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https://youtu.be/8RUCgOPCF9c

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The Power of Inclusion In and Beyond School: Session 1

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Recorded Webinar in Spanish / Seminario Web Grabado en Español

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Recorded Webinar in Spanish / Seminario Web Grabado en Español

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Recorded In Spanish
Grabado en español
https://youtu.be/n18_naYgxIo

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2/3/22- The Power of Inclusion In and Beyond School

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https://youtu.be/hjg-BgtoCCQ

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The Power of Inclusion and Beyond: Session 2

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2/8/22- The Power of Inclusion In and Beyond School

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CDC: Disability and Health Inclusion Strategies 

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CDC: Disability and Health Inclusion Strategies 

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Centers for Disease Control and Prevention

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Inclusion of people with disabilities into everyday activities involves practices and policies designed to identify and remove barriers such as physical, communication, and attitudinal, that hamper individuals' ability to have full participation in society, the same as people without disabilities. Inclusion involves:

Getting fair treatment from others (nondiscrimination);

Making products, communications, and the physical environment more usable by as many people as possible (universal design);

Modifying items, procedures, or systems to enable a person with a disability to use them to the maximum extent possible (reasonable accommodations); and

Eliminating the belief that people with disabilities are unhealthy or less capable of doing things (stigma, stereotypes).

Disability inclusion involves input from people with disabilities, generally through disability-focused and independent living organizations, in program or structural design, implementation, monitoring, and evaluation.

National Policy and Legislation

Three federal laws protect the rights of people with disabilities and ensure their inclusion in many aspects of society:

Section 504 of the Rehabilitation Act of 1973

The Americans with Disabilities Act (ADA) of 1990, which was followed by the ADA Amendments Act of 2008 in an attempt to restore the original intent of the legislation

The Patient Protection and Affordable Care Act in 2010

Section 504 of the Rehabilitation Act

Section 504 of the Rehabilitation Act of 1973external icon is a federal law that protects individuals from discrimination based on disability. The nondiscrimination requirements of the law apply to employers and organizations that receive financial assistance from federal departments or agencies. Section 504 forbids organizations and employers from denying individuals with disabilities an equal opportunity to receive program benefits and services. It defines the rights of individuals with disabilities to participate in, and have access to, program benefits and services.

Americans with Disabilities Act

The Americans with Disabilities Act (ADA) of 1990external icon , as amended, protects the civil rights of people with disabilities, and has helped remove or reduce many barriers for people with disabilities. The legislation required the elimination of discrimination against people with disabilities. The ADA has expanded opportunities for people with disabilities by reducing barriers, changing perceptions, and increasing participation in community life.

ADA guarantees equal opportunity for individuals with disabilities in several areas:

Employment

Public accommodations such as restaurants, hotels, theaters, doctors' offices, pharmacies, retail stores, museums, libraries, parks, private schools, and day care centers

Transportation

State and local government services

Telecommunications such as telephones, televisions, and computers

People with Disabilities and the Patient Protection and Affordable Care Act

On March 23, 2010, President Obama signed into law the Patient Protection and Affordable Care Act,external icon commonly referred as ACA.

For people with disabilities, the ACA:

Provides more health care choices and enhanced protection for Americans with disabilities;

Provides new health care options for long-term support and services;

Improves the Medicaid home- and community-based services option;

Provides access to high-quality and affordable health care for many people with disabilities;

Mandates accessible preventive screening equipment; and

Designates disability status as a demographic category and mandates data collection to assess health disparities.

Visit the Affordable Care Act for Americans with Disabilities pdf icon [153 KB, 2 pages] external icon to learn more.

Universal Design

The intent of universal design is to simplify life for everyone by making products, communications, and the physical environment more usable by as many people as possible at little or no extra cost. Universal design benefits people of all ages and abilities. The Center for Universal Design at North Carolina State Universityexternal icon has developed seven principles for universal design:

Equitable use: The design is useful and marketable to people with diverse abilities.
For example:

Power doors with sensors at entrances that are convenient for all users.

Flexibility in use: The design accommodates a wide range of individual preferences and abilities.
For example:

An automated teller machine (ATM) that has enhancements in the way it looks, feels, or sounds so that people with vision or hearing impairments can use it;

A tapered card opening for ease in inserting or removing a bank card; and

A palm rest to aid those with arm mobility or strength limitations.

Simple and intuitive use: Use of the design is easy to understand, regardless of the user's experience, knowledge, language skills, or current concentration level.
For example:

Including an instruction manual with clear drawings and no text.

Perceptible information: The design communicates necessary information effectively to the user, regardless of the current light, visual, or sound conditions or the person's abilities to read, see, or hear.
For example:

Alarm systems that can be both seen and heard; and

Routinely making captioning available in all television or video presentations.

Tolerance for error: The design minimizes hazards and the harmful consequences of accidental or unintended actions.
For example:

Ground-fault interrupter (GFI) electrical outlet that reduces risk of shock in bathrooms and kitchens.

Low physical effort: The design can be used efficiently and comfortably with minimum fatigue.
For example:

Easy-to-use handles that make opening doors easier for people of all ages and abilities.

Size and space for approach and use: Appropriate size and space is provided for approach, reach, manipulation, and use regardless of person's body size, posture, or mobility.
For example:

Counters and service windows are low enough for everyone to reach, including people who use wheelchairs; and

Curb cuts or sidewalk ramps, essential for people in wheelchairs, but are used by all people, and also convenient for people pushing baby strollers.

Accessibility

Accessibility is when the needs of people with disabilities are specifically considered, and products, services, and facilities are built or modified so that they can be used by people of all abilities. Here are a few examples of accessibility:

Parking spaces are close to entrances

Floor spaces and hallways are free of equipment and other barriers

Staff and healthcare professionals can use sign language or have access to someone who can use sign language

Reasonable Accommodations

Accommodations are alterations that have been made to items, procedures, or systems that enable a person with a disability to use them to the maximum extent possible. An accommodation can also be a modification to an existing environment or process to increase the participation by an individual with an impairment or activity limitation. Braille, large print, or audio books are examples of accommodations for people who are blind or who have visual limitations otherwise. For people who are deaf or who have difficulty hearing, accommodations may take the form of having an American Sign Language interpreter available during meetings or presentations, or exchanging written messages. Communication accommodations do not have to be elaborated, but they must be able to convey information effectively.

Assistive Technology

Assistive technologies (ATs) are devices or equipment that can be used to help a person with a disability fully engage in life activities. ATs can help enhance functional independence and make daily living tasks easier through the use of aids that help a person travel, communicate with others, learn, work, and participate in social and recreational activities. An example of an assistive technology can be anything from a low-tech device, such as a magnifying glass, to a high tech device, such as a computer that talks and helps someone communicate. Other examples are wheelchairs, walkers, and scooters, which are mobility aids that can be used by persons with physical disabilities. Smartphones have greatly expanded the availability of assistive technology for people with vision or hearing difficulties, or who have problems with effectively communicating their thoughts because of mental or physical limitations.

For more information: Access & Independence through Technologyexternal icon .

Independent Living

Independent living is about people with disabilities having voice, choice, and control over their everyday lives. The person may not need any assistance or might need help with only complex issues, such as managing money, rather than day-to-day living skills. Whether an adult with disabilities continues to live at home or moves into the community depends in large part on his or her ability to manage everyday tasks with little or no help. For example is the person able to clean the house, cook, shop, and pay bills, or able to use public transportation?

For more information:

Assisted Living

Assisted living is for adults who need help with everyday tasks. They may need help with dressing, bathing, eating, or using the bathroom, but they don't need full-time nursing care. Some assisted living facilities are part of retirement communities. Others are near nursing homes, so a person can move easily if needs change.

For more information:

Communicating With and About People with Disabilities

Disability is part of the human experience, but sometimes people use words or phrases that are insensitive and do not promote understanding, dignity, and respect for people with disabilities. More often than not, this is not intentional, but can be hurtful just the same. Learn how to communicate with and about people with disabilities using people-first language and other helpful tips.

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Disability and Health Inclusion Strategies | CDC

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Inclusion of people with disabilities into everyday activities involves practices and policies designed to identify and remove barriers.

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United Nations Department of Economic and Social Affairs 

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United Nations Department of Economic and Social Affairs 

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Promoting an accurate image and enhancing the voice of persons with disabilities in the media
Background
Currently, there are approximately 1 billion persons with disabilities in the world, or 15 per cent of the global population. In both developed and developing countries, evidence suggests that persons with disabilities are disproportionately represented among the world's poor and tend to be poorer than their counterparts without disabilities. Economic and social exclusion is a part of the daily lives of persons with disabilities and is a breach of human rights and a major development challenge. The rich diversity of our society inclusive of all its members - including persons with disabilities - can help strengthen fundamental human rights and contribute to development for all.

The United Nations is committed to the full and equal enjoyment of all human rights by all persons, including persons with disabilities. It has a long history of promoting these rights in all areas, and on an equal basis with others, in order to achieve a society for all. The work of the United Nations for persons with disabilities is now supported by a legally binding document - the Convention on the Rights of Persons with Disabilities - that prepares the way to further empower persons with disabilities to better their lives and promote their inclusion in society on an equal basis with others.
The role of the media
Images and stories in the media can deeply influence public opinion and establish societal norms. Persons with disabilities are seldom covered in the media, and when they are featured, they are often negatively stereotyped and not appropriately represented. It is not uncommon to see persons with disabilities treated as objects of pity, charity or medical treatment that have to overcome a tragic and disabling condition or conversely, presented as superheroes who have accomplished great feats, so as to inspire the non-disabled.

The media can be a vital instrument in raising awareness, countering stigma and misinformation. It can be a powerful force to change societal misconceptions and present persons with disabilities as individuals that are a part of human diversity. By increasing the awareness and understanding of disability issues and the diversity of persons with disabilities and their situations, the media can actively contribute to an effective and successful integration of persons with disabilities in all aspects of societal life. Indeed, the Convention on the Rights of Persons with Disabilities requires States to raise awareness and combat stereotypes related to persons with disabilities, including by encouraging all media to portray persons with disabilities in a manner consistent with a respect for human rights.
Changing perceptions

Attention should be drawn to the image of disability in the media with a view to an accurate and balanced portrayal of disability as a part of everyday life. The media can play an important role in presenting disability issues in a way that could dispel negative stereotypes and promote the rights and dignity of persons with disabilities. Furthermore, options should be developed on how to present persons with disabilities in various media and the importance of supporting the work of the United Nations to build a peaceful and inclusive society for all.

The Convention on the Rights of Persons with Disabilities can work as a tool to enhance the work of the media in promoting the rights of persons with disabilities, as well as to promoting their access to education, employment, health and other areas of development on an equal basis with others.
Opportunities

Public events and other international commemorations can provide excellent opportunities to raise-awareness and conduct outreach to promote the disability perspective and highlight the concerns of persons with disabilities. Disability-awareness and related sensitivity trainings can also be conducted in organizations in conjunction with such events or be mainstreamed in standard operating procedures. Some UN-sponsored opportunities and campaigns include:

- World Down Syndrome Day, 21 March
- World Autism Awareness Day, 2 April
- World Mental Health Day (10 October)
- World Sight Day (second Thursday in October)
- World AIDS Day, 1 December
- International Day of Persons with Disabilities, 3 December
- Human Rights Day, 10 December
- Inclusion saves lives: DiDRR campaign
- UN Enable Film Festival
Spokespersons
Public figures, senior Government officials and high-profile celebrities can work to change societal perceptions about disability and raise awareness about the concerns of persons with disabilities. Some UN-related spokespersons include:

- UN Messengers of Peace
- Special Rapporteur on the Rights of Persons with Disabilities
- Special Envoy of the Secretary-General on Accessibility and Disability
- Goodwill Ambassadors: UN Players, UNHCR, UNICEF, UN Women
Partnerships

It is vital to include persons with disabilities and their organizations in preparing for any media and communications strategy or event. A common slogan that echoed through the halls of UN Headquarters during the drafting of the Convention was "Nothing about us, without us". Multi-stakeholder partnerships that include Governments, UN system organizations, civil society organizations, as well as organisations of persons with disabilities is the way forward to advance the rights and inclusion of persons with disabilities in society and development.
Other resources

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Disability and the Media | United Nations Enable

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Background Currently, there are approximately 1 billion persons with disabilities in the world, or 15 per cent of the global population. In both developed and developing countries, evidence suggests that persons with disabilities are disproportionately represented among the world's poor and tend to be poorer than their counterparts without disabilities.

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Center for Parent Information & Resources: School Inclusion

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Center for Parent Information & Resources: School Inclusion

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Updated, 2017
Looking for information about inclusion of children with disabilities in our schools and communities? The CPIR is very pleased to offer you this resource page, which will connect you with the great work and materials of the disability network nationwide and internationally.
Inclusion is part of a much larger picture than just placement in the regular class within school. It is being included in life and participating using one's abilities in day to day activities as a member of the community. Inclusion is being a part of what everyone else is, being welcomed and embraced as a member who belongs It is being a part of what everyone else is, and being welcomed and embraced as a member who belongs. Inclusion can occur in schools, churches, playgrounds, work and in recreation.
-Kids Together, Inc.

The Basics

What is inclusion?
Visit Kids Together, which offers a wide range of materials on inclusion-its components, its benefits, rights to regular education, the role that assistive technology can play, and much more.
http://www.kidstogether.org/componentsofinclusion.htm

Read Are IDEA's LRE provisions a mandate for inclusion?
Considering LRE in Placement Decisions and you'll have your answer. (LRE stands for "least restrictive environment.")
https://www.parentcenterhub.orgplacement-lre/

The issues and conflicts surrounding inclusion, terminology to know, what the law requires, court decisions, research, and recommendations.
From the Wisconsin Education Association Council.
http://weac.org/articles/specialedinc/

5 benefits of inclusion classrooms | Available in English and Spanish.
From Understood, this article is short and point to the point.
English | https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/5-benefits-of-inclusion-classrooms
Spanish | https://www.understood.org/es-mx/learning-attention-issues/treatments-approaches/educational-strategies/5-benefits-of-inclusion-classrooms

Making Inclusion Happen

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**Highly Rated Resource! This CPIR resource was reviewed by 3-member panels of Parent Center staff working independently from one another to rate the quality, relevance, and usefulness of CPIR resources. This resource was found to be of "High Quality, High Relevance, High Usefulness" to Parent Centers.
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Would you like to keep reading about placement issues?

Placement, Short-and-Sweet
Placement, in overview. Here are the basics, if you please.

Considering LRE in Placement Decisions
LRE-least restrictive environment-is a foundational principle in IDEA. What is LRE, and how does it shape placement decisions? This discussion takes a detailed look.

Starter Set of Resources on LRE
Looking for information, resources, and technical assistance to help you and others support children with disabilities in their least restrictive environment in school? Here's a starter list of places to look online.

School Inclusion (You're already here!)
Looking for information about, and best practices for, the inclusion of students with disabilities in regular classrooms and in the daily activities of school?

Placement and School Discipline
How is a child's placement affected when he or she is being disciplined for a violation of the student code? Find out what authority school personnel have to remove a child from his or her current placement, what authority the hearing officer has, what constitutes a change of placement, and what placement the child will have during any appeal.
Discipline, in Detail

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Updated, 2017 Looking for information about inclusion of children with disabilities in our schools and communities? The CPIR is very pleased to offer you this resource page, which will connect you with the great work and materials of the disability network nationwide and internationally.

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New Jersey Coalition for Inclusive Education: Inclusive Education, A Parent's Perception

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New Jersey Coalition for Inclusive Education: Inclusive Education, A Parent's Perception

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New Jersey Coalition for Inclusive Education

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On this episode of the Inclusion Think Tank Podcast we welcome my guest Wendy Lacey. Wendy and I discuss inclusive education from a parent's perspective, and she shares the benefits her family saw from having her daughter who has Downs Syndrome in an inclusive classroom setting

Episode Transcript

Arthur: Welcome to the Inclusion Think Tank podcast brought to you by New Jersey Coalition for Inclusive Education, NJCIE. As the name suggests, this podcast will discuss inclusive education and most importantly, why it works.

On this episode of the Inclusion Think Tank podcast, I welcome my guest, Wendy Lacey. Wendy and I discuss inclusive education from a parent's perspective, and the benefits her family saw by having her daughter, who has Down syndrome in an inclusive education setting.

Arthur: I would like to welcome everyone back to another episode of the Inclusion Think Tank podcast brought to you by New Jersey Coalition for an Inclusive Education.

I am your host, Arthur Aston, and I am happy to have my guest, Wendy Lacy, on the show with us today. So, Wendy, welcome to the podcast and I'm excited for our conversation.

Wendy: And I'm so happy to be here, Arthur, thank you for the invitation.

Arthur: Oh, yes, you're welcome. So to get started, can you share with us what does inclusive education, in general, what does that mean to you and how would you define that?

Wendy: So by way of background, I have four children all now teenagers, and one of my children has a disability.

She has Down syndrome, and she's been educated in an inclusive setting since she was young. And so, when I think of inclusive education and my family's experience, I think about it as being as providing opportunities for students with disabilities to learn alongside their peers in their own neighborhoods and in their own communities.

And I think inclusive education also has an important component of giving students and educators the tools they need to make that successful education happen in that setting. I think inclusive education means more than physically being in the same building.

It means it's more than just having someone like my daughter being the same recess as her typically developing peers or in the same class or music class. It's really about giving the students meaningful opportunities to get to know each other, to learn alongside each other, and to learn from each other.

Arthur: That's so true, and it goes beyond the classroom, as you said, to the playgrounds, the recess time, it goes way beyond just the classroom setting and the learning in the classroom, because, as someone myself with a disability, it's nice when I'm able to fit in.

Even now as an adult, it's nice when I'm able to just be incorporated into a group of people of my peers at a concert or someplace like that where I like to go, or at the movie theater or something like that.

It goes way beyond the classroom and it sets up a situation from early in someone's life to what they will face throughout their life in adulthood for situations where everybody is expected to be in the same place at the same time and interact with each other.

So it starts in the classroom, but it does go way beyond that setting for sure.

Wendy: And you're right. Yeah. Inclusive Education really sets the setting for what our society should be like overall for everyone.

Arthur: Yes, definitely. Wow! That was good. That was really good.

So, when you were answering that first question, you mentioned that your daughter has Down syndrome and that she was in an inclusive classroom setting through her education time and time in school.

As a parent, what were some of the benefits that you saw that your daughter was gaining from being in an inclusive classroom setting?

Wendy: So, you know, it's hard to say. She's 17 now, so Evelyn is 17 years old and she's going to be a junior at Montclair High School.

When I say that Evelyn has been in an inclusive setting since she was a baby, what I mean by that is from the very beginning, she attended and did her therapy sessions at the Ben Samuels Center at Montclair State University.

We sent her to typical preschool. So really from the beginning, we embraced, as a family, the philosophy of inclusion. And a lot of that came from speaking to our parental peers who had children with disabilities, who are older than ours, who gave us the advice of think about where you want your child to be 20, 30 years from now, and then set the path based on that.

And so, having Evelyn grow up to be as independent as possible is really what made us believe in the importance of inclusive education.

So it's hard to say. Obviously, It's hard to say exactly what her life would be like if she didn't do inclusive education. But I am very, very confident that learning alongside her peers in her own community has helped her develop a sense of belonging, a sense of pride and a steady path towards independence.

From the very beginning, she was able to observe and model her peers and learn about what the appropriate social interactions look like. Being in an inclusive setting has helped us as parents set our own expectations very high for her.

Made us understand what she could accomplish if given the right tools and support, made us understand why it was important to have her be a part of her own community. Have other families see her at school events, know that she belongs here too and should feel welcome.

As simple as this, we wanted as a family to be able to go to a restaurant, for example, in Montclair and have other children, other families give her a wave because they recognized her and knew her and not look at her because she was different.

And so, inclusive education is a lot more than just about what happens in the classroom. It's about being a part of the fabric of your community.

So as parents, being in an inclusive setting has also helped us realize what we need to do to shape our future. Now that she's in high school, we see her peers getting ready for college, getting ready for careers and have those conversations. And you know what? Evelyn's path might ultimately veer from theirs over the long term. But those same basic considerations are happening, right.

Will she have additional schooling? What will she do for work? What's going to make her happy, where she's going to live? And so, our embracing inclusive education really has set us on this path of how to make her the independent young woman who is happy in life and giving us the tools to do that.

Arthur: I love that you use the word independent and independence multiple times. It reminded me of my own parents with me and that, I think that is what every parent strives for, how they can help their child achieve their best potential and their highest level of accomplishments and the independence, whatever that looks like for that individual.

I also love what you said about being able to go out and having students and other families wave to Evelyn and say, 'Hi', 'Hey, she's in my class.'

That's what children look for when they go out and their friends. And having her in the inclusive setting in the classroom, that really, does help out with those types of situations outside of the classroom in the world.

And that, yeah, that was really cool. It really reminded me of my own parents there. So I kept smiling.

Wendy: You know what's nice, too? When I think about what's going on right now in our family. Evelyn is at two weeks of sleep-away camp at Frost Valley YMCA at the YMCA camp in upstate New York. And this is maybe her fourth time doing that, a two week sleep-away program. And it is bittersweet, I mean, to see her get there. There's lots of kids in Montclair who go to camp there, and so to pull up there for drop-off and see families we know and again, have them give a big greeting to her. It's really, it's something special. But boy, I miss her at sleep away camp.

Sometimes I'm like is this independence thing, OK? Because I really miss her. Those are tools I like to think, or let me say, I'm confident in my thinking that the fact that we've had her in an inclusive setting has given her that confidence that she can do something like this, just like her peers are doing. Enjoying this kind of camp experience, enjoying dance classes in town, film classes, things outside the classroom. But she got that confidence to be able to do those things from being amongst her peers in the classroom.

Arthur: Yeah, that's really great. And two weeks at sleep-away camp.

Wendy: I want to do that. Right? Grown up camp, please.

Arthur: Yes. Is there a sleep away camp for adults? Like just for two weeks?

I might even take a week at this point, just step by step away and be in nature for a couple of days like that would be that would be great at this time, for sure.

Yes, definitely sounds like the dream.

Arthur: So, you and your family started Cornerstone Montclair. Can you tell us what that is and how it came to be, and about some of the great things that you all do there?

Wendy: Sure. Cornerstone Montclair is a business that's built around the philosophy that community inclusion is critically important for our society in general. In order for the benefits of inclusive education to be fully realized, right. There's a continuum here.

It's not going to help if Evelyn and her peers with disabilities are in inclusive education settings and then they age out of the public school system. And then there's nothing for them to do, right? So inclusion is a continuum.

It does not stop after you leave the public school system. And that is the ultimate goal, I think, for all of us. And so, my family established Cornerstone Montclair almost four years ago. It's a philosophy based on inclusion, but also a physical place.

So we own a small commercial building in Upper Montclair. There are five businesses that take up space in the building. In order to be here, you have to support and do something actively to support the philosophy of inclusion.

So we have five businesses here who do something for that goal. I'll give you two concrete examples. One of the businesses here is the Inclusive Movement Center. I am going to speak about them a little bit, and some of the things I say are based on pre-Covid experiences.

So the Inclusive Movement Center is a healthy business and running now, but before Covid, they were very popular for their ninja warrior classes. So they would have I think they had almost 20 different classes a week. Each one of their classes mostly were made up of typically developing students.

However, they are award-winning, an adaptive physiology, in every one of their classes would have several children who had disabilities integrated in with their peers. They have fantastic equipment and fantastic instructors that enabled fun classes that were open and able to accommodate kids of all abilities.

And in addition to that, the Inclusive Movement Center, also had interns with and without disabilities working with them. So there they are up and running again after the worst of the pandemic, but it's a little different, obviously, because much smaller size classes that are working together.

And then there's the General Store, which my family also owns. And the store is a retro style gift store. And it is a lot of fun. We carry a little of everything. We appeal to a wide range of people, customers.

And then we also hire, I have about 10 or 11 employees right now. Half of them have disabilities. Mostly high school and college students. And then the other half don't have disabilities. And I don't like to say that I use the buddy system, but I do like to overlap staff when possible so that they're learning from each other, and just as importantly, building relationships together. So that is the kind of thing that's going on in this building with all the businesses here. We also have a community room that's used for a wide range of things.

I do want to pause and say that I am careful to try and make sure the image of this building is not one that it's a building for quote unquote special needs kids or just for people with disabilities.

I like to say this is a building that has a lot of stuff going on for a wide range of people. It just makes sure that that wide range of people includes people and is especially welcome and accessible to people who have disabilities.

So my community room, which is the room I'm in now. Yes, we have social skills groups. We've had support groups. And here we've had support groups that have nothing to do with people with disabilities. We have senior citizen yoga that takes place here, our classes.

So it varies from time to time, but it's a lot of different things. One of the stories I love is we had a Valentine's Day activity here for students. This is going back maybe two years now, and it was an activity where parents would sign up and we had staff here helping children make Valentine's Day cards and again, for all abilities. And one parent reached out, very grateful, because she said it was one of the only activities that her two young daughters were able to do together.

And one of her daughters had a significant disability and one didn't. And she said there aren't a lot of places where she feels like they can be together for an activity. And our goal is to not be the only business like that, but to be a role model for other businesses.

And I do want to clarify that Cornerstone Montclair is not a nonprofit. I'd like to say we're a self-sustaining building, but I don't believe you have to be a nonprofit to do the right thing to include everyone in your community.

Arthur: Yeah, I love all of the work that you're doing, and I live in South Jersey, but the second I can get up there, I would love to come and check out the space, it sounds like a great place.

And I love what you've said, that it's not just for people with disabilities, but it's a space for everybody that also includes those with disabilities, because I always like to say people with disabilities are in your communities.

They are in your towns, they're in your neighbors, and they're going to the stores and the movies and the malls that you go to, and there needs to be space for them to be included in and in places like yours. So it's really great.

Wendy: I would also add that I also tell people and I hear this from people all the time. I think the last statistic that I read was 20 percent of families will experience disability directly in their life, whether it's an individual themselves or someone that they love.

And so, everyone is going to be touched with these type of challenges throughout their life or a large portion of the society will be. And I hear that a lot from people who come in. I've met some amazing families and amazing people just come in and said, oh, I heard about what you're doing and I can relate to this because my father, my son, my daughter, my cousin and everyone has the story, and in a lot of ways, this building, this business has been a connector of people. I've literally had somebody come in and start talk to me about their inclusive education experience and then have a woman across the room in the store say, oh, I'm moving here from Brooklyn and I'm interested in inclusive education. Can we talk? And those two people go outside and sit on a bench together and chat. And I love that, right? because, that's what it's about. That's really building community, right?

And helping people and being an informal resource for people. You know, one of the other things I want to say about the store that I don't think I mentioned was that I go out of my way to carry products in artwork made by people with disabilities.

And that is also just been such a fun way to meet different people from across the country and all over the world. I have artwork by local artists. I carry dog treats from a young woman and entrepreneur and Milwaukie cookies from a baker in North Carolina who has a disability eye all over the place, chocolates from a young woman in Georgia who has a disability, bath bombs-And so that's all integrated in to what's here. And sometimes customers know that and sometimes they don't. And when they're checking out, I say, hey, do you know that this entrepreneur is such an incredible entrepreneur?

And look at this challenge they have as well. People are really interested to hear those stories.

Arthur: That is such a great thing to raise that awareness about disabilities and the accomplishments of those and the talents of those who have disabilities.

Because I always say and I always hear that, my disability is physical. My disability is a mobility disability. So it's 'Oh, he can't walk.' And, it's always what they can't do. People with disabilities, 'they can't see.'

They can't walk. But it's a great way. What you're doing is a great way to focus on the positive, the flip side of things, and say like, yeah, they have these challenges they face. These are, these obstacles because of their limitations that are created by their disability.

But they also have these talents of doing artwork, creating bath bombs, and chocolates and things like that. So that's really, really cool. And I always love hearing stories because I am not talented in many ways.

So I'm always excited to hear of anybody's great ideas that they have with products that they can create.

Wendy: Yeah, well, you're talented at this.

Arthur: Thank you.

Wendy: I also know one of the things, one of the values that I have up on the wall is empowerment, and I love buying these products by people with disabilities.

One of the things I really try to avoid is a pity party. Like I don't want customers saying, 'oh, this is so sweet,' and this-you know what? It's not sweet.

This person is making a living and has their own business and you can give them your money. Right? I mean, I think it's about respect and empowerment. And along those lines, I'm also, I don't have volunteers really.

On occasion, I have people volunteer for a special event or a special project. But I really do try to steer away from that, because I think employment-paid employment-is important. And that is part of empowerment and respect.

Arthur: It is I love the empowerment and I love the fact that you said you stay away from the pity parties like that's so important to keep things positive. And also the paid employment. That is a huge thing for people with disabilities, for sure. So it's great that you are able to provide that for them.

One of the other things about Cornerstone Montclair is that you have mission partners that are businesses, educators, and service providers.

Why would you say those are important partnerships to have within the community?

Wendy: Well, I think shared values just helped get things done in a more efficient and stronger way. I mean, we send a stronger message together about the role that people disabilities can lead in their community.

There's a lot of synergies that happen here, too. So I'll give you an example of how we work together. Again, we're all separate businesses here, but I have an adult who's on the autism spectrum who just started working here, and he's particularly good working with customers.

And the speech therapist upstairs was working with one of her clients to develop a roleplaying script about let's pretend we work in the store. And this is how she's helping to develop social skills and speech skills.

And my employee was asked to be a consultant on this video that they were doing. And he was great. He's like, 'that's not what I would say to a customer. I would say this or I would suggest that.'

And it was just a great way, a great reminder by having businesses with shared values and goals in the building, that we can play off each other and really build things based on the synergies that sometimes just pop up from being in the same place, in the same time.

But mostly it's about being with groups of people and professionals who really agree that providing opportunities and platforms for people with disabilities to feel fulfilled and welcome in their own communities is important.

Arthur: Yeah, you've definitely as you mentioned, you've taken inclusive education outside of the classroom setting, and into the real world and into the community, which is so needed.

It's something that's definitely needed. And for you to be, you know, the first in your community to do such a thing, it's really, you know, it's great to be that role model and that setting that standard for what's capable from other businesses to do, so That's really great. I'm really excited that Cornerstone Montclair exists. That really, really makes me happy for sure.

Wendy: Can't wait to have you here.
Arthur: Yes. So to wrap up our conversation today, what would you say is one thing that can be done in order to better improve inclusive education?

Wendy: Well, I think as a society, we just have to be committed to train new teachers, to genuinely embrace inclusion and give them the tools they need to do that. I think we all know how hard teachers work. We need to support them and give them the tools that they need for that to happen.

But I think that has to happen when teachers are in school themselves, learning how to be educators. It's got to be really a requirement in part of the fabric of their own education. And again, the supports that they need to have that happen.

Arthur: Yes, like you said, it has to start before they get into the classroom so that they know they know what it is, they know what it's supposed to look like. And I love that answer.

It's so true, because if they're learning about it in their college courses and their other student teaching experiences, they're able to implement it whenever they become teachers. That's really great. Right. Yeah.

Well, Wendy, I thank you for this conversation. It was great getting to talk to you. It's nice to meet you virtually. And I look forward to continuing our conversation offline and figuring out ways that I can be involved with you all there. It's really, really great what you're doing. So thank you so much for sharing your story and your family story and what you're doing up there in Montclair. And I look forward to talking with you again soon.

Wendy: Well, thanks for the opportunity, it was so nice to speak with you, and NJCIE is lucky to have you on board.

Arthur: Oh, well, thank you so much. I appreciate that. And again, I appreciate this conversation. Have a great day.

Wendy: You, too.

Arthur: We thank you for listening to this episode of the Inclusion Think Tank podcast. This podcast is brought to you by New Jersey Coalition for Inclusive Education.

Be sure to subscribe on YouTube or Spotify. And don't forget to follow us on social media @NJCIE. Until next time.

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Episode 4: Inclusive Education, A Parent's Perspective - New Jersey Coalition for Inclusive Education

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On this episode of the Inclusion Think Tank Podcast we welcome my guest Wendy Lacey. Wendy and I discuss inclusive education from a parent's perspective, and she shares the benefits her family saw from having her daughter who has Downs Syndrome in an inclusive classroom setting

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Children's Literature Books to Foster Disability Awareness

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Children's Literature Books to Foster Disability Awareness

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Are You Afraid to Talk to Your Child About His Disability? 

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Are You Afraid to Talk to Your Child About His Disability? 

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You've always wanted to talk to your child about his disability, but then shied away from doing so, just as the words were forming on your lips. On the one hand, you think your child should know that his issues in the classroom are not the result of laziness or carelessness. On the other hand, you don't really know how to have this conversation-maybe it would be better to wait.

But wait for what? Are you thinking that one of you will be better able to talk about this at some vague point in the distance, always just out of reach? If so, you need to know this right now: if you don't have that talk about your child's disability, your child may come to the wrong conclusion.

Take, for instance, the blind child who thought he'd "grow out of it." Why shouldn't he have come to that conclusion if no one talked to him about his blindness? So the boy lived with false hope that someday, he'd be able to do the things his siblings and peers can do. How long would you want your child to live with false hope?

And then there was the child who hated school because it was a place where her peers could do what she couldn't. She didn't want the extra help her teacher offered, because she wanted to be like the other kids in the class. And she had no clue she had a disability. She just thought she was a stupid loser.

How long would you want your child to suffer under the illusion that she's just a loser?

So here's the thing: if you don't have that talk, your child may come to the wrong conclusion. Worse yet, if your family is not having this conversation, the siblings of the child with the disability may suffer terrible guilt. They may figure that since no one talks about it, it must be their fault. Maybe they "gave" the disability to their disabled sibling. Or maybe they avoid the sibling because they're afraid they'll "catch" the disability.

Does this sound far-fetched to you? Actually, all of the above scenarios are commonplace for children with disabilities and their siblings. Especially since the parents may be too busy with the child with the disability to find the time to sit down and have a talk with the family about the disability.

That's a pity, because by talking about the elephant in the room-by giving it a name and talking about what it means-parents can often head off a great deal of anxiety for all concerned. Furthermore, in acknowledging the disability and helping children to understand what it means, we are giving them the tools and the self-awareness they need to advocate for themselves.

Does your child with dysgraphia have difficulty writing? She can explain to the teacher that she does best on oral tests.

Does your child with ADHD find it difficult to concentrate unless he sits in the front row where he can see the teacher's mouth? It's important for him to be able to voice his needs and to know what can be done to get greater parity in the classroom.

It's fine that as parents, we advocate for our children. But the job doesn't end there. We want our children to develop the skills to advocate for themselves, so that as adults, they can be as independent as possible.

For this reason, talking to your child about his disability isn't something you can just get over with and be done with having to talk about it in the future. The conversation should be ongoing. Experts are constantly learning new pieces of information about disabilities and how to manage them. And there will naturally be all sorts of challenges your child and her siblings will encounter as they make their way through life.

Be compassionate, but don't pity. Be straightforward but use words your children can understand. Don't give your child false expectations and don't let her fall into the trap on using her disability as an excuse to get out of tasks, either.

Do It: Talk To Your Child About His Disability

Now for some tips on how to talk to your child (and his siblings) about his disability:

Emphasize your child's strengths. Your child with dyslexia, for instance, may not be easily able to translate symbols into sounds, but boy oh boy is he ever a terrific artist. Not to mention a good friend, a kind person, and fun to be with. A disability is a disability. It's not the sum total of the child. Make sure your child knows this. Be very specific about the challenges that come with the disability while praising your child for his specific gifts, as well. You want him to understand that he doesn't have to let his disability imprison him. He can move forward in a positive direction, just like everyone else.

Don't paint the disability as an insurmountable obstacle. Let's say your child has dyscalculia, which is like dyslexia but with numbers instead of letters and words. Your child may need more time to do math work, and may need extra help, as well. But that doesn't mean your child should look at math as something to be written off, for good. There are too many things in life that require numbers for your child to simply give up the ghost. Just help your child acknowledge the need for extra time or assistance, and let her know, too, that she's neither lazy nor stupid.

Help them come out of the disability closet. Kids want to be like their peers. Kids with disabilities may have a fear of being found out. Help them see the good qualities and strengths they have and point out that the disability does not have to inhibit their social abilities.

But then again, parents may also fear people finding out about a child's disability: a friend of mine had a baby and I happened to run into this mother and her newborn in the supermarket. I asked if I could take a peek at the baby and watched the mother hesitantly lift a corner of the baby blanket so I could see.

What I saw was a baby with Down syndrome. I realized then what the mother must have been going through, how she was still coming to terms with having a child with a disability, what she imagined people thought when they saw her infant for the first time. With time, this mother became a powerful advocate for her child and the child is an integral part of the community. But that doesn't mean these gains came naturally or easily. And just as it isn't easy for a parent to acknowledge a child's disability, it can be every bit as hard on the child to come to a place of acceptance of a disability as a distinctive part of who he is, like having blue eyes, red hair, or a sense of humor.

Know when to stop talking. Kids are great at giving cues, even right from birth. When a newborn is over stimulated from playing, he will start to cry. That's the parent's cue to stop cooing and playing with the baby. But older children also give cues. A parent should learn to listen to the child and watch for cues. Answer a question your child asks as simply as possible. Don't let it turn into a lecture. And when the child seems to shut down, stop talking. Stop talking now.

https://youtu.be/_RldXCWRQ_Q

Remember that they're just kids. It's a difficult balance for parents that have a child with a disability. They have to be unafraid and unapologetic about the disability in advocating for the child. Yet the parents could be beset with all types of worries for the child's future: what happens when the parents are gone? Will the burden of caring for the child with a disability fall to a sibling? Will there be money to take care of the child's needs? What will happen when it gets too difficult for me to push my child's wheelchair?

As real and difficult as these worries may be-and so many others, too many to mention here-it's very important to hide these concerns from the child with the disability. Instead, talk to a friend, join a support group, get counseling, but don't put this burden on your child. Of course, it doesn't work the other way around: a parent should be a rock for the child with the disability. The parent should be compassionate and understanding of the child's difficulty, always allowing the child to express his difficulties. But after listening to your child, offer comfort and cheering up.

It may seem a bit dishonest to hide your worries from your child, but it's not about honesty or the lack of it, it's about consideration. Your child has his own burdens; he doesn't need your very grown-up worries on top of his own. You serve as a bolster to your child in a sometimes harsh world. You are his support. Make sure he knows he doesn't have to worry about burdening you more than you already are and that you will always be there for him.

Because that's what parents are for.

Found what you just read useful? Why not consider sending a donation to our Kars4Kids youth and educational programs. Or help us just by sharing!

Reader Interactions

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Are You Afraid to talk to Your Child About His Disability?

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You've always wanted to talk to your child about his disability, but then shied away from doing so, just as the words were forming on your lips. On the one hand, you think your child should know that his issues in the classroom are not the result of laziness or carelessness.

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How to Build the Foundation for Self- Advocacy in Young Children? 

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How to Build the Foundation for Self- Advocacy in Young Children? 

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Younger kids can be taught how to speak up for themselves.

Giving responsibility to young children helps build the foundation for self-advocacy.

Letting your child do certain things on her own is a good place to start.

When kids have confidence, it makes it easier for them to speak up when they need help. It also helps them explain their challenges to others. But younger kids who are just starting school don't always have that level of self-awareness -or the words to express what they're struggling with.

You can help your young child start building the foundation for self-advocacy, however. And the earlier you do, the sooner she'll be able to speak up on behalf of herself. Here are some things you can do.

Give her the language for asking.

Your child may literally not know what to say when she wants or needs something. But you can help her build that vocabulary by teaching her how to ask.

Let's say she's on a playdate and there's a particular building block she needs to complete her building. But her friend's been keeping it for herself.

Instead of just saying, "Can I have that?" your child can learn to express why she's asking. "Can I please use that block? I need it for my building."

By adding that extra layer, you're teaching her to communicate her needs in a situation, not just her desires.

Let her do things on her own.

You may be tempted to jump in and help your child any time she appears to be struggling with something. But it's important to step back sometimes so she can build her skills. The more competent she is at doing things, the more confident she'll feel about her abilities.

For example, your child might say she needs help getting dressed, when in fact she doesn't. It's just easier when you help. But you can show her how to ask for help when she really does need it.

In this case, build a little extra time into your morning routine, so your child doesn't have to rush to get dressed. Tell her you know she can do it herself, but if she runs into trouble with something, she can let you know what she's struggling with and ask if you'll help.

Give her responsibilities.

Having structures in place can help build self-advocacy. When kids are given tasks that they're able to complete, it builds their self-esteem.

For example, giving a cubby space at home to your child teaches her where to put her things when she walks in the door. You can also ask her to tidy up her room and put her toys away.

Role-play difficult encounters.

Without having strategies to stick up for herself, she may respond by bursting into tears. Or she may hold it in and not tell anybody that she's being picked on.

Role-playing difficult situations with your child can give her strategies that are empowering. It gives her language that she can use on the spot. It can also show her that speaking up when bad things are happening is another way to get help when she needs it.

Introduce her to young role models in books.

Both of these books are recommended by Understood founding partner Reading Rockets. You can find other themes through Reading Rocket's Book Finder feature. This feature lets you search by topic, setting, genre, reading level and type of book.

Give her real-world opportunities to practice.

It's one thing to practice at home with family members. It's another thing to find your voice out in public. Encourage your child to ask for what she needs outside of the house.

For instance, have her order her own food at restaurants, giving her the words to use: "May I please have a hamburger with fries?" Tell her it's OK to make requests, too: "Can I get my hamburger without any lettuce or tomato, please?"

Learning to self-advocate takes time, especially at a very young age. Be prepared to help your child with the language of asking for what she needs for as long as it takes-until she starts doing it on her own. From there, her self-advocacy skills can only grow.

Scripting language for kids helps them build self-advocacy.

Giving tasks to younger children boosts their confidence.

Role-playing with your child can help prepare her for tough situations.

About the Author

About the Author

Alexis Clark, MA, MS is a freelance editor for Understood and an adjunct professor at Columbia Journalism School.

Reviewed by

Reviewed by

Donna Volpitta, EdD is the founder of Pathways to Empower. Her work draws on the latest research in neuroscience, psychology, and education.

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How to Build the Foundation for Self-Advocacy in Young Children

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Younger kids can be taught how to speak up for themselves. Giving responsibility to young children helps build the foundation for self-advocacy. Letting your child do certain things on her own is a good place to start. When kids have confidence, it makes it easier for them to speak up when they need help.

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Best Practices in Self- Advocacy Skill Building 

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Best Practices in Self- Advocacy Skill Building 

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The Parent Center network has a common list of 14 priority topics we are expected to address. The list comes to us from the Office of Special Education Programs (OSEP) at the U.S. Department of Education.

Welcome to the Hub page that focuses on the priority topic of "best practices in self-advocacy skills building." Here, you'll find quick connections to materials and resources you can use with youth with disabilities and their families to build their abilities to advocate for themselves. Items marked with ** are designed to be parent-friendly.

What is Self-Advocacy, and Why is It Important?

Wrightslaw answers these two questions quite succinctly, so we're going to quote from them. Speaking directly to those with disabilities but relevant to all of us:

What is Self-Advocacy?
Self-Advocacy is learning how to speak up for yourself, making your own decisions about your own life, learning how to get information so that you can understand things that are of interest to you, finding out who will support you in your journey, knowing your rights and responsibilities, problem solving, listening and learning, reaching out to others when you need help and friendship, and learning about self-determination.

Why is Self-Advocacy Important?
So that you have the knowledge needed to succeed and are given the chance to participate in decisions that are being made about your life.

Parents may need some orientation to this topic, too. Here's one such resource.

Training Video on Self-Determination.
Especially for parents (25 minutes) | Available in English and Spanish.
Do you want to help your child with a disability live an included and productive life? Your son or daughter needs self-determination skills such as making choices, setting goals, and self-advocacy. The Self-Determination video will provide you with a foundation of how to teach these skills to your son or daughter. Also available in Spanish (Cómo ayudar a nuestros hijos a desarrollar su auto determinación). From the Utah Parent Center.

Resources for Youth Themselves

There are resources about self-advocacy for parents, families, and service providers, but what about resources that speak directly to the young person with a disability? Fortunately, there are many. We've listed a few starters below (believe us, there are more!). Access them, share them, use them with young people with disabilities.

Learn about Self-Advocacy: Speaking Up.
For youth with intellectual disabilities.
This resource-rich website pairs minimal text with short, step-by-step video clips of youth themselves talking about self-advocacy. Includes a to help youth identify self-advocacy groups in their state. Lots ofvideo stories from self-advocates on key topics such as the ADA, education, jobs, health, home, and self-determination.

Youth in Action! Becoming a Stronger Self-Advocate.
Speaking directly to young adults with disabilities, this resource defines self-advocacy, describes why it's important, and suggests 4 steps to becoming a stronger self-advocacy. Youth-friendly, brief, to the point, this resource is a product of the National Collaborative on Workforce and Disability for Youth (NCWD/Youth).

Youthhood.org.
Youthhood is a not-to-be-missed website for youth. This fun and engaging site will remind students with disabilities that they are not alone as they explore community and build a future. It's chock-full of great resources and information. Introduce young people to the site by starting with "What Can I Do Here?"

Self-Advocacy: Find the Captain in You!
Video (10 minutes) | A funny and fun way to introduce self-advocacy to young people with disabilities.
Follow two hosts with dry humor on their morning news talk show, Midday In The Valley, as they explore and discover the powerful force of a term called: Self Advocacy. Covering two interviews and speaking with their ever helpful side kick, Captain Self Advocacy (yes he is really wearing tights!), they come to understand why understanding what you're good at, what you need assistance with, and how to effectively communicate with people in life is very important for everyone, especially youth with disabilities. Remember: Nothing About You Without You!

Speak Up! Using What You've Got to Get What You Want
Engaging multimedia tool that easily guides youth through training.
This tool helps youth with disabilities learn how to speak up and advocate for themselves. With this tool, they can map out personal goals, learn about their rights and responsibilities, learn the best way to ask for help, and get organized.

Fact Sheets, Toolkits, and Training Materials on Self-Advocacy

Oh, where to start, and what to list? There's an amazing amount of materials out there designed to help schools and families prepare young people with disabilities to advocate for themselves. In fact, many more than we will list here. We know you haven't got all day, so start with these resources and see how they fit your learning and training needs.

Whose Future Is It Anyway? (2nd edition)
Subtitled "A Student-Directed Transition Planning Process," Whose Future Is It Anyway? helps prepare students for their IEP meetings and gain self-determination skills through six sections that contain 36 lesson sessions. The lesson package comes with a Coach's Guide that outlines the lessons, how to teach them, the roles of the students and teachers, as well as expected outcomes.

Building Self-Advocacy and Self-Care Management Skills.
Here's a handy list of suggestions and insights for parents to build their youth's self-advocacy skills at home, especially with respect to health care and management. There are several videos, too.

My Health, My Choice, My Responsibility.
My Health, My Choice, My Responsibility is an 8-session curriculum-based group training program focusing on advocating for healthy choices on a daily basis. The emphasis is on gaining knowledge to make informed choices and the skills and tools needed to speak up for good health. Topics include being a self-advocate at medical appointments, physical activity, nutrition, being safe and healthy at home, and feelings. Participants learn the material through discussions, exercises, and visual aids. The link above will take you to a subsection, where you'll need to scroll down a bit to find the curriculum (go just past "Online Videos").

Personal Preferences Indicator: A Guide for Planning.
For use with individuals with significant developmental disabilities | Available in English and Spanish.
This is a tool to assist in planning with and for a person with a developmental disability. It's a guide, not a checklist, for accessing information about the person's preferences across 7 domain areas. The items are used as cues or prompts for discussing with the person or their family/friends the important considerations in developing a plan of support. Domains explored include the individual's favorites, emotions, socialization, self-determination, physical self, health, and family roles. Also available inSpanish | Los Indicatores de Preferencias Personales: Una Guía para Planear.

Resources in the Parent Center Network

In the Driver's Seat: Six Workshops to Help with Transition Planning and Self Advocacy for Youth with Special Needs.
From the Vermont Family Network, In the Driver's Seat is a series of six workshops for youth in transition from high school to adult life. Although this curriculum is suitable for all students, it was developed for students with special needs particularly those with development disabilities. During the workshops, youth experience hands-on learning that helps them achieve adult, life goals. With encouragement and support, young adults identify their skills, interests, and needs, and work toward improving their ability to self
advocate.

Dude, Where's my Transition Plan?
Includes checklists you can use with youth.
Speaking directly to youth with disabilities, this 28-page booklet comes from PEATC, the PTI for Virginia. In addition to multiple transition planning worksheets, the booklet also includes several checklists and discussions of self-advocacy.

Resources in Other Languages

Cómo ayudar a nuestros hijos a desarrollar su auto determinación.
¿Desea ayudar a su hijo(a) con discapacidad a tener una vida productiva y una vida de inclusión en su comunidad? Su hijo(a) necesitará desarrollar habilidades de auto determinación, tales como establecer metas, cómo tomar decisiones, y habilidades de auto abogacía. Este video sobre la auto determinación servirá de fundamento para enseñarles estas habilidades.

__________

Have a resource you'd like to recommend?
It's hard to find information in other languages about how to use data to advance school reform efforts. If you know of a resource that'd be helpful to other Parent Centers and the families they serve, please share the news with Lisa Küpper, product development coordinator, at the CPIR: lkupper@fhi360.org. Thanks!

Don't Forget to Search the Hub!!

Since this Priority Page was originally created, we've added many " Self-Advocacy" resources to the Hub library. These are easy to find! Just use the link below:
https://www.parentcenterhub.org/category/topics/self-advocacy

There's a SORT BY drop-down menu above the resources that will be listed. Set the drop-down to " Date (Newest)." And there you'll have the latest resources on self-advocacy!

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Best Practices in Self-Advocacy Skill Building

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The Parent Center network has a common list of 14 priority topics we are expected to address. The list comes to us from the Office of Special Education Programs (OSEP) at the U.S. Department of Education. Welcome to the Hub page that focuses on the priority topic of "best practices in self-advocacy skills building."

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Promoting Self- Determination Among Students with Disabilities 

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Promoting Self- Determination Among Students with Disabilities 

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How to Teach Children About Disabilities and Inclusion 

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How to Teach Children About Disabilities and Inclusion 

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"We accept you."

When expressed freely among peers, this phrase can have a lifesaving effect on youth who are vulnerable to bullying's most dangerous outcomes: depression, isolation, anxiety, and fear.
Teaching youth to share and accept each other's differences is part of building an inclusive culture that shields students with disabilities from bullying.
"It's become sort of the rallying echo for who we are as a group and how our group connects with one another," said David McClung, youth engagement specialist for Texas System of Care, which helps connect youth who have mental health needs with community organizations that provide care.

"The experiences you are going through may not make sense right now," he said, "but they can be used to fuel your passion and change the world."

Teaching youth to share and accept each other's differences is part of building an inclusive culture that shields students with disabilities from bullying. Numerous studies have documented that students with visible and invisible disabilities are at greater risk of experiencing bullying (PDF, 348 KB) than their peers.

Educating children about disability and inclusion can protect vulnerable students from bullying and encourage empathy and kindness among the student body.

Why Is Disability Education Important for Students?

Inclusion is mandated by law, but meaningful education about disabilities goes much beyond legal compliance. Creating an environment where all children feel included and valued is a necessary part of ensuring that students receive a comprehensive education that they can apply to the real world.

An inclusive culture begins with understanding that children are able to identify differences instead of pretending those differences don't exist. That can start with teaching person-first language, which refers to the individual first instead of equating them to a disability or neuro-diverse identity. For example, instead of referring to a classmate as autistic, a child can learn to identify their peer as a person with autism.
"When done correctly, it adds to the trajectory of a child developing their empathy."
"Kids have implicit bias just like adults do," said Becky Bell Scott, faculty member at Baylor University's Master of Social Work program online. "When they're not left to sort that out on their own, the differences become less pronounced through their lifetime."

Positive Effects of Disability and Inclusion Education:

Protects vulnerable students from bullying

Promotes inclusivity among the student body

Builds empathy and emotional intelligence

Helps students understand differences in a positive manner

Diminishes negative effects of implicit bias

Develops skills that youth carry with them beyond school

Disability education is an important part of social development that should be revisited at different ages to help children learn more as they grow and build an understanding of the world and their role in it.

"When done correctly, it adds to the trajectory of a child developing their empathy," Scott said.

Age-Appropriate Ways to Teach Children About Disabilities

It's never too early to start teaching children about differences among their peers. With infants and toddlers, Scott recommended using picture books that include representations of people who look different and similar to them.

"Children as young as 1½ or 2 will verbalize that they see a physical difference in another child," Scott said. "We need to follow the curiosity. We need to not shame that and instead help make sense of it, normalize it, and talk about what is the same between them and the person they're observing for the first time."

Some differences may be invisible to children, so explaining developmental and learning disabilities can help children understand various types of ability. These discussions can include the autism spectrum, dyslexia, dysgraphia, and attention deficit (hyperactivity) disorder and should also mention the strengths of children with these diagnoses.

In a school environment, social workers and educators can focus on unique aspects of disability education at different developmental stages:

5-9 YEARS OLD

Focus on concrete thinking: Young children internalize most information literally, so build concrete thinking skills by focusing on facts, not imaginations or implicit biases.

Identify differences and similarities: Just as children may be able to see visible differences, they can point out traits they share with others.

Humanize others: When a child takes notice of a person who is different from them, encourage the child introduce themselves and ask the other person's name.

Balance curiosity with respect: Remind them that it's OK to ask questions, but they should be thoughtful and respectful.

10-11 YEARS OLD

Focus on emotional thinking: Older children are beginning to associate feelings with specific experiences. Ask them to unpack how they feel after an interaction with someone new.

Address conflicted feelings: Some students may feel they are being watched or judged by their peers when they choose to be inclusive of others. Talk about these tendencies to care more about social perceptions than the social good.

Normalize confusion: Let children know that it's understandable to feel confused about how to best include others, but emphasize the importance of overcoming that fear and not singling others out.

Discuss social structures: Around this stage of development, children may form social groups or cliques. Talk candidly about the harm in excluding others because of perceived differences.

12-17 YEARS OLD

Focus on empathy and kindness: Encourage students to invite others into their friend groups, intervene when they see bullying, and be on the lookout for peers at risk of isolation.

Address social exclusion: Around this age, ingroup-outgroup behaviors become more pronounced than they are for preteens. Explain how isolation can cause signs of depression and anxiety; this can happen both online and in person.

Discuss individual differences: All students have their own unique traits, fears, and challenges. Teach students to identify and share their own differences that are beginning to emerge.

Introduce the continuum of ability: Teenagers can understand and internalize the concept of an ability continuum, meaning that physical and mental ability - like other aspects of identity - are measured by many variables that include visual and auditory processing, spatial awareness, creative thinking, executive functions, and other aspects of communication.

Revisiting these strategies throughout adolescence can help children build on what they know while they are experiencing their own development and setting social expectations.

"It is common for children to have a fear reaction about difference," Scott said. "We need to address that because we don't want them think people who are different from them are to be feared."

Supporting Disability Education in a School Environment

These interventions can be conducted by school-based social workers but are best implemented with the support of parents and school administrators. Other professionals who can help create and spread inclusive curricula and activities include teachers, school nurses, school counselors, and - most importantly - peers of students with disabilities.

"We want to have allies at least supporting that conversation, if not introducing it, so the burden's not always falling on the person who is perceived as different," Scott said.

Cultivating student involvement can help foster an environment where students with disabilities feel a genuine belonging with their classmates.

"Connection to other people makes huge differences," McClung said. "Not only in our sense of social belonging, but also in our physical health, in our emotional health, in our support systems, and how we get through difficult times."
"We want to have allies at least supporting that conversation, if not introducing it, so the burden's not always falling on the person who is perceived as different."
McClung leads a program called ACCEPT, which stands for Allies Cultivating Change by Empowering Positive Transformation. "The program connects youth and young adults between the ages of 13 and 25 to educate, advocate, and grow the youth voice in Texas," he said.

"Our youth have a whole lot to say about how we can build cultures in our schools that are inclusive and understand the point of belonging," McClung said.

Professionals like McClung are proof that supportive adults are an important part of helping youth facilitate activities within a school environment, at home, or in advocacy groups.

Strategies for Fostering Empathy and Understanding

AGE-APPROPRIATE BOOKS
Incorporate storybooks or narratives that include representations of children with various physical and intellectual abilities.

MOTIVATIONAL INTERVIEWING
Ask students deliberate questions that encourage them to share and consider their own thoughts when encountering people who are different from themselves. Examples include:

What did you notice?

What was the same?

What was different?

How did you feel?

PEER EDUCATION
Empower students with disabilities to tell stories about their own experiences. This helps students be in charge of their own narratives, as long as they willfully opt in to sharing.

VIDEO EDUCATION
If students with disabilities don't feel comfortable sharing, facilitators can use online videos to share stories from similarly aged peers, followed by a classroom discussion.

COOPERATIVE GAMING
These games foster cooperation, as opposed to focusing on competition. This use of meta cognition encourages participants to consider the social dynamics of the whole group, not just with themselves.

Listening to students and young people in any community can help school personnel shape a meaningful curriculum of diversity and inclusion.

"Our goal is not to save the world," McClung said. "Our goal is to try to impact the lives of one youth at a time."
Citation for this content: Baylor University's online master's in social work program.

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How to Teach Children About Disabilities and Inclusion

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Prioritizing education about disability and inclusion can protect vulnerable students from bullying and develop empathy and kindness throughout the school environment.

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How to Talk to Your Kid About Disabilities 

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How to Talk to Your Kid About Disabilities 

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We know the value of talking to kids about inclusion, whether it's in regard to race, gender, religion or sexuality. But what many conversations about diversity often leave out is disability.

Although the disability rights movement has made immense progress over the years, we still have a long way to go when it comes to understanding the experiences of disabled people and creating a more accessible world.

"Parents of the next generations hold a key when it comes to dismantling the ableist society by teaching the next generations to embrace disability as diversity," said Marie Dagenais-Lewis, a disabled artist, disability rights advocate and member of the Diversability community.

But what's the best way to approach these conversations? Below, Dagenais-Lewis and other experts share their advice for talking to kids about disability.

Normalize disability.

"I think the most important principle that parents should have in mind is that disability needs to be normalized," said Lydia X. Z. Brown, a disability justice advocate and director of policy, advocacy and external affairs at the Autistic Women & Nonbinary Network. "People have different ways of living and moving through the world. When deaf people are using sign language, it's not a lesser form of communication. If someone is spinning or rocking by a fountain, it's not weird or freakish. That's another way of expressing joy."

Parents can mention that Grandma uses a cane to walk or that a cousin has a hearing aid. Make it clear that disability is a normal part of the human experience by talking about it in a matter-of-fact way. Disability is just another part of our diverse world, not something frightening or sad.

"I don't think it needs to be a big important conversation," said Cara Liebowitz, a writer and development coordinator at the National Council on Independent Living. "There are ways to talk about it naturally to children when and if it comes up. I think the simplest explanation is just that bodies and minds come in all different varieties, and some people are going to have more trouble walking, seeing, hearing, etc. than others. Disability isn't really a big deal to kids ― it only becomes a big deal when adults make it a big deal."

"One thing I say a lot when I'm talking to kids is, 'Disability isn't a good thing or a bad thing - it's just a thing. It's value neutral.'"

Be mindful of language.

"Parents should stay clear from any euphemisms like 'special needs' or 'differently abled.' Euphemisms like that are actually deeply rooted in ableism, as it doesn't truly address disability," Dagenais-Lewis said.

Don't be afraid to use the words "disability" and "disabled." Dancing around these words can instill the idea that disability is something to be wary or scared of.

"I always encourage parents to work through their own discomfort with the concept of disability and focus on talking about it in a way that doesn't use a lot of cutesy descriptors and euphemisms," Emily Ladau, a disability rights activist and author of the upcoming book " Demystifying Disability," told HuffPost. "The more straightforward we are in our language, the easier it is to have conversations with our children."

Many disabled people have also advocated for the use of identity-first language (i.e. "autistic person"), rather than person-first language ("person with autism").

"We are disabled people," said Maysoon Zayid, a comedian, actor and disability advocate. "My cerebral palsy is not my date to the prom. I can't ditch it whenever I want to. It is part of who I am, not with me. I think that ownership helps destigmatize disability."

Keep it value neutral.

"One thing I say a lot when I'm talking to kids is, 'Disability isn't a good thing or a bad thing - it's just a thing. It's value neutral,'" said Kristine Napper, a teacher and author of " A Kids Book About Disabilities."

Don't treat disability as something negative to fear, pity or feel awkward about. Statements such as "Oh that's so sad, they don't have an arm" or "You're so lucky you're not like that" are harmful. On the flip side, avoid painting disabled people as inspiring simply for having a disability.

"There's a tendency to say something like, 'Oh' look at that disabled person, you should really admire them. They're so brave. They've overcome so much,'" Brown said. "That may sound like a compliment, but it's objectifying disabled people and creates the idea that disabled people only deserve respect for 'overcoming' their disability and that disability is so bad that it needs to be risen above."

Emphasize treating everyone with the same respect.

"Especially for younger children, it's important to explain that disabilities aren't something to be afraid of and that disabled people aren't scary - they're people just like them," writer and disability activist Melissa Blake said.

With that in mind, talk about disabled people the way you talk about people who don't have disabilities. And teach your kids to do the same. Children see how you interact with disabled people and will adopt the same tone and demeanor.

"I think the best thing parents can do for their children is to model the kind of behavior that they hope their child would have," Ladau said. "If a parent cracks a joke or makes a comment, that's the kind of thing that will stay with your children. I remember when a parent thought it was appropriate to say, 'Watch out, she's gonna run you over with her wheelchair!'"

Brown stressed that everyone contains multitudes, disabled or not. And disabled people are not simply charity cases or fodder for stories meant to warm the hearts of nondisabled people.

"Every person is capable of being an asshole or being a nice person. Assuming all disabled people are special, innocent angels or disgusting creatures ― both of those are dehumanizing, " Brown said. "And if your child normally goes up to strangers to say, 'Hello! How are you?'" they should be taught to do the same with disabled people."

Don't shame them for their questions.

It's not uncommon for children to ask their parents about disabled people they see in public. They may say something like, "What's wrong with that lady's arm?" or "Why is that man walking funny?" This curiosity is totally natural and OK.

"It's so important that children aren't shamed for asking these types of questions," Blake said. "When I'm out in public, I'll sometimes hear children ask their parents, 'What's wrong with her?' as the children point at me. So often, the parents will ignore the question or tell the children to be quiet. I just want to shout, 'It's OK to have them ask me!' I seriously don't mind answering questions like these, and I think the more honest and open dialogue that we can have about disabilities, the less those types of questions will be taboo."

Shushing your child or telling them they're being rude sends the message that disability is shameful and taboo. Instead of scolding, make it clear that their questions are welcome and give a straightforward answer, such as, "That person is using a wheelchair to move around."

Nick David via Getty Images

Say 'I don't know'

Children often ask why someone they observe has a disability. In this situation, it's totally fine to say "I don't know."

"Sometimes, I overhear parents answering with their own assumptions about my disability, and they're usually not accurate," Napper said. "Some of my favorite interactions have been when the parents answered, 'I don't know, let's ask if she'll tell us about it.' This models that we talk to people, not about people, and that disabled people aren't scary or unapproachable."

She advised asking for permission by saying something like, "Is it OK if we ask you a question?" This acknowledges that strangers don't owe you their personal information, and that the conversation is optional. If they don't feel like answering, make it clear that's perfectly OK.

"I'm almost always happy to answer kids' questions, and I find that most other people with disabilities are, too," Napper said. "We get this a lot, so we have our kid-friendly answers ready! And once the question is asked and answered, I also appreciate when the parent follows up with a bit of small talk about the weather or whatever. This models that disabled people are just people, and we can have normal conversations about normal things."

Liebowitz said she's also happy to give a simple explanation when children ask about her disability.

"I have cerebral palsy and walk with a variety of mobility aids or use a power wheelchair," she said. "When kids ask, I usually just tell them something along the lines of, 'My legs aren't as strong as yours,' and that's enough to satisfy them. Then, I show them how my wheelchair works and the power functions, like how the seat can go up and down, and that takes away any nervousness about this weird big machine that I'm sitting in."

If it's not feasible to talk to the disabled person in question, parents can simply say they don't know and explore some possible explanations, such as, "Maybe they were born with one arm, or maybe they had an accident. Lots of people have one arm or no arms for different reasons, and that's part of who they are."

"We can't always see a person's disability, but it's still just as real. Learning about all kinds of disabilities helps us to be more mindful about recognizing and responding to needs with kindness and creativity."

Point out similarities.

Your conversations about disabled people don't have to center 100% around differences. You can also point out similarities, whether it's a stranger in a wheelchair who's picking out the same brand of cereal your child likes or a friend from school who's in the same club.

"Point out similarities ― your friend has ADHD but also loves playing Roblox like you do," said Amanda Morin, a former teacher and associate director of thought leadership and expertise at Understood.org. "Those similarities matter to make the connection that whatever differences may be presenting are a part of who that person is but not the entire picture."

Even if there are no clear common interests, you can speak more generally about similarities between all people.

"I think that the best thing for a parent to say if their child asks about a person with a disability in a public space or brings it up is, 'They're just like you and me going about their lives,'" said Ellen Ladau, a wheelchair user and mother of Emily Ladau.

Note that disabilities aren't always visible.

"I think it's also important to remember that some disabilities are visible, and some are invisible," Napper said. "We can't always see a person's disability, but it's still just as real. Learning about all kinds of disabilities helps us to be more mindful about recognizing and responding to needs with kindness and creativity."

Morin echoed this sentiment, pointing out that understanding the reality of invisible disabilities helps kids empathize with others better.

"We can't always see things that impact people's everyday lives," she said. "There are thinking and learning differences. I have significant sensory processing issues. Sometimes what seems like a behavioral response is actually a disability response, so it's important not to jump to conclusions like, 'That kid is acting out or being difficult,' but instead to take a step back and ask, 'Why might this be happening?'"

Use media.

"Read blogs, have your children read books about disabilities and differences, and watch TV shows that show inclusion," said Ana Maritza Rivera, an American Sign Language interpreter and job developer who is part of the Diversability community. Her children's book, " If You Could Hear My Hands," follows a 5-year-old deaf girl named Victoria.

Many children's books feature characters with disabilities, including the upcoming " We Move Together" and Napper's "A Kids Book about Disabilities." "Sesame Street" features the characters Julia, who has autism, and Rosita's father, Ricardo, who uses a wheelchair. Morin suggested checking out Jessica McCabe's YouTube channel and " Katie's Disability Awareness Video," in addition to resources on Understood.org. The Disability in Kidlit website also has recommendations.

"As a general guideline, I would suggest making 'own voices' a priority," Napper said. "There are good books and media produced by creators who have close relationships with disabled people, but the best quality always comes from disabled people themselves." She recommended the books " I Am Not A Label" and " Not So Different."

Make it a continuous conversation.

"The conversation around disabilities should be ongoing," Morin said. "You start when they're very young, talking about how everyone has differences ― difference is just part of the human experience. For younger kids, it's concrete thinking, humanizing the other people around them with a balance of curiosity and respectfulness. As kids get older, they can get into the understanding of what this looks like in practice."

Parents can engage their older children in the social justice side of disability, such as learning about the history of the Americans with Disabilities Act, the disability rights movement, intersectionality and current activism in that space.

"I also think it's important to help kids think about how we can make the world meet everyone's needs," Napper said. "Kids have a strong sense of what's fair, so it makes sense to them that everyone should be welcome everywhere. There's lots of room for good conversation about how a person's disability might affect their needs, and how we can adapt our behavior and our world to meet those needs."

Ultimately, the key is just to keep talking and listening.

"The biggest thing to remember is nondisabled people can be the best possible allies by engaging in open and honest conversation," Emily Ladau said. "The sooner we do that with our children, the more easily we will start to create a ripple effect of inclusivity and acceptance."

This story is part of a HuffPost Parents project called "I See Me," a series for parents and kids on the power of representation. We know how important it is for kids to see people who look like them on the biggest stages, including politics, sports, entertainment and beyond. Throughout February, we'll explore the importance of representation in teaching kids about difference, acceptance, privilege and standing up for others.
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How To Talk To Your Kid About Disabilities

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We know the value of talking to kids about inclusion, whether it's in regard to race, gender, religion or sexuality. But what many conversations about diversity often leave out is disability. Although the disability rights movement has made immense progress over the years, we still have a long way to go when it comes to understanding the experiences of disabled people and creating a more accessible world.