The California Framework for Infant–Toddler Learning and Development (IT Framework), which replaces the California Infant-Toddler Curriculum Framework, provides guidance on planning relationships and interactions, routines, and environment and materials to support the learning and development of infants and toddlers.

According to the Collaborative for Academic, Social, and Emotional, Learning (CASEL), social-emotional learning (SEL) is “the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.”

The CalHOPE Social Emotional Learning (SEL) Community of Practice is helping enable California’s schools to be leaders in supporting proactive and early intervention as we collectively respond to the social, emotional, and mental health needs of students, families, and educators.

A critical first step in helping your child learn to cope with their feelings is not to fear those feelings, but to embrace them—all of them. Feelings aren’t right or wrong, they simply are. Sadness and joy, anger and love, can co-exist and are all part of the wide range of emotions children experience. When you help your child understand their feelings, they become better equipped to manage them effectively.

Resources in Social and Emotional Development from the Public Broadcasting Service (PBS) Learning Media encourage children to develop positive peer and adult interactions and to manage self-expression and feelings. Many of our favorite characters, such as Daniel Tiger and Super Why, teach lessons on confronting our fears, working together as a team, and welcoming a new member to a family. Kindness is explored in a lesson that also challenges a student’s artistic expression by making a Kindness Tree. An interactive activity can be used to encourage and teach appropriate social behaviors. Social problem solving, self-awareness, and empathy are also explored.

From the makers of the Ages and Stages Questionnaires, use these guides to learn what types of behaviors to expect from your growing child.

Social-Emotional Learning (SEL) has become a fundamental component of preschool education, recognized for its vital role in children’s early development. As young learners navigate their formative years, SEL not only enhances their emotional intelligence but also lays the groundwork for their future academic and social success. In this article, we explore why SEL is indispensable in preschool settings and how it contributes to various aspects of children’s growth.

Early support in areas like empathy, emotional regulation, and cooperation fosters resilience, mental well-being, and future academic success, setting the stage for positive lifelong outcomes.

Social-emotional development is vital for infants and toddlers as it helps them build healthy relationships, manage emotions, and develop social skills. Early support in areas like empathy, emotional regulation, and cooperation fosters resilience, mental well-being, and future academic success, setting the stage for positive lifelong outcomes.

Social and Emotional Learning (SEL) is a term for the way children acquire social and emotional skills. It includes things like managing difficult emotions, making responsible decisions, handling stress, setting goals, and building healthy relationships.

In 1977, all school districts and county school offices in California were required to form geographical regions of sufficient size and scope to provide for all special education service needs of students residing within the region’s boundaries. Each region became known as a Special Education Local Plan Area, or SELPA.  The SELPA Administrators of California is a statewide association made up of nearly all current and retired SELPA administrators.

SELPA Administrators of California have planned a celebration of the 50^th Anniversary of the Individuals with Disabilities Education Act throughout the 25/26 school year. Every month they invite you to participate in  engaging activities that will facilitate learning, promote recognition and inclusion, and celebrate diversity.

Each month, theme-based activities and resources will be shared. You can access these monthly celebration activities through the SELPA of California Facebook.

Here is a sample:

• August 2025: The Foundations of IDEA and a Look Back (PDF)
• October 2025: Individual Education Programs (IEPs) & Student Voice (PDF)
• November 2025: Special Education Related Services & Support (PDF)

Beginning Together conducts an annual series of webinars on inclusion and an annual intensive four-week Inclusion Facilitator Institute that provides training to small teams of early care and education coaches, teachers, child care providers, administrators and special educators. It offers the option of continuing on to become a certified Inclusion Facilitator. Find information on both of these opportunities for training in the link above.

2025 Inclusive Schools Week  December 8-12, 2025 is a perfect opportunity to strengthen our commitment to inclusion, celebrate differences, build connections, and ensure every child feels seen and valued.

The Inclusive Schools Week Activity Guide, a collaborative effort by KIT and Changing Perspectives is full of flexible, low-prep activities that work in schools, camps, before and after school programs, or any group setting. Download and print the full 2025 Inclusive Schools Week Activity Guide to explore all ideas and tools (PDF).

The U. S. Departments of Health & Human Services and Education developed a Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs to promote the Departments’ position that all young children with disabilities should have “access to inclusive high-quality early childhood programs, where they are provided with individualized and appropriate support in meeting high expectations.” However, across the country, children with disabilities and their families face significant barriers of access to and participation within high-quality inclusive settings. The joint policy statement states, “too many preschool children with disabilities are only offered the option of receiving special education services in settings separate from their peers without disabilities”.

Follow the Guiding Questions for Discussing Services in the LRE to make sound placement decisions for each young child with a disability.

To help you get a better understanding of the fullness of life that comes when you are a member of a school community, please read the true story of the Perry family. It tells the story of how a child with multiple disabilities was able to attend his neighborhood school and the lifetime impact it had on his family and his Circle of Friends.

Renee and Drew Perry watched the construction of the elementary school being built in their neighborhood just two blocks from their house. The dream was for their son, Andrew, to attend the school. They weren’t sure it would be possible because Andrew used a wheelchair, was nonverbal and had significant disabilities. They were afraid that Andrew wouldn’t be welcomed by the school or the families.

A couple of weeks before school started Renee and Drew talked to the principal of the new school. They were relieved and surprised at how receptive he was to the idea of Andrew attending school. He asked Renee to get a pager so she could be reached right away if there were any medical issues and promised a full-time aide to facilitate Andrew’s participation in classroom activities. After the initial shock wore off, the kindergarten teacher realized that she wasn’t going to be alone in supporting Andrew and welcomed him into her classroom.

Andrew’s attendance from day one made it easy for his classmates to accept him just like any other classmate. Early in the year someone from the school district suggested starting a Circle of Friends. They thought it would be helpful to have a small group of children get to know Andrew and help to support him. The teacher recommended several children that she thought might be interested in participating. Renee facilitated the 30 minutes once a week meeting during lunch time. The meetings were focused on the kids’ ideas about how Andrew could participate in the class. She started by asking the kids to brainstorm what they noticed about Andrew’s likes and dislikes. Each week a different child would bring something from home that they enjoyed and wanted to share with Andrew. The kids loved being a part of the Circle of Friends and soon other children were asking to be a part of the group, so they started a waiting list. It was a magical year and considered a success by everyone involved.

Everybody at school knew Andrew. Kids of all ages said hello when walking on the bike trail. One time when the Perry’s were out walking, a 6-year-old boy broke away from his mother and zoomed toward Andrew. He said excitedly, “Mom, it’s Andrew. I want to say hi to Andrew!” The mother was mortified, but Renee assured her it was alright and invited them both over to say hi to Andrew. The boy knew Andrew from school. They weren’t in the same class, but he knew Andrew. He wasn’t afraid of the boy in the wheelchair. And now the mother wasn’t afraid either. Andrew’s attendance at school had normalized Andrew’s presence in the community.

Relationships between children and families were further strengthened in first grade when the teacher suggested looping, keeping the kids in Andrew’s class together for first and second grade. The families understood the benefits of keeping this group of kids together and supported the idea. In the following grades some parents specifically asked if their child could be in Andrew’s class.

The Circle of Friends weekly meetings continued through elementary school, middle school, and high school. To make sure the kids who went to different schools weren’t left out, the Perry’s hosted annual Halloween Parties. To celebrate High School Graduation the Perry’s hosted a party and invited Andrew’s Circle of Friends and all of Andrews teachers and family friends. The Perry’s created a video of pictures from Andrew’s life and included pictures of Andrew’s family and friends throughout the years. The video celebrated the accomplishments of every member of Andrew’s Circle of Friends. Tears of pride and happiness filled the entire gathering. It was a joyful and emotional end to Andrew’s school years. The Circle of Friends went their separate ways to college and careers, but they continued to stay connected with the Perrys. They had reunions at Thanksgiving and stayed in touch with Facebook. The Perry’s were invited to showers, weddings and other important life events.

Andrew’s friendship with kids in the Circle of Friends had a significant impact on each of them. Some described their friendship with Andrew in their college applications. Others said that it had influenced their career choice. One of them became a pediatrician who during her residency happened to take care of a child with lissencephaly, the same rare genetic disorder that Andrew had. Another friend became a physical therapist because she wanted to help kids like Andrew. Another friend said she became a counselor because she learned empathy from Andrew.

In the summer of 2021 Andrew became ill with an infection and pneumonia. At the age of 34 he had to go the hospital for the first time. He was put on a ventilator and was sedated. The Perry’s needed to show the doctors and nurses that Andrew had a full and active life and that he was a valued member of his community, not just a “pitiful kid.”. They started by placing a big picture of Andrew’s Circle of Friends right in the middle of the whiteboard in the ICU. All around the room they put up photos of Andrew’s favorite activities: swimming in the pool at his house, walking with his mom and dad on the bike trails, playing with his dog, Frankie, and being with friends. To help the doctors and nurses understand the impact that Andrew had on others, Renee shared essays that Andrew’s friends had written about their friendship with Andrew and a Sacramento Bee newspaper article that had been written about Andrew’s Circle of Friends.

The medical providers had never cared for anyone like Andrew before. Despite the severity of Andrew’s disabilities, he had an active life: he had a beautiful contagious smile; he had a dog that he played with and slept with; he swam in a pool with his family; he was part of a community; he had friends. With the help of pictures and stories of Andrew’s Circle of Friends that began in kindergarten, the medical providers had a new view of Andrew. Andrew’s pulmonologist assured the Perry’s that he understood their vision for Andrew and that he would do what he could to help Andrew regain the life he had before he came to the hospital.

Sadly, Andrew was not able to recover from his collapsed lung or fight off the two kinds of anti-biotic resistant bacteria in his system. One of the last voices that he heard was from his Circle of Friends. Renee held the phone up to Andrew’s ear so he could hear his friend Jessica. Jessica reassured him and told him she loved him.

In June 2022 the Perry’s held a memorial for Andrew. It started with a walk on the bike trail to a bench the Perry’s had made in remembrance of Andrew. The plaque on the bench says, “In Loving Memory of Andrew Perry, His greatest gift was his smile, 2021.” The bench will always be a reminder that Andrew was an important part of his community.

Quotes from Andrew’s Friends:

Evan Levy, age 13, at his Bar Mitzvah:
“One of the most important things in my life has been to be part of a group that started in elementary school, known as the “Circle of Friends”, we would read stories to Andrew, listen to music together, and do activities that might help Andrew experience as much as possible. Although I now attend a different school than most of the group, Andrew’s Circle of Friends helped me to understand that having a positive approach instead of just focusing on the difficulties of a situation can lead to great results. I am certain that without saying a word, Andrew has taught his friends a lot more than we could ever hope to teach him.”

Meghan Buckner age 14:
“Even though Andrew can’t verbally respond, I have learned from his actions. I have learned to give people a deeper look and take the chance and be a friend to them and make their day brighter. He has also taught me to not be afraid of people different from me, and that not everyone is the same. Even when I am old and crippled I will always remember Andrew Perry, the boy who taught me to love!”

Andrew’s Kindergarten Report Card:
“Andrew is a joy to have in my class this year. To be honest I was a little anxious when I heard he was going to be in my class this year. I had no idea what I could do to stimulate him. It was a waste of my time to worry about it. He has added so much to our class this year. I am always amazed at how well everyone interacts with Andrew. They thrive for his attention. Circle of Friends is a great example of this.”

“The fact that Andrew made such a huge positive impact on others around him gave us the motivation and strength to persevere through the difficult times.” – Renee and Drew Perry

The true story of the people who helped make every public school a more inclusive place.

There was a time in the United States when millions of children with disabilities weren’t allowed to go to public school. But in 1971, seven kids and their families wanted to do something about it. They knew that every child had a right to an equal education, so they went to court to fight for that right. The case Mills v. Board of Education of the District of Columbia led to laws ensuring children with disabilities would receive a free, appropriate public education. Told in the voice of Janine Leffler, one of the millions of kids who went to school because of these laws, this book shares the true story of this landmark case.

Fighting for Yes is a picture book biography celebrating the life and work of disability rights activist and icon Judith Heumann, highlighting one of her landmark achievements—leading the historic 504 Sit-in in 1977.

From a very young age, Judy Heumann heard the word “No.” When she wanted to attend public school, the principal said “No.” When she wanted her teaching license, the New York Board of Education said “No.” Judy and people with disabilities everywhere were tired of hearing “No.”

In the 1970s, an important disability rights law, Section 504 of the Rehabilitation Act of 1973, was waiting to be signed. Judy and other disability rights activists fought for “YES!” They held a sit-in until Section 504 was signed into law. Section 504 laid the foundation for the Americans with Disabilities Act, which was established thanks in large part to the ongoing work of Judy and her community.

Section 504 of the Rehabilitation Act, the Individuals with Disabilities Education Act (IDEA), and the Americans with Disabilities Act (ADA) work together to protect children and adults with disabilities from exclusion, discrimination, and unequal treatment in education, employment, and the community.

This tip sheet from the National Deaf Center summarizes Section 504, IDEA and ADA. It is downloadable and also available in Spanish.

CHANGE, NOT CHARITY: THE AMERICANS WITH DISABILITIES ACT tells the emotional and dramatic story of the decades-long push for equality and accessibility that culminated in the 1990 passage of the ADA, one of the most consequential civil rights bills in the nation’s history.

The California Framework for Infant–Toddler Learning and Development (IT Framework), which replaces the California Infant-Toddler Curriculum Framework, provides guidance on planning relationships and interactions, routines, and environment and materials to support the learning and development of infants and toddlers.

According to the Collaborative for Academic, Social, and Emotional, Learning (CASEL), social-emotional learning (SEL) is “the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.”

The CalHOPE Social Emotional Learning (SEL) Community of Practice is helping enable California’s schools to be leaders in supporting proactive and early intervention as we collectively respond to the social, emotional, and mental health needs of students, families, and educators.

A critical first step in helping your child learn to cope with their feelings is not to fear those feelings, but to embrace them—all of them. Feelings aren’t right or wrong, they simply are. Sadness and joy, anger and love, can co-exist and are all part of the wide range of emotions children experience. When you help your child understand their feelings, they become better equipped to manage them effectively.

Resources in Social and Emotional Development from the Public Broadcasting Service (PBS) Learning Media encourage children to develop positive peer and adult interactions and to manage self-expression and feelings. Many of our favorite characters, such as Daniel Tiger and Super Why, teach lessons on confronting our fears, working together as a team, and welcoming a new member to a family. Kindness is explored in a lesson that also challenges a student’s artistic expression by making a Kindness Tree. An interactive activity can be used to encourage and teach appropriate social behaviors. Social problem solving, self-awareness, and empathy are also explored.

From the makers of the Ages and Stages Questionnaires, use these guides to learn what types of behaviors to expect from your growing child.

Social-Emotional Learning (SEL) has become a fundamental component of preschool education, recognized for its vital role in children’s early development. As young learners navigate their formative years, SEL not only enhances their emotional intelligence but also lays the groundwork for their future academic and social success. In this article, we explore why SEL is indispensable in preschool settings and how it contributes to various aspects of children’s growth.

Early support in areas like empathy, emotional regulation, and cooperation fosters resilience, mental well-being, and future academic success, setting the stage for positive lifelong outcomes.

Social-emotional development is vital for infants and toddlers as it helps them build healthy relationships, manage emotions, and develop social skills. Early support in areas like empathy, emotional regulation, and cooperation fosters resilience, mental well-being, and future academic success, setting the stage for positive lifelong outcomes.

Social and Emotional Learning (SEL) is a term for the way children acquire social and emotional skills. It includes things like managing difficult emotions, making responsible decisions, handling stress, setting goals, and building healthy relationships.

In 1977, all school districts and county school offices in California were required to form geographical regions of sufficient size and scope to provide for all special education service needs of students residing within the region’s boundaries. Each region became known as a Special Education Local Plan Area, or SELPA.  The SELPA Administrators of California is a statewide association made up of nearly all current and retired SELPA administrators.

SELPA Administrators of California have planned a celebration of the 50^th Anniversary of the Individuals with Disabilities Education Act throughout the 25/26 school year. Every month they invite you to participate in  engaging activities that will facilitate learning, promote recognition and inclusion, and celebrate diversity.

Each month, theme-based activities and resources will be shared. You can access these monthly celebration activities through the SELPA of California Facebook.

Here is a sample:

• August 2025: The Foundations of IDEA and a Look Back (PDF)
• October 2025: Individual Education Programs (IEPs) & Student Voice (PDF)
• November 2025: Special Education Related Services & Support (PDF)

Beginning Together conducts an annual series of webinars on inclusion and an annual intensive four-week Inclusion Facilitator Institute that provides training to small teams of early care and education coaches, teachers, child care providers, administrators and special educators. It offers the option of continuing on to become a certified Inclusion Facilitator. Find information on both of these opportunities for training in the link above.

2025 Inclusive Schools Week  December 8-12, 2025 is a perfect opportunity to strengthen our commitment to inclusion, celebrate differences, build connections, and ensure every child feels seen and valued.

The Inclusive Schools Week Activity Guide, a collaborative effort by KIT and Changing Perspectives is full of flexible, low-prep activities that work in schools, camps, before and after school programs, or any group setting. Download and print the full 2025 Inclusive Schools Week Activity Guide to explore all ideas and tools (PDF).

The U. S. Departments of Health & Human Services and Education developed a Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs to promote the Departments’ position that all young children with disabilities should have “access to inclusive high-quality early childhood programs, where they are provided with individualized and appropriate support in meeting high expectations.” However, across the country, children with disabilities and their families face significant barriers of access to and participation within high-quality inclusive settings. The joint policy statement states, “too many preschool children with disabilities are only offered the option of receiving special education services in settings separate from their peers without disabilities”.

Follow the Guiding Questions for Discussing Services in the LRE to make sound placement decisions for each young child with a disability.

To help you get a better understanding of the fullness of life that comes when you are a member of a school community, please read the true story of the Perry family. It tells the story of how a child with multiple disabilities was able to attend his neighborhood school and the lifetime impact it had on his family and his Circle of Friends.

Renee and Drew Perry watched the construction of the elementary school being built in their neighborhood just two blocks from their house. The dream was for their son, Andrew, to attend the school. They weren’t sure it would be possible because Andrew used a wheelchair, was nonverbal and had significant disabilities. They were afraid that Andrew wouldn’t be welcomed by the school or the families.

A couple of weeks before school started Renee and Drew talked to the principal of the new school. They were relieved and surprised at how receptive he was to the idea of Andrew attending school. He asked Renee to get a pager so she could be reached right away if there were any medical issues and promised a full-time aide to facilitate Andrew’s participation in classroom activities. After the initial shock wore off, the kindergarten teacher realized that she wasn’t going to be alone in supporting Andrew and welcomed him into her classroom.

Andrew’s attendance from day one made it easy for his classmates to accept him just like any other classmate. Early in the year someone from the school district suggested starting a Circle of Friends. They thought it would be helpful to have a small group of children get to know Andrew and help to support him. The teacher recommended several children that she thought might be interested in participating. Renee facilitated the 30 minutes once a week meeting during lunch time. The meetings were focused on the kids’ ideas about how Andrew could participate in the class. She started by asking the kids to brainstorm what they noticed about Andrew’s likes and dislikes. Each week a different child would bring something from home that they enjoyed and wanted to share with Andrew. The kids loved being a part of the Circle of Friends and soon other children were asking to be a part of the group, so they started a waiting list. It was a magical year and considered a success by everyone involved.

Everybody at school knew Andrew. Kids of all ages said hello when walking on the bike trail. One time when the Perry’s were out walking, a 6-year-old boy broke away from his mother and zoomed toward Andrew. He said excitedly, “Mom, it’s Andrew. I want to say hi to Andrew!” The mother was mortified, but Renee assured her it was alright and invited them both over to say hi to Andrew. The boy knew Andrew from school. They weren’t in the same class, but he knew Andrew. He wasn’t afraid of the boy in the wheelchair. And now the mother wasn’t afraid either. Andrew’s attendance at school had normalized Andrew’s presence in the community.

Relationships between children and families were further strengthened in first grade when the teacher suggested looping, keeping the kids in Andrew’s class together for first and second grade. The families understood the benefits of keeping this group of kids together and supported the idea. In the following grades some parents specifically asked if their child could be in Andrew’s class.

The Circle of Friends weekly meetings continued through elementary school, middle school, and high school. To make sure the kids who went to different schools weren’t left out, the Perry’s hosted annual Halloween Parties. To celebrate High School Graduation the Perry’s hosted a party and invited Andrew’s Circle of Friends and all of Andrews teachers and family friends. The Perry’s created a video of pictures from Andrew’s life and included pictures of Andrew’s family and friends throughout the years. The video celebrated the accomplishments of every member of Andrew’s Circle of Friends. Tears of pride and happiness filled the entire gathering. It was a joyful and emotional end to Andrew’s school years. The Circle of Friends went their separate ways to college and careers, but they continued to stay connected with the Perrys. They had reunions at Thanksgiving and stayed in touch with Facebook. The Perry’s were invited to showers, weddings and other important life events.

Andrew’s friendship with kids in the Circle of Friends had a significant impact on each of them. Some described their friendship with Andrew in their college applications. Others said that it had influenced their career choice. One of them became a pediatrician who during her residency happened to take care of a child with lissencephaly, the same rare genetic disorder that Andrew had. Another friend became a physical therapist because she wanted to help kids like Andrew. Another friend said she became a counselor because she learned empathy from Andrew.

In the summer of 2021 Andrew became ill with an infection and pneumonia. At the age of 34 he had to go the hospital for the first time. He was put on a ventilator and was sedated. The Perry’s needed to show the doctors and nurses that Andrew had a full and active life and that he was a valued member of his community, not just a “pitiful kid.”. They started by placing a big picture of Andrew’s Circle of Friends right in the middle of the whiteboard in the ICU. All around the room they put up photos of Andrew’s favorite activities: swimming in the pool at his house, walking with his mom and dad on the bike trails, playing with his dog, Frankie, and being with friends. To help the doctors and nurses understand the impact that Andrew had on others, Renee shared essays that Andrew’s friends had written about their friendship with Andrew and a Sacramento Bee newspaper article that had been written about Andrew’s Circle of Friends.

The medical providers had never cared for anyone like Andrew before. Despite the severity of Andrew’s disabilities, he had an active life: he had a beautiful contagious smile; he had a dog that he played with and slept with; he swam in a pool with his family; he was part of a community; he had friends. With the help of pictures and stories of Andrew’s Circle of Friends that began in kindergarten, the medical providers had a new view of Andrew. Andrew’s pulmonologist assured the Perry’s that he understood their vision for Andrew and that he would do what he could to help Andrew regain the life he had before he came to the hospital.

Sadly, Andrew was not able to recover from his collapsed lung or fight off the two kinds of anti-biotic resistant bacteria in his system. One of the last voices that he heard was from his Circle of Friends. Renee held the phone up to Andrew’s ear so he could hear his friend Jessica. Jessica reassured him and told him she loved him.

In June 2022 the Perry’s held a memorial for Andrew. It started with a walk on the bike trail to a bench the Perry’s had made in remembrance of Andrew. The plaque on the bench says, “In Loving Memory of Andrew Perry, His greatest gift was his smile, 2021.” The bench will always be a reminder that Andrew was an important part of his community.

Quotes from Andrew’s Friends:

Evan Levy, age 13, at his Bar Mitzvah:
“One of the most important things in my life has been to be part of a group that started in elementary school, known as the “Circle of Friends”, we would read stories to Andrew, listen to music together, and do activities that might help Andrew experience as much as possible. Although I now attend a different school than most of the group, Andrew’s Circle of Friends helped me to understand that having a positive approach instead of just focusing on the difficulties of a situation can lead to great results. I am certain that without saying a word, Andrew has taught his friends a lot more than we could ever hope to teach him.”

Meghan Buckner age 14:
“Even though Andrew can’t verbally respond, I have learned from his actions. I have learned to give people a deeper look and take the chance and be a friend to them and make their day brighter. He has also taught me to not be afraid of people different from me, and that not everyone is the same. Even when I am old and crippled I will always remember Andrew Perry, the boy who taught me to love!”

Andrew’s Kindergarten Report Card:
“Andrew is a joy to have in my class this year. To be honest I was a little anxious when I heard he was going to be in my class this year. I had no idea what I could do to stimulate him. It was a waste of my time to worry about it. He has added so much to our class this year. I am always amazed at how well everyone interacts with Andrew. They thrive for his attention. Circle of Friends is a great example of this.”

“The fact that Andrew made such a huge positive impact on others around him gave us the motivation and strength to persevere through the difficult times.” – Renee and Drew Perry

The true story of the people who helped make every public school a more inclusive place.

There was a time in the United States when millions of children with disabilities weren’t allowed to go to public school. But in 1971, seven kids and their families wanted to do something about it. They knew that every child had a right to an equal education, so they went to court to fight for that right. The case Mills v. Board of Education of the District of Columbia led to laws ensuring children with disabilities would receive a free, appropriate public education. Told in the voice of Janine Leffler, one of the millions of kids who went to school because of these laws, this book shares the true story of this landmark case.

Fighting for Yes is a picture book biography celebrating the life and work of disability rights activist and icon Judith Heumann, highlighting one of her landmark achievements—leading the historic 504 Sit-in in 1977.

From a very young age, Judy Heumann heard the word “No.” When she wanted to attend public school, the principal said “No.” When she wanted her teaching license, the New York Board of Education said “No.” Judy and people with disabilities everywhere were tired of hearing “No.”

In the 1970s, an important disability rights law, Section 504 of the Rehabilitation Act of 1973, was waiting to be signed. Judy and other disability rights activists fought for “YES!” They held a sit-in until Section 504 was signed into law. Section 504 laid the foundation for the Americans with Disabilities Act, which was established thanks in large part to the ongoing work of Judy and her community.

Section 504 of the Rehabilitation Act, the Individuals with Disabilities Education Act (IDEA), and the Americans with Disabilities Act (ADA) work together to protect children and adults with disabilities from exclusion, discrimination, and unequal treatment in education, employment, and the community.

This tip sheet from the National Deaf Center summarizes Section 504, IDEA and ADA. It is downloadable and also available in Spanish.

CHANGE, NOT CHARITY: THE AMERICANS WITH DISABILITIES ACT tells the emotional and dramatic story of the decades-long push for equality and accessibility that culminated in the 1990 passage of the ADA, one of the most consequential civil rights bills in the nation’s history.

The California Framework for Infant–Toddler Learning and Development (IT Framework), which replaces the California Infant-Toddler Curriculum Framework, provides guidance on planning relationships and interactions, routines, and environment and materials to support the learning and development of infants and toddlers.

According to the Collaborative for Academic, Social, and Emotional, Learning (CASEL), social-emotional learning (SEL) is “the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.”

The CalHOPE Social Emotional Learning (SEL) Community of Practice is helping enable California’s schools to be leaders in supporting proactive and early intervention as we collectively respond to the social, emotional, and mental health needs of students, families, and educators.

A critical first step in helping your child learn to cope with their feelings is not to fear those feelings, but to embrace them—all of them. Feelings aren’t right or wrong, they simply are. Sadness and joy, anger and love, can co-exist and are all part of the wide range of emotions children experience. When you help your child understand their feelings, they become better equipped to manage them effectively.

Resources in Social and Emotional Development from the Public Broadcasting Service (PBS) Learning Media encourage children to develop positive peer and adult interactions and to manage self-expression and feelings. Many of our favorite characters, such as Daniel Tiger and Super Why, teach lessons on confronting our fears, working together as a team, and welcoming a new member to a family. Kindness is explored in a lesson that also challenges a student’s artistic expression by making a Kindness Tree. An interactive activity can be used to encourage and teach appropriate social behaviors. Social problem solving, self-awareness, and empathy are also explored.

From the makers of the Ages and Stages Questionnaires, use these guides to learn what types of behaviors to expect from your growing child.

Social-Emotional Learning (SEL) has become a fundamental component of preschool education, recognized for its vital role in children’s early development. As young learners navigate their formative years, SEL not only enhances their emotional intelligence but also lays the groundwork for their future academic and social success. In this article, we explore why SEL is indispensable in preschool settings and how it contributes to various aspects of children’s growth.

Early support in areas like empathy, emotional regulation, and cooperation fosters resilience, mental well-being, and future academic success, setting the stage for positive lifelong outcomes.

Social-emotional development is vital for infants and toddlers as it helps them build healthy relationships, manage emotions, and develop social skills. Early support in areas like empathy, emotional regulation, and cooperation fosters resilience, mental well-being, and future academic success, setting the stage for positive lifelong outcomes.

Social and Emotional Learning (SEL) is a term for the way children acquire social and emotional skills. It includes things like managing difficult emotions, making responsible decisions, handling stress, setting goals, and building healthy relationships.

In 1977, all school districts and county school offices in California were required to form geographical regions of sufficient size and scope to provide for all special education service needs of students residing within the region’s boundaries. Each region became known as a Special Education Local Plan Area, or SELPA.  The SELPA Administrators of California is a statewide association made up of nearly all current and retired SELPA administrators.

SELPA Administrators of California have planned a celebration of the 50^th Anniversary of the Individuals with Disabilities Education Act throughout the 25/26 school year. Every month they invite you to participate in  engaging activities that will facilitate learning, promote recognition and inclusion, and celebrate diversity.

Each month, theme-based activities and resources will be shared. You can access these monthly celebration activities through the SELPA of California Facebook.

Here is a sample:

• August 2025: The Foundations of IDEA and a Look Back (PDF)
• October 2025: Individual Education Programs (IEPs) & Student Voice (PDF)
• November 2025: Special Education Related Services & Support (PDF)

Beginning Together conducts an annual series of webinars on inclusion and an annual intensive four-week Inclusion Facilitator Institute that provides training to small teams of early care and education coaches, teachers, child care providers, administrators and special educators. It offers the option of continuing on to become a certified Inclusion Facilitator. Find information on both of these opportunities for training in the link above.

2025 Inclusive Schools Week  December 8-12, 2025 is a perfect opportunity to strengthen our commitment to inclusion, celebrate differences, build connections, and ensure every child feels seen and valued.

The Inclusive Schools Week Activity Guide, a collaborative effort by KIT and Changing Perspectives is full of flexible, low-prep activities that work in schools, camps, before and after school programs, or any group setting. Download and print the full 2025 Inclusive Schools Week Activity Guide to explore all ideas and tools (PDF).

The U. S. Departments of Health & Human Services and Education developed a Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs to promote the Departments’ position that all young children with disabilities should have “access to inclusive high-quality early childhood programs, where they are provided with individualized and appropriate support in meeting high expectations.” However, across the country, children with disabilities and their families face significant barriers of access to and participation within high-quality inclusive settings. The joint policy statement states, “too many preschool children with disabilities are only offered the option of receiving special education services in settings separate from their peers without disabilities”.

Follow the Guiding Questions for Discussing Services in the LRE to make sound placement decisions for each young child with a disability.

To help you get a better understanding of the fullness of life that comes when you are a member of a school community, please read the true story of the Perry family. It tells the story of how a child with multiple disabilities was able to attend his neighborhood school and the lifetime impact it had on his family and his Circle of Friends.

Renee and Drew Perry watched the construction of the elementary school being built in their neighborhood just two blocks from their house. The dream was for their son, Andrew, to attend the school. They weren’t sure it would be possible because Andrew used a wheelchair, was nonverbal and had significant disabilities. They were afraid that Andrew wouldn’t be welcomed by the school or the families.

A couple of weeks before school started Renee and Drew talked to the principal of the new school. They were relieved and surprised at how receptive he was to the idea of Andrew attending school. He asked Renee to get a pager so she could be reached right away if there were any medical issues and promised a full-time aide to facilitate Andrew’s participation in classroom activities. After the initial shock wore off, the kindergarten teacher realized that she wasn’t going to be alone in supporting Andrew and welcomed him into her classroom.

Andrew’s attendance from day one made it easy for his classmates to accept him just like any other classmate. Early in the year someone from the school district suggested starting a Circle of Friends. They thought it would be helpful to have a small group of children get to know Andrew and help to support him. The teacher recommended several children that she thought might be interested in participating. Renee facilitated the 30 minutes once a week meeting during lunch time. The meetings were focused on the kids’ ideas about how Andrew could participate in the class. She started by asking the kids to brainstorm what they noticed about Andrew’s likes and dislikes. Each week a different child would bring something from home that they enjoyed and wanted to share with Andrew. The kids loved being a part of the Circle of Friends and soon other children were asking to be a part of the group, so they started a waiting list. It was a magical year and considered a success by everyone involved.

Everybody at school knew Andrew. Kids of all ages said hello when walking on the bike trail. One time when the Perry’s were out walking, a 6-year-old boy broke away from his mother and zoomed toward Andrew. He said excitedly, “Mom, it’s Andrew. I want to say hi to Andrew!” The mother was mortified, but Renee assured her it was alright and invited them both over to say hi to Andrew. The boy knew Andrew from school. They weren’t in the same class, but he knew Andrew. He wasn’t afraid of the boy in the wheelchair. And now the mother wasn’t afraid either. Andrew’s attendance at school had normalized Andrew’s presence in the community.

Relationships between children and families were further strengthened in first grade when the teacher suggested looping, keeping the kids in Andrew’s class together for first and second grade. The families understood the benefits of keeping this group of kids together and supported the idea. In the following grades some parents specifically asked if their child could be in Andrew’s class.

The Circle of Friends weekly meetings continued through elementary school, middle school, and high school. To make sure the kids who went to different schools weren’t left out, the Perry’s hosted annual Halloween Parties. To celebrate High School Graduation the Perry’s hosted a party and invited Andrew’s Circle of Friends and all of Andrews teachers and family friends. The Perry’s created a video of pictures from Andrew’s life and included pictures of Andrew’s family and friends throughout the years. The video celebrated the accomplishments of every member of Andrew’s Circle of Friends. Tears of pride and happiness filled the entire gathering. It was a joyful and emotional end to Andrew’s school years. The Circle of Friends went their separate ways to college and careers, but they continued to stay connected with the Perrys. They had reunions at Thanksgiving and stayed in touch with Facebook. The Perry’s were invited to showers, weddings and other important life events.

Andrew’s friendship with kids in the Circle of Friends had a significant impact on each of them. Some described their friendship with Andrew in their college applications. Others said that it had influenced their career choice. One of them became a pediatrician who during her residency happened to take care of a child with lissencephaly, the same rare genetic disorder that Andrew had. Another friend became a physical therapist because she wanted to help kids like Andrew. Another friend said she became a counselor because she learned empathy from Andrew.

In the summer of 2021 Andrew became ill with an infection and pneumonia. At the age of 34 he had to go the hospital for the first time. He was put on a ventilator and was sedated. The Perry’s needed to show the doctors and nurses that Andrew had a full and active life and that he was a valued member of his community, not just a “pitiful kid.”. They started by placing a big picture of Andrew’s Circle of Friends right in the middle of the whiteboard in the ICU. All around the room they put up photos of Andrew’s favorite activities: swimming in the pool at his house, walking with his mom and dad on the bike trails, playing with his dog, Frankie, and being with friends. To help the doctors and nurses understand the impact that Andrew had on others, Renee shared essays that Andrew’s friends had written about their friendship with Andrew and a Sacramento Bee newspaper article that had been written about Andrew’s Circle of Friends.

The medical providers had never cared for anyone like Andrew before. Despite the severity of Andrew’s disabilities, he had an active life: he had a beautiful contagious smile; he had a dog that he played with and slept with; he swam in a pool with his family; he was part of a community; he had friends. With the help of pictures and stories of Andrew’s Circle of Friends that began in kindergarten, the medical providers had a new view of Andrew. Andrew’s pulmonologist assured the Perry’s that he understood their vision for Andrew and that he would do what he could to help Andrew regain the life he had before he came to the hospital.

Sadly, Andrew was not able to recover from his collapsed lung or fight off the two kinds of anti-biotic resistant bacteria in his system. One of the last voices that he heard was from his Circle of Friends. Renee held the phone up to Andrew’s ear so he could hear his friend Jessica. Jessica reassured him and told him she loved him.

In June 2022 the Perry’s held a memorial for Andrew. It started with a walk on the bike trail to a bench the Perry’s had made in remembrance of Andrew. The plaque on the bench says, “In Loving Memory of Andrew Perry, His greatest gift was his smile, 2021.” The bench will always be a reminder that Andrew was an important part of his community.

Quotes from Andrew’s Friends:

Evan Levy, age 13, at his Bar Mitzvah:
“One of the most important things in my life has been to be part of a group that started in elementary school, known as the “Circle of Friends”, we would read stories to Andrew, listen to music together, and do activities that might help Andrew experience as much as possible. Although I now attend a different school than most of the group, Andrew’s Circle of Friends helped me to understand that having a positive approach instead of just focusing on the difficulties of a situation can lead to great results. I am certain that without saying a word, Andrew has taught his friends a lot more than we could ever hope to teach him.”

Meghan Buckner age 14:
“Even though Andrew can’t verbally respond, I have learned from his actions. I have learned to give people a deeper look and take the chance and be a friend to them and make their day brighter. He has also taught me to not be afraid of people different from me, and that not everyone is the same. Even when I am old and crippled I will always remember Andrew Perry, the boy who taught me to love!”

Andrew’s Kindergarten Report Card:
“Andrew is a joy to have in my class this year. To be honest I was a little anxious when I heard he was going to be in my class this year. I had no idea what I could do to stimulate him. It was a waste of my time to worry about it. He has added so much to our class this year. I am always amazed at how well everyone interacts with Andrew. They thrive for his attention. Circle of Friends is a great example of this.”

“The fact that Andrew made such a huge positive impact on others around him gave us the motivation and strength to persevere through the difficult times.” – Renee and Drew Perry

The true story of the people who helped make every public school a more inclusive place.

There was a time in the United States when millions of children with disabilities weren’t allowed to go to public school. But in 1971, seven kids and their families wanted to do something about it. They knew that every child had a right to an equal education, so they went to court to fight for that right. The case Mills v. Board of Education of the District of Columbia led to laws ensuring children with disabilities would receive a free, appropriate public education. Told in the voice of Janine Leffler, one of the millions of kids who went to school because of these laws, this book shares the true story of this landmark case.

Fighting for Yes is a picture book biography celebrating the life and work of disability rights activist and icon Judith Heumann, highlighting one of her landmark achievements—leading the historic 504 Sit-in in 1977.

From a very young age, Judy Heumann heard the word “No.” When she wanted to attend public school, the principal said “No.” When she wanted her teaching license, the New York Board of Education said “No.” Judy and people with disabilities everywhere were tired of hearing “No.”

In the 1970s, an important disability rights law, Section 504 of the Rehabilitation Act of 1973, was waiting to be signed. Judy and other disability rights activists fought for “YES!” They held a sit-in until Section 504 was signed into law. Section 504 laid the foundation for the Americans with Disabilities Act, which was established thanks in large part to the ongoing work of Judy and her community.

Section 504 of the Rehabilitation Act, the Individuals with Disabilities Education Act (IDEA), and the Americans with Disabilities Act (ADA) work together to protect children and adults with disabilities from exclusion, discrimination, and unequal treatment in education, employment, and the community.

This tip sheet from the National Deaf Center summarizes Section 504, IDEA and ADA. It is downloadable and also available in Spanish.

CHANGE, NOT CHARITY: THE AMERICANS WITH DISABILITIES ACT tells the emotional and dramatic story of the decades-long push for equality and accessibility that culminated in the 1990 passage of the ADA, one of the most consequential civil rights bills in the nation’s history.

The California Framework for Infant–Toddler Learning and Development (IT Framework), which replaces the California Infant-Toddler Curriculum Framework, provides guidance on planning relationships and interactions, routines, and environment and materials to support the learning and development of infants and toddlers.

According to the Collaborative for Academic, Social, and Emotional, Learning (CASEL), social-emotional learning (SEL) is “the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.”

The CalHOPE Social Emotional Learning (SEL) Community of Practice is helping enable California’s schools to be leaders in supporting proactive and early intervention as we collectively respond to the social, emotional, and mental health needs of students, families, and educators.

A critical first step in helping your child learn to cope with their feelings is not to fear those feelings, but to embrace them—all of them. Feelings aren’t right or wrong, they simply are. Sadness and joy, anger and love, can co-exist and are all part of the wide range of emotions children experience. When you help your child understand their feelings, they become better equipped to manage them effectively.

Resources in Social and Emotional Development from the Public Broadcasting Service (PBS) Learning Media encourage children to develop positive peer and adult interactions and to manage self-expression and feelings. Many of our favorite characters, such as Daniel Tiger and Super Why, teach lessons on confronting our fears, working together as a team, and welcoming a new member to a family. Kindness is explored in a lesson that also challenges a student’s artistic expression by making a Kindness Tree. An interactive activity can be used to encourage and teach appropriate social behaviors. Social problem solving, self-awareness, and empathy are also explored.

From the makers of the Ages and Stages Questionnaires, use these guides to learn what types of behaviors to expect from your growing child.

Social-Emotional Learning (SEL) has become a fundamental component of preschool education, recognized for its vital role in children’s early development. As young learners navigate their formative years, SEL not only enhances their emotional intelligence but also lays the groundwork for their future academic and social success. In this article, we explore why SEL is indispensable in preschool settings and how it contributes to various aspects of children’s growth.

Early support in areas like empathy, emotional regulation, and cooperation fosters resilience, mental well-being, and future academic success, setting the stage for positive lifelong outcomes.

Social-emotional development is vital for infants and toddlers as it helps them build healthy relationships, manage emotions, and develop social skills. Early support in areas like empathy, emotional regulation, and cooperation fosters resilience, mental well-being, and future academic success, setting the stage for positive lifelong outcomes.

Social and Emotional Learning (SEL) is a term for the way children acquire social and emotional skills. It includes things like managing difficult emotions, making responsible decisions, handling stress, setting goals, and building healthy relationships.

In 1977, all school districts and county school offices in California were required to form geographical regions of sufficient size and scope to provide for all special education service needs of students residing within the region’s boundaries. Each region became known as a Special Education Local Plan Area, or SELPA.  The SELPA Administrators of California is a statewide association made up of nearly all current and retired SELPA administrators.

SELPA Administrators of California have planned a celebration of the 50^th Anniversary of the Individuals with Disabilities Education Act throughout the 25/26 school year. Every month they invite you to participate in  engaging activities that will facilitate learning, promote recognition and inclusion, and celebrate diversity.

Each month, theme-based activities and resources will be shared. You can access these monthly celebration activities through the SELPA of California Facebook.

Here is a sample:

• August 2025: The Foundations of IDEA and a Look Back (PDF)
• October 2025: Individual Education Programs (IEPs) & Student Voice (PDF)
• November 2025: Special Education Related Services & Support (PDF)

Beginning Together conducts an annual series of webinars on inclusion and an annual intensive four-week Inclusion Facilitator Institute that provides training to small teams of early care and education coaches, teachers, child care providers, administrators and special educators. It offers the option of continuing on to become a certified Inclusion Facilitator. Find information on both of these opportunities for training in the link above.

2025 Inclusive Schools Week  December 8-12, 2025 is a perfect opportunity to strengthen our commitment to inclusion, celebrate differences, build connections, and ensure every child feels seen and valued.

The Inclusive Schools Week Activity Guide, a collaborative effort by KIT and Changing Perspectives is full of flexible, low-prep activities that work in schools, camps, before and after school programs, or any group setting. Download and print the full 2025 Inclusive Schools Week Activity Guide to explore all ideas and tools (PDF).

The U. S. Departments of Health & Human Services and Education developed a Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs to promote the Departments’ position that all young children with disabilities should have “access to inclusive high-quality early childhood programs, where they are provided with individualized and appropriate support in meeting high expectations.” However, across the country, children with disabilities and their families face significant barriers of access to and participation within high-quality inclusive settings. The joint policy statement states, “too many preschool children with disabilities are only offered the option of receiving special education services in settings separate from their peers without disabilities”.

Follow the Guiding Questions for Discussing Services in the LRE to make sound placement decisions for each young child with a disability.

To help you get a better understanding of the fullness of life that comes when you are a member of a school community, please read the true story of the Perry family. It tells the story of how a child with multiple disabilities was able to attend his neighborhood school and the lifetime impact it had on his family and his Circle of Friends.

Renee and Drew Perry watched the construction of the elementary school being built in their neighborhood just two blocks from their house. The dream was for their son, Andrew, to attend the school. They weren’t sure it would be possible because Andrew used a wheelchair, was nonverbal and had significant disabilities. They were afraid that Andrew wouldn’t be welcomed by the school or the families.

A couple of weeks before school started Renee and Drew talked to the principal of the new school. They were relieved and surprised at how receptive he was to the idea of Andrew attending school. He asked Renee to get a pager so she could be reached right away if there were any medical issues and promised a full-time aide to facilitate Andrew’s participation in classroom activities. After the initial shock wore off, the kindergarten teacher realized that she wasn’t going to be alone in supporting Andrew and welcomed him into her classroom.

Andrew’s attendance from day one made it easy for his classmates to accept him just like any other classmate. Early in the year someone from the school district suggested starting a Circle of Friends. They thought it would be helpful to have a small group of children get to know Andrew and help to support him. The teacher recommended several children that she thought might be interested in participating. Renee facilitated the 30 minutes once a week meeting during lunch time. The meetings were focused on the kids’ ideas about how Andrew could participate in the class. She started by asking the kids to brainstorm what they noticed about Andrew’s likes and dislikes. Each week a different child would bring something from home that they enjoyed and wanted to share with Andrew. The kids loved being a part of the Circle of Friends and soon other children were asking to be a part of the group, so they started a waiting list. It was a magical year and considered a success by everyone involved.

Everybody at school knew Andrew. Kids of all ages said hello when walking on the bike trail. One time when the Perry’s were out walking, a 6-year-old boy broke away from his mother and zoomed toward Andrew. He said excitedly, “Mom, it’s Andrew. I want to say hi to Andrew!” The mother was mortified, but Renee assured her it was alright and invited them both over to say hi to Andrew. The boy knew Andrew from school. They weren’t in the same class, but he knew Andrew. He wasn’t afraid of the boy in the wheelchair. And now the mother wasn’t afraid either. Andrew’s attendance at school had normalized Andrew’s presence in the community.

Relationships between children and families were further strengthened in first grade when the teacher suggested looping, keeping the kids in Andrew’s class together for first and second grade. The families understood the benefits of keeping this group of kids together and supported the idea. In the following grades some parents specifically asked if their child could be in Andrew’s class.

The Circle of Friends weekly meetings continued through elementary school, middle school, and high school. To make sure the kids who went to different schools weren’t left out, the Perry’s hosted annual Halloween Parties. To celebrate High School Graduation the Perry’s hosted a party and invited Andrew’s Circle of Friends and all of Andrews teachers and family friends. The Perry’s created a video of pictures from Andrew’s life and included pictures of Andrew’s family and friends throughout the years. The video celebrated the accomplishments of every member of Andrew’s Circle of Friends. Tears of pride and happiness filled the entire gathering. It was a joyful and emotional end to Andrew’s school years. The Circle of Friends went their separate ways to college and careers, but they continued to stay connected with the Perrys. They had reunions at Thanksgiving and stayed in touch with Facebook. The Perry’s were invited to showers, weddings and other important life events.

Andrew’s friendship with kids in the Circle of Friends had a significant impact on each of them. Some described their friendship with Andrew in their college applications. Others said that it had influenced their career choice. One of them became a pediatrician who during her residency happened to take care of a child with lissencephaly, the same rare genetic disorder that Andrew had. Another friend became a physical therapist because she wanted to help kids like Andrew. Another friend said she became a counselor because she learned empathy from Andrew.

In the summer of 2021 Andrew became ill with an infection and pneumonia. At the age of 34 he had to go the hospital for the first time. He was put on a ventilator and was sedated. The Perry’s needed to show the doctors and nurses that Andrew had a full and active life and that he was a valued member of his community, not just a “pitiful kid.”. They started by placing a big picture of Andrew’s Circle of Friends right in the middle of the whiteboard in the ICU. All around the room they put up photos of Andrew’s favorite activities: swimming in the pool at his house, walking with his mom and dad on the bike trails, playing with his dog, Frankie, and being with friends. To help the doctors and nurses understand the impact that Andrew had on others, Renee shared essays that Andrew’s friends had written about their friendship with Andrew and a Sacramento Bee newspaper article that had been written about Andrew’s Circle of Friends.

The medical providers had never cared for anyone like Andrew before. Despite the severity of Andrew’s disabilities, he had an active life: he had a beautiful contagious smile; he had a dog that he played with and slept with; he swam in a pool with his family; he was part of a community; he had friends. With the help of pictures and stories of Andrew’s Circle of Friends that began in kindergarten, the medical providers had a new view of Andrew. Andrew’s pulmonologist assured the Perry’s that he understood their vision for Andrew and that he would do what he could to help Andrew regain the life he had before he came to the hospital.

Sadly, Andrew was not able to recover from his collapsed lung or fight off the two kinds of anti-biotic resistant bacteria in his system. One of the last voices that he heard was from his Circle of Friends. Renee held the phone up to Andrew’s ear so he could hear his friend Jessica. Jessica reassured him and told him she loved him.

In June 2022 the Perry’s held a memorial for Andrew. It started with a walk on the bike trail to a bench the Perry’s had made in remembrance of Andrew. The plaque on the bench says, “In Loving Memory of Andrew Perry, His greatest gift was his smile, 2021.” The bench will always be a reminder that Andrew was an important part of his community.

Quotes from Andrew’s Friends:

Evan Levy, age 13, at his Bar Mitzvah:
“One of the most important things in my life has been to be part of a group that started in elementary school, known as the “Circle of Friends”, we would read stories to Andrew, listen to music together, and do activities that might help Andrew experience as much as possible. Although I now attend a different school than most of the group, Andrew’s Circle of Friends helped me to understand that having a positive approach instead of just focusing on the difficulties of a situation can lead to great results. I am certain that without saying a word, Andrew has taught his friends a lot more than we could ever hope to teach him.”

Meghan Buckner age 14:
“Even though Andrew can’t verbally respond, I have learned from his actions. I have learned to give people a deeper look and take the chance and be a friend to them and make their day brighter. He has also taught me to not be afraid of people different from me, and that not everyone is the same. Even when I am old and crippled I will always remember Andrew Perry, the boy who taught me to love!”

Andrew’s Kindergarten Report Card:
“Andrew is a joy to have in my class this year. To be honest I was a little anxious when I heard he was going to be in my class this year. I had no idea what I could do to stimulate him. It was a waste of my time to worry about it. He has added so much to our class this year. I am always amazed at how well everyone interacts with Andrew. They thrive for his attention. Circle of Friends is a great example of this.”

“The fact that Andrew made such a huge positive impact on others around him gave us the motivation and strength to persevere through the difficult times.” – Renee and Drew Perry

The true story of the people who helped make every public school a more inclusive place.

There was a time in the United States when millions of children with disabilities weren’t allowed to go to public school. But in 1971, seven kids and their families wanted to do something about it. They knew that every child had a right to an equal education, so they went to court to fight for that right. The case Mills v. Board of Education of the District of Columbia led to laws ensuring children with disabilities would receive a free, appropriate public education. Told in the voice of Janine Leffler, one of the millions of kids who went to school because of these laws, this book shares the true story of this landmark case.

Fighting for Yes is a picture book biography celebrating the life and work of disability rights activist and icon Judith Heumann, highlighting one of her landmark achievements—leading the historic 504 Sit-in in 1977.

From a very young age, Judy Heumann heard the word “No.” When she wanted to attend public school, the principal said “No.” When she wanted her teaching license, the New York Board of Education said “No.” Judy and people with disabilities everywhere were tired of hearing “No.”

In the 1970s, an important disability rights law, Section 504 of the Rehabilitation Act of 1973, was waiting to be signed. Judy and other disability rights activists fought for “YES!” They held a sit-in until Section 504 was signed into law. Section 504 laid the foundation for the Americans with Disabilities Act, which was established thanks in large part to the ongoing work of Judy and her community.

Section 504 of the Rehabilitation Act, the Individuals with Disabilities Education Act (IDEA), and the Americans with Disabilities Act (ADA) work together to protect children and adults with disabilities from exclusion, discrimination, and unequal treatment in education, employment, and the community.

This tip sheet from the National Deaf Center summarizes Section 504, IDEA and ADA. It is downloadable and also available in Spanish.

CHANGE, NOT CHARITY: THE AMERICANS WITH DISABILITIES ACT tells the emotional and dramatic story of the decades-long push for equality and accessibility that culminated in the 1990 passage of the ADA, one of the most consequential civil rights bills in the nation’s history.