Bright Futures: A Transitional Resource Guide is a collection of stories and recommended resources shared by caregivers of children with Down syndrome (DS), focusing on key life transitions, including starting school and transitioning to adulthood. This guide serves as the Capstone Project for Dr. Leslie Ann Ayala, a 2025 graduate of the Doctor of Occupational Therapy (OTD) program at the University of Texas at El Paso (UTEP).
Occupational therapists (OTs) are healthcare professionals trained to help individuals engage in meaningful activities through therapeutic use of occupations, education, training, advocacy, group work, and virtual interventions. Their expertise in client-centered care and indirect services as transition managers positions them to effectively support caregivers during critical life transitions.
Guided by the Person-Environment-Occupation-Performance (PEOP) model, this project emphasizes the dynamic interaction between personal, environmental, and occupational factors, as well as the client’s unique narrative, to understand and enhance occupational performance.
Current research shows that caregivers of children with DS highly value information and support shared by fellow caregivers. Over 14 weeks, Dr. Ayala conducted interviews with caregivers, capturing their experiences, advice, and resources that helped them navigate key life transitions.
The goals of Bright Futures are to:
- Share trusted resources and insights from caregivers of children with DS
- Advocate for caregivers by providing a platform to share their stories
- Foster a sense of community among caregivers of children with DS in the El Paso community
- Highlight the role of OTs as transition managers and caregiver support professionals
For Andrés and his mother, Ivonne, the journey toward school readiness started with uncertainty—but led to confidence, connection, and joy. Ivonne shares her story of how Every Little Blessing (ELB) changed everything for her and her son, Andrés.
After the pandemic, Andrés had little social interaction and struggled with loud environments and large groups. Ivonne says, “ELB has helped him socially because at first, he seemed afraid when more people were around him. At first, we thought it was because of the pandemic since he had been isolated for so long. Later, we started to think it might be autism. But regardless, ELB helped him start tolerating noise and being around more people.”
The first visit to ELB was a turning point. As soon as they walked in for a tour, Andrés headed straight into the classroom on his own. “He went in like it was his home,” she said. “In that moment, I knew—whatever it takes, the distance, the wait—it’s worth it.”
Over the two years he spent at ELB, Andrés made incredible progress. “He’s a child who loves routine,” his mother explained. “And here, from the moment he walks in the door to the moment he leaves, he knows what to expect. That’s helped him stay calm and learn how to wait for instructions.”
Ivonne remembers being surprised by how quickly he adapted. “I told his teachers he didn’t eat by himself, didn’t even hold a spoon. That first day, his teachers sent me a video of him picking up the spoon and feeding himself. From there, he just kept growing.” Andrés also learned to ride a tricycle, sit patiently during nap time, and follow classroom routines—all skills that will help him transition into public school.” The opportunity to have Andrés in a small, nurturing school made a deep impact. “Here, they give each child attention one by one, depending on what they need. ELB helped prepare Andres in a way I never could have done alone.”
Ivonne encourages other parents to seek out similar programs before starting public school. “Even one year in a school like this makes a big difference. It’s not the same as sending them straight from home to a big school where they might feel lost.”
As Andrés gets ready to graduate from ELB, his mother is filled with both pride and emotion. “I’m very happy and very grateful we were given this opportunity.” Ivonne is grateful for this strong start, and is confident Andrés is ready for whatever comes next.
Jana embraced the journey ahead with determination and hope when her daughter was born. Newly relocated to El Paso and navigating motherhood for the first time during a pandemic, she quickly found invaluable support through local programs including Early Childhood Intervention (ECI), Gigi’s Playhouse, and from fellow caregivers of children with Down syndrome. Jana says, “When we left the NICU, I was given pamphlets about Gigi’s Playhouse and ECI. …the NICU was very resourceful for me.”
Thanks to early evaluations and therapy from ECI, Jana’s daughter received the foundation she needed to thrive from physical and occupational therapists and speech-language pathologists. Jana recommends to fellow caregivers to “start early with speech, occupational, and physical therapy because they are the foundation to success for your child. It helps them strengthen core muscles required to eat, sit up, participate in activities, walk, run, and jump.” In addition to utilizing ECI services, Jana enrolled her daughter in Gigi’s LMNOP: Laugh, Love Learn therapeutic program for infants-three years old to learn basic sign language and other forms of communication using music and language based activities.
Jana was connected to a welcoming community of families who shared experiences, advice, and encouragement. Jana highlights the importance of building connections with fellow caregivers of children with Down syndrome. “Your support group should be other parents whose children have Down syndrome, that is your best local resource,” Jana says, “especially if your child is a little younger and other children have already gone through what you’re getting ready to go through, those parents are definitely the best resource because they have been there, done that, and they can walk you through it.” With recommendations from ECI, Google searches, and her community of fellow caregivers, Jana found Every Little Blessing, a preschool tailored for children with Down syndrome. Here, Jana’s daughter found a nurturing environment with small class sizes and dedicated teachers. Local organizations, like the Down Syndrome Coalition for El Paso (DSCEP) and Region 19 parent conferences, offered further opportunities for Jana and her daughter to learn and grow.
Looking ahead to first grade, Jana is exploring inclusive classrooms such as Kinder Collaborative, where children with special needs learn alongside their peers with support from paraprofessionals. Though choices can feel overwhelming, Jana remains optimistic. Jana says, “My daughter knows her ABCs, how to count to ten, recognizes her numbers, and she’s speaking three-four letter sentences. She’s walking, running, feeds herself, and drinks out of an open cup… she’s just like any other child.”
Jana encourages other caregivers to start early with therapies, seek knowledge, build strong support networks, and to always advocate for your child. Jana says, “Always trust your intuition and become knowledgeable on your child’s diagnosis. Don’t be discouraged when people think that because your child has Down syndrome that they’re not capable, because they are very capable.”
For Alexis and her family, the transition into adulthood after high school has been a journey of learning, advocacy, and faith. As Alexis’s mother, Lupe, shares, “Watching Alexis become independent is beautiful. You’re so used to taking care of them, and then they start doing it themselves.”
Alexis was accepted to Project Search, a program offering real-world job training in a hospital setting at the Hospital of Providence Memorial Campus. “Alexis has been working in different departments including volunteer services, the gift shop, and the front office. She also helps in pre-op, making gowns and organizing supplies,” says Lupe. Project Search is a full-time commitment: Monday through Friday, 8:30AM to 2:30PM. Alexis uses Sun Metro LIFT for transportation between her house and the hospital. Transportation was initially a challenge, but with time, it became a manageable routine, thanks to family coordination and safety measures like tracking apps. Lupe shares, “We didn’t know the commute was not direct. But after that, it got easier. You have to live and learn, and you have to trust.”
Much of the information and support Alexis’ family found came through fellow caregivers, especially those connected through GiGi’s Playhouse, where Alexis also participates in folklorico. Lupe says, “I’m always talking with other mothers whose kids have Down syndrome and I have actually learned about a lot of these resources through them.” That’s how Lupe learned about the Home and Community-based Services program, a state waitlist for adult services including housing support and therapies. “Alexis has only been on the list for two years, and they say that it takes about 10 to 12 years before they get called,” says Lupe.
Alexis enjoys staying engaged at home—especially through hobbies including word searches and adult coloring books. “Alexis even writes down words and looks up the definitions,” her mom added, “she’s always learning.” When Alexis turned 18, the family pursued legal guardianship. “There wasn’t a formal agency guiding us—it was all through word of mouth. It was important to get guardianship for her so we can help her with decisions, keep her safe, and support her.” Alexis’ family has always believed in her potential. “We never say, ‘you can’t.’ Instead, we always say, ‘we will try,’” Lupe says. “We’ve always told her, ‘you can do anything—you just need to try.’” Alexis has responsibilities at home, including feeding her dogs and keeping her room clean. “She’s not treated any differently than her older sisters,” says her mom. “She has chores just like everyone else.”
Alexis’ sister, Amanda, who took on a major caregiving role during Alexis’ early years— especially while both Alexis and their mother were undergoing cancer treatment—shares her own advice. “If your sibling says ‘I can’t,’ remind them they can. And if they need help, then help them.” Amanda also emphasizes the importance of routine. “If we know plans are changing, we tell Alexis a couple of days in advance. If we wait until the day of, she gets anxious. But when she has time to process, she’s fine.”
With graduation from Project Search approaching, the next step is employment. “Alexis told us at her last meeting, ‘I want to work in a doctor’s office—a small space where I can organize things and feel calm,’” Amanda shares. The family is now working with Texas Workforce to explore job options and the next steps for Alexis’ future.
For caregivers just starting this journey, Lupe shares simple but powerful advice: “Don’t push your child back and don’t tell them they can’t do something. Let them tell you what they can and can’t do. You’re not always going to be there for them—so teach them that life goes on, and they can live it.”
Lydia Boureslan (915) 731-0550
- Bruni, M. (2016). Fine motor skills for children with Down syndrome: A guide for parents and professionals (3rd ed.). Woodbine House.
- Hale, N. (2016). Whole child reading: A quick-start guide to teaching students with Down syndrome and other developmental delays. Woodbine House.
- Winders, P. C. (2013). Gross motor skills for children with Down syndrome: A guide for parents and professionals. (2nd ed.). Woodbine House.
https://www.episd.org/page/regional-day-school-program-for-the-deaf
https://emergencehealthnetwork.org/developmental-disabilities/
- https://gigisplayhouse.org/elpaso/
- Folklorico: https://gigisplayhouse.org/elpaso/sfcalendar/
- 1:1 Literacy Tutoring: https://gigisplayhouse.org/literacy/
- 1:1 Math Tutoring: https://gigisplayhouse.org/elpaso/one-one-math-tutoring/
The following people and organizations played a vital role in the creation of this resource. I, Leslie Ann Ayala, am truly grateful for your support, encouragement, and shared commitment to the Down syndrome community in El Paso, Texas. Bright Futures: A Transitional Resource Guide is a reflection of collective efforts, shared experiences, and a strong community committed to supporting individuals with Down syndrome and their families. Heartfelt thanks to everyone who contributed to its creation — your impact is deeply appreciated.
- The true storytellers of Bright Futures — the caregivers who generously shared their experiences, insights, advice, and trusted resources.
- A special note of gratitude to the children of these caregivers—your joy, resilience, and genuine hearts were a true source of inspiration throughout the creation of Bright Futures.
- UTEP OTD Faculty
- Dr. Stephanie Capshaw – UTEP OTD Capstone Coordinator
- Dr. Claudia Yagel – UTEP OTD Faculty Advisor
- Dr. Amelia Rau – Capstone Subject Matter Expert/Mentor
- El Paso Community Foundation
- Down Syndrome Coalition for El Paso President Priscilla Estrello
- Every Little Blessing Director Jessica Quinn
- Arc of El Paso Director Molly Saenz
- Next Chapter Book Club Facilitators Paola Perez Ganem and Jackie Terrazas
- Camp Kaleidoscope (Formerly known as Camp Kadima) Director Kelley Scott
- Jaime Castaneda – Software Developer
- Raquel Lauretano – LCSW-S Senior Court Investigator-Guardianship Services El Paso County Statutory Probate Court No. 2
- UTEP College of Health Sciences Student Research Grant
- Amanda Prezioso – Artist of Bright Futures logo, created during her time at Camp Kaleidoscope 2025
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