The Parent Mentor of Centerville/Oakwood is a parent of a child with a disability. The mentor is employed by a district to provide training, support and information to families of students with disabilities. By providing these skills, we hope to enhance communication between families and the schools.
Please feel free to contact the Parent Mentor with any questions you have about your child.
Note: The notices on this website are provided for informational purposes only and should not be viewed as an endorsement by Centerville or Oakwood City Schools.
Dawn Millhouse
937-572-8715
Email Ms. Millhouse
Parents/guardians of children with special needs are invited to join this group to receive newsletters with information about special events, camps, sports leagues and other activities that include students with special needs.
Parents of Centerville students should log into their ParentSquare account and join the Parent Mentor Newsletter group.
Parents of Oakwood students, or other members of the community, can join the group by choosing the Parent Mentor Newsletter on our Join Community Groups page.
MultiTiered System of Supports (MTSS) is a framework that includes Response to Intervention (RTI) and Positive Behavioral Intervention and Supports (PBIS) frameworks.
Multi-Tiered System of Supports (MTSS) is a system used to identify struggling students and provide the support they need to succeed. The Intervention Assistance Team (IAT) is the team that meets to discuss students that are struggling. This team is made up of School Counselors, the School Psychologist, the School Nurse and other staff members.
The IAT coordinator receives referrals from teachers, staff and parents when a student is not preforming well in school. Interventions are then put into place for the student. If progress is not made the team will meet with the parents and student to discuss further options. If you feel your student needs intervention please contact their teacher or the IAT coordinator to start the process.
Article - Modern Menu of Public Education Services (RTI, 504, IEP)
What is MTSS?(video)
Websites for more information:
What is a 504 Plan?
A 504 plan is a written document. It describes the changes (modifications and/or accommodations) a disabled student needs in order to have equal access to the same education as non-disabled students in the school. These might include things such as FM systems, help with note taking, special classroom seating, and visual aids.
•Modifications – Large changes in what the student has to complete This includes changes in teaching level, class content, and performance criteria. It may include changes in test format.
•Accommodations – Changes in how a test is given that do not largely change what the test measures. This includes changes in presentation format, response format, test setting or test timing. Accommodations are to provide equal opportunity to show knowledge.
What law defines the requirements for the 504 Plan?
A 504 Plan is part of the Rehabilitation Act of 1973. Section 504 is a civil rights law that protects people with disabilities from discrimination for reasons related to their disabilities.
Who qualifies for a 504 Plan?
Your child may qualify for a 504 Plan if he/she has a
disability, such as hearing loss, but does not require
Special Educations services. He/she may not need
Special Education because his/her disability is not
affecting school progress in a negative way.
How do I get the evaluation process started?
If you think your child needs a 504 Plan, you should write a letter to the school’s Special Education Director or Principal. Keep a copy of this letter for your records.
In the letter, say that:
1. You believe your child has a disability
2. You are requesting your child have an evaluation to determine if he/she has a disability
3. Sign and date the letter
4. It might be helpful for the school if you attach a copy of the hearing test and report from the audiologist to your letter.
A school district is not required to evaluate for a disability just because a parents asks. If the school district will not evaluate upon a parent’s request, they must provide parents with notice of their legal parental rights under Section 504.
What is the evaluation for a 504 Plan?
Section 504 does not require any formal testing. The 504 committee reviews teacher’s reports, grades, state test scores, observation reports, attendance records, health records, reports and information from parents and/or other agencies.
What if I have a complaint about my child’s 504 Plan?
You should contact you Ohio Civil Rights Commission at 1-888-278-7101 or visit www.crc.ohio.gov.
Source: Nationwide Children's Individualized Education Plans (IEP) and 504 Plans
US Dept. of Education - Students with ADHD and Section 504: A Resource Guide
Section 504 Fact Sheet and What is the difference between a 504 plan and an IEP by Understood.org
Ohio Guide to Parental Rights (pdf) This guide is available in at least 20 languages on the ODE website and individuals with disabilities can obtain this document in an accessible format (e.g., braille, large print, compact disc) by contacting Assistive Technology & Accessible Educational Materials Center (AT & AEM) Center.
Under the Individuals with Disabilities Education Act (IDEA), (federal law), parents are an equal partner in their child's education. This means that during the individualized education program (IEP) process your ideas are just as important as anyone on the IEP team.
Education Team Report (ETR) and Individualized Education Plan (IEP)
When a child is identified with a disability under the Individuals with Disabilities Education Act (IDEA) a child has a right to a Free, Appropriate, Public Education (FAPE). The IEP process assures that FAPE is provided for individual students.
Step 1. Child is identified as possibly needing special education and related services.
Referral or request for evaluation. A school professional may ask that a child be evaluated to see if he or she has a disability. Parents may also contact the child’s teacher or other school professional to ask that their child be evaluated. This request may be verbal or in writing. Parental consent is needed before the child may be evaluated. The school can decide that an evaluation is not necessary. Parents can request an Independent Educational Evaluation for which the school pays. Visit Disability Rights Ohio for a sample letter requesting an initial evaluation.
Step 2. Child is evaluated.
The evaluation must assess the child in all areas related to the child’s suspected disability. The team will hold a meeting to plan what areas will be evaluated. The evaluation results will be used to decide the child’s eligibility for special education and related services and to make decisions about an appropriate educational program for the child. Another meeting will be scheduled to go over the Evaluation Team Report (ETR) and determine eligibility for an IEP. If the parents disagree with the evaluation, they have the right to take their child for an Independent Educational Evaluation (IEE). They can ask that the school system pay for this IEE.
Step 4. Child is found eligible for services.
If the child is found to be a “child with a disability,” as defined by IDEA, he or she is eligible for special education and related services. Within 30 calendar days after a child is determined eligible, the IEP team must meet to write an IEP for the child.
Step 5. IEP meeting is scheduled.
The school system schedules and conducts the IEP meeting. School staff must:
Step 6. IEP meeting is held and the IEP is written.
The IEP team gathers to talk about the child’s needs and write the student’s IEP. Parents and the student (when appropriate) are part of the team. If the child’s placement is decided by a different group, the parents must be part of that group as well.
Before the school system may provide special education and related services to the child for the first time, the parents must give consent. The child begins to receive services as soon as possible after the meeting.
If the parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. If they still disagree, parents can ask for mediation, or the school may offer mediation. Parents may file a complaint with the state education agency and may request a due process hearing, at which time mediation must be available.
Step 7. Services are provided.
The school makes sure that the child’s IEP is being carried out as it was written. Parents are given a copy of the IEP. Each of the child’s teachers and service providers has access to the IEP and knows his or her specific responsibilities for carrying out the IEP. This includes the accommodations, modifications, and supports that must be provided to the child, in keeping with the IEP.
Step 8. Progress is measured and reported to parents.
The child’s progress toward the annual goals is measured, as stated in the IEP. His or her parents are regularly informed of their child’s progress and whether that progress is enough for the child to achieve the goals by the end of the year. These progress reports must be given to parents at least as often as parents are informed of their nondisabled children’s progress.
Step 9. IEP is reviewed.
The child’s IEP is reviewed by the IEP team at least once a year, or more often if the parents or school ask for a review. If necessary, the IEP is revised. Parents, as team members, must be invited to attend these meetings. Parents can make suggestions for changes, can agree or disagree with the IEP goals, and agree or disagree with the placement.
Step 10. Child is reevaluated.
At least every three years the child must be reevaluated. This evaluation is often called a “triennial.” Its purpose is to find out if the child continues to be a “child with a disability,” as defined by IDEA, and what the child’s educational needs are. However, the child must be reevaluated more often if conditions warrant or if the child’s parent or teacher asks for a new evaluation.
Source: United Rehabilitation Services https://ursdayton.org/10-steps-iep-process/
Special Education Eligibility and The Initial Evaluation Process (video)
The Evaluation Team (video)
The Evaluation Roadmap (pdf)
ETR Process Flowchart - Time-lines included (pdf)
OCECD-Understanding the Evaluation Team Report and the Process (pdf)
OCECD - What is an IEP? (pdf)
Checklist: What to Bring to an IEP Meeting (pdf)
Checklist: What to Bring to a Transition IEP Meeting (pdf)
Categories of Eligibility (Ohio) (pdf)
Ohio Required and Optional Forms (pdf)
Requesting Initial Evaluation for Special Education Services
https://www.ocecd.org/Downloads/IEP%20or%20504%20Plan%20Decision%20Making%20Tool.pdf
https://www.ocecd.org/Downloads/IEP%20Tool%20Kit%20April%2027%202015.pdf
The State of Ohio has ONE diploma. Students in the classes of 2023 and beyond are required to meet a new set of Ohio’s graduation requirements. This includes earning all required credits, demonstrating competency, and earning two diploma seals. Students with an Individualized Education Program (IEP) may also graduate via other options based on the IEP team’s decision per Ohio Revised Code 3323.0 but are encouraged to earn a diploma by meeting the same requirements as their peers. It is important that the IEP team carefully consider the use of these options so as not to lower expectations and limit student opportunities for post-school engagement. These other options are highlighted below within the context of the three main components of the graduation requirements.
The five tenets of Ohio’s Whole Child Framework are five commonly held beliefs reflecting optimally desired student conditions leading to success in life and learning. When students are healthy, feel safe, are supported through strong systems and relationships, are challenged and experience success, and are engaged in learning that is relevant and meaningful, they are more likely to enjoy learning, develop positive social skills and achieve greater success. To learn more, visit Ohio Department of Education.
Vulnerable Youth - Resources for and opportunities to support Ohio’s vulnerable youth. Vulnerable youth are students who often encounter challenges in receiving quality and equitable education. These youth may be students with disabilities, English learners, students experiencing homelessness, students in foster care, and adjudicated and migrant youth, who face many barriers to learning, including traumatization, high mobility and undiagnosed physical and behavioral health conditions.
Ohio Department of Education has published new Parent Guides to Student Success that reflect the new curriculum: Ohio Family Guides. The National PTA has published the updated guides. Follow this link to find the new guides for kindergarten through high school: National PTA Parent Guides.
Parents may also want to read the Model Curricula for the grade level the IEP is written for. These standards are available for each grade from kindergarten through 12th grade at the following link: Learning In Ohio - Ohio Learning Standards. This information will help parents understand why certain goals are being set in the IEP.
Understood is a nonprofit dedicated to shaping the world for difference. We provide resources and support so people who learn and think differently can thrive — in school, at work, and throughout life. Learning and thinking differences are lifelong. We support people at key moments throughout their lives with our expert-vetted resources. We’re constantly expanding our range of products and content to meet different needs and audiences.
Positive Behavioral Interventions & Supports, is a broad range of systemic and individualized strategies for achieving important social and learning outcomes in school communities while preventing problem behavior. The key attributes of PBS include preventive activities, data-based decision making, and a problem solving orientation (Horner, 2000; Lewis & Sugai, 1999; Sugai et.al., 2000; Weigle, 1997).
A functional behavioral assessment (FBA) is a process for gathering information about behaviors of concern, whether the behaviors are academic, social or emotional. Academic-related behaviors could be not completing homework assignments or class work. An FBA must be conducted when the IEP team determines that the student’s behavior is a manifestation of the student’s disability. A FBA may be conducted, as determined appropriate by the student’s IEP team, if the student’s behavior results in disciplinary action that changes the child’s placement on the continuum of alternative placement options.
Behavior Intervention Plan (BIP) is a comprehensive plan for managing problem behavior by changing or removing contextual factors that trigger or maintain it, by strengthening replacement skills, teaching new skills, and by providing positive behavior intervention and supports and services to address behavior.
Special Education-Behavior Problems in School
Encouraging Positive Behavior at Home
PBIS Brochure Middle/High School
39 Behavior Goals for an IEP including Adaptive Behavior
Information for Families about Positive Behavioral Interventions and Supports (PBIS)
All students must follow school rules — including students with and . When students break rules, schools have the authority to discipline them. This is because public schools must maintain a safe, orderly learning environment.
When it comes to school discipline, all students have some basic rights:
In addition to these rights, students with IEPs and 504 plans have extra protections. (Sometimes, kids who don’t have these plans are protected too.) These protections aren’t an excuse for breaking rules. They simply help everyone understand the cause of misbehavior. And they require schools to try to reduce misbehavior and prevent it from happening again.
Discipline of Special Education Students Under IDEA Flowchart pdf
Manifestation Determination Review April 26, 2023 by Taylor Giordullo / special education
When a student has excessive absences (whether excused or unexcused), part of HB 410 requires schools to form a truancy intervention team, which includes the parent/guardian, to determine why students are missing school and if needed, to put interventions in place to improve attendance. After an intervention plan is put in place, the district is required to file a truancy complaint in court against the parent/guardian if the student’s attendance does not improve in 60 days.
Decoding Ohio’s New Truancy Law for Students with Disabilities; by Walter Haverfield; January 16, 2018 "Ohio’s new truancy law provides no exemptions for disability-related absences. Schools must follow the required intervention procedures in all circumstances."
The Jon Peterson Special Needs (JPSN) Scholarship Program provides scholarships to students who are eligible to attend kindergarten through 12th grade and have an Individualized Education Program (IEP) from their district. The amount of each scholarship will be based on the primary disability condition identified on the student's Evaluation Team Report (ETR). Students must be enrolled in the scholarship program for the entire program year to receive the full scholarship amount.
The passage of House Bill 49 eliminated student application deadlines for the JPSN Scholarship Program. Students will have the ability to apply for JPSN Scholarship year-round beginning September 29, 2017.
Homeschool vs. Non-Public School Flowchart
Parent Checklist for Visiting JPSN Providers
For questions directly related to your child, please contact our office at 614-728-3480 or send an email to: Peterson.scholarship@education.ohio.gov or autismscholarship@education.ohio.gov
The Autism Scholarship Program (ASP) gives the parents of children with autism who qualify for a scholarship the choice to send the child to a special education program other than the one operated by the school district of residence to receive their education and the services outlined in the child's individualized education program (IEP).
Any student who has been identified by their district as a child with autism and for whom the district has created an individualized education plan (IEP) qualifies for the Autism Scholarship program.
The student must have a current IEP from the district of residence that is finalized and all parties, including the parent, must be in agreement with the IEP.
A child is eligible to apply to participate in the program when the child turns three.
Autism Scholarship Program Fact Sheet
Autism Scholarship Program: Information for Parents
Learning Disabilities Checklist
National Center for Learning Disabilities (NCLD)
Dyslexia Help at the University of Michigan: dyslexiahelp.umich.edu/
Yale Center for Dyslexia & Creativity The Yale Center for Dyslexia & Creativity (YCDC) is the preeminent source of cutting-edge research, informed advocacy and trustworthy resources to help those with dyslexia reach their full potential. Through research and advocacy work, YCDC conducts studies and builds awareness about dyslexia. We mobilize grassroots efforts to narrow the reading achievement gap for all students, including low-income students of color, through policies that help dyslexic children succeed. Click here to link to YCDC's Talking about Dyslexia pdf.
Dr. Rick Lavoie is an author and expert on learning disabilities including ADHD. Publications, website, and workshops offer information and inspiration for parents and teachers of children with learning disabilities. Check out the website, ricklavoie.com.
Dr. Russell Barkley is an internationally recognized authority on attention deficit hyperactivity disorder (ADHD/ADD) in children & adults who has dedicated his career to widely disseminating science-based information about ADHD. Dr. Barkley was recently named by Research.com as the 37th most influential psychological researcher in the US and the 65th most influential in the world in terms of the impact of his research on the field of psychology, as verified by the number of research articles citing his work. The website offers links to purchase his acclaimed books, courses, and recorded speeches as well as free access to ADHD fact sheets.
Learning Disabilities Association of America
A listing of websites and publications that will guide you to information on LD/ADHD, teaching, professionals in the field, disability rights and advocacy, and government agencies and resource centers.
Reading Rockets Discover how to support your child’s growth as a young reader and writer. Here you’ll find our Reading 101 for Families guide, bilingual parent tips, ideas for building your child’s knowledge about the world, Q&A with experts, guidance on how to help a child who struggles, and ways to connect with your child’s school.
Ohio's Interagency Work Group on Autism (IWGA): www.iwg-autism.org/
Association for Science in Autism Treatment: www.asatonline.org/
National Autism Center (NAC) Resources for Families: http://www.nationalautismcenter.org/resources/for-...
Guide for Families of Children with Autism: https://gbfamilylaw.com/a-guide-for-families-of-children-with-autism/
Sesame Street Autism Resources for Parents: http://autism.sesamestreet.org/
CDC Autism Links: http://www.cdc.gov/ncbddd/autism/links.html
Accommodation Resources for Students with ASD: http://www.washington.edu/doit/accommodation-resou...
Teaching Tips from Temple Grandin: https://www.templegrandin.com/temple_articles/teaching_methods.html
Operation Autism for Military Families: http://operationautism.org/
The Interagency Autism Coordinating Committee (IACC) and the Office of Autism Research Coordination (OARC) have released the IACC Strategic Plan for ASD Research.
Sensory Activities for Children With Autism Spectrum Disorders, written by Purdue Global's professor in early childhood, Dr. Lisa Wright. https://www.purdueglobal.edu/blog/psychology/sensory-activities-children-autism/
Autism Response Team: 1-888-288-4762 (personalized information and resources) and at: https://www.autismspeaks.org/autism-response-team-art •help@autismspeaks.org
Milestones Autism Resources • Helpdesk: 216-464-7600 ext. 200 or complete intake form at: https://www.milestones.org/services/helpdesk
I suspect My Child Has Autism from OCALI: A Four Step Guide for Ohio Parents on What to Do Next. When parents have concerns about their child's development, there is almost always a valid reason for their concern PDF
Cincinnati Association for the Blind & Vision Impaired - CA.BVI
Hadley Institute for the Blind & Vision Impaired
Check out INFOhio at www.infohio.org/. This site provides many electronic resources to help your child with homework, projects and other activities. It is free to everyone in Ohio because it is grant funded. The parent document can be found in the INFOhio Toolkit download under the Resources tab on this page.
Is you child struggling to understand a newly introduced concept? Khan Academy offers a completely free online video library that includes information on a wide variety of subjects/topics that may help your child learn. Visit the Khan Academy website: www.khanacademy.org
Quizlet learning tools: https://quizlet.com/
The following links can provide fun and interesting ways to reinforce what your children are learning in school:
nces.ed.gov/nceskids/index.asp
https://www.varsitytutors.com/aplusmath
Make, Take & Teach Blog: blog.maketaketeach.com/
Math Dictionary: www.amathsdictionaryforkids.com/
Free Math Games K-8: www.elementarymathgames.net/
More Free Math Games: www.ixl.com/
Dr. Mike's Math Games: www.dr-mikes-math-games-for-kids.com/
Math Fun Brain Games: www.funbrain.com/
The following links are for free reading games and other resources:
PBS Kids: pbskids.org/games/reading.html
Star Fall: www.starfall.com/
Reading Rockets: www.readingrockets.org/
Start with a Book: www.startwithabook.org/
The National Library Service for the Blind and Print Disabled (NLS), Library of Congress, offers a free program for individuals of all ages who have a disability that prevents them from reading regular print. We use human voice actors to record popular books found in public libraries or bookstores. We also offer a wide selection of recorded magazines as well as a large collection of music instruction and appreciation materials. NLS does not offer classroom materials such as textbooks. A few sources of that type of material are listed in the “Other Academic Resources” section below.
Book Share provides accessible electronic books and materials to individuals with legally qualifying disabilities. Bookshare makes reading easier. People with dyslexia, blindness, cerebral palsy, and other reading barriers can customize their experience to suit their learning style and find virtually any book they need for school, work, or the joy of reading. Talk to your child's Intervention Specialist to learn more or visit www.bookshare.org/
LearningAlly, formally RFB&D(Recording for the Blind & Dyslexic) offers free recorded books for students with a certified Print Disability. Follow this link for free individual membership information: www.learningally.org/
CAMP NUHOP, located midway between Columbus and Cleveland in Perrysville, Ohio, has released their Summer camp schedule. This is a residential camp, ages 6-18, for children with learning disabilities, attention deficit disorders, and behavior disorders. Follow the link for more information: http://nuhop.org
Registration is now open for Camp Hamwi, the Central Ohio Diabetes Association's Camp program. Call 1-614-437-2914 or visit Camp Hamwi to register.
COSI in Columbus Ohio offers a special "Family Access" membership for families eligible for a Medicaid waiver. The membership is only $49 for one year and includes 2 adults and children 18 and under. Passes can not be purchased online. Call (614) 228-2674 for details. You must provide a copy of a photo ID and the Ohio Medicaid Card. Follow this link for more details: www.cosi.org/membership
Marmon Valley Ministries in Zanesfield, Ohio, is offering the Insight Horse Camp for the blind and visually impaired children ages 7-17. For more information, visit the Camp Insight website, under Summer Camps - Choose a Camp.
The Cincinnati Center for Autism has begun registration for the Camp Ability Summer Day Camp. Please visit www.cincinnaticenterforautism.com under Summer Services, if you have any questions.
Registration for Camp Ho Mita Koda, a subsidiary of the Diabetes Association of Greater Cleveland has begun. Please visit www.CampHoMitaKoda.org if you are interested.
Camp Kern YMCA camps, 5291 State Rt. 350, Oregonia, Ohio: www.campkern.org
https://southdaytontopsoccer.com/
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TOPSoccer Is a national US Youth Soccer program created for children and young adults with disabilities. Any child or young adult ages 5 and up that are not able to compete effectively in their local “recreational” league for any reason, are welcome to play. South Dayton TOPSoccer is an all-volunteer program with emphasis on fun and participation, not winning. Coaches are instructed to provide equal opportunity for all children, regardless of their ability. While we’re based in the Centerville/Washington Township area, children from all areas are invited to play. Last year we had over 150 children and young adults participate. |
https://www.miracleleaguedayton.org/
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The Miracle League of Greater Dayton’s mission is to provide opportunities for children and adults with special needs to play baseball, regardless of their abilities. To do this we have construction of facilities that meet the unique needs of Miracle League players and their families. It has an all-weather rubberized surface and is handicap accessible. There are no raised surfaces to interfere with crutches, walkers, or wheelchairs. |
"Cheers" is a co-op club for young people, at least 16 years old, with a Developmental Disability. Supervised recreational, educational, and leisure activities are offered for members: Cheers flyer
Special Olympics of Great Dayton
Contact Vicki DeAtley at (937) 572-5308 for questions about any of the sports offered. You can also visit the website: http://specialolympicsdayton.org/contact.html to leave a form email.
Special Olympics of Greater Dayton offers:
https://wecarearts.org/
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We believe in the healing power of creating and producing art that transforms physical, developmental, and mental challenges into a future rich with possibilities. We’re guided by our vision that creating art compliments medical therapies. As a 501c3 organization with 38 years of experience, We Care Arts increases confidence and artistic skill in a variety of individuals with varying disabilities and physical challenges. Our founder Terry Schalnat began in 1983, changing disabilities into possibilities in the basement of a recreation center. Since then, We Care Arts has grown to serve 1400 clients at more than forty off-site locations within the greater Dayton area. Alongside our executive director, our volunteer staff and board contribute more than 28,000 hours annually to our mission. |
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JoyRide is a car club exclusively for kids with special needs. Kids. Cars. Smiles. #JoyRideCars This is an amazing nonprofit group that provides an experience of a lifetime for kids ages 3-22 years old. Whether your child is a car buff or not, this is surely going to be a thrill of a lifetime. The kids are members of this organization. To become a member, go to the website and register. |
Other ways to get involved:
Adapted Sports Connection - Miami Valley
Empowering the human spirit since 1992, Adaptive Sports Connection is a 501 (c) (3) organization dedicated to serving children, veterans, and adults with disabilities through outdoor and therapeutic recreation and education.
We serve thousands of individuals with disabilities and their families every year in 44 counties in Ohio. With adaptive instructors, equipment, and over 400 volunteers, we utilize the power of sports to push what's possible. Our goal is to help people focus on their ABILITIES - unleashing the power within to enjoy life no matter the challenges they face.
https://akidagain.org/chapter/southwest-ohio-chapter/
The Southwest Ohio Chapter of A Kid Again is a Children’s Charity in Cincinnati Ohio. We are honored to serve families who are raising children living with life-threatening conditions in the Cincinnati and Dayton areas. We do so by providing cost-free, fun-filled destination events throughout the year that we call Adventures. We could not provide a timeout from the challenge of life-long illness if not for the support of the local community and fundraisers. Thank you to all our valued partners!
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The Kidz Club provides skilled nursing care and therapeutic services to children with medical complexities. Since 1996, families and providers have trusted The Kidz Club to provide nursing care in a supportive and stimulating environment for children from birth to under 21 years old. The Kidz Club is a Medicaid Licensed Prescribed Pediatric Extended Care (PPEC), so there is no cost to families for children to attend. |
https://1850.udayton.edu/bestbuddies/home/
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Best Buddies works to enhance the lives of individuals with developmental and intellectual disabilities through the opportunity of one-on-one friendships and social activities/events. Our mission is inclusion and we accomplish this by connecting UD students with individuals with disabilities in the greater Dayton area. |
Autism on the Seas offers travelers supports for family members with autism and other developmental disabilities. Check out their offerings: www.autismontheseas.com/
Traveling with a Disability Guide to Air Travel https://bestmobilityaids.com/disability-air-travel-guide/
Autistic Globetrotting is a travel blog with great information and trip planning lists for traveling with individuals with autism. Website: www.autisticglobetrotting.com/
Special Needs at Sea provides special needs equipment rentals for cruises and on land travelers. Visit this site: www.specialneedsatsea.com/
Planning Trips for Children with Autism provides valuable ideas on how to plan ahead for sensory needs. www.online.simmons.edu/blog/preparing-trips-children-with-autism.com
STABLE Account Explanation https://www.fpacentralohio.org/aws/FPA/asset_manager/get_file/171534?ver=6
Disability Foundation (Trusts) http://www.disability-foundation.org/
Wills and Trusts: What parents of Special Needs Children Need to Know: https://www.care.com/c/stories/6650/what-special-needs-parents-need-to-know-about/
Your Money, Your Goals is a set of financial empowerment materials for organizations that help people meet their financial goals by increasing their knowledge, skills, and resources. The Consumer Financial Protection Bureau (CFPB) provides these materials FREE of charge either via downloads from the website or by ordering printed copies from the CFPB.
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As you may know, needs-based governmental assistance benefits, such as Supplemental Security Income (SSI), Medicaid, food stamps and housing assistance, provide only for the bare necessities. The benefits do not provide your loved one with the resources that allow him or her to enjoy a richer quality of life. However, if your child has too much of their own income, or has too much of their own resources, they could lose their benefits. As a result, you have to supplement the benefits and provide from your own resources for those needs that are not covered by the government assistance. |
This guide provides definitions and information about wills, trusts, estate planning, stable accounts, waivers, Medicaid, and SSI and SSDI.
The Disability Foundation (An Affliate of the Dayton Foundation) https://www.disability-foundation.org/
At the Disability Foundation, a supporting organization to the Dayton Foundation, we work with families to ensure their resources are utilized for the things that matter most to them and their family. Our mission is to enhance the quality of life for persons with disabilities by complementing public benefits through the prudent management of financial resources. To do this, the Foundation acts as Distribution Trustee of The Ohio Community Pooled Annuity Trust, the Ohio Community Pooled Flexible-Spending Trust and the Third Party Pooled Flexible Spending Trust.
https://www.communityfundohio.org/
Community Fund Ohio (CF) is a nonprofit, tax-exempt foundation established in 1993 to administer trusts that enable Ohio residents with a disability to use private funds to enhance their quality of life while attempting to safeguard their eligibility for government benefits. CF is the largest pooled trust in Ohio. Pooled trusts hold trusts for thousands of families across Ohio.
Families can choose between establishing a trust through a pooled trust or establishing a trust through a private attorney. This chart compares some of the key features that families can examine when deciding whether to use CF or establish a private trust.
https://oedayton.com/special-needs-planning/
Kim Estess is Certified as Specialists in the area of Elder Law (which includes Special Needs Planning) by both the Ohio State Bar Association and the National Academy of Elder Law Attorneys. We also are passionate about volunteering our time for local organizations who service individuals with disabilities, such as the Disability Foundation and United Rehabilitation Services.
Estate Planning for Children with ASD https://www.justgreatlawyers.com/estate-planning-for-parents-of-children-with-autism
Guardianship Frequently Asked Questions from Disability Rights https://www.disabilityrightsohio.org/guardianship-frequently-asked-questions
Wills and Trusts: What parents of Special Needs Children Need to Know: https://www.care.com/c/stories/6650/what-special-needs-parents-need-to-know-about/
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The Ohio Coalition for the Education of Children with Disabilities (OCECD) is a statewide nonprofit organization that serves families of infants, toddlers, children and youth with disabilities in Ohio, educators and agencies who provide services to them. |
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People with disabilities have the opportunity to live their best lives. OCALI inspires change and promotes access to opportunities for people with disabilities. OCALI informs public policy and develops and deploys practices grounded in linking research to real life. |
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The Arc of Ohio is the voice of people with developmental disabilities, their families, friends of people with disabilities, and those who work with them. The Arc of Ohio is a grassroots organization which advocates for human rights, personal dignity and community participation of individuals with developmental disabilities through legislative and social action, information and education, local chapter supports, and family involvement. |
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Offering support across the lifespan of people with developmental disabilities, the Ohio Department of Developmental Disabilities oversees a statewide system of supportive services that focus on ensuring health and safety, supporting access to community participation, and increasing opportunities for meaningful employment. |
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County Boards are mandated by Ohio law to coordinate services and funding for people with developmental disabilities who meet state criteria for eligibility. Funding for those services comes from a combination of federal, state and local dollars. The local portion of the Montgomery County Board’s funds is provided through a series of property tax levies, including the Montgomery County Human Services Levy. All County Boards are responsible to the Ohio Department of Developmental Disabilities. |
https://www.mcbdds.org/181/Family-Support-Services
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The Family Support Services Program provides funding for supports and services to families who are caring for a family member with developmental disabilities who is living at home with their primary caregiver. It is a locally-funded service available through the Montgomery County Board of Developmental Disabilities Services (MCBDDS) |
https://odh.ohio.gov/odhprograms/cmh/cwmh/bcmh1.aspx
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The Children with Medical Handicaps Program (BCMH) is a health care program in the Ohio Department of Health (ODH). BCMH links families of children with special health care needs to a network of quality providers and helps families obtain payment for the services their children need. BCMH’s mission is to assure, through the development and support of high quality, coordinated systems, that children with special health care needs and their families obtain comprehensive care and services that are family centered, community based and culturally sensitive. |
https://hmgbf.org/help-me-grow-brighter-futures/
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Help Me Grow Brighter Futures is the Help Me Grow service agency in Montgomery County. Help Me Grow Brighter Futures provides many services for families under one roof. We are located at 1133 Edwin C Moses Suite 240, Dayton, Ohio, right next to Clothes That Work. |
Services provided by Help Me Grow Brighter Futures are as follows:
Here, you’ll find quick connections to materials and resources you can use with youth with disabilities and their families to build their abilities to advocate for themselves.
Self-Advocacy is learning how to speak up for yourself, making your own decisions about your own life, learning how to get information so that you can understand things that are of interest to you, finding out who will support you in your journey, knowing your rights and responsibilities, problem solving, listening and learning, reaching out to others when you need help and friendship, and learning about self-determination.
Self-Determination is “Acting as the primary causal agent in one’s life and making choices and decisions regarding one’s quality of life free from undue external influence or interference.”- Wehmeyer, 1996
Redtreehouse.org supports families and children with challenges, disabilities, and health care needs by helping them find the resources they need to thrive.
Curated resource pathways allow individuals to browse our collection of 5000+ verified listings by medical condition or specific need, while Parent & Pro Picks offer information and groupings of resources on a variety of useful topics. The information families can find on RedTreehouse.org includes:
organizations and professionals that can provide guidance and services
steps to take if your child or young adult is diagnosed with a disability or chronic illness
access to community-based health, social services and education
balancing needs of family members
growth and development
coping with stress
partnering with and influencing decision makers
RedTreehouse.org also provides a robust platform for professionals to list services or help find additional support for the families they serve.
https://autismsocietyofdayton.org/
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The Dayton Autism Society (DAS) is a non-profit organization which is made up of a board of volunteers who are parents, family members, professionals in the field of disability services, and other interested persons. DAS exists to advocate for, support, and educate families living with autism. The Dayton Autism Society serves families from the greater Miami Valley and an estimated 4,000 families living with autism. These families reside in Montgomery, Miami, Greene, Darke and Preble counties. |
Autism Society of Dayton • 937-815-4986 • asadayton@gmail.com • https://autismsocietyofdayton.org/
Autism Society of Ohio • 614-495-7551 • info@autismohio.org • https://autismohio.org/
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Our Mission is to provide information, resources and support to individuals with Down syndrome, their families and their communities. We are helping those with Down syndrome (our Heroes)to live their best life. Yes, that looks different for each individual; and the MVDSA is committed to each one of them, and their success on the journey. We invite you to join us as we engage in one of the most fulfilling activities on the planet - helping our Heroes "Live YOUR Best Life!" |
Need assistance and do not know where to turn to find help? Montgomery County Human Services has issued a "No Wrong Door" reference guide. Click here for more information and to view the reference guide online.
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Our vision is for all families of children with special health care needs to receive best practice quality health care and community services. We also envision that all healthcare professionals providing care to these families use the Medical Home Model – which is family-centered and accommodates families’ needs. Ohio Family 2 Family is a family-staffed, virtual center that provides free one-to-one support to families of children and youth with special health care needs. |
https://www.aimforthehandicapped.org/index.html
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AIM (Adventures In Movement) for the Handicapped, Inc. is a national 501(c)(3) non-profit organization founded in Dayton, Ohio, in 1958 and our national and only office is located at 945 Danbury Rd, Dayton, Ohio, 45420. The AIM Method is an effective movement program with holistic benefits for individuals of all ages. |
https://courageousparentsnetwork.org/
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Courageous Parents Network is a non-profit organization and educational platform that orients, empowers and accompanies families and providers caring for children with serious illness. Here—in videos, podcasts, printable guides, Guided Pathways, and blogs—you will find wisdom from families and pediatric care providers to help you get through each moment. And be the best parent you can be. |
United Rehabilitation Services
United Rehabilitation Services of Greater Dayton (URS) offers a wide-array of programs with a variety of person-centered activities, focused on enhancing the physical, social, and emotional needs of children, adults and seniors with developmental or acquired disabilities from throughout the Greater Dayton Region.
Since 1956 when URS was founded, we have impacted the lives of thousands of individuals and their families by continually expanding the scope of our services to meet their growing and ever-changing needs. Ultimately, our efforts focus on increasing skills, enhancing functional abilities and maximizing the level of independence of the people we serve.
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NAMI is the National Alliance on Mental Illness, the nation’s largest grassroots mental health organization dedicated to building better lives for the millions of Americans affected by mental illness. What started as a small group of families gathered around a kitchen table in 1979 has blossomed into the nation's leading voice on mental health. Today, we are an alliance of more than 600 local affiliates who work in your community to raise awareness and provide support and education that was not previously available to those in need. |
The Care Notebook is available to download or you can create your personalized book by choosing just pages you need. The PDF forms are fillable, so you can enter your child’s information on a computer or smartphone if you wish and save it online, or you can print out the pages and enter your child’s information by hand.
The Resiliency Ohio website promotes mental wellness for all youth and their families. The website was created by Resiliency Leadership Ohio, with support from the Center for Innovative Practices, the Ohio Federation for Children's Mental Health and the Ohio Department of Mental Health.
South Community Inc. is a private not-for-profit corporation providing mental health and substance use care in the greater Miami Valley. Innovative, creative, and flexible leader with continuum of care in behavioral health for children, adults, & families working in partnership with schools, health care, courts, law enforcement, clients, and families.
Family Voices: With families at the center of health care, all children and youth reach their full potential and health disparities are eliminated. Family Voices is a national organization and grassroots network of families and friends of children and youth with special health care needs and disabilities that promotes partnership with families–including those of cultural, linguistic and geographic diversity—in order to improve healthcare services and policies for children.
Families struggling with the illness of a child are equal in the uncertainty of the situation. It is a stressful and all consuming time where even the most basic needs of the parents often go overlooked. To ease their stress and provide some comfort, Helping Hands collects toiletries and personal essentials to distribute to parents so they can focus their energy and attention where it is needed most, to their child’s recovery.
https://ood.ohio.gov/individuals-with-disabilities
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Serving Ohioans with disabilities so that they may achieve quality employment, independence, and disability determination outcomes. Opportunities for Ohioans with Disabilities or OOD, partners with Ohioans with disabilities to achieve quality employment, support their desire for independence and assist them with Social Security disability determination outcomes. OOD works with partners from the business community, education and non-profit organizations to facilitate customized employment plans for Ohioans with disabilities, helps Ohio companies to recruit and retain employees with disabilities, and is the sole agency determining medical and vocational Social Security Disability Insurance and Supplemental Security Income programs, better known as SSDI and SSI. |
Education/Training Connections
Understood.com 7 Things You Should Know about College Disability Services
SST-10's College/University Directory for Accessibility Services: http://www.livebinders.com/media/get/MTg2MjUzMzc=
Website for college-bound students who have a learning disability: College Web LD
Guide for Students with Autism: https://edubirdie.com/blog/guide-for-students-with-autism
College & Career Resource for Students with Disabilities | Study.com
How to Succeed in Online College Courses with a Learning Disability | Study.com
Nursing Scholarships for Students with Disabilities https://nursejournal.org/resources/financial-aid/scholarships-for-students-with-disabilities/
The Ultimate Guide to the Best Online Schools: https://www.ireviews.com/best-online-schools/
Mental Health Resources for College Students https://gradesfixer.com/blog/mental-health-counselors-and-resources-for-college-students/
WSU information for students with disabilities in grades 9-12 who are planning for education after high school. You can visit their website using this WSU High School link for more information. WSU also offers the RASE Program for students on the Autism Spectrum.
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SALT TALKS Series - An Online Transition Series virtual format modeled after the S.A.L.T. - School to Adult Life Transition SeriesTM is a monthly series developed to provide a learning opportunity, along with the resources and guidance, to families of children with disabilities navigate the transition from school to adult life. SALT TEENS & ME – Is an additional online educational transition series designed for both the young adult (ages 14 & up) and their parents, caregiver, or staff...etc...(Groups Welcomed). Each session will provide an interactive learning series created to have fun together while learning about transition related topics. Lunch & Learn Series - In following the same guides as the SALT TALKS Series - An Online Transition Series. (S.A.L.T. - School to Adult Life Transition SeriesTM) this is a free monthly 30-minute virtual discussion session developed to provide another learning opportunity, for families of children with disabilities navigate the transition from school to adult life. |
www.mcohio.org/document_center/CourtProbateDivision/Guardian's Handbook Aug 2021.pdf
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A guardianship is a court-ordered relationship in which one adult is authorized to make decisions for and act on behalf of another adult person. A guardianship is often established so that a parent or parents is/are authorized to make decisions for and act on behalf of an adult child. Either, or both parents can be appointed as guardians. A parental relationship is not a prerequisite for a guardianship; another responsible adult can serve as guardian. It is important to remember that in a guardianship, the ward loses rights and the ability to act for him or herself. The type and scope of the guardianship determines what rights and abilities the ward loses. |
Guardianship and Alternatives to Guardianship Toolkit
The Ohio Developmental Disabilities Council has published a Handbook for Guardianship & Estate Planning.
The Disability Foundation has information about setting up Trusts for children with Special Needs.
Supported Decision Making promotes self-determination and independence. SDM is making decisions about: where to work, live, go to school; how to spend money, what supports you need, making mistakes and learning from them, how you spend time, who you spend time with, or anything else in your life! What is Supported Decision-Making (SDM)?
http://supporteddecisionmaking.org/state-review/ohio
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Supported Decision-Making is an alternative to guardianship. Instead of having a guardian make a decision for the person with the disability, Supported Decision-Making allows the person with the disability to make his or her own decisions. Supported decision-making promotes self-determination, control, and autonomy. |
Guardianship and Alternatives to Guardianship Toolkit
Guide to Trade School for People with Disabilities
For students with Intellectual disabilities: http://www.thinkcollege.net/
Kent State - Community Studies Program
Shepards College in Union Grove, Wisconsin - 3 year program for students with Intellectual Disabilities.
Transition and Postsecondary Programs for Students with Intellectual Disability, or TPSID, are model demonstration projects funded by the US Department of Education.
Dr. Christina Howell OTD OTR/L LDI, Occupational Therapist, Kettering Health NeuroRehab and Balance Center Christina.Howell@ketteringhealth.org
The Driver Rehabilitation Program is here to help you get used to the road again. Our teams are prepared to help you make modifications, if needed, so you can get behind the wheel with confidence. We see clients with a variety of disabilities and conditions, including the following: Amputation, Arthritis, Brain injury, Cerebral palsy, Learning disability, Memory or cognitive issues, Neurological disease or problems, Parkinson’s, Stroke, Peripheral neuropathy, Spinal cord injury and Visual deficits.
D&D Driving School-Driver Rehabilitation
D & D Driving School, Inc. offers private driver rehabilitation in segments of two-hour lessons. We currently have a modern sedan, with and eight-way power driver seat, hand controls for either side of the steering column, various steering assist devices, left foot gas pedal, pedal extensions, cross over signal switch and more. If there is special need we will also provide training in the student's vehicle. For obvious reasons we encourage classroom training for those who have not had Formal Driver Education or at least lots of experience
Resources for Driving and Vehicle Needs
Backyard Design:
https://www.homeadvisor.com/r/disability-friendly-backyard-for-kids/
Sensory Needs:
https://specialneedsparenting.net/sand-and-water-sensory-tables-special-needs/
Modifying your home:
https://blog.hireahelper.com/house-modifications-child-disability/#space-thrive
Sensory Room Ideas:
https://www.apartmentguide.com/blog/sensory-room-ideas/
Mongomery County Board of Development Disabilities (MCBDD) list of Day Service, Employment, and Transportation Providers
My Next Move is a career exploration website. This site provides an interactive tool for exploring over 900 different careers
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EchoingU is a post-secondary transition program designed for young adults with developmental disabilities exploring the next steps in life. The program prepares students for the future and blends educational classroom instruction with daily living skills, experiences, and opportunities, including engaging with your community. At EchoingU, we study hard, AND we play hard! You can enjoy learning while exploring your passions and interests. We have enjoyed going to RiverScape, Dorothy Lane Market, Cox Arboretum, Aullwood Audobon Center, USAF Museum, and more! EchoingU of Southwest Ohio offers core classes in Money Skills, Communication Skills, and Foundational Core. Our programs prepare students for the next chapter of their lives. Students of EchoingU have gone on to pursue college degrees, entered the workforce, and moved into their own homes. |
https://www.lifecoursetools.com/
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Charting the LifeCourse framework was created to help individuals and families of all abilities, and at any age or stage of life develop a vision for a good life, think about what they need to know and do, identify how to find or develop supports, and discover what it takes to live the lives they want to live. Individuals and families may focus on their current situation and stage of life, but may also find it helpful to look ahead to think about life experiences now that will help move them toward an inclusive, productive life in the future. The framework is designed to help any citizen think about their life, not just individuals known by the system of services. |
My Next Move is a career exploration website. This site provides an interactive tool for exploring over 900 different careers
7 Tips How to Make a Resume Better | LiveCareer
Cover Letter Builder - LiveCareer
How To Thrive In Your Career If You Have a Disability [Tips]
Tips for Shopping with Loved Ones with Sensory Issues: https://www.retailmenot.com/blog/sensory-overload-...
Additional fidgets, weighted blankets, and accessibility tools are available upon request at the ticketing kiosk.
Cincinnati Zoo has a sensory room You have to ask the employees about it so they can unlock it for you
CAM (Cincinnati Art Museum) has sensory friendly days I think it’s the 4th Saturday of the month and offer a sensory friendly bag too
Urban Air has sensory friendly days and Jumperoo for kids 5 and under
Chuck E Cheese has sensory friendly Sunday
Kings Island isn’t sensory friendly but they have a disability pass program and a Parent Swap Pass program which helps us a lot
Union Terminal has Museums For All Program where families who have a member on Medicaid or EBT can visit for $2/person for up to 8 kids and 2 adults and parking is free Cincinnati Zoo also has a similar program but it’s a deep discounted zoo membership for $50 or $60 and the zoo membership includes HallZOOween and The Festival of Lights
EnterTrainment Junction offers free ear plugs for noise sensitive visitors You just have to ask about it at the ticket window They also have a great birthday program too We took ours for her birthday this year and they gave her free Do-IT-All return ticket and she also got to pick out a nice prize from their birthday prize shelf The return ticket does expire in 30 days from the day they give it to you
AMC, COBB and the library especially Fairfield Lane has sensory friendly movies and activities
There’s also accessible/inclusion parks like Makino, Gower, Crescent, Heroes, Hanover and West Fork that have great play areas West Chester will open their large accessible splash pad next summer
If you’re not close to Butler County here’s a few more places that have sensory friendly activities
https://ohparent.com/sensory-f
In Ohio, Supportive Technology is made up of two components, Assistive Technology and Remote Support.
Assistive Technology refers to equipment of all kinds that enhance learning, working, and daily living for people with a developmental disabilities. These can be high tech or low tech – assistive technology doesn’t require electricity or batteries!
Some examples can include:
Sound amplifiers
Remote Support refers to direct service provided from a remote location, often over two-way video, by trained professionals who know the person they are providing service to and know that person’s plan. This service is delivered during certain hours of the day or night agreed upon by the person’s team. Staff at the remote location also have access to assistive technologies in the home such as smart thermostats and door locks, smoke and carbon monoxide detectors, security cameras and more. Access to these technologies allow remote staff to ensure the safety of the person living in the home.
Empowering People With Disabilities to Achieve Independence The mission of the Access Center for Independent Living (ACIL) is to ensure that people with disabilities have full and complete access to the community in which they reside.
