October is Disability Awareness Month, a time to recognize and celebrate the many ways students with disabilities learn, grow, and connect with their school communities. In the Peninsula School District, the Elementary Options Programs—located at Vaughn Elementary School, Swift Water Elementary School, and Harbor Heights Elementary School—focus on developing students’ communication, adaptive, academic, and social skills through inclusion and individualized support.

At Vaughn Elementary School, two young students—Ryker S. and Remy G.—are thriving thanks to the partnership between home and school, the dedication of caring educators, and the power of communication. Their families share what this journey has meant to them.

Ryker S. – Finding His Voice at Vaughn Elementary

For Ryker S. and his family, the greatest success has come through connection—both at home and at school. Ryker’s mom shared that one of the most rewarding parts of his growth has been seeing him communicate his wants and needs more clearly and connect with the people around him.

“He’s been communicating his wants and needs more and connecting with friends and family,” she said proudly.

Ryker’s progress reflects a partnership built on trust and teamwork. His teachers and therapists at Vaughn Elementary have been, as his mom describes, “fully supportive of anything I’d like to try at home and at school and pushing him to excel as best he can.”

That collaboration between school and home has helped Ryker make meaningful progress, one milestone at a time.

For other families just starting their special education journey, Ryker’s mom offers wise and practical advice:

“Take your time to learn as much as you can about your child’s disability so you can be working as a team with the teachers and therapists to help your child succeed.”

Understanding her child’s disability has been a cornerstone of this family’s approach. By doing research, asking questions, and bringing insights to IEP meetings, Ryker’s mom helps ensure that his needs are met thoughtfully and consistently. “I use the teachers’ and therapists’ feedback on how he’s doing at school to figure out what we can do at home,” she shared.

Looking back, she reflected on how much this experience has shaped her perspective:

“I was nervous sending him to school when he first started because he seemed so little being only four. But I’m so very thankful for his wonderful teachers and therapists and their special ability to teach him things in a way I never could.”

She credits a caring team—including teachers Erica Griswold and Amy Drake, speech therapist Christina Runne, and occupational therapist Cynthia Barry—for helping Ryker grow into a confident, capable learner.

Remy G. – Sharing His World with His Peers

In another classroom at Vaughn Elementary, Remy G. is discovering new ways to share his voice—literally. Using his AAC (Augmentative and Alternative Communication) device, Remy is finding joy in expressing himself and connecting with others.

His mom recalls one particularly special day:

“It was Remy’s ‘Share Day’ in class. He picked his favorite toy—his skid steer—and we set up his AAC device with pictures and information before school. Later that day, I started getting messages from his teachers: ‘Remy LOVED share day.’ ‘He held his skid steer up and was so proud.’ ‘He loved watching his peers.’ And my favorite—‘The other students loved getting to know Remy.’”

That moment, she said, brought tears to her eyes. It was a reflection of both Remy’s hard work and the staff’s dedication to helping him succeed. Teachers and paraeducators had reached out beforehand to ensure his device was ready, and their support during the activity made all the difference.

“I’m so thankful for the Vaughn staff,” Remy’s mom said. “Remy was able to share something he loves and connect with his classmates in a way he hadn’t before.”

Communication has been central to Remy’s growth. When he first started at Vaughn, his device had limited vocabulary. His speech therapist recommended opening it up to include more words—and that change was transformational. “He started to explore his device more, which led to him using it more often,” she explained. “His AAC device was a complete game changer.”

Beyond communication, what stands out most to Remy’s family is the culture of support. “We have felt so supported, from a parent level and a student level,” his mom said. “All staff have been trained and given AAC devices to support Remy in his communication. Without the Vaughn special education staff, I’m not sure where Remy would be today.”

Her advice to other families starting their special education journey is simple but powerful:

“Ask questions. If you need support, ask. If you have concerns, bring them up. If you need help understanding the IEP, ask for resources. You are your child’s advocate. Trust your gut.”

For Remy’s family, special education has not only supported his growth—it’s reshaped their view of learning and inclusion.

“All children learn differently, and some need more support than others. That’s not something to be frowned upon—it’s something to honor. Inclusion is so important. Remy needs to be challenged, and that means learning alongside his peers.”

They extend their gratitude to the many Vaughn staff who have made an impact—Mrs. Griswold, Mrs. Chadwell, Heather, Megan, Brittany, Christina, and the many caring paraeducators who support Remy every day.

Every Child’s Voice Matters

At Vaughn Elementary and across the Peninsula School District, the Elementary Options Programs are helping students like Ryker and Remy build communication, confidence, and connection. Through inclusive classrooms, individualized instruction, and strong family partnerships, these programs ensure that every child’s voice is heard and valued.