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transition

¡Esto es para tí, Christopher!

May 29, 2020 by Molly Williamson

Por Whitnie Trost

Bueno, soy una madre de 6 niños, 5 niños y una niña. Hace 30 años, comencé mi viaje de ser madre y seguí adelante. Vengo de una gran familia y mi esposo también, así que cuando encuentras algo en lo que eres bueno, lo haces, fortaleciendo tus talentos y todo eso. Cuando tuve a mi hijo menor, Christopher, a la edad de 34 años, tenía una casa llena y hubo muchos días en que pensé que mi vida era un día interminable. A menudo no podía recordar qué día era. Si no fuera porque mis otros hijos iban a la escuela y tenían un horario, los pantalones y el maquillaje probablemente habrían sido una opción de la que hubiese optado no usar. Realmente me encantó ser madre y estaba totalmente acostumbrada y muy buena con el caos, pero no voy a mentir, hubo días en que pensé en pisar Cheerios y puré de manzana y ser mediador entre mi hijo de 14 años y mi hijo de 5 años por los juegos de Nintendo me iba a ayudar. A menudo me preguntaba si mi algún día sería más glamorosa de lo que era en ese momento.

Increíblemente pasó el tiempo y sobreviví cada día. Mi hijo mayor comenzó la escuela secundaria, luego el siguiente y luego el siguiente. Mientras esto sucedía, mi hijo Christopher, que tiene síndrome de Down y autismo, avanzaba en la escuela. Trabajamos muy duro para conseguir apoyo para que él tuviera éxito y fuera incluido en la escuela y obtuviera el apoyo adecuado para poder experimentar la carrera escolar más adecuada, aprender a ser un niño y luego un adolescente al estar con otros niños y adolescentes. A veces fue un proceso largo, estresante e incluso doloroso, pero, admitámoslo, he criado a un millón de niños. Soy buena con procesos largos, pesados ​​y a menudo molestos.

Christopher caminó con decisión en la escuela secundaria y lo llevó a la preparatoria. Esto no fue sin intentos y frustraciones, sino con una comunicación constante con la escuela y un equipo que probablemente aprendió a escuchar y actuar porque yo era una madre colaborativa y que compartía muchas ideas y también una madre leona.

Christopher lo logró, teniendo muchos de los mismos maestros que todos mis otros hijos tuvieron cuando fueron a la misma escuela e hizo algunas muy buenas amistades y relaciones que han moldeado su independencia y propósito en la vida. Poder asistir a todas las clases a las que también asistieron sus amigos del vecindario y de la iglesia lo ayudó a trabajar duro y no solo a recibir, sino también a obtener y ganar su Diploma Extendido.

Boy smiling wearing checkered shirt, tie, and glasses outside on a basketball court

Sabíamos cuando nació que era único. Sabíamos que iba a tener que ser más fuerte y más decidido que nadie para tener éxito, y sabíamos que nos haría, como familia, mejores personas de las que hubiéramos sido por nuestra cuenta. Sin embargo, creo que no estábamos preparados para darnos cuenta de que Chris sería más divertido que todos nosotros, más inteligente de muchas maneras que todos nosotros, más fuerte y más decidido que todos nosotros, sin miedo a decirnos las cosas que no tienen sentido, no tiene miedo de mostrar amor, compasión y amistad con un simple choque de puños, dame cinco (high five) y un suave toque en la frente para mostrar que, aunque su rostro y sus gestos no lo demuestren, te ama y aprecia profundamente y genuinamente hasta el fondo de su corazón.

Christopher, estamos muy orgullosos de ti. Felicitaciones, y aquí vamos por un futuro ambicioso, emocionante y enriquecedor y otros 18 grandes años. ¡Te amamos!

Filed Under: Blog en Español Tagged With: autism, blogs, dignity of risk, Dream Big Dreams, graduation, inclusion, personal story, transition, whole life

Here’s to you, Christopher!

May 29, 2020 by Molly Williamson

By Whitnie Trost

So I am a mom of 6 kids- 5 boys and one girl. 30 years ago, I began my journey of being a mom and just kept going. I come from a big family and so does my husband, so when you find something you are good at, you go with it, strengthening your talents and all that. When I had my youngest son, Christopher, at the age of 34,  I had a house-full and there were many days when I thought my life was one never ending day. I often could not remember what day it was.  If it weren’t for my other kids going to school and having a schedule, pants and make up probably would have been an option I opted out of. I truly loved being a mom and I was totally used to, and really good at, chaos, but I am not going to lie, there were days when I thought stepping on Cheerios and squished applesauce, and being a mediator between my 14 year old and my 5 year old over Nintendo games was going to do me in.  I often wondered if my life would ever be more glamorous than what it was at that time.

Amazingly time went on and I survived each crazy day, and my oldest started high school, then my next one and then the next.  As this was going on my son Christopher, who experiences Down syndrome and Autism, was advancing in school.  We worked so hard to get him support in being successful and included in school and getting the right support in place to be able to experience the most appropriate school career, learning to be a kid and then a teenager by being with other kids and teenagers.  This was sometimes a long, stressful and even painful process, but, let’s face it, I have raised a million kids.  I am good with long, taxing and often annoying processes.

Christopher hit his stride in middle school and carried that stride on into high school.  This was not without trials,  and frustrations, but with constant communication with the school and a team that probably learned to just listen and do because I was a collaborative, brainstorming tiger mom.

Christopher made it through, having a ton of the same teachers all my other kids had when they went there and he made some really great friendships and relationships that have shaped his independence and purpose in life. Being able to attend all the classes that his friends from the neighborhood and church also attended helped him to work hard and not only receive but earn and achieve his Extended Diploma.

Boy smiling wearing checkered shirt, tie, and glasses outside on a basketball court

We knew when he was born that he was unique. We knew he was going to have to be stronger and more determined than anyone else to succeed, and we knew he would make us, as a family, better people than we ever would have been on our own. I think we were unprepared though, to realize that Chris would be funnier than all of us, smarter in so many ways than all of us, stronger and more determined than all of us, not afraid to call you out on things that don’t make sense, not afraid to show love, compassion and friendship with a simple fist bump, high five, and a gentle forehead touch to show that even though his face and mannerisms may not show it, he deeply and genuinely loves and appreciates you to his core.

Christopher we are so proud of you! Congratulations, and here’s to an ambitious, exciting and empowering future and another 18 great years. We love you bud!

Filed Under: General Tagged With: autism, blogs, determination, dignity of risk, diploma, down syndrome, Dream Big Dreams, graduation, high school, personal story, Supports, transition, whole life

¿Pensando en la Universidad? ¡Piense en el Programa de Estudios de Carrera y Comunidad (CCS) de la Universidad de Portland!

December 27, 2019 by Molly Williamson

Al pensar en prepararse para la edad adulta cuando su hijo/a se acerca al termino de la escuela secundaria, piense en el Programa de Estudios de Carrera y Comunidad de la Universidad Estatal de Portland (PSU) que ofrece un programa inclusivo de cuatro años una experiencia universitaria que fomenta el empleo, las habilidades de vida diaria independiente y la autodeterminación.

Aprenda más sobre el programa y lo que los estudiantes y padres que actualmente están en este programa tienen que decir:

Three young men stand side by side and smile for the camera in front of Portland State University
Massoud (centro) se junta con sus amigos, Sawyer (izquierda) y Cole (derecha).

El estudiante universitario Massoud Beardsley es un estudiante de segundo año del programa de Estudios de Carrera y Comunidad en la Universidad Estatal de Portland. Junto con otros estudiantes de PSU, Massoud ha completado cursos como Salud, Felicidad y Derechos Humanos; Escritura creativa; Cultura popular; e Introducción a la actuación. Massoud también trabaja medio tiempo en el Centro de Recreación de PSU junto con otros estudiantes de esta misma universidad. Le encanta el béisbol y pertenece al Club de Béisbol de PSU, que compite con equipos de otras universidades del noroeste. En su tiempo libre, sale con amigos y ellos disfrutan de una variedad de actividades dentro y fuera del campus.

Actualmente, hay 20 estudiantes universitarios en el programa CCS. El primer grupo de cinco estudiantes se graduará este año, recibirá sus certificados y participará en la ceremonia de graduación.

Empleo. La facultad y el personal de CCS han apoyado a cada estudiante para obtener un empleo pagado competitivo e inclusivo dentro de su primer año del programa. Los estudiantes reciben ayuda de trabajo individualizado y entrenamiento laboral. Los estudiantes trabajan junto con otros estudiantes de PSU en trabajos como en el jardín infantil del campus, en mantenimiento de jardines e instalaciones, en el Centro de Recreación, el Pabellón Vikings, la librería y la biblioteca. Algunos estudiantes también trabajan con empleadores fuera del campus, como por ejemplo Target, Smith Tea, Moda Center y Northwest Disability Support. Durante su tercer y cuarto año, los estudiantes de CCS se enfocan en conseguir un empleo antes de graduarse, en un trabajo centrado en su carrera que coincida con lo que les gusta e interese y que sea fuera de PSU.

Cursos Académicos. Cada estudiante cuenta con el apoyo del personal de CCS, consejeros académicos (que son estudiantes graduados en educación), el Centro de recursos para estudiantes con discapacidad de PSU y la facultad, para poder completar cursos académicos con otros estudiantes de PSU. El alumno selecciona estos cursos académicos de acuerdo a sus intereses y objetivos profesionales. Los estudiantes de CCS completan uno o más cursos en estudios universitarios junto con otros estudiantes de PSU tales como Portland; Inmigración, Migración y Pertenecer; Familia y sociedad; y otros. Los estudiantes también seleccionan una variedad de cursos ofrecidos por otros departamentos de PSU, tales como discurso público, introducción a la actuación, e introducción a los estudios de niños y familias. Además, los estudiantes disfrutan de clases como baile de salsa, entrenamiento con pesas y coro universitario.

Vida independiente. Los estudiantes de CCS aprenden habilidades de vida independiente mientras recorren el campus, manejan sus horarios personales y usan el correo electrónico y los mensajes de texto para comunicarse. Como Maddy Schumacher, una estudiante de tercer año de CCS, que describió sus actividades durante un período: “Tomé Inmigración, Migración y Pertenecer, ¡trabajé en el Centro de Recreación de PSU! … Me preparé para las reuniones y la clase y el trabajo y [llegué a mis citas] a tiempo”

Actividades de la vida en el campus. CCS alienta a los estudiantes a involucrarse en la vida del campus, incluidas las actividades sociales, deportivas, recreativas y de servicio voluntario. Cada estudiante de CCS puede elegir tener un “compañero navegador”, un estudiante de PSU que se une al estudiante de CCS para explorar y participar en las actividades del campus. Así es como Maddy describió algunas de las actividades de su vida en el campus: “Salgo con [mi compañero de navegación] y almuerzo y juego juegos con [amigos]. ¡Fui a caminar en la nieve y hacer kayak en los viajes al aire libre de PSU!”

Asya Beardsley, madre del estudiante de segundo año de CCS Massoud Beardsley, describió las actividades de Massoud con su compañero de navegación, “Massoud y su compañero de navegación se ofrecieron como voluntarios en el banco de alimentos, fueron a hacerse masajes … fueron a los juegos de baloncesto de PSU, fueron a un Juego de los Pioners … han ido a hacer yoga … Ellos no siempre terminan haciendo las mismas cosas. Ellos tienen la intención de hacer algo realmente divertido y diferente, algo que a ella le gustaría o algo que a él le gustaría hacer”.

Resultados. Los padres han observado resultados positivos para sus hijos e hijas que están participando en CCS. Conrad Schumacher, el padre de Maddy, explicó: “Casi todos los que ven a Madeliene dicen:” Dios mío, ¿qué ha sucedido? “. El crecimiento que ha logrado es fantástico. Puedo ver esto como … padre …, pero cuando veo viejos amigos que no la han visto por un tiempo o mi madre que la ve de vez en cuando, ellos notan más estos grandes avances …, este es un signo de altas expectativas: ese tipo de expectativas altas y razonables [del Programa CCS de PSU] y ella realmente está respondiendo a estas … Este es un crecimiento constante en todos los sentidos, pero especialmente en su habilidad para navegar las complejidades del mundo “.

La madre de Rachel, Ann Esteve, resaltó que: “… esto no ha sido solo un experimento, ha sido una verdadera experiencia universitaria. En el pasado pensábamos en que tal vez asistiera al community college o tomara algunas clases, así es que en realidad es totalmente increíble que ella esté aquí en PSU “

Orientación para nuevos estudiantes de CCS. En presentaciones recientes, dos estudiantes del último año de CCS, que se graduarán en 2020, dieron consejos para los estudiantes que están comenzando en el programa de CCS.

Will Larson comentó: “Mi consejo para un estudiante de primer año es que no te rindas. La Universidad puede ser difícil a veces, pero todos somos inteligentes, y tú puedes hacer cualquier cosa que te propongas. Si algo es difícil de hacer puedes pedir apoyo a los maestros y mentores, pero lo más importante es que el Programa CCS siempre puede ayudarte “.

Rachel Esteve exclamó,  “Mi consejo para tí es que seas tú mismo. Y que te diviertas siéndolo.”

 

CCS está aceptando aplicaciones para el Otoño del 2020!

¿No estás listo/a para aplicar? Puedes aprender más acerca de este programa asistiendo a una de las próximas NOCHES DE INFORMACIÓN!

 

Filed Under: Blog en Español Tagged With: Adulthood, advocacy, Assistive technology, Belonging, Building Community, Campus life, Career, College, Community, Community Building, Community college, competitive wages, dignity of risk, disability, Disability resource center, Dream Big Dreams, Employment, inclusion, Independent living, Job, Jobs, Outcomes, parents, Portland State, PSU, think college, transition, whole life, Work

Thinking about College? Think Portland State University’s Career & Community Studies!

December 11, 2019 by Molly Williamson

In thinking about preparing for adulthood as your child nears the end of high school, Portland State University’s Career and Community Studies program provides an inclusive, four-year college experience that fosters meaningful employment, independent living skills and self determination.

Learn more about the program, and what current students and parents have to say:

Three young men stand side by side and smile for the camera in front of Portland State University
Massoud (center) hangs out with friends, Sawyer (left) and Cole (right).

College student Massoud Beardsley is a sophomore in Career and Community Studies at Portland State University. Side-by-side with other PSU students, Massoud has completed courses such as Health, Happiness and Human Rights; Creative Writing; Popular Culture; and Introduction to Acting. Massoud also works part-time at the PSU Recreation Center along with other PSU students. He loves baseball and belongs to the PSU Baseball Club, competing with teams from other NW colleges. In his spare time, he hangs out with friends, and they enjoy a variety of activities on and off campus. 

Currently, there are 20 college students in the CCS program. The first group of five students will graduate this year, receiving their certificates and participating in commencement. 

Employment. The CCS faculty and staff have supported every student to gain inclusive competitive wage employment  within their first year of the program. Students receive individualized job development and job coaching. Students work alongside other PSU students in jobs such as campus child care, groundskeeping and facilities maintenance, the Recreation Center, the Vikings Pavilion, the bookstore, and the library. Some students also work for off-campus employers, such as Target, Smith Tea, Moda Center, and Northwest Disability Support. During their third and fourth years, CCS students focus on achieving employment prior to graduation in a career-focused job that matches their interests, outside of PSU. 

Academic Courses. Every student is supported by the CCS staff, academic coaches (who are graduate students in education), the PSU Disability Resource Center, and the faculty, to complete academic courses with other PSU students. These academic courses are selected by the student, based upon their interests and career goals.  CCS students complete one or more courses in University Studies along with other PSU students, such as Portland; Immigration, Migration and Belonging; Families and Society; and others. Students have also selected courses offered by a variety of other PSU departments, such as Public Speaking, Introduction to Acting, and Introduction to Child and Family Studies. Additionally, students enjoy classes such as Salsa Dancing, Weight Training, and University Choir. 

Independent Living. CCS students learn independent living skills as they navigate the campus, manage their individual schedules, and use email and text messaging to communicate. As Maddy Schumacher, a CCS junior, described her activities for one term, “I took Immigration, Migration, and Belonging,..I worked at the PSU Rec Center! …I prepared for meetings and class and work and [got to my appointments] on time.”

Campus Life Activities. CCS encourages students to become involved in campus life, including social, athletic, recreational and volunteer service activities. Each CCS student can choose to have a “peer navigator”, a PSU student who joins the CCS student in exploring and engaging in campus activities. Here is how Maddy outlined some of her campus life activities, “I hang out with [my peer navigator] and eat lunch and play games with [friends]. I went snowshoeing and kayaking with PSU Outdoor trips!” 

Asya Beardsley, mother of CCS sophomore Massoud Beardsley, described his activities with his peer navigator, “Massoud and his peer navigator have volunteered at the food bank together, they got massages together…they’ve gone to PSU basketball games, they went to a Trailblazers game… they’ve gone to yoga…They don’t end up always doing the same thing. They’ve really intended to do something really fun and different, something she would like or something he would like.” 

Outcomes. Parents have observed positive outcomes for their sons and daughters who are participating in CCS. Conrad Schumacher, Maddy’s father, explained, “Almost everyone that sees Madeliene says, ‘Oh my gosh, what has happened?’ The growth that she’s made is just phenomenal. I can see this as a…father…, but when I see old friends that haven’t seen her for a while or my mom who sees her every once in a while, [they see] these great strides…, that’s that sign of high expectations – that sort of high, reasonable expectations [of the PSU CCS Program] and she is really responding to those…This constant growth in really all ways, but especially in her ability to sort of navigate the complexities of the world.” 

Rachel’s mother, Ann Esteve, remarked, “…it hasn’t just been an experiment, it’s been a genuine college experience. In the past we thought maybe community college or some classes, and it’s kind of a mind-blower that she’s here at PSU.” 

Advice for new CCS students. In recent presentations, two CCS seniors, who will graduate in 2020, gave advice for beginning CCS students.

Will Larson remarked, “My advice to a first year student is don’t give up. College might be difficult at times but we are all smart, you can do anything you put your mind to it. If something’s hard use support like teachers and mentors, but more importantly the CCS Program always can help.”

Rachel Esteve exclaimed,  “My advice for you is to be yourself. And have fun with it.” 

 

CCS is accepting applications now for fall 2020!

Not ready to apply? You can learn more by attending an upcoming INFO NIGHT!

 

Filed Under: General Tagged With: Academics, Adulthood, advocacy, Assistive technology, Belonging, Building Community, Campus life, Career, College, Community, Community Building, Community college, competitive wages, dignity of risk, disability, Disability resource center, Dream Big Dreams, Employment, inclusion, Independent living, Job, Outcomes, parents, Portland State, PSU, think college, transition, whole life, Work

Transition Tips from FACT Oregon Staff

April 18, 2016 by christyreese

April 18, 2016

Is your child transitioning into Kindergarten in the fall? Or perhaps middle school? What about high school or (gulp) adulthood?

Every single one of FACT Oregon’s staff are a parent of children and adults who experience disability. With that in mind, we thought we would share a few things staff found worked for them in those stages of transition, or what you should do now to prepare for the fall.

Kindergarten:

Emily: Our transition to Kindergarten was interesting, as we moved to a new state the summer between ECSE and Kindergarten. My only tips would be to start early, communicate with the school often, and know there will be bumps in the road!
Anne: I made sure that staff training (by me) was written into the IEP, so I had a chance to sit down and train the school SLP, the para-educator, and the classroom teacher on my son’s speech device before the year started. School personnel may have lots of expertise, but they will not have expertise on your child or their pre-existing equipment. It’s good to recognize the areas where you are the expert, and figure out specific ways to impart that information to the school team.
Nicole: I was extremely nervous about my son’s transition to kindergarten. Looking back, when we chose a classroom for him, I feel like I went into it more worried about my emotional mama heart than really listening to what my son wanted. I was focused more on his medical fragility instead of what would EMPOWER him! That’s why it’s so important to have a solid person-center plan BEFORE your child goes into kindergarten. It’s never too early to have them start advocating their own north star! Also, talk to other families who have already gone through this transition – they are the best resources!

Middle School:

Whitney: This is kind of advocacy 101, but when we transitioned from elementary to middle school, even though I liked the IEP that we were heading in with, I made an appointment with the Learning specialist who was going to be working with my son to introduce myself.  I had a 45-minute appointment, so I came with basic questions (not IEP-related) all typed up and ready to ask. (I think I may have emailed them to him before so that we could get the most accomplished at our meeting as possible.)

The great thing about it was that he got to know who I was, and it put a face to the “crazy,” I mean, the mom.  It really helped in developing that relationship right off the bat. I even brought in lunch because we met at lunch time (but that is not really necessary – I just really like food!). We are now transitioning into high school, and I plan to do the same.

Christy: My son is transitioning to 6th grade next year!  Yikes… It’s so easy to freak myself out about it! A few of the things we have done or are planning to do:

  • Visit the new school before school is out… More than once!  Fifth graders have a scheduled visit, so we are going to go before and after that visit.
  • At our annual IEP meeting, we planned to get together again in June to set up the schedule and services.
  • We shared his one-page profile with the new special education teacher and middle school director, and still plan to meet the principal.
  • We are adding an accommodation to his IEP that he tours the school again in August and can meet his teachers.
  • My biggest tip: hold on to your vision for the future, and remember to breathe!

High School

Loreta: My son returned to public school after 7 years of being homeschooled, so I didn’t know what to expect to happen in the transition. What was crystal clear to me, however, was that I was going to listen to HIM and what HE wanted from school, and make that a priority for his IEP team. Creating his person-centered plan with our county caseworker also helped me identify areas of strength and possible future employment. This, together with my son’s lead, are the backbone of his high school adventure, and it’s been nothing short of stellar.

Lastly, because my son relies on a letterboard to communicate, I would recommend these tips for parents from Ido in Autismland. They are so spot-on! Our school had never experienced a student who used a letterboard to communicate, but they were very open to it. I’m happy to say that a number of teachers and students wanted to learn how to use a letterboard, and are now engaging my son in natural, peer-to-peer conversations. I feel like we’re creating a “new normal.”

Karen: In preparing for the transition to adulthood, start early. (Although it’s never too late to start either!) In late middle school and early high school, be thinking about what adulthood looks like for your child. What is your vision for their future?

Have conversations with your child about what their hopes and dreams are. Ask lots of questions: What do they want to do after high school? Do they want to go to college? Do they want to volunteer? Do they want to have a job, and if so, what kind of job? What are their skills and interests? Do they want to live on their own – at what age? Do they want a pet? With a roommate? Do they want to get married?

Create a person-centered plan that focuses on these topics for adulthood: employment, social, recreation, living arrangements, housing, etc. Build an action plan towards those steps, and incorporate them into the IEP and transition goals.

Utilize the transition specialist at your high school. Start educating yourself on what happens when your child turns 18.

Go to trainings or read up online about SSI [Supplemental Security Income] which your child can become eligible for when turning 18.  If not already in DD [Developmental Disabilities] services and if your child is eligible, start the application process prior to turning 18. The case manager of DD services will become your go-to person for information regarding adulthood and services.

Explore and understand VR [Vocational Rehabilitation] services that will help your child to find employment.

Talk with a parent who has a child a few years older than yours – most  helpful!

And my biggest tip – don’t ever lose hold of your vision for your soon-to-be adult child, or allow anyone to discourage you from it.

Filed Under: General Tagged With: transition

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