Families Matter!

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Ms. Tucker has over 8 years working
in her community, training, teaching, and imparting knowledge on how to successfully Think For Change. She is an expert ESE Teacher with her B.S. in Education, ESE / Reading / ESOL.

Our Mission is to act as an advocate for this population to expose them to peer and mentor role models.


​We will provide our services also in the comfort of their home and/or any serving facility. This includes, independent living skills development, employability skills, or educational chances.


We will downplay the disability label in the marketing of services to aged out special needs’ youth, to build their courage and remove any apprehension they may have, or any discomfort they may feel when obtaining services.


We will find ways to introduce a positive perception of special needs within our service. In this regard, our Special Education clients and parents will be able to maneuver through the common myths and misconceptions around Special Education. For example:

  1. A belief that medication and mental health counseling can help with disabilities
  2. A lack of parent or teacher involvement in early childhood is a natural cause for disabilities
  3. Students with severe disabilities must be placed in a specific center or private school
  4. Special Education can only be taught in a specific classroom.


 These processes of categorizing and labelling, particularly when they entail differential treatment, can result in the hardening of identities and the instigation of conflicts. Our role will be to provide:


  1. Family Support
  2.  Education and mentoring
  3. Transition planning services
  4. Employment and jobs skills resources  




All youth with special needs (differently able), not just those in the child welfare system, face barriers when they transition from youth serving systems to adult life. For example, upon being removed from the child welfare system, the adult disability system, the education system, the juvenile justice system, and immediate family dwellings, they have the potential of becoming at-risk because of no coping skills, no social skills, no employability skills, no cognitive skills, and no postsecondary educational skills. Furthermore, they are less likely to graduate from high school, find employment, and participate in further education than their same age peers. In fact, each young-adult with special needs should be given the opportunity to practice self-determination and self advocacy skills prior to the end of care at all serving facilities. This is particularly crucial for the aged out special needs young adult who must learn how to operate in society at times without a positive role model.

Ms. Lucy Tucker

Director - Conflict Coaches

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