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This resource from autism speaks can be used as a student’s own personal roadmap to reach their secondary goals. This roadmap includes an 18 slide document that includes a glossary of terms the students may need to know, a list of other resources to help guide them through their next steps, and action steps created for specific age groups. This document also promotes self-advocacy in students with ASD and gives examples of what this may look like in an IEP or 504 meeting so that students know that they can use their voice to let the people supporting them know what their aspirations are and what they need. As the school counselor, I can help students walk through this personalized roadmap and help them voice what they need during the process and become advocates for themselves.

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http://www.iceschoolnyc.org/transition-supports-for-students-with-disabilities

While this website does have some links that focus on services in the New York, it is an extensive list of so many resources for students looking for transition support.
I found the site to be an "one stop shop" kind of site because it offers so many resources related to college, to job transitions, colleges that offer transition programs, and resources related to support for students with autism. It is a site I will book mark for future use.

In addition, there is a link created by admissions counselors which explains how to navigate the college admissions process with a disability.
https://docs.google.com/presentation/d/1f9dfJZenOBH0Ao4JXalwhXbx003_RYK2Cx1s747GGFM/present?slide=id.gd8507b40a3_1_75

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Transition Supports for Students with Disabilities — Institute for Collaborative Education

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Institute for Collaborative Education (02M407)

I.C.E.

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This website, marylandtransitions.com is an excellent source for parents and families from the Maryland Department of Disabilities. The site entails how the child's IEP becomes directly involved with their transitions from high school to college. It has help on the parent's roles in helping the child and the necessary skills the student must build to self-advocate and disclose their disability.

https://mdtransitions.org/resources/parents-and-families/

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A guide for youth with disabilities transitioning to adulthood.

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Department of Education Q&A-Rheanna Vaughn

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Department of Education Q&A-Rheanna Vaughn

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https://www2.ed.gov/about/offices/list/ocr/transitionguide.html

This resources has frequently asked questions about students with disabilities transitioning to post secondary education. This resource would be helpful for students, parents, and counselors as a one stop shop for reliable information.

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Reproduction and ordering information
U.S. Department of Education
Arne Duncan
Secretary

Office for Civil Rights
Russlynn Ali
Assistant Secretary

First published March 2007. Reprinted March 2011.

U.S. Department of Education
Office for Civil Rights
Washington, D.C. 20202

March 2011
Contents Introduction Frequently Asked Questions Introduction Do you know what is in store for students with disabilities who graduate from your school and head off to postsecondary education? Do you have the information you need to advise them on what to expect in postsecondary education?
For students with disabilities, a big factor in their successful transition from high school to postsecondary education is accurate knowledge about their civil rights. The purpose of this guide is to provide high school educators with answers to questions students with disabilities may have as they get ready to move to the postsecondary education environment.

This guide was developed by the U.S. Department of Education's Office for Civil Rights (OCR). OCR has enforcement responsibilities under Section 504 of the Rehabilitation Act of 1973 (Section 504), as amended, and Title II of the Americans with Disabilities Act of 1990, as amended, (Title II), which prohibit discrimination on the basis of disability. Every school district and nearly every college and university in the United States is subject to one or both of these laws, which have similar requirements. Private postsecondary institutions that do not receive federal financial assistance are not subject to Section 504 or Title II. They are, however, subject to Title III of the Americans with Disabilities Act, which is enforced by the U.S. Department of Justice and which prohibits discrimination on the basis of disability by private entities that are not private clubs or religious entities.

This guide also makes reference to Part B of the Individuals with Disabilities Education Act (IDEA), which provides funds to states to assist in making a free appropriate public education (FAPE) available to eligible children with disabilities. IDEA requirements apply to state education agencies, school districts and other public agencies that serve IDEA-eligible children. Institutions of postsecondary education have no legal obligations under the IDEA.

Similarly, this guide references the state Vocational Rehabilitation (VR) Services Program, authorized by the Rehabilitation Act, which provides funds to state VR agencies to assist eligible individuals with disabilities in obtaining employment. State VR agencies provide a wide range of employment-related services, including services designed to facilitate the transition of eligible students with disabilities from school to post-school activities.

In preparing this guide, we have highlighted the significant differences between the rights and responsibilities of students with disabilities in the high school setting and the rights and responsibilities these students will have once they are in the postsecondary education setting. Following a set of frequently asked questions, we have provided some practical suggestions that high school educators can share with students to facilitate their successful transition to postsecondary education.
Frequently Asked Questions The Admissions Process 1. Are students with disabilities entitled to changes in standardized testing conditions on entrance exams for institutions of postsecondary education?
It depends. In general, tests may not be selected or administered in a way that tests the disability rather than the achievement or aptitude of the individual. In addition, federal law requires changes to the testing conditions that are necessary to allow a student with a disability to participate as long as the changes do not fundamentally alter the examination or create undue financial or administrative burdens. Although some institutions of postsecondary education may have their own entrance exams, many use a student's score on commercially available tests. In general, in order to request one or more changes in standardized testing conditions, which test administrators may also refer to as "testing accommodations", the student will need to contact the institution of postsecondary education or the entity that administers the exam and provide documentation of a disability and the need for a change in testing conditions. The issue of documentation is discussed below. Examples of changes in testing conditions that may be available include, but are not limited to:

Braille;

Large print;

Fewer items on each page;

Tape recorded responses;

Responses on the test booklet;

Frequent breaks;

Extended testing time;

Testing over several sessions;

Small group setting;

Private room;

Preferential seating; and

The use of a sign language interpreter for spoken directions.

2. Are institutions of postsecondary education permitted to ask an applicant if he or she has a disability before an admission decision is made?

Generally, institutions of postsecondary education are not permitted to make what is known as a "preadmission inquiry" about an applicant's disability status. Preadmission inquiries are permitted only if the institution of postsecondary education is taking remedial action to correct the effects of past discrimination or taking voluntary action to overcome the effects of conditions that limited the participation of individuals with disabilities.

Examples of impermissible preadmission inquiries include: Are you in good health? Have you been hospitalized for a medical condition in the past five years? Institutions of postsecondary education may inquire about an applicant's ability to meet essential program requirements provided that such inquiries are not designed to reveal disability status. For example, if physical lifting is an essential requirement for a degree program in physical therapy, an acceptable question that could be asked is, With or without reasonable accommodation, can you lift 25 pounds? After admission, in response to a student's request for "academic adjustments," reasonable modifications or auxiliary aids and services, institutions of postsecondary education may ask for documentation regarding disability status.

3. May institutions of postsecondary education deny an applicant admission because he or she has a disability?

No. If an applicant meets the essential requirements for admission, an institution may not deny that applicant admission simply because he or she has a disability, nor may an institution categorically exclude an applicant with a particular disability as not being qualified for its program. For instance, an institution may not automatically assume that all applicants with hearing or visual impairments would be unable to meet the essential eligibility requirements of its music program. An institution may, however, require an applicant to meet any essential technical or academic standards for admission to, or participation in, the institution and its program. An institution may deny admission to any student, disabled or not, who does not meet essential requirements for admission or participation.

4. Are institutions obligated to identify students with disabilities?

No. Institutions do not have a duty to identify students with disabilities. Students in institutions of postsecondary education are responsible for notifying institution staff of their disability should they need academic adjustments. High schools, in contrast, have an obligation to identify students within their jurisdiction who have a disability and who may be entitled to services.

5. Are students obligated to inform institutions that they have a disability?

No. A student has no obligation to inform an institution of postsecondary education that he or she has a disability; however, if the student wants an institution to provide an academic adjustment or assign the student to accessible housing or other facilities, or if a student wants other disability-related services, the student must identify himself or herself as having a disability. The disclosure of a disability is always voluntary. For example, a student who has a disability that does not require services may choose not to disclose his or her disability
Post-Admission: Documentation of a Disability 6. What are academic adjustments and auxiliary aids and services?
Academic adjustments are defined in the Section 504 regulations at 34 C.F.R. § 104.44(a) as:

[S]uch modifications to [the] academic requirements as are necessary to ensure that such requirements do not discriminate or have the effect of discriminating, on the basis of [disability] against a qualified ... applicant or student [with a disability]. Academic requirements that the recipient can demonstrate are essential to the instruction being pursued by such student or to any directly related licensing requirement will not be regarded as discriminatory within the meaning of this section. Modifications may include changes in the length of time permitted for the completion of degree requirements, substitution of specific courses required for the completion of degree requirements, and adaptation of the manner in which specific courses are conducted.

Academic adjustments also may include a reduced course load, extended time on tests and the provision of auxiliary aids and services. Auxiliary aids and services are defined in the Section 504 regulations at 34 C.F.R. § 104.44(d), and in the Title II regulations at 28 C.F.R. § 35.104. They include note-takers, readers, recording devices, sign language interpreters, screen-readers, voice recognition and other adaptive software or hardware for computers, and other devices designed to ensure the participation of students with impaired sensory, manual or speaking skills in an institution's programs and activities. Institutions are not required to provide personal devices and services such as attendants, individually prescribed devices, such as eyeglasses, readers for personal use or study, or other services of a personal nature, such as tutoring. If institutions offer tutoring to the general student population, however, they must ensure that tutoring services also are available to students with disabilities. In some instances, a state VR agency may provide auxiliary aids and services to support an individual's postsecondary education and training once that individual has been determined eligible to receive services under the VR program.

7. In general, what kind of documentation is necessary for students with disabilities to receive academic adjustments from institutions of postsecondary education?

Institutions may set their own requirements for documentation so long as they are reasonable and comply with Section 504 and Title II. It is not uncommon for documentation standards to vary from institution to institution; thus, students with disabilities should research documentation standards at those institutions that interest them. A student must provide documentation, upon request, that he or she has a disability, that is, an impairment that substantially limits a major life activity and that supports the need for an academic adjustment. The documentation should identify how a student's ability to function is limited as a result of her or his disability. The primary purpose of the documentation is to establish a disability in order to help the institution work interactively with the student to identify appropriate services. The focus should be on whether the information adequately documents the existence of a current disability and need for an academic adjustment.
8. Who is responsible for obtaining necessary testing to document the existence of a disability?
The student. Institutions of postsecondary education are not required to conduct or pay for an evaluation to document a student's disability and need for an academic adjustment, although some institutions do so. If a student with a disability is eligible for services through the state VR Services program, he or she may qualify for an evaluation at no cost. High school educators can assist students with disabilities in locating their state VR agency at http://rsa.ed.gov (click on "Info about RSA," then "Resources," then "State and Local Government Employment Resources," then "Vocational Rehabilitation Offices"). If students with disabilities are unable to find other funding sources to pay for necessary evaluation or testing for postsecondary education, they are responsible for paying for it themselves.

At the elementary and secondary school levels, a school district's duty to provide a free appropriate public education (FAPE) encompasses the responsibility to provide, at no cost to the parents, an evaluation of suspected areas of disability for any of the district's students who is believed to be in need of special education or related aids and services. School districts are not required under Section 504 or Title II to conduct evaluations that are for the purpose of obtaining academic adjustments once a student graduates and goes on to postsecondary education.

9. Is a student's most recent individualized education program (IEP) or Section 504 plan sufficient documentation to support the existence of a disability and the need for an academic adjustment in a postsecondary setting?

Generally, no. Although an IEP or Section 504 plan may help identify services that have been used by the student in the past, they generally are not sufficient documentation to support the existence of a current disability and need for an academic adjustment from an institution of postsecondary education. Assessment information and other material used to develop an IEP or Section 504 plan may be helpful to document a current disability or the need for an academic adjustment or auxiliary aids and services. In addition, a student receiving services under Part B of the IDEA must be provided with a summary of his or her academic achievements and functional performance that includes recommendations on how to assist in meeting the student's postsecondary goals. This information may provide helpful information about disability and the need for an academic adjustment.

10. What can high school personnel, such as school psychologists and counselors, transition specialists, special education staff and others, do to assist students with disabilities with documentation requirements?

By the time most students with disabilities are accepted into a postsecondary institution, they are likely to have a transition plan and-or to be receiving transition services, which may include evaluations and services provided by the state VR agency. High school personnel can help a student with disabilities to identify and address the specific documentation requirements of the postsecondary institution that the student will be attending. This may include assisting the student to identify existing documentation in her or his education records that would satisfy the institution's criteria, such as evaluation reports and the summary of the student's academic achievement and functional performance. School personnel should be aware that institutions of postsecondary education typically do not accept brief conclusory statements for which no supporting evidence is offered as sufficient documentation of a disability and the need for an academic adjustment. School personnel should also be aware that some colleges may delay or deny services if the diagnosis or the documentation is unclear.
11. Will a medical diagnosis from a treating physician help to document disability?
A diagnosis of impairment alone does not establish that an individual has a disability within the meaning of Section 504 or Title II. Rather, the impairment must substantially limit a major life activity, or the individual must have a record of such an impairment or be regarded as having such an impairment. A diagnosis from a treating physician, along with information about how the disability affects the student, may suffice. As noted above, institutions of postsecondary education may set their own requirements for documentation so long as they are reasonable and comply with Section 504 and Title II.

12. If it is clear that a student has a disability, why does an institution need documentation?

Students who have the same disability may not necessarily require the same academic adjustment. Section 504 and Title II require that institutions of postsecondary education make individualized determinations regarding appropriate academic adjustments for each individual student. If the student's disability and need for an academic adjustment are obvious, less documentation may be necessary.

13. If an institution thinks that the documentation is insufficient, how will the student know?

If the documentation a student submitted for the institution's consideration does not meet the institution's requirements, an official should notify the student in a timely manner of what additional documentation the student needs to provide. As noted above, a student may need a new evaluation in order to provide documentation of a current disability.

Post-Admission: Obtaining Services

14. Must institutions provide every academic adjustment a student with a disability wants?

It depends. Institutions are not required to provide an academic adjustment that would alter or waive essential academic requirements. They also do not have to provide an academic adjustment that would fundamentally alter the nature of a service, program or activity or result in undue financial or administrative burdens considering the institution's resources as a whole. For example, an appropriate academic adjustment may be to extend the time a student with a disability is allotted to take tests, but an institution is not required to change the substantive content of the tests. In addition, an institution is not required to make modifications that would result in undue financial or administrative burdens. Public institutions are required to give primary consideration to the auxiliary aid or service that the student requests, but can opt to provide alternative aids or services if they are effective. They can also opt to provide an effective alternative if the requested auxiliary aid or service would fundamentally alter the nature of a service, program or activity or result in undue financial or administrative burdens. For example, if it would be a fundamental alteration or undue burden to provide a student with a disability with a note-taker for oral classroom presentations and discussions and a tape recorder would be an effective alternative, a postsecondary institution may provide the student with a tape recorder instead of a note-taker.
15. If students want to request academic adjustments, what must they do?
Institutions may establish reasonable procedures for requesting academic adjustments; students are responsible for knowing these procedures and following them. Institutions usually include information on the procedures and contacts for requesting an academic adjustment in their general information publications and Web sites. If students are unable to locate the procedures, they should contact an institution official, such as an admissions officer or counselor.

16. What should students expect in working with a disability coordinator at an institution of postsecondary education?

A high school counselor, a special education teacher or a VR counselor may meet with high school students with disabilities to provide services or monitor their progress under their education plans on a periodic basis. The role of the disability coordinator at an institution of postsecondary education is very different. At many institutions, there may be only one or two staff members to address the needs of all students with disabilities attending the institution. The disability coordinator evaluates documentation, works with students to determine appropriate services, assists students in arranging services or testing modifications, and deals with problems as they arise. A disability coordinator may have contact with a student with a disability only two or three times a semester. Disability coordinators usually will not directly provide educational services, tutoring or counseling, or help students plan or manage their time or schedules. Students with disabilities are, in general, expected to be responsible for their own academic programs and progress in the same ways that nondisabled students are responsible for them.

17. When should students notify the institution of their intention to request an academic adjustment?

As soon as possible. Although students may request academic adjustments at any time, students needing services should be advised to notify the institution as early as possible to ensure that the institution has enough time to review their request and provide an appropriate academic adjustment. Some academic adjustments, such as interpreters, may take time to arrange. In addition, students should not wait until after completing a course or activity or receiving a poor grade to request services and then expect the grade to be changed or to be able to retake the course.

18. How do institutions determine what academic adjustments are appropriate?

Once a student has identified him- or herself as an individual with a disability, requested an academic adjustment and provided appropriate documentation upon request, institution staff should discuss with the student what academic adjustments are appropriate in light of the student's individual needs and the nature of the institution's program. Students with disabilities possess unique knowledge of their individual disabilities and should be prepared to discuss the functional challenges they face and, if applicable, what has or has not worked for them in the past. Institution staff should be prepared to describe the barriers students may face in individual classes that may affect their full participation, as well as to discuss academic adjustments that might enable students to overcome those barriers.
19. Who pays for auxiliary aids and services?
Once the needed auxiliary aids and services have been identified, institutions may not require students with disabilities to pay part or all of the costs of such aids and services, nor may institutions charge students with disabilities more for participating in programs or activities than they charge students who do not have disabilities. Institutions generally may not condition their provision of academic adjustments on the availability of funds, refuse to spend more than a certain amount to provide academic adjustments, or refuse to provide academic adjustments because they believe other providers of such services exist. In many cases, institutions may meet their obligation to provide auxiliary aids and services by assisting students in either obtaining them or obtaining reimbursement for their cost from an outside agency or organization, such as a state VR agency. Such assistance notwithstanding, institutions retain ultimate responsibility for providing necessary auxiliary aids and services and for any costs associated with providing such aids and services or utilizing outside sources. However, as noted above, if the institution can demonstrate that providing a specific auxiliary aid or service would result in undue financial or administrative burdens, considering the institution's resources as a whole, it can opt to provide another effective one.

20. What if the academic adjustments the institution provides are not working?

If the academic adjustments provided are not meeting the student's needs, it is the student's responsibility to notify the institution as soon as possible. It may be too late to correct the problem if the student waits until the course or activity is completed. The student and the institution should work together to resolve the problem.
Keys to Success: Attitude, Self-Advocacy
And Preparation
The attitude and self-advocacy skills of students with disabilities may be two of the most important factors in determining their success or failure in postsecondary education. Students with disabilities need to be prepared to work collaboratively with the institution's disability coordinator to enable them to have an equal opportunity to participate in an institution's programs and activities. To ensure that students with disabilities possess the desired levels of self-advocacy to succeed in postsecondary education, high school educators may want to encourage the students to:

Understand their disabilities. Students with disabilities need to know the functional limitations that result from their disabilities and understand their strengths and weaknesses. They should be able to explain their disabilities to an institution's disability coordinators or other appropriate staff. As part of this process, students should be able to explain where they have had difficulty in the past, as well as what has helped them overcome such problems and what specific adjustments might work in specific situations. To assist students in this area, high school educators can encourage high school students to be active participants in their IEP or Section 504 meetings. High school personnel also can suggest that students practice explaining their disabilities, as well as why they need certain services, to appropriate secondary staff or through role-playing exercises to prepare them to engage in such conversations with confidence in a postsecondary setting.

Accept responsibility for their own success. All students, including those with disabilities, must take primary responsibility for their success or failure in postsecondary education. Students with disabilities, in particular, are moving from a system where parents and school staff usually advocated on their behalf to a system where they will be expected to advocate for themselves. An institution's staff will likely communicate directly with students when issues arise and are generally not required to interact with students' parents. In general, students with disabilities should expect to complete all course requirements, such as assignments and examinations. Students with disabilities need to identify the essential academic and technical standards that they will be required to meet for admission and continued participation in an institution's program. Students also need to identify any academic adjustments they may need as a result of their disabilities to meet those standards and how to request those adjustments. Students with disabilities need to understand that, while federal disability laws guarantee them an equal opportunity to participate these laws do not guarantee that students will achieve a particular outcome, for example, good grades.

Take an appropriate preparatory curriculum. Because all students will be expected to meet an institution's essential standards, students with disabilities need to take a high school curriculum that will prepare them to meet those standards. If students with disabilities plan to attend a rigorous postsecondary institution, they, like their peers without disabilities, need to make high school curriculum choices that support that goal. High school guidance counselors and state VR agency counselors, in particular, can play an important role in students' curriculum planning.

For all students, good study skills and the ability to write well are critical factors of success in postsecondary education. High school educators can help students in these areas by offering or identifying opportunities, such as workshops, courses or tutoring programs, that emphasize the importance of reading, writing and good study skills. In addition, staff should encourage students to enroll in classes that will focus on writing and study skills in their freshman year of postsecondary education.

Learn time management skills. Although a primary role of high school educators is to provide monitoring, direction and guidance to students as they approach the end of their high school career, staff also need to prepare students to act independently and to manage their own time with little to no supervision. High school educators can assist students by identifying resources that will help them learn time management and scheduling skills.

Acquire computer skills. Because postsecondary students use computers to complete a multitude of tasks, from registering for classes to accessing course material and obtaining grades, it is essential that students learn to use computers if they are to be prepared for postsecondary education. Ideally, students with disabilities need to start using computers as early as possible in school to increase their familiarity with, and their comfort level in using, computers. Students with visual impairments, hearing impairments, learning disabilities or mobility impairments may have problems with inputting data or reading a computer monitor. Assistive technology can help certain students with disabilities use computers and access information.

Consider supplemental postsecondary education preparatory programs. A variety of institutions of postsecondary education have summer programs in which students can participate while they are still in high school, or after graduation, to ease their transition to postsecondary education. These programs often expose students to experiences that they are likely to encounter in postsecondary education, such as living in dorms, relating to other students and eating in dining halls. The programs may also focus on instruction in certain subject areas, such as math or English, or in certain skills, such as computer, writing or study skills, that can prepare a student to be successful in postsecondary education. High school educators can assist students with disabilities by identifying such program opportunities in their area of residence.

Research postsecondary education programs. Students with disabilities may select any program for which they are qualified but should be advised to review carefully documentation standards and program requirements for their program or institution of interest. For example, students should pay close attention to an institution's program requirements, such as language or math, to avoid making a large financial and time commitment only to realize several years into a program that they cannot, even with academic adjustments, meet an essential requirement for program completion. Campus visits, which include visits to the disability services office, can be helpful in locating an environment that best meets a student's interests and needs. In addition, while all institutions have a legal obligation to provide appropriate services, certain colleges may be able to provide better services than others due to their size or location.

Get involved on campus. To help students avoid the isolation that can occur away from home during the first year of postsecondary education, high school educators should encourage students to live on campus and to become involved in campus activities. Attendance at orientation programs for freshmen is a good first step in discovering ways to get involved in the postsecondary education environment.

If you would like more information about the responsibilities of postsecondary schools to students with disabilities, read the OCR brochures Auxiliary Aids and Services for Postsecondary Students with Disabilities: Higher Education's Obligations Under Section 504 and Title II of the ADA and Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities. You may obtain copies of these brochures by contacting us at the address and phone numbers below or on the Department's website at: http://www.ed.gov/ocr/publications.html#Section504. To receive more information about the civil rights of students with disabilities in education institutions, please contact OCR at:

Customer Service Team
Office for Civil Rights
U.S. Department of Education
Washington, DC 20202-1100

Web address: http://www.ed.gov/ocr

This publication is in the public domain. Authorization to reproduce it in whole or in part is granted. The publication's citation should be: U.S. Department of Education, Office for Civil Rights, Transition of Students With Disabilities to Postsecondary Education: A Guide for High School Educators, Washington, D.C., 2011.

To order copies of this publication:

Write to: ED Pubs Education Publications Center, U.S. Department of Education,
P.O. Box 22207, Alexandria, VA 22304.

Or fax your order to: 703-605-6794.

Or e-mail your request to: edpubs@inet.ed.gov.

Or call in your request toll-free: 1-877-433-7827 (1-877-4-ED-PUBS). Those who use a telecommunications device for the deaf (TDD) or a teletypewriter (TTY), should call 1-877-576-7734. If 877 service is not yet available in your area, call 1-800-872-5327 (1-800-USA-LEARN).

Or order online at http://edpubs.gov.

This publication is also available on the Department's website at http://www.ed.gov/ocr/transitionguide.html. Any updates to this publication will be available on this website.

On request, this publication can be made available in alternate formats, such as Braille, large print or computer diskette. For more information, contact the Department's Alternate Format Center at 202-260-0852 or 202-260-0818. If you use a TDD, call 1-800-877-8339.
Endnotes
The Americans with Disabilities Act Amendments Act (Amendments Act), P.L. 110-325, amended the ADA and Section 7 of the Rehabilitation Act of 1973, which contains the disability definition for Section 504. The Amendments Act became effective on January 1, 2009. The Amendments Act affected the meaning of the term "disability" in the ADA and Section 504, most notably by requiring that "disability" under these statutes be interpreted broadly. More information about the Amendments Act is available from OCR's website at http://www.ed.gov/policy/rights/guid/ocr/disability.html and http://www.ed.gov/about/offices/list/ocr/504faq.html.

The U.S. Department of Education's Office of Special Education Programs (OSEP) administers the IDEA. You can find additional information about the IDEA at http://www.ed.gov/about/offices/list/osers/osep, or by contacting OSEP at:

Office of Special Education Programs
Office of Special Education and Rehabilitative Services
U.S. Department of Education
400 Maryland Ave. S.W.
Washington, DC 20202-7100
Telephone: 202-245-7459

OSERS' Rehabilitation Services Administration (RSA) administers a formula grant program that funds state VR agencies to provide eligible individuals with disabilities with employment-related services, including services to facilitate transition. Additional information about this grant program is available at http://www2.ed.gov/about/offices/list/osers/rsa/index.html or by contacting RSA at:

Rehabilitation Services Administration
U.S. Department of Education
400 Maryland Ave. S.W.
Washington, DC 20202-2800
Telephone: 202-245-7488

The term "accommodations" is also referenced under the IDEA and used by the major publishers of college entrance exams. The term generally refers to changes in the standardized testing conditions provided to a student with disabilities that will not impact the validity of the student's test scores.

Regulations implementing Section 504 and Title II of the ADA contain non-exhaustive lists of major life activities. See 34 C.F.R. § 104.3(j)(2)(ii) (2010) and 28 C.F.R. § 35.104 (2009). The Amendments Act included additional examples of general activities and "major bodily functions" that are major life activities. See 42 U.S.C. § 12102(2).

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disabilities; postsecondary education; college preparation; special education; universities; civil rights; disabled student services; transition; americans with disabilities act; academic adjustments

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Transition of Students With Disabilities To Postsecondary Education: A Guide for High School Educators

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This document provides high school educators with answers to questions students with disabilities may have as they prepare to move to the postsecondary eduction environment.

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This website offers information on colleges across the county that offer programs to students with autism. They offer programs for schools for 2 or 4 year programs. The supports the program offers can be small group based or individualized, offering training and certifications. Not every state offers a school with a specific program, however there are a huge list of schools that do offer transitional programs on this site. The nice thing also is that this site is open to receiving more information about other universities and colleges that have programs for those on the spectrum. For example, in Maryland, Towson University offers The College Autism Peer Support (CAPS) program. This program helps students who are looking to achieve success have individualized support and connect with mentorships. https://www.towson.edu/iwb/centers/hussman/programs/documents/caps-information.pdf

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College Programs - College Autism Spectrum

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Many post-secondary institutions around the country offer training and certification programs as well as individualized and group support services.

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https://www.ppmd.org/resources/

This website can assist parents of children with all kinds of disabilities in terms of laws, procedures and support.

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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.

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Maryland's Special Education and Health Information Center

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https://www.thearcbaltimore.org/resources/disability/

A website that compiles resources for students with disabilities in the Baltimore area. The website provides the ability for families to submit applications for services. Services range from day services, family services, and other programs. Assistive technology resources are also provided. The organization is also very active in policy change and advocacy.

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Disability Resources - The Arc Baltimore

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Do you or a loved one have a disability that impacts daily activities? Look no further than the help of a trained four-legged-friend! From mobility assistance, to assisting children with autism, a service dog is an excellent option to improve quality of life and independence.

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The FBA & BIP are important tools to support a student's academic, social-emotional wellness, and career preparation. These tools utilized effectively provide data for interventionists that are a part of the SST. The data can help keep everyone the same page in regards to assessing the student.  Recognizing strengths/challenges of the student helps increase collaborative efforts with the student. For ODD, CD, and ADHD, these disabilities can have a large impact on how the student's day flows as behavior isn't necessarily predictable; the behaviors are unique to the student. More personalized services can be provided to the student with the data provided.

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If a student has lost a loved one, especially due to extreme circumstances (murder, suicide, etc...), that grief can be exceptionally hard to process and overcome. This can lead to depression. The Maryland Crime Victims Resource Center offers free support services in the form of group counseling for those impacted by such a loss.

https://www.mdcrimevictims.org/victim-services/support-groups/

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Nothing in life prepares any of us to face the undeserved consequences of criminal violence. When a loved one is murdered, families and friends must confront the reality that another human being chose to take the life of a son, a daughter, a spouse, a parent, family member or friend. Then they must deal with the criminal justice system in the hope that the responsible individual will be apprehended and held responsible for the criminal actions that will forever change so many lives.

In the immediate aftermath, such families face overwhelming trauma and emotions: fear, raw anger, grief as well as the physical and financial consequences of the crime. And while many families will be supported during a mourning period and funeral, they often become isolated and alone. The world expects them to get on with their lives, when the work of true grieving is only beginning.

The Maryland Crime Victims' Resource Center, Inc. (MCVRC) invites families and friends of homicide victims to participate in a peer support group that understands and works together to offer hope and promote healing in the journey through grief and trauma. MCVRC welcomes individuals, families and friends to benefit from this free support service whether or not there has been an arrest or prosecution. You will be supported by fellow survivors in a safe, comfortable environment. To participate with the group, you are asked to call MCVRC at 301-952-0063 and to do an intake with an advocate.

As of February 2022, the group is meeting on the first Tuesday of each month evenings from 7 to 8:30 PM in hybrid format. For additional info, please contact us directly.

We deeply regret that this life altering event has shattered your life. MCVRC has a long history of achievement and service and believes that together we can survive and make a difference for each other and for others.

Take the first step towards help

Ask a victim advocate about our services today by calling 301-952-0063 or 1-877-VICTIM-1

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Support Group For Maryland Crime Victims + Family + Friends

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Nothing in life prepares any of us to face the undeserved consequences of criminal violence. When a loved one is murdered, families and friends must confront the reality that another human being chose to take the life of a son, a daughter, a spouse, a parent, family member or friend.

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American Printing House for the Blind - Emily Wolff

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American Printing House for the Blind - Emily Wolff

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From what I have learned from this resource, the APH is a nonprofit that has a range of resources ranging from children to adults, covering different ends of the spectrum in terms of visual impairments as well. The great thing about the APH is that they offer support and resources in a wide range of settings as well; including in schools, work, or just things and places that are in everyday life as well. This resource encourages independence among individuals with visual impairments with different tabs in the website. The taps include different things such as resources, accessibility solutions, educational resources, catalogs, as well as life with vision loss. Linked in those, are other helpful resources with direct links such as family connect, APH career connect, as well as vision aware! One thing that stood out to me right away too is that they have a specific section for recent diagnosis as well which offers support right away.

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We know that access to the right tools and information at the right time can change lives. At APH, our job is to break down barriers and empower students, families, adults, and educators, creating a future that belongs to everyone.

Browse the Shop

2023 Coding Symposium 3.0

The 2023 National Coding Symposium returns for its 3rd year with more opportunities to engage students and all level of coders! We have moved our event from spring to December to align with Computer Science Education Week, which is the largest learning event in history, aiming to get K-12 students interested in computer coding.

More information is available on the APH Connect Center website.

Want to Learn More about Tactile Graphics?

APH's Outreach Services Team is hosting a 4-part Access Academy webinar series.

Titled Tactile Graphics Literacy for Students with Visual Impairments, the series will build an understanding of tactile graphic skills. The final webinar will focus on the Monarch and tactile access to digital learning.

Registration is open for all webinars on the Access Academy website.

APH Hive: Professional Communities

Professional Communities was created to provide creditable and effective resources to people who assist individuals who are blind or have low vision. This user-friendly portal houses curated webinars, external courses, blogs, and much more. Looking for a place to connect? Join us at the APH Hive Discussion Boards to communicate with other parents and educators in the blindness and low vision field.

The future is accessible.

We're not just looking forward to an accessible future-we're making it happen every day. And, with the latest technology, we think the future has never been brighter for people who are blind or have vision loss.

Learn More About Juno

Going further to move things ahead.

At APH we've been innovating products and technology to support people who are blind and low vision to independently live and learn since 1854, and we're not stopping any time soon. From everyday tools to high tech solutions, we're developing products for barrier breakers, dream believers, change makers, and access warriors!

Keep braille at your fingertips anytime, anywhere, with the Mantis™ Q40: a Bluetooth® keyboard and 40-cell refreshable braille display.

Code Jumper™ assists students in learning computer coding and programming skills through a unique, physical system.

Featuring Text-to-Speech, the Chameleon 20 is the perfect device for learning and reinforcing braille literacy skills. As a portable braille display with local apps, like an editor and library,...

Resources for Life

Find resources to empower yourself, your child, or your students in everyday life.

Give for good.

People of all ages who are blind or low vision benefit from APH's extraordinary programs and innovative products. Be a part of our mission and partner with us.

Stay in the know.

Be the first to get updates on our latest products, resources, conferences and more by signing up for our monthly newsletter.

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APH Home | The American Printing House for the Blind

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The American Printing House for the Blind is located in Louisville, Kentucky, where it has operated since 1858. Plan a visit to our unique location today.

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The Therapist Neurodiversity Collective: OTs, SLPs, PTs - FeiTian Ma

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The Therapist Neurodiversity Collective: OTs, SLPs, PTs - FeiTian Ma

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The Therapist Neurodiversity Collective is an international and neurodiversity-affirming organization for people with brain-based disabilities (i.e. autism, intellectual disabilities, learning disabilities, or mental health disabilities) and provides affirming therapy, education, and advocacy. TTNC provides free public access to trauma-informed, non-compliance based, neurodiversity paradigm-aligned therapist through their directory listings. This resource stands out to me because they do NOT recommend ABA practices and are "unapologetically ABA-free," and focus more on protecting and honoring an individual's welfare and rights, self-determination and self-esteem, personal agency, body autonomy, sensory system needs, and an autistic/neurodivergent person's right to say "No," rather than focusing on compliance-based practices that have been linked to poor mental health outcomes and increased suicidality in autistic adults, such as ABA therapy. I feel that this is a great outside resource I can refer to neurodivergent/autistic youth, as well as their families if their families are interested in seeking neurodiversity affirming therapy and Autistic-led organizations. TTNC is an Autistic-led organization and you can see how important it is to provide high-quality and accessible research/education and therapist listings to their audience!

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Therapist Neurodiversity Collective is a therapy, education, and advocacy collaborative for SLPs, OTs, PTs, and licensed assistants.

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Helping Students with Cerebral Palsy-Andrew Tiffey 

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Helping Students with Cerebral Palsy-Andrew Tiffey 

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https://www.mycerebralpalsychild.org/resources/
Upon my research, I thought that the population of students with cerebral palsy is a niche population that still needs large amount of support for school systems families. The website here "My Cerebral Palsy Child" has great resources for families including support groups and networking that families can search with through the website. This can help with the parents of children with cerebral palsy to not feel alone and learn other methods or hear different stories from families with similar cases. This site educates families on medical advice for their children and the right steps to take with their child's mobility issues and what professionals to look for in their specific state.

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Cerebral Palsy Associations
1825 K Street NW Suite 600, Washington, DC 20006
Phone: 1-800-872-5827 6700 Manchaca , #101, Austin Texas 78745
Email: families@cpfamilynetwork.org
Reaching for the Stars
Reaching for the Stars has grown into the largest pediatric cerebral palsy nonprofit foundation in the world led by parents, with a focus on the prevention, treatment and cure of cerebral palsy.

National Rehabilitation Information Center (NARIC)
NARIC is the library of the National Institute on Disability, Independent Living, and Rehabilitation Research ( NIDILRR). They collect, catalog, and disseminate the articles, reports, curricula, guides, other publications and products of the research projects funded by NIDILRR.

Children's Hemiplegia and Stroke Association (CHASA)
CHASA is the oldest organization in the United States dedicated to improving the lives of children and families affected by hemiplegia, hemiparesis, or hemiplegic cerebral palsy, often resulting from a perinatal or childhood stroke, traumatic brain injury, hemispherectomy, cancer surgery and a host of other causes.
4101 W. Green Oaks, Suite 305-149, Arlington, TX 76016
Links to Cerebral Palsy Facts and General Information

There are literally hundreds of links on the web that provide information about cerebral palsy. The following list includes just a few to help you get started.

Websites and Information from Others with Cerebral Palsy

Not everyone has the same experiences with cerebral palsy, so it can be very helpful to speak with others who are dealing with the condition. These websites will connect you with people who have cerebral palsy and are willing to discuss their condition. This will help you learn about the challenges other people face and help you better understand how to deal with your own challenges in a positive manner.

The CP Diary - Jesse shares daily blogs and stories about her life with cerebral palsy.

Love That Max - A blog about kids with special needs who kick butt!

Information about Collecting Disability Benefits

Those who are suffering from cerebral palsy are often unable to pursue a career on a regular basis. These websites will provide information about collecting disability benefits or at least helping parents cover expenses of those disabilities.

Guide to Transportation for Those with Cerebral Palsy

Anyone who has cerebral palsy needs to still feel he or she is independent. Those with CP must be able to secure transportation in order to get places, whether this means having public transportation that can cater to those with disabilities or a vehicle that has been modified to allow those with CP to drive or ride comfortably.

Housing Information and Links

Those with cerebral palsy and/or their caregivers often have a difficult time finding housing they can afford or that has the necessary accommodations for their disabilities. The following websites and associated links will help those who need to finding appropriate housing or help moving.

Guide to Moving for the Disabled - This website provides information and resources about moving in several large cities to help those with disabilities.

Fair Housing Rights of Persons with Disabilities - Provides information on home design and construction requirements, sale or rental discrimination based on disabilities, reasonable accommodations in a housing provider's rules and policies, and reasonable modifications of an apartment, due to a person's disability.

Home Modifications and Safety

Sometimes it is necessary to make modifications to a home in order to make it possible for those with cerebral palsy and other disabilities to live independently. This includes not just modifications to help them move around easily, but also additional safety features that might be necessary. The following links provide information about making necessary accommodations for those with disabilities.

Additional Resources by State

Select your state from the list below, and we'll provide a list of helpful resources in your area.

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Support & Resources for Parents of Children with Cerebral Palsy

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1825 K Street NW Suite 600, Washington, DC 20006 Phone: 1-800-872-5827 6700 Manchaca , #101, Austin Texas 78745 Email: families@cpfamilynetwork.org Reaching for the Stars Reaching for the Stars has grown into the largest pediatric cerebral palsy nonprofit foundation in the world led by parents, with a focus on the prevention, treatment and cure of cerebral palsy.

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Parent counseling and training is a related service that involves assisting parents in understanding their child's disability. This related service reminded me of the class discussion we had when we read "Welcome to Holland." By providing this service to parents, it can help them navigate their new normal by giving them the education they need. This will indirectly help the child to succeed. This service also helps parents work through their own grief of the loss of the life they were envisioning for them and their child.

Parents’ Place of Maryland, Inc. – PTI

802 Cromwell Park Drive, Suite Q

Glen Burnie, MD 21061

Toll-Free: (800) 394-5694

Phone: (410) 768-9100

E-mail: info@ppmd.org

Website: https://www.ppmd.org/

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Mount Washington Pediatric Hospital - Evy Gelvar 

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Mount Washington Pediatric Hospital - Evy Gelvar 

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After looking over resources, I chose MWPH as a possible outside resource. As a child, I attended MWPH for outside counseling and really enjoyed the atmosphere there until I turned 18. Not only does MWPH provide in-patient care for children, they also offer a plethora of outside services, including group counseling, psychological testing (this is what I used), and many other accommodations for students with a metal or physical disability. MWPH psychologists will also work alongside your students school in order to gage where the student is at, and how they can best accommodate the student in/out of the classroom.

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Occupational Therapy - Paulina Kozorosky

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Occupational Therapy - Paulina Kozorosky

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Occupational therapists provide support in the areas of, social skill, math, reading and writing (i.e., literacy), behavior management, recess, participation in sport, self-help skill, prevocational/vocational participation, transportation, and more to students in schools under IEPs and/or 504s. Here is a site I came across in my research that offers support, literature, and education to families who have students with disabilities. https://www.undivided.io/

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Undivided supports families raising children with disabilities and developmental delays.

"We are so thankful for all you do. It is truly a blessing having this type of support. We don't feel alone anymore. Getting all these gems of knowledge is truly amazing."

We can save you hours of research and days of frustration.

Undivided is here to help you build a customized plan around what you qualify for and how to access it. Locate where you are on the Undivided map so we can help you figure out what's next.

We support thousands of families raising children with disabilities or developmental delays.

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Undivided - Support for Parents by Parents who Understand

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Undivided supports families raising children with disabilities and developmental delays. "We are so thankful for all you do. It is truly a blessing having this type of support. We don't feel alone anymore. Getting all these gems of knowledge is truly amazing." We can save you hours of research and days of frustration.

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Maryland Developmental Disabilities Council- Hailey West

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Maryland Developmental Disabilities Council- Hailey West

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In doing some research I came across the the Maryland Developmental Disabilities Council, which I think is a great resources to give to parents. This website gives a list of National and States organizations that connect them to outside providers. Not only does it give access to information about their rights, it gives them links to agencies they can contact. One of my favorite things this website offers is access to providers/organizations which focus on advocacy. Their goal to be advocates for children with disabilities and encourage them to advocate for themselves.

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Maryland Developmental Disabilities Council | Empowerment · Opportunity · Inclusion

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National Organizations

State Organizations

Disability Rights Maryland (DRM)
DRM is advocates for the rights of children and adults with disabilities.

Maryland Department of Transportation (MDOT)
MDOT is a government agency. It provides transportation programs and services. For information on the Mobility/Paratransit system, visit MTA Maryland.

Maryland State Department of Education (MSDE)
MSDE oversees the public school system in Maryland. It sets policies and provides support to local school systems. One resource for educators and parents isMaryland Learning Links.

Maryland Statewide Independent Living Council (MSILC)
MSILC supports independent living services in Maryland. It develops a State Plan for Independent Living.

Advocacy

Americans with Disabilities Act

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National and State Resources | Maryland Developmental Disabilities Council

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Disability Rights Maryland (DRM)   DRM is advocates for the rights of children and adults with disabilities. Maryland Department of Transportation (MDOT) MDOT is a government agency. It provides transportation programs and services. For information on the Mobility/Paratransit system, visit MTA Maryland . Maryland State Department of Education (MSDE) MSDE oversees the public school system in Maryland.

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https://dors.maryland.gov/Pages/default.aspx

The MD state resource page for has information for people with ASD, hearing and sight impairments and other disabilities get work. You can find employers looking to hire people with disabilities. You can also find the DORS offices for assistance.

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This source is able to connect families of non-speaking/verbal students to therapists that would best be able to support them and their needs. They offer opportunities to seek in-person services, virtual services, and you can even travel to seek services. This resources also provides events and other opportunities to connect to a community. Growing Kids "believes that communication and motor control leads to autonomy, independence, and inclusion." They also provide kits and guides to understanding non-speaking/non-verabl students and children with autism. Lastly, they have a story where you can purchase items to assist with communication through stencils and other boards and ways to speak to others without verbal communication.

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Keystone pet enhanced therapy services help promote the well-being of children and families through human and animal interaction. With over 400 volunteers, Keystone pets provides services to numerous communities and individuals in physical, occupational, speech, cognitive therapy sessions, students who have experienced trauma, individuals with autism, selective mutism, and many other disabilities (just to name a few). Keystone pets is free to individuals. As a counselor, I can refer students and families to keystone pets, or keystone pets can come to our location. I believe pets have an incredible ability to help children with disabilities/disorders within their daily lives and promote positive well-being.

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Registered KPETS volunteers and their companion animals promote well-being and offer encouragement in our communities by sharing the power and benefits of human-animal interactions.

Serving local communities in health-related facilities, social agencies, special-needs programs, schools, libraries, retirement communities and hospices, KPETS teams readily visit wherever the human/animal connection may be beneficial. KPETS services are free of charge. Established in 2003, KPETS has grown into an organization with more than 300 volunteer teams, providing thousands of hours of animal assisted therapy for hundreds of facilities and agencies every year.

KPETS has recently been in the news.
Watch KPETS - Touching Lives & Warming Hearts . . .

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Registered KPETS volunteers and their companion animals promote well-being and offer encouragement in our communities by sharing the power and benefits of human-animal interactions. Serving local communities in health-related facilities, social agencies, special-needs programs, schools, libraries, retirement communities and hospices, KPETS teams readily visit wherever the human/animal connection may be beneficial.

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The Alexander Graham Bell Association for the Deaf and Hard of Hearing (AG Bell)- Taylor Mace

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The Alexander Graham Bell Association for the Deaf and Hard of Hearing (AG Bell)- Taylor Mace

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The Alexander Graham Bell Association for the Deaf and Hard of Hearing (AG Bell) is an international nonprofit membership organization, support network, and resource center on pediatric hearing loss and spoken language approaches and related issues. Through this organization there are a number of resources provided including those geared towards for families and even professionals. They provide information regarding various interventions and where those can be found/implemented. Their website even provides a list of local events, scholarship opportunities, and blogs that help to connect those who have/ know someone with a hearing impairment.

Website: https://www.agbell.org

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A student with dysgraphia will need a psychological evaluation which includes technology assessments to determine what resources are needed. Most often, a student with dysgraphia will need occupational therapy.

https://www.baltimoretherapyspot.com/ is a highly recommended center if a student needs occupational therapy as an outside resource. Qualified therapists work in a sensory gym which allows them to provide students with exceptional sensory treatment.  There is a handwriting group option as well where Handwriting Without Tears is used, a curriculum highly recommended by area schools. An additional plus is that speech and physical therapy are also offered if a student has additional needs.

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Autistic Self Advocacy Network - Maddie L.

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Autistic Self Advocacy Network - Maddie L.

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https://autisticadvocacy.org/about-asan/what-we-believe/

The Autistic Self Advocacy Network goes by the statement "nothing about us without us," and puts autistic individuals at the forefront of disability rights and advocacy.

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What We Believe - Autistic Self Advocacy Network

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Our Motto: What is "Nothing About Us Without Us"?"Nothing About Us Without Us" means that autistic people need to be involved whenever autism is discussed. When non-autistic people make decisions about autism without Autistic input, those decisions are usually bad. This makes it harder for us to get by in...

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Autism Speaks U is a type of program that supports students and faculty in their awareness and fundraising for Autism Speaks. There are several events that take place to spread awareness through making connections with local communities in order to create connections. It is a great way to get involved in the community and to support a great cause!

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Autism Speaks U is a program that supports students, faculty and alumni in their awareness and fundraising efforts for Autism Speaks. Chapters follow the lead of their Presidents and Vice Presidents, who are made up of students on the spectrum, students who have family members or friends on the spectrum, and students who want to make a difference in the autism community.

The program's inaugural event took place at Penn State University in 2006 and Autism Speaks U launched nationally in 2008. Autism Speaks U currently has many active chapters, and their events have raised millions of dollars, with collegiate teams from our Autism Speaks Walk bringing in millions more!

The Autism Speaks staff team guides students through the process of starting chapters and planning events, while connecting them with their local community and college students across the country.

Why Should You Join?

Joining or starting an Autism Speaks U chapter will help you learn to serve as a leader and autism advocate on campus and in the local community. Here are a few other reasons why you should join the Autism Speaks U family:

To gain professional experience for your resume and earn volunteer hours.

To acquire skills in marketing, fundraising, event planning, volunteer development and community outreach.

To connect with leaders and experts on autism for advice, ideas and future opportunities.

To help Autism Speaks change the future for all who struggle with autism.

To collaborate with other Autism Speaks U students from schools nationwide.

To bring an Autism Speaks U Chapter to your school and community, register here!

A member of our Autism Speak staff team will reach out to schedule a brief one-on-one introductory call. Following the phone call, we'll ask that you contact your school's Student Activities office and request a letter indicating that your university recognizes your status as a "Registered Student Organization (RSO)."

Once you've returned the approved RSO letter to our team, you'll be able to start helping Autism Speaks enhance lives today and accelerate a spectrum of solutions for tomorrow!
Click here for the 2022 ASU Chapter Guidebook.

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Autism Speaks U is a program that supports students, faculty and alumni in their awareness and fundraising efforts for Autism Speaks. Chapters follow the lead of their Presidents and Vice Presidents, who are made up of students on the spectrum, students who have family members or friends on the spectrum, and students who want to make a difference in the autism community.

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A non-profit organization created by parents who have children with autism. Established for 20 years, the website offers resources, programs, and connection in order to serve families in Maryland.

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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.

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Pathfinders for Autism - Improving the lives of individuals with autism and the people who care for them

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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.

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https://www.understood.org/en/articles/iep-transition-planning-preparing-for-young-adulthood

I found a website that assists families and students in transitioning from IEP to Career/ Post-secondary planning. In highlighting ADHD, the website gives resources for students to be successful in the workplace and college. For example, the website highlights a step program that assists students in understanding their options and campus resources. Such as, colleges have available tutors and writing fellows that are paid through the work-study to take notes and send them to the professor, who sends them to students with accommodations.

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At a glance

Transition planning helps students with IEPs prepare for life after high school.

IEP transition planning must start by the time a student turns 16.

Planning is about more than just college - it covers jobs and daily life skills too.

Transition planning is a process to help students with an Individualized Education Program (IEP) decide what they want to do after high school. It also helps them figure out how to get there. The purpose is to help teens prepare to be independent young adults.

IEP transition planning is more than just a hopeful exercise or brainstorming session. During planning, teens work on specific goals. They get services and do activities to help achieve these goals.

At the heart of the transition process is the transition plan. This is a required part of a student's IEP by the time they turn 16. To develop it, the IEP team works with a student to identify strengthsand interests. These, in turn, guide planning.

The IEP transition plan has two important pieces: postsecondary goals and transition services (plus activities). See examples of IEP transition plans for career- and college-bound students:

Students are encouraged to take a leading role in IEP transition. In fact, the IEP team must invite a student to meetings where transition planning is discussed. If the student can't attend, the team must make sure the student's interests and desires are considered.

Watch an expert give an overview of a successful transition plan.

About the author

About the author

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

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Learn about IEP transition planning. Find out what goes into an IEP transition plan and how it helps students with disabilities prepare for life after high school.

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In researching outside providers, I found organizations such as Kennedy Krieger Institute, The Arc, and Special Olympics. I have personal experience with an organization similar to The Arc and Special Olympics but for adults. I was most interested in looking into local resources. I found a Family Support & Resource Center on the Howard County Public School website that helps families of children with disabilities, including IEP assistance, IFSP assistance, parent support groups, and service referrals. These services are open throughout the year and during summer break. Here is the email and phone contact for the center: fsrc@hcpss.org and (410)313-7161. This is a fantastic resource for families, especially families who don't have support in the state and have just moved here or have zero knowledge of the resources for their students.

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https://www.ppmd.org/about-us/
The parent’s place of Maryland is a website that provides resources, programs, and other information to diverse families with children who may have autism or other special needs. They believe in “families helping families”, and want to make sure that parents/guardians never feel alone and that they have all the information and resources they need for their child. PPMD also has one on one support and trainings for parents and/or professionals.

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OUR STORY

The Parents' Place of Maryland began in 1990 as a grass-roots effort of families, professionals, and community leaders determined to provide resources, support, and information to parents of children with disabilities and special health care needs. Our philosophy of "families helping families" reflects our commitment to supporting families of diverse backgrounds. Today, the Parents' Place offers a variety of programs and services that continue to support families of children with disabilities and special health care needs. Serving as Maryland's Parent Training and Information Center and Family-to-Family Health Information Center, Parents' Place supports thousands of Maryland families each year. Parents' Place, staffed primarily by parents who have faced these challenges, believes that experienced parents are a key source of knowledge and support to help other families become effective voices for their own children. Please continue to explore the website to learn more about our staff members, programs, services, and resources.

Kim Birnbaum

Parent Educator

Kim has been administering an online disability specific parent support group of over 1,200 members in Howard County for several years. In this capacity, she helped assist members to connect them to resources like The Parents' Place of MD. Kim is an active community member and volunteer on public education, special education, equity and inclusion, and environmental issues including serving volunteer roles for her children's school's PTA, the Community Advisory Council and informal parent groups. Kim has a Bachelor of Art degree from James Madison University and majored in psychology. She worked in the early childcare industry for several years and then worked in an administrative capacity for over 10 years before the privilege to stay home with her children and navigate their interventions, therapies, and education. The parents of the special needs community have been very helpful to her, and Kim enjoys helping other parents who are newer to their journeys.

Kristen Paul

Director of Early Childhood Programs

Kristen has worked with children and their families for more than 20 years in a variety of capacities, including as a teacher, Federal agency education advisor, college administrator, and in family support for Birth to Five Programs. Kristen serves as Maryland's Ambassador for both the CDC's Learn the Signs. Act Early. and DEC/ECTA Recommended Practices programs, leads PPMD's Baby LEADers parent training program and other early childhood initiatives, and participates in numerous state-level committees, working groups, and other collaborative efforts to improve the outcomes of Maryland's youngest residents and their families. At the state level, Kristen serves as a Parent Member of the State Interagency Coordinating Council for Infants and Toddlers; locally, she is Chair of the St. Mary's Citizens' Advisory Committee for Special Education (CACSE) and received the 2022 Volunteer Award from the St. Mary's County Commission for People with Disabilities. Kristen resides in St. Mary's County with her husband and young son with multiple disabilities.

Silvia Ramos

Silvia is a dedicated and compassionate professional with over 20 years of experience in early childhood education and family support services. She holds a Child Development Associate Credential, along with various certifications and training in infant and early childhood mental health, home visiting, and family support. Silvia's passion for helping families and young children has driven her to serve in various roles, including program coordinator, family advocate, and home visitor. Silvia is originally from El Salvador, she is married, and she is also a proud parent of three grown children and grandparent to three wonderful grandchildren, ages 8, 9, and newborn. Her personal and professional experiences have shaped her deep understanding of the importance of nurturing and supporting families during the critical early years of a child's development.

2021 - 2023 Strategic Plan

VISION:

PPMD envisions communities where all families and children with disabilities and special healthcare needs live their lives to their fullest potential.

MISSION:

Our mission is to empower families as advocates and partners in improving education and health outcomes for children with disabilities and special healthcare needs with a commitment to diversity and equity.

VALUES:

PPMD embraces these core values as part of its vision: Integrity · Diversity · Partnership · Inclusiveness · Leadership · Advocacy

GOAL ONE

PPMD will be the lead organization providing and/or connecting diverse families and professionals to comprehensive, effective information, education, and support, using the following strategies:

1. Provide individual assistance to enhance family-professional partnership & effective advocacy

2. Provide parent, youth, & professional development to enhance family- professional partnership & advocacy

3. Increase visibility for PPMD as a source of information and support for families and a resource for professionals working with them

4. Develop awareness, familiarity & collaboration with organizations, to maximize support available to families & professionals

GOAL TWO

PPMD will strengthen the impact of the voices of families of children with disabilities and special healthcare needs, using the following strategies:

1. Increase PPMD's representation on efforts of importance to the children, youth, families, & professionals we serve

2. Recruit, develop, & support family leaders to advocate on issues of importance to the children, youth, families, & professionals we serve

3. Share information on issues of importance to the populations we serve & connect trained family leaders & their professional partners to impactful opportunities

4. Partner with organizations & individuals to impact local, state, & national policy on issues of importance
to the populations we serve

GOAL THREE

PPMD will strengthen and maintain its organizational effectiveness and vitality, using the following strategies:

1. Increasing financial stability & sustainability of PPMD through diverse sources

2. Ensuring knowledgeable, skilled, committed, & diverse staff at all levels of the organization

3. Ensuring knowledgeable, skilled, committed, & diverse Board members

4. Continuously evaluating & improving organizational efficiency effectiveness and impact

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The Parents' Place of Maryland began in 1990 as a grass-roots effort of families, professionals, and community leaders determined to provide resources, support, and information to parents of children with disabilities and special health care needs. Our philosophy of "families helping families" reflects our commitment to supporting families of diverse backgrounds.

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Be like Buddy is a website that provides activities that are Autism/Sensory sensitive friendly. This website was created by a mom and dad who have children have developmental issues ranging from mild to extreme autism. The cool thing about this website is that it offers resources or different activities in every state. The mother does research and networks with hundreds of businesses to find places that are willing to meet families like their halfway.

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Easterseals MORC Autism Services- Taylor Mace

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Easterseals MORC Autism Services- Taylor Mace

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Easterseals MORC is a leader in providing comprehensive, emerging and evidence-based treatment for individuals and their families. Their services include home-based interventions, social groups, parent education/coaching (individualized and multi-family), community based services, collaborative consultation with schools, childcare agencies and other providers, and evidenced-based group therapy for teens. One of the main reasons I decided on this organization was its use of evidence based frameworks for their interventions. These include Applied Behavior Analysis (ABA), the PLAY project, and Occupational Therapy. Knowing that they strive to provide quality services for both the student themselves and their families makes me confident in their ability to effectiveness assist them.

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Easterseals MORC is a leader in providing comprehensive, emerging and evidence-based treatment for individuals and their families. We offer innovative therapies as well as training, support, and education services to create life-changing solutions for those with an autism spectrum disorder (ASD) and their families.

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Autistic Women & Nonbinary (AWN) Network - FeiTian

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Autistic Women & Nonbinary (AWN) Network - FeiTian

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AWN is a women & non-binary, autistic-led organization focusing on disability justice and transformative + restorative justice within communities. I have chosen to highlight this community as a resource because AWN prioritizes those at the margins within the autistic and disabled community. Most mainstream research/orgs/portrayals of the autistic community tend to be biased towards the male perspective, so it is helpful to have an organization such as AWN be a source of intersectional advocacy. On AWN's "Resources" page, they have a super helpful Resource Library where there are resources for parents of autistic children, as well as survival packets for autistic youth and adults, such as a packet that explains healthcare options for autistic adults. AWN seeks to empower disabled and autistic people, runs autistic-led publications, hosts meet-ups and community events, and is a very important resource to my community.

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Autistic Women & Nonbinary Network (AWN)

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It's my favorite time of the year! Halloween is coming up soon, and for many Latine people like myself, it's also close to Day of the Dead (Día de los Muertos). I love this season of spirits, spooks, and sweets.

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Autistic Women & Nonbinary Network (AWN)

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https://www.specialolympics.org/?locale=en
Special Olympics is a national organization that embodies the power of sport to build community enrichment and inclusion for male and female athletes with physical or intellectual disabilities. This website includes many resources nation wide for SWD to search and find a team in their local state area. Special Olympics works closely with school systems as well and strives for athletes with disabilities in schools to play on the same teams as their classmates without disabilities.

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In every corner of the earth, Special Olympics is changing the lives of people with intellectual disabilities. These stories come from all around the world

Inclusion Works We celebrate our most inclusive games in Special Olympics history by profiling global athletes competing in the Abu Dhabi World Games in March.

50 Game Changers ESPN and Special Olympics have teamed up on a year-long storytelling initiative telling the stories of game changers and game changing moments toward inclusion. Check back each week for a new story of inclusion.

Pledge to Include

Stories of Inclusion Special Olympics and over 5 Million of our athletes are leading the charge for full inclusion of people with Intellectual Disabilities (ID). The movement is rooted in the spirit of our founder, Eunice Kennedy Shriver, who took a rebellious stand against the injustices faced by people with Intellectual Disabilities in 1968. Today, the fight for inclusion is more relevant than ever. People of all ages, races, genders, cultures, backgrounds, and abilities continue to face discrimination, ignorance, and disparagement. Just as Eunice Kennedy Shriver did 50 years ago, Special Olympics is setting a stake in the ground to create change and, this time, our athletes are leading the way.

See inspiring stories, photos and videos in our Special Olympics monthly newsletter.

Special Olympics offers many ways to take part. There are short-term and long-term volunteer opportunities, the option of playing Unified Sports and to become a Special Olympics athlete.

Please donate and help us get one more athlete onto the playing field.

Through the power of sports, people with intellectual disabilities discover new strengths and abilities, skills and success. Our athletes inspire people in their communities and elsewhere to open their hearts to a wider world of human talents and potential.

Mission The mission of Special Olympics is to provide year-round sports training and athletic competition in a variety of Olympic-type sports for children and adults with intellectual disabilities, giving them continuing opportunities to develop physical fitness, demonstrate courage, experience joy and participate in a sharing of gifts, skills and friendship with their families, other Special Olympics athletes and the community.

History From a backyard summer camp for people with intellectual disabilities to a global movement, Special Olympics has been changing lives and attitudes since 1968.

Eunice Kennedy Shriver Eunice Kennedy Shriver, founder of Special Olympics, was a pioneer in the worldwide struggle for rights and acceptance for people with intellectual disabilities.

Leadership Teams Special Olympics is led by a senior management team with broad corporate and nonprofit experience. Seven regional offices around the world are headed up by managing directors who support the ongoing growth and development of programs in their regions. In addition, Special Olympics has a Global Athlete Leadership Council which features an Athlete Leader from each of the seven regions and provides feedback, guidance, and ideas to the Special Olympics International Board of Directors and Leadership Team.

About Intellectual Disabilities Children and adults with intellectual disabilities inspire us every day at Special Olympics events around the world. But what are intellectual disabilities?

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In every corner of the earth, Special Olympics is changing the lives of people with intellectual disabilities. These stories come from all around the world Inclusion Works We celebrate our most inclusive games in Special Olympics history by profiling global athletes competing in the Abu Dhabi World Games in March.

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https://bpointwellness.com/equine-facilitated-therapy/

Research shows us that animal assisted therapy benefits children with wide ranging disabilities, especially children with autism. Balance Point offers animal assisted therapy with horses. They do accept several forms of insurance.

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Insurances accepted: BCBS, Carefirst, Cigna, Hopkins EHP, Medical Assistance, United Healthcare, and Optum
Contact us at 410-800-2169 option 2 for more information or for our self pay rates or

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Equine Facilitated Therapy in Baltimore MD & Salisbury MD

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Insurances accepted: BCBS, Carefirst, Cigna, Hopkins EHP, Medical Assistance, United Healthcare, and Optum Contact us at 410-800-2169 option 2 for more information or for our self pay rates or

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Autism Resources for Relational Skills and Cognitive Function-Tenaea 

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Autism Resources for Relational Skills and Cognitive Function-Tenaea 

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https://autism.umd.edu/resources/for-md-families/

There is a hearing, speech and development clinic.

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The Program for the Education and Enrichment of Relational Skills (PEERS) is a multi-week, evidence-based social skills intervention for motivated teens who are interested in making and keeping friends. UMD's PEERS program is specially designed for college-bound high school students. It includes separate group sessions for teens and their parents. Tuition is $1600 and enrollment is limited.

Executive Functioning for Effective Cognitive Transformation (EFFECT) serves to help teens improve their executive functioning skills in order to be more successful with home, school, and social activities. UMD's EFFECT program is specially designed for college-bound high school students, and works best if the student's social skills are not a concern, or have been addressed through the PEERS program first. It includes both individual and group sessions. Tuition is $1800 and enrollment is limited.

For more information, including the next enrollment dates, visit the PEERS and EFFECT website or contact HESPClinic@umd.edu.

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For Maryland families | University of Maryland Autism Research Consortium

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The Program for the Education and Enrichment of Relational Skills (PEERS) is a multi-week, evidence-based social skills intervention for motivated teens who are interested in making and keeping friends. UMD's PEERS program is specially designed for college-bound high school students. It includes separate group sessions for teens and their parents.

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Local, Peer Groups Available for Children with ASD - Paulina Kozorosky

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Local, Peer Groups Available for Children with ASD - Paulina Kozorosky

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Children's National runs executive function and social skills groups for children with autism spectrum disorder (ASD) at the Children's National Montgomery County, 15245 Shady Grove Road, Suite 350, Rockville, Md., 20850. Families can check back on the website to see when registration for these groups opens up.

The flexibility and friendship group targets social skills and flexibility in young children, ages 4-5, with ASD through a play-based and story-based curriculum.

The unstuck and on target group targets elementary school students, ages 8-10, with ASD foundational executive function concepts and skills.

The on target for life group targets middle school students with ASD, ages 11-13 or in grades 6-8, focusing on how to improve executive function skills such as flexible problem-solving, planning and organization.

The flexible futures group targets diploma-track high school students on the autism spectrum, ages 15-18  working on executive function and self-determination skills such as flexible problem-solving, planning and organization.

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Executive Function and Social Skills Groups - Center for Autism Spectrum Disorders | Children’s National Hospital

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Children’s National Center for Autism Spectrum Disorders will host several free executive function and social skills groups for children and teens with ASD at our Montgomery County Outpatient Center in Rockville, Maryland.

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AANE-Asperger/Autism Network and my friend's book - Lori Song

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AANE-Asperger/Autism Network and my friend's book - Lori Song

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In light of our discussion in class this week, I thought this part of the AANE website was interesting related to the use of Asperger's and the history of the word. https://www.aane.org/aanes-use-of-the-term-aspergers/

This site is a thoughtful, relevant site with helpful resources for those impacted by Asperger's. My friend, Cornelia Elwood, is on the board and has written an excellent book for parents called Take Charge of Treatment for Your Child with Asperger's. Cornelia's oldest son has Asperger's and when he was younger, she had no idea what was going on with her son and very little support within her community. She decided to learn as much as she could in order to support her son and eventually wanted to help other parents in similar situations. Her book offers parents detailed planning ideas that make sure schools and communities are equipped to support these families. It is an excellent resource and one that I highly recommend.
https://www.aane.org/take-charge-treatment-child-aspergers-asd-create-personalized-guide-success-home-school-community/

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Share your thoughts on language related to autism Why does AANE use the term "Asperger's" when it is no longer an official diagnosis? Should "Asperger's" continue to be used given what historians have learned about Hans Asperger?
These are just a couple of the many language-related questions AANE frequently fields from long-time and new community members. While exploring the AANE website and our other communications, you will see terms and phrases like autistic, Asperger profile, Aspie, on the spectrum, Autism Spectrum Disorder (ASD), Asperger Syndrome (AS), neurodivergent, and/or neurodiverse . We recognize that language surrounding autism has evolved and changed since our inception in the mid 90s. We would like to respond to these questions with some of our rationale.

The Origin of the AANE Name

In 1994, the diagnosis of Asperger Syndrome (AS) was introduced as an official diagnostic category in the Diagnostic and Statistical Manual, Fourth Edition (DSM-IV) by the American Psychiatric Association. The diagnostic criteria included a lack of speech delay, no pronounced cognitive or intellectual disability, and social communication challenges. Prior to the DSM-IV, people who had this profile were misunderstood and unrecognized as a group with unique needs. AANE was founded in 1996 and was originally named the Asperger Association of New England to represent the population the organization served.

AANE soon made efforts to replace the word "syndrome" with "profile" because "syndrome" failed to acknowledge that:

Many people with Asperger profiles also have striking abilities, talents, and positive traits.

Traits are not fixed or static. With education and support, people's brains, behaviors, and skills can change over time.

Judgments about people's abilities are subjective. What seems like a challenge in one environment may be an asset in another context.

In 2015, the DSM-5 officially folded Asperger Syndrome into the umbrella diagnosis of Autism Spectrum Disorder (ASD). The organization felt it was appropriate to alter its name at that time to the "Asperger/Autism Network" to reflect this development and also to recognize its reach had expanded beyond New England. Knowing that AANE's services addressed the very unique needs of people with Asperger profiles, we did not change who we served and kept "Asperger" in our name.

Many feel pride for and connection to their Asperger identity.

Numerous individuals who were diagnosed prior to the elimination of Asperger Syndrome from the DSM still refer to their diagnosis in this way, and colloquially may still refer to themselves as "Aspies." Many people across the world, with and without diagnoses, continue to resonate with the term "Asperger," and we wish to affirm this choice. Moreover, by keeping Asperger in our name, people searching for services that fit their specific needs and those from other countries where the term is still used as a diagnosis can find us.

We do not ascribe to the terms "high functioning" and "low functioning."

We intentionally chose to use the terms "high functioning" and "low functioning" to differentiate autistic people. We believe that people across the spectrum live with differences that cannot and should not be described as greater than or less than. Using terms such as "high" or "low" inevitably diminishes the needs of one group while ignoring the abilities of the other. Personalities, aptitudes, and sensitivities exist along many spectrums on multiple dimensions.

AANE celebrates neurodiversity.

Diagnostic labels, by nature, define and tend to ignore the strengths, gifts, and adaptive benefits of the individuals diagnosed. In contrast to this, the Asperger constellation of traits can be described as one of many natural variations in human neurology that lead to differences in individual experiences, sensitivities, and perceptions. These variations are not neurological "dysfunctions," rather, evidence of "differently" functioning neurology that often defies clear categorization. At AANE, we celebrate neurodiversity .

Official diagnosis is a pathway to support.

Neurodivergent people, including those with Asperger profiles, often face very real challenges navigating environments and systems predominantly designed by, and for, neurotypical people. Accommodations can provide significant improvements to well-being and quality of life and often require an official diagnosis. Current clinical convention is to diagnose people with Asperger profiles with an Autism Spectrum Disorder. Frequently clinicians make reference to Asperger's as a qualifying term in their diagnostic reports, as it continues to be a relevant term to describe a specific constellation of needs.

We believe in critically examining, understanding, and sharing the historical implications of the term "Asperger."

Hans Asperger was a clinician in the 1930s who described a population of children who had clinical presentation similar to what was defined in 1994 as Asperger Syndrome. More recently, a book has suggested that Hans Asperger was affiliated with Nazism in Germany, and that he attempted to save the children he worked with from perishing in the holocaust by distinguishing them from the autistic children identified by Dr. Kanner who had more intensive needs. If Dr. Asperger tried to save the children he diagnosed and made no attempts to save others, many could debate whether it was a commendable or condemnable act.

Dr. Frith (the woman who proposed the name Asperger Syndrome in the 90s based on readings of Asperger's historical writings) may not have had the full context of Asperger's involvement with the Nazi's. She recognized that he was describing a clinically relevant population ( though we have learned he was not the first ) that could benefit from deeper understanding, care, and compassion. Whether or not to continue using his name as a descriptor has sparked hours of discussion and contemplation for our organization, and it is an issue we and many others have not yet resolved.

We are committed to listening to our community.

We are following closely the landscape surrounding the use of the word Asperger to describe the population we serve. We have continued to engage our staff, clinicians, and our autistic community in a dialogue about whether or not to change our name, our mission statement, or other materials. We continue to evaluate and self-reflect on this issue. Every autistic individual has unique needs, and though not every organization can meet all of those needs, we firmly believe that every autistic individual deserves community and connection. Now more than ever, people are reaching out to us for our clinical expertise and our commitment to acceptance. However you identify, with an official diagnosis or not, we are here for you!
Share your thoughts on language related to autism

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AANE's Use of the Term "Asperger's" - The Asperger / Autism Network (AANE)

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Share your thoughts on language related to autism Why does AANE use the term "Asperger's" when it is no longer an official diagnosis? Should "Asperger's" continue to be used given what historians have learned about Hans Asperger? These are just a couple of the many language-related questions AANE frequently fields from long-time and new community members.

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I found Autism Society website which I found to be extremely helpful. This site has been around for 57 years and the site provides a lot of information and resources. It fully explains what ASD is, the possible causes or factors, the diagnosis and screenings and the DSM-5. You also can request to get support directly though the site and connect to their National Hotline. They also supply resources on ways to give, get involved and how to support the community. Lastly, I really appreciate how this website talks about ASD as an expeirnce, they say "the autism experience" and to me, it gives a more positive tone about it which I feel other foundations tend to fall short on sometimes.

https://autismsociety.org

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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.

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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.

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The MSDE division of rehabilitation services offers drivers ed classes specifically for autistic people. WTC provides two to three additional class sessions compared to commercial driving schools. These additional sessions allow the instructor and students more time to present and understand the material and also to repeat quizzes and tests as necessary.
https://dors.maryland.gov/consumers/WTC/RTS/Pages/driving.aspx

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​Driver Services

Driver Assessment

WTC's certified driving instructors and occupational therapists evaluate individuals with disabilities to determine their ability to drive motor vehicles.

Driver Education

WTC offers driver's education in two formats. Format 1 is designed for DORS consumers with Autism Spectrum Disorders. Format 2 is designed for all DORS consumers not on the Spectrum. Consumers who are Deaf or Hard of Hearing, attending this class, will be provided with interpreting services.

The WTC Driver's Education class uses the same 30-hour MVA-approved Driver's Education Curriculum that the commercial driving schools use. This includes the six-hour Behind-the-Wheel (BTW) training, which occurs after successful completion of the 30-hour class. Students can attend the 30-hour class with or without a Learner's Permit; however, a Learner's Permit is needed in order to complete the six-hour BTW training.

WTC provides two to three additional class sessions compared to commercial driving schools. These additional sessions allow the instructor and students more time to present and understand the material and also to repeat quizzes and tests as necessary.

Adapted Driving

WTC staff determine what adaptive equipment individuals with disabilities will need to get a driver's license and then provide training on how to use the adaptive equipment.

Vehicle Services

Vehicle Modification Services

WTC's state-licensed evaluators determine what adaptive equipment and other modifications a vehicle needs to allow individuals with disabilities to enter, exit and safely operate it. Modifications are for vehicle​s owned (not leased) by the DORS consumer or his or her family.

Contact your DORS Counselor or your local DORS office for more information.

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WTC Driver's Ed instructor and student head out for a road trip.

WTC helped this college student modify her van to prepare for her new career.

WTC vehicle modifications make independence possible for many people with disabilities.

Driver & Vehicle Services Handout

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WTC's certified driving instructors and occupational therapists evaluate individuals with disabilities to determine their ability to drive motor vehicles. WTC offers driver's education in two formats. Format 1 is designed for DORS consumers with Autism Spectrum Disorders. Format 2 is designed for all DORS consumers not on the Spectrum.

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How School Counselors "fit" (reposting because I think mine got deleted...) -FeiTian

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How School Counselors "fit" (reposting because I think mine got deleted...) -FeiTian

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As School Counselors, it is our responsibility to advocate for all our students and ensure that students receive fair and equitable education and services without discrimination. Therefore, SCs will “fit” into the mandates and structures governing services for students with disabilities as a support team member and an advocate for any student with a disability. To be an effective advocate, we must know how to work well with any other members of a student’s support/IEP team, i.e. a special education teacher, psychologist, occupational therapist, S/L pathologist, principal, parental guardian, etc. We must also be up to date with the current, federal regulation codes when it comes to a student’s IEP/504, while simultaneously being up to date on disability terms so that we can speak up for a student with a disability if any misconceptions appear due to lack of awareness for a specific disability. In a way, we have a dual role of being familiar with mandates and structures while being familiar with disability language and awareness so that every student’s evaluation can best “fit” them!

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Noting Racial Bias when Diagnosing Students with ODD versus ADHD -FeiTian

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Noting Racial Bias when Diagnosing Students with ODD versus ADHD -FeiTian

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The FBA and BIP are critical in working with students who have ODD, CD, and/or ADHD, and they provide a basis for the team process and collaborative effort that must be done in order to develop and deliver the needed behavior intervention plans. During the data collection portion of the FBA, the school counselor can play a major role in advocating for a student who otherwise may be labeled as “too wild,” or “difficult” to manage. Similarly, school counselors can continue to add input when the student’s BIP is being made by the team. Without the FBA and BIP, students’ needs will not be met and this will affect not only the individual student, but their classmates, teachers, and families. One concern I do have however, is about racial bias among diagnosing students with ODD versus ADHD. Black and Latine students are more likely to be misdiagnosed with ODD instead of ADHD, and as the article by Amanda Morin suggests, many students who have ODD can also have ADHD. As a School Counselor, I would want to remind my team about this fact and provide school-wide data if needed.

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School Counselors and FBA/BIP - Lori Song

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School Counselors and FBA/BIP - Lori Song

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It is really important to know the components of an FBA and a BIP and to help navigate the process with all involved. We need to start with the 3 questions, asking why the student is struggling with the behavior, what causes it, and are there any positive reinforcements that might help. It is important to follow the procedures that are set in place for the process, even if it is time consuming at times. The BIP checklist is a great way to make sure we are following the steps, but also crucial in helping the create an atmosphere of change for the student. We might think we know how to help a student and know how to guide them to better behavior, but both of these plans hold us accountable to making the specific changes that will really benefit teachers and students.

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School counselors will work with a student support team to develop and implement a functional behavioral assessment (FBA) and behavioral intervention plan (BIP). The school team, including the school counselor, is required to make a FBA and BIP for students with an IEP or 504 plan within 10 days of a behavior if the behavior severely impacts their success in school such as a suspension and removal to an alternative educational location. The school team can also make FBA and BIP for students who do not have an IEP or 504 plan. Data from the FBA and BIP plan are analyzed as a factor to determine if the student will be diagnosed with ODD, CD, or ADHD. School counselors can deliver direct counseling services to students as a part of the behavioral intervention plan. School counselors can ensure all aspects of the BIP are being implemented with fidelity.

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Counselors have the ability to see students from a social-emotional viewpoint. This is oftentimes not the case for other staff in the school. As counselors, we get to see our students' unique minds and use this as a strength during the FBA and BIP creation and implementation process. Without the counselor, there would be missing pieces to the puzzle. The counselor can provide crucial information for students with ADHD, CD, and ODD, and shed a new light on behaviors that may be seen as "acting out". Counselors are the students' advocates.

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We all know that as a counselor it is our responsibility to be advocates for our students. It's not uncommon for children who have these various disorders to be misunderstood or wrote off as "bad students". As counselors we have the insight to step and be the advocates for these children. We can meet with these students and collect information that is needed for BIPs and FBAs. When BIPs and FBA are filled out and implemented correctly, they can be very effective fro the child. Ensuring the children get the opportunity to succeed in school means being their advocates when they need it.

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FBA/BIP Teamwork Makes the Dreamwork-Tenaea 

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FBA/BIP Teamwork Makes the Dreamwork-Tenaea 

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A school counselor needs to consult with all school staff as well as the students family in order to make decisions that benefit the student. The FBA needs to be comprehensive and address all of the students needs. The BIP will reflect the findings of the FBA whether its ODD, CD and ADHD.

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FBA and BIP through a school counselors lens--Caitlin W.

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FBA and BIP through a school counselors lens--Caitlin W.

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Just like in IEP meetings and consultations with teachers, school counselors have a unique perspective on students that is valuable when it comes to BIPs and FBA.  Part of a school counselor's job is getting to know the student on a different level than a teacher or administration member might. This insight is really helpful when writing a BIP or implementing a FBA. Also, it is important that the counselor collaborates with the teacher to make sure that the created BIP is something that is manageable for the student and the teacher. As a teacher, I know that sometimes teams creates BIPs with the best intentions, but they do not always translate well into the classroom. Being open to change and being able to modify when needed is an important part of being a school counselor.

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FBAs and BIPs are valuable tools to assist both students and the adults working with them. FBAs provide useful information as to what activates a student's behavior, and can also allow us as counselors to investigate further into why such situations/interactions have such an impact on our students. Consulting and collaborating with our students' teachers is essential to their success. Teachers see the behaviors in their classrooms most frequently, so communicating with and checking up on the student in the classroom is effective. Collaboration with and for the student goes a long way.

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I think like everything else, we are advocates and consultants in this process. I think as counselors, we can understand different diagnosis' in a unique lens. I took Diagnosis with Dr France last semester and a big takeaway I had was that every person presents there diagnosis differently. Also, that people are not their diagnosis. This mentality can help in the consultant role when children with these diagnosis' have behavioral or cognitive issues and their teacher or parent is putting them in a box. We can help separate the child from the diagnosis and work as a team to come up with interventions and techniques that best suit that child.

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KKI Achievements Program - Lana Williamson 

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KKI Achievements Program - Lana Williamson 

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Kennedy Krieger in Baltimore has a program called the Achievements Program at their Center for Autism and Related Disorders. The program provides individualized treatment in small-group settings to children with autism spectrum disorder who want to work on their communication and social interaction skills. The groups can focus on a wide range of topics, such as language, learning readiness, and role playing social interactions. One of the approaches that I thought was interesting is how the program is also focused on building communities between families and helping the students form friendships. The program utilizes books, photos, toys, and much more to meet the child where they are at. There are two staff members placed with 3 to five children. The program is created to meet specific individual needs of the student. I chose this program as a resource because of it's key mission to build community and the accessibility of the program. For example, the program is open and flexible to families schedules and needs.

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Provides three small-group treatment programs designed to develop communication skills, social interaction abilities and learning readiness.

Achievements for Little Learners, age 1 year

Early Achievements, age 2 years

Achievements, ages 2 years, 9 months through 5 years, 11 months

Click here to view the Achievements Program factsheet.

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Clinical Services at the Center for Autism and Related Disorders

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Kennedy Krieger Institute's Center for Autism and Related Disorders (CARD) provides state-of-the-art evaluations using interdisciplinary models to identify individual strengths and needs to guide decision-making.

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Procedures and Advocacy- Lana Williamson

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Procedures and Advocacy- Lana Williamson

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As a school counselor, when working with students I would follow the individual's preventive strategies. If a behavior occurs, would also follow the response strategies as outlined in the BIP. I would work with administration to create time for staff to learn about how to effectively implement the BIP. For example, teachers and support staff don't always know how to respond to a child's behavior in class and typically just send them to the front office. The FBA and BIP are lengthy documents and it may take time for staff to digest. As discussed in class, student services has increase since COVID-19 and we need to work together to best serve students.

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When working with students who are making voluntary or involuntary choices with their behaviors, school counselors have the FBA and BIPs to rely on. The questions that are needed to be solved in a FBA can help counselors solve a student's issues in a clear and effective manner. Basically, behavior assessments help staff members figure out the other needs students in school need help with, in which then the school counselor can directly intervene or help monitor how progress is being made for that student. It is also interesting how identifying the function of the behavior leads to the team of staff members to develop the correct intervention plan, and how to record data and observations in an effective way or not. This system of assessments and intervention plans are a critical part of the school counseling role. It helps counselors recognize if a student's problems are a reaction of something else or if the students needs help with other executive functioning skills, emotional regulation, or social skills.

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School Counselors can be of great assistance when it comes to the FBA or BIP process. When challenging behaviors continuously occur in children there is a need for interventions. Counselors can assist in recognizing and creating positive interventions to help decrease these challenges behaviors. Working with all students takes a collaborative team. It is extremely effective to get all team members involved in cases where students need a little extra help and a counselor is certainly a critical member of this team. A counselor can be a place for a student to come to with a flash pass, implement individual and group counseling to the student. The counselor (essentially) being the liaison between parents and students can create a plan so there is consistent expectations at school and at home for a student to get routine and habits created with positive, desirable behaviors.

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School Counselors and Interventions- Taylor Mace

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School Counselors and Interventions- Taylor Mace

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School counselors can play an important role in the intervention of students with an FBA and BIP. One of these interventions is working to teach students replacement behaviors. While they can also aide the FBA and BIP process by providing observational data and helping to determine the functioning of behavior, the intervention piece allows counselors to take a more direct and active approach. Through things like individual counseling, group counseling, referring to outside resources, and collaborating with students and their families, school counselors can begin to teach replacement behaviors to their students.

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As counselors, we should be involved (in my opinion) in almost all services given to SWD. Counselors need to be a part of the IEP/504 meetings, communication with parents and other stakeholders, observations, and especially be there to empower, advocate for, and support their students with disabilities. As counselors, we are experts in the social-emotional aspect of our students. Students with disabilities may need more support in their self-efficacy and confidence. As a counselor, it is important in our role to see our SWD as a whole person, and get to know their strengths and interests to build skills upon their social-emotional development. This will strengthen their sense of purpose and belonging.

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As counselors our job is to help. However, we cannot fix. As helpers we are able to stand up for students advocate if they do not have a voice. Certain school systems do not require school counselors to be in 504/IEP Meetings. However, I think it is important for them to be there in order to support the student/parent and help provide interventions as a team. Many assume that a SWD automatically receives support from outside of the school system and that is not necessarily true. Therefore, as the counselor, we are able to give resources to the student in order to go in the correct direction.

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Largely, I believe the school counselors role in serving SWD is that of support. We're absolutely invested in the well-being of a SWD in the way that we're making sure their needs are being met. Specifically, this means that means that we have an understanding of their 504 and IEP and what services they are entitled to; we make sure the SWD is receiving those services. We are in contact with the service providers, be it the social worker, psychologist, OT, speech-pathologist, etc. We also are able to provide therapeutic interventions that target the child's social-emotional wellness as having a disability can come with a large amount of stress that other service providers may not recognize or have time to address. We're also involved with speaking to parents, teachers, and admin in helping them understand the RTI/MTSS.

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School counselors play a big role in supporting students with disabilities, especially behind the scenes. SC can be the people who deliver student accommodations such as providing a small group testing environment, but they are not necessarily at the forefront of that role. Special educators, general educators, and other academic specialists are mostly going to be providing SWD with their accommodations. SC play a role in ensuring that these staff members are knowledgable about what accommodations students' receive. An additional role that SC also have is to provide social emotional well being support to SWD through direct and indirect counseling services.

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advocacy, consultation and collaboration- Shannon Roarty

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advocacy, consultation and collaboration- Shannon Roarty

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I believe as school counselors one of our most important roles is to advocate for our students needs and wants. A huge duty of ours is consulting with admin, staff, and parents and during these conversations it is critical time to be advocating for our student. Not only is advocating a huge role but also our support, we need to support everyone involved in these decisions, the special educators, the parents, the teachers, admin and most importantly, our student. Lastly, with all this being said collaboration is vital to the success of working with any student, but especially our students with disabilities, there are so many moving parts when it comes to documents and teachers communicating with one another. When we gel together and work as a team the likelihood of our student succeeding at whatever it is they need to excel at and need that assistance with is much greater if we were to assume one person will take on all the necessary jobs to help this student.

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I think the role of a school counselor with SWD is advocacy. We are responsible for parent communication and support, social emotional well being, and 504/IEP support. I think we should work to support the special educators in the building, as well as the principal/vice principals in understanding SWD, the legal and admin mandates that are applicable. We should also make sure that SWD are thriving in school, just like their peers and that might mean working with the student support team in the building and creating a plan for each students' needs.

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I feel like a better question might be "Where do we NOT fit as school counselors?" I say that because it seems that school counselors should be involved in each step and process related to serving SWD. We need to be advocates and first and foremost make sure that students and parents know what the laws are and what resources are available. We help with the documentation, the observation, the parental support, the communication and the follow through. Through all of this, we walk along side the students to check in on how they are doing, make sure that mandates are being followed and make sure we are evaluating all that is being done for the students.

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For all school counselors, we want to make sure our SWD are having the same experiences as their peers who are without a disability. A strong way of showing our advocacy for a child is speaking up when we see something off in the child's learning environment in a class room or any other school setting. This is our fitting position of the counselor making sure all of the surrounding roles of staff members within a student case are making actions that benefit the student's inclusion and access to the education. We as a counselor fit in the gaps where a staff member by mistake may not see the full potential a SWDs may have. Its essential counselors are a part of the full IEP and 504 plans for students because as a counselor we are constantly working to understanding our students to the fullest capacity.

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School counselors have the responsibility to act as an advocate on behalf of disabled students, but also to provide them with the tools to advocate for themselves. Being familiar with students' IEP goals and 504 plans provides counselors with knowledge required to best serve their students. Collaborating as a team with other stakeholders (parents/guardians, IEP and special ed chair, gen ed teachers, administrators if necessary, psychologist, outside supports, and the student themselves) gives room for creative solutions to barriers to accessing education for the student. Ensuring that students are receiving accommodations is the number one way for counselors to support students. Going over accommodations with students and empowering them to ask for what they need is an important step as well, though this may take a bit longer than other goals due to the idea some students have that needing help is bad.

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I think school counselors have a unique role in the legal structures and mandates that go along with special education. Often times, I think IEP and 504 meetings can get bogged down with discussion of what the child cannot do, or the deficits they face academically. As school counselors, we have the unique perspective of looking at the child through a non-academic lens. Our role in the school building goes beyond academics. Through one on one support, we can help the student gain confidence and learn self-efficacy. In these legal meetings, we can help teachers and other educational staff to better understand the child, rather than just the numbers and statistics they produce.

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The school counselor needs to be accountable to the student. The disabled student should get an education with no barriers. The counselor is accountable to the school system as well in terms of following federal laws that celebrate being inclusive. The counselor needs to be accountable to the students family as well. The family may have goals and dreams for their child and the counselor can help the family and the child achieve these dreams.

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As a school counselor, you're responsible for constantly collaborating with stakeholders within the school in order to ensure students success. In regard to special education, school counselors collaborate in each step of the evaluation process and implementation of services. For example, before the evaluation begins, school counselors support students families in the understanding of the RTI/MTSS process and support general education teachers in consultations. During evaluations school counselors continue to collaborate with general education teachers and begin advocating for both the student and their parents. After a decision has been made, school counselors collaborate by attending IEP meetings, continuing to support parents/families, and communicating with the schools special education team. After the evaluation has ended, school counselors continue to collaborate by participating in RTI/MTSS teams, communicating and promoting concepts of inclusion with staff, and continuing to support students and parents.

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There are many people and pieces that go into the school system handling SWD. Our role as school counselors through it all is to advocate for the student, and to be their voice. As mandated, all students have the right to being in a classroom and having access to the services that come with that. As a counselor, advocating for any SWD to be given those services is our job. We need to ensure that the student is getting the appropriate level of assistant in school, but making sure they are able to have the school experience. Additionally, we as counselors need to be aware of when an IEP or a 504 is needed and the difference between the two. It is out responsibility to work and find the best solutions to be the most beneficial to the student.

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Not doing what has always been done - Lana Williamson

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Not doing what has always been done - Lana Williamson

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Legal Structures and Mandates have come a long way. The role of a school counselor has developed over time and has an important part of a student's lifelong success. One important part of the role is advocating. A school counselor can advocate for the student's least restrictive environment ensuring that connivence is not being considered over appropriateness and following the law. A student with disabilities should have access to a classroom with their peers and the services should come to them, instead of being taking out of class. School counselors play a role as the 504 coordinator and IEP team member. The school counselor can assist the team in coming up with creative ways to serve students instead of "doing what they have always done". For example, if our text book, the school counselor arranges for accommodations for a student to increase their success on an exam instead of just allowing the student to fail. Also, a school counselor must understand the difference between a 504 and IEP students to be effective in creating accurate resources and accommodations. No accommodations feels like discrimination which is against Rehabilitation Act of 1973. Violations of accommodations could result in a legal action. The student is the one who suffers when services needed are ignored.

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This video reminded me of my own work as a kindergarten teacher. In this day in age, students are asked to do a lot that is not always developmentally and age appropriate. It can be frustrating for teachers when they are feeling pressure to get their students to meet this high academic standard when their students are not ready for it. This can lead to students feeling as though they are failing, when really the work is too hard. Teacher's have a lot on their plate, and noticing and acknowledging these feelings can be put on the backburner for teachers. As school counselors we can combat these feelings by focusing on students' individual strengths and recognizing how they may be feeling in the classroom.

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After watching these videos, it allowed me to gain a new understanding of a glimpse of some challenges students can face at school and how to overcome them. For example in terms of troubles reading, I have never thought about the implications of having kids taking turns reading out loud, as mentioned in Maya's video. I have come to learn various ways on how we can support them and set them up for success academically and socially. It is sad to hear that a lot of these kids have had negative responses from peers or negative views of themselves, because they see things differently and might need additional support. As a school counselor, it's important that we are a resource for both students and staff at the school, and to try to shift the mindset that the kids that need additional support are not lesser in comparison to kids who don't need it.

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Meeting the Child Where They're At - Chappell I. 

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Meeting the Child Where They're At - Chappell I. 

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Success for students in schools is a collaborative effort, especially if the student finds trouble with a particular subject and/or has a disability. The emotional component regarding facing these difficulties stood out to me. Older children spend years with their issue, being nudged and prodded by their teachers, other adults, and their own peers. The kids with difficulties stand out and their peers notice leading to social isolation and even being called names by other students. Over the years this can be exhausting and students can begin to internalize their difficulties as being some intrinsic to their being and not subject to change. Working with kids on the emotional level and helping to challenge their beliefs is definitely a key component to their success. Making sure children feel supported and finding opportunities to celebrate their successes is paramount. As counselors, we want to be inclusive and aiding kids in any way we can academically and socio-emotionally is a large part of our role as counselors.

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When students learn to read, they need to recognize that the sounds they make with their mouths correspond with the symbols (words) they see on the page. These skills are best taught directly and explicitly, followed by plenty of guided and independent practice by general education and/or special education teachers. This learning can take longer for students with disabilities than the typical child but is attainable. As a school counselor, it is important to be aware of the students with reading disabilities and be aware of how reading disabilities make students feel in a classroom setting. It is important to include them in counseling tasks that might require literacy skills. One counseling task that might require literacy skills of children could include a written response to a read aloud, which requires listening, synthesising, and encoding (writing). That's a lot to process for a child with a reading disability!

A school counselor can help to ensure that all student accommodations are being given to students who receive them to ensure equity and help those students be successful.

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Like mentioned in our previous class, we cannot judge a person based off what is happening behind a closed door. I also feel like educators can only ask for so much from them. For example, in Maya's video, Julie Washington explains that we ask 5 and 6 year olds to master such a complex language in just a short amount of time. As counselors, we are constantly telling ourselves to give one another grace - this goes for students as well. Especially students with academic challenges. As counselors we need to support our teachers by giving them the tools needed for that "academic grace". Allowing students to be confident in their learning moment and to not feel frustrated and embarrassed when it is time to complete a task in front of their peers.

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As school counselors, it is our job to advocate for students in the classroom, especially since it should not be a child’s responsibility to have to advocate for themself. Many of the students in the videos mentioned how they often thought they were the “only one” experiencing issues with reading, math, paying attention, etc. and would keep their experience to themselves due to embarrassment, shame, or to prevent further bullying. I believe school counselors and teachers should work together to provide equitable tools and accessible education to all students. The first thing that school counselors can do is provide awareness and/or training for teachers so that all staff can recognize the fact that in a classroom of 20 students, it is unfair to expect ALL 20 students to have the same exact learning style and the same exact abilities or strengths. I appreciated the videos emphasizing how focusing on the strengths of students is often the most effective and the most encouraging way to help kids. This framework is definitely important for all the adults in a student’s life to have so that the student does not blame themself for being different, and instead work with the adults in their life to find tools and methods that work better for them. As Noah’s video mentioned, the tools and exercises he learned for his attention challenges were so effective that he ended up being the first person to finish a written final in his class last semester. Having the tools that suit your learning style can be life changing, and it is imperative that we as school counselors are ready to listen, learn, and advocate.

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After watching the videos on the website I was intrigued by the different age levels that students are experiencing these disabilities with. I noticed how critical it is as a school counselor to be able to validate and understand the struggles and frustrations these students are going through. We must be present for them and make it known that a disability of theirs can lead to issues with making friends or socially developing. In order for a school counselor to walk in a student's shoes we must have full open minds to listen and learn in ways we can adapt to helping all students in all levels. These students don't always mean to not be paying attention, or read slowly behind the rest of the class. They are students that just need to receive greater attention and have more available resources around them.

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Through your child's eyes- Cayla Marcinko

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Through your child's eyes- Cayla Marcinko

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Teachers have a lot on their plate while in the classroom. I can see how sometimes certain things may go unnoticed in the classroom-such as not having the correct supports for students who may be struggling in certain areas. As a school counselor, we can help our teachers with these supports. After watching the videos, I really found the concept of giving our students who may be struggling ownership of their own strategies that they can use for their own benefit. Using strategies that compliment each student's individual strengths makes a world of a difference. Our students who struggle with reading, math, writing, attention, organization, etc., may lack in self-confidence or feel as if they do not belong. Allowing them to take part in the strategies they use can help feed their sense of purpose.

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Regardless of the issue, it became obvious that when students struggle, they begin to believe that they are the problem. My heart ached as I heard so many student express that they felt "weird," or "not good enough," or "unable to make friends" because of their learning issue. The one student who struggled to read, was clearly intelligent, creative and WANTING to be able to read. She also seemed to turn on herself when she started to understand how far behind her classmates she was in her skills. I taught students with learning differences and it was amazing to see these students progress when they had the tools to learn in a different way. Teachers need to be equipped with these tools to help each student, but they also need to be aware of the social dynamic of comparison that all of these students talked about. For the students who struggled with organization skills, it was clearly a relief when they were given strategies to help them on a daily basis. This will take commitment from both teachers and school counselors to not only teach these strategies, but to also provide daily support to help these students practice their new skills. It is easy to forget this need and to get so busy that you forget to double check with students to make sure the strategies are working effectively for them.

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Empathy for frustrations – Lana Williamson

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Empathy for frustrations – Lana Williamson

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Simply opening a book or reading out loud could be triggering for students to have outburst or refuses to do work which can impact a teacher’s response of sending the student out of the classroom which creates a bigger issue. As a future counselor this website reaffirmed the ideas that students and teachers need to come together as a team to have empathy for each other to work towards the common goal of the student’s success. The videos also brought up the idea that not all students have support at home for the extra assistance when the teacher is moving forward daily. This awareness could also improve the teacher-student relationship. Using other activities to relate to the classroom curriculum seems to be an effective plan. For example, as a counselor I could work with teachers when before I go into their classroom to continue building on what they have been working on in class to connect to an SEL lesson. I plan on sharing this website with my current school.

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Meet them where they are- Shannon Roarty 

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Meet them where they are- Shannon Roarty 

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After watching the videos and considering the best way I can involve myself as a counselor, I recognized that we need to ensure that students are receiving their needs and feel accepted in the classroom. All children require their own unique set of needs and it's important that we meet the student where they are. To do this it is critical to collaborate with teachers, parents and the student. As the role of the school counselor, I believe it is my job to advocate for students and their needs while teaching everyone else part of the school to accept those peers who may need the extra assistance in the classroom. It is common for students who receive help to feel less than from their peers and this roots from social expected norms. Starting the conversation with students and normalizing it's okay we all learn differently and may need more help can hopefully bring students to a better understanding of one another. At the end of the day, it is extremely important that students know they have support and that there are ways we can make learning fit their needs and styles to make it an enjoyable experience.

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After watching the many videos, one of the biggest concepts I took away was how important it is to give children support. When a child is struggling, especially in school, they often feel as if they are totally alone in the struggle. They believe that no one can relate to them and can feel very isolated, and we need to be there to show them they are not alone. Additionally, the videos emphasized how even if it's the same topic, children can be struggling in different ways. Whether it's math, reading, writing, etc. working with each child individually is the only way to help them. One technique may be working for one child and when it's presented to another child it just makes things more confusing. Overall I think it's important to give a child the support they may need and work with them individually to lift them up as much as we can.

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When students are struggling, they often feel as though they are the only person going through challenges. They may feel discouraged by seeing other students complete work more quickly than them or with less assistance. It is important to stress to the student that additional support does not equate to them being lesser than their peers. Additionally, giving students access to resources can be beneficial because then students know how to help themselves. Autonomy can be a confidence booster.

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Kids that have a hard time focusing can be seen as distracting, have behavioral issues, or less intelligent than their peers which in reality might not be true. When parents, teachers and staff come together creatively, we can help children with concentration issues succeed. Some ideas that worked for the child in the video were walks, fidget toys, and brain games to help her not get totally lost in "lala land." I think the big take away is being really creative and work as a team to help all children learn.

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Individualized Strategies,Resources, and Skills- Taylor Mace

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Individualized Strategies,Resources, and Skills- Taylor Mace

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After watching the videos showcasing the various challenges students were facing, I recognized the importance of making accommodations for these students specific and individualized. While students were categorized by the subjects they found challenging, each of their concerns were different then another, even those with those who struggled in the same subject area.  With that being said, the accommodations that they should receive need to be approached individually by taking into account their specific struggles. The list of accommodations in schools has drastically increased. These accommodations range from strategies, additional resources, and emphasis on skill areas. With many being readily available in schools today, it is important that educators are focusing on those that best match with the students challenges and their educational goals.

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Kids need flexibility to move around, use tools to help write and calculate numbers. Kids whose brains are wired differently need this tools in order to success like other children. Teachers should teach other kids to accept the differences in learning style