BASE and the Reality of After-School Care for Kids with Special Needs

A Year of Growth and Gratitude: Reflecting on Our Podcast Journey

Expanding Community Impact Beyond In-Person Events In this episode, Aleia, Courtney and Kelly reflect on how creating on-demand audio content can broaden community impact compared to hosting in-person events, which many people struggle to attend. They emphasize that allowing people to listen whenever they have time makes the effort more accessible and potentially more meaningful, and they express gratitude for having made this format available. 00:00 Broader Community Impact 01:22 Challenges Attending Events 01:29 On-Demand Listening Benefits 01:36 Gratitude and Wrap-Up

BASE and the Reality of After-School Care for Kids with Special Needs

In this episode, host Meredith is joined by board members Aleia, Courtney, and first-time guest Elissa for an honest, heartfelt conversation about BASE — Douglas County's Before and After School Enrichment program — and the unique challenges it presents for families of children with special needs. Elissa shares her family's personal journey navigating BASE with her son, who has diagnoses of ADHD and autism. From referral systems and dismissals to creative childcare patchwork, her story will resonate with any parent who has ever felt like the system just can't keep up with their kid. What We Cover * BASE & Section 504: BASE is part of the school district and must follow 504 law — meaning your child's 504 accommodations (quiet spaces, visual schedules, sensory tools) still apply after 3:30 PM. * The Referral System: How Douglas County's referral policy works, what happens after a child is excused from the program, and why being dismissed from one BASE means dismissal from all BASE programs district-wide. * Strategies That Help: Re-entry meetings, step-wised re-entry plans, identifying behavioral triggers, and bringing sensory tools from home (chewies, weighted blankets). * Summer Childcare: The real cost and challenge of finding reliable, specialized summer care — and why hiring a babysitter familiar with special needs can make or break a summer. * Resources You May Not Know About: Colorado's Family Leave Law (12 weeks of paid intermittent leave), Developmental Pathways respite funding, and how to ask about these options early. * The Emotional Load: Aleia powerfully reflects on the "hustle that never stops" — the pins-and-needles stress of prepping BASE staff, building relationships, and waiting for the next incident. You are not alone. Key Takeaways * Register early and have a conversation with BASE staff before the school year begins. * Use every referral as a reset point — ask what's working and what needs to change. * Colorado's Paid Family & Medical Leave can be used for intermittent leave when BASE doesn't work out. * If your child has been told they're "not a good fit," you are not failing. The system hasn't caught up yet. Connect With Us 🌐 dcseac.org [http://dcseac.org] 📧 info@dcseac.org [info@dcseac.org] 📱 Follow us on social media If this episode resonated with you, please like, share, and follow — and send us your resources so we can keep the conversation going!

Surviving May Madness

May Madness: Surviving End-of-Year Overwhelm for Special Needs Families Aleia Mastroianni and DCSEAC board members Kelly Mayr and Courtney Nangle discuss why May feels especially overwhelming for families raising children with disabilities, describing end-of-year scheduling crushes (testing, concerts, prom, graduations), IEP renewals, and teacher appreciation pressures compounded by social media expectations and the many staff and providers supporting IEP students. They note student and parent burnout can trigger increased behaviors, school refusal, and dysregulation, and that planning summer activities can add stress for autistic, anxious, or OCD-affected kids. The group emphasizes transition uncertainty and recommends requesting transition meetings, visiting new schools, and starting planning early. Coping strategies include tailoring support to each child, giving parents grace (simpler meals, more screen time), limiting overbooking, communicating “it’s okay,” leaning on other parents, and acknowledging summer can be difficult due to loss of structure and fears of regression. 00:00 May Madness Begins 01:13 Why May Feels Unbearable 03:07 Kids Burnout And Behaviors 05:49 Teacher Gifts And Pressure 08:20 Transition Season And IEPs 11:19 Making Transition Meetings Work 15:19 May Survival Tips 19:00 Summer Stress And Regression 22:51 You Are Not Alone The iconic Holderness Family Music video about "Maycember" https://youtu.be/S8_IszUUAkw?si=XyINGdGfcruIXWiZ [https://youtu.be/S8_IszUUAkw?si=XyINGdGfcruIXWiZ]

Special Olympics: More than Sports, A Lifetime of Community

Special Olympics & Unified Champion Schools: Building Belonging From Preschool Through Adulthood Host Aleia Mastroianni talks with Maricela Shukie, Senior Director of Unified Champion Schools at Special Olympics Colorado, about how Special Olympics provides lifelong opportunities for people with intellectual and developmental disabilities through sports, leadership, inclusive school programs, and community. They explain the difference between traditional Special Olympics and Unified, where athletes and typically developing partners participate together in activities such as Unified sports, PE, cheer, theatre, eSports, student government, and inclusive events like prom. The conversation covers seasons, accommodations for varying needs, common barriers (misconceptions about age or ability, fear, location, paperwork), and the Athlete Oath. They outline how to sign up through schools or Special Olympics Colorado, note the program is free, discuss health screenings and volunteering, and describe post-school options including college programs, athlete leadership, and roles like coaching or employment within Special Olympics. 00:00 Welcome and Topic Setup 01:32 What Special Olympics Is 02:43 Beyond Sports Community and Leadership 05:02 Unified Programs in Schools 06:26 Unified vs Special Olympics Explained 09:12 Inclusion Culture and Kindness Campaigns 10:36 Starting Unified at Your School 14:08 Who Can Participate and Team Format 16:47 Athlete Oath and Season Basics 18:04 All Abilities and How to Sign Up 19:57 Signing Up Basics 20:15 Free Programs And Health 21:06 Emails Deadlines And Perks 21:40 Parents Volunteering Options 22:48 Lifetime Community Inclusion 23:52 Siblings Unified And Youth 25:28 Adult Programs After School 28:59 Forever Peers And Support 32:34 Common Barriers And Myths 35:39 Paperwork Made Easier 37:10 Final Thanks And Takeaways Special Olympic Colorado Website: https://specialolympicsco.org/ [https://specialolympicsco.org/] Special Olympics Registration Page: https://specialolympicsco.org/getinvolved/becomeanathlete/applicationresources/ [https://specialolympicsco.org/getinvolved/becomeanathlete/applicationresources/]

Understanding Twice Exceptionality (2E)

Special Ed, IEPs, 504s, Oh My! – Conversations with DCSEAC * Episode: Understanding Twice Exceptionality (2E) Guests: Natasha Strayer – Director of Advanced Academics and Gifted Programming, Douglas County School District, Steven Whited – Special Education Coordinator, Chaparral Feeder, Douglas County School District, Aleia – Parent advocate and DCSEAC co-host Episode Summary: In this episode, host Meredith sits down with two district experts and a parent advocate to unpack twice exceptionality (2E) — Topics Covered: * What "twice exceptional" (2E) means in Colorado — formal identification requires both gifted services (ECEA) AND special education services (IDEA) or a 504 plan * The concept of masking — how gifted students hide struggles (and vice versa), both intentionally and unintentionally * Signs parents can look for at home: big splits between school and home behavior, exhaustion after school, high perfectionism, difficulty transferring verbal understanding to written work * How to start the referral conversation — begin with the classroom teacher, gifted education facilitator, or special education provider * IEP vs. 504 vs. Advanced Learning Plan (ALP) — what each plan does and why they must be aligned (not merged) for 2E students * Asynchronous development — a characteristic of many gifted learners, but extreme asynchrony warrants a closer look for potential 2E identification * Behavior and general ed teachers * Professional development in DCSD: "Understanding the Twice Exceptional Learner" (8-hour course), shorter specialized PD sessions, and partnerships with national experts like Emily Kutcher Morris * Student self-advocacy — students are invited into IEP and ALP conversations to understand their own learning profiles * Multilingual learners who are also 2E — the importance of ELD collaboration and cultural awareness Key Takeaways for Parents: 1. You can initiate a 2E conversation through either the special ed team OR the gifted education facilitator — both are appropriate entry points. 2. Every school in DCSD has a trained gifted education facilitator — reach out to them anytime. 3. Ask for the gifted ed facilitator to be included in IEP meetings, even if your child isn't yet identified as gifted. 4. Plans (IEP, 504, ALP) are separate but should be aligned — advocate for collaborative meetings with all parties at the table. 5. Exhaustion, emotional dysregulation at home, and a mismatch between verbal and written output are key signs to watch for. Resources Mentioned: * Douglas County School District Advanced Academics & Gifted Programming * Exceptional Children's Educational Act (ECEA) – Colorado * IDEA (Individuals with Disabilities Education Act) * Section 504 of the Rehabilitation Act * Emily Kutcher Morris – neurodiverse affirming schools Connect with DCSEAC: * 🌐 Website: dcseac.org [http://dcseac.org] * 📧 Email: info@dcseac.org [info@dcseac.org] * 📱 Social media: search DCSEAC