The Right to Accessible Housing

By John Kosner

On January 11th, 1944, during his State of the Union address, Franklin Delano Roosevelt proposed a “Second Bill of Rights,” which called for a living wage sufficient to afford food, uninhibited opportunities to quality education, guaranteed access to medical care, and “the right of every family to a decent home.” The intention behind these demands was that destitution does not have to exist. That the necessities which keep us alive, such as a place to live, are not market commodities or charity, but should be social guarantees for every person by virtue of their humanity. Without the opportunity for a secure home, the freedom one has is hollow, watered down to a privilege reserved only for those who can afford shelter. Yet today, in the United States there is a shortage of 4.7 million homes. Nearly half of households spend more than 30% of their income on housing. Over 750,000 people are experiencing homelessness, and 18 million people with disabilities qualify for housing assistance but do not receive it. 

These failures are not evenly distributed. A large portion of housing does not meet the specific accessibility requirements of people with disabilities, including mobility, sensory, or functional needs. In turn, shortages of affordable, accessible housing mean a threat to independence and health for some and spotlight a collective breakdown that concerns us all. When housing is unaffordable, individuals with disabilities are disproportionately swept into unstable living situations: not due to an inherent or inevitable reason, but because the market offers a dearth of options. Federal and local prioritization of equitable, accessible housing would mitigate insecurity among people with disabilities and restore housing as a condition of decency.

Accessible housing offers living spaces and environments that are intentionally designed or modified to accommodate different and distinct needs. A few of the many features that could be incorporated into an accessible home are widened doorways, outlets and light switches within reach, low counters, ramps, or roll-in showers. Features like this, which are tailored to everyday functional needs, allow people to live with autonomy. 

At the federal level, addressing inaccessibility includes funding public housing, bolstering the Fair Housing Act, and using the National Housing Trust Fund to both remodel or construct apartments, condominiums, and homes. The government can mandate universal design within federally funded housing by encouraging states to emphasize accessibility in zoning and development. Without these interventions, the right to a decent home for everyone will remain unattainable to millions and rationed by economic status instead of fundamentally granted to all. 

Locally, to address housing inaccessibility and insecurity, community organizations and nonprofits partner with housing authorities to deliver care services while advocating for current and prospective residents. These efforts can include pinpointing unmet housing needs, fair housing testing and legal services, and home modifications. Within Chicago, Centers like Access Living offer extensive support services, skills training, peer counseling, and youth programs. The Chicago Housing Authority and Chicago Low Income Housing Trust Fund provide affordable housing options, rental assistance programs, and aid long-term housing stability. Development of and backing for programs like these across the country would help alleviate the pressures placed on those looking for a home. 

The right to a decent home endures today,  and that right must include housing that individuals of all abilities can live in. People deserve the resources they need to live with dignity and purpose.

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1.    A number most likely lower than the true total.
   
   

Communication Barriers in Acute Care: Considerations for Intellectual and Developmental Disabilities in Hospital Settings

By Ellie Kraichely

Acute care settings can be frightening for anyone, with loud monitors, unfamiliar faces, urgent decision-making, and fast-paced workflows that can create stress for patients and families alike. For individuals with intellectual and developmental disabilities (IDD/DD), these same environments often present an invisible barrier: communication that doesn’t truly fit their needs. And yet, while the healthcare system has made progress in supporting patients who speak different languages, such as providing interpreters as standard practice, it is still lagging in serving individuals who speak the same language but process it differently.

This gap in communication isn’t a minor inconvenience. Research shows that communication difficulties are highly prevalent among people with IDD, with many experiencing challenges that impact their ability to engage with healthcare professionals, understand medical information, and participate in decisions about their care. Despite this, many healthcare practitioners report feeling unprepared and uncomfortable when caring for patients with IDD/DD, largely because their training has not adequately prepared them for communicating across neurodiversity. These care gaps contribute to poorer health outcomes, longer hospital stays, and unmet needs: outcomes no healthcare provider wants their patients to experience.

We often think of “communication accessibility” in acute care as language interpretation. For example, helping someone with limited English proficiency understand what’s happening. That’s critical, and it’s rightly a standard of care. But what about patients who share the same spoken language, yet process it differently due to cognitive, developmental, or neurological variations?

For individuals with IDD, communication can include simple or literal language processing, non-verbal communication methods, alternative communication systems (visual symbols, gestures), or needs for extra processing time or repetition. These differences are NOT deficits. They are diverse ways of thinking and communicating. Yet, many clinicians have not been trained to recognize or adapt for these differences, leading to frustration, misunderstanding, and, sometimes, worse outcomes. Studies looking at nurses’ experiences in acute care settings reveal that communication challenges are among the most frequently cited barriers when caring for people with IDD/DD, and that many clinicians feel uncertain where to start when they encounter these scenarios.

Why does this matter? Answer: The stakes are high. Across multiple studies, adults with intellectual disabilities have been found to:

• Experience poorer health outcomes and higher mortality rates than the general population when hospitalized, due in part to unmet communication and care needs.

• Report higher anxiety and stress during hospitalization, linked to unfamiliar routines and difficulties understanding what is happening.

• Often not be fully informed about their condition, treatment, or procedures, even when caregivers are present.

These are not abstract statistics. They translate into real experiences of fear, confusion, mistrust, and sometimes preventable complications. Additionally, when caregivers do serve as interpreters or advocates (as families often must), their insights are not consistently solicited or valued, which further erodes trust and can compromise care.

Here, I propose considerations and offer a framework for better communication in acute care. Improving communication with individuals with IDD/DD doesn’t require complex solutions. It begins with intentional, patient-centered practice. Here’s a practical framework clinicians can use:

Identify and Prepare
Begin with a thorough chart review to identify any history of IDD/DD. This should trigger a proactive plan for communication assessment, not a passive assumption that communication will “just happen.” If an individual is known to have IDD/DD, flagging this early helps the care team anticipate adjustments.

• Engage, but talk to the patient first
  When family members or caregivers are present, they are often invaluable supports, especially in interpreting communication preferences and comfort strategies. But it’s critical to remember: 

• The patient is the patient. Even non-verbal individuals deserve direct communication about what’s happening to them.

• Ask the patient (and caregiver) about their preferred method of communication (e.g., plain language, visual supports, gestures, notes on a tablet, etc.)

• Avoid speaking about the patient while ignoring the patient. Engagement is both respectful and clinically necessary

• Caregivers’ insights should inform, not replace, the conversation with the patient.

• Establish clear, accessible communication
  Once preferences are known:

• Build rapport before diving into medical information. A calm introduction helps reduce anxiety.

• Use plain, simple language, even when the patient is verbal.

• Avoid jargon and complex explanations.

• Allow extra time for processing and questions.

• Provide written or visual handouts that match the patient’s comprehension needs.

• Consider augmentative communication tools where needed.

• Accessible communication is not “extra.” It’s an ethical requirement of clinical care.

• Practice strengths-based, person-centered care

• Approach every patient interaction with a strengths-based mindset

• Focus on what the person can do, rather than perceived limitations.

• Validate attempts at communication, even if they’re non-traditional.

• Follow the patient’s pace, don’t rush.

• Patients who feel seen, respected, and understood are more likely to be comfortable and engaged, which supports better clinical outcomes.

One major contributor to communication challenges is a lack of training. Many clinicians report minimal education on caring for patients with IDD/DD, which correlates with lower confidence and preparedness. Healthcare education at all levels must strengthen training around neurodiversity, adaptive communication, and disability-affirming care. This includes not just what to communicate, but how.

Accessible communication is not optional. It’s a fundamental component of equitable, ethical healthcare. Practitioners and health systems must educate themselves and colleagues on IDD/DD communication needs, adapt clinical environments and workflows to support diverse communicative styles, respect patient autonomy and dignity (regardless of cognitive or communicative differences), and collaborate with caregivers, family members, and interdisciplinary teams.

Every patient deserves to feel heard, understand their care, and participate in decisions. By broadening our definition of communication accessibility beyond language fluency alone, we can begin to make acute care settings safer, more inclusive, and truly patient-centered for individuals with intellectual and developmental disabilities.

References:

Ailey, S. H., Brown, P. J., & Ridge, C. M. (2017). Improving hospital care of patients with intellectual and developmental disabilities. Disability and Health Journal, 10(2), 169–172. https://doi.org/10.1016/j.dhjo.2016.12.019

Goh, T. J., Lim, T., Foo, M., Ong, S. K. A., Aishworiya, R., Nair, T., Kang, Y. Q., Agarwal, P. K., & Sung, M. (2020). Supporting individuals with Autism Spectrum Disorder in medical settings during COVID-19. Asian Journal of Psychiatry, 54, 102441. https://doi.org/10.1016/j.ajp.2020.102441

Lewis, P., Gaffney, R. J., & Wilson, N. J. (2016). A narrative review of acute care nurses’ experiences nursing patients with intellectual disability: Underprepared, communication barriers and ambiguity about the role of caregivers. Journal of Clinical Nursing, 26(11–12), 1473–1484. https://doi.org/10.1111/jocn.13512

Lunsky, Y., Lake, J. K., Durbin, J., Perry, A., Bullock, H., Morris, S., & Lee, J. S. (2015). Understanding and improving care for individuals with intellectual and developmental disabilities in the emergency department. In I. Brown & M. Percy (Eds.), A comprehensive guide to intellectual and developmental disabilities (pp. 3–18). Academic Press. https://doi.org/10.1016/B978-0-12-800278-0.00001-4

McCoy, J. O., & Holt, M. (2020). Hospitalized adults with intellectual and developmental disabilities: Confronting challenges. Journal of Acute Care Physical Therapy, 11(4), 191–200. https://doi.org/10.1097/JAT.0000000000000136

Why the Office of Special Education Still Matters — Even After High School

Autistic Postsecondary Access Depends on the Systems OSEP Funds

By Noa Minter

Introduction

When people think about special education, they usually think of IEP meetings in elementary school. But they rarely think about autistic adults navigating college, accessing workforce supports, or training to become professionals themselves.

The truth is: none of those things happen in a vacuum. They happen because of scaffolds that were built long before adulthood — and are still maintained by one federal office most people have never heard of.

That office is the Office of Special Education Programs (OSEP). And when OSEP is weakened, so are the systems that make postsecondary access even remotely possible for autistic students and graduates with support needs.

What OSEP Actually Does

OSEP sits within the U.S. Department of Education and is responsible for implementing and enforcing the Individuals with Disabilities Education Act (IDEA). Most people associate IDEA with K–12. But OSEP also funds the very systems that help disabled students transition to adult life — and trains the next generation of professionals working in higher education, public health, and disability services.

OSEP-funded programs include:

• Personnel preparation grants, fellowships and doctoral training

• National technical assistance centers (e.g., IRIS, PBIS, NCII, NTACT)

• Longitudinal data systems tracking postsecondary outcomes

• Training programs and guidance on inclusive instruction and self-determination

• Transition supports from school to employment or postsecondary education

OSEP isn’t a policy abstract. It’s the backbone of how we define disability, how services are staffed, and how disabled students — especially autistic adults — find any meaningful access after high school.

Postsecondary Outcomes for Autistic Students Are Already Fragile

Autistic young adults are the most under-supported postsecondary population across all disability categories:

• Only 35% attend postsecondary education, and only 39% complete it

• Over 50% have no employment or education two years after high school

• Even among those who enroll, many do not disclose their disability or receive needed accommodations

Success isn’t just about academic ability. In fact, a nationally representative study found that both academic achievement and social skills were significant predictors of postsecondary success — with social skills predicting all three key outcomes: education, employment, and overall stability .

This means that students with strong potential still fall through the cracks if scaffolds for soft skills, transitions, and self-regulation are not in place.

But Postsecondary Systems Aren’t Set Up to Support Them

A 2020 systematic review found that while enrollment of autistic students in college is growing, supports rarely match the complexity of their needs. Most institutions only offer generic accommodations like extended test time or note-taking — not the structured social, emotional, and executive functioning supports that make or break success .

Only 28% of students with disabilities disclose their diagnosis in college. And of those, many say the services feel too generic, underutilized, or inaccessible .

Meanwhile, parents are often still providing daily scaffolding — waking students up, organizing their schedules, even hiring outside support — because the system doesn’t have a replacement for the individualized support that used to be written into IEPs.

What Happens When OSEP Is Cut?

Earlier this fall, OSEP staff were furloughed during a budget lapse. Although state special education funding wasn’t immediately affected, the damage is already showing in other ways:

• Technical assistance centers pause guidance and halt training development

• Grant-funded programs go unfunded, including doctoral research and postdoctoral training pipelines

• Data collection freezes, leaving policymakers and researchers without evidence to push for reform

• Postsecondary transition work weakens, cutting off the few supports that exist for autistic adults

• Classification and diagnostic criteria lose consistency, risking mislabeling or denial of services

If OSEP is further dismantled or deprioritized, students with autism — especially those navigating postsecondary life with support needs — lose access not because of lack of ability, but because the entire bridge collapses underneath them.

Why This Is a Pipeline Issue — Not a Personal One

This is not just about individual struggle. It's about how we build and maintain the systems that let disabled people function in society — and how OSEP sits at the center of those systems.

Without OSEP:

• Fewer providers are trained in inclusive practices

• Fewer autistic adults make it into higher education or employment

• More supports become dependent on family privilege or private pay

• Data dries up, making it harder to prove any of this is happening

• We lose the only federal office consistently investing in cross-sector disability access

Call to Action

OSEP isn’t just about early intervention or K–12 compliance. It’s about long-term access, adult outcomes, and training a workforce that understands disability beyond labels.

If we want autistic students to succeed beyond high school — to graduate, to work, to contribute — we need the systems that got them that far to keep going.

Here’s what you can do:

• Learn more about OSEP and its programs

• Ask how your program or fellowship is funded — it’s likely OSEP-adjacent

• Share this post with peers, colleagues, and anyone working in education or disability services

Contact your representatives and tell them that cutting OSEP cuts access — not just for kids, but for adults too

Inclusive Holiday Cooking: Nourishing Community Through Accessibility

By Natalie Rajch

The holiday season is a time when so many of us gather around food — sharing traditions, savoring familiar flavors, and creating memories. But while cooking is often framed as joyful, warm, and communal, it isn’t equally accessible to everyone. Disabled individuals, neurodivergent cooks, those living with chronic illness, and low-income households often face significant barriers to preparing meals safely, affordably, and independently.

As a future professional working at the intersection of disability, health equity, and family support, I believe holiday cooking is the perfect opportunity to reimagine nourishment as an accessible, inclusive practice. With rising food insecurity, ongoing SNAP benefit reductions, and the complexities of cooking in a world not designed for everyone, this conversation is more important than ever.

This post highlights several innovative approaches — from accessible recipe design to disability-focused cooking creators — that support autonomy, dignity, and joy in the kitchen.

Why Inclusive Cooking Matters:

Cooking is a health equity issue

Meal preparation is tied to nutrition, physical health, emotional wellbeing, independence, and cultural identity. When someone is unable to cook due to lack of access, inaccessible instructions, or financial constraints, the consequences extend far beyond the dinner plate.

For disabled or neurodivergent individuals, barriers often include:

• Difficulty with traditional recipe layouts (dense text, multi-step instructions, unclear sequencing)

• Physical demands such as chopping, lifting, bending, or prolonged standing

• Cognitive load, executive functioning challenges, and overwhelm

• Sensory issues triggered by heat, noise, textures, or smells

• Lack of adaptive kitchen tools or safe layout

• Financial barriers to buying “fresh,” specialty, or premium-priced ingredients

SNAP changes heighten food insecurity

Fluctuations and reductions in SNAP (Supplemental Nutrition Assistance Program) benefits have made grocery budgets even tighter for families already navigating poverty, disability, or chronic illness. Rising food prices mean that many households cannot afford nutrient-dense foods, adaptive cooking tools, or ingredients needed for traditional holiday recipes.

For many families, the holiday table looks different not by choice but by circumstance.

Innovative Accessible Design: IKEA’s “Cook by Picture” Recipes

Several years ago, IKEA introduced its experimental “Cook This Page” / “Cook by Picture” recipe series: instructions printed directly onto parchment sheets with simple, intuitive ingredient outlines. Cooks just placed ingredients onto drawn shapes, rolled the parchment, and baked.

The concept was simple — but revolutionary from a disability perspective.

Why this matters:

• Visual recipes reduce cognitive load, which benefits people with intellectual disabilities, ADHD, autism, brain injury, or low literacy.

• Minimized steps decrease fatigue and physical strain, making cooking more accessible for individuals with chronic pain or limited stamina.

• No complex measuring means less reliance on fine motor skills.

• Less equipment and cleanup supports people in small spaces, communal housing, or with limited access to adaptive tools.

• Simple sequencing aids individuals who benefit from linear, predictable instructions.

Even though these sheets were a design experiment, they reflect an important emerging principle: recipes should be designed with accessibility in mind, not as an afterthought. IKEA’s current cooking and kitchen accessibility initiatives continue this philosophy, signaling a shift toward universal design in everyday living spaces.

Creators Leading the Way

While corporations contribute to accessible design, some creators have been leading the movement toward inclusive, energy-responsive cooking for years.

 @kikirough 

This Instagram creator is part of an online community advocating for disability-friendly recipes, pacing adaptations, and low-energy cooking techniques. Posts often highlight sensory-friendly ingredients, simplified preparation, and ways to work with the body rather than against it.

 @epicuriousexpeditions

This instagram creator shares a series of disability-friendly recipes specifically designed to avoid:

• chopping

• standing for long periods

• heat exposure

• multiple pots/pans

• complicated steps

Their content emphasizes dignity, autonomy, and joy — affirming that cooking is for everyone, not only for those with full physical capacity or traditional executive functioning.

Representation like this matters. Disabled cooks seeing disabled creators thriving in the kitchen can be its own form of empowerment.

Holiday Cooking on a Budget: Practical Inclusive Strategies

As we think about the holidays, accessible cooking must also acknowledge financial realities.

Here are some supportive suggestions for making holiday meals more inclusive without increasing cost:

1. Incorporate “no-chop,” low-effort dishes

Pre-cut frozen vegetables, canned goods, and slow-cooker or sheet-pan meals reduce physical strain and time demands.

2. Choose nutrient-dense ingredients that stretch

Beans, lentils, tofu, sweet potatoes, oats, rice, and frozen produce deliver high nutrition at a low cost.

3. Embrace adaptive tools

Electric choppers, kitchen scissors, slow cookers, air fryers, or rice cookers all minimize energy expenditure (and often cost less when purchased secondhand).

4. Cook in community

Shared cooking reduces individual effort, deepens connection, and allows people to contribute at a level that aligns with their abilities.

5. Validate rest as part of the cooking process

Pacing, sitting while cooking, and breaking recipes into steps makes the kitchen safer and more accessible.

Interesting Read - If you may be interested in a cookbook that supports inclusivity and accessibility in the kitchen, I recommend checking out the book below.

Crip Up the Kitchen: Tools, Tips, and Recipes for the Disabled Cook by Jules Sherred (2023)

A highly influential book detailing adaptive cooking methods for people with chronic illness, mobility limitations, or neurodivergence. It highlights low-energy tools and techniques — including air fryers, pressure cookers, and minimal-prep recipes — making it an excellent resource for professionals and families.

Together, these works emphasize that accessible cooking is not just about convenience; it's a matter of public health, quality of life, and disability rights.

Closing Thoughts

Inclusive cooking is a pathway to independence, dignity, and community connection. When we recognize the barriers disabled individuals face—physical, sensory, cognitive, and financial—we can better design tools, strategies, and environments that honor their needs.

When it comes to holidays, it’s worth remembering that the heart of cooking isn’t perfection — it’s nourishment, belonging, and shared joy. Accessible recipes, supportive creators, thoughtful kitchen design, and equitable food access can make the season more inclusive for everyone.

Understanding Down Syndrome and the Role of Speech-Language Pathologists

By Karen Huang

Down syndrome (DS) is a genetic condition caused by an extra copy of chromosome 21, and while individuals with DS may share some physical or developmental characteristics, each person’s communication profile is unique. Many children and adults with Down syndrome show strong social interest and a natural desire to connect with others, yet they often face challenges in expressive language, speech intelligibility, and motor planning. Differences in oral structure, such as low muscle tone or a relatively larger tongue, along with frequent hearing issues can further affect communication development.

Because communication is central to learning, social interaction, and independence, Speech-Language Pathologists (SLPs) play a crucial role across the lifespan. In early childhood, SLPs focus on building foundational communication skills such as joint attention, gestures, imitation, and early vocabulary. They often coach parents on simple strategies that can be embedded into daily routines, helping young children communicate more effectively long before they are using complex language. Feeding support may also be part of early intervention, especially when low tone or coordination difficulties impact eating.

As children with DS grow, SLPs work to expand expressive language, improve articulation, and build literacy-related skills like phonological awareness. Because speech clarity is often a persistent challenge, targeted work on motor speech patterns and sound production can make a significant difference. SLPs also help strengthen social communication, supporting children and teens as they learn to navigate conversations, build friendships, and advocate for themselves. For adults with Down syndrome, therapy may focus on maintaining communication skills, supporting workplace success, and enhancing independence.

A key part of the SLP’s approach is collaboration. Families, teachers, occupational and physical therapists, and medical professionals all contribute to a comprehensive support system. SLPs may also use a combination of verbal and visual supports, including pictures, sign cues, or AAC devices. These tools do not limit spoken language; in fact, research shows they can enhance language development by providing additional, accessible ways to communicate.

Early, consistent, and individualized communication support can make a meaningful difference in the long-term outcomes of individuals with Down syndrome. With the guidance of an SLP, many people with DS develop stronger communication skills that help them learn, connect with others, and fully participate in daily life.

References

Abbeduto, L., Warren, S. F., & Conners, F. A. (2007). Language development in Down syndrome: From the prelinguistic period to the school years. Mental Retardation and Developmental Disabilities Research Reviews, 13(3), 247–261.

Early Intervention ABA Through a Different Lens: Supporting Autistic Girls and Women from the Start

By Hillary Soltis

Research shows that many autistic girls are diagnosed later in life, not because their needs are fewer, but because their traits are often misunderstood, masked, or overlooked. Early Intervention ABA gives us a unique opportunity to change that trajectory. When we identify autistic girls earlier and support them with intentional, compassionate, evidence-based intervention, we strengthen communication, self-advocacy, and confidence long before their needs become invisible. Early intervention is not only about improving developmental outcomes, it is about altering life-course opportunities for autistic women by ensuring they are seen, supported, and understood from the beginning.

Studies confirm that autism in females often presents differently than in males: subtle social communication differences, masking behaviors, and less observable repetitive behaviors can all contribute to under-diagnosis or misdiagnosis.  Early research on the lived experience of autistic women highlights challenges related to identity, mental health, and social expectations, underscoring the importance of early, tailored support.

ABA with young girls should emphasize autonomy, identity, and emotional safety. Girls are frequently socialized to mask or mimic neurotypical behaviors, which can lead to burnout, anxiety, or diminished self-esteem later in life. Early Intervention ABA can instead prioritize authentic communication, self-advocacy, choice-making, and sensory regulation. When therapists honor a child’s natural way of communicating, encourage self-directed interests, and collaborate with families to build skills that matter in real environments, ABA becomes a tool for empowerment, not conformity. Supporting girls early means supporting the adult women they will become.

This work is advocacy. To improve long-term outcomes for autistic women, systems must adapt, including research, diagnostic criteria, caregiver education, and clinical training. Growing evidence shows that diagnostic procedures might need revision to better detect autism in girls and women, including accounting for compensatory behaviors or camouflaging.  The more we understand the unique ways autism presents in girls, the better equipped we are to design interventions that celebrate neurodiversity and strengthen quality of life across the lifespan. Early intervention is not the end of the story, it is the foundation for a future in which autistic women are recognized, valued, and heard.

Autistic Women & Nonbinary Network (AWN) — A nationally recognized advocacy organization run by autistic women and gender-diverse people. Provides community, lived-experience narratives, and resources for navigating diagnosis, identity, and support across the lifespan. https://awnnetwork.org

References

Cook J, Hull L, Mandy W. Improving Diagnostic Procedures in Autism for Girls and Women: A Narrative Review. Neuropsychiatr Dis Treat. 2024 Mar 7;20:505-514. doi: 10.2147/NDT.S372723. PMID: 38469208; PMCID: PMC10926859.

Milner, V., McIntosh, H., Colvert, E. et al. A Qualitative Exploration of the Female Experience of Autism Spectrum Disorder (ASD). J Autism Dev Disord 49, 2389–2402 (2019). https://doi.org/10.1007/s10803-019-03906-4

Rynkiewicz A, Janas-Kozik M, Słopień A. Girls and women with autism. Psychiatr Pol. 2019 Aug 31;53(4):737-752. English, Polish. doi: 10.12740/PP/OnlineFirst/95098. Epub 2019 Aug 31. PMID: 31760407.

Amplifying Unheard Voices: Reflections from the AATA 2025 Conference

By Yunkyung Lee

The morning I arrived in Portland, I walked through a quiet street lined with small galleries and local shops on my way to the conference center. The crisp autumn air carried both calm and anticipation. My main purpose for this trip was to present my graduate research at the 56th Annual Conference of the American Art Therapy Association (AATA) in 2025—my first presentation beyond school. The journey was made possible through the generous support of the IL LEND Travel Scholarship, which gave me the confidence to step forward and share my work with a broader professional community.

The conference, held from October 8–11, gathered art therapists, educators, and researchers from around the world under the theme Ascending to New Heights. It was organized into two main tracks, Clinical Approaches and Contemporary Issues/Current Trends, with over 150 sessions covering a wide range of topics and providing a platform for professionals to share the latest research and practice in art therapy.

My session, titled “Listening Through Art: Understanding the Inner Language of Individuals on the Autism Spectrum,” reflected both my personal journey as a mother and my professional growth as an emerging art therapist. Grounded in arts-based and autoethnographic research, my presentation explored how art can serve as a communicative bridge for those with language and cognitive differences, and how therapists can advocate for voices that are often unheard.

The session began with Dear the Name of the Mother, a toy theater performance illustrating my process of accepting my child’s diagnosis and embracing neurodiversity through art. It was followed by three art making directives that demonstrated how creative processes can expand connection and expression beyond words. The presentation concluded with The Story of the 52Hz Whale and the Boy, a shadow puppetry performance symbolizing unheard voices and the universal longing to be understood. Standing before more than a hundred attendees, I felt a profound resonance—realizing that my research, at its core, was also about my own desire to be seen and heard as an immigrant, a mother, an artist, and an art therapist.

The IL LEND program has continually reminded me that true leadership begins with listening—across disciplines, perspectives, and ways of communication. Through LEND, I have learned that empathy itself can be a form of leadership, and that connection often emerges when we honor differences rather than erase them. Presenting Listening Through Art at AATA allowed me to advocate for neurodiverse communities and bring attention to voices that are often unheard. In many ways, this presentation became an extension of my LEND journey—a practice of listening beyond words, expressing unheard perspectives through art, and cultivating leadership grounded in empathy and inclusion.

This presentation was not just an academic milestone but also a personal declaration—a moment of reclaiming my voice and stepping forward as a professional art therapist. I hope that the seeds planted in Portland continue to grow and inspire others to listen more deeply, connect more openly, and recognize every voice as part of a shared human story.

I am deeply grateful to the IL LEND program and mentors who have guided and supported me throughout this journey. If you’d like to explore the performances and creative processes from my presentation, they are available on my YouTube channel: https://www.youtube.com/watch?v=j2U7B7JkeFk&t=1s

Leading with Love: Trauma Informed Care as an Act of Resistance

By Hannah Love

Some days, working as a school social worker, I struggle to see how I’m really making a difference in this world. The systems we work within are so complex, and they’ve failed so many people, especially students with disabilities and their families. Sometimes, it feels like I’m just putting Band-Aids on problems that are way bigger than me. I sit in meetings, write reports, and offer support to students. But I often wonder, is this enough? How can I change a system that has historically hurt so many people?

But then I remember: leading with love—choosing compassion, cultural humility, and trauma-informed care—is itself an act of resistance. In institutions shaped by colonization, white supremacy, ableism, and capitalism, choosing to slow down, listen deeply, and show up with care is revolutionary. Trauma-informed care and cultural humility aren’t just practices — they’re acts of resistance against systems that tell people they are disposable. This approach is not just about individual care; it’s about shifting the culture of our schools, our healthcare, and our communities, one relationship at a time.

Trauma-informed care is often talked about as a professional best practice—and it is. But it’s also political. It pushes back against the legacy of systems that have historically pathologized, criminalized, or excluded people for how they express pain, difference, or need.

Trauma in schools can look different among different students. It can look like a student acting out or having difficulty self-regulating. It can also look like a student who keeps their head down and keeps to themselves. We never know what or how trauma impacts behavior, so it’s crucial that school staff are trauma-informed to support all students. 

When we approach a student’s behavior with curiosity rather than control, we are resisting systems that would rather suspend than support. When we center a caregiver’s voice in an IEP meeting, we’re rejecting the idea that professionals always know best. When we adapt our language, our space, or our expectations to meet someone’s access needs, we’re saying: You belong here, exactly as you are. 

This is how we challenge systems that have normalized exclusion, surveillance, and gatekeeping, especially for disabled, neurodivergent, and multiply marginalized people. Leading with love, centering the voices and lived experiences of our clients and patients, and practicing trauma-informed care are powerful ways that we as healthcare providers can actively resist the harmful systems that have long caused harm. When we ground our work in love, compassion and intentionality, we create accessible spaces where everyone feels seen, valued, and truly cared for. Because even when we can’t change the system overnight, we can change how we show up within it.

Museum Accessibility for All

By Kate Coogan, OTS

Illinois LEND Program Trainee, 2025-26

Role of Museums in Communities

Museums serve their communities as essential caretakers of history, culture, and science. Museums and cultural institutions provide visitors with opportunities for learning and engagement, enabling them to connect with peers, family members, and the broader community. Historically, museums were designed as institutions for the elite, gatekeeping important information and learning opportunities from marginalized communities. Fortunately, over the past few decades, museums have undergone a significant cultural shift, welcoming a broader audience through a range of accessibility and outreach efforts.

Museums Should Accommodate All Visitors

Accessibility in museums can be defined in various ways, including but not limited to accessibility for people with mobility differences, deaf and blind audiences, multilingual visitors, groups with varying age ranges and learning styles, and individuals with intellectual and developmental disabilities. Museums can also increase their accessibility by enhancing the diversity in exhibitions to reflect the experiences of people from diverse racial, cultural, and socioeconomic backgrounds. Some of these accessibility efforts—such as ramps and elevators for wheelchair users—have been ongoing for decades. Other efforts are relatively new to museum spaces, such as the use of QR codes on wall text that provide text and audio guides in multiple languages. One audience that I believe is still neglected by many museums and cultural spaces is people with intellectual and developmental disabilities, especially autistic people and others who have sensory processing differences.

Needs of Visitors with Sensory Processing Differences

Individuals with sensory processing differences—such as those with autism, ADHD, anxiety, traumatic brain injuries, PTSD, dementia, and more—can easily become overwhelmed by their environment. This is especially true in unfamiliar spaces and environments that are exceptionally crowded, loud, and/or brightly lit. Sometimes these overwhelming emotions can cause outbursts such as vocal stimulation or a person’s need to move their body.

There are several steps that cultural institutions can take to support individuals with autism and other sensory processing differences. Museums can provide opportunities for first-time visitors to familiarize themselves with this new environment by offering social stories, which are stories often accompanied by photographs that explain what to expect when visiting a new place. Individuals with sensory processing differences can also benefit from sensory kits, which some museums offer for visitors to check out. Sensory kits can include sunglasses, objects for tactile exploration, noise-canceling headphones or earbuds, weighted lap or shoulder blankets, and visual aids such as verbal cue cards. Access to a calm space is also an essential accommodation for museum visitors who have sensory processing differences.

Museums that are Setting the Standard

Many museums offer maps to indicate quieter areas of their facilities, but some museums have taken it a step further. The National Gallery Singapore opened a Calm Room in June 2022, a soothing space that offers comfortable seating, dimmable lights, calming music, and tactile elements, including weighted blankets. The Museo delle Scienze, a science museum in Trento, Italy, features a Sensory Room for decompression, offering sensory-friendly lighting, colors, sounds, music, and aromas to promote relaxation and calmness.

The Chicago area boasts several exemplary museums for visitors with sensory processing differences. Shedd Aquarium’s program Calm Waters provides a comfortable atmosphere for guests with disabilities and Veterans to visit. Other Chicago-area institutions that offer events geared explicitly toward autistic individuals include the Kohl Children’s Museum and the Griffin Museum of Science and Industry. Shedd Aquarium also offers a Quiet Room and provides a sensory-friendly app to enhance accessibility for individuals with autism and other sensory needs. The Field Museum of Natural History provides accommodations for visitors with autism and other disabilities, including sensory bags that can be checked out and a complimentary mobile app, the Field for All, which helps visitors plan a sensory-friendly visit to the museum. The Brookfield Zoo offers a sensory room and provides an Accessibility Guide for visitors with various disabilities, including those with autism. Finally, the Art Institute of Chicago provides sensory-friendly maps, which include areas with reduced sensory stimulation and designated spaces where visitors can interact with tactile exhibits.

Each of the museums mentioned above has an “Accessibility” page on its website that outlines its offerings, including pertinent information such as parking, public transportation, guidelines around service animals, and sensory-friendly accommodations.

Advice for Museums That Want to Do Better

Give a voice to marginalized communities! Create a focus group to assess the current accessibility offerings of your museum. This working group should include individuals from the local disability community, such as therapists, teachers, and—most importantly—self-advocates and family advocates.

Look to the experts! The International Board of Credentialing and Continuing Education Standards (IBCCES) offers certification programs for organizations committed to being inclusive for neurodiverse audiences, including specialized programs tailored for museums, science centers, zoos, and aquariums. KultureCity is another organization that partners with cultural institutions to support disabled guests, including two of the organizations mentioned above.

Get everyone involved! Unfortunately, many people are reluctant to tackle accessibility because they feel that it’s “not their job.” In fact, accessibility in museums and cultural institutions needs to be an organization-wide effort, involving staff from various departments, including operations, education, exhibitions/collections, facilities, guest relations, and finance, to name a few. If you’re passionate about inclusion and accessibility, speak up—you might be the only one who is aware of and committed to this critical issue. It may be up to you to initiate the process at your institution, so don’t let the opportunity pass you by!

References

Autism certification for Travel & Leisure- attractions, destinations & agents. IBCCES. (2025, July 2). https://ibcces.org/travel-leisure/

KultureCity. (n.d.). https://www.kulturecity.org/

Lisney, E., Bowen, J. P., Hearn, K., & Zedda, M. (2013). Museums and technology: being inclusive helps accessibility for all. Curator: The Museum Journal, 56(3), 295-389. https://doi.org/10.1111%2Fcura.12034

Ruiz, B., Pajares, J. L., Utray, F., & Moreno, L. (2011). Design for all in multimedia guides for museums. Computers in Human Behavior, 27(4), 1408-1415. https://10.1016/j.chb.2010.07.044

Teng, A. (2025). Developing the gallery calm room: a journey of creating an accessible space for inclusion and well-being. In A. F. Eardley & V. E. Jones (Eds.), The Museum Accessibility Spectrum: Re-imagining Access and Inclusion. (1st ed., pp. 47-61). Taylor & Francis Group.

Trainer, L., Pressman, H., Schulz, D., Braden, C., Martin, C., Kennedy, L., & Carr, A. (2022, Oct 21). Museum Accessibility: An Art and a Science. American Alliance of Museums. https://www.aam-us.org/2022/10/21/museum-accessibility-an-art-and-a-science/

Memories from the Monorail

By Kylie Graves

I vividly remember the first time I realized that my brother was different. I was six years old, and I was experiencing the magic of Disney World for the first time. My siblings and I were opening the park up every morning, collecting autographs from all our favorite characters, and giggling over the silly photos that were captured on the rides that felt way too scary at the time. My sister and I were tall enough to ride some of the “big kid rides,” and took advantage of the opportunity to ride rides like the Rock n Roll Rollercoaster and the Tower of Terror with my dad. My brother, who was not tall enough at the time, opted to spend his time riding the Dumbo the Flying Elephant ride with my mother and my grandparents. After long days in the park, my family would hop back onto the Monorail and head back to our hotel.

As we were riding the Monorail one evening, I remember my brother was sitting in a stroller, and my sister and I were standing with the rest of our family. As we approached a nearby stop, a loud voice rang out through the entire car, shouting, “YOUR SON IS RETARDED!” At six years old, I had never heard that word. I remember being startled by the loud noise, the tone of the man’s voice, and the look of pure anger that crossed my father’s face. I remember my grandmother shuffling me and my sister off the car while my mother pushed my brother’s stroller urgently. And, I remember my grandfather having to grab hold of my dad and pull him off the monorail to prevent him from getting any closer to the man. At six years old, I was utterly confused. I had never seen my dad so enraged and certainly had never seen anyone need to restrain my dad to prevent him from acting on his anger. Despite not knowing that word or its meaning, I could tell by my dad’s reaction that the word was meant to be hurtful.  

Each year, when March rolls around on the calendar, I find myself having flashbacks to that day as I celebrate Spread the Word Day. In 2010, Rosa’s Law was signed by Barack Obama and, “Removed the terms “mental retardation” and “mentally retarded” from federal health, education and labor policy and replaces them with people first language,” (Special Olympics, 2010). I have shared this specific story far and wide to highlight the harms of the R-word and the psychological and emotional impact that this word can have on an individual and those around them. While this word has largely been removed from day-to-day language as a result of Rosa’s Law and advocacy, ableism is still rampant, and advocacy for inclusion is an ongoing effort. Below, you can find a link to the Special Olympics Spread the Word Campaign, which can target the R-word, bullying, or inclusive action, offering a start point for addressing ableism and continuing advocacy efforts alongside individuals with disabilities. While that story sticks with me for many reasons, I credit that day for sparking my passion for advocacy and ultimately influencing my career path, further highlighting the impact of words and how formative they can be in someone’s development.

Spread the Word: https://www.specialolympics.org/spread-the-word 

References:

“Rosa’s Law Signed Into Law by President Obama.” Special Olympics, 5 Oct. 2010, https://www.specialolympics.org/stories/news/rosas-law-signed-into-law-by-president-obama

Unified Sports: More Than Just a Game

By Julia Keith

Every Thursday night, my family and I walked into the youth center ready to play. Of all the Special Olympics unified sports we were part of, basketball was always my favorite. What made it so special was that it wasn’t just about the game, it was about our whole community. Friends, parents, siblings, teachers, and neighbors all came together once a week during the season to play, cheer, and connect. The gym became a place where everyone belonged.

I grew up surrounded by adaptive and inclusive sports, and from an early age I saw what a powerful impact they could have on a community. On the court, friendships blossomed and carried over into school hallways. I watched students and adults who had never spent time with people with intellectual and developmental disabilities (IDD) discover new ways of communicating and connecting. I saw teammates, volunteers, and coaches alike stretch beyond their comfort zones. Sports became more than exercise; they became a way to build trust, dignity, and joy across differences.

As I reflect on those experiences, I realize how much they shaped my own view of inclusion. But I also wondered whether what I had witnessed in my small town was reflected in the larger picture. Research confirms what so many of us have experienced firsthand: unified sports create change that reaches far beyond the court or field.

For some background, Unified Sports is a program pioneered by Special Olympics that brings together athletes with and without intellectual disabilities on the same team. Their goal is to promote social inclusion through shared experiences in training and competition. Today, Unified Sports programs are available across the United States and around the world, offered through organizations like Special Olympics Unified Champion Schools, community leagues, and recreational programs. 

Programs like Special Olympics Unified Champion Schools have shown that inclusive teams do more than give athletes a place to play, they can shift entire school cultures. In Special Olympics surveys, the majority of students reported that Unified Champion Schools brought people together, created a more respectful environment, and raised awareness about inclusion. Teachers report students becoming more confident and compassionate, and families describe the pride and self-esteem that come from being part of a team. Teammates without IDD have shared that their perspectives have changed dramatically and that they have a better understanding of one another, with many saying the friendships they built through unified sports became some of the most meaningful relationships in their lives. These relationships challenge stigma and create what researchers call “bridges to social inclusion,” connections that ripple outward into the broader community.

Unified sports has built momentum at a global scale. Today, more than a million people of all abilities participate worldwide, and the numbers continue to grow. Each practice, each game, and each celebration work towards the mission of inclusivity and compassion that unified sports was created for. In doing so, these programs transform not only the lives of the athletes but also the communities that take the time to implement them into their lives. 

When I think back to those Thursday nights, I don’t just remember the games. I remember the laughter, the teamwork, and the moments when someone made their first basket and the entire gym erupted in cheers. Those experiences taught me that inclusion isn’t just an idea, it’s something we put into practice, week after week, game after game.

The lessons I learned on that court have stayed with me, shaping how I approach challenges, relationships, and opportunities. My hope is that more communities will embrace programs like these, so that every person has the chance to experience the same pride, connection, and celebration that I was so fortunate to grow up with.

Sources

Why Research Unified Sports (PDF): Unified Sports provides people with and without ID the opportunity to play on the same sports team, creating a space for friendships, physical activity, and fun. Research on Unified Sports has found that Unified Sports athletes experience improved social competence and social inclusion while decreasing problem behaviors. https://media.specialolympics.org/resources/research/unified-sports/SO-Research-Overview-Unified-Sports-06-2018.pdf?_gl=1*4767hy*_gcl_au*OTI2OTY2NzUxLjE3NTc1MTI0MTE.*_ga*NzgzNjIyNDEuMTc1NzUxMjQxMQ..*_ga_KTMLJ70DKD*czE3NTkyNzM5OTkkbzMkZzEkdDE3NTkyNzQwMjEkajM4JGwwJGgw

Does intense contact with people with disabilities lead to more inclusive behaviour within professional practice? Emmers, Elke & Baeyens, Dieter & Petry, Katja. (2022). Does intense contact with people with disabilities lead to more inclusive behaviour within professional practice?. Educational Studies. 49. 1-15. 10.1080/03055698.2022.2150512. 

Accessible Communication, Accessible Group Fitness

By Sandra Sobus

For many people, group exercise is not just about getting stronger—it’s about connecting, reducing stress, and building confidence. However, for individuals with autism spectrum disorder (ASD), these same classes can feel overwhelming or even unwelcoming if the environment isn’t designed with inclusivity in mind.

Research shows that group-based exercise can support not only physical health but also social communication and self-confidence for individuals with autism. By making fitness spaces more accessible, we’re creating a more connected and supportive community.

Why Inclusion in Fitness Matters

Physical activity plays a powerful role in overall well-being. For people with ASD, exercise can support social interaction, reduce anxiety, and improve quality of life. Yet many face barriers, such as unpredictable routines, loud environments, or instructors unfamiliar with their needs. When group classes are designed to be inclusive, individuals with autism are more likely to feel comfortable, participate, and thrive.

To make group fitness more welcoming, it’s important to recognize what can stand in the way:

• Sensory overload: Bright lights, loud music, and crowded rooms may cause stress.

• Unpredictability: Changing routines or unclear instructions can lead to anxiety.

• Communication differences: Some participants may need more concrete, visual, or step-by-step guidance.

• Limited awareness: Staff and peers may lack knowledge on how to effectively support inclusion.

Considerations for an Inclusive Class

1. Structure & Predictability

Start each class with a predictable structure—such as warm-up, main activity, and cool-down—and stick to it. Visual schedules or posted outlines can help participants know what’s coming next.

2. Sensory-Friendly Adjustments

Consider lowering the music volume, avoiding abrupt lighting changes, and allowing participants to take sensory breaks when needed. 

3. Clear, Concrete Instructions

Show, don’t just tell. Demonstrate movements and pair them with short, literal cues—for example, “jump five times” instead of “let’s get our heart rate up.” Whiteboards with written exercises can also provide helpful reinforcement.

4. Offer Choices & Autonomy

Empower participants by offering options, such as modifications tailored to different ability levels. This builds confidence and gives a sense of control, which can boost motivation.

5. Train Instructors & Staff

Instructors don’t need to be experts—they just need to understand how to communicate respectfully, adapt activities, and check in with participants about their preferences.

Closing Thoughts

Making group fitness inclusive for individuals with ASD takes empathy, flexibility, and awareness. When classes are welcoming, predictable, and respectful of sensory and communication needs, people with ASD can fully enjoy the benefits of group fitness!

So, the next time you step into a fitness studio, remember that small, intentional changes can open the doors of wellbeing to everyone.

References

Lau, W., Peterson, C. C., Attwood, T., Garnett, M. S., Kelly, A. B., & Taffe, J. (2019). Efficacy of group-based organized physical activity for social outcomes in children with autism spectrum disorder: A systematic review and meta-analysis. Journal of Autism and Developmental Disorders, 49(8), 3290–3308. https://doi.org/10.1007/s10803-019-04050-9 

Zhao, Y., Zhang, Z., Lu, S., Han, X., & He, J. (2025). Optimal dosage of group-based organized physical activity for enhancing social abilities in autistic children: A multilevel meta-analysis. International Journal of Behavioral Nutrition and Physical Activity, 22(1), 59. https://doi.org/10.1186/s12966-025-01746-8 

Raymaker, D. M., Kapp, S. K., & McDonald, K. E. (2021). “Just invite us”: Autistic adults’ recommendations for developing more accessible physical activity opportunities. Autism in Adulthood, 3(2), 122–132. https://doi.org/10.1089/aut.2020.0063 

The Role of Representation: Addressing Physical Activity Patterns in Youth with Disabilities

By Ally Sarussi

Photo credit: Suvir Grover. IG @suvirsphotos 

Top photo: Paralympian Hunter Woodhall strides out after crossing the line first in the 400m T62. Bottom photo: Shelby Houlihan wins the 5000m. Both athletes will compete in their respective world championship competitions this fall. 

This year at the 2025 USA Track and Field National Championships, something was different. For the first time in history, both Para athletes and athletes without physical disabilities competed at the same facility, under the same national organization, across the same three days. This collaboration also meant that in-person spectators and national TV audiences were able to see Para athletes compete and hear their stories. 

While I originally was excited by the change, I quickly became frustrated at the continuous emphasis on how remarkable and “historic” it was that this event was now shared by able-bodied and Para athletes. Shouldn’t sports for all types of people be broadcasted and advertised at the same level? While we can celebrate track’s attempt at change, we should also focus on the work that needs to be done to increase non-abelist disability representation across the board.

Then my mind went to the Autistic and disabled kids I worked with as a track coach in college. This summer, were they watching people who may move or look more like themselves on a track for the first time? Has the lack of media representation of people with disabilities in sport prevented some children from seeing their potential in athletics and physical activity in general? 

To begin to investigate that final question, I turned to the research. A recent survey study explored how much children with various developmental disabilities engaged in the recommended levels of physical activity, and whether this was comparable with same-age non-disabled peers. Specifically, in a 2018 report, the US Department of Health and Human Services established that school-age children should engage in at least 60 minutes of physical activity each day. The study found that only 19% of children with a disability met the recommended guidelines, noting even less participation among children with functional impairments.

There are many factors that could contribute to activity levels for children with disabilities and without: family and peer influence, access to resources and green space, and personal interests, to name a few. A systematic review highlights  barriers to physical activity for people with disabilities, including social factors such as embarrassment, a lack of confidence, fear of being teased, negative attitudes of others, and lack of role models. I believe many of these factors could be changed, or at least start to be mitigated, by normalizing disability-inclusive media representation. In fact, a study in Brazil looked at the impact of exposure to media of the Paralympic Games. Kids who watched Para athletes compete in sports recognized that people with disabilities could not just be seen in terms of their impairments, but rather are capable of participating in high-level events. While these are positive impacts, it’s still important to recognize the way people with disabilities are portrayed. TV broadcasters should avoid framing athletes with disabilities as “inspiration porn,” acting just to inspire non-disabled people by “overcoming” their conditions, and instead feature them as individuals that have interests and goals just like their non-disabled peers. 

As a second-year student in pursuit of a degree in physical therapy, I am learning about the importance of physical activity for overall health. Considering children with functionally-limiting disabilities are even more at risk of falling short in meeting physical activity needs, it is critical that physical therapists are prepared to encourage and support kids with disabilities, helping them make plans to be active in feasible, fun ways. In the future, I want to use my position as a health care provider to help make physical activity successful for all kids. Movement is so important; it promotes development and control of strong muscles to prevent injury, obesity, and other disease. At a young age, it also sets lifelong habits that promote wellness. However in my opinion, what is most important is how physical activity fosters social and emotional well-being. Playing games and getting involved in exercise encourages children and teens to participate in their communities, whether with family or peers. If we can use media, interpersonal connection, and an attitude of change to continue to demonstrate that sports, activity, and competition are available to everyone, I believe that kids with disabilities may be more inclined to get involved and will have more societal support when they do. 

References

1. USATF. USA Track & Field Announces Historic 2025 USATF Para National Championships. U.S. Paralympics Track & Field. February 11, 2025. Accessed September 11, 2025. https://www.usparatf.org/news/2025/february/11/usa-track-field-announces-historic-2025-usatf-para-national-championships.

2. Case L, Ross S, Yun J. Physical activity guideline compliance among a national sample of children with various developmental disabilities. Disability and Health Journal. 2020;13(2):100881. doi:10.1016/j.dhjo.2019.100881 

3. U.S. Department of Health and Human Services. Physical Activity Guidelines for Americans. 2nd ed. Washington, DC: U.S. Department of Health and Human Services; 2018.

4. Shields N, Synnot AJ, Barr M. Perceived barriers and facilitators to physical activity for children with disability: A systematic review. British Journal of Sports Medicine. 2011;46(14):989-997. doi:10.1136/bjsports-2011-090236 

5. Colere J, Souza DL. Changing perspectives: Possible impacts of media related to the Paralympic Games on children’s views of disability. Sport, Education and Society. Published online January 12, 2025:1-13. doi:10.1080/13573322.2025.2451351 

6. Young S. I’m not your inspiration, thank you very much. TED. April 2014. Accessed September 11, 2025. https://www.ted.com/talks/stella_young_i_m_not_your_inspiration_thank_you_very_much?subtitle=en. 

Art and Occupational Therapy: Expressive Arts’ Impact

Bren Guerrero

When one first hears about occupational therapy, arts and crafts immediately come to mind. It’s almost a cliché; a pair of inseparable best friends. There are many reasons for this; occupational therapy has roots in fine motor skill tasks, some of which are not necessarily occupationally relevant or client-centered. The field of occupational therapy has evolved drastically since its genesis in rehabilitating wounded soldiers and patients in mental health institutions. The gracious participation and work with these populations, along with many others, has allowed the field to value the client’s priorities and engagement in purposeful and meaningful occupations. 

However, arts and crafts are valuable occupations to many individuals, and occupational therapy has adapted to using these mediums to place client values first in scientifically supported ways. Mirroring occupational therapy, art is all around us. There’s a home for expressive arts in occupational therapy that allows individuals’ talents to shine and add meaning to life. 

Expressive art is the process of utilizing various art forms and modalities to cultivate creative expression and “enhance personal growth, awareness, and healing” (Pepmeyer, 2020). Some examples include painting, dance, storytelling, and music. Expressive art values the process of making art rather than the final product; what matters is the journey of healing and creativity the artist embarks on. Engaging with different artistic mediums, such as painting and technology, increases sensory input and stimulates motor development in individuals. These baseline outcomes increase self-esteem, hope, and autonomy over one’s life. These are valuable attributes all individuals should possess. Feeling confident in one’s creative abilities provides generalizable skills. When one is empowered by creative expression through expressive arts, other occupations, such as education and daily living activities, are improved and strengthened. 

For example, when someone engages in storytelling, they increase their neuroplasticity by activating many parts of the brain, strengthening alertness and memory, and often practicing community building by sharing the story with others. The individual has fostered a sense of community and belonging while also strengthening various cognitive abilities. These improvements will generalize how they engage socially in various settings and beyond the expressive storytelling medium. The individual has made new friends, boosted their self-confidence, and improved their quality of life.

Works Cited 

Pepmeyer, B. (2020, August 6). Expressive art in OT: Enhancing creativity in the clinic -article 5313. OccupationalTherapy.com https://www.occupationaltherapy.com/articles/expressive-art-in-ot-enhancing-5313

Understanding Food Selectivity in Children with Autism

By Sarah Cohen

Food selectivity is a common concern among children with disabilities, particularly those diagnosed with Autism Spectrum Disorder (ASD). This issue can impact a child's nutrition, growth, and overall well-being. Food selectivity occurs on a spectrum from mild picky eating to severe restrictions in food variety. However, food selectivity in Autism can last into adulthood, whereas typical picky eating usually peaks in early childhood and can start improving. For many children with autism, sensory sensitivities, such as the texture, temperature, color, or smell of food, can make trying new foods very difficult. 

Over the years, many treatment approaches have been introduced to address this challenge. Two of the most well-known are the Sequential Oral Sensory (SOS) approach and the Applied Behavior Analysis (ABA) approach. These methods greatly differ in their structure and philosophy. 

The SOS approach is play-based and focuses on helping children become more comfortable with food through a gradual process. Rather than forcing children to eat, the SOS method encourages interaction with food in a non-pressure way, such as smelling, touching, or playing with it. 

In contrast, the ABA approach uses structured routines and reinforcement strategies to encourage desired behaviors around food. ABA clinicians may use positive reinforcement to increase food acceptance, such as offering praise or a fun activity when a child takes a bite of a new food. 

Both the SOS and ABA approaches have gained attention in recent years. Research on their effectiveness continues to evolve. Studies have shown that ABA methods can be particularly effective in increasing food acceptance and decreasing disruptive mealtime behaviors (Peterson et al., 2016). However, not every child will respond the same way to a given approach, making it critical to tailor any intervention to the individual child, taking into account their unique preferences and challenges. 

In conclusion, food selectivity is a complicated issue for many children with autism. While there is no one-size-fits-all solution, both the SOS and ABA approaches offer promising strategies. Ultimately, the most effective interventions are those that are individualized and supported by a multidisciplinary team.

References 

Peterson, K. M., Piazza, C. C., Volkert, V. M., & Ahearn, W. H. (2016). A systematic review of behavioral interventions for food selectivity in children with autism spectrum disorders. Review Journal of Autism and Developmental Disorders, 3(2), 152–165. 

https://doi.org/10.1007/s40489-016-0074-x 

Toomey, K. A., & Ross, E. S. (2011). SOS Approach to Feeding. Perspectives on Swallowing and Swallowing Disorders (Dysphagia), 20(3), 82–87.* https://doi.org/10.1044/sasd20.3.82