Gator Blog

Historically, individuals with intellectual disabilities had a shortened lifespan. However, as opportunities for improved healthcare, better education and increased community engagement are more evident, adults with intellectual disabilities are thriving well into middle and older adulthood.

Understanding the aging process is essential to ensuring that every adult—regardless of ability—can enjoy dignity, purpose, and quality of life throughout all stages of adulthood.

The expectation for an increased lifespan, especially with the possibility of individuals living beyond their parents and other family members, has led us to explore how aging affects individuals with intellectual disabilities, the supports they will need and how to prepare for healthy and meaningful aging.

Part 1: How Aging Affects Adults With Intellectual Disabilities

Adults with intellectual disabilities experience the same aging processes as everyone else, but some age earlier or differently depending on their diagnosis, health history, and level of independence.

1. Earlier Onset of Aging

Many adults with ID, especially those with Down syndrome, may show signs of aging earlier. This can include:

• Fatigue
• Joint pain
• Mobility changes
• Decreased stamina
• Memory or cognitive shifts

Early awareness allows families and caregivers to respond proactively.

2. Health Conditions to Monitor

Common aging-related health needs may include:

• Thyroid issues
• Hearing or vision loss
• Arthritis
• Heart and respiratory concerns
• Dementia or Alzheimer’s-like symptoms (particularly for adults with Down syndrome)

Regular screenings and proactive healthcare are essential.

3. Changing Support Needs

An adult who was highly independent at 30 may need more guidance at 50. Support in areas like transportation, personal care, medication management, and social participation may gradually increase.

4. Emotional and Social Changes

Retirement, loss of parents or caregivers, and changes in daily routine can impact emotional well-being. Adults with ID may need:

• Predictable structure
• Social opportunities
• Purpose-driven activities
• Grief support when needed
• Continued learning opportunities

Join us on Saturday, February 28, 2026 for the “Growing Old Gracefully with Intellectual Disabilities: Physical, Emotional, Behavioral and Neurological Considerations,” a conference for families and caregivers. For more information and to register, use the following link: https://lp.constantcontactpages.com/ev/reg/y7mj598/lp/8fd02da1-96cb-4207-a07a-31044673a585

The first days of family applications for the Texas Education Freedom Accounts program demonstrated that Texans are excited about school choice! Kelly Hancock, the Texas Comptroller, shared a breakdown of students who applied on the first day and had verified information.

• 80.3% indicated they plan to attend a participating private school next year.
• 19.7% said they plan to choose another option, such as homeschooling
• 34% have household incomes below 200 percent of the federal poverty level ($66,000 for a family of four).
• 38% have household incomes between 200% and 500% of the federal poverty level ($165,000 for a family of four).'

Nearly three in four have been placed in one of the three top priority groups established by Senate Bill 2:

• 10% have been placed in the top priority tier for students with disabilities and household incomes below 500% of the federal poverty level.
• 29% have been placed in the second priority tier for students with household incomes below 200% of the federal poverty level.
• 33% have been placed in the third priority tier for students with household incomes between 200% and 500% of the federal poverty level.

Texas has budgeted $1 billion to fund the 2026-2027 school year of the program. Eligible families will receive approximately $10,474 per student for private school tuition and other educational expenses, with higher amounts for students with disabilities. The funds may be used for a variety of approved education expenses, including private school tuition, homeschooling, tutoring and other qualifying educational services.

If you have any interest in the TEFA program, do not be deterred by the number of applicants! And, remember that the program is not on a first-come, first-serve basis. If more students apply by the end of the enrollment period on March 17 than funding allows, a lottery will be held, with eligible families prioritized as required by law. Students with disabilities are at the top of the prioritization list. Future funding from the state legislature will be determined by applicants. Therefore, it is vital that every family apply if interested.

Families may apply any time between now and March 17.

Green Oaks Education and Support, a Christian educational program for individuals with intellectual disabilities is an approved school for the TEFA program. We are working with our current families, potential families and even families who are looking for a different option to assist with the application process. Please reach out to Jasmine Danielson (jasminedanielson@greenoaksschool.org) if you would like more information about Green Oaks Education and Support or if we can assist your family.

Outschool.org is hosting free family information events across Texas about the Texas Education Freedom Account (TEFA) program. Families will learn what TEFA is, who may be eligible and how to apply, as well as how funds can be used toward different education options. The two-hour event will include a meal, kid-friendly activities and live performances. Each event has limited capacity – pre-registration is encouraged. If interested, click the location link below to pre-register and to find more information on each event.

McAllen
McAllen Convention Center 
700 Convention Blvd, McAllen, TX 78501
Feb. 7 | 11 a.m. - 1 p.m.

Lubbock 
Science Spectrum 
2579 S. Loop 289, Lubbock, TX 79423 
Feb.14 | 11 a.m. - 1 p.m.

Houston
Freed Community Center 
6818 Shadyvilla Ln Houston, Texas 77055
Feb. 21 | 11 a.m. - 1 p.m. 
Tyler 
Discovery Science Place 
308 N. Broadway Ave., Tyler TX 75702
Feb. 27 | 6 - 9 p.m.

School Choice Means the Freedom to Find the Right Fit - And for Many Families, That Fit Is Green Oaks.

Every child learns differently. School choice is rooted in that simple truth. More families in Texas will now have the freedom to choose the educational environment that is the best fit for their children.

For children with intellectual disabilities, that freedom is especially important. A one-size-fits-all system cannot meet every learner’s needs. Best-fit education matters.

That’s where Green Oaks Education and Support comes in.

School Choice Is About Access, Not Advantage

School choice is not about taking away options - it’s about expanding them.

Strong public schools matter. But so do specialized programs, faith-based schools, and alternative models designed for learners who need something different.

Why Families Choose Green Oaks When Given the Choice

When families are empowered to choose, they consistently look for:
✔ safety
✔ belonging
✔ individualized support
✔ skilled educators
✔ preparation for the future
✔ alignment with family values

Green Oaks meets those needs.

Faith-Based, Values-Aligned Education

For families seeking a Christ-centered environment, Green Oaks offers:

✔a faith-based approach
✔recognition of each student’s God-given dignity
✔spiritual growth alongside academic and life-skills development
✔School choice ensures families are not forced to separate values from education.

Focus on Independence and Adult Life

Choice matters not just for today, but for the future.

Green Oaks prioritizes:

✔functional living skills
✔social communication
✔self-advocacy
✔vocational exploration and job readiness
Families value that Green Oaks prepares students for meaningful adult lives, not just academic benchmarks.

Instruction That Works

Green Oaks uses proven, accessible strategies such as:

✔visual learning models
✔sight-word-based reading instruction
✔functional math and literacy
✔hands-on, experiential learning
✔repetition and pattern recognition
These methods are not add-ons, they are foundational.

Strong Family Partnership

Families are not just informed- they are partners. Green Oaks values:

✔open communication
✔collaboration
✔shared goal-setting
✔caregiver support and education
Parents often say Green Oaks is the first place where they truly felt understood and supported.

A Community Where Students Belong

Perhaps most importantly, Green Oaks is a place where students belong.

They build friendships.
They are celebrated.
They are encouraged.
They are known.

Students are not compared to others- they are supported to become the best version of themselves.

The Right Fit Makes All the Difference

The best education is not about the closest school, the largest program, or the most familiar system. It’s about fit.

Green Oaks is the best-fit option because it meets students with intellectual disabilities exactly where they are- and walks with them toward a future filled with growth, independence, faith, and purpose.

School Choice: Every Family Deserves Options

Strong public schools matter. High-quality charter schools matter. Exemplary private and faith-based schools matter. Microschools, homeschools, hybrids; they all matter. Together, they create a landscape where every family can find the right fit. Educational pluralism, an internationally recognized model in which the government funds diverse educational options, has many benefits. 

Ultimately, the best school is the one where your child learns, thrives, and feels valued. And every child deserves access to that school.

Many people can agree that a one-size-fits-all educational system has significant deficits for a large percentage of students. However, there are many who are seriously resistant to major changes in the American educational landscape. From where does this resistance come? Politics? Fear of the unknown?

How does this apply to learners with intellectual or developmental disabilities? Is an educational environment designed specifically for students with disabilities right for my child? What about the Least Restrictive Environment and Inclusion?

According to the United States Department of Education website, the Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities and ensures special education and related services to those children. In this law, Congress states that disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.

Provisions are made for serving children in the ‘Least Restrictive Environment’ with nondisabled peers to the maximum extent possible. Both families and educators refer to this as ‘inclusion’.

Inclusion is Valuable, But Not Always Best for Every Child or Every Situation

• Why inclusion matters: Being with peers, learning in natural settings, and accessing the same opportunities can help children feel valued and develop social and academic skills.
• Why inclusion isn’t always the best fit: Some children may learn better in smaller, more structured environments, or with specialized instruction that’s not possible in a general classroom. A child may feel more socially connected with peers who have similar skills and interests. Forcing inclusion without support can lead to frustration, isolation, or unmet needs.
• School vs. Community: Opportunities for developing relationships with nondisabled peers can happen anywhere, not just in classroom settings. Consider seeking peers in recreational sports, church, parks and other settings where you can support your child in this area.
• The Mascot: In some classrooms and schools, a student with a disability may get lots of attention just for being there. This attention can be disproportionate because of the disability and feel really good for the individual with the disability. Relationships can be surface level or based on social media attention. Feel good stories are reported on the news, but are there long-lasting, deep relationships?

Best Fit Approach

• Start with the child. Look at strengths, needs, interests, and comfort level.
• Ask: Where can this child learn, grow, and feel safe with the most success?
• Will the child benefit from specialized curriculum and techniques not offered in a traditional classroom?
• Flexibility is key. The “best fit” may change as the child grows and develops new skills.
• Where can the child have opportunities for building relationships with neurotypical children?

Inclusion in a classroom setting is an option, but not a mandate. Every child deserves the environment where they are supported, challenged, and loved. The goal isn’t the placement, as restated from IDEA, “Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.” Families need to seek the educational options where their child can learn and develop to become the best they can be.

Why “Best Fit” Matters

• Reduces frustration and stress for the child.
• Builds confidence through achievable success.
• Creates space for genuine friendships and joy.
• Prioritizes the child’s growth and well-being over placement labels.

Is Green Oaks School your child’s best-fit educational option?

Children with developmental or intellectual disabilities do not thrive in one-size-fits-all environments. They flourish in places designed around who they are, how they learn, and who they are becoming. Green Oaks Education and Support was created specifically to meet those needs—and that is why it is a best-fit educational option for children and adults with intellectual disabilities.
 

Green Oaks is not a general education program trying to “make accommodations.” It is a purpose-built educational community designed for individuals with intellectual disabilities. Instruction, pacing, expectations, and supports are all intentionally aligned to how students with intellectual disabilities learn best-ensuring progress, confidence, and meaningful growth.

Make plans now to learn more about Green Oaks School in one of our upcoming information meetings. And, keep an eye out for Part Two of this series where we will delve deeper into why so many families consider Green Oaks to be the best fit for their child!
 

Holidays & Boundaries

Throughout my time working with individuals who have intellectual or developmental disabilities, I have encountered uncomfortable and even potentially dangerous social situations. Most often these situations have to do with the lack of intentionally teaching about boundaries! 

Recently, a 30 year old man with Down syndrome had the opportunity to engage with a group of adolescent teen girls who were volunteering at an event he was attending. One of the girls caught his eye. He wanted a hug and selfie with the girl. She appeared uncomfortable with denying this but also was not sure about the request. Staff who work with the man saw and heard him sharing the photo with others as he stated that the pair were in love and going to be married. The staff used the opportunity to discuss boundaries, expectations and legal considerations. 

A precious young girl with a developmental disability was encouraged to hug most people she met. She enjoyed the positive reinforcement she received from the physical touches. As she became an adolescent, she began to develop a different interest in teen boys and young men and the hugs became problematic. In addition, rather than learning hugs were not mandatory, she believed physical touch was something everyone shared in every situation. 

When I encounter people with disabilities, I frequently redirect physical affection. I believe this is a teachable moment. Rather than allowing a hug from someone I might not know well, I may put up my hand to give a knuckle-bump. I may explain simply that since we just met, a handshake is more appropriate. A few weeks ago, when a student told me that he loved me and wanted to give me a kiss, I reminded him that two people who are in our relationship level (educator and student) do not have that type of emotional and physical interaction. I helped him process that just because someone is kind and spends time with him does not equal romantic love. I further explained my feelings for him. We agreed that we really liked each other and that high fives would be appropriate in our relationship.

The holiday season brings joy, celebrations, and social gatherings, but it can also be overwhelming, especially for individuals with developmental or intellectual disabilities. Establishing clear boundaries is essential for safety, comfort, and positive social experiences.

Why do boundaries matter?

1. Safety and Well-Being:  Boundaries help navigate crowds, new experiences, and sensory challenges safely. Clear limits reduce accidents, overstimulation, or frustration.
2. Emotional Regulation:  Disrupted routines and busy environments can be stressful. Consistent rules help manage anxiety, frustration, and emotional outbursts.
3. Social Skills Development:  Boundaries teach respect, turn-taking, personal space, and appropriate responses—skills vital for interacting with others.
4. Consistency and Predictability:  Even during festive events, predictable expectations provide comfort, reduce stress, and help people feel secure.
5. Independence and Self-Advocacy:  Boundaries give individuals the tools to recognize limits, make safe choices, and advocate for themselves.

In addition to teaching individuals how to set boundaries, it is also important to be intentional in teaching the importance of respecting the boundaries of others, as well as the fact that there are implied social boundaries.

• Respect Personal Space: Adults should understand appropriate physical boundaries when interacting with children—no hugging, touching, or guiding without permission.
• Follow Adult Guidance: Children’s caregivers and staff set the rules for interactions. Adults with special needs should follow these instructions consistently to ensure safety.
• Communicate Clearly: Adults should use respectful language, ask permission before engaging, and avoid behaviors that could be confusing or unsafe for children.
• Model Positive Behavior:  By respecting boundaries themselves, adults teach children appropriate social behavior and reinforce safety and respect.

Practical Tips for the Holidays

• Set Clear Expectations in Advance: Review routines, behavioral rules, and social boundaries with both children and adults.
• Start Early with Simple Concepts: Teach the difference between “okay touch” (high fives, handshakes, hugs if both want it) and “not okay touch” (grabbing, hitting, or unwanted hugs). Use clear, consistent language: “Your body belongs to you.”
• Use Visual Supports: Social stories, charts, or cue cards help reinforce understanding of rules.
• Model boundaries in Everyday Life: Show how to say “no” politely but firmly. Before hugging, touching, kissing or tickling, ask for permission.
• Role-Play Scenarios: Practice greetings, asking permission, and respecting personal space.
• Offer Choices Within Limits: Both children and adults benefit from structured opportunities to make decisions safely.
• Plan for Breaks: Quiet spaces allow everyone to decompress from stimulation.
• Praise Positive Behavior: Reinforce adherence to boundaries with encouragement or recognition.
• Collaborate with Others: Talk with family members and friends to explain how they can help with the process. Share your child’s boundary strategies with teachers, caregivers, and family.

By teaching and modeling boundaries, families and educators help individuals with intellectual or developmental disabilities enjoy holiday celebrations safely, confidently, and respectfully. Establishing these practices also builds essential life skills: self-regulation, social awareness, and independence that last far beyond the holiday season.
 

Concerns about workforce readiness have been in the news recently. Many studies have shown that students are not workforce-ready, with significant gaps in both soft skills and practical experience. HR leaders and hiring managers have indicated that applicants often lack skills in the following areas:

• Communication & collaboration
• Adaptability & problem-solving
• Work ethic & professionalism
• Critical thinking

While the studies have not focused specifically on individuals with disabilities, these are some of the same skills we are intentionally addressing with individuals who have intellectual disabilities in vocational training programs.

In October, we celebrated the 80th anniversary of National Disability Employment Awareness Month. This campaign has paved the way for people with disabilities to receive high-quality training to prepare them to enter the workforce. At Green Oaks Education and Support, we have long emphasized the importance of employment for individuals with intellectual disabilities, for a multitude of reasons, including benefits for the employer and community. As such, this year we are expanding our vocational programming.

Click Here For a little inspiration, watch and share this PSA.

There are many ways YOU can be a part of these efforts, whether you are a parent, teacher, community member, employer, direct service provider or an individual with a disability.

It is never too early nor too late to work on vocational skills. This short webinar from Green Oaks Education & Support shares practical ways to integrate vocational training at every stage of life. Whether you’re an educator, direct service provider, or family member, you’ll gain valuable insights on supporting meaningful skill development for individuals of all ages.

The state of Texas has passed a school choice funding bill that will start in the 2026–2027 school year. 

Debate continues over school vouchers and Texas Education Freedom Accounts (TEFA). Critics continue to express concern that using public funding for private schools will be harmful to public schools. Taking a close look at the data from other states and countries, it is clear that these concerns are based on myth rather than fact.

The truth is that much of how we have operated education in the U.S. for decades is NOT working. When we look at other countries where EDUCATIONAL PLURALISM has been implemented, we see significantly more success in their educational systems. Educational pluralism is a global structure for public education in which governments value, fund, and regulate a wide range of schools equally. Most democratic countries run educationally plural systems. 

Leading experts believe that the U.S. would benefit from this approach too. 

Ultimately, all types of schools — Christian, Catholic, Jewish, Islamic, secular, Montessori, Waldorf, and others — should be held to high standards. And all of America’s young people should have access to the best possible education, regardless of background, circumstances, or whether they attend public schools. While there will always be examples of exemplary and substandard public schools, as well as exemplary and substandard private schools, let’s look at some common misconceptions related to funding for school choice.                

                                                                      
Myth 1: Texas Education Freedom Accounts (TEFA) will drain money from public schools.

TRUTH: 
TEFA will shift students—and the state funding allocated for those students—to different schools, but they do not reduce a district’s fixed funding streams (such as federal aid, local property taxes, or facilities funds). In fact, when a student leaves, schools often retain a portion of local or federal funding, meaning more dollars per student remain for those still enrolled.

Myth 2: TEFA will only benefit wealthy families.

TRUTH:
In states with voucher programs, participation is highest among low- and middle-income families and families of children with special needs—those who often lack access to specialized supports in traditional public schools. School choice gives these families opportunities that wealthier families have always had through private tuition or moving to a “better” school district.

Myth 3: TEFA will weaken public schools by reducing competition.

TRUTH:
Research shows the opposite. Studies in states with long-running voucher programs (like Florida, Arizona, and Indiana) demonstrate that public schools improve when faced with competition. When families have alternatives, public schools are motivated to innovate, raise standards, and improve customer service for parents and students.

Myth 4: TEFA will lack accountability.

TRUTH:
Voucher and ESA programs generally include accountability measures—such as state approval for participating schools, testing or progress monitoring, and financial transparency requirements. In addition, parental accountability is strong: if a school doesn’t meet a child’s needs, families can take their TEFA funds elsewhere.

Myth 5: TEFA will harm students with disabilities.

TRUTH:
Many voucher programs are designed specifically to benefit students with special needs, providing funding for therapies, adaptive technology, and tuition at specialized schools. Parents can choose the setting that best meets their child’s learning profile, rather than relying on a “one size fits all” approach. For many families, this results in improved academic, social, and life outcomes.

The Bigger Picture

School choice, including vouchers and ESAs, doesn’t destroy public education—it strengthens it. By empowering parents, encouraging innovation, and expanding opportunities, vouchers create a more flexible, responsive, and equitable education system.

Instead of asking, “Do vouchers hurt public schools?” we should be asking, “How can we ensure every child—whether in public, charter, private, or homeschool—has access to the education that helps them thrive?”

Learn more:

• Attend a Lunch & Learn at Green Oaks School on Wednesday, October 22 at 11:30am; RSVP required
  • Click here to RSVP
     
• Join us for an online School Funding Information Meeting to learn about the Texas Education Freedom Accounts and Green Oaks. The next meeting on Zoom at 2:00pm on Wednesday, October 29. RSVP required
  • Click here to RSVP
     
• Sign up for Texas Education Freedom Accounts emails from the Comptroller's office, which is tasked with implementing and operating the program: https://public.govdelivery.com/accounts/TXCOMPT/subscriber/new?topic_id=TXCOMPT_1873
• Overview of TEFA: https://texasprivateschools.org/wp-content/uploads/ESAs_for_families.pdf
• Q & A document about TEFA: https://texasprivateschools.org/families/school-choice/
• Educational Pluralism video: https://youtu.be/te5_rmuV-QU?si=pzp4Uas4iEQATCIN

Each October, we celebrate National Disability Employment Awareness Month (NDEAM) — a time to honor the important contributions of workers with disabilities and to recognize inclusive workplaces that make a difference. At Green Oaks Education and Support, we are proud to provide vocational training opportunities that prepare individuals for meaningful work — and to model what inclusion looks like in action.

This month, we’re excited to highlight one of our very own success stories: Veronica Lopez.

Meet Veronica Lopez     

Veronica is a 34-year-old woman with Down syndrome who has worked at Green Oaks School for the past seven years. As a Teacher Supported Classroom Assistant, she is an integral part of the education team, supporting students as they learn and grow each day.

“The children keep me busy all day!” Veronica says with a smile. She assists students with reading and math, supervises during classroom activities, and helps keep the classroom clean and organized. She also prepares materials for lessons and supports the teacher and classroom assistant as needed.

Her coworkers describe Veronica as dependable, hardworking, and kind. “Green Oaks School is the best place to work,” she says proudly.

Overcoming Challenges and Finding Joy

Like many professionals, Veronica admits that parts of her job can be challenging — especially being on her feet most of the day and waking up early. But her love for the students and the school keeps her motivated.

She finds joy in the relationships she’s built, the sense of purpose her work provides, and the pride of a job well done. “I like working with students and seeing their families, keeping the classroom organized, and working with my coworkers,” she says.

Entrepreneurial Spirit

Outside of her job at Green Oaks, Veronica runs her own bracelet-making business — a creative outlet that also allows her to earn extra income. She uses her paycheck from Green Oaks to purchase supplies and invest in her small business. “I also bought headphones and AirPods for fun,” she adds with a grin.

A Shining Example of Inclusion

Veronica’s success story reflects the mission of Green Oaks — to empower individuals with intellectual disabilities through education, vocational training, and community involvement. Her work reminds us that inclusive workplaces benefit everyone: employees gain purpose and independence, while organizations gain dedicated team members who make the workplace stronger and more compassionate.

As we celebrate National Disability Employment Awareness Month, we honor Veronica and all individuals who demonstrate that meaningful work changes lives — and that everyone deserves the opportunity to “live their best life.”