What Is Autism? Understanding Autism Spectrum Disorder in Special Education
Autism Spectrum Disorder (ASD) is a neurological and developmental condition that affects communication, behavior, learning, and social interaction. According to the Centers for Disease Control and Prevention (CDC), autism affects millions of children and adults across the United States and occurs in every racial, ethnic, and socioeconomic group.
The word “spectrum” is important because autism looks different in every individual. Some students may be highly verbal and academically advanced, while others may need significant communication or sensory support. No two students with autism are exactly alike, which is why personalized special education programs are essential.
At Northstar, we believe autism does not define a student’s potential. Approximately 40% of our students have a primary diagnosis of ASD. With the right structure, support, and encouragement, students on the autism spectrum can thrive academically, socially, and professionally.
Understanding the Autism Spectrum
Autism has historically been categorized into several presentations, including Classic Autism, Asperger Syndrome, and PDD-NOS (Pervasive Developmental Disorder–Not Otherwise Specified). Today, these diagnoses are generally grouped under the broader term Autism Spectrum Disorder.
Students with autism may experience challenges with:
- Social interaction and communication
- Reading social cues or maintaining eye contact
- Delayed speech or language development
- Repetitive behaviors or routines
- Sensory sensitivities to sounds, lights, or textures
Some students prefer independent work, while others thrive with guided collaboration and structured routines. In a specialized special education environment, these differences are understood and supported rather than punished or misunderstood.
Creating a Sensory-Friendly Learning Environment
For many students with autism, traditional classrooms can feel overwhelming. Loud noises, changing schedules, and social pressure may increase anxiety and impact learning.
That is why Northstar provides a sensory-friendly and pressure-free academic environment designed specifically for students with diverse learning needs. Our educators meet students where they are cognitively, socially, and emotionally. Through individualized instruction, predictable routines, and compassionate support, students gain confidence in the classroom and beyond.
Research from the National Institute of Mental Health (NIMH) explains that autism affects brain development related to communication and behavior, but early support and intervention can improve outcomes significantly.
Autism by the Numbers
Autism prevalence has increased in recent years as awareness and diagnostic access improve. Current CDC data estimates that approximately 1 in 31 children in the United States has been identified with autism spectrum disorder. ASD is also reported to occur in all racial and ethnic groups.
The CDC also reports that autism is more commonly diagnosed in boys than girls, although researchers increasingly recognize that girls may be underdiagnosed due to differences in how symptoms present.
These statistics highlight the growing importance of high-quality autism support and specialized education programs for students and families.
Beyond the Diagnosis: Preparing Students for Life
At Northstar , we focus on more than academics. We help students build independence and confidence. It is essential students practice skills that build career readiness and give them the tools to succeed beyond K-12 education.
Many individuals with autism develop deep interests and exceptional attention to detail. Through vocational training, certifications, and career-focused learning, students can transform those strengths into meaningful professional skills.
We also understand that families often juggle therapies, appointments, and educational decisions while advocating for their student’s future. Northstar keeps communication with families open to ensure students receive the support they need to succeed both in school and in life.
Discover the Right Special Education Environment
Every student deserves a learning environment that celebrates their unique strengths.
At Northstar, we specialize in supporting students with autism through structured classrooms, sensory-aware spaces, individualized instruction, and career-focused opportunities.
If you are searching for a special education school that understands autism and believes in your student’s potential, we invite you to connect with our team.
See if Northstar is the right place for your student. Schedule a tour or apply to Northstar today!
A Guide to Social Emotional Learning (SEL)
More Than Just "Soft Skills"
We’ve all been told that school is about the "3 Rs"—Reading, Writing, and Arithmetic. But let’s be real: you can be a math genius and still struggle if you can't handle a disagreement or manage a deadline. That’s where the "4th R" comes in: Relationships.
Social Emotional Learning (SEL) is basically the "internal hardware" of a successful human. It’s how we learn to handle our big feelings, set goals without burning out, and walk a mile in someone else’s shoes. At Northstar, we don’t just treat these as abstract ideas; we turn them into a practical toolkit for students who learn differently.
The Classroom Without Walls
SEL isn’t a subject you study for forty minutes and then "finish." It’s happening everywhere. I’s a living skill set that gets practiced in the messy, real-world moments—like navigating a crowded hallway, resolving a spat on the playground, or just figuring out where to sit at the lunch table.
These skills are usually "caught, not just taught." You can’t just lecture someone on how to be calm; they have to see it in action. It’s all about the power of modeling—how teachers and students actually treat each other when things get stressful or when they flat-out disagree. Those high-pressure interactions are where the real learning happens. Students learn more from how a teacher handles a stressful moment than from a poster on the wall.
Ultimately, we’re bridging the gap to reality. The end goal here isn’t just to have a "well-behaved" student who follows the rules in a classroom. The goal is to build a person who can walk into a high-stakes workplace or a complex community and have the tools to navigate it all independently.
High-Tech Regulation
Think of SEL as having a modern toolkit for your brain. It’s not just about "deep breaths" anymore; we’re talking about assistive self-care. Sometimes, the gap between feeling an emotion and actually managing it is too wide to jump alone. That’s where technology steps in—whether it’s a "calm-down" app, a sensory tool, or a digital mood-tracker, these aren’t just gadgets; they’re the bridge that helps a student get back to center.
It really comes down to personalized workflows. Think about how a CEO uses a high-end planner or a project management app to stay on top of their day. Students can do the same thing with SEL strategies to manage their mental energy. It’s about learning how to "budget" your focus so you don't hit a wall by lunchtime.
When we frame these tools as professional assets rather than "crutches," it allows students to practice independence through tech. It levels the playing field, giving students the same edge a professional has to stay focused and composed, no matter what kind of environment they’re stepping into.
The "Big Five" (The SEL Pillars)
If we’re looking at the "Gold Standard" of how this works, it usually boils down to five things:
- Self-Awareness: Identifying your own strengths and emotions.
- Self-Management: Controlling impulses and staying organized.
- Social Awareness: Understanding social cues and practicing empathy.
- Relationship Skills: Working in teams and handling conflict.
- Responsible Decision-Making: Thinking through the consequences of your actions.
A Three-Dimensional Skill Set
It’s a common misconception that Social Emotional Learning is just about "feelings," but it’s actually a three-dimensional skill set designed for total student development. On the cognitive side, it’s the engine behind problem-solving and executive functioning—the "brain power" needed to think critically. Then you have the social dimension, which covers how we communicate, collaborate, and actually contribute to our communities. Finally, the emotional piece ties it all together by building the resilience and stress management skills that lead to genuine self-confidence. Once students start practicing these skill sets, they being to build confidence, one choice at a time.
The Transformation: From Overwhelmed to Empowered
At Northstar, we don’t just teach students how to pass a grade—we teach them how to handle their future. At the end of the day, SEL is about moving a student from feeling like the world is "happening to them" to realizing they are in the driver's seat. It’s about building the resilience to say, "I can handle this." Want to see what this looks like in practice? We’d love to show you around! Swing by a Northstar Open House or schedule a tour to see SEL in action.
Why Hands-On Learning Works: Construction Training for Students with Special Needs
Introduction
Hands-on learning isn’t just an instructional option — it’s a powerful way many students with special needs access and retain new skills. For learners who benefit from engaging their bodies as well as their minds, experiential instruction creates meaningful opportunities to connect abstract concepts to real results.
At Northstar Career Center, the Construction & Maintenance program offers exactly this kind of learning environment. In a workshop-style classroom equipped with real tools and personal protective equipment, students build foundational construction and maintenance skills while working toward independence and future employment.
What makes this approach especially effective is how it integrates individualized learning goals — particularly those outlined in students’ Individualized Education Programs (IEPs) — into projects that are purposeful, tangible, and directly linked to workforce readiness.
The Value of Kinesthetic Learning in Special Education
Students with ADHD, autism, intellectual disabilities, and other neurodiverse profiles often thrive when instruction is hands-on, interactive, and movement-based. Kinesthetic learning — learning by doing — helps students encode information through tactile memory and muscle memory, making complex skills more accessible and memorable than traditional lecture-based instruction.
In construction training, this might look like measuring lumber, operating a hand tool, or assembling components — all repeated until the skill becomes familiar. Movement, repetition, and multi-sensory engagement not only aid learning but can also improve focus and reduce frustration. This makes construction training a natural fit for students who struggle with purely auditory or visual learning methods.
Connecting Construction Training to IEP Goals
One of the great strengths of Northstar’s Construction & Maintenance program is how seamlessly it supports IEP goals and broader life-skills development.
For example:
- Following multi-step directions — Students routinely follow sequential instructions to complete projects, mirroring skill progressions outlined in many IEP plans.
- Tool use and safety — Lessons in safe tool handling support fine motor control and practical safety goals often specified in IEPs.
- Team collaboration — Working in pairs or groups reinforces communication, cooperation, and social engagement — all valuable social-emotional learning objectives.
On top of these, construction projects also cultivate life and vocational skills such as measuring, planning, cleaning up work areas, and evaluating finished products. These tasks directly support workplace readiness and independence.
Through exploration of assistive technologies, students also learn how to manage their workflow, gain efficiency, and build autonomy — all critical competencies for future employment.
Engagement Through Purposeful, Real-World Tasks
Purpose makes learning stick. Projects in Northstar’s Construction & Maintenance program aren’t hypothetical exercises — they result in tangible outputs that have meaning beyond the classroom.
Students might build functional items like shelves, tables, or outdoor enhancements. They may even participate in community projects, such as collaborating with local partners to renovate or improve real work sites, gaining hands-on experience in a real-world context.
When students see the direct impact of their work — an object used by others, a space improved for community use — it boosts engagement, motivation, and pride.
Building More Than Structures — Confidence and Soft Skills
Completing a construction project isn’t just about mastering a new hard skill — it’s an opportunity to build confidence and soft skills that carry far beyond the workshop.
Through the construction process:
- Students experience increases in self-esteem as they see themselves complete tasks they once thought were difficult.
- They practice leadership and teamwork by working with classmates, sharing tools, and solving problems together.
- They learn to adapt and persevere, recognizing that mistakes are not failures but steps toward mastery.
These soft skills — communication, resilience, leadership, and collaboration — are essential for both employment and daily life.
Measuring Progress and Preparing for the Workforce
In the Northstar Career Center, student success is tracked and celebrated within the IEP framework. Instructors document progress toward individualized goals such as independence with tool use, consistency in following directions, or workplace behavior — ensuring that growth is both meaningful and measurable.
Construction training also prepares students for their next steps:
- Students can document specific skills and credentials (e.g., OSHA-10, Career Readiness Certificates, employability certifications) that enhance their resumes and job applications.
- They learn to advocate for accommodations and communicate their strengths to potential employers.
- Many students graduate ready to pursue careers in residential construction, commercial building management, trades apprenticeships, or other hands-on fields.
Northstar also emphasizes connections to community and workforce partners, offering students opportunities to practice their skills on real job sites and build relationships that support future employment.
Conclusion
Hands-on learning, especially within construction training, offers profound benefits for students with special needs — making abstract goals tangible, aligning instruction with individualized IEP outcomes, and preparing learners for meaningful careers.
At its core, Northstar Career Center’s Construction & Maintenance program doesn’t just teach students how to build structures — it helps them build confidence, independence, and pathways to fulfilling work.
Support experiential learning in special education — because every student deserves a future where their strengths are valued and their skills are tangible.
Five Tips for Creating a Positive Learning Environment for Students with Disabilities
Five Tips for Creating a Positive Learning Environment for Students with Disabilities
Creating a positive and inclusive learning environment is essential for all students, especially those with disabilities. When students feel safe and understood, they’re more likely to do well academically, socially, and emotionally. At Northstar, we aim to foster a supportive space where students with disabilities can thrive.
Here are five practical tips for teachers to help create a space comfortable for students who learn differently.
1. Foster a Culture of Respect and Inclusion
Ensure every adult who comes in contact with the student models inclusive language and respectful behavior. At school, faculty should remain professional at all times and have a calm demeanor. When conflicts do arise between students, use them as teachable moments to promote peer understanding. Age-appropriate discussions about diversity and empathy can become an opportunity to celebrate differences and encourage students to learn from one another.
2. Create a Predictable, Structured Learning Environment
Students with disabilities often rely on clear routines to get through the day. Incorporate tools in your everyday life to help students anticipate transitions. The key is being flexible without compromising an existing structure. For example, using a visual schedule can help a student understand the order of a day’s activities, or a timer on a wall can show students how long they have to finish a task before it’s time to clean up their space. Anticipate how changes to the routine may affect mood or behavior and prepare accordingly.
3. Design a Flexible Physical Space
Educators should ensure the learning environment is able to accommodate mobility needs and minimize sensory overload. It’s important to offer as much independence as possible to students as they navigate the school building. The ability to physically change locations independently fosters confidence. Consider creating a calm corner or quiet spaces for students who need sensory breaks. Provide low lighting sources or dimmable lamps as an alternative to bright overhead lights.
4. Build Strong Relationships with Students
Take time to learn about each student’s strengths, interests, and challenges. Use positive reinforcement to encourage collaborative behavior. Evaluate how the student learns best and adapt lesson content to different formats (visual, auditory, hands-on, etc). Allow students to demonstrate knowledge in various ways and participate at their own level. For instance, if a student struggles with oral presentations, consider adapting their assignment to include a written portion or allow them extra time to practice. Patience and empathy are key to making a student feel valued at school.
5. Be Open to Growth
Every person in a student’s life has an impact. A student thrives when teachers can collaborate with parents, caregivers, aides, doctors, coaches, or other influential adults. When these people team up, they are able to share what strategies work best for the student and contribute to their social-emotional growth. Don’t forget to include the student’s opinion. Ask the student, what makes you feel successful at school? Be open to feedback while you reflect on what’s working — and adjust what’s not.
A positive learning environment doesn’t happen by accident — it’s the result of intentional, compassionate practices that put students first. By focusing on respect, structure, flexibility, and collaboration, we can help students with disabilities feel empowered and capable, both in and beyond the classroom.
Navigating Individualized Education Programs (IEPs): A Guide for Parents and Educators
The Individualized Education Program (IEP) is a critical tool in ensuring students with disabilities receive the support they need to thrive in school. However, navigating the IEP process can be overwhelming for both parents and educators. Whether you're new to them or looking to improve collaboration, this IEP guide provides essential tips to make the process smoother and more effective.
1. Know the process
The IEP is a legally binding document developed for students who qualify for special education services under the Individuals with Disabilities Education Act (IDEA). It outlines a student's strengths, challenges, goals, and the services they will receive.
The IEP process includes:
- Referral & Evaluation – A student is assessed to determine eligibility.
- IEP Meeting – Parents, teachers, specialists, and administrators collaborate to develop the plan.
- Implementation – The plan is put into action, and educators monitor progress.
- Annual Review & Updates – The IEP is reviewed yearly and adjusted as needed.
2. Tips for Parents
Know Your Rights – Familiarize yourself with IDEA (Individuals with Disabilities Education Act) and your child’s rights to accommodations and services. Check that your child’s school has the ability to meet their needs. Northstar serves 12 of the 13 IDEA recognized disabilities, including autism, other health impairments (OHI), specific learning disabilities (dyslexia, dysgraphia, dyscalculia), intellectual disabilities, multiple disabilities, emotional disabilities, developmental delays and speech/language impairments.
Be an advocate – Speak up about your child’s needs and ensure their strengths are highlighted in the IEP. Mention what growth or challenges you have observed at home.
Be prepared – Prepare for IEP meetings by bringing in notes, concerns, and questions. It helps to review past progress and identify areas for improvement. Keep organized records and maintain copies of evaluations, reports, and correspondence related to your child’s education.
Collaborate with Teachers – Build a strong partnership with your child’s teachers and specialists. Regular communication ensures consistency and support. Reinforce lessons and strategies learned in the classroom at home.
3. Tips for Educators
Focus on their Strengths, Not Just Challenges – Every child has unique abilities, so be sure to highlight them. Use positive reinforcement to bolster a student’s self esteem and keep them on track for improvement. When developing goals, avoid vague objectives or wishy-washy language. Goals should be specific, achievable, and trackable over the long term.
Encourage Family Involvement – Parents are valuable team members; keep them informed and involved. Ensure communication is free-flowing. Deliver critique and challenges using direct, yet compassionate language.
Be Flexible and Creative – Adapt teaching methods to meet the student’s learning style. Small adjustments can make a big difference. Northstar knows that every student learns differently and provides an individualized, customized education each one, meeting them on their level.
Monitor and Document Progress – Consistent tracking helps ensure students are making gains and allows for timely adjustments. Adjust goals as needed to suit the student’s changing needs as reported by themselves or shown by their academic performance.
4. Include Your Young Adult Student in the IEP Process
While there's no minimum age for a student to attend their own IEP meeting, as students with disabilities transition into young adulthood, their role in the IEP process becomes even more crucial. Individual families may decide when to include their child in the meetings. Early involvement is encouraged as it allows the student to be an active participant.
Empower Self-Advocacy and Goal-Setting – Encourage your student to express their strengths, challenges, and goals. Help them practice speaking up about what support they need. Consistently monitor and adjust how much decision-making support the student needs. Teach them about their rights and options, but also respect their growing independence in making choices about their future. Work with your student to develop realistic and meaningful goals that align with their aspirations. Ask them what they hope to achieve in the next few weeks, the next year, and the next few years.
Focus on Transition Planning – The IEP should address post-school goals, such as employment, independent living, or further education. Ensure transition services and skills-building opportunities are included. For more information and resources, Northstar Career Center provides reading materials and free recorded webinars about navigating the transition to adulthood.
Create a Support Network – Help them connect with mentors, career services, or disability support offices if they plan to attend college or enter the workforce. Ideally, review these options before your student comes of age and create a list of helpful resources that become accessible when they become an adult.
5. Create a Positive IEP Experience
Manage Stress – IEP meetings can sometimes feel stressful. Whether you are a parent or educator, remember that you share the same goal of helping your student succeed. A positive session sets the stage for the child’s success.
Bring Everyone to the Table – Make sure everyone who is part of the IEP process gets an invitation to participate in the meeting. Depending on the student's needs, this could include more poeple
Teamwork Makes the Dream Work – A team-focused approach keeps the student’s needs at the forefront of the conversation and fosters success. By working together, maintaining open communication, and staying proactive, IEPs can truly be a roadmap to student growth.
Five Questions to Ask About Support Services
Contemplating employment can bring on a cocktail of many feelings: excitement, anxiety, the thrill of freedom, the dread of workplace tedium, fear for personal safety, gratification from being an important part of an adult team, and a rewarding sense of being valued for what one uniquely has to offer.
Part of this journey involves the consideration of whether or not to access services to facilitate entry into the workforce. These services are often referred to as supported employment services or vocational rehabilitation. Like any field involving a government agency, learning about services, the jargon, and a new set of acronyms can add a layer of difficulty to an already charged experience.
Here is a list of “terms to know” and resources to help you get started.
1. What is DARS?
The Department of Aging and Rehabilitative Services (DARS) is the state agency tasked with providing vocational rehabilitation to assist people with disabilities to prepare for, secure, retain or regain employment. Sometimes our students begin working with DARS while they are in high school receiving Pre-Employment Transition Services (Pre-ETS). These student work with a DARS representative to identify their strengths and interests and to explore their possible paths in the workforce. Students who qualify for services may also work with a case manager to develop an Individual Plan for Employment (IPE). The case manager discusses different planning tools and resources to pave the way for eligible clients to enter the workforce. Sometimes the services include vocational assessments, driving assessments, or independent living assessments. Sometimes DARS will provide services through a vendor “Employment Services Organization” (ESO). For more information on DARS and services they provide, see their website: https://www.vadars.org/drs/.
2. What is a WISA?
A Work Incentives Special Advocate (WISA) works with DARS clients and their families to guide them through the process of juggling their income and their benefits reporting requirements. We know that that a person will always have a larger income when working than when not working. A WISA can help clients understand how to navigate the process of handling their benefits given their newfound income. Ask your DARS counselor about whether or not working with a WISA would be an appropriate part of your Individual Plan for Employment.
3. What is a job coach?
A job coach, or Employment Specialist, is a person who works directly with a client with disabilities while he is seeking and becoming established in employment. Some job coaches work directly for DARS. Oftentimes Employment Specialists work for Employment Service Organizations (ESOs), a private organization providing services for DARS through a vendor relationship. The Employment Specialist works directly with a client to identify prospective employers, to support clients during the hiring and on-boarding processes. Employment Specialists continue to work with clients until they are stable on the job.
4. What is customized employment?
Customized employment is a flexible, collaborative process through which an employment candidate is matched with a prospective employer based on a tailored pairing of the candidate’s strengths and the employer’s needs. An Employment Specialist facilitates the conversation between the two parties rather than supporting a client through a standing “cookie cutter” recruitment process. Many of our students may not find their best employment fit by reviewing job descriptions that were written without a particular person in mind. By customizing employment, employers can find the talent they need without screening out qualified candidates with spurious requirements. To read success stories about how customized employment can work, see the Department of Labor’s website: https://www.dol.gov/odep/documents/vignette_v3_blue_508_final.pdf.
5. What are long-term follow along services?
After an employee is stable at a job, DARS will close that person’s case. However, if there are any changes in the job or opportunities for advancement, the employee should not hesitate to reach out to his case manager to see if he qualifies for services that could support him during these changes. In the meantime, if a client has worked with an Employment Specialist (job coach) through an ESO (DARS vendor), in many cases that Employment Specialist will touch base at least once per month as a part of long-term follow along services to see how the client is doing. This provides the client with an on-going touchstone in case there are small issues to resolve along the way.
In conclusion, it is an exciting and dynamic time to be entering the workforce. Many companies in our area and across the country are thinking more creatively than ever about how they can truly include team members with all backgrounds and support needs. Slowly but surely, the business community is recognizing the value that inclusive employment practices can lend their company’s growth, bottom line, and role in the community. These are just a few of the tools and initiatives that are paving the way for today’s graduates. Entering the workforce equipped with knowledge about these resources will lead a candidate to be better equipped than ever to step into employment.
Planning for your child’s transition from high school to the next steps of early adulthood can be complex and overwhelming. Many questions are difficult to answer during this time of rapid and dynamic development in your child’s life. How can you anticipate the needs your child will have in a year, or three years, or even five years?
Transition planning does not start by being able to answer these questions. Every transition to adulthood is a winding road filled with unexpected twists and turns. The challenges of disability can add to the complexity of this journey. We know to expect that these questions will change and evolve as the journey continues.
Transition planning can make a strong start by first “filling your toolbox” with as much information and access to services as is appropriate for your child’s unique journey. Many transition processes are complex and time-consuming. Starting eligibility processes early can allow for services to more accessible when your child needs them.
Here are five questions to help get you started as you search for tools that will work for your child.
1. Getting a job: I want my child to work, but I’m not sure where to start. What services are available for my child?
Employment looks different for each Northstar student. Each student brings different strengths to the workforce, and each family works through a unique series of challenges to guide them along the way. The agency charged with providing employment services and supports to adults with disabilities is the Department for Aging and Rehabilitative Services (DARS). Northstar IEP and IAP liaisons are here to help you through the eligibility application. We recommend that you apply as early as tenth grade as the eligibility process can take time. However, some of our students are now receiving Pre-Employment Transition Services (Pre-ETS) while they are still completing high school. This is a good way to learn about the services DARS has to offer and to learn about steps students can be taking toward employment. Learn more about DARS here: https://www.vadars.org/drs/
2. College: My child and our whole family have been working hard to prepare for college. How does transition planning factor into college planning?
Transitioning to college is still transitioning from high school to the next step. More and more colleges are offering support services and unique programming to open access to learners of all needs. Be aware that in college, protections offered students under the Individuals with Disabilities Education Act (IDEA) no longer apply. The Americans with Disabilities Act guarantees equal access to college students with disabilities. Visiting prospective colleges’ offices of student accommodations can be a helpful step in assessing the fit of that college experience. We are glad to be located near two community colleges with very active and supportive Offices for Student Accommodations. Learn more about their work here: http://www.reynolds.edu/student_services/accommodations/default.aspx and https://www.jtcc.edu/services/advising-center/disabilities-support-services/.
Also, learn more about Courage to Succeed, a program supporting college students at Reynolds Community College, here: https://www.charterhouseschool.org/courage-to-succeed/.
3. Transportation: I’m not sure if my child is going to get a driver’s license any time soon and maybe won’t get one at all. How do I figure out transportation?
Our Northstar parents tell us that the best strategy for transportation is just like strategies they have used for lots of other areas in their children’s lives: have multiple options. Even if your child is going to be a driver, he/she may not be comfortable driving in all types of weather, traffic conditions, or states of mind. A Care Card allows a person to use the Carevan, a door-to-door van service that costs $6 each way. Completing the eligibility paperwork takes about 40 minutes. The approval process takes about three months. Even if you don’t plan on your child using this or a similar service as a primary means of transportation, it is a useful back-up tool. Learn more about eligibility here: http://ridegrtc.com/services/specialized-transportation/care#Eligibility
Also, if a person has a Care Card, he can ride the GRTC bus for free! GRTC also offers free travel training to persons needing support learning to ride the bus safely. Kelsey Chalder will meet with your family, get to know your child, and make a travel training plan with you. Learn more about travel training here: http://ridegrtc.com/services/travel-training-program.
Finally, if your child is going to take the tests for a Learner’s Permit or a Driver’s License, be sure to ask that they receive the testing accommodations that will allow them to produce the most authentic results. See more information about this here: https://www.dmv.virginia.gov/drivers/#disability/visit_assist.asp.
4. Disability Benefits: What is the difference between SSI and SSDI?
Did you know that many people who have been diagnosed with a disability protected by the ADA are eligible to collect SSDI benefits based on their parents’ work experience when their parents retire? Understanding how SSI and SSDI can impact your child’s long-term financial picture are critical pieces of a complicated puzzle. Attorneys who specialize in special needs law can help families identify the financial planning tools and benefits that make sense for your family. The Disability Law Center of Virginia also has useful guidance materials to help you along the way: https://www.dlcv.org/socialsecurity
5. Income and Eligibility for Benefits: I want my child to get a job but not to lose her benefits. What should I do?
The short answer is proven by the math: a person will always have more income when employed than when unemployed.
Navigating the procedures necessary to stay in compliance with all of the agencies supporting your child is not always so straightforward. Thanks to a special grant, Work Incentives Special Advocates are now available to DARS clients to discuss ways that they can both be engaged in the workforce and continue to collect the benefits they need to maintain their health and stability. Talk to your DARS counselor about this service and learn more here: https://www.vadars.org/gsp/wisa.htm.