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Building a network for individuals with Down syndrome, their families and the professionals who serve them.
Pathways™ Program Launches Jan 2019 DSG hosted two informa on mee ngs for parents to come and learn more
about our Pathways™ program and we packed the house at each session. The
program is designed for youth with Down syndrome who are 4‐20 years of age.
The Pathways ™ program is a transforma onal and comprehensive program
individualized to the needs of your child and your family. Across the year, your
family can receive 50 hours of support from an interdisciplinary team con‐
sis ng of an Occupa onal Therapist, Speech‐Language Pathologist, and Board
Cer fied Behavior Analyst. Tis team can help you create a long‐term vision for
your child while achieving meaningful, func onal progress on short‐term goals
that ma er to you today.
KFC Coupon Books
Benefit DSG
Local KFC restaurants joined together for four weeks in suppor ng the DSG! They provided coupon books valued at $40 to any patrons who made a dona on to the DSG. We are thrilled to share that $45,000 was raised to support DSG’s vital programs and services.
HUGE THANK YOU to all the store managers and team members who made this promo on a priority. You raised awareness and much need‐ed funds for the DSG.
CONNECTIONS Volume 23 Issue 98 November/December 2018
Jo Ann Butaud
Shawnee, KS
Bob Fagan
Prairie Village, KS
Mike Frazier
Overland Park, KS
John Melvin
Overland Park, KS
Joe Roos
Parkville, MO
Chris Sorenson
Prairie Village, KS
Tom Wagstaff
Mission Hills, KS
Connec ons is a bi‐monthly publica on of
the Down Syndrome Guild of Greater Kan‐
sas City. Please contact the office at (913)
384‐4848 if you have any ques ons about
the contents of this newsle er or would
like to contribute an ar cle.
Disclaimer: The informa on provided is done so
through a variety of sources including names pro‐
vided by members of DSG, networking, referrals by
professionals, other agencies, mail adver sements,
etc. DSG cannot a est to the quality or qualifica‐
ons of the individuals or organiza ons described.
We encourage you to be a wise consumer and ask
ques ons in order to make your own independent
evalua on of u lizing the services described. We
share informa on about research projects but in
doing so, it is not reflec ve of endorsement.
men, I didn’t know what to do. Should I cry? Should I be strong? Somewhere in between?
Not only was I dealing with a diagnosis that would change my an cipated trajectory of my son’s life, but also had to think about a heart issue that could possibly take him from us (as if the first was not already enough). Fortunately, Evere ’s heart issues did not include heart failure and we were able to take him home a er a week of monitoring.
During the first 6 months of his life, I really didn’t know what my place was a father (at this
point I was already a father to a wonderful 2‐year‐old girl) or as a husband. I knew I needed
to support my wife and love my kids, but I didn’t see that as that easy answer.
Along the way, I felt, I also needed to keep it together for the family (emo onally), make sure Evere got the best care possible, work 60 hours a week, be an a en ve husband, donate my me to this, spend extra me doing that, the list goes on and on… All I was do‐ing was pu ng unneeded ac on and pressure on myself.
Every issue that came my way got added to my plate un l I finally broke then Evere un‐knowingly healed me. Like most kids with Down Syndrome, unless something truly is wrong, Evere doesn’t let the world get to him. It was from this simple observa on of my son that I had my epiphany… Don’t sweat the small stuff.
Almost 12 months to the date we met our li le man we had to go through the journey of his open‐heart surgery. It was the mindset of “Don’t Sweat the Small Stuff” that got us though the whole situa on with very few tears (maybe more than I will let on) and a lot to look forward too. I am so blessed to have my son in my life, with Down Syndrome, as he unknowingly has ins lled in me one of the keys to a happy life.
To live is to struggle. The point of living is to make one’s struggles diminish or easier than they were before. This is how we mature, grow, and ul mately be happier as humans. Life isn’t always easy or fair, but if we acknowledge, learn from, and accept our experiences we will be happy. Along the way, we must learn what is important and what is not.
Simply put, if focused on the BIG THINGS, a person will be able to more easily reflect on their struggles, consider their best resolu ons, thus making their opportuni es endless … and so are my son’s.
The proud father of an excep onal teacher, Rhys Gay
On July 8th, 2017 my life changed forever. On that day, I not only became the father of a sweet li le boy, Evere , but it also was the beginning of a new perspec ve and the path for my life. When I thought about my son’s future, I never even dreamed I would have a child with a heart defect, let alone, Down syndrome. When he was born and a Down syndrome diagnosis was given, like most
DSG is taking the leap and going green! Because of the successful launch of our new app, you will see fewer postal mailings from us moving forward. That means you will need to check in regularly on our app to learn about upcoming events, programs and awareness ini a ves.
Visit your app store Search “DSG” Find our logo and download the app Allow push no fica ons to receive reminders when deadlines are near for event registra on First me users will need to register by clicking on the “Login” le.
The DSG app has the latest issue of Connec ons, all of our social media posts in one click and upcoming events right at your finger ps. Download today and encourage your DSG friends to follow your lead!
Help DSG Go Green! Download the DSG App Today to Stay Connected
Calling all 7-11 year olds
with DS!
EASTLAND FRIENDS The Eastland Friends will host a mom's night on Monday, De‐cember 3, 2018 at Konrad's in downtown Lee's Summit at 7pm. Please rsvp to [email protected]. The DSG will cover a por on of each mom's dinner.
CONNECTANDO
AMIGOS LATINOS Familias, tendremos junta el dia 21 de Sep embre de 6:00‐8:00 pm en las oficinas del DSG. Tema sera sobre la caminata, se acerca la fecha y hay que prepararnos. Porfavor de confir‐mar a Yadira Murguia 913‐563‐8951 o a Brenda Quintana 816‐278‐0219
DOTTE FRIENDS Please join us for a Mom’s night out at The Mason Jar restau‐
rant, 941 N 74th Dr., KCK, on November 12th at 6:00. Rsvp to
Hope to see everyone at the DSG Family Holiday Party on De‐
cember 9th at the Overland Park Conven on Center! They
have a fun breakfast with santa planned.
LAWRENCE/ TOPEKA
FRIENDS Birth – three playgroup for babies with DS on the first Tues. of
each month from 9:30‐10:30am at TARC in our Children’s Play‐
room. First date will be on 9‐4‐18. Families can come in
through the main doors or through the playground doors
Please RSVP for events to [email protected] or call (785)
506‐8616
Join us Saturday, November 17 at 1 pm at Pizza Ranch, 3007 N Belt Hwy, St. Joseph. DSG will cover the cost of the meal for your immediate family.
RSVP to Stephanie Mefford, (816) 262‐2827 or email [email protected]
.
ST. JOSEPH FRIENDS
Visual Cues and Consistency are Key to Curbing Behavior Are you struggling with behaviors right now? Are behaviors
ge ng in the way of life? We know that individuals with Down
syndrome struggle with communica ng their wants and needs
and o en use behaviors as a way to communicate. Here are
some strategies and informa on regarding behavior that can
make every day life easier:
Behaviors come from a desire to avoid or seek an ac vity,
person, or event. Always look for the antecedent to the be‐
havior. What are they trying to avoid? What are they seek‐
ing?
Most behaviors stem from a breakdown in communica on.
The behavior is a way to tell you something that is not easily
communicated for our individuals with DS.
Being proac ve is key in behavior management. If you know
your loved one with DS does not want to transi on from one
room to another, plan ahead and find ways to make it more
appealing.
Some strategies that work for our children and adults:
Be inten onal with language used.
Give direc ons posi vely; “say Walk” instead of “Don’t run”.
Use consistent language and vocabulary
Limit emo ons in your voice when redirec ng
Give processing me
Use visual schedules or First/Then visuals
Pair preferred with non‐preferred ac vi es
Wri ng prac ce with listening to music
Walking in a crowded area with a preferred friend
Singing with po y me
Using strategies and understanding the event causing the behav‐
ior are key to elimina ng behaviors.
Visit DSG’ behavior page on our
website kcdsg.org/behavior
We also highly recommend you
purchase a copy of Dr. Stein’s book
for more great behavior ps and
strategies to reduce problem be‐
haviors. Purchase you copy here:
Woodbinehouse.com
SAVE THE DATE! Keys to Success Conference January 26, 2019 We look forward to welcoming parents, siblings, educators, therapists, service providers and other interested par es to our Keys
to Success Conference on Saturday, January 26th at the Overland Park Conven on Center. We have great breakout sessions cover‐
ing topics across the lifespan such as medical and research updates, behavior, paren ng, toilet training, fostering independence,
financial planning and preparing for adulthood. Registra on will open November 25th and more details coming soon.
Megan and Kris Bomgaars and Rachel and Laurie Osterbach from Born This Way will be joining us and doing keynotes as well as a
breakout session. You won’t want to miss these ladies sharing their wisdom on becoming self advocate super stars and their moth‐
ers will also share feedback on the roller coaster of being in the limelight.
DSG Celebrates Our Homecoming Royalty! Homecoming season has come and gone and DSG is so proud of all of our kings and queens. We know these teenagers are making
a posi ve impact on their peers and en re school communi es. Congrats to all the winners and their proud parents!
Ma Santalauria
Mill Valley High
Nolan Smith
Lawrence High School
Melanie Montes
Olathe South High School
Libby Rall
Liberty High School
Jack Melvin
Shawnee Mission East
My Son’s Future Depends on Inclusive Educa on As I walked through the lobby of my doctor's office in a dreamlike
state, my mind was hyperaware of the unfolding events, but eve‐
rything around me was blurry. "Benfield . . . Benfield . . . Ben‐
field?" I snapped out of it and walked to the front desk where I
found a recep onist whose eyes were heavy with pity. It was
clear everyone in the small‐town office knew, but what did they
know?
I'd received a call an hour prior from my doctor saying that our
noninvasive prenatal screening results were back, the results
were not good, and we needed to come see him right away. My
20‐week pregnant body fell on the kitchen floor, the words, "Oh
no, oh no, oh no" poured out of my mouth, matched by rapid
tears that streamed down my face.
My husband and I walked into the doctor's office knowing the
NIPT screening came back indica ng something was gene cally
off with our 20‐week‐old baby growing inside me, but we didn't
know which gene or chromosome was affected. A nurse escorted
us to an exam room where we waited in silence. Sweat damp‐
ened the white crinkled paper beneath my legs. The doctor finally
walked in, ripping through the quiet that hung in the sterile air:
"Your son has a 99 percent chance of having Down syndrome."
I would recognize someone who had Down syndrome, but I knew
nothing about the condi on. I found two words that pulled me
out of the fog: school inclusion. Realizing my son could one day
sit in the same classroom as all of his peers changed my percep‐
on of what his future could hold.
The doctor laid out our op ons, concluding with, "Don't wor‐
ry, you don't have to be a hero. If you don't terminate, you can
have the baby here, and we can keep him comfortable, but we
don't have to do anything dras c to save his life." In plain speak,
we could choose to let him die.
The doctor believed our son didn't have a life worth living, so I
grieved like a death had taken place. A er a few weeks passed, I
gathered enough strength to start par cipa ng in life again. I
dusted off my old journalism skills and started researching what
life would look like with our child with Down syndrome. That's
when I found two words that pulled me out of the fog: school
inclusion. Realizing my son could one day sit in the same class‐
room as all of his peers changed my percep on of what his future
could hold.
Over 20 years of research consistently demonstrates inclusion of
students with disabili es in general educa on classrooms results
in favorable outcomes. Gains are seen in reading and math, and a
two‐year longitudinal study found that students with disabili es
scored significantly higher on social assessment tests when inte‐
grated into classrooms with their typical peers.
Speaking of typically developing students, Vanderbilt University
conducted a recent study that found students educated alongside
their disabled peers performed 15 percent higher in academic
achievements than students educated without their disabled
peers. No study since the 1970s has shown an academic ad‐
vantage for students with disabili es when segregated in special
needs classrooms, and yet only 17 percent of students with cog‐
ni ve disabili es are included in high school general educa on
classrooms.
October is Na onal Disability Employment Awareness Month.
People with disabili es are the largest minority group in the Unit‐
ed States, but recent studies found 78 percent of eligible adults
with intellectual disabili es are not working. How can we expect
companies to hire individuals with disabili es if their leaders
don't know them? Our kids with disabili es have to grow up
alongside their typically developing peers if we want them to
be included in the workplace. Inclusion starts at school.
That's not a nice ideal from a mom of a child with Down syn‐
drome — it's backed by research. Researchers from the Universi‐
ty of Wisconsin found inclusive school environments were a fac‐
tor in those with intellectual disabili es maintaining employ‐
ment a er high school. Vanderbilt special educa on professor
and researcher Erik Carter focuses on evidence‐based strategies
for suppor ng those with intellectual disabili es to access the
general curriculum, saying, "Early segrega on does not merely
predict later segrega on; it almost ensures it. The trajectory we
establish in school is quite likely to con nue a er gradua on. We
must establish a trajectory of full and meaningful par cipa on.
When it comes to transi on prepara on, loca on ma ers."
Con nued on next page>>>>>
My Son’s Future Con nued
This is the law. The benefits of including children with disabili es in the general educa on classroom are backed by decades of research,
and yet parents o en have to fight, and at mes unreasonably hard, to make this happen; recent cases go as high as the supreme court.
This Na onal Disability Employment Awareness Month, let's not just call on our employers to include those with disabili es in their
companies, let's get to the cause of why they are not hiring them in the first place.
We need to have higher expecta ons for our children with disabili es at home and fight for educators to do the same. We cannot se le
for the majority of their days to be in self‐contained classrooms. We must advocate for what we know from research to be true: segre‐
gated classrooms lead to a segregated world.
Perhaps my doctor believed my son's life was not worth living because he grew up in a me where it was us and them. Sadly, despite
major advancements in laws and research, so much more work needs to be done to erase the divide.
Schools, including our kids, their futures, and the future of our society, depend on it.
This ar cle was originally published on www.jillianbenfield.com You can follow more of Jillian’s wri ngs by following her in Face‐book: www.facebook.com/jillianbenfield
Special educa on is not a loca on, it's a service. Under the Individuals With Disabili es Educa on
Act (IDEA), the Least Restric ve Environment (LRE) clause reads, "To the maximum extent appro‐
priate children with disabili es are educated with children who are not disabled. And that the re‐
moval of children with disabili es from the regular educa on environment occurs only when the
severity of the disability of a child is such that educa on in regular classes with the use of supple‐
mentary aids and services cannot be achieved sa sfactorily."
DSG Back to School Resources
Mass Mutual Offers Whole Life Insurance to People with DS MassMutual is now offering whole life insurance coverage to individuals with Down syndrome, Cerebral Palsy and Au sm. This is made possible through the MassMutual Special Care Enhanced Underwri ng Program. The insurance plan is knows as the Whole Life Legacy 10 Pay which ensures permanent life protec on that will be paid up a er 10 years. The coverage offers up to $25,000 for the benefactor/owner of the life insurance policy. Eligible benefactors include parents, grandparents and anyone that has insurable interest. The minimum age requirements for the insurance is one year old and must have one of the diagnoses listed above.
This is exci ng news for any individual with Down syndrome . It is incredibly hard for people with pre‐exis ng condi ons to obtain life insurance from most providers. MassMutual’s underwri ng program made specifically to help find coverage for people with these disabili es will make a huge difference in their life and that of their families lives. To find out more informa on on this plan contact the KC MassMutual representa ves below. Twin Financial www.twinfinancial.com 816‐333‐2334 Katheigh Degen [email protected] Raleigh Lang [email protected]
Your Child’s Strengths: What Parents Need to Know We talk about focusing on strengths, but what does this mean?
It’s not uncommon for parents, teachers, advocates, and provid‐
ers who support people with Down syndrome, to say— “Look for
the individual’s strengths…ask them about their strengths…play to
their strengths.” But what kind of “strengths” are they talking
about? O en, in the disability field the focus, when discussing
strengths, has been on “skills” (e.g., reading skills, communica on
skills, social skills, cooking skills, etc.) and “resources” (e.g., having
many friendships, living in a safe neighborhood, going to a good
school, etc.). And these are hugely important areas. But, another
incredibly important aspect of focusing on strengths is under‐
standing character strengths, those strengths that deal with who
we are as human beings— the strengths that define us.
In 2004, a breakthrough occurred in the social sciences. A new
language for understanding what is best in human beings was
conceived. This “language of strengths” is known as the VIA Clas‐
sifica on and consists of 24 character strengths that fall under 6
virtue categories (see Table on p. 59). For example, bravery, per‐
severance, and honesty are strengths of courage while curiosity,
crea vity, and perspec ve are strengths of wisdom. These charac‐
ter strengths are posi ve quali es all human beings have and can
express, to live their best life and to posi vely impact others.
This breakthrough, the result of a 3‐year project involving 55 sci‐
en sts, has impacted millions of people around the world. The
applica on of character strengths with people with Down syn‐
drome is a new area of study. But we are finding that the VIA
Classifica on provides a useful framework for iden fying each
person’s (with and without Down syndrome) highest strengths
and ways to build posi ve outcomes based on an understanding
of those strengths.
Parents and support providers resonate with the use of this
strengths “language” in describing what is best in individuals with
Down syndrome. One parent exclaimed, “This gives me a whole
new way for thinking about my daughter. It’s a recipe for seeing
and talking to her and it’s like a special tool that gets me to know
her on the inside.” And, in a world that is dominated by our nega‐
vity bias, stereotypes, and a focus upon what is wrong, addi on‐
al perspec ves are sorely needed. Working with character
strengths offers a perspec ve shi from “what’s wrong to what’s
strong.” As you can see in the table, these character strengths are
easy to understand and when given a chance, are easy to recog‐
nize in others.
Research tells us that working with our character strengths is con‐
nected to many posi ve outcomes such as greater happiness, life
meaning, be er rela onships, more achievement, and less de‐
pression. When people are encouraged to express their character
strengths – especially their strongest strengths – they tend to feel
energized, more engaged, and happier with what they are doing.
Since one’s highest strengths are viewed as “the real me” and
“my best self,” it is by these strengths that people with Down syn‐
drome can feel “known” and “seen” for who they really are. Iden‐
fying, discussing, and working with character strengths helps us
all move beyond the surface and around the stereotypes, and
truly do what all of us want to do: to see and know the person,
not the disability.
Strategies for parents These 24 character strengths are like seeds
that are within each individual. When we give seeds proper nour‐
ishment they will grow into something beau ful. Seeds that grow
into fruits, herbs, and vegetables enhance our health; seeds that
develop into trees, flowers, and plants inspire us and improve our
environment. Similarly, when we give a en on, encouragement,
and support to a child’s character strengths, this can help the
strengths grow.
When the strengths grow, the child is able to express themselves
more fully as well as offer a posi ve impact on others. Some mes
it is obvious that a child’s “humor” seed has grown significantly as
he cap vates a room with laughter and funny stories while anoth‐
er child has developed her kindness strength as she goes out of
her way to hold doors for people, do favors for those in need, and
show compassion for friends who are struggling. For parents, this
classifica on represents a fresh, accurate, and helpful way of
looking at their children. With any new approach, we o en need a
gentle “push” or at least some ini al ps or strategies.
Here are a few steps to get you started on the journey of iden -
fying and boos ng your child’s character strengths:
1. Make a list of your child’s top 5-7 character strengths.
As you look at the Table lis ng the character strengths, which 5‐7
quali es best describes who your child is? If age‐appropriate for
your child, ask your child which strengths they believe to be their
best quali es. Compare your list with your child’s list.
2. Spot your child’s strengths in ac on. When you no ce your
child use a character strength, even a small amount (e.g., asking
one ques on shows curiosity; coming up with one new idea indi‐
cates crea vity), point this out to them. Explain to your child what
you observed. See the examples in the Table. Express apprecia‐
on to your child. Make it clear to your child that you value who
they are and that you appreciate the strengths they express.
Your Child’s Strengths (con nued)
Parents can get a jump‐start on the study and prac ce of their own character strengths by taking the free, online VIA Survey
(www.viacharacter.org) that measures the 24 strengths. It takes 10 minutes and you’ll receive a rank‐order of your strengths of char‐
acter star ng with the highest. You can then make a conscious effort to model your highest strengths when you interact with your
child.
Ar cle originally published in NDSC Down Syndrome News Volume 37 #4. Reprinted with permission. Visit h ps:// nyurl.com/
ndscstrengths and scroll to page 59 to see the two page strengths chart.
Ryan M. Niemiec is author of Mindfulness and Character Strengths (2014) and Posi ve Psychology at the Movies (2014). He is a
psychologist and educa on director of the global, nonprofit VIA Ins tute on Character, a posi ve psychology organiza on that
teaches and collaborates with people around the world with regard to the educa on, research, and prac ce of character
strengths.
Karrie Shogren works in the area of self‐determina on and posi ve psychology, and focuses on using strengths‐based approaches
to support posi ve outcomes for all people, including those with disabili es. She is an associate professor of special educa on and
associate director of the Kansas University Center on Developmental Disabili es at the University of Kansas.
3. Reflect on stories. Think of something recently that your child did that made you marvel or laugh or
feel inspired. Replay that story in your mind. Go back through the story again and spot the character
strengths your child was using.
4. Be a character strengths “champion” for your child. Don’t forget about you! In addi on to no cing
and building the strengths of your child, an addi onal perspec ve is to consider that raising a child who
knows and uses his or her character strengths starts with the parents and what the parents (and teach‐
ers and other family members) are modeling day‐today in front of the child. If a parent does not bring
forth character strengths of fairness, love, curiosity, social intelligence, gra tude, and humility, how can
they expect their child to?
ELKS Lodge Partnership Brings Baby Baskets to Families in Need
The Northland Elks Lodge has been raising funds and suppor ng DSG for the last eight years.
They host a breakfast annually which draws a large crowd and raises thousands of dollars.
The Elks also submi ed a grant to their regional council for DSG to receive funding for our
new parent baskets. Members of the Elks delivered a $2,500 grant to purchase items for our
baskets and with the help of some teens with Down syndrome they packed up a few baskets
for delivery. We are so grateful for the past and con nued support from our wonderful
friends at the Elks Lodge. They have raised over $30,000 for DSG since our partnership began!
I took general educa on classes with my friends. My favorite classes were my theatre classes. Even though it was hard, I learned
Shakespearean monologues. It is hard for me to memorize, but I worked very hard and did a great job. One of my best high school
memories was being Strato in “Julius Caesar.” I am a member of my school’s thespian troupe. I have my name on a brick at my
school.
I liked all my classes, but I don’t like math very much. Math is hard for me. I really like English. My favorite book was “Romeo and
Juliet,” but I didn’t really like “Frankenstein.” I worked very hard in my classes, so I could make good grades and go to college.
I really liked my paren ng class. We pretended we were going to have a baby—that was funny. I had to bring a baby home and I
named her Sarah Nicole. She cried three mes during dinner. I decided I do not want children.
My senior year, I worked in the a endance office and the counseling office. It was so much fun. I took passes to people and greeted
people. They told me my smile made everyone happy. I just got a job as a hostess at the Olive Garden. It is kind of like what I did in
the school office. One of the best things I remember in high school was scoring a touchdown at the powder puff football game.
During homecoming weekend, the junior and senior girls always play a powder puff game. My friends helped me out and, when I
got the ball, I scored a touchdown. It made me have happy tears.
I love my friends very much. My volleyball friends called me the #bestmanagerever. I gave them pep talks. My theatre friends
helped me to know when to do things on stage. They helped me when I was on the crew for the “Addams Family.” I love them very
much. My friends from church are the best. We go to church camp together. We went on mission trips. We had fun. I miss them
very much. We s ll pray for each other.
Theatre is my life. I have been in 22 plays. My favorite was “Hairspray” because I love to dance and sing. I have the same dreams as
my friends. I want to go to college. In January, I am going to start as a student at Missouri State University. I will be in the first Bear
POWER class. I am so excited to live in the dorm, take theatre classes, and make friends. Some of my friends go there, too!
I also travel to Washington, D.C., and to the Kansas state capitol building in Topeka to talk about laws that will help people with
Down syndrome. I even got to tes fy in Topeka. I helped to pass the Achieving a Be er Life Experience (ABLE) Act. I was the first
person to open an ABLE account in Kansas. U.S. Senator for Kansas, Jerry Moran, says that I am “the best lobbyist in Washington,
D.C.”
When I started going to Washington, D.C., I told them to support the ABLE Act so I could live in a pink house. My dream is to move
to New York City, be on Broadway, get married, and live in a pink house. Did I men on I have Down syndrome? I have Down syn‐
drome, but I am not Down syndrome. I am Rachel. I have dreams. I REALLY love my life.
I am Rachel Mast. I am 19 years old. I really love my life. I have a great life, and I love
telling people how great my life is. I was born in Memphis. In third grade, my family
moved to Olathe, Kansas. I love lots of things about my life. I love my church. I love my
school. I love my family. I love dancing, ac ng, and singing. One of the best things about
my life is my friends. I graduated from Olathe South High School in May. Just like my
friends, I got a diploma. I loved my school. I was on student council, and was the volley‐
ball manager for four years. In ninth grade, I was on the Winter Court. I was the Prom
Princess. I was in Na onal Honor Society and on the honor roll.
I REALLY LOVE MY LIFE!
Thank You for Your Support!
Do you and your co‐workers/friends like
wearing jeans to work? Here is an easy
way to be comfortable all day AND to
also help those with Down syndrome.
Help spread awareness and display the
many gi s and talents of individuals with
Down syndrome by hos ng a Dress
Down Day! Call the DSG at 913‐384‐4848
for more informa on.
Thank You for Your Support!
The Down Syndrome Guild held their 16th Annual Tee Up for Down Syndrome Golf Tournament, at Shadow Glen on Monday, Sep‐
tember 10 raising over $271,000, a record breaking amount. The tournament featured breakfast for all golfers, shopping in the
concept store, lunch on the course, specialty drink holes, hole contests with premium prizes, mee ng and playing against our self‐
advocates, and an a ernoon cocktail recep on.
"Thank you to our presen ng sponsor, The Mitchem Family and to all of our golf team sponsors for once again making our annual
charity golf tournament a huge success," said Amy Stoll, Execu ve Director of the Down Syndrome Guild. "Without our loyal spon‐
sors, vendors and volunteers, we would not be able to raise the money and that we do. Thank you for suppor ng our mission and
making a difference in the Kansas City Down syndrome community.”
16th Annual Tee Up for Down Syndrome Golf Tournament : A Huge Success!
Host a Dress Down for Down Syndrome Day
to Benefit the Down Syndrome Guild
Do you and your co‐workers/friends like
wearing jeans to work? Here is an easy way
to be comfortable all day AND to also help
those with Down syndrome. Help spread
awareness and display the many gi s and
talents of individuals with Down syndrome
by hos ng a Dress Down Day! Call the DSG
at 913‐384‐4848 for more informa on.
The 1st Annual Central Missouri Step
Up Walk was Awesome!!
Wow! What a great day! Over $85,000 raised!
Food, games, and family fun. Smiles, dancing,
laughter, energy, hope, and community ‐ an awe‐
some day in Columbia. The DSG is proud to be
spreading our mission and expanding our impact.
Save The Date
Join us for an evening of fun and great wine as we celebrate those
with Down syndrome at “The Gallery” on Thursday, April 25th
from 6pm‐9apm
Taste wines from around the world and have an opportunity to
bid on unique wines from Kansas City’s foremost private
collectors.
For further details or to donate wine, please call 913‐348‐4848
Private Cellar
Wine Tas ng
& Auc on
5960 Dearborn Street
Suite 100
Mission, Kansas 66202
913‐384‐4848
Non‐Profit Org
U.S. Postage Paid
Olathe, KS
Permit No. 932
