Multi-Tiered System of Supports (MTSS) in Ohio

Ohio’s Integrated Multi-Tiered System of Supports (MTSS) is a framework used by schools to support the academic, behavioral, and social-emotional needs of all students. It brings together what was previously known as Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS) into one aligned, team-based system of support.

Rather than being just a way to identify struggling students, MTSS in Ohio is designed to provide a continuum of supports for all learners—including students who need extra help and those who may need enrichment. Supports are matched to student needs using data, progress monitoring, and team-based problem solving.

What is the Intervention Assistance Team (IAT)?

In many Ohio schools, the MTSS process is carried out through a school-based team, often called the Intervention Assistance Team (IAT).

The IAT is a problem-solving team that works together to support students in the general education setting. The team may include:

• Parents/caregivers

• Teachers

• School counselors

• School psychologists

• Administrators and other support staff

The purpose of the team is not to diagnose a disability, but to:

• Identify areas of concern

• Develop and implement targeted interventions

• Monitor progress and adjust supports as needed

How the MTSS Process Works

1. Referral
   A student may be referred to the IAT by a teacher, staff member, or parent if there are concerns about academic performance, behavior, or social-emotional needs.

2. Problem-Solving & Planning
   The team reviews data and identifies specific areas of need. Interventions are selected based on those needs.

3. Intervention & Progress Monitoring
   Supports are put into place, and the student’s progress is regularly monitored to see if the interventions are working.

4. Team Review
   If progress is limited, the team meets again to adjust supports, increase intensity, or consider next steps.

This process is part of a data-driven, continuous cycle of support rather than a one-time meeting.

 What Families Should Know

• MTSS is designed to support students early, not wait for failure

• Interventions can happen without an IEP or diagnosis

• Parents are an important part of the team and may be invited to meetings

• You can request support by contacting your child’s teacher or school team

If a student continues to struggle despite interventions, the team may discuss additional supports or a referral for a formal evaluation, but MTSS itself is not the same as special education.

The Big Picture

Ohio’s Integrated MTSS focuses on collaboration, data, and early support to ensure every student has the opportunity to succeed. It is a flexible, team-based approach that adjusts supports based on what each student needs to make meaningful progress.

More resources:

• Ohio's Integrated Multi-Tiered System of Support
• National Center on Educational Outcomes: MTSS for Students with the Most Significant Cognitive Disabilities
• mtss4success.org: Advancing Evidence. Improving Lives, Center on MTSS
• What is MTSS? (video)
• What Does MTSS Mean for My Child (Ohio Families
• How to Explain MTSS to Almost Anyone

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.

More resources:

• US Department of Education Frequently Asked Questions: Section 504 Free and Appropriate Public Education
• Understood: What is a 504?
• US Department of Education: The Civil Rights of Students with Hidden Disabilities and Section 504

The Guide to Parents Rights in Special Education is available in at least 20 languages on the Ohio Department of Education and Workforce, 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.

• Understood.org: What is an IEP?

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 3: 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 4: IEP meeting is scheduled.

The school system schedules and conducts the IEP meeting. School staff must:

• contact the participants, including the parents;

• notify parents early enough to make sure they have an opportunity to attend;

• schedule the meeting at a time and place agreeable to parents and the school;

• tell the parents the purpose, time, and location of the meeting;

• tell the parents who will be attending; and

• tell the parents that they may invite people to the meeting who have knowledge or special expertise about the child. This can include contacts from area agencies such as MCBDDS or OOD, outside therapists, parent mentor, or other family members or friends who can add to the meeting.

Step 5: 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 6: 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 7: 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 8: 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 9: 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.

More resources:

• Source: United Rehabilitation Services https://ursdayton.org/10-steps-iep-process/
• Ohio Department of Education and Workforce: Families of Students with Disabilities
• Special Education Eligibility and The Initial Evaluation Process (video)
• The Evaluation Team (video)
• Ohio Legal Help: Special Education for your child
• The Arc: IEP Rights Explained: What Every Parent and Educator Should Know
• A Day in Our Shoes: How Does a Child Get an IEP or 504 Plan
• Understood.org: What to Bring to an IEP Meeting.
• OCECD: Categories of Eligibility (Ohio)
• Disability Rights Ohio-Special Education: How do I get my school-aged child evaluated for services?
• Parenting Chaos-IEP Toolkit for Parents

Ohio Graduation Requirements

The State of Ohio offers one standard high school diploma for all students. Students in the Classes of 2023 and beyond must meet Ohio’s updated graduation requirements, which are designed to ensure students are prepared for success after high school.

To earn a diploma, students must complete three key components:

1. Earn Required Credits
   Students must complete a minimum of 20 high school credits across required subject areas such as English, math, science, and social studies.
2. Demonstrate Competency
   Students must show competency in English Language Arts and Math, most commonly by earning a passing score (typically 684 or higher) on the Ohio State Tests.
   Alternative options are available for students who do not meet this benchmark.
3. Demonstrate Readiness (Seals)
   Students must earn at least two diploma seals, with at least one being an Ohio-designed seal. These seals demonstrate readiness for college, careers, the military, or community engagement and may include areas such as industry credentials, citizenship, or community service.

Ohio's Graduation Options for Students with IEPs

Students with an Individualized Education Program are encouraged to work toward meeting the same graduation requirements as their peers whenever appropriate.

However, Ohio law (Ohio Revised Code 3323.08) allows for additional graduation pathways for students with disabilities when the standard requirements are not appropriate.

These options are determined by the IEP team and may include:

• Alternative ways to demonstrate competency (beyond state testing)
• Adjustments based on the student’s individualized goals and progress
• Consideration of the student’s post-secondary plans (employment, training, independent living)

• 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.  The Students with IEPs Graduation Decision-Making Tool will assist an IEP Team to answer these two questions:

  • Has the student with an IEP followed a typical pathway to meet graduation requirements?
  • When must the student with an IEP exit secondary school?
  • The Graduation Decision-Making Tool can be found at the Ohio Department of Education and Workforce webpage: Students with IEPs and Graduation.

It is important that IEP teams use these options thoughtfully. While they provide important flexibility, teams should ensure that decisions maintain high expectations and support meaningful opportunities for life after high school.

 Important Considerations for Families

• Graduation decisions should be individualized and based on the student’s strengths, needs, and future goals
• Earning a standard diploma can impact access to employment, training programs, and other post-school opportunities
• Families are important members of the IEP team and should be actively involved in these discussions

The Big Picture

Ohio’s graduation requirements are designed to balance rigor and flexibility, ensuring all students— including those with disabilities—have pathways to success. For students with IEPs, thoughtful planning and collaboration are key to ensuring that graduation decisions support long-term independence and meaningful adult outcomes.

• Ohio Department of Education and Workforce Transition Resources
• State Support Teams-Ohio Age Appropriate Transition Assessment Library
• Ohio Employment First-Transition Toolkit/Youth and Family

The Five Tenets of Ohio’s Whole Child Framework

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.

Extended School Year (ESY) Services in Ohio

Extended School Year (ESY) services are special education supports that may be provided outside of the regular school year for students with an Individualized Education Program.

These services are designed to help a student maintain critical skills and continue making progress on their IEP goals when school is not in session.

What Are ESY Services?

ESY services:

• Are individualized and based on your child’s specific needs
• Can take place over the summer or during other school breaks
• May occur outside of typical school hours or days

ESY is not the same as:

• Summer school
• Tutoring or enrichment programs
• Compensatory services (services to make up for missed instruction)

Instead, ESY is focused specifically on preventing significant loss of important skills.

How Is ESY Determined?

In Ohio, the IEP team must consider ESY services for each IEP goal. This does not mean every student will receive ESY, but it must always be discussed.

The team looks at whether your child is at risk of:

• Significant regression (losing important skills during a break), and
• Difficulty regaining those skills (recoupment) within a reasonable amount of time

The key question is:
Will the break in services make it hard for your child to maintain progress toward their IEP goals?

What Is Regression and Recoupment?

• Regression = Skills your child loses during a break from school
• Recoupment = How long it takes to regain those skills once school resumes

The team considers whether:

• The loss of skills is greater than expected, and
• The time needed to relearn those skills is longer than typical peers

If relearning takes a significant amount of time, ESY may be needed.

 What Information Is Used?

The IEP team may look at:

• Progress data on IEP goals
• Past patterns after school breaks
• Teacher observations
• Parent input

Sometimes, the team may need to collect additional data and meet again later in the school year to make a final decision. If so, the IEP will include a plan for when the team will reconvene.

What Families Should Know

• ESY is not automatic—it is based on individual need
• You are an important part of the decision-making process
• You can share what you see at home after breaks
• ESY decisions should focus on maintaining meaningful progress, not just providing extra instruction

The Big Picture

Extended School Year services are designed to ensure that students with disabilities do not lose critical skills that would significantly impact their progress. When needed, ESY helps provide continuity so students can keep moving forward toward their goals.

Ohio’s Plan to Raise Literacy Achievement

Ohio is committed to ensuring that all students become strong readers by the end of third grade—a critical milestone for lifelong learning. The state’s Plan to Raise Literacy Achievement focuses on using evidence-based reading instruction, early identification of reading challenges, and targeted support to help every child succeed.

At the center of this work is the use of the science of reading—teaching practices grounded in research about how children learn to read, including phonics, vocabulary, fluency, and comprehension.

What Schools in Ohio Are Doing

Schools across Ohio are working to strengthen literacy instruction by:

• Using evidence-based curricula aligned with the science of reading
• Providing structured literacy instruction (phonemic awareness, phonics, fluency, vocabulary, comprehension)
• Implementing screening and progress monitoring to identify students who may need extra support early
• Offering interventions through MTSS (Multi-Tiered System of Supports)
• Providing professional development for teachers, including training aligned with Ohio’s literacy initiatives
• Supporting students who need additional help through Reading Improvement and Monitoring Plans (RIMPs)

Ohio has also invested in statewide efforts like professional learning and coaching through organizations such as Ohio Department of Education and Workforce.

 What This Means for Your Child

• Reading instruction is becoming more structured and research-based
• Struggling readers are identified earlier and more consistently
• Schools are using data to guide instruction and interventions
• Support is available for students at all levels, not just those in special education

What Parents Can Do at Home

Families play a powerful role in building literacy skills. Here are simple, effective ways to support your child:

• Read together every day (even 10–15 minutes makes a difference)
• Practice sounds and word reading for younger children (phonics-based skills)
• Talk about what you read—ask questions and make connections
• Encourage writing (notes, lists, stories, journaling)
• Use everyday moments (reading signs, menus, directions) as learning opportunities
• Stay connected with your child’s teacher about progress and supports

If your child is struggling, you can also ask:

• What reading supports are in place?
• Is my child receiving intervention through MTSS?
• Do they have a Reading Improvement and Monitoring Plan (RIMP)?

The Big Picture

Ohio’s Plan to Raise Literacy Achievement is about ensuring that every child has the opportunity to become a confident, capable reader. By combining strong instruction at school with support at home, we can help all students build the skills they need for success in school and beyond.

• Ohio Department of Education and Workforce-Ohio's Plan to Raise Literacy Achievement

Resources for Families:

• National Center on Improving Literacy: Family Resources
• Reading Rockets-Reading 101: A Guide for Parents
• National Education Association-Read Across America for Parents
• State Library of Ohio-Literacy Resources

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.

Understanding Behavior Supports in Ohio Schools

(PBIS, FBA, and BIP Explained for Families)

Ohio schools use a proactive, team-based approach to support student behavior through Positive Behavioral Interventions and Supports (PBIS), along with more individualized tools like Functional Behavioral Assessments (FBA) and Behavior Intervention Plans (BIP) when needed.

What is PBIS?

Positive Behavioral Interventions and Supports (PBIS) is a framework used in many Ohio schools to create safe, supportive, and predictable learning environments for all students.

PBIS focuses on:

• Teaching expected behaviors (just like academic skills)
• Preventing problem behaviors before they occur
• Using data to guide decisions
• Providing different levels of support based on student needs

PBIS is part of Ohio’s Integrated Multi-Tiered System of Supports (MTSS) and includes:

• Tier 1: School-wide expectations and supports for all students
• Tier 2: Targeted supports for some students
• Tier 3: Intensive, individualized supports

What is a Functional Behavioral Assessment (FBA)?

A Functional Behavioral Assessment (FBA) is a process used to better understand why a behavior is happening.

Instead of focusing only on the behavior itself, an FBA looks at:

• When and where the behavior occurs
• What happens before (triggers)
• What happens after (what the student gains or avoids)

This helps the team determine the function of the behavior, such as:

• Seeking attention
• Avoiding a task
• Sensory needs
• Accessing something desired

When is an FBA used in Ohio?

An FBA may be conducted when:

• A student’s behavior is impacting learning or safety
• Behavior supports are not working as expected
• The Individualized Education Program team determines more information is needed

An FBA is required in certain situations, including:

• When a student’s behavior is determined to be a manifestation of their disability during a disciplinary decision
• When there is a change of placement due to discipline (as outlined under Individuals with Disabilities Education Act)

What is a Behavior Intervention Plan (BIP)?

A Behavior Intervention Plan (BIP) is a written plan developed after an FBA to support positive behavior change.

A BIP focuses on:

• Preventing problem behaviors
• Teaching replacement skills (what to do instead)
• Reinforcing positive behaviors
• Adjusting the environment to better support the student

Rather than focusing on punishment, a BIP is designed to:

• Teach new skills
• Build independence
• Support long-term success

 What Families Should Know

• Behavior is a form of communication
• PBIS supports all students, not just those with IEPs
• FBAs and BIPs are used when students need more individualized support
• Parents are important members of the team and should be involved in planning
• You can ask questions and request a meeting if you have concerns about behavior

Questions You Can Ask Your Child’s School

• What supports are currently in place through PBIS or MTSS?
• Has an FBA been completed to understand my child’s behavior?
• What skills is my child being taught to replace the behavior?
• How will progress be measured and shared with me?

The Big Picture

Ohio’s approach to behavior support focuses on prevention, understanding, and skill-building—not punishment. By using PBIS, FBAs, and BIPs together, schools can better support students in developing the skills they need to succeed both in school and beyond.

Additional Resources: 

Disability Right of Ohio: Special Education-Behavior Problems in School

Ohio Family Engagement Center-Encourage Positive Behaviors at Home--A Chart for Families

Understood-What is a Behavior Intervention Plan?

39 Behavior Goals for an IEP including Adaptive Behavior

Information for Families about Positive Behavioral Interventions and Supports (PBIS)

Discipline & Students with Disabilities in Ohio

All students are expected to follow school rules—including students with disabilities. Schools have the responsibility to maintain a safe and orderly learning environment, and this means they can apply discipline when rules are broken.

At the same time, students have important rights, and students with disabilities have additional protections to ensure discipline is fair and appropriate.

Basic Rights for All Students

When it comes to discipline, all students have the right to:

• Know the school rules in advance
• Be informed of concerns or accusations
• Share their side of the story and respond

In Ohio, schools must also follow due process procedures when removing a student from school (such as suspension or expulsion).

Additional Protections for Students with Disabilities

Students with an Individualized Education Program or a Section 504 Plan have additional protections under federal law, including the Individuals with Disabilities Education Act.

These protections are not meant to excuse behavior, but to:

• Understand whether the behavior is connected to the student’s disability
• Ensure appropriate supports are in place
• Help prevent the behavior from happening again

What Happens During Discipline?

If a student with a disability is removed from school for more than 10 school days (or a pattern of removals occurs), the school must take additional steps.

Manifestation Determination Review (MDR)

The school team (including parents) must meet to decide:

• Was the behavior caused by or directly related to the student’s disability?
• Was the behavior the result of the school not following the IEP or 504 plan?

Possible Outcomes

If the behavior is a manifestation
of the disability:

• The student returns to their placement (with some exceptions)
• The team must:
  • Conduct a Functional Behavioral Assessment (FBA), if not already done
  • Develop or update a Behavior Intervention Plan (BIP)

If the behavior is not a
manifestation:

• The school may apply typical discipline
• The student must still receive educational services to continue making progress

 Important Ohio Considerations

• Students can be removed for up to 10 school days without triggering additional protections
• After that, schools must ensure continued access to education
• Parents must be notified of disciplinary actions and their rights
• You can request an IEP meeting at any time if behavior is a concern

What Families Should Know

• Behavior is often a form of communication
• Schools are required to look at the “why” behind behavior, not just the behavior itself
• You are an important part of the team and decision-making process
• You can ask questions, request data, and advocate for supports

Questions You Can Ask

• How many days has my child been removed from school?
• Has a Manifestation Determination Review been scheduled?
• What supports are in place to address behavior?
• Do we need a Functional Behavioral Assessment (FBA) or Behavior Intervention Plan (BIP)?

 The Big Picture

Discipline for students with disabilities is about balancing accountability with support. Ohio schools must ensure safety while also providing the tools and understanding students need to be successful.

Resources for families:

Ohio Department of Education and Workforce-Ohio School Discipline

Manifestation Determination Review April 26, 2023 by Taylor Giordullo / special education

School Attendance in Ohio: What Families Need to Know

Regular school attendance is important for all students. Being in school consistently helps students stay engaged, build skills, and make progress academically and socially.

At the same time, Ohio recognizes that some students—especially those with disabilities or chronic health conditions—may face unique challenges with attendance.

Ohio Attendance Law (House Bill 410)

Ohio’s attendance law (HB 410) focuses on early support and intervention when students begin missing school.

A student may be considered “habitually truant” if they have:

• 30 consecutive hours of unexcused absences, or
• 42 hours in one month, or
• 72 hours in a school year

When this happens, schools are required to:

1. Notify the family
2. Create a Truancy Intervention Team (TIT) that includes the parent/guardian
3. Develop a plan to improve attendance

If attendance does not improve within 60 days of the plan, the district may be required to file a truancy complaint in court.

Attendance & Students with Disabilities

Students with disabilities, including those with an Individualized Education Program or a Section 504 Plan, are still expected to attend school regularly. However, schools must consider how a student’s disability may impact attendance.

Important considerations:

• Absences related to a disability or medical condition should be carefully reviewed
• Attendance concerns may signal a need for additional supports or services
• The IEP or 504 team can meet to discuss whether changes are needed

Students with Chronic Illness or Medical Needs

For students with chronic health conditions (e.g., asthma, diabetes, anxiety, or other medical needs), attendance challenges may be unavoidable at times.

Schools can provide supports such as:

• Flexible attendance considerations
• Adjusted schedules or partial days
• Access to home instruction or hospital instruction, when appropriate
• Plans to help students stay connected to learning during absences

 Can Attendance Be Addressed in an IEP or 504 Plan?

Yes—while attendance itself is not typically written as a “goal,” supports related to attendance can be included.

Examples may include:

• Accommodations for frequent or health-related absences
• Flexible deadlines or reduced workload during absences
• Plans for making up missed work
• Check-ins or re-entry support after absences
• Behavioral or mental health supports if anxiety or other factors impact attendance

In Ohio:

• Teams can consider whether attendance concerns are related to a disability
• If so, the plan should include supports to address barriers to attendance
• Schools should not rely solely on truancy processes without considering disability-related needs

What Families Can Do

• Communicate regularly with your child’s school about attendance concerns
• Provide documentation when absences are related to medical needs
• Request a meeting if attendance is becoming a concern
• Ask:
  • Could my child’s attendance challenges be related to a disability?
  • Do we need to adjust the IEP or 504 plan?
  • What supports can help my child stay engaged in learning?

The Big Picture

Ohio’s attendance laws are designed to support students and families—not punish them. For students with disabilities or chronic health needs, it’s especially important that schools and families work together to understand the root cause of absences and put the right supports in place.

Resources for Families:

Ohio's Attendance Laws

Ohio Releases New Attendance Guide by Ohio School Boards Association

Ohio Pediatrics-Students with Chronic Health Conditions: Guidance for Families, Schools, and Students

Jon Peterson Special Needs Scholarship (Ohio)

The Jon Peterson Special Needs (JPSN) Scholarship Program allows students in grades K–12 with an Individualized Education Program to receive state funding to attend an approved private school or service provider instead of their public school.

This scholarship gives families the option to customize their child’s education based on their unique needs.

 How the Scholarship Works

• Scholarship amounts are based on the student’s primary disability category identified in the Evaluation Team Report (ETR)
• Funding can be used for:
  • Private school tuition
  • Therapies and related services (speech, OT, PT, etc.)
  • Intervention specialists and other approved supports
• Students must be enrolled for the full program year to receive the full scholarship amount

Scholarship amounts vary, but they are capped based on disability category and cannot exceed the cost of services provided.

Who Is Eligible?

To qualify, a student must:

• Be eligible for kindergarten through 12th grade
• Have a current IEP from their public school district
• Be enrolled in and receiving services from an approved JPSN provider

Application Timeline

• Applications are accepted year-round
• There is no deadline to apply
• However, funding is prorated based on when the student is approved and begins services

Educational Options with JPSN

Families can choose how to use the scholarship:

 Option 1: Private School Enrollment

• The student attends an approved private school
• The school provides instruction and may include additional services

Option 2: Service Provider Model

• The student may receive services (such as therapy or tutoring) from approved providers
• This is often used in combination with non-public schooling or homeschooling

Families should carefully consider how services will be coordinated to ensure all educational needs are met.

Important Considerations for Families

• When accepting the scholarship, families waive their right to a Free Appropriate Public Education (FAPE) from the public school for that time period
• The public school is no longer responsible for providing IEP services while the scholarship is in use
• Transportation may be limited or unavailable depending on the situation
• Families are responsible for:
  • Selecting providers
  • Monitoring progress
  • Ensuring services meet their child’s needs

Tips for Choosing a Provider

When considering a JPSN provider, families may want to:

• Visit the school or provider in person
• Ask about:
  • Staff qualifications and experience
  • Services offered and how they align with your child’s needs
  • Progress monitoring and communication
• Understand costs and what the scholarship will cover
• Ask how they support students with similar needs

Questions to Consider

• How will this option support my child’s long-term goals?
• What services will my child receive—and how often?
• How will progress be measured and shared?
• What happens if this placement is not a good fit?

Need Help?

For questions about the Jon Peterson Scholarship:

• 614-728-3480
• Peterson.scholarship@education.ohio.gov
  autismscholarship@education.ohio.gov

You can also connect with the Ohio Department of Education and Workforce for additional guidance and support.

The Big Picture

The Jon Peterson Scholarship provides families with flexibility and choice in how their child’s educational needs are met. At the same time, it requires careful planning to ensure students continue to receive the services and supports they need to be successful.

Autism Scholarship Program (Ohio)

The Autism Scholarship Program (ASP) allows families of children with Autism to use state funding to access specialized education and services outside of their public school district.

This program gives families the ability to choose a program or provider that best meets their child’s individual needs.

Who Is Eligible?

To qualify for the Autism Scholarship, a student must:

• Be identified by their school district as a child with autism
• Have a current Individualized Education Program
• Have an IEP that is finalized and agreed upon by the district and parent
• Be at least 3 years old

Students can participate from preschool through high school as long as they remain eligible.

How the Scholarship Works

• The Autism Scholarship provides up to $32,445 per year (maximum amount set by the state)
• Funds are used to pay approved providers directly for services
• Services must align with the child’s IEP goals and needs

Funds can be used for:

• Specialized instruction
• Speech, occupational, or physical therapy
• Behavioral supports (such as ABA therapy)
• Other approved educational services

Educational Options with the Autism Scholarship

Families can choose how to use the scholarship:

Option 1: Approved Private School

• The student attends a specialized private school
• The school provides instruction and related services

Option 2: Service Provider Model

• The student receives services from one or more approved providers
• This can be used alongside homeschooling or other educational settings

Families can combine services from multiple providers, depending on their child’s needs.

Important Considerations

• By accepting the scholarship, families waive their right to a Free Appropriate Public Education (FAPE) from the public school during participation
• The public school is not responsible for providing IEP services while the scholarship is in use
• Families are responsible for:
  • Selecting providers
  • Coordinating services
  • Monitoring progress
• Transportation is not typically provided by the district

Application Process

• Applications are accepted year-round
• Students can apply once their IEP is finalized
• Funding is prorated based on the start date of services

Tips for Choosing Providers

When exploring Autism Scholarship providers, families may want to:

• Visit programs and observe services
• Ask about:
  • Experience working with children with autism
  • Staff credentials and training
  • How progress is measured and shared
• Ensure services align with your child’s IEP goals
• Understand costs and what the scholarship will cover

Questions to Consider

• How will this option support my child’s communication, independence, and long-term goals?
• What services will my child receive, and how often?
• How will progress be tracked and communicated?
• How will I coordinate services if using multiple providers?

 Need Help?

For questions about the Autism Scholarship:

• 614-728-3480
• autismscholarship@education.ohio.gov

You can also contact the Ohio Department of Education and Workforce for guidance and support.

The Big Picture

The Autism Scholarship offers families flexibility and choice in designing a program that meets their child’s unique needs. At the same time, it requires thoughtful planning to ensure services are coordinated and aligned with meaningful outcomes.

Understanding Learning Disabilities in Ohio

A learning disability affects how a student processes information and may impact skills such as reading, writing, or math. Common examples include dyslexia (reading), dysgraphia (writing), and dyscalculia (math).

In schools, learning disabilities fall under the category of Specific Learning Disability (SLD), which is defined and evaluated through educational criteria—not just a medical diagnosis.

How Does a Student Qualify in Ohio?

In Ohio, a student may qualify for special education under Specific Learning Disability (SLD) if:

• They show difficulty in one or more academic areas (such as reading, writing, or math), and
• The difficulty is not primarily due to other factors (such as lack of instruction, vision/hearing concerns, or limited English proficiency), and
• The student needs specially designed instruction to make progress

Schools use a Multi-Factored Evaluation (MFE) to determine eligibility, which may include:

• Academic testing
• Classroom data and observations
• Progress monitoring data
• Input from parents and teachers

MTSS vs. Special Education

Before or alongside an evaluation, schools often provide support through Ohio’s Integrated Multi-Tiered System of Supports (MTSS).

MTSS allows schools to:

• Identify struggling students early
• Provide targeted interventions in reading, math, or behavior
• Monitor progress over time

Some students make strong progress with these supports and do not need an IEP.

This can sometimes feel confusing for families, especially when there is a medical diagnosis.

Why a Medical Diagnosis Doesn’t Automatically Lead to an IEP or 504 Plan

It’s important to know that:

• Schools and doctors use different criteria
• A medical diagnosis (like dyslexia or ADHD) does not automatically qualify a student for an Individualized Education Program or a 504 Plan
• Schools must determine:
  • How the disability impacts educational performance, and
  • Whether the student needs specialized instruction (IEP) or accommodations (504 Plan)

This is why a school team may see things differently than a medical provider.

When and How to Request an Evaluation

Parents have the right to request a special education evaluation at any time.

You may want to consider requesting an evaluation if:

• Your child is not making progress despite interventions
• There are ongoing concerns with reading, writing, or math
• You suspect a learning disability

How to Request:

• Submit a written request to your child’s school (email is fine)
• Ask for a Multi-Factored Evaluation (MFE)
• The school must respond and, if they agree, complete the evaluation within Ohio’s 60-day timeline after consent is signed

Important: A school cannot require a student to go through all MTSS tiers before considering an evaluation.

How Ohio Is Improving Literacy

Ohio has made significant statewide changes to improve reading outcomes through the science of reading.

Key efforts include:

• Required use of evidence-based reading curriculum
• Focus on phonics, phonemic awareness, fluency, vocabulary, and comprehension
• Early screening and intervention for struggling readers
• Reading Improvement and Monitoring Plans (RIMPs) for students who need extra support
• Professional development for teachers through the Ohio Department of Education and Workforce

These efforts are helping identify reading challenges earlier and provide more effective instruction.

How Ohio Is Strengthening Math

Ohio is also working to improve math instruction by:

• Promoting evidence-based math practices
• Supporting conceptual understanding (not just memorization)
• Using data and progress monitoring to guide instruction
• Providing targeted interventions through MTSS

These efforts are helping students build stronger foundational math skills and confidence.

What This Means for Families

• Students may receive support before needing special education
• A diagnosis is important—but schools must determine educational impact and need
• You can request an evaluation at any time if concerns remain
• Ohio’s focus on literacy and math is improving early identification and support for all students

The Big Picture

Ohio’s approach is designed to ensure that all students—especially those with learning challenges—receive the right level of support at the right time. Whether through MTSS, a 504 Plan, or an IEP, the goal is the same: helping each child make meaningful progress and build skills for the future.

Resources for families: 

Ohio Department of Education and Workforce-Dyslexia Supports

National Center for Learning Disabilities (NCLD)

Eunice Kennedy Shriver National Institute of Child Health and Human Development-Learning Disabilities

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. 

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.

A Parent’s Guide: What to Expect When Your Child Has LD

LD@School-LDs in Mathematics: Evidence-Based Interventions, Strategies, and Resources

Learning Disabilities Association of America-What is Dyscalculia?

What Are Cognitive Disabilities?

Cognitive disabilities refer to differences or limitations in mental processes such as thinking, learning, memory, problem solving, attention, and reasoning. They can be congenital (present at birth) or acquired later due to injury or illness, and can affect both children and adults. Common examples include intellectual disability, Down syndrome, and cognitive impairment associated with other developmental conditions.

Early Intervention in Dayton & Montgomery County

Early intervention is a statewide system (Ohio Help Me Grow / Montgomery County programs) that provides coordinated developmental support to families of children from birth until age 3 who show delays or have diagnosed cognitive or other developmental disabilities. Services are individualized and family‑focused — often involving coaching, developmental assessment, and strategies for everyday routines. Qualified professionals (e.g., occupational, speech, and physical therapists) support families in natural settings like the home or childcare environment. This program helps young children build foundational skills during the most rapid period of brain development. Eligibility usually requires a multidisciplinary developmental evaluation showing delay in areas such as cognition, communication, motor skills, etc.

Local Programs/Contacts:

• Montgomery County Board of Developmental Disabilities Services – Provides early intervention coordination through IFSP (Individualized Family Service Plan), free to eligible families.
• Montgomery County Early Intervention Services via Help Me Grow – Central referral number: 937‑208‑GROW (4769).

Other early childhood programs that can support development (including for children with disabilities) include:

• Head Start / Early Head Start through agencies like Miami Valley Child Development Centers — offering inclusive and supportive early education for infants through preschool.

Preschool Support for Children with Cognitive Disabilities

Once a child turns 3 years old, special education supports typically transition from early intervention to preschool special education services through local school districts. These services are governed by Ohio law and the Individuals with Disabilities Education Act (IDEA).

Key Elements:

• Children assessed as eligible receive an Individualized Education Program (IEP) outlining goals and adaptations to support learning.
• Preschool support options may include integrated classrooms, instructional support, related services (speech, OT, PT), and developmental therapies.
• Programs are provided through the public school system and sometimes in collaboration with county educational service centers.

Resource Room and School‑Age Support

Once children enter kindergarten and beyond, many school districts provide special education supports under IDEA that can help students with cognitive disabilities succeed academically and socially.

What’s a Resource Room?

• A resource room is a form of special education support where students leave the general classroom for targeted instruction in a small‑group setting with a special educator. These sessions focus on specific skills (e.g., reading, math, organization, homework strategies) based on a student’s IEP.

School‑Age Support Includes:

• IEP development and reviews with family and school teams.
• Accommodations and modifications in the general education classroom.
• Related services such as speech/language therapy, occupational therapy, behavioral support, and social skills development.
• Case coordination and support planning through a Service & Support Administrator (SSA) for eligible families (typically ages 6 and up) via the county Board of Developmental Disabilities.

Montgomery County Board of Developmental Disabilities

The Montgomery County Board of Developmental Disabilities Services serves as a central hub for supports that families of children with cognitive and developmental disabilities may need across the lifespan — from infancy through adulthood.

Services Provided:

• Early Intervention coordination and family coaching.
• Eligibility determination and service planning for ages 6+.
• Family support services, advocacy, recreation and respite.

It’s recommended that families contact the Board for assessment, eligibility screening, and to access an SSA to coordinate individualized support across service systems.

Other Local and Community Resources

In addition to school‑based and county services, families in the Dayton region can access other supports:

• Miami Valley Child Development Centers — early childhood education, family support, and readiness programs.
• United Rehabilitation Services (URS) — youth services with inclusive childcare and after‑school care for children up to 17 years old, including therapeutic supports.
• Montgomery County Board of Developmental Disability Services Community Resource page lists additional providers for therapy, assistive technology, mental health, and family support.
• Statewide family support organizations such as Ohio Coalition for the Education of Children with Disabilities (OCECD) provide training and advocacy support.

Key Takeaways

Understanding Autism

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that affects social communication, behavior, and learning. Children with autism may have differences in social interactions, communication, repetitive behaviors, and sensory processing. Autism varies widely; each child has unique strengths and challenges.

Medical Diagnosis vs. Educational Eligibility in Ohio

It’s important to understand that a medical diagnosis of autism does not automatically guarantee school-based services. Ohio separates medical and educational eligibility:

• Medical Diagnosis: Provided by a healthcare professional (pediatrician, developmental pediatrician, psychologist, or neurologist). This confirms the child meets clinical criteria for autism and may support therapy or insurance coverage.
• Educational Eligibility: Determined by the school district through an evaluation process under the Individuals with Disabilities Education Act (IDEA). A child must meet Ohio’s criteria for an Autism Educational Disability to receive special education services. Schools consider how the disability affects educational performance and learning in the school setting.

Key Point: A doctor may recommend an IEP or 504 plan, but the school team evaluates whether the child qualifies based on academic and functional impact.

Criteria for Autism Eligibility in Ohio Schools

Ohio defines autism for educational purposes as a developmental disability significantly affecting verbal and non-verbal communication, social interaction, and behavior. To qualify:

1. Evidence of deficits in social communication and interaction.
2. Presence of restricted or repetitive patterns of behavior, interests, or activities.
3. Impacts educational performance: The disability must interfere with the child’s ability to benefit from general education without specialized instruction.
4. Evaluation must include observations, standardized assessments, and parent/teacher input.

Eligibility determination is made by a school-based evaluation team, which may include psychologists, special educators, speech-language pathologists, and other professionals.

School-Based Services & IEPs

Children who are eligible for special education under the autism category may receive supports through an Individualized Education Program (IEP):

• Resource Room & Inclusion Supports: Small-group or pull-out instruction targeting communication, social skills, academics, and executive functioning.
• Related Services: Speech therapy, occupational therapy, physical therapy, behavioral support, and counseling.
• Accommodations and Modifications: Changes to classroom environment, assignments, or assessments to support learning.
• Behavior Intervention Plans (BIP): Plans developed when behaviors interfere with learning or safety, often informed by a Functional Behavioral Assessment (FBA).

Parents are integral members of the IEP team, advocating for goals and supports aligned with their child’s strengths and needs.

Behavioral Supports

Behavioral supports are strategies and interventions to teach new skills, reduce challenges, and support learning and social development:

• Positive Behavioral Interventions and Supports (PBIS): School-wide approach promoting positive behavior.
• Applied Behavior Analysis (ABA): Therapy focusing on skill development, communication, and adaptive behaviors.
• Social Skills Training: Groups or individual supports to enhance interaction and friendship-building.
• Parent Coaching & Home Supports: Strategies families can use to reinforce learning and reduce challenging behaviors.

Montgomery County Resources

Montgomery County Board of Developmental Disabilities Services (MCBDDS) provides a variety of services for children with autism and their families:

• Early Intervention (0–3 years): Evaluation, family coaching, and therapy.
• School-Age Coordination: SSA support, planning, and community-based programming.
• Family & Community Support: Recreation, respite, and parent support programs.
• Service Navigation: Help accessing therapies, specialists, and school-based services. (mcbdds.org)

Other Community Supports:

• Help Me Grow: Early developmental support and referral system for young children. (ohiohelpmegrow.org)
• Autism Society of Greater Dayton: Workshops, support groups, and advocacy. (autismdayton.org)
• Local Therapy Providers: ABA, speech, OT, PT, and social skills programs serving Dayton and surrounding areas.

Key Takeaways

Visual Impairment (VI)

Definition and Educational Eligibility

Visual impairment includes any partial or total loss of vision that affects a child’s ability to learn and access the educational environment. This can range from low vision to complete blindness.

Educational Eligibility in Ohio:

• A child must meet Ohio’s criteria for visual impairment under IDEA to qualify for special education services.
• The disability must adversely affect educational performance, requiring specialized instruction, accommodations, or assistive technology.
• Medical documentation from an ophthalmologist or optometrist supports evaluation but does not automatically guarantee IEP services.

IEP vs 504 Plan:

• IEP: Provides individualized instruction, specialized services, and related supports for children who require more than accommodations.
• 504 Plan: Provides accommodations in general education for students whose disability limits major life activities but may not require intensive special education. Examples include enlarged print, screen readers, or preferential seating.

School-Based Services and Supports

Children with VI may receive:

• Orientation & Mobility Instruction: Teaching independent movement with or without a cane or assistive device.
• Braille Instruction: When appropriate, including tactile reading and writing.
• Assistive Technology: Screen readers, magnification devices, digital text, or refreshable Braille displays.
• Consultation with Teachers of the Visually Impaired (TVI): Supports classroom teachers in adapting instruction.
• Accommodations in Standard Classrooms: Modified print, enlarged worksheets, verbal instructions, and additional testing time.

Hearing Impairment (HI)

Definition and Educational Eligibility

Hearing impairment includes partial or total loss of hearing that affects communication, speech, or learning. It encompasses both deafness (more severe loss) and hard of hearing (mild to moderate loss).

Educational Eligibility in Ohio:

• A child must meet Ohio’s criteria for hearing impairment under IDEA, showing that hearing loss adversely affects educational performance and requires specialized instruction.
• A medical or audiological evaluation documents the degree of hearing loss, but the school determines eligibility based on educational impact.

IEP vs 504 Plan:

• IEP: For children needing direct support, such as speech therapy, sign language instruction, or FM/assistive listening devices.
• 504 Plan: For accommodations like preferential seating, captioning, or classroom amplification.

School-Based Services and Supports

• Direct Instruction in Listening and Spoken Language: Speech-language therapy and auditory training.
• Sign Language Support: ASL instruction or interpreters for students who use sign language.
• Assistive Technology: Hearing aids, cochlear implants, FM systems, captioned media.
• Teacher Consultation: Teachers of the Deaf/Hard of Hearing (TOD/H) provide classroom support and recommendations.
• Classroom Accommodations: Preferential seating, quiet learning environment, visual supports, captioning.

Community and School Resources in Montgomery County, Ohio

Montgomery County Board of Developmental Disabilities (MCBDDS)

• Supports children with visual or hearing impairments through service coordination, early intervention, therapy referral, and family support.
• Offers connections to specialized resources, recreational programs, and assistive technology. (mcbdds.org)

Additional Community Resources

• Ohio School for the Blind / Ohio School for the Deaf: State-level support, specialized programs, summer programs, and professional resources. (osb.oh.gov, osd.oh.gov)
• National and Local Advocacy Groups:
  • American Foundation for the Blind (AFB) – afb.org
  • National Association of the Deaf (NAD.org)
  • Hands & Voices – Parent-driven support for children who are Deaf or Hard of Hearing (handsandvoices.org)
  • Clovernook Center for the Blind & Visually Impaired (clovernook.org)
  • St. Rita School for the Deaf (srsdeaf.org)
• Ohio Center for Autism and Low Incidence (OCALI) - Family Resource Hub: Provides many resources including Access and Assistive Technology Providers
• Communication Planning Guide for Students Who are Deaf or Hard of Hearing
• Ohio State Assistive Technology of Ohio: Provide devices, training, and resources for independent learning at home and school.

✅ Key Tips for Families

1. Early Evaluation: Request evaluation if you suspect vision or hearing issues affecting learning. Early intervention improves outcomes.
2. Know Your Rights: IEPs provide tailored services; 504 plans provide accommodations in general education. Families can advocate for whichever supports meet the child’s needs.
3. Leverage Community Resources: Connect with MCBDDS, local therapy providers, and parent networks for ongoing support.
4. Assistive Technology: Explore devices and software that help children access curriculum and participate fully in school.
5. Collaborate with Schools: Teachers, TVIs, TOD/H specialists, and therapists work best when parents share insights about their child’s needs and strengths.

Other Health Impaired (OHI)

What Is Other Health Impaired?

In Ohio, Other Health Impaired (OHI) is a category under IDEA for children who have limited strength, vitality, or alertness due to chronic or acute health problems that affect their educational performance.

Examples include:

• ADHD (Attention-Deficit/Hyperactivity Disorder)
• Epilepsy
• Diabetes
• Heart conditions
• Asthma

Key Point: OHI is defined by how a health condition adversely affects learning, not by the medical diagnosis alone.

Medical Diagnosis vs. Special Education Eligibility

• Medical Diagnosis: A healthcare professional confirms the presence of a health condition (e.g., ADHD). This informs treatment and may help in requesting school supports.
• Special Education Eligibility (OHI): The school evaluates whether the condition impacts educational performance enough to require specially designed instruction.
  • Some children with ADHD may only need accommodations (504 Plan).
  • Others may qualify for an IEP if academic or behavioral performance is significantly impacted.

School-Based Services and Supports

Children eligible under OHI may receive:

• Instructional supports: Individualized strategies to manage attention, organization, and executive functioning.
• Behavioral supports: Positive behavior interventions, counseling, and classroom behavior plans.
• Accommodations: Extended time on tests, preferential seating, organizational tools, modified assignments.
• Collaboration with school staff: Teachers, school psychologists, and nurses work together to support learning and health needs.

ADHD-Specific Resources

• CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder) – National and local support, education, advocacy, and parent training. (chadd.org)
• ADHD Parent Support Groups in Dayton: Local support networks often hosted by schools, libraries, or community centers.
• School 504 and IEP guidance: Parents can request accommodations and interventions tailored to ADHD, including classroom strategies and behavioral supports.

Other Ohio Disability Categories

Ohio recognizes several additional IDEA categories for students with disabilities who may need specialized education supports. These include:

1. Emotional Disturbance (ED):

   • Includes conditions like anxiety disorders, depression, bipolar disorder, or schizophrenia.

   • Impacts academic performance, social relationships, or behavior.

   • Services may include counseling, behavior intervention plans, and academic support.

2. Orthopedic Impairment (OI):

   • Physical disabilities affecting movement, strength, or posture.

   • Includes cerebral palsy, muscular dystrophy, or limb differences.

   • Supports: adaptive PE, assistive devices, accessible classrooms, therapy.

3. Multiple Disabilities (MD):

   • A combination of two or more disabilities that cause severe educational challenges.

   • Requires highly individualized instruction and supports.

4. Traumatic Brain Injury (TBI):

   • Acquired brain injuries (from accident, illness, or injury) affecting learning, memory, and behavior.

   • May require cognitive rehabilitation, therapy, and individualized instruction.

5. Speech or Language Impairment (SLI):

   • Difficulties with articulation, fluency, or receptive/expressive language.

   • Supports: speech-language therapy, classroom modifications, and communication tools.

6. Deaf-Blindness (DB):

   • Combined hearing and visual loss requiring specialized instruction and accommodations.

7. Developmental Delay (DD) (for children 3–9):

   • Significant delay in one or more developmental areas (cognitive, physical, communication, social-emotional, adaptive).

   • Typically used for preschool and early elementary aged children.

Community Resources for Other Disability Categories

• Montgomery County Board of Developmental Disabilities (MCBDDS):
  • Eligibility assessment, service coordination, therapies, recreation, and family support for children across multiple disability categories. (mcbdds.org)
• Ohio Department of Education – Special Education Resources:
  • Guides on IDEA disability categories, eligibility, and planning. (education.ohio.gov)
• CHADD (ADHD), NAMI Ohio (Emotional Disturbance), United Rehabilitation Services:
  • Parent training, behavioral guidance, therapy referrals, and community programs. (nami.org ursdayton.org)

Tips for Families

1. Request Evaluations Early: If a health condition may impact learning, ask your school for a full evaluation for OHI or the relevant disability category.
2. Know Your Plan Options: IEP for specialized instruction; 504 Plan for accommodations.
3. Leverage Local and State Resources: MCBDDS, advocacy organizations, and parent networks can provide guidance, training, and access to therapies.
4. Collaborate with Schools: Teachers, counselors, nurses, and therapists are key partners in ensuring your child’s needs are met.

Executive Functioning Skills

What Are Executive Functioning (EF) Skills?

Executive functioning skills are the brain-based abilities that help us plan, organize, manage time, regulate emotions, and complete tasks. These skills act as the brain’s “management system” and are essential for school success and independence.

Key EF skills include:

• Task initiation
• Organization and planning
• Time management
• Working memory
• Self-regulation
• Flexible thinking

How Executive Functioning Challenges Affect Students

Executive functioning difficulties can have a real and measurable impact on school performance, even when a student is bright or capable.

Academic Impact

• Missing or incomplete assignments despite understanding the material
• Difficulty starting tasks without adult support
• Trouble following multi-step directions
• Losing materials, homework, or school supplies
• Poor test performance due to rushing or mismanaging time
• Inconsistent performance (strong one day, struggling the next)

Learning & Cognitive Impact

• Difficulty holding information in mind (working memory)
• Struggles with organizing thoughts for writing or problem-solving
• Trouble transitioning between tasks or subjects
• Difficulty generalizing skills across settings

Social & Emotional Impact

• Frustration, anxiety, or avoidance around schoolwork
• Emotional outbursts or shutdowns when overwhelmed
• Difficulty with peer interactions due to impulsivity or rigidity
• Low self-confidence (“I’m just bad at school”)

Functional School Impact

• Frequent redirection needed to stay on task
• Dependence on adults to complete work
• Homework taking significantly longer than expected
• Difficulty managing long-term projects

These are the types of impacts schools look for when determining whether EF challenges adversely affect educational performance.

When to Request an Evaluation for Special Education

Parents may consider requesting an evaluation when:

• Your child is consistently struggling despite interventions (MTSS/RTI supports)
• Teachers report concerns about attention, organization, or task completion
• Grades do not reflect your child’s true ability
• Homework is a daily struggle or takes excessive time
• Your child requires significant adult support to function in school
• Emotional or behavioral concerns are increasing
• You suspect a disability such as ADHD, anxiety, or another condition affecting EF

You do not need to wait for the school to suggest an evaluation — parents can request one at any time.

How to Request an Evaluation (Ohio)

In Ohio, parents have the right to request a Multi-Factored Evaluation (MFE) to determine eligibility for special education services.

Step 1: Put Your Request in Writing

Send a written request (email or letter) to:

• Your child’s teacher
• The school principal
• The special education department

Include:

• Your child’s name and grade
• Your concerns (be specific about EF challenges)
• A request for a Multi-Factored Evaluation

Example language:

“I am requesting a Multi-Factored Evaluation for my child due to concerns with executive functioning skills, including difficulty with organization, task initiation, and completing assignments independently. These challenges are impacting their academic performance.”

Step 2: School Response Timeline

• The school must respond within 30 days with either:
  • Permission to evaluate, or
  • Written notice explaining why they are declining

Step 3: Evaluation Process

• If you provide consent, the school has 60 days to complete the evaluation
• The evaluation may include:
  • Cognitive and academic testing
  • Behavior rating scales
  • Classroom observations
  • Input from parents and teachers

Step 4: Eligibility Meeting

• The team reviews results and determines:
  • Does the child have a disability?
  • Does it impact educational performance?
  • Does the child need specialized instruction (IEP) or accommodations (504)?

IEP vs. 504 Plan for EF Challenges

504 Plan

• Provides accommodations only
• Appropriate when EF challenges impact access, but not the need for specialized instruction

IEP (Individualized Education Program)

• Provides specialized instruction and goals
• May fall under categories such as:
  • Other Health Impaired
  • Emotional Disturbance
  • Specific Learning Disability

Medical Diagnosis vs. School Eligibility

• A doctor may diagnose ADHD, anxiety, or another condition affecting executive functioning
• The school determines eligibility based on educational impact

A diagnosis is helpful, but it does not automatically qualify a child for an IEP or 504 plan.

Supporting Executive Functioning at Home

• Use visual schedules and checklists
• Break tasks into smaller steps
• Create consistent routines
• Use timers and reminders
• Teach organization systems
• Reinforce effort and progress

Helping with Homework

• Set a consistent homework time and space
• Start with small, manageable tasks
• Use checklists to track assignments
• Build in breaks
• Communicate with teachers when workload is overwhelming

Looking Ahead: College and Independence

Students with executive functioning challenges can absolutely go to college and be successful.

• Colleges provide accommodations through disability services
• Students must self-advocate
• Many colleges offer EF coaching and academic supports

Building independence and self-awareness during K–12 years is key to long-term success.

Resources for Families

• CHADD
• Understood.org
• Ohio Coalition for the Education of Children with Disabilities
• OCALI
• Montgomery County Board of Developmental Disabilities Services

Key Takeaways

• Executive functioning challenges can significantly impact school success
• Parents can request an evaluation at any time
• Be specific about how challenges affect daily school performance
• IEPs and 504 plans provide different levels of support
• With the right supports, students can succeed in school—and beyond

The following links can provide fun and interesting ways to reinforce what your children are learning in school:

nces.ed.gov/nceskids/index.asp

www.sumdog.com

www.aaamath.com

https://www.varsitytutors.com/aplusmath

www.brainpop.com

www.coolmath.com

www.gamequarium.com

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/

Scholastic Parent Resources

Read Brightly

Storyline Online

ABCYA Online

Oxford Owl

Into the Book - Reading Comprehension Strategies

Seussville

Sesame Street

Related Services in Special Education

What Are Related Services?

Related services are supports provided in schools to help a child with a disability access and benefit from their education. These services are part of special education under the Individuals with Disabilities Education Act (IDEA) and are included in a student’s IEP when needed.

Common related services include:

• Speech-Language Therapy
• Occupational Therapy (OT)
• Physical Therapy (PT)
• Counseling or School Psychology Services
• Social Work Services
• Behavioral Support Services
• Orientation & Mobility (for visual impairments)
• Transportation (if needed for access to school)

These services are not standalone—they are provided to support the student’s educational goals.

What Do Related Services Look Like in an IEP?

If your child qualifies for an IEP, related services will be clearly documented and individualized.

An IEP will include:

• Type of service (e.g., speech therapy, OT)
• Frequency and duration (e.g., 30 minutes/week)
• Location of services (general education classroom, therapy room, etc.)
• Goals connected to the service (e.g., improving communication, fine motor skills, behavior)
• Provider (licensed therapist, school psychologist, etc.)

How services may be delivered:

• Direct services: The therapist works directly with the student
• Indirect/consult services: The therapist supports teachers and staff with strategies
• Push-in services: Provided within the classroom
• Pull-out services: Provided in a separate setting

Services are based on educational need, not just a diagnosis.

Can Related Services Be Included in a 504 Plan?

Yes — but with important differences.

504 Plan

• Provides accommodations and supports to ensure access
• May include limited related services (e.g., counseling, health supports)
• Typically does not include specialized instruction or therapy goals

IEP

• Includes specialized instruction AND related services
• Services are tied to measurable goals
• More intensive and individualized

 If your child needs therapy to make progress in school, an IEP is usually more appropriate than a 504 plan.

School-Based Therapy vs. Medical Therapy

This is one of the most important distinctions for families to understand.

School-Based Therapy

• Focuses on educational access and participation
• Addresses skills needed for success in school (e.g., writing, communication, behavior)
• Provided only if the skill impacts educational performance
• May be shorter, targeted sessions
• Determined by the IEP team

Medical (Clinical) Therapy

• Focuses on overall development, health, or daily living skills
• Can address broader needs (home, community, self-care)
• Often longer or more intensive sessions
• Provided through insurance or private pay
• Determined by medical providers

A child can receive both school-based and medical therapy at the same time, but they serve different purposes.

Examples to Help Clarify

• A child may qualify for speech therapy in school to improve classroom communication
  → but also receive private speech therapy for broader language development
• A child may receive OT in school for handwriting
  → but attend clinic-based OT for sensory processing or daily living skills

How to Request Related Services

If you believe your child needs support:

1. Request an evaluation in writing
   • Ask for a Multi-Factored Evaluation (MFE)
   • Include specific concerns (e.g., fine motor skills, communication, behavior)
2. Provide documentation if available
   • Medical reports or therapy evaluations can support your request
3. Participate in the evaluation process
   • Share what you see at home
   • Ask questions about how skills impact school
4. Review evaluation results with the team
   • Determine eligibility
   • Discuss whether related services are needed

Resources for Families

• Ohio Coalition for the Education of Children with Disabilities
  • Parent training on IEPs, related services, and advocacy
• Wrightslaw
  • Clear explanations of IDEA, IEPs, and parent rights
• Understood.org
  • Parent-friendly guides on therapies and school supports
• Montgomery County Board of Developmental Disabilities Services
  • Local support, service coordination, and connections to therapies
• OCALI
  • Evidence-based practices and tools for families and educators

Key Takeaways

• Related services help students access and benefit from education
• They are included in an IEP when educationally necessary
• 504 plans may include supports, but IEPs provide more structured therapy services
• School-based therapy focuses on educational needs, while medical therapy addresses broader development
• Parents can request evaluations and play a key role in determining services

For Additional Information, check out:

Specifying Related Services in the IEP

Transportation as a Related Service

6 Reasons Why It's Okay to get Dismissed from Speech Therapy by Speech is Beautiful.com

School vs Outpatient Therapy Services-Medical Support Services 

Resolving Special Education Disagreements in Ohio

Navigating special education can sometimes lead to disagreements between families and schools. Ohio provides several free options to help resolve concerns in a collaborative and constructive way. The three most common are Facilitation, Mediation, and Formal Dispute Resolution.

IEP Facilitation

What Is Facilitation?

IEP Facilitation is a voluntary process where a neutral third party (facilitator) helps guide an IEP meeting. The facilitator does not make decisions but helps the team communicate effectively and stay focused on the student.

When to Use Facilitation

• Communication between the school and family has become difficult
• IEP meetings feel tense or unproductive
• You want support to ensure all voices are heard
• You want to prevent conflict from escalating

Why Choose Facilitation?

• Builds collaboration and trust
• Keeps the focus on the child
• Often resolves concerns early without formal complaints

How to Request Facilitation

Parents or schools can request facilitation through the Ohio Department of Education and Workforce

Start here:
https://education.ohio.gov/Topics/Special-Education/Dispute-Resolution/Facilitated-IEP

Mediation

What Is Mediation?

Mediation is a voluntary, confidential process where a trained mediator helps both parties (family and school) work toward a mutually agreed-upon solution.

When to Use Mediation

• You disagree with parts of the IEP (services, placement, goals)
• Communication has broken down
• You want to resolve issues without filing a formal complaint or going to a hearing

Why Choose Mediation?

• Less formal and less stressful than a due process hearing
• Focuses on collaboration and compromise
• Agreements are legally binding once signed

How to Request Mediation

You can request mediation through the Ohio Department of Education and Workforce

Start here:
https://education.ohio.gov/Topics/Special-Education/Dispute-Resolution/Mediation

Formal Dispute Resolution Options

When concerns cannot be resolved through collaboration, Ohio offers more formal processes:

State Complaint

What It Is:
A written complaint filed with the state when you believe the school has violated special education law (IDEA).

When to Use It:

• The school is not following the IEP
• Timelines (evaluation, services) are not being met
• Legal requirements are not being followed

Why Choose It:

• The state investigates and issues findings
• Can require corrective action

File a complaint here:
https://education.ohio.gov/Topics/Special-Education/Dispute-Resolution/State-Complaints

Due Process Complaint

What It Is:
A formal legal process that may lead to a hearing before an impartial hearing officer.

When to Use It:

• Serious disagreements about identification, evaluation, placement, or services
• Other dispute resolution options have not worked

Why Choose It:

• Provides a formal decision based on evidence
• Can result in legally enforceable outcomes

Important: This process is more formal and may involve attorneys.

Start here:
https://education.ohio.gov/Topics/Special-Education/Dispute-Resolution/Due-Process

Choosing the Right Option

Tips for Families

• Start with the least formal option whenever possible
• Keep documentation (emails, IEPs, progress reports)
• Clearly identify your concerns and desired outcomes
• Bring a support person or advocate to meetings if helpful
• Use local resources for guidance and support

Support for Families

• Ohio Coalition for the Education of Children with Disabilities
  • Guidance on dispute resolution, IEPs, and parent rights
• Wrightslaw
  • Information on legal rights and dispute processes
• Montgomery County Board of Developmental Disabilities Services
  • Local support and service coordination

Key Takeaways

• Ohio offers free options to resolve special education disagreements
• Facilitation and mediation focus on collaboration
• State complaints and due process address legal concerns
• Families have the right to advocate and seek resolution when concerns arise

Dispute Resolution Complaint Findings and Due Process Decisions Database

• Dispute Resolution Complaint Findings And Due Process Decisions Database

Legal Services for Low Income Ohioans

• Ohio Legal Assistance Foundation
• Disability Rights Ohio
• Ohio Legal Rights Services

For Additional Information and Fact Sheets:

https://education.ohio.gov/Topics/Special-Education/Dispute-Resolution

The National Center on Dispute Resolution in Special Education (CADRE)

Summer Camps – Dayton & Cincinnati Area (Inclusive Camp Directory Highlights)

The following programs are commonly included in Ohio inclusive summer camp directories and serve children and youth in the Dayton–Cincinnati region and surrounding Southwest Ohio counties. These camps support a wide range of needs including intellectual and developmental disabilities, autism, sensory needs, medical needs, and social/emotional differences.

Camp NUHOP

Camp Nuhop is an outdoor, residential summer camp located in Ohio that provides structured, supportive programming for children with learning disabilities, ADHD, and behavioral challenges. Campers participate in traditional camp activities with a strong focus on social skills, independence, and outdoor education.

• Ages: 6–18
• Format: Residential overnight camp
• Focus: Learning disabilities, ADHD, behavioral/emotional support
• Highlights: Adventure activities, team-building, structured routines, social development
• Learn more: http://nuhop.org

Camp Joy Outdoor Education Center Programs

Camp Joy Outdoor Education Center offers inclusive outdoor education and summer camp experiences in Southwest Ohio. Programs focus on leadership development, teamwork, and confidence-building in a natural outdoor setting.

• Ages: Youth and teens (varies by program)
• Format: Day and overnight programs
• Focus: Inclusion, leadership, outdoor education
• Highlights: Challenge courses, nature-based learning, group problem-solving
• Learn more: https://camp-joy.org/

Camp Allyn (United Rehabilitation Services)

Camp Allyn is a specialized overnight camp serving children and adults with disabilities, including developmental and physical disabilities. The camp provides accessible facilities and individualized support.

• Ages: Children through adults (varies by session)
• Format: Residential overnight camp
• Focus: Developmental disabilities, physical disabilities, multiple support needs
• Highlights: Adaptive recreation, swimming, arts, outdoor activities, independence building
• Learn more: https://steppingstonesohio.org/tag/camp-allyn/

Camp Livingston (Inclusive Programs)

Camp Livingston offers inclusive summer camp experiences in Southwest Ohio, including programs for campers with and without disabilities. The camp emphasizes community, friendship, and outdoor adventure.

• Ages: Children and teens
• Format: Residential overnight camp
• Focus: Inclusive recreation, social development
• Highlights: Swimming, ropes courses, arts, nature exploration
• Learn more: https://www.camplivingston.com/

Stepping Stones Day Camp – Summer Day Camp Programs

Stepping Stones Ohio provides inclusive summer day camp programs for individuals with developmental disabilities in the Cincinnati area. Programs are highly structured and focus on independence, recreation, and social engagement.

• Ages: Children, teens, and adults
• Format: Day camp
• Focus: Intellectual and developmental disabilities, autism
• Highlights: Adaptive recreation, sensory-friendly activities, community participation
• Learn more: https://steppingstonesohio.org/tag/summer-day-camp/

Camp Hamwi (Central Ohio Diabetes Association)

Camp Hamwi is a medically supported overnight camp designed for children and teens with Type 1 diabetes. Medical staff are on-site to support blood sugar management while campers participate in traditional camp activities.

• Ages: Youth and teens (varies by session)
• Format: Overnight camp
• Focus: Type 1 diabetes education, independence, and peer connection
• Learn more: https://www.lifecarealliance.org/programs/coda/camp-hamwi/

Flying Horse Farms

Flying Horse Farms is a medical specialty camp serving children with serious illnesses. Campers attend free of charge and participate in fully adapted traditional camp experiences with medical care available 24/7.

• Ages: Typically 7–21 (varies by session)
• Format: Overnight camp
• Focus: Serious illnesses (varies by session)
• Learn more: https://flyinghorsefarms.org/

COSI (Center of Science and Industry) – Columbus

COSI offers accessible programming, including sensory-friendly experiences and family membership options that may be available at reduced cost for families connected to Medicaid waiver programs (eligibility and pricing may change).

• Format: Day museum access and camps/programs
• Focus: STEM learning, hands-on exploration, sensory-friendly experiences
• Learn more: www.cosi.org/membership

Additional Programs from the Regional Directory

The Dayton–Cincinnati inclusive camp directory also includes a wide range of additional programs such as:

• Check out: https://www.sst10.org/apps/pages/resources-parent-family-school-age
• Adaptive recreation programs through local park districts
• County Board of Developmental Disabilities summer enrichment and respite programs
• Specialized camps for autism, sensory processing differences, and behavioral needs
• Medical specialty camps (diabetes, epilepsy, chronic illness support)
• Inclusive arts, music, and therapy-based summer programs

Important Note for Families

Camp availability, eligibility, and funding options change yearly. Many programs require:

• Early registration (often winter–spring)
• Medical or intake assessments
• Scholarship or waiver applications (in some cases)

Families are encouraged to contact each program directly for the most current information.

South Dayton TOPSoccer — A Fun, Inclusive Soccer Program

South Dayton TOPSoccer is part of TOPSoccer (The Outreach Program for Soccer), a national recreational program supported by U.S. Youth Soccer that gives children and young adults with intellectual, emotional, or physical disabilities the chance to play soccer in a supportive, non‑competitive environment where fun and participation come first. Anyone with special challenges who might not be able to participate in standard recreational leagues is welcome to join.

Who Can Play?

• Open to players ages 5 and up
• All ability levels are welcome
• Emphasis is on inclusion, teamwork, and participation, not competition

Season Details

• The fall season typically runs from August through October
• Practices and games are generally held on Wednesday evenings and Sunday afternoons
• Sessions take place at Oak Grove Park in Centerville — a central park space used for the program’s activities

Practices and games each last about one hour, and participants are welcome to come to as many sessions as they’re able.

Registration

• Registration for the fall season runs from mid‑July through early August — check the official site each year for exact dates and registration links.
• There is a registration fee (typically around $40 per player), with accommodations available if cost is a barrier.

What to Expect

• An all‑volunteer program designed to encourage physical activity, sportsmanship, and social interaction
• Practices and games that focus on fun, movement, and being part of a team
• Opportunities for players to gain confidence while participating in a sport tailored to their pace and needs

How to Learn More

Visit the official site for details, access the full schedule, and register: southdaytontopsoccer.com.

Miracle League of Greater Dayton — Inclusive Baseball for All

Miracle League Field hosts the Miracle League of Greater Dayton, a fun and welcoming baseball league designed to give children and adults with disabilities the chance to play organized baseball in an environment that’s safe, accessible, and focused on inclusion. The league is part of a national movement that believes “every child deserves a chance to play.”

What It Is

The Miracle League provides:

• Baseball games adapted to players of all abilities
• A field with a rubberized, wheelchair‑accessible surface — no barriers for participants using walkers, crutches, wheelchairs, or with motor challenges
• A supportive team environment with volunteers and “buddies” who help players bat, run the bases, and enjoy the game

When to Sign Up

While specific registration windows may change each year, Miracle Leagues typically open player registration in late winter or early spring for the upcoming spring season. Check the official Miracle League website for the most current registration forms and deadlines.

You can start the process or find registration information online at:
https://www.miracleleaguedayton.org/player-registration

What the Season Looks Like

The Miracle League season in the Dayton area generally takes place in spring and early summer, with games on a weekly basis (often on weekends or evenings). While the exact schedule is posted each year on the league’s site, the focus is on:

• Weekly games with team participation
• Inclusive gameplay where every player bats, and every player scores
• Social interaction, fun, and community building for players and families

Check the schedule page on the official site for up‑to‑date dates and times:
https://www.miracleleaguedayton.org/game-schedule

What to Expect

• A fun, non‑competitive atmosphere where all players are celebrated and included
• Volunteer “buddies” paired with participants for on‑field assistance
• Opportunities for families to connect and support each other
• Special events and community involvement around the games

More Information

For questions about player registration, volunteering, or sponsorship, visit the official website or contact the organization directly:
https://www.miracleleaguedayton.org/

Special Olympics – Montgomery County (Dayton), Ohio

Special Olympics is a worldwide nonprofit organization that offers year‑round sports training, competition, and inclusive social opportunities for children and adults with intellectual and developmental disabilities. The mission is to help athletes build confidence, improve fitness, and develop friendships while participating in a wide variety of Olympic‑style sports.

Who Can Participate

• Special Olympics programs are open to athletes with intellectual disabilities — generally confirmed by a professional or recognized agency — with no upper age limit.
• Many local programs, including those around Ohio, also offer Young Athletes programs geared toward younger children as an introduction to sports.

What Special Olympics Offers

Special Olympics Ohio provides:

• Year‑round sports training and competition across many sports such as track & field, basketball, soccer, swimming, bowling, golf, and more.
• Unified Sports® opportunities, where athletes with and without disabilities play together.
• Programs are free to athletes and adapted to all ability levels.

Across the state, programs are organized into regional and local organizations that host practices, community activities, and local competitions throughout the year.

When to Sign Up & What the Season Looks Like

Registration:

• Local Special Olympics programs in Ohio, including those serving Montgomery County/Dayton, generally open athlete registration annually — often in late winter or early spring — for upcoming seasonal activities.
• Athletes must complete an annual athlete registration form (valid for 12 months). Registration opens 2–4 weeks before seasonal activity begins, and seasons may vary by sport.

Season Schedule:
Special Olympics activities are typically divided into seasonal cycles:

• Winter Activities: Indoor sports, practices, and local competitions in the winter months.
• Spring/Summer Activities: Outdoor and indoor sports with local practices and competitions leading up to regional or state events.
• Fall Activities: Community sport opportunities and local league play.

Each sport has its own schedule, so families should check with the local Special Olympics Ohio contact or county liaison for specific dates, sign‑up periods, and practice times.

How It Works for Families

• Practices: Held regularly (weekly or biweekly) with volunteer coaches.
• Local Competitions: Athletes compete with peers of similar ability levels in fun, supportive events.
• State and Regional Events: Athletes who wish to pursue higher‑level competition can participate in regional and state Special Olympics events across Ohio.

Contact and Get Started

To learn more about participating, local programs near Dayton/Montgomery County, and how to register:

• Special Olympics Ohio – The state organization coordinates local programs and provides resources for athletes and families: https://sooh.org/
• For local Montgomery County details, family groups, or community event schedules, you may also check local social media pages or community bulletin boards that list regional Special Olympics contact info (phone/email) for specific county contacts.

Why Special Olympics Matters

• Inclusive sports: Adapted activities that welcome athletes of all ability levels.
• Builds confidence: Athlete experiences translate into courage, social skills, and pride.
• Community support: Strong emphasis on volunteer involvement and family engagement.

TRI Ohio — Therapeutic Riding & Equine‑Assisted Programs

TRI Ohio (The Therapeutic Riding Institute) is a registered therapeutic riding and equine‑assisted services center serving children and adults from southwest Ohio, including the Dayton region. The program helps individuals with a wide range of physical, cognitive, emotional, and behavioral challenges use horses to achieve growth, confidence, and skill development in a supportive, adaptive environment.

What TRI Ohio Is

• A PATH International Premier Accredited equine therapy center — the only one in the Dayton region, meaning it meets high standards for safety and therapeutic programming.
• Offers adaptive riding lessons for participants ages 5 and up with varied diagnoses including autism, cerebral palsy, Down syndrome, learning challenges, and more. These lessons blend physical, cognitive, and social‑emotional benefits through horseback riding and horsemanship activities.
• Also provides unmounted equine‑assisted learning and counseling programs for individuals who may benefit from working with horses without riding.
• Programs take place on a 23‑acre accessible farm space with specially selected horses and trained staff.

Program Sessions & Schedule

TRI Ohio runs seasonal sessions throughout the year:

Seasonal Session Dates (Adaptive Riding):

• Spring Session: February – April
• Summer Session 1: May – June
• Summer Session 2: July – August 
• Fall Session: September – November

These sessions offer regular group lessons tailored to each participant’s needs and allow participants to build skills, confidence, social interaction, and hands‑on horsemanship across multiple weeks.

How & When to Sign Up

Registration Steps:

1. Complete and submit a New Participant Application.
2. Complete the Registration Packet and a Physician’s Release.
3. Attend an in‑person evaluation at the farm to determine the right class and support level.
4. Enroll in an upcoming session.

New participants must complete the full application and evaluation process before participating.

Important Notes:

• Registration does not guarantee a specific day/time — assignments are made by TRI’s Program Director based on individual needs, available instructors, horses, and group placements.
• Returning participants may need a new evaluation depending on time elapsed or changes in needs.

What to Expect in the Program

• Lessons are adapted to each individual and designed to meet goals in physical movement, focus and concentration, confidence, and social interaction.
• Participants work alongside trained volunteers and staff to learn safe horsemanship, ride at their own pace, and engage with peers in a supportive setting.
• The farm environment offers a calm outdoor setting that enhances therapeutic experiences.

Additional Programming

TRI Ohio also hosts:

• Summer adapted camps (multi‑day, immersive experiences) with horse care, riding, and group activities.
• Special events and fundraisers that bring the community together around the therapeutic riding mission.
• Volunteer training for those interested in supporting lessons and activities.

Important Contact & Registration Info

• Visit the TRI Ohio official site: triohio.org
• New Participant Application and registration packets are available on the site under registration.
• For questions: call 937‑317‑4001 or email info@triohio.org.

Financial Assistance

TRI offers need‑based scholarships and accepts participation vouchers from county boards of developmental disabilities to support families with fees if eligible.

Key Takeaways

• TRI Ohio provides adaptive, therapeutic riding and equine‑assisted programs for children and adults with disabilities.
• Sessions run seasonally throughout the year with structured dates in spring, summer, and fall.
• Registration requires an application, medical release, and evaluation prior to placement.
• Programs benefit physical, cognitive, and social skills while offering a fun and empowering experience with horses.

We Care Arts — Art, Community & Inclusion in the Dayton Area

We Care Arts is a long‑standing nonprofit organization in Kettering/Dayton that uses the transformative power of art to help individuals of all abilities grow in confidence, creativity, and community connection. Its mission is to empower healing through art and community and to create a future where people with diverse needs can achieve their full potential and feel truly included.

What We Care Arts Is

We Care Arts offers supportive, inclusive creative programming for individuals with:

• Developmental disabilities
• Substance use disorders
• Mental health diagnoses
  Using art as a tool for expression, skill development, and community engagement, participants build independence, confidence, and life skills.

Program Highlights Include:

• Adult Day Program: On‑site art classes at the Berkeley Center campus that foster decision‑making, independence, and creative exploration.
• Outreach Program: Art classes held in partnership with local organizations — bringing art activities to participants in community settings.
• Transition to Work (TTW): A 10‑week arts‑based classroom series for high school students that builds project skills, time management, and employment readiness — offered at no cost for schools.
• Employment Services: Support for adults pursuing community employment, including job coaching, resume support, and practical skills learned through art and retail experiences.

The organization operates from its Berkeley Center Studio Campus in Kettering (3035 Wilmington Pike), with programming offered both on‑site and through community partnerships.

When to Join & How It Works

We Care Arts programming runs year‑round with multiple entry points throughout the year:

Adult Day & ArtWORKS Classes

• Individuals join by completing a New Client Application and, as needed, an interview/tour.
• Referrals may come from doctors, therapists, social workers, or case managers.

Outreach & Transition to Work

• Outreach art classes and school TTW sessions are ongoing, free to participants thanks to philanthropic support.

Employment Services

• Adults in the program work toward competitive employment goals, with hands‑on support and art‑integrated job training.

Note: Specific schedules vary by session and program — check We Care Arts’ online calendar or contact them directly to learn current class times, events, and registration windows.

Community Events & Participation

We Care Arts hosts community‑connected events where friends, families, and supporters can participate in creative experiences, support artist‑clients, and celebrate community achievements. These include galas, art auctions, workshops, and collaborations between local artists and participants.

What to Expect

Whether participating on‑site or through outreach:

• Art classes and creative projects tailored to individual ability levels.
• A mission‑driven environment focused on inclusion and personal growth.
• Opportunities to develop life skills, social connections, and artistic expression.
• For many participants, chances to see their artwork displayed or sold, and even earn commissions.

How to Get Involved

• Visit the Website: https://www.wecarearts.org/
• Call: (937) 252‑3937
• Email: info@wecarearts.org
• Apply: Complete the New Client Application available online for Adult Day or ArtWORKS participation.

You can also volunteer, donate, or join mailing lists to stay updated on events, classes, and programs.

Why It Matters

We Care Arts helps people with disabilities and diverse life challenges build:

• Confidence and self‑expression
• Social and community connections
• Creative and life skills
• Positive pathways to employment and independence
  All through the power of art and supportive community engagement.

Inclusive & Special‑Needs‑Friendly Dance and Gymnastic Opportunities

Inclusive Movement Program

Art & Movement for All – This type of class is designed to provide children with developmental disabilities the chance to develop social, emotional, and physical skills through dance and movement in a supportive environment. While specific schedule details vary, many similar programs focus on fun, adaptive movement for all abilities.

Power Stars Adaptive Dance Class – A newer initiative offering all‑inclusive dance classes for kids with special needs (ages 5–12). These classes focus on accessible movement, music, and group participation, often offered free or low cost in community settings.

Special Olympics Gymnastics

Ohio Sports Academy  offers Adaptive Gymnastics classes for children ages 3 and up who benefit from individualized instruction and support. These classes are designed for children with developmental delays, ADHD, autism, sensory sensitivities, coordination challenges, or anxiety/fear related to movement. In a supportive and encouraging environment, participants work on building confidence, body awareness, strength, coordination, and motor skills at their own pace. Parent or caregiver participation may be requested for older students depending on support needs, and a parent or guardian must remain in the building during class.

NOTE: While not all inclusive dance classes in Dayton advertise specifically online, community recreation centers and arts organizations (like Kettering’s adaptive recreation programs) may offer movement, dance, or creative movement classes suitable for children with disabilities — it’s worth checking seasonal guides or calling to ask about adaptive options.

Dance Studios & Programs South of Dayton (General)

These studios offer a range of dance classes (ballet, jazz, tap, hip hop, creative movement) and many are welcoming and supportive environments where families can inquire about inclusive or adaptive participation:

Local Dance Schools

• South Dayton School of Dance – A community dance studio in Centerville offering classes for various ages and levels.
• Funk Lab Dance Center – Kettering studio with supportive dance classes for kids and teens (hip hop, jazz, etc.).
• Dayton Contemporary Dance Company – Renowned dance company with outreach and educational activities; check their community classes for inclusive movement options.
• Dayton Ballet School – Classical ballet training for children and adults — studios often adapt to support diverse learners; inquire about accommodations.
• Dayton Dance Centre – Studio in Miamisburg with a full range of dance classes.
• Dance Expressions – Dance lessons in Dayton (varied styles).
• Dwyer School of Irish Dance - Dayton -  Located in the heart of Centerville, Ohio, our Dayton Studio is our home location, where students from both the Columbus and Centerville studios learn to grow as dancers in a positive environment. With classes at after-school times through evening for all levels – beginner to open champion – and for all ages – age 5 through adult – every dancer is supported, encouraged, and provided with a high-quality competitive Irish Dance education.

Local Gymnastic Schools

• Kids are Tops Sports Center -  in Centerville provides a wide range of recreational and athletic programs for children from toddlers through teens in a fun, supportive environment. Their 40,000-square-foot facility offers instruction in gymnastics, swimming, tumbling, dance, and other fitness activities for all experience levels, from beginners to competitive athletes. Programs are designed to help children build confidence, develop skills, stay active, and form lasting friendships while making fitness engaging and enjoyable.
• GTCO-  is dedicated to helping children build confidence, self-esteem, and a willingness to take on new challenges through cheerleading and gymnastics programs. Their specially designed facility features open free-span space, state-of-the-art equipment, foam pits, trampolines, and multiple training stations that support skill development and safe progression. With knowledgeable instructors and a family-friendly environment, GTCO focuses on helping every child grow, succeed, and “build champions every day.”

Community & Recreation Options

• City Recreation Centers & Arts Programs: Places such as the Rosewood Arts Center often offer multi‑week youth classes and workshops, including creative movement and dance, which can be inclusive for students with diverse needs — especially when participants can register and communicate needs in advance.
• Adaptive Recreation: Local parks and recreation departments (Kettering, Dayton) may feature adaptive movement or dance‑related activities in their seasonal guides that are welcoming for individuals with disabilities.

Tips for Finding Special Needs or Inclusive Dance

When exploring general dance studios:

• Ask about adaptive or inclusive options — many studios will work with families to support students with developmental, sensory, or physical needs.
• Inquire about trial classes or private sessions to help your child feel comfortable before joining group classes.
• Look for creative movement or early childhood classes — these often focus less on technique and more on expression, rhythm, and confidence building.
• Contact community centers, recreation departments, or local arts councils for inclusive program listings or scholarship info.

Summary

While there isn’t a large scheduled, dedicated special needs dance program specifically labeled such in the Dayton/Montgomery County area online, there are inclusive and adaptive movement opportunities and local studios where families can explore dance. Examples include:

• Adaptive or all‑inclusive dance classes like Power Stars Adaptive Dance and similar inclusive movement programs.
• Local dance schools like South Dayton School of Dance and Funk Lab Dance Center, which often provide welcoming, supportive dance instruction — families can reach out about individual adaptations.
• Community arts and recreation options that include dance and movement classes (Rosewood Arts Center and city programs).

JoyRide Cars — A Car Club for Kids with Special Needs

JoyRide Cars, Inc. is a nonprofit car club based in Dayton, Ohio created to provide children and young adults with special needs with a joyful and memorable experience riding in unique, high‑end, and one‑of‑a‑kind vehicles. The club’s goal is to foster fun, connection, confidence, and belonging through community events where kids get to be the stars of the day.

What JoyRide Is

• A car club and event series for kids and young adults ages 3–22 with special needs.
• Participants are treated to rides in a variety of cool, interesting, and often unique cars (from classics to luxury and exotic models).
• Events are free to members and emphasize fun, smiles, and youth empowerment — giving children a chance to enjoy something exciting and social.

Slogan: “Kids. Cars. Smiles.” — capturing the focus on joy and excitement.

When to Sign Up & How It Works

• Membership: Families register their child on the JoyRide Cars website. Once registered, children age 3–22 are members for life.
• Season & Events: JoyRide hosts several events each year (often in the spring through early fall) where cars and families gather in Dayton and other Ohio cities (like Cincinnati). Past events have included summer car shows and ride‑through experiences with dozens of vehicles.
• Participation: Events are typically free for kids, and dates/times are announced on the website and social media as they are scheduled.

 Visit joyridecars.org to register a child, sign up to bring your car, or volunteer your time.

What to Expect at a JoyRide Event

• Car Show & Family Fun: Kids view and interact with a wide array of cars at a community gathering — usually held on weekends in larger open parking areas.
• Rides with Drivers: Children are paired with volunteer drivers who take them on special rides in their vehicles, often lasting several minutes, creating memorable and exciting experiences.
• Community & Connection: These events bring families, volunteers, and car enthusiasts together, making the day social, spirited, and inclusive.

Who Can Join

• Kids & Young Adults (Ages 3–22): Registration is open to individuals with special needs within this age range.
• Car Owners & Volunteers: Adults with cars of interest (classic, exotic, unique, or everyday favorites) can register their vehicles to participate and bring joy to riders.
• Volunteers: Community members can offer time to help with events, logistics, and participant support.

Why JoyRide Matters

JoyRide Cars was founded from a simple yet powerful idea: giving kids a break from worry, stress, or treatment routines by focusing on a fun, shared experience that brings a genuine smile. It’s about letting children be the VIPs of the day, building memories and community pride along the way.

How to Get Started

• Website: https://joyridecars.org — Sign up for membership, volunteer roles, or to bring a car.
• Follow on Social: Search @joyridecarsorg on Facebook and Instagram for event updates, photos, and announcements.

Quick Summary

Special Needs & Inclusive Theater Programs

Facets Theatre (University of Dayton)

Facets Theatre (formerly Brighter Connections Theatre) offers inclusive theater experiences and camps for participants ages 8 through adult, welcoming both neurotypical and neurodivergent learners. These sessions emphasize creativity, collaboration, self‑expression, and confidence building in a supportive and accessible setting. Performances, improvisation, puppetry, and music elements are part of the creative experience.

• Hosted at: University Of Dayton Kennedy Union Boll Theatre (camp and production location)
• Who: Youth and adults of all abilities
• What: Inclusive theater camps and activities focused on artistic expression and performance skills
• When: Typically offered as summer sessions and special programs — check the University of Dayton website for the current schedule and registration details.

General Theater & Community Performing Arts (Inclusive Options)

While not strictly special‑needs‑specific programs, these local theater organizations offer performances, workshops, classes, and community engagement opportunities. Many are inclusive or offer accessibility accommodations, and families can often inquire about support for participants with disabilities:

• Beavercreek Community Theatre – Community productions with youth and adult actors.
• Dayton Theatre Guild – Local theatre company producing plays and involving community talent.
• Town Hall Theatre – Community arts space in Centerville hosting performances and events.
• The Human Race Theatre Company – Professional theatre in Dayton that sometimes partners with community programs and offers classroom experiences (contact for accessibility and inclusion options).
• The Loft Theatre, PNC Arts Annex, and Benjamin & Marian Schuster Performing Arts Center – Venues hosting performances, classes, and community arts programs where sensory‑inclusive and accessibility accommodations (like audio description and sensory‑friendly presentations) are offered by Dayton Live.

Tips: Reach out to these organizations to ask about:

• Inclusive or adaptive theatre classes or youth workshops
• Support for performers with disabilities
• Auditions with accommodations
• Volunteer or assistant opportunities if a child wants to participate in production support

Other Inclusive Performing Arts Notes

Penguin Project (Springfield/Regional)

While not based directly in Dayton, the Penguin Project is a national program that pairs individuals with special needs (ages ~10‑21) with mentors to create musical theatre productions as a team. A Penguin Project effort was noted in the Springfield Arts Council area, which may be of interest for families willing to travel regionally.

Accessibility and Sensory‑Friendly Performances

Even when a theater doesn’t offer specific special‑needs classes, many local performance venues provide accessibility support for audiences and participants with sensory needs, autism, or other disabilities. For example:

• Dayton Live venues (Benjamin & Marian Schuster Performing Arts Center, The Loft Theatre, PNC Arts Annex) offer sensory inclusive performances with adjusted sound, lighting, quiet spaces, and social stories.

This can be a great way for families to introduce their children to live theatre in a comfortable setting.

Journey League – Dayton

Journey League – Dayton is an inclusive basketball program designed for teens and adults with disabilities, focused on building confidence, friendships, and life skills through the game of basketball.

This program emphasizes a positive, structured, and welcoming environment where athletes are encouraged to grow both on and off the court. With a strong focus on acceptance and community, Journey League creates opportunities for participants to feel valued, connected, and successful.

Program Highlights

• Designed for teens and adults with disabilities and special needs
• Focus on skill development, teamwork, and social connection
• Structured practices and games in a supportive, inclusive setting
• Volunteer coaches provide encouragement and mentorship
• Opportunities for athletes to build confidence and lasting friendships

Dayton Season Information

• Winter Session: January – February 
• Typically runs as a multi-week seasonal program
• Registration required (sessions may vary throughout the year)

Program Goals

• Improve physical health and basketball skills
• Build social skills and meaningful relationships
• Foster confidence and independence
• Create a safe, fun, and inclusive community

Volunteer Opportunities

Journey League relies on volunteers to support athletes and create a positive experience.

• Coaches and helpers are welcome
• Great opportunity for students seeking service hours
• Volunteers play a key role in mentoring and encouraging participants

Why Families Love It

Families consistently share that Journey League provides a life-changing experience, helping athletes gain confidence, develop friendships, and feel a true sense of belonging.

Patti’s Players BB League (Centerville)

Patti’s Players BB League (formerly Centerville Specials Basketball) is a recreational basketball program in Centerville designed for individuals with disabilities to learn skills, build friendships, and have fun in a supportive environment.

This season carries special meaning as the league honors the legacy of Patti Woeste, who dedicated years to supporting athletes and families through her leadership, organization, and welcoming spirit. In tribute to her impact, the program has been renamed, and the 2026 season will be offered at no cost to participants, thanks to support from her family. 

Contact Joe Woeste: 937-885-5198 (call or text)
Email: joebwoeste@yahoo.com

Season Highlights

• Season Dates: January – March 
• No session: Super Bowl closure
• Time: Sundays, 4:00 – 5:30 PM (updated time)
• Location: Centerville Rec Center Gym
• Cost: Free for all participants this season

Program Goals

• Teach basic basketball skills
• Build teamwork and social connections
• Provide a safe, inclusive environment for physical activity
• Most importantly—have fun!

Participation Guidelines

• Soft-soled athletic shoes are required
• Comfortable clothing recommended (gray league shirts preferred)
• Participants may bring a labeled basketball
• Recommended minimum age: 11 (exceptions may be considered)
• Completed and signed registration form required prior to participation

Volunteers Needed

The league depends on volunteers to support its athletes.

• Assistant coaches are needed to help all 4 teams
• High school students can earn community service hours
• No experience necessary—just a willingness to help and connect

A Meaningful Tribute

This season is a powerful reflection of community, resilience, and love. Patti’s Players continues her legacy by creating a space where every athlete is welcomed, valued, and celebrated.

Adaptive Sports Connection (Serving the Miami Valley)

Adaptive Sports Connection is a nonprofit organization providing adaptive sports and outdoor recreation opportunities for individuals with disabilities across Ohio, including the Miami Valley region. Their programs focus on empowering participants of all ages to build confidence, independence, and a sense of belonging through inclusive, activity-based experiences.

With adaptive equipment, trained instructors, and a strong volunteer base, they make it possible for individuals with a wide range of physical and cognitive disabilities to safely participate in sports and recreation.

Program Highlights

• Serves children, teens, adults, and veterans with disabilities
• Offers a wide variety of adaptive sports and outdoor activities
• Programs include opportunities such as:
  • Cycling
  • Kayaking and paddling
  • Snow skiing
  • Mountain biking
  • Other recreational and therapeutic activities
• Adaptive equipment and trained staff ensure accessibility for all ability levels

Local Access & Availability

• Serves individuals across multiple regions of Ohio, including outreach programs that travel to communities
• Programs may be offered seasonally and at different locations
• Families are encouraged to check current offerings and schedules throughout the year

Program Goals

• Improve physical health and overall well-being
• Increase independence and confidence
• Provide access to recreation for individuals of all abilities
• Foster connection with peers, family, and community

Volunteer Opportunities

Adaptive Sports Connection relies heavily on volunteers to support programming.

• Opportunities to assist with events and activities
• Work alongside trained instructors and athletes
• Great option for students seeking community service hours
• No prior experience required

Why Families Love It

Families appreciate the wide range of opportunities beyond traditional team sports, allowing participants to explore new experiences and build confidence in a supportive, inclusive environment. The focus on abilities—not limitations—helps individuals discover what’s possible.

A Kid Again (Serving Southwest Ohio & Dayton Area)

A Kid Again is a nonprofit organization that provides cost-free, fun-filled “Adventures” for children with life-threatening conditions and their families. These experiences—such as trips to amusement parks, sporting events, and special outings—are designed to give families a break from medical routines and create joyful, lasting memories together.

Locally, families in the Dayton area are served through the Southwest Ohio chapter, which regularly hosts events and outings within the region, including opportunities like Dayton Dragons games and Kings Island adventures.

Program Highlights

• Serves children (birth–age 20) with life-threatening conditions and their families
• Provides year-round “Adventures” such as:
  • Sporting events (e.g., Dayton Dragons games)
  • Amusement parks and zoos
  • Seasonal celebrations and family outings
• All events are completely free for families
• Focus on the entire family experience, including parents and siblings

Local Access & Dayton-Area Connection

• Dayton-area families participate through the Southwest Ohio chapter (based in Cincinnati)
• Events and Adventures are hosted throughout the region, including Dayton-area venues
• Families can enroll once and then register for Adventures year-round

Program Goals

• Provide hope, happiness, and healing for families navigating serious medical conditions
• Create opportunities for families to feel “normal” and connected outside of medical settings
• Support emotional well-being and improve overall quality of life for both children and caregivers

Volunteer Opportunities

A Kid Again relies on volunteers to help bring Adventures to life.

• Assist with events, logistics, and family support
• Opportunities available across Southwest Ohio, including Dayton-area events
• Great fit for individuals, groups, and students seeking service hours

Why Families Love It

Families often share that A Kid Again provides a much-needed break from hospital visits and daily stress, allowing them to simply enjoy time together. These shared experiences help families reconnect, build community, and create meaningful memories during difficult times.

Best Buddies – University of Dayton

Best Buddies at the University of Dayton is part of the national Best Buddies organization, which creates opportunities for one-to-one friendships, leadership development, and inclusive experiences for individuals with intellectual and developmental disabilities (IDD).

Through the UD chapter, students and local community members are paired with participants with IDD to foster meaningful friendships, social engagement, and a supportive network on campus and in the wider Dayton community.

Program Highlights

• Focused on friendship, inclusion, and social engagement
• Offers peer mentorship and buddy programs for individuals with IDD
• Provides opportunities for leadership development, volunteerism, and community involvement
• Supports participants in social events, campus activities, and recreational outings

Local Access & University of Dayton Connection

• Located at the University of Dayton, Dayton, OH
• Serves college students and local individuals with IDD
• Activities take place both on campus and in community settings

Program Goals

• Build lasting friendships between college students and individuals with IDD
• Encourage leadership and social development for both buddies and participants
• Promote inclusion and community engagement in social, academic, and recreational contexts
• Foster a sense of belonging for individuals with developmental disabilities

Volunteer Opportunities

• UD students and community members can serve as buddies or volunteers
• Opportunities to plan events, assist with social activities, and mentor participants
• Great for students seeking leadership experience and community service hours

Why Families and Students Love It

Families and participants appreciate that Best Buddies fosters true friendships and social inclusion, helping individuals with IDD gain confidence, engage in meaningful relationships, and experience the college environment in a welcoming way.

Owen’s Place

Owen’s Place is a nonprofit community recreation project in Ohio focused on creating universally accessible play and recreation spaces where people of all ages and abilities can enjoy outdoor activities together.

Mission & Purpose

The mission of Owen’s Place is to build a park and recreation area that everyone can use, regardless of physical, intellectual, or social ability. Its goal is to provide a safe, inclusive environment that encourages play, social interaction, skill development, and fun for all participants.

Key Features

• Universal Playground: Built with accessible equipment and design features that accommodate children and adults with various disabilities.
• WeGo Swing: A specially designed swing that wheelchair users can access without leaving their chairs, promoting independent and inclusive play.
• Accessible Sports Fields: Baseball and kickball fields designed with universal accessibility in mind—including accessible dugouts and smooth pathways—so that individuals of varying abilities can participate fully.
• Community Involvement: The project is volunteer‑driven and supported by local organizations, individuals, and businesses dedicated to expanding inclusive recreation opportunities.

Activities & Programs

Owen’s Place also organizes inclusive baseball and kickball programs where children and adults of all abilities can play together in a supportive, adaptive environment.

Supporting the Project

The park’s development happens in phases and depends on community fundraising, donations, and volunteers. Supporters can donate online or participate in special programs and events to help expand accessibility features—such as accessible restrooms and future play zones

Capabilities – Play for All Abilities

The Capabilities Play for All Abilities is an indoor, inclusive play space designed so that children of all abilities can play, explore, and learn together in a safe and welcoming environment.

This space was intentionally designed with input from a physical therapist, and includes equipment that supports a wide range of physical, sensory, and developmental needs.

What This Space Offers

Capabilities provides a fully inclusive play environment where children can:

• Play alongside siblings and peers of all abilities
• Explore sensory-friendly and adaptive equipment
• Build gross and fine motor skills through play
• Engage in both structured and free play activities
• Participate in a safe, supervised environment

Accessibility & Sensory Supports

This facility was designed with inclusion in mind and includes:

• Wheelchair-accessible play equipment
• Sensory-friendly play options
• Equipment for different motor skill levels
• Calm, supportive environment for sensory needs
• Seating areas for caregivers to observe comfortably
• ADA-friendly spaces and restrooms

The goal is to ensure every child can participate in play in a meaningful way, regardless of ability.

Family & Community Connection

Capabilities is more than a play space—it is also a community hub for connection and inclusion.

Families often use this space for:

• Social interaction and playdates
• Birthday parties and celebrations
• Safe indoor play during weather changes
• Building peer relationships
• Community engagement opportunities

Programs & Events

In addition to open play, Capabilities offers a variety of events such as:

• Sensory-friendly themed events
• Holiday celebrations
• Cooking and skill-building activities
• Special family engagement programs
• Community inclusion events

These programs help children practice life skills, social interaction, and community participation in a supportive setting.

Why Inclusive Play Matters

Inclusive play environments help children:

• Build social skills and friendships
• Develop confidence and independence
• Improve motor and sensory skills
• Experience belonging and inclusion
• Engage in developmentally meaningful play

These experiences are especially valuable for children with disabilities who benefit from structured, supportive, and sensory-aware environments.

Location & Contact

1953 S Alex Rd, Dayton, OH 45449
(937) 741-4741
https://capabilitiesplay.com/info

Final Thought

Inclusive spaces like Capabilities help ensure that children of all abilities are not separated by difference, but instead brought together through play, connection, and shared experiences.

These environments support not just development—but belonging.

Elopement and Safety at Home

Safety Supports & Wandering Prevention Resources

Elopement (wandering or running away from a safe environment) is a serious safety concern for many families. The following tools and resources can help families, caregivers, and educators reduce risk, improve awareness, and strengthen safety planning.

Autism Speaks Safety Kit

Provides practical guidance for families to prepare for safety situations such as wandering, emergencies, and community safety.

🔗 https://www.autismspeaks.org/tool-kit/autism-safety-kit

Big Red Safety Toolkit for Caregivers

A safety resource designed to help families respond to wandering risks, build emergency plans, and increase awareness in the community.

🔗 https://nationalautismassociation.org/big-red-safety-box/

Be REDy Safety Resources (for caregivers, teachers, and first responders)

This collection of materials supports communication and preparedness for individuals who may wander or become lost.

🔗 https://nationalautismassociation.org/resources/wandering/be-redy-booklets/

Wandering Prevention Tips

Practical strategies families can use at home and in the community to reduce elopement risk, including environmental safety and supervision strategies.

🔗 https://nationalautismassociation.org/wandering-quick-tips/

Wandering & Autism Information

Helpful overview content and safety guidance related to wandering risk in autism.

🔗 https://nationalautismassociation.org/resources/autism-safety-facts/safety-brochures/

Additional Safety Considerations for Families

In addition to educational resources, families may also consider:

Technology offers tools that protect individuals and provide peace of mind:

• GPS Tracking & Wearables: Smart watches, medical alert bracelets, or GPS trackers help caregivers monitor location and health metrics, useful for children or adults with developmental disabilities or medical vulnerabilities.  AngelSense, Safelet are two popular systems.  AngelSense is designed specifically for children and individuals with autism, developmental disabilities, or high wandering risk. It does provide two way communication which can be of concern in a school setting in particular.  Safelet is a wearable SOS bracelet system focused more on emergency alerting than continuous child tracking. It is a reactive emergency alert device, not a wandering prevention system. Project Lifesaver is another program, but there are no agencies in our immediate area.  Their system is not app-based GPS—it’s radio-frequency tracking used directly by first responders.  Jiobit Smart Tag (and similar devices) can be attached in ways that avoid wrist wear including clips hidden inside the tongue or a hidden pocket in the shoe or clothes. There is some emerging technology that includes tracking insoles for shoes, fabric embedded trackers, and even some smart clothing so keep an eye out for those to hit the market soon.
• Home Security Systems & Smart Devices: Smart locks, cameras, motion sensors, and doorbell cameras allow families to secure the home, monitor entrances, and even receive alerts remotely.
• Emergency Alerts & Communication Tools: Apps and devices can send instant alerts to caregivers or emergency contacts, ensuring fast response in case of a crisis. This can include apps like Life360, Noonlite, and Google Family Link. Or Emergency Response/SOS wearable systems like Fall detection devices and SOS pendant buttons.
• Safety planning with schools and service providers
• Local Special Needs Registries / 911 alert programs so first responders are aware of communication and safety needs

Families should check with Montgomery County Board of Developmental Disabilities Services to see if they can help with the costs of securing your home. MCBDDS can connect families with remote monitoring companies in the area who can do a safety assessment of your home to see what technology will best meet the needs of your family and child. Some of this can also be paid for by Medicaid and MCBDDS. 

Key Message for Families

No single tool prevents elopement completely. The most effective safety plans usually combine:

• Environmental safety (home modifications)
• Communication tools (ID, registries, alerts)
• Tracking or monitoring technology
• Behavior and support planning through school or service teams

Water Safety

Water safety is especially important for children and individuals who may be at risk for elopement or have limited safety awareness. Many families benefit from combining education, environmental safety, and adaptive swim instruction.

Resources

Swim Angelfish (Adaptive Swim Education)
Leaders in adaptive swim instruction with educational videos and resources focused on children with autism and other special needs.
https://www.youtube.com/user/swimmingandautism

Adventures of Splish and Splash (Interactive App)
An interactive app that teaches children water safety skills in a fun and engaging way.
Available on the Apple App Store and Google Play.

Water Safety Song / Video (YouTube)
A child-friendly video reinforcing basic water safety concepts.
https://www.youtube.com/watch?v=i6YHn7vPiM0

Visual Supports for Home Safety

• Use visual “STOP” signs near doors or water access points as reminders
• Post simple safety visuals near pools, tubs, or exits

Community & Home Safety Tips

• Inform trusted neighbors if your child is drawn to water or has elopement risk
• Install fencing with self-latching gates around pools or ponds
• Use door alarms, chimes, or locks to alert caregivers of exits
• Maintain close supervision near any water source, even briefly

American Red Cross Water Safety Information
Comprehensive safety guidance and prevention strategies for families.
https://www.redcross.org/get-help/how-to-prepare-for-emergencies/types-of-emergencies/water-safety.html

Swim Lessons (Adaptive-Friendly & Local Options)

The following programs in the Dayton and surrounding areas offer swim instruction with varying levels of adaptive support, private lessons, and low instructor-to-student ratios.

Structured Swim Schools (Year-Round Programs)

Goldfish Swim School – Centerville
Year-round swim lessons in a controlled environment with small class sizes. Many families of children with special needs find success with instructor collaboration and pacing adjustments.

Aqua-Tots Swim School – Springboro & Beavercreek
Structured swim progression focused on water safety and skill development. Families can inquire about private lessons or adaptive accommodations.

Adaptive & Specialized Instruction

Dayton Raiders Aquatic Center
Offers adaptive swim instruction for children and adults with special needs.

• 1:1 instructor-to-student ratio
• Lessons tailored to individual needs and goals
• Monthly enrollment with recurring payment structure

University of Dayton RecPlex
Offers swim programs and private lessons. Instruction can often be customized for individual needs by request.
(Contact facility directly for adaptive accommodations.)

Kids Are Tops Sports Center
Provides group swim instruction with low ratios (approximately 4:1) and private lesson options.

Lori’s H2O Skills (Milford, Ohio)
Private and small-group swim instruction with individualized pacing. Helpful for children needing 1:1 attention or sensory accommodations.

Community-Based Adaptive Program

Be.Well Aquatic Wellness Program
Adaptive swim programming for a range of skill levels. Developed with guidance from occupational and physical therapy professionals through Cincinnati Children’s.
https://www.cincinnatichildrens.org/service/o/ot-pt

Key Takeaway

For children with elopement risk or developmental disabilities, swim safety is most effective when combining:

• Structured or adaptive swim instruction
• Close supervision around all water sources
• Home/environmental safety modifications
• Repeated visual and educational reinforcement

Adaptive & Safety Beds for Children with Disabilities

When a standard bed doesn’t provide the safety, comfort, or sensory support a child needs, adaptive beds and sensory sleep environments can make a big difference. These options are designed to help improve sleep quality, reduce nighttime safety risks (like wandering or falls), and create calming spaces for children with autism, sensory processing challenges, or other developmental disabilities.

Cubby Beds – Sensory & Safety Sleep System

• What it is: A specially designed sensory and safety bed with padded, tensioned walls and securable doors that create a calming, enclosed environment. It includes features like customizable lighting, sounds, motion detection, camera/mic monitoring, and smartphone app integration. Families report improved sleep quality and reduced wandering or injuries.
• Who it helps: Children and adults with autism, sensory processing issues, intellectual or developmental disabilities, epilepsy, and other neurological conditions.
• Funding assistance: Many families work through insurance, Medicaid, waivers, charities, or grant programs to help cover the cost, and some suppliers assist with paperwork and medical justification.

zPods – Sensory‑Friendly Sleeping Pods

• What it is: Fully enclosed sensory sleeping pods designed as a secure sleep space with customizable calming features like circadian lighting, white noise, and app‑based controls. These pods are built for durability and sensory protection.
• Who it helps: Teens, children, and adults with sensory needs, autism, or mobility challenges.
• Coverage: zPods may be eligible for insurance or Medicaid reimbursement, depending on your plan and state.

Safe Place Bedding – Enclosed Safety Beds & Travel Beds

• What it is: A program offering enclosed safety beds that provide a secure and calming sleep environment for children with special needs. They also offer travel‑friendly safety beds that provide a secure sleep space for vacations or overnight stays.
• Coverage & Support: These beds are often covered by many insurance providers and Medicaid, with teams available to help families navigate insurance paperwork.

Other Special Needs & Safety Bed Options

• Safety and padded frame beds (like SleepSafe Beds or Beds by George): These beds are designed with raised sides, interior padding, or materials that reduce the risk of falls or entrapment for children with mobility or cognitive challenges.
• Adaptive hospital‑style beds: For children with significant medical needs, adjustable beds with protective padding and features to assist caregivers can be considered as part of a safe sleep solution.

How These Beds Help

• Improved Safety: Enclosed designs and secure doors reduce risk of wandering and injury.
• Sensory Support: Features like calming lighting, sound, and enclosed spaces can help children with sensory processing needs relax and sleep better.
• Better Sleep & Family Rest: Many parents report longer sleep duration and less nighttime stress once a safe, calming sleep environment is in place

Travel Resources for Families with Autism & Developmental Disabilities

Traveling with family members who have autism or other developmental disabilities can require extra planning and support. These resources help make trips safer, smoother, and more enjoyable:

• Autism on the Seas – Provides cruise vacations with tailored supports for travelers with autism and other developmental disabilities.
• Traveling with a Disability: Guide to Air Travel – Offers practical tips and strategies for navigating airports and flights with a disability.
• Autistic Globetrotting – A travel blog full of trip planning ideas, checklists, and advice for traveling with individuals on the autism spectrum.
• Special Needs at Sea – Rents adaptive and special needs equipment for cruise or land travel to support accessibility.
• Planning Trips for Children with Autism– Offers guidance on preparing for sensory needs and other considerations to make trips successful.

These resources make it easier to plan accessible travel experiences while meeting the unique needs of each family member.

Using Technology to Improve Safety, Security, Financial, and Estate Planning

1. Safety & Security

Technology offers tools that protect individuals and provide peace of mind:

• GPS Tracking & Wearables: Smart watches, medical alert bracelets, or GPS trackers help caregivers monitor location and health metrics, useful for children or adults with developmental disabilities or medical vulnerabilities.  AngelSense, Safelet are two popular systems.  AngelSense is designed specifically for children and individuals with autism, developmental disabilities, or high wandering risk. It does provide two way communication which can be of concern in a school setting in particular.  Safelet is a wearable SOS bracelet system focused more on emergency alerting than continuous child tracking. It is a reactive emergency alert device, not a wandering prevention system. Project Lifesaver is another program, but there are no agencies in our immediate area.  Their system is not app-based GPS—it’s radio-frequency tracking used directly by first responders.  Jiobit Smart Tag (and similar devices) can be attached in ways that avoid wrist wear including clips hidden inside the tongue or a hidden pocket in the shoe or clothes. There is some emerging technology that includes tracking insoles for shoes, fabric embedded trackers, and even some smart clothing so keep an eye out for those to hit the market soon.
• Home Security Systems & Smart Devices: Smart locks, cameras, motion sensors, and doorbell cameras allow families to secure the home, monitor entrances, and even receive alerts remotely.
• Emergency Alerts & Communication Tools: Apps and devices can send instant alerts to caregivers or emergency contacts, ensuring fast response in case of a crisis. This can include apps like Life360, Noonlite, and Google Family Link. Or Emergency Response/SOS wearable systems like Fall detection devices and SOS pendant buttons.
• Safety planning with schools and service providers
• Local Special Needs Registries / 911 alert programs so first responders are aware of communication and safety needs

2. Financial Planning

Technology helps families manage budgets, savings, and expenses efficiently, even for individuals with cognitive or executive functioning challenges:

• Budgeting & Tracking Apps: Programs like Mint, YNAB, or specialized disability-focused finance apps help track income, expenses, and spending patterns.
• Online Banking & Automatic Payments: Digital tools simplify bill paying and reduce errors or missed payments.
• Special Needs Accounts: Apps can help manage STABLE accounts or other accounts for individuals with disabilities while keeping funds separate and compliant with government programs.

3. Estate Planning

Technology can simplify preparing, storing, and sharing important legal and financial documents:

• Digital Document Storage: Secure cloud storage services allow families to organize wills, powers of attorney, guardianship papers, trusts, and medical directives.
• Planning Tools: Online platforms can guide families through creating estate plans, financial plans, or guardianship strategies.
• Collaboration & Alerts: Some platforms allow multiple advisors (lawyers, financial planners, caregivers) to access necessary documents securely and receive reminders for updates.

Example Tools: Dani Plan, Everplans, FutureVault, or secure cloud storage with encrypted access.

4. How Technology Supports Independence

When used thoughtfully, technology can:

• Increase the safety and autonomy of the individual.
• Provide peace of mind for caregivers.
• Help families maintain control and oversight of finances and estate matters.
• Support long-term planning for children and adults with disabilities, including transition to adulthood or college.

Tips for Families

• Evaluate accessibility: Make sure tools are compatible with the user’s abilities.
• Use secure passwords and authentication: Protect sensitive financial and legal information.
• Combine tech with professional guidance: Estate attorneys, financial planners, and guardianship advisors can help integrate technology effectively.
• Stay updated: Technology evolves quickly, so check for new devices or apps that can improve safety and planning.

Financial Planning for Individuals with Disabilities

Planning for the future of a child or adult with a disability involves more than saving money—it’s about protecting benefits, ensuring long-term stability, and creating opportunities for a full and meaningful life.

There are several tools available to help families plan effectively. Each option serves a different purpose, and many families use a combination of strategies.

Key Financial Planning Tools

Special Needs Trusts (SNTs)

A Special Needs Trust allows families to set aside money for a person with a disability without affecting eligibility for benefits like Medicaid or SSI.

Best for:

• Long-term financial planning
• Inheritances or larger assets
• Protecting eligibility for benefits

Types include:

• Third-party trusts (family-funded)
• First-party trusts (individual’s assets)
• Pooled trusts (managed by nonprofits like The Disability Foundation)

STABLE Accounts (ABLE Accounts)

Ohio offers STABLE Accounts, a tax-advantaged savings option for individuals with disabilities.

• Managed by STABLE Account Program Ohio
• Allows individuals to save and spend money on disability-related expenses
• Does not impact SSI/Medicaid eligibility (up to certain limits)

Best for:

• Everyday spending and saving
• Promoting independence
• Flexible use for qualified expenses

Government Benefits

Many individuals with disabilities may qualify for:

• Supplemental Security Income (SSI)
• Social Security Disability Insurance (SSDI)
• Medicaid
• Waiver programs for in-home and community-based supports

These programs often have strict income and asset limits, making proper planning essential.

Waiver Services (Ohio)

Ohio provides Medicaid waiver programs that fund:

• In-home care
• Transportation
• Employment supports
• Community-based services

These are accessed through local boards and the Ohio Department of Developmental Disabilities.

Estate Planning

Families often include disability planning in their broader estate plans:

• Wills
• Trusts
• Guardianship or supported decision-making
• Life insurance to fund future needs

Working with an experienced attorney is strongly recommended.

Financial Education & Planning Tools

Families don’t have to navigate financial planning alone. Free tools are available to help build confidence and knowledge.

One excellent resource is Your Money, Your Goals, developed by the Consumer Financial Protection Bureau.

• A collection of financial empowerment tools and worksheets

• Helps individuals and families build money management skills

• Covers topics like budgeting, debt, saving, and goal setting

• Available completely free as downloads or printed materials

This is a great starting point for families who want to better understand and manage their finances while planning for the future.

How These Tools Work Together

Many families use a layered approach:

• STABLE Accounts → day-to-day spending and savings
• Special Needs Trust → long-term financial protection
• Public Benefits → healthcare and income support
• Waiver Services → daily living and community supports

What Families Should Consider

• What are your child’s long-term goals?
• Who will help manage finances in the future?
• How will you protect eligibility for benefits?
• What supports will be needed in adulthood?

The Big Picture

Financial planning for individuals with disabilities is about building security, independence, and opportunity. With the right combination of tools—and access to quality resources—families can create a plan that supports both current needs and future goals.

Estate Planning for Families of Individuals with Disabilities

Estate planning is an important step in ensuring your child or loved one with a disability is protected, supported, and financially secure—both now and in the future.

It goes beyond writing a will. For families of individuals with disabilities, estate planning involves careful coordination to protect eligibility for benefits while providing for long-term needs.

Why Estate Planning Matters

Without a plan in place:

• Assets left directly to a person with a disability could impact eligibility for programs like SSI or Medicaid
• Families may unintentionally create financial or legal challenges
• There may be confusion about who will make decisions or provide support in the future

A thoughtful estate plan helps ensure:

• Financial stability
• Continuity of care
• Clear decision-making
• Peace of mind for families

Key Parts of an Estate Plan

Special Needs Trust

A Special Needs Trust allows families to leave money or assets without affecting benefits eligibility.
This is often the cornerstone of a disability-focused estate plan.

Will

A will outlines:

• How assets will be distributed
• Who will manage those assets (such as a trustee)
• Guardianship wishes (for minor children)

Important: Assets should be directed to a trust—not directly to the individual.

Guardianship or Supported Decision-Making

As a child approaches adulthood, families should consider:

• Guardianship (if significant support is needed)
• Alternatives like supported decision-making for more independence

These decisions impact who can make legal, medical, and financial decisions.

STABLE (ABLE) Account

Accounts through the STABLE Account Program Ohio can be part of an estate plan by:

• Allowing funds for day-to-day expenses
• Supporting financial independence
• Working alongside a trust for flexibility

Life Insurance

Many families use life insurance to:

• Fund a Special Needs Trust after parents or caregivers pass away
• Ensure there are resources available for long-term care and support

Trustee & Support Team

A strong plan includes choosing:

• A trustee (manages the trust funds)
• A successor guardian or decision-maker
• A broader support team (family, professionals, advocates)

How Estate Planning Connects to Benefits

Estate planning must be coordinated with:

• SSI and Medicaid eligibility rules
• Waiver services through the Ohio Department of Developmental Disabilities

Proper planning ensures your loved one can:

• Maintain access to essential services
• Still benefit from family financial support

Getting Started

If you’re beginning the process:

1. Think about your child’s long-term needs and goals
2. Identify people you trust to take on key roles
3. Work with an attorney experienced in special needs planning
4. Review and update your plan over time

The Big Picture

Estate planning is about more than finances—it’s about creating a secure and supported future. When combined with tools like Special Needs Trusts, STABLE accounts, and public benefits, it helps families build a plan that protects both resources and opportunities.

Resources

Planning for Bright Tomorrows: Estate and Future Planning for Ohioans with Disabilities and Their Loved Ones

Understanding STABLE Accounts

STABLE Accounts – Saving for the Future While Protecting Benefits

STABLE Accounts are tax-advantaged savings accounts for individuals with disabilities. They allow eligible people to save money for disability-related expenses without losing access to government benefits such as Supplemental Security Income (SSI) or Medicaid. (stableaccount.com)

Who Can Open a STABLE Account

• Individuals who became disabled before age 26 (federal eligibility requirement)
• Must be diagnosed with a significant disability as defined by the Social Security Administration
• Ohio residents (or other participating states) can open accounts for themselves or have a family member/guardian open an account on their behalf

Benefits of a STABLE Account

• Tax-Free Growth: Earnings from investments in a STABLE Account are federal and Ohio state tax-free if used for qualified disability expenses
• No Impact on Benefits: Balances up to $200,000 do not affect SSI eligibility; Medicaid is not affected regardless of balance
• Control & Independence: Account owners can manage funds for expenses such as education, healthcare, housing, transportation, employment support, and technology

Qualified Disability Expenses

Funds can be used for anything that improves the quality of life for the individual with a disability, including:

• Housing and rent
• Education and vocational training
• Health care and therapy
• Assistive technology and adaptive equipment
• Transportation
• Personal support services
• Financial management fees

How to Open a STABLE Account

1. Visit STABLE Account website
2. Verify eligibility: Age of onset of disability and Social Security documentation
3. Provide personal identification and guardian information if required
4. Fund the account via bank transfer, payroll deduction, or contributions from family/friends

Tips for Families

• Combine with Estate Planning: STABLE Accounts can be part of a comprehensive financial plan for children or adults with disabilities
• Maximize Contributions: Annual contributions up to $17,000 (for 2026, check current limits) per account, with potential for more if the beneficiary is working
• Coordinate with ABLE/529 Plans: STABLE Accounts are part of the ABLE nationwide network, similar to 529 college savings plans

Resources

• STABLE Account Official Website: https://www.stableaccount.com
• Understanding Stable Accounts https://waltonoptions.org/understanding-stable-accounts/
• Financial Planning for Families of Children with Disabilities: Many parent mentor programs provide guidance on integrating STABLE accounts into long-term planning

Planning for the Future: Special Needs Trusts

Planning for your child’s future is one of the most important—and sometimes overwhelming—steps families take. A Special Needs Trust (SNT) can be a key tool to help protect your child’s financial future while preserving access to important benefits.

What Is a Special Needs Trust?

A Special Needs Trust is a legal arrangement that allows money or assets to be set aside for a person with a disability without affecting eligibility for needs-based benefits such as:

• Supplemental Security Income (SSI)
• Medicaid

Funds in a trust can be used to enhance quality of life, including:

• Therapies and medical expenses not covered by insurance
• Education and training
• Recreation, hobbies, and travel
• Personal care and supports

Why Is a Trust Important?

Without a properly structured trust:

• Assets given directly to a person with a disability could impact eligibility for benefits
• Families may unintentionally create financial barriers for their child

A Special Needs Trust helps ensure:

• Financial protection
• Continued access to benefits
• Long-term planning and peace of mind

Types of Special Needs Trusts

• Third-Party Trust
  Funded by parents or family members (most common for long-term planning)
• First-Party Trust
  Funded with the individual’s own assets (such as an inheritance or settlement)
• Pooled Trust
  Managed by a nonprofit organization, combining funds from multiple individuals while maintaining separate accounts

Pooled Trust Options in Ohio

One well-known option is through the The Disability Foundation, which offers:

• Professional trust management
• Lower setup costs compared to private trusts
• Support for families who may not have a trustee available

Pooled trusts can be a great option for families looking for simpler or more affordable planning solutions.

Working with an Attorney

Setting up a Special Needs Trust requires careful legal planning. It’s important to work with an attorney who understands:

• Disability law
• Estate planning
• Public benefits (SSI/Medicaid)

Here are a few local firms families in the Dayton/Miami Valley area often explore:

• O’Diam & Estess Law Group
  Known for estate planning and special needs planning services
• Gudorf Law Group
  Focuses on estate planning, elder law, and special needs trusts
• Pickrel Schaeffer and Ebeling Co LPA
  Offers estate and trust planning services

When choosing an attorney, consider:

• Experience with special needs planning
• Clear explanation of options
• Willingness to collaborate with your family’s broader support team

Getting Started

If you’re beginning this process, here are a few helpful steps:

1. Think about your child’s long-term needs and goals
2. Identify potential trustees (person or organization managing the trust)
3. Meet with an attorney to discuss options
4. Consider connecting with a financial planner familiar with disability planning

The Big Picture

A Special Needs Trust is about more than finances—it’s about ensuring your child is supported, secure, and able to live a full life while maintaining access to critical services.

Dani Plan — Digital Planning for Special Needs & Life Organization

Managing the care, services, and future planning for a loved one with a disability often involves a large amount of information—medical records, school documents, legal paperwork, daily routines, and more.

Digital planning tools can help families organize, store, and securely share this information, making caregiving more manageable and ensuring continuity of care over time.

Why Use a Digital Planning Tool?

These platforms help families:

• Keep important information in one secure place
• Share details with caregivers, doctors, and educators
• Prepare for emergencies or unexpected transitions
• Support long-term planning and independence
• Reduce stress and improve communication across teams

Featured Tool: Dani Plan

Dani Plan is a secure, user-friendly platform designed specifically for families supporting individuals with disabilities or long-term care needs.

What Makes Dani Plan Unique

• Designed with special needs families in mind
• Allows you to centralize:
  • Medical and therapy information
  • Daily routines and schedules
  • Education details (like IEPs and services)
  • Legal and financial documents
• Upload documents, photos, and videos
• Set reminders for medications, appointments, and tasks
• Customize categories to fit your family’s needs

Security & Sharing

• Data is protected with encryption and two-factor authentication
• Information can be shared with trusted caregivers, family members, and professionals
• You control who sees what

Why Families Love It

Dani Plan was created by a family who understood firsthand how overwhelming it can be to manage everything. It’s especially helpful for:

• Day-to-day organization
• Emergency preparedness
• Transition planning (school → adulthood)
• Ensuring continuity if caregivers change

Learn more: https://daniplan.com/

Other Digital Planning Tools

Everplans

Everplans is a digital planning tool focused on organizing life, legacy, and end-of-life planning.

Best for:

• Storing important documents (insurance, legal, financial)
• Estate and legacy planning
• Sharing information with family members

Key features:

• Guided structure for organizing life information
• Secure document storage
• “Share with deputies” feature for trusted individuals

FutureVault

FutureVault is a high-security digital vault often used by financial professionals and families.

Best for:

• Secure document storage and organization
• Financial and legal document management
• Long-term record keeping

Key features:

• Bank-level security
• Automated document organization
• Often used with financial advisors

Side-by-Side Comparison

What Families Should Consider

When choosing a tool, think about:

• Do you need help with daily caregiving organization, or just document storage?
• Who will need access (family, providers, future caregivers)?
• How easy is it to update and maintain over time?
• Does it support long-term transition planning?

The Big Picture

Digital planning tools can play a powerful role in helping families stay organized, reduce stress, and prepare for the future.

For families of individuals with disabilities, tools like Dani Plan stand out because they go beyond document storage—supporting daily life, care coordination, and long-term planning all in one place.

Ohio Coalition for the Education of Children with Disabilities (OCECD)

The Ohio Coalition for the Education of Children with Disabilities (OCECD) is a statewide nonprofit organization that supports families of children and youth with disabilities across Ohio.

OCECD works with families from birth through young adulthood (up to age 26), helping them better understand their child’s needs and navigate systems such as education, transition, and community services.

What OCECD Offers

OCECD provides free support, training, and resources to families, including:

• One-on-one parent support and guidance
• Training on topics like:
  • IEPs and 504 Plans
  • Special education rights and processes
  • Transition planning for adulthood
• Help understanding special education laws and protections
• Tools to build advocacy skills and confidence

Their goal is to help families become informed, empowered partners in their child’s education.

Parent Training & Information Center (PTI)

OCECD serves as Ohio’s federally funded Parent Training and Information Center (PTI).

This means they:

• Provide accurate, up-to-date information about special education
• Help families understand their rights under the Individuals with Disabilities Education Act
• Support collaboration between families and schools

All services are provided at no cost to families.

Why This Resource Matters

Families often turn to OCECD when they:

• Have questions about their child’s IEP or services
• Need help preparing for school meetings
• Are navigating evaluations, eligibility, or disputes
• Want to better understand their rights and options

OCECD offers trusted, Ohio-specific guidance and can be a valuable partner at any stage.

The Big Picture

The Ohio Coalition for the Education of Children with Disabilities plays an important role in helping families feel informed, supported, and confident as they navigate education and services. Their work helps ensure that children with disabilities have access to the supports and opportunities they need to succeed.

OCALI (Ohio Center for Autism and Low Incidence)

The OCALI is a statewide organization that provides training, resources, and support for families and professionals serving individuals with autism, sensory disabilities, and other low-incidence disabilities.

OCALI’s goal is to improve outcomes for individuals with disabilities by helping schools, families, and communities use evidence-based practices and effective supports.

What OCALI Offers

OCALI provides a wide range of free resources and learning opportunities, including:

• Online training modules for families and professionals
• Guides and toolkits on topics like:
  • Autism supports
  • Behavior and social-emotional development
  • Assistive technology
  • Transition to adulthood
• Resources for early childhood through adulthood
• Support for schools implementing best practices in instruction and inclusion

OCALI Learning & Online Tools

One of OCALI’s most valuable resources is its free online learning platform, which allows families and professionals to:

• Learn at their own pace
• Access practical strategies they can use right away
• Build skills in areas like communication, behavior, and instruction

These tools are especially helpful for:

• Parents wanting to better support their child at home
• Educators looking for effective strategies
• Teams working together to support a student

Areas of Focus

OCALI supports individuals with a variety of needs, including:

• Autism
• Visual impairments
• Hearing impairments
• Orthopedic and multiple disabilities

Their work emphasizes inclusive practices, independence, and meaningful participation in school and community life.

Why This Resource Matters

Families often use OCALI to:

• Learn practical strategies to support their child
• Better understand their child’s needs
• Access trusted, research-based information
• Support collaboration with school teams

The Big Picture

OCALI is a trusted, Ohio-based resource that helps bridge the gap between research and real-life practice. By providing high-quality, accessible tools and training, OCALI supports families and professionals in helping individuals with disabilities reach their full potential.

Learn more: https://www.ocali.org/

The Arc of Ohio

The The Arc of Ohio is a statewide nonprofit organization that advocates for and supports individuals with intellectual and developmental disabilities (I/DD) and their families.

As part of the national Arc network, The Arc of Ohio works to ensure that people with disabilities are valued, included, and have access to the supports they need to live meaningful lives.

What The Arc of Ohio Offers

The Arc of Ohio focuses on advocacy, education, and support, including:

• Promoting rights and protections for individuals with disabilities
• Providing information on:
  • Special education
  • Transition to adulthood
  • Community living and services
• Supporting families in navigating systems and services in Ohio
• Advocating for inclusive policies and legislation

Advocacy & Systems Change

One of the key roles of The Arc of Ohio is advocating at the state level for policies that impact individuals with disabilities.

They work to:

• Influence legislation and public policy
• Protect access to services and supports
• Promote inclusion in schools, workplaces, and communities

Support for Families

Families can turn to The Arc of Ohio for:

• Guidance on available services and supports
• Help understanding rights and options
• Connections to local chapters and resources
• Opportunities to get involved in advocacy

Local Chapters

The Arc of Ohio is connected to local Arc chapters throughout the state, which may offer:

• Family support and networking
• Recreational and social opportunities
• Community-based programs

Local chapters can be a great way to connect with other families and find support close to home.

Why This Resource Matters

The Arc of Ohio helps ensure that individuals with disabilities:

• Have a voice in decisions that affect their lives
• Are included in their communities
• Have access to the supports needed to thrive

The Big Picture

The Arc of Ohio is a trusted advocate and resource for families across the state. Through education, support, and advocacy, they work to create a future where people with disabilities are fully included and empowered.

Learn more: https://www.thearcofohio.org

Disability Rights Ohio

Disability Rights Ohio is Ohio’s designated protection and advocacy (P&A) system, working to protect the rights of individuals with disabilities across the state.

Their mission is to ensure that people with disabilities are treated fairly, have access to services, and are free from abuse, neglect, and discrimination.

What Disability Rights Ohio Does

Disability Rights Ohio provides:

• Legal advocacy and support for individuals with disabilities
• Help understanding rights under disability laws
• Assistance with issues related to:
  • Special education
  • Access to services and supports
  • Guardianship and alternatives
  • Abuse, neglect, or rights violations
• Investigation of complaints involving systems or providers

Areas of Focus

They support individuals with a wide range of disabilities, including:

• Developmental disabilities
• Mental health conditions
• Physical disabilities
• Sensory disabilities

Their work spans across:

• Schools
• Community settings
• Healthcare systems
• Employment and housing

How They Help Families

Families can contact Disability Rights Ohio when they:

• Have concerns about their child’s education or services
• Feel their child’s rights are not being upheld
• Need help understanding legal protections and options
• Are exploring alternatives to guardianship, such as supported decision-making

While they cannot take every case, they can often provide guidance, resources, or referrals.

Know Your Rights

Disability Rights Ohio helps families understand protections under laws such as the Individuals with Disabilities Education Act and other civil rights laws that ensure access to education and services.

Why This Resource Matters

Navigating systems like education, healthcare, and adult services can be complex. Disability Rights Ohio helps ensure that individuals with disabilities:

• Have their rights protected
• Are treated with dignity and respect
• Have access to appropriate services and supports

The Big Picture

Disability Rights Ohio plays a critical role in protecting and advancing the rights of individuals with disabilities. For families, it is an important resource when questions, concerns, or challenges arise—and when advocacy is needed.

Learn more: https://www.disabilityrightsohio.org/

Ohio Department of Developmental Disabilities (DODD)

The Ohio Department of Developmental Disabilities (DODD) is the state agency responsible for overseeing Ohio’s system of services and supports for individuals with developmental disabilities and their families. DODD works in partnership with Ohio’s 88 county boards of developmental disabilities to help ensure that eligible individuals receive coordinated, person-centered services across the lifespan.

What DODD Does

DODD provides statewide leadership, funding, and oversight to support individuals with developmental disabilities in living as independently and successfully as possible in their communities. The agency focuses on:

• Ensuring health and safety
• Supporting access to community participation
• Expanding opportunities for meaningful employment
• Promoting person-centered planning and services

How Services Are Delivered

While DODD is the state-level agency, most direct services are coordinated locally through county boards of developmental disabilities. These county boards determine eligibility, help develop service plans, and connect individuals to supports such as:

• Home and community-based services (Medicaid waivers)
• Early intervention services for young children
• Vocational and employment supports
• Case management and service coordination

DODD also oversees provider certification, system-wide policies, and programs that support innovation such as assistive technology initiatives and employment-first strategies.

Key Programs and Initiatives

Some of the major statewide initiatives supported by DODD include:

• Employment First – promoting competitive, integrated employment opportunities
• Technology First – encouraging the use of assistive and enabling technology
• Medicaid Waiver Programs – supporting individuals to live in home and community settings instead of institutional care

Contact Information

Ohio Department of Developmental Disabilities
30 East Broad Street, Columbus, Ohio 43215
1-800-617-6733
https://dodd.ohio.gov

Montgomery County Board of Developmental Disabilities Services (MCBDDS)

The Montgomery County Board of Developmental Disabilities Services (MCBDDS) is the local county agency that helps children and adults with developmental disabilities access supports, services, and community-based resources. MCBDDS works in partnership with the Ohio Department of Developmental Disabilities (DODD) and provides services tailored to individuals living in Montgomery County, Ohio.

What MCBDDS Does

MCBDDS helps connect individuals and families to services that promote independence, safety, and community inclusion. Services may include:

• Early Intervention for children birth to age 5
• Service and Support Administration (SSA) for individuals age 6 and older
• Service coordination and planning
• Help connecting to Medicaid waiver services and providers
• Employment and adult day supports
• Family and individual support planning

A Service and Support Administrator (SSA) is often the main point of contact and helps families coordinate services, resources, and long-term planning.

Eligibility Overview

Eligibility for MCBDDS services is based on Ohio state guidelines and is determined through an assessment process.

General Eligibility Requirements:

To be eligible, an individual must:

• Live in Montgomery County, Ohio
• Have a developmental disability that began before age 22
• Show documented functional limitations in major life areas

Functional Areas Considered (varies by age):

Individuals may need to demonstrate significant limitations in areas such as:

• Self-care
• Communication (receptive and expressive language)
• Learning
• Mobility
• Self-direction
• Independent living skills
• Economic self-sufficiency (for ages 16+)

Eligibility is determined using Ohio assessment tools such as the COEDI (for ages 6–15) and the OEDI (ages 16+). Eligibility may be re-evaluated at different age milestones, including age 6 and age 16.

Supporting documentation may be required, such as:

• Psychological evaluations
• School IEP or Evaluation Team Reports (ETR)
• Medical records or diagnostic reports
• Hospital or clinical documentation

How to Get Started

Families or individuals can begin the process by contacting MCBDDS directly to request an eligibility screening.

Step 1: Make a Referral

Contact the Intake/Eligibility Department:

Phone: (937) 457-2888

This is the first step to begin determining eligibility and connecting with services.

Step 2: Complete Eligibility Review

MCBDDS staff will gather required documentation and conduct an eligibility determination. Families may be asked to provide records such as IEPs, medical evaluations, or psychological reports.

Step 3: Receive a Decision

After review, individuals will receive a written eligibility determination, typically within a set review period. If found eligible, they will be connected with a Service and Support Administrator (SSA).

Step 4: Develop a Service Plan (If Eligible)

If eligible, the SSA will work with the individual and family to:

• Identify goals and needs
• Develop a person-centered service plan
• Connect to supports and providers
• Assist with accessing waiver and community services

If not eligible, families are typically provided with information about other community resources and may have appeal options.

Contact Information

Montgomery County Board of Developmental Disabilities Services (MCBDDS)
8114 N. Main Street, Dayton, OH 45415
Main: (937) 890-0730
Intake/Eligibility: (937) 457-2888
https://www.mcbdds.org

Family Support Services (FSS) – MCBDDS

The Family Support Services (FSS) Program through the Montgomery County Board of Developmental Disabilities Services (MCBDDS) provides limited, locally funded financial assistance to help families who are caring for a child or adult with a developmental disability who lives at home.

This program is designed to help reduce stress on families and support individuals in remaining safely and successfully in their home environment.

Current Funding Amount
(2026 Program Year)

For the 2026 calendar year, funding is limited and may change each year based on available county resources.

• $500 per child
• Up to $1,500 per family maximum per year
• Funds are limited to respite services only
• Program operates on a calendar year (January 1 – December 31) basis

Funding levels may change annually depending on budget availability.

What the Funds Can Be Used For (Current Year)

For the current year, FSS funds are limited to:

• In-home respite care
• Out-of-home respite care

(Additional supports such as equipment or supplies may not be included in the current funding cycle depending on annual program rules.)

Eligibility Requirements

To qualify for Family Support Services, families must meet the following general criteria:

• The individual must be eligible for MCBDDS services
• The individual must live in the family home with a parent or primary caregiver
• The family must reside in Montgomery County, Ohio
• The individual cannot be enrolled on a Medicaid waiver (waiver participants are not eligible)

Additional program restrictions may apply, including living situation requirements (individuals in foster care, group homes, or independent living are not eligible).

Important Program Notes

• Funding is limited and not guaranteed each year
• Applications may be placed on a waiting list if funds are exhausted
• FSS is a locally funded program, meaning availability depends on county budget allocations
• Families do not pay co-pays or provide income verification for eligibility

How to Apply / Get Started

Families interested in FSS should first be connected with MCBDDS services.

1. Contact your Service and Support Administrator (SSA) or MCBDDS Intake
2. Complete the FSS application process
3. MCBDDS reviews eligibility and funding availability
4. If approved, families receive instructions for using respite services or reimbursement

 MCBDDS Intake & Eligibility: (937) 457-2888
https://www.mcbdds.org/

Complex Medical Help (CMH) Program (Formerly BCMH)

The Complex Medical Help (CMH) Program, formerly known as the Bureau for Children with Medical Handicaps (BCMH), is a program of the Ohio Department of Health (ODH). It helps children and young adults with qualifying medical conditions access diagnostic services, treatment, and care coordination.

CMH supports families by connecting them with approved providers and helping cover medically necessary services related to eligible conditions.

What the Program Provides

CMH includes three core service areas:

• Diagnostic Services – Helps determine whether a child has an eligible medical condition
• Treatment Services – Helps cover medically necessary treatment for qualifying conditions
• Care Coordination – Supports families in navigating medical care and connecting to providers

Services may include doctor visits, testing, therapies, hospital care, prescriptions, and medical equipment when related to an approved diagnosis.

Eligibility Requirements

To qualify for CMH, a child must meet both medical and residency requirements:

Basic Eligibility:

• Be an Ohio resident
• Be under age 21
• Be under the care of a CMH-approved physician (MD or DO)
• Have a suspected or diagnosed qualifying medical condition

Diagnostic Program:

The Diagnostic Program helps families obtain evaluations to determine if a condition exists. This stage:

• Does not always require financial eligibility
• Is used to confirm or rule out a qualifying condition

Treatment Program:

The Treatment Program provides ongoing support after diagnosis. This stage typically requires:

• A confirmed eligible medical condition
• Medical necessity for services
• Financial eligibility requirements (based on household income and insurance coverage)

How to Get Started

Families can apply or be referred to CMH through:

• A child’s physician
• A public health nurse
• The local health department
• Self-referral by a parent or guardian

Steps:

1. Contact your child’s doctor or local health department
2. Complete the CMH application process
3. Submit medical records and documentation
4. CMH reviews eligibility and determines approval
5. If approved, a care coordinator helps connect services and providers

Important Notes

• CMH is a payer of last resort, meaning insurance or Medicaid is used first when available
• Services must be related to the approved medical condition
• The program is designed to ensure children receive timely diagnosis and coordinated medical care

Contact (Ohio Department of Health CMH/BCMH Program)

Ohio Department of Health
1-800-755-4769 (Parents line)
BCMH@odh.ohio.gov
https://odh.ohio.gov

Help Me Grow – Montgomery County, Ohio

Help Me Grow (HMG) is Ohio’s statewide system of early childhood supports for pregnant individuals, infants, toddlers, and young children. In Montgomery County, services are delivered through a local provider network known as Help Me Grow Brighter Futures, which connects families to early intervention, home visiting, and developmental supports.

Help Me Grow is often the first entry point into early childhood services, especially for families who have concerns about development, behavior, or medical needs in children birth to age 3.

Local Provider in Montgomery County

Help Me Grow Brighter Futures (Dayton)

Montgomery County families are served locally by:

• Help Me Grow Brighter Futures
• Located in Dayton, Ohio
• Provides both Early Intervention and Home Visiting services
• Central intake and care coordination for families

Families are connected to services through a single intake process and then matched with appropriate programs.

Services Available in Montgomery County

Early Intervention (Birth–Age 3)

Early Intervention supports infants and toddlers with developmental delays or disabilities. Services are individualized based on the child’s needs and may include:

• Developmental evaluations and screenings
• Speech, physical, and occupational therapy (if eligible)
• Service coordination through a Service Coordinator
• Family coaching to support daily routines and development
• Connection to community and medical resources

Services are provided at no cost to families, regardless of income.

Home Visiting (Prenatal–Age 3)

Home Visiting programs support pregnant individuals and families with young children by providing education and coaching in the home or virtually.

Programs in Montgomery County may include:

• Parenting support and education
• Pregnancy and newborn care guidance
• Child development education and milestone tracking
• Support for safe sleep, bonding, and nutrition
• Connection to community resources (housing, WIC, mental health supports, etc.)

Participation is voluntary and free.

Eligibility (Montgomery County Help Me Grow)

Home Visiting Eligibility:

Families may qualify if they are:

• Pregnant, or
• Have a child birth to age 3
• Living in Montgomery County, Ohio

Some programs may prioritize families experiencing:

• First-time parenting
• Limited support systems
• Medical or mental health concerns
• Financial stressors or other risk factors

Early Intervention Eligibility:

A child may qualify if they are:

• Under age 3, and
• Showing a developmental delay, OR
• Have a diagnosed condition likely to result in delay

Areas evaluated include:

• Communication
• Cognitive development
• Physical/motor skills
• Social-emotional development
• Adaptive/self-help skills

Eligibility is determined through a no-cost developmental evaluation coordinated through Help Me Grow.

How to Get Started in Montgomery County

Families do not need a diagnosis or referral from a doctor to begin.

Step 1: Make a Referral

Anyone can refer a child, including parents, doctors, daycare providers, or schools.

Step 2: Intake & Screening

A trained intake specialist will:

• Ask about concerns
• Complete developmental screening (if needed)
• Connect the family to Early Intervention or Home Visiting

Step 3: Evaluation (If Needed)

If concerns are identified, a free developmental evaluation is completed to determine eligibility.

Step 4: Services Begin

If eligible, families are connected with:

• A service coordinator (Early Intervention), or
• A home visitor (Home Visiting programs)

Why Help Me Grow Matters

In Montgomery County, Help Me Grow is often the first step before MCBDDS services, therapy services, or preschool special education. It helps families:

• Identify concerns early
• Access evaluations at no cost
• Get connected to therapy and developmental supports quickly
• Build a coordinated plan across medical, educational, and community systems

Contact Information (Montgomery County Access)

Help Me Grow Central Intake: 1-800-755-GROW (4769)
 Local Dayton/Brighter Futures: 937-208-GROW (4769)
https://helpmegrow.ohio.gov

Self-Advocacy at MCBDDS – “Voices Matter”

The Montgomery County Board of Developmental Disabilities Services (MCBDDS) supports a self-advocacy group called Voices Matter. This group is designed to empower adults with developmental disabilities to speak up for themselves, build leadership skills, and advocate for change in their communities.

Voices Matter is a peer-led group that brings together individuals with a wide range of abilities to learn from each other, build confidence, and share their experiences.

What the Group Focuses On

Members of Voices Matter work together to:

• Learn and practice self-advocacy skills
• Speak up about rights and personal choices
• Promote disability awareness in the community
• Educate providers, schools, and organizations
• Participate in community projects and presentations
• Support each other in building independence and confidence

The group also participates in public awareness activities and may collaborate with community partners on inclusion and advocacy initiatives.

Who Can Join

• Open to adults age 18 and older
• Must be an individual served by MCBDDS
• Participation is flexible—members can be as involved as they choose
• People with all types of abilities are welcome

Meetings & Participation

• Meetings are typically held weekly
• Often offered virtually (Zoom) or in-person depending on scheduling
• No special experience is required—just interest in self-advocacy and participation

How to Get Involved

To join or learn more:

• Talk to your Service and Support Administrator (SSA)
• Contact MCBDDS Community Relations staff
• Request information about Voices Matter self-advocacy group meetings

MCBDDS Main Line: (937) 890-0730
https://www.mcbdds.org

Why Self-Advocacy Matters

Self-advocacy helps individuals:

• Make informed choices about their lives
• Build confidence in decision-making
• Understand rights and responsibilities
• Participate more fully in their communities
• Shape services and systems that affect them

Self-Determination & Self-Advocacy

Self-determination means that individuals with disabilities have the right to make choices about their own lives, including where they live, how they spend their time, the supports they receive, and their long-term goals. It is about having control, choice, and voice in everyday decisions and future planning.

Self-determination is a key principle in Ohio’s disability service system and is supported through schools, county boards, and community organizations.

What Self-Determination Includes

Self-determination helps individuals:

• Make choices about daily routines and activities
• Set personal goals for work, education, and living
• Participate in planning meetings (such as IEPs or service plans)
• Build decision-making skills and independence
• Learn how to self-advocate and speak up for needs and preferences
• Take part in Supported Decision-Making instead of guardianship when appropriate

Local Self-Advocacy Opportunities

In Montgomery County and the surrounding region, there are several ways individuals can get involved in self-advocacy and leadership.

MCBDDS “Voices Matter” Self-Advocacy Group

The Montgomery County Board of Developmental Disabilities Services (MCBDDS) supports a self-advocacy group called Voices Matter. This group is led by and for individuals with developmental disabilities.

Members:

• Learn self-advocacy and leadership skills
• Share their experiences and perspectives
• Participate in community education and awareness events
• Support disability rights and inclusion efforts
• Build confidence in speaking up for themselves

Open to adults receiving MCBDDS services
MCBDDS: (937) 890-0730
https://www.mcbdds.org

Ohio Self Determination Association (OSDA)

The Ohio Self Determination Association (OSDA) is a statewide organization that promotes self-determination, self-advocacy, and person-centered planning for people with disabilities across Ohio.

OSDA supports individuals through:

• Training and education on self-advocacy
• Leadership development opportunities
• Conferences and events focused on self-determination
• Connection to self-advocates across the state

https://www.osdaohio.org

People First Ohio (Self-Advocacy Network)

People First of Ohio is a statewide self-advocacy movement led by individuals with developmental disabilities. Local chapters and statewide meetings provide opportunities to:

• Learn about rights and self-advocacy
• Practice public speaking and leadership skills
• Connect with peers across Ohio
• Participate in systems change and advocacy efforts

https://www.peoplefirstohio.org

Why Self-Determination Matters

When individuals are supported in self-determination, they are more likely to:

• Live more independently
• Make informed choices about their lives
• Build meaningful relationships and community connections
• Participate in employment and education opportunities
• Experience greater satisfaction and quality of life

Families, educators, and providers play an important role in encouraging and supporting self-determined decision-making at every age.

Getting Started

Individuals can begin exploring self-determination by:

• Attending a local self-advocacy group meeting
• Talking with their Service and Support Administrator (SSA)
• Participating in school IEP self-advocacy goals
• Joining statewide groups like OSDA or People First Ohio

Charting the LifeCourse (Ohio)

Charting the LifeCourse™ (CtLC) is a person-centered framework and set of tools designed to help individuals with disabilities and their families plan for a good life. It is widely used across Ohio’s disability and early childhood systems, including schools, county boards of developmental disabilities, and family support organizations.

The LifeCourse framework helps individuals and families think about:

• What a “good life” looks like now and in the future
• Supports needed for daily living, school, work, and community life
• Strengths, goals, and priorities at different life stages
• How to build a “network of support” beyond formal services
• Planning for transitions such as school age to adulthood

Tools like the Life Trajectory, Integrated Star, and Daily Life & Employment Guide help families organize information and plan across the lifespan.

Charting the LifeCourse Ambassador

I am a Charting the LifeCourse Ambassador, supporting families in understanding and using LifeCourse tools to plan for services, transitions, and long-term goals.

If you would like support using LifeCourse tools or connecting to resources, you are welcome to contact me:

dawn.millhouse@centerville.k12.oh.us
(937) 572-8715

Family Resource Network of Ohio (FRNO)

The Family Resource Network of Ohio (FRNO) is a statewide organization that supports families of individuals with disabilities, special health care needs, and complex support needs. FRNO focuses on connecting families to information, peer support, and resources across Ohio.

FRNO helps families by providing:

• Parent-to-parent support and networking
• Resource navigation and system guidance
• Training and educational opportunities
• Advocacy support for families navigating disability systems
• Connection to local and statewide family organizations

FRNO works closely with families, schools, county boards, and state agencies to strengthen family voice and improve access to services.

Why These Resources Matter

Together, Charting the LifeCourse and FRNO help families:

• Understand and navigate complex service systems
• Build long-term plans for school, transition, and adulthood
• Strengthen natural supports and community connections
• Advocate more effectively for individualized services
• Focus on “a good life,” not just services

RedTreehouse

RedTreehouse is an online family resource network created by the Ohio Family and Children First Council. It serves as a centralized hub where families, caregivers, and professionals can find trusted information, local services, and support resources for children and youth in Ohio.

RedTreehouse is designed to make it easier for families to connect with help without having to search multiple websites or agencies.

What RedTreehouse Provides

RedTreehouse helps families locate and explore services such as:

• Early childhood and developmental supports
• Mental health and behavioral health services
• Disability and special education resources
• Health care and medical services
• Family support organizations
• Community programs and basic needs supports (food, housing, transportation)

It also includes educational articles and tools to help families better understand systems of care.

Key Features

Families and professionals can use RedTreehouse to:

• Search for local resources by zip code or need
• Access a statewide directory of services
• Learn about child development and parenting supports
• Find crisis and urgent support resources
• Connect with family peer support organizations
• Explore topic-based guides (education, disability, mental health, etc.)

Who Can Use It

RedTreehouse is available for:

• Parents and caregivers
• Youth and young adults
• Educators and school staff
• Health care and social service professionals
• Community organizations

There is no cost to use the website.

Why RedTreehouse Matters

RedTreehouse helps simplify a complex system by:

• Putting multiple service systems in one place
• Reducing time spent searching for resources
• Connecting families to both local and statewide supports
• Supporting early intervention and timely access to services
• Strengthening collaboration across agencies

Access the Resource

https://www.redtreehouse.org

Autism Society of Dayton

The Autism Society of Dayton is a local affiliate of the national Autism Society dedicated to improving the lives of individuals with autism and their families in the Dayton region. The organization focuses on advocacy, education, support, and community connection for individuals across the autism spectrum.

The Autism Society of Dayton works to ensure that individuals with autism and their families have access to meaningful supports, inclusive opportunities, and reliable information throughout all stages of life.

What the Autism Society of Dayton Provides

The organization offers a variety of supports and community-based services, including:

• Family and caregiver support and networking
• Educational workshops and training opportunities
• Community events and social activities
• Advocacy for inclusion in schools, workplaces, and the community
• Resource navigation and referrals
• Awareness and acceptance initiatives

Programs are designed to support individuals across the lifespan—from early childhood through adulthood.

Support for Families

Families can access support through:

• Parent-to-parent connections
• Information about local services and resources
• Help understanding school supports, including IEPs
• Guidance during transitions (early childhood, school age, and adulthood)
• Opportunities to connect with other families in the Dayton area

Who Can Participate

• Individuals with autism of all ages
• Parents and caregivers
• Educators and professionals
• Community members and advocates

Membership and participation in many programs may be open to the public, while some events may require registration.

Why This Organization Matters

The Autism Society of Dayton helps strengthen the local community by:

• Promoting acceptance and inclusion
• Supporting families navigating complex systems
• Increasing access to education and advocacy tools
• Building peer networks and community connections
• Enhancing quality of life for individuals with autism

Contact & Information
https://www.autismdayton.org

Autism Connections

Autism Connections is a regional nonprofit organization that provides support, education, advocacy, and resources for individuals on the autism spectrum and their families. Serving Southwest Ohio—including families in the Miami Valley region—Autism Connections works to improve quality of life through connection, education, and community support.

The organization focuses on helping individuals with autism and their families navigate services, build skills, and access inclusive opportunities across the lifespan.

What Autism Connections Provides

Autism Connections offers a wide range of programs and services, including:

• Family support and peer networking
• Autism education and training workshops
• Community events and social opportunities
• Advocacy support for school and community inclusion
• Resource navigation and referrals
• Transition planning support for adolescence and adulthood

Programs are designed to support individuals at all ages and ability levels.

Support for Families

Families can access support through:

• Parent-to-parent connections and mentoring
• Help understanding autism services and systems of care
• Guidance with IEPs and school supports
• Information about local therapy, respite, and community programs
• Opportunities to connect with other families in the region

Who Can Participate

• Individuals with autism of all ages
• Parents, caregivers, and family members
• Educators and school professionals
• Community partners and advocates

Many services are open to the public, while some support groups or events may require registration or membership.

Why Autism Connections Matters

Autism Connections strengthens communities by:

• Increasing access to autism education and support
• Reducing isolation for families and individuals
• Promoting acceptance and inclusion
• Supporting successful transitions across the lifespan
• Connecting families to local and regional resources

Contact & Information

https://www.autismcincy.org

Autism Society of Ohio

The Autism Society of Ohio (ASO) is a statewide nonprofit organization dedicated to improving the lives of individuals with autism and their families through advocacy, education, support, and community connection. ASO is part of the national Autism Society network and works to ensure that individuals with autism across Ohio have access to meaningful resources and inclusive opportunities.

ASO supports individuals of all ages—from early childhood through adulthood—and focuses on building acceptance, understanding, and access to services throughout the state.

What the Autism Society of Ohio Provides

The Autism Society of Ohio offers:

• Statewide autism advocacy and public awareness
• Educational resources for families and professionals
• Training opportunities and informational webinars
• Guidance on navigating Ohio systems of care and services
• Connections to local Autism Society chapters and affiliates
• Support for inclusion in schools, workplaces, and communities

Support for Families and Individuals

Families and individuals can use ASO as a statewide connector for:

• Understanding autism-related services in Ohio
• Finding local support groups and organizations
• Learning about school supports and transition planning
• Accessing community-based resources
• Connecting to advocacy efforts at the state level

ASO often works alongside local affiliates such as Autism Society Dayton and Autism Connections to strengthen regional support networks.

Who Can Participate

• Individuals with autism of all ages
• Parents and caregivers
• Educators and school staff
• Service providers and community organizations
• Advocates and self-advocates

Why Autism Society of Ohio Matters

The Autism Society of Ohio helps strengthen statewide support by:

• Connecting families to trusted local and regional resources
• Promoting autism acceptance and inclusion
• Supporting policy and systems advocacy
• Providing education to improve understanding of autism
• Building a stronger statewide network of support

Contact & Information

Autism Society of Ohio • 614-495-7551 • info@autismohio.org • https://autismohio.org/

Miami Valley Down Syndrome Association (MVDSA)

The Miami Valley Down Syndrome Association (MVDSA) is a local nonprofit organization that supports individuals with Down syndrome, their families, and the broader Miami Valley community. MVDSA promotes inclusion, advocacy, education, and lifelong opportunities for individuals with Down syndrome.

The organization serves individuals from birth through adulthood and works to build a strong, connected community where individuals with Down syndrome are valued, included, and supported.

What MVDSA Provides

MVDSA offers a wide range of programs and supports, including:

• Family support and parent networking
• Educational workshops and trainings
• Social events and community gatherings
• Advocacy and awareness initiatives
• Transition support from school to adulthood
• Inclusive recreational and enrichment opportunities

Programs are designed to support individuals at all life stages and encourage full participation in school, work, and community life.

Support for Families

Families can connect with MVDSA for:

• Peer-to-peer support from other parents and caregivers
• Guidance on early intervention and school services (IEPs)
• Transition planning resources for adolescence and adulthood
• Community connection and friendship opportunities
• Access to local events and inclusive activities

Who Can Participate

• Individuals with Down syndrome of all ages
• Parents and caregivers
• Siblings and extended family members
• Educators, therapists, and community partners
• Advocates and volunteers

Many MVDSA programs are open to both members and the broader community.

Why MVDSA Matters

MVDSA plays an important role in the Miami Valley by:

• Supporting families from diagnosis through adulthood
• Promoting inclusive education and employment opportunities
• Building community awareness and acceptance
• Encouraging independence and self-advocacy
• Creating lifelong social connections

Contact & Information

http://www.mvdsa.org/

Montgomery County Job and Family Services

Montgomery County Human Services (often called Montgomery County Job & Family Services) provides a wide range of public assistance programs and support services to individuals and families in Montgomery County, Ohio. These programs are designed to help meet basic needs, promote stability, and support family well-being.

Services are administered through multiple divisions, including Income Support, Child Care Assistance, Child Support, and Workforce Development programs.

Services Provided

Montgomery County Human Services offers several key programs, including:

Financial & Basic Needs Support

• SNAP (Food Assistance)
• Cash assistance (Ohio Works First)
• Emergency financial assistance (in qualifying situations)
• Utility assistance referrals and programs

Child Care Assistance

• Help paying for eligible child care while parents work, attend school, or training
• Assistance with approved child care providers
• Sliding scale support based on household income

Child & Family Services

• Child support services (establishing and enforcing support orders)
• Family stabilization and support services
• Referrals to community resources and crisis supports

Workforce & Employment Supports

• Job search assistance and training programs
• Employment readiness support
• Connections to education and workforce development programs

Additional Community Supports

• Referrals to housing assistance programs
• Connection to community-based organizations
• Help navigating public benefit systems

Eligibility Overview

Eligibility for most programs is based on:

• Household income
• Household size
• Employment or work/training status (for some programs)
• Residency in Montgomery County, Ohio
• Specific program requirements (varies by service)

Each program has its own eligibility rules, and families may qualify for some services but not others.

How to Get Connected

Families and individuals can access services through several pathways:

Apply by Phone or Online

• Apply for benefits online through Ohio Benefits or ConnectEBT systems
• Phone assistance is available for application support

In Person

Visit a Montgomery County Job & Family Services office for assistance with applications, documentation, or case questions.

Referrals

Individuals may also be referred by:

• Schools
• Hospitals or medical providers
• Community agencies
• Case managers or service coordinators

What to Expect

When applying, individuals may need to provide:

• Proof of identity
• Proof of income
• Household information
• Residency documentation

Processing times vary depending on the program.

Why Human Services Matters

Montgomery County Human Services plays an important role in supporting families by:

• Helping meet basic needs such as food and financial stability
• Supporting working families through child care assistance
• Connecting families to employment opportunities
• Providing a foundation of stability that supports children’s development and family well-being

Contact Information

Montgomery County Job & Family Services
Main Office: (937) 225-4148
https://www.mcohio.org/460/Job-Family-Services

Wrightslaw

Wrightslaw is a nationally recognized resource that provides reliable information about special education law, disability rights, and advocacy for children with disabilities. It is widely used by parents, educators, advocates, and attorneys to better understand the rights of students receiving special education services.

Wrightslaw is especially helpful for families navigating the IEP (Individualized Education Program) process, discipline issues, evaluations, and disputes with school districts.

What Wrightslaw Provides

Wrightslaw offers a wide range of educational and legal resources, including:

• Clear explanations of special education law (IDEA)
• Guidance on the IEP process and school evaluations
• Information on student discipline and behavioral supports
• Advocacy strategies for working with schools
• Articles, case law summaries, and legal updates
• Training seminars and workshops (in-person and online)

Key Topics Covered

Families can find information on:

• Special education eligibility and evaluations
• IEP goals, services, and placement decisions
• Parental rights in school meetings
• Procedural safeguards and dispute resolution options
• Discipline protections for students with disabilities
• Section 504 plans and accommodations

Who Can Use Wrightslaw

Wrightslaw is designed for:

• Parents and caregivers
• Special education teachers and school staff
• Advocates and service coordinators
• Attorneys and legal professionals
• Anyone supporting students with disabilities

Why Wrightslaw Matters

Wrightslaw is a trusted resource because it helps families:

• Understand their legal rights in schools
• Feel more confident in IEP meetings
• Advocate effectively for appropriate services
• Navigate disagreements with school districts
• Access accurate, plain-language explanations of complex laws

Getting Started

Families can explore Wrightslaw by:

• Reading articles on special education topics
• Using the “Yellow Pages for Kids” directory to find local resources
• Attending Wrightslaw training events
• Reviewing legal summaries and case examples

Access the Resource

https://www.wrightslaw.com

Ohio Family 2 Family

Ohio Family 2 Family is a statewide peer support and resource network designed to help families of children and youth with disabilities, special health care needs, and complex support needs. It is part of Ohio’s family-to-family support system and is operated through partnerships with family-led organizations and statewide disability networks.

The program connects families with trained parent mentors who have lived experience navigating disability, medical, educational, and community service systems.

What Ohio Family 2 Family Provides

Ohio Family 2 Family offers:

• One-on-one peer support from trained family mentors
• Help understanding disability and health care systems
• Guidance on early intervention, education, and transition planning
• Support navigating services such as Medicaid, waivers, and special education
• Emotional support from families who have “been there before”
• Connection to local and statewide resources

How It Helps Families

Families can receive support with:

• Understanding a new diagnosis
• Navigating school services (IEPs, evaluations, accommodations)
• Accessing early intervention and developmental services
• Transition planning for adolescence and adulthood
• Coordinating medical, educational, and community supports
• Finding local resources and support groups

Who Can Use Ohio Family 2 Family

• Parents and caregivers of children with disabilities or special health care needs
• Families of children with developmental delays or medical complexity
• Youth and young adults transitioning into adult services
• Anyone seeking guidance from another family with lived experience

All services are free and confidential.

Why Ohio Family 2 Family Matters

Ohio Family 2 Family helps strengthen families by:

• Reducing isolation and stress through peer connection
• Providing real-life experience and practical guidance
• Helping families navigate complex systems more confidently
• Improving access to services through informed decision-making
• Building stronger family leadership and advocacy statewide

How to Get Connected

Families can connect with Ohio Family 2 Family by:

• Requesting peer support through statewide referral systems
• Connecting through partner organizations and family networks
• Attending family support events or trainings
• Being matched with a trained parent mentor

Contact & Information

https://www.ohiof2f.org/

Aim for the Handicapped (Dayton, Ohio)

Aim for the Handicapped is a local nonprofit organization in Dayton, Ohio that provides financial assistance to individuals with disabilities to help them access essential equipment and supports that improve independence, mobility, and quality of life.

The organization focuses on helping individuals obtain items and services that may not be fully covered by insurance or other funding sources.

What Aim for the Handicapped Provides

Aim for the Handicapped may assist with funding or support for:

• Wheelchairs and mobility equipment
• Adaptive and assistive technology
• Home accessibility modifications
• Medical equipment and devices
• Other disability-related needs that support independence

Assistance is typically provided based on available funding and demonstrated need.

Who May Be Eligible

Eligibility is generally based on:

• Residency in the Dayton, Ohio / Miami Valley area
• Having a documented disability or medical need
• Financial need or lack of full insurance coverage for equipment
• Specific criteria related to the requested equipment or support

Each request is reviewed individually, and funding is not guaranteed.

How to Apply or Get Connected

Families and individuals can get started by:

• Submitting an application or request for assistance
• Providing documentation of medical need and cost estimates
• Working with a provider, therapist, or physician when needed
• Waiting for review and approval based on available funds

Why Aim for the Handicapped Matters

Aim for the Handicapped plays an important role in the Dayton community by:

• Helping individuals access life-changing mobility equipment
• Reducing financial barriers to independence
• Supporting children and adults with disabilities locally
• Filling gaps not covered by insurance or waiver funding
• Promoting greater independence and community participation

Contact Information

Dayton, Ohio
https://www.aimforthehandicapped.org/

Courageous Parents Network

The Courageous Parents Network (CPN) is a national nonprofit organization that provides education, support, and community for parents and caregivers of children with serious medical conditions, complex health needs, or life-limiting diagnoses.

CPN focuses on helping families feel less alone by sharing real parent experiences, expert guidance, and practical tools for navigating complex medical journeys.

What Courageous Parents Network Provides

The Courageous Parents Network offers a wide range of supports, including:

• Video stories from parents and medical professionals
• Educational resources about complex medical care
• Guidance on care planning and decision-making
• Support for understanding medical systems and care teams
• Resources for coping, grief, and emotional wellness
• Tools for navigating difficult conversations and care transitions

Key Topics and Support Areas

Families can find information on:

• Complex medical diagnoses and rare conditions
• Hospital care and medical decision-making
• Palliative care and supportive care planning
• Care coordination across providers and systems
• Sibling and family emotional support
• End-of-life planning and legacy building (when applicable)

Who Can Use Courageous Parents Network

CPN is designed for:

• Parents and caregivers of children with complex medical needs
• Families facing serious or life-limiting diagnoses
• Medical professionals and care teams
• Social workers, therapists, and care coordinators
• Anyone supporting a medically complex child or family

Why Courageous Parents Network Matters

Courageous Parents Network helps families by:

• Reducing isolation through shared lived experiences
• Providing honest, compassionate education
• Supporting informed medical decision-making
• Helping families feel more confident navigating care systems
• Offering emotional support alongside practical guidance

How to Access Resources

Families can explore CPN by:

• Watching educational and storytelling videos
• Reading parent and clinician guides
• Exploring topic-based resource libraries
• Using tools for care planning and decision support
• Joining online learning opportunities and webinars

Access the Resource

https://courageousparentsnetwork.org/

United Rehabilitation Services (URS)

United Rehabilitation Services (URS) is a nonprofit organization in Dayton, Ohio that provides services and programs for children and adults with disabilities, developmental delays, and other special needs. URS focuses on helping individuals achieve greater independence, communication, mobility, and community participation.

URS offers a wide range of therapy, early childhood, and adult services designed to support individuals at all stages of life.

Services Provided

Early Childhood & Pediatric Services

URS provides early intervention and pediatric supports for young children, including:

• Speech therapy
• Occupational therapy
• Physical therapy
• Developmental preschool programs
• Early learning and school readiness support

Adult Services

For adults with disabilities, URS offers programs that support independence and community engagement, including:

• Adult day services
• Community integration activities
• Skill-building programs
• Employment readiness and vocational support
• Transportation to program services (as available)

Therapy Services

URS provides outpatient therapy services for children and adults, including:

• Physical therapy (PT)
• Occupational therapy (OT)
• Speech-language therapy (ST)

Therapies are designed to support functional skills needed for daily life.

Who Can Receive Services

Eligibility is generally based on:

• Having a developmental disability, delay, or other qualifying need
• Referral from a physician, school, or agency (for some services)
• Assessment to determine service needs
• Residency in the Dayton/Miami Valley region (for most programs)

Specific eligibility requirements may vary depending on the program or service type.

How to Get Started

Families or individuals can access URS services by:

1. Contacting URS directly for information or intake
2. Completing an intake or referral process
3. Participating in an assessment to determine service needs
4. Developing an individualized service plan (if eligible)

Why URS Matters

United Rehabilitation Services plays an important role in the Miami Valley by:

• Supporting early development and school readiness
• Providing critical therapy services in one location
• Promoting independence for children and adults with disabilities
• Supporting community inclusion and life skills development
• Helping individuals reach their personal goals

Contact Information

United Rehabilitation Services
Dayton, Ohio
https://www.ursdayton.org

Healthy Living for Children with Disabilities & Special Health Care Needs

Supporting “healthy living” for children with disabilities or special health care needs includes more than nutrition and exercise—it also includes sleep, emotional wellness, sensory needs, routines, and family well-being. The resources below provide practical, evidence-based guidance for families and caregivers.

Nutrition & Feeding Support

• Cerebral Palsy Foundation – Nutrition & Feeding Challenges
  https://www.yourcpf.org
  (Search: “feeding and nutrition”)
• American Academy of Pediatrics – HealthyChildren.org Nutrition Resources
  https://www.healthychildren.org
  Topics include picky eating, special diets, and feeding challenges in children with special needs.
• Feeding Matters (Pediatric Feeding Disorder resources)
  https://www.feedingmatters.org
  Supports families dealing with feeding delays, oral motor challenges, and selective eating.

Sleep Health

• HealthyChildren.org – Sleep and Children with Special Needs
  https://www.healthychildren.org
  Search: “sleep problems children with disabilities”
• Autism Speaks – Sleep Strategies
  https://www.autismspeaks.org/sleep
  Practical tips for bedtime routines, sensory supports, and sleep challenges.

Physical Activity & Movement

• CDC – Physical Activity for Children with Disabilities
  https://www.cdc.gov/physicalactivity/basics/children/disabilities.html
  Guidance on adapting exercise and building daily movement routines.
• Special Olympics – Healthy Athletes & Fitness Resources
  https://www.specialolympics.orgPromotes inclusive fitness, sports participation, and health screenings.

Emotional & Mental Wellness

• Child Mind Institute – Special Needs Parenting Resources
  https://childmind.orgTopics include anxiety, behavior support, and emotional regulation strategies.
• The Arc – Health & Wellness Resources
  https://thearc.orgFocuses on overall well-being for individuals with intellectual and developmental disabilities.

Family Wellness & Stress Support

• Family Voices – Family-Centered Care Resources
  https://familyvoices.org
  Supports families of children with complex medical and developmental needs.
• Courageous Parents Network – Caregiver Support & Coping
  https://courageousparentsnetwork.org
  Helps families manage stress, grief, and long-term caregiving challenges.

Why Healthy Living Matters

Healthy living for children with special needs supports:

• Better learning and focus
• Improved behavior and emotional regulation
• Stronger physical health and mobility
• Reduced caregiver stress
• Greater independence over time

Small, consistent changes in daily routines often make the biggest impact.

Healthy Habits Cooking Club (Dayton, Ohio)

The Healthy Habits Cooking Club is a nonprofit cooking and nutrition program in the Dayton area that supports adults with developmental disabilities in building independent living skills through hands-on cooking, nutrition education, and social connection.

The program provides structured cooking classes where participants prepare meals together, learn kitchen safety, and practice healthy eating habits in a supportive, social environment.

What the Program Offers

Healthy Habits Cooking Club focuses on helping participants:

• Learn basic cooking skills and kitchen safety
• Practice healthy meal preparation and nutrition awareness
• Build independence through everyday life skills
• Develop social skills and friendships
• Participate in structured, hands-on group cooking experiences
• Enjoy shared meals in a supportive environment

Each class is designed to combine life skills training + social connection + healthy eating.

Who the Program Serves

• Adults with developmental disabilities
• Individuals who want to build independent living and cooking skills
• Participants who benefit from structured, small-group learning environments
• Families and caregivers seeking life skills enrichment opportunities

How Classes Work

• Small group cooking sessions with instructor support
• Volunteers may assist with setup, cleanup, and participation
• Classes are held weekly and follow themed recipes and meal plans
• Participants cook, eat together, and learn social and kitchen skills in real time

Location: Dayton / Kettering area (inside a shared kitchen space in Kettering, Ohio)
Phone: (937) 293-6619
https://www.healthyhabitscookclub.org

Why Healthy Habits Cooking Club Matters

This program supports independence and quality of life by:

• Teaching real-world cooking and nutrition skills
• Encouraging healthier eating habits
• Providing meaningful social interaction
• Building confidence in independent living skills
• Creating a fun, supportive community environment

NAMI Montgomery County Ohio (Dayton)

The National Alliance on Mental Illness (NAMI) Montgomery County Ohio is a local affiliate of the nation’s largest grassroots mental health organization. NAMI provides support, education, and advocacy for individuals living with mental health conditions and for their families, friends, and caregivers.

NAMI Montgomery County Ohio serves the Dayton and surrounding community by offering free programs designed to reduce stigma, build understanding, and connect people to support.

What NAMI Provides

NAMI offers a variety of free, peer-led and educational programs, including:

Support Groups

• NAMI Family Support Group – for family members, caregivers, and loved ones
• NAMI Connection Recovery Support Group – for adults living with mental health conditions
• Peer-led groups that provide a safe, confidential space to share experiences and receive support

Education Programs

• Family education classes
• Peer education and recovery support programs
• Information about mental health conditions and treatment options

Advocacy & Community Support

• Mental health awareness and stigma reduction
• Community outreach and events
• Guidance on navigating mental health systems and services

Who NAMI Serves

NAMI supports:

• Individuals living with mental health conditions
• Parents, caregivers, and family members
• Youth and adults experiencing mental health challenges
• Educators, providers, and community members

All programs are free of charge and led by trained volunteers with lived experience.

How to Get Involved or Access Services

Families and individuals can connect with NAMI Montgomery County Ohio by:

• Attending a support group (in-person or virtual, depending on schedule)
• Registering for educational programs or classes
• Contacting the local office for resources or guidance
• Visiting the website for current calendars and events

Contact Information

NAMI Montgomery County Ohio
409 E. Monument Ave., Suite 102
Dayton, OH 45402

Phone/Text: 937-299-3667
https://nami-mc.org
Crisis Support: Call or text 988 (Suicide & Crisis Lifeline)

Why NAMI Matters

NAMI is an important community resource because it:

• Provides free, peer-led mental health support
• Reduces isolation for individuals and families
• Helps people understand mental health conditions
• Builds connection and hope through shared experience
• Strengthens community awareness and advocacy

Care Notebook

A Care Notebook is a simple but powerful tool that helps families organize important information about their child’s health, development, education, and services in one place. It is especially helpful for children and adults with disabilities, chronic health conditions, or complex support needs.

A Care Notebook can be used in paper form, a binder, or a digital format—whatever works best for the family.

What a Care Notebook Includes

A Care Notebook typically includes sections such as:

Medical Information

• Diagnoses and medical history
• Medication lists and dosages
• Allergy information
• Contact information for doctors and specialists
• Hospital visits and important medical events

Education Information

• IEP or 504 plan summaries
• School contacts (teachers, intervention specialists, administrators)
• Evaluation reports (ETRs)
• Therapy services received in school
• Meeting notes and progress updates

Therapy & Support Services

• Speech, occupational, or physical therapy notes
• Service providers and contact information
• MCBDDS or Help Me Grow service coordination notes
• Private therapy or community-based supports

Daily Life & Routines

• Behavior supports or strategies that work at home and school
• Communication preferences or tools (AAC, visual supports, etc.)
• Daily schedules and routines
• Sensory needs and helpful accommodations

Important Contacts

• Family members or guardians
• Emergency contacts
• Service coordinators or case managers
• School and medical teams
• Community support providers

Why a Care Notebook is Helpful

A Care Notebook helps families:

• Keep all important information in one organized place
• Share accurate information quickly during emergencies or appointments
• Track changes in services, medications, and supports
• Prepare for IEP meetings, medical visits, or evaluations
• Reduce stress when multiple providers are involved
• Support smooth transitions between schools, providers, or systems

Who Should Use a Care Notebook

Care Notebooks are helpful for:

• Parents and caregivers of children with disabilities or medical needs
• Youth and adults managing ongoing services
• Families involved in early intervention or special education
• Individuals receiving MCBDDS, therapy, or medical supports
• Anyone coordinating multiple systems of care

Getting Started

Families can start a Care Notebook by:

• Using a simple three-ring binder or folder system
• Organizing sections based on medical, school, and community services
• Adding documents as they receive them (IEPs, reports, summaries)
• Updating information regularly
• Sharing relevant sections with providers when needed

Why It Matters

A Care Notebook supports better care by:

• Improving communication between families and providers
• Helping teams make informed decisions
• Strengthening advocacy during meetings and appointments
• Supporting continuity of care across systems
• Empowering families with organization and confidence

Resiliency Ohio

Resiliency Ohio is a statewide initiative focused on building resilience, strength, and well-being for individuals, families, and communities across Ohio. It is especially focused on supporting youth and families experiencing stress, trauma, disability, or complex life challenges.

The program promotes positive mental health, coping skills, and community connections so individuals can better navigate challenges and build long-term resilience.

Resiliency Ohio Focuses On

Resiliency Ohio supports individuals and families by promoting:

• Emotional wellness and coping skills
• Healthy relationships and communication
• Positive youth development
• Trauma-informed approaches to care and support
• Strength-based thinking and problem solving
• Community connection and protective factors

Programs and Supports

Depending on local implementation and partners, Resiliency Ohio may include:

• Youth and family engagement programs
• School and community-based prevention efforts
• Mental health awareness and education
• Training on resilience and trauma-informed practices
• Support for building safe, stable, and nurturing environments

Who It Supports

Resiliency Ohio is designed for:

• Children and youth
• Parents and caregivers
• Schools and educators
• Community organizations
• Behavioral health and service providers

Programs often focus on supporting families who may be experiencing:

• Stress related to disability or medical needs
• Behavioral or mental health challenges
• Family transitions or instability
• Barriers to accessing services

Why Resiliency Matters

Resiliency Ohio helps strengthen communities by:

• Building coping skills and emotional strength
• Reducing the impact of stress and trauma
• Supporting positive youth development
• Encouraging family engagement and connection
• Promoting long-term well-being and stability

How to Get Connected

Families and professionals can connect through:

• Local school districts and prevention programs
• Community mental health agencies
• County-based family and youth programs
• Partner organizations offering resiliency training and support

Learn More: https://resiliencyohio.org

Family Voices of Ohio

Family Voices of Ohio is a statewide organization that supports families of children and youth with special health care needs and disabilities. It is part of the national Family Voices network and is focused on ensuring that families have access to information, resources, and the support they need to navigate complex systems of care.

Family Voices of Ohio is family-led and works to strengthen the role of families as partners in health care, education, and community services.

What Family Voices of Ohio Provides

Family Voices of Ohio offers:

• Parent-to-parent support and connection
• Assistance navigating health care and service systems
• Education and training for families and caregivers
• Advocacy support for children with special health care needs
• Information about insurance, Medicaid, and waiver programs
• Help understanding care coordination and service planning

Support for Families

Families can receive support with:

• Understanding a new diagnosis
• Coordinating multiple medical and therapy providers
• Navigating insurance, Medicaid, and billing systems
• Accessing early intervention and developmental services
• Preparing for school services and transitions
• Connecting to other families with similar experiences

Who Can Participate

• Parents and caregivers of children with special health care needs
• Families of children with disabilities or complex medical conditions
• Youth and young adults transitioning to adult services
• Professionals who support families in health or education systems

All services and supports are designed to be family-centered and accessible.

Why Family Voices of Ohio Matters

Family Voices of Ohio helps families by:

• Reducing isolation through peer support
• Improving access to accurate, understandable information
• Strengthening family involvement in decision-making
• Supporting navigation of complex health and education systems
• Elevating the voice of families in policy and systems change

How to Get Connected

Families can connect by:

• Reaching out for peer support or guidance
• Participating in training or educational opportunities
• Accessing online family resources and toolkits
• Connecting through partner organizations across Ohio

Contact & Information

https://www.familyvoicesofohio.org

Telehealth Support for Children with Autism and Developmental Disabilities (Article Summary)

This article from Pepperdine University’s online graduate program explores how telehealth (virtual therapy and services delivered through video platforms) can effectively support children with autism and other developmental disabilities.

The article highlights that telehealth has become an increasingly useful tool for delivering services such as behavior therapy, parent coaching, and developmental interventions. It explains that virtual services can help reduce barriers to care, especially for families who may face challenges with transportation, distance, scheduling, or limited local providers.

One of the key benefits discussed is that telehealth allows clinicians to observe children in their natural home environment, which can provide more accurate insight into daily behaviors and routines. It also often increases caregiver involvement, since parents are more actively engaged in sessions and coaching.

The article also notes that telehealth may help reduce anxiety for some children by eliminating the stress of unfamiliar clinical settings. In addition, it emphasizes that parent participation is essential, as caregivers often play a direct role in implementing strategies between sessions.

At the same time, the article recognizes that telehealth is not a perfect fit for every child. Successful implementation depends on factors such as technology access, caregiver availability, and the child’s ability to participate in a virtual format.

Overall, the article presents telehealth as a flexible and effective support option when paired with strong caregiver involvement and individualized planning. https://onlinegrad.pepperdine.edu/blog/children-autism-developmental-disabilities-telehealth-modality/

Why Telehealth Matters for Families

Telehealth can support families by:

• Increasing access to specialists and therapy services
• Reducing travel time and transportation barriers
• Supporting parent coaching and in-home strategies
• Allowing services in a child’s natural environment
• Expanding options for rural or underserved areas

Similar Telehealth and Autism Support Resources

You may also want to include these trusted, family-friendly resources:

American Academy of Pediatrics (AAP) – Telehealth in Developmental Care

Explains how telehealth is used for developmental screening, evaluation, and parent coaching.
https://www.aap.org

CDC – Developmental Disabilities and Telehealth Access

Provides general guidance on developmental monitoring and access to care for children with disabilities.
https://www.cdc.gov

Autism Speaks – Telehealth Resources for Autism

Offers information about virtual therapy, parent training, and remote autism services.
https://www.autismspeaks.org

Child Mind Institute – Remote Mental Health & Therapy Resources

Includes guidance on teletherapy, anxiety, behavior supports, and emotional health.
https://childmind.org

Family Voices – Care Coordination & Virtual Support

Supports families navigating health systems, including telehealth-based care coordination.
https://familyvoices.org

National Institute of Mental Health (NIMH) – Telehealth Overview

Provides research-based information about telehealth in mental and behavioral health care.
https://www.nimh.nih.gov

Helping Hands of Dayton

Helping Hands of Dayton is a local nonprofit organization that provides care kits with essential personal items to families who have a child hospitalized in a critical care unit in the Miami Valley area. The organization focuses on supporting families during one of the most stressful and unexpected times in their lives.

Helping Hands works in partnership with local hospitals to ensure that families can focus on their child’s care while having access to basic necessities.

What Helping Hands Provides

Helping Hands of Dayton supplies Care Kits that may include:

• Toothbrushes and toothpaste
• Deodorant
• Shampoo and soap
• Tissues and hygiene items
• Paper, pens, and basic comfort items
• A hospital cafeteria gift card
• A handwritten note of encouragement

These kits are designed to support families during the first hours of an unexpected hospital stay, when they may not have had time to gather essentials.

Who Receives Support

Helping Hands Care Kits are provided to:

• Families with a child admitted to a pediatric ICU or neonatal ICU
• Families receiving care at participating hospitals in the Miami Valley
• Parents and caregivers experiencing an emergency hospitalization situation

Kits are distributed directly through hospital partners.

How the Program Works

• Volunteers assemble Care Kits throughout the year
• Kits are delivered to local hospitals in Dayton and the surrounding area
• Hospital staff distribute kits to eligible families at bedside
• The program is supported entirely through donations and volunteers

Helping Hands partners with hospitals such as Dayton Children’s Hospital and other Miami Valley medical centers to reach families in need.

How to Support or Get Involved

Community members can help by:

• Donating travel-sized personal care items
• Volunteering for kit assembly events
• Organizing donation drives through schools, churches, or businesses
• Making financial contributions to support kit supplies

Why Helping Hands Matters

Helping Hands of Dayton provides important support by:

• Reducing stress for families during medical emergencies
• Ensuring parents have basic necessities while staying with their child
• Supporting families emotionally with small acts of kindness
• Strengthening community care within local hospitals
• Helping families focus on their child’s recovery rather than logistics

Contact & Information

https://helpinghandsdayton.com/

Charting the LifeCourse (Ohio)

Charting the LifeCourse™ (CtLC) is a person-centered framework and set of tools designed to help individuals with disabilities and their families plan for a good life. It is widely used across Ohio’s disability and early childhood systems, including schools, county boards of developmental disabilities, and family support organizations.

The LifeCourse framework helps individuals and families think about:

• What a “good life” looks like now and in the future
• Supports needed for daily living, school, work, and community life
• Strengths, goals, and priorities at different life stages
• How to build a “network of support” beyond formal services
• Planning for transitions such as school age to adulthood

Tools like the Life Trajectory, Integrated Star, and Daily Life & Employment Guide help families organize information and plan across the lifespan.

Charting the LifeCourse Ambassador

I am a Charting the LifeCourse Ambassador, supporting families in understanding and using LifeCourse tools to plan for services, transitions, and long-term goals.

If you would like support using LifeCourse tools or connecting to resources, you are welcome to contact me:

dawn.millhouse@centerville.k12.oh.us
(937) 572-8715

Family Resource Network of Ohio (FRNO)

The Family Resource Network of Ohio (FRNO) is a statewide organization that supports families of individuals with disabilities, special health care needs, and complex support needs. FRNO focuses on connecting families to information, peer support, and resources across Ohio.

FRNO helps families by providing:

• Parent-to-parent support and networking
• Resource navigation and system guidance
• Training and educational opportunities
• Advocacy support for families navigating disability systems
• Connection to local and statewide family organizations

FRNO works closely with families, schools, county boards, and state agencies to strengthen family voice and improve access to services.

Why These Resources Matter

Together, Charting the LifeCourse and FRNO help families:

• Understand and navigate complex service systems
• Build long-term plans for school, transition, and adulthood
• Strengthen natural supports and community connections
• Advocate more effectively for individualized services
• Focus on “a good life,” not just services

Creating a Sensory-Friendly & Accessible Home

Creating a home that supports a child with disabilities or special needs goes beyond basic safety—it’s about designing spaces that promote independence, comfort, sensory regulation, and meaningful participation in daily life.

Thoughtful home design can include simple modifications, sensory-friendly spaces, and accessible environments both inside and outside the home. These changes help children feel more successful, reduce stress, and support development in areas like communication, mobility, and self-regulation.

Whether it’s creating a calming sensory room, modifying living spaces for accessibility, or designing an inclusive backyard, small changes can make a big difference in a child’s ability to engage, learn, and thrive.

Backyard Design (Inclusive Outdoor Spaces)

Designing an accessible backyard allows children of all abilities to safely explore, play, and engage with nature. Features like sensory play areas, adaptive swings, accessible pathways, and quiet spaces help support development, reduce stress, and encourage social interaction. Outdoor play also improves physical health, attention, and emotional well-being. https://www.homeadvisor.com/r/disability-friendly-backyard-for-kids/

Sensory Needs (Sand & Water Play)

Sensory play activities such as sand and water tables help children explore textures, build fine motor skills, and regulate sensory input. These hands-on experiences can be calming, engaging, and essential for children who benefit from tactile learning and sensory integration. https://specialneedsparenting.net/sand-and-water-sensory-tables-special-needs/

Modifying Your Home

Home modifications can support both children and caregivers by improving accessibility, safety, and daily routines. Simple changes—like grab bars, visual supports, adaptive furniture, and reducing tripping hazards—can increase independence and make everyday tasks easier and safer. https://blog.hireahelper.com/house-modifications-child-disability/#space-thrive

Sensory Room Ideas

Sensory rooms or calming spaces provide a safe environment where children can self-regulate, decompress, and manage sensory overload. These spaces may include soft lighting, calming colors, tactile materials, and comfortable seating tailored to the child’s individual needs. https://www.apartmentguide.com/blog/sensory-room-ideas/

Why Home Design Matters

Creating a supportive home environment helps:

• Increase independence and confidence
• Reduce sensory overload and anxiety
• Support learning and development
• Improve safety and accessibility
• Create a space where the whole family can thrive

Sensory-Friendly Experiences: Shopping, Holidays & Community Outings

Everyday outings—like shopping, museums, holidays, and community events—can be exciting but also overwhelming for individuals with sensory sensitivities. With the right supports and planning, families can create positive, inclusive, and enjoyable experiences.

Many local organizations now offer sensory-friendly spaces, quiet rooms, modified events, and accessibility supports to help individuals participate more comfortably.

Sensory-Friendly Locations & Supports (Cincinnati & Surrounding Areas)

Cincinnati Museum Center (Union Terminal)

Offers extensive sensory supports and quiet spaces throughout the building.

Available Supports:

• Quiet Zones with:
  • Weighted blankets
  • Noise-reducing earmuffs
  • Fidgets and calming tools
  • Adjustable lighting
• Private spaces:
  • Nursing rooms (multiple locations)
  • Parent Resource Room (Children’s Museum)
• Sensory tools available at ticket booths (upon request)
• Refrigerator access for medications, food, or medical needs

Additional Program:

• Museums for All – $2/person admission (up to 8 children & 2 adults) for families with EBT/Medicaid
• Free parking included

Cincinnati Zoo & Botanical Garden

• Sensory room available (ask staff for access)
• Discounted membership program for qualifying families
• Membership includes:
  • HallZOOween
  • Festival of Lights

Cincinnati Art Museum

• Sensory-friendly days (typically 4th Saturday of the month)
• Sensory-friendly bags available for visitors

Chuck E. Cheese

• Sensory Sensitive Sundays
  • Reduced noise and lighting
  • Smaller crowds

Kings Island

While not fully sensory-friendly, they offer helpful accessibility supports:

• Disability Access Pass (reduces wait times)
• Parent Swap Program (helps families rotate riders)

Accessible & Inclusive Parks

Several parks in the region offer inclusive play spaces designed for children of all abilities:

• Capabilities - Play for All Abilities Looking for a playground where every child can play, explore, and thrive? Capabilities - Play for All Abilities in Dayton, OH, is a one-of-a-kind indoor playground designed with inclusivity at its heart. Whether your child is neurodiverse, has mobility challenges, or simply loves imaginative play, this space welcomes families with open arms. With wheelchair-accessible equipment, sensory-friendly activities, and a thoughtfully designed environment, it’s a place where kids of all abilities can enjoy the magic of playtime together. 1953 South Alex Road, Dayton 45449
• Owen's Place & Tree House Village,, 2338 Dayton-Xenia Rd., Beavercreek, OH 45434 Within Beavercreek’s Victory Park(accessible through Rotary Park) lies the area’s newest playground - Owen’s Place. The newly completed Tree House Village is a universally accessible for children of all abilities and connects several treehouses using a boardwalk so no matter how muddy the ground might be your kids won’t be mud-covered when you leave. 
• The Children’s Discovery Garden at Wegerzyn Gardens MetroPark is a child-friendly place to discover, experience and love our world through gardening. Divided into three main areas, the garden offers opportunities to play among interesting and whimsical plant displays, learn about Ohio habitats and grow vegetables and other backyard plants.
• W.S. McIntosh Memorial Park–W Riverview Ave  Located a half-mile from a historic Wright Brothers site, the Landscape Structures Inc play structure features elements commemorating the brother’s aviation and cycling successes.  The playground consultant for this playground was Service Supply.

• Dayton Children's Hospital Playground at North Park, Springboro, OH Large 30,000-square-foot all-accessible playground in Springboro with separate age zones, swings, slides, a zipline, climbing tower, and musical play areas.  195 Tamarack Trail, Springboro

• Miracle League baseball field in Springboro, Ohio not only has an accessible baseball field but also an inclusive playground that provides an environment where children of all abilities can play together. Swings that accommodate wheelchairs and ramps make equipment more accessible for all. The address is 1605 Main Street Springboro, Ohio.

• Activity Center Park, 221 N. Main St. The park includes an all-access playground area with wide ramps, large swings, belt swings, infant swings and benches that sway. Children of all abilities can play side by side on the play equipment. The sprayground is a zero-depth splash pad with fun features that spray and dump water. The shelter has restrooms and picnic tables and can be reserved for groups of thirty or fewer for a fee. Funding for the playground, sprayground, and shelter included donations from the Centerville Kiwanis Club, Centerville Noon Optimist Club, Centerville-Washington Foundation and the State of Ohio NatureWorks grant program.

These parks feature accessible playground equipment and inclusive design.

West Chester is also developing a large accessible splash pad (opening soon).

Additional Regional Resource

Sensory-Friendly Cincinnati Guide

https://ohparent.com/sensory-friendly-programs-activities-and-places-in-cincinnati/

A helpful, updated list of sensory-friendly events, programs, and locations in the Cincinnati area.

Tips for Successful Outings

• Plan ahead and review what to expect
• Visit during less busy times
• Bring a sensory toolkit (headphones, fidgets, snacks)
• Identify quiet spaces ahead of time
• Be flexible—it's okay to leave early

Why This Matters

Access to sensory-friendly environments helps individuals:

• Participate more fully in community activities
• Build confidence and independence
• Reduce anxiety and sensory overload
• Create positive family experiences

Final Thought

You don’t have to avoid outings—you can adapt them.

With the right supports and planning, families can create experiences that are not only manageable, but enjoyable and meaningful for everyone.

ADLs stands for Activities of Daily Living. It’s a term used in healthcare, education, and disability services to describe the basic skills people need to take care of themselves and function independently in everyday life.

Think of ADLs as the “building block” tasks of daily independence.

Basic Activities of Daily Living (Basic ADLs)

These are the most fundamental self-care skills:

• Bathing and showering
• Dressing
• Eating and feeding oneself
• Toileting
• Transferring (moving between bed, chair, toilet, etc.)
• Personal hygiene (brushing teeth, grooming, washing hands)

These are often the first skills assessed in OT (occupational therapy), school IEP goals, or home support planning.

Personal Care Skills

These are the core self-care routines many families are working on at different levels:

• Bathing/showering routines (visual step-by-step charts)
• Handwashing and hygiene routines
• Oral care (brushing teeth guides, timer tools)
• Hair care and grooming supports
• Nail care and safety routines

Helpful resources:

• Visual schedules (Boardmaker, free printable visuals, or Canva templates)
• Occupational therapy tip sheets
• Step-by-step task analyses from pediatric OT blogs

Dressing & Clothing Skills

• Getting dressed independence sequences
• Choosing weather-appropriate clothing
• Shoe tying / adaptive footwear options
• Clothing fasteners (zippers, buttons, Velcro alternatives)

Helpful resources:

• Adaptive clothing companies (Velcro closures, sensory-friendly clothing)
• OT dressing skill breakdowns
• Visual “morning routine” boards

Mealtime & Feeding Skills

• Using utensils independently
• Mealtime routines and sitting tolerance
• Food variety expansion / picky eating supports
• Safe chewing and swallowing strategies (with professional guidance)

Helpful resources:

• Feeding therapy organizations (SLP/OT-based)
• ARFID and picky eating resources
• Mealtime visual schedules
• Plate modeling tools (divided plates, visual portion guides)

Household & Daily Responsibility Skills

• Making bed / bedroom organization
• Cleaning up toys or personal space
• Simple chores (matching socks, wiping tables, sorting laundry)
• Packing backpacks or lunch independently

Helpful resources:

• Chore charts with visual icons
• Task analysis breakdowns (step-by-step instruction cards)
• Executive functioning supports (timers, checklists)

Community & Safety ADLs

• Crossing streets safely
• Understanding personal space and boundaries
• Ordering food in community settings
• Emergency identification (name, phone number, address skills)

Helpful resources:

• Social stories (The Gray Center style materials)
• Safety ID bracelet programs
• Local disability inclusion or “safety awareness” programs
• First responder interaction guides

Executive Function Supports (bridging ADLs together)

Since ADLs often depend on planning and sequencing, this is a strong add-on section:

• Visual schedules (morning/evening routines)
• First-Then boards
• Timers and transition tools
• Routine sequencing cards
• Checklists for independence-building

High-Value Organizations & References

You may want a “Trusted Resources” sub-section with:

• American Occupational Therapy Association – ADL skill development guidance and OT resources
• Centers for Disease Control and Prevention – developmental milestones and child functioning guidance
• Autism Speaks – visual supports and daily living skill toolkits
• National Association of Councils on Developmental Disabilities – community living and independence resources

Toilet Training Resources & Support

Every child’s journey to toileting independence is unique. When families and their support team work together, children are more likely to succeed. Progress may be gradual, and setbacks are normal—consistency, patience, and encouragement are key.

 Helpful Books & Guides

These resources are commonly used by families and professionals supporting autistic children and children with developmental disabilities:

• The Practical Guide to Toilet Training the Autistic Child
  A structured, step-by-step guide designed specifically for neurodivergent learners.
  The Practical Guide to Toilet Training the Autistic Child
  https://thepracticalot.com/product/the-practical-guide-to-toilet-training-the-autistic-child/
• Toilet Train in Less Than a Day
  A widely discussed parent training approach focused on rapid toilet learning.
  Toilet Train in Less Than a Day
  https://a.co/d/6firR2b

Workshops & Training Programs

• Champions for Our Children – Michelle B. Rogers Workshop
  This online workshop includes a 7-day replay, potty training workbook, and e-guide. It has many positive testimonials, though families may want to review fit for their child’s needs.
  https://michellebrogers.com/
• Cincinnati Children’s DDBP Toilet Training Program
  A caregiver-focused, evidence-informed training class offered through Cincinnati Children’s Developmental & Behavioral Pediatrics.
  Two-Day Toilet Training Class for Caregivers
  Any questions can be directed to jennifer.gastright@cchmc.org or by calling 513-636-2742.

Toolkits & Clinical Resources

• Autism Speaks Toilet Training Guide
  A free downloadable toolkit designed to support families through the toilet training process with step-by-step strategies.
  Autism Speaks
  https://www.autismspeaks.org/tool-kit/atnair-p-toilet-training-guide

Tools for a Strong Start

Create a Toileting Routine

Build predictable bathroom times (often after meals or transitions) to help children recognize body patterns and reduce uncertainty.

Scheduled Toilet Sits

Offer consistent, brief bathroom sits (often 1–3 minutes to start). Use timers or visual cues and focus on success with sitting—not just elimination.

“Dry Checks”

Gently check for dryness at set intervals and provide positive reinforcement for staying dry.

Visual Supports

Use picture schedules, first-then boards, or step-by-step visuals to show the toileting process clearly.

Video Modeling

Short videos demonstrating toileting steps can help children learn through observation and repetition.

Social Narratives

Simple, personalized stories help explain what to expect and reduce anxiety.

Communication Support

Ensure the child has a reliable way to request the bathroom (speech, signs, pictures, or AAC devices).

Underwear Practice

Layer underwear over pull-ups/diapers to help children notice wet vs. dry sensations while maintaining containment. 

Some families find that specialized “practice underwear” can help children transition from diapers or pull-ups to full toileting independence by increasing body awareness while still providing light protection.

BrightKidCo Training Underwear is designed specifically for this purpose. Their underwear uses a “body-signal learning” concept that allows children to feel a mild wetness sensation after an accident, while still offering some absorption to reduce full messes.

The goal is not to function like a diaper, but to support learning by helping children connect the feeling of being wet with the need to use the toilet.

Building on Progress

Sensory Supports

Adjust lighting, sound, seating, and comfort in the bathroom to reduce sensory overwhelm.

Fluid Intake

Encourage regular hydration to increase natural bathroom opportunities throughout the day.

Prompting Bathroom Trips

Use gentle, consistent reminders paired with visuals or schedules—avoid pressure or punishment.

Celebrate Successes

Use praise, stickers, or small rewards to reinforce progress. Gradually shift toward natural rewards like independence and comfort.

Step-by-Step Teaching

Break toileting into small, teachable steps and support each one individually as needed.

Final Reminder

Toilet training is a developmental skill—not a race. Many children require time, repetition, and individualized supports. Small successes build long-term independence.

Instrumental Activities of Daily Living (IADLs)

These are more complex skills needed for independent living in the community:

• Preparing meals
• Cleaning and housekeeping
• Doing laundry
• Managing money
• Using transportation
• Shopping for necessities
• Managing medications
• Using a phone or technology
• Driving or Using transportation services

Driver Rehabilitation & Adaptive Driving Resources

Learning to drive—or returning to driving—can be an important step toward independence for individuals with disabilities. Driver rehabilitation programs provide specialized evaluations, training, and adaptive equipment recommendations to help individuals drive safely and confidently.

Driver Rehabilitation Program

Kettering Health NeuroRehab & Balance Center

The Driver Rehabilitation Program at Kettering Health NeuroRehab and Balance Center helps individuals develop or regain the skills needed for safe driving.

What the Program Offers

• Comprehensive driving evaluations
• On-the-road assessments
• Recommendations for adaptive equipment
• Training with vehicle modifications
• Support for returning to driving after injury or illness

Who They Serve

The program supports individuals with a wide range of conditions, including:

• Brain injury or stroke
• Cerebral palsy
• Parkinson’s disease
• Spinal cord injury
• Amputation
• Arthritis
• Neurological conditions
• Learning disabilities
• Memory or cognitive challenges
• Visual deficits
• Peripheral neuropathy

Contact Information

Dr. Christina Howell, OTD, OTR/L, LDI
Occupational Therapist
Christina.Howell@ketteringhealth.org

Driver Training with Adaptive Equipment

D & D Driving School – Driver Rehabilitation

D & D Driving School, Inc. offers private driver rehabilitation lessons tailored to individuals with specialized needs.

Features of the Program

• Private, two-hour driving lessons
• Training with adaptive equipment, including:
  • Hand controls (left or right side)
  • Steering assist devices
  • Left-foot gas pedal
  • Pedal extensions
  • Crossover signal switch
• Option to train in the student’s personal vehicle
• Classroom instruction recommended for those without prior driver education

This program helps individuals build confidence and skills using the equipment they may need for independent driving.

Additional Driving & Vehicle Resources

CarTalk – Special Needs Zone

Provides practical guidance on adaptive vehicles, equipment, and transportation options for individuals with disabilities.

Association for Driver Rehabilitation Specialists

A national organization offering:

• A directory of certified driver rehabilitation specialists
• Education on adaptive driving and safety
• Resources for families exploring driving options

Ohio Maneuverability Test Support

Ohio requires a maneuverability (cone) test for driver licensing. Families can find:

• Practice tips and strategies
• Visual guides and setup instructions
• Adaptive strategies for learners with disabilities

Why Driver Rehabilitation Matters

Access to driving supports can:

• Increase independence and community access
• Expand employment and education opportunities
• Build confidence and self-determination
• Provide safe, individualized pathways to mobility

Driver rehabilitation ensures that individuals are not limited by a one-size-fits-all approach, but instead receive personalized support based on their abilities and goals.

Basic Money Skills (Foundational Understanding)

For individuals who need concrete, step-by-step instruction or visual supports:

• Identifying coins and bills
• Understanding “more vs. less”
• Making simple purchases
• Using visual budgets (spending vs. saving jars/envelopes)
• Recognizing prices and matching money to items
• Intro to digital money (cards, tap-to-pay concepts)

Helpful supports:

• Visual money charts
• Task analysis (step-by-step checkout routines)
• Role-play activities (store simulations)
• Repetition-based practice with real-life examples

Money Safety & Real-World Decision Making

For individuals who may be more independent but still need protection from risk:

• Avoiding scams and online fraud
• Understanding “safe vs. unsafe” purchases
• Recognizing peer pressure in spending
• Basic digital safety (online shopping, passwords, privacy)
• When to ask for help with money decisions
• Understanding consent in financial transactions

Key focus: independence with safeguards

Transition & Independence Skills (Teens / ADHD / College Prep)

Before college, teens don’t need to be financial experts—but they do benefit from a small set of practical money skills that prevent common early mistakes and build independence. A helpful way to think about it is: can they manage everyday spending, avoid avoidable debt, and ask the right questions when things get confusing?

• Creating and following a simple budget
• Debit card vs. credit card basics
• Managing allowances, part-time job income, or stipends
• Tracking spending using apps or visual tools
• Planning for college expenses (books, food, transportation)
• Executive function supports for money management (reminders, checklists, apps)

Helpful supports:

• Budgeting apps with visual dashboards
• Weekly money routines
• External supports (parent check-ins, coaching systems)
• “Stop and think” spending scripts

Financial skills look different for every learner. With the right supports, visuals, and practice, individuals across all ability levels can build meaningful money independence and safety skills.

Supported Decision-Making (SDM) in Ohio

What is Supported Decision-Making?

Supported Decision-Making (SDM) is a person-centered approach that helps individuals with disabilities or other support needs make their own life decisions with help from trusted people such as family members, friends, or professionals.

Instead of transferring decision-making authority to someone else, SDM keeps the individual in control while providing support to:

• Understand information
• Weigh options and consequences
• Communicate decisions
• Build confidence and independence

In SDM, the person makes the final decision, even if others help guide the process.

This approach reflects the idea that most people already use support networks in daily life—SDM simply makes that support intentional and structured.

How Ohio Law Supports Decision-Making (and Recent Updates)

Ohio law has increasingly recognized the right of individuals with disabilities to receive support in decision-making rather than automatically relying on guardianship.

Key Ohio principles include:

• Individuals have the right to make their own decisions unless a court has appointed a guardian
• People may receive help from trusted individuals without losing their rights
• Supports can be formally or informally arranged depending on need

Ohio has also taken steps toward strengthening less restrictive alternatives to guardianship, including SDM principles within disability rights and county board rules.

However, it is important to note:

• Ohio does not yet have a single, comprehensive SDM statute that fully replaces guardianship laws statewide
• Guardianship remains the formal legal process for transferring decision-making authority through probate court

Instead, SDM is increasingly recognized as a less restrictive alternative that courts and service systems may consider before guardianship is granted.

What Documents Are Used in Supported Decision-Making?

While SDM is flexible and can be informal, families often use written tools such as:

1. Supported Decision-Making Agreement (SDMA)

A document that identifies:

• The person receiving support
• Trusted supporters
• Areas where support is needed (medical, financial, housing, education, etc.)
• How supporters will assist (explaining, helping compare options, attending meetings, etc.)

You can find a Sample Supported Decision Making Agreement here. The State of Ohio does not require a formal agreement, but some families feel it gives them a piece of mind.

2. Release of Information (ROI) Forms

Allows supporters to:

• Communicate with doctors, schools, or agencies
• Access information needed to help the individual understand choices

A valid Release of Information form typically includes:

• Name of the individual giving permission
• Names of people/organizations allowed to receive information (supporters)
• Types of information being shared (medical, school, financial, etc.)
• Purpose of sharing (to support decision-making)
• Expiration date or ongoing timeframe
• Signature of the individual (or legal representative, if applicable)

Important: An ROI does NOT give decision-making authority—it only allows access to information so supporters can help the person understand options and make their own decisions.

3. Power of Attorney (POA) (optional/legal)

Used in some cases for specific legal or financial authority, but differs from SDM because it may transfer decision-making power.

4. Informal Support Networks

Many SDM arrangements are not legal documents at all, but structured support teams made up of:

• Family members
• Friends
• Advocates
• Service providers

How to Get Started with Supported Decision-Making

Families can begin SDM in simple, flexible steps:

Step 1: Identify decision areas

Consider where support is needed:

• Healthcare
• Money and budgeting
• Housing
• Education/employment
• Transportation
• Legal or service planning

Step 2: Choose trusted supporters

Select people who:

• Know the individual well
• Respect their independence
• Can help explain and not override decisions

Step 3: Define how support will work

Examples include:

• Attending meetings together
• Breaking down complex information
• Helping compare options
• Role-playing decisions

Step 4: Put supports in writing (optional but helpful)

Use SDM agreements, ROI forms, or care plans if needed.

Step 5: Review and adjust regularly

SDM is flexible and should evolve as the person’s needs change.

Supported Decision-Making vs. Guardianship

Who is a Good Candidate for SDM?

SDM may be a good fit for individuals who:

• Can express preferences or choices (even with support)
• Want to remain involved in decisions about their life
• Need help understanding complex information
• Have a trusted support network available
• Do not require full legal transfer of decision-making authority

Who May Need Guardianship Instead?

Guardianship may be considered when:

• A person cannot make or communicate decisions even with support
• There are serious concerns about safety or exploitation
• Less restrictive supports have been tried and are not sufficient
• A court determines the person is legally “incompetent” under Ohio law

Helpful Resources in Ohio

• Supported Decision-Making Network of Ohio (SDMNO) – education and monthly meetings
• Disability Rights Ohio (DRO) – SDM toolkit and legal guidance
• Sample Supported Decision Making Agreement

Digital Tool Spotlight: LetMeDoIt

LetMeDoIt is a digital app designed to support individuals with disabilities in making and sharing decisions with trusted supporters.

Developed in partnership with Reseda Group, this tool focuses on promoting independence, confidence, and collaboration.

Resources:

Disability Rights of Ohio - Guardianship Frequently Asked Questions

Ohio Department of Developmental Disabilities - Guardianship Toolkit

The Ohio Developmental Disabilities Council has published a  Supported Decision Making and Guardianship in Ohio

Life After High School: Day, Work & Transition Supports