Autism Alliance of Michigan https/autismallianceofmichigan.org/
Autism Support of Michigan https/autism-mi.org/
Behavioral Health and Developmental Disabilities Administrationwww.michigan.gov/mdhhs/ keep-mi-healthy/mentalhealth/procurement/ welcome-to-behavioral-health-and-developmentaldisabilities-administration
Michigan Foundation for the Blind and Visually Impaired Michigan Developmental Disabilities Council www.michigan.gov/mdhhs/keep-mi-healthy/ mentalhealth/developmentaldisability
Michigan Rehabilitation Services (MRS)
Capital Area Down Syndrome Association www.cadsa.org
IMPORTANT PHONE NUMBERS
911
833-633-5788
833-633-5788
517-241-3740
800-75-SEALS
Deaf and Hard of Hearing Services (DHHS) www.deafhhs.org/ Disability Determination Bureau Division of Aging www.michigan.gov/mdhhs/adult-child-serv/adultsand-seniors/behavioral-and-physical-health-andaging-services/aging-services Division of Family Resources (DFR) www.michigan.gov/mdhhs Easterseals MORC www.easterseals.com/MORC/
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Jamie Olson: Uniquely You! Magazine Area Director jamie.olson@n2co.com 248-882-8448
517-374-1171
269-345-1913
517-241-3740
517-241-3740
517-241-3740
833-808-7452
800-457-4584
313-446-4444 988
517-241-7004
517-284-7290
800-772-1213
1-800-772-1213
833-633-5788 517-203-1200
517-241-5324
Emergency Ealy On Michigan https/www.michigan.gov/mde/services/earlylearners-and-care/special-ed-05/early-on-michigan
Michigan Department of Education: Office of Special Education https/www.michigan.gov/mde/services/ special-educationMichigan Family Forum Michigan Family to Family www.f2fmichigan.org/
Michigan Foundation for the Blind and Visually Impaired Michigan Department of Health and Human Services www.michigan.gov/mdhhs
Michigan Family and Social Services Administration (FSSA) www.michigan.gov/mdhhs
Michigan State Department of Health www.michigan.gov/mdhhs
Michigan Statewide Independent Living Council (MSILC) www.misilc.org/
Medicaid Disability
MI Choice Waiver Program
National Alliance on Mental Illness
Preschool & Out-of-School Time Learning www.michigan.gov/mde/about-us/mde-divisions-andoffices/preschool-and-out-of-school-time-learning Self-Advocates of Michigan (SAM)
Social Security Administration (SSA)
Social Security Disability Insurance (SSDI)
Special Education Questions
United Cerebral Palsy Association of Michigan ucp@ucpmichigan.org
Vocational Rehabilitation Services (VR)
DISCLAIMER: Any articles included in this publication and/or opinions expressed therein do not necessarily reflect the views of The N2 Company d/b/a N2 Publishing but remain solely those of the author(s). The paid advertisements contained within the Uniquely You! magazine are not endorsed or recommended by The N2 Company or the publisher. Therefore, neither The N2 Company nor the publisher may be held liable or responsible for business practices of these companies. NOTE: When community events take place, photographers may be present to take photos for that event and they may be used in this publication.
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Born and raised in Detroit, Carol is the matriarch of the Orr family and shares the experiences that she and her daughter, YaShieka have gone through while caring for her special needs granddaughter, Lillie. Carol and YaShieka both graduated from Wayne State University. Carol has a Master’s in Education and YaShieka has a Master’s in Human Services. Their educational background has helped them to locate and provide the various special needs services that Lillie requires. In addition, the experiences, both good and bad, motivated Carol to start her organizations, For Kids Like Me, LLC, which provides educational services and plans community outings for children with special needs, and The For Kids Like Me Organization, which is her newly formed non-profit that collaborates with advocacy organizations throughout the United States. Carol stated that her experiences within her organizations also aid her in her work as a Special Needs Resource teacher at a local charter school.
When speaking of Lillie, Carol’s face instantly lights up. Lillie is a precocious child who was diagnosed with cerebral palsy and epilepsy due to being born prematurely. Though she has undergone multiple surgeries, Lillie continues to exceed expectations medically and educationally. Lillie is a bright child, consistently earning straight A’s in her 5th-grade self-contained classroom at Marcus Garvey Academy.
Despite her academic performance, it was a struggle to access appropriate activities that she could fully engage in safely. Her needs and desires have been an inspiration to her grandmother and are seen as a major contribution to children with special needs throughout her community.
Lillie is the youngest of Carol’s adored 5 grandchildren, which includes Lillie’s sister, Arianna. Carol, Arianna, and Lillie spend time together enjoying their favorite snacks; BBQ chips and Mt. Dew, and dining at Chili’s and Applebee’s. Lillie is very vocal and instrumental in planning FKLM events such as the Annual picnic, Back to School Event, Trunk or Treat Event, and Christmas party. Although Lillie is restricted from air travel, Carol plans local weekend getaways to fulfill Lillie’s desire to travel. Lillie is a music lover, especially the violin.
Carol would like to recognize those who have provided motivation, guidance, and unwavering assistance to her and Lillie over the years. Special thanks to Lillie’s teachers: Mrs. Dropiewski, Ms. Anderson, Ms. Burton, and Mama Maxwell; Shell Jones, founder of the Playplace Autism and Special Needs Center; and Special Education Advocate Maria Giancotti. Their hard work and dedication provide some form of “normalcy” amidst our challenges.
Carol shares that joining the great organizations that provide services to the metro Detroit areas, including For Kids Like Me, is vital to understanding the needs of children with special needs.
Carol founded For Kids Like Me, LLC in May of 2017 in Lillie’s honor to fulfill her desire to be out within the community without barriers from her disabilities. FKLM is built on the idea that all kids can have activities in which they thrive when given the proper space to do so. FKLM has hosted more than 50 events for kids like Lillie. These events and the smiles they produce represent Carol’s favorite memories. In January of 2024, Carol realized more work needed to be done to improve the lives of children with special needs. She saw defects within the schools and community settings overall. She
FKLM works to train families and the community through collaboration with various special needs organizations.
joined advocacy groups to help bridge the gaps in services within schools and the community as a whole. She is an active member of MiPAAC, Michigan Parent Advocate and Attorney Coalition, and ARC Detroit, which provides services and advocacy for children and adults with special needs.
FKLM works to train families and the community through collaboration with various special needs organizations. The unforeseen struggles that face families caring for individuals with special needs can be insurmountable and FKLM helps families gain access to opportunities, guidance, and training. They also host events throughout the year where those with special needs get to engage in activities others may take for granted. FKLM also provides referrals to organizations and helps families with the IEP process, filling a needed gap. For Kids Like Me also provides tutoring and academic services to children with various special needs through one-on-one settings. Parents and teachers frequently comment on the academic accomplishments and improved test scores the children achieve, thanks to participating in our program. Carol shares that “the curriculum is tailored to fit each individual child’s academic needs and learning styles. We currently have 22 students who receive services throughout the year. During the summer, reading and math retention skills are worked on, as well as African Studies, Moral Focus, specialized projects, and cursive writing.”
FKLM has gone on to win an award from the ICHANGE NATIONS organization. The Challenged Champions and Heroes Award is a prestigious, global award that recognizes special needs providers and advocates across the world. This special organization will continue to serve the community throughout the years, filling a gap and inspired by Lillie.
You can find For Kids Like Me on Facebook (https://www.facebook.com/ ForKidsLikeMe) and Instagram(https:// www.instagram.com/forkidslikem_llc/)
STEP Celebrates NDEAM in October
BY CARLA DEAN, DIRECTOR OF EMPLOYMENT SERVICES AT STEP
Services To Enhance Potential’s (STEP) commitment to enhancing the potential of individuals with disabilities extends beyond job placement. The programs are designed to cater to a wide range of needs, ensuring that each individual has the support necessary to thrive in the workplace. STEP offers extensive training programs that equip individuals with the skills required for various jobs. From retail and customer service to manufacturing and clerical work, the training modules are tailored to meet the demands of the job market. This hands-on approach ensures that participants are job-ready and confident.
Career Counseling and Job Coaching: Understanding that each individual’s journey is unique, STEP provides personalized career counseling. Skills Trainers and Job Coaches work closely with participants to identify their strengths, interests, and career goals. STEP also offers ongoing support to ensure a smooth transition into the workforce and continued success in their roles.
Community Partnerships: Collaboration with local businesses and organizations is a cornerstone of STEP’s strategy. By partnering with employers who value diversity and inclusion, STEP creates a network of opportunities for its participants. These partnerships not only open doors for employment but also foster a community that supports the growth and independence of individuals with disabilities.
Advocacy and Awareness: Advocacy is a critical component of STEP’s mission. STEP actively works to raise awareness about the capabilities of individuals with disabilities and the importance of creating inclusive workplaces. Through workshops, seminars, and public campaigns, STEP challenges misconceptions and advocates for policy changes that support employment equity.
Celebrating NDEAM: A Call to Action
As National Disability Employment Awareness Month (NDEAM) approaches, STEP calls upon the community to join in celebrating the contributions of workers with disabilities. They organize events, job fairs, and recognition ceremonies to honor the achievements of their participants and the employers who support them. This year, STEP encourages everyone to take part in NDEAM by:
• Educating themselves and others about disability employment issues.
• Promoting a positive work culture that values diversity and inclusion.
• Recognizing the accomplishments of employees with disabilities.
• Committing to hiring practices that provide equal opportunities for all.
In embracing NDEAM’s 2024 theme, “Access to Good Jobs for All,” we are reminded of the collective responsibility to ensure that employment is accessible and rewarding for individuals with disabilities. It’s a call to action for employers, policymakers, and communities to work together in creating a more inclusive society.
The work of STEP and the celebration of NDEAM are ongoing efforts to break down barriers and build a world where employment is accessible to everyone. By supporting organizations like STEP and participating in NDEAM, we can all contribute to a future where the potential of every individual is recognized and nurtured.
For those interested in learning more about STEP’s services or how to get involved with NDEAM, please visit the official websites for more information and resources. Together, we can make a difference in the lives of individuals with disabilities and enrich our communities with their talents and perspectives.
Let’s continue to support and celebrate the journey towards “Access to Good Jobs for All,” not just during NDEAM, but every day of the year.
Join Us for the Uniquely You & GiGi’s Playhouse Fall Festival & Resource Fair!
Date: October 20th
Time: 1:00 PM - 3:00 PM
Location: 19799 W 12 Mile Rd, Southfield, MI 48076
Are you ready for an afternoon of fun, connection, and valuable resources? Uniquely You and GiGi’s Playhouse are thrilled to invite the disability community—individuals, families, DSPs, caregivers, and supporters of all ages—to our Fall Festival & Resource Fair!
EVENT HIGHLIGHTS: Resource Fair featuring valuable information and support Opportunities to Connect with other families and community members
Exciting Activities for all ages This is a fantastic chance to engage with others, explore new resources, and enjoy a festive fall atmosphere. We look forward to sharing a memorable afternoon with you!
Reserve Your Spot: https:// buytickets.at/uniquelyyou/1358071 Don’t miss out on this wonderful event! We hope to see you there for a day filled with fun and meaningful connections.
Are you ready for an afternoon of fun, connection, and valuable resources?
A Parent’s Guide to IEP Meeting Preparation
BY MARIA GIANCOTTI, M.EDSTUDENT ADVOCACY MICHIGAN
Navigating special education is challenging and emotional, especially when it comes to ensuring your child gets the support they need through an IEP. Parental involvement is crucial in developing an effective IEP that supports your child’s educational journey. Here’s a guide to help you prepare for an IEP meeting and advocate effectively for your child.
Understand the IEP Components Before the meeting, familiarize yourself with the IEP components.
• Present Levels of Performance
• Student Strengths and Weaknesses
• Goals and Objectives
• Special Education Services
• Accommodations and Modifications
• Placement
• Extended School Year (ESY)
Gather and Review Documents
Collect and review relevant documents prior to the meeting to identify all needs of your child. You can learn a lot about your child’s needs and performance from previous IEPs, assessment reports or feedback (from teachers, therapists, medical professionals), progress reports (the school should provide these at the end of every marking period), behavioral and medical records.
Set Goals for the Meeting
Identify your main objectives for the meeting. Consider what you want to accomplish. This may be discussing needs that are not being met, improving services, adding accommodations, increasing special education service time, adding behavioral interventions
or discussing placement options. Formulate your plan based on your meeting goals.
Write Parental Concerns
The IEP document includes a space for parental concerns. Present the team with a written copy of your parental concerns and be prepared to read the document to the team. Follow up by emailing the document and asking the IEP coordinator to copy and paste your concerns into the IEP or attach a copy to the IEP and place it in the permanent education file. This ensures your exact concerns are included in the IEP accurately. For more information on writing powerful parental concerns and a guide, visit the free downloads page on our website at www. studentadvocacymi.com.
Involve Your Child
If appropriate, include your child in the preparation process. Depending on their age and abilities, they may be able to express their own preferences and needs. Review accommodations and support services with them and ask how they can be improved. Take notes or have your child write down things they feel will help them succeed. Provide a copy of your notes or child’s feedback in the meeting and read it to the IEP team. After the meeting email a copy and request it be attached to the IEP and added to the permanent educational file.
Seek Support
If you are struggling or overwhelmed, consider enlisting the help of a special education advocate. Advocates help you understand the legal aspects of IEPs,
ensure your child’s rights are upheld and help develop a comprehensive support plan for your child.
Practice Communication Skills
Effective communication is key during the meeting. Practice how you will present your concerns and suggestions clearly and assertively. The quickest way to get what your child needs is to work with the IEP team, not fight them. Stay focused and try to keep emotions to a minimum (this can be hard!). Be collaborative and be solution oriented. Offer ideas and feedback from your child and/or their outside providers.
Know Your Rights
Familiarize yourself with your rights and the rights of your child under the Individuals with Disabilities Education Act (IDEA), Section 504 and the ADA. Knowledge will empower you to advocate effectively and ensure that your child receives a free appropriate public education (FAPE).
Follow Up
After the meeting, review the finalized IEP document carefully. Ensure that all agreed-upon services, goals, and accommodations are accurately reflected. If you have any concerns or notice discrepancies, address them promptly with the school. By preparing thoroughly for the IEP meeting, you can help ensure that your child receives the support they need to thrive academically and socially. Remember, the IEP meeting is a collaborative process, and your input is invaluable in creating a plan that truly supports your child’s unique needs.
A Picture is Worth a Thousand Words
In honor of down syndrome awareness
CJ is our amazing son and graduated high school with several awards. We hope to inspire many others. Raise your kiddos to the standard. It is just a different journey to get there.
We visited a wildflower field this summer and Cale picked his own flowers in the field to give to me as a bouquet. He was so proud and excited to give them to me. (his mom)
CJ Riemer
CJ Riemer with mom and dad (Randy and Cheri)
Clara Szostek
Admiring her beauty in the mirror.
Cale Peters
Eleanor MacKenzie
Eleanor was enjoying the garden outside St Mary’s Catholic Church in Royal Oak. I love Eleanor’s little smirk in this photo. She was loving the sunshine and beautiful weather.
Cylis Warren
Cylis is a 7 year old who is just coming into being able to express himself. He is learning to communicate his wants & needs.
Finnegan
Finn with his new birthday gift! He was so excited to have his own ride on toy that fit him.
Our sunshine girl, her smile brings so much light and joy to everyone around her.
Gabriel (Gabe) Purdy
3 year old enjoying the outdoors. Smelling all of the wildflowers.
Gabe is a sophomore in Grand Haven High School’s band. Marching band is his absolute favorite. Here he is marching in our local Coast Guard Festival parade.
Nathan Bennink
Nathan Bennink just finished competing in his first swim meet, the Buddy Meet, which paired typical swimmers with swimmers with disabilities, in Milan MI.
Emma Hemrick
Isabella Samborsky and Oliver VanBelle Cousins playing baseball in The Miacle League of Plymouth together.
Nova Perry
Zoey Kelley
Zoey was born with cataracts in both eyes and from age 6 weeks through 7 years old she had no lenses in her eyes. Zoey had to wear hard contacts from the age of 6 weeks until age 7 to compensate for not having lenses. At age 7, Zoey had lenses put in her eyes but still required glasses to help with reading. This picture is Zoey sporting her new glasses.
Ben Zahner
This was taken on the Bright Angel Trail in the Grand Canyon this Spring. Ben and I went on a big road trip in Arizona and Utah and he rolled with the many twists and turns that travel brings. When I look at this photo I can’t believe this is the same kid who started pre-school using a walker. How far he’s come!
Russell Petersen
Amber Reynolds
I can’t believe my Princess is 20 and in Post Secondary School already!! She is the light of our lives!! Keep Smiling!!
His school Talent Show 2024. Trombone solo National Anthem. He did very well and he was so proud of himself!
Sophia Walega
She was having the best time at a friends wedding!
Amelia Newsom
Amelia loves to be outside and she was discovering dandelions for the first time.
Public School Districts Obligated To Pay For Residential Treatment Center For Special Education Students
BY DORENE J. PHILPOT, ATTORNEY AT LAW
When school-age children (through age 26 in Michigan) require a therapeutic or specialty day school or a Residential Treatment Center placement in order to receive an appropriate education, it is the public school district’s responsibility to fund the costs of that placement. However, public school districts are not eager to advise parents of this information. Most often, parents accidentally stumble upon this information on the Internet or by talking with other parents of children with special needs.
must prove (1) the public school’s IEP is not appropriate under IDEA; and (ii) the private placement was appropriate. Sch. Comm. Of Burlington v. Dept. of Educ. Of Mass, 471 U.S. 359, 370 (1985); Richardson Ind. Sch. Dist. V. Michael Z., 580 F.3d 286, 293 (5th Cir. 2009). Although the private placement need not meet all state education standards for public schools, it must nonetheless be appropriate in light of the student’s needs. Florence County School District Four v. Shannon Carter bnf Emory Carter, 510 U.S. 7, 13 (1993).
More often than one might imagine, school-age students who need a therapeutic day treatment or residential treatment center placement have never even been identified by their school district as eligible for special education. More frustrating, parents have not been informed that it is the school district’s duty to fund such a needed placement, so the parents of those children have never received their Notice of Procedural Safeguards and have no idea what their rights are. The Michigan Department of Education has posted a copy of the Notice of Procedural Safeguards at:https://www.michigan. gov/-/media/Project/Websites/mde/specialeducation/ proc-safe/Procedural_Safeguards_Notice.pdf
Even children who have not been properly identified under districts’ federal and state “child find” obligations can be eligible for private placements.
Because school districts almost always resist voluntarily incurring the costs of a residential placement for a special education student, parents must initiate litigation against the district in order to get a residential placement. That’s why there are numerous special education hearing officers and federal court decisions involving schoolordered placements of students in residential treatment centers and therapeutic or specialty day programs.
RESIDENTIAL PLACEMENTS CAN BE APPROPRIATE FOR STUDENTS WITH EMOTIONAL IMPAIRMENT / DISTURBANCE OR AUTISM
The Supreme Court has made clear that hearing officers and courts may award reimbursement to parents who purchase educational services for their children who have been denied an appropriate education by the public schools, Florence County Sch. Dist. Four v. Carter, 10 U.S. 7 (1993). In order to receive reimbursement for the unilateral private placement of a child with a disability, the parent
If a student has ever been hospitalized for emotional or mental health reasons, whether on an inpatient or outpatient basis, there is a greater likelihood that the student will need a therapeutic placement to receive an educational benefit. At the very least, the student’s hospitalization should prompt the IEP team to consider whether a therapeutic placement is necessary. North Penn Sch. Dist., 50 IDELR 118 (SEA PA 2008). Neither the IDEA nor the Part B regulations define “therapeutic placement.” However, the ordinary meaning of the word “therapeutic” refers to healing, curative, or restorative properties. Decisions that address the term in the special education context indicate that therapeutic placements typically consist of small, structured classes with emotional and behavioral supports. See, for example, Boston Public Schools, 50 IDELR 55 (SEA MA 2008); Wood Dale School District No. 7, 51 IDELR 260 (SEA IL 2008); and Braintree Public Schools, 5 ECLPR 119 (SEA MA 2008).
GOOD GRADES ARE NOT THE END OF THE CHILD FIND INQUIRY
The Supreme Court has twice explicitly rejected the view that every handicapped child who is advancing from grade to grade is automatically receiving a free appropriate public education. Endrew F. v. Douglas Cty, 137 S. Ct. 988, 1000, n. 2 (2017); Bd. of Educ. v. Rowley, 458 U.S. 176, 203 (1982), n. 25 at 203. The Supreme Court established a two-part test for determining whether a school district provided a FAPE to a student under IDEA: 1) did the school district comply with IDEA’s procedures; and, 2) was the IEP reasonably calculated to confer educational benefit to the student.
SCHOOL REFUSAL / TRUANCY CAN TRIGGER SUSPICION OF DISABILITY
The case law makes clear that school refusal is one of the common signs that trigger suspicion of the presence of
a disability and a duty to evaluate. Case law makes clear that districts must attend to school refusal and truancy, as it relates both to child find for students without an IEP and as to FAPE for students who do have an IEP.
If absences result from anxiety, a student may require a placement in a therapeutic setting. Board of Educ. of Montgomery County, Md. v. S.G. by N.G., 47 IDELR 285 (4th Cir. 2007, unpublished ).
In M.M. and I.F. ex rel. L.F. v. New York City Dep’t of Educ., 63 IDELR 156 (S.D.N.Y. 2014), a high schooler’s anxiety and depression adversely affected her education by preventing her from attending school. The U.S. District Court, Southern District of New York held that the district erred in finding her ineligible for IDEA services. Finding that the student’s residential placement addressed her educational needs, the court ordered the district to reimburse the parents for their tuition costs.
Similarly, in Leggett v. District of Columbia, 65 IDELR 251 (D.C. Cir. 2015), the District of Columbia had to reimburse the parent of a high schooler with SLDs, anxiety, and depression for expenses she incurred when she placed her daughter in an out-of-state boarding school. Holding that the district’s failure to develop an IEP made the residential placement “necessary,” the U.S. Court of Appeals, D.C. Circuit reversed a decision in the district’s favor and remanded the case for further proceedings.
See also Independent School District No. 284 v A.C., 258 F. 3d 769 (8th Circuit 2001). Residential treatment for a child was warranted because the child suffered from emotional and behavioral disorders that manifested themselves in “classroom disruption, profanity, insubordination and truancy.” 258 F. 3d at 771.
EXAMPLES OF RELIEF SEEN IN CHILD FIND / RTC PLACEMENT CASES
1. Eligibility for special education and related services.
2. An IEP that provides a Free Appropriate Public Education (FAPE)
3. Day treatment and/or residential treatment center placement at district expense.
4. Psychological counseling, which is a “related service” that must be provided if “required to assist a child with a disability to benefit from special education.” [ER 1047]. 20 U.S.C. §§1401(9) and (26)(A); Clovis Unified Sch. Dist. v. California Office of Admin., 903 F.2d 635, 643 (9th Cir.
1990); Mark H. v. Lemahieu, 513 F.3d 922, 925-926 and 926 n.1 (9th Cir. 2008).
5. Reimbursement for parental costs of RTC placement and associated expenses (such as mandatory fees, travel, lodging, etc.)
6. Compensatory educational services. Compensatory education awards, which can include tuition reimbursement, are designed to provide services prospectively to compensate for a past deficient program and should put children in the position they would have been but for the violation of the IDEA. Spring Branch Indep. Sch. Dist., 938 F. 3d 695, (5th Cir. 2019). The “IDEA authorizes reimbursement for the cost of private specialeducation services when a school district fails to provide a FAPE and the private-school placement is appropriate, regardless of whether the child previously received special education or related services through the public school.” Dallas Indep. Sch. Dist., 865 F.3d 303, (5th Cir. 2017). Compensatory services are an equitable remedy that seeks to make up for “educational services the child should have received in the first place,” and “aim[s] to place disabled children in the same position they would have occupied but for the school district’s violations of IDEA.” Reid ex rel. Reid v. Dist. of Columbia, 401 F.3d 516, 518 (D.C. Cir. 2005); see 20 U.S.C. § 1415(i)(2)(C)(iii).
7. Any other relief that the parties or a hearing officer deems appropriate or which is recommended by the student’s experts and evaluators. (This “any relief” is consistent with the language in the IDEA, which says when there is a finding of a denial of FAPE, a court “shall grant such relief as the court determines is appropriate.” 20 U.S.C. §1415(i)(2)(C) (iii). Courts have broad discretion in crafting remedies for violations of IDEA. Florence County Sch. Dist. Four v. Carter, 510 U.S. 7, 15-16, 114 S.Ct. 361, 126 L.Ed.2d 284 (1993). “The ordinary meaning of these words confers broad discretion on the court.” Burlington School Comm. v. Massachusetts Dept. of Ed., 471 U.S. 359, 369 (1985). Thus, that phrase “means that equitable considerations are relevant in fashioning relief.” Id. at 374. Further, the express language of Rule 54(c) of the Federal Rules of Civil Procedure discusses remedies that aren’t even pleaded. “Every other final judgment should grant the relief to which each party is entitled, even if the party has not demanded that relief in its pleadings.”
Fed.R.Civ.P. 54(c) (emphasis added.) The language of IDEA is in line with the concept embodied in Rule 54(c).)
Dorene Philpot is a private practice attorney licensed in Michigan, Indiana and Texas. She devotes her 24-year+ practice entirely to representing special needs children and their parents under the Individuals with Disabilities Education Improvement Act. She is the recipient of a national award for her advocacy work for students, i.e. the 2012 Diane Lipton
Award for Outstanding Educational Advocacy from COPAA (Council of Parent Attorneys and Advocates). She is the author of “DoIt-Yourself Special Education Due Process: An Educational Guide” which is available at www. learningenabledpublications.com. She is a member of Mensa. She gives presentations to parent groups
and other organizations on a regular basis about special education law rights of children. Before becoming a lawyer, Dorene was a journalist for 13 years, most recently serving as an editor at The Indianapolis Star and Indianapolis News. Before that, she worked as an editor at other newspapers and magazines, including The Saturday Evening Post.
Charlene’s Story of Disability Care
Charlene was born legally blind and hard of hearing.
From a young age, it was difficult to navigate a world built for those without disabilities. She often struggled to find her place and feel secure. But, she’s never let her challenges hold her back.
Charlene wants to contribute and be independent. That’s why 13 years ago she reached out to Judson Center’s Disability Services to receive job training as part of their Vocational Program. In her own words, “Being independent makes me feel grown up, and a job makes me feel responsible.”
Not only has Charlene made friends and gained confidence thanks to Judson Center, but she’s also gained the skills she needs to work independently in the community. She is proud of the work she does at her retail job where she is known as a reliable employee who is always there to lend a helping hand.
Now Charlene is thriving more than ever. She attributes much of her achievement to her Job Coach, John, and the other caring staff in the program. But, as anyone who knows Charlene will tell you, she’s made great progress because she’s motivated and wants to use her skills to help others. When she isn’t stocking shelves or helping customers, she’s spreading her positive attitude as a volunteer at a local hospital.
When asked what she would say to other adults with disabilities looking for work, Charlene adds, “I would encourage people with special needs to go to Judson Center for help when they need to get a job. They
A Picture is Worth a Thousand Words and Milestones and Favorite Memories
any cherished occasion. Each photo tells a unique story of joy and achievement. It’s a chance to share these meaningful experiences with others who can appreciate and celebrate each journey.
We are also celebrating November, December and January Awareness Months, inviting you to share a photo that captures a special moment related to an Awareness Month. Customize your caption to highlight the moment’s meaning to your family.
Knowing where to start is often the hardest part. Luckily, our staff is composed of people who have been there. We are eager to share our stories and experiences with you with the hope that we can support you on your journey.
ASK Family Services is dedicated to supporting families and youth with mental health or developmental challenges. Through collaboration with families and community partners, we strive to guide services to be more family-driven, youth-guided, and culturally competent.
• 269-343-5896 @askfamilyservices We empower families and youth who experience developmental or mental health challenges to use their voice to reduce stigma and achieve their potential to successfully participate in their community.
• Is your child struggling at school?
• Feeling overwhelmed navigating the special education system?
• Unsure of your child’s rights and how to advocate for them?
Highly Reactive Nervous Systems AT SCHOOL AND WORK
BY JUDITH E. LIPSON, M.A., LPC
Individuals with highly sensitive nervous systems can become so emotionally and physically overwhelmed that they can’t participate in activities, even the ones that they would have otherwise enjoyed.
I am frequently asked how to help a super-sensory, highly sensitive student stay in class, or even to consistently attend school.
The first step is helping their educational staff, family, and potential employers to understand the challenges that these individuals’ nervous systems experience because of the constant bombardment to their five senses, and their own and others’ emotions. I write about this frequently in my monthly newsletters and have several articles devoted to this concept. If you are unfamiliar, I encourage you to read Neurosensitives and Sensory Overload https://www. spiralwisdom.com/neuro-sensitives-and-sensory-overload/ and Mentoring and Parenting Sensitives https://www. spiralwisdom.com/mentoring-and-parenting-sensitives-2/
It is only when we have a better understanding of the individual that we can relate to their experiences sufficiently so we can make the most appropriate adjustments to help them to have fewer reactive responses, and to appreciate and accept their need to step away.
Recently I was asked to attend a school meeting on behalf of a student. I have jotted down some generalizations that you might be able to use on behalf of your student. These concepts can also apply to a college student or an adult at work. Use these ideas and personalize them to your specific situation/individual.
We are talking about an individual’s nervous system’s response to its environment. Their behaviors are not personal or willful.
• We want to minimize their nervous systems’ identification of cues of danger. Incidentally, we are all wired to see the world through what is called negative bias where we see danger when there really is no bear. This tendency is intensified in a super-sensory or someone who has experienced trauma. https://www.spiralwisdom.com/big-t-little-t-trauma/
• A good resource to help you to walk a mile in their shoes comes from a writer who explains how having a chronic illness is like starting each day with a specific number of spoons. The kids and adults that I work with resonate with this concept and often use it to explain their situation to others. They can now verbalize in a concrete way to others, “I only have 4 spoons left. I need _______.” https://lymphoma-action.org.uk/sites/default/files/ media/documents/2020-05/Spoon%20theory%20by%20 Christine%20Miserandino.pdf
• Maximize their cues of safety to help them calm their nervous systems in real time:
• They (their nervous systems) need to experience that school can feel safe. This often requires a reduced schedule for a period of time (so that their nervous system doesn’t become overwhelmed) and/or a quiet, cozy, safe place for them to be in the building.
• Allow and encourage the student to determine when they can return to a class(es) and continue to provide access to the safe place.
• The safe place is typically quiet, dimly lit, and often small. Fidgets and other sensory objects are helpful. Some individuals like to have weighted blankets available. Take the time to find out what helps them to feel safest and calmest.
• Others who interact with the individual can help the situation and the individual by slowing their own movements and voice, speaking softly, using an inviting tone, and breathing calmly.
• Consider reflecting the student’s experiences so that they feel seen. (I.e.: I can see that not knowing what I was asking became very overwhelming to you, and that was more difficult after the sudden noise that we just experienced. I recognize that you really want to have quiet time to be able to feel calm again.)
• Assure them that no change will take place until they are ready. (If their nervous system is in crisis, this is not the time to “push” them toward growth.)
• Find out who on staff their nervous system has identified as “safe”. Whenever possible these individuals should be the ones who address them when they need to calm, as well as when shifts toward more engagement are being requested.
It’s not uncommon for behaviors, tolerance, and the willingness to stay engaged to change very rapidly (that 0-10 concept). Highly sensitive individuals with highly reactive nervous systems are being bombarded with constant input and are tolerating them as well as they can. Truthfully, they are doing an awesome job…until they can’t! As we understand their situation and help them to address difficulties even before they happen, they can tolerate more and require fewer and shorter breaks from the activities. This translates to more time engaged and present.
This article is for informational purposes and is not meant to replace medical care.
Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield, MI. She helps clients of all ages who have learning difficulties, work or school related anxiety, ADHD, Asperger’s Syndrome or Autism Spectrum Disorders, and those who wish to Remember and Become ‘Who You Really Are’. Contact Judy at 248.568.8665 and judylipson@ spiralwisdom.net, and visit www.JudyLipson.com for more information.
Judith E. Lipson, M.A., LPC
Local Events
BY CHRISTIA WOODFORD — PUBLISHING ASSISTANT AND LOCAL EVENTS
Visit a Museum through Museums for All
Due to COVID-19, many museums participating in Museums for All have adjusted their hours and ticket purchasing policies. Before visiting a museum, please call or check their website to see if they are open or require advance registrations. Many museums are offering virtual resources—check your local museum’s website for more information. Through Museums for All, those receiving food assistance (SNAP benefits) can gain free or reduced admission to more than 1,000 museums throughout the United States simply by presenting their EBT card and a photo ID. Check here for participating museums. https://museums4all.org/
Impression 5 Science Center, 200 Museum Dr., Lansing, MI 48933
Explore your Science Center with select exhibits altered to reduce sounds, scents, and lighting stimuli. Guests can expect a limited building capacity, pop-up activity, and map designating the sensory experiences in each exhibit. Thank you to MiABLE for supporting Sensory Friendly. Admission: Regular admission prices apply. Free for members. https://autismallianceofmichigan. org/event/sensory-friendlyhours/2024-03-20/
Abrams Planetarium Sensory Friendly Shows
Living in Balance: Anishinaabe Star
Oct. 15, 11:30 am
Knowledge highlights Anishinaabe stories of constellations and moons in relation to contemporary insights about environmental changes. Teachings shared by Native Skywatchers Carl Gawboy, William Wilson, and Dr. Annette S. Lee are narrated by Aarin Dokum with Anishinaabemowin translations by Alphonse Pitawanakwat set to art by Elizabeth LaPensée.
One World One Sky: Big Bird’s Adventure
Oct. 15, 1:00 pm
You don’t need a spaceship to learn about the sun, moon, and stars-just a little imagination! When Big Bird, Elmo, and their friend from China, Hu Hu Zhu, take an imaginary trip to the moon, they learn amazing things along the way. 755 Science Road, East Lansing, MI, United States
These shows will run with the lights up, the sound down, and the theater doors open so people can move about as needed. We also provide a place to “chill out” in our lobby. All shows include a live star talk about what is up in the sky that night. We will include a short break between the main show and the star talk. Information about what to expect during the show will be provided when you purchase tickets. Cost: Adults, $5.50, Students and senior citizens, $5.00, Children (age 12 and under), $4.50 Friends of Abrams Planetarium Members, Free
Free with Museums For All (with valid EBT, Medicaid, or WIC card and photo ID) https://www.abramsplanetarium. org/Programs/Sensory.html
Ella Sharp Museum
Sensory Time
Every Saturday at 9:00 am
3225 4th Street, Jackson, Michigan 49203
During Sensory Friendly Hours, the Ella Sharp Museum will open its galleries at 9 a.m., an hour before the museum opens to the public. Families with members who are neurodiverse, autistic, or have other sensory processing disorders or cognitive disabilities are welcome to visit the museum for a quieter experience in a more controlled environment. Designated quiet zones will allow visitors to decompress and experience the museum at their own pace.
Before each program, families are invited to browse our “pre-visit” materials to help them prepare for their visit including social narratives and maps of our facility. These previsit materials are also available to help families plan for visits that take place outside of program hours and a sensory backpack is available at the front desk for use.
To provide the most sensory-friendly environment possible, we will limit the capacity for these special times to 50 people. https://ellasharpmuseum.org/ classes-and-events/sensory-time/
Grand Rapids Children’s Museum
Sensory Friendly Play
Upcoming play date November 4, 4:00pm- 6:00 pm
Together with Autism Support of Kent County, GRCM welcomes families to play in a calmer, quieter environment outside of regular Museum hours. Registration required.
Various Events Scheduled Oct. 1- Oct. 31
Grand Rapids Children’s Museum, 11 Sheldon Ave NE, Grand Rapids, MI 49503
Check calendar for Sensory Friendly evenings https://www.grpm.org/visit/ https://www. autismsupportofkentcounty.org/
TheraplayYoga: Therapeutic Playful Yoga for Diverse Abilities
Adaptive Yoga Studio, 2015 E. Michigan Ave. Lansing, MI 48912
Inclusive & Accessible Yoga for Diverse Bodies, Brains, and Abilities. Check website for schedule. Gloria@TheraPLAYoga. com https://theraplayoga.com/
FAMILY FUN
DINO ADVENTURES AT JOHN BALL ZOO
Sept. 1 through Nov. 10, 9:00 am- 4:00 pm
John Ball Zoo, 1300 W. Fulton St., Grand Rapids, MI
Join as we journey through the ages, uncovering how the traits of prehistoric dinosaurs have influenced the animals we see today. Through this interactive exhibit we’ll come together to celebrate our living world and significance of conservation. During Dino Adventures, John Ball Zoo will aim to foster a deeper appreciation for the natural world, its history, and the urgent need for conservation efforts to protect both living species and those yet to come. The Zoo will be transformed with life sized dinosaur replica robots that make noise and move. Guests can embark on a dinosaur safari through the Zoo’s Forest Realm and learn about the dinosaurs that once roamed the Earth. For tickets: https:// jbzoo.org/events/dino-adventures/
DNR Outdoor Adventure Center
Oct. 6, Nov. 3, Dec. 1, 10:00 am- 12:00 pm
Outdoor Adventure Center, Globe Trading Company Building, 1801 Atwater St, Detroit, MI
The DNR Outdoor Adventure Center welcomes friends and families with sensory processing differences to our sensory-friendly building hours! Enjoy the opportunity to explore and experience the OAC with building sounds and ambient noises at a lower volume. During your visit, there will be a quiet room with sensory materials available to use, and a limited building
capacity. At noon, the building will open to the public, with volumes returning to standard operating levels. All staff are KultureCity-certified to ensure the best possible experience. Various Activities scheduled Oct.1- Oct. 31 Check website https://www.michigan.gov/oac
Fascination Factory
Sensory Friendly Play
Oct. 1, 2:30 pm- 5:30 pm 2295 E Lincoln St; Suite 150, Birmingham, MI
What to expect in our new sensory sensitive hours: Back door locked for safety No music Noise Cancelling Headphones Oral chews offered at check-in Calming corner tent Minimized Capacity Families $30.00 https:// autismallianceofmichigan.org/events/ list/?tribe-bar-date=2024-10-01
Together Let’s Sing, Dance and Jam!!
Oct. 2, 6:30 pm- 7:30 pm Virtual
Please join us for our monthly “virtual” music therapy event!!
Please RSVP by February 25 to Cathy Blatnik at blatsie63@yahoo. com with your name, age, contact phone number and e-mail address
Inclusive Trunk or Treat
Oct. 4, 6:00 pm- 7:30 pm
Matthew’s Mighty Mission 38257 Mound Road, Building D, Sterling Heights, MI Friday Oct 4th, 2024 Pumpkin Decorating, Cider & Doughnuts, Trick/Treating Register Online at matthewsmightymission.com
REC-IT Class: Inclusive Art
Oct. 10, Oct. 24, 1:00 pm-2:00 pm Disability Network Eastern Michigan - Troy 1709 John R Road, Troy, MI Join us for in-person art classes.
Participants will learn new artistic skills using a variety of mediums, such as: acrylic painting, oil pastels, watercolor, and mixed media. Class includes group and individual instruction and meets on the 2nd and 4th Thursday of each month. In order to promote inclusion for all, we request a maximum of 4 individuals from any one agency. All levels of experience and ability are welcome.
Oct. 15, 6:00 pm- 7:30 pm Roll Arena, 2909 Bay City Road, Midland, MI 48642
Join us for a “rolling” good time! Our goal is to create a fun and accessible environment for individuals with disabilities and their caregivers to enjoy skating and socializing. This session will include wheelchairaccessible lanes. These lanes can also be used by individuals who may need assistance with a non-skating support person. Caregivers & Direct Support Staff are FREE (free admission valid for one caregiver/support staff per participant). $10 admission https:// autismallianceofmichigan.org/event/ lets-roll-together-2/2024-06-18/
RARA Movie Night Out
Oct. 16, Nov. 13, Dec. 11
Emagine Theatre Rochester Hills (200 Barclay Circle, Rochester Hills) Hosted by RARA Recreation. Enjoy a movie with your friends at the theater one Friday a month. You will pay for your own ticket and concessions. Plans are based on the current theater schedule. You must pre-register so that enough assistance is provided and space reserved. Ages 14+. Fee is $6 for residents & non-residents. Register via RARARecreation.org.
Halloween Happiness
Oct. 24, 6:00 pm- 8:00 pm Southfield Civic Center 26000 Evergreen Road Southfield, MI 48076
Halloween Happiness, an event for individuals of all ages with intellectual and developmental disabilities. The event will include accessible music, dancing, trick or treating and pizza. Cost is $10/participants and $5/ caregiver, Preregistration with payment required by Friday, Oct. 18. Call 248858-0916 to register. Call 248221-8040 for program questions.
For the whole family focusing on inclusion, safety, and enjoyment! $10 per family, register online https:// therapeuticconceptsllc.com
ARC Livingston Dance 2024
Oct. 26, 6:00 pm- 8:00 pm
Howell Elks Lodge 2830 E Grand River Ave, Howell, MI
The Arc Livingston Dances Schedule for 2024 is Here!! Mark your Calendars!! Arc Dances are held monthly at different locations throughout the community. There is a charge of $3 https://autismallianceofmichigan. org/event/arc-livingstondance-2024/2024-04-27/
Detroit Zoo
Sensory Friendly Evenings Check website for date and times Detroit Zoo, 8450 W 10 Mile Rd, Royal Oak, MI 48067
As part of our work to create accessible and welcoming spaces for all, the Detroit Zoo will turn down the music and adjust the lights during special evenings this summer.
Starting in June, the Detroit Zoo is hosting three Sensory Friendly Evenings for guests with different sensory needs. During these times, the Zoo and its attractions will be open to all visitors, but special accommodations will be in place to ensure the Zoo can be enjoyed by families and individuals of all abilities.
Sensory bags and a dedicated sensory room is available for those who may need a quieter and more secure space. Included with Zoo admission | Free for members | No event registration required https://detroitzoo.org/events/zooevents/sensory-friendly-evenings/ Various fun events through the month.
Legoland Discovery Center Michigan
Sensory Friendly Mornings Check the website for upcoming Mornings
4240 Baldwin Rd, Auburn Hills, MI 48326
During Sensory Friendly Mornings, we’ll reduce the lighting, turn off music & disable distracting stimuli for an hour before we open to the general public. This event is perfect for our friends on the autism spectrum.
Sensory-sensitive adults are welcome to visit during Sensory Friendly Mornings without a child (age 16 or under) in the party until the attraction opens to the general public at 10 am. Adults who are not accompanied by a child must exit the attraction upon opening. Groups that are accompanied by a child are welcome to stay past 10 am. Tickets are limited and must be purchased online in advance for this special event. https://www.legolanddiscoverycenter. com/michigan/tickets-passes/
Sealife Michigan
Sensory Friendly Mornings Check the website for upcoming mornings 4316 Baldwin Road, Auburn Hills, MI 48326
During Sensory Friendly Mornings, we’ll reduce the lighting, turn off music & disable distracting stimuli for an hour before we open to the general public. This event is perfect for our friends on the autism spectrum.
The aquarium will open to the general public with normal lighting, sound, etc. at 10 am, but you’re welcome to stay as long as you like and do not have to leave when the event ends at 10 am. Tickets are limited and must be purchased online in advance for this special event. Please check https://www. visitsealife.com/michigan/what-s-inside/ events/sensory-friendly-mornings/
MJR Digital Cinema
Sensory-Friendly Film
Check the website for movie times 100 East Maple Road, Troy, MI, 48083, United States https://www.mjrtheatres.com/sensoryfriendly-films?fbclid=IwAR1JnETT4LqVME0tv0TkWPiYH5lckEcSi4ou3EcdA4eyfbqJYLgmReJ00
EVENTS
Come Join Girl Scout Troop 1197! First All Inclusive Troop! 4920 Groveland Rd, Ortonville, MI 48462
The ONLY troop of its kind in MI, troop 1197 is being formed right now at O.A.T.S. (Offering Alternative Therapy with Smiles) in Ortonville for those
with special needs ages 11 and up. The troop, designed with experienced scout
Michigan, Wheelchairs in Motion and Rehab & Mobility Systems. To register:
Meet with Carelinc to have basic repairs made to equipment, meet
F r e e m o n t h l y p u b l i c a t i o n t o c e l e b r a t e , c o n n e c t ,
s u p p o r t & i m p a c t t h e s p e c i a l n e e d s c o m m u n i t y !
- S t o r i e s f r o m f a m i l i e s a n d i n d i v i d u a l s w i t h s p e c i a l n e e d s , g i v i n g h o p e t o o t h e r s
- H i g h l i g h t s o f s u p p o r t i v e o r g a n i z a t i o n s .
- E v e n t s w h e r e f a m i l i e s c a n c o n n e c t , b u i l d r e l a t i o n s h i p s & c o m m u n i t y
- T i p s , u p c o m i n g e v e n t s , v a l u a b l e i n f o r m a t i o n & s o m u c h m o r e !
