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GRANT MAKING PORTFOLIO


Youth Disability

“I will lead the blind by ways they have not known, along unfamiliar paths I will guide them; I will turn the darkness into light before them and make the rough places smooth. These are the things I will do; I will not forsake them.”

-Isaiah 42:16

The Foundation supports organizations that provide proven therapeutic interventions, family support services, and adaptive opportunities that improve the quality of life of children and youth with a broad range of disabilities or chronic health conditions.

Such supports include animal-assisted therapy, screenings for developmental delays, hospice care, high-quality education, and adulthood transition or independent living programs.

 

Portfolio Activity Categories:

  • Adaptive Youth Formation: To provide unique experiences (camp, sports, etc.) adapted for each child’s ability level
  • Early Childhood Intervention: To administer early screenings and therapeutic interventions
  • Life Transition Services & Independent Living Support: To secure housing, employment and enriching experiences for youth transitioning into adulthood
  • Patient & Family Support: To expand access to in-home care, financial support, service dogs, and other family resources
  • Special Education: To increase access to specially-designed, high-quality education
  • Therapeutic Programming: To provide high-quality therapy and specialized medical care


THE GOAL

To support youth adversely affected by disabilities


FUNDING PRIORITIES

  • Increase access to ECI programs
  • Increase access to specialty care, education and opportunities
  • Increase animal-assisted therapy

20

grants awarded in 2021


$1,720,000

amount awarded in 2021


$4,655,000

amount paid in 2021


GRANTS LIST

Notre Dame School


Ken Ken attended the same charter school as his siblings. Ken had a positive experience at school - the students were kind, and the teachers tried to include him and revise the curriculum as much as possible. However, the gap between Ken and his peers kept growing. Ken was spending more and more time in the resource special ed classroom, separate from his classmates. Ken received more individualized attention but…

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