Regulation Rendezvous: Meeting Sensory Needs During In-Person and Remote Learning During COVID

Meeting a student's sensory needs has proven to be a need in our educational environments. Research has shown that up to 88% of students with an identified disability have difficulty processing sensory input. Additionally, up to 90% of individuals with autism have difficulty processing sensory input. Based on these statistics, a student’s sensory modulation style can have an impact in the school and/or home environment.  Proactively embedding supports throughout the day can help a student self-regulate across all environments. 

The current educational demands posed by the COVID-19 Pandemic can make it hard for students to have their sensory needs met. Prolonged screen time during remote instruction, limitations on movement within the classroom, and concerns about sanitizing sensory tools and equipment can all impact the student’s sensory processing which then impacts their academic performance. Today’s Regulation Rendezvous will provide ideas for Meeting Sensory Needs During In-Person and Remote Learning During COVID. 

COVID Challenge: Prolonged Screen Time

Research shows that students have limited amounts of time that they can concentrate on a lesson in one sitting. Elementary students can typically concentrate for 10-15 minutes while middle school and high schools students can focus for 20-30 minutes. Keep in mind, these are the general guidelines for typically developing students, therefore students with disabilities may have shorter attention spans. 

• Schedule Class-wide Brain Breaks: Schedule brain breaks at regular intervals for students. During in-person learning, you can project movement videos for students to do in their assigned area. While video conferencing with students remotely, you can screen share these videos for everyone to do a movement break. Brain breaks can also be embedded into the student’s asynchronous remote learning times. 
• GoNoodle: GoNoodle is a video site with a variety of guided dance, movement, yoga, and mindfulness videos for students. To find the best fit for your student, navigate the video options using the Categories. 

• Cosmic Kids Yoga: The Cosmic Kids Yoga host, Jamie, leads students through yoga, mindfulness, and relaxation videos geared towards young kids. Many of the videos incorporate popular kid’s characters and themes. 

• Moovlee YouTube: Moovlee is an animated monkey who leads students through movement videos. Each video is clearly labeled “calm” or “alert” making it easy to tailor to specific student needs. 

• Unicef Kid Power: Unicef Kid Power videos are similar to GoNoodle, however for each video played students can earn virtual coins to trade in for food and medical supplies to donate locally or globally. Specific Kid Power videos can be assigned to students so it is easy to differentiate their sensory supports. 

• The Body Coach YouTube: Joe aka The Body Coach has developed videos focused on fitness for kids. He has quick workouts in his Kid Workouts to Do at Home playlist and longer fitness routines in his PE with Joe series. 

• Virtual Scavenger Hunt: During group or individual video conferencing times, ask the student to find items within their house for a virtual scavenger hunt. This can be a creative and fun way to incorporate a student’s special interests while embedding movement into their routine. You can also ask them to find items related to the lesson such as something beginning with a specific letter or a certain number of items. Keeping your student motivated and engaged will allow an activity like a virtual scavenger hunt to be an effective sensory support. Click the image below to access this great visual from Exceptional Students in the Classroom.

• Consult with Parents for Sensory Activities at Home: Share with parents what you have found works for the student at school. Work with the student’s OT and the family to brainstorm ways to replicate effective sensory strategies at home. Encourage parents to embed these sensory activities before a scheduled virtual session to prepare the student to focus and throughout long periods of remote learning to help the student stay regulated.  In the spring, we published a blog post focusing on Indoor and Outdoor Sensory Strategies that can be implemented at home with convenient handouts to share with parents. Access that post here:

Regulation Rendezvous: Sensory Activities at Home

COVID Challenge: Limitations on Movement

Social distancing within a classroom setting causes limitations on movement options for individual students and whole group classes.  These restrictions can make it challenging to meet the movement needs of your students.

Information from our tactile (touch), vestibular (movement), and proprioceptive (heavy work/deep pressure) sensory systems provides our body with the information it needs to create skilled motor output. Skilled motor output is needed for many academic tasks such as writing or completing fine motor activities as well as daily living activities such as getting dressed, completing chores, or eating a meal.

Before completing a requested task, the student may benefit from increased sensory input.  Below are some ideas for how to engage in activities that increase sensory input for your student.  If they have additional goals (gross motor (PT), fine motor (OT), etc.), feel free to reach out to your student’s related service providers for specific activities to incorporate.

• Schedule Sensory Breaks for the Student: Some students may need sensory breaks outside of the classroom in order to get sufficient movement and access sensory equipment (i.e. steamroller, sensory swings, trampoline, body sock, etc.) that may not be accessible in the classroom. These sensory breaks should be scheduled into a student’s day and should not be contingent upon good behavior or work productivity.  Rather, sensory supports should be viewed as important as time spent on academics.  Promoting and maintaining self-regulation throughout the school day provides that student the opportunity to focus and learn. 

First-Then Schedule with Sensory Break
Keelin DiMuccio
Fairbrook Elementary, Beavercreek 

First-Then Schedule with Sensory Break
Mandy Whitfield
MCESC-Learning Center East, MCESC

• Walk outside: A walk outside is a  calming sensory support strategy that allows a student a brief break from demands in their classroom environment.  They provide a student with the calming proprioceptive and vestibular input needed to help a student calm and refocus before returning to class.  A walk can be scheduled proactively or used as an “in the moment” support. This can also be a great class-wide support to allow all students some movement in a well-ventilated space. 
• Heavy Work Jobs: These can be a fun and engaging way of incorporating calming proprioceptive (heavy work) input into a student’s daily routine.  Examples of heavy work jobs can include classroom duties, making deliveries, custodial activities and work tasks like sequencing books or stapling papers. For more ideas on heavy work jobs check out our previous blog post:

Regulation Rendezvous: Heavy Work Jobs and Activities

• Allow Access to Sensory Tools at Student’s Desk: In addition to scheduled sensory breaks, some students may need access to sensory supports while working in the classroom. These supports will allow them to maintain focus and regulation in order to complete assignments and attend to lessons. 
• Proprioceptive Supports at Desk: Many students who seek proprioceptive input (deep pressure) may do so by seeking out hugs or squeezes from others. This can cause concern when considering social distancing requirements. It is important to still meet these needs through alternative activities such as weighted blankets, lap pads, lap buddy, or vests. Students can also receive proprioceptive input through desks activities like palm presses, chair push-ups, and dots and squeezies.

Weighted Bobcat
Lori Bicknell
Mound Elementry, Miamisburg

• Vestibular Supports at Desk: Students seeking vestibular input (movement) are oftentimes the students who struggle to remain seated for extended periods of time.  They are often fidgety and restless which results in rocking or tipping their chair, bouncing their legs, or falling out of their chair.  These needs can be met through alternative seating options like a Zuma rocker, rocking chair, glider stool or Hokki stool.  Foot fidgets or bouncy bands are other options for meeting vestibular input needs while sitting at a desk.

Zuma Rocker
Edison Elementary, Dayton

PVC Swinging Foot Fidget
Lori Mackintosh
Valley Forge Elementary, Huber Heights

Hokki Stool with Study Carrel
Greene County ESC, GCESC

COVID Challenge: Sanitizing Sensory Tools and Equipment

In some classrooms, access to sensory supports may be limited therefore students traditionally have had to share tools and equipment. However, in the current climate of COVID this could pose a definite issue when it comes to keeping items sanitized. 

• Designated bin of calming tools: Rather than sharing calming tools (i.e. fidgets, vibrating toys or massagers), students may need to have their own designated bin of tools for a set period of time which are only used by them. These tools may remain consistent for the student all year or they may be traded out. When trading out tools, staff should follow district guidelines for washing, sanitizing, and quarantining the item before giving it to another student. 

Trotwood ELC

• 
  Regularly Scheduled Equipment Sanitization: Before and after using communal sensory equipment, students should wash their hands and/or use hand sanitizer. Additionally, communal sensory equipment should be sanitized after each use. Work with building custodial staff to determine the best method for sanitization for each piece of equipment. Additionally, develop a schedule of when equipment will be deep cleaned by custodial staff. 

• Passive environmental supports: Even with COVID challenges there are still effective environmental supports that can be implemented within a classroom to help support the sensory regulation needs of your students.  Dimmed lighting or use of natural lighting can be a great way to provide a calm environment. Opportunities to work in a study carrel or designated workspace can help limit distractions for a student engaged in independent work.  An aroma diffuser with calming scents like vanilla or lavender can be an inviting welcome to the classroom.  To block out extraneous noise or to provide a calm environment in your classroom consider playing soft, calming background music. 

Environmental Supports
(Lighting, Diffuser, Calming Music)
Taylor Ruef
Stevenson Elementary, Mad River 

Study Carrel
Sandy Beck
Broadway Elementary, Tipp City

Additional Resources: 

Dunn, W. (2007). Supporting children to participate successfully in everyday life by using sensory processing knowledge. Infants and Young Children, 20(2), 84-101.

Schoen, S., Miller, L., Brett-Green, B., & Nielson, D. (2009). Physiological and behavioral differences in sensory processing: A comparison of children with autism spectrum disorder and sensory modulation disorder. Frontiers in Integrative Neuroscience, 3, 1-11.

Executive Functioning Forums: Digital Executive Functioning during Remote Learning

Executive functioning skills are a common deficit for our students with autism and low-incidence disabilities. Many teachers have excellent executive functioning supports in place within the classroom. However, with the switch to remote learning this is an area that needs to directly addressed in a whole new setting with new expectations. In today's Executive Functioning Forum we will provide some ideas for Digital Executive Functioning during Remote Learning

 

The first step in digital executive functioning is developing a digital organizational system. For younger grades, this system may be developed by the teacher and then taught to the student. However, as students get older it is important to involve them in the development of any organizational systems since this is an important independent living skill.

Don't overcomplicate the system. Look at what is already used in the physical classroom and expand upon those structures. Focus on consistent color coding and labeling.


Color Coding
In many classrooms, they have a system for color coding each academic subject. This can be replicated in Google Classroom for folders.

Additionally, students can be taught to organize their emails by academic subject so that they are easier to find when needed. Create a folder for the academic year and then individual folders for each academic subject. Remind students when they recieve an email about an assignment, grade, or answers to questions they should remember to file the email accordingly.

In the physical classroom, it is an important executive functioning practice to make time for routine desk or locker cleaning. This practice is also important in the digital classroom. Schedule time each week for students to organize their emails and assignments to ensure they are using their established organizational systems.


Labeling
In additional to labeling folders and email files, it is important to develop a consistent system for labeling assignments across all academic subjects. This is the equivalent to students writing their name and identifying information in the header. Headers may include the students name, subject, assignment name, and date.

Assignment names should be consistent across all platforms. This can aide in organization and when searching for assignments later. Students should label files with the assignment name. Teachers can use the same name on assignment sheets, emails, and grading system.

The first few weeks should be focused on establishing and practing these organizational systems to set up the year for success. And as mentioned above, don't forget to set aside time for weekly organization. 

A-LIST Spotlight: 2020 A-LIST Inductees

It is with great pleasure that we have inducted a new group of educators into the the Autism & Low-Incidence Coaching Team’s “A-LIST”. Our A-LIST stands for Autism-Low Incidence Support Team and is comprised of a regional network of select professionals who exhibit “best practices” in serving the needs of students who have autism or other complex, low incidence disabilities.

Our A-LIST began in 2012 in an effort to recognize outstanding individuals who had exceeded the high expectations of our coaching process, and who represented the best that our region had to offer to students with disabilities. Only a fraction of the educators we coach each year are nominated. The A-LIST truly represents the BEST professionals in our region.

The goal of the MCESC Autism & Low-Incidence Coaching Team is to build the capacity of our region’s administrators, teachers, intervention specialists, related service providers, and paraprofessionals to serve children with autism and other complex disabilities. The A-LIST serves a critical role in that mission by maintaining a multi-disciplinary network of outstanding practitioners across all 5 counties we serve. We often refer our coaching teams to our A-LIST members for practical, “in the trenches” perspectives, advice, and occasional modeling of best practices.

In today's A-LIST Spotlight, the light shines bright on 9 educators from across the Miami Valley in a variety of disciplines and districts.

Emily Beck
Speech and Language Pathologist
Bradford Elementary School

Bradford Exempted Village Schools

All of our team members have been exceptionally impressed with Emily's leadership and knowledge base for her profession. We also admire her drive to collaborate and advocate for the students on her caseload. The team has been impressed with Emily's initiative to support students in an individualized way, ensuring that each of their needs are met. Her practical application of support strategies should be celebrated and is something we look forward to sharing with other teams.

Sarah Buzek

Special Education Supervisor

Miamisburg City Schools

Sarah stands out as a leader who works hard to help her teams feel heard and supported. During the most challenging situations, she models a positive attitude while respecting the concerns and anxiety expressed by others. She is an excellent problem solver who encourages brainstorming to get input from all team members when looking for solutions. We always look forward to working with Miamisburg when we know Sarah will be at the table!

Debi Gnau

Preschool Intervention Specialist

Mad River Early Childhood Center

Mad River Local Schools

Debi's preschoolers are so lucky to have her! She strives to meet the needs of all of her little learners and does an excellent job differentiating for their needs. Her classroom runs on love, fun activities, and predictability. She is a great partner of the Autism & Low-Incidence Coaching Team because she is always eager for new ideas and does a great job collaborating and implementing strategies shared. She also does a great job showing her paraprofessionals how much they are valued and managing their expectations. 

Molly Magoteaux

Kindergarten-2nd Grade Intervention Specialist

Kleptz Early Learning Center

Northmont City Schools

All of our team members have been extremely impressed with Molly's leadership and knowledge base for your profession.  She is always looking for new ways to best meet the needs of her students and they are so lucky to have her!  A truly great teacher is reflective and always looking to build their capacity to meet their students' needs.  Molly's practical application of support strategies should be celebrated and is something we would love to share with other teams.  We think other teachers could learn a lot from visiting Molly's classroom to see her calming supports, great flexibility, organization, differentiation, and how she incorporates special interests to keep her students motivated!

Denise Williams

2nd Grade General Education Teacher

Twin Valley Elementary

Twin Valley Community Local Schools

As a general education teacher for Twin Valley Elementary, Denise is a model for inclusion. She goes above and beyond to help students with special needs succeed in her classroom. She has a teaching style that works well for all her students, but in particular, it is a style that benefits her struggling students. She sets clear expectations and knows how to keep her students engaged. She is a star team player and takes the time to collaborate with the paraprofessionals, intervention specialist and related service providers. She is positive, flexible and always willing to implement strategies to support her students. It has been a pleasure working with Denise!
Denise Campbell
Occupational Therapist
Mad River Local Schools
Montgomery County ESC

Denise has certainly impressed our team with her leadership and knowledge base for the occupational therapy profession. We also admire her drive to collaborate and advocate for the students on her caseload. She even goes above and beyond to provide strategies for other students her teachers serve. We have been impressed with her initiative to support students in a variety of ways, whether that be in-person or virtually. Denise's practical application of occupational therapy practices should be celebrated and is something we would love to share with other teams. 

Julie Savage

Paraprofessional

Indian Valley Intermediate School

Greenon Local Schools

Julie is a 1:1 paraprofessional at Indian Valley Intermediate and she is an absolute star! Julie has a huge heart and works tirelessly each day to assist her student with academics, daily living skills, and making friends within the 2nd grade classroom. She is a master at knowing how to adjust expectations and actively seeks out ideas to best meet her student's needs.  

Allison Clements

1st-5th Grade Intervention Specialist

Harold Schnell Elementary

West Carrollton Schools

Allie always demonstrates a positive attitude, even when supporting some of the most challenging students. She has demonstrated the ability to be flexible and implement strategies on the fly to keep her students engaged and avoid the escalation of behaviors. Last fall we were lucky to have Allie assist us for our Behavior Bootcamp to share her experience with other professionals in the region. We are happy to have Allie join our A-LIST this year!

Amy Beanblossom

Kindergarten-5th Grade Intervention Specialist

Arcanum-Butler Elementary

Darke County ESC

We are so excited to have Amy as one of our newest A-LIST members! She is a master at planning, organizing, and managing her special needs classroom. She has certainly developed a well-oiled machine and staff and students know exactly what is expected of them as they transiton throughout the day. Amy also super creative and does a great job finding supports to meet her students' sensory needs. It is always fun to see what new things Amy has implemented and we love her calming yoga time, FOCUS wall, and hallway exercise path. 

Around Town Round Up: Teaching Students to Follow Pandemic-Related Safety Procedures

Many of our teams have expressed concern about their students being able to follow the new safety procedures in place to keep individuals safe during the COVID-19 pandemic. In today’s Around Town Round Up we will provide ideas and resources for teaching students to adhere to these new safety procedures and will also provide a template for planning how teams can begin instruction with their students.

Challenges

There are a variety of challenges for individuals with autism and low-incidence disabilities that are presented by the new safety procedure requirements within schools and public places.

• Difficulty with Change: Students with autism and low-incidence disabilities struggle with change. They thrive on routine and predictability. Students may resist safety procedures because they are a new expectation and they may feel unpredictable because expectations vary in different environments or they may have a “fear of the unknown” because they don’t understand why the procedures are in place.
• Differences with Sensory Processing: Individuals with autism in particular may struggle with some of the sensory demands presented by the new safety procedures. They may not like the feel of masks on their face or struggle with providing personal space necessary for social distancing.
• Difficulty Obtaining and Generalizing New Skills: Many individuals with disabilities struggle to quickly pick up new skills. They need ample opportunities to practice and many need reminders along the way. Additionally, once these new skills are obtained, it can be challenging for them to generalize them across settings especially when the expectations have been different previously.

Consistent ExpectationsThe first step in establishing a plan for teaching safety procedures is considering each student’s individualized needs and abilities. Determine what the student’s specific expectations in relation to each safety procedure will be and explicitly state the expectation. Set expectations that are reasonable and will be consistently presented across environments.



5-Step Process for Skill BuildingOnce the expectation is determined, develop a plan for teaching the skills necessary to reach this goal. Determine how you will provide direct instruction and when you will allow time for the student to practice. Decide which supports will be used to assist the student and in reminding them of the expectation. Don’t forget to plan for praising and reinforcing the student. Reinforcement is an evidence-based practice and it is essential to successful skill acquisition. Below, you can find a variety of ideas and resources for developing each student’s individual plan when working on wearing a mask, social distancing, and washing hands. Use the planning template at the bottom of this post to record your plan for each student.


Masks
1. Direct Instruction- Direct instruction for wearing a mask should include reasons why masks are important as well as the logistics of how to put on a mask. Use modeling and visual supports to show the student what to expect. For more information check out this great caregiver tutorial from Cincinnati Children’s Medical Center and accompanying social story.

Wearing Masks Tutorial Video from CCMC

 I Can Wear a Mask Social Story from CCMC (Click image to access)

STAR Autism Support Mask Video Models (Click image to access)

2. Practice- Allow the student to trial different types of masks to see which texture is most tolerable for their sensory needs. Allow them to provide feedback. Determine if the student prefers masks that tie or those with ear loops. Also consider specialized adaptations that may help the mask be more tolerable such as buttons on a hat or headband or using mask extenders.

Once you find a mask that works best, schedule times for the student to practice wearing their mask. Determine what length of time is comfortable for the student and slowly lengthen the time expected. Some students do well with wearing masks when they are distracted by completing a preferred or reinforcing activity.

3. Priming- Once the student has had the opportunity to practice wearing their mask in a structured setting, determine how you will prime them for meeting this expectation in other locations. Use visual supports such as a schedule to let them know when to wear a mask, a social story for reminding them why masks are important, and a visual timer or countdown to let them see when they can remove their mask.

4. Prompting- If the student forgets to wear their mask, use a visual support to remind them of the expectation.

COVID Healthy Habits Posters and Visuals from Pocket of Preschool (Click to access)

Consider the use of a power card which incorporates a special interest character and the concept you are trying to emphasize. The expectation can be reviewed during the priming time and a simple visual cue such as a picture illustrating the expectation can be used to prompt the student in the moment.

5. Reinforcement- Reinforcement can be embedded into wearing a mask by finding masks that feature the student’s special interest such as Thomas the Train or Minecraft. You can also incorporate a favorite stuffed animal and the student can practice putting the mask on their stuffed animal as well. As mentioned above, you can also incorporate using a preferred or reinforcing activity either while the student is wearing the mask or immediately following to reinforce them. For some students, having time without the mask may be the most rewarding reinforcer, therefore determine a plan for where they can safely take a mask break such as visiting a separate location such as a calming corner or taking a walk outside.

For some more tips on teaching mask wearing check out this helpful video from Autism Speaks:

Caregiver tips to make mask-wearing easier for people with autism  from Autism Speaks

Social Distancing
1. Direct Instruction- Start with teaching students why social distancing is important and then teach the social distancing procedures that will be in different environments (i.e. working 1:1 with staff, in class, in the hallway, on the bus, etc). These expectations can be taught through social stories or video modeling. Click the image below for a great social story from Autism Little Learners.

Social Distancing Social Story from Autism Little Learners (Click to access)

Consider how specific visual supports or verbal cues will be used to directly teach what they are and what they mean. For instance, if the student is expected to stay within a taped boundary within the classroom, show them the boundary and explain the purpose. Also, teach alternatives to previous social interactions. For instance, find alternative morning greetings that students can do while distancing. We love this video from Jack Hartmann:

Greet from 6 Feet Rap from Jack Hartmann

2. Practice- Provide the student with plenty of opportunities to practice the social distancing procedures. For instance, if there are specific rules for walking in the class line, take them into the hall to model and practice. Use peer models to demonstrate and act as practice partners.

3. Priming- When entering a new environment, prime the student on what the distancing requirement will be. Highlight any physical or visual cues within the new environment. Review social stories or video priming tools as needed. Cartooning is also a popular strategy to help walk students through different scenarios and the social expectations.

4. Prompting- If the student is struggling with remembering to socially distance, use visual cues to remind them of the expectation. The pack from Pocket of Preschool featured above also has some distacing cues.


5. Reinforcement- Use special interests to draw the student’s attention to social distancing expectations. When using tape to create visual boundaries, look for their favorite color or duct tape with their favorite character. Or place the color or character on a specific spot where you would like for them to stand or sit. Don’t forget to provide frequent, specific praise for following social distancing rules.

Handwashing
1. Direct Instruction- Luckily, most students have some preliminary knowledge of basic handwashing. However, new procedures may require them to wash their hands longer or in a different way. As we discussed earlier, this change may be a challenge. For some students, you may need to approach this as an entirely new skill by switching up several variables at once to decrease the anxiety (and resistance) related to changes. Use different soap, introduce new visuals, and/or find a fun song to incorporate. Other students may respond well to a simple rationale as to why the expectation is changing.

Handwashing Songs for Kids from Teaching Mama (Click image to access)

2. Practice- There are many natural opportunities to practice handwashing throughout the day so hopefully this is a skill that can be obtained rather quickly. During practice times, be consistent in providing any new visual or verbal cues.

3. Priming- Prime students of when you would like for them to wash their hands (after restrooming, before eating, after recess, etc.) using visual supports such as a visual cue card or poster in the location. For some students you may need to also provide a visual task list which details the steps to handwashing or provide a visual countdown for how long they need to continue washing. STAR Autism Support has some excellent resources including a video model, handwashing steps visual, and a 20 second timer visual.

 STAR Autism Support Handwashing Resources (Click image to access)

4. Prompting- Monitor students to ensure they wash hands properly and for the required amount of time. Use visual and verbal cues to remind them of the expectations.

5. Reinforcement- Make handwashing fun by allowing the student to trial different types of soap to see which textures and scents they prefer and use a catchy song to help with timing. Search online to find popular songs for kids or pop songs to incorporate.

Wash Your Hands with Baby Shark video

Back Up Plan
While students are still learning these skills or if you determine a student is unable to follow a certain procedure, you will need to determine a plan for keeping them and others safest.

• Masks- If a student is unable to wear a mask, consider seating them in a location within the classroom that allows for increased social distancing. When staff needs to work closely with the student, they can use a sneeze shield or another physical barrier in addition to their own PPE.

• Social Distancing- Physical boundaries can also be used to help students with social distancing such as dividers.

Also, keep in mind that some students seek proprioceptive input so they may seek out others for hugs, try to sit on the lap of a staff member, or lean in to others. It is important that they still receive this sensory input so that they can remain focused and regulated. Work with the student’s OT to find alternative activities such as wearing a weighted vest, teaching a self-squeeze, or using tools such as a steamroller or body sock.

• Handwashing- If you have already tried to make handwashing fun through trialing soaps and incorporating music, consider what other variables may be impacting the student’s success. For instance, many of our students are sensitive to temperature so consider the water temperature when they are washing their hands. Also, be sure to stock up on compliant hand sanitizer and establish a regular surface cleaning routine.

To assist with planning for teaching students these important safety procedures, we have created a planning template for teams to use. 

ACT COVID-19 Safety Procedure Teaching Plan (Click image to access)

For more COVID-19 Resources check out these great sites:

Autism Little Learners

Autism Society

AFIRM

STAR Autism Supports