6th Edition of the Collection of Evidence-based Practices for Children and Adolescents with Mental Health Treatment Needs

The General Assembly’s Commission on Youth introduces the 6th Edition of the Collection of Evidence-based Practices for Children and Adolescents with Mental Health Treatment Needs. The Collection summarizes current research on those mental health treatments that have been proven to be effective in treating children and adolescents. The Collection is intended to serve a broad readership, including educators, service providers, parents, caregivers, and others seeking information on evidence-based mental health practices for youth.

The collection can be found online or in PDF format.

To view online click here:  http://vcoy.virginia.gov/collection.asp

To download the PDF format click here:  http://vcoy.virginia.gov/documents/collection/Collection2017online.pdf






Cyberbullying Toolkits for Everyone

More information on Cyberbullying toolkits for students, parents and educators can be found on the CommonSense Website.  They have partnered with No Bully to provide everything from a pledge to a crisis hotline.


PEATC has bullying workshops and is ready to present upon request. Our newest addition to the our workshop series on bullying is this featured below.

Creating a World without Bullying (Youth)

Bullying is a widespread epidemic.  Bullying affects lives.  Who is the bully? What causes youth to bully? What resources are in place to assist “the child” who demonstrates bullying behaviors?  This unique interactive workshop is for the youth who bullies. Youth will understand how their behavior aligns with the definition of bullying.   They explore potential causes for their aggressive behavior. Through dialogue and candid discussions, youth are encouraged to channel negativity and use their voice positively to effect change and help end bullying of others.

To learn about our workshops and how to request one please click here.

Early Childhood Special Education

This 6-minute video is a little gem posted online by the Wisconsin Department of Public Instruction. It features parents and educators from a local Wisconsin school district talking about their journey of inclusion for students with IEPs in early childhood educational settings.

Get Ready for College – VCU Center on Transition Innovations

PEATC Youth Empowerment

Center on Transition Innovations

“Get Ready for College: A Resource for Teens with Disabilities” is a free series of online lessons, each focusing on a different aspect in the college preparation, selection, and disability services process. These online lessons contain video presentations and resources that can be used to equip students and others with the knowledge and skills for the transition to post-secondary education. Topics include the differences between high school and college, post-secondary education and training, selecting a college best fit, getting accommodations in college, and what you can do now in high school to prepare for college. If approved by a school division, this online course will satisfy Virginia’s virtual course graduation requirement.

Source: Get Ready for College – VCU Center on Transition Innovations

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Moving Out… Stay Informed as Our Children Move Beyond School

25772161272_5c881e9494_kAs our children prepare for life beyond public school, there are protections under IDEA that focus on the transition.  Below you find both the definition of transition services under IDEA and an article on rental housing rights for disabled tenants, which includes information on the Fair Housing Act.


Sec. 300.43 Transition services

300.43 Transition services.

(a) Transition services means a coordinated set of activities for a child with a disability that—
(1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

Let Us All Be Brave in The Attempt – Guest Blogger Rhonda

Rhonda Tabor Parent of an active son who is changing society to meet his needs and not having society change him.

 Let Us All Be Brave in The Attempt – Guest Blogger Rhonda


I first learned about Special Olympics while attending the Prince William County School’s Transition Fair. The fair held annually provides vendors and parents the opportunity to speak and share information. I stopped at the Special Olympics’ table to pick up the handouts when the representative asked me if my son was interested in sports. James is my fourth son and has grown up watching his three older brothers participate in soccer, basketball, lacrosse, swimming and baseball. I always try to give James the same opportunities as his older brothers and answered yes, but with his multiple disabilities is not able to keep up with kids his own age. The representative replied that is not a problem, this is the right place for James. He also explained that the Special Olympics is a free, non-profit organization, solely supported by volunteers and fundraising (Polar Plunge).

James Tabor 2 time Bocce Medalist

I contacted my area coordinator and we attended our first meeting for swimming. While at the meeting, the coordinator asked for volunteers to support Special Olympics throughout Prince William County.  I am not a sideline mom and a firm believer in giving back, no matter how small. So I thought about it a minute and decided I wanted to volunteer and help in any way I could. They were looking for a bocce coach and asked if I knew anything about it. The funny thing about Bocce, I learned to play on the beach in California visiting family.  I told them I know how to play but have never coached bocce.  My first meeting and now I’m going to be a bocce coach!  What was I thinking!  As everything in life, you do your best, give it your all, and have no regrets.

Bocce season was set and I was going to my first practice.  Yes, I was nervous, I wasn’t sure if anyone would show up. Would they understand I’m very new to Special Olympics and coaching bocce?  I drove up and parked my car. I started getting the equipment out, parents and athletes were coming up to me introducing themselves, helping with the equipment, and pitching in where needed. The parents and athletes came together as a team and welcomed me in right away.  The first practice went better than expected and without any problems.  Many parents and athletes volunteered to help set up the courts and to keep score. I remember feeling so blessed to be part of an organization that empowers individuals and we were all having so much fun, it was a great first season with Coach Rhonda.

We attended the Summer Special Olympic Games in Richmond June 2016, this was a first for me! During state games, athletes compete for medals (gold, silver, and bronze). Our Bocce Team, consisting of 5 athletes, won 2 gold and 3 silver medals.  I was so proud of my team, the medals around their necks and was amazed how well they played.

I have finished four seasons of coaching bocce. The Bocce Team just competed at Fall Special Olympics State Games in Virginia Beach. We had seven athletes compete, placing with 6 gold medals and 1 silver. I couldn’t be more proud of the athletes on my team. When I look at their faces while practicing or competing I see so much strength in their abilities as athletes. When the representative said, Special Olympics was the right place for my son, he was correct. I am so thankful I was brave in my attempt to coach. I am proud of my athletes in how brave they are to compete. If not for the volunteers, Special Olympics would not exist. Not only does the Special Olympic oath apply to the athletes, it applies to the coaches as well. James has gained confidence, friends, and two medals since joining Special Olympics. He has also been involved with swimming and bowling sponsored by Special Olympics. Athletes are encouraged to participate in as many sports as they would like.


If you would like to contact Special Olympics in your area, just click here! I encourage you to be BRAVE!

Information on ED

What is ED, Emotional Disturbance?
Emotional disturbance as defined by IDEA:

(i) Emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:

(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal circumstances.
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with personal or school problems.
For more information the Parent Center Hub has put together a collection of resources and they are available in Spanish!

Recent Press Release from US Department of Education

DECEMBER 7, 2017

Washington — The U.S. Department of Education today released a question-and-answer document supporting the unanimous March 2017 U.S. Supreme Court opinion on the Individuals with Disabilities Education Act (IDEA)-related case Endrew F. v. Douglas County School District clarifying the scope of a free appropriate public education (FAPE).

“The Supreme Court sent a strong and unanimous message: all children must be given an opportunity to make real progress in their learning environment—they cannot simply be passed along from year to year without meaningful improvement,” said U.S. Secretary of Education Betsy DeVos. “For too long, too many students offered IEPs were denied that chance. I firmly believe all children, especially those with disabilities, must be provided the support needed to empower them to grow and achieve ambitious goals.”

The Department issued the Q&A document to provide parents, educators and other stakeholders information on the issues addressed in Endrew F. and the impact of the Court’s decision.

The Q&A explains the case and provides a summary of the Court’s final decision and prior case law addressing the FAPE standard. The document also explains how FAPE is currently defined, clarifies the standard for determining FAPE and addresses how this ruling can support children with disabilities.

You can view the Q&A document here: https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/qa-endrewcase-12-07-2017.pdf