DOCSLIB.ORG

AAPD Disability Advocacy Certificate Program

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
AAPD Disability Advocacy Certificate Program 2020 ANNUAL REPORT: AAPD Disability Advocacy Certificate Program 1 About the AAPD Summer Internship Program The AAPD Summer Internship Program provides an opportunity for current and recent college graduates all across the United States to gain hands-on professional experience and advance their career goals. Through the Summer Internship Program, AAPD provides a class of interns with disabilities the skills, resources, and networks they need to not only become employed, but to be employed in high-level positions. We are able to recruit a diverse class of interns that may not otherwise have the opportunity to participate in a program like ours by covering the costs of travel and housing, and providing a living stipend. For many of our interns, AAPD’s Summer Internship Program provides their first exposure to the broader disability community, which empowers them to be advocates and sets them on a path of employment. The program was established in 2002, nearly 18 years of providing meaningful experiences to interns with disabilities Nearly 400 interns have furthered their career by participating in AAPD’s programs 600+ colleges and universities in AAPD’s network The premier leadership development opportunity for people with disabilities Our Summer Internship Program provides a comprehensive experience beyond just the 9-to-5 intern work week. We curate a diverse class of interns who are placed on Capitol Hill, in government agencies, with national nonprofit organizations, or in the private sector so they can be exposed to different employment opportunities and develop a peer network. Each intern is also matched with a professional mentor based on their career goals. In addition, AAPD educates each intern class on the history of the disability rights movement and the challenges our community faces today. We are committed to advancing the intern’s professional development by providing numerous opportunities to participate in social and professional networking events and other career development opportunities. 2 AAPD made the difficult decision to postpone the in-person AAPD Summer Internship Program to summer of 2021. For the summer of 2020, AAPD implemented the following changes: ● Offered the selected 2020 interns an opportunity to participate in the 2021 program ● Hosted an online 3-credit optional Disability Advocacy Certificate Program, in partnership with American University during the summer of 2020. Participants who elected to join the Certificate Program received a stipend. ● Paired 2020 participants with a mentor virtually. About the AAPD Disability Advocacy Certificate Program The AAPD Disability Advocacy Certificate Program was established in 2018. While participants completed their internship Monday to Thursday from 9-to-5, they completed a Disability Advocacy Certificate Program course in-person on Fridays. The Certificate Program prepared participants to be knowledgeable and effective advocates for the disability community. During this course, participants had the opportunity to become familiar with the history of the disability rights movement and current pressing issues in the disability community through a variety of topics such as disability legislation, healthcare, employment, and more. Through lectures and panels with issue experts regarding current disability issues, participants applied their learning through homework assignments such as policy memos, group projects, and social media posts to advocate effectively to influence policy change. For 2020, AAPD translated the Certificate Program online. In partnership with American University, students could take the course for 3-credits and transfer them to their home university if desired. In addition, since all the participants joined the program remotely, the Certificate Program included information about advocacy in their home state, universities, and state, in addition to information about federal advocacy. 3 2020 Disability Advocacy Certificate Program Demographics While AAPD expected to host a class size of 25 participants, some withdrew from the program during its planning stages due to external factors or decided to defer their participation to 2021. For the summer of 2020, there were 16 participants that received a certificate in Disability Advocacy. The demographics below represent the class of 16 participants. 133 applications received 25 expected interns, 18.8% acceptance rate Ages 18-28 12 states represented in the 2020 class All self-identify as people with disabilities 17 different disabilities represented 4 2020 Participants Matthew “Bruno” Arnold Year: Rising Senior Major: ESE/Elementary ED College/University: University of West Florida Matthew Arnold is a Junior at the University of West Florida working towards a Bachelor’s Degree in Elementary/ESE Education. During his time at the University Matthew has served three years as a Senator for Student Government and started an organization targeted at helping those with disabilities. His student organization has now grown to become a non-profit known as Trident Disabilities. Matthew enjoys participating in undergrad research in various fields including American History and English. He also participates in many local and state initiatives such as the Equal Justice Initiative, Southeastern Guide Dogs Walkathons, and Rally in Tally just to name a few. Matthew wants to continue to work for disability rights no matter what field he goes into and feels that advocacy is an empowering freedom for us to have. Kyra Beckish Year: Rising Junior Major: Public Relations/Digital Media Engagement College/University: Temple University Kyra Beckish is a rising junior at Temple University, pursing a degree in public relations and a minor in digital media engagement. She serves as the Director of Community Service for Temple’s chapter of the Public Relations Student Society of America. Kyra is an account executive in Temple’s student-run public relations firm, PRowl Public Relations. Her account runs social media campaigns and plans events on behalf of the Department of Communication and Social Influence. Outside of her major-related activities, Beckish is a resident assistant in James S. White Residence Hall, working directly with 42 freshmen. Kyra was awarded the Burne Excellence Scholarship by the Abington Heights Scholarship Committee for her academic and personal achievements. She also earned the title of “Public Relations Top Freshman” at the Department of Advertising and Public Relations awards ceremony last May. 5 Fanisee Bias Year: Rising Junior Major: Sociology, Change-making College/University: University of San Diego Fanisee Bias is a second-year college student attending the University of San Diego. She grew up in Boise, Idaho, and her activism developed once she was diagnosed with a spinal disease called Transverse Myelitis. Fanisee had to learn how to advocate for herself and her disability which made me passionate about advocating for others. Throughout junior high and high school, Fanisee became involved in clubs, volunteering, and work that unleashed her passions for social justice, advocacy, and working with others! Specifically, Faniesee’s participation in the Youth Leadership Forum (YLF) motivated her to continue her passion for disability justice and bringing awareness to our community. As she attends college and navigates other spaces, Faniesee brings issues related accessibility and accommodations to the forefront. Faniesee created a student organization called the Alliance of Disability Advocates. She serves as the Vice-Chair of the Youth Steering Committee for APRIL (Association of Programs for Rural Independent Living). This year, Faniesse has a lot of activities planned for the 30th Anniversary of the Americans With Disabilities Act of 1990. Nadia Bon Year: Recent Graduate Major: History/Science and Technology Studies College/University: Cornell University Nadia Bon is a recent graduate of Cornell University, College of Arts and Sciences. She received her BA with Distinction in All Subjects as a History major with a minor in Science and Technology studies. She is a member of Phi Beta Kappa. As a person living with cerebral palsy, Nadia is interested in what determines a person to be considered ‘of worth’ by society, especially people with disabilities, and how this determination translates into policies and legislation that impact attitudes. She believes that studying our past treatment of people with disabilities, with all its prejudices and injustices, can pave the way for a more equal, inclusive and accessible future. She envisions her future as an advocate for others living with disabilities and a voice for change on an international level. At Cornell, Nadia served as Co-Chair of her college’s Dean’s Advisory Council, performed as a member of the Wheelchair Ballroom Dance Club, and modeled in Cornell’s first Disability Fashion Exhibit. She was awarded the Samuel R. Berger National Leadership Scholars Fund Scholarship, as well as Cornell’s 2019 Annual Phi Beta Kappa Scholarship Prize. Nadia is also an adaptive 6 athlete with several sports organizations. In her spare time, she loves reading, attending the theater, and traveling. She has visited over a dozen countries in Europe, Canada, the Caribbean, and many of that states across the US. Katy Brennan Year: Rising Sophomore Major: Political Science and Human Rights College/University: Columbia University Katy Brennan is a rising Sophomore at Columbia University studying Human Rights, Political Science, and Hispanic Studies. She is
Load more

Recommended publications
  • Layersquality of Life and Autism
    Exploring Diagnosis: Autism and Neurodiversity Steven Kapp Rhianna White 1 Preview of lecture Introduction to disability, neurodiversity movements Stimming study Labelling study Book on autistic community, neurodiversity movement 2 Sociology of (Jutel & Nettleton, diagnosis 2011) Diagnosis Diagnosis Stimming Neurodiversity as as Process study book Category Consequences of Diagnosis Labelling study 3 Disability rights movement Social contribution to/construction of disability Civil rights model – not medical model Self-advocacy: “Nothing About Us Without Us” Focus on self-determination and quality of life: building independence, inclusion, productivity through rights and support For respect, against personal tragedy narrative 4 Neurodiversity movement Autism: complex, pervasive; part of personality Often identity-first, non-medicalized language Autism: natural, on spectrum of human diversity Focus on rights, access, opportunities -> quality of life For acceptance; against prevention and normalization 5 Utility of autism, neurodiversity Little knowledge about what “works” for whom and why Common knowledge that no intervention works for all Little known for whom, how autism diagnoses tend to help Parental acceptance of child’s autism helps relationship (Kapp et al., 2018) Awareness of neurodiversity movement associated with views aligned with it (Kapp et al., 2013) Support for normalization associated with more stigma toward autistic people (Gillespie-Lynch et al., 2017) 6 Stimming (Jutel & Nettleton, study 2011) Diagnosis
    [Show full text]
  • L Brown Presentation
    Health Equity Learning Series Beyond Service Provision and Disparate Outcomes: Disability Justice Informing Communities of Practice HEALTH EQUITY LEARNING SERIES 2016-17 GRANTEES • Aurora Mental Health Center • Northwest Colorado Health • Bright Futures • Poudre Valley Health System • Central Colorado Area Health Education Foundation (Vida Sana) Center • Pueblo Triple Aim Corporation • Colorado Cross-Disability Coalition • Rural Communities Resource Center • Colorado Latino Leadership, Advocacy • Southeast Mental Health Services and Research Organization • The Civic Canopy • Cultivando • The Gay, Lesbian, Bisexual, and • Eagle County Health and Human Transgender Community Center of Services Colorado • El Centro AMISTAD • Tri-County Health Network • El Paso County Public Health • Warm Cookies of the Revolution • Hispanic Affairs Project • Western Colorado Area Health Education Center HEALTH EQUITY LEARNING SERIES Lydia X. Z. Brown (they/them) • Activist, writer and speaker • Past President, TASH New England • Chairperson, Massachusetts Developmental Disabilities Council • Board member, Autism Women’s Network ACCESS NOTE Please use this space as you need or prefer. Sit in chairs or on the floor, pace, lie on the floor, rock, flap, spin, move around, step in and out of the room. CONTENT/TW I will talk about trauma, abuse, violence, and murder of disabled people, as well as forced treatment and institutions, and other acts of violence, including sexual violence. Please feel free to step out of the room at any time if you need to. BEYOND SERVICE
    [Show full text]
  • Inhumane Beyond All Reason the Torture of Autistics and Other People with Disabilities at the Judge Rotenberg Center Shain Neumeier, J.D
    Inhumane Beyond All Reason The Torture of Autistics and Other People with Disabilities at the Judge Rotenberg Center Shain Neumeier, J.D. They call what the Judge Rotenberg Center does to people with disabilities treatment. That’s why it still happens. For over forty years, JRC has used painful methods of controlling the behavior of Autistic people, people with intellectual disabilities, and people with mental illnesses. This includes long-term mechanical restraint to a four-point board, food and sensory deprivation, social isolation, and, most infamously, electric shock. Labeling these methods as aversive behavioral modification, and even aversive therapy, JRC has not only been allowed to use them on their students – both children and adults – but has in fact received the approval of parents, state agencies and courts in doing so. JRC follows what its own administration has called a “radical Skinnerian” behavioral approach, relying on the principles of operant behavioral conditioning – namely, arranging an individual’s environment to provide rewards for appropriate or desired behavior and punishment for unacceptable or unwanted behavior. JRC’s founder, Matthew Israel, became fascinated with these principles after taking a class with B.F. Skinner, a pioneer in the field of operant conditioning, and reading his book, a novel called Walden Two, portraying a utopian society that was based on the ideas of behavioral psychology while he was a student at Harvard University. He in fact decided that it was his life’s mission to create such a utopian community, and, to this end, worked under B.F. Skinner during the course of his studies.
    [Show full text]
  • Shain Neumeier 9 May 2012 1 the USE of RESTRAINT, SECLUSION
    Shain Neumeier 9 May 2012 THE USE OF RESTRAINT, SECLUSION AND AVERSIVES IN SPECIAL EDUCATION SETTINGS I. Introduction Over the last several decades, children with disabilities have increasingly been afforded access to educational opportunities, as well as to the services and supports needed to make this access meaningful.1 In order to accomplish this, the law has guaranteed them the right to a free and appropriate public education, as well as to protection against discrimination in public and private settings.2 Despite these advances, they still remain subject to forms of discipline which nondisabled children are not.3 Aversive, or punitive, behavioral interventions (aversives), restraint and seclusion are used in private and public special educational settings in ways that would likely never be contemplated for use on children in regular education, both as emergency measures and as behavioral modification as part of education or treatment.4 Despite the intrusive and risky nature of these procedures, and the extent to which they are used, their use has gone unheard of by the public and unaddressed by the law to a large extent.5 This paper will examine the existing law on the use of aversives on children with disabilities and others placed in public and private special or alternative education settings. Part II will discuss aversives, how they are used and the controversy over this use in the educational, treatment and disability rights advocacy communities. Part III will discuss existing statutes and regulations on the subject, and the lack thereof, on both the state and federal level, as well as proposed legislation that would afford children further protection against the misuse of aversives.
    [Show full text]
  • Autistic Hoya's Brief Abled Privilege Checklist
    (Updated March 2016) | www.autistichoya.com | www.autistichoya.net | 1 AUTISTIC HOYA’S BRIEF ABLED PRIVILEGE CHECKLIST With thanks to other lists and suggestions from Bev Harp, Phyllis May-Machunda, Cara Liebowitz, Astrid's Journal, Alison Aubrecht, Erin Furda, and Shain Neumeier. This list is meant to serve as an educational tool to help people with and without disabilities become more aware of everyday interactions or observances that are impacted by ableism. Ableism is an entire way of thinking and doing that harms disabled people by treating some types of bodies and minds as valuable, worthy, and desirable, and others as undesirable and unworthy. Ableism is embedded in legal, social, and political institutions, as well as in commonly accepted and unquestioned attitudes and assumptions. Like all checklists about social privilege, this checklist is limited by nature. Even if you don’t have a disability, you might not experience some forms of privilege described on this list because of another identity or experience you have. Likewise, even if you do have a disability, you might still experience some forms of privilege described on this list because you don’t have another type of disability. This checklist is not meant to be exhaustive or complete, but rather to give a good and meaningful overview of a variety of disability experiences marked by ableism. In particular, this checklist is meant to help non-disabled people gain more critical consciousness of how ableism systematically advantages and values certain types of bodies and minds in the most ordinary ways, at the expense of others. This checklist can be used as a private, individual exercise; a group exercise during a workshop or training about disability or ableism (especially as part of diversity, inclusion, or social justice programming); or a resource for learning in general.
    [Show full text]
  • U.S. Senators: Vote YES on the Disability Treaty! © Nicolas Früh/Handicap International November 2013 Dear Senator
    U.S. Senators: Vote YES on the Disability Treaty! © Nicolas Früh/Handicap International November 2013 Dear Senator, The United States of America has always been a leader of the rights of people with disabilities. Our country created the Americans with Disabilities Act (ADA), ensuring the rights of 57.8 million Americans with disabilities, including 5.5 million veterans. The ADA inspired the Convention on the Rights of Persons with Disabilities (CRPD) treaty. The CRPD ensures that the basic rights we enjoy, such as the right to work and be healthy, are extended to all people with disabilities. Last December, America’s leadership diminished when the Senate failed to ratify the CRPD by 5 votes. In the pages that follow, you will find the names of 67,050 Americans who want you to vote Yes on the CRPD. Their support is matched by more than 800 U.S. organizations, including disability, civil rights, veterans’ and faith-based organizations. These Americans know the truth: • Ratification furthers U.S. leadership in upholding, championing and protecting the rights of children and adults with disabilities • Ratification benefits all citizens working, studying, or traveling overseas • Ratification creates the opportunity for American businesses and innovations to reach international markets • Ratification does not require changes to any U.S. laws • Ratification does not jeopardize U.S. sovereignty The Senate has an opportunity that doesn’t come along often in Washington—a second chance to do the right thing and to ratify the CRPD. We urge you and your fellow Senators to support the disability treaty with a Yes vote when it comes to the floor.We must show the world that U.S.
    [Show full text]
  • Medical Rationing, Eugenics, and the Precarity of Mutual Aid - April 21 at 7Pm ET (Register for Zoom/Call-In Info)
    H-Sci-Med-Tech Disability Organizing in the Age of Covid-19: Medical Rationing, Eugenics, and the Precarity of Mutual Aid - April 21 at 7pm ET (register for Zoom/call-in info) Discussion published by Lydia Brown on Tuesday, April 21, 2020 Type: Event Date: April 21, 2020 Location: United States Subject Fields: American History / Studies, Health and Health Care, History of Science, Medicine, and Technology, Human Rights, Public Health Georgetown University's Disability Studies Program invites you to attend a free and public virtual panel discussion Disability Organizing in the Age of Covid-19: Medical Rationing, Eugenics, and the Precarity of Mutual Aid Tuesday 21 April 2020 at 7:00 P.M. (ET) (Please check the registration page for other times.) A Conversation with Jay Salazar, Dana Garza, and Shain Neumeier, moderated by Lydia X. Z. Brown In the years before the current covid-19 pandemic, hospitals across the United States quietly prepared medical rationing plans that would place people with disabilities and chronic illnesses at the bottom of the priorities list for care, resources, and equipment in the event of an overloaded hospital with limited supplies. Now, with medical rationing plans that disabled people losing the ventilators they use for everyday breathing if they seek care for covid-19, disabled advocates are once again sounding the alarm on new eugenics practices and proposals nationally. While businesses shutter, schools close, and gig workers hemorrhage money, sick and disabled people at the margins of the margins are on the front lines building mutual aid and collective care networks to fill the gaps, advocating fiercely to stop dangerous eugenic proposals, and creating resources for each other to survive.
    [Show full text]
  • Sexuality, Reproduction, and Disability in Post-Nazi Europe
    H-Diplo H-Diplo Roundtable XX-47 on Unlearning Eugenics: Sexuality, Reproduction, and Disability in Post-Nazi Europe Discussion published by George Fujii on Tuesday, July 30, 2019 H-Diplo Roundtable Review Volume XX, No. 47 30 July 2019 Roundtable Editors: Daniel Steinmetz-Jenkins and Diane Labrosse Roundtable and Web Production Editor: George Fujii Dagmar Herzog. Unlearning Eugenics: Sexuality, Reproduction, and Disability in Post-Nazi Europe. Madison: University of Wisconsin Press, 2018. ISBN: 9780299319205 (cloth, $39.95). URL: https://hdipo.org/to/RT20-47 Contents Introduction by Lotte Houwink ten Cate, Columbia University. 2 Review by Susanne M. Klausen, Carleton University. 6 Review by Danilyn Rutherford, The Wenner-Gren Foundation for Anthropological Research.. 11 Review by Johanna Schoen, Rutgers University. 15 Review by Katherine Sorrels, University of Cincinnati 18 Review by Moira Weigel, Harvard University. 22 Author’s Response by Dagmar Herzog, Graduate Center, City University of New York. 26 © 2019 The Authors. Creative Commons Attribution-NonCommercial-NoDerivs 3.0 United States License. Introduction by Lotte Houwink ten Cate, Columbia University According to the historian Dagmar Herzog, “One of the most valuable effects of studying the history of sexuality is the way it unhinges conventional expectations about so many matters.”[1] To talk about sex is always also to talk about much else. Herzog brought this to the fore in her landmark Sex After Fascism: Memory and Morality in Twentieth-Century Germany (2005) which examined the distorted memory of Nazism as sexually repressive, and which reset the clocks of the rigidly periodized German twentieth century.[2] Herzog’s most recent book engages the “geopoliticization” of sexuality, “as high politics and diplomacy are imbricated with matters of sex as never before and we find ourselves, globally, in a wider backlash against and ambivalence about sexual freedoms” (8).
    [Show full text]
  • A New View of Autism: 5 Principles of Inclusive Practice & Design Further
    A New View of Autism: 5 Principles of Inclusive Practice & Design LIFT 2020, Brandon, Manitoba Patty Douglas [email protected] Raya Shields Further Reading and Resources List Documentaries: Deej https://www.deejmovie.com/ Unspoken https://www.unspokendoc.com/ Best and Most Beautiful Things http://www.bestandmostbeautifulthings.com/ Wretches and Jabberers https://www.wretchesandjabberers.org/ The Aspects of Talking and How I am Like Moses (Adam’s Bar Mitzvah):https://vimeo.com/254603007 S/Pace by Adam Wolfond and Estee Klar: https://vimeo.com/user14085709 Re•Storying Autism in Education www.restoryingautism.com TV/Films: Pablo (on Netflix featuring an all autistic voice acting cast) Loop (Pixar Short film on Disney+) YouTube: Ask an Autistic (Neurowonderful) https://www.youtube.com/playlist?list=PLAoYMFsyj_k1ApNj_QUkNgK C1R5F9bVHs Rebranding Autism by Jennifer Msumba 1 https://www.youtube.com/playlist?list=PL-eg4c5CKn6p6GVQ2cwf-85Uflm9EvKIZ Agony Autie https://www.youtube.com/c/AgonyAutie/videos Podcasts: Anne Borden King’s (co-founder of A4A) series Noncomplianthttps://noncompliantpodcast.com/ Adam Wolfond (nonspeaking autistic teenager) Inter-veiws: A Typing Only Podcast Party https://soundcloud.com/awolfond For Practitioners: The Power of Presuming Competence with Non-Speaking AAC Users -Podcast featuring an OT and Autistic activist and author Ido Kedar:https://www.learnplaythrive.com/podcast/episode/1d76f74c/the-power-of-presuming- competence-with-non-speaking-aac-user-ido-kedar Foundations for Divergent Minds: https://www.divergentminds.org/
    [Show full text]
  • Food and Drug Administration 5630 Fishers Lane, Rm
    June 20, 2016 Leslie Kux Associate Commissioner for Policy Division of Dockets Management (HFA-305) Food and Drug Administration 5630 Fishers Lane, Rm. 1061 Rockville, MD 20852 Re: Docket Number FDA-2016-N-1111, Proposal to Ban Electrical Stimulation Devices Used to Treat Self-Injurious or Aggressive Behavior Dear Food and Drug Administration, The Autistic Self Advocacy Network (ASAN) submits the following comments on the Food and Drug Administration (FDA)’s Proposed Rule, “Banned Devices; Proposal to Ban Electrical Stimulation Devices Used to Treat Self-Injurious or Aggressive Behavior.”1 ASAN, a 501(c) (3), non-profit organization, is the nation’s leading self-advocacy organization by and for autistic people ourselves. Our mission is to advance the social and civil rights of Autistic people and other individuals with disabilities.2 ASAN strongly supports FDA’s proposed ban on the current and future use of electric skin shock devices (referred to in the Proposed Rule as “Electrical Stimulation Devices” (ESDs), particularly as a form of “treatment” for self-injurious behaviors (SIB) and aggressive behaviors (AB) in people with disabilities.3 ASAN has long maintained strong opposition to the use of electric skin shock.4 We agree with the FDA’s findings that electric skin shock devices are not only ineffective at best at reducing SIBs and ABs, but also pose an 1 Banned Devices; Proposed Rule to Ban Electrical Stimulation Devices Used to Treat Self-Injurious or Aggressive Behavior, 81 Fed. Reg. 24385, 24385-418 (proposed Apr. 25, 2016) (To be codified at 21 C.F.R. pts. 882, 895).
    [Show full text]
  • Neurodiversity
    Embracing Neurodiversity: Advocacy and Allyship Jessica Leza, MA, MT-BC Learning Objectives • Explore the concepts and culture of the neurodiversity movement that can impact a client’s therapeutic needs (CBMT Board Certification Domain I.D.9). • Identify cultural factors of the neurodiversity movement that can impact components of therapy such as rapport, motivation to participate in treatment, and appropriate goals and objectives (CBMT Board Certification Domain I.B.4.d). Overview 1. What is neurodiversity? Terminology 2. Values & culture of the neurodiversity movement 3. Autistic Experiences of Therapy 4. Implications for clinical practice in MT 5. Additional resources PowerPoint available at: http://www.JessicaLeza.com What is Neurodiversity? Terminology Neurodiversity (ND) - the phenomena of naturally-occurring, neurological diversity; the differences between all people Diversity does not only apply to race, sexuality, religion, et. al. Diversity also refers to disability & neurology. Term originally developed within autism community, independently coined by Judy Singer & Kassiane Asasumasu Read more: #Neurodiversity “Neurodiversity, some basic terms and definitions” by Nick Walker https://neurocosmopolitanism.com/neurodiversity-some-basic-terms-definitions/ “The essence of beauty is unity in variety.” – Felix Mendelssohn What is Neurodiversity? The Neurodiversity Movement Operates according to the Neurodiversity Paradigm – “the understanding of neurodiversity as a natural form of human diversity, subject to the same societal dynamics as other forms of diversity.” (Nick Walker, in “Throw Away the Master’s Tools”, in Loud Hands) •A disability rights movement, influenced by social model of disability •Fights for support & accommodations for diverse neurologies •Powered by self-advocacy (doesn’t speak for everybody, but stands up for the right for everyone to speak up for themselves) •Encourages a strengths-based perspective •Values the idea that human society needs/benefits from all types of brains.
    [Show full text]
  • Disability Organizing in the Age of Covid-19: Medical Rationing, Eugenics, and the Precarity of Mutual Aid - April 21 at 7Pm ET (Register for Zoom/Call-In Info)
    H-Disability Disability Organizing in the Age of Covid-19: Medical Rationing, Eugenics, and the Precarity of Mutual Aid - April 21 at 7pm ET (register for Zoom/call-in info) Discussion published by Lydia Brown on Monday, April 13, 2020 Georgetown University's Disability Studies Program invites you to attend a free and public virtual panel discussion Disability Organizing in the Age of Covid-19: Medical Rationing, Eugenics, and the Precarity of Mutual Aid Tuesday 21 April 2020 at 7:00 P.M. (ET) (Please check the registration page for other times.) A Conversation with Jay Salazar, Dana Garza, and Shain Neumeier, moderated by Lydia X. Z. Brown In the years before the current covid-19 pandemic, hospitals across the United States quietly prepared medical rationing plans that would place people with disabilities and chronic illnesses at the bottom of the priorities list for care, resources, and equipment in the event of an overloaded hospital with limited supplies. Now, with medical rationing plans that disabled people losing the ventilators they use for everyday breathing if they seek care for covid-19, disabled advocates are once again sounding the alarm on new eugenics practices and proposals nationally. While businesses shutter, schools close, and gig workers hemorrhage money, sick and disabled people at the margins of the margins are on the front lines building mutual aid and collective care networks to fill the gaps, advocating fiercely to stop dangerous eugenic proposals, and creating resources for each other to survive. The panelists in this discussion will address the historical context for today's crass manifestations of ableism, and what disabled advocates are fighting for now.
    [Show full text]