submitted by Karrie Veteto, Director, Autism & Behavior Services, Easterseals Crossroads

If you are a parent or caregiver, you already know that a vacation with your kids is often better labeled as a “trip.” Yes, of course you can still visit amazing places, create lifelong memories and enjoy new experiences with your family; but there is always a fair amount of work involved in the planning process.

Does everyone have what they need for the trip? Do the kids have things to do in the car/ on the airplane? Do we have enough snacks? Then there are the bigger logistics such as
• How much will it cost?
• Will the kids have fun?
• What restaurants are nearby?
• What extra experiences should we include?

If you are a parent of a child on the autism spectrum, then you know that there is even more to think through. Individuals with autism often have difficulty with changes in routine. Transitioning between activities can be a challenge. New environments can be overwhelming and anxiety-provoking. Thoughtful planning can really help to make your trip more enjoyable not only for your child on the autism spectrum but also for you and the rest of your family. Here are some tips to consider when planning a family trip or vacation:

Choosing a Destination/Plan

• You know what your child likes and doesn’t like. Trying to capitalize on including your child’s interests and preferences is a good place to start. Respect your child’s limits. If your child struggles in busy/ chaotic environments, then maybe a calmer beach house or lake house option is a better plan. Or if your family wants to explore a touristy hotspot (think Disney), how can you balance this within your trip to still be able to offer some calmness?
• Will you need additional support in case your child on the spectrum needs breaks when the rest of the family wants to be on the go? Consider bringing a grandparent or family friend if you think this might make the vacation more do-able.

Planning for Changes in Routine and Schedule

• Try to give your child advance notice about changes in routine/ schedule. You could use a visual on the calendar or verbal reminders. You might even highlight an aspect of the event in which your child has the most interest. For example, you could say “We are going to the beach on Friday, and you can play in the sand.”
• Don’t plan too many things. You know what your child can handle well. It’s okay to plan for down time. If suggested plans are likely to be too much, then plan accordingly.

Visiting New or Less Familiar Places

• Consider bringing additional items from home. Does your child have preferred items to sleep with? Can you create some space in your vacation home that is just for your child? Maybe a small tent or corner area that can be just for them.
• Don’t forget about bringing along preferred food items if they are a picky eater. Look up potential restaurants in advance to see if there are food options your child will eat. If a busy restaurant atmosphere seems too much, consider getting takeout to take back to your vacation home.
• When out and about, consider providing your child with a visual to indicate how long you plan to be there. This may be a timer or a visual schedule. If they can tell time, list an estimated departure time, but do plan to stick to it. We all can often tolerate stressful or less desired activities a little more easily when we know that eventually we get to leave and go home.

You know your child best. Make a plan that best suits the needs of your child on the spectrum as well as the rest of the family. Every family is different, and while your trip or vacation might look different, it might be exactly what your family needs to relax, connect and enjoy family time.

Learn more about autism and behavior services.

Contributed by Brandy Dickerson, Lead Retention Specialist, Easterseals Crossroads

Brandy  specializes in helping people with disabilities maintain employment. She has worked with people with disabilities since 2007. Her own personal experiences with cerebral palsy contribute to her effectiveness in guiding others.

Many people with physical and learning disabilities desire to work, but unfortunately, they remain unemployed. Many individuals with disabilities must obtain education for an employer even to consider them for employment. Furthermore, some employers have preconceived ideas about people with disabilities, such as being a liability to the organization and lacking skills or the ability to complete tasks. Therefore, the potential employer does not consider them in the hiring process or does not hire them.

At a young age, I knew I wanted a fulfilling career and most likely needed an education, so this was the path I embarked on. Vocational Rehabilitation provided financial assistance for my education, which led to me earning my business administration degree from Ambassador University, Big Sandy, Texas, in 1997. Despite having a college degree, I was unsuccessful in finding work independently. Less than a year after I finished college, I began to work in the family business as an office assistant. This entry level position was an important stepping stone in my career because it gave me some experience to make note of on my resume. Someone gave me an opportunity for some experience!

My journey with employment has been like many others with disabilities. By being born with cerebral palsy and a learning disability, my odds for gainful employment were against me. However, I learned from my experiences that having disabilities does not define my ability to have a successful career, even though some employers may have believed so.

That first job opportunity, along with the assistance of Vocational Rehabilitation and an Employment Consultant (EC) through Easterseals Crossroads, led me into other professional positions. In 2007, my EC helped me obtain a position at a nonprofit disability service in an independent living center in Indianapolis, Indiana. I was thankful I was hired despite needing more specific experience for the position. Someone else gave me an opportunity!

While working at the independent living center, I learned about various disabilities and others’ experiences. I also learned about the diversity and uniqueness of individuals who have been diagnosed with the same disabilities, including one of the founders of the organization, who has cerebral palsy.

A prevalent theme in my work with people with disabilities is that they want opportunities to obtain independence or autonomy, just as I did. My life experiences and challenges due to having disabilities have allowed me to provide mentoring and peer support to others with disabilities. More specifically, it has allowed me to provide help in gaining access to necessary resources and essential life skills that promote empowerment to achieve their individual goals, whatever those may be. For example, a few people I assisted transitioned from a nursing home to independent living. In addition, I supported some individuals to obtain home modifications, employment, housing, food, clothing, benefits, skills to budget finances, and many other individual goals.

Throughout my career, I have supported people at the individual level and provided support at the community level. For example, I started disability support groups, provided disability awareness and resources to the public, and led the Back Home Alliance for Indianapolis project that assisted people with disabilities in making changes in housing that were affordable, accessible, and integrated.

Working for an independent living center allowed me to help others and helped me. Through my work there, I came to believe that all things are possible in living the life I desire, even with a disability. I bought a home in 2009 and decided to explore another goal: to determine if I could successfully earn my real estate license. In 2013, I took a real estate course. I knew earning the license would be challenging because of my learning disability. Not to be discouraged, I read the real estate book three times, studied other students’ notes, and practiced with flash cards. My efforts paid off because I passed the Indiana state exam on the first try. I cried tears of joy when I received the passing grade and realized I am more intelligent than I have given myself credit for. Throughout my life, so many people have believed I am limited in my capabilities because of my cerebral palsy and learning disability. This time, I gave myself this opportunity!

In 2014, I left the independent living center and worked full-time in real estate with other family members. As a broker realtor, I learned how to maintain potential home buyers by building relationships with them, which led to earning their trust to guide them in purchasing a home. The most fulfilling job as a broker realtor was seeing the buyer at the closing table and knowing they finally owned their house. We gave each other an opportunity!

In my career journey, I lost jobs along the way. Sometimes, I lost a job because physical lifting was required, and I could not perform the task, or the job required me to work fast, which my motor skills would not allow me to do. I asked for job accommodations, but none were ever available. All these experiences with different positions and careers led me to miss working in the nonprofit world and working with people with disabilities. I relate to individuals with disabilities because I understand their hardships. It was time for me to provide opportunities!

I knew I needed to give back. So, I applied for a position at Easterseals Crossroads, the organization that helped me find a job years ago. In January 2016, I was hired as a retention specialist, which has led to my becoming the lead retention specialist. My responsibilities have included supporting individuals with disabilities to maintain employment, which meant that I needed to learn the perspective of the employer and the employee. I have educated employers about disability awareness, accommodations, and how to work together. I also taught the consumer (employee) how to follow the rules and procedures of the company or agency. By working with the employer and employees, I have helped many individuals with disabilities keep their jobs. The employer and employee are giving each other opportunities!

Not only have I given back through my career at Easterseals Crossroads, but also through community organizations and activities. For example, I have gained appointments on the Council and Leadership Committee for the Governor’s Council for People with Disabilities for the State of Indiana. I have also participated in disability awareness campaigns on social media, local media, articles, and a master’s program for counselor education. In recognition of my efforts and work for the disability community, I received the Indiana state and national level Lois Curtis Award from the Association of People Supporting Employment First (APSE)

From this article, I hope employers have noted reasons to consider hiring individuals with disabilities. Furthermore, it is crucial to be cautious of preconceived ideas and overgeneralizations from precluding individuals with disabilities from hiring considerations. When provided an opportunity, individuals with disabilities are not only willing and capable of fulfilling the responsibilities and obligations of job requirements, they are assets to their employers.

For more information about employment services at Easterseals Crossroads, contact us.

During March, we recognize Disability Awareness Month in Indiana; nationally we recognize Developmental Disabilities Awareness Month. As both recognitions involve creating opportunities for inclusion for people of all abilities, Easterseals Crossroads is dedicated to providing services, resources and awareness for our community.

Our employment and veteran divisions at Easterseals Crossroads work with individuals who are seeking employment opportunities.

What is the definition of disability?

The CDC defines a disability as any condition of the body or mind that makes it more difficult for the person with the condition to do certain activities and interact with the world around them. A disability can be visible or invisible and can present physical, emotional, social and educational challenges to the person’s everyday life.

Having a disability may limit a person’s functional capacity in the areas of communication, interpersonal skills, mobility, self-care, self-direction, work skills and work tolerance.

There are many reasons why a person has a disability. It may be the result of an accident, a disease or condition, a birth defect or simply the result of getting older.

About 1 in 4 adults living in the United States have a disability (according to the CDC). It’s likely that all of us know someone who has a disability – or will develop a disability – at some point in life, including ourselves. Whether it’s a child who is on the autism spectrum or a grandparent that has a hearing impairment, disability touches us all.

As the meaning of disability evolves as society changes, we’re working alongside the disability community to change how the world defines and views disability. We realize disability does not have to be viewed as a limitation, but rather a normal part of life. We see disability as just one part of a person’s identity.

How should we refer to someone with a disability?

In general, refer to the person first and the disability second. People with disabilities are, first and foremost, people. Labeling a person equates the person with a condition and can be disrespectful and dehumanizing. Refer to the disability only when it’s relevant or necessary to the situation. It’s usually more helpful and appropriate to describe the person’s specific needs/abilities than to use the diagnosis to describe them. For example, refer to what someone may have difficulty with or need to avoid. We wouldn’t tell an employer “Leo has autism, so he can’t work at the cash register”, we would say something like “Leo struggles with communication, counting money and processing new information quickly, so he would be most successful in a stocking position.”

Take the following terms out of your vocabulary when talking about or talking to people with disabilities; never use the words below as they are disrespectful and they can make a person feel excluded from full participation.

• handicapped
• differently-abled
• victim
• stricken
• poor or unfortunate
• impaired
• deficient
• wheelchair bound

Many people who do not have a disability now will have one in the future. Others will have a family member or a friend who will become disabled. If you become disabled in your lifetime, how do you want people to describe you? If a family member or friend becomes disabled, how would you want him/her to be treated? Disability affects all people. Learn respectful language and teach others.

What are some disability awareness and etiquette guidelines?

Having a disability is a significant part of some people’s lives, but it isn’t doesn’t need to be their identity. Always use person first language. It’s not about being politically correct. It’s about giving every human being respect and value.

• Refer to a person’s disability only when it is related to what you are talking about. For example, never ask “What’s wrong with you?”  And don’t refer to people in general or generic terms such as the girl in the wheelchair.
• Just because someone has a disability, it doesn’t mean he/she is courageous, brave, special or superhuman. People with disabilities are the same as everyone else. It is not unusual for someone with a disability to have talents, skills and abilities.
• When talking about people without disabilities, it is okay to say people without disabilities, but do not refer to them as normal or healthy. These terms can make people with disabilities feel as though there is something wrong with them and that they are abnormal.
• Don’t generalize or stereotype people with disabilities such as all people with autism are good at math and really smart; or all people with Down syndrome are happy and affectionate; or all people who use wheelchairs are physically helpless; or all Deaf people are excellent workers and employees; or all people who are blind use braille.
• Only offer assistance if it is warranted; always ask first, don’t assume someone needs help because they have a disability. Remember that different people have different preferences in accepting assistance, so make sure that you understand or ask for clarification when providing accepted assistance.

What are some general tips for interacting with people with disabilities?

When interacting with a person with a disability, relax! It’s okay to ask questions when you’re unsure of what to do.

• Focus on the person, not the disability, and conduct your conversation as you would with anyone.
• Be polite and respectful.
• Shake hands when introduced. People with limited hand use or artificial limbs do shake hands.
• Be clear and candid in your communication.
• Use eye contact and talk directly to her person, even if she/he has an interpreter or companion.
• Talk at eye level.
• A wheelchair or other assistive device is part of a person’s personal body space. Do not lean on or put hands on a person’s wheelchair.
• Service animals and guide dogs are working. Do not make eye contact, praise, talk or pet the animal as that is distracting for the animal and owner.
• Don’t be embarrassed to use common phrases such as see you later or did you hear about that when speaking with someone who is either visually impaired or Deaf.
• If you say the wrong thing, apologize, ask for the correct language, and move on.

Are there things that I can do or ask before a meeting or interview with a person with a disability?

• Ask the individual if he or she requires any specific accommodations. Examples could include wheelchair access, certain lighting, a quiet place or an interpreter. If you are unsure about how to provide the accommodations, ask the individual.
• Allow plenty of time after you ask a question as some individuals may require additional time to relay or process information.
• Allow the individual to have an advocate or support person with him or her if it is preferred or requested.

When interacting with people with speech disabilities…

• Listen attentively when you are talking with a person who has difficulty speaking.
• Be patient and wait for the person to finish speaking rather than correcting the person or speaking for him or her.
• Ask short questions that require short answers when possible.
• Do not pretend to understand. Instead, repeat what you believe was said and allow the person to respond.
• If an individual is having extreme difficulty answering a question, you can ask if her or she would like to respond with a written response or an alternative method.

When interacting with people with intellectual disabilities or autism

• Direct your questions and comments directly to the individual, even if this person is accompanied by a support person or advocate.
• Speak to the person as an adult and do not talk down in any way.
• Offer to read written instructions out loud.
• If you think someone did not understand your question or comment, clarify and rephrase if necessary.
• Do not assume a flat affect or lack of eye contact means someone is not interested in what you are saying.

For more information  about national Developmental Disabilities Awareness Month on interacting with people with developmental disabilities, visit National Association of Councils on Developmental Disabilities.

For more information about services and resources at Easterseals Crossroads, contact us.

contributed by Courtney Napier, ABA Classroom Lead, Easterseals Crossroads

Courtney’s greatest role model and influence in her life has been her grandmother who was was a beautiful writer and loved writing poems. Despite her sudden death when Courtney was 15, she has had her guidance and influence in her life through her writings. When Courtney misses her, or wants her advice, she can look to her poems and hear her voice all these years later. When Courtney was thinking about who to write about for Black History Month, she wanted to find someone whose creativity and artistic expression made a mark on the world, like her grandma’s writing made on her. This led Courtney to Langston Hughes, who used his writings to advocate for his community.

Langston Hughes was born February 1, 1901, in Joplin, Missouri. His parents divorced when he was young, and he was raised by his mother and grandmother. In high school, he began writing poetry and went on to become an established writer, eventually becoming one of the leaders of the Harlem Renaissance. Although mostly known for his poetry, he’s also written novels and plays and was a journalist for the Black newspaper called The Chicago Defender. Hughes focused on a wide variety of topics and spoke often on the injustices of segregation and the continued racism and mistreatment of Black people, even decades after the end of slavery.

One topic that was important to Hughes was celebrating Black culture rather than attempting to assimilate to white culture. In 1926, he wrote an essay titled The Negro Artist and the Racial Mountain where he spoke about witnessing Black families try to act white in an attempt to fit in and be American. He urged Black people to embrace their culture and stand out, to remember where they came from and to continue the fight of their great grandparents and ancestors for true freedom and peace.

This stance was not popular at first, and Hughes became a divisive topic among the Black community with many feeling that Hughes painted Black culture in a negative light. Others, however, felt that Hughes showed pride in his community, and wanted to continue to build a culture outside of the oppression that was so often associated with the Black population. Hughes encouraged other Black artists and advocates to be upfront and embrace who they were to differentiate themselves from white culture.

Even decades after his death in 1967, people can still look to Hughes’ writings to learn and broaden their horizons. This one particular poem by Langston Hughes’ summarizes his impact.

I look at the world
From awakening eyes in a black face —
And this is what I see:
This fenced-off narrow space
Assigned to me.
I look then at the silly walls
Through dark eyes in a dark face —
And this is what I know:
That all these walls oppression builds
Will have to go!
I look at my own body
With eyes no longer blind —
And I see that my own hands can make
The world that’s in my mind.
Then let us hurry, comrades,
The road to find.
-I Look at the World by Langston Hughes

Sources:
Academy of American Poets. (2016). Langston Hughes | Academy of American Poets. Poets.org. https://poets.org/poet/langston-hughes

Hughes, L. (1926). The Negro Artist and the Racial Mountain. https://loseyourmother.voices.wooster.edu/wp-content/uploads/sites/132/2018/02/Langston-Hughes-22The_Negro-Artist-and-the-Racial-Mountain22.pdf

Easterseals Crossroads has partnered with Be Strong Families and been trained by them to bring Parent Cafés to our program participants. Cafés are physically and emotionally safe spaces where people talk and listen to each other on topics that matter to them, such as the challenges and victories of raising a family, navigating landscapes of inequality, enhancing well-being or being involved in the recovery process of someone they love.

Through individual deep self-reflection and peer-to-peer learning, participants can explore their strengths, learn about the protective factors and create strategies from their own wisdom and experiences to strengthen their families. Participants can leave Cafés feeling inspired, energized and excited to put into practice what they’ve learned.

What is the Goal of Parent Cafés

Be Strong Families Parent Cafés are a research-informed practice, drawing on the research base of the Strengthening Families™ Protective Factors. The effectiveness of Parent Cafés is supported by over a decade of experiential evidence in communities in the US and internationally, as well as by evaluation and research conducted independently which shows that Parent Cafés are effective in achieving short-term outcomes that are the foundation for the intended long-term outcomes, such as families experiencing increased well-being. The program was first developed in 2007 by parent leaders from Strengthening Families Illinois; today, the Parent Café remains a parent-to-parent way to build the Strengthening Families™ Protective Factors within families.

Our goal is to offer Parent Café to any families of children with disabilities who are receiving services in an Easterseals Crossroads program. It is our hope that we can provide from four to six Cafés per year. It will provide families with an opportunity to make connections with other families of children with disabilities who face similar issues and concerns in a safe setting. Our hope is that in addition to the connecting and sharing that takes place at each Parent Café, families will develop relationships and a support circle that can extend outside of the Café events as well.

Ultimately, it is our hope that attendees will develop social capital to help improve feeling alone and isolated while raising children with disabilities. It will benefit families who are utilizing services in our autism, children’s therapy, and our Family Opportunity Program. It is a great fit for Easterseals Crossroads because parents of children with disabilities need an opportunity to share like experiences and often don’t have it or can’t take advantage due to childcare or cost.

Meeting Content

At each Parent Café , we provide a meal for both the parents and children, as well as safe, free childcare so the parents can relax and engage fully. The parents are divided up into small groups of three or four at tables. Each table has a parent participant designated as table host who will facilitate the discussion using the Parent Café in a Box conversation deck of cards. The table host receives a gift card as a stipend for working at the event.

At Parent Cafés every voice is valued, and everyone has the opportunity to both learn and lead. Participants discuss questions from a few different categories out of the five Strengthening Families Protective Factors which include Parental Resilience, Positive Social Connections, Knowledge of Parenting and Child / Youth Development, Concrete Support and Social and Emotional Competence. Each parent can respond to the questions. After the questions are discussed at separate tables, the entire group shares and discusses what was learned.

Parents learn from peers (other parents); our staff are present to implement and provide a setting that is comfortable, safe and conducive to sharing and learning.

More Information

Our next Parent Café will be held in March 2024, which will be the second event this calendar year.

If you are interested in learning more about Parent Cafes at Easterseals Crossroads, please let us know by completing this brief form.

How Indianapolis’ Chase Community Manager Can Empower You in Your Financial Journey in 2024

Community Manager Carletta Clark discusses her plans to help Indianapolis’ communities grow. You can work with her to chart your path forward and meet your financial goals in the new year. For more information, contact Carletta Clark, Community & Business Development Manager, JPMorgan Chase, 3501 Lafayette Road, Indianapolis IN 46220 or carletta.d.clark@jpmorgan.com / 317.345.1780.

For more than 185 years, JPMorgan Chase has supported Greater Indianapolis and 2024 is no different. This is more than a place where we do business. It is home to our customers, clients, employees and community partners. Since 2019, the firm has made more than $17 million in philanthropic contributions in Indianapolis and employs more than 1,600 employees across the city. The strength of our company allows us to leverage our resources, expertise and data insights to help bolster communities and create a more inclusive economy for all.

Work with your local branch team ― virtually or in-person.

From opening a bank account or line of credit, to exploring mortgage financing options and small business loans, the Community Manager at your local Chase branch on 3501 Lafayette Rd. is tuned in to your community’s financial wellness needs and ready to help you achieve your next milestone. Carletta Clark – one of 150 Community Managers JPMorgan Chase hired across the country – joined the team specifically to work with you and your community to increase awareness of and access to resources, financial health tools and services.

Community Managers are often from local neighborhoods who understand the challenges your community faces and are committed to helping you forge a strong financial future at any stage of your financial journey. With the help of local nonprofit partners who are invested in driving change in communities across Indianapolis, we are bringing more allies to your local bank branch who share Chase’s goal of empowering you to improve and achieve financial health.

How does your job differ from other Chase Bank Branch Managers?

Carletta Clark: My role was designed specifically to meet the unique financial wellness needs of our community. We want to evolve from community banking to community building and to do this, we’re actively working to reverse systemic inequalities across the financial system, break down economic barriers and support the success of our customers and our community. We provide access to financial health resources, tools and allies to help you achieve your financial goals.

Think of a community manager as a neighbor who understands intentional relationship building, the financial needs of leaders, organizations and people in your community – and who introduces you to the right person in the bank who can help. Meanwhile, a branch manager is a more traditional role created to help you with everyday banking needs – like opening a bank account or offering advice on homeownership and small business growth.

How do you hope to financially empower the underserved community?

Carletta Clark: We’re here to empower people and businesses in the underserved community with tools to build generational wealth and a long-lasting legacy. Awareness and accessibility are key, and we see the local branch as an ideal place to begin fostering vital community connections and touchpoints to help our customers reach their financial goals.

My job as a Community Manager is to connect with the individuals, families and business owners in Indianapolis and increase awareness and utilization of available resources. My team and I will help you and others in your neighborhood take advantage of financial health tools, products and services, while aiming to boost general financial knowledge via unique and free interactive programs, such as:

• Resources to support financial health
• Home buying tips
• Educational and enrichment workshops
• Growth support for entrepreneurs starting or expanding their small businesses

What financial opportunities will you make available to communities here?

Carletta Clark: One of our priorities is to help individuals in our community open a checking account for the first time, as this is the key to financial stability and critical to closing gaps in access to banking. To do this, we’ll walk through our low-cost, no-overdraft checking accounts like Chase Secure Banking, which can offer security to those who might be new to banking or who have had trouble getting or keeping a bank account in the past. My team is also responsible for promoting growth among small businesses – which means we’ll help local entrepreneurs secure loans. We’ve also brought on board home lending advisors who are focused on helping more of the community secure the funds needed for affordable, sustainable homeownership.

You mentioned another goal of the Community Impact Branch is “community building.” What does this mean and how are you doing this in Indianapolis?

Carletta Clark: A big priority for us is working with local nonprofits and organizations who understand and are invested in driving change. Currently, we work with organizations like Easterseals Crossroads, Ivy Tech Entrepreneurship Program, INHP (Indianapolis Homeownership Partnership), Community Action of Greater Indianapolis, Be Nimble, InnoPower, Center for Leadership and Development and Indianapolis Urban League. They each underscore our fundamental principles by working to provide resources and education to our local community and have the data to back up the positive impact they’re making in the community.

Our staff plays a big part in this as well – not just for Indianapolis but from, and a reflection of, the local communities we call home. I’ve lived in Indianapolis for more than 20 years and am passionate about helping people succeed! Serving this community is not just a profession, it’s a passion. Stop by to learn more about the resources available. My team and I look forward to getting to know you.

In 2016 Andrew suffered a traumatic brain injury after a fall from a chair. His life instantly changed from that point forward and he struggled to adapt to this change in ability.

Andrew credits his mother for giving him some tough love in telling him to move on with his life. After some thought, Andrew returned to a job in technical support and began to concentrate on other ways to move ahead with his life.

“A person with a brain injury doesn’t need to realize what they can’t do – they see that every day of their life. What they need to know is what they can do,” said Andrew.

Andrew connected with Easterseals Crossroads for resources and worked with a resource facilitator specializing in brain injuries to learn more about coping mechanisms. He gained advice from our assistive technology specialists and found that simple changes like a standing desk made a huge difference in managing his chronic fatigue, another effect of brain injury. Andrew has learned to embrace adaptations to help him succeed and move forward.

Looking ahead, Andrew has 20 hours completed toward his private pilot’s license and he is working with the FAA to continue. He has come to realize that even if he cannot continue independently, he will still keep flying with a certified flight instructor.

“Sometimes with a brain injury you ask yourself, ‘Can I really do this?’ I reasoned in my head that I cannot be the first pilot to ever be afraid. I flew for a good week — almost every single day — and I got over the fear,” said Andrew.

”I realized that by trusting myself, I could end up being me, which is what I was always trying to achieve in the first place,“ said Andrew. “But this time,
I didn’t fight myself for it; I worked with myself.”

For more information about brain injury services, contact us.

Odin is a big brother to his sister Freyja. At age 1, his mom Tiffany noticed some regression with language and was very concerned when he stopped speaking. After evaluations, Odin was diagnosed with autism. When Freyja came along a year later and started developing, she also showed signs of autism.

Odin is now 6 years old, and Tiffany has seen much improvement in how he communicates his feelings. Five- year-old Freyja now expresses herself clearly and has made great progress with her behaviors. “Freyja would become very emotional when she couldn’t communicate. Using her words has helped her control her behavior,” said Tiffany.

Therapists at Easterseals Crossroads focus on building strengths to help young people succeed. Odin loves technology and has learned to use tablets, cell phones and computers. Tiffany is so impressed that he has come so far and so fast with his ability. Freyja has advanced from simple drawings to complex images to express her thoughts.

“At one point, I thought Odin would never be able to talk to me and now he is never quiet, which is a huge milestone,” said Tiffany.

“Easterseals Crossroads has taught me so much about parenting kids with autism. We would not be in as good a place as we are now without autism services,” said Tiffany.

For more information about autism & behavior services, contact us.