compact and stable surface over sand, gravel, or wet areas. Low profile, non-slip rubber doormats might work for short distances provided their edges are secured or beveled.
Grates and Grilles
Interlocking rubber tiles are probably the best method of providing an accessible route over unstable ground surfaces, especially when long distances must be covered. Perforated plastic mats are another good option because they do not kill the grass they are covering.
Carpet
A grate or grille located in the accessible route must not have any openings wider than 1/2 inch in the direction of pedestrian travel (Figure 19). Openings any larger can catch the tips of crutches or canes and wheelchair wheels, causing the occupant to pitch out of the wheelchair. Hazardous grates can be covered or blocked off or the accessible route redirected.

Soft carpet is a common problem in many buildings. Deep, thickly padded or loosely woven carpets are the most difficult to travel across. Where large numbers of participants with disabilities are expected, and/or where travel distances over soft carpet are long, try to reroute the path for all the event participants or, a less desirable alternative, reroute the accessible route. The accessible route should coincide as much as possible with the route used by the other event participants. Rolled surface materials may be laid over existing carpet, provided the resulting surface is firm, not spongy or difficult to roll a wheelchair or walk across.
Small Abrupt Vertical Changes
Loose carpet edges are tripping hazards and can catch the wheels of wheelchairs and scooters and should be fastened or taped down. Throw rugs and mats should be secured or removed.

Small, abrupt vertical level changes often occur where surface materials change, such as from asphalt to concrete or brick to wood. This condition also can result as surfaces become buckled or cracked from wear or weather. Smooth transitions are always best because they also eliminate tripping hazards. However, people using wheelchairs and scooters can negotiate vertical changes of up to 1/4 inch.

Small abrupt vertical changes should be repaired or small bevels installed to create gradual transitions. Changes of 1/4 to 1/2 inch can be transitioned with a bevel sloped as steeply as 1:2. Small changes greater than 1/2 inch must slope at 1:20 (or in the case of a ramp, 1:12) (Figure 20).

Bevels can be created with wood or other material planed into a wedge shape. For sidewalks and other concrete surfaces, it may be possible to trowel additional concrete onto cracked and uneven areas to smooth and level out the surface. If a vertical level change is high enough, it may require the use of a ramp, lift, or elevator.

Changes in Ground and Floor Levels

Change in level is one of the biggest obstacles to traveling about a site and entering or moving within a building. If an area has an inaccessible change in level, it may be possible to redirect the accessible route and make use of other pathways and entries that do work or can be easily modified. If an alternate route is not possible or would require a person with a mobility disability to travel an excessively long distance, level changes can be overcome by installing ramps or platform lifts or making use of existing elevators.

Existing facilities, ramps and elevators may not meet the specifications of the ADA Standards and should be evaluated for adequacy and safety.

Temporary Ramps & Lifts

A temporary ramp may be a good solution if stairs have a total rise of no more than 30 inches. (A ramp designed to allow someone in a wheelchair to safely climb a 30-inch change in level must be at least 30 feet long). Bridging a greater change in level would require a ramp longer than would be practical for a temporary situation.

Temporary ramps intended for use by the general public should comply with the ADA Standards specifications for ramps. There is some leniency in the degree of ramp slope (with rises of 6 inches or less) in existing buildings and facilities where space is extremely limited. Ramps onto stages for a performer or presenter may be designed according to the individual's needs. If these limited use ramps are steep they must be supervised during use and assistance must always be available.

Key specifications for ramps that comply with the ADA Standards (Figure 21):

A minimum width of 36 inches between handrails.

A maximum slope of 1:12 (1 inch of rise for every 12 inches of run).

No more than 30 inches of rise in a run before a landing or level resting platform.

Slopes in existing facilities with extreme space limitations are restricted to between 1:10 and 1:12 for a maximum rise of 6 inches and between 1:8 and 1:10 for a maximum rise of 3 inches.

Manufactured portable ramps are equipped with all necessary features of an ADA complying ramp, i.e., appropriate width, slope, length of run, edge protection, easy-to-grip handrails, and non-slip surfaces. Temporary ramps can be made from plywood and lumber. If exposed to exterior conditions for long periods of time or if reuse is anticipated, these ramps should be constructed of treated wood or otherwise be weather protected. Note: Ramps with a rise of six inches or less do not need to have handrails, but must have curbs or another form of edge protection to prevent a user in a wheelchair from rolling off ramp sides.
Temporary Platform Lifts
Portable ramps must not move, shift, or wobble when in use. They must be securely attached or designed to remain stationary at all times.

Platform lifts may be a solution for stairs with a rise higher than 30 inches but not a full floor level. They also can transport people when the level change is less than 30 inches but there is insufficient space to install a ramp. In some localities, it is possible to rent portable lifts from medical equipment dealers, independent living centers, or lift and elevator companies.

Elevators

Existing cabs must be at least 36 inches wide by 54 inches deep to be accessible. Since this does not allow a person in a wheelchair enough room to turn around, a larger cab provides greater usability for a wide range of people who use wheelchairs, scooters, and other mobility supports. At events where there may be large numbers of people using mobility aids and traveling between floors, elevators should be large in size and in number.

A freight or service elevator is the solution of last resort for people with mobility disabilities to get between floors. It can be used if it is the only option. Staff may be required to operate it. Provide signs directing participants to the "out-of-the-way" usable elevator.

Even if cab size is adequate, other details should be considered to increase accessibility. If necessary, add stick-on raised numbers on elevator jambs at each floor level and raised numbers and/or Braille at control panels that lack tactile numbering to aid people with visual disabilities.

Doors

Doors must be wide enough for a person using a wheelchair to pass through and be easy to open and close.

Doors must have a 32-inch clear opening for people using wheelchairs to pass through without bumping sides. This usually means the door itself should be 34 inches wide, but 36 inches is preferable. A door having a clear opening narrower than 32 inches can be used by many people with disabilities provided the door can stand open and sufficient space is available on either side of the door for a person using a wheelchair to line up with the opening before passing through.
Door Opening Force
There are some easy ways to enlarge a door opening by nearly two inches. When privacy, security, and air conditioning/heating requirements allow, the entire door leaf could be removed to gain clear opening width. Existing standard door hinges can be replaced with swing-away hardware, which allows the door leaf to swing completely out of the door opening.

Interior doors should never require more than five pounds of force to open and, if possible, eight pounds for exterior doors. Doors requiring excessive force can be propped open. Removing a closer or lessening its force is also an option for some doors. Door Handles. Change knob handles to accessible lever or loop types if possible. Otherwise, consider propping doors open.

Eliminating Hazardous Protruding and Overhanging Objects

All interior and exterior circulation paths used by event participants and staff, including accessible routes and stairs, must be free of any objects that protrude from walls and posts, or hang from ceilings. Examples are signs, fire extinguishers, light fixtures, drinking fountains, valve controls, standpipes, parts of exhibits, sculptures, partitions, tree limbs and tent guy wires.

A wall-mounted object must not protrude more than four inches unless its bottom edge is detectable by a person with a visual disability using a long cane for navigation. The bottom of the protruding object must be no more than 27 inches above the floor, otherwise it must be mounted above 80 inches. Any standing object that protrudes more than 12 inches from its base requires an element at or below 27 inches so that it is detectable with a walking cane. Vertical headroom must always be at least 80 inches where a circulation path passes under an object or overhanging feature.

Temporary walls must be installed so as not to be hazardous. Overhead bracing must not violate the 80-inch minimum headroom requirement and the bottom of display panels must be detectable.

Tents, Tarps, and Similar Temporary Structures

Guy wires for such structures should either be located out of pedestrian pathways or have a detectable barrier or element as a warning device. Support framework must also be evaluated for potential hazards and, if necessary, modified.

Information and Ticketing

The entrance gate, main desk, or information booth must be accessible in the design and location of the space and in the information provided.

Information and ticketing areas must be located on an accessible route that connects all event areas, from parking to the exhibits or activities offered. A section of the counter or desk should be available that is no higher than 36 inches and at least 36 inches long so people seated in wheelchairs and those of short stature can conduct business or review information.

Front-line staff at information and ticketing areas must have a thorough knowledge of accessible features and services offered by the event and a general sensitivity to disability issues. If staff is prepared, requests for information, directions, or assistance can be effectively and appropriately addressed (see "Preparing Staff and Volunteers" in Chapter 2).

If resources permit, some brochures, maps, or schedules should be available in large print for people with limited or low vision. Such literature can be enlarged on copy machines. Staff should be prepared to read literature aloud if requested by participants with visual disabilities.

For large events with multiple activities or where event directions or instructions are complicated, consider preparing an audio cassette tape that could be loaned, along with an economical cassette player, to people with visual disabilities or others who may not be able to read printed material. This may be more involved than possible for most events, but could be a successful solution for some.

Event directories, although exempted from conformance with the ADA Standards, should meet the general requirements of non-glare finish, character proportion, and type size to provide ease of use for all visitors

Signage

Clear, easy-to-read signs placed in consistent locations help visitors find their way around an event site and learn about activities or exhibits.
Permanent Identification of Rooms and Spaces Informational and Directional Signs
Permanent building and site signs should be evaluated for their adequacy and, when possible, upgraded by facility owners to comply with ADA Standards below.

If existing room signs are difficult to read or are too small, temporary signs should be added if possible.

Although temporary signs do not have to meet the ADA Standards, they should conform to the specifications for "directional" signs above, if possible.

Use standard or common words on signs. For example, signs that are "theme-oriented" (e.g., "buoys" and "gulls" or "kings" and "queens" denoting men's and women's restrooms) may not be understood by many people with cognitive disabilities. People with low vision will not be able to read signs that are highly decorative, printed on glossy surfaces, or poorly lit.

Where only some routes are accessible, include the international symbol of accessibility on signs for accessible routes, parking spaces, passenger loading zones, entrances, and toilet and bathing facilities. Display the appropriate sign at text telephones and telephones with volume controls. Use the symbol of access for hearing loss in assembly areas with assistive listening devices.

Execute hand lettered signs in printed rather than cursive lettering. It is possible to purchase manufactured signs that comply with the ADA Standards.

Note: A Braille embosser can be used to augment partially complying signs by adding vinyl adhesive Braille labels. However, only a small percentage of the population that is blind reads Braille. Braille signs are most useful for the independent repeat building user who uses signs to confirm their own location within a building or space.

TAKING PART IN EVENT

Exhibits and Displays
Making exhibits and displays accessible
The ADA Standards do not cover the design of elements that are not part of or attached to a building. Thus, portable display tables, cases, shelves, or panels that are generally transported into temporary event space are not required to meet ADA Standards. However, under Titles II and III of the ADA, it is expected that participants will be able to experience full enjoyment of the event.

Locate display tables, cases, shelves, or panels next to an accessible route and have adequate space for a person using a wheelchair or scooter to pass behind other participants who have stopped to examine an object.
Large Objects

Mount free-standing display cases between 36 and 39 inches high. Objects that are viewed from above should be no higher than 36 inches. Carefully placed mirrors can also bring otherwise obscured surfaces into view. If high display cases or bookcase style shelving are used, it may be necessary to take items out of cases or off high shelves so a person with a disability can view and study an object up close.

Make sure the bottom deck of wall-hung display cases or objects is between 36 and 39 inches off the ground.

Space limitations often dictate that items be exhibited on vertical bookcase style display shelves, putting many objects above the preferred viewing height of 36 to 39 inches. Try to place a representative sample of items in the preferred range and be prepared to bring items on high shelves to participants upon request.

Provide enough space for a person to sufficiently back away from and closely approach the display panel to view items displayed.

The height for mounting flat images (e.g. photographs, paintings, and maps) must allow both standing people and people who use wheelchairs to view the image comfortably.

Large objects, or objects to be entered such as trucks, boats, or aircraft, pose unique problems to access. Some cannot be accessed without requiring significant modification of the object itself.

For many temporary events, the only practical solution is to provide a video "tour" of the object that provides an experience similar to that of actually physically entering the object. A representative model showing key features or a life-sized mock-up can also allow the participant to experience the key features of the object.

If there are numerous objects on display, such as at a boat or antique car exhibit, a representative selection could be made accessible or again, video "tours" could be provided.
Exhibits in Trailers
In exhibit spaces with accessible mezzanine or viewing balconies such as coliseums, large objects can be strategically located so that parts of the object difficult to see from the main floor level can be viewed from an upper level.
Creating Access for People with Sensory Disabilities
Traveling carnivals and fairs may include exhibits entirely contained in trailers accessed by climbing a set of three to five steps. The content of the exhibit must be available to all participants, and vendors should provide a brochure of the exhibit for people who cannot enter. A preferable solution is to add a temporary/removable ramp or lift at the entrance. These modifications could become permanent parts of the equipment that travels from site to site to display the exhibit.

Visual Disabilities. People with visual disabilities can understand much about objects on display if they have the opportunity to touch and handle the object in a way that allows them to perceive its weight, texture, shape, etc. Duplicate or example objects can be offered for this purpose. Relief maps with three-dimensionally project features, and scale models of large objects can also provide valuable information. If all people are allowed to touch these "tactile" exhibits, it makes the experience more educational and memorable for everyone attending the event.

Provide spoken narrative or an audio component to describe the content of two dimensional images. Staff members can also describe images for a specific participant or, if someone is explaining the exhibit to all participants, he or she can present a more detailed description so a person with a visual disability may acquire a full understanding.

Hearing Disabilities. People with hearing disabilities must have access to the content of audio/visual presentations, such as slide shows and videos. Ideally, such presentations would have captions or subtitles of the audio component. Otherwise, the spoken word could be presented in a written script. Where only ambient sounds are used, this should be noted so participants with hearing loss know they are not missing a part of the exhibit.

Artwork, Crafts, and Other Wares for Sale

The ability to see, reach, and study objects or images is key to selecting an item to purchase. Ideally, a person with a mobility disability should be able to move about the vendor's entire display space. Vendors should use the same guidelines as those used for exhibits and displays, discussed earlier in this chapter.

Vendors may need to take items down from high shelving, bring small items closer to an individual, or carry an object completely out of the display space.

Participating in Activities

Many temporary events have activities that require or encourage visitor participation, such as question and answer sessions, art activities, games, competitions, workshops, or impromptu speeches.
Physical Accessibility
Inclusion is the emphasis for all activities. However, in some rare instances having separate divisions in an event will actually allow people with disabilities to participate in a more equal manner. For instance, in a marathon competition having a wheelchair division separate from the men and women's divisions actually allows people with disabilities to participate with peers as other members of the community. However, many runners with braces or artificial limbs will want to compete in regular men and women's divisions. A flexible policy will allow participants with disabilities to choose the division in which they feel the most comfortable.

The level of access for people with mobility disabilities will vary with the nature of the activity. For example, an individual with a mobility disability may not be able to use a trampoline, but there still must be an accessible route to the location so the individual may accompany friends or supervise children.

Surfaces. For activities that require a surface area, such as writing, painting, or model building, some tables or portions of counter tops must be accessible. The ADA Standards require that 5%, but never less than one of all fixed or built-in tables and seating, be accessible, with adequate knee space and at appropriate heights for people using wheelchairs or needing to sit.

For some situations, such as a potter's wheel or an arcade game, it may be possible to dedicate resources to make or acquire an accessible version to offer a representation of the experience. In some instances, assisting participants may be the only practical alternative.

Exhibits and Displays with Controls. Interactive displays should have controls that are usable by all people, i.e., levers, loop handles, push buttons, and rocker switches. These usually require little force to operate and are common enough that operation is intuitive for most participants.
Eliminating Communications Barriers
Toggle or "joy stick" type handles and trackballs are also easy to use by people with limited hand function. When it is not possible for all exhibits to have accessible controls, a few representative examples equipped with such controls should be provided to assure that a general sense of the experience is available for everyone.

Activities that require communication to participate should be conducted in a manner that allows participation by people with hearing, vision, or speech disabilities.

For many people with hearing loss, the use of sign language interpreters is essential for two-way communication to occur. While this may be impractical or costly for a single activity, it may be possible to have a pool of interpreters on hand for larger entertainment events that can be sent to activities as requested. There should be some scheduled accessible/interpreted performances that are advertised in advance. To find qualified sign language interpreters in your area, contact your ADA Regional Center (Chapter 6.).

Assembly Areas

Speeches, performances, and sports exhibitions involve a significant number of people gathered in a defined space. Assembly areas, whether in permanent indoor facilities or temporary outdoor settings, must be accessible, both in the design of facilities and in how the program is offered.

This section mainly addresses assembly areas without fixed seats, i.e., gymnasiums that rely on movable seating, large meeting rooms where furniture and stages must be brought in, and large open spaces where there may be no defined seating.
Table 2: Number of Wheelchair Seating Locations Required in New Construction
Wheelchair Seating Locations. Assembly areas with fixed seating, e.g. theaters, stadiums, etc., must provide a range of built-in seating locations so people using wheelchairs can choose where to position themselves to view activities or performances. The number of wheelchair locations required is related to seating capacity and, with some exceptions, must be dispersed within conventional seating areas so patrons have a choice of ticket price. These goals also should be met or exceeded in assembly areas where moveable chairs are used for the temporary event. (See Table 2.)
Access to Performing Areas
"Classroom" Style Layouts. Wheelchair seating locations must have additional space between the rows of tables for maneuvering space and for a person using a wheelchair to pull up under a table so others may pass behind.

Access to performing areas is an issue when there are performers or presenters with disabilities or when members of the audience may be expected to come on stage and participate in the presentation.

Eliminating Communications Barriers
Assistive Listening Systems
Eliminating communication barriers to people with sensory disabilities is a fundamental part of making the entire program accessible.

People with varying levels of hearing loss make up a large percentage of the population with disabilities. The ADA requires listening systems in assembly spaces where audible communications are integral to the use of the space and an audio amplification system is available. These listening systems pick up voice/music directly from the source and then direct it to the listener who can adjust the volume to their needs. Most listening systems eliminate or reduce background noise so people with special receivers or their own hearing aids can adjust the volume and hear the sound more clearly.

The minimum number of receivers needed is based on the seating capacity of the space (see table below). Receivers need only be available for the performance, so it may be possible to share the receivers between activities and presentations. An efficient system must be established to enable people to check-out and return receivers. Receivers must be provided at no cost to users, but individuals can be required to leave a valid ID or a minimal, returnable deposit to obtain a receiver.
Table 3. Receivers for Assistive Listening Systems
The availability of the listening system should be indicated by signage using the international symbol of access for hearing loss (see "Accessibility Symbols" on page 13).

There are three types of listening systems currently in use:
Placement

An audio loop system consists of an amplifier and a wire antenna embedded in the floor or walls or taped to the surface around a designated seating area. It sets up a magnetic field that can be picked up by some users with hearing aids or others wearing a telecoil equipped receiver and an ear piece. There is a new technology known as a 3-D mat that has much less spillover and is less susceptible to electromagnetic interference.

Infrared systems use light beams to transmit information to users wearing receivers with neckloops or headphones. Infrared systems offer confidential transmission, but, because infrared light is present in natural and artificial lighting, well-lit rooms sometimes produce interference. Infrared systems can be used in any seat in the facility, provided the seat has an unobstructed line of sight to the transmitter.

FM systems work similarly to the infrared but operate on FM radio frequencies, do not require an unobstructed line of sight, and are unaffected by sunlight. However, where there are multiple events, different frequencies will need to be used. The FM system collects sound from either a microphone or public address system and then uses a transmitter to send the signals to small receivers. Hearing aid users with "T" (telephone) switches on their hearing aids wear receivers with a neckloop listening attachment which generates a magnetic field picked up by the telecoils. Other users must wear receivers equipped with earphones and a volume control to hear the amplified sounds. FM systems are portable and very reliable.

If the listening system serves individual seats, it is recommended that those seats be located within a 50-foot viewing distance of the stage or play area. At this distance, viewers can distinguish facial expressions and pick up other small gestures which help them interpret the actions of performers.
Sign Language Interpreters
A wide variety of options and variables must be considered in planning effective and manageable listening systems for people with hearing disabilities. Manufacturers, organizations of people with disabilities, and service providers are good sources for additional information and advice.

For many people with limited or no hearing, assistive listening devices are not adequate and a sign language interpreter is needed. Generally, an interpreter is located at the end of the speaker's table or on a raised step directly behind the speaker. A wide contrasting solid background should be hung behind the interpreter to eliminate visual background clutter and make it easier to see interpreter hand positions. The interpreter should be well-lit and audience members with hearing disabilities must have an unobstructed view or be allowed to sit in front of the interpreter.
Text Display
There are interpreters who are very good at mimicking the facial expressions and gestures of performers. Interpreter "actors" may work well for plays and stage productions to convey the full range of feelings and concepts inherent in an artistic performance. It may be possible that a selected performance of a particular work augmented with such interpreters could be scheduled and publicized ahead of time.

Text display is another method of access for people with hearing disabilities. Spoken narrative, song lyrics, or character dialog can be displayed in a variety of ways, including overhead projection, use of electronic text display panels, captions or subtitles.
Availability of Scripts or Text of Performance
Computer-aided real-time reporting (CART) may be required in situations with no set dialogue. A stenographer types dialogue into a computer, which displays the text on a monitor or screen. At least one showing of videos, films, or slide presentations should be accompanied with captions or subtitles, and these should be publicized ahead of time.
Audio Descriptions
A script of a performance can be made available so it can be read ahead of time or during the performance. While lacking a real time one-to-one relationship, this approach can be effective for complicated pieces of work, such as plays or operas. Where multiple works are staged, at least a representative performance should be offered with accompanying text.
Seating Options
Audio descriptions should be provided for performances that are mostly visual in nature or where key information is visually presented. Descriptions and explanations of visual elements could be recorded on audio cassettes and given out as requested. A one-to-one description could be provided where someone sits with a person who is blind and voices descriptions.

Seating location will be helpful to many people with hearing and vision disabilities. Many people with limited vision can discern much in the way of color, shape, and movement if they can sit close to the performance. Likewise, people with hearing disabilities can effectively see the hand movements of sign language interpreters, displayed text, or the gestures of actors if they are close enough. Some seating in the front rows of assembly areas should be held in reserve for people with hearing and vision loss.

Games and Amusement Rides

Games are typically offered at most fairs, carnivals, and street festivals. Such activities, by their very nature, are participatory, and should have the same level of both physical and communication access as established for other kinds of participatory activities. Event sponsors and organizers should work with individual vendors to ensure the maximum degree of access. Some games require certain minimum levels of physical ability. For example, a game of ring toss or a turkey shoot requires the participant be able to see and be able to use one or both arms and hands. This game could not be modified to allow someone who could not see or use their arms to participate. However, games must be accessible to the maximum extent feasible.

High counters and railings that hold the participants back a prescribed distance from the game are common barriers. The mounting height of operable parts of equipment, e.g., water gun for a marksmanship game, should be considered. Often such heights are chosen because they work well for standing adults. Vendors should consider making at least one of the stations accessible for people using wheelchairs or adults of short stature. Video and other arcade style games such as pinball function essentially like exhibits with controls (see "Exhibits and Displays with Controls," page 38).

Many carnival amusement rides are completely inaccessible to people with mobility disabilities and difficult to make accessible. Portable and mobile amusement rides at temporary events are exempt from ADA Standards, but there may be ways to improve access and facilitate participation in some cases (see Chapter 10 of the 2010 ADA Standards for guidance).

Concessions
Food and Drink
Concessions offered by the event organizer and those offered by individual vendors should be accessible.

Many of the ADA specifications for fixed facilities (restaurants, cafeterias, etc.) can be used in making temporary food service counters, trailers and tables accessible. The height of service counters must not exceed 36 inches. Food and drink offered from mobile trailers may need to install a low folding shelf.

While other accommodations may still be needed when actually serving food, condiments and menus can be placed on this auxiliary shelf within easy reach. It also may be possible for event vendors to jointly provide a condiment table in or adjacent to nearby eating areas.

People with mobility disabilities should be able to reach each area provided for dining and should be able to pull up under at least five percent of the tables. There must be an accessible route to the area and adequate maneuvering space around and under tables.
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Where there are no tables near eating areas, consider providing one or two and some chairs. Such a courtesy will be helpful for many people with conditions that affect balance or stamina and who have trouble eating while standing or traveling.

Support services and amenities that are provided to the general public, such as restrooms, telephones, and drinking fountains must be provided in an accessible manner to people with disabilities.

It is not necessary to provide emergency medical services to people with disabilities beyond what is available to the general public. If a person with a disability is having physical or medical difficulty and is able to communicate, ask the person directly what is the most appropriate course of action. Never assume you know what is best for that person.

TOILET FACILITIES
Portable toilet units (also known as port-o-lets or port-a-potties)
Every toilet room available to the public should have at least one toilet and lavatory fixture that is accessible to people with disabilities. For older facilities, modifications need to be made to the greatest extent possible. It may be necessary to rely on accessible facilities in adjacent buildings or sites. If this is the case, provide directional signage to these accessible toilet facilities.
Toilet Room Doors and Vestibules
ADA Standards require that at least five percent of portable toilet units must be accessible. The number and design of these units are discussed on page 51.

Doors should provide a 32-inch clear opening to accommodate people using wheelchairs and other mobility aids. If toilet rooms have privacy screens or vestibules where the door can stand open and yet privacy is still maintained a simple step such as propping the door open or removing it altogether may suffice.
Toilet Room Clear Floor Space
Where leaving doors open will compromise privacy, a temporary privacy screen such as standard exhibit booth curtains can be installed outside the room.

Toilet rooms must have a 5-foot diameter clear floor area to allow someone in a wheelchair to turn around or a 3-foot wide T-shaped clear floor area to allow for a three-point turn.

Sometimes just removing or relocating freestanding objects, such as trashcans, may help free up floor space. Generally, modifications that increase maneuvering area must be of the type that are permanent, i.e., removing or rearranging stall partitions or creating knee space under lavatory counters. It may be necessary to look at other toilet spaces in the facility or in adjacent areas and direct people as necessary.

Toilet Stalls

Multiple fixture toilet rooms must have at least one accessible stall as required in new construction (Figure 22). Clearance around a toilet shall be 60 inches (1525 mm) minimum measured perpendicular from the side wall and 56 inches (1420 mm) minimum measured perpendicular from the rear wall.

If a wheelchair-accessible stall does not exist in a toilet room and there is no practical way to furnish one temporarily, a wide stall may be created by combining two conventional sized stalls and removing one toilet fixture. This does require permanent modifications such as the installation of new partitions and grab bars and the repair or replacement of floor and/or wall coverings.

While it may be difficult to provide a standard accessible stall, there are modifications that can be undertaken more easily to improve existing narrow conventional stalls that can be done as part of "barrier removal" efforts. This is permissible only for Title III entities (private businesses and nonprofit service organizations) where it is not "readily achievable" to meet the design requirements of the ADA Standards.

The recommended steps for improving the usability of a narrow stall are:

Select a stall against a wall - preferably at the end of a room or row.

Install 42-inch minimum length grab bars on each side of the stall, located 12 inches maximum from the rear wall and extending 54 inches minimum from the rear wall, with a height of 33 to 36 inches above the floor. These must be well anchored to support a 250 lb. load in all directions. This is a permanent modification that should be requested of the building owner.

Remove existing narrow door and wall side doorjamb.

Install overhead rod and privacy curtain.

Lavatories, Mirrors, and Dispensers
Only a small minority of people in wheelchairs may actually be able to use such modified stalls. People who walk with the aid of crutches or canes find this narrow stall very useful because the close parallel bars are available for support when sitting down and rising. In fact, in toilet rooms with six or more stalls constructed since the implementation of the ADA, the installation of a 36-inch wide stall is required in addition to the standard accessible stall.

Lavatories should have a 27-inch clearance between the bottom edge of the apron and the floor. Faucets should have lever and wand type handles that can be operated without grasping or twisting.

Mirrors located above lavatories or countertops shall be installed with the bottom edge of the reflecting surface 40 inches maximum above the finish floor or ground. Mirrors not located above lavatories or countertops shall be installed with the bottom edge of the reflecting surface 35 inches maximum above the finish floor or ground.

Depending on the direction of reach, towel and soap dispensers should be no higher than 48 inches unless located over a counter or fixture where they are limited to 44 inches above the floor. When existing conditions vary from these parameters, some simple steps can be taken to make the existing fixtures more readily usable.

Countertop aprons made of materials such as synthetic marble can be cut back to provide the necessary knee clearances. Exposed hot water and drain pipes under lavatories should be insulated to prevent burns on the legs of people using wheelchairs. This is required for the accessible lavatory.

If towel dispensers and mirrors are too high, it is usually less costly and quicker to mount a new towel dispenser nearby and install a full-length mirror on another wall than it is to relocate existing ones. The full-length mirror is good for everyone to use.

Some towels can be placed on a shelf or table within reach of seated or short people. If a soap dispenser is too high, make regular cake soap or pump bottles available. Freestanding trash receptacles should be located so they do not interfere with wheelchair maneuvering space.
Single-User Toilet Rooms
Many people who use wheelchairs can, with difficulty, use a lavatory that does not have the standard 27-inch minimum clearance under the apron. For this reason, it still is prudent to undertake the above cited modifications and temporary measures even if this clearance cannot be provided.
Portable Toilet Units
While beyond the scope of modifications required for a temporary event, a new accessible single-user or unisex toilet room is an excellent long-term cost-effective way to provide accessible lavatories. Large sites with multiple buildings can have a centrally located freestanding accessible toilet room. There are manufactured single-user and small public toilet rooms available that apply accessibility requirements in their design.

If portable toilets are provided for use by event participants, a minimum of five percent of all units, but never less than one unit, must be accessible. Where clusters of portable units are provided at various locations around the event site, five percent of the units in each cluster should be accessible. They should be equipped with all the accessible elements required by the Standards such as maneuvering space, grab bars, toilet paper dispensers within reach, etc. In addition, when all units are not accessible, the International Symbol of Accessibility must be posted on the units that are.

Portable toilet units are being manufactured that meet all of the specifications of the Standards. However, some portable toilet units promoted as accessible do not contain sufficient interior floor space.

Some also make use of a ramp that slopes directly up to the entrance door making it difficult or impossible for people in wheelchairs to climb the ramp and pull the stall door open at the same time. While these units are helpful to some people, they still are not accessible to many others.

Accessible portable toilet units must be positioned on a level area that connects with an accessible route and have adequate space just outside the entrance door for people in wheelchairs to maneuver into position to open the door and enter. On steeply sloping sites, a temporary platform may be needed to provide this level area.

The door threshold must be accessible. Outdoor surfaces are often uneven and may require a small bevel to level out the transition between the ground surface and door threshold. Units can be placed on or adjacent to parking lots or other paved surfaces.

AVAILABILITY OF DRINKING WATER

Drinking water should be readily available to all people. Some people with disabilities must drink fluids regularly and/or are susceptible to dehydration or becoming overheated. Consider the duration and size of the event and evaluate the adequacy of existing drinking fountains. Availability of water may be of secondary concern for small brief meetings but is critical for large or lengthy events.

Concessionaires who offer soft drinks and juices also should provide water. If only a few or no drinking fountains are available, consider adding portable water containers or coolers placed in easy-to-find accessible locations, e.g., at information/courtesy booths. Controls to release water should be easy to use and require little hand pressure. Latches and levers are preferred; avoid push buttons.

Ideally, there should be some "high" drinking fountains for taller standing people or people who have trouble bending over and "low" fountains for children, people using wheelchairs, or people of short stature. An equal mix of "high" and "low" is required in new construction but may not be present in older facilities. Older model drinking fountains usually have controls and water spouts that are too high for many people. Most people using wheelchairs and scooters can use drinking fountains if the spout is no more than 36 inches above the floor with controls located toward the front of the unit. An accessible fountain has knee space to allow someone using a wheelchair to pull up under the basin and better reach the spout and controls.

If existing fountains are too high, provide paper cup dispensers mounted no more than 48 inches above the floor with enough floor space for a person using a wheelchair to get close to the fountain. If drinking fountains have foot-operated controls, a cup dispenser should be installed and staff should be prepared to assist as necessary.

SHELTER

If the event is outdoors and temperatures are extreme- above 80 degrees or below 50-arrange for access into facilities with more moderate temperatures. For large outdoor events, have at least one accessible outdoor shelter in each major activity area, particularly if access into adjacent buildings is not possible.
Return to Table of Contents For an excellent source of ADA information, contact the ADA National Network by calling 1-800-949-4232 V/TTY, or through the website http://adata.org/.
Make existing shelters accessible or create new accessible temporary shelters using tents or tarps. Temporary shelters should be located on level ground adjacent to an accessible route. Locate shelters close to existing water fountains or, in areas where this may not be possible, provide water in portable containers.

The ADA National Network can also refer you to other national and regional resources that can help you locate and secure necessary support for your event, such as:

ADA NATIONAL NETWORK REGIONAL CENTERS
New England ADA Center
The ADA National Network consists of 10 regional centers that are located throughout the United States.

The ADA Regional Center that covers that State where your event is taking place will offer regional expertise and resources. Contact information for ADA Regional Centers is below.

Region 1 (Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, Vermont)

Institute for Human Centered Design
adainfo@newenglandada.org www.newenglandada.org
200 Portland Street
Northeast ADA Center
Boston, MA 02114

617-695-0085 V/TTY

Region 2 (New Jersey, New York, Puerto Rico, U.S. Virgin Islands)
northeastada@cornell.edu www.northeastada.org
203 Dolgen Hall
Mid-Atlantic ADA Center
Ithaca, NY. 14853

607-255-6686

Region 3 (Delaware, District of Columbia, Maryland, Pennsylvania, Virginia, West Virginia)
adainfo@transcen.org www.adainfo.org
401 North Washington Street, Suite 450
Southeast ADA Center
Rockville, MD 20805

301-217-0124

Region 4 (Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina, South Carolina, Tennessee)
adasoutheast@law.syr.edu www.adasoutheast.org
1419 Mayson Street
Great Lakes ADA Center
Atlanta, GA 30324

404-541-9001

Region 5 (Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin)

University of Illinois at Chicago

Institute on Disability & Human Development (MC 728)
info@adagreatlakes.org www.adagreatlakes.org
1640 West Roosevelt Road, Room 405
Southwest ADA Center at ILRU
Chicago, IL. 60608

(312) 413-1407 V/TTY

Region 6 (Arkansas, Louisiana, New Mexico, Oklahoma, Texas)

TIRR Memorial Hermann Research Center
swdbtac@ilru.org www.southwestada.org
1333 Moursund St.
Great Plains ADA Center
Houston, Texas 77030

713.520.0232

Region 7 (Iowa, Kansas, Missouri, Nebraska)
adacenter@missouri.edu http://www.gpadacenter.org/
100 Corporate Lake Drive
Rocky Mountain ADA Center
Columbia, MO 65203

573-882-3600 (V/TTY)

Region 8 (Colorado, Montana, North Dakota, South Dakota, Utah, Wyoming)
adainfo@adainformation.org https://www.rockymountainada.org/
3630 Sinton Road, Suite 103
Pacific ADA Center
Colorado Springs, CO 80907

719-444-0268

Region 9 (Arizona, California, Hawaii, Nevada, the Pacific Basin)
adatech@adapacific.org www.adapacific.org
555 12th Street, Suite 1030
Northwest ADA Center
Oakland, CA 94607

510-285-5600 (V/TTY)

Region 10 (Alaska, Idaho, Oregon, Washington)

Center for Continuing Education in Rehabilitation

University of Washington
nwadactr@uw.edu www.nwadacenter.org
6912 220th St SW #105

Mountlake Terrace, WA. 98043

425-248-2480

ASSISTIVE TECHNOLOGY RESOURCES
www.assistivetech.net
ASSISTIVETECH.NET -- The National Public Website on Assistive Technology

Phone: 404-894-4960 (V/TTY)

Email: catea@coa.gatech.edu

AbleData
https://abledata.acl.gov/
Phone: 800-227-0216 or 703-356-8035. (Se habla español).

TTY: 703-992-8313.

Email: abledata@neweditions.net

FEDERAL AGENCIES

ADA Information Line at U.S. Department of Justice

Civil Rights Division, Disability Rights Section

950 Pennsylvania Avenue, NW
Civil Rights Division
Disability Rights Section - NYA
Washington, D.C. 20530

Talk to an ADA specialist:

800-514-0301 (voice)

800-514-0383 (TTY)

Section Phone Number: (202) 307-0663
http://www.ada.gov/

Federal Communications Commission

U.S. Department of Education National Institute on Disability and Rehabilitation Research (NIDRR)

U.S. Department of Education

Office for Civil Rights

Lyndon Baines Johnson Department of Education Bldg

400 Maryland Avenue, SW

Washington, DC 20202-1100

800-421-3481

877-521-2172 (TTY)
http://www2.ed.gov/about/offices/list/ocr/index.html

U.S. Department of Transportation ADA Assistance Line

888-446-4511 (voice)

TTY: use relay service
www.fta.dot.gov/ada

U.S. Department of Transportation Project Action, Federal Transit Administration

U.S. Equal Employment Opportunity Commission

131 M Street, NE

Washington, DC 20507

For publications: 800-669-3362 (voice),

800-800-3302 (TTY)

For questions: 800-669-4000 (voice),
800-669-6820 (TTY)
www.eeoc.gov

U.S. Department of Labor's Job Accommodation Network

800-526-7234 (voice)

877-781-9403 (TTY)
www.askjan.org

STATE AGENCIES

Although the titles may vary, each state has an individual designated to act in the capacity of an ADA Coordinator. This position may be through the state's Department of Administration or Department of Human Resources. Each state also has its own protection and advocacy service system to help educate and protect people with disabilities about their rights under the law. Contact the National Disability Rights Network for the protection and advocacy agency in your area.

National Disability Rights Network

900 Second Street, NE, Suite 211

Washington, DC 20002
http://www.ndrn.org
Phone: 202-408-9514

Fax: 202-408-9520

220-408-9521 (TTY)

CENTERS FOR INDEPENDENT LIVING

There are approximately 403 Independent Living Centers throughout the U.S. and Puerto Rico, American Samoa, Guam, the Virgin Islands and the Northern Mariana Islands, with at least one located within each state. These Centers can be a valuable source for products and services available in or around the city where your event is being held. Independent Living Research Utilization (ILRU) in Houston, TX has an online directory of Centers available at www.ilru.org

ILRU at TIRR Memorial Hermann

TIRR Memorial Hermann Research Center

1333 Moursund Street
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Houston, TX 77030-3405
© Copyright 2015 ADA National Network. All Rights Reserved. May be reproduced and distributed freely with attribution to ADA National Network (www.adata.org).
713.520.0232 (Voice/TTY)

Email: ilru@ilru.org

Disclaimer

This information product was developed under a grant from the Department of Education, NIDRR grant number H133A110014. However, the contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
Suggested citation
ADA National Network. (2015). A Planning Guide for Making Temporary Events Accessible to People with Disabilities [booklet].

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A Planning Guide for Making Temporary Events Accessible to People

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(Printer-friendly PDF version | 1.8 MB) (Large Print PDF version | 2.1 MB) A Planning Guide for Making Temporary Events Accessible to People with Disabilities 2015 Table of Contents Introduction. CHAPTER One - Disability Awareness and Nondiscrimination. OVERVIEW OF THE AMERICANS WITH DISABILITIES ACT (ADA) Definition of Disability under the ADA.

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Table of Contents

Acknowledgments

The content for this planning guide was adapted from the Accessible Temporary Event, A Planning Guide, published in 1998 by the Center for Universal Design at North Carolina State University in collaboration with the Southeast ADA Center (formally named the Southeast DBTAC). The authors of this original guide generously permitted substantial revisions to content to ensure accuracy of content and improve readability. Authors and editors of original guide included Ronald L Mace and Rex J. Pace, Leslie C. Young, and Karen Olander.

The development of the current version was facilitated by the ADA Knowledge Translation Center (ADAKTC) at the University of Washington, specifically by;

Editors: Cynthia Salzman and Rebecca Matter

Editing assistant: Aditya Ganapathiraju

Graphic designer: Greg Owen

Expert reviewers from the ADA National Network who ensured accuracy of content include Troy Balthazor, Peter Berg, Jan Garrett, Karen Goss, and Michael Richardson. A special thanks to Nancy Horton for her careful review and editing on multiple sections.

Street festivals, craft fairs, music events, sporting events and home shows are but a few of the many temporary events that take place every day in communities both large and small throughout the nation. Temporary events celebrate and support a "sense of community" and must encourage participation by all people.

This guide provides information to assist planners, managers, operators and building owners in making temporary events accessible to people with disabilities.

This guide acquaints the reader with:

This guide addresses most questions about how to host an accessible temporary event. However, if you have additional questions, please call your regional ADA Center for more information at 1-800-949-4232.
The Americans with Disabilities Act (ADA) is part of our larger civil rights tradition which recognizes and celebrates diversity and strives to include all members of our society. It is in this spirit that accessibility should be embraced. Return to Table of Contents
People with disabilities have the same hopes and dreams as people without disabilities. They want to access their communities and attend events with their friends and families. It is estimated that more than 21 percent of Americans aged 15 and over and 50 percent of Americans 65 years and older presently have some type of disability (Census, 2010).

At some point in their lifetime, 70 percent of all Americans will have either a temporary or permanent disability.

Not until the passage of the Americans with Disabilities Act (ADA) in 1990 did people with disabilities make a significant step toward being able to move and function as freely in society as people without disabilities.

OVERVIEW OF THE AMERICANS WITH DISABILITIES ACT (ADA)

The ADA is a federal civil rights law that prohibits discrimination against people with disabilities in the areas of employment, transportation, access to private and state and local government sites and telecommunications. Much of the ADA's spirit and language comes from earlier nondiscrimination legislation regarding race, color, sex, national origin, age and religion.

Definition of Disability under the ADA

The ADA defines a person with a disability as:
Types of Disabilities
There are hundreds of different types of disabilities. While one person may have multiple disabilities, another may have a single disability with symptoms that fluctuate. There are some disabilities that are less obvious, such as diseases of the heart or lungs, neurological diseases, or arthritis that may reduce physical stamina, decrease coordination or cause pain.

Temporary conditions that cause disability for a short time - such as broken bones, illness, trauma or surgery - are not considered disabilities as defined under the ADA unless they are expected to continue over a long period of time.

Most architectural design standards are based on the needs of people defined by one of the following four general categories:
1. Mobility Disabilities

Wheelchair Users - Some people with severe mobility disabilities use power-driven or manually operated wheelchairs or a three- and four-wheeled cart or scooter to maneuver through their environment. People who use wheelchairs encounter some of the most obvious access problems, including maneuvering through narrow spaces, going up or down steep paths, moving over rough or uneven surfaces, making use of toilet and bathing facilities, reaching and seeing items placed at conventional heights, and negotiating steps or abrupt changes in level.

Ambulatory Mobility Disabilities - This category includes people who walk with difficulty or who have a disability that affects gait or balance. People who use crutches, canes, walkers, braces, or artificial limbs to assist them in walking are also included in this category. Activities that may be difficult for people with mobility disabilities include walking, climbing steps or slopes, standing for extended periods of time, reaching and fine finger manipulation. Both people who use wheelchairs and those who use other types of mobility aids sometimes use service animals for assistance. For example, a specially trained service dog may be used to retrieve items or even pull a wheelchair.

2. Visual Disabilities
This category includes people with partial vision or total vision loss. Some people with a visual disability can distinguish between light and dark, sharply contrasting colors, or large print, but may not be able to read small print, negotiate dimly lit spaces, or tolerate high glare. Many people who are blind generally depend upon their other senses to perceive their environment and communicate with others, though this does not mean their other senses are much more acute. Many use a cane or have a guide animal to facilitate moving about. Some problems experienced by people with visual impairments may include orientation, receiving written or graphic information, using controls that are not adequately labeled, and avoiding hazardous protruding objects which they cannot detect.

3. Hearing Disabilities
People in this category use a variety of methods to compensate for their inability to hear sound. Those with partial hearing may depend on hearing aids or lip reading. Some people who are totally deaf also use speech-reading but must be able to clearly see the face of the individual speaking. Others use a standard means of communication called American Sign Language. People can learn sign language to become qualified interpreters. Some people with hearing disabilities may use service animals to alert them to sounds. Problems for people with hearing impairments include communicating with many hearing people and using equipment that is exclusively auditory, such as telephones and fire alarms. Lack of sign language interpreters and inadequately trained interpreters also can be a problem.

4. Cognitive Disabilities and Other Hidden Disabilities
There are many other disabling conditions which are not apparent from an individual's outward appearance. These usually involve cognitive and/or learning abilities and may affect understanding, communication, or behavior. People with these types of disabilities may have difficulty navigating facilities, particularly where the signage system is unclear or complicated. People who have seizure disorders may be sensitive to environmental features, such as lighting, which can activate seizures.

A hidden condition gaining greater awareness is a condition known as multiple chemical sensitivity. People with this condition experience a physical reaction that generally affects breathing when they come in contact with a chemical or combination of chemicals that may be present in many buildings and consumer products. These can include items such as lawn pesticides and herbicides, room deodorants, printing inks, and even colognes or perfumes. Reactions can range from mild to life threatening.

Structure of the ADA

The ADA is comprised of five sections or "titles" that address discrimination in different areas of society:

Titles I, II, and III are the most relevant to someone who is planning a temporary event
Non-Discrimination Requirements
The ADA states that people with disabilities must be able to obtain or enjoy "the same goods, services, facilities, privileges, advantages, or accommodations" that are provided to other members of the public. As such, there are some general requirements in place to ensure equal opportunity for people with disabilities. The business, government agencies, and other public and private organizations and facilities covered by the ADA are referred to as "entities."

Under the ADA, entities may not:

Discriminate on the basis of disability in areas of programs, services, or activities.

Ask unnecessary questions about a person's disability.

Modifying Policies and Procedures
Event organizers may need to modify their policies and procedures to make sure they do not discriminate against persons with disabilities. For example, food vendors may have to leave their booths briefly to assist someone with limited hand dexterity in reaching their money.

Organizers also may need to modify their policies regarding service animals. A service animal is a dog (or, in some cases, a miniature horse) that assists a person with a disability in performing one or more tasks related to their disability. Many temporary events have a "no pets" policy. However, a service animal is not a pet and must be allowed into any part of the event that its handler is allowed to attend. Event staff may only ask two questions of a service animal handler: 1) is this a service animal that is needed for the person's disability?; and 2) what task(s) is the animal trained to perform? Service animals must be housebroken and under the control of their handler at all times.
Effective Communication
Event organizers must provide auxiliary aids and services where necessary to ensure effective communication.

"Effective Communication" means that whatever is written or spoken must be as clear and understandable to people with disabilities as it is for people who do not have disabilities.

Some examples of auxiliary aids and services are: large print material, Braille material, assistive listening systems, qualified sign language interpreters, telecommunication devices for the deaf (TDD, also called TTY for teletypewriter), open/closed captioning, handwritten notes, and audio tapes.

Remember that the person with a disability is the best person to ask what type of service or aid will be most effective for them.
Accessible Design
The ADA requires all buildings and facilities that are open to the public to be accessible. This includes temporary structures that are extensively used by or are essential for the public use at an event.

The Standards do not provide direct solutions to all of the various barriers that may be encountered at a temporary event, but instead give basic guidelines for resolving most problems. The design recommendations and solutions presented in this guide are based on the 2010 ADA Standards.

OTHER ACCESSIBILITY LAWS AND CODES

This publication primarily focuses on accessibility under the ADA, but other disability legislation also could potentially affect temporary events.

The Architectural Barriers Act (1968) - This Act stipulates that most buildings, other than privately-owned residential facilities, constructed by, on behalf of, or leased by the United States, or buildings financed in whole or in part by the United States, must be physically accessible for people with disabilities.

Section 504 of the Rehabilitation Act (1973) - Under this Section, no qualified individual with a disability may be discriminated against in any program or activity receiving federal financial assistance.

State and Local Codes - Many states have developed their own building codes for accessibility. Organizers need to know about both federal law and state/local codes that may apply to their events.
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People with disabilities must be able to obtain or enjoy the same goods, activities, services, and benefits that are available to other members of the public. At a temporary event participants with disabilities must be able to:

Obtain information and directions prior to the event.

Arrive at the site in the same ways as others can (e.g. via private automobile, taxi, public transportation, event shuttles).

Find and use accessible parking.

Get from accessible parking to entrances.

Obtain additional information and directions on site.

Move around the site as needed.

Attend performances, participate in activities, and enter exhibits.

Experience and enjoy activities, even if the participant's disability affects their ability to communicate.

Select and purchase items at concessions.

Use public toilet rooms, telephones, water fountains, shelters, first aid stations, and other common amenities.

Plan Early and Review Often
Planning for accessibility from the beginning improves the chances of creating an event that is enjoyable for all participants. Efforts to provide access after critical decisions have been made, such as selecting a site, may result in "add-on" solutions that may be more costly or less effective than necessary. Organizers should review the entire process of producing the event often to ensure that accessibility is provided and maintained.
Accessibility Coordinator
An effective strategy for managing accessibility efforts is to designate an "accessibility coordinator" to oversee all phases of the event, from planning to completion. This role is especially important for larger events where many diverse elements must be managed.
Resources for Planning
Advisors. Invite participation of individuals with various disabilities early on to help with site selection and other concerns.

For large events, you may want to establish an advisory committee representing a range of disabilities and experience. Since access issues often have an architectural component, include people who also have design experience.

Disability Organizations. Local and national disability groups and organizations are excellent resources for information and advice and can help you find services such as sign language interpreters or renting equipment such as assistive listening systems or portable ramps. For more information on disability groups and organizations, see Chapter 6: "Resources".

Architectural Accessibility Consultants. Accessibility consultants are a source of advice and information, particularly for solutions to specific architectural barriers. If funds are available, hire a firm or an individual with both accessibility and architectural design experience.

SITE SELECTION

Site selection may have the greatest overall impact on accessibility to an event. Inaccessible architectural features may be among the most difficult barriers to remove.

Many facilities were constructed before the passage of the ADA, and perhaps even before state or local laws required accessibility. Even partially accessible sites can be improved with planning. If more than one site is available, accessibility should be a primary consideration in making the final choice.
The Importance of an Accessible Route
An accessible route is critical to the successful use of a site. A single continuous accessible pedestrian path should be wide, smooth, as level as possible, and without low or overhanging hazards or obstructions. Accessible routes can include ramps but not stairs (see Figure 1).

A complete review of the site is necessary to determine if people with disabilities will be able to move around the site, get to facilities, and participate in activities. Walk the site and identify the accessible (or most accessible) routes. People with disabilities should be able to use the same route as everyone else whenever possible, and should not have to travel unusually long distances to reach a destination.
Evaluating the Site
Newer sites usually are more accessible than older ones. Many facility owners and operators may not have the experience or knowledge to determine the level of accessibility on their sites. If they have never received any complaints, they may mistakenly assume that no problems exist. Inspect all areas of the site carefully to make an accurate assessment of its level of accessibility.
Use a Checklist
Assess sites, identify barriers, and determine what kinds of modifications may be needed by using a checklist at the ADA Checklist for Existing Facilities website.

GET STARTED EARLY

Event organizers generally have more direct control over the accessibility of the event's activities than over the site. If site modifications are required, they may take some time to accomplish, so try to tackle these issues early. Make marketing and promotional materials available in a variety of formats. Design and set up temporary structures such as tents, stages, and portable toilets, with access in mind.

Modifications to a Site-Removing Barriers

There are both financial and legal incentives for owners to remove barriers. As the number of people with disabilities increases, particularly among the expanding population of older Americans, more accessible sites are in demand.

Additionally, facility owners and managers must meet theADA's legal requirements for access and should have already taken action to remove barriers. All privately-owned businesses that serve as places of public accommodation (such as hotels, restaurants, theaters, museums, auditoriums, convention centers, shopping centers, parks, zoos, or amusement parks) are covered by Title III of the ADA and are expected to remove barriers when it is "readily achievable" -i.e., when it can be carried out without much difficulty or expense.

What is "readily achievable" is based on an entity's size, financial resources, and the existing site conditions. What might be readily achievable for a large multi-national investment company may be very different from what is readily achievable for a community group sponsoring a one-day craft or antique show.

Ways to remove barriers:

Install ramps.

Make curb cuts in sidewalks and at entrances.

Reposition shelves.

Rearrange tables, chairs, vending machines, display racks, and other furniture.

Add raised markings on elevator control buttons.

Install flashing alarm lights.

Widen doors\install offset hinges to widen doorways.

Eliminate a turnstile or provide an alternative accessible path.

Install accessible door hardware.

Install grab bars in toilet stalls.

Rearrange toilet partitions to increase maneuvering space.

Insulate lavatory pipes under sinks to prevent burns.

Install a raised toilet seat.

Install a full-length bathroom mirror.

Reposition the paper towel dispenser in a bathroom.

Create designated accessible parking spaces.

Install an accessible paper cup dispenser at an existing inaccessible water fountain.

Remove carpeting that makes maneuvering wheelchairs difficult (i.e. high pile, low density carpeting).

Event organizers can remind owners and operators of facilities that modifications needed for a temporary event can help them meet their overall ADA obligations.
Removing Barriers-Title II vs. Title III
Under Title II state or local governments (public entities) must make their programs accessible. Sometimes programs and services can be relocated to accessible sites or services can be delivered in alternate ways, but often architectural modifications must be made to existing facilities when there is no other feasible way to make the program accessible.

In contrast, under Title III places of public accommodation (private businesses and nonprofit service organizations) must remove barriers if it is "readily achievable," without regard to whether their services can be made accessible through other methods.

(From the Department of Justice Title II Technical Assistance Manual (1993) and Supplements, Item II-5.2000.)
Temporary vs. Permanent Modifications
Entities must make permanent architectural modifications to ensure program access unless this would cause an "undue burden," i.e., if the modifications would be excessively difficult or expensive. After identifying barriers, organizers can negotiate with the owners/managers of the facility to encourage them to improve access. It may be possible to tie the completion of these changes to a rental contract agreement. A more accessible site may very well give the facility operators a competitive edge over those with less accessible facilities.

When permanent changes to a site cannot be made and the entire event or specific activities of the event cannot be relocated, organizers should consider temporary modifications (see Chapter 4: "Participating in the Event").
Modifying Policies and Procedures
Sometimes policies or procedures may reduce access as much as physical barriers. However, modifications to policies and procedures, or the addition of services to accommodate people with disabilities, are not required if they would cause a "fundamental alteration" in the essential nature of an event or a specific activity.

Communication Access

People who are blind or have low vision may need aids or services ranging from materials in large print, Braille, or audio format, to staff reading information aloud, describing visual elements (such as images or graphics in a slide show), giving directions, or providing guidance to help locate facilities or activities.

People who are deaf or hard of hearing may need written materials, captioned media, assistive listening devices, or sign language interpreter services.

The type of assistance needed will depend on a number of factors, including the individual's needs and preferences, as well as the nature of the event or activity. For example, where brief, casual information is exchanged, such as at a booth selling a local artist's photographs, use of pencil and paper is probably sufficient to communicate with a person who is deaf. However, a sign language interpreter or a real-time captioning display may be needed for the same person to attend a presentation or performance.

Interpreters should be appropriately qualified. Types of interpreters and skill levels vary, and some specialize in certain types of situations, such as interpreting for musical or dramatic performances.

Some communication devices or services should be available "by default" (such as assistive listening devices in a stadium). Other communication services may require more preparations and resources (such as sign language interpreters or real-time captioning services). If advanced registration is required, event organizers may want to provide certain communication services by request. Promotional and registration materials should include contact information and a reasonable deadline for participants to request such services. For other types of events, particularly large, open events where hundreds or thousands of participants can be expected to show up, organizers may actually find it easier to simply provide communication access services rather than deal with the logistics of requests and deadlines. Promotional materials should advertise any aids or services that will be available (for example, "Sign language interpreters will be available for the awards ceremony").

Vendors

Work with vendors to ensure that people with disabilities will have comparable access to food, drinks, merchandise, or services offered. While concession carts may not be easily modified, vendors should offer additional assistance so people with disabilities can obtain goods and services. For example, a vendor may need to take items from an inaccessible area to an interested individual in order to allow the individual to evaluate and select merchandise or to participate in an activity offered. (For more detail, see Chapter 4: "Participating in the Event.")

Preparing Staff and Volunteers

All staff and volunteers should have a basic awareness of and sensitivity to disability issues. Make it clear to staff and volunteers that people with disabilities expect to be treated like all other event participants. Advise staff as follows:

Make sure that staff and volunteers know the location or availability of accessible features, such as accessible toilet rooms, TTYs, or ramps.

Accessible Performance Areas

Speakers or performers with disabilities may need modifications to stages or performing areas. High stages are more difficult to make accessible. It is generally not acceptable or safe to carry a person with a disability up steps. If the stage is very high, portable lifts may be rented. Where an existing ramp is steeper than specified in the ADA Standards and cannot be modified, people traversing the ramp should be assisted by several competent trained individuals to prevent falls and mishaps. Presenters with hearing, speech, or vision disabilities usually can help you decide if aids or services are needed to get their message across or interact with the audience.

PUBLICITY OF THE EVENT

Many people with disabilities will assume that temporary events will not be accessible. It is important to include statements about access on all publicity and informational material. Statements affirming your commitment to nondiscrimination and accessibility are important. It also may be necessary to provide information on the location of accessible features, such as accessible parking or toilet facilities, or where to obtain other aids or services, such as materials in accessible formats or assistive listening devices.
Accessibility Symbols
Publicity materials should include appropriate symbols of accessibility to indicate various features, aids, or services (Figure 2).

The most recognized symbol is that of the individual seated in a wheelchair. However, it should be used appropriately to designate spaces or elements that are designed to be accessible to individuals with mobility disabilities. Other accessibility symbols, such as the International Symbol of Access for Hearing Loss, to indicate the availability of assistive listening devices, or the Symbol for Sign Language Interpretation can be included as appropriate on brochures, handouts, and publicity pieces.
Publicity Options
Not all people receive information the same way. Print materials are generally usable for the person who can see and read, but some people must rely on hearing, touch, pictograms and images, or other methods of getting information. Use a variety of publicity formats, methods, and media options to ensure that information reaches the widest possible audience.

Local disability groups and organizations can help you publicize accessible activities, programs, or services offered at your event. These groups can be effective in getting the word out to members of the community who may not be reached by traditional media.

Broadcast Media. Television and radio may reach many people with disabilities in ways print media cannot. Broadcast media may be beyond the scope or budget of many events; however, depending upon the nature of the event, there may be opportunities for public service announcements, cable access channels, or donated airtime.

Although radio can be used to communicate to large numbers of people, it is not effective for people with hearing disabilities. Television can be an ideal way to publicize events since it has both audio and visual features. Television announcements that can be heard should be accompanied by on-screen text or captions that can be seen.

Internet-Based Communication. Websites and social media (Facebook, Twitter, etc.) are excellent and cost-effective ways to get the word out about events. Again, care should be taken to ensure that images or audible information is accompanied by text to make it accessible to individuals with hearing or vision disabilities.

Print Media. Flyers, brochures, and newspaper or magazine advertisements should be presented in typefaces that are large, high contrast, and easy to read. This increases legibility for people with limited vision and makes it easier for everyone.

Usable Type for Printed Information

Most temporary events rely heavily on printed information, both as part of the advertising campaign and during the event itself. Make sure to consider the needs of people with disabilities, especially those who have vision or cognitive disabilities, when designing newspaper ads, fliers, programs, schedules, maps, and exhibit descriptions. While the ADA does not specifically address the design of printed materials, the following information can help you design user-friendly printed materials. Note: "Printed material" used here does not include permanent and temporary signs, which are addressed under "Signage" on page37.

Printed materials should have text that is simple and contrasts with the background. When graphics are included, they should be clear and not overprinted onto type.

Tips for content

Tips for type design

Use sans serif (Helvetica, Arial, Calibri and Futura) or simple serif (New Century Schoolbook and Palatino) type faces. Limit the number of typeface varieties to two or three.

Use bold face type for single-page fliers that are posted, for example, on a bulletin board.

Use at least 16-point type size when possible. Existing documents may be enlarged on a photocopier if clear images can be produced.

Use line spacing of one and one-half or double. In typesetter's language, this means that line spacing should be about 20 percent larger than the type size. For example, if the type size is 14 points, line space should be at least 17 to 18 points.

Use lower case letters with initial capitals. Do not use all capitals.

Avoid underlining.

Justify text on left side only. Type that is justified both left and right hinders legibility because it creates awkward spaces between words.

If narrow columns of text are used, provide at least an inch of white space between columns.

Choose text/background color combinations that contrast with each other. Avoid, for example, combinations such as yellow on gray. In dimly lighted spaces, white type on a black background is slightly more legible than black type on a white background. But the type size under these circumstances must be at least 12 points or larger. Dark type on a light background works marginally better than light on dark for large type such as headlines.

Use opaque, non-glossy colors and materials for the background and the text.

Responding to Accessibility Inquiries
Be prepared to respond to questions regarding accessibility, especially if publicity cannot provide complete details. If the event is large and there are a variety of accessibility issues, it may be best to have a designated, knowledgeable person respond to questions.

The capacity to communicate over the telephone with people who have hearing or speech disabilities is very important. Many people with these types of disabilities use telecommunication devices or methods, including texting, TTYs (small "teletypewriters" that connect to standard telephones and facilitate text-based communication), or Telecommunications Relay Service (TRS), which may be text-based or sign language based (Video Relay Service, or VRS).

Telecommunications Relay Services are provided through the telephone system, and calls are facilitated by "communications assistants" (CAs) who act as go-betweens for the parties. The CA is connected to the individual with a disability, usually either by TTY or web-based technologies (for sign language), and to the other party with standard telephone equipment. The CA simply relays the conversation back and forth. The service is always available, free to use, and does not require businesses or agencies to have any specialized equipment.
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Participants arrive at an event singly, accompanied by friends/family, or in groups. They use personal cars and vans, public buses, taxis, or other modes of transit such as rail. All visitors, including people with disabilities, arrive at the site using these modes of transportation and must be able to move about with safety and ease.

The design and location of accessible parking spaces, transit stops, drop-off areas, and public sidewalks are critical. Additionally, buildings and site amenities that are part of the event experience must be connected to these areas by an accessible route, i.e., a path that is wide, smooth, and as level as possible without hazards or obstructions.

GENERAL CONSIDERATIONS

Permanent changes that conform to the ADA Standards are better than temporary modifications. Depending on unique site conditions and the particular mode of transportation, these modifications may vary significantly. Adequate signage, level changes at curbs, and the condition of traveling surfaces will always be concerns. When considering the extent and nature of the modifications it is important to consider what would be readily achievable for private businesses and nonprofit service organizations or would be part of program access for a state or local government.

Signage

Signage is needed to direct the public to the location of accessible parking spaces, passenger drop-off points and transit stops and accessible entrances and gates. Signs should include the international symbol of accessibility, use easy-to-read typefaces, and be large enough to be read from a distance (see Signage on page 37).

Curb Ramps

Curb ramps, or "cuts," are used to overcome level changes along streets and parking lots. A curb ramp designed to meet the specifications of the Standards must have slopes no steeper than 1 in 12 (1 inch of rise for every 12 inches of run). They may have flared sides that slope as steeply as 1 in 10 if the flare is not directly in the pedestrian path of travel.

Numerous manufacturers fabricate portable ramps. Some are specially designed to bridge curbs and are appropriate for use at a temporary event. The ramp must be securely attached so it does not move or shift during use (Figure 3). Temporary wood curb ramps also can be fabricated as needed (Figure 4).

Sidewalks

Pedestrian walks may have several changes of surface material along their length, for example, asphalt to concrete or concrete to brick. This can pose a tripping hazard or an obstacle to someone using a wheelchair. Weathering and tree roots may cause outdoor surfaces to crack or buckle, forming small hazardous drop-offs. All abrupt vertical changes greater than 1/4 inch should be repaired or, where appropriate, have small bevels installed to create gradual transitions (see Figure 20 on page 33).

Barricades

Barricades are frequently used to create temporary access in areas normally reserved for vehicles. Barricades may be used to temporarily define maneuvering space for people using wheelchairs or to protect a portable ramp location. Traffic cones and barrels, sawhorses, or even cinder blocks and wood planks also could be used, provided the barricade looks intentional, is heavy enough to remain stable during inclement weather, and resists vandalism. At least a 32-inch opening in the barricade must remain clear so people using wheelchairs may pass through but vehicles may not.

PARKING

To use parking spaces safely, people with wheelchairs or other mobility aids need more space than is available at typical non-accessible parking spaces. Each accessible parking space must be equipped with a level access aisle to provide adequate space for car doors and van lifts to open and for users to maneuver. To conserve on space, two parking spaces may share one access aisle (Figure 5).

As many states have additional design requirements for accessible parking spaces, it is advisable to check your state and local building codes to ensure that your accessible parking spaces comply with both the ADA and state/local requirements. Accessible parking spaces must be as close as possible to a main event site or building entrance and be connected to that entrance by a smooth, level path without curbs or obstructions, i.e., an accessible route.
Number of Accessible Parking Spaces Required
At a minimum, there should never be fewer accessible parking spaces than specified in the ADA Standards (Table 1). Of these, at least one in every six accessible parking spaces must be "van accessible." Van spaces, to be usable, must be wider than those designed for cars.
Ta*Note that one of every six accessible spaces, or fraction of six, must be van accessible. For example, if eight accessible spaces are required, two of those eight spaces must be van accessible. Accessible Vans ble 1: Number of Accessible Parking spaces as Specified in the ADA Standards Location
To provide sufficient room to deploy a lift, van accessible spaces should be at least 132 inches wide. For events catering to a specific audience, the number of accessible spaces may have to increase beyond the minimum if the event is directed toward a population consisting of a large number of people who have mobility disabilities, for example, a function specifically for people who are older.

General: Accessible parking spaces must be level and adjoin an accessible route to entrances. Accessible parking spaces should be placed as close as possible to the accessible entrance served by the parking area to minimize the need for a person with a disability to travel long distances to merely arrive at the entrance.

Ideally, all parking areas should have accessible spaces. However, if one lot is closer to the event entrance, it may be best to locate all accessible spaces in that lot. Covered parking or unloading areas should be available for people with disabilities, who often take longer to get into and out of vehicles.

Parking Garages: Parking garages may be problematic because the vertical clearance at the entrance may be too low to accommodate personal vans equipped with raised roofs, a feature on many accessible vans. As stated in the Standards, vertical clearance for van-accessible parking spaces and the vehicular route to them is 98 inches minimum. Some personal use vans require even greater clearance, thus a vertical dimension greater than 98 inches is recommended. (Figure 6).

Van-accessible spaces may be provided in alternate locations outside the garage, but as close as possible to an accessible entrance and at no additional inconvenience to the driver/passenger with a disability.

Off-Site Parking: If a significant portion of or all parking is located in areas not adjacent to the event site, accessible routes must be provided to and from accessible parking spaces in these areas. If the accessible route includes walks, streets, or parking facilities not under the control of the event organizer, it may be necessary to make prior arrangements to ensure that accessible spaces and routes to them are available.

Many of the temporary parking and walkway solutions presented in this chapter can also be used in off-site areas. One of the most critical issues is the use of curb ramps for crossing streets and parking lots. It may be possible to request that curb ramps be installed or to use strategically placed portable ramps as needed.

It may be best under these circumstances to create accessible, temporary parking on-site and indicate its availability both on directional signage and in publicity material.
Parking Signage
It may also be possible to use accessible vans or buses to shuttle people from outlying parking areas. This may be a large commitment of resources for an event if the use of shuttles is not already being planned for the benefit of other event participants. However, if a shuttle service is planned, the shuttle must be accessible and accessible parking spaces must be available in lots served by the shuttle.

Each accessible parking space should be clearly marked with a vertical sign displaying the accessibility symbol. Wider spaces for vans should be designated as "van accessible."
Upgrading Out-of-Date Accessible Parking Spaces
Signs for accessible parking must be positioned in strategic locations along the site if those spaces are not located within the general parking areas. It may be necessary to designate accessible parking along the street when parking lots have severe grades or parking garages have low vertical clearances.

Accessible parking spaces that were built before passage of the ADA may not conform to current standards. The most common problems are insufficient number, narrow access aisles, and spaces that lack or have improperly designed curb ramps.

These problems should be corrected as much as possible to meet the Standards. If permanent changes are not possible or cannot be made in time for an event, temporary solutions should be made.

Access Aisles: Many access aisles are too narrow, i.e., less than 60 inches wide. To solve this you can block off the entire adjacent parking space and add that space to the access aisle, thus increasing the area available in which to maneuver a wheelchair or mobility aid. This also is a good method for providing additional space around an existing curb ramp that projects into access aisles.

Curb Ramps: Many existing curb ramps have slopes that are too steep, have too much surface warp or cross slope, and have insufficient room for a person using a wheelchair to turn out of the ramp onto a level area. These conditions are dangerous and can cause many who use manual wheelchairs to tip and fall.

A few solutions to address problem curb ramps include:

Adding a temporary ramp at another location even if it is necessary to create a new access aisle. The easiest method is to designate an entire parking space for this purpose because no additional striping of the lot is necessary.

Installing edge protection where none exists (Figure 7).

Some people in manual wheelchairs, power wheelchairs, or scooters may be able to use steeper curb ramps (short run ramps) if the slope of the ramp is between 1:8 and 1:10 for a maximum rise of three inches or between 1:10 and 1:12 for a maximum rise of 6 inches. However, longer ramps are dangerous if they have a slope greater than 1:12.

Exposed drop-offs on curb ramps where no side flares are provided are a hazard, especially when crowds are present. Anyone could accidentally travel off the edge of the ramp and twist an ankle due to the abrupt level change. This condition is especially hazardous for people using wheelchairs who could be pitched out of their wheelchairs onto the pavement.
Creating Temporary Accessible Parking Spaces
Railroad ties, planters, masonry blocks, and similar large objects set along the edge of an exposed drop-off can provide a warning and a physical barrier. Such objects should project at least two to four inches above the surface of the ramp. The best method to prevent an actual fall is to securely attach a permanent feature such as a return curb or side flare to the exposed edge of the ramp.

When necessary, temporary accessible spaces can be created in permanent paved lots, dirt lots, or fields.

Existing Parking Lots: Choose spaces that are level, close to an accessible entrance and near existing curb ramps. Mark or block off an existing parking space with cones, barricades, or pavement marking tape to create a new access aisle and use the accessibility symbol to designate the accessible spaces. If no existing curb ramps are available and the new parking spaces border on the sidewalk, place a portable curb ramp in the temporary access aisle to gain access to the sidewalk level (Figure 8).

Temporary Parking Lots: Grass fields or dirt lots used as temporary parking areas usually have no marked spaces. Most likely, participants will arrive and be directed to a parking space. Accessible spaces must be created and held in reserve for people with disabilities.

Accessible parking spaces should be located where the surface is firm and stable. Dirt should be hard and compact and grassy areas closely cut to ground level. Loose sand, gravel, and overgrown grassy areas are too difficult to travel across for many people using wheelchairs or those who walk with difficulty. Sites that become slippery or muddy when wet will not be usable by everyone. If it is possible to find a paved lot with an accessible route, locate accessible parking there.

As with all accessible parking, those designated in temporary lots should be level and near accessible entrances. The space should be laid out in accordance with the Standards and identified with the accessibility symbol. Use crowd control fences, traffic cones, and/or similar barricades to set aside accessible parking areas, and designate each space with a sign displaying the accessibility symbol. Create an accessible route from the parking access aisles to the event entrance.

You may need to place plastic or rubber matting over unstable natural surfaces to make them navigable for short distances (see "Natural Surfaces" in Chapter 4).

People using wheelchairs should not have to travel behind parked cars or cross vehicular traffic lanes. If this is unavoidable, the pedestrian route (especially where the route crosses traffic lanes), access aisles, and parking spaces should be clearly defined. Methods and materials to use include chalk or aerosol paint, ropes and stanchions, crowd control fences, and barricades at key points.
Transit Stops
DROP-OFF AREAS

For many people, public buses, subways, and trams are the most convenient means of transportation. For others it is their only means.

If a public transit stop is not located on or near the event site, an accessible route from the transit stop to the site must be created. This route should have curb ramps.

Accessible Routes: A route to a transit stop usually is not accessible because it lacks curb ramps. For public sidewalks, ask the local city or county government to install curb ramps where needed or position portable curb ramps where they can be used safely.
Passenger Loading Zones
If the alternate route deviates from a more direct inaccessible route, provide directional signage to alert the public of the accessible route to the event.

Provide an accessible space or passenger loading zone for shuttles and private vehicles to drop off and pick up participants safely outside the flow of traffic.

An accessible loading zone must have a vertical clearance of at least 114 inches for personal vans with raised roofs, buses, and paratransit vehicles. If there is not sufficient vertical clearance for raised roof vans or buses to pull underneath, you may need to create temporary loading zones in other locations to accommodate these vehicles. The space should be 20 feet long and at least eight feet wide with a five-foot-wide access aisle alongside the pull-up space for the vehicle (Figure 9).

If an existing passenger loading zone lacks curb ramps, block a portion of the area off and use a portable curb ramp.
Return to Table of Contents
Temporary Passenger Loading Zones: Temporary passenger loading zones can be created by blocking off areas along streets and driveways or in parking lots. If the temporary passenger loading zone is located away from the event entrance, provide directional signage and an accessible route to the location (Figure 10).

All event participants, including those with disabilities, must be able to get around the event site and view or take part in most activities, if not all.

The chapter is divided into two parts:

"Getting Around at the Event" focuses on the nuts and bolts of creating an accessible facility and emphasizes the importance of the accessible route to people with mobility and sensory disabilities.

"Taking Part in the Event" focuses on making the core activities of the event accessible, including programs, games, the exhibits, and performance areas.

GETTING AROUND

Space Requirements for Wheelchairs

Accessible routes ensure that people who use mobility aids can successfully navigate through the environment. A space that is a minimum of 30 inches wide by 48 inches long is necessary to park a wheelchair in a stationary position (Figure 11). The space necessary for people using wheelchairs to make a 180-degree turn is a circle with a diameter of 60 inches (Figure 12). Alternatively, a person can make a T-shaped turn, similar to a three-point turn in a car, at the intersection of a hall, between display cases, or where some of the space necessary to perform the turn may be under a counter or table (Figure 13).

Accessible Route

Individuals who use wheelchairs or walking aids or who walk with difficulty need an accessible route of travel throughout the event site. A successful accessible route connects site arrival points and parking with all exterior and interior event exhibits and activities, including public amenities, such as toilet rooms, water coolers, and telephones (Figure 14).

This single continuous path should:

As much as possible, the accessible route should be the same route used by other participants. Modifications to create accessible routes may be temporary or as permanent as resources allow. Once a route has been mapped out, it must be identified with signs if it deviates from paths used by the general public.

An accessible pedestrian route must meet these requirements (see Figure 1 on page 8):

Be at least 36 inches wide. Exception: at doors or short passageways, where the accessible route may be reduced to 32 inches in width for a maximum distance of 24 inches.

Have a minimum 60-inch by 60-inch clear space, at least every 200 feet, so two people using wheelchairs may pass.

Have a minimum of 80 inches vertical clearance or headroom along its entire length.

Be free of any hazardous, protruding objects.

Be on stable, firm, slip-resistant and compact surfaces.

Slope no more than 1:20 unless a ramp with handrails and edge protection is installed. Ramps are limited to a slope of 1:12. All cross slopes are limited to 1:48.

Have no abrupt vertical changes in floor or ground level unless it is limited to 1/4 inch with vertical changes between 1/4 inch and 1/2 inch permitted only if the change is beveled with a slope of 1:2 or less.

Level changes greater than 1/2 inch, such as a step, stairway, or full floor level, can be accomplished using a ramp, lift, or elevator.

Entrances

After arriving on the site, participants with disabilities must be able to get to and through entrance gates and building entrances. The accessible route to these entry points must be free of stairs unless a ramp, lift, or elevator is also provided. Ideally, people with disabilities should use the same entrance as other visitors; modifications may be needed to accomplish this. An inaccessible entrance can be made accessible by installing a portable ramp or lift (Figure 15).

If necessary, an alternate entrance that can be more easily altered should be selected. Use signs displaying the International Symbol of Accessibility to direct visitors to accessible entrances.

There are at least three entry door and gate conditions unique to building entrances that may require attention.

1. Revolving Entry Doors. The ADA Standards prohibit revolving doors from being part of an accessible route. Often, one or more swinging doors are placed adjacent to revolving doors, usually intended as emergency or service entrances (Figure 16). These auxiliary doors may be used as the accessible entrance during a temporary event as long as the doors remain unlocked and, if no door hardware is present or door closers are too heavy, they are propped open or held open by staff.

2. Entry Vestibules are not accessible. Double door vestibules, where maneuvering space is limited, can trap people using wheelchairs. There should be at least four feet between the second door in its open position and the first door. If this is not the case, the inside or second door can be removed or propped open for the event (Figure 17).

Turnstiles are not accessible. An alternate accessible route must be provided and, if possible, placed close to the entrance used by other participants. Security guards or other personnel must be prepared to allow people with disabilities to pass through auxiliary or service gates as needed (Figure 18).

Ground and Floor Surfaces

Rolling over soft loose surfaces such as deep pile carpet, sand, or gravel is difficult or impossible for most manual wheelchair users. People who use powered wheelchairs or scooters may also have difficulty on these surfaces since extra force is required to travel across them. This can drain batteries quickly and could leave a person stranded.
Natural Surfaces
Irregular surfaces, such as cobblestones and similar uneven brick or concrete pavers, are uncomfortable as these can cause wheelchairs to rock and tilt. Unstable and uneven surfaces also can be a problem for people who walk using crutches or canes, often causing a loss of balance or falls.

Crushed stone or soil-if compact, stable, and free of loose debris-is often a usable surface on which to hold a temporary event. If the surface is grass, it too may be serviceable if the soil is not soft and the grass is cut close to the ground. Tall grass is often slippery and difficult to roll a wheelchair across.

Weather affects the usability of exterior surfaces. A grass playing field, acceptable in dry conditions, can become slippery and muddy after a rain. For some activities, it may be a good idea to have an alternate indoor location available.

Synthetic matting can provide a temporary compact and stable surface over sand, gravel, or wet areas. Low profile, non-slip rubber doormats might work for short distances provided their edges are secured or beveled.
Grates and Grilles
Interlocking rubber tiles are probably the best method of providing an accessible route over unstable ground surfaces, especially when long distances must be covered. Perforated plastic mats are another good option because they do not kill the grass they are covering.
Carpet
A grate or grille located in the accessible route must not have any openings wider than 1/2 inch in the direction of pedestrian travel (Figure 19). Openings any larger can catch the tips of crutches or canes and wheelchair wheels, causing the occupant to pitch out of the wheelchair. Hazardous grates can be covered or blocked off or the accessible route redirected.

Soft carpet is a common problem in many buildings. Deep, thickly padded or loosely woven carpets are the most difficult to travel across. Where large numbers of participants with disabilities are expected, and/or where travel distances over soft carpet are long, try to reroute the path for all the event participants or, a less desirable alternative, reroute the accessible route. The accessible route should coincide as much as possible with the route used by the other event participants. Rolled surface materials may be laid over existing carpet, provided the resulting surface is firm, not spongy or difficult to roll a wheelchair or walk across.
Small Abrupt Vertical Changes
Loose carpet edges are tripping hazards and can catch the wheels of wheelchairs and scooters and should be fastened or taped down. Throw rugs and mats should be secured or removed.

Small, abrupt vertical level changes often occur where surface materials change, such as from asphalt to concrete or brick to wood. This condition also can result as surfaces become buckled or cracked from wear or weather. Smooth transitions are always best because they also eliminate tripping hazards. However, people using wheelchairs and scooters can negotiate vertical changes of up to 1/4 inch.

Small abrupt vertical changes should be repaired or small bevels installed to create gradual transitions. Changes of 1/4 to 1/2 inch can be transitioned with a bevel sloped as steeply as 1:2. Small changes greater than 1/2 inch must slope at 1:20 (or in the case of a ramp, 1:12) (Figure 20).

Bevels can be created with wood or other material planed into a wedge shape. For sidewalks and other concrete surfaces, it may be possible to trowel additional concrete onto cracked and uneven areas to smooth and level out the surface. If a vertical level change is high enough, it may require the use of a ramp, lift, or elevator.

Changes in Ground and Floor Levels

Change in level is one of the biggest obstacles to traveling about a site and entering or moving within a building. If an area has an inaccessible change in level, it may be possible to redirect the accessible route and make use of other pathways and entries that do work or can be easily modified. If an alternate route is not possible or would require a person with a mobility disability to travel an excessively long distance, level changes can be overcome by installing ramps or platform lifts or making use of existing elevators.

Existing facilities, ramps and elevators may not meet the specifications of the ADA Standards and should be evaluated for adequacy and safety.

Temporary Ramps & Lifts

A temporary ramp may be a good solution if stairs have a total rise of no more than 30 inches. (A ramp designed to allow someone in a wheelchair to safely climb a 30-inch change in level must be at least 30 feet long). Bridging a greater change in level would require a ramp longer than would be practical for a temporary situation.

Temporary ramps intended for use by the general public should comply with the ADA Standards specifications for ramps. There is some leniency in the degree of ramp slope (with rises of 6 inches or less) in existing buildings and facilities where space is extremely limited. Ramps onto stages for a performer or presenter may be designed according to the individual's needs. If these limited use ramps are steep they must be supervised during use and assistance must always be available.

Key specifications for ramps that comply with the ADA Standards (Figure 21):

A minimum width of 36 inches between handrails.

A maximum slope of 1:12 (1 inch of rise for every 12 inches of run).

No more than 30 inches of rise in a run before a landing or level resting platform.

Slopes in existing facilities with extreme space limitations are restricted to between 1:10 and 1:12 for a maximum rise of 6 inches and between 1:8 and 1:10 for a maximum rise of 3 inches.

Manufactured portable ramps are equipped with all necessary features of an ADA complying ramp, i.e., appropriate width, slope, length of run, edge protection, easy-to-grip handrails, and non-slip surfaces. Temporary ramps can be made from plywood and lumber. If exposed to exterior conditions for long periods of time or if reuse is anticipated, these ramps should be constructed of treated wood or otherwise be weather protected. Note: Ramps with a rise of six inches or less do not need to have handrails, but must have curbs or another form of edge protection to prevent a user in a wheelchair from rolling off ramp sides.
Temporary Platform Lifts
Portable ramps must not move, shift, or wobble when in use. They must be securely attached or designed to remain stationary at all times.

Platform lifts may be a solution for stairs with a rise higher than 30 inches but not a full floor level. They also can transport people when the level change is less than 30 inches but there is insufficient space to install a ramp. In some localities, it is possible to rent portable lifts from medical equipment dealers, independent living centers, or lift and elevator companies.

Elevators

Existing cabs must be at least 36 inches wide by 54 inches deep to be accessible. Since this does not allow a person in a wheelchair enough room to turn around, a larger cab provides greater usability for a wide range of people who use wheelchairs, scooters, and other mobility supports. At events where there may be large numbers of people using mobility aids and traveling between floors, elevators should be large in size and in number.

A freight or service elevator is the solution of last resort for people with mobility disabilities to get between floors. It can be used if it is the only option. Staff may be required to operate it. Provide signs directing participants to the "out-of-the-way" usable elevator.

Even if cab size is adequate, other details should be considered to increase accessibility. If necessary, add stick-on raised numbers on elevator jambs at each floor level and raised numbers and/or Braille at control panels that lack tactile numbering to aid people with visual disabilities.

Doors

Doors must be wide enough for a person using a wheelchair to pass through and be easy to open and close.

Doors must have a 32-inch clear opening for people using wheelchairs to pass through without bumping sides. This usually means the door itself should be 34 inches wide, but 36 inches is preferable. A door having a clear opening narrower than 32 inches can be used by many people with disabilities provided the door can stand open and sufficient space is available on either side of the door for a person using a wheelchair to line up with the opening before passing through.
Door Opening Force
There are some easy ways to enlarge a door opening by nearly two inches. When privacy, security, and air conditioning/heating requirements allow, the entire door leaf could be removed to gain clear opening width. Existing standard door hinges can be replaced with swing-away hardware, which allows the door leaf to swing completely out of the door opening.

Interior doors should never require more than five pounds of force to open and, if possible, eight pounds for exterior doors. Doors requiring excessive force can be propped open. Removing a closer or lessening its force is also an option for some doors. Door Handles. Change knob handles to accessible lever or loop types if possible. Otherwise, consider propping doors open.

Eliminating Hazardous Protruding and Overhanging Objects

All interior and exterior circulation paths used by event participants and staff, including accessible routes and stairs, must be free of any objects that protrude from walls and posts, or hang from ceilings. Examples are signs, fire extinguishers, light fixtures, drinking fountains, valve controls, standpipes, parts of exhibits, sculptures, partitions, tree limbs and tent guy wires.

A wall-mounted object must not protrude more than four inches unless its bottom edge is detectable by a person with a visual disability using a long cane for navigation. The bottom of the protruding object must be no more than 27 inches above the floor, otherwise it must be mounted above 80 inches. Any standing object that protrudes more than 12 inches from its base requires an element at or below 27 inches so that it is detectable with a walking cane. Vertical headroom must always be at least 80 inches where a circulation path passes under an object or overhanging feature.

Temporary walls must be installed so as not to be hazardous. Overhead bracing must not violate the 80-inch minimum headroom requirement and the bottom of display panels must be detectable.

Tents, Tarps, and Similar Temporary Structures

Guy wires for such structures should either be located out of pedestrian pathways or have a detectable barrier or element as a warning device. Support framework must also be evaluated for potential hazards and, if necessary, modified.

Information and Ticketing

The entrance gate, main desk, or information booth must be accessible in the design and location of the space and in the information provided.

Information and ticketing areas must be located on an accessible route that connects all event areas, from parking to the exhibits or activities offered. A section of the counter or desk should be available that is no higher than 36 inches and at least 36 inches long so people seated in wheelchairs and those of short stature can conduct business or review information.

Front-line staff at information and ticketing areas must have a thorough knowledge of accessible features and services offered by the event and a general sensitivity to disability issues. If staff is prepared, requests for information, directions, or assistance can be effectively and appropriately addressed (see "Preparing Staff and Volunteers" in Chapter 2).

If resources permit, some brochures, maps, or schedules should be available in large print for people with limited or low vision. Such literature can be enlarged on copy machines. Staff should be prepared to read literature aloud if requested by participants with visual disabilities.

For large events with multiple activities or where event directions or instructions are complicated, consider preparing an audio cassette tape that could be loaned, along with an economical cassette player, to people with visual disabilities or others who may not be able to read printed material. This may be more involved than possible for most events, but could be a successful solution for some.

Event directories, although exempted from conformance with the ADA Standards, should meet the general requirements of non-glare finish, character proportion, and type size to provide ease of use for all visitors

Signage

Clear, easy-to-read signs placed in consistent locations help visitors find their way around an event site and learn about activities or exhibits.
Permanent Identification of Rooms and Spaces Informational and Directional Signs
Permanent building and site signs should be evaluated for their adequacy and, when possible, upgraded by facility owners to comply with ADA Standards below.

If existing room signs are difficult to read or are too small, temporary signs should be added if possible.

Although temporary signs do not have to meet the ADA Standards, they should conform to the specifications for "directional" signs above, if possible.

Use standard or common words on signs. For example, signs that are "theme-oriented" (e.g., "buoys" and "gulls" or "kings" and "queens" denoting men's and women's restrooms) may not be understood by many people with cognitive disabilities. People with low vision will not be able to read signs that are highly decorative, printed on glossy surfaces, or poorly lit.

Where only some routes are accessible, include the international symbol of accessibility on signs for accessible routes, parking spaces, passenger loading zones, entrances, and toilet and bathing facilities. Display the appropriate sign at text telephones and telephones with volume controls. Use the symbol of access for hearing loss in assembly areas with assistive listening devices.

Execute hand lettered signs in printed rather than cursive lettering. It is possible to purchase manufactured signs that comply with the ADA Standards.

Note: A Braille embosser can be used to augment partially complying signs by adding vinyl adhesive Braille labels. However, only a small percentage of the population that is blind reads Braille. Braille signs are most useful for the independent repeat building user who uses signs to confirm their own location within a building or space.

TAKING PART IN EVENT

Exhibits and Displays
Making exhibits and displays accessible
The ADA Standards do not cover the design of elements that are not part of or attached to a building. Thus, portable display tables, cases, shelves, or panels that are generally transported into temporary event space are not required to meet ADA Standards. However, under Titles II and III of the ADA, it is expected that participants will be able to experience full enjoyment of the event.

Locate display tables, cases, shelves, or panels next to an accessible route and have adequate space for a person using a wheelchair or scooter to pass behind other participants who have stopped to examine an object.
Large Objects

Mount free-standing display cases between 36 and 39 inches high. Objects that are viewed from above should be no higher than 36 inches. Carefully placed mirrors can also bring otherwise obscured surfaces into view. If high display cases or bookcase style shelving are used, it may be necessary to take items out of cases or off high shelves so a person with a disability can view and study an object up close.

Make sure the bottom deck of wall-hung display cases or objects is between 36 and 39 inches off the ground.

Space limitations often dictate that items be exhibited on vertical bookcase style display shelves, putting many objects above the preferred viewing height of 36 to 39 inches. Try to place a representative sample of items in the preferred range and be prepared to bring items on high shelves to participants upon request.

Provide enough space for a person to sufficiently back away from and closely approach the display panel to view items displayed.

The height for mounting flat images (e.g. photographs, paintings, and maps) must allow both standing people and people who use wheelchairs to view the image comfortably.

Large objects, or objects to be entered such as trucks, boats, or aircraft, pose unique problems to access. Some cannot be accessed without requiring significant modification of the object itself.

For many temporary events, the only practical solution is to provide a video "tour" of the object that provides an experience similar to that of actually physically entering the object. A representative model showing key features or a life-sized mock-up can also allow the participant to experience the key features of the object.

If there are numerous objects on display, such as at a boat or antique car exhibit, a representative selection could be made accessible or again, video "tours" could be provided.
Exhibits in Trailers
In exhibit spaces with accessible mezzanine or viewing balconies such as coliseums, large objects can be strategically located so that parts of the object difficult to see from the main floor level can be viewed from an upper level.
Creating Access for People with Sensory Disabilities
Traveling carnivals and fairs may include exhibits entirely contained in trailers accessed by climbing a set of three to five steps. The content of the exhibit must be available to all participants, and vendors should provide a brochure of the exhibit for people who cannot enter. A preferable solution is to add a temporary/removable ramp or lift at the entrance. These modifications could become permanent parts of the equipment that travels from site to site to display the exhibit.

Visual Disabilities. People with visual disabilities can understand much about objects on display if they have the opportunity to touch and handle the object in a way that allows them to perceive its weight, texture, shape, etc. Duplicate or example objects can be offered for this purpose. Relief maps with three-dimensionally project features, and scale models of large objects can also provide valuable information. If all people are allowed to touch these "tactile" exhibits, it makes the experience more educational and memorable for everyone attending the event.

Provide spoken narrative or an audio component to describe the content of two dimensional images. Staff members can also describe images for a specific participant or, if someone is explaining the exhibit to all participants, he or she can present a more detailed description so a person with a visual disability may acquire a full understanding.

Hearing Disabilities. People with hearing disabilities must have access to the content of audio/visual presentations, such as slide shows and videos. Ideally, such presentations would have captions or subtitles of the audio component. Otherwise, the spoken word could be presented in a written script. Where only ambient sounds are used, this should be noted so participants with hearing loss know they are not missing a part of the exhibit.

Artwork, Crafts, and Other Wares for Sale

The ability to see, reach, and study objects or images is key to selecting an item to purchase. Ideally, a person with a mobility disability should be able to move about the vendor's entire display space. Vendors should use the same guidelines as those used for exhibits and displays, discussed earlier in this chapter.

Vendors may need to take items down from high shelving, bring small items closer to an individual, or carry an object completely out of the display space.

Participating in Activities

Many temporary events have activities that require or encourage visitor participation, such as question and answer sessions, art activities, games, competitions, workshops, or impromptu speeches.
Physical Accessibility
Inclusion is the emphasis for all activities. However, in some rare instances having separate divisions in an event will actually allow people with disabilities to participate in a more equal manner. For instance, in a marathon competition having a wheelchair division separate from the men and women's divisions actually allows people with disabilities to participate with peers as other members of the community. However, many runners with braces or artificial limbs will want to compete in regular men and women's divisions. A flexible policy will allow participants with disabilities to choose the division in which they feel the most comfortable.

The level of access for people with mobility disabilities will vary with the nature of the activity. For example, an individual with a mobility disability may not be able to use a trampoline, but there still must be an accessible route to the location so the individual may accompany friends or supervise children.

Surfaces. For activities that require a surface area, such as writing, painting, or model building, some tables or portions of counter tops must be accessible. The ADA Standards require that 5%, but never less than one of all fixed or built-in tables and seating, be accessible, with adequate knee space and at appropriate heights for people using wheelchairs or needing to sit.

For some situations, such as a potter's wheel or an arcade game, it may be possible to dedicate resources to make or acquire an accessible version to offer a representation of the experience. In some instances, assisting participants may be the only practical alternative.

Exhibits and Displays with Controls. Interactive displays should have controls that are usable by all people, i.e., levers, loop handles, push buttons, and rocker switches. These usually require little force to operate and are common enough that operation is intuitive for most participants.
Eliminating Communications Barriers
Toggle or "joy stick" type handles and trackballs are also easy to use by people with limited hand function. When it is not possible for all exhibits to have accessible controls, a few representative examples equipped with such controls should be provided to assure that a general sense of the experience is available for everyone.

Activities that require communication to participate should be conducted in a manner that allows participation by people with hearing, vision, or speech disabilities.

For many people with hearing loss, the use of sign language interpreters is essential for two-way communication to occur. While this may be impractical or costly for a single activity, it may be possible to have a pool of interpreters on hand for larger entertainment events that can be sent to activities as requested. There should be some scheduled accessible/interpreted performances that are advertised in advance. To find qualified sign language interpreters in your area, contact your ADA Regional Center (Chapter 6.).

Assembly Areas

Speeches, performances, and sports exhibitions involve a significant number of people gathered in a defined space. Assembly areas, whether in permanent indoor facilities or temporary outdoor settings, must be accessible, both in the design of facilities and in how the program is offered.

This section mainly addresses assembly areas without fixed seats, i.e., gymnasiums that rely on movable seating, large meeting rooms where furniture and stages must be brought in, and large open spaces where there may be no defined seating.
Table 2: Number of Wheelchair Seating Locations Required in New Construction
Wheelchair Seating Locations. Assembly areas with fixed seating, e.g. theaters, stadiums, etc., must provide a range of built-in seating locations so people using wheelchairs can choose where to position themselves to view activities or performances. The number of wheelchair locations required is related to seating capacity and, with some exceptions, must be dispersed within conventional seating areas so patrons have a choice of ticket price. These goals also should be met or exceeded in assembly areas where moveable chairs are used for the temporary event. (See Table 2.)
Access to Performing Areas
"Classroom" Style Layouts. Wheelchair seating locations must have additional space between the rows of tables for maneuvering space and for a person using a wheelchair to pull up under a table so others may pass behind.

Access to performing areas is an issue when there are performers or presenters with disabilities or when members of the audience may be expected to come on stage and participate in the presentation.

Eliminating Communications Barriers
Assistive Listening Systems
Eliminating communication barriers to people with sensory disabilities is a fundamental part of making the entire program accessible.

People with varying levels of hearing loss make up a large percentage of the population with disabilities. The ADA requires listening systems in assembly spaces where audible communications are integral to the use of the space and an audio amplification system is available. These listening systems pick up voice/music directly from the source and then direct it to the listener who can adjust the volume to their needs. Most listening systems eliminate or reduce background noise so people with special receivers or their own hearing aids can adjust the volume and hear the sound more clearly.

The minimum number of receivers needed is based on the seating capacity of the space (see table below). Receivers need only be available for the performance, so it may be possible to share the receivers between activities and presentations. An efficient system must be established to enable people to check-out and return receivers. Receivers must be provided at no cost to users, but individuals can be required to leave a valid ID or a minimal, returnable deposit to obtain a receiver.
Table 3. Receivers for Assistive Listening Systems
The availability of the listening system should be indicated by signage using the international symbol of access for hearing loss (see "Accessibility Symbols" on page 13).

There are three types of listening systems currently in use:
Placement

An audio loop system consists of an amplifier and a wire antenna embedded in the floor or walls or taped to the surface around a designated seating area. It sets up a magnetic field that can be picked up by some users with hearing aids or others wearing a telecoil equipped receiver and an ear piece. There is a new technology known as a 3-D mat that has much less spillover and is less susceptible to electromagnetic interference.

Infrared systems use light beams to transmit information to users wearing receivers with neckloops or headphones. Infrared systems offer confidential transmission, but, because infrared light is present in natural and artificial lighting, well-lit rooms sometimes produce interference. Infrared systems can be used in any seat in the facility, provided the seat has an unobstructed line of sight to the transmitter.

FM systems work similarly to the infrared but operate on FM radio frequencies, do not require an unobstructed line of sight, and are unaffected by sunlight. However, where there are multiple events, different frequencies will need to be used. The FM system collects sound from either a microphone or public address system and then uses a transmitter to send the signals to small receivers. Hearing aid users with "T" (telephone) switches on their hearing aids wear receivers with a neckloop listening attachment which generates a magnetic field picked up by the telecoils. Other users must wear receivers equipped with earphones and a volume control to hear the amplified sounds. FM systems are portable and very reliable.

If the listening system serves individual seats, it is recommended that those seats be located within a 50-foot viewing distance of the stage or play area. At this distance, viewers can distinguish facial expressions and pick up other small gestures which help them interpret the actions of performers.
Sign Language Interpreters
A wide variety of options and variables must be considered in planning effective and manageable listening systems for people with hearing disabilities. Manufacturers, organizations of people with disabilities, and service providers are good sources for additional information and advice.

For many people with limited or no hearing, assistive listening devices are not adequate and a sign language interpreter is needed. Generally, an interpreter is located at the end of the speaker's table or on a raised step directly behind the speaker. A wide contrasting solid background should be hung behind the interpreter to eliminate visual background clutter and make it easier to see interpreter hand positions. The interpreter should be well-lit and audience members with hearing disabilities must have an unobstructed view or be allowed to sit in front of the interpreter.
Text Display
There are interpreters who are very good at mimicking the facial expressions and gestures of performers. Interpreter "actors" may work well for plays and stage productions to convey the full range of feelings and concepts inherent in an artistic performance. It may be possible that a selected performance of a particular work augmented with such interpreters could be scheduled and publicized ahead of time.

Text display is another method of access for people with hearing disabilities. Spoken narrative, song lyrics, or character dialog can be displayed in a variety of ways, including overhead projection, use of electronic text display panels, captions or subtitles.
Availability of Scripts or Text of Performance
Computer-aided real-time reporting (CART) may be required in situations with no set dialogue. A stenographer types dialogue into a computer, which displays the text on a monitor or screen. At least one showing of videos, films, or slide presentations should be accompanied with captions or subtitles, and these should be publicized ahead of time.
Audio Descriptions
A script of a performance can be made available so it can be read ahead of time or during the performance. While lacking a real time one-to-one relationship, this approach can be effective for complicated pieces of work, such as plays or operas. Where multiple works are staged, at least a representative performance should be offered with accompanying text.
Seating Options
Audio descriptions should be provided for performances that are mostly visual in nature or where key information is visually presented. Descriptions and explanations of visual elements could be recorded on audio cassettes and given out as requested. A one-to-one description could be provided where someone sits with a person who is blind and voices descriptions.

Seating location will be helpful to many people with hearing and vision disabilities. Many people with limited vision can discern much in the way of color, shape, and movement if they can sit close to the performance. Likewise, people with hearing disabilities can effectively see the hand movements of sign language interpreters, displayed text, or the gestures of actors if they are close enough. Some seating in the front rows of assembly areas should be held in reserve for people with hearing and vision loss.

Games and Amusement Rides

Games are typically offered at most fairs, carnivals, and street festivals. Such activities, by their very nature, are participatory, and should have the same level of both physical and communication access as established for other kinds of participatory activities. Event sponsors and organizers should work with individual vendors to ensure the maximum degree of access. Some games require certain minimum levels of physical ability. For example, a game of ring toss or a turkey shoot requires the participant be able to see and be able to use one or both arms and hands. This game could not be modified to allow someone who could not see or use their arms to participate. However, games must be accessible to the maximum extent feasible.

High counters and railings that hold the participants back a prescribed distance from the game are common barriers. The mounting height of operable parts of equipment, e.g., water gun for a marksmanship game, should be considered. Often such heights are chosen because they work well for standing adults. Vendors should consider making at least one of the stations accessible for people using wheelchairs or adults of short stature. Video and other arcade style games such as pinball function essentially like exhibits with controls (see "Exhibits and Displays with Controls," page 38).

Many carnival amusement rides are completely inaccessible to people with mobility disabilities and difficult to make accessible. Portable and mobile amusement rides at temporary events are exempt from ADA Standards, but there may be ways to improve access and facilitate participation in some cases (see Chapter 10 of the 2010 ADA Standards for guidance).

Concessions
Food and Drink
Concessions offered by the event organizer and those offered by individual vendors should be accessible.

Many of the ADA specifications for fixed facilities (restaurants, cafeterias, etc.) can be used in making temporary food service counters, trailers and tables accessible. The height of service counters must not exceed 36 inches. Food and drink offered from mobile trailers may need to install a low folding shelf.

While other accommodations may still be needed when actually serving food, condiments and menus can be placed on this auxiliary shelf within easy reach. It also may be possible for event vendors to jointly provide a condiment table in or adjacent to nearby eating areas.

People with mobility disabilities should be able to reach each area provided for dining and should be able to pull up under at least five percent of the tables. There must be an accessible route to the area and adequate maneuvering space around and under tables.
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Where there are no tables near eating areas, consider providing one or two and some chairs. Such a courtesy will be helpful for many people with conditions that affect balance or stamina and who have trouble eating while standing or traveling.

Support services and amenities that are provided to the general public, such as restrooms, telephones, and drinking fountains must be provided in an accessible manner to people with disabilities.

It is not necessary to provide emergency medical services to people with disabilities beyond what is available to the general public. If a person with a disability is having physical or medical difficulty and is able to communicate, ask the person directly what is the most appropriate course of action. Never assume you know what is best for that person.

TOILET FACILITIES
Portable toilet units (also known as port-o-lets or port-a-potties)
Every toilet room available to the public should have at least one toilet and lavatory fixture that is accessible to people with disabilities. For older facilities, modifications need to be made to the greatest extent possible. It may be necessary to rely on accessible facilities in adjacent buildings or sites. If this is the case, provide directional signage to these accessible toilet facilities.
Toilet Room Doors and Vestibules
ADA Standards require that at least five percent of portable toilet units must be accessible. The number and design of these units are discussed on page 51.

Doors should provide a 32-inch clear opening to accommodate people using wheelchairs and other mobility aids. If toilet rooms have privacy screens or vestibules where the door can stand open and yet privacy is still maintained a simple step such as propping the door open or removing it altogether may suffice.
Toilet Room Clear Floor Space
Where leaving doors open will compromise privacy, a temporary privacy screen such as standard exhibit booth curtains can be installed outside the room.

Toilet rooms must have a 5-foot diameter clear floor area to allow someone in a wheelchair to turn around or a 3-foot wide T-shaped clear floor area to allow for a three-point turn.

Sometimes just removing or relocating freestanding objects, such as trashcans, may help free up floor space. Generally, modifications that increase maneuvering area must be of the type that are permanent, i.e., removing or rearranging stall partitions or creating knee space under lavatory counters. It may be necessary to look at other toilet spaces in the facility or in adjacent areas and direct people as necessary.

Toilet Stalls

Multiple fixture toilet rooms must have at least one accessible stall as required in new construction (Figure 22). Clearance around a toilet shall be 60 inches (1525 mm) minimum measured perpendicular from the side wall and 56 inches (1420 mm) minimum measured perpendicular from the rear wall.

If a wheelchair-accessible stall does not exist in a toilet room and there is no practical way to furnish one temporarily, a wide stall may be created by combining two conventional sized stalls and removing one toilet fixture. This does require permanent modifications such as the installation of new partitions and grab bars and the repair or replacement of floor and/or wall coverings.

While it may be difficult to provide a standard accessible stall, there are modifications that can be undertaken more easily to improve existing narrow conventional stalls that can be done as part of "barrier removal" efforts. This is permissible only for Title III entities (private businesses and nonprofit service organizations) where it is not "readily achievable" to meet the design requirements of the ADA Standards.

The recommended steps for improving the usability of a narrow stall are:

Select a stall against a wall - preferably at the end of a room or row.

Install 42-inch minimum length grab bars on each side of the stall, located 12 inches maximum from the rear wall and extending 54 inches minimum from the rear wall, with a height of 33 to 36 inches above the floor. These must be well anchored to support a 250 lb. load in all directions. This is a permanent modification that should be requested of the building owner.

Remove existing narrow door and wall side doorjamb.

Install overhead rod and privacy curtain.

Lavatories, Mirrors, and Dispensers
Only a small minority of people in wheelchairs may actually be able to use such modified stalls. People who walk with the aid of crutches or canes find this narrow stall very useful because the close parallel bars are available for support when sitting down and rising. In fact, in toilet rooms with six or more stalls constructed since the implementation of the ADA, the installation of a 36-inch wide stall is required in addition to the standard accessible stall.

Lavatories should have a 27-inch clearance between the bottom edge of the apron and the floor. Faucets should have lever and wand type handles that can be operated without grasping or twisting.

Mirrors located above lavatories or countertops shall be installed with the bottom edge of the reflecting surface 40 inches maximum above the finish floor or ground. Mirrors not located above lavatories or countertops shall be installed with the bottom edge of the reflecting surface 35 inches maximum above the finish floor or ground.

Depending on the direction of reach, towel and soap dispensers should be no higher than 48 inches unless located over a counter or fixture where they are limited to 44 inches above the floor. When existing conditions vary from these parameters, some simple steps can be taken to make the existing fixtures more readily usable.

Countertop aprons made of materials such as synthetic marble can be cut back to provide the necessary knee clearances. Exposed hot water and drain pipes under lavatories should be insulated to prevent burns on the legs of people using wheelchairs. This is required for the accessible lavatory.

If towel dispensers and mirrors are too high, it is usually less costly and quicker to mount a new towel dispenser nearby and install a full-length mirror on another wall than it is to relocate existing ones. The full-length mirror is good for everyone to use.

Some towels can be placed on a shelf or table within reach of seated or short people. If a soap dispenser is too high, make regular cake soap or pump bottles available. Freestanding trash receptacles should be located so they do not interfere with wheelchair maneuvering space.
Single-User Toilet Rooms
Many people who use wheelchairs can, with difficulty, use a lavatory that does not have the standard 27-inch minimum clearance under the apron. For this reason, it still is prudent to undertake the above cited modifications and temporary measures even if this clearance cannot be provided.
Portable Toilet Units
While beyond the scope of modifications required for a temporary event, a new accessible single-user or unisex toilet room is an excellent long-term cost-effective way to provide accessible lavatories. Large sites with multiple buildings can have a centrally located freestanding accessible toilet room. There are manufactured single-user and small public toilet rooms available that apply accessibility requirements in their design.

If portable toilets are provided for use by event participants, a minimum of five percent of all units, but never less than one unit, must be accessible. Where clusters of portable units are provided at various locations around the event site, five percent of the units in each cluster should be accessible. They should be equipped with all the accessible elements required by the Standards such as maneuvering space, grab bars, toilet paper dispensers within reach, etc. In addition, when all units are not accessible, the International Symbol of Accessibility must be posted on the units that are.

Portable toilet units are being manufactured that meet all of the specifications of the Standards. However, some portable toilet units promoted as accessible do not contain sufficient interior floor space.

Some also make use of a ramp that slopes directly up to the entrance door making it difficult or impossible for people in wheelchairs to climb the ramp and pull the stall door open at the same time. While these units are helpful to some people, they still are not accessible to many others.

Accessible portable toilet units must be positioned on a level area that connects with an accessible route and have adequate space just outside the entrance door for people in wheelchairs to maneuver into position to open the door and enter. On steeply sloping sites, a temporary platform may be needed to provide this level area.

The door threshold must be accessible. Outdoor surfaces are often uneven and may require a small bevel to level out the transition between the ground surface and door threshold. Units can be placed on or adjacent to parking lots or other paved surfaces.

AVAILABILITY OF DRINKING WATER

Drinking water should be readily available to all people. Some people with disabilities must drink fluids regularly and/or are susceptible to dehydration or becoming overheated. Consider the duration and size of the event and evaluate the adequacy of existing drinking fountains. Availability of water may be of secondary concern for small brief meetings but is critical for large or lengthy events.

Concessionaires who offer soft drinks and juices also should provide water. If only a few or no drinking fountains are available, consider adding portable water containers or coolers placed in easy-to-find accessible locations, e.g., at information/courtesy booths. Controls to release water should be easy to use and require little hand pressure. Latches and levers are preferred; avoid push buttons.

Ideally, there should be some "high" drinking fountains for taller standing people or people who have trouble bending over and "low" fountains for children, people using wheelchairs, or people of short stature. An equal mix of "high" and "low" is required in new construction but may not be present in older facilities. Older model drinking fountains usually have controls and water spouts that are too high for many people. Most people using wheelchairs and scooters can use drinking fountains if the spout is no more than 36 inches above the floor with controls located toward the front of the unit. An accessible fountain has knee space to allow someone using a wheelchair to pull up under the basin and better reach the spout and controls.

If existing fountains are too high, provide paper cup dispensers mounted no more than 48 inches above the floor with enough floor space for a person using a wheelchair to get close to the fountain. If drinking fountains have foot-operated controls, a cup dispenser should be installed and staff should be prepared to assist as necessary.

SHELTER

If the event is outdoors and temperatures are extreme- above 80 degrees or below 50-arrange for access into facilities with more moderate temperatures. For large outdoor events, have at least one accessible outdoor shelter in each major activity area, particularly if access into adjacent buildings is not possible.
Return to Table of Contents For an excellent source of ADA information, contact the ADA National Network by calling 1-800-949-4232 V/TTY, or through the website http://adata.org/.
Make existing shelters accessible or create new accessible temporary shelters using tents or tarps. Temporary shelters should be located on level ground adjacent to an accessible route. Locate shelters close to existing water fountains or, in areas where this may not be possible, provide water in portable containers.

The ADA National Network can also refer you to other national and regional resources that can help you locate and secure necessary support for your event, such as:

ADA NATIONAL NETWORK REGIONAL CENTERS
New England ADA Center
The ADA National Network consists of 10 regional centers that are located throughout the United States.

The ADA Regional Center that covers that State where your event is taking place will offer regional expertise and resources. Contact information for ADA Regional Centers is below.

Region 1 (Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, Vermont)

Institute for Human Centered Design
adainfo@newenglandada.org www.newenglandada.org
200 Portland Street
Northeast ADA Center
Boston, MA 02114

617-695-0085 V/TTY

Region 2 (New Jersey, New York, Puerto Rico, U.S. Virgin Islands)
northeastada@cornell.edu www.northeastada.org
203 Dolgen Hall
Mid-Atlantic ADA Center
Ithaca, NY. 14853

607-255-6686

Region 3 (Delaware, District of Columbia, Maryland, Pennsylvania, Virginia, West Virginia)
adainfo@transcen.org www.adainfo.org
401 North Washington Street, Suite 450
Southeast ADA Center
Rockville, MD 20805

301-217-0124

Region 4 (Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina, South Carolina, Tennessee)
adasoutheast@law.syr.edu www.adasoutheast.org
1419 Mayson Street
Great Lakes ADA Center
Atlanta, GA 30324

404-541-9001

Region 5 (Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin)

University of Illinois at Chicago

Institute on Disability & Human Development (MC 728)
info@adagreatlakes.org www.adagreatlakes.org
1640 West Roosevelt Road, Room 405
Southwest ADA Center at ILRU
Chicago, IL. 60608

(312) 413-1407 V/TTY

Region 6 (Arkansas, Louisiana, New Mexico, Oklahoma, Texas)

TIRR Memorial Hermann Research Center
swdbtac@ilru.org www.southwestada.org
1333 Moursund St.
Great Plains ADA Center
Houston, Texas 77030

713.520.0232

Region 7 (Iowa, Kansas, Missouri, Nebraska)
adacenter@missouri.edu http://www.gpadacenter.org/
100 Corporate Lake Drive
Rocky Mountain ADA Center
Columbia, MO 65203

573-882-3600 (V/TTY)

Region 8 (Colorado, Montana, North Dakota, South Dakota, Utah, Wyoming)
adainfo@adainformation.org https://www.rockymountainada.org/
3630 Sinton Road, Suite 103
Pacific ADA Center
Colorado Springs, CO 80907

719-444-0268

Region 9 (Arizona, California, Hawaii, Nevada, the Pacific Basin)
adatech@adapacific.org www.adapacific.org
555 12th Street, Suite 1030
Northwest ADA Center
Oakland, CA 94607

510-285-5600 (V/TTY)

Region 10 (Alaska, Idaho, Oregon, Washington)

Center for Continuing Education in Rehabilitation

University of Washington
nwadactr@uw.edu www.nwadacenter.org
6912 220th St SW #105

Mountlake Terrace, WA. 98043

425-248-2480

ASSISTIVE TECHNOLOGY RESOURCES
www.assistivetech.net
ASSISTIVETECH.NET -- The National Public Website on Assistive Technology

Phone: 404-894-4960 (V/TTY)

Email: catea@coa.gatech.edu

AbleData
https://abledata.acl.gov/
Phone: 800-227-0216 or 703-356-8035. (Se habla español).

TTY: 703-992-8313.

Email: abledata@neweditions.net

FEDERAL AGENCIES

ADA Information Line at U.S. Department of Justice

Civil Rights Division, Disability Rights Section

950 Pennsylvania Avenue, NW
Civil Rights Division
Disability Rights Section - NYA
Washington, D.C. 20530

Talk to an ADA specialist:

800-514-0301 (voice)

800-514-0383 (TTY)

Section Phone Number: (202) 307-0663
http://www.ada.gov/

Federal Communications Commission

U.S. Department of Education National Institute on Disability and Rehabilitation Research (NIDRR)

U.S. Department of Education

Office for Civil Rights

Lyndon Baines Johnson Department of Education Bldg

400 Maryland Avenue, SW

Washington, DC 20202-1100

800-421-3481

877-521-2172 (TTY)
http://www2.ed.gov/about/offices/list/ocr/index.html

U.S. Department of Transportation ADA Assistance Line

888-446-4511 (voice)

TTY: use relay service
www.fta.dot.gov/ada

U.S. Department of Transportation Project Action, Federal Transit Administration

U.S. Equal Employment Opportunity Commission

131 M Street, NE

Washington, DC 20507

For publications: 800-669-3362 (voice),

800-800-3302 (TTY)

For questions: 800-669-4000 (voice),
800-669-6820 (TTY)
www.eeoc.gov

U.S. Department of Labor's Job Accommodation Network

800-526-7234 (voice)

877-781-9403 (TTY)
www.askjan.org

STATE AGENCIES

Although the titles may vary, each state has an individual designated to act in the capacity of an ADA Coordinator. This position may be through the state's Department of Administration or Department of Human Resources. Each state also has its own protection and advocacy service system to help educate and protect people with disabilities about their rights under the law. Contact the National Disability Rights Network for the protection and advocacy agency in your area.

National Disability Rights Network

900 Second Street, NE, Suite 211

Washington, DC 20002
http://www.ndrn.org
Phone: 202-408-9514

Fax: 202-408-9520

220-408-9521 (TTY)

CENTERS FOR INDEPENDENT LIVING

There are approximately 403 Independent Living Centers throughout the U.S. and Puerto Rico, American Samoa, Guam, the Virgin Islands and the Northern Mariana Islands, with at least one located within each state. These Centers can be a valuable source for products and services available in or around the city where your event is being held. Independent Living Research Utilization (ILRU) in Houston, TX has an online directory of Centers available at www.ilru.org

ILRU at TIRR Memorial Hermann

TIRR Memorial Hermann Research Center

1333 Moursund Street
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Houston, TX 77030-3405
© Copyright 2015 ADA National Network. All Rights Reserved. May be reproduced and distributed freely with attribution to ADA National Network (www.adata.org).
713.520.0232 (Voice/TTY)

Email: ilru@ilru.org

Disclaimer

This information product was developed under a grant from the Department of Education, NIDRR grant number H133A110014. However, the contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
Suggested citation
ADA National Network. (2015). A Planning Guide for Making Temporary Events Accessible to People with Disabilities [booklet].

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A Planning Guide for Making Temporary Events Accessible to People

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( Printer-friendly PDF version| 1.8 MB) (Large Print PDF version| 2.1 MB) The content for this planning guide was adapted from the Accessible Temporary Event, A Planning Guide, published in 1998 by the Center for Universal Design at North Carolina State University in collaboration with the Southeast ADA Center (formally named the Southeast DBTAC).

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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").

Try a Kickstart

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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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Inside: Learn how to make a really cool All About Me Worksheet for any age group, including teens and adults. Or, print off some of the free options and have the child fill them out.

Sending any young child out into the world is scary. Meeting new teachers can be nerve-wracking for kids, and for moms. Additionally, if we throw in some medical concerns, safety concerns and communication issues, and sometimes its a wonder how we do this.

There are two reasons a person makes an All About Me worksheet. Either it's a parent like myself, introducing their child to a new team at school, usually an IEP team.

Or, you're a teacher looking for All About Me worksheets to use in your classroom, most often at back to school time.

I have both options here on the site, so keep on reading and downloading.

Here is the PDF All About Me Worksheet shown above. There are plenty more throughout this article.

All About Me Worksheet for Teens

My son has multiple seizures a day and is a choking risk for eating and feeding. So believe me I get it when parents are nervous about sending their kids into new environments who don't know the child.

I have more All About Me Worksheets for Teens in the PDF window if you scroll down.

What I like about this All About Me Worksheet is that even though he's a teenager now, it's not babyish. I can just change out the photo, update the information and it's still a great handout. It also emphasizes learning styles and self reflection.

If you are looking for free PDF printable All About Me worksheets, here is an assortment to choose from.

Here is that PDF All About Me Worksheet for Teens.

All About Me Printable

He's also non-speaking so he is unable to tell me stories about what happened during his day. I rely on his daily communication log a great deal.

During back to school time, this is a huge concern for families like ours.

Our different challenges mean we have extra concerns, and during August I will hear at least a thousand different versions of "how will my teacher know..." or "what if they don't read the IEP on the first day?" and similar concerns.

I like the simplicity of this All About Me Worksheet. Simple, black and white, very little visual clutter.

Here is that PDF.

FREE All About Me Worksheet

I also have templates for a IEP at a Glanc e if that is what you are looking for.

You can bring it to Back to School Night or your before-school meet and greet. If your school doesn't do those, email it beforehand with an introduction.

Open, friendly communication can really set the tone for a successful school year.

Some of these All About Me Worksheets for Schools, are also good for use in the classroom. There are many that you can print out and have the students complete.

This one is pretty simple too.

Here is that black and white all about me printable PDF.

PDF All About Me

And, here are few more!

Here is that corresponding printable.

How to Make an "All About Me Sheet" on Canva

This is for parents who are creating an All About Me sheet to introduce their child to a new IEP team or teacher.

1. Include your child to the maximum extent possible. Self Advocacy and Self Determination begins here!

2. Canva is better for pictures. If you want to add pictures and graphics, I recommend Canva. A basic account is free and you can use it for anything. I use it for Christmas cards and birthday party invitations.

3. Open the template and "make a copy." That way if you go in too deep and make some formatting changes that you cannot correct, you have a clean copy.

4. Start editing. If you look on the left, you'll have other template options.
If you look on the upper left side, there is a spot to click "undo." That button is your friend.

5. Once you have it the way you want, you download it. You have several options including PNG and PDF format. PDF is what I recommend for printing.

6. Have fun! Have fun with it. They have a zillion fonts and a zillion color choices.

Author's Note: You sign up for a free account on Canva.com, and then you can choose and edit your own All About Me Worksheet. Or, they have a bunch of other cute templates. Then when you're done, you can save it as a PDF for printing.

Here's how you make a printable for your child. Don't be afraid of Canva-and I have troubleshooting tips below.

You can make it a printable PDF or a digital version to include in email. Both will be professional and gorgeous to look at. Most importantly, it will be memorable which is what you want.

A few tips: You must have a Canva account, but they offer free accounts.

And trust me, you'll come back for Christmas cards, party invitations, you name it!

For me, using Canva was a bit of a learning curve. But once I got used to it I love it.

Print and take to back to school nights, Meet and Greets, maybe even first night of things like Scouts and team sports.

This is what mine looks like finished.

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17 Free All About Me Worksheet Templates (PDF)

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Make a really cool All About Me Worksheet for any age group, including teens and adults using our template. Or, print off the free options fill them in.

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Low Demand Parenting with Amanda Deikman

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Low Demand Parenting with Amanda Deikman

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‎Two Sides of the Spectrum: How to Reduce Adult Demands to Increase Autistic Joy with Amanda Diekman on Apple Podcasts

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‎Show Two Sides of the Spectrum, Ep How to Reduce Adult Demands to Increase Autistic Joy with Amanda Diekman - Dec 7, 2022

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4 SURPRISING WAYS I ACCOMMODATE MYSELF (AND HOW I RESIST ABLEISM)

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Here are the ways I accommodate myself and resist ableism. PDA and Autism can make even the simplest tasks feel high demand. Start utilizing accommodations, today!

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Emotions can be volatile. They can prompt us to do or say things that are harmful, hurtful, or just plain regrettable - so we do our best to manage, or regulate, them. Self-regulation looks like taking a deep breath and saying, "Please put your Legos away after you finish playing, so I don't step on one" instead of scooping up every Lego in your house and chucking them out the window.

As adults, we practice self-regulation all the time in interactions with our co-workers, friends, and partners. It's not always easy, but we know that it's more effective and productive to talk about what's upsetting us rather than to just react.

But self-regulation is not innate; it's a set of skills everyone must learn. Developmentally, kids are like cars with faulty brakes, born with the capacity to experience every shade of emotion but none of the tools to regulate them.

Co-regulation is a mutual act, an exchange of calm that occurs between two people. But when it comes to adults (who have acquired the cognitive tools to manage their emotions) and children, co-regulation also means helping a child learn how to regulate their own emotions by showing empathy and modeling calmness. Co-regulation does not mean pretending to exist in a state of calm all the time or never getting angry. It means actively managing your own emotions to help kids learn to manage theirs.

Co-regulation is both something you actively do as well as a biological process - it happens in your body. Research shows that we can directly influence certain processes in one another, such as the production of a stress hormone called cortisol. The distress of others - say, a wailing child - can cause us to feel similar distress. And when we remain calm, we can influence the production of hormones in others to help them calm down too.

Co-regulation has recently become a buzzword in parenting circles, but LaKisha Hoffman, MSW, first encountered the concept as an assistant school principal in Richmond, California. "Students would come to me and be like, 'Oh, my teacher did this.' Then the teacher would also come to me and be like, 'Oh, the student did this and this,'" she recalls.

Teachers seemed to find that kids' behaviors set off their own emotions in ways that were difficult to control. "Some teachers were triggered by students getting up and walking around," Hoffman says. "Some were triggered by students who were talking out of turn. Some were triggered by students who were challenging them."

Hoffman, who is now the senior director of School and Community Programs at the Child Mind Institute, could empathize with teachers' frustrations. But she also recognized that, as adults, teachers had a greater responsibility to be aware of their own triggers so they could support and engage with students even when they acted out.

For adults - parents, caretakers, or teachers - co-regulation begins with self-regulation. Everyone is shaped by their own personal experiences. "We're all human," Hoffman says. "Different things set us off as adults. How do we recognize those things? How do we cope, soothe ourselves in those moments? That's the first step."

Hoffman, a former college basketball player, coaches several youth teams. She recognizes that one of her triggers is when a child bounces a ball while she's talking. It's a small thing, but Hoffman knows from experience that it bothers her. "But I can't just be like, 'STOP bouncing the basketball,'" she says. "I can't interact with them like that. I have to be calm in that moment and say, 'Hey, what's happening now? Are you supposed to be bouncing the ball?' I have to build a culture for them to understand why they shouldn't do that."

Humans have evolved stress responses to help us respond to danger, but those responses can be triggered by stress even when it isn't life-threatening. Perhaps you've heard the term fight-or-flight? Other stress responses include freeze and the lesser-known fawn (appeasing someone to avoid conflict). Say your child throws a tantrum in the grocery store because you took their iPad away. So, you give it back to avoid a scene. This is a fawn response. Fawn responses are also common among people who have experienced trauma, such as abuse.

Is your instinct to yell when your child upsets you (fight)? Instead, do you tend to walk away (flight) or are their reactions sometimes so overwhelming that you get mentally "stuck" and shut down (freeze)? Stress responses can become ingrained. But when you can recognize why you react to something that upsets you a certain way, you can find better ways to cope.

The phrase "take a deep breath" is a cliché for fighting stress. But decades of research show that deep breathing has profound effects on the regions of the brain that govern emotion and cognition. We tend to breathe too fast (hyperventilate) when we panic, so techniques to slow breathing can help us calm down. Even a few deep breaths can kick-start the process. Some specific techniques include belly breathing, box breathing, and butterfly breathing - a particularly good exercise to do with kids.

Of course, you can always just gulp in more air, but the purpose of deep breathing is really self-awareness. When we step outside of ourselves and acknowledge that yes, we are in fact quite angry, we are taking the first step toward controlling the anger - or whatever emotion we're feeling.

When adults can identify their own triggers and stress responses, they are better equipped to recognize them in kids.

Emotional dysregulation can look different depending on the person and situation. For a lot of kids, particularly young kids, dysregulation might look like screaming, stomping feet, or pounding fists on the floor. But consider fight, flight, freeze, or fawn. Dysregulation can also look like withdrawing, overcompliance with adults, or an inability to say "no."

And dysregulation can escalate. "If I get worked up and kids are looking at me, then they all get worked up," says Hoffman. "Then we've just got a whole bunch of worked up people. How do we problem solve in that moment?"

The goal of co-regulation is to reverse course, to de-escalate intensifying stress.

Not all co-regulation is conscious. Our bodies and brains can respond to others without us even realizing it. That said, there are actions we can take to cue the process. Much like the way deep breathing sends a message to your brain to calm down, there are things you can do to send a similar message to another person's body.

Whether you're a teacher or a caregiver, it's important to teach kids strategies for calming down, like deep breathing exercises, before you need to reach for them in a crisis. When our emotions are out of whack, we can't easily focus on or process new information because our brains are too busy dealing with the stress.

Let's say a child is having a meltdown. They're collapsed in a puddle on the floor, hiccup-sobbing and struggling to catch their breath. The first thing you need to do is take stock of your own physical reaction - Is your heart beating faster? Do you feel your face getting hot? - and take a few deep breaths. Relax your body, then:

Get on their level. When a child feels overwhelmed, it's tough to help them calm down when you're towering over them. If you can, get close to eye level and look them in the eyes. Research shows that eye contact fosters trust and connectedness. Eye contact can help kids feel safe. But it's also important to note that some kids with autism can be hypersensitive to direct eye contact. so it's best to take your cues from the individual child.

Name their emotion. For example: "It looks like you're really upset, right now." Labeling a child's emotion lets kids know explicitly that you can see what they might be feeling. You're validating the emotion here, not the behavior - it's okay to feel bad. Labeling also teaches them to notice and name their own emotions, which for very young kids is not intuitive.

Change your tone. Be sure to keep your tone calm, and don't raise your voice. Trying your best to sound relaxed can be a powerful disruptor when a child is upset because we tend to imitate the behaviors we see in others. This "mirroring" happens subconsciously, as a product of mirror neurons in the brain. And there is growing evidence that suggests mirror neurons play an important role in how we learn and express empathy.

Give them a hug or a squeeze. When children are extremely dysregulated, they might be sensitive or even averse to touch. But if a child is consenting to touch, it is a potent tool in the co-regulation toolkit. Touching another person can boost their oxytocin levels. Oxytocin, sometimes called the "love hormone," makes us feel good. It also perpetuates its own release, meaning that a hug or a hand squeeze can have a positive effect that outlasts the action itself.

Guide them in a calming exercise. If there is a calming or breathing exercise that the child is familiar with - maybe you learned it together, maybe they learned it in school - suggest you do it together. Don't be deterred if they say no. Say you'd like to do the exercise because it helps you calm down (it's helpful, especially with very young kids, to reinforce what these exercises are actually for) and start doing it yourself. They may just watch you; they may join in. In the end, either outcome is valuable.

We are imperfect beings. We won't always offer the best or most mindful response when we're upset but making the effort to be aware of our own emotions and behaviors sets a powerful example for kids. Whatever your specific process, the most important takeaway of co-regulation is that kids absorb what they see you do - and it may be easier for them to calm down if you show them how to do it. As Hoffman says, "The best way to teach is to model."

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What Is Co-Regulation? - Child Mind Institute

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Co-regulation can help kids learn to manage their emotions but also requires managing your own.

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Example Breathing Story: ???? Try Busy Bees on your screen
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Example Breathing Game:
???? Try the Hoop Loop on your screen

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*EU VAT charges will apply to EU billing addresses.

License information:
For one kit, the cost for one user (you) and 50 students is $14 and for the bundle $19.
If you plan to share this product with other educators/professionals at work, or share with more than 50 students or clients
please add the number of additional users' licenses after you have clicked the add to cart button.

What We Promise
Your satisfaction. We are so confident in the results you will receive that we offer a 30 day back no-risk double guarantee.
Give us a try, and if you aren't completely satisfied, we'll refund 100% of your purchase - no questions asked.
You have everything to gain by trying the games today!

All prices in American USD. Product is online only, provided in downloadable PDF files.
This is a special promo price and a 1 time payment with absolutely no reoccurring charges or costs.

For your security, all orders are processed on a secured server.

If you have any questions or concerns about the product, email us.
We're happy to help: support@blissfulkids.com

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Breathe with the whole class. Each child follows the shape with their finger as they breathe in and out, at their own pace - creating a calm class room environment.
Send the PDF to any of your students and families through email.
Breathing games can be printed, laminated and placed on a student's binder, on a desk, in a calm down area, on a wall, or anywhere else where a student might have easy access to them.

Use as an individual intervention for students who need additional support with self-regulation.

To increase buy-in, allow children to select and/or color their favorites.

Use the breathing games as a part of a calming space, peace corner - a space within the classroom and home where children can use the boards on their own.

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More positive feedback from educators and parents

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Click 'Add To Cart' For Instant Access

Make Calming Breathing Easy

*EU VAT charges will apply to EU billing addresses.

License information:
For one kit, the cost for one user (you) and 50 students is $14 and for the bundle $19.
If you plan to share this product with other educators/professionals at work, or share with more than 50 students or clients
please add the number of additional users' licenses after you have clicked the add to cart button.

What We Promise
Your satisfaction. We are so confident in the results you will receive that we offer a 30 day back no-risk double guarantee.
Give us a try, and if you aren't completely satisfied, we'll refund 100% of your purchase - no questions asked.
You have everything to gain by trying the games today!

All prices in American USD. Product is online only, provided in downloadable PDF files.
This is a special promo price and a 1 time payment with absolutely no reoccurring charges or costs.

For your security, all orders are processed on a secured server.

If you have any questions or concerns about the product, email us.
We're happy to help: support@blissfulkids.com

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The research sources mentioned on this page can be found here.

Chris Bergstrom is a bestselling mindfulness author, a leader in the field of mindfulness, and the founder of BlissfulKids.com, a community of parents, educators, and therapists dedicated to children's mindfulness and psychology, with over 15 years of experience facilitating meditation and psychological interventions to people of all ages.

Chris is a certified mindfulness facilitator, trained to teach mindfulness to students in K-12, and has received psychology and mindfulness training from UPenn, UCLA, UNC, Mindful Schools, and Mindfulness Without Borders.

Chris's work has appeared in a variety of publications and media, including:

"I have two very young children and I've been meditating for the last couple of years, so I'm always looking for ways to introduce them to mindfulness and kindness and Blissful Kids is the best I've found this far. I totally recommend it, even for adults!"

Natalia B.

Click 'Add To Cart' For Instant Access

Make Calming Breathing Easy

*EU VAT charges will apply to EU billing addresses.

License information:
For one kit, the cost for one user (you) and 50 students is $14 and for the bundle $19.
If you plan to share this product with other educators/professionals at work, or share with more than 50 students or clients
please add the number of additional users' licenses after you have clicked the add to cart button.

What We Promise
Your satisfaction. We are so confident in the results you will receive that we offer a 30 day back no-risk double guarantee.
Give us a try, and if you aren't completely satisfied, we'll refund 100% of your purchase - no questions asked.
You have everything to gain by trying the games today!

All prices in American USD. Product is online only, provided in downloadable PDF files.
This is a special promo price and a 1 time payment with absolutely no reoccurring charges or costs.

For your security, all orders are processed on a secured server.

If you have any questions or concerns about the product, email us.
We're happy to help: support@blissfulkids.com

Blissful Kids is a community of 60.000+ parents, educators and therapists. We blog about children's mindfulness, publish fun mindfulness activities, books and online training to help you and yours thrive <3

This information and training is not designed or intended to be considered medical advice, medical diagnosis, or medical treatment. It is not intended to replace or substitute for conventional medical care, or encourage its abandonment, nor to provide guarantees or specific results.

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Calming Mindful Breathing Games For Children - Blissful Kids

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Fun mindful breathing games make it easy for children to learn self-regulation, mindfulness, and focusing skills.

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DOWNLOADABLE: Does Your School Use These 10 Dimensions of Student Belonging?

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Students with disabilities have historically been excluded from the instruction their general education peers receive. When they're included, oftentimes it's in an environment that's not optimized for children with complex learning needs.

The result can be a school community where students with disabilities are included, but where they don't necessarily belong.

Creating a school community where students with disabilities feel a true sense of belonging and connectedness takes time and intentionality.

But the work benefits all students, boosting their social, emotional, and, often, academic skills regardless of whether they've been diagnosed with a disability, according to years of research on the topic.

So, it's important that schools go beyond simply including students with disabilities in general education classes and clubs, and focus on ensuring such students feel valued and appreciated in those settings, said Erik Carter, the executive director of the Baylor University's Center for Developmental Disabilities.

Carter, who has conducted extensive research on the topic, has developed what he calls the 10 dimensions of belonging, a list of principles that, together, create an environment in which all students-but particularly those with disabilities who have historically been excluded-feel as if they authentically belong.

Here's a breakdown of the 10 dimensions of belonging, with questions educators can ask to test whether their schools are living by them.
Click to Download the Guide

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DOWNLOADABLE: Does Your School Use These 10 Dimensions of Student Belonging?

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These principles are designed to help schools move from inclusion of students with disabilities in classrooms to true belonging.

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How One School Fosters Belonging for Students With Disabilities

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Fostering a sense of belonging in school takes a lot of intentional effort, especially when it comes to students with disabilities, who have traditionally been excluded from many mainstream classes and activities.

That's according to a principal who has dedicated her career to that cause.

Cathi Davis, principal of Ruby Bridges Elementary School in Woodinville, Wash., near Seattle which opened in 2020, runs a school that is designed so students with disabilities spend nearly all of their time in general education classes learning alongside their peers, rather than being pulled out for specialized instruction.

It's one of 16 schools in Washington state that partner with the Haring Center for Inclusive Education at the University of Washington with the goal of demonstrating that all students benefit when schools are intentionally designed with the needs of students with disabilities at the forefront.

"We did a lot of planning to think about how we could really facilitate an opportunity for students to see themselves throughout the school, and to know that we thought of them in the design of the school," Davis said during a webinar hosted by Education Week on May 23. "Really, that was less about architecture-that wasn't about paint, that wasn't about the parking lot. It was about our mindsets and our heart work that we were doing as a staff to think about how belonging could come off the page for each and every student."

The approach diverges from the traditional K-12 education model through which students with Individualized Education Programs, or IEPs, are pulled out of classes with their peers into separate settings where they receive individualized or small-group instruction.

Ruby Bridges' approach helps students with disabilities form relationships with their classmates and others in their school, and helps general education students build empathy and compassion. Several studies over the years examining these more inclusive practices have found either neutral or positive effects on all students' performance in core subjects like math and reading.

"We know that all students benefit from that general education access," Davis said. "We know learning's not linear, and I think more and more we understand that our students are more engaged when learning is tailored to fit their needs and their strengths."

In Ruby Bridges classrooms, all students have access to supports traditionally outlined in students' IEPs or 504 plans, like the ability to take breaks when feeling overwhelmed, or the opportunity to learn in a small group with the teacher, while others might work independently on a tablet with headphones on.

During one recent phonics lesson she was observing, Davis recalled one student who was participating in a group lesson, but was bouncing on a trampoline at the same time to help regulate their senses.

"It's that sense of truly being welcomed into a community, not like, 'You get to be here, too, but over there,'" Davis said. "...But rather, we are all being together and kind of framing our identity around what that means for us."

One of the keys to how Ruby Bridges works is its staffing model, which emphasizes collaboration.

For example, rather than having a designated paraprofessional assigned to each student who needs extra support, paraprofessionals work with different students all the time, meaning they could be providing math support in the morning and teaching phonics lessons to English learners in the afternoon.

In practice, the adults in the school are encouraged and required to work together to support students' learning. "No one person is independently trying to support all of the learning of any one student," Davis said.

"We're looking at, what do kids need in this moment to be successful in their learning, and how do we support that best with the right person at this time?" Davis said. "How can we collectively share the load?"

For more on the discussion of creating communities of belonging for all students-including those with disabilities-and its academic and social benefits, check out the video above and Education Week's recent special report about building strong student-school connections.

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How One School Fosters Belonging for Students With Disabilities

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The school transformed what has traditionally been a model of exclusion in U.S. education.