DOCSLIB.ORG

A Report on T National Advocacy Project of United Cerebral Palsy Associations, Inc

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Report on T National Advocacy Project of United Cerebral Palsy Associations, Inc DOCUMENT RESUME ED 132 780 EC 092 212 AUTHOR Dickman, Irving R., Comp. TITLE Thinking/Learning/Doing Advocacy: A Report on t National Advocacy Project of United Cerebral Palsy Associations, Inc. INSTITUTION United Cerebral Palsy Association, New York, N.Y. SPONS AGENCY Bureau of Education for the Handicapped (DHEW/OE), Washington, D.C.; National Inst. of Mental Health (DHEW), Rockville, Md.; Office of Human Development (DHEW), Washington, D.C. Office Of. Developmental Disabilities. PUB DATE 75 GRANT OEG-0-72-5314 NOTE 131p. AVAILABLE FROM United Cerebral Palsy Association, Inc., 66 East 34th Street, New York, N.Y. 10016 EDRS PRICE MF-$0.83 Plus Postage. HC Not Available from FORS. DESCRIPTORS *Child Advocacy; *Civil Liberties; Delivery Systems; *Demonstration Projects; Guidelines; *Handicapped; Legislation; Models; Ombudsmen; *Program Descriptions; Program Development IDENTIFIERS *Developmental Disabilities ABSTRACT Described is the National Advocacy Project of the United Cerebral Palsy Association involving demonstration projects and model programs advocating the.legal and humanrights of the person with a developmental disability and his family. Goals and objectives of the project are listed as follows: improving the effectiveness of agencies and services to disabled children and adults; involving community residents; training and educating professionals, community residents, and consumers in the advocacy approach; identifying and testing advocacy approaches leading to necessary legislation; self7evaluation of the effectiveness of each project model and its components; disseminating the results of the project; and promoting replication of successful models, components, and techniques. Descriptions of project model sites in New York State, San Mateo and Santa Clara Counties, and Milwaukee; and replication sites in Greater Kansas City, Rhode Island, and Illinois are given. Problems and ways to involve consumers are discussed, and guidelines for program development are provided. Appendixes include advocacy model goals and objectives, copies of pamphlets, a list of legal issues, and a list of resdurce materials. (IM) ************************* *************************************** Documents acquired by ERIC include many informal unpublished * _materials not available from other sources. ERIC makes every effort - * to obtain the best copy available. Nevertheless, items of marginal* * reproducibility are often encountered and this affects the quality * * of the microfiche and.hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS) . EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. ********************************************************************* * U S DEPARTMENT OF HEALTH. EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS 00CuMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR DROANIZATION ORIGIN- ATING oT POINTS OF VIEW OR OpINIONS STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY thinking/learning/doing ADVOCACY a Report on the National Advocacy Project of Un_ted Cerebral Paky-Associations, Inc. Compiled by Irving R. Dickman The National Advocacy Project of United Cerebral Palsy Associations, Inc. was made possible by Grant #0EG 0-72-5314, provided jointly by three agencies of the United States Department of Health, Education, and Welfare: Bureau of Education for the Handicapped, Office of Education National Institute of MentM Health - Developmental Disabilities Office United Cerebral Palsy Associations, Inc. 66 East 34th Street New York, N.Y. 10016 Acknowledgement for assistance in preparing this interim reporton the LICP-A National Advocacy Project is herewith gratefully given to the National Advocacy AdvisoryCouncil and Project Staff. National Advocacy Advisory Council Margaret 0. Murray, Chairman Shawnee Mission, Kansas Max Addison Arlington, Texas Theodore Childs Brooklyn, New York Nina Eaton Lawrence, New York Mildred Erickson San Mateo, California Beverly Jackson Suffield, Connecticut Diana Kenderian Newark, New Jersey Michael Kindred Columbus, Ohio Richard Loux Wichita, Kansas Cairbre McC_ n Providence Rhode Island Barbara Nitkiewecz* Erie, Pennsylvania James O'Connor* Schnectady, New York Ruth Shook Bangor, Maine Eileen Smith New York, New York Mmgaret Theissen Milwaukee, Wisconsin Doris Weber Kansas CiN, Missouri Willie Warner Wilst n Bronx, New York *Members. 1972-74 National Advocacy Project Staff Ernest Weinrich Project Pirector UCPA Marie L. Moore National Advocacy Coordina or UCPA Robert F. Hansen Advocacy Coordinator UCP of San Mateo County and UCP of Santa Clara County, California Lynn McMiIlen Advocacy Coordinator (1972-1975) UCP of New York State Libby Wickes Advocacy Coordinator UCP of New York State Neal D. Clement Advocacy Coordinator (1972-1974) UCP of Southeastern Wisconsin Geor eann Chaffee Advocacy Coordinator UCP of Greater Kansas City Teresa K. Smith Advocacy Coordinator UCP of Rhode Island Todd B. Eberle Advocacy Coordinator UCP of Illinois Special thank you to Melvin R. Ladsori. Jr. Coordinator, Child Advocacy Program Bureau of Education for the Handicapped Washington, D C. 20202 TABLE OF CONTENTS FOREWORD 7 GLOSSARY OF TERMS 9 I.INTRODUCTION A Way To Think 11 Why A Dernonstration Project? = 13 LICPA's Role 15 IL THE PROJECT MODEL SITES New York State 17 San Mateo-Santa Clara Counties 20 Milwaukee 27 III. THE REPLICATION SITES Flow To Replicate An Advocacy Model 1 Greater Kansas City 32 Rhode Island 36 Illinois 37 IV. LESSONSLARGE AND SMALL Speaking of Impacts 39 The Advocacy Approach To "Cases" 42 LawsThe Advocate's Concern 47 Why Systems Analysis? 49 The Advocate's Support Systems 5 Local Advocacy Advisory Council (LAAC) 53 The Advocate's "Professional Style" 55 V. INVOLVING CONSUMERS Consumers At Decision Making Levels ........ ............. ... 59 How To Involve Consumers 61 PICSA Case In Point How Do You Get Consumers "Ready"? 67 VI. ADVOCACY AND UCPA How to Begin: Some Guidelines 70 "Inevitable and Desirable". .. 73 APPENDICES: A.Z 77 6 6 FOREWORD In a search for needed services, United Cerebral Palsy Associations, Inc. was conceived out of compassion for children with cerebral palsy and their families some 25 yeaes ago. By coordinating the efforts of volunteers and professional people, UCPA moved rapidly on to establishing a competence in demonstrating that those needed services could be developed. And, with the advent of "advocacy", we now have an enlightened point of view based on fact and skill. We have now learned that the key to improving our effectiveness in assuring that services are there at the time of need is advocacythe component Of service that makes the other systems work and enhances all of our other agency roles. We have learned that advocacy does not just happen without a planned effort. Advocacy provides an opportunity to lead the way in changing attitudes and myths about children and adults who are disabled, as well as to improve the effectiveness of agencies serving the disabled and to develop new resources of service through a planned effort. To learn how to be an advocate or change agent takes skill We find out what people with developmental disabilities and their families need by encouraging their participation in all planning efforts. We design the strategies to bring this participation about. We establish a trust relationship, we identify barriers to the service delivery system, and move on to impact positively on the destinies Of persons with cerebral palsy and other developmental disabilities utilizing their input. The UCP National Advocacy Project described in this report has shown that if we are committed to truly changing the systems to be more responsive to the needs of persons with developmental disabilities, we can develop the necessary skills. It has been my &reat good fortune to have worked, and struggled, with many really concerned and dedicated people in the development of this project. My gratitude goes to the funding agencies that had faith in our capabilities, to our sensitive and capable National Project staff, to those who have been an integral part of the National Advocacy Advisory Council, and to our imaginative Project Model Site staff. Also to all of the many consumers and other volunteers who have given so much of their time and effort to enable us to prove that goals can be reached when we share a positive commitment to equality for all persons with developmental disabilities and have the determination to overcome the barriers surrounding their lives. I trust those who read this booklet will share the excitement of advocacy as we see it. Margaret O. Murray, Chairman National Advocacy Advisory Council, UCPA, Inc. 7 7 What's The Word A GLOSSARY OF TIEFIVAS Advocacy: The act or process of defending or maintaining a cause; the act or process of supporting a cause. United Cerebral Palsy Associations, Inc., defines Advocacy as ensuring to persons who are disabled their rights to appropriate services. CaseAdvocacy;Defending, maintaining or supporting the cause of one person; defending the rights of one person. Class Advocacy:Defending, maintaining or supporting a cause on behalf of all persons having an identical problem or need. Change Agent(s):A person or group of persons working to bring about desired change in laws, policies, practices or procedures so that the rights or entitlernents of a person are insured. Consumer: One who
Load more

Recommended publications
  • Program-2018.Pdf
    0 Welcome to our 2018 conference! We are glad that you GENERAL INFORMATION are here. We would like to take an opportunity to Signing in: Nurses and ADRS employees are required to acknowledge the following organizations for their financial sign in at the CE registration table. support: Nametags will be issued at conference registration. You • United Cerebral Palsy of Alabama must have your nametag to attend sessions. • Alabama Department of Early Childhood Education • Alabama Department of Education/SES Seating: Some sessions will have limited space due to • Alabama Department of Mental Health room size. Seating will be on a first come basis. • Alabama Department of Rehabilitation Services/Alabama’s Early Intervention System Handouts: In general, handouts will not be provided on • Alabama Institute for the Deaf and Blind site, but for those presenters who submit handouts, they • Therap Services are or will be available on the conference website at www.ucpalabama.org/conference. We also would like to recognize the following individuals who volunteered their expertise, time, energy, and Exhibitors: Many marvelous exhibits will be available for resources to ensure a quality conference experience for all! you. Please visit them during your break. 2018 Planning Committee: Legislative initiative: The “Write Your Legislator” central • Deana Aumalis, University of AL Huntsville station will be at the registration area. We encourage • Isaac Beavers, Alabama Institute for Deaf/Blind everyone to visit the booth to participate in our “Pinning • Tania Baldwin, Alabama's EI System Their Future on You” campaign. We will print out a copy of • Amy Blakeney, Alabama’s EI System your legislator contact information, have cards there for • Sheila Bolling, Alabama Dept of Education/SES you to write a note to your legislator, and mail your card for you.
    [Show full text]
  • 8. Eligibility for Special Education Services A
    8. Eligibility for Special Education Services a. Fact Sheets on i. ADHD Fact Sheet on Disabilities from NICHCY (http://nichcy.org/disability) ii. Autism Spectrum Disorders Fact Sheet iii. Blindness/Visual Impairment Fact Sheet iv. Cerebral Palsy Fact Sheet v. Deaf-Blindness Fact Sheet vi. Deafness and Hearing Loss Fact Sheet vii. Developmental Delay Fact Sheet viii. Down Syndrome Fact Sheet ix. Emotional Disturbance Fact Sheet x. Epilepsy Fact Sheet xi. Intellectual Disabilities Fact Sheet xii. Learning Disabilities Fact Sheet xiii. Other Health Impairment Fact Sheet xiv. Traumatic Brain Injury Fact Sheet b. Disability Worksheets for Eligibility for Special Education (from OSSE/DCPS) i. Other Health Impairment Disability Worksheet ii. Specific Learning Disability Worksheet iii. Emotional Disturbance Disability Worksheet Attention-Deficit/ Hyperactivity Disorder NICHCY Disability Fact Sheet #19 Updated March 2012 break down his lessons into gets to choose something fun several parts. Then they have he’d like to do. Having a him do each part one at a child with AD/HD is still a Mario’s Story time. This helps Mario keep challenge, but things are his attention on his work. looking better. Mario is 10 years old. When he was 7, his family At home, things have learned he had AD/HD. At changed, too. Now his What is AD/HD? the time, he was driving parents know why he’s so everyone crazy. At school, he active. They are careful to Attention-deficit/hyperac- couldn’t stay in his seat or praise him when he does tivity disorder (AD/HD) is a keep quiet. At home, he something well.
    [Show full text]
  • The Children's Center at UCP Education Reopening Plan September 2020
    The Children’s Center at UCP United Cerebral Palsy Association of Greater Suffolk, Inc. Education Reopening Plan September 2020 TABLE OF CONTENTS TABLE OF CONTENTS ...................................................................... 1 INTRODUCTION …………………………………………………………2 COMMUNICATION/FAMILY AND COMMUNITY ENGAGEMENT……………5 HEALTH AND SAFETY………………………………………………….13 FACILITIES……………………………………………………………..27 NUTRITION……………………………………………………………..28 TRANSPORTATION…………………………………………………….29 SOCIAL AND EMOTIONAL WELL BEING………………………….…….30 SCHOOL SCHEDULES ……………………………………..…………..33 ATTENDANCE & CHRONIC ABSENTEEISM……………….……………37 TECHNOLOGY AND CONNECTIVITY……………..……………………..41 TEACHING AND LEARNING…………………………….………………46 SPECIAL EDUCATION…………………………………………………..49 1 INTRODUCTION It is difficult to comprehend how much our world has changed since March of 2020. The COVID-19 pandemic has impacted our students, their families, our staff and our schools in ways many of us have yet to fully understand. At these unprecedented times, we must reflect on the end of the 2019-20 school year to learn from our decisions to help inform our actions for the year ahead. There is no doubt that the 2020-21 school year will provide its own set of unique challenges. It is our goal to utilize this document to prepare our staff, students, families and partner Counties and School Districts for the wide variety of situations that we may face in the year ahead. This document was developed through the collective efforts of United Cerebral Palsy Association of Greater Suffolk, Inc., The Children’s
    [Show full text]
  • Predicting Disability Self-Identification: a Mixed-Methods Approach
    PREDICTING DISABILITY SELF-IDENTIFICATION: A MIXED-METHODS APPROACH by Adena T. Rottenstein A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Psychology) in the University of Michigan 2013 Doctoral Committee: Professor Lorraine M. Gutierrez, Chair Emerita Professor Patricia Y. Gurin Emeritus Professor John W. Hagen Professor Tobin A. Siebers Assistant Professor Bradley J. Zebrack TABLE OF CONTENTS LIST OF TABLES iii LIST OF APPENDICIES iv CHAPTER I. Introduction 1 II. Literature Review 3 III. General Methods 13 IV. Study 1 21 V. Study 2 39 VI. General Discussion 54 APPENDICES 56 REFERENCES 102 ii LIST OF TABLES TABLE 1 Factors of Interest & Related Hypotheses 11 C1 Final Contact List 68 2 Additional Primary Disability Type Codes 30 D1 Frequencies of Different Primary Disability Types 71 E1 Mental Functions/Structure of the Nervous System 74 E2 Sensory Functions/Structure of the Eye & Ear 77 E3 Voice & Speech Functions 78 Functions/Structure of the Cardiovascular, Haematological, E4 79 Immunological, and Respiratory Systems E5 Functions of Digestive, Metabolic, & Endocrine Systems 81 E6 Genitourinary and Reproductive Functions 82 Neuromusculoskeletal and Movement-Related Functions & E7 83 Structures E8 Functions of the Skin and Related Structures 87 3 Univariate Logistic Regressions for Study 1 33 F1 Significant Predictive Factors of Study 1 88 H1 Univariate Logistic Regressions for Study 2 99 4 Top 11 Predictors for Study 2 48 5 Intersection of Qualitative Themes and Literature Review Factors 50 iii LIST OF APPENDICES APPENDIX A Copy of Survey Measure 57 B Initial Contact E-mail 66 C Final Contact List 68 D Frequencies of Different Primary Disability Types 71 E Primary Disability Type Arranged by ICD-10 Codes 74 F Significant Predictive Factors of Study 1 88 G Qualitative Themes/Codes 93 H Univariate Logistic Regressions for Study 2 99 iv CHAPTER 1 Introduction According to the 2010 U.S.
    [Show full text]
  • 1 Archives Project Pennsylvania Developmental Disabilities Council
    Archives Project Pennsylvania Developmental Disabilities Council Database List Entry #: Title of Item/Organization/Archive Type/Page Number/Available On-Line: #1 Accessible Presentations: Guidelines for Speakers Home and Community-Based Services Resource Network, Brochure, N/A, not available on line. #2 Advertising/Public Relations Curriculum for College Level Courses Professional Media Consultants, Pamphlet, 3 pages, not available on-line. #3 Autism Awareness Video for Law Enforcement/Community Service Personnel Harrisburg Chapter of the Autism Society of America, Video, N/A, available on line. #4 Bridging the Future: A Look Back at Embreeville Video, N/A, not available on line. #5 Community Guide & Resource Catalog The Community Involvement, Pamphlet, 15 pages, not available on line. #6 Embrace: Building Inclusive Faith Communities - It’s More Than Just a Parking Place and a Ramp Spectrum Community Services, Video, N/A, available on line. #7 High School Transition Manuals CD-ROM, N/A, not available on line. #8 Making A Difference In Transportation PADDC Emphasis in Transportation for People with Disabilities, Brochure, N/A, available on-line. #9 Making Accessibility Real: A Guide for Planning Meeting, Conferences and Gatherings The Home and Community-Based Services Resource Network, Book, 32 pages, not available on line. #10 Nursing Home Mentors Objective: Partnership for Choice Project, Project Summary Transition and Mentoring, Pamphlet, 4 pages, not available on-line. #11 Personal Assistant Training Manual Community Resources for Independence, Binder, 103 pages, available on-line. 1 #12 Praying with Lior, A Documentary Film Video, N/A, available on line. #13 Quick Ideas for Starting Grassroots Groups and Keeping Them Healthy Resource for Human Development, Inc., Pamphlet, 27 pages, available on-line.
    [Show full text]
  • Devaluing People with Disabilities Medical Procedures That Violate Civil Rights
    Devaluing People with Disabilities Medical Procedures that Violate Civil Rights May 2012 Page | 1 National Disability Rights Network www.ndrn.org www.ndrn.org Page | 2 National Disability Rights Network www.ndrn.org Devaluing People with Disabilities Medical Procedures that Violate Civil Rights Authors David Carlson, Cindy Smith, Nachama Wilker Contributors National Disability Rights Network: Cindy Smith, Nachama Wilker, Curtis Decker, Eric Buehlmann, Zachary Martin, Jane Hudson, David Card Disability Rights Washington: David Carlson, Andrea Kadlec Initial funding for this report came from the National Institute on Disability and Rehabilitation Research (NIDRR). Page | 3 National Disability Rights Network www.ndrn.org Page | 4 National Disability Rights Network www.ndrn.org A Letter from the Executive Director Right now, somewhere in America, parents or guardians are sitting down with a doctor to discuss withholding life sustaining medical treatment in situations where there is no terminal disease or removing their child’s sex organs, breasts buds, and stunting growth with hormone treatments. The latter practice, commonly called the Ashley Treatment after the first known child to undergo this procedure, is the latest and most disgraceful point on the long continuum of ways our society devalues and violates the rights of people with disabilities. These conversations happen because the persons being considered are viewed as having little value as they are. They are considered not as fully human, endowed with inalienable rights of liberty, privacy and the right to be left alone—solely because they were born with a disability. The thought of doctors and parents, together, deciding to remove the body parts and stunt the growth of a child based on assumptions about their awareness and quality of life is shocking and disgusting.
    [Show full text]
  • Efficacy of a Carbon Fiber Orthotic Toe-Off Brace in Adults with Cerebral Palsy
    Touro Scholar School of Health Sciences Publications and Research School of Health Sciences 2014 Efficacy of a Carbon Fiber Orthotic Toe-Off Brace in Adults with Cerebral Palsy June Kume Touro College, [email protected] John R. Magel Touro College, [email protected] Erin DiCandia Touro College Justine Hoffman Touro College Robert Issing Touro College See next page for additional authors Follow this and additional works at: https://touroscholar.touro.edu/shs_pubs Part of the Nervous System Diseases Commons, and the Orthotics and Prosthetics Commons Recommended Citation Kume-Kick, J., Magel, J. M., DiCandia, E., Hoffman, J., Issing, R., Little, J., . Bollinger, L. (2014). Efficacy of a carbon fiber orthotic toe-off brace in adults with cerebral palsy. Journal of Neurologic Physical Therapy, 38(1), 71-72. This Abstract is brought to you for free and open access by the School of Health Sciences at Touro Scholar. It has been accepted for inclusion in School of Health Sciences Publications and Research by an authorized administrator of Touro Scholar. For more information, please contact [email protected]. Authors June Kume, John R. Magel, Erin DiCandia, Justine Hoffman, Robert Issing, Joshua Little, and Tyler Roden This abstract is available at Touro Scholar: https://touroscholar.touro.edu/shs_pubs/61 CONTROL ID: 1726806 TITLE: EFFICACY OF A CARBON FIBER ORTHOTIC TOE-OFF BRACE IN ADULTS WITH CEREBRAL PALSY PRESENTATION TYPE: Poster CURRENT SECTION: Neurology Author Details AUTHORS (LAST NAME, FIRST NAME): KumeKick, June1; Magel, John1; Bollinger, Linda2; DiCandia, Erin1; Hoffman, Justine1; Issing, Robert1; Little, Joshua1; Roden, Tyler1 INSTITUTIONS (ALL): 1. Touro College, Bay Shore, NY, United States.
    [Show full text]
  • National Financial Resources List
    When a family or individual is faced with a progressive condition such as DM1 or DM2 they are often presented with additional financial expenses as well as loss of a steady income. This section attempts to gather financial resources that are available on a federal/national level for persons living in the United States. By no means is this section complete; we invite you to share with us any resources you’ve identified. This is an on-going project. We will add more resources as we gather them; please send us resources you know of that are not currently listed. Please be advised that each organization has its own eligibility and application requirements. None of these organizations are affiliated with the Myotonic Dystrophy Foundation. We hope you will share your experiences with us – let us know if you are successful in finding a good resource to help your family. Andre Sobel Grants: The Andre Sobel River of Life Foundation (ASRL) helps with urgent expenses to allow single parents to stay at their child's bedside during catastrophic illness. The Andre Sobel River of Life Foundation works through a network of five pediatric hospitals that help families access ASRL assistance funds, typically within 24 hours. If your child is being treated at one of these centers, please contact your child’s social worker directly for more information on how to obtain aid from the foundation’s program, or e-mail ASRL at [email protected]. http://andreriveroflife.org/forfamilies-and-social-workers/partners Easter Seals Disability Services: Easter Seals is a national organization with offices throughout the country.
    [Show full text]
  • Ada Acronyms & Abbreviations
    ADA ACRONYMS & ABBREVIATIONS A A.A.C. - Alternative Augmentative Communication A.A.P.D. - American Association of People with Disabilities A.B.A. - Applied Behavior Analysis A.D.A. - Americans with Disabilities Act A.D.A.A.G. - Americans with Disabilities Act Guidelines A.D.C. - Adult Disabled Children A.D.D. - Attention Deficit Disorder A.D.H.D. - Attention Deficit Hyperactivity Disorder A.D.L's - Activities of Daily Living A.D.R. - Alternative Dispute Resolution A.F.D.C. - Aid for Dependent Children A.H.C.A. - Agency for Health Care Administration A.I.M. - Accessible Instructional Materials Center (NIMAS) A.P.A. - American Psychiatric Association A.P.D. - Agency for Persons with Disabilities A.P.E. - Adapted Physical Education A.P.H. - American Printing House for the Blind ARC - Association for MR Citizens (Now The Arc) A.S.C.I.I. - American Standard Code for Information Interchange A.S.D. - Autism Spectrum Disorders A.S.H.A. - American Speech/Language Hearing Association A.S.L. - American Sign Language A.T. - Assistive Technology A.T.C.I. - Accessible Transportation Coalitions Initiative (Knoxville) A.T.E.N. - Assistive Technology Educational Network A.U. - Autism B B.D. - Behavioral Disorder B.I. - Brain Injury B.I.P. - Behavioral Intervention Plan B.O.E. - Board of Education B.P.D. - Bronchopulmonary Dysplasia C C.A.C. - Knoxville-Knox County Community Action Committee (Knoxville) C.A.R.D. - Center for Autism & Related Disabilities C.A.S.T. - Center for Applied Special Technology C.D. - Cognitive Delay C.D.B. - Childhood Disability Benefit C.D.H.
    [Show full text]
  • Affiliation Charters
    UNITED CEREBRAL PALSY AFFILIATION CHARTER AGREEMENT THIS AFFILIATION AGREEMENT (the "Agreement"), is effective this ____ day of _____________, ____, by and between United Cerebral Palsy, Inc. (“UCP”) a District of Columbia, United States of America, nonprofit corporation with its principal place of business at 1825 K Street NW, Suite 600, Washington, D.C. 20006, and __________________________, a nonprofit corporation with its principal place of business at _________________________________("AFFILIATE"). WHEREAS, United Cerebral Palsy Associations, Inc was formed on August 12, 1948 in New York as The National Foundation for Cerebral Palsy and changed its name to United Cerebral Palsy Associations on August 12, 1949; and WHEREAS, United Cerebral Palsy Associations, Inc. merged into and became United Cerebral Palsy, Inc. on April 3, 2008, and WHEREAS the mission of UCP is to advance the independence, productivity and full citizenship of people with disabilities through an affiliate network (“Mission”); and WHEREAS, UCP is the sole owner of the rights to the names “UNITED CEREBRAL PALSY,” “UCP” and other registered names, seals and marks in relation thereto; and WHEREAS AFFILIATE desires to participate in a worldwide network of nonprofit corporations providing programs and services for persons with disabilities and their families under the name of United Cerebral Palsy, and WHEREAS UCP and AFFILIATE desire to facilitate the delivery of meaningful UCP programs and services for children, adults, and seniors to the people who need them in every
    [Show full text]
  • Early Intervention Providers by Early Intervention Service
    Early Intervention Providers By Early Intervention Service 7/26/2021 Assistive Technology Devices Hanger Prosthetic and Orthotics, Inc Motion Mobility and Design Inc Transcend Orthotics and Prosthetics Audiology Services Cleveland Speech and Hearing Delaware Speech and Hearing Hyman Hearing & Speech Center Family Training, Counseling, and HV Alta Care Group, Inc Enable My Child Hopewell Health Center, Inc Nursing Services Blanchard Valley Home Care Services OhioGuidestone Occupational Therapy Achievement Centers for Children Avita Blanchard Valley Home Care Services Columbus Therapy Associates, LLC Delaware Speech and Hearing Enable My Child Galvin Therapy Hopewell Health Center, Inc Layton Physical Therapy LLA, LLC Mercy Health St Vincent Medical Center Ohio Valley Educational Service Center Promedica Total Rehab Pediatrics Rehab Dynamics Spectrum Therapy LLC United Cerebral Palsy Association of Greater Cleveland Youngstown Hearing and Speech Center 1 Early Intervention Providers By Early Intervention Service 7/26/2021 Physical Therapy Achievement Centers for Children Avita Baby Steps Physical Therapy Co, LLC Blanchard Valley Home Care Services Enable My Child Galvin Therapy Hopewell Health Center, Inc Mercy Health St Vincent Medical Center Ohio Valley Educational Service Center Promedica Total Rehab PT4Kids Rehab Dynamics Spectrum Therapy LLC United Cerebral Palsy Association of Greater Cleveland Inc. Wheeling Hospital Wood County Hospital Youngstown Hearing and Speech Center Psychological Services ABA Outreach Services ABLE Applied
    [Show full text]
  • Social Security FACT SHEET
    Social Security FACT SHEET AAIDD | The Arc | AUCD | NACDD | SABE | UCP Background Social Security insures nearly all Americans and provides benefits to nearly 57 million individuals, including over 12 million people with disabilities and their spouses and children. Social Security is an interrelated system built up over many decades, so even small changes may affect everyone. Social Security Old Age and Survivors Insurance (OASI) and Key Message to Disability Insurance (DI) insure workers against poverty in retirement or in the event of a qualifying disability and Congress provide life insurance for workers’ survivors. Additionally, spouses and children may receive benefits based on the Congress must preserve earnings record of a parent or spouse. People with Medicaid, Medicare, disabilities and their families access benefits under all parts Social Security, SSI, and of the Social Security system, and all parts of the system are other vital programs for important to people with disabilities. people with disabilities. Social Security benefits are paid from two Trust Funds (one for OASI and one for DI), which are funded with payroll contributions (FICA taxes) paid by both employees and employers. Supplemental Security Income (SSI) is a cash assistance program operated by the Social Security Administration that provides benefits to people who are aged, blind, or have disabilities and have very low income and assets. Over 8 million people receive SSI. Funding for SSI comes from general revenues. Key Issues People with disabilities and their families have an enormous interest in any proposed Social Security or SSI changes. These issues are bipartisan. All policymakers must address the concerns of people with disabilities and their families.
    [Show full text]