Keynote Title: “Yes, They Can! Joyful Journeys to Reading Success”

Keynote Summary: Natalie Hale will walk you through not only her own extraordinary journey to reading success for her son, but will touch on others’ successful journeys, and lead you to creating that success for yourself. Beginning in 1989 with her 4-year old son, over the next 30+ years, she developed the Whole Child Reading Program, designed specifically for learners with Down syndrome or DS with co-occurring diagnoses. After teaching learners of all ages with DS one-on-one, Natalie now trains parents and educators in her method. To date, parents and schools in 33 countries are using the Whole Child Reading Program.

Bio: Natalie Hale is an award-winning author, an innovative educator, parent of an adult son with Down syndrome, and for nearly 30 years, a national and international speaker on the topic of teaching reading to learners with Down syndrome, autism, and other developmental delays. Her workshops have crossed borders, taking her to speak in India, Bulgaria, and Canada.

In 2000, she founded the publishing company, Special Reads for Special Needs, to provide parents and educators with reading books and materials specifically designed for learners with Down syndrome and other developmental delays. Spanish translations of her core program are now available on her website, www.specialreads.com.

Her published books with Woodbine House are:

• Whole Child Reading: A Quick-Start Guide to Teaching Learners with Down Syndrome, Autism, and

Other Developmental Delays

• Down Syndrome Parenting 101: Must-Have Advice for Making Your Life Easier

• Managing My Money: Banking and Budgeting Basics

She is also the author of the book, Oh, Brother! Growing Up With A Special Needs Sibling, published by the American Psychological Association

Keynote

Session Title: “Make Reading Success Easy”

Breakout Summary: This session will cover the fast track to successfully teaching reading to learners with Down syndrome and other developmental disabilities–including strategies, materials, challenges, and solutions. Applies to all ages.

Bio: Natalie Hale is an award-winning author, an innovative educator, parent of an adult son with Down syndrome, and for nearly 30 years, a national and international speaker on the topic of teaching reading to learners with Down syndrome, autism, and other developmental delays. Her workshops have crossed borders, taking her to speak in India, Bulgaria, and Canada.

In 2000, she founded the publishing company, Special Reads for Special Needs, to provide parents and educators with reading books and materials specifically designed for learners with Down syndrome and other developmental delays. Spanish translations of her core program are now available on her website, www.specialreads.com.

Her published books with Woodbine House are:

• Whole Child Reading: A Quick-Start Guide to Teaching Learners with Down Syndrome, Autism, and

Other Developmental Delays

• Down Syndrome Parenting 101: Must-Have Advice for Making Your Life Easier

• Managing My Money: Banking and Budgeting Basics

She is also the author of the book, Oh, Brother! Growing Up With A Special Needs Sibling, published by the American Psychological Association

Session Title: “Stronger Together: Building Confidence and Self-Advocacy”

Session Description: This interactive session is for individuals with Down Syndrome and parents to learn practical strategies for building confidence, fostering independence, and working as a team. Through discussion, hands-on activities, and expert guidance, you’ll discover how to support and practice self-advocacy skills in everyday life while strengthening connections and celebrating abilities.

Bio: Sandra L. Thompson is a passionate advocate and expert in empowering families in the differently-abled community. With a degree in Psychology and Special Education, Sandra has experience as a special education teacher, ABA Behavior Aide, and life skills specialist. In 2018, she founded Sandra L. Thompson & Associates to help families foster independence, growth, and balance through practical and transformative solutions.

As a single mother of a teenager with ADHD, ADD, and anxiety, Sandra combines personal experience with professional expertise to guide parents toward joyful and balanced parenting. She specializes in emotional support, conflict resolution, self-care, and enhancing children’s independence and social skills.

Sandra is the author of two self-help books and is dedicated to creating personalized strategies that deliver lasting results for families. With a unique and empathetic approach, she meets families where they are, helping them unlock their full potential.

Session Title: “Building Trust and Bridging Gaps: Engaging Families of Students with Disabilities”

Session Description: This session explores practical approaches for educators to build strong, collaborative relationships with families of students with disabilities. Participants will learn strategies for fostering trust, addressing cultural perspectives, and navigating sensitive conversations about special education services. Key topics include:

• Listening with Empathy
• Providing Clear Information
• Navigating Cultural Perspectives
• Engaging in Ongoing Dialogue
• Creating Inclusive Classrooms

Bio: Dr. Monica Elaine Grillo is a dedicated educator, researcher, and advocate in the field of special education, with a focus on connecting policy, research, and practice to advance equity and inclusion for all learners. She earned her Ph.D. in Special Education and Disability Policy from Virginia Commonwealth University, supported by an OSEP-funded Policy and Research-Intensive Special Educators (PRISE) Fellowship. Her academic achievements include an M.A.Ed. in Curriculum and Instruction from William & Mary, specializing in K-8 mathematics, and a B.S.Ed. in Elementary and Middle School Education from Loyola University Chicago.

Dr. Grillo’s teaching expertise is grounded in a strong commitment to preparing educators to work in diverse and inclusive environments. As an adjunct instructor at Virginia Commonwealth University and William & Mary, she has designed and taught courses focusing on special education methods, evidence-based instructional practices, and collaboration. Her courses include Math Methods and Online Instruction for Special Educators, where she guided pre-service teachers in applying research-based strategies to support students with disabilities in mathematics. She has also taught Collaboration for Teaching and Learning, equipping educators with tools to build effective partnerships among general and special education teams, families, and administrators. Additionally, Dr. Grillo has taught practicum courses in high-needs schools, emphasizing diversity, equity, and inclusion while mentoring pre-service teachers in real-world classroom settings.

Beyond her teaching, Dr. Grillo has held key roles in education and policy. As a Fellow with the Office of Special Education Programs at the U.S. Department of Education, she supported national initiatives by analyzing IDEA compliance data and contributing to grant oversight. As Project Coordinator for the NSF-funded Robert Noyce Teacher Scholarship Program, she collaborated with stakeholders to prepare equity-focused STEM educators for high-need schools.

Her scholarship includes research on interdisciplinary approaches to personnel preparation in early childhood special education, teacher retention in high-need schools, and Universal Design for Learning. Dr. Grillo has presented nationally at conferences such as AACTE, CEC, and OSEP, and her research has been published in top journals, including Teaching and Teacher Education and Exceptional Children.

Dr. Grillo’s personal experiences as a parent of a medically complex child with Down syndrome and congenital heart disease deeply inform her work. She has successfully navigated state services, coordinated multi-disciplinary care teams, and advocated for evidence-based practices within her child’s Individualized Education Program (IEP), providing her with unique insights into the intersection of family needs, policy, and educational practice.

Dr. Grillo’s work exemplifies a commitment to empowering educators and families to create inclusive environments where all learners can thrive. Through her teaching, research, and advocacy, she continues to drive meaningful change in special education policy and practice.

Session Title: “Anatomy of an IEP”

Session Description: Like a biology lesson, this presentation dissects the IEP, examines the parts individually, discusses the function of each section, and how the parts come together to create an effective document. You will learn constructive and practical tips to help create an IEP that supports the student’s access to a free and appropriate public education.

Bio: Love Kingsbury has over 15 years of experience in disability advocacy, fueled by a deep, personal connection as a parent and grandparent of children with disabilities. Throughout her career, she has dedicated herself to supporting families through training, delivering, and developing critical resources that empower parents and caregivers. Before joining PEATC, she served as an educational advocate, helping families navigate complex systems to secure the support their children needed. Known for strong communication skills and a talent for research, she brings a wealth of knowledge and empathy to her work, consistently bridging gaps between families and educational systems.

Session Title: “Emotion Driven Learning: Harnessing State-Dependent Functioning to Support Nervous System Regulation”

Session Description: The brain’s capacity to learn is deeply influenced by our emotional state—a concept Dr. Bruce Perry refers to as “state-dependent functioning.” This truth, however, is often overlooked in traditional educational systems, particularly when it comes to gifted and exceptional learners. These students’ heightened cognitive and emotional intensities present unique challenges that can hinder their learning if not properly addressed.

This session delves into how emotional regulation directly impacts learning, decision-making, and overall cognitive access. Educators and caregivers will learn how to create environments that soothe the nervous system, supporting emotional stability and fostering an optimal state for learning. By understanding and applying state-dependent functioning, we can empower learners to thrive emotionally, cognitively, and academically.

Emotion-driven learning is not just a strategy—it’s a necessity for promoting well-being and unlocking the full potential of every child.

Bio: Jodi Place is an accomplished educational leader with expertise in trauma-informed education, brain-aligned learning, and alternative learning program design. With over two decades of experience in both traditional and alternative education settings at the secondary level (6-12), she currently serves as a high school administrator and Division CTE Coordinator in Virginia. Previously, Jodi led a transformative redesign of a non-traditional program, focusing on the integration of the pillars of Applied Educational Neuroscience. She published Supporting Emotional Regulation in the Classroom (ASCD, 2021) and presents nationally to connect thought leaders together that are dedicated to building resilient, inclusive school environments and communities.

Session Title: “Turning 18 in Virginia: What Individuals with Disabilities Need to Consider”

Session Description: Turning 18 is a big deal. An 18-year-old is legally considered an adult in Virginia and can make their own legal, financial, medical, and educational decisions. For some individuals with disabilities, this will not be an issue. Others may need support. This workshop will share basic information about things that need to be considered as your loved one turns 18.

Bio: Kendra Wormley is a native of Newport News, VA. She is a proud graduate of Virginia Commonwealth University where she received a degree from the School of Education in Therapeutic Recreation in 2002. While working for a non-profit for an organization in the Hampton Roads area, Kendra worked with various community partners to establish programs and employment opportunities for people with disabilities. For more than 15 years, she has worked with families, professionals, and organizations to provide supports for students and adults with developmental disabilities to increase their independence and improve opportunities to actively participate in their community.

Session Title: “Discovering Inclusive Postsecondary Education Options in the Mid-Atlantic Region“

Session Description: This session will explore inclusive postsecondary education, spotlighting the numerous programs in the Mid-Atlantic region. Attendees will gain an understanding of inclusive postsecondary education, including strategies for identifying the best options and preparing themselves or their students for higher education. The presentation will also showcase the Mid-Atlantic Regional Alliance for Inclusive Higher Education, highlighting its resources to get connected to programs and the inclusive postsecondary education community.

Bio: Jaclyn Camden serves as the Chair of the Mid-Atlantic Regional Alliance for Inclusive Higher Education, in addition to being the Assistant Director of the Center on Transition Innovations and the Director of VCU’s inclusive postsecondary education program, ACE-IT in College. In these roles, Ms. Camden focuses on enhancing transition outcomes for students with disabilities as they move into higher education and employment.

With over 15 years of experience, Ms. Camden has a strong track record of implementing initiatives that significantly improve postsecondary education and employment outcomes for students with intellectual and developmental disabilities. Throughout her career, Ms. Camden has presented at numerous national conferences and authored inclusive education and employment publications.

Session Title: My Self-Advocate Journey

Bio: My name is Elena (she/her). I am a second-year VCU ACE-IT College student. I learned how to swim when I was two years old, and my parents would call me a fish. I love pets, especially cats. I have two cats of my own. I enjoyed my Effective Speech class at VCU. It’s helped me be better with public speaking. I finished all my VCU academic courses and will graduate this May. I currently work in Special Collections in the library, scanning out old books.

Keynote

Session Title: “Make Reading Success Easy”

Breakout Summary: This session will cover the fast track to successfully teaching reading to learners with Down syndrome and other developmental disabilities–including strategies, materials, challenges, and solutions. Applies to all ages.

Bio: Natalie Hale is an award-winning author, an innovative educator, parent of an adult son with Down syndrome, and for nearly 30 years, a national and international speaker on the topic of teaching reading to learners with Down syndrome, autism, and other developmental delays. Her workshops have crossed borders, taking her to speak in India, Bulgaria, and Canada.

In 2000, she founded the publishing company, Special Reads for Special Needs, to provide parents and educators with reading books and materials specifically designed for learners with Down syndrome and other developmental delays. Spanish translations of her core program are now available on her website, www.specialreads.com.

Her published books with Woodbine House are:

• Whole Child Reading: A Quick-Start Guide to Teaching Learners with Down Syndrome, Autism, and

Other Developmental Delays

• Down Syndrome Parenting 101: Must-Have Advice for Making Your Life Easier

• Managing My Money: Banking and Budgeting Basics

She is also the author of the book, Oh, Brother! Growing Up With A Special Needs Sibling, published by the American Psychological Association

Session Title: “Navigating the Emotional Toll of Self-Advocacy”

Session Description: Join Raven Bransom, Board Certified Music Therapist, for an experiential session exploring self-confidence and the emotions that come with advocating for yourself. This session may include singing, songwriting, playing instruments, movement to music, and more! No previous music experience required.

Bio: Raven Bransom is a board certified music therapist at The Center for Creative Healing. Raven graduated from Saint Mary-of-the-Woods College with her degree in music therapy in December 2022. Prior to beginning her music therapy studies, she received a Bachelor of Arts in Piano Pedagogy from Longwood University in 2018 and taught private piano lessons for 4 years. She enjoys playing with her pets and making music with friends and family. Raven enjoys working with clients of all ages, and specializes in working with people dealing with mental health challenges, traumatic brain injuries, and individuals with autism and developmental disabilities.

Session Title: “Empowered Voices: Caregivers of Color Share Insights on Behavior, IEPs, and Transition Strategies”

Session Description: Join us for an enlightening panel discussion featuring caregivers of color who will share their unique experiences in navigating the complexities of raising children with disabilities within educational contexts. Participants will gain valuable insights into the role of cultural influences in advocacy, as well as practical strategies to enhance collaboration with educators. This engaging conversation aims to empower caregivers, strengthen community ties, and promote systemic change in the way schools support diverse families. Don’t miss this vital opportunity to hear from the voices that are essential to advancing disability education!

Dr. Zipporah Levi-Shackleford’s Bio: Dr. Zipporah Levi-Shackleford is the Founder of and the Behavior & Education Consultant for Creative Approach Development Center in Richmond, VA. Inspired by her experiences of being a special needs sibling and parent she is a strong advocate in the fields of disability, mental health, and education. She assists individuals and families with setting up systems and learning new skills to overcome challenges and behaviors that interfere with reaching goals and increasing independence. She also provides training to businesses and organizations to help them better understand how to support people with disabilities and mental health impairments and those who support them. Zipporah has a Doctorate in education and certifications in Positive Behavior Supports, Disability Leadership, and Autism Spectrum Disorders. She has spoken and trained across the country on these topics and serves as the Treasurer for PEATC Board of Directors, Chair for the Parent to Parent USA DEI Task force and Board Treasurer, and Chair for the PAIMI Committee and Board Member for the Disability Law Center of Virginia.

Hilda Landaverde’s Bio: Hilda Landaverde has a diverse professional background and is currently a part-time Community Engagement Specialist for the UVA Latino Health Initiative in Charlottesville, Virginia. She is a proud mother of two girls, with her youngest being born with Down syndrome. At present, Hilda is actively navigating the Early Intervention process and the journey of self-advocacy for her daughter. Her family is a retired military household, of Hispanic heritage, and they relocated to Virginia three years ago.

Tiffany Barkesdale’s Bio: Tiffany Barksdale is a wife, mother of two— Crysette and Jaiden, who has a dual diagnosis of Down syndrome and autism. She is also an educator, published author, and passionate advocate for exceptional education and adoption.

Mauretta Copeland’s Bio: Mauretta J. Copeland learned to navigate the complex medical and special education systems as a result of one of her two adult children being diagnosed with a disability. She is a graduate of Virginia’s “Partners in Policy Making” program, which was instrumental in expanding her knowledge about disability related issues and advocacy. Due to her own child’s denial of general/special education services and means of effective communication while in school, Mauretta is enthusiastic about access to AAC augmentative or alternative communication for individuals who are non/minimal or unreliable users of verbal speech. She worked as a family faculty member with VCU’s VA LEND (Leadership Education in Neurodevelopmental Disabilities) program and co-taught courses around family centered care. Currently she works as a Cultural Broker to the African American community at VCU’s Partnership for People with Disabilities Center for Family Involvement, partnering with families from diverse backgrounds, collaborating with professionals and provides many community trainings around disability related areas and other projects. Mauretta Copeland has a Bachelor of Science in Communications from Old Dominion University. She has served on various state/local, national boards and committees such as the Autism Society of Central Virginia, Parent 2 Parent USA, ARC South of the James, VA Caregivers Coalition, Chesterfield’s Local Human rights committee, and partnered with numerous others.

Session Title: “Movement Recipes for Daily Life: Hacks for Anxiety, Boosting Joy, and for Overall Health & Wellbeing”

Session Description: This session will highlight the idea of movement as medicine and attendees are invited to view and participate in recommended movements to alleviate stress and boost joy!

Bios: Sarah Blunkosky serves caregivers, educators, and folks seeking healing tools in learning journeys. As an integrative education coach, yoga therapist, and academic historian, Sarah loves healing tools of research, writing, and wisdom of embodied movement and shares their wisdom in helping others. When she isn’t coaching, sharing yoga therapy, researching, homeschooling her kids, or playing, you can find her writing about healing learning challenges. Sarah co-authored a book on Virginia African-Abolitionists (expected publication in 2025). She is also a home care worker for her disabled adult daughter Josie, who is 18 and has Down syndrome, autism, (and more medical conditions). She currently homeschools all three of her children aged 12, 14, and 18, and calls Fredericksburg, Virginia home.

Josephine ‘Josie’ Blunkosky is a disabled adult woman writer, self advocate, and speaker with Down syndrome and autism. She is a homeschool student and researches and writes at her blog, https://blunkoextraordinary.blogspot.com/ . She loves public speaking, advocating for disability rights, voting, and writing. She plays basketball for Special Olympics Area 11, does performance and art work with StepVA.org, and loves volunteering in her community.

Session Title: “Why We Need Inclusive School Mental Health Programs”

Session Description: In the wake of the ongoing student mental health crisis, it is increasingly evident that school-based mental health services should be designed to support all students. However, students with learning, developmental, and intellectual disabilities often remain overlooked or underserved. This session will emphasize the prevalence and unique risk factors for mental health issues among students with disabilities and present evidence-based strategies for creating more inclusive and accessible support systems. Attendees will learn how to adapt interventions to better serve diverse learners, empowering educators and school mental health professionals to promote the well-being of every student.

Bio: Ruth Brown, PhD, is a Licensed Clinical Psychologist, and an Assistant Professor at the Virginia Institute for Psychiatric and Behavioral Genetics at Virginia Commonwealth University. She has partnered with families and self-advocates with Down syndrome to conduct research on mental health since 2013. Her research is dedicated to improving the mental health care of people with Down syndrome and other intellectual and developmental disabilities. It is her hope that her research will lead to improved detection, prevention, and treatment of stress, anxiety, and depression in people with Down syndrome and intellectual and developmental disabilities.

Session Title: “IEP Consults”

Session Description: Conference attendees have the option to sign up for 20 minute time slots to have their IEP documentation reviewed. Registration form coming soon!

Cassie’s Bio: Cassie DeFrango began her career at the Virginia Down Syndrome Association, teaching at the Summer Employment Academy. She earned her Master of Education in Special Education from the College of William & Mary.

In 2021, Cassie transitioned to teaching Special Education at the middle school level in integrated, collaborative, and self-contained settings, leading IEP meetings to ensure students were in the least restrictive environment. She also continued teaching at the Summer Employment Academy in 2021 and 2022. Cassie has also worked in other nonprofits as a Social Media Specialist and Curriculum Developer.

Cassie is passionate about collaborating with students and families to provide the best educational experience, with a particular focus on helping transition-age students gain the skills and resources needed for post-graduation employment. She firmly believes that every student, regardless of ability, can find meaningful work.

Love’s Bio: Love Kingsbury has over 15 years of experience in disability advocacy, fueled by a deep, personal connection as a parent and grandparent of children with disabilities. Throughout her career, she has dedicated herself to supporting families through training, delivering, and developing critical resources that empower parents and caregivers. Before joining PEATC, she served as an educational advocate, helping families navigate complex systems to secure the support their children needed. Known for strong communication skills and a talent for research, she brings a wealth of knowledge and empathy to her work, consistently bridging gaps between families and educational systems.

Session Title: “Care, Protect, Grow: Developing Your Disability Life Plan”

Session Description: This presentation shares the steps you need to take today to make sure your child is benefits-eligible throughout their life and what do you need to do to make sure they are cared for when you are no longer here. As parents, we want our children to have an amazing life, to stay benefits-eligible, and to identify and provide comprehensive information alongside a designated support system for their legal, care, and financial needs. At its core, a disability life plan involves living the life that you want while meeting the immediate and long term needs of every member of the family.

Bio: Born in Virginia, Kathy holds a Master’s Degree and Ph.D. from Columbia University. While living in New York, she worked in Special Education as a teacher and consultant. After that, she returned to Virginia to serve as Executive Director of The Faison Center. She is currently an adjunct professor at the University of Virginia, teaching behavior analysis. As the mother of two children with disabilities, Kathy is proud to be a part of All Needs Planning and enjoys celebrating the successes of the families we support. Away from the office, Kathy enjoys planning new adventures with her two sons.

Session Title: “Vision Board/Dream Building”

Session Description: This hands-on session involves figuring out your visions for your life as an adult and setting goals to achieve them. Participants leave with a visual representation called a vision board that they have created.

Bio: Kendra Wormley is a native of Newport News, VA. She is a proud graduate of Virginia Commonwealth University where she received a degree from the School of Education in Therapeutic Recreation in 2002. While working for a non-profit for an organization in the Hampton Roads area, Kendra worked with various community partners to establish programs and employment opportunities for people with disabilities. For more than 15 years, she has worked with families, professionals, and organizations to provide supports for students and adults with developmental disabilities to increase their independence and improve opportunities to actively participate in their community.

Session Title: “Therapeutic strategies for easier mealtimes and resources to help you on your feeding journey”

Session Description: The purpose of this presentation will be to provide caregivers, educators, and professionals who work with children with developmental disabilities, with the following: 1) evidence-based therapeutic strategies to help make mealtimes easier and more effective; 2) education on the full list of sub-specialty programs offered at the Children’s Hospital of Richmond to make care and coordination of your child’s health needs easier to coordinate; and 3) to provide physicians/professionals in the audience with the necessary referral resources to make coordination of medical care for children with developmental disabilities more streamlined. The ultimate goal of this presentation is to provide direct, functional, and easy-to-digest information on how to manage your child who needs additional feeding supports. Or at the very least to connect you to health professionals who can assist you in your feeding journey so that mealtimes can be what they should be—enjoyable!

Bio: Amaka Ozah Winslow is a Speech-Language Pathologist, Feeding Specialist, and Orofacial Myologist. She received her undergraduate degree in Biology from Christopher Newport University and her Master’s Degree in Speech-Language Pathology from New York Medical College. She has served as a Speech-Language Pathologist in pediatric dysphagia and swallowing disorders for over 16 years! In the past two years she completed her coursework as an Orofacial Myologist, and is currently in her training process to be certified through the International Association of Orofacial Myologists (IAOM).

Her clinical practice experiences also include: outpatient speech therapy, outpatient feeding therapy, intensive/day patient feeding therapy, school based speech therapy, and skilled nursing facilities (SNF). She provides feeding therapy services to patients with a number of medical diagnoses, which include: autism, Down Syndrome, cerebral palsy, sensory processing disorder, extreme prematurity, tongue/lip ties, conditions affecting coordination of breathing and eating, prolonged feeding tube dependency, and medically complex infants. Her clinical areas of interest include: 1) understanding the interplay between feeding disorders and orofacial myofunctional disorders; 2) teaching parental advocacy in light of social and developmental disparities; and 3) providing swallowing therapy for medically complex children.

She is currently employed at the Children’s Hospital of Richmond at VCU, where she works full-time in the Feeding Department and serves as an Affiliate Faculty Member for the VCU Pediatric School of Dentistry. As an Affiliate Faculty Member she oversees the “Orofacial Myofunctional Disorders-Pediatric Feeding Clinical Training/Rotation” for 2nd Year Dental Residents. Her current collaboration with the VCU Dental Department allows her to synthesize her clinical training and education in pediatric dysphagia and orofacial myology, in order to provide unique insights for the Dental Residents as they learn to identify the interplay between orofacial myofunctional disorders and pediatric feeding disorders. In her free time she enjoys spending time with her husband and two beautiful children, cooking, running, and serving in her church and community.

Session Title: “IEP Consults”

Session Description: Conference attendees have the option to sign up for 20 minute time slots to have their IEP documentation reviewed. Registration form coming soon!

Cassie’s Bio: Cassie DeFrango began her career at the Virginia Down Syndrome Association, teaching at the Summer Employment Academy. She earned her Master of Education in Special Education from the College of William & Mary.

In 2021, Cassie transitioned to teaching Special Education at the middle school level in integrated, collaborative, and self-contained settings, leading IEP meetings to ensure students were in the least restrictive environment. She also continued teaching at the Summer Employment Academy in 2021 and 2022. Cassie has also worked in other nonprofits as a Social Media Specialist and Curriculum Developer.

Cassie is passionate about collaborating with students and families to provide the best educational experience, with a particular focus on helping transition-age students gain the skills and resources needed for post-graduation employment. She firmly believes that every student, regardless of ability, can find meaningful work.

Love’s Bio: Love Kingsbury has over 15 years of experience in disability advocacy, fueled by a deep, personal connection as a parent and grandparent of children with disabilities. Throughout her career, she has dedicated herself to supporting families through training, delivering, and developing critical resources that empower parents and caregivers. Before joining PEATC, she served as an educational advocate, helping families navigate complex systems to secure the support their children needed. Known for strong communication skills and a talent for research, she brings a wealth of knowledge and empathy to her work, consistently bridging gaps between families and educational systems.

Session Title: “Transition 101”

Session Description: This presentation will offer an overview of the transition process for students who receive special education services. Participants will learn about transition planning including the value of student participation, legal requirements, and transition planning in the Individualized Education Program (IEP).

Bio: Jessica Kuss is the Senior Manager of Education Programs for the National Down Syndrome Society (NDSS), where she oversees NDSS’ community focused education programs and develops high-quality supports and resources for the education and Down syndrome communities. Since 2017, Jessica has been a part of the NDSS team as a consultant and a staff member. During that time, she has supported community events for runners and contributed to resources for our education program and our health and wellness initiatives. A former elementary special education teacher, Jessica holds a bachelor’s degree in K-12 special education and a master’s degree in special education from James Madison University. Jessica lives in Alexandria, VA with her two children, including a son with Down syndrome.

Session Title: Team Collaboration for Successful Transition

Session Description: Learn how one school division is collaborating with a team of professionals from the IEP Team to the IRT (Integrated Resource Team) Team. The team includes the student, the family, DARS Counselor, the CSB Support Coordinator (RBHA), Employment Specialist, Teacher, School Division Admin Representative. This presentation will take you through the life of a student who is transitioning from high school to employment. The presentation will address how this team collaborated and worked together with this student so that he could obtain his Employment goals. The learner will learn about photo voice, student led transition meetings, and Integrated Resource Teams.

Chris Martin’s Bio: Chris is a Virginia native, living in the Richmond area for most of his youth and adult life. Chris’ first experience with individuals with intellectual disabilities came from working at a Boy Scout camp where he led and bonded with a group of scouts who had intellectual disabilities. It was through this experience that he found a passion for working with children and adults with intellectual and developmental disabilities. The experience was so powerful that Chris changed his major from Accounting to Special Education, eventually earning a B.S. in special education from Virginia Commonwealth University in 1988.

After graduation from VCU, Chris was employed by the Henrico County Public Schools for nearly two decades. He was a Work Coordinator and Special Education Administrator for various schools in the Exceptional Education department with HCPS. As work coordinator from 1988 to 1999, he established and maintained relationships with large and small companies to create job opportunities for students with intellectual and developmental disabilities. Internally, he integrated communication channels within the school’s system to better serve the students. Through his hard work, he was able to design and implement a comprehensive employment training program that emphasized job role development, job training and student mentoring. As a result, many students enrolled in these programs had jobs lined up well before their graduation date.

After a stint in the private sector, Chris brought his talents to SOAR365 in April 2019. He currently serves as the Director of Employment Services. Chris used his previous experience finding employment for individuals with disabilities to shape his approach at SOAR365. Chris uses a multi-dimensional methodology to finding employment. Through an optimization and integration of internal communications — like what he accomplished while working for Henrico County Public Schools — Chris has streamlined SOAR365’s processes. The Supported Employment Department now focuses on the individual’s interests, preferences and strengths for competitive employment. This is done through job trials/situational assessments and other empirical data to place program participants in a job, matching their interests, preferences, and strengths.

Chris. has found that customizing employment opportunities to the individual strengths and interest yields better results than a “cookie cutter” approach.

Chris sees his role at SOAR365 as more than finding jobs for people. He views it as an opportunity to “create life-fulfilling opportunities for individuals with disabilities” as defined in the organization’s Mission Statement. Chris welcomes the challenges that have been presented to him and is excited to be working with so many students and adults with disabilities. He also works closely with school divisions, DARS counselors/staff, CSBs, and other agencies to bring a team approach to the people he serves.

Donna Grumiaux’s Bio: Donna Grumiaux has over 30 years of experience in workforce development supporting individuals with disabilities both in the private and public sector. Donna is currently the EPIC Capitol Coordinator working with partnering agencies to provide wrap-around services to support individuals seeking competitive, Integrated employment who would otherwise receive subminimum wages or be placed in segregated work settings.

Amanda Dailey’s Bio: Amanda Dailey is an Intensive Support Mentor Teacher who works with students and teachers across Richmond Public Schools. She has been in Exceptional Education within the city for ten years, and focuses supporting students and families with the most significant complex needs in reaching their fullest potential.

Kendra Johnson’s Bio: Richmond native Kendra Johnson is a student and youth counselor at the Department for Aging and Rehabilitative Services (DARS) Greater Richmond Office. Currently she services Richmond Public Schools, Hanover Public Schools, as well as several private placements. Kendra has enjoyed helping students with disabilities in career exploration and achieving their education and employment goals. Prior to working for DARS, Kendra worked at Virginia Commonwealth University in customized employment for individuals with intellectual and developmental disabilities. Kendra received a bachelor’s in psychology in 2015, and a master’s in human services counseling in 2018 from Liberty University. In her spare time, she enjoys spending time with her family, attending concerts, festivals, and traveling. Her favorite quote is, “Do not underestimate yourself by comparing yourself with others. It’s our differences that make us unique and beautiful.”

Session Title: “Building Belonging: Preparing Youth with Disabilities and Their Communities for Meaningful Engagement During and After High School”

Session Description: Participating in community activities with people who know us, care about us, and support us contributes to life-long well-being and satisfaction. Many assume that belonging just happens to us, but building belonging often requires proactive approaches from people with disabilities and their communities. Inclusion Project youth leaders with disabilities from across Virginia developed a tool for all transition-age youth and community groups to assess their readiness for belonging. This presentation will provide an overview of belonging and processes that can be used to start planning for meaningful community engagement during and after high school.

Seb’s Bio: Seb Prohn is the Assistant Director of Research and Evaluation at VCU’s Partnership for People with Disabilities. All projects and research that he leads include people with disabilities as collaborators and leaders. His work addresses the health, well-being, and community participation of people with IDD.