Winter 2026 hasn’t been easy for the grownups in our household.

We’ve dealt with temperatures consistently in the negatives. We’ve soldiered through days topping only in the single digits, if they ever crept above zero, trapping us mostly indoors. That’s ramped up contagion, of course, and we battled an awful virus in late January-early February, all while watching footage of ICE murdering people in the streets of Minneapolis. God bless America.
Just after we managed to avoid an ER trip by forcing liquid ibuprofin down our daughter’s throat, the hot water in our kitchen pipes froze. Then, our oil supplier missed a delivery day–a Friday, no less– leaving us with only our woodstove for heat over a long, frigid weekend.
Ugh. Fortunately, things have improved.
But, illness aside, you know who *has* had a good winter so far?
Our autistic daughter, Daphne.
This is the first year Daph has participated in her school’s winter sports program. In her district, all third through eighth graders get to choose from skiing, snowboarding, ice skating, or bowling. Then, for six weeks starting in January, they get half the day every Tuesday to take their lessons off campus. It’s a nice break for the kiddos and a good way to make the often dark, icy days a little more bearable.
At the urging of her long-time aid, I signed Daphne up for snowboarding.
I was skeptical, I’ll admit. What exactly would she do while her classmates had their lessons with the Burke Mountain staff? Would I have to pull her around on her snowboard while she watched her peers go “falling leaf” on their heels down the bunny hill? Would she end up just playing in the snow until enough time crept by for me to finally load her up in our Subaru? Would she be able to ride the bus up to the mountain with her peers, or would the engine and diesel fumes overwhelm her, and I’d have to drive her myself? I was prepared to do all these things so she could be included, but I wasn’t sure they would add up to any kind of meaningful experience.
Such is sometimes the case. People usually do the best they can, but “including” my child with high support needs doesn’t always look the way I’d like it to. And then, I’m forced to stand there politely witnessing, and silently internalizing, all the things that seem impossible. That vast difference between my child I love so much and the rest of the world.
In this case, how wrong I was.
Turns out, Daphne’s district works with Adaptive Sports Partners.
They are a magnificent non-profit organization that creates opportunities for people of various abilities to enjoy the sports and recreation most of us take for granted.
Their volunteer instructors facilitate activities like skiing, snowboarding, hiking, swimming, bike-riding, etc. for those who struggle to do these things on their own. The organization provides all kinds of specialized instruction and amazing adaptive equipment to make these experiences possible, guided as they are by the vision of “build[ing] a community where everyone can experience and excel at sport, recreation, and adventure,” which gives participants the “community, confidence, and skills” they might not otherwise have.
It’s been a beautiful experience for us.

Daphne’s instructor, Miss Kerry, met us right away that first day. She knelt down so she was eye-level with Daphne, introducing herself and speaking kindly but without condescension. She got Daphne strapped into her bindings on her board, communicated with her via some simple sign language, and listened as Daphne used her AAC device to say things like “Hello,” “Yes,” and “Again.” In no time, she had Daph giggling and signing for more as she maneuvered her around the base of the learning area.
By the next lesson, Kerry was holding Daph’s hand as she went down the lower portion of the learner’s hill.
By the next few sessions, Daph was only holding on to her with one hand.
“You have such strong legs, my friend! You are so balanced and relaxed!” Kerry tells Daphne. “You are amazing!”
Rarely have I seen Daph so happy. Plus, all I have to do is watch my sweet girl have a blast, up there on that beautiful mountain during these thankfully-bluebird afternoons, when we’ve soaked up the precious, healing sun. It’s felt like the sky knows it’s witnessing something special in all this wonderful affirmation.
Daph’s classmates have been so impressed and supportive, too. They cheer her on, calling out things like “Yay, Daphne! You’re a natural!” They’re right there with her, going down the hill around her. She’s right there in the middle of all the action.
She has one more lesson in March before winter sports end. I’m sad about that, but I’m so grateful for this experience and all the ways it’s compensated for the hard parts of the season.
Adding to this joy was Daphne’s Valentine’s gift from her Grandma and Grandad, the new first-ever autistic Barbie doll from Mattel.

The company worked for over a year with the Autistic Self Advocacy Network, run by and for autistic people, to create a doll that enables autistic children to see themselves represented positively and authentically.
The doll has bendable arms and wrists to reflect the physical stimming and flapping some people do to self-regulate. She wears a finger-clip spinner and a soft, simple dress to suggest the sensitivity some have to textures. She sports a pair of headphones, for noise-cancelling purposes and to indicate the love many autistic people have for music that soothes or otherwise appeals to them. She gazes slightly off to the side, representing how many autistics prefer to avoid eye contact.
Daphne’s favorite feature of the doll, however, is the doll’s AAC device, the method by which this Barbie communicates instead of using spoken words.
When Daph opened the doll, I showed her all the ways the doll was similar to her. She listened quietly before she pointed to the doll’s AAC tablet, looked at me, and smiled. Daph loves her own tablet, what we call her “talker,” so I think she knew immediately how important it was to this Barbie.

Daph’s played with her every day since she’s opened her, making Barbie dance up and down while she, Daph, taps “Hello” on her talker, which I repeat back: “Hello, Barbie!” Daph giggles and makes the doll jump up on my arm or leg.
This doll “expand[s] what inclusion looks like in the toy aisle and beyond because every child deserves to see themselves in Barbie,” says Jamie Cygielman, Mattel’s global head of dolls.

People have criticized the doll, of course. One major critique is that she stereotypes the disorder, since autism actually exhibits in so many different ways. Another is that the doll simplifies autism, making it “cute” without representing the hardships that often come with this way of being (Um, hello, the doll is a toy meant to enjoy… do kids want to see that hardship made explicit?). Another is that the doll is only one skin tone.
Everyone has the right to an opinion, and I am not autistic myself, so I’m not in a position to fairly weigh in (though, clearly, I do have a few opinions).
All I care about, really, is how my autistic daughter responds to the doll. I believe she understands this Barbie is just like her, and she appreciates that. She seems to love the doll, and that’s what matters to me.

No doubt, people have critiques for Adaptive Sports Partners, too (though, I truly cannot imagine what they might be. That participants pay a fee, usually…?). Again, that’s fine; right now, I don’t have a single complaint.
Maybe I should. Maybe there is always room to push, to make something even better. Maybe my privilege, or the fact that I sometimes settle too easily, shows in my lack of complaint.
But, right now, here’s what it comes down to for me:
I can tell my daughter she is sweet, smart, beautiful, wonderful, and just as good as any other person in this world. I can read books normalizing autism to her, and that is wonderful, but it does lean more toward the abstract side of things, just as my words probably do.
What might make a clearer, deeper difference is Daphne seeing evidence of her belonging in the world around her. When she’s included in more ways that just being in the same school building or classroom. When she can snowboard next to her friend Ilona, for instance, and play with a doll that communicates just like she does. When she sees she’s reflected and fully embraced exactly as she is, in all her strengths and challenges. When there’s proof she deserves time to be front and center too, that she’s not always destined for the peripheries. This, I believe, will enhance her self-esteem and self-efficacy, and those are the bedrocks on which she will learn, grow, and ultimately thrive.
That’s a foundation for self-love, dignity, and respect. A good life.
And that, I do not take lightly.

Thank you for reading. I hope you’ve had a good February, and if you have thoughts or opinions, I’d love to see them in the comments. See you next month!

XOXO,
Jenn


































































