June 19 @ 12:00 pm – 2:00 pm PDT
In need of support, training and resources for your child’s IEP/504? Sherry Mashburn with PAVE is here to help.
pti@wapave.org
In need of support, training and resources for your child’s IEP/504? Sherry Mashburn with PAVE is here to help.
pti@wapave.org
Families United for A Better Future
Familias Unidas Para Un Mejor Futuro
05/31/2025
No Childcare Provided
Doors open at 7:30am
No Habrá Cuidado de Niños
Las puertas abren a las 7:30 am
7:30-8:00am- Registration/Registro
8:00-9:00am-Welcome & Keynote/Bienvenido y Keynote
9:15am-First Session will begin/ La priemera sesión comienza
“The Families Unite for a Better Future Conference is a bilingual (English and Spanish) event created for families and others caring for children—including those with developmental and other disabilities. This engaging, community-centered conference brings together parents, caregivers, educators, and professionals to explore practical strategies, share experiences, and strengthen support systems for children and youth.”
“La Conferencia Familias Unidas por un Futuro Mejor es un evento bilingüe (inglés y español) creado para las familias y otras personas que cuidan a niños y niñas—including aquellos con discapacidades del desarrollo u otras discapacidades. Esta conferencia, atractiva y centrada en la comunidad, reúne a padres, cuidadores, educadores y profesionales para explorar estrategias prácticas, compartir experiencias y fortalecer los sistemas de apoyo para la infancia y la juventud.”
• Limited Interpretation/Interpretación limitada
pti@wapave.org
Thinking about how you use social media and screens can help you make better choices for your mind, body, and relationships. When you take time to notice how you feel, what you see, and how much time you spend online, you can stay in control instead of letting screens take over. Talking with trusted adults and setting goals for your screen time can help you stay safe, feel better, and enjoy the good parts of being online.
Your social media accounts are all about you! Think about why you are using social media or other screens. Is your goal to talk to friends, find cool videos, or learn something new? Thinking about your goals and what you like helps you control how you use social media, instead of letting it control you. To better understand your goals, ask yourself:
Consider what you see and read online. What purpose does this have for you? Is it something helpful and interesting, or is it making you feel bad? Sometimes you might see things that are mean or make you feel sad, anxious, or even angry. If you notice that what you’re seeing online is often upsetting or distracting you from important things, maybe it’s time to look for content that helps you feel better. You can control some of what you see online by only following pages that make you feel good, and by unfollowing or muting accounts that post things that upset you or make you feel bad about yourself.
Think about what you see online and ask yourself:
Think about how you feel and how you use screens when you’re feeling strong emotions. Sometimes we use phones or games to escape negative feelings, but there are other ways to calm down, like talking to people you trust, taking a walk, or making art.
When thinking about how social media makes you feel, ask yourself:
Screens shouldn’t stop you from doing homework, seeing friends in person, getting enough sleep, or doing other things. Think about how long you are going to use an app or website and set a clear time limit for yourself. That way, you can reach that time and be able to put your phone down because you planned to stop. To help you set a time limit that works for you, ask yourself:
You can talk with a friend or trusted adult about your online life and how you are feeling about it. By sharing about how you feel about friends online and in real life, you can better understand what purpose connecting online has for you. Talking helps you learn how to use screens safely.
When you think about your friends and family, ask yourself:
Remember, social media should be something that adds to your life—not something that takes away from it.
One way to stay safe online is by using the “Rule of 5,” which means having five trusted people you can talk to when something online feels wrong or confusing. These questions can help you identify five people you can trust:
Once you’ve identified five people, write them down or save their contact info in a safe place.
Taking control of your social media use starts with understanding your goals, feelings, and habits. By reflecting on how, why, and when you use screens, you can make choices that support your well-being and help you stay safe online. Whether you’re setting time limits, curating your feed, or reaching out to trusted people, every small step counts. Keep checking in with yourself, stay curious, and remember—you have the power to shape your digital world in a way that works for you.
This self-reflection guide was developed as a practical tool to help implement the strategies outlined in Level Up Your Social Media Game: Digital Safety Tips for Youth and Young Adults with Disabilities. It is designed to encourage thoughtful engagement with the digital safety concepts presented in that article, supporting users in applying them to their own online experiences.
Family caregivers and professionals can learn how to support kids’ health and emotional well-being by helping them use social media safely. A great place to start is the American Academy of Pediatrics’ “5 Cs of Media Use” guides.
Social media has both benefits and disadvantages. To use social media safely and effectively, it’s important to practice digital safety and self-awareness. This guide teaches tips and tools to help you make smart choices and stay in control online.
Brief Overview
Social media is everywhere and isn’t going away. For people with disabilities, it opens up new ways to connect, communicate, and participate in conversations that might otherwise be difficult. It can help you feel included and connected. It can be a powerful tool for inclusion and accessibility.
However, while social media offers many good things, it also comes with risks that everyone, especially youth and young adults, need to know about.
One of the most important ways to stay safe is by knowing who you can trust, especially when talking to people online. Not everyone you meet online is the same as the people you know in real life. A trusted adult is someone you know in real life who truly cares about your safety and wants to help you make good choices. This could be a parent, teacher, school counselor, coach, or another grown-up you feel safe talking to. They listen to you, respect your feelings, and are there to help you when something is wrong. They are someone you can count on in real life. This is very different from a social media “friend” or “follower” who might be someone you’ve never met in person. Just because someone is nice to you online doesn’t mean they are safe or honest. People online might pretend to be someone they are not, like acting like they are your age to try and gain your trust. This can be part of a trick to try and get your personal information or pictures. Remember, a trusted adult is someone you can rely on for help and safety in the real world, not just someone who sends you messages online.
Social media began as a way for people to connect, talk, and share things with each other. It can be a fun place where kids connect with friends, explore their interests, and learn new things. It can also help kids feel supported and included, especially those with disabilities.
Social media apps and websites are free to use, which makes them easy for lots of people to join. Even though you don’t pay money to use them, social media companies still make money—by showing you ads. The longer you stay on the app, the more ads you see, and that helps the company earn more. In other words, the social media companies are making money from your time and attention. That’s why it’s important to remember that you’re in control of how much time you spend online. When you use social media in a smart way, it can be fun and helpful—just make sure it’s working for you, not the other way around.
But social media isn’t always safe. Some people feel like they can say mean things online because they think no one will find out who they are. Since they can’t see your face or how you feel, they might not realize how much they’re hurting you—and that makes them less likely to stop. Also, when kids see others being mean online, they might think it’s okay to join in. And sometimes, trying to get likes, shares, or views can lead kids to post things that hurt someone else, even if they didn’t mean to. That’s why it’s important to learn about these risks and talk with friends and family about how to stay safe and kind online.
Cyberbullying is when people are mean to you online by sending hurtful messages or making unkind posts. Sharing or forwarding mean content that someone else wrote can is also a form of cyberbullying. Studies show that youth with disabilities are more likely than other kids their age to be cyberbullied.
If someone is being mean to you online, you don’t have to handle it by yourself. Talk to an adult you trust, like a parent, teacher, or school counselor. They can help you figure out what to do next. STOP.THINK.CONNECT, a website that specializes in online safety and cybersecurity awareness, says it’s usually best not to talk back to the bully. Instead, save a screenshot or copy of what they said and show it to your trusted adult. That way, they can better understand how to help you. You should also learn how to block or report the person on the app or website you’re using. Most sites have tools to help you stay safe.
Sometimes, people use social media to trick others into giving away personal information—this is called social engineering. It can happen when someone pretends to be your friend, asks you to click a link, or says something that makes you feel scared or rushed. They might try to get your passwords, address, or other private details. This can be especially confusing if you have trouble telling when someone is being dishonest. That’s why it’s important to be careful about what you share online and to talk to a trusted adult if something doesn’t feel right or makes you uncomfortable.
You have the right to say “No” if someone—even someone you know—makes you feel uncomfortable online. It’s okay to stop talking to them or to question what they’re saying. If something doesn’t feel right, trust your instincts and talk to a friend or trusted adult. Some people online may pretend to be kids or teens when they are actually adults with harmful intentions. That’s why it’s important to be careful about who you talk to and what you share in conversations. You don’t have to handle anything alone—there are people who care about you and want to help.
Anything you share online or through your phone—pictures, posts, texts, comments, everything!—can be copied and shared. Once you post or send something, it might be used in ways you didn’t expect or want. Before you share anything, ask yourself if it includes private information or something you wouldn’t want everyone to see. If someone is pressuring you to send something quickly, that’s a red flag. Take a moment to think, and don’t let anyone rush you. Talk to a trusted adult if you’re unsure. Being smart about what you post helps protect your privacy and keeps you safe.
Social media can sometimes show things that make people feel bad, unsafe, or want to do things that aren’t healthy. This is called harmful content. You might see pictures or videos that make you feel bad about your body or tell you to do unhealthy things, like not eating enough. This kind of content can hurt your self-esteem and mental health. Many of the photos and videos online are edited or only show the best parts of someone’s life, not the full picture. These unrealistic expectations can make people feel like they have to be perfect all the time, which isn’t fair or healthy. Everyone has good days and bad days, but social media often hides the hard parts.
To protect yourself, remember that it’s okay to be yourself and that nobody is perfect. Try to follow people who are honest and positive, and take breaks from social media when you need to. If something online makes you feel bad, talk to a friend or trusted adult.
When you share personal information online—like your full name, address, phone number, or passwords—it can be used in ways you don’t expect. That’s why it’s important to protect your privacy by being careful about what you share and who can see it. Some companies collect your data to show you ads or sell your information, and strangers online might try to trick you into giving away private details. To protect yourself, don’t share private details online, especially with people you don’t know.
When playing games or talking with people you don’t know online, you can use game names and avatars to protect your privacy. Often, online game websites and apps will help you to create a random name that doesn’t require any personal information.
Use strong passwords and keep them secret. You can also check your privacy settings on apps to control who sees your posts. The National Cybersecurity Alliance (StaySafeOnline.org) provides a list of links to the official privacy settings pages for popular websites and mobile apps, including major social media sites, and a guide to creating and using strong passwords.
Not everything you see online is true. Sometimes, people post things that are made up or not based on real facts. This is called misinformation. It can spread quickly on social media because the internet often cares more about what gets attention than what is true. It’s important to check if something is true before you believe it or share it. You can do this by looking it up on trusted websites or asking an adult to help you.
Learning how to tell the difference between real and fake information online is called digital literacy, and it helps you stay smart and safe online. A big part of being digitally literate is knowing where to find information you can trust. Websites from certain places are often trusted sources. These kinds of websites are generally considered places that share reliable facts and safety tips backed by research:
Looking for these endings can be a helpful way to find information you can trust. It’s a good idea to stay current and check trusted websites for the latest information.
Scams are tricks people use to try to steal your money or personal information. Scammers might pretend to be someone you know, like a friend or family member, or even act like they’re from your bank or a company you trust. They might send you messages asking for your password, bank info, or to send them money.
If something feels weird or too good to be true, it probably is. One way to stay safe is to check with a trusted adult that you know in person—before you respond.
One way to stay safe online is by using the “Rule of 5,” which means having five trusted people you can talk to when something online feels wrong or confusing. These people could be parents, teachers, counselors, or other adults who care about you and want to help. If you get a message or see something that makes you feel uncomfortable, it’s always okay to stop and check with one of your five trusted people before you respond. Even if you feel embarrassed or worried, asking for help is the smart thing to do. Your safety matters more than keeping a secret or being afraid of losing your phone. Trusted adults are there to support you, not to get you in trouble.
Here are some questions you can ask yourself to help you identify five people you can trust:
Once you’ve identified five people, write them down or save their contact info in a safe place.
Social media is a tool, and like all tools there are right ways and wrong ways of using it. Social media should help you—not control you. When you know how to stay safe, set limits, and ask for help when something feels wrong, you can enjoy the fun parts of being online. Always try to be kind and respectful, just like you would be in person. With the right tools and support, you can find ways to make social media work for you, not the other way around.
Check out the related article, Defining your Social Media Game Plan: #Goals, for self-reflection questions to help children, youth, and young adults identify their goals for social media.
Caring for individuals with disabilities or complex medical needs can be emotionally and physically draining, making intentional self-care essential for long-term well-being. Simple practices like mindfulness, getting enough sleep, going for a walk, or taking a few deep breaths can help reduce stress and build resilience. Talking to others who understand and finding time to rest can also help caregivers stay strong and healthy.
A Brief Overview
Raising children requires patience, creativity, problem-solving skills and infinite energy. Think about that last word—energy. A car doesn’t keep going if it runs out of gas, right? The same is true for parents and other caregivers. If we don’t refill our tanks regularly we cannot keep going. We humans refuel with self-care, which is a broad term to describe any activity or strategy that gives us a boost.
Self-care is not selfish! Without ways to refresh, we cannot maintain our jobs, manage our homes, or take care of people who need us to keep showing up. Because the demands of caring for someone with a disability or complex medical condition can require even more energy, refueling through self-care is especially critical for caregivers.
Before you read anymore, try this simple self-care tool called Two Feet, One Breath. Doctors use this one in between seeing patients.
Download this infographic, Two Feet 1 Breath:
English | Chinese (Simplified) 中文 (Zhōngwén) | Korean 한국어 (Hangugeo) | Russian Русский (Russkiy) | Spanish Español | Tagalog | Vietnamese Tiếng Việt
Two Feet, One Breath can become part of every transition in your day: when you get out of bed or the car, before you start a task, after you finish something, or any time you go into a different space or prepare to talk with someone. This simple practice highlights how self-care can become integrated into your day.
Although a day at the spa might be an excellent idea, self-care doesn’t have to be fancy or expensive to have a big impact!
Almost everyone knows or cares for someone with special needs. According to the Centers for Disease Control (CDC), at least 28% of the American population experiences a disability. The result is widespread compassion fatigue, which is a way to talk about burnout from giving more than you get.
Below are some ways to use self-care to avoid burnout!
Building a support network with others who share similar life experiences can be incredibly valuable. When you’re going through a challenging or unique situation—like parenting a child with special needs or managing a family health issue—it can feel isolating. These connections offer emotional validation and a sense of understanding that can be hard to find elsewhere—you don’t have to explain everything because others simply get it. Research shows that social support can significantly reduce stress, anxiety, and depression, enhancing overall well-being and resilience. Beyond emotional comfort, support networks empower individuals by helping them build confidence, understand their rights, and even engage in advocacy efforts that benefit their families and communities.
Here are some communities and resources to help you get connected:
Parent-to-Parent Connections
The Parent-to-Parent network can help by matching parents with similar interests or by providing regular events and group meetings.
Support for Families of Youth Who Are Blind or Low Vision
Washington State Department of Services for the Blind (DSB) offers resources and support for families. You can also hear directly from youth about their experiences in the PAVE story: My story: The Benefits of Working with Agencies like the Washington State Department of Services for the Blind.
Support for Families of Youth Who Are Deaf or Hard of Hearing
Washington Hands and Voices offers opportunities for caregivers of youth who are Deaf or Hard of Hearing (DHH) to connect, share experiences, and find community.
Resources for Families Navigating Behavioral Health Challenges
Several family-serving organizations provide support, education, and advocacy for caregivers of children and youth with behavioral health conditions:
PAVE provides a comprehensive toolkit for families navigating behavioral health systems, including guidance on crisis response, medical care, education, and family support networks.
The body uses sleep to recover, heal, and process stress. If anxiety or intrusive thinking consistently interrupts sleep, self-care starts with some sleeping preparations:
Moving releases feel-good chemicals into the body, improves mood, and reduces the body’s stress response. Walk or hike, practice yoga, swim, wrestle with the kids, chop wood, work in the yard, or start a spontaneous living-room dance party.
The Mayo Clinic has this to say about exercise:
Mindfulness can be as simple as the Two Feet, One Breath practice described at the top of this article. Mindfulness means paying attention or putting your full attention into something. Focusing the mind can be fun and simple and doesn’t have to be quiet, but it should be something that you find at least somewhat enjoyable that requires some concentration. Some possibilities are working on artwork, cleaning the house or car, crafting, working on a puzzle, cooking or baking, taking a nature walk, or building something.
For more mindfulness ideas, check out PAVE’s Mindfulness Video Series. From this playlist, Get Calm by Getting Organized, explores how getting organized provides satisfaction that releases happiness chemicals and hormones.
A day can disappear into unscheduled chaos without some intentional planning. A carefully organized calendar, with realistic boundaries, can help make sure there’s breathing room.
Set personal appointments on the calendar for fun activities, dates with kids, healthcare routines, and personal “me time.” If the calendar is full, be courageous about saying no and setting boundaries. If someone needs your help, find a day and time where you might be able to say yes without compromising your self-care. Remember that self-care is how you refuel; schedule it so you won’t run out of gas!
Time management is a key part of stress management! This article, “Stress Management: Managing Your Time” from Kaiser Permanente, gives tips for managing your time well, so you can reduce the pressure of last-minute tasks and make space for the things that matter most to you.
Respite care provides temporary relief for a primary caregiver. In Washington State, a resource to find respite providers is Lifespan Respite. PAVE provides an article with more information: Respite Offers a Break for Caregivers and Those They Support.
Parents and caregivers of children with developmental disabilities can seek in-home personal care services and request a waiver for respite care from the Developmental Disabilities Administration (DDA). PAVE provides two training videos about eligibility and assessments for DDA. For more information about the application process, Informing Families provides a detailed article and video.
Download this checklist of Emotional Wellness Tips for Caregivers in:
English | Chinese (Simplified) 中文 (Zhōngwén) | Korean 한국어 (Hangugeo) | Russian Русский (Russkiy) | Somali Soomaali | Spanish Español | Tagalog | Vietnamese Tiếng Việt
This article is written for older youth and young adults who are neurodivergent, with an emphasis on autistic neurodivergence. It is based on research and the life experiences of autistic individuals, who chose the term “autistic person” rather than “person with autism” as their person-first term.
Definitions:
Brief Overview:
Neurodivergent individuals are rarely shown as romantic partners in the media. They’re often shown as emotionless robots, or as people who can’t connect well with others. Society often views neurodivergent people dating negatively, which can make it tough to think about relationships.
Still, neurodivergent people do find love, long term partners, and start families. However, they may face more challenges in relationships and are at higher risk of being hurt or abused.
If you accept your neurodivergence and disability as a part of who you are, believe in your ability to act, and learn to express your needs and boundaries (your limits), you will have a better chance of having healthy romantic relationships.
Ableism is everywhere, and it can have a tremendous impact on your relationship. Even when you are both disabled, you may have accepted beliefs, stereotypes, and expectations that can affect your wellbeing together.
All these beliefs are false. You can be aware of them, and work to avoid them:
Forming relationships in the 21st century can be difficult. Between navigating dating apps, social media, and shifts in how people look at dating and relationships, it can be hard to know how to approach things. Recent studies show that increasing numbers of young people aren’t pursuing relationships , and with social media sex scams on the rise, there’s less enthusiasm to partner up. Yet, people still want relationships and it’s important to reflect on your own wants and needs when looking for partner.
Common reasons to pursue dating and relationships include romantic companionship, fun, sexual intimacy, exploring your romantic self, financial stability, and starting a family.
Do you want to date someone with a similar disability? Many neurodivergent individuals prefer to date others who are neurodivergent, saying that they tend to understand disability better, they are easier to communicate with, and they often have shared interests and challenges.
However, you may find yourself interested in someone without a disability. In this case you may have a stronger need to know how to advocate for your own needs as someone who has a disability and educate your partner on challenges you face. Self-advocacy, setting boundaries, and having meaningful conversations about expectations, accommodations, and your needs are all skills you can use to help your romantic relationships thrive.
There’s an old saying: If you’ve met one autistic person, you’ve met one autistic person. It’s true! All autistic people are different. When you are in a relationship with someone, your neurodivergence and their neurodivergence are going to interact, and sometimes, they mesh very well. For example, you both may love the same tv shows and enjoy infodumping about your shared interests.
However, sometimes they may create friction. For example, your partner may prefer to use an electric toothbrush, and you may find the noise horrible. Figuring out how to create fair solutions that meet everyone’s needs is a challenge, but a critical skill for being in a relationship. As you get closer to a person, you discover all the “sharp and rough edges” of their personality and behaviors. At these points it’s good to remember to love your partner as a whole, because challenging traits and behaviors are as much a part of them as the fun parts.
Know what you want, be open and respectful
As you think about dating, it’s important to know what you want from dating, and look for potential partners whose goals match yours. If you want to start a family, but your romantic partner is seeking a summer fling, neither of you may be satisfied with the relationship. Think clearly about what you are looking for and be willing to communicate your dating or relationship goal with the person you are dating.
Realize that things may change, that a “summer fling” might get serious and turn into a “want to start a family.” It’s important to be open about what you want and be true to yourself about your desires for the relationship, while respecting your partner as an individual with the ability and right to make their own decisions and communicate their own needs.
Self-advocacy is the ability to speak up respectfully for your own needs. It might be stating that you need your partner to not spring things on you at the last minute, not slurp soup loudly, or to tell you directly when they are upset with you. In turn, you can make sure that when they self-advocate, you are there to listen to their needs and not become defensive.
It’s helpful to be patient, be an active listener who focuses on the other person and responds thoughtfully and kindly especially when someone advocating for their own needs may seem like criticism.
Some things that can help include:
Here is an article from PAVE with more tips about self-advocacy: Self-Advocacy: Becoming an Active Member in Your Community.
A big part of being able to advocate for yourself socially is the ability to think of your neurodivergence in a healthy way. This means thinking of it as part of your identity, finding joy in your neurodivergence, and the ability to explain that your neurodiverse behaviors are a part of you. In a society that is not designed for neurodivergent people, they are often stigmatized or seen as wrong or broken. Creating a culture of acceptance in your relationship can help you and your partner see yourselves in a more positive light.
Here are some ways you can do this:
Safety in a relationship is critical, because if you don’t feel safe in a relationship, it is not a healthy relationship. If you cannot advocate for your own safety needs, it is time to look out for yourself and leave the relationship.
Unfortunately, the rates of abuse in autistic relationships are high. Some say abusers target disabled individuals because abusers think the disabled person is less likely to leave, others feel that the higher levels of stress in autistic relationships can trigger unhealthy relationship dynamics. It becomes very important to educate yourself on the various types of abuse and keep or build a community of supportive people who can help you if you need to leave an abusive relationship.
Self-advocating for safety: sometimes relationships can start to feel uncomfortable or not safe. You can tell your partner that you don’t feel comfortable and need things to “stop right now.” An example: your partner has started drinking a lot, and you do not feel safe with them when they’re drunk. You want to tell them you don’t feel safe when they’ve been drinking more, and they need to reduce how much they drink if they want the relationship to continue.
One healthy way to set boundaries is to use the ‘If you do X, I will do Y.” method, which focuses on their behavior, and your response. For example, “If you yell at me again like that, I will go to my parents for the weekend.” That way, you set an expectation, and your response is your own. These conversations are difficult, and can be intimidating, but it’s better to address things and come to a resolution, than be stuck in an unsafe situation which may get worse.
While your disability can play a large part in your relationship, that doesn’t remove the need to see yourself as a romantic partner first, with your own strengths and challenges. Some of these may be related to your disability, some of these might simply be personal traits.
When you know which strengths and challenges are due to disability, and which are due to personal traits can help you and your partner work through conflicts more easily. As an example, becoming dysregulated and upset when your partner cooks with garlic, a serious sensory challenge for you, may be tied to your disability.
However, becoming upset because your partner wants you to help more with cooking when you’d rather play videogames may be something to work on as a partner.
When you discuss these issues or situations with your partner, a need based on your disability is not something you can change, while choosing to play video games over helping to cook is under your control.
Being a good partner is being able to grow and inspire growth with your partner. When you understand the nature of the challenge, know how to communicate it, and can help figure out a solution that works for everyone, that’s a sign of a healthy relationship and being a good partner.
A final note on this: it can be helpful to find other neurodivergent couples and seek their advice on what works, or a relationship counselor who specializes in neurodivergent relationships. There’s no shame in getting help if you need it.
Challenges
Unfortunately, dating while disabled comes with several challenges from living in a society where neurodivergence and disability are not always supported.
It’s up to the individual or couple to look for community resources on healthy neurodivergent relationships if you need more support or information.
Living your best disabled life together
There’s a scene in the film Tekkon Kinkreet’ where an autistic boy says of his mentally ill brother, “I’m missing pieces, and he’s missing pieces. But he’s got all the pieces I need, and I’ve got all the parts he needs!” This can be a big reality for a lot of disabled couples; you are stronger together and can use your unique abilities to help your partner out. Find ways to use the strengths and skills that come with your disability to support each other.
For example, if someone with ADHD is dating someone with autism and they move in together, the person with ADHD can handle all the unique chores that only need to be done once or twice a year, while the autistic person handles the weekly apartment cleaning. That way the person with ADHD can handle novel tasks that the autistic person may struggle with, while the autistic person does chores as part of a regular routine that they’re comfortable with.
As a couple, you can define your relationship on your own terms. Maybe the yard is messy, or your apartment isn’t as organized as you’d like, but being able to be together and help each other flourish is what’s important.
Finally, it’s important to realize that your relationship is in some ways an act of defiance against a world that would deem it, and you, wrong, strange, or broken. Things will often be more difficult. You may be more likely to be fired from a job or fail in school. You might have communication issues with others, or your partner. You may run into various barriers within your own abilities, or things that are imposed by the larger society. That is why it is important to be patient and understanding, but able to find those special things that bring joy in a way that is unique to your relationship. Joy in the face of stigma is the ultimate act of resistance.
In conclusion, dating while neurodivergent comes with challenges, but that doesn’t mean it’s impossible. In fact, many neurodivergent people go on to have healthy dating lives, and end up forming families together, or figure out ways to create happy relationships with neurotypical partners. At the end of the day, being in a healthy relationship is your path, and you can make it work for you AND your partner, equally.
The purpose and mission of People First of Washington is to assist all people to realize and appreciate that we are PEOPLE FIRST and our disabilities are secondary. We are equal citizens in our communities. This meeting is available both in person and online. To learn more or to get the online meeting link visit: peoplefirstofwashington.org
P2P@wapave.org
Awesome Autism Parent Support Group – The Awesome Autism Parent Support Group is a community dedicated to providing a nurturing and empowering environment for parents and caregivers of children with autism. The primary goal is to offer emotional support, share resources, exchange experiences, and promote a sense of unity among parents, individuals, and families raising and child diagnosed with autism spectrum disorder (ASD). The group meets online on the 2nd Thursday of the month from 12-1 pm PT.
Highlights:
Registration is required to get access to the Zoom link.
P2P@wapave.org
You must register to receive the meeting information! Register today!
Special Education Trainings 2024-2025
These trainings are supported in partnership with ESD 114
Join our virtual training sessions to learn about key aspects of the special education process. Gain valuable insights, ask questions, and connect with experts to better support students with disabilities.
Dates and Topics:
Date: September 25th, 2024
Time: 4pm – 5:30pm
Topic: Understanding the Special Education Process
Description: This training will bring understanding to the Special Education Process and how it works to ensure students with disabilities receive a Free Appropriate Public Education. It will also clarify the rights and responsibilities under IDEA. Participants will become knowledgeable in navigating the Special Education process from eligibility, evaluation and the development of IEPs and their implementation. After the training, an IEP Clinic is available to participants to share their questions and concerns regarding their students, Evaluations, IEPs, or meetings.
Date: January 29th, 2025
Time: 4pm – 5:30pm
Topic: Washington State Governors Office of the Education Ombuds overview
Description: Overview of the OEO’s work and how the office supports families, communities, and schools addressing the concerns that impact all students’ education. There will be an IEP clinic to address individual questions and concerns.
Date: April 9th, 2025
Time: 4pm – 5:30pm
Topic: School To Adulthood: Planning The Path
Description: This training will provide information to parents, guardians and professionals who are assisting student with disabilities in planning a path for their future. It’s never too soon to begin planning to ensure a smooth process from School to adulthood.
Date: May 7th, 2025
Time: 4pm – 5:30pm
Topic: Assistive Technology (AT): Does my student qualify for Assistive Technology
Description: This training will cover the : What, When, How, Who, and Where of Assistive Technology for students on 504 and IEP’s.
You must register to receive the meeting information! Register today!
pti@wapave.org
A Brief Overview
Full Article
Navigating social interactions can be particularly challenging for neurodivergent individuals, especially during the holiday season when gatherings are frequent and often overwhelming. While some neurodivergent people enjoy socializing, they may prefer calm and predictable environments where they can engage in structured activities. Understanding their unique needs and preferences is crucial for creating a supportive and inclusive atmosphere that allows them to participate comfortably and meaningfully.
Comfort in calm familiarity
Neurodivergent people who enjoy socializing may prefer calm, predictable gatherings. They might like sitting with a friend to play video games, quietly working on a puzzle together, or playing board games. When faced with a loud, busy family gathering, neurodivergent individuals may withdraw or seek out one person they enjoy chatting with—someone who genuinely respects and understands their accommodation needs, and with whom they can happily spend time discussing a single subject. This person feels safe to them. However, it’s important to recognize that their safe person might need a break too, so having multiple people that they feel safe with can be beneficial.
Incorporating structured activities
For neurodivergent individuals, having structured social activities like board games or group video games can provide a comfortable way to engage with others. Social rules and nuances can often be confusing, making unstructured mingling feel overwhelming and unmanageable. Structured activities offer a more supportive environment for social interaction with the rules clearly identified and a shared experience to drive conversation. Baking together, wrapping presents, and completing holiday crafts are all shared experiences that have clear instructions and goals. These activities not only make socializing more manageable but also add a festive and inclusive touch to holiday gatherings.
Overstimulation with unfamiliar relatives
Even family gatherings can feel strange and stressful. Talking to relatives they don’t see often can be tough for your loved one as they work out how to talk and act around people that feel unfamiliar, even if they are family. This can be overwhelming since they have to understand and respond to different social cues and expectations that might not be easy or comfortable for them.
To help ease this stress, consider preparing your loved one in advance by discussing who will be at the gathering and what to expect. Shared interests can be a great way to connect with others and make conversations more engaging. Tell or remind the neurodivergent individual of interests they have in common with relatives they don’t see as often to help start conversations. Socializing can be challenging, so it’s important to be patient and provide support without pressure.
Supporting boundaries and choice
Even with careful planning and maintaining traditions, the holiday season can still be overwhelming. Back-to-back events can be exhausting for anyone, but they can quickly become overstimulating for neurodivergent individuals. Seeing new people or people they only see once a year, having to navigate complex social hierarchies, and often trying to hide their neurodivergent traits to fit in can be very draining. While it is important to encourage your neurodivergent loved one to engage, it’s also critical to respect their boundaries and teach them how to have agency. Agency refers to their ability to make their own choices and decisions about social interactions, ensuring they feel empowered and in control. Allowing them to sit out some holiday parties for the sake of their own wellbeing can be a gift of emotional recharge, ensuring they don’t come out of the season completely exhausted.
Conclusion
Recognizing and respecting the social preferences and boundaries of neurodivergent individuals is essential, especially during the busy holiday season. Providing structured activities and allowing for breaks can help them manage the stress and overstimulation that often accompany large gatherings. By fostering an environment of understanding and support, we can ensure that neurodivergent individuals feel safe, respected, and included, ultimately enhancing their social experiences and overall well-being.
Learn More about Creating Joyful and Inclusive Holidays
This is part of a four-part series on the topic of creating joyful and inclusive holidays for neurodivergent family members, which began with Supporting a Neurodivergent Family Member During the Holidays. Meeting Neurodivergent Needs While Traveling provides tips and strategies to support neurodivergent individuals during travel to minimize stress. Learn Sensory-Friendly Tips for Neurodivergent Loved Ones to ensure they can enjoy the festivities and participate in making memories. Finally, Comfortable Social Spaces for Neurodivergent Individuals During the Holidays provides strategies for managing stress and overstimulation in social situations.
Additional information:
A Brief Overview
Full Article
The holidays are full of sensory experiences. Flickering candles, holiday music, the aromas of food cooking, the fur on an unfamiliar dog, and the sounds of rambunctiously happy family members all provide sensory input. What is a source of joy for one person may be a cause for overwhelm to another. To help manage these varying sensory experiences, it’s important to plan ahead.
A calm space
Identifying or creating a space where to take a break and still have fun eases the intensity and allows your loved one to decompress. The “veg-out room” usually creates itself, when people go there to relax and watch TV marathons while their stomachs settle after a big meal. By dimming the lights and keeping things quiet in this space, you can quickly and easily build a calming environment for neurodivergent family members to retreat, relax, and rejoin social activities when it is right for them.
Sensory systems and preferences
To reduce the potential for being overwhelmed, your loved one may need to wear earbuds or headphones during social periods or other activities. Similarly, weighted clothing or objects (like blankets or stuffed toys) may provide a sense of comfort and security. Sensory supports are not one-size-fits-all, so talk with your loved one about their preferences. If you notice their preferences related to a specific sensory system, they may be interested in exploring other ways to meet their sensory needs at a later time. PAVE provides a downloadable introducing to The Sensory Systems and How to Meet Their Needs in the article, Giving the Gift of Sensory Regulation, Supporting a Happy Holiday Season for All. Resist the urge to introduce new sensory supports without input from your neurodivergent loved one and especially during the holidays, when there are already many unfamiliar experiences to navigate.
Normalizing self-stimulation
Many neurodivergent people do specific repetitive behaviors to manage sensory input, reduce anxiety, or express themselves. These self-stimulatory behaviors, or “stims”, are ways they’ve learned intuitively to comfort themselves, cope in times of stress, and even express joy. Being able to respectfully discuss and normalize stimming that does not cause harm to themselves or others helps to create a more inclusive environment. Thought-out responses can turn an angry retort into a teaching moment, such as, “Everyone has their own way of being and this is her way of pushing through her discomfort to spend this time with us. She is doing her best and we’re glad she’s here!”
Touch sensitivities
Unexpected touch can be very upsetting, especially those who are touch sensitive. Even those who would usually understand touch sensitivity may cross boundaries during the holidays. When consent to touch can’t be communicated or understood, preparation is critical. If your loved one is touch sensitive, there are some things you can do ahead of time to accommodate and support their needs:
Conclusion
Creating a supportive and inclusive holiday environment involves understanding and respecting the sensory needs of neurodivergent loved ones. By providing sensory supports and clear communication about touch boundaries, we can help them navigate the holiday season with greater comfort and ease. Seeking feedback from your neurodivergent loved one and giving them a sense of agency in determining their sensory supports ensures their needs are met effectively. With careful planning and empathy, we can ensure that everyone, regardless of their sensory preferences, can enjoy the holidays and create cherished memories together.
Learn More about Creating Joyful and Inclusive Holidays
This is part of a four-part series on the topic of creating joyful and inclusive holidays for neurodivergent family members, which began with Supporting a Neurodivergent Family Member During the Holidays. Meeting Neurodivergent Needs While Traveling provides tips and strategies to support neurodivergent individuals during travel to minimize stress. Comfortable Social Spaces for Neurodivergent Individuals During the Holidays provides strategies for managing stress and overstimulation in social situations.
Additional information:
The holidays are a fun and festive time that can also be overwhelming, especially for those whose brains operate differently from what is typical or expected. This difference is called neurodivergence and it encompasses a variety of brain-based disabilities.
People often see travel, new food, music, and new social situations as some of the joys of holidays, but those who are neurodivergent can find these experiences overwhelming. This doesn’t mean they dislike the holidays; it just requires some preparation to make the season inclusive and enjoyable for your neurodivergent loved one.
To achieve an inclusive experience, your loved one should feel comfortable explaining their accessibility needs and asking for support when necessary, confident that those around them will respond with understanding and accommodate their needs. Overall, special attention should be focused on providing a sense of agency, which means giving individuals control over their own choices and actions. This includes planning for neurodivergent needs ahead of time rather than improvising and hoping for the best.
Traveling during the holidays can be particularly challenging for neurodivergent individuals due to changes in routine, unfamiliar environments, and sensory overload. To support your loved one, consider planning travel itineraries that include ample downtime, familiar items for comfort, and clear, detailed schedules to reduce anxiety. Additionally, choosing quieter travel times and less crowded destinations can help create a more manageable experience. Learn more about Meeting Neurodivergent Needs While Traveling in this article.
Sensory sensitivities are common among neurodivergent individuals, making it essential to create a holiday environment that minimizes sensory overload. This can include using soft lighting, reducing loud noises, and providing sensory-friendly activities. Offering options like noise-canceling headphones, weighted blankets, or fidget toys can also help your loved one feel more at ease during holiday gatherings. Some neurodivergent individuals may find certain textures or physical contact uncomfortable or overwhelming. Preparing scripts, promoting awareness, and supporting touch boundaries can help your loved on engage to the best of their ability and personal comfort. For tips to support sensory needs, read Creating Joyful and Inclusive Holidays: Sensory-Friendly Tips for Neurodivergent Loved Ones and download hands-on tools in Giving the Gift of Sensory Regulation, Supporting a Happy Holiday Season for All.
Social interactions can be overwhelming for neurodivergent individuals, especially during large holiday gatherings. Creating comfortable social spaces involves setting up quiet areas where your loved one can retreat if they need a break from the festivities. It’s also helpful to establish clear social expectations and provide opportunities for smaller, more intimate interactions. Encouraging open communication needs and boundaries can ensure everyone enjoys the holiday season. To explore more strategies for supporting your neurodivergent loved one’s social challenges, check out the article: Creating Joyful and Inclusive Holidays: Comfortable Social Spaces for Neurodivergent Individuals During the Holidays.
Navigating the holidays can be particularly challenging for neurodivergent individuals when an expected routine does not happen, often referred to as a “routine violation.” Some neurodivergent individuals enjoy doing the same things daily so they feel less distressed by the unexpected aspects of life and better able to cope. For example, eating the same food for breakfast, following the same morning routine, or going on the same walk may help them maintain a sense of stability and predictability. The holidays are full of routine violations, including both fun aspects (like getting presents, which can however cause difficulties around knowing an appropriate response) and more challenging ones (such as unexpected food and not being able to do the things that help you cope).
Planning for routine violations can help, as you can make adaptations that support the individual’s needs. It’s critical to have conversations about what aspects of the routine are the most essential and identify methods to support these aspects with the individual’s feedback. For example, allowing someone to bring fruit bars for their breakfast might be a very easy way to support their daily breakfast routine. Knowing ahead of time that a loved one has a personal routine at a set time every day allows for adaptations in planning, such as driving in separate vehicles or arranging for someone they trust to transport them. Adaptations can support routines, often with little to no impact on others’ holiday experience.
Maintaining holiday traditions that offer familiarity and comfort is also important. Certain traditions, such as White elephant gift exchanges or board games, may be beloved components of every holiday. Much anticipated activities and annual traditions can also positively support routine needs, despite them happening less frequently than daily routines.
Sometimes, even with everything going as planned, things can still go wrong. In such cases, a neurodivergent crisis can appear as an individual shutting down or melting down. While a shutdown may be a less disruptive internal experience requiring a quiet space to withdraw to and recover, it is still a crisis. In contrast, a meltdown presents a more challenging situation that may be more obvious and impact others. Having a clear crisis plan ensures everyone knows what to do to support your loved one, where the person can go, and how to keep them safe while avoiding embarrassment or guilt during the holidays. Being prepared can make all the difference in managing these difficult moments effectively and fostering acceptance.
While the holidays can be a joyous time filled with celebrations and new experiences, they can also be overwhelming for neurodivergent individuals. By understanding and accommodating their unique needs through proactive planning, clear communication, and providing a sense of agency, we can create an inclusive and enjoyable holiday season for everyone. This involves thoughtful travel arrangements, sensory-friendly environments, manageable social interactions, routine adaptations, and crisis planning, ensuring that the holidays are a time of comfort and joy for all. Empowering neurodivergent loved ones to manage their needs effectively fosters a sense of belonging and acceptance within the family. By fostering an environment of understanding and support, we can help our neurodivergent loved ones fully participate in the festive spirit of the season, creating a better and more inclusive experience for everyone.
Below is an infographic of the information above.
Download this infographic in PDF form
This is part of a four-part series on the topic of creating joyful and inclusive holidays for neurodivergent family members. Meeting Neurodivergent Needs While Traveling provides tips and strategies to support neurodivergent individuals during travel to minimize stress. Learn Sensory-Friendly Tips for Neurodivergent Loved Ones to ensure they can enjoy the festivities and participate in making memories. Comfortable Social Spaces for Neurodivergent Individuals During the Holidays provides strategies for managing stress and overstimulation in social situations.
A Brief Overview
Full Article
Navigating social interactions can be particularly challenging for neurodivergent individuals, especially during the holiday season when gatherings are frequent and often overwhelming. While some neurodivergent people enjoy socializing, they may prefer calm and predictable environments where they can engage in structured activities. Understanding their unique needs and preferences is crucial for creating a supportive and inclusive atmosphere that allows them to participate comfortably and meaningfully.
Comfort in calm familiarity
Neurodivergent people who enjoy socializing may prefer calm, predictable gatherings. They might like sitting with a friend to play video games, quietly working on a puzzle together, or playing board games. When faced with a loud, busy family gathering, neurodivergent individuals may withdraw or seek out one person they enjoy chatting with—someone who genuinely respects and understands their accommodation needs, and with whom they can happily spend time discussing a single subject. This person feels safe to them. However, it’s important to recognize that their safe person might need a break too, so having multiple people that they feel safe with can be beneficial.
Incorporating structured activities
For neurodivergent individuals, having structured social activities like board games or group video games can provide a comfortable way to engage with others. Social rules and nuances can often be confusing, making unstructured mingling feel overwhelming and unmanageable. Structured activities offer a more supportive environment for social interaction with the rules clearly identified and a shared experience to drive conversation. Baking together, wrapping presents, and completing holiday crafts are all shared experiences that have clear instructions and goals. These activities not only make socializing more manageable but also add a festive and inclusive touch to holiday gatherings.
Overstimulation with unfamiliar relatives
Even family gatherings can feel strange and stressful. Talking to relatives they don’t see often can be tough for your loved one as they work out how to talk and act around people that feel unfamiliar, even if they are family. This can be overwhelming since they have to understand and respond to different social cues and expectations that might not be easy or comfortable for them.
To help ease this stress, consider preparing your loved one in advance by discussing who will be at the gathering and what to expect. Shared interests can be a great way to connect with others and make conversations more engaging. Tell or remind the neurodivergent individual of interests they have in common with relatives they don’t see as often to help start conversations. Socializing can be challenging, so it’s important to be patient and provide support without pressure.
Supporting boundaries and choice
Even with careful planning and maintaining traditions, the holiday season can still be overwhelming. Back-to-back events can be exhausting for anyone, but they can quickly become overstimulating for neurodivergent individuals. Seeing new people or people they only see once a year, having to navigate complex social hierarchies, and often trying to hide their neurodivergent traits to fit in can be very draining. While it is important to encourage your neurodivergent loved one to engage, it’s also critical to respect their boundaries and teach them how to have agency. Agency refers to their ability to make their own choices and decisions about social interactions, ensuring they feel empowered and in control. Allowing them to sit out some holiday parties for the sake of their own wellbeing can be a gift of emotional recharge, ensuring they don’t come out of the season completely exhausted.
Conclusion
Recognizing and respecting the social preferences and boundaries of neurodivergent individuals is essential, especially during the busy holiday season. Providing structured activities and allowing for breaks can help them manage the stress and overstimulation that often accompany large gatherings. By fostering an environment of understanding and support, we can ensure that neurodivergent individuals feel safe, respected, and included, ultimately enhancing their social experiences and overall well-being.
Learn More about Creating Joyful and Inclusive Holidays
This is part of a four-part series on the topic of creating joyful and inclusive holidays for neurodivergent family members, which began with Supporting a Neurodivergent Family Member During the Holidays. Meeting Neurodivergent Needs While Traveling provides tips and strategies to support neurodivergent individuals during travel to minimize stress. Learn Sensory-Friendly Tips for Neurodivergent Loved Ones to ensure they can enjoy the festivities and participate in making memories. Finally, creating Comfortable Social Spaces for Neurodivergent Individuals During the Holidays provides strategies for managing stress and overstimulation in social situations.
Additional information:
It’s the most wonderful time of the year, that is, until…
Sensory overload can happen to anyone. It is not specific to any single age or disability. In fact, it can also happen to people who do not have a disability. Whether your sensory systems are functioning as usual for you or disordered, your body needs both sensory input and a break from sensory input.
The holidays can be a joyous but chaotic time for the whole family. Planning ahead to ensure your personal sensory needs are met, as well as those of your loved one with a disability, can make the difference between experiencing a beloved tradition and struggling to fulfill holiday obligations. In this article, we will share time-honored tips and innovative ideas for managing sensory needs throughout the holiday season from family members, professionals, and self-advocates.
Try out these holiday planning and self-regulatory tools.
Download “The Sensory Systems and How to Meet Their Needs”
Get to know the eight sensory systems, what they do for the body, and some quick ideas for getting sensory input for each system.
Download Holiday Mindfulness Profiles
Use these worksheets to identify your own needs, as well as the needs of your loved one with a disability. Identify what you find enjoyable, what you dread, and rethink your schedule with time to meet your personal needs. Then, use the second page to discuss and plan for your loved ones’ needs.
Download the “Ground Yourself in the Moment Worksheet”
Apply this strategy of counting down with sensory input to calm yourself or your loved one when you feel anxious. Use this worksheet to help yourself or your loved one through each step in the countdown process.
This video on mindful breathing can be helpful for calming and grounding:
Parents can share this practice out loud with younger children; the techniques in the video help reduce anxiety and help people of any age fall asleep:
Additional Resources:
Home for the Holidays: The Gift of Positive Behavior Support
Holiday Survival Tips for Families with Special Healthcare Needs
Neurodivergence and the holidays: Creating Joyful and Inclusive Holidays 4-Part Series:
A Brief Overview:
Full Article
The Procedural Safeguards are a written set of legal protections under the Individuals with Disabilities Education Act (IDEA) designed to ensure that students with special needs receive appropriate education. IDEA, implemented under Washington State law, requires schools to provide the parents/guardians of a student who is eligible for or referred for special education with a notice containing a full explanation of the rights available to them (WAC 392-172A-05015). Understanding these safeguards allows for effective advocacy in a child’s education and ensures their rights are protected throughout the special education process. They do not constitute legal representation or legal advice.
A copy of the procedural safeguards notice is downloadable in multiple languages from the Office of Superintendent of Public Instruction (OSPI). School districts must provide this notice once a year and during key times such as:
In addition to detailing when the procedural safeguards notice must be provided, the procedural safeguards contain information about several key areas, including:
Prior Written Notice
Schools must give prior written notice (PWN) before making any significant decisions about a student’s education, such as changes in identification, evaluation, or placement. This notice must include a detailed explanation of the decision and the reasons behind it. This document is shared after a decision is made and prior to changes in a student’s educational program.
Parental Consent
Schools must get written parental consent (permission) before conducting an initial evaluation or providing special education services for the first time. Parents can withdraw their consent at any time, but this doesn’t undo actions already taken. Once consent is given, the school has 35 school days to complete the evaluation. This consent is only for the evaluation, not for starting services. If the child is a ward of the state, consent might not be needed under certain conditions. When starting special education services under the initial IEP, the school must get consent again, and if refused, they can’t force it through mediation or legal action. Consent is also needed for reevaluations involving new tests, and schools must document their attempts to get it. However, consent isn’t needed to review existing data or give standard tests that all students take.
Independent Educational Evaluation
If a parent disagrees with the school’s evaluation of their child, they can ask for an independent educational evaluation (IEE) that the school district will pay for. The district must give the parent information on where to get an IEE and the rules it must follow. If the district does not agree to the IEE, they have 15 calendar days to either start a file a due process hearing request or agree to pay for the IEE. PAVE provides a downloadable sample Letter to Request an Independent Educational Evaluation.
Confidentiality of Information
Student educational records are confidential. IDEA provides parents and guardians the right to inspect and review their student’s educational records and request amendments if they believe they are inaccurate or misleading. When the child turns 18 years of age, these rights pass from the parent or guardian to the student. The Department of Education provides a website page called Protecting Student Privacy to share resources and technical assistance on topics related to the Family Educational Rights and Privacy Act (FERPA). The procedural safeguards explain terms about educational records from IDEA and FERPA to help parents understand their rights and protections.
Dispute Resolution
IDEA requires that each state education agency provide ways to solve disagreements between parents and schools regarding a student’s Individualized Education Program (IEP). In Washington State, there are both informal and formal options. When parents and school districts are unable to work through disagreements, the procedural safeguards outline the dispute resolution processes available. These options ensure that parents and schools can work towards a mutually agreeable solution while protecting the child’s right to a Free Appropriate Public Education (FAPE). The formal dispute resolution options available through OSPI are mediation, due process hearings, and state complaints.
Disciplinary Protections
When disciplining students eligible for special education, schools must follow specific rules to ensure fair treatment. If a student is removed for more than 10 consecutive school days or shows a pattern of removals totaling over 10 days in a school year, it’s considered a change of placement, and parents must be notified. After 10 days, the school must provide services to help the student continue their education. A manifestation determination must be conducted within 10 days to see if the behavior was related to the student’s disability. If it was, the IEP team must address the behavior and return the student to their original placement unless agreed otherwise. If not, the student can be disciplined like other students but must still receive educational services.
Also, schools must keep providing educational services to students with disabilities even if they are removed from their current school setting for disciplinary reasons. This helps the student keep making progress in their education. Parents and guardians have the right to join meetings about their child’s disciplinary actions and can ask for a due process hearing if they disagree with decisions. These safeguards ensure students with disabilities receive necessary support and fair treatment during disciplinary actions.
In special cases, such as carrying a weapon or using drugs at school, the student can be placed in an alternative setting for up to 45 days regardless of whether the behavior was related to the student’s disability.
Protections for Students Not Yet Eligible for Special Education
The procedural safeguards outline protections for students who have not yet been found eligible for special education but for whom the school should have known needed services. A school is considered to have this knowledge if a parent previously expressed concerns in writing, requested an evaluation, or if staff raised concerns about the student’s behavior to supervisory personnel. However, if the parent refused an evaluation or the child was evaluated and found ineligible, the school is not considered to have knowledge. In these cases, the student may be disciplined like other students, but if an evaluation is requested during this period, it must be expedited. If the student is found eligible, special education services must be provided.
Requirements for Placement in Private Schools
If parents believe the public school cannot provide FAPE and choose to place their child in a private school, there are steps to request reimbursement from the district. If the child previously received special education services, a court or administrative law judge (ALJ) may require the district to reimburse the cost of private school enrollment if it is determined that the district did not timely provide FAPE and that the private placement is appropriate, even if it does not meet state educational standards.
Reimbursement may be reduced or denied if the parent did not inform the IEP team of their rejection of the proposed placement during the most recent IEP meeting, failed to provide written notice to the district at least 10 business days before the removal, or did not make the child available for a district evaluation after prior written notice. However, reimbursement cannot be denied if the district prevented the notice or if the parent was unaware of their responsibility to provide it. The court or ALJ may also choose not to reduce reimbursement if the parents are not able to read or write in English, or if reducing or denying the reimbursement would cause serious emotional harm to the child.
This PAVE article, Navigating Special Education in Private School, explains the rights of students to receive equitable services in private schools, regardless of whether they are placed there by their parents or through an Individualized Education Program (IEP) decision.
Procedural Safeguards under Section 504
The procedural safeguards under Section 504 ensure that parents are informed of their rights before any evaluation or development of a 504 plan begins. These safeguards include the right to request a referral for evaluation, the formation of a 504 team to assess the student’s needs, and the requirement for parental consent before any evaluation or implementation of the plan. Parents must be provided with a copy of their rights at key points in the process. Additionally, the school must review and evaluate the 504 plan annually and re-evaluate the student’s eligibility at least every three years. Parents also have the right to file formal complaints if they believe the school is not following the 504 plan or if their child is experiencing discrimination or harassment. The Section 504 Notice of Parent Rights is available for download in multiple languages from OSPI.
Conclusion
Procedural safeguards are a requirement under the Individuals with Disabilities Education Act (IDEA) that ensure the rights of students with disabilities and their parents are protected throughout the special education process. By outlining the legal protections available, these safeguards empower parents to actively participate in their child’s educational planning and decision-making. Understanding these rights—from prior written notice and parental consent to confidentiality and dispute resolution—allows families to advocate effectively and collaborate with schools. Through adherence to these safeguards, schools and parents can work together to provide a Free Appropriate Public Education (FAPE) tailored to the unique needs of each child.
Additional Resources: