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Helping Neurodivergent Children Transition to Summer Camp

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Summer camp is a classic childhood experience, full of new friends, outdoor play, and exciting adventures. For neurodivergent children, however, the thought of a new environment, unfamiliar routines, and busy social settings can feel overwhelming. Lucky for families in the Monterey Bay area, there are many local camp options with a variety of settings and environments, making it possible to find opportunities that align with each child’s strengths, interests, and sensory needs. With a few intentional strategies, parents can help their child approach camp with confidence and ease.

EXPLORE THE SPACE AHEAD OF TIME

Visiting the camp before it officially begins can help your child feel more comfortable with the environment. Bring a picnic, play on the playground, or simply explore the space together. Familiarity can reduce anxiety and help children form a positive association with the camp setting.

For example, outdoor camp programs such those held by Earth Trek Forest School in Monterey County intentionally use nature-based environments where children can move freely, explore, and engage with the world around them through sensory-rich experiences like climbing, digging, building, and water play. For many neurodivergent children, these natural environments can feel more regulating and flexible than structured indoor settings. You could visit the regional parks that Earth Trek holds their camps at before singing up to increase familiarity and comfort for your camper!

MEET STAFF AND PEERS IN ADVANCE

Arranging a brief introduction with camp counselors or instructors allows your child to put a face to the people they will see every day. If possible, connecting with a peer in their group can also help ease social transitions. Even a short, low-pressure meet and greet can make the first day feel less intimidating.

Some camps also prepare staff in advance to support diverse learners. Camp SEA Lab in Monterey, an ocean science day camp, provides staff training and support so counselors feel prepared to work with neurodivergent campers and understand strategies that help them succeed.

USE VISUAL SUPPORTS AND PRACTICE ROUTINES

Visual schedules, photos, and neurodiversity affirming social stories give children a roadmap for what to expect. Practice routines like packing a backpack, following hygiene expectations, or wearing a camp uniform at home. Gradually adjusting sleep and wake times to match camp schedules can also help your child settle into the new routine.

Predictability can make a big difference. At Earth Trek, teachers use a consistent daily rhythm while still allowing room for individual exploration and discovery. Talking through what is happening now and what will happen next helps children anticipate transitions and feel more secure throughout the day.

Similarly, Ahalya Kerrutt, Program Coordinator for Camp SEA Lab, explains that clear communication about upcoming activities and transitions can help campers feel more comfortable. Simple strategies such as announcing what activity is coming next, giving time warnings, and checking in individually with campers can support smoother transitions.

BRING COMFORT AND REGULATING TOOLS

Allow your child to bring a small comfort item if camp rules permit. Sunglasses, headphones, or fidgets can provide extra support for sensory regulation. Familiar items and predictable tools can make transitions smoother and empower your child to self-regulate when needed.

Outdoor programs can also naturally support regulation. Nature-based camps often provide opportunities for increased movement, sensory exploration, and flexible participation, which can help many children stay engaged and regulated throughout the day.

COLLABORATE WITH CAMP STAFF

Sharing information about your child’s preferences, common challenges, and successful strategies with camp staff is essential. Strong communication between families and camp staff helps everyone work together to support the child.

Kerrutt notes that understanding what motivates a camper is equally important. At Camp SEA Lab, counselors often encourage campers to engage in activities in ways that align with their interests, whether that means closely observing marine life, drawing what they see, or participating in hands-on exploration.

START GRADUALLY WHEN POSSIBLE

Partial days, orientation sessions, or shorter visits can help children acclimate without feeling rushed. Gradual exposure allows your child to build comfort and confidence before fully participating in a full-day camp experience.

Many camps also design activities to be interactive and movement-based. Hands-on exploration and short instructional periods can help keep campers engaged while allowing flexibility for different learning styles.

PREPARE FOR SOCIAL AND EMOTIONAL TRANSITIONS

Countdown calendars, conversations about daily routines, and role-playing scenarios can help children anticipate what is coming. Discussing pick-up routines or ways to transition back home can ease separation anxiety and set expectations for endings as well as beginnings.

Programs that emphasize social-emotional learning can also support positive peer relationships. At Earth Trek, teachers model inclusive communication and help campers practice respectful problem-solving so children learn how to collaborate and navigate social situations together.

With thoughtful preparation, neurodivergent children can enjoy all that summer camp has to offer. By exploring the space ahead of time, practicing routines, collaborating with staff, and providing visual and sensory support, families in the Monterey Bay area can set their child up for a positive, successful, and empowering camp experience. Summer camp does not have to feel overwhelming. It can be a place of growth, connection, and joy for every child in our vibrant local community.

A Parent’s Guide to Disability Benefits and Support Programs in Monterey County

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When a child is first diagnosed with a disability, it can feel overwhelming. Therapies, medical appointments, and related costs can add up quickly. Many families in Monterey County may not be aware of the state, county, and federal services available to them.

This guide highlights key programs and local resources that can help families get the support they need.

Supplemental Security Income (SSI)

SSI is a federal program that provides supplemental income to people with disabilities, low-income individuals, or seniors.

Who may qualify for SSI:

  • Adults or children with disabilities
  • Adults aged 65 or older

Parents and couples applying for SSI on behalf of a child may qualify with higher income limits. Non-citizens may also apply but must meet additional requirements.

📞 Call Social Security: 1-800-772-1213
🌐 ssa.gov/apply/ssi

CalFresh

CalFresh is California’s version of food stamps (EBT). It helps families buy groceries, though alcohol, tobacco, medicine, vitamins, and hot prepared food cannot be purchased.

Eligibility depends on household size, income, and certain expenses. Applicants need proof of identity, income, and expenses.

📞 Monterey County CalFresh Line: (877) 847-3663
🌐 getcalfresh.org

Medi-Cal

Medi-Cal is California’s Medicaid program, providing free or low-cost health insurance to eligible low-income individuals, people with disabilities, and seniors.

Monterey County families can apply through local Department of Social Services (DSS) offices:

  • Salinas DSS Office – 1000 S. Main St., Ste. 216, Salinas, CA 93901 – 📞 (831) 755-4650
  • Seaside DSS Office – 1281 Broadway Ave., Seaside, CA 93955 – 📞 (831) 899-8001

🌐 dhcs.ca.gov/Medi-Cal/Pages/apply.aspx

In-Home Supportive Services (IHSS)

IHSS helps Monterey County residents with disabilities or seniors stay safely in their homes by providing support with daily tasks such as meal prep, dressing, or housecleaning.

Some parents may qualify to become an Independent Provider (IP) and receive pay for caring for their child.

📞 Monterey County IHSS: (831) 755-4466
🌐 IHSS – Monterey County

Local Resources for Monterey County Families

  • Monterey County Department of Social Services
    Main Office: 1000 S. Main Street, Suite 306, Salinas, CA 93901
  • San Andreas Regional Center (SARC)
    Serving Monterey, Santa Cruz, San Benito, and Santa Clara Counties, SARC provides assessments, eligibility determination, and case management for individuals with developmental disabilities. Services include behavior intervention, respite, speech therapy, and specialized transportation.
    📞 (831) 900-3636
    🌐 sanandreasregional.org
  • Special Kids Connect (Monterey County)
    A local nonprofit that helps families of children with disabilities connect with workshops, support groups, and resources.
    🌐 specialkidsconnect.org

Final Thoughts

Navigating disability benefits and services in Monterey County can feel daunting, but you are not alone. From county-run programs like Medi-Cal and IHSS to community nonprofits such as Special Kids Connect, there are resources here to support you.

By connecting with local offices, asking questions, and leaning on these Monterey County resources, families can begin to build a safe and supportive environment for their children.

This article was written by Sam Hecox, an English student at Monterey Peninsula College. Sam is on the autism spectrum and proudly attends the College Living Experience (CLE) program in Monterey.

Monterey County School Boards Association Honors Special Kids Connect with “Excellence in Education” Award

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The Monterey County School Boards Association (MCSBA) will honor Special Kids Connect, an organization that serves families with loved ones that have disabilities, with the “Excellence in Education” award at its annual dinner and organizational meeting on Friday, April 12 at Hartnell Community College in Salinas.

Special Kids Connect was selected from a list of 35 nominees, established by Monterey County School Districts, to be honored with the “2024 Excellence in Education” award for having a transformative and significant impact on the lives of children and youth in our community. “The MCSBA was so impressed with the mission of Special Kids Connect, to connect parents who have children with developmental disabilities with community resources and empower them to become effective self-advocates for their children’s needs,” said County Superintendent of Schools Dr. Deneen Guss.  “Our school leaders are very thankful for the wide range of programs and services that Special Kids Connect provides to meet the ever-changing needs of Monterey County’s special needs community,” said Dr. Guss. 

Founded in 2007 by parents of children with developmental disabilities, Special Kids Connect raises awareness and provides support to children and their families by offering parent workshops, resource fairs, educational conferences, recreational programs and a variety of other opportunities to help parents navigate the often complex landscape of services available for children with developmental disabilities. 

School governance team members from throughout Monterey County will attend the dinner event, with Special Kids Connect Executive Director Lori Luzader accepting the award. “We are thrilled to receive this recognition from the Monterey County School Boards Association. This award is a testament to the hard work and passion of our team, the resilience of the families we serve, and the amazing children we have the privilege of supporting,” said Luzader. “Through this recognition, we hope to shine a light on the importance of full and meaningful inclusion. Our vision is to see that every child, regardless of his or her abilities, is not only fully included but is warmly welcomed into their communities and that they, and their families, are made to feel that they truly belong.”

“We are extremely grateful for the collaborative efforts of Special Kids Connect, helping to ensure that parents with special needs children are well-informed and empowered to effectively access and leverage available resources, and are warmly embraced into our community,” said MCSBA President David Gaboni. “We are proud to recognize them with this year’s Excellence in Education award.”

To learn more about Special Kids Connect

To read our article about Special Kids Connect

Children With Disabilities: Managing Things When You Have Multiple Children

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Once a child receives a diagnosis of a disability, medical and therapy appointments and supportive services are often the next steps in managing their needs and support. This can be especially challenging with multiple children while managing their schedules, activities, and individual needs. All families with multiple children have certain activities they do, whether it be sports, creative arts, or community service programs; children with disabilities are no different and do not need to be made to feel different because of special needs and support. Their activities can be normalized as after-school activities the same way as their siblings’ while at the same time teaching lessons on empathy, support, patience, and compassion.

INCORPORATING SIBLINGS TO MODEL BEHAVIORS

Growing up with a younger brother with autism, Shelby Durfee was an integral part of his sessions with his behavioral therapist. Shelby modeled behaviors, such as two-step prompts, to help teach her brother. Being a part of JR’s lessons taught her patience and empathy and about the role of caring for others within her own family and her community. This foundation led her to a career in which she became the Director of State Services at Hope Group in Phoenix, Arizona. Her parents founded the organization, which has supported hundreds of families, children, and adults, as well as provided various services to those diagnosed with developmental disabilities, including individuals with autism. Having a brother with autism was instrumental in building Shelby’s character and career path. “I always try to teach and improve the quality of life for people with autism,” Shelby explains, “but truly my life is better and has been transformed being a part of their world.”

NORMALIZE THAT SIBLINGS HAVE DIFFERENT ACTIVITIES AND INTERESTS

Children’s therapy appointments (such as occupational, speech, and physical therapy) should not be made to feel different than their siblings’ after-school activities in sports and community activities. Their siblings learn from their parents’ and caregivers’ examples, so normalizing their appointments helps them feel included and not excluded from other members of their community.

QUALITY TIME WITH SIBLINGS DURING THERAPY APPOINTMENTS

If you drop off your child at their therapy appointment and are not physically involved during the session, make that time a special time with your other child(ren). Examples include going on a nature walk, playing a favorite board game, or indulging in ice cream. If you need to spend the time completing routine errands, spice up the car ride by letting your child choose the music playlist or get their special treat at the grocery store like a Starbucks cake pop or candy bar. Put yourself in your child’s shoes for a moment and recognize that if parents are performing a boring errand, your child may see that as special one-on-one time with you, and that is important to them.

Children love feeling a sense of independence and assisting where they can, so reinforce those feelings while their brother or sister is at a therapy appointment. “I appreciate you listening and helping your siblings and me. You are patient and flexible during these appointments. I am proud of you.”

PARALLEL ACTIVITIES

Swimming and gymnastics are two activities that children of all ages can do simultaneously and are especially advantageous to those who are sensory-seeking. “The water provides proprioceptive input through compression—water has 30 times more deep pressure stimulation than air, and it provides that pressure consistently across the body, which is extremely organizing for the sensory overloaded child. Swimming offers strengthening benefits, promotes cardiovascular endurance, and provides proprioceptive, tactile, vestibular, and auditory experiences . . . and it is a sport that is, without a doubt, fun!” Swimming Tips for Sensory Kids & Reluctant Swimmers—The Inspired Treehouse. Siblings can be in group, individual, or hybrid lessons in the same pool together.

Gymnastics and martial arts are activities that siblings can both be involved in and do at their own pace. These two sports are popular and beneficial for people with ADHD, as they require focused concentration, active listening, and being aware of their body movements.

EVERYONE NEEDS ALONE TIME

Siblings squabble; there is no denying that happens to everyone. When a neurodivergent child is feeling overwhelmed, it can be difficult to process and manage for the sibling. When they do need space from each other, honor that.

One mother of two neurodivergent children shared that having their row in the car helps, and providing them headphones to be able to block out noise from the outside world and listen to music calms them down.

Children build core values and character from the lessons they learn by observing our actions, behavior, and examples. Siblings of children with disabilities can learn patience and inclusion by being involved in their brother and sister’s therapy sessions. These life lessons on patience, inclusion, kindness, and compassion are gathered from the examples we set as parents and caretakers.

Therapy and Support Resources for Children With Special Needs in Monterey County

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Once a child receives a medical diagnosis of a disability, a new chapter of parenting and advocating begins: seeking out and starting therapy programs and supportive services. Parents often encounter unexpected roadblocks: Programs are full and not taking on new clients, available appointments do not align with your schedule, there are long wait times, they are out of network, and thus, out of pocket (and often very expensive). Sometimes your child’s disability does not qualify for services with your insurance coverage, even though the therapies would benefit them.

These barriers are very difficult emotionally, financially, physically, and mentally. It’s taxing and frustrating to get your hopes up and find services that can benefit your child, just to hit a roadblock or realize it isn’t feasible in your schedule or finances. Give yourself grace without guilt and realize these answers and services may not be immediate. A mother with two young children with autism spectrum disorder describes her years-long journey of obtaining a diagnosis and parenting as “harder than I ever anticipated and expected.”

Tips on finding resources for therapies and supportive services:

DISTRICT EVALUATIONS THROUGH YOUR SCHOOL DISTRICT

The US Department of Education is responsible for enforcing the Individuals with Disabilities Education Act (IDEA) and protects the rights of every child to receive a free appropriate public education (FAPE). “The IDEA governs how states and public agencies provide early intervention, special education, and related services to more than 7.5 million (as of school year 2020–21) eligible infants, toddlers, children, and youth with disabilities. Infants and toddlers, from birth through age 2, with disabilities and their families receive early intervention services under IDEA Part C. Children and youth ages 3 through 21 receive special education and related services under IDEA Part B,” the US Department of Education explains.

Your child is entitled to an assessment for services, so reach out to your school district to book an appointment. This is the first step to see if a child should receive related services such as speech therapy, occupational therapy, accommodations 504s, and IEPs.

SAN ANDREAS REGIONAL CENTER (SARC)

San Andreas Regional Center is a community-based, private nonprofit corporation funded by the State of California to serve people with developmental disabilities and their families who reside in Monterey, San Benito, Santa Cruz, and Santa Clara counties.

They provide a plethora of services, some of which include client/parent support/behavior intervention training, day care services, durable medical equipment, home health support, and out-of-house respite services. Eligible conditions include intellectual disabilities, cerebral palsy, epilepsy, autism, and a “fifth condition” (see website for more details). To apply for services, view a detailed list of services and descriptions, and schedule an intake interview, visit sanandreasregional.org.

Figuring out what services, supports, and therapies your child needs is a challenging roller coaster of emotions, often filled with obstacles outside of our control.

Take one step at a time, one appointment at a time, and recognize those are steps forward in a long journey ahead and never underestimate the hard work you are devoting to help and advocate for your child.

Making Halloween a Treat For All

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“Say ‘Trick or Treat,’” the woman said, holding the bowl of candy back at arms’ length. The child stared up at her in silence as the woman kept the bowl out of reach adding, “I’ll give you candy after you say “Trick or Treat. “

I was taken aback when I witnessed that interaction between a business owner and a child during last October’s trick or treat event held in a peninsula town. While we may have been taught to say “Trick or Treat” in exchange for candy, it’s one of several Halloween traditions that is outdated. It’s time to make Halloween more inclusive for all children, especially those with disabilities, sensory needs, and dietary restrictions and preferences.

SENSORY NEEDS

Whether a child is diagnosed with Sensory Processing Disorder or has an aversion to certain clothes, sounds, or sights, some children may feel uncomfortable with Halloween costumes and decorations. Children often like to choose their clothing because it is one of the first ways to exert independence and control. Sometimes, that includes not wanting to wear a traditional Halloween costume, and while that may feel disappointing to the parent, it’s not for us to judge what someone wears while Trick or Treating (or if someone is deemed “too old” to Trick or Treat). Children’s costumes should reflect what they want to be, not a means to entertain adults on Halloween. If your child doesn’t want to wear a costume, they shouldn’t be excluded from trick or treating. Offer a pumpkin or other fall-themed tshirt if you’d like but let it be their choice.

Not everyone likes to be scared on Halloween or visit haunted houses. Loud and unexpected sounds and items jumping out to scare people can be frightening for many people, especially children with sensory issues. If you have scary decorations or loud noises as part of the trick or treat experience at your home, warn people before they reach the entrance so they have time to turn back.

ACCESSIBILITY

If the entrance to your home has stairs and is not ADA-compliant, consider setting up a table and chairs in the driveway for easy access. Even if the child is non-disabled, their parent or caretaker may not be, making it harder for all to participate (especially when the children are young). Well-lit walkways are important for not only safety but also comfort.

Another idea is to have a block party with your neighbors where you can spend time together, and it can be a “one-stop shop” for those with mobility issues or if a child is overstimulated traveling to many houses.

DIETARY NEEDS

Consider offering options for children who have allergies, dietary restrictions, or preferences. Seek “plant-based” candy such as Trader Joe’s oat chocolate bars and vegan options such as Dum Dums and Sour Patches. Large candy conglomerates, including Hershey’s, are creating vegan options, such as Reese’s vegan peanut butter cups. See our list of candy alternatives to give you ideas on what you can offer for those who have dietary restrictions or would prefer a non-candy treat.

Children with disabilities want to be like their peers and not stand out as different. We shouldn’t have to give them a blue Halloween bucket so adults can have a visual warning that the child has autism. Adults should be able to be patient and treat all children the same. If a child is nonverbal, say “Happy Halloween” and give the child the candy. If a child is shy, say “Happy Halloween” and provide the child the candy. If a child is not dressed in a Halloween costume, say “Happy Halloween” and give the child the candy. It’s really that simple.

As adults, we teach our children to be adaptable and flexible. We need to do the same and break some of these unrealistic Halloween habits and traditions and to create a more inclusive holiday for all children.

Parenting OC