# data[].attributes.body
DORS transition specialists help students with disabilities prepare for the future. A DORS transition specialist may be able to:

Workforce & Technology Center that help students with disabilities make the transition from school to work or higher education.

Support college or technical school training related to your employment goal.

Help you find a job that matches your strengths and interests.

# data[].attributes.attachment_link.readable_text
​If you are looking for help to make the transition from high school to jobs, careers, higher education or job training you have come to the right place!

DORS transition specialists help students with disabilities prepare for the future. A DORS transition specialist may be able to:

Arrange for services and testing that will identify skills and abilities.

Provide information about assistive technology. These are products and services that help with communication, daily living activities and mobility.

Coordinate Pre-Employment Transition Services (Pre-ETS) that may include summer employment and internships with local employers.

Refer you to programs at the Workforce & Technology Center that help students with disabilities make the transition from school to work or higher education.

Support college or technical school training related to your employment goal.

Help you find a job that matches your strengths and interests.

QUESTIONS? Contact:

Jill Pierce
Transition Specialist
Jill.Pierce@maryland.gov
410-554-9109

# data[].attributes.attachment_link.description
​If you are looking for help to make the transition from high school to jobs, careers, higher education or job training you have come to the right place! DORS transition specialists help students with disabilities prepare for the future. A DORS transition specialist may be able to: Arrange for services and testing that will identify skills and abilities.

# data[].attributes.headline
Deb Poore - Postsecondary Education for Students with Autism

# data[].attributes.subject
Deb Poore - Postsecondary Education for Students with Autism

# data[].attributes.body
https://sparkforautism.org/discover_article/finding-a-college-program-for-students-with-autism/

This website explains different opportunities that high school students with autism have after graduation. It mentions what federal funding is available and direct links to websites that have exceptional financial resources and opportunities out there. It mentions what questions parents and students should ask colleges when inquiring about different accommodations that will/will not be available at that school. The website has links to other websites that answer related questions to transitioning from high school to adulthood. It is a great resource for student and parents to look at when they are transitioning to from high school to adulthood.

# data[].attributes.headline
Christy - ADHD Coach for Adults with ADHD

# data[].attributes.subject
Christy - ADHD Coach for Adults with ADHD

# data[].attributes.body
https://untappedbrilliance.com/

Jacqueline Sinfield helps adults make sense of their new ADHD diagnosis. It’s a confusing time! Untapped Brilliance is a little gem of a self-coaching primer. In straightforward language, Jacqueline Sinfield proves practical advice and simple easy-to-follow techniques that will help adults challenged by AD(H)D to re-create their lives.

# data[].attributes.attachment_link.readable_text
You've come to the perfect place if you are an adult living with ADHD, are excited to reach your full potential and need a little help with the challenges along the way. Often ADHD is seen as a negative or something to be ashamed of, but it doesn't have to be!

On this site you will learn all about Adult ADHD, the ADHD symptoms and easy and effective ways to treat and mange ADHD naturally.

You'll find programs to help you on your journey.

# data[].attributes.attachment_link.title
Welcome to Untapped Brilliance! - Untapped Brilliance | Adult ADHD Coach | Jacqueline Sinfield

# data[].attributes.attachment_link.description
You've come to the perfect place if you are an adult living with ADHD, are excited to reach your full potential and need a little help with the challenges along the way. Often ADHD is seen as a negative or something to be ashamed of, but it doesn't have to be!

# data[].attributes.headline
Micah Yarbrough - Transition Planning for Students with ADHD

# data[].attributes.subject
Micah Yarbrough - Transition Planning for Students with ADHD

# data[].attributes.body
This resource: https://chadd.org/adhd-weekly/help-your-teen-transition-from-high-school-to-college/ provides information for parents who are in the process of helping their student transition from high school to college. It includes helpful questions for parents to ask their students and advice for how parents can support their students in requesting and using accommodations provided for them.

# data[].attributes.attachment_link.readable_text
If you are the parent of a graduating senior who plans to attend college, you might feel you have done all you can to prepare them. Or, you might wonder whether your teen is ready for the challenges of college and independent living. The end of senior year can be filled with joy, but also with worry.

"It's particularly normal at this life stage to be experiencing insecurity, fear, and concerns about the present and the future," says Sharon Saline, PsyD, who specializes in families of children with ADHD. Even though this can be a time of anxiety for you and your teen, there are things you can do this summer to help your teen build or reinforce independent living skills, she says.
Make a plan
Some parts of the brain develop more slowly in those who have ADHD. Executive functioning skills, like self-reflection, are often the last skills to develop. Self-reflection, self-regulation, planning, self-motivation, organization, and time management are all critical skills a person needs to live independently. Parents of teens with ADHD may have to do more to help their children become college-ready.

Kathryn Essig, MEd, and Janet Price work with youth with ADHD and their families. They say self-reflection can be key to helping your teen be successful.

"For students with executive dysfunction and other special needs, a critical part of this self-assessment means taking a hard look at the soft skills and self-advocacy strategies that are so crucial to accessing support at the postsecondary level," they write. Parents can ask questions to help children discover their strengths and motivations and look for teachable moments that encourage self-discovery. Ask questions like these to help your teen increase self-awareness:

What motivates you?

What strategies have helped you be successful?

What are your strengths?

How does your ADHD interfere with your learning/studying?

What are some things you can do when you get stuck?

Dr. Saline suggests that parents sit down with their teen before move-in day to make a plan that considers things like course selection, accommodations, and medication management. If your teen will be living at home, put in writing what that will look like: identify study times, bedtime and wake-up times, and household responsibilities. Many college students with ADHD struggle because of the lack of routine and unpredictability. Having a written plan can help reduce anxiety and provide need predictability throughout the day or week.

During the summer, your teen will need to talk with the disability services office to ensure accommodations will be in place for the fall. Your teen will need to be the person to make requests for academic supports and to schedule any needed appointments with the school's learning center. Recognized now as an adult, your teen must speak for themself and complete the necessarily paperwork. Most first-year college students appreciate their parents' help and support, however, so be prepared to offer guidance in this process.

"Students who develop good self-advocacy are more likely to be successful when they go to college," says certified educational planner Judy Bass.

After meeting with the appropriate staff regarding academic support, your teen will need to meet with their instructors to request further accommodations. College and university instructors are not necessarily required by law to provide accommodations in class. This means your teen should be prepared to advocate for their needs. You and your teen can discuss and role play how to make these requests with the education center and instructors.
Questions to ask
Take an inventory of the skills needed for successful college living Can your teen do these things independently this coming semester? The summer before college is a good time to help incoming students practice these skills. Your teen and you can evaluate readiness and plan which skills they need to practice during the summer months by answering a few questions.

Can your soon-to-be first-year student:

get up independently in the morning?

do laundry and care for living space?

identify how or where ADHD affects them and their learning ability?

request assistance or accommodations and explain why they need help?

manage their medication and refill their prescription?

make their own doctor appointments?

stick to their ADHD treatment plan?

speak up for what they need, whether it is to an instructor, a school administrator, or to you, their parent?

"It's very difficult to be independent at a college without having these life skills; without being able to handle the living part of college," says Ms. Bass. "The earlier you can start, the more likely your child is going to be mature and ready for college."
Looking for more tips on college readiness? Join the discussion: How is your family preparing for your soon-to-be first-year student's college experience?

# data[].attributes.attachment_link.title
Help Your Teen Transition from High School to College - CHADD

# data[].attributes.attachment_link.description
If you are the parent of a graduating senior who plans to attend college, you might feel you have done all you can to prepare them. Or, you might wonder whether your teen is ready for the challenges of college and independent living. The end of senior year can be filled with joy, but also...

# data[].attributes.body
This site summarizes the federal/national supports and resources that are available to students with ASD and other disabilities who are transitioning to post-secondary opportunities.

# data[].attributes.attachment_link.title
NTACT:C | National Technical Assistance Center on Transition

# data[].attributes.attachment_link.description
The Collaborative (NTACT:C) Supporting you to improve opportunities and outcomes for students and youth with disabilities

# data[].attributes.body
chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.monarchcenterforautism.org/webinars/viewdocument/53

I chose the Monarch Center for Autism because it is a perfect guide for parents or counselors to prepare a student for a transition. It is quirky because it labels the guide as a “recipe for success” and shows the main ingredients (examples below):

·      Person-centered planning

·      Transition timeline

·      Age-Appropriate Transition      Assessment

·      Employment and Disability Services

The introduction page also shows the prep time: 18-21 years and cook time: 4-7 years and the "directions" state to gather the IEP team, community partners, family, etc. to collaborate and create a personalized, outcome-focused transition plan.

I appreciated that this guide was created to be informative and educational, but also fun at the same time!

# data[].attributes.body
The Maryland Center for Developmental Disabilities at Kennedy Krieger Institute provides services for children with developmental concerns from mild to severe and is involved in research into many disorders. They also include new interventions and earlier diagnoses. This organization provides us with a brochure that presents the steps and process of transitioning post-secondary transition plans. One thing I like was how the brochure includes a checklist for parents to ensure that their children have the necessary resources. For example, once the child is aged 18-21
• Students apply for Medicaid/Medical Assistance.

The school counselor's role will ensure in making sure the child and the parent/caregivers are part of the transition planning process, start talking about their strengths, and line them up with possible career choices. As well as, looking into services they are qualified for.

# data[].attributes.headline
Brandee Shifflett - Post-Secondary Planning for HS Students with Autism 

# data[].attributes.subject
Brandee Shifflett - Post-Secondary Planning for HS Students with Autism 

# data[].attributes.body
Post-Secondary Planning for High School Students with Autism | Rush System

This website is through RUSH University Medical Center and this section provides information regarding college and college experience programs, college planning resources, and scholarships. The first section has a link to affordablecolleges.com and features a guide with valuable resources for students with disabilities, such as scholarships and financial aid information. There are also links to student organizations for students on the autism spectrum, an online guide that outlines student rights under the Rehabilitation Act of 1973 and the ADA and how to tell prospective schools about special needs, as well as advocate for grants and scholarships. This website also includes information about various colleges for students with ASD and other learning difference to gain skills that will prepare them for independent employment through individualized learning and training environments.

# data[].attributes.headline
Post-Secondary ASD Resource - Carina Saffron

# data[].attributes.subject
Post-Secondary ASD Resource - Carina Saffron

# data[].attributes.body
This resource, Autism Program Planning Success for Employment (APPS), assists individuals with Autism Spectrum Disorders with self-determination and employment readiness skills. The program, which is offered at the Workforce & Technology Center in northeast Baltimore, includes small group, interactive learning sessions that focus on:

Self-determination

Self-advocacy

Decision making

Career interests and skills

Job exploration

Work expectations & responsibilities

Employer expectations

Employee responsibilities

Job readiness

I chose this resource because it is a great way for students with autism to transition smoothly into the workforce by learning  important workplace-related skills and gaining experiences that their school curriculum and programs may not otherwise provide. This program is run by MSDE's Division of Rehabilitation Services, and is open to people who can provide documentation of an autism spectrum disorder, has completed their high school requirements, has an interview with program staff prior to enrollment, and can participate in all APPS programs and activities with little supervision.
This is a great resource for any school counselor in Maryland who wants to see their students with ASD succeed and thrive in their own skin. I also appreciate that this resource is led by MSDE, because I think it shows a strong linkage and care between the Maryland public education system and their community of autistic students. Advocating for our students with ASD and being knowledgeable about available programs gives autistic students the same chance as everyone else.

# data[].attributes.headline
Transition : planning for students with adhd- Jacqueline Bielski

# data[].attributes.subject
Transition : planning for students with adhd- Jacqueline Bielski

# data[].attributes.body
https://chadd.org/
This resource is full of information for students with ADHD to help them better understand ADHD in general, provides information regarding scholarships to colleges, ADHD fact sheets, and so much more. These resources would be beneficial to a school counselor to better understand something that impacts so many students. It is the school counselors role to continue to advocate for these students, to help them better understand their rights and ADHD themselves, and help them navigate the waters they might struggle with because of their ADHD.

# data[].attributes.attachment_link.title
CHADD - Improving the lives of people affected by ADHD

# data[].attributes.attachment_link.description
Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) is the nation’s leading nonprofit organization serving people affected by ADHD.

# data[].attributes.body
https://exceptionalchildren.org/blog/preparing-students-real-world-lce

Life Centered Education is a curriculum for students with disabilities to transition into the workforce. It is a comprehensive approach and most widely used in the United States. There are a ton of rave reviews about the curriculum. It is also available 24/7 for access. It was created by the Council for Exceptional Children.

# data[].attributes.body
https://www.myautismteam.com/
The reason I chose My Autism Team as a resources for families that have students with ADS is because it is a free social network for parents of kids with autism.

· Over 30,000 parents registered on the site.

· Parent can find other parents based on location, child’s age, child's sub-diagnosis and developmental needs, and gender.

· Parents share tips, support, and photos, as well as ask and answer each other’s' questions.

· There is a searchable provider directory of over 35,000 autism specialists and autism-friendly providers constantly updated by parents on the site
This online resource helps parent be welcomed into a community that can help advocate, inform, and support them and their child with ASD.

# data[].attributes.attachment_link.readable_text
Bridgetdawn27, Waxahachie, TX

I'm not even a full week into this journey with autism and I am already getting so much more support by complete strangers than I ever would have expected!

# data[].attributes.attachment_link.title
Autism Parents Support Online | Autism Social Network - MyAutismTeam

# data[].attributes.attachment_link.description
Bridgetdawn27, Waxahachie, TX I'm not even a full week into this journey with autism and I am already getting so much more support by complete strangers than I ever would have expected!

# data[].attributes.body
Project HEAL is a community-based program that provides legal services for children with disabilities that is located at Maryland Center for Developmental Disabilities at Kennedy Krieger. Students with intellectual and developmental disabilities who are patients at Kennedy Krieger are eligible to use this resource. The attorneys who work for Project HEAL serve as advocates and legal representatives to ensure that children with disabilities are being treated fairly and receiving adequate medical and educational services and resources. Here: https://www.kennedykrieger.org/community/initiatives/maryland-center-developmental-disabilities/project-heal is a link to the resource.

# data[].attributes.attachment_link.readable_text
Project HEAL is Maryland's only comprehensive medical-legal partnership.

A community-based program of the Maryland Center for Developmental Disabilities (MCDD) at Kennedy Krieger Institute, Project HEAL provides comprehensive advocacy and civil legal services for children with intellectual and developmental disabilities who are patients at Kennedy Krieger Institute and their families. Project HEAL attorneys collaborate with Kennedy Krieger faculty, staff and trainees to ensure that patients receive the medical and legal care they need when there is a civil legal issue requiring an attorney.

Advocacy and Legal Services:

Representation: in special education matters. Cases are opened at the discretion of the attorneys.

Limited representation: brief advice, document review, referrals, information, and resources.

Case consultations: advice to Kennedy Krieger faculty, staff, and trainees.

Pro bono referrals: Baker Donelson, Ballard Spahr, LLP, DLA Piper, Offit|Kurman and nonprofit legal services organizations.

Professional trainings: for faculty, staff and trainees.

Community trainings: for children, families, service providers and outside agencies.

Project HEAL provides legal services for Kennedy Krieger patients with intellectual and developmental disabilities and their families. Project HEAL attorneys review all cases to determine if a civil legal issue exists that requires the intervention of an attorney. However, the existence of a civil legal issue does not guarantee representation; Project HEAL attorneys may provide referrals, brief advice, or full representation based on the patient's specific issue and the discretion of Project HEAL attorneys. If a case proceeds to representation, families must provide proof of income to determine appropriate fees based on Project HEAL's sliding-scale, fee-for-service model.

To connect with Project HEAL, please call (443) 923-4414.

Here's what a Harford County guardian said of Project HEAL's help in April 2014:

Project HEAL intervened to stop the illegal practice of dismissing children with disabilities 20 minutes early each school day to access their specialized transportation services. My son and his peers now have equal access to their academic instruction."

Visit the Client Testimonials page to read what parents and guardians impacted by Project HEAL are saying.

Leadership:
Click here to view bios of Project HEAL's trainees.
Related Materials and Information:

# data[].attributes.attachment_link.title
Project HEAL (Health, Education, Advocacy, and Law) at Kennedy Krieger Institute

# data[].attributes.attachment_link.description
A community-based program of the Maryland Center for Developmental

# data[].attributes.headline
Top Autism Organizations and Web ResourcesBy: Reading RocketsTop Autism Organizations and Web ResourcesBrowse this list of organizations and web resources focused on advocacy, information, and support for families and educators of children with Autism Spectrum Disorder. We've also identified helpful federal agencies and ASD projects funded by the U.S. Department of Education, Office of Special Education Programs.Searching for autism information on the web can be overwhelming. So, where do you turn to for the most relevant information and resources when there are so many different options? We created this list based on recommendations from leading ASD organizations. Advocacy, information, and supportAsperger/Autism NetworkThe Asperger/Autism Network (AANE) provides individuals, families, and professionals with information, education, community, support, and advocacy.Autism HighwayStarted by a woman whose son was diagnosed with autism, Autism Highway is both informative and fun. The website is easy to navigate and it provides an extensive list of autism-related events and specialists. In addition, Autism Highway includes interactive games for kids.Autism NavigatorAutism Navigator is a collection of web-based tools and courses developed to bridge the gap between science and community practice. They have integrated the most current research into an interactive web platform with video to illustrate effective evidence-based practice. The video clips come from the rich library of video from federally funded research projects at the Autism Institute at Florida State University.Autism Research InstituteThe Autism Research Institute focuses on researching the causes of autism, as well as developing safe and effective treatments for those currently affected by the disorder.Autism SocietyThe Autism Society is a grassroots autism organization working to increase public awareness about the day-to-day issues about people across the spectrum, advocate for appropriate services for individuals of every age, and provide the latest information regarding treatment, education, research, and advocacy. The Autism Society has local affiliates, state affiliates or a combination of both in almost every state. The society has also partnered with AMC Entertainment to provide children affected by autism the opportunity to watch hit movies in a sensory-friendly environment, with the lights turned up and the sound turned down. Find a list of upcoming films in your city here.Autism SpeaksAutism Speaks is an autism awareness, science, and advocacy organization. The website provides a comprehensive resource guide for all states. The 100 Day Kit for Newly Diagnosed Families of Young Children was created specifically for families of children ages 4 and under. Visit Autism Speaks to see their comprehensive listing of autism websites for families.Disability Scoop Sign up for Disability Scoop’s e-mail news to receive the most current updates on developmental disabilities. Disability Scoop’s experts have been cited by multiple online news sites.MyAutismTeamA free social network for parents of kids with autism. With over 30,000 parents registered on the site, you can find parents just like you based on where you live, the age of your child, your child's sub-diagnosis and developmental needs, and gender. Parents share tips, support, and photos, as well as ask and answer each others' questions. In addition, there is a searchable provider directory of over 35,000 autism specialists and autism-friendly providers constantly updated by parents on the site. MyAutismTeam is the official social network and resource guide for Autism Speaks.Organization for Autism ResearchOAR’s mission is to apply research to the challenges of autism. The organization uses science to address the social, educational, and treatment concerns of self-advocates, parents, autism professionals, and caregivers. In addition to funding research, OAR disseminates new and useful information to as many members of the autism community as possible, and directs all research and programs initiatives toward enhancing the quality of life for individuals with autism.Sesame Street and Autism: See Amazing in All ChildrenSesame Workshop created Sesame Street and Autism: See Amazing in All Children, a nationwide initiative aimed at communities with children ages 2 to 5. Developed with input from parents, people who serve the autism community, and people with autism, See Amazing in All Children offers families ways to overcome common challenges and simplify everyday activities. The project also fosters an affirming narrative around autism for all families and kids.Wrightslaw Special Education Law and AdvocacyA great site for accurate, reliable information about special education law, education law, and advocacy for children with disabilities. Early intervention is invaluable because it links parents to services in the community, but it can be hard to find services without a long waiting list. Families can search on their own for providers using the Wrightslaw Yellow Pages for Kids With Disabilities.Especially for professionalsAmerican Speech-Language-Hearing Association (ASHA)ASHA is the national professional, scientific, and credentialing association for audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology support personnel; and students. On the ASHA website you can find an overview of Autism Spectrum Disorder as well as specific information about ASD for speech-language pathologists.The National Association of Special Education Teachers (NASET)NASET is a national membership organization dedicated to supporting teachers in the field of special education. NASET offers a rich library of information on a wide range of ASD topics, as well as the publication, Autism Spectrum Disorders Series.Federal agencies and federally-funded organizationsCenter for Parent Information and Resources (CPIR)The Center for Parent Information and Resources (CPIR) serves as a central resource of information and products to the community of Parent Training Information (PTI) Centers and the Community Parent Resource Centers (CPRCs). The Parent Training and Information Centers (PTI) found in every state are a rich source of information and training tailored for parents, including parents whose primary language is not English or themselves have special training needs. In addition, Community Parent Resource Centers (CPRC) throughout the country serve targeted, underserved communities. To find the PTI or CPRC that serves your community, go to the Center on Parent Information and Resources.The Center on Technology and DisabilityThe Center is designed to increase the capacity of families and providers to advocate for, acquire, and implement effective assistive and instructional technology (AT/IT) practices, devices, and services. Research-based technologies have great potential to help infants, toddlers, children, and youth with disabilities participate fully in daily routines; have increased access to the general educational curriculum; improve their functional outcomes and educational results; and meet college- and career-ready standards.Early Childhood Technical Assistance Center (ECTA)The Early Childhood Technical Assistance Center (ECTA), located at the University of North Carolina at Chapel Hill, supports the strengthening of state and local service systems to ensure that children with disabilities and their families receive high-quality, evidence-based, culturally appropriate, and family-centered support and services.IRIS CenterThe IRIS Center, funded by the Office of Special Education Programs and based at Vanderbilt University and Claremont Graduate University, creates and disseminates resources about evidence-based instructional and intervention practices for preservice preparation and professional development programs. See the Autism Spectrum Disorder self-guided training modules for teachers.National Professional Development Center on Autism Spectrum DisordersThe National Professional Development Center on Autism Spectrum Disorder (NPDC) has worked to develop free professional resources for teachers, therapists, and technical assistance providers who work with individuals with ASD. Resources include detailed information on how to plan, implement, and monitor specific evidence-based practices.The U.S. Department of EducationWhen your child enters public school, he or she has rights under federal and state laws. The U.S. Department of Education has information about federal laws and state laws. The Department's Office of Special Education Programs (OSEP) supports projects that provide information and technical assistance to families of infants, toddlers, children and youth with disabilities. Families can also find a wealth of information about the Individuals with Disabilities Education Act (IDEA) at OSEP's IDEA website. The website contains the full text of IDEA and the regulations, as well as guidance documents and a wide range of other resources.Reading Rockets (2017)ReprintsYou are welcome to print copies or republish materials for non-commercial use as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact info@readingrockets.org.Related TopicsAutism Spectrum Disorder

# data[].attributes.subject
Top Autism Organizations and Web ResourcesBy: Reading RocketsTop Autism Organizations and Web ResourcesBrowse this list of organizations and web resources focused on advocacy, information, and support for families and educators of children with Autism Spectrum Disorder. We've also identified helpful federal agencies and ASD projects funded by the U.S. Department of Education, Office of Special Education Programs.Searching for autism information on the web can be overwhelming. So, where do you turn to for the most relevant information and resources when there are so many different options? We created this list based on recommendations from leading ASD organizations. Advocacy, information, and supportAsperger/Autism NetworkThe Asperger/Autism Network (AANE) provides individuals, families, and professionals with information, education, community, support, and advocacy.Autism HighwayStarted by a woman whose son was diagnosed with autism, Autism Highway is both informative and fun. The website is easy to navigate and it provides an extensive list of autism-related events and specialists. In addition, Autism Highway includes interactive games for kids.Autism NavigatorAutism Navigator is a collection of web-based tools and courses developed to bridge the gap between science and community practice. They have integrated the most current research into an interactive web platform with video to illustrate effective evidence-based practice. The video clips come from the rich library of video from federally funded research projects at the Autism Institute at Florida State University.Autism Research InstituteThe Autism Research Institute focuses on researching the causes of autism, as well as developing safe and effective treatments for those currently affected by the disorder.Autism SocietyThe Autism Society is a grassroots autism organization working to increase public awareness about the day-to-day issues about people across the spectrum, advocate for appropriate services for individuals of every age, and provide the latest information regarding treatment, education, research, and advocacy. The Autism Society has local affiliates, state affiliates or a combination of both in almost every state. The society has also partnered with AMC Entertainment to provide children affected by autism the opportunity to watch hit movies in a sensory-friendly environment, with the lights turned up and the sound turned down. Find a list of upcoming films in your city here.Autism SpeaksAutism Speaks is an autism awareness, science, and advocacy organization. The website provides a comprehensive resource guide for all states. The 100 Day Kit for Newly Diagnosed Families of Young Children was created specifically for families of children ages 4 and under. Visit Autism Speaks to see their comprehensive listing of autism websites for families.Disability Scoop Sign up for Disability Scoop’s e-mail news to receive the most current updates on developmental disabilities. Disability Scoop’s experts have been cited by multiple online news sites.MyAutismTeamA free social network for parents of kids with autism. With over 30,000 parents registered on the site, you can find parents just like you based on where you live, the age of your child, your child's sub-diagnosis and developmental needs, and gender. Parents share tips, support, and photos, as well as ask and answer each others' questions. In addition, there is a searchable provider directory of over 35,000 autism specialists and autism-friendly providers constantly updated by parents on the site. MyAutismTeam is the official social network and resource guide for Autism Speaks.Organization for Autism ResearchOAR’s mission is to apply research to the challenges of autism. The organization uses science to address the social, educational, and treatment concerns of self-advocates, parents, autism professionals, and caregivers. In addition to funding research, OAR disseminates new and useful information to as many members of the autism community as possible, and directs all research and programs initiatives toward enhancing the quality of life for individuals with autism.Sesame Street and Autism: See Amazing in All ChildrenSesame Workshop created Sesame Street and Autism: See Amazing in All Children, a nationwide initiative aimed at communities with children ages 2 to 5. Developed with input from parents, people who serve the autism community, and people with autism, See Amazing in All Children offers families ways to overcome common challenges and simplify everyday activities. The project also fosters an affirming narrative around autism for all families and kids.Wrightslaw Special Education Law and AdvocacyA great site for accurate, reliable information about special education law, education law, and advocacy for children with disabilities. Early intervention is invaluable because it links parents to services in the community, but it can be hard to find services without a long waiting list. Families can search on their own for providers using the Wrightslaw Yellow Pages for Kids With Disabilities.Especially for professionalsAmerican Speech-Language-Hearing Association (ASHA)ASHA is the national professional, scientific, and credentialing association for audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology support personnel; and students. On the ASHA website you can find an overview of Autism Spectrum Disorder as well as specific information about ASD for speech-language pathologists.The National Association of Special Education Teachers (NASET)NASET is a national membership organization dedicated to supporting teachers in the field of special education. NASET offers a rich library of information on a wide range of ASD topics, as well as the publication, Autism Spectrum Disorders Series.Federal agencies and federally-funded organizationsCenter for Parent Information and Resources (CPIR)The Center for Parent Information and Resources (CPIR) serves as a central resource of information and products to the community of Parent Training Information (PTI) Centers and the Community Parent Resource Centers (CPRCs). The Parent Training and Information Centers (PTI) found in every state are a rich source of information and training tailored for parents, including parents whose primary language is not English or themselves have special training needs. In addition, Community Parent Resource Centers (CPRC) throughout the country serve targeted, underserved communities. To find the PTI or CPRC that serves your community, go to the Center on Parent Information and Resources.The Center on Technology and DisabilityThe Center is designed to increase the capacity of families and providers to advocate for, acquire, and implement effective assistive and instructional technology (AT/IT) practices, devices, and services. Research-based technologies have great potential to help infants, toddlers, children, and youth with disabilities participate fully in daily routines; have increased access to the general educational curriculum; improve their functional outcomes and educational results; and meet college- and career-ready standards.Early Childhood Technical Assistance Center (ECTA)The Early Childhood Technical Assistance Center (ECTA), located at the University of North Carolina at Chapel Hill, supports the strengthening of state and local service systems to ensure that children with disabilities and their families receive high-quality, evidence-based, culturally appropriate, and family-centered support and services.IRIS CenterThe IRIS Center, funded by the Office of Special Education Programs and based at Vanderbilt University and Claremont Graduate University, creates and disseminates resources about evidence-based instructional and intervention practices for preservice preparation and professional development programs. See the Autism Spectrum Disorder self-guided training modules for teachers.National Professional Development Center on Autism Spectrum DisordersThe National Professional Development Center on Autism Spectrum Disorder (NPDC) has worked to develop free professional resources for teachers, therapists, and technical assistance providers who work with individuals with ASD. Resources include detailed information on how to plan, implement, and monitor specific evidence-based practices.The U.S. Department of EducationWhen your child enters public school, he or she has rights under federal and state laws. The U.S. Department of Education has information about federal laws and state laws. The Department's Office of Special Education Programs (OSEP) supports projects that provide information and technical assistance to families of infants, toddlers, children and youth with disabilities. Families can also find a wealth of information about the Individuals with Disabilities Education Act (IDEA) at OSEP's IDEA website. The website contains the full text of IDEA and the regulations, as well as guidance documents and a wide range of other resources.Reading Rockets (2017)ReprintsYou are welcome to print copies or republish materials for non-commercial use as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact info@readingrockets.org.Related TopicsAutism Spectrum Disorder

# data[].attributes.headline
Top Autism Organizations and Web ResourcesBy: Reading RocketsTop Autism Organizations and Web ResourcesBrowse this list of organizations and web resources focused on advocacy, information, and support for families and educators of children with Autism Spectrum Disorder. We've also identified helpful federal agencies and ASD projects funded by the U.S. Department of Education, Office of Special Education Programs.Searching for autism information on the web can be overwhelming. So, where do you turn to for the most relevant information and resources when there are so many different options? We created this list based on recommendations from leading ASD organizations. Advocacy, information, and support Asperger/Autism NetworkThe Asperger/Autism Network (AANE) provides individuals, families, and professionals with information, education, community, support, and advocacy.Autism HighwayStarted by a woman whose son was diagnosed with autism, Autism Highway is both informative and fun. The website is easy to navigate and it provides an extensive list of autism-related events and specialists. In addition, Autism Highway includes interactive games for kids.Autism NavigatorAutism Navigator is a collection of web-based tools and courses developed to bridge the gap between science and community practice. They have integrated the most current research into an interactive web platform with video to illustrate effective evidence-based practice. The video clips come from the rich library of video from federally funded research projects at the Autism Institute at Florida State University.Autism Research InstituteThe Autism Research Institute focuses on researching the causes of autism, as well as developing safe and effective treatments for those currently affected by the disorder.Autism SocietyThe Autism Society is a grassroots autism organization working to increase public awareness about the day-to-day issues about people across the spectrum, advocate for appropriate services for individuals of every age, and provide the latest information regarding treatment, education, research, and advocacy. The Autism Society has local affiliates, state affiliates or a combination of both in almost every state. The society has also partnered with AMC Entertainment to provide children affected by autism the opportunity to watch hit movies in a sensory-friendly environment, with the lights turned up and the sound turned down. Find a list of upcoming films in your city here.Autism SpeaksAutism Speaks is an autism awareness, science, and advocacy organization. The website provides a comprehensive resource guide for all states. The 100 Day Kit for Newly Diagnosed Families of Young Children was created specifically for families of children ages 4 and under. Visit Autism Speaks to see their comprehensive listing of autism websites for families.Disability Scoop Sign up for Disability Scoop’s e-mail news to receive the most current updates on developmental disabilities. Disability Scoop’s experts have been cited by multiple online news sites.MyAutismTeamA free social network for parents of kids with autism. With over 30,000 parents registered on the site, you can find parents just like you based on where you live, the age of your child, your child's sub-diagnosis and developmental needs, and gender. Parents share tips, support, and photos, as well as ask and answer each others' questions. In addition, there is a searchable provider directory of over 35,000 autism specialists and autism-friendly providers constantly updated by parents on the site. MyAutismTeam is the official social network and resource guide for Autism Speaks.Organization for Autism ResearchOAR’s mission is to apply research to the challenges of autism. The organization uses science to address the social, educational, and treatment concerns of self-advocates, parents, autism professionals, and caregivers. In addition to funding research, OAR disseminates new and useful information to as many members of the autism community as possible, and directs all research and programs initiatives toward enhancing the quality of life for individuals with autism.Sesame Street and Autism: See Amazing in All ChildrenSesame Workshop created Sesame Street and Autism: See Amazing in All Children, a nationwide initiative aimed at communities with children ages 2 to 5. Developed with input from parents, people who serve the autism community, and people with autism, See Amazing in All Children offers families ways to overcome common challenges and simplify everyday activities. The project also fosters an affirming narrative around autism for all families and kids.Wrightslaw Special Education Law and AdvocacyA great site for accurate, reliable information about special education law, education law, and advocacy for children with disabilities. Early intervention is invaluable because it links parents to services in the community, but it can be hard to find services without a long waiting list. Families can search on their own for providers using the Wrightslaw Yellow Pages for Kids With Disabilities.Especially for professionalsAmerican Speech-Language-Hearing Association (ASHA)ASHA is the national professional, scientific, and credentialing association for audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology support personnel; and students. On the ASHA website you can find an overview of Autism Spectrum Disorder as well as specific information about ASD for speech-language pathologists.The National Association of Special Education Teachers (NASET)NASET is a national membership organization dedicated to supporting teachers in the field of special education. NASET offers a rich library of information on a wide range of ASD topics, as well as the publication, Autism Spectrum Disorders Series.Federal agencies and federally-funded organizationsCenter for Parent Information and Resources (CPIR)The Center for Parent Information and Resources (CPIR) serves as a central resource of information and products to the community of Parent Training Information (PTI) Centers and the Community Parent Resource Centers (CPRCs). The Parent Training and Information Centers (PTI) found in every state are a rich source of information and training tailored for parents, including parents whose primary language is not English or themselves have special training needs. In addition, Community Parent Resource Centers (CPRC) throughout the country serve targeted, underserved communities. To find the PTI or CPRC that serves your community, go to the Center on Parent Information and Resources.The Center on Technology and DisabilityThe Center is designed to increase the capacity of families and providers to advocate for, acquire, and implement effective assistive and instructional technology (AT/IT) practices, devices, and services. Research-based technologies have great potential to help infants, toddlers, children, and youth with disabilities participate fully in daily routines; have increased access to the general educational curriculum; improve their functional outcomes and educational results; and meet college- and career-ready standards.Early Childhood Technical Assistance Center (ECTA)The Early Childhood Technical Assistance Center (ECTA), located at the University of North Carolina at Chapel Hill, supports the strengthening of state and local service systems to ensure that children with disabilities and their families receive high-quality, evidence-based, culturally appropriate, and family-centered support and services.IRIS CenterThe IRIS Center, funded by the Office of Special Education Programs and based at Vanderbilt University and Claremont Graduate University, creates and disseminates resources about evidence-based instructional and intervention practices for preservice preparation and professional development programs. See the Autism Spectrum Disorder self-guided training modules for teachers.National Professional Development Center on Autism Spectrum DisordersThe National Professional Development Center on Autism Spectrum Disorder (NPDC) has worked to develop free professional resources for teachers, therapists, and technical assistance providers who work with individuals with ASD. Resources include detailed information on how to plan, implement, and monitor specific evidence-based practices.The U.S. Department of EducationWhen your child enters public school, he or she has rights under federal and state laws. The U.S. Department of Education has information about federal laws and state laws. The Department's Office of Special Education Programs (OSEP) supports projects that provide information and technical assistance to families of infants, toddlers, children and youth with disabilities. Families can also find a wealth of information about the Individuals with Disabilities Education Act (IDEA) at OSEP's IDEA website. The website contains the full text of IDEA and the regulations, as well as guidance documents and a wide range of other resources.Reading Rockets (2017)ReprintsYou are welcome to print copies or republish materials for non-commercial use as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact info@readingrockets.org.Related TopicsAutism Spectrum Disorder

# data[].attributes.subject
Top Autism Organizations and Web ResourcesBy: Reading RocketsTop Autism Organizations and Web ResourcesBrowse this list of organizations and web resources focused on advocacy, information, and support for families and educators of children with Autism Spectrum Disorder. We've also identified helpful federal agencies and ASD projects funded by the U.S. Department of Education, Office of Special Education Programs.Searching for autism information on the web can be overwhelming. So, where do you turn to for the most relevant information and resources when there are so many different options? We created this list based on recommendations from leading ASD organizations. Advocacy, information, and support Asperger/Autism NetworkThe Asperger/Autism Network (AANE) provides individuals, families, and professionals with information, education, community, support, and advocacy.Autism HighwayStarted by a woman whose son was diagnosed with autism, Autism Highway is both informative and fun. The website is easy to navigate and it provides an extensive list of autism-related events and specialists. In addition, Autism Highway includes interactive games for kids.Autism NavigatorAutism Navigator is a collection of web-based tools and courses developed to bridge the gap between science and community practice. They have integrated the most current research into an interactive web platform with video to illustrate effective evidence-based practice. The video clips come from the rich library of video from federally funded research projects at the Autism Institute at Florida State University.Autism Research InstituteThe Autism Research Institute focuses on researching the causes of autism, as well as developing safe and effective treatments for those currently affected by the disorder.Autism SocietyThe Autism Society is a grassroots autism organization working to increase public awareness about the day-to-day issues about people across the spectrum, advocate for appropriate services for individuals of every age, and provide the latest information regarding treatment, education, research, and advocacy. The Autism Society has local affiliates, state affiliates or a combination of both in almost every state. The society has also partnered with AMC Entertainment to provide children affected by autism the opportunity to watch hit movies in a sensory-friendly environment, with the lights turned up and the sound turned down. Find a list of upcoming films in your city here.Autism SpeaksAutism Speaks is an autism awareness, science, and advocacy organization. The website provides a comprehensive resource guide for all states. The 100 Day Kit for Newly Diagnosed Families of Young Children was created specifically for families of children ages 4 and under. Visit Autism Speaks to see their comprehensive listing of autism websites for families.Disability Scoop Sign up for Disability Scoop’s e-mail news to receive the most current updates on developmental disabilities. Disability Scoop’s experts have been cited by multiple online news sites.MyAutismTeamA free social network for parents of kids with autism. With over 30,000 parents registered on the site, you can find parents just like you based on where you live, the age of your child, your child's sub-diagnosis and developmental needs, and gender. Parents share tips, support, and photos, as well as ask and answer each others' questions. In addition, there is a searchable provider directory of over 35,000 autism specialists and autism-friendly providers constantly updated by parents on the site. MyAutismTeam is the official social network and resource guide for Autism Speaks.Organization for Autism ResearchOAR’s mission is to apply research to the challenges of autism. The organization uses science to address the social, educational, and treatment concerns of self-advocates, parents, autism professionals, and caregivers. In addition to funding research, OAR disseminates new and useful information to as many members of the autism community as possible, and directs all research and programs initiatives toward enhancing the quality of life for individuals with autism.Sesame Street and Autism: See Amazing in All ChildrenSesame Workshop created Sesame Street and Autism: See Amazing in All Children, a nationwide initiative aimed at communities with children ages 2 to 5. Developed with input from parents, people who serve the autism community, and people with autism, See Amazing in All Children offers families ways to overcome common challenges and simplify everyday activities. The project also fosters an affirming narrative around autism for all families and kids.Wrightslaw Special Education Law and AdvocacyA great site for accurate, reliable information about special education law, education law, and advocacy for children with disabilities. Early intervention is invaluable because it links parents to services in the community, but it can be hard to find services without a long waiting list. Families can search on their own for providers using the Wrightslaw Yellow Pages for Kids With Disabilities.Especially for professionalsAmerican Speech-Language-Hearing Association (ASHA)ASHA is the national professional, scientific, and credentialing association for audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology support personnel; and students. On the ASHA website you can find an overview of Autism Spectrum Disorder as well as specific information about ASD for speech-language pathologists.The National Association of Special Education Teachers (NASET)NASET is a national membership organization dedicated to supporting teachers in the field of special education. NASET offers a rich library of information on a wide range of ASD topics, as well as the publication, Autism Spectrum Disorders Series.Federal agencies and federally-funded organizationsCenter for Parent Information and Resources (CPIR)The Center for Parent Information and Resources (CPIR) serves as a central resource of information and products to the community of Parent Training Information (PTI) Centers and the Community Parent Resource Centers (CPRCs). The Parent Training and Information Centers (PTI) found in every state are a rich source of information and training tailored for parents, including parents whose primary language is not English or themselves have special training needs. In addition, Community Parent Resource Centers (CPRC) throughout the country serve targeted, underserved communities. To find the PTI or CPRC that serves your community, go to the Center on Parent Information and Resources.The Center on Technology and DisabilityThe Center is designed to increase the capacity of families and providers to advocate for, acquire, and implement effective assistive and instructional technology (AT/IT) practices, devices, and services. Research-based technologies have great potential to help infants, toddlers, children, and youth with disabilities participate fully in daily routines; have increased access to the general educational curriculum; improve their functional outcomes and educational results; and meet college- and career-ready standards.Early Childhood Technical Assistance Center (ECTA)The Early Childhood Technical Assistance Center (ECTA), located at the University of North Carolina at Chapel Hill, supports the strengthening of state and local service systems to ensure that children with disabilities and their families receive high-quality, evidence-based, culturally appropriate, and family-centered support and services.IRIS CenterThe IRIS Center, funded by the Office of Special Education Programs and based at Vanderbilt University and Claremont Graduate University, creates and disseminates resources about evidence-based instructional and intervention practices for preservice preparation and professional development programs. See the Autism Spectrum Disorder self-guided training modules for teachers.National Professional Development Center on Autism Spectrum DisordersThe National Professional Development Center on Autism Spectrum Disorder (NPDC) has worked to develop free professional resources for teachers, therapists, and technical assistance providers who work with individuals with ASD. Resources include detailed information on how to plan, implement, and monitor specific evidence-based practices.The U.S. Department of EducationWhen your child enters public school, he or she has rights under federal and state laws. The U.S. Department of Education has information about federal laws and state laws. The Department's Office of Special Education Programs (OSEP) supports projects that provide information and technical assistance to families of infants, toddlers, children and youth with disabilities. Families can also find a wealth of information about the Individuals with Disabilities Education Act (IDEA) at OSEP's IDEA website. The website contains the full text of IDEA and the regulations, as well as guidance documents and a wide range of other resources.Reading Rockets (2017)ReprintsYou are welcome to print copies or republish materials for non-commercial use as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact info@readingrockets.org.Related TopicsAutism Spectrum Disorder

# data[].attributes.body
https://www.ppmd.org/resources/
The Parents' place of Maryland is a website that complied a list of resources for parents of students with disabilities. There is a wide range of resources conveniently categorized. They have resources for parents about 504, IDEA, homeschooling and virtual learning. They also have specific resources for children with autism, hearing or visual disabilities and learning disabilities. Moreover, they provide articles in multiple languages. One resource that stood out to me was a list of camps that provide services for students with disabilities and advice for parents looking at sending their kids to camps. Summer and holiday breaks can be stressful for parents who rely on school for reliable care; this resource may help parents who need extra help during those breaks.

# data[].attributes.attachment_link.readable_text
Check out our great resources! To find a resource you need, use the left column to filter by topic and/or language. Still not finding what you need? Use the search bar to search for key words.

If you are having trouble finding relevant resources, please contact us so we can assist you.

# data[].attributes.attachment_link.description
Maryland's Special Education and Health Information Center

# data[].attributes.body
https://researchautism.org/resources/a-guide-for-transition-to-adulthood/
The organization for Autism Research put together this interactive guidebook. It helps parents know what to expect of their child's transition into adulthood and out of primary school. It provides details on how to be the best advocate for your child, and everything they should know to help their child through this phase.

# data[].attributes.body
https://www.montgomerycountymd.gov/HHS-Program/Resources/Files/A&D%20Docs/DND/DNDHousingProviders.pdf

I chose this resource because it is located in Maryland and it provides direct housing information for people with disabilities. It provides a comprehensive list explaining what types of people are able to live in each home. I think this is an important resource especially for high schoolers who are getting ready to graduate and take on the outside world and do not know where to start or what resources to use besides school and family.

# data[].attributes.body
https://turtlemoon.tumblr.com/post/8705631073/autism-first-again
I actually chose this tumblr post from an autistic person who actually goes into great detail about person first language. I thought it was very eye opening for anyone to read, especially a good resource for the families because it comes from such a personal perspective of someone with autism.

# data[].attributes.attachment_link.readable_text
"Autistic", or "with-Autism"? I had to decide this for myself quite some time ago, after a great deal of thought, since there are positives and negatives to both methods. Finally, it boiled down to one factor: communication. What does each say to the listener? What does each say to me? And to what effect?

There are basically three groups who would, sensibly, prefer person-first language for autism. First, those who want to appear to care. Person-first language implies that you don't blame the person-with-autism for being they way he is. That you are presupposing that the autism made him do it - whatever it is - and everyone should cut him slack. However, it also implies that he will so certainly fail to behave acceptably that you want to get out in front of his failure and forgive him in advance. Person-first language protects this group from having to internalize the idea that people can be radically different, while still deserving complete acceptance as they are. Or it's simply a shorthand for "you're damaged and inferior, but we forgive you."

Second, there is group that believes that autism is something you catch. Like a virus. Or that it's the result of an accident that suddenly injured you. They believe that it is simply a matter of time and effort before you are relieved of your autism, and that you will be just like you are now - just with all the problems removed and the nice parts remaining. This perspective is generally the result of failing to accept that your child is not just a poor substitute for the "real" child you believe you deserve. Person-first language protects this group from reality.

Finally, of course, there are those who, for their own practical reasons, prefer to preserve the illusion that autism can be removed from a person like a stain, leaving a pristine child ready to please his parents and join mainstream society invisibly. Some of these people have created images of themselves as beacons of hope with many books and speeches and postings, some as cutting edge researchers into a cure or the cause, some as major movers-and-shakers in the industry who may - any day now - slay the dragon. Person-first language preserves the delusion these people succeed within.

In all these cases, person-first language is used to hide the truth. And in none of these constructs is the autistic actually the primary beneficiary of the charade. Person-first language used as a default by anyone but the autistic himself is always selfish.

And always demeaning. The overwhelming message of "person-with-autism" is always "we wish we could really remove the autism from you, because it's offensive, and we're sure you'd be more acceptable without it." Of course, it can't be removed. At least not in the near future. So, until then, the autistic is stuck with his unacceptableness, no matter how kind and apologetic the label appears to others.

When you say I and my children are People-with-Autism, you are saying that we are stained, damaged, and contaminated by a foreign substance. It doesn't help much that you imply forgiveness, because that, in turn, implies guilt. It doesn't help that you imply a separation between us and our offensive malady, because - either for now or forever - we cannot actually be separated, and must remain, without recourse, offensive. And as for the implication that, by separating us from our neurology with "with," you preserve the dream that we might have, otherwise unencumbered, met your dreams and expectations, forgive me for being unempathetic to your disappointment.

When I say I am an autistic, I am declaring my difference as a major aspect of me. As a strong man might say when there's furniture to be moved. Or a smart man might say when when he applies for a job. Or a near-sighted man when he wants a seat closer to the movie screen. When I say I'm autistic, I want you to understand that I'm not deluding myself, and I'm not hiding from you. We should both understand that I'm going to see and process things differently than others might, and that I'm not going to automatically place my perspective below those of the non-autistics around me. Nor am I going to imply, with person-first language, that I need to pre-apologize - and you pre-forgive - the inadequacies my ball and chain might cause in me.

When you use person-first language, you create and then highlight a failing, a disappointment, a limitation. When I declare myself as an autistic, I acknowledge my difference as an acceptable part of my self-identification at the outset, and challenge you to do so too.

Realizing this, it really wasn't much of a choice.

# data[].attributes.attachment_link.description
"Autistic", or "with-Autism"? I had to decide this for myself quite some time ago, after a great deal of thought, since there are positives and negatives to both methods. Finally, it boiled down to one factor: communication. What does each say to the listener? What does each say to me?

# data[].attributes.body
https://www.keengreaterdc.org/

KEEN's mission is to empower youth with disabilities and impact volunteer coaches through participation in free, non-competitive, one-on-one programs of physical activity and fun, supporting the overall health and well-being of all participants. I chose this resource because students with disabilities can benefit from having a mentor to form a relationship with, as well as learning team-building skills and healthy exercise patterns. Programs and sports include tae kwon do, basketball, zumba, yoga, team sports, family sports, and club mentor program.

# data[].attributes.attachment_link.description
Imagine a World where ALL youths have equal opportunities for recreation, fitness and friendship-regardless of their abilities. KEEN's Mission - Empower youth with disabilities by providing free, non-competitive one-to-one programs of exercise, fitness and fun, led by volunteer coaches.

# data[].attributes.headline
Sylvia Hanna - Transition Planning for Students with ADHD or ASD

# data[].attributes.subject
Sylvia Hanna - Transition Planning for Students with ADHD or ASD

# data[].attributes.body
https://www.baltimoreautismsociety.org/resources-for-families/

I selected this website because it has several resources to help families of children with autism spectrum disorders in the Maryland area. Examples include an ice hockey program, autism service dogs, camping and therapeutic recreation, counseling, social skills groups for children and their parents, technology assistance programs, and therapeutic horse riding to name a few. All of these resources can help students with ADHD or ASD with post-secondary transitions and can also be great supports as students transition into adulthood.

# data[].attributes.attachment_link.provider_name
The Autism Society of Baltimore-Chesapeake (ASBC)

# data[].attributes.attachment_link.readable_text
Local & National Nonprofit Resources

Local & National Nonprofit Resources
Autism Society Affiliates in MD

Autism Source
Welcome to the Autism Society's on-line Resource Database.
Search nationwide Autism-related services and supports by location or service type. The Autism SourceTM Resource Database, created in 2004, is the most comprehensive database of its kind. The Autism Society strives to offer only credible and reliable resources to our constituents, therefore we have employed our nationwide network of chapters and collaborated with other autism organizations and professionals throughout the U.S. It is because of these collaborative relationships that the Resource Database continues to grow and is kept current with comprehensive resource listings.
http://www.autismsource.org/

Abilities Network is a 501(c)(3) non-profit organization that assists people with disabilities to achieve their personal goals and reach their maximum potential. Services are customized to offer individuals and families choices. We provide extensive training opportunities for families, child care providers, teachers, and community members with the goal of fostering inclusion. The children, adults and families we serve are affected by a variety of at-risk factors, including a diagnosed disability, lack of environmental supports, low-socioeconomic levels, and limited knowledge about resources and/or the capacity to access them.
410-828-7700 http://www.abilitiesnetwork.org

ARC Baltimore
Dedicated to helping people with developmental disabilities make the most of their potential since 1949, The Arc Baltimore is one of the nation's largest and most respected organizations of its kind. Our innovative services support more than 4,000 adults and children with developmental disabilities and their families in Baltimore City and Baltimore County. Our programs help families provide needed care and opportunity for their children, and individuals are able to live and work in the community. The Arc Baltimore is an indispensable resource, not just for people with developmental disabilities and their families, but for the entire community.
410-296-2272 http://www.baltimorearc.org

The Autism Waiver in MD
The Autism waiver, through Medical Assistance, will allow eligible children with Autism Spectrum Disorders to receive specific waiver services to support them in their homes and communities. Children who apply to the waiver are referred from the registry to MSDE in chronological order.
Autism Waiver Registry - 866-417-3480

Baltimore Area Special Hockey, Inc. offers an ice hockey program for both children and adults with a traumatic brain injury or intellectual disability such as Autism and Down Syndrome. The program provides participants the opportunity to play ice hockey in an environment adapted to each of their ability. Special Hockey is not only recreational but therapeutic. It emphasizes social interaction, self reliance, concentration and willingness to adapt to new experiences with a sense of accomplishment and pride.
www.leaguelineup.com/welcome.asp?url=baltimoresaintshockey

Baltimore City Office of Equity & Civil Rights: Mayor's Commission on Disabilities
The mission of the Mayor's Commission on Disabilities is to:
Work to remove barriers and promote equal rights and opportunities for individuals with disabilities.
https://mcd.baltimorecity.gov/

Baltimore County Commission on Disabilities
Baltimore County believes that a Commission on Disabilities is necessary to advise on the coordination and development of the County's policies for citizens with disabilities. The mission of the Baltimore County Commission on Disabilities is to foster attitudes and promote behaviors which respect and value people with disabilities among County government, its citizens and others. http://www.baltimorecountymd.gov/Agencies/neighborhoodimprovement/disabilities/

By Their Side guides families and provides advocacy for Marylanders with an intellectual/developmental disability. By Their Side believes everyone deserves respect, choices, and quality of life. They support their mission by:

Providing lifelong personal advocacy for those they serve;

Protecting individuals' legal rights;

Guiding individuals and families through the maze of the service delivery system;

Assisting families with transition planning.

443-279-1234 http://www.bytheirside.org/

First Signs
The First Signs website provides a wealth of vital resources, covering a range of issues: from monitoring development, to concerns about a child; from the screening and referral process, to sharing concerns. http://firstsigns.org

Jewish Social Service Agency: Autism Spectrum Disorders Across the Lifespan: JSSA's Autism Disorders Across the Lifespan services and programs provide support for the whole family (parents, siblings, and other family members) empowering them to make informed decisions and access needed services that maximize the quality of life, development potential, and functioning of their loved ones and the entire family as a unit. JSSA's services offer ongoing monitoring, support and education for the entire family through:

Identification and assessment of child and family needs

Development of an integrated plan of care

Specialized counseling, groups and behavioral support

Service coordination with multiple providers

Information and referral services
http://www.jssa.org

Maryland Learning Links
Maryland State Department of Education and Johns Hopkins University School of Education, Center for Technology in Education
Learning Links is Maryland's online community for anyone involved in education and interested in special education. It is our goal to connect teacher to teacher, family member to family member, and leader to leader around issues related to students with disabilities. http://marylandlearninglinks.org/939

Mt Washington Pediatric Hospital's Autism Spectrum Center:
Mt. Washington Pediatric Hospital Main Campus
1708 West Rogers Avenue
Baltimore, MD 21209
https://www.mwph.org/health-services/behavioral-health/autism-spectrum-center

The Parents' Place of Maryland:
A Center for Families of Children w/ Special Needs:
Founded in 1991, The Parents' Place was created by parents of children and youth with disabilities to help other parents and families facing similar challenges. Today, The Parents' Place serves families of children and young adults from birth to age 22 with all disabilities.
http://www.ppmd.org/

Pathfinders for Autism
"Our mission is to find a path for our children."
In 2000, Pathfinders for Autism was founded by a group of parents of children with Autism to support and develop lifespan services and provide information and resources for families of children with Autism. Pathfinders for Autism is a 501(c)(3) nonprofit, charitable organization.
www.pathfindersforautism.org

Pediatric Developmental Disorders (PDD) Clinic at Kennedy Krieger Institute
The PDD Clinic is an outpatient clinic treating behavioral challenges for individuals with developmental delay. The mission of the PDD clinic is to provide consultation and intervention to caregivers of children with a wide variety of developmental disorders (e.g., pervasive development disorders spectrum, intellectual disabilities). Our intervention focuses on empirically based approaches to behavior management and addresses both behavioral excesses (e.g. aggression, self-injury, tantrums) and behavioral deficits (e.g. compliance, self-help skills, toileting). An integral aspect of our clinic is also to provide education to caregivers, including provision of information pertaining to community resources, child development, and special education. Additional information can be found on the web at http://www.kennedykrieger.org/patient-care/patient-care-programs/outpatient-programs/pediatric-developmental-disorders-clinic or by calling intake at 443-923-9400.

Real Look Autism
This website gives you some great ideas for working with children who have Autism Spectrum Disorders and also serves as a place to share your own insights. There's a lot of information out there so we are attempting to present different therapies and strategies using video in a very focused and thoughtful way. Our edited stories will only be a few minutes in length and will be partnered with an article on the same topic written by a parent or specialist...Or both! http://www.reallookautism.com/

Taking the Lead, Inc.
Taking the Lead, Inc., a 501(c)(3) non-profit organization, offers 80 acres of opportunities to experience how trained animals can develop skills in individuals of all abilities to cultivate success, community and vocational involvement, and a neighborhood of togetherness. TTL offers the following:
Occupational Therapy Services: Improve life sills, transitions, and community inclusion by meeting goals during animal-assisted therapy sessions!
Hippotherapy: Feel how the rhythmical movement of a horse improves posture, tone, strength, and social participation during a private therapy session tailored to address individualized goals to live life to the fullest.
Vocational Skills Training: Explore animal-related vocations and entrepreneurial opportunities leading to successful employment.
Community OT in mOTion: Achieve your destination and learn independent living skills using animal-assisted therapy.
Community Integration Programs:
Therapeutic Riding: Connect with your horse and friends while learning to ride as independently as possible with this adapted sport.
Service Dog Training: Gain independence and a loyal companion by training your service dog to assist with your life goals. Service dogs can assist individuals with Autism and anyone with mobility deficits to increase safety, balance and/or object retrieval for improved inclusion and success in the community, work, or school environment.

# data[].attributes.attachment_link.description
Local & National Nonprofit Resources Autism Society The Autism Society is an outstanding organization that is one of the leading foundations of trusted and dependable information. This organization is well known for advocating for Autism and supporting thousands of families throughout their life long journey.

# data[].attributes.headline
The Bittersweet Transition: Preparing Your Teen for Life After High School

# data[].attributes.subject
The Bittersweet Transition: Preparing Your Teen for Life After High School

# data[].attributes.body
https://www.additudemag.com/high-school-to-college-transition-for-teens-with-adhd/

Whether they felt breathtakingly fast or maddeningly slow, your child’s teen years will eventually come to an end — which means she’ll most likely choose to go to college or decide to pursue a career right away. If she has ADHD or a learning disability, an IEP during the last years of high school can make this scary process easier. Here’s how.

This article is a resource for parents who need guidance toward the next steps. Also, linked to an amazing website for parents of children with ADHD.

# data[].attributes.attachment_link.title
The Bittersweet Transition: Preparing Your Teen for Life After High School

# data[].attributes.attachment_link.description
Whether they felt breathtakingly fast or maddeningly slow, your child’s teen years will eventually come to an end — which means she’ll most likely choose to go to college or decide to pursue a career right away. If she has ADHD or a learning disability, an IEP during the last years of high school ca…

# data[].attributes.body
https://www.autismspeaks.org/tool-kit/100-day-kit-young-children
I like this kit because it is basically a "starter kit" for parents of children with autism. It defines autism, highlights its symptoms, and behaviors that parents may see which can be helpful for parents who are unaware of autism and may have fears. My favorite part of the kit is the week-by-week plan that it has for the first 100 days after a family learns that their child has autism. During that time, families can be stressed or discouraged by the news, but this kit seeks to relieve some of those initial fears/stressors. Although the use of the kit will differ across families, it's good to know that there is something to help get those families started after learning about the diagnosis.

# data[].attributes.attachment_link.readable_text
back

100 Day Kit for Young Children

Knowledge is power, particularly in the days after an autism diagnosis. The Autism Speaks 100 Day Kit helps families of children ages four and under make the best possible use of the 100 days following the diagnosis. A 100 Day Kit for school age children is also available.

This kit will help you learn more about autism and how to access the services that your child needs. It contains information and advice collected from trusted experts on autism, autistics and parents.
The 100 Day Kit is divided into the following sections:

What is autism?

Core signs and symptoms

Understanding your child's behavior

Responding to the diagnosis

How is autism treated?

Getting help

Living with autism

A week-by-week plan for the next 100 days

Glossary

Through a generous partnership with FedEx, after calling an Autism Response Team coordinator and providing them with your information, you can pick up a complimentary printed copy of the 100 Day Kit at a FedEx Office location near you!
Haga clic aquí para acceder este recurso en español.

Complete the form below to access the Tool Kit
By submitting this form you will receive periodic communications from Autism Speaks. You can unsubscribe at any time.

Our Autism Response Team (ART) is specially trained to connect people with autism, their families, and caretakers to information, tools, and resources.
Get in Touch with ART

Please ensure Javascript is enabled for purposes of website accessibility

# data[].attributes.attachment_link.title
100 Day Kit for Young Children | Autism Speaks

# data[].attributes.attachment_link.description
Click here to download the Autism Speaks 100 Day Kit for Young Children - a guide to support families in the days following a child's autism diagnosis

# data[].attributes.body
https://dredf.org/

The Disability Rights Education and Defense Fund is a leading national civil rights law and policy center. I chose this because it is directed by people with disabilities to provide resources to individuals with disabilities as well as parents with children that have disabilities. Their vision is to live in a world where people with disabilities can live a free and independent life without discrimination, and I think that is a very important message.

# data[].attributes.attachment_link.provider_name
Disability Rights Education & Defense Fund

# data[].attributes.attachment_link.readable_text
September 8, 2023
The new provisions show HHS's commitment to reconciling Section 504, the ADA, and key cases that together enable people with various disabilities to achieve consistent and timely access to needed healthcare, so that they can pursue their own life goals and interests. DREDF shares this commitment.

# data[].attributes.attachment_link.title
The Disability Rights Education and Defense Fund

# data[].attributes.attachment_link.description
DREDF is dedicated to improving the lives of people with disabilities through legal advocacy, training, education, and public policy and legislative development.

# data[].attributes.body
https://www.maryscenter.org/

Mary’s Center is a resource that provides medical, dental, behavioral health, social services, and education in a culturally diverse practice. It is a great place to refer families of autistic students or students with autism, especially families whose first language is not English and who come from a different country. Mary’s Center has worked with the minority population in the Washington metropolitan area, which can be helpful for families that sometimes do not understand the needs of their autistic child or child that has autism. Having information, doctors, and services delivered to families in their language or in a culturally sensitive way can help decrease the stress of the family and provide the support that the student and families need.

# data[].attributes.attachment_link.readable_text
You Matter. Get Counted.

All residents must respond to the census by April 1, 2020. Respond online, by phone, or by mail.

All residents must respond to the census by April 1, 2020. Respond online, by phone, or by mail.

All residents must respond to the census by April 1, 2020. Respond online, by phone, or by mail.

We're here to take care of you. Learn about our new hours and clinic procedures.

We're here to take care of you. Learn about our new hours and clinic procedures.

We're here to take care of you. Learn about our new hours and clinic procedures.

Quality care is a human right.

Join our community of supporters to help make quality care accessible to all.

Signup For Our Newsletter

Introducing our new look

We are proud to introduce our new brand look which better reflects our ongoing mission to provide high quality services to all communities across Washington DC and Maryland. Click below to learn more about the reason for our transition and what it means to our participants and staff.

Watch Our Video

This health center is a Health Center Program grantee under 42 U.S.C. 254b, and a deemed Public Health Service employee under 42 U.S.C. 233(g)-(n).

# data[].attributes.attachment_link.description
You Matter. Get Counted. All residents must respond to the census by April 1, 2020. Respond online, by phone, or by mail. All residents must respond to the census by April 1, 2020. Respond online, by phone, or by mail. All residents must respond to the census by April 1, 2020.

# data[].attributes.body
This manual speaks in length about the pathway for families and people with ASD to transition into Post-Secondary education. Ii like that the manual specifically speaks about the IEP meeting and how to have a constructive final IEP meeting, and life post k-12. Pages 11-13 are very comprehensive and the bullet points would be easy for families' to use as a guide foe setting up their child with ASD to function independently once they are gone.

# data[].attributes.body
https://www.parentcenterhub.org/accommodations/

I selected this resource because it provides information such as terminology used for special education and what accommodations are available for students with learning disabilities. The website is designed to help parents find ways to help their child by connecting them to parent centers throughout the region. This helps parents effectively participate in their child's education.

# data[].attributes.attachment_link.provider_name
Center for Parent Information and Resources

# data[].attributes.attachment_link.title
Supports, Modifications, and Accommodations for Students - Center for Parent Information and Resources

# data[].attributes.attachment_link.description
Your Central Hub for Parent Centers Serving Families of Children With Disabilities

# data[].attributes.body
https://www.leagueforpeople.org/youth-autism-services

I chose this resource for families of autistic students/students with autism because it is targeted for those who live in Maryland and may be useful for school counselors to refer to as well when working with students with autism.

This organization provides resources for parents and individualized services to children using evidence-based strategies to accelerate learning and progress towards goals.

# data[].attributes.attachment_link.title
YOUTH AUTISM SERVICES | league-for-people

# data[].attributes.attachment_link.description
The League is proud to serve as a partner to families of children with autism spectrum disorders, providing resources for parents and individualized services to children using evidence-based strategies to accelerate learning and progress towards goals.

# data[].attributes.body
I chose Children's National Hospital because it provides many resources for families of autistic. When I went through the website, I liked how the descriptions were not as wordy, had simple terminology, and were straight to the point. This can be beneficial for families as they read through the website. Another reason why I chose this website was that it also provided activities available for children with ASD for families or caregivers to sign them up for. Such as Camp Connect for ASD and webinars.

# data[].attributes.attachment_link.readable_text
Danya International developed and evaluated a number of educational presentations for individuals with autism spectrum disorders (ASD) and the caregivers, professionals and advocates who work with them. View these online resources.

The Patient-Centered Outcomes Research Institute, an organization in Washington, D.C., that funds studies that can help patients and their caregivers make better-informed healthcare choices, presents a series of videos for parents of children with ASD. View these flyers to access the videos:

# data[].attributes.attachment_link.title
Resources for Families - Autism Spectrum Disorders | Children's National Hospital

# data[].attributes.attachment_link.description
Children's National offers resources for families to help answer questions and ease their experience in the Center for Autism Spectrum Disorders.

# data[].attributes.body
This is a collection of videos from a mom interacting with her daughter who is on the spectrum (was on love on the spectrum). It is a more casual resource, but is easily ingestible and accessible. It may be useful for parents as she shares many of her experiences, advice, success stories, and struggles.
Cecilia

# data[].attributes.attachment_link.title
Abbey's Mom (@abbeysmom17) TikTok | Watch Abbey's Mom's Newest TikTok Videos

# data[].attributes.attachment_link.description
Abbey's Mom (@abbeysmom17) on TikTok | 17.5M Likes. 985.3K Followers. Mom of Abbey w/ autism, Ben & Clemie Christineabbeysmom@thesociablesociety.com

# data[].attributes.body
https://health.maryland.gov/mmcp/epsdt/aba/pages/home.aspx

This is a statewide website that provides direct links to access ABA (Applied Behavior Analysis) services available to children and families outside of a school setting. There are options on the side of the page that can directly connect someone with an ABA service provider and the user can input what county, the distance, and type of service they are seeking to quickly narrow down their search. I found this particularly helpful and user friendly for families who might be unfamiliar or new to this type of service and treatment. There is another tab that further explains what exactly ABA is. Additionally, there is information regarding billing and qualified insurance providers. If a parent/family is seeking outside behavior services for a child, this would be a very insightful and easily accessible resource to use when seeking an outside ABA service provider.

# data[].attributes.body
https://www.kennedykrieger.org/schools-and-education
The resource I am sharing is from Kennedy Krieger Institute, specifically the school program. I personally chose this because this is where I am employed as a special education teacher. This website provides a description of the different school settings offered. This could be beneficial for a family who is choosing a non-public special education setting for their child. This website goes into detail about the program, resources, practices, values, etc. There are four locations offered and they all provide descriptions so families can further research the best placement and availability for their child. They describe how IEPs are programmed and the related services that would be provided under their school care. I think this is a great resource for a family who is considering Kennedy Krieger as a potential school placement for their child.

# data[].attributes.attachment_link.readable_text
The Kennedy Krieger School Program includes a number of programs that offer services to children with learning challenges. Students aged 5-21 receive instruction that focuses on the development of academic, social, emotional, and behavioral skills in an environment that recognizes and capitalizes on the individual strengths of each child.

In addition, a full range of related services is also provided in order to implement Individual Education Plans (IEPs) in the least restrictive environment. Special education services focus on the development of academic, social, emotional, and behavioral skills through trans-disciplinary comprehensive instruction in an environment that recognizes and capitalizes on the individual strengths of each child.

Kennedy Krieger School: Fairmount Campus (Kindergarten - 8th Grade)
Provides comprehensive services and effective preparation to kindergarten through eighth-grade students who will be seeking a diploma or certificate at the high school level. Students participate in a program building essential skills based on standards and curricula identified by the Maryland State Department of Education.

Kennedy Krieger School: Greenspring Campus (High School)
Students seeking a diploma participate in a comprehensive academic program aligned to the Maryland State Department of Education approved curriculum. Students seeking a certificate of completion participate in life skills, work-based learning, and transition services.

Kennedy Krieger School: Greenspring Campus (LEAP Program)
Students with complex autism spectrum disorders, ages 5-21, participate in an intensive 12-month life skills program.

Kennedy Krieger School: Powder Mill Campus
Students with mild to moderate autism spectrum disorders, aged 7-21, participate in individualized instruction aligned to national standards utilizing evidence-based practices in a program based on and approved by the Maryland State Department of Education.

News and Updates:

View our academic calendars to stay in the know about upcoming holidays and inclement weather closings:

SY 2022-2023 Calendars

School Food Services/Menus

Policies

Kennedy Krieger School's Collaborative Planning Process

Physically Challenged Sports and Recreation Program

Providing therapeutic sports and recreational programs for children with varying degrees of physical abilities

# data[].attributes.attachment_link.description
The Kennedy Krieger School Program includes a number of programs that offer services to children with learning challenges. Students aged 5-21 receive instruction that focuses on the development of academic, social, emotional, and behavioral skills in an environment that recognizes and capitalizes on the individual strengths of each child.

# data[].attributes.body
https://littleleaves.org/

Little Leaves provides individualized behavioral therapy based on the principles of Applied Behavior Analysis (ABA). The methods and strategies we use have been scientifically proven to benefit children with social, communication, and behavioral challenges, including autism. We work closely with you and your child to ensure the highest quality of care.

Additionally, At Little Leaves, their center-based ABA program is for young children with autism spectrum disorder and is run in a preschool-like setting. It is designed for children up to age 6 who have been recommended for intensive ABA services. Each client works one-on-one with a trained behavior technician on individualized goals with a focus on social communication, social interactions, and school readiness skills.

I choose Little Leaves because I used to work for The Auburn School, which is closely affiliated with Little Leaves, as Little Leaves was birthed from the need to have early intervention for our students before they need and engage in programs like the one The Auburn School provided.

# data[].attributes.attachment_link.title
Home - Little Leaves Behavioral Services

# data[].attributes.attachment_link.description
Our center-based ABA program is run in a preschool-like setting. All programs are developed and overseen by Board Certified Behavior Analysts and implemented by our Behavior Technicians.

# data[].attributes.headline
Christy - Black Girl Health Foundation (BGH) Baltimore

# data[].attributes.subject
Christy - Black Girl Health Foundation (BGH) Baltimore

# data[].attributes.body
https://thementalhealththerapistofbaltimore.com/

BGH provides mental health services that are community-based and individualized to support women and girls of color that need additional wrap-around and psychosocial support to address areas of functioning that may be impaired or that require rehabilitation. Their mission is to create pathways to help women and girls of color improve their health through engagement, education, and empowerment.

# data[].attributes.attachment_link.provider_name
The Mental Health Therapist of Baltimore

# data[].attributes.attachment_link.title
Mental Health Therapist | Pscyhologist | Counselor Based in Baltimore, MD

# data[].attributes.attachment_link.description
Baltimore, MD based Mental Health Therapist Providing A Safe Space For Women Of Color To Take Control Of Their Mental Wellness

# data[].attributes.headline
Brandee Shifflett - Pathfinders for Autism

# data[].attributes.subject
Brandee Shifflett - Pathfinders for Autism

# data[].attributes.body
Pathfinders for Autism – Improving the lives of individuals with autism and the people who care for them

Pathfinders for Autism is an organization that began in 2000 and has since become the largest autism organization in Maryland. Pathfinders for Autism offers free training, workshops, resources, and activities for families affected by autism. I chose to share Pathfinders for Autism because there was a great section under the "Resources" tab where they break down autism by age, which I think can be very beneficial for parents. This section includes: a summary checklist, resources for early intervention, health-related therapeutic interventions, communication tools, educational information, information about social relationships and safety topics, and then funding and support resources. Additionally, I chose this resource because the events are something that I think would be great for kids, such as a "Night Out at the National Aquarium" and "Trunk or Treat" events. There is even a free bingo night for families that is held virtually, which would allow families who are busier to still come together and participate in a shared fun activity. Pathfinders for Autism hosts several fundraising opportunities that help to raise money to support the trainings and events that are offered free of charge. For example, there is a "Run Wild for Autism" fundraising event, and it is offered as a virtual event too, so that anyone can participate no matter where they are.

# data[].attributes.body
https://autismsociety.org

I chose this resource because it provides connections between people with autism so they don't feel isolated. There are links with more information to better understand it, as well as screening and diagnosis information.

# data[].attributes.attachment_link.readable_text
Everyone's story is different.

The experience of Autism is not one thing. It is many things. It's dreams, talents, relationships, victories, hurdles, and everything in between. The connection between those experiences is you.
You break the mold. No matter who you are, the person you are is infinite-and you are the only you there is.

# data[].attributes.attachment_link.description
The experience of Autism is not one thing. It is many things. It's dreams, talents, relationships, victories, hurdles, and everything in between. The connection between those experiences is you. You break the mold. No matter who you are, the person you are is infinite-and you are the only you there is.

# data[].attributes.body
https://autismsociety.org

This is a great resource that our book mentions. I picked it because it creates connections between people that are living with his disorder, so people don't feel isolated. There are all kinds of resources on the page too, with links to more information about it and how to better understand it. There are resources for diagnosis and screening, and it is all around a great website.

# data[].attributes.attachment_link.readable_text
Everyone's story is different.

The experience of Autism is not one thing. It is many things. It's dreams, talents, relationships, victories, hurdles, and everything in between. The connection between those experiences is you.
You break the mold. No matter who you are, the person you are is infinite-and you are the only you there is.

# data[].attributes.attachment_link.description
The experience of Autism is not one thing. It is many things. It's dreams, talents, relationships, victories, hurdles, and everything in between. The connection between those experiences is you. You break the mold. No matter who you are, the person you are is infinite-and you are the only you there is.

# data[].attributes.body
Parent to Parent Maryland (thearcmd.org)

Parent to Parent (P2P) is a program through The Arc Maryland that is free and confidential and serves to connect parents/guardians of children (from birth to age 21) with special needs in a sort of mentorship relationship. P2P is for parents who are seeking a trained volunteer mentor who already has experience raising a child (or children) with disabilities. Some of the disabilities mentioned on the site are cerebral palsy, intellectual disabilities, autism, physical disabilities, and genetic disorders. P2P matches families who opt into the services and the support parents provide coping strategies, resources, empathetic listening, and information about therapy, services, and schools to other parents. P2P has fostered great mentorships, some of which have ended up in lasting friendships and support systems between the families.

# data[].attributes.body
I explored different resources for anxiety. Specifically, I wondered if there were resources that could assist within the school environment. This is when I came across the website anxietyintheclassroom.org, by the International OCD Foundation (IOCDF). With the assistance of patronage of members and donors, the IOCDF is able to provide support, education, and resources for children affected by OCD and other disorders. What I like about this website is that its easy to use for anyone. There are sections for teachers, parent/guardian, and students. It even has a section for sibilings of students with OCD and/or similar disorders. The information provided could be utilized and beneficial by all stakeholders. This foundation also provides these supports and resources for the professionals who treat them. This website can be useful for students because it gives a brief description of what anxiety and OCD are, includes strategies to manage anxiety/OCD in classrooms, as well as provides more resources.

# data[].attributes.attachment_link.readable_text
This section of Anxiety in the Classroom includes resources for students - including those who live with anxiety and/or OCD, and their siblings. No matter how old you are, from K-12 through college/university, Anxiety in the Classroom can serve as an effective tool for you!

# data[].attributes.attachment_link.title
I am a Student | Anxiety In The Classroom

# data[].attributes.attachment_link.description
I am a Student This section of Anxiety in the Classroom includes resources for students - including those who live with anxiety and/or OCD, and their siblings. No matter how old you are, from K-12 through college/university, Anxiety in the Classroom can serve as an effective tool for you!

# data[].attributes.body
Autism Speaks is a great resource for any individual or family that is exposed to an individual with autism. It has a complex list of resources to help aid in many different areas such as advocacy, evaluation and diagnosis, as well as autism friendly services. This type of list is vital because providing options to families is important since not every individual with autism is the same and they have different needs. One other important aspect of this list is that it has links to different support groups that families can utilize if needed. This can help since the rate of divorce among families that have an individual with a disability can reach as high as 80%.

# data[].attributes.attachment_link.description
Autism Speaks does not provide medical or legal advice or services. Rather, Autism Speaks provides general information about autism as a service to the community. The information provided on our website is not a recommendation, referral or endorsement of any resource, therapeutic method, or service provider and does not replace the advice of medical, legal or educational professionals. Autism Speaks has not validated and is not responsible for any information, events, or services provided by third parties. The views and opinions expressed in blogs on our website do not necessarily reflect the views of Autism Speaks.

# data[].attributes.body
I chose the workforce technology center because it is a DORS, department of rehabilitative services, facility that helps all individuals with disabilities, the qualify, to get training in different job areas and more. The WTC is a really cool place that offers many different opportunities to help individuals succeed in post secondary life. Their programs range from behavioral health services to academic & GED tutoring, to work readiness programs and more. This is an important resource because many parents get lost when it comes to what they can do to help their child, once they are out of the school system. When working with the WTC you also get to work with a DORS counselor that can both point you in the right direction and provide additional resources that might benefit the any individual with a disability.

# data[].attributes.attachment_link.readable_text
​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​

​

Where is WTC?

WTC is located in northeast Baltimore. WTC consumers can stay in an on-site dormitory or commute. Some WTC services are also offered statewide.

Workforce & Technology Center
2301 Argonne Drive
Baltimore, MD 21218
Phone: 410-554-9100
Toll-free: 1-888-200-7117
FAX: 410-554-9112
Video Phone: 410-415-9306
wtc.dors@maryland.gov

Directions

Directions from Google Maps

CARF Accreditation

WTC has again received a three-year Commission on Accreditation of Rehabilitation Facilities​ (CARF) accredidation. WTC has been accredited by CARF since 1985 and the current accredidation extends through April of 2024.

CARF accreditation signals a service provider's commitment to continually improving services, encouraging feedback, and serving the community.

WTC Admission Packet

​

# data[].attributes.attachment_link.description
​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​ ​ WTC is located in northeast Baltimore. WTC consumers can stay in an on-site dormitory or commute. Some WTC services are also offered statewide. Workforce & Technology Center 2301 Argonne DriveBaltimore, MD 21218Phone: 410-554-9100 Toll-free: 1-888-200-7117 FAX: 410-554-9112 Video Phone: 410-415-9306 wtc.dors@maryland.gov Directions from Google Maps WTC has again received a three-year Commission on Accreditation of Rehabilitation Facilities​ (CARF) accredidation .

# data[].attributes.body
Childcare.gov is a website that provides a list of resources and services that parents of children with disabilities might benefit from. These range from financial supports to parent training and even information regarding the IDEA and early intervention. There is also a section specifically for families that are part of the military. The information for military families is especially important because it can be difficult to secure ongoing support at times, especially if the family is constantly moving or needs more intense supports.

# data[].attributes.body
This resource, Autism Program Planning Success for Employment (APPS), assists individuals with Autism Spectrum Disorders with self-determination and employment readiness skills. The program, which is offered at the Workforce & Technology Center in northeast Baltimore, includes small group, interactive learning sessions that focus on:

Self-determination

Self-advocacy

Decision making

Career interests and skills

Job exploration

Work expectations & responsibilities

Employer expectations

Employee responsibilities

Job readiness

I chose this resource because it is a great way for students with autism to transition smoothly into the workforce by learning  important workplace-related skills and gaining experiences that their school curriculum and programs may not otherwise provide. This program is run by MSDE's Division of Rehabilitation Services, and is open to people who can provide documentation of an autism spectrum disorder, has completed their high school requirements, has an interview with program staff prior to enrollment, and can participate in all APPS programs and activities with little supervision.
This is a great resource for any school counselor in Maryland who wants to see their students with ASD succeed and thrive in their own skin. I also appreciate that this resource is led by MSDE, because I think it shows a strong linkage and care between the Maryland public education system and their community of autistic students.

# data[].attributes.body
This site is packed with resources, programs and information for students who are transitioning out of school.

# data[].attributes.body
PPMD is a very comprehensive resource for families of students with disabilities. The site has links to programs, services and materials to help families support students with various disabilities that impact any aspect of their lives.

# data[].attributes.attachment_link.readable_text
FEATURED RESOURCES

Current resources and information on the Coronavirus Pandemic

You can find resources from the State of Maryland and national groups in response to the COVID-19 Pandemic in our Resource Section

Resource:

Maryland Procedural Safeguards Notice

This notice includes an explanation of parental rights for children receiving services through an Individualized Family Service Plan (IFSP) or an Individualized Education Program (IEP).

Resource:

Calendar

An online safe place to share ideas, frustrations, get resources, and make friends. For parents with children in middle and high school. Mondays at 2pm Register here: https://www.surveymonkey.com/r/CoffeeConvoMonday If you have questions, please email Jill Pelovitz (jill@ppmd.org) or Keisha Frager (keisha@ppmd.org)

An online safe place to share ideas, frustrations, get resources, and make friends. For parents with children ages birth to 2nd grade. Tuesdays at 2pm Register here: https://www.surveymonkey.com/r/CoffeeConvoTuesday If you have questions, please email Mai Hall (mai@ppmd.org) or Vastine Koya (vastine@ppmd.org)

An online safe place to share ideas, frustrations, get resources, and make friends. For parents of children having behavioral challenges. Wednesdays at 10 am. Register here: https://www.surveymonkey.com/r/CoffeeConvoWedMorning If you have questions, please email Vastine Koya (vastine@ppmd.org) or Heather Luke (heather@ppmd.org)

FEATURED RESOURCES

Current resources and information on the Coronavirus Pandemic

You can find resources from the State of Maryland and national groups in response to the COVID-19 Pandemic in our Resource Section

Resource:

Maryland Procedural Safeguards Notice

This notice includes an explanation of parental rights for children receiving services through an Individualized Family Service Plan (IFSP) or an Individualized Education Program (IEP).

Resource:

# data[].attributes.attachment_link.title
Parents' Place of Maryland - Maryland's Special Education and Health Information Center

# data[].attributes.attachment_link.description
Current resources and information on the Coronavirus Pandemic You can find resources from the State of Maryland and national groups in response to the COVID-19 Pandemic in our Resource Section Resource: Maryland Procedural Safeguards Notice This notice includes an explanation of parental rights for children receiving services through an Individualized Family Service Plan (IFSP) or an Individualized Education Program (IEP).

# data[].attributes.body
I chose this resource because it has resources for parents, kids, teens and educators dealing with ASD. It gives comprehensive information for everyone on everything from understanding your body to participating in school events and sports. It's not a one size fits all document, it specifically addresses kids, adults and support persons.

# data[].attributes.attachment_link.readable_text
What Is Autism Spectrum Disorder?

Autism (say: AW-tiz-um) spectrum disorder is a difference in the way a kid's brain develops. Kids with autism may have trouble understanding the world around them.

What's It Like to Have Autism Spectrum Disorder?

A kid with autism might have trouble:

talking and learning the meaning of words

making friends or fitting in

dealing with changes (like trying new foods, having a substitute teacher, or having toys moved from their normal places)

dealing with loud noises, bright lights, or crowds

Kids also might move in an unusual way (like flapping their hands) or do the same thing over and over (like saying the same word).

A kid with autism may have a little trouble with these things, or a lot. Some kids need only a little bit of help, and others might need a lot of help with learning and doing everyday stuff.

What Causes Autism?

Autism is something people are born with. No one knows exactly what causes it. It probably has something to do with a kid's genes and other things that change the way the brain develops.

How Is Autism Diagnosed?

Doctors check babies and little kids for signs of autism at every checkup. A parent may think that something is wrong and tell the doctor. Maybe the child is old enough to speak but doesn't. Or a kid doesn't seem interested in people or plays in unusual ways.

When a doctor thinks a kid might have autism, he or she will work with a team of experts to see if it is autism or something else.

How Is Autism Spectrum Disorder Treated?

There is no cure for autism, but treatment can make a big difference. The younger kids are when they start treatment, the better.

Doctors, therapists, and special education teachers can help kids learn to talk, play, and learn. Therapists also help kids learn about making friends, taking turns, and getting along.

What if My Friend Has Autism Spectrum Disorder?

Some people with ASD do not feel that they have a disorder and don't want to change. They're proud of who they are and they want to be accepted, even though they may have different strengths and weaknesses than most other people.

All people deserve respect. But kids with ASD may be teased, bullied, or left out because they're different. Bullying and teasing are never the right way to treat other people, but it may be hard to be a friend with someone who has ASD.

Kids with ASD often don't understand playful jokes. You may need to be very clear when you communicate with someone who has ASD.

Try to be patient and kind. Remember how hard it might be for the person with ASD to understand how to be a friend. Stand up for classmates who are bullied. Tell adults, so they can help protect kids who are bullied.

# data[].attributes.attachment_link.description
Autism spectrum disorder makes it hard for kids to learn and communicate. Find out more in this article for kids.

# data[].attributes.body
I have many thoughts and wonderings about this topic. As a special educator, I recognize the importance of having these documents in place to assist students with ODD, CD and ADHD; however, I do not believe they are being used effectively--in conjunction with CBT therapy to really help students navigate the thoughts that lead to their behaviors in order to change those behaviors. In schools BIP's are being used as safety nets to keep students in school if their behaviors are considered manifestations of their disability, but the real work is not being done in schools.

# data[].attributes.body
School counselors fit in the team of teachers, parents and other professionals who work to support the various needs of students. Legal structures and mandates are put in place to ensure students are receiving equitable and fair access to education. It is the counselor's job to collaborate with all stakeholders in order to provide supports to ensure the emotional, mental and social well-being of the child.

# data[].attributes.body
The Maryland Division of Rehabilitation Services (DORS) helps all students with and without a disability in high school, college, and in other approved programs prepare for work.

# data[].attributes.body
Child Find is a special education service provided by the Baltimore County Public School System (just like the Maryland Infant and Toddler Program listed under session 8). Free program identifies children from ages 3 through 21 who are suspected of having an educational disability and who may be eligible for special education and related services. This program is offered through all school districts.

# data[].attributes.body
The resource I provided is the FREE Maryland Infant and Toddler Program. I currently work for the same program for Baltimore County. The program is available in all counties and Baltimore City. MITP is a family centered program that provides early intervention and special education services to families with children from birth to 45-days before the child turns 3 years of age who may have a developmental disability or who are at risk of a disability. This is a great resource program for families to learn and understand their child's disability and how to implement learning in their child's everyday activity.

# data[].attributes.attachment_link.description
The Maryland State Department of Education, Division of Early Intervention and Special Education Services, in accordance with federal and state laws, provides early intervention services and supports through the Maryland Infants and Toddlers Program. Each of Maryland's 24 jurisdictions implements a local Infants and Toddlers Program, coordinating services provided by education, health care, social services agencies, and private providers.

# data[].attributes.body
Before this discussion, I was not familiar with FBAs and BIPS. After learning about FBAs and BIPs in class and from peers, it seems effective when collaborating with all stakeholders. Both plans were established to identify and support the needs of the students individually. These plans are set to advocate for students and provide the best modified plan, giving students the opportunity to succeed.

# data[].attributes.body
This resource is an alphabetized list of resources offered by BCPS - Baltimore County Public Schools to help students and families of students with autism. I like this resource because as a school counselor in training it is helpful to have a resource at your fingertips to give to families and to us yourself to locate support for students. Moreover, the fact that it is a list of resource I Baltimore County, provided by BCPS it speaks to a level of relationship between the agencies and BCPS: they have been vetted, and descriptions of the agencies supports and specialties.

# data[].attributes.body
https://pathfindersforautism.org/

Pathfinders for Autism is a local resource for any individual with autism or affected by autism, it is for all ages as young as birth. I chose this resource center because of the vast services and support it provides. This varies from education on what is ASD and ‘where to begin’ to lifespan services, as well as awareness and outreach. I explored recent and upcoming events and workshops [all free of charge] and to list a few: traffic stop practice sessions for drivers and passengers, modern money virtual workshops, and stand-up for Autism awareness comedy night. There were so many educational options but also fun, to provide support, and fundraising opportunities. The organization also offers services to set up a child or person with a provider for therapies, treatments, support groups, etc. Great resource to utilize as a future school counselor!

# data[].attributes.attachment_link.readable_text
During these unpredictable times of closures, we want you to know that although our office is closed, we are still operational to provide critical autism information and resources:

We are also busy planning for our summer recreational events! So start looking forward to sailing, topiary gardens, and baseball games.

Please note that Pathfinders for Autism (PFA) has cancelled or postponed all programming and in-person fundraising events from March 14-April 30 as our community grapples with the effects of COVID-19. Any workshops, free family fun events or in-person fundraising events that have been scheduled during that time have been canceled or postponed.

While in-person fundraising events are being postponed, we remain steadfast in our efforts to fund our mission. We invite you to take part in creative online fundraising campaigns and stay tuned for more ways in which we plan to host virtual fundraising events. Your support is greatly appreciated during this time.

Let's look out for one another and we will get through this together.

Check out our COVID-19 Resource page for links to social stories, articles, education sites, activities to do at home, virtual field trips, and county school sites for student learning resources and meal pick-up locations.

IMPROVING THE LIVES OF

Established in 2000 by parents of children with autism, Pathfinders for Autism has since grown into Maryland's largest autism organization. Pathfinders for Autism works to support and improve the lives of individuals affected by autism through expansive, individualized programming, and by providing resources, training, information and activities free of charge.

# data[].attributes.attachment_link.title
Pathfinders for Autism - Improving the lives of individuals with autism and the people who care for them

# data[].attributes.attachment_link.description
During these unpredictable times of closures, we want you to know that although our office is closed, we are still operational to provide critical autism information and resources: We are also busy planning for our summer recreational events! So start looking forward to sailing, topiary gardens, and baseball games.

# data[].attributes.body
The use of FBA and BIP in working with students who have disorders such as ODD, CD, ADHD, and DMDD is necessary as it shows that the school counselor and educators putting together the FBA and BIP are advocating for the student. By creating these interventions for the student, the student feels that their school counselor and other educators are there to guide them and help them manage their behaviors for their overall well-being. The FBA and BIP creates a structure and support for the student while creating a way to keep track of the student’s progress and achieved goals.

# data[].attributes.body
FBA and BIP are great tools to use when working with students who have OD, ODD, and AHAD because it helps assess the student and create a positive intervention for change in their behavior that doesn't make the student feel like they are being disciplined because sometimes they don't have the tools to control their impulses and behaviors. As counselors we can, it is essential when we do FBA and BIP that we advise, advocate, collaborate, facilitate, and mediate for all stakeholders to provide the best outcome for the student and set them up for success, especially for students that have OD, ODD, and AHAD.

# data[].attributes.body
FBA/BIP can be implemented by the school counselor in order to identify inappropriate or undesirable behaviors in students with ODD, CD, and ADHD, and then to come up with a plan to change these behaviors for more positive ones. A student with ODD may be acting out because of the reaction that they get from their peers or their teacher. The school counselor can identify this behavior pattern, and plan for the teacher to no longer give the student attention, so the desired outcome is no longer getting received. A student with ADHD may be having a lot of trouble staying focused while in class, this can also be identified by the school counselor, and a plan can be implemented to address the distractions, or give the student more time to complete things. With CD, it will be important to look at why this behavior is occurring, and maybe they are not in the correct educational setting. BIPs and FBAs can be helpful in identifying all of the causes of these issues, as well as planning intervention as the school counselor.

# data[].attributes.body
A school counselor's role in regard to student behavior is to promote safe and positive behaviors so that students are contributing to a safe, effective learning environment for everyone. A counselor will collaborate with staff members to develop and maintain an appropriate schoolwide discipline program but should never be a disciplinarian. Also, a counselor will consult with families, teachers, and other staff members to understand what behaviors are developmentally appropriate, as well as facilitate groups that can help students who may be struggling to demonstrate appropriate pro-social behaviors.

ODD:

FBA-Student refuses to complete work that is not their preferred subject area (i.e. Math)

BIP-Work completion chart to monitor work and incorporate rewards as appropriate and agreed upon with classroom teacher.

CD:
FBA-Initiates fights with classmates when he doesn't get his way

BIP-Strategies for de-escalation. Allow the student to use a signal word with his teacher, so that he can take a break and walk away from the situation.

ADHD:
FBA-Student has a hard time staying in seat for an extended period of time.

BIP-Student's seat should be along edge of classroom or in an area where the student is able to stand up if needed. Frequent breaks as needed. (May implement break pass if student seems to take too many breaks)

# data[].attributes.body
In exploring the AACPS website for resources to help families of SWD, I was able to find this program that the school system partners with that helps to pair students ages 2 1/2 to 5 enrolled in school with community based resources that help to cultivate the least restrictive environment for SWD. The program works to pair families with related services, special educators and therapists that work in the home and in the schools with students.

# data[].attributes.attachment_link.readable_text
Community-Based Services (CBS): The mission of Community Based Services (CBS) is to enable children with disabilities to succeed in the least restrictive environment by providing special education related services in the home, community, or group settings. Children with delays are integrated in typical environments and for services to be provided on-site to them and to their teachers. Special educators and therapists (speech, occupational, physical) come to the school or site and provide intervention.

To obtain more information, please call 410-424-3256. We look forward to hearing from you!

# data[].attributes.attachment_link.title
Special Education / Community Based Services (CBS)

# data[].attributes.attachment_link.description
Community-Based Services (CBS): The mission of Community Based Services (CBS) is to enable children with disabilities to succeed in the least restrictive environment by providing special education related services in the home, community, or group settings. Children with delays are integrated in typical environments and for services to be provided on-site to them and to their teachers.

# data[].attributes.body
OCD

1.  FBA: Examining/asking students about the types of things that cause their obsessive thoughts and when.

2.  BIP: Teachers allow students to indicate a signal when symptoms appear and school counselors help students develop strategies to regain focus and stop thoughts.

CD

1. FBA: Getting feedback from teachers and parents about behaviors.

2. BIP: Teach child to recognize triggers and healthy ways to respond to them.

ADHD
1. FBA: Examining when the student loses focus and what behaviors they exhibit during those times.
2. BIP: Teachers give short instructions with fewer steps to explain assignments. They also give short breaks throughout class to keep attention.

# data[].attributes.body
FBA is an assessment that is part of a process with a goal of finding the function of a certain behavior. BIP is an intervention implemented to improve positive behaviors and reduce these negative behaviors. As far as the school counselor’s role in this process, they coordinate, collaborate, and provide consultations for members of the behavior intervention team to help best assist the amplified behavioral needs of a student. It is essential this is a team effort and in as many cases as possible, that the student is involved in this process as much as possible. It is important they understand what they are working for and why. It is also important for a school counselor to follow up to ensure these new interventions and changes are working effectively. It is most important that the team members all work together and have the same goals for the student.

ADHD: Student is easily distracted, especially when sitting next to specific peer

FBA: Easily distracted by specific peer

BIP: Place student in a different area of the room and if it all possible in a different class depending on level of behavioral issues

CD: Student will not do any of his work and yelling at the teachers and support staff

FBA: Student will not follow basic school rules and social behaviors

BIP: Collaborate with teacher and team on rewards for positive behavior, suggesting break times or walks, offering options of where to do the task ( at back table, in hallway, etc)

ODD: Student puts his hands on another student in the hallway and not moving fast enough

FBA: Easily frustrated and can take it out on others

BIP: Offer breaks, develop a signal for the student if they are getting upset for them to get help instead of taking it out on others, offer them to walk with teacher, etc

.

# data[].attributes.body
One thought I had about using FBA/BIP with students with ODD, CD, and ADHD is that this process really needs to be collaborative in order to have the best outcome for our students. Allowing the FBA process of identifying problem behaviors to link and flow appropriately with the BIP intervention will create a clear and progressive plan for students who struggled with these disorders. As a school counselor, it's important to be collaborative with teachers, parents, psychologists/behavior specialists, administration, and other stakeholders so that the use of FBA/BIP is an all-hands-on-deck situation. We should be advocating for our students and their right to a fair and detail-oriented effort from every party, as well as giving each student a multitude of supports and resources as to not make them feel targeted or isolated from their educational experience.

# data[].attributes.body
An FBA is a process used to identify problem behavior(s), and a BIP is an intervention used to improve or eliminate those behaviors. A school counselor coordinates and collaborates with the behavior intervention team to collectively establish a plan for a student. Additionally, evaluating academic progress regarding the student’s behavior following the implementation of the intervention.

ADHD: Student has difficulty maintaining attention, specifically when he/she can view commotion outside through the window

FBA: Easily distracted by unrelated stimuli

BIP: Place the student in a seat where the window is not within visibility

CD: Student refusing to follow tasks provided by the teacher as well as arguing with the teacher about the task itself

FBA: Student disregards rules and basic social behavior

BIP: Work with the teacher on rewarding appropriate classroom behavior, avoiding demands rather provide the student with options, etc.

ODD: Student shoves another student for “being in their way”

FBA: Blaming others for their poor behavior

BIP: Teach child “voluntary leaving” intervention when they are feeling angry and feel the need to harm another

# data[].attributes.headline
The School Counselor's Role - Ethan Nikiel

# data[].attributes.subject
The School Counselor's Role - Ethan Nikiel

# data[].attributes.body
When it comes to FBAs and BIPs the most effective way of not only creating them and implementing them is to do that as a team. By doing this as a team, all parties can bring what they see to the table, so a whole picture can be gathered around the child. When this happens a multidisciplinary team can be formed to better help not only the student to thrive in school, but also all parties involved. Being consistent when it comes to implementing a BIP and/or FBA is important, because it will not work properly if at all if everyone involved is not onboard with it. If we look more into the specific roles of the school counselor in this process, there are several areas to which they can be beneficial. One area is helping the student learn to advocate for themselves. There are times where students may not have the language to express how they are feeling and therefore won't try to ask for the help they need. Teaching them advocacy skills can help the student to build language around what they need assistance with or are feeling, this also helps build rapport with individuals that are there to help. Another area is collaboration in advising, which kind of goes hand in hand with the multidisciplinary team. By working together, the counselor can help to provide resources to teachers, give the student a place to air out their emotions, and help everyone involved with burnout because the process can be a long one. Counselors can also help when it comes to goals surrounding psych services and social/emotional services.

# data[].attributes.headline
Jazmin Ayllon. Thoughts of FBA and BIP. School counselor's role.

# data[].attributes.subject
Jazmin Ayllon. Thoughts of FBA and BIP. School counselor's role.

# data[].attributes.body
The use of FBA and BIP both go hand in hand. FBA is performed to understand the origins, motivation, and triggers of the negative behavior of the student.  Once an FBA is completed then we move on to the BIP process, which is developed so that students' negative behavior is reduced and improved.
When working with students diagnosed with ODD, CD, or ADHD, there could be some learning and behavioral concerns. This is where the use of the FBA and BIP can be beneficial. These processes consist of the student's team (teachers, parents/caregivers school counselor, etc.) where everyone is provided with information on the student's behavior and the intervention plan.
During this process, the school counselor plays many big roles such as advisor, advocate, collaborator, facilitator, and mediator. As school counselors, it is our job to stay connected with all inside and outside sources of the students, developing interventions and ensuring the following of the BIP. With the school counselor role, we can provide for the student's needs during the school setting.

# data[].attributes.body
A school counselor is often identified as the person who coordinates, mediates, and facilitates meetings and communication between team members who are working together to support a student. Since ODD, CD, and ADHD can present learning and sometimes behavioral concerns with a student, an FBA and BIP are implemented to better support the student. The behavior specialist with collaborate and consult with the teacher(s), counselor, and other related service providers to collect informal and formal data about the students presenting behaviors in various school settings. The behavior specialist will then identify the behavior and the function of the behavior, which is part of an FBA. This is used to create a BIP for the teacher and other school staff to follow in order for that student to be more successful in an academic setting. For example, if a student has ADHD and has trouble staying in their seat/area, the student might run around the classroom as a result. Identifying this would be part of the FBA. Then, to initiate a decrease in that behavior, the BIP might include providing this student with fidgets and frequent breaks, specifically movement breaks. The OT might be looped in to schedule 2-3 movement breaks a day in the OT gym to support this student. The team would track behavioral data and see if the new BIP is supporting the student by identifying if the behavior is decreasing as a result of new accommodations and supports outlined in the BIP. The school counselor would be part of keeping the line of communication open between team members active in regards to the student and their BIP.

# data[].attributes.body
The role of a school counselor is to help all students with and without a learning disability, to achieve their full potential. School counselors are the foundation to provide students with a safe environment and to advocate for the student’s well-being.  The role of a school counselors in the process of a special education evaluation is to provide services to students by facilitating intervention sessions, encouraging family involvement, collaborating with teachers, school specialists (IEP facilitators, social workers, psychologist, speech and language pathologist), families, administrators, and outside sources (if needed). School counselors also assist with writing referrals and must understand the laws and regulations that adhere to the needs of the students with a disability.

# data[].attributes.headline
Christy - FBA/BIP & The School Counselor's Role

# data[].attributes.subject
Christy - FBA/BIP & The School Counselor's Role

# data[].attributes.body
In my experience, FBAs and BIPs are most effective when developed and implemented with a team. As a school counselor, the role in that team would be to conduct consultations, and ABCs to help advocate, advise, collaborate, facilitate, and moderate the discussion and implementation of the strategies to maximize the success of the intervention in each student.

# data[].attributes.body
FBA is an assessment to find the function of a behavior.
BIP plan to help the student function and perform is less disruptive manner.

CD: As a result of a new seat chart display a student begins to mock their new sit partner.
FBA: The function is to not change their seat
BIP: developing a plan or nonverbal cue for the student to use when they feel overwhelmed or upset before lashing out.

ODD: Student refuses to put supplies back after class creative activity.
FBA: To defy rules may happen time to time for no reason
BIP: working with the student to develop replacement behavior or outlets to work with in class

ADHD: Student has difficulty staying seated in class during long periods of instruction
FBA: trouble focusing for long periods of time; mental fatigue
BIP: having fidgets in class or flexible seating when possible.

# data[].attributes.body
School counselors "Fit" everywhere in the school system. School counselors play a big part in how the legal structures are implemented effectively and equally for all students that need extra support to thrive academically, socially, and emotionally. School counselors are the advocate and voice of students' rights and interests, especially when students have IDEA or IEP. Overall, School counselors are bridges between the stakeholders at school, home, and outside services that students receive to ensure that communication and follow-through are clear and that everyone is on the same page.

# data[].attributes.body
When it comes to working with individuals with disabilities, it takes a multitude of people from different disciplinary backgrounds in order to best serve those that are diagnosed with a disability. In many different IEP's students may have social/emotional services where they may meet with either the school psychologist or even the school counselor in order to receive those services. When this is put into an IEP, it means that whoever the service provider is must supply those services until it is removed. Since an IEP is a legal document, if the services were not provided and there is documentation of them not being provided then legal complications could arise. This also does not benefit the student who may or may not benefit greatly from the services. Also understanding the the students' IEP can help the counselor greatly when working with the student. Should the student start to have a meltdown, then the counselor would be better able to assist the student with coming back to a level in which they can be productive and enjoy where they are and what they are doing. This in turn can also help to protect other students, should the individual with a disability act out in a violent fashion.

# data[].attributes.body
After watching the video of a middle schooler. I appreciate her vulnerability to open up about how her disability reflects her motivation to work harder. It is saddening to see other children feel hurt from wanting to succeed when others tear them down. It definitely reminds me of the only memories I had in middle school. This opportunity to watch the young lady speak on her experience, as well as my own; motivates me to want to go into secondary counseling and work with middle school students.

# data[].attributes.body
After watching the videos of the students describing their struggles with reading, writing, and math, it made me think about how common this struggle can be. Struggling with a topic or learning something new does not have to be viewed as a weakness. This can be viewed as an opportunity to grow and overcome an obstacle to learning. I appreciated how the students spoke openly about their struggles and how they overcame them with the right supports.

# data[].attributes.body
School counselors are part of the multidisciplinary team for the 504 Committee. The school counselor's part on the team is important because school counselors are also knowledgeable about the student and may offer a perspective that others on the team may not have. The school counselor should also include students with learning disabilities for counseling services whether or not the student has a special education teacher that they work with. All students need to learn coping skills and need access to a school counselor who may help them through challenges they may face at school such as bullying, social emotional learning, and coping skills for stress and anxiety. Others on the multidisciplinary team such as teachers, parents, or administrators may not have the resources that could help the student when they are facing these challenges at school.

# data[].attributes.body
School counselors advocate for the needs and well-being for all students within the school that they work at. Under the Individual with Disabilities Education Act (IDEA), all students have the right to a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) possible. Counselors play a role in helping to ensure that students who need an Individualized Education Plan (IEP) or 504 plan get what they need by completing a classroom observation and being a part of a team decision to help create the IEP/504 that fits each child's individual needs, as well as encouraging family involvement in the decisions that are made for their child. School counselors can also fit into the picture for serving students with disabilities by providing necessary services to students who require them. For example, some students with special needs may need help with learning appropriate social skills and a school counselor could help these children to work on adapting to the school environment and building the necessary skills to thrive in school when it comes to social interactions. Since school counselors are trained in lifelong development and career development, it is important for special educators to collaborate with teachers and special educators.

# data[].attributes.headline
How school counselors fit- Cecilia Donahoe

# data[].attributes.subject
How school counselors fit- Cecilia Donahoe

# data[].attributes.body
School Counselor's role is primarily advocacy. School counselors help make the school system more equitable for all students by researching how to better meet the needs of students with disabilities, and working with the school to implement those programs. I think school counselors have a responsibility to help students with disabilities feel included in their classrooms. I have heard that parents have an easier time accepting an intellectual disability diagnosis than an autism diagnosis. I also know that students with ADHD have difficulty maintaining social relationships in the classroom because peers worry about getting in trouble by associating with them. Greater awareness of these disabilities can offset those statistics, and school counselors have the opportunity to spread that awareness.

# data[].attributes.body
The role of school counselors when it comes to students with disabilities is truly to advocate for them. Whether it's sitting in on an IEP meeting, completing an observation for a potential 504 plan, or simply just doing regular check-ins and speaking WITH (not for) students with disabilities, counselors have the ability to create an inclusive and respectful school environment. This also includes upholding and advocating for legislature like IDEA that give students with disabilities a platform to succeed both in and out of the school system. In addition, it is important that school counselors educate other staff and stakeholders on how we can best support students with disabilities and what we can do to remind them that they DO matter.

# data[].attributes.headline
Through your Child's Eyes - Lucy Keener 

# data[].attributes.subject
Through your Child's Eyes - Lucy Keener 

# data[].attributes.body
I really enjoyed watching these videos. Its eye opening to see how struggles with these things can really affect how a child views themself. They perceive themselves as dumb or unable, but once they realize that they just need small alterations, they internalize and understand how capable they are. Hearing that directly from the source is very powerful. The dread some of the kids express when they feel like they are behind and incapable is something that is sad to see. Hearing about the “essence” of numbers was really interesting to me also. I struggled with math, and this was something I never really heard about. These videos have given me a lot of hope that I can potentially make an impact for students that are facing these kind of challenges.

# data[].attributes.headline
Carina Saffron - Through Your Child's Eyes

# data[].attributes.subject
Carina Saffron - Through Your Child's Eyes

# data[].attributes.body
I really enjoyed watching this set of videos because it really puts things into perspective for someone like me, who hasn't had much exposure to working with people with disabilities. I really appreciated that they told these stories from the lens of the person with the disability, rather than having others speak for them or try to piece together what it truly means and feels like to have a disability. A lot of the individuals in the videos talked about feeling secluded and isolated due to their disability, rather than accepted and seen in family dynamics, peer groups, and other areas of society. As counselors, we really have to actively listen to people with disabilities so we meet them where they are and do all we can to assist them in their everyday lives. Advocating for students and clients with disabilities is going to be super important in a world where people only see the disability, not the human being.

# data[].attributes.body
School counselors play an important role at schools in supporting students with disabilities. Over time, there have been 3 main models used to conceptualize the sources of and solutions to "problems" of persons with disabilities. By following the societal model instead of the medical or moral model, has a huge impact on how we adequately meet the needs of students with disabilities. By shifting the mindset of the problem is within the individual, to the problem is in the environment and society, allows the school counselor to look at the student as a child first instead of at their disability first and ensure adequate accommodations are provided. A critical piece of the school counselors role is to advocate for those with disabilities to ensure all needs are being met, promoting the concept of inclusion schoolwide, assisting parents and students and providing referrals and outside supports, collaborating with general and special education teams, and creating and planning IEPS. Another important piece of the school counselors role is providing support for them and someone to talk to without pity and without only seeing them for their diagnosis. As a school counselorm it is essential and ethical to hear out the needs of a student with a disability before just assuming their problem is from their disability and to look at the situation for what it truly is. I thought it was interesting in the book when they listed advice that special education students named as helpful. My favorite one is developing a sense of humor. I think that is also important in the role of a school counselor. Students with disabilities deserve to have fun as they learn and to learn the value of laughter. The role of the school counselor in supporting students with disabilities is very open ended, which I like because it provides us with unlimited options and approaches to find the best way to support the individual needs of each student.

# data[].attributes.body
School counselors play a critical role in making sure the needs of students with disabilities are met in their school settings. They help with planning and creating individualized educational programs (IEPS), transition plans, and 504 plans. Statistics show that although legislature has drastically changed to give students with disabilities a better chance at learning, they are still not meeting their potential because their opportunities are limited by things like attitudes and limiting societal systems. Because of this fact, a school counselor can play a big part in chasing these statistics, and making sure that each student is getting their needs met. School counselors are stakeholders in the development of students, and with response to intervention programs, they can improve student achievement and behavior. All school counselors need to be advocates for the needs of students. They also play a role in finding out what kind of accommodations a student might need, by conducting formal evaluations. They can work with both parents and teachers to implement the best intervention program, and with 504 plans ensure that they have access to all of the resources they may need.

# data[].attributes.body
Through Your Child's Eyes is a good resource for not only parents but also for educators who interact with children on a daily basis. Sometimes as adults we can have our own misconceptions and assumptions about students behavior at school. Viewing learning disabilities from the perspectives of the children who have them allows us to gain insight in their challenges and experiences. Such insight can help parents and educators serve those students more effectively.

# data[].attributes.headline
How school counselors "fit". Jazmin Ayllon

# data[].attributes.subject
How school counselors "fit". Jazmin Ayllon

# data[].attributes.body
The school counselor "fits" in the school as an advocate for an equal education system for students with disabilities by creating appropriate IEP or 504 plans, advocating the legislative laws and programs, and also assisting in transitional planning and more. Their role consists of making sure students with disabilities are not discriminated against or excluded in the school system. The Individual with Disabilities Education Act (IDEA) advocates the inclusion of students with disabilities within the school system. School Counselors work alongside the students, teachers, parents, and any other special education services and programs. They ensure that students are meeting their goals and receiving appropriate services by reviewing IEPs and 504 plans. These plans assure students that they have the accommodations and resources provided to them so they do not feel excluded and left behind in their education track.

# data[].attributes.body
The series of videos did a nice job of person-centered perspectives. The videos highlighted that disability does not define the a person. It was sad to hear that persons with disability experience stigma and thus isolate themselves. My takeaway was that accommodations like 504 are vital for the health and well-being of the person. This may prevent mental illness related to feeling discriminated against.

# data[].attributes.headline
Ethan Nikiel - Through Your Child's Eyes

# data[].attributes.subject
Ethan Nikiel - Through Your Child's Eyes

# data[].attributes.body
I really liked watching the videos from the perspectives of the individuals that actually have the disabilities. A lot of the time we really look at it from an outside lens and what we see rather than what the individual is experiencing or feeling. In the videos several individuals talked about feelings of isolation which is not something we as adults tend to see or know about unless the individual with the disability directly says it. This is important to keep in mind because a lot of these conditions can isolate you from not only friends but also members of your own family. The statistics for families that have a child with disabilities show that there is an increased rate of separation and divorce. This is especially more common in families with children that have downe syndrome and autism. Making sure to look at the whole child and not just the disability is important because the individual is more than just the disability that they have.

# data[].attributes.headline
Brandi Grier- Through Your Child's Eyes 

# data[].attributes.subject
Brandi Grier- Through Your Child's Eyes 

# data[].attributes.body
I really enjoyed watching the videos. I purposely selected the videos with kids with attention challenges and the videos with kids with organizational challenges. I have twins at home, one has a very short attention span, the other is very unorganized. The video that resonated with me most was Stephen, the cute, little 2nd grader. It hurt my heart to hear him say that it's like he doesn't have a brain, but as he continued to talk you could hear how he, and the adults that support him, have implemented some consistent strategies to help him with his challenge. He talked about writing out or drawing his steps/routines, also having one place to house homework etc... As stated in the video, practice and consistency are key! Kids will be kids; they will lose their gloves, lunch boxes etc., but as adults and professionals our job is to strategize what routines and patterns work best for them, and then support them, patiently, as they learn how to employ them.

# data[].attributes.body
The role of a school counselor is abundant, but supporting a student through advocacy and with other school staff is very important. Currently being a special education teacher, I am very familiar with IEPs. I have written, presented, and implemented many IEPs. I work with a whole team in order to create this legal document that is intended to provide better support to a student's learning environment and needs. I appreciate how the textbook and materials mention team frequently, because a team approach makes supporting students' needs much more successful. The textbook mentions, "The team can (but does not always) include many other individuals, such as experts in the field, school counselors, psychologists, the principal, occupational or physical therapists, speech and language pathologists, and assistive technology specialists." (Marshak et al., 2010, p. 69). I work with a counselor as part of my team. Sometimes the counselor has social-emotional or behavior goals and objectives of their own that they are responsible for supporting a student with. As an aspiring school counselor, I understand that I will have an important role in supporting other school staff and teachers in providing these specific services and interventions to students.

# data[].attributes.body
I enjoyed watching the videos and listening to different perspectives and experiences. I like how one video mentioned simple adjustments to how reading skills are taught with the right accommodations, can unlock children's ability to read can be much more successful. In one video about Sam, a 10th grader, he talks about his frustrations and experiences with math challenges and how that can impact him not just academically, but socially and mentally. I noticed Gabby and many other students who spoke in the videos mentioned feelings of isolation. I think it is crucial that as a society we put more effort into understanding and supporting all students and providing the necessary differentiations and accommodations to provide them with the best possible tools and resources for growth and learning. I like how the website has a tool that allows you to filter subjects you want to learn more about or find related resources. When I created mine, I could filter it to provide resources to support my role as an educator. I think the entire website is very well organized and easy to navigate and utilize for current and reliable resources and information.

# data[].attributes.body
School counselors provide direct and indirect services to students with disabilities by implementing a school counseling program (Goodman-Scott, et al., 2019). School counselors recognize the strengths of students with disabilities and their challenges and provide best practices and current research in supporting their academic, career, and social/emotional needs (ASCA, 2022). School counselors advocate for students with special needs and disabilities, encourage family involvement in their child’s education and collaborate with other educational professionals to promote academic achievement, college/career readiness, and social/emotional wellness.

# data[].attributes.headline
School Counselors & SWD - Micah Yarbrough

# data[].attributes.subject
School Counselors & SWD - Micah Yarbrough

# data[].attributes.body
Due to the IDEA, students with disabilities are required by law to have access to "a free, appropriate public education in the least restrictive learning environment". To ensure that this occurs, school counselors work in collaboration with other school staff to support students with disabilities. School counselors help to ensure that students are actively receiving the accommodations and services necessary for them to be successful at school. School counselors also help to ensure that all students, including those with disabilities, feel empowered and included in the school setting. Lastly, school counselors help students with disabilities with post-secondary planning and support them through that transition.

# data[].attributes.body
School counselors encourage, advocate for, and support all students with their academics, social/emotional development, and career endeavors. This support also includes assistance with overcoming challenges due to disabilities to meet or surpass academic standards. A school counselor initiates the 504 evaluations either once referred or through personal examination by the school counselor regarding a suspicion that a child may require special needs, accommodations, or more rarely, modifications. School counselors also play a role in the IEP process, preparing of the IEP, discussing potential needs, personal or social domains, etc. A school counselor collaborates with staff, families, or others who may have relevant information about the student that will further assist in understanding the student's special needs. A school counselor makes referrals to specialists when appropriate, provides short and long-term therapy, teaches social skills, and improves self-esteem. Furthermore, assisting students with 504 or IEP plans with their transition to postsecondary plans. Lastly, 504 and IEPs are reviewed annually and the school counselor is a team member assisting in these considerations.

# data[].attributes.body
I think the school counselor fit in on the Social Emotional aspect of student's with a disability. Understanding the most common disabilities and learning about more, permits the school counselor to better serve students. Having a disability can impact students emotionally causing them to feel displaced from others. School counselors are there to advocate and support all students with or without a disability to reach their fullest potential.

# data[].attributes.body
I loved listening to the student's stories. I did not watch all but selected a few at random. There are so many children who struggle with learning and I even had some of the same issues as a child.  I smiled watching their videos as I watched them courageously explain how their learning disability bothered them, to learning to accept it and wanted to work hard to change it for themselves. Being teased by others will become the biggest motivation. It felt comforting to see these children, not allow the words of others or the frustration of trying take over their goal to learn.

# data[].attributes.body
I will focus on the writing challenges for my response to narrow down since there were a handful of categories. As a side note, I appreciated that videos were provided for elementary, middle, and high school in each category. It was helpful to explore a variety of ages since struggles will look different from student to student, and age/grade levels are also relevant.

It was tough but quite eye-opening to view the videos. It was difficult listening to a little boy expressing his frustration and fear of completing a task in case he made a mistake, so he’d rather not do it at all. Moreover, his struggles to mimic a letter or picture so he resorts to drawing squiggles results in him getting into trouble because that is of course going to discourage him from any future assignments. Hearing him excitingly share his experience while using shaving cream to draw letters was enjoyable, he was displaying much more confidence in writing the alphabet and I think schools need to push for providing similar alternative activities for this reason. Also, the middle school and high school students brought awareness that some children are working much harder to write a paper or even just sentences. Yet they’re being told that the finished product does not meet academic standards even though their knowledge does, it just isn’t being transferred perfectly to a piece of paper. I can wholeheartedly understand their frustration.

# data[].attributes.headline
Through your child's eyes, Jacqueline Bielski

# data[].attributes.subject
Through your child's eyes, Jacqueline Bielski

# data[].attributes.body
While exploring the website "Through your child's eyes" and watching the videos, it opened my eyes a lot to the insights and thoughts of children with different learning disabilities. My current job is a special education TA at an elementary school and most of my caseload struggles with similar challenges in all of the categories. I found it interesting to listen to kid's who struggle with similar experiences actually articulate their thoughts and feelings about it. Most of my kids struggle to articulate their experiences and so sometimes it is difficult to understand their confusion. It opened my eyes to hear kids explain their confusion and how they were feeling. I particularly thought it was interesting how a 2nd grader was able to identify that she felt like she was not learning but her classmates were. I learned how to better understand where these struggling kids are coming from and that their feelings are just as real and intense. Another fact I recently learned is that 15% or more of the world's population has a disability and it is the 3rd largest minority group. Disabilities present themselves completely differently in every single person and it is important to remember that each person experiences their disability in varying ways. Ensuring inclusion of persons with disabilities is crucial in today's society. Persons with disabilities are just as human as anyone else and they deserve equal access to their basic needs. Inclusion helps to enhance their sense of belonging and promote self confidence. Persons with disabilities are people too and they deserve equal access, representation, inclusion, and equal rights. We must strive to make our environments more accommodating because persons with disabilities are just as much people as you and I and deserve the same rights and treatment and opportunities.

# data[].attributes.body
The school counselor really acts as an advocate for students with disabilities in the school setting. Whether it is sitting in on an IEP meeting, observing a student for a possible 504 accommodation, or just simply being an inclusive and trusting adult in the building, school counselors have the mandated role and expectation to look for potential signs or trends that a student has a disability or needs support from their school system. This involves creating boundaries with and for that student, finding resources and the appropriate individuals to help support the student, and also just being there as a go-to adult so the student feels respected, accepted, and advocated for.

# data[].attributes.body
It is important to see/understand how a child feels from their experience. The best way to do that is to listen and use the techniques we've learned to listen and guide students through a process that is helpful to them.

# data[].attributes.body
After watching the videos of the students describing their struggles with reading, writing, and math, it made me think about how common this struggle can be. Struggling with a topic or learning something new does not have to be viewed as a weakness. This can be viewed as an opportunity to grow and overcome an obstacle to learning. I appreciated how the students spoke openly about their struggles and how they overcame them with the right supports.

# data[].attributes.body
After watching the "Walk in their Shoes" videos, I noticed the different struggles of exclusion from the students that were sharing their stories. No matter what disability they faced, they shared the same feeling of exclusion from their friends, peers, and during classes. Which led to discouragement about themselves and their abilities. When the kids were sharing their stories, they shared how much stress they felt from not being able to read a book at the same pace as others, and not being able to organize or understand a math problem. For these reasons, inclusion is important to help create a safe and inclusive environment where all students can feel understood. Not every child has the same learning habits or learning struggles, which is why we should be able to provide different resources. Being able to provide any type of support to children shows that there are people in the school that care and wish to support them. This can help their discouragement because it also shows that they are not alone, there are others that understand and acknowledge them.

# data[].attributes.body
After watching the videos under the Through Your Child’s Eye section, it brought back some middle school memories for me. I struggled with math and writing throughout my middle school studies. I could relate to the kids in the video with their sense of being lonely and out of place and not feeling intelligent around my peers. Having negative thoughts about yourself and having your peers validate it made it harder for me to ask for help or questions in class, which did not help. One thing I learned in watching the videos and from my experience is how essential grownups can be when helping students who have a disability or have a hard time learning by giving them tools to succeed. It can change the way a kid sees themselves and can help build their confidence. Students with disabilities are resilient because they must work harder to get where they need to be because the world/environment does not cater to them. They must adjust to fit in the world/environment and fight to be accepted.