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This is a pretty lengthy bio so go ahead and do a brief skim until you feel like you have enough to understand draper's message/motive for writing your book. If you're struggling to get there, check out this second link and read the FAQs:
http://sharondraper.com/bookdetail.asp?id=35

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(Simon and Schuster, 1994)

(Simon and Schuster, 1997)

(Simon and Schuster, 2001)

(Simon and Schuster, 1999)

(Simon and Schuster, 2002)

(Simon and Schuster, 2003)

(Simon and Schuster, 2006)

(Simon and Schuster, 2007)

(Simon and Schuster, 2009)

(Simon and Schuster, 2010)

(Simon and Schuster 2013)

(Simon and Schuster 2015)

(Simon and Schuster, 2006)

(Simon and Schuster, 2006)

(Simon and Schuster, 2006)

(Simon and Schuster, 2006)

(Simon and Schuster, 2006)

(Simon and Schuster, 2006)

Sassy #2: The Birthday Storm

Sassy #3: The Silver Secret

Teaching from the Heart

And many others...

Sharon M. Draper is a professional educator as well as an accomplished writer. She has been honored as the National Teacher of the Year, is a five-time winner of the Coretta Scott King Literary Awards, and is a New York Times bestselling author, with Out of my Mind staying on the list for almost two years. She was selected as Ohio's Outstanding High School Language Arts Educator, Ohio Teacher of the Year, and was chosen as a NCNW Excellence in Teaching Award winner. She is a Milken Family Foundation National Educator Award winner, and was the Duncanson Artist-in-Residence for the Taft Museum. She is a YWCA Career Woman of Achievement, and is the recipient of the Dean's Award from Howard University School of Education, the Pepperdine University Distinguished Alumnus Award, the Marva Collins Education Excellence Award, and the Governor's Educational Leadership Award. Last year she was named Ohio Pioneer in Education by the Ohio State Department of Education, and in 2008 she received the Beacon of Light Humanitarian award. In 2009 she received the Doctor of Laws Degree from Pepperdine University. In 2011, she received the Lifetime Achievement Award for contributions to the field of adolescent literature by The Assembly on Literature for Adolescents of the National Council of Teachers of English, as well as the 33rd Annual Jeremiah Luddington Award by the Educational Book and Media Association, also for lifetime achievement. In 2015 she was honored by the American Library Association as the recipient of the Margaret A. Edwards Award for lifetime literary achievement. In 2015 she was honored with the Anne V. Zarrow Award by the Tulsa Library Trust., as well as the 2016 Upstander Award by Antioch College.

She has been honored at the White House six times, and was chosen as one of only four authors in the country to speak at the National Book Festival Gala in Washington, D.C, and to represent the United States in Moscow at their Book Festival. Her book Copper Sun has been selected by the US State Department and the International Reading Association as the United States novel for the international reading project called Reading Across Continents. Students in the US, Nigeria, and Ghana are reading the book and sharing ideas-a true intercontinental, cross-cultural experience.

Actively involved in encouraging and motivating all teachers and their students as well, she has worked all over the United States, as well as in Russia, Ghana, Togo, Kenya, Ethiopia, Bermuda, and Guam, spreading the word about the power of accomplished teaching and excellence in education.

Her literary recognition began when, as a challenge from one of her students, she entered and won first prize in a literary contest, for which she was awarded $5000 and the publication of her short story, "One Small Torch." She has published numerous poems, articles, and short stories in a variety of literary journals. She is the published author of numerous articles, stories, and poems.

Tears of a Tiger has received numerous awards, including the American Library Association/Coretta Scott King John Steptoe Award for an outstanding new book, and was also honored as an ALA Best Book for Young Adults. It has been recognized as one of the best of the year by the Children's Book Council, the New York City Library, Bank Street College, and the National Council for Social Studies. It was also named as Best of the Best by VOYA and the American Library Association as one of the top 100 books for young adults.

Forged by Fire, the sequel to Tears of a Tiger, is the 1997 Coretta Scott King Award winner, as well as the winner of the ALA BEST Book Award and the Parent's Choice Award and the Indiana Young Hoosier Award.

Darkness Before Dawn, the third book in the trilogy, is an ALA Top Ten Quick Pick, and has received the Children's Choice Award from the International Reading Association and received the Buckeye Book Award for 2005, and was named an IRA Young Adult Choice for 2003.

Romiette and Julio is also listed as an ALA Best Book and has been selected by the International Reading Association as a 2000 Notable Book for a Global Society, and by the New York Public Library in their Books for the Teen Age.

Double Dutch was honored as a Notable Social Studies Trade Book for Young People by the Children's Book Council as well as one of the top ten sports books for young adults for 2003 by the ALA, and Best of the Best for 2004, and received the Sunshine State Young Reader's Award for 2006.

Darkness Before Dawn, the third book in the trilogy, is an ALA Top Ten Quick Pick, and has received the Children's Choice Award from the International Reading Association and received the Buckeye Book Award for 2005, and was named an IRA Young Adult Choice for 2003.

The Battle of Jericho is the 2004 Coretta Scott King Honor Book, one of the New York Public Library's Book for the Teen Age, and is one of the 2005 Young Adult Choice Books named by the International Reading Association.

Fire from the Rock has been selected by the NCSS-CBC Notable Social Studies Committee as a Notable Social Studies Trade Book for Young People for 2008 and is honored on the 2008 New York Public Library Best Books for the Teen Age.

We Beat the Street is listed on the New York Times Bestseller List and is on VOYA's Non-Fiction Honor List for 2006 and is honored on the 2006 New York Public Library Best Books for the Teen Age.

Copper Sun received the 2007 Coretta Scott King Literature award, was named as one of the Top Ten Historical Fiction Books for Youth by Booklist was nominated for the 2007 NAACP Image Award for Literature, and received the Ohioana Award for Young Adult Literature. Copper Sun is also a CBC/NCSS Notable Social Studies Trade Book, received the Heartland Award for Excellence in YA Literature, was named as an IRA Notable Book for a Global Society and was named as Best Book of the Year by School Library Journal. Copper Sun is also listed on the New York Times Bestseller List.

November Blues received the 2008 Coretta Scott King Honor Book Literary Award and is honored on the 2008 New York Public Library Best Books for the Teen Age.

Sassy: Little Sister is Not my Name! received the 2009 Parents Choice Award.

Out of my Mind, a New York Times Bestselling novel for ALMOST TWO YEARS, received the Josette Frank Award by the Children's Book Committee of the Bank Street College of Education. This award for fiction honors a book of outstanding literary merit in which young people deal in a positive and realistic way with difficulties in their world and grow emotionally and morally. Out of my Mind was also chosen as a 2011 IRA Teachers' Choice Book and a 2011 IRA Young Adult's Choice, as well as the Best Book of the Year from KIRKUS. It was named as one of the Outstanding Children's book of 2011 by Bank Street College, as well as a 2011 Notable Children's Books in the Language Arts. It has won the Buckeye Children's Book Award from Ohio, the Sunshine State Young Reader's Award in both the middle school and elementary categories, the Black-Eyed Susan Book Award from Maryland, the Beehive Book Award from Utah, and the Virginia Reader's Choice Award. It was also featured in the July 9 issue of Time Magazine, and the July issue of Ladies'Home Journal. It was also on the Indie National Bestseller List.

Out of my Mind has been translated into Italian, Catalan, Chinese Complex, Chinese Simplified, Spanish, Russian, Korean, German, Hebrew, and Brazilian Portuguese.

In addition, Out of my Mind has been selected to 32 state reading lists and has won the following state awards:

California Young Reader Middle School/Junior High medal

Florida Sunshine State Young Readers Award (elementary)

Florida Sunshine State Young Readers Award (middle grades)

Illinois Bluestem Award

Indiana Young Hoosier Book Award

Missouri Mark Twain Readers Award

Maryland Black-Eyed Susan Book Award

Minnesota Maud Hrt Lovelace Award

Nevada Young Readers' Award

New Mexico Land of Enchantment Award

North Dakota Flicker Tale Children's Book Award

Ohio Buckeye Children's Book Award

Pennsylvania Young Reader's Choice Award

South Dakota Prairie Pasque Award

Tennessee Volunteer State Book Award

Texas Lamplighter Award

Utah Beehive Book Award

Virginia Readers' Choice Award

Washington Sasquatch Award

Panic is listed on the 2014 YALSA Quick Picks for Reluctant Young Readers, and has been translated into German and Chinese.
Stella by Starlight was honored with the 2016 Charlotte Huck award from the National Council of Teachers of English and received starred reviews from Kirkus, Publisher's Weekly, The Horn Book, School Library Journal, Shelf Awareness, BookPage, and the New York Times, to name a few. Read them here. Stella by Starlight was also named as one of the Best Middle Grade Books of 2015 by Kirkus, and as one of the Notable Children's Books of 2015 by the New York Times. Stella by Starlight has also received:

Parents' Choice Award Winner for 2015

Horace Mann Upstander Award

2016 NCSS-CBC Notable Social Studies Trade Books for Young People

IRA 2016 Notable Books for Global Society

Best Multicultural Books of 2015 by Center for the Study of Multicultural

Chosen for NYC Reads 365

ALSC Notable Children's Books for 2016

2015 Books by the Banks Author Award /Best Children's Book

It has been nominated for:

Rebecca Caudill Young Readers Book Award for 2017

NAACP Outstanding Literacy Work for Youth/Teen

Georgia Children's Book Awards

Pennsylvania Young Reader's Choice Awards Program

Nebraska Golden Sower Intermediate Award for 2016-2017

Sharon Draper is an active participant in the activities of the YWCA of Cincinnati, a member of the National Council of Teachers of English, the International Reading Association, and Top Ladies of Distinction. Ms. Draper travels extensively and has been a guest on television and radio programs throughout the country, discussing issues of literature, reading, and education. She is an accomplished public speaker who addresses educational and literary groups of all ages, both nationally and internationally, with entertaining readings of her poetry and novels, as well as enlightening instructional presentations. She lives in Cincinnati, Ohio, with her husband and a golden retriever named Honey.

I learned to dream through reading, learned to create dreams through writing, and learned to develop dreamers through teaching. I shall always be a dreamer. Come dream with me.

Who Am I?

I'm a creator, a visionary, a poet. I approach the world with the eyes of an artist, the ears of a musician, and the soul of a writer. I see rainbows where others see only rain, and possibilities when others see only problems. I love spring flowers, summer's heat on my body, and the beauty of the dying leaves in the fall. Classical music, art museums, and ballet are sources of inspiration, as well as blues music and dim cafes.

I love to write; words flow easily from my fingertips, and my heart beats rapidly with excitement as an idea becomes a reality on the paper in front of me. I smile often, laugh easily, and I weep at pain and cruelty. I'm a learner and a seeker of knowledge, and I try to take my readers along on my journey. I am passionate about what I do.

I learned to dream through reading, learned to create dreams through writing, and learned to develop dreamers through teaching. I shall always be a dreamer. Come dream with me.

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Welcome to the Official Site of Sharon Draper

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(Simon and Schuster, 1994) (Simon and Schuster, 1997) (Simon and Schuster, 2001) (Simon and Schuster, 1999) (Simon and Schuster, 2002) (Simon and Schuster, 2003) (Simon and Schuster, 2006) (Simon and Schuster, 2007) (Simon and Schuster, 2009) (Simon and Schuster, 2010) (Simon and Schuster 2013) (Simon and Schuster 2015) (Simon and Schuster, 2006) (Simon and Schuster, 2006) (Simon and Schuster, 2006) (Simon and Schuster, 2006) (Simon and Schuster, 2006) (Simon and Schuster, 2006) Sassy #2: The Birthday Storm Sassy #3: The Silver Secret Teaching from the Heart And many others...

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Disability:
noun

1. a physical or mental condition that limits a person's movements, senses, or activities.

synonyms: | disorder, condition, dysfunction, affliction, ailment, complaint, illness, malady, disease; More

Handicap:
noun

1. a circumstance that makes progress or success difficult.

synonyms: | impediment, hindrance, obstacle, barrier, bar, encumbrance; More

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Melody has Cerebral Palsy. What is that?

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Melody has Cerebral Palsy. What is that?

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Centers for Disease Control and Prevention

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Cerebral palsy (CP) is the most common motor disability in childhood. Learn more facts.

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Although the Meditalker doesn't seem to be a real life communication brand, Dynavox seems to fit the bill in likeness. Here is one in use.

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Assistive Technology in Action - Meet Elle

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When melody first manages to "talk" she used a "Communication board."

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When melody first manages to "talk" she used a "Communication board."

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Here is some info on what that is:

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By: Beth Morrisey MLIS - Updated: 18 Mar 2015 | *Discuss

An individual may be left unable to verbally communicate for a number of reasons. Having a tube inserted in the throat, having an illness that weakens the voice muscles, having suffered a stroke or other trauma and/or suffering from one of a number of neurological diseases are all reasons that verbal communications skills may be limited. In such cases non-verbal communication replaces speaking, and communication boards are one common tool to help individuals communicate non-verbally. Below are some answers to frequently asked questions about communication boards.

What Are Communication Boards?

Communication boards are both augmentative and alternative communication devices. That means that they are used to supplement or replace spoken language as a means of communication.

How Do Communication Boards Work?

Communication boards usually contain the letters of the alphabet, common words or phrases and pictures of common items and/or actions. Individuals with limited or no verbal communication skills simply point to the letters to spell words or to the pictures to express an idea or desire. Sometimes communication boards are also known as symbol boards, word boards or letter boards.

What Are Communication Boards Made Of?

Communication boards come in a variety of designs. They can be as simple as a laminated piece of paper or as complex as an electronic board with an electronic voice which speaks for the user. Usually communication boards are made from sturdy materials and can withstand being used in a variety of environments.

How Are Communication Boards Obtained?

Many individuals using communication boards had their first board made by family and friends. Purchasing a board from a private company is an option, though those who live in residential care homes are often given them by the home and those who are diagnosed as needing them by the NHS may receive them that way.

What If An Individual Can Not Spell?

If an individual can not spell, the alphabet part of a communication board may be removed or ignored. Children, for example, often using communication boards made up of pictures rather than letters.

What If An Individual Can Not Move His or Her Hands?

If an individual can not move his or her hands communication boards can be adapted to suit the individual. For example, spacing items out on the board so that the individual can clearly eye point to them (look at them) or having the individual grasp a pointer between the teeth are both means in which he or she might be able to use a communication board without hands.

Where Are Communication Boards Stored?

Communication boards usually travel with their owners and are not stored out of their reach. Some communication boards may be mounted onto wheelchairs, and some may be in book form. Regardless of the format, an individual's communication board should never be put out of eye sight. Storing a communication board out of its owners reach is essentially robbing its owner of the ability to communicate.

Where Can I Find Further Information About Communication Boards?

A variety of organisations dedicated to supporting individuals affected by speech difficulties and disorders will likely be able to offer further information on communication boards. Afasic (www.afasic.org.uk), Christopher Place, The Speech, Language and Hearing Centre (www.speech-lang.org.uk), Communication Therapy International (www.ctint.co.uk), Speakability (www.speakability.org.uk) and Talking Point (www.talkingpoint.org.uk) are a few such organisations in the United Kingdom.

You might also like...

@jeannie - I am sorry to hear this and I'm sure things will begin to improve for you. You may be able to get help and support from the Stroke Association via the link here regarding how you can get a communication board.I hope this helps.

SpeechDisorder - 20-Mar-15 @ 1:51 PM

I had a sudden stroke about two years ago which left me unable to talk - think about commuters - this has taken me about half hour to wrIte and so much more.i would love to talk more.

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By: Beth Morrisey MLIS - Updated: 18 Mar 2015 | *Discuss An individual may be left unable to verbally communicate for a number of reasons. Having a tube inserted in the throat, having an illness that weakens the voice muscles, having suffered a stroke or other trauma and/or suffering from one of a number of neurological diseases are all reasons that verbal communications skills may be limited.

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Why can Melody remember things "like a picture?"(referring to a photographic memory) 

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Why can Melody remember things "like a picture?"(referring to a photographic memory) 

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Here's some information.

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Alan Searleman, a professor of psychology at St. Lawrence University and co-author of the college textbook Memory from a Broader Perspective, explains.

In the scientific literature, the term eidetic imagery comes closest to what is popularly called photographic memory. The most common way to identify eidetikers (as people with eidetic imagery are often called) is by the Picture Elicitation Method. In it, an unfamiliar picture is placed on an easel and a person carefully scans the entire scene. After 30 seconds have elapsed, the picture is removed from view, and the person is asked to continue to look at the easel and to report anything that they can observe. People possessing eidetic imagery will confidently claim to still "see" the picture. In addition, they can scan it and examine different parts of it just as if the picture were still physically present. Consequently, one of the hallmarks of eidetic imagery is that eidetikers use the present tense when answering questions about the missing picture, and they can report in extraordinary detail what it contained.

Eidetic images differ from other forms of visual imagery in several important ways. First, an eidetic image is not simply a long afterimage, since afterimages move around when you move your eyes and are usually a different color than the original image. (For example, a flash camera can produce afterimages: the flash is bright white, but the afterimage is a black dot, and the dot moves around every time you move your eyes.) In contrast, a true eidetic image doesnt move as you move your eyes, and it is in the same color as the original picture. Second, a common visual image that we can all create from memory (such as an image of a bedroom) does not have the characteristics of most eidetic images, which almost always fade away involuntarily and part by part. Also, it is not possible to control which parts of an eidetic image fade and which remain visible. Unlike common visual images created from memory, most eidetic images last between about half a minute to several minutes only, and it is possible to voluntarily destroy an eidetic image forever by the simple act of blinking intentionally. Furthermore, once gone from view, rarely can an eidetic image ever be retrieved.

You might expect that an individual who claims to still see a picture after it has been removed would be able to have a perfect memory of the original picture. After all, a perfect memory is what is usually implied by the commonly used phrase "photographic memory." As it turns out, however, the accuracy of many eidetic images is far from perfect. In fact, besides often being sketchy on some details, it is not unusual for eidetikers to alter visual details and even to invent some that were never in the original. This suggests that eidetic images are certainly not photographic in nature but instead are reconstructed from memory and can be influenced like other memories (both visual and nonvisual) by cognitive biases and expectations.

The vast majority of the people who have been identified as possessing eidetic imagery are children. The prevalence estimates of the ability among preadolescents range from about 2 percent to 10 percent. And it is an equal-opportunity phenomenon--theres no gender difference in who is likely to be an eidetiker. Although it is certainly controversial, some researchers also believe that eidetic imagery occurs more frequently in certain populations of the mentally retarded (specifically, in individuals whose retardation most likely stems from biological, rather than environmental, causes) and also among geriatric populations. With a few notable exceptions, however, most research has shown that virtually no adults seem to possess the ability to form eidetic images.

Why should this be so? No one really knows, although part of the answer may be related to a rather obscure fact about the development of such images. Research has shown that if a person verbalizes during the time he or she is scanning the original picture, this interferes with eidetic image formation. This utterance could be something as seemingly innocuous as covertly saying "Saint Bernard" upon seeing a large dog during the initial scanning process. So perhaps part of the reason why it is so rare to find older eidetikers is that adults are much more likely than children to try to both verbally and visually encode the picture into memory. If this is true, then it means that adults are more likely to disrupt the formation of eidetic images and are thus much less likely to be identified as having eidetic imagery, even if they really do possess the ability.

Can you acquire eidetic imagery through learning? Personally, I doubt it. To my knowledge, however, there have been no attempts to try to teach the ability to anyone. Although it is clear that eidetic imagery exists, psychologists still do not know why it occurs, what brain mechanisms may be responsible, or why it is found in such a small proportion of the population. It certainly is a fascinating phenomenon.

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Is there such a thing as a photographic memory? And if so, can it be learned?

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Alan Searleman, a professor of psychology at St. Lawrence University and co-author of the college textbook Memory from a Broader Perspective, explains. In the scientific literature, the term eidetic imagery comes closest to what is popularly called photographic memory. The most common way to identify eidetikers (as people with eidetic imagery are often called) is by the Picture Elicitation Method.

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Melody experiences bullying throughout the book. Here is the website of an organization with a mission to eliminate bullying for everyone, including students with disabilities. 

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Melody experiences bullying throughout the book. Here is the website of an organization with a mission to eliminate bullying for everyone, including students with disabilities. 

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Read what they have to say about the "Bullying and Harassment of Students with Disabilities" and keep this information in mind as you read "Out Of My Mind." Could policies and values like this have protected Melody in the story? Do you think they protect people in real life? Where might it be lacking?

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Students with Disabilities and Bullying:
Top five things for parents, educators, and students to know
1. The impact - Bullying affects a student's ability to learn

Many students with disabilities are already addressing unique challenges in school. When they are bullied, it can directly impact their ability to learn and grow.

Bullying is not a harmless rite of childhood that everyone experiences. Research shows that bullying can negatively impact a child's access to education and lead to:

Although only ten U.S. studies have been conducted on the connection between bullying and developmental disabilities, all of these studies found that children with disabilities were two to three times more likely to be bullied than their nondisabled peers. (Disabilities: Insights from Across Fields and Around the World; Marshall, Kendall, Banks & Gover (Eds.), 2009.)

For more information, read Common Views About Bullying.

2. The definition - Bullying based on a student's disability may be considered harassment

The Office for Civil Rights (OCR) and the Department of Justice (DOJ) have stated that bullying may also be considered harassment when it is based on a student's race, color, national origin, sex, disability, or religion.

Harassing behaviors may include:

Read the online blog article from the U.S. Department of Education, Keeping Students with Disabilities Safe from Bullying.

3. Advocating for yourself and others has a significant impact

Parents, educators, community members, and students all have an important advocacy role to play in preventing and addressing bullying.

Advocacy- Providing support for students who are being bullied, are vulnerable to being hurt or harmed, or are isolated from other students.

Self-Advocacy- Speaking up for yourself, communicating what you need, and taking action.

Talk with youth about bullying

It is important that adults understand how to communicate with youth about a bullying situation. Some children have an easier time talking to adults about personal matters and may be willing to discuss bullying. Others may be reluctant to share information about the situation. There could be a number of reasons for this: the student bullying them may have told them not to tell or they might fear that telling someone will make matters worse.

When preparing to talk to children about bullying, adults should consider how they will handle the child's questions and emotions and what their own responses will be. Adults should be prepared to listen without judgment, providing the child with a safe place to work out their feelings and determine next steps.
For more information read, Help Your Child Recognize the Signs of Bullying. Adult intervention is important
It is never the responsibility of the child to fix a bullying situation. If children could do that, they wouldn't be seeking the help of an adult in the first place.

Peer to peer advocacy-Supporting and educating youth as advocates

Most students don't like to see bullying, but they may not know what to do when it happens. Peer advocacy-students speaking out on behalf of each other-is a unique approach that empowers students to protect those targeted by bullying.

Peer advocacy works for two reasons. First, students are more likely than adults to see what is happening with their peers and this influence is powerful. Second, a student telling someone to stop bullying has much more impact than an adult giving the same advice.
For more information, visit Peer Advocacy.
Self-advocacy - The importance of involving youth in decision making and planning

Self-advocacy means that the youth experiencing bullying is able to communicate what they want and need in a straightforward way.

Self-advocacy is knowing how to:

The person who has been bullied should be involved in deciding how to respond to the bullying. This participation can provide students with a sense of control over their situation, and help them identify someone who is willing to listen, take action on their behalf, and reassure them that their opinions and ideas are important.
Teens, learn more about what you can do by reading, "Drama: Is it Happening To You?" For more information, visit Self-advocacy.
4. Law and policy - There are legal protections and provisions for students with disabilities who are being harassed

Federal

As a parent of a student with disabilities, it's important to know the federal laws and resources specifically designed for your child's situation. Parents have legal rights when their child with a disability is the target of bullying or harassment related to their disability. According to a 2000 Dear Colleague Letter from the Office of Civil Rights, "States and school districts also have a responsibility [...] to ensure that a free appropriate public education (FAPE) is made available to eligible students with disabilities. Disability harassment may result in a denial of FAPE under these statutes." Under these federal laws, schools are required to respond to harassment or bullying of a student with a disability. The school must provide immediate and appropriate action to investigate, communicate with targeted students regarding steps to end harassment, eliminate any hostile environment, and prevent harassment from recurring. If the school is not taking necessary action, parents may consider filing a formal grievance with the Office of Civil Rights.
For more information, visit Rights and Policies.
State

In addition to the federal laws, all states have laws that address bullying. Some have information specific to students with disabilities. Many school districts also have individual policies that address how to respond to bullying situations. Contact your local district to request a written copy of the district policy on bullying.
For a complete overview of state laws, visit StopBullying.gov.
5. The resources - Students with disabilities have resources that are specifically designed for their situation

Individualized Education Program (IEP)

Students with disabilities who are eligible for special education under the Individuals with Disabilities Education Act (IDEA) will have an Individualized Education Program (IEP).

The IEP can be a helpful tool as part of a bullying prevention plan. Remember, every child receiving special education is entitled to a free appropriate public education (FAPE) and bullying can become an obstacle to that education.

For more information, read PACER's Individualized Education Program (IEP) and Bullying.

Dear Colleague Letters

A 2014 Dear Colleague letter from the Office for Civil Rights states that bullying of any kind, not just on the basis of a student's disability, may result in a violation of FAPE, and reiterates schools' responsibility to address behavior that may result in disability-based harassment or violations of FAPE.
For more information, visit Rights and Policies.
Template Letters

Parents may use one of these template letters as a guide for writing a letter to their child's school. These letters contain standard language and "fill-in-the-blank" spaces so that the letter can be customized for a child's specific situation.

Version for a Student with a 504 Plan, download the (Word Doc | Pdf)

Version for a Student with an IEP Plan, download the (Word Doc | Pdf)

The letters can serve two purposes:

It will alert school administration of the bullying and your desire for interventions

It can become your written record when referring to events. The record (letter) should be factual and absent of opinions or emotional statements.

The two letters-"Student with an IEP, Notifying School About Bullying" and "Student with a 504, Notifying School About Bullying"-are for parents who have a child with an Individualized Education Plan (IEP) or Section 504. The bullying law of the individual state applies to all students as noted in the law. When bullying is based on the child's disability, federal law can also apply under Section 504, the Individuals with Disabilities Education Act (IDEA), and Title II of the Americans with Disabilities Act.

Bullying based on a student's disability may be considered harassment.

The Office for Civil Rights (OCR) and the U.S. Department of Justice (DOJ) have stated that bullying may also be considered harassment when it is based on a student's race, color, national origin, sex, or disability.

Harassing behaviors may include:

unwelcome conduct, including verbal abuse such as name-calling, epithets, or slurs

graphic or written statements

threats

physical assault

other conduct that may be physically threatening, harmful, or humiliating

When does bullying reach the threshold of disability harassment and meet the criteria for federal protection?

According to the OCR and the DOJ, bullying may also be considered harassment when the conduct is sufficiently serious that it interferes with (or limits) a student's ability to participate in (or benefit from) the services, activities, or opportunities offered by a school, and it is based on a student's disability.

Federal Laws that Apply to Disability Harassment

Parents have legal rights when their child with a disability is the target of bullying or disability harassment.

Federal Laws: Section 504 of the Rehabilitation Act of 1973 (often referred to as 'Section 504') and Title II of the Americans with Disabilities Act of 1990 (Title II). Section 504 covers all schools, school districts, colleges, and universities receiving federal funds. Title II covers all state and local entities, including school districts and public institutions of higher education, whether or not they receive federal funds.

What are they? These are federal laws that apply if the harassment denies a student with a disability an equal access or opportunity to a free appropriate public education (FAPE).

Who qualifies for these protections? Students who meet the Section 504/ADA definition of disability, including those with a record of or who are regarding as having a disability, qualify for these protections. This includes students with a 504 Plan or IEP, but does not exclude students with disabilities not currently on a 504 Plan or IEP.

Who enforces these laws? The Office for Civil Rights (OCR) enforces Section 504 and Title II of the ADA.

There are legal protections and provisions for students with disabilities who are being harassed.

The Individuals with Disabilities Education Act (IDEA) is a federal law. It requires that each child who has a disability and qualifies for special education and related services must receive a free and appropriate public education (FAPE). The State Department of Education in each state enforces IDEA. Students with an Individualized Education Program (IEP) would qualify for these protections.

Section 504 of the Rehabilitation Act of 1973 (often referred to as "Section 504") and Title II of the Americans with Disabilities Act of 1990 (Title II) are the federal laws that apply if the harassment denies a student with a disability an equal opportunity to education. The Office for Civil Rights (OCR) enforces Section 504 and Title II of the ADA. Students with a 504 plan or an IEP would qualify for these protections.

"Dear Colleague" Letters

A "Dear Colleague" letter is a guidance document issued by a federal agency that helps explain and interpret existing laws and regulations

In October 2014, as part of National Bullying Prevention Month, the U.S. Department of Education's OCR issued a "Dear Colleague" letter with guidance to schools reminding them that bullying is wrong and must not be tolerated - including against America's 6.5 million students with disabilities.

The Department issued guidance in the form of a letter to educators detailing public schools' responsibilities under Section 504 of the Rehabilitation Act, Title II of Americans with Disabilities Act, and Individuals with Disabilities Act regarding the bullying of students with disabilities. If a student with a disability is being bullied, these federal laws require schools to take immediate and appropriate action to investigate the issue and, as necessary, take steps to stop the bullying and prevent it from recurring.

The letter further clarified that the bullying of a student with a disability on any basis, not just their disability, may result in a denial of FAPE that must be remedied by the school. Under Section 504, the IEP or 504 team should convene when bullying of a student with a disability occurs on any basis in order to determine whether the student's needs have changed and whether FAPE is still being provided.

The letter also clarified that when OCR receives a complaint related to bullying of a student with a disability, it may investigate whether there has been a FAPE violation, a disability-based harassment violation, or both, depending on the unique circumstances of the case.

View the 2014 Dear Colleague Letter
Dear Colleague Letters Addressing Harassment
A 2013 Dear Colleague letter and enclosure by the Office of Special Education and Rehabilitative Services (OSERS) clarified that when the bullying of a student with a disability results in the student not receiving meaningful educational benefit under IDEA, the school must remedy the problem, regardless of whether the bullying was based on the student's disability.

In 2010, another Dear Colleague letter from the OCR was issued that reminded school districts of their responsibilities under civil rights laws that prohibit discrimination and harassment on the basis of race, color, national origin, sex, disability, and religion.

In 2000, a Dear Colleague letter was sent to school districts nationwide from the U.S. Department of Education's OCR and OSERS that defined the term "disability harassment." The letter also explained that bullying based on disability may violate civil rights laws enforced by OCR as well as interfere with a student's receipt of special education under the Individuals with Disabilities Education Act (IDEA).

The Role of Schools in Responding to Disability Harassment

When children are at school, their physical and emotional safety is the responsibility of school personnel. School districts have a legal responsibility to respond to disability harassment allegations.

As a parent, it's important for you to know how the school is expected to respond to harassment. The following information provides a simple list of the school's duties and possible responses. It is from the U.S. Office of Juvenile Justice and Delinquency Prevention webinar presentation, "Bullying, Harassment, and Civil Rights: An Overview of School Districts' Federal Obligation to Respond to Harassment."
Schools' Duties

Immediate and appropriate action to investigate or otherwise determine what happened.

Inquiry must be prompt, thorough, and impartial. Interview targeted students, offending students, and witnesses, and maintain written documentation of investigation.

Communicate with targeted students regarding steps taken to end harassment.

Check in with targeted students to ensure that harassment has ceased.

When an investigation reveals that harassment has occurred, a school should take steps reasonably calculated to end the harassment including:

Eliminate any hostile environment.

Prevent harassment from recurring.

Prevent retaliation against the targeted student(s) or complainant(s).

Possible Responses

Develop, revise, and publicize policy prohibiting harassment and discrimination grievance procedures for students to file harassment complaints.

Provide contact information for Title IX/Section 504/Title VI coordinators.

Implement training for staff and administration on identifying and addressing harassment.

Provide monitors or additional adult supervision in areas where harassment occurs.

Discipline harassers.

Limit interaction between harassers and targets.

Provide counseling to harassed students or harassers.

Provide harassed student an additional opportunity to obtain a benefit that was denied (e.g., retaking a test/class).

Provide services to a student who was denied a benefit (e.g., academic support services).

Publicize statements that the school will not tolerate harassment and will respond to any student who reports such conduct.

Incorporate harassment awareness, and cultural tolerance training, into curriculum and other education programs for staff, students, and parents.

Conduct school climate surveys.

Involve parents and community groups in preventing future harassment.

Additionally, when the harassment involves a child with a disability, convene an IEP or 504 meeting to consider additional supports and services necessary to address the student's provisions of FAPE (Free Appropriate Public Education).

Resources from Office for Civil Rights

A fact sheet for parents on schools' obligations under federal law to address bullying. The fact sheet is also available in Spanish.

Seeking help from the Office for Civil Rights (OCR). The office investigates complaints of disability discrimination at schools. To learn more about federal civil rights laws or how to file a complaint, contact OCR at 800-421-3481 (TDD: 800-877-8339), or [email protected] . OCR's website is www.ed.gov/ocr. To fill out a complaint form online, go to http://www.ed.gov/ocr/complaintintro.html.

To view OCR's guidance detailing public schools' responsibilities regarding the bullying of students with disabilities in Spanish, click here.

Helpful Resources

Notifying the School About Bullying - Using a Template Letter

Parents should contact school staff each time their child informs them that he or she has been bullied. PACER Center has created template letters that parents may use as a guide for writing a letter to their child's school. These letters contain standard language and "fill in the blank" spaces so the letter can be customized for your child's situation.

When the bullying is based on the child's disability, federal laws can also apply under Section 504, Individuals with Disabilities Act (IDEA) and Americans with Disabilities Act Amendments Act of 2008 (ADAAA).

Version for a Student with a 504 Plan ( |)

Version for a Student with an IEP Plan ( | )

Data is important. Remember, if it is not in writing, it does not exist. Please be sure to keep a copy of the letter(s) for your records. These records can help parents keep a concise, accurate timeline of events. These sample letters are general in nature in order to serve all potential users.
View the "Notifying the School About Bullying" handout
Use Positive Strategies to Protect Your Child with Disabilities from Bullying

While any child can be a target of bullying, children with disabilities can be especially vulnerable. Although few studies exist concerning children with disabilities and bullying in the United States, the studies available indicate an increased risk for children with special needs. Parents can help protect their children with disabilities from bullying and its devastating effects if they promote effective strategies such as PACER's Peer Advocacy Program, use the Individualized Education Program (IEP) as a tool, work with the school, and know their child's rights under the law.

View the "Use Positive Strategies to Protect Your Child with Disabilities from Bullying" handout

Using the Individualized Education Program (IEP) or 504 Plan

Students with disabilities who are eligible for special education under the Individuals with Disabilities Education Act (IDEA) will have an Individualized Education Program (IEP). Students with disabilities may also be eligible for a 504 Plan.

If your child has an IEP or 504 Plan, it can be a helpful tool in a bullying prevention plan. Remember, every child on an IEP or 504 Plan is entitled to a free, appropriate public education (FAPE), and bullying can sometimes become an obstacle to receiving that education.

While the IEP or 504 Plan is a helpful tool, your child's team is also an important resource to reach out to for support as a first step. The IEP or 504 team, which includes the parent, can identify strategies that may be written into the IEP to help stop the bullying. It may be helpful to involve your child, when appropriate, in the decision-making process. Such strategies include:

Identifying an adult in the school who the child can report to or go to for assistance

Determining how school staff will document and report incidents

Allowing the child to leave class early to avoid hallway incidents

Holding separate in-services for school staff and classroom peers to help them understand a child's disability

Educating peers about school district policies on bullying behavior

Ensuring regular reassurance from the school staff to the student that he or she has a "right to be safe" and that the bullying is not his or her fault

Shadowing of the student who has been bullied. School staff can shadow the student in hallways, classrooms, and playgrounds.

View "The Individualized Education Program (IEP) and Bullying" handout
Using the IEP or 504 Plan to Help Address Bullying | PACERTalks About Bullying: Season 2, Episode 12
Individualized Education Program (IEP) or Section 504 plans can be helpful tools when creating a bullying prevention plan for students with disabilities. Rose Quintero, a PACER parent advocate, shares information about how to use an IEP or 504 plan to identify strategies to intervene and prevent bullying.

Student Action Plan Against Bullying

Are you an educator working with a student being bullied, a parent looking for ways to help your child change their behavior, or a student who wants to take action against bullying, but isn't sure what to do?

As a student, bullying is something that impacts you, your peers, and your school - whether you're the target of bullying, a witness, or the person who bullies. Bullying can end, but that won't happen unless students, parents, and educators work together and take action.

The first step is to create a plan that works for you and your situation. This student action plan is an opportunity for you - either on your own or with your parents and teachers - to develop a strategy to change what's happening to you or someone else. It's your chance to make a difference.

To get started download the plan for students, along with the guide for adults.
Student Action Plan Against Bullying |Spanish Translation |Somali Translation
Parent and Educator Guide to Using the Student Action Plan Against Bullying

Blog Post

Preventing bullying of students with disabilities: Four things parents and educators should know
Did you know that a student with a disability is two to three times more likely to be bullied? Bullying can affect a student's physical and emotional health, and it can interfere with a student's right to receive an education. Posted to StopBullying.gov blog on October 17, 2016.

What does it mean to advocate for yourself?

Being your own advocate means that you ask for what you need while respecting the needs of others. For example, if you are at a store and a clerk ignores you, you are able to ask in a polite way to be served. Self-advocacy is asking for what you need in a direct, respectful manner.

Why is this skill important? Self-advocacy helps you:

Learn more about how to Be Your Own Best Advocate

Advocacy and Self-Advocacy | PACERTalks About Bullying, Episode 22

What does it mean to be an advocate for yourself as well as others, and how does that relate to bullying prevention?

Student Action Plan Against Bullying

Ready to be a self-advocate to address bullying? Maybe not sure how to start? As a student, bullying is something that impacts you, your peers, and your school - whether you're the target of bullying, a witness, or the person who bullies. Bullying can end, but that won't happen unless students, parents, and educators work together and take action.

Start by creating a plan that works for you and your situation. This student action plan is an opportunity for you - either on your own or with your parents and teachers - to develop a strategy to change what's happening to you or someone else. It's your chance to make a difference.

The plan includes three steps:

Step 1: Read through the examples on pages two and three of this Student Action Plan Against Bullying

Step 2: Decide if you want to start this on your own or if you would like to involve an adult Note: Even if you start this on your own, it's important to share with a trusted adult and provide them with information on the best way to support you. This is important because sometimes adults aren't aware that the bullying is happening, and many bullying situations won't get resolved until a caring adult is involved.

Step 3: Complete the "My Personal Action Plan Against Bullying," on page four with your own experience as a target of bullying, a witness, or the person who is bullying

Remember, if you are being bullied, it is not your fault. One of the most important steps you can take is to communicate what's happening with an adult. Sharing what is happening and learning to advocate for yourself is important! By thinking through a plan you will have a voice in the solution.

To get started download the plan Student Action Plan Against Bullying |Spanish Translation |Somali Translation
Parent and Educator Guide to Using the Student Action Plan Against Bullying

Examples of Self Advocacy | PACERTalks About Bullying, Episode 25

In this video, Jody, director of PACER's Parent Training and Information Center, shares a creative, real-life example to help visualize what self-advocacy using the "Student Action Plan" can look like in action.

Helpful Information for Middle and High School Students

Know Your Rights
Every student has the right to be safe at school. Students have protections from bullying behavior through federal, state and local law and policies.

Jamie's Advice
Whether you are being bullied, witnessing bullying, afraid of peer pressure, concerned your actions are hurting others, or something else, just ask her! With zero judgments and her best advice, Jamie will be there for you.

Experiencing Bullying?
Bullying affects everyone. Whether you're the target, the bystander, or even the kid who picks on others, there's something you can do to put an end to bullying.

Helpful Information for Elementary School Students

If You See Bullying
If you see bullying happen, you can help stop it. How? Speak up! When kids are willing to speak up about what they think is wrong, they can make a difference.

If You Are Being Bullied
Not sure what bullying is? Or if it's happening to you? Don't worry, lots of kids wonder about that!

Helpful Handouts for Parents

Why Your Child Needs You to Become an Advocate
Advocacy is a parent's right and responsibility. Your child needs you to advocate for him or her in the area of education. Parents have a legal right and responsibility to advocate for their children with disabilities. The federal special education law, IDEA (Individuals with Disabilities Education Act), requires parent participation. The special education services for a child are developed in a decision-making process involving the child's parents and school district staff.

Telling Classmates About Your Child's Disability May Foster Acceptance
One of the best ways to teach children about a disability is to talk to them at school. For many families, presenting at school is an annual event. Sometimes, an IEP team writes it into a child's Individualized Education Program (IEP) document.

Bullying and Disability Harassment in the Workplace: What Youth Should Know
This InfoBrief was developed by PACER Center in partnership with theNational Collaborative on Workforce and Disability for Youth. The InfoBrief is designed to help youth, including youth with disabilities, recognize signs of bullying in the workplace. It offers examples of bullying situations at work and strategies to help address the issue. Much is understood about the negative consequences of bullying at school, but youth should also be made aware that bullying does not always end at school and is often encountered at work.

Did you know that students with disabilities are bullied at a rate of two to three times more than their nondisabled peers? It's true.

Statistics show that bullying happens to almost 75 percent of students with disabilities. Many students with disabilities have few or no friends. This makes it easier for someone to bully them, since they do not have many or any friends looking out for them.

A Unique Bullying Prevention Model for Students with Disabilities

Peer advocacy is a program centered around inclusion and designed to educate students on speaking out on behalf of students with intellectual, developmental, or other disabilities. It is is a unique approach that empowers students to protect those targeted by bullying and to provide social inclusion opportunities.

What is a "Peer Advocate?"

A peer advocate is a student who looks out for other students who are being bullied, are vulnerable to being hurt or harmed, or who are isolated from other students. Peer advocates help out by making sure that they are included and protected from harm. The peer advocate program teaches students about different disabilities and encourages them to befriend their peers with disabilities. Peer Advocates also learn how to use their strengths in order to effectively advocate for those who are targeted by bullying.

Most students don't like to see bullying, but they may not know what to do when it happens. Peer advocacy - speaking out on the behalf of others - is a unique approach that empowers students to protect those targeted by bullying.

Peer advocacy is effective for two reasons:

1. Students often see and know of bullying long before adults are aware of it. The student voice and peer influence is powerful in speaking out on behalf of others.

2. A student telling someone to stop bullying often has much more impact than an adult giving the same advice.

In this interview, Anna, a college sophomore in the fall of 2016, reflects back on her involvement during middle school in the innovative "Peer Advocacy" project. The project was designed to connect students with disabilities and their nondisabled peers in meaningful ways to help them navigate bullying situations.
Download the Interview
How do I involve my school?

Encourage the adults in your school, such as your principal, school counselor, or teacher, to consider a "Peer Advocacy" project at school.

DETERMINE THE PARTICIPANTS: In exploring a peer advocacy model in your school, consider who the adult leader should be, often it's a teacher who has a relationship with students in the special education setting. Then, define which students with disabilities could benefit from peer intervention and inclusive practices. The next step is invite students to be peer advocates. When recruiting, its encouraged to look across the school environment and be sure to have representation from a diverse group of individuals.

PROVIDE EDUCATION: The peer advocates should be educated on:

dynamics of bullying behavior

characteristics, traits, and circumstances of the students for whom they are advocating

options of how to intervene

TALK ABOUT APPROPRIATE ACTIONS TO INTERVENE: Intervention strategies can be tailored for each situation, student, and advocate. Some advocates will feel comfortable with direct interventions, such as telling the person bullying to stop. Others may want to approach indirectly, such as supporting the person after an incident or reporting it to the adult leader. Encourage students to explore their own strengths. Help them with identify the intervention or action steps they would be most comfortable with implementing.

BENEFITS TO STUDENTS: The benefits of peer advocacy include not only having a strategy to keep students with disabilities safe, but also providing opportunities for social inclusion. Student advocates also benefit from learning skills such as empathy, inclusion, leadership, and acceptance.

Helpful resources include:

Peer Advocates Speak Out

In this 4-minute video, program participants from the Watertown-Mayer, Minn., school district share their experiences and viewpoints on their participation in the peer advocacy project.

What else can students do?

Most important: Be a friend!

Watch out for those students, with and without disabilities, who might need your help and have their backs.

Tips to be a friend include:

sit by them at lunch

talk with them in the hallway

include them in group activities

invite them to spend time with you

listen to their concerns

provide advice and support

If you know that someone is being teased, hurt, or harmed in any manner, you can:

get them away from the situation

ask the person bullying to leave them alone (only if it feels safe to say something)

let them know that everyone deserves to be safe

let them know that they are important to you

help them talk with an adult

report it to an adult

Students who have been peer advocates said, "When I saw bullying happen, I..."

took action, instead of just doing nothing

told them to stop being so mean

told someone that saying "that's so retarded" hurts people with disabilities and is not acceptable

stepped in and told them to stop

privately told the person bullying that what they did wasn't cool

told our mentor, who helped me know what to do next time

stood up for myself when it was me who was bullied

Students are talking!

Student advocates share:
"I learned that even though I am only one person I can change society." "Being a peer advocate makes me more aware when someone is not being included and it is a lot easier to include them and still have them feel comfortable. I have learned that there is so much more to me than just who I was before." "Before I saw people give the kids with disabilities bad looks and didn't stand up for them, now I will stand up for them." "Before Peer Advocacy, kids were eating alone, now we are sitting with them and hanging out." "Peer advocates should spread around the world." "Later in life I'll be able to say I was a peer advocate, I made a difference! Will you?" "I love being a Peer Advocate, it's so much fun. I love it and am happy I joined. Before it was not as fun being in nothing then I heard about Peer Advocates and then that inspired me and I did it for the kids with disabilities and they rock!" "I think it's important to be a Peer Advocate to let kids know they're not alone and that others really do have their backs. Even though some treat them differently, they are just like everyone else. They should be treated the same, too. From this experience I learned all that. I think others should consider this too."
What Should You Do? Peer Advocacy | PACERTalks About Bullying Episode 24

Insights and advice from students as they think through how to respond to real life bullying situations. In this video middle school students from a "peer advocacy" group explore how to handle a scenario in which a student with down syndrome is being bullied.

PACER's Peer Advocacy Project | PACERTalks About Bullying, Episode 23

Get a behind the scenes look at the inspiration for the peer advocacy project, which connects students with and without disabilities.

Calendar of Activities for Students of All Ages

Activities for the school year designed to creatively educate peer advocates on topics including preventing and responding to bullying, disability awareness, and social inclusion. Each month features (1) student education and (2) interaction for:

Elementary school students

Middle and high school students

Monthly activities
These PDFs contain active links that connect to the suggested activities online.

Inclusion Activity for Young Students

Overview
Two creative activities to help young students understand inclusion and acceptance of individuals with disabilities.

1. Stand up. Sit Down.

2. Different on the outside. Same on the inside.

Goal
Creatively engage youth through interactive, thoughtful activity and reflection that people with disabilities are much more like other students than they are different from them.

Books

Book suggestions to read anytime throughout the year.

The Legend of Spookley the Square Pumpkin

By Joe Troiano, illustrated by Susan Banta
Order From: Holiday Hill Farms
Suggested Audiences: Kindergarten - 4th grade

Spookley the Square Pumpkin is a square pumpkin who lives in a round pumpkin patch world. The Legend of Spookley the Square Pumpkin, available as both a book and movie, delivers a message of tolerance and kindness in a fun, accessible format that is easily grasped by young students. By making these advanced concepts easily understood by early learners, teachers can help stop bullying before it begins.

An online toolkit includes resources educators can use to effectively present The Legend of Spookley the Square Pumpkin as a multi-subject learning opportunity. The core elements of the online toolkit involve a reading of the book supplemented by downloadable lesson plans and other activities that teach bullying prevention and character values.
Access the online toolkit "Stop Bullying Before It Starts"
Wonder

By R.J. Palacio
Order from: Random House
Suggested Audiences: 5th - 7th grade

August Pullman was born with a facial deformity that, up until now, has prevented him from going to a mainstream school. Starting 5th grade at Beecher Prep, he wants nothing more than to be treated as an ordinary kid - but his new classmates can't get past Auggie's extraordinary face. Wonder by R.J. Palacio begins from Auggie's point of view, but soon switches to include his classmates, his sister, her boyfriend, and others. These perspectives converge in a portrait of one community's struggle with empathy, compassion, and acceptance. In a world where bullying among young people is an epidemic, this is a refreshing new narrative full of heart and hope. R.J. Palacio has called her debut novel "a meditation on kindness" - indeed, every reader will come away with a greater appreciation for the simple courage of friendship. Auggie is a hero to root for, a diamond in the rough who proves that you can't blend in when you were born to stand out.

Recognize the Person First, Then the Disability or Difference

What is the proper way to speak to or about someone who has a disability? The answer is to speak in the same way you would anyone else. In speaking or writing, remember that children or adults with disabilities are like everyone else-except they happen to have a disability.

When referring to an individual with a disability, always begin with a "child, student, adult, youth, person, or individual."

Here are a few tips for using respectful language related to individuals with disabilities

1. Speak or write the person first, then the disability. This is called "person-first" language.
For example, "Sam is a person with a disability" or "students with autism."

2. Emphasize abilities, not limitations, (i.e., Sam likes swimming and movies).

3. When communicating about a group, use the term "individuals with disabilities."

4. Allow and expect that a person with a disability will speak for him or herself.

Say "a child, an individual, a young adult, an adult, a student, or a person" with a disability.
"That's Retarded"

Have you ever heard something silly, unfamiliar, awkward, or misunderstood described as "retarded?"

A lot of people use this word, but many don't really understand what it means. Did you know that "retarded" is simply derived from an old-fashioned medical term for people with intellectual disabilities? Yeah, it was mental retardation. It was just a word used to describe a medical condition like "asthma or pneumonia."

But now, the word has morphed into something negative and offensive. It's used to insult someone or something considered to be lesser in some way. And while the people who use it might not even know about its history, it's still linked to people with disabilities. That means that when someone uses the word "retarded" as an insult, it is degrading to people with disabilities.

The way we speak helps us and the people around us shape their opinions. If you use "retarded" to refer to things you dislike or make fun of, you're creating an environment that perpetuates negative stigmas about people with disabilities. You'd probably never directly call a person with a disability those things, but every time you use "retarded" as a synonym for something negative, you're putting them down.

Now that you know more about the history of the word "retarded," how will you react next time someone uses it around you?

It's not easy to be the person who says something isn't right. It takes courage to say something to your friends that may not be what they want to hear. But it's important that people understand the power of words and their impact. You and your friends can lead this change.

Stop using the "r-word" today.

Special Olympics

Disability Related Stories

Sharing stories provides a powerful opportunity to learn, influence and understand. The shared experiences often demonstrates that we are not alone, that there are people who care, and that there are solutions.
View the Stories

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Top five things for parents, educators, and students to know Many students with disabilities are already addressing unique challenges in school. When they are bullied, it can directly impact their ability to learn and grow. Bullying is not a harmless rite of childhood that everyone experiences.

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"Caregiver" or "caretaker" refers to anyone who provides care for another person. There are different types of caregivers that provide specific care, like family caregivers and respite caregivers. Caregivers can help relieve burdens and support individuals in need. They may help for a long time or just a short time, but their care is always important. Let's take a closer look at what a caregiver's role is.

Caregiver vs. Nurse

Most people never think about the differences between a nurse and a caregiver, but it's a difference that can be instrumental in getting your loved one the proper care.

Nurse

Nurses are licensed to perform skilled care (tube feeding, regular injections, IV therapy, medication administration, etc.). So, if your loved one requires skilled care, you'll likely need a nurse on hand.

Nurses are generally only in the home a few hours per week. Nurses are usually in charge of implementing specific instructions set forth by a doctor. Nurses also use assessment skills to help monitor the progress of a patient as they recover from serious illness or injury.

Nurses have strict educational requirements. There are several types of nursing degrees, including Licensed practical nurse (LPN), Associate degree in nursing (ADN), and Bachelor's degree in nursing (BSN). Nurses start as an LPN and work up to a BSN. Each of these types of nurses have different certifications and courses they must take.

Caregivers

Caregivers, on the other hand, are there to help with activities of daily living as well as to provide companionship for their clients. They do not perform medical care. Instead, caregivers have a personal touch. They develop close ties with those in their care as they help with the day-to-day needs that a senior might not be able to do on their own any longer. Whether it's bathing, or grocery shopping, or even cooking their meals, a caregiver can help fill in the gap for seniors who otherwise would not be able to continue living on their own.

The professional you need for your loved one will depend on their needs and unique situation. A senior may need both a nurse and a caregiver or just one to come into the home each week.

Types of Caregivers

Because "caregiver" and "caretaker" refers to anyone who provides care, there are different types of caregivers. When it comes to senior care, these are the types of caregivers that you may hear about.

Private-duty caregiver: Private-duty caregivers are hired through an agency. These caregivers are typically screened through the agency, bonded, and insured. Working through a caregiver agency, families can get a back-up caregiver if their scheduled caregiver can't make a shift.

Independent caregivers: These caregivers are also known as private caregivers, but they should not be confused with private-duty caregivers. Independent caregivers do now work through an agency. While the cost can be cheaper, families paying for these caregivers take on the liability of letting someone in their home.

Family caregiver: Family caregivers are members of the family who choose to care for a loved one. These caregivers may be children, spouses, or other family members. They may work another job in addition to their responsibilities and usually don't receive compensation for their service.

Respite caregiver: A respite caregiver provides care for a period of time to give a family caregiver a break. These caregivers can be private-duty or independent caregivers, but the role implies that they are not long-term caregivers.

Caregiver Qualifications

Caregiver requirements vary from state to state, so there is no set education level or certification required for all caregivers. For example, some caregivers are only required to have 40 hours of training, while other states require 120 of education and training. Caregivers can work for agencies that have their own set of standards as well.

Private-duty caregivers usually undergo a thorough background check and a rigorous interview process to be hired at an agency. That's why it's so important to research the caregiver agency or the independent caregiver you are hiring.

At Caring, we even go a step further and ensure that our caregivers have the qualifications and the personality to care for seniors. We've found that the best caregivers are patient, empathetic, dependable, and flexible. But these are just some of the caregiver qualities we look for. Additionally, we provide ongoing training to make sure that our caregivers are always up-to-date on best practices.

Benefits of a Caregiver

Caregivers provide many benefits to seniors and their families. Here are just a few of the benefits:

Independence: In-home caregivers give seniors the independence they want to age in place. Caregivers can help with laundry, cooking, medication reminders, personal care, and more so that seniors can remain at home and continue their daily routine. Many seniors don't want to move into a facility, and a caregiver gives them the option to remain at home.

Peace of mind: Many family members may worry about their loved one, especially if they don't live nearby. A caregiver can provide family members and seniors the peace of mind they deserve. Caregivers can be with seniors to help keep them safe and healthy. Having a caregiver you trust with your loved one can be a huge relief.

Cost: Hiring a caregiver 24/7 is often cheaper than moving into a facility. Seniors can also choose to hire caregivers for specific hours, so they get care when they need it instead of paying for hours of care that they might not need. In-home care may be covered in your insurance policy, lowering the cost even more.

Whatever your reason is for hiring a caregiver, we know that in-home care is a great option for seniors looking to age in place. At Caring, our team of experts is here to help you or a loved one with the difficulties that come with aging. Feel free to reach out to our team to get more answers about caregiving.

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"Caregiver" or "caretaker" refers to anyone who provides care for another person. There are different types of caregivers that provide specific care, like family caregivers and respite caregivers. Caregivers can help relieve burdens and support individuals in need. They may help for a long time or just a short time, but their care is always important.

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When reading Out Of My Mind, think of the the term "Mentor."

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When reading Out Of My Mind, think of the the term "Mentor."

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Who is Melody's Mentor?
What role/difference does he/she make on melody's life?
What is the importance of having a mentor in general?
Can you think of 1-3 mentors in your life?