top of page

Disability Advocacy Services (DAS) is a client centered advocacy group that believes in the empowerment of others to become their own advocate.  We believe in supporting those with disabilities to ensure an equitable education is being provided.  Whether the student has a 504 or Individualized Educational Plan, has been denied services or is in higher education, we are here to help.  

We can help bridge the communication between you and the educational team. We will also provide dedicated advocacy on your behalf and offer information and support during meetings.

DAS can also assist you in implementing  disability-specific strategies to use at home or school.  We are experienced and highly trained in the use of Evidence-Based Practices (EBP’s).  These strategies can help families with a wide range behavioral challenges such as executive functioning, sensory needs, self-injurious behaviors, aggressive-like behaviors, defiance, or impulse control.

Pamela Shelton


Pamela Shelton has been an Education Specialist since 2008, and holds a Mild/Moderate Credential.  Through those years, she has worked within various educational settings including county programs, district sites, and charter schools, all the while advocating for student’s rights.  Experience working with diverse populations and settings, such as Special Day Classes and Resource Specialist Programs, ranging from grades K-12, has provided her a wide range of knowledge and understanding of student needs. 


Having written countless IEP’s and personally serving students, Pamela is well versed on appropriate and evidence based services, accommodations and modifications.  During her tenure, Pamela was trained in the Nurtured Heart Approach, Positive Behavior Interventions and Supports (PBIS) and Applied Behavior Analysis, giving her an edge when working with students who have social, emotional or behavioral needs. 

As a parent of children with disabilities, she has advocated for her own children, ensuring their services and accommodations were being provided.  These opportunities to sit on both sides of the table, have prompted Pamela to advocate for others who may not have the same knowledge of the educational system as she.  Outside of the classroom, Pamela has supported adults in advocating for their own needs in both an educational and professional setting.  She is passionate about sharing her experience to help empower others to become their own advocates and she is committed to ensuring individuals with disabilities have an equitable education.

Jamie Holmes


Jamie has been a special education teacher since 2005. Throughout her career, she’s been an ardent advocate for students’ rights. She understands the importance of helping students clarify their rights and advocate for themselves to gain access to their accommodations. She helps students run their own meetings and participate in meeting their own educational needs. She feels very fortunate to have been invited to participate in numerous professional development opportunities.


With the help of the UC Davis MIND Institute, she’s become highly trained in Neurodevelopmental Disabilities as well as the Evidence-Based Practices that are used when working with individuals affected by NDD’s. She graduated from two of their programs, CAPTAIN and LEND. Through California Professional Training and Information Network, CAPTAIN, she  gained knowledge and expertise in the field of Autism. In her Leadership Education in Neurodevelopmental and Related Disabilities, LEND, she studied with leading scientists to become a future leader in the field.

Working with the MIND Institute, as well as being dual-credentialed, has prepared her to support families and individuals affected by a disability in special education. Jamie is also committed to educate and empower school personnel and ensure that every student has the opportunity to learn the same material in the same environment as their typically-developing peers. It is her personal goal to make advocacy available and affordable for all and help students reach their personal and academic goals.

bottom of page