Jonathan Gardner pictured with his dad and Patient Cookie

6 Powerful Father’s Day Stories From People With Disabilities

/in , /by Jackie Dilworth

What makes a great dad or father figure?

For some, it’s a quiet kind of support that needs no spotlight. For others, it’s encouragement, guidance, a sense of safety, or someone who listens without judgment.

Sometimes that person is a biological father. Other times, it’s a stepdad, grandfather, mentor, teacher, or chosen family member. What matters isn’t the label—it’s how they show up and what they make possible. It’s not about being a perfect dad. It’s about being present, flexible, and fiercely in your corner.

This Father’s Day, we asked people with disabilities: How has your dad—or a father figure—shaped your life?

Here are six real stories about strength, support, and showing up.

Jonathan Gardner pictured with his dad and Patient Cookie

Jonathan and his dad

“When I was 18, I was diagnosed with Ewing’s sarcoma, a rare and aggressive cancer. I also have autism, so I experience sensory things like touch and routine differently. When I found out I needed a port placed in my chest for chemotherapy, I was overwhelmed and scared. But my dad knew exactly what I needed. He gave me a Cookie Monster plush, one of my favorite characters, that had a real chemotherapy port sewn into his chest—just like mine. My dad made sure it looked exactly the way I would look, with tape and bandages too. Being able to feel the port on Cookie Monster helped me understand what was going to happen to my own body. That Cookie Monster, who we named Patient Cookie, came with me to every single appointment. It was like having a piece of my dad with me, especially on the days he couldn’t be there because of work. I am now 3 years Cancer Free and use Patient Cookie to teach medical students through Operation House Call with The Arc of Massachusetts. I use him to show future doctors and nurses that caring for someone with a disability means more than just treating their illness, it means taking the time to understand the whole person. My dad is the perfect example of that. He gave me comfort, safety, and a way to face something scary. He turned my fear into understanding, and that’s just one of the many reasons why my Dad is so important to me, and why I love him so much.”
— Jonathan Gardner lives in Massachusetts and has autism

Veronica Ayala pictured sitting next to her stepdad Charlie

Veronica and her stepdad

“My stepdad, Charlie, never tried to replace my father—he wanted to be my friend. I don’t call him Dad, but he’s been more of one than anyone else. He is very reserved but shows his love by being in my corner constantly and occasionally in my apartment with a wrench or a screwdriver. I often hear about how proud he is or how amazing he thinks I am from others. He doesn’t define me by the things I don’t have or can’t do because I have disability. He always just waited for me to tell him what I needed rather than assuming anything about what I couldn’t do. It feels great to know that someone as strong as he thinks that you are just as strong but in a different way. I recently lost my purse with my phone and ID in it before boarding a plane. I was able to contact my sister to let her know I might be stuck at the airport overnight. My mother went into a panic and wanted to jump in the car and bring me back home. Not Charlie. He calmly tells my mom not to worry. “She is a smart girl, she’s going to get herself on the plane and get herself home.” He was right. I talked to the right people, I explained my situation, I got through an extended TSA security check, and I made it on to my flight home. What did Charlie say? “I told you she would do it.” Thank you, Charlie, for always being there and believing in me.”
— Veronica Ayala lives in Texas and has cerebral palsy

Marina Agerter sitting at a table with her dad

Marina and her dad

“My dad helped me through my traumatic brain injury [following a car accident]. I was in inpatient therapy and my dad would help me read the Harry Potter books. I lost my ability to read, but it was through practice and hard work and love that I was able to regain my reading ability. When I was discharged to outpatient therapy, he took me home and [my mom and dad] took turns driving me to therapy every day of the week.”
— Marina Agerter lives in Virginia and has a traumatic brain injury and aphasia

Ray Simpson's grandma and grandpa sitting next to each other

Ray’s grandparents

“I was adopted and raised by my grandparents when I was very young. I called them mom and dad growing up. My dad, George, was and always will be my best friend. He taught me how to play piano, and we would sit on the bench together and play our favorite tunes. My dad was a priest for the episcopalian church most of his life. Although his faith was strong in his religion, he never judged anyone’s beliefs or culture. He welcomed discussions about life and the world. My dad taught me how to be responsible and independent with finances and to always be prepared. When he passed away in my early twenties, it left a hole in my heart. Each year on Father’s Day, I light a candle and tell him how much he meant to me.”
— Ray Simpson lives in Minnesota and has anxiety, sensory processing disorder, chronic nerve damage, and complex regional pain syndrome

Taylor Crisp pictured with her dad

Taylor and her dad

“My dad has been my constant rock throughout my life. He continues to show unconditional love regardless of how old I get. He has been my number one coach and cheerleader—but also the one who teaches me to be tough in times of hardship. My autism and different support needs have never stopped him or prevented him from being the best father he can be. He is the dad that will help me face my fear and insert my dignity of risk because he believes in me and believes I deserve happiness and success. He has gone above and beyond for me, showing me what tough love and unconditional love is like. I also want to recognize my stepdad. From day one, he has been supportive and there for me. I am not only lucky to have one dad, but to have two dads to celebrate.”
— Taylor Crisp lives in Washington state and has autism

Mark Dixon reading with his father

Mark and his dad

“My father served as an advocate by attending IEP meetings, reading books about the special education regulations, and making sure I had the right services to receive a free and appropriate education. He also served on a lot of boards to help people with disabilities. When I graduated from high school, my father made sure services were available so I could live in the community as independently as possible. Having watched my Dad advocate for me through the years gave me the desire to advocate for others.”
— Mark Dixon lives in Virginia and has cerebral palsy

These Father’s Day stories from the disability community show how deep an impact dads and father figures can have.

To the fathers and father figures: thank you for listening, encouraging, adapting, and advocating. Your impact is lasting.

To the people who shared their stories with us: thank you for your honesty and vulnerability.

And to anyone for whom Father’s Day brings up mixed emotions—whether because of loss, distance, or difficult experiences: you’re not alone. We honor all the ways love and support can take shape.

Picture of the front of the U.S. Supreme Court building in Washington, DC

Why This Supreme Court Case Matters for Students with Disabilities

/in /by Jackie Dilworth

Oklahoma Statewide Charter School Board v. Drummond/St. Isadore of Seville Catholic Virtual School v. Drummond

In May 2025, the U.S. Supreme Court couldn’t agree on a big case about whether a religious school in Oklahoma should get public money. Because the justices were split 4 to 4, the lower court’s decision stayed in place. That means the school won’t get state funding.

This case matters for students with disabilities. When public money goes to private or religious schools, those schools don’t always have to follow the same laws that protect students with disabilities. That can take away important rights and supports kids need to learn.

Here’s what you need to know.

What is this Case About?

The U.S. Supreme Court was asked to weigh in on whether states can use taxpayer money to fund religious charter schools. Under the U.S. Constitution’s First Amendment, there are limits on government involvement with religion—including funding.

What Are the Facts of the Case?

In this case, Oklahoma approved a charter for St. Isidore of Seville Catholic Virtual School, a religious school funded with public dollars. Private charter schools are outside of a traditional public school system, as a public school district contracts with a private entity to create the school. However, many charter schools are funded by public tax dollars, just like a traditional public school. Thus, these public charter schools are public schools under Oklahoma law and must follow federal civil rights laws. They also must not promote any one religion. So, the state of Oklahoma sued to cancel its contract with the school. The Oklahoma Supreme Court agreed and ruled that the religious charter school was unconstitutional. St. Isidore appealed to the U.S. Supreme Court.

What Did the Supreme Court Decide?

In May 2025, the U.S. Supreme Court issued a 4-4 split decision. Because Justice Amy Coney Barrett recused herself and the remaining justices were evenly divided, the lower court’s ruling stood. That means that the Oklahoma Supreme Court’s decision remains in effect: that the religious charter school was unconstitutional and public money cannot be used to fund this religious charter school.

The Arc’s Position

The Arc’s position statement on education states that every student deserves a quality education—and the law is clear that students with disabilities have the right to:

  • A free and appropriate public education
  • Individualized supports and services
  • Inclusion in general education classrooms
  • Equal access to academics, extracurriculars, and more

When schools receive public funding—whether traditional, charter, or when a private school enrolls a student with a disability who is publicly placed in that private school—The Arc maintains that they are required to follow federal civil rights laws like the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act (ADA).

Traditional private and religious schools that do not receive public funds are largely not required to follow these laws. As explained in an amicus brief on behalf of the National Center for Learning Disabilities, religious charter schools receiving public funding would be required to serve students with disabilities to the same extent as other public schools but would likely be unable to meet their full range of needs The impact would be compounded by the overall inexperience of religious schools in accommodating the needs of students with disabilities. Religious schools may also seek First Amendment exemptions from these requirements.

Because traditional public schools must be open to all, requiring them to share funding with religious charter schools while still educating the majority of students with disabilities would further strain their resources and jeopardize the quality of the education they can provide.

That’s why The Arc strongly opposes the use of public money for schools that may be more likely to deny students with disabilities their rights.

How Does This Case Affect Students with Disabilities?

This decision protects students in Oklahoma—but it also sends a national message. Letting public dollars flow to religious private charter schools without ensuring full civil rights protections and adequate funding would harm students with disabilities.

Families should never have to give up their child’s legal rights just to find a school that works for them. But that’s what can happen when private charter programs don’t guarantee equal access. Money is taken from public schools—where federal protections apply—and given to schools where they often don’t or offer more limited protections. That can mean no individualized education plan, no supports, no recourse.

This case helps stop that from happening in Oklahoma. And it’s a win for the rights of students with disabilities.

Further Reading