A Sky Full of Stars, A Heart Full of Perspective and Summer Camps

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A stargazing night offered perspective beyond galaxies. Worried camp won’t understand your child’s needs? Here’s how to plan autism camp accommodations, confirm supports, and prevent “left behind” situations. Headphones do not block connection'; they often make it possible.

Under the Stars: A Reminder That You Were Made to Shine

Last weekend my husband and I went stargazing with a few other couples. I didn’t know what to expect, but the night was clear, the moon stayed hidden, and multiple telescopes were set up and ready. We met astronomy enthusiasts who guided us and gave us a glimpse of a universe we can’t see with the naked eye.

The stars were incredibly bright. We got to see the Andromeda Galaxy and the Horsehead Nebula—both impressive and breathtaking. But what amazed me most was seeing Saturn with its beautiful rings, and Neptune shining even brighter than the white stars around it. Instead of looking white, Neptune had a stunning blue tint that I won’t forget.

That same week, I started my Bible study, and the very first verse says, “In the beginning God created the heavens and the earth.” As I looked through those telescopes, I couldn’t stop thinking: the same God who created these galaxies also created each one of us.

I stood there in awe. The silence of the night felt reverent—like an invitation to pause and take it all in.

As I looked up, I thought about the shining stars—some smaller, some larger, but all brightening the sky together. And it reminded me: each of us is like a star. That includes every individual with autism and every person living with a disability. We are all here to shine—and together, we light up each other’s lives.

I’m truly grateful for that evening. Those majestic skies reminded me once again that each one of us is part of something bigger—and that we have incredible potential.

So I invite you to stand tall and shine in the way God made you to shine.

If things have felt heavy lately, consider this your invitation: step outside on a clear night, look up, and let the sky remind you that you’re not alone—and that your family is part of something vast, meaningful, and beautiful. The God of the universe knows you and your family.

Camp Accommodations (Phase 2 )

Last week was when to start and what to ask. This week is the follow-through: turning your child’s needs into a plan camp staff can actually use—fast.

You’re not aiming for perfection. You’re aiming for clarity.

1) Use the “Need–Impact–Support” format (1–2 lines each)

When you email or meet with camp leaders, write accommodations like this:

• Need: My child struggles with ______.

• Impact: Without support, they may ______.

• Support: They do best with ______.

Example (sensory):

• Need: Loud, unpredictable settings are hard for my child.

• Impact: They may shut down or panic.

• Support: Headphones allowed + a quiet break space + an adult cue before transitions.

Example (mobility/heat):

• Need: My child has mobility limits and heat sensitivity.

• Impact: They can fall behind or overheat.

• Support: Planned water/shade breaks + permission for a support ride when needed.

2) Create a 1-page “Support Snapshot” (what staff will actually read)

Keep it front side only. Include:

• What success looks like (1 sentence)

• Top 3 needs (sensory / pacing / communication / medical—only essentials)

• Triggers to watch for

• What helps (breaks, snacks, headphones, movement, parent contact)

• Safety must-knows (only critical info)

• Who is the point person (name + role)

3) Copy/paste scripts (pick one)

A) “Who is the support person?”
“Who will be the main adult supporting my child day-to-day (transitions, breaks, pacing)? Can we connect briefly before camp so my child recognizes them?”

B) If you get pushback
“I understand you can’t guarantee everything. I’m not asking for perfection—just a clear plan for support and what happens if my child struggles. What support can you offer, and what do you need from me?”

C) Confirm the plan (send 3–7 days before camp)
“Thanks for planning with us. To confirm, we agreed on:
• Support person: ____
• Break plan: ____
• Pacing/mobility plan: ____
• Parent contact plan: ____
Does that match your understanding?”

4) The non-negotiable: prevent “left behind”

Ask camp to confirm one sentence in writing:
“If my child can’t keep pace, an adult stays with them and there’s a planned regroup option—no isolation.”

This week’s action step (do just one)

1. Make your 1-page Support Snapshot, or

2. Send the confirmation email (Script C) to lock the plan in. Contact me if you would like a template to get conversation going.

Headphones as a Sensory Accommodation by Guest Author Ashley Jones

For many autistic individuals and people with sensory sensitivity, headphones are not a preference or a distraction—they are a necessary sensory accommodation. Environments with overlapping, unpredictable sounds can quickly overwhelm the nervous system, making it difficult to concentrate, communicate, or remain regulated. Headphones help reduce sensory input, allowing individuals to remain present and engaged.

One illustrative example involves an individual who wears noise-canceling headphones during dental appointments. Dental offices are often filled with competing auditory stimuli: conversations in the waiting room, multiple televisions playing different programs, background music, staff announcements, and the constant movement of people. For someone with sound sensitivity, this level of noise can be stressful before the appointment even begins.

Once in the treatment room, auditory input often intensifies. The dentist speaking, combined with the high-pitched buzzing and vibrations of dental tools, can create physical discomfort that feels as though it reverberates through the head and ears. When sensory overload reaches this point, communication can become difficult or impossible. In some cases, this can lead to shutdowns, where the individual is no longer able to explain what they are experiencing or advocate for their needs.

Noise-canceling headphones help reduce this sensory strain and allow the individual to tolerate and complete the appointment. Their use is not a sign of disengagement or disrespect. Even with headphones on, many individuals are still able to hear speech or remain aware of their surroundings. The headphones simply make the environment manageable.

Despite this, individuals who use headphones may encounter misunderstandings or assumptions from others. This is where advocacy becomes essential. Headphones are a legitimate sensory support, not a barrier to communication. When someone is wearing them, they may still hear comments being made around them—another reason compassion and education matter.

When we normalize sensory accommodations like headphones, we reduce barriers to communication and healthcare access. Respecting these tools allows individuals to participate more fully, safely, and comfortably—and helps create environments that are truly inclusive.

Headphones do not block connection; they often make it possible.

For parents of autistic children:

Normalize the use of sensory tools such as headphones. Allow your child to use them in public spaces, healthcare settings, and daily routines without requiring justification. If questions arise, advocate calmly and clearly—headphones are not a form of avoidance or disrespect; they are a support that helps your child participate safely, comfortably, and with greater confidence.

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