Making Halloween Accessible for All Families
Halloween can be a tricky time for families with children who have sensory, mobility, or other accessibility needs. That’s why we’re excited to share this insightful article from **Parents Magazine**: [Neurodivergence, Disabilities, and Halloween: How to Have an Accessible Holiday].
This article includes expert tips and personal stories, featuring contributions from our very own Family Engagement Coordinator, Lane McKittrick. Lane offers practical advice on how to adjust expectations, embrace new traditions, and ensure every child can enjoy the magic of Halloween.
If Halloween feels challenging for your family, you’re not alone. Check out the article for ideas on how to make the holiday more inclusive and fun for everyone!
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Empowering Families: Sharing Your Story Resource
We are excited to share a valuable new resource with our community: “Sharing Your Story”—a guide designed to help families communicate their personal experiences in impactful ways.
Telling your story can be a powerful tool for raising awareness, creating change, and building meaningful connections. Whether you’re advocating for your child, seeking to educate others, or simply wanting to share your journey with friends, this guide offers practical advice and tools to make the process easier and more meaningful.
What You’ll Find in This Resource:
- Why Your Story Matters – Explore how personal stories can foster understanding, break down barriers, and influence change.
- Storytelling Tips – Learn techniques for organizing your thoughts, finding your voice, and crafting a message that resonates with different audiences.
- Audience & Purpose – Discover how to tailor your story for various contexts—whether it’s a meeting with your child’s school, advocacy efforts, or connecting with other families.
- Reflection Activities & Writing Prompts – Get started with thought-provoking prompts that guide you through the storytelling process.
This resource was introduced during one of our recent Family Connection Calls, and we’re thrilled to now make it available to all families. Sharing your journey not only helps others but can also provide clarity, healing, and empowerment for you and your loved ones.
We hope this guide inspires you to share your story with confidence and purpose. Together, our voices are stronger, and our stories can create change!
Don’t miss out on other resources like this—subscribe to our monthly family newsletter.
New Back-to-School Resources for Families!
The Washington DeafBlind Program is excited to share two new resources to help families get ready for the school year:
- Back-to-School Tips: A handy guide filled with practical tips to help you and your child transition smoothly into the new school year.
- Summer Prep Tips: Ideas and activities to do over the summer that will set your child up for success when school starts again!
These resources are designed to support both you and your child’s IEP team and were shared out as part of our Monthly Family Connection Calls. Check them out today and get a head start on a successful school year!
ODHH Family Mentor Services
Office of the Deaf and Hard of Hearing (ODHH) Family Mentor Services is available to provide assistance and support to parents, caregivers and families to develop different ways to communicate and interact with children and youth.
Family Mentors are Deaf, DeafBlind, Hard of Hearing and DeafDisabled adults specially trained to provide links between families of Deaf, DeafBlind, DeafDisabled or Hard of Hearing child and the community where they live. Also, they serve as positive role models to these families. To read more about these services, visit the ODHH Family Mentor Services webpage or download the postcard, Family Mentor Services
Transition Planning for High School and Beyond
The Washington DeafBlind Program provides transition services for students between the ages 14-22. Our team is here to support students and teams around the continued development of:
⇒ Communication and language
⇒ Community engagement
⇒ Self-advocacy skills
⇒ IEP transition goals
⇒ Navigation of opportunities and supports for life after HS
⇒ Vocational planning
⇒ Post-Secondary education planning
⇒ Connecting the student, family and team with transition agencies
Helpful Resources for Military Families from WA PAVE
Partnerships for Action, Voices for Empowerment (PAVE) has a website in multiple languages, including information on the right to a Free and Appropriate Public Education (FAPE).
Visit PAVE to view this resource.
Resource: Life After High School Guide
Did you know that a guide on Life After High School is available for free, in many languages? Do you know a family of a youth (14-21) with a disability who could use a written guide in Arabic, Vietnamese, English or another language? See the Open Doors for Multicultural Families website >
Questions about your middle or high school student? Please reach out to Sarah Godwin: sarah.godwin@wssb.wa.gov
Usher Syndrome and Peer Mentoring
Mentoring relationships can make a huge difference in children’s lives, but identifying mentors for those with Usher syndrome can be challenging. To address this issue, NCDB, the National Deaf Center, and the Usher Syndrome Coalition began a partnership a year ago to develop a peer mentoring program for children and youth with Usher syndrome.
Peer Mentoring for Children with Usher Syndrome | National Center on Deaf-Blindness (nationaldb.org)
Guidebook for Caregivers of Children with Rare and/or Serious Illnesses
Caregiving for a child who is deaf-blind or has another medically complex condition or disease can be both challenging and rewarding. The “Guidebook for Caregivers of Children with Rare and/or Serious Illnesses,” recently published by the National Alliance for Caregiving (NAC), provides information, resources, and guidance that specifically addresses caregivers’ needs.
Assessment of Deafblind Access to Manual Language Systems (ADAMLS)
“My family is interested in learning sign language, but there is so much info out there and we don’t know where to start.”
“Our child’s school team uses signs in the classroom, but I’m not sure it’s the right kind for my son, who is deafblind. Where can I learn more?”
Some families start with ten signs, or even three signs. Using first signs consistently in routines, over time, is more important than the number of signs.
Assessment of Deafblind Access to Manual Language Systems, by Robbie Blaha & Brad Carlson
