Ableism: What It Is and Why It Matters to Everyone
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Direct Service Professional
Restart, Inc. Direct Service Professional Summary of Organization: Founded in 1986, Restart, Inc. is a Minnesota-based, 501(C3) nonprofit organization that provides Adult Foster Care, Housing with Services and Independent Living Skills Services for more than 225 individuals living with traumatic brain injuries and other disabilities. Our highly qualified staff works with clients to teach strategies and routines that will compensate for abilities that have been compromised by injury. We teach clients activities of daily living and independent living skills, and facilitate reentry into the community through vocational, volunteer, social and leisure activities. We provide a holistic model of service delivery that is built upon each individual’s strengths and abilities. As clients increase their skills, they move along the continuum of independence and reintegrate into the community with purpose and dignity. A brain injury truly cuts across all economic, ethnic, age and gender groups. When a person sustains a brain injury, their life can change in many ways. Personality, behavior, cognition, and memory can be affected. Restart provides the supportive services that give a person the opportunity to start again. Responsibilities: The Direct Support Professional (DSP) is responsible for providing health care, supervision and support services to the residents of Restart, Inc. in accordance with the resident’s Care Plan, Behavior Support Plan and Collaborative Goals. The DSP is responsible for supervision of residents, medication administration, housekeeping and meal preparations for the site and ensuring that the home operates effectively. Qualifications: Must be at least 18 years of age. Completion of Restart, Inc.’s Home Health Aide training and general orientation. -
Beyond Diversity and Inclusion: Understanding and Addressing Ableism, Heterosexism, and Transmisia in the Legal Profession: Comm
American Journal of Law & Medicine, 47 (2021): 76-87 © 2021 The Author(s) DOI: 10.1017/amj.2021.3 Beyond Diversity and Inclusion: Understanding and Addressing Ableism, Heterosexism, and Transmisia in the Legal Profession: Comment on Blanck, Hyseni, and Altunkol Wise’s National Study of the Legal Profession Shain A. M. Neumeier† and Lydia X. Z. Brown†† I. INTRODUCTION Far too many—if not most—of us in the legal profession who belong to both the disability and LGBTQþ communities have known informally, through our own experi- ences and those of others like us, that workplace bias and discrimination on the basis of disability, sexuality, and gender identity is still widespread. The new study by Blanck et al. on diversity and inclusion in the U.S. legal profession provides empirical proof of this phenomenon, which might otherwise be dismissed as being based on anecdotal evidence.1 Its findings lend credibility to our position that the legal profession must make systemic changes to address workplace ableism, heterosexism, and transmisia.2 They also suggest †Committee for Public Counsel Services, Mental Health Litigation Division. (The contents of this article are published in the author’s personal capacity.) ††Georgetown University, Disability Studies Program, [email protected]. With thanks to Sara M. Acevedo Espinal, Jennifer Scuro, and Jess L. Cowing for support. 1Peter Blanck, Fitore Hyseni & Fatma Artunkol Wise, Diversity and Inclusion in the American Legal Profession: Discrimination and Bias Reported by Lawyers with Disabilities and Lawyers Who Identify as LGBTQþ,47Am. J.L. & Med. 9, 9 (2021) [hereinafter Blanck, et al., Discrimination and Bias]. -
Guidelines for Inclusion: Ensuring Access to Education for All Acknowledgments
Guidelines for Inclusion: Ensuring Access to Education for All Acknowledgments In UNESCO’s efforts to assist countries in making National Plans for Education more inclusive, we recognised the lack of guidelines to assist in this important process. As such, the Inclusive Education Team, began an exercise to develop these much needed tools. The elaboration of this manual has been a learning experience in itself. A dialogue with stakeholders was initiated in the early stages of elaboration of this document. “Guidelines for Inclusion: Ensuring Access to Education for All”, therefore, is the result of constructive and valuable feedback as well as critical insight from the following individuals: Anupam Ahuja, Mel Ainscow, Alphonsine Bouya-Aka Blet, Marlene Cruz, Kenneth Eklindh, Windyz Ferreira, Richard Halperin, Henricus Heijnen, Ngo Thu Huong, Hassan Keynan, Sohae Lee, Chu Shiu-Kee, Ragnhild Meisfjord, Darlene Perner, Abby Riddell, Sheldon Shaeffer, Noala Skinner, Sandy Taut, Jill Van den Brule-Balescut, Roselyn Wabuge Mwangi, Jamie Williams, Siri Wormnæs and Penelope Price. Published in 2005 by the United Nations Educational, Scientifi c and Cultural Organization 7, place de Fontenoy, 75352 PARIS 07 SP Composed and printed in the workshops of UNESCO © UNESCO 2005 Printed in France (ED-2004/WS/39 cld 17402) Foreward his report has gone through an external and internal peer review process, which targeted a broad range of stakeholders including within the Education Sector at UNESCO headquarters and in the fi eld, Internal Oversight Service (IOS) and Bu- Treau of Strategic Planning (BSP). These guidelines were also piloted at a Regional Work- shop on Inclusive Education in Bangkok. -
Scaffolding Inquiry-Based Science and Chemistry Education in Inclusive Classrooms
In: New Developments in Science Education Research ISBN: 978-1-63463-914-9 Editor: Nathan L. Yates © 2015 Nova Science Publishers, Inc. Chapter 5 SCAFFOLDING INQUIRY-BASED SCIENCE AND CHEMISTRY EDUCATION IN INCLUSIVE CLASSROOMS Simone Abels University of Vienna, Austrian Educational Competence Centre Chemistry, Vienna, Austria ABSTRACT Since the ratification of the UN Convention on Rights of Persons with Disabilities inclusion is on the agenda. In science education inquiry-based learning is, among others, recommended to deal with the diversity of students in a classroom. However, teachers struggle with the implementation of inquiry-based science education and view heterogeneity rather as a burden than an asset. Therefore, this research project is dedicated to the teachers‘ scaffolding teaching science in inclusive classes. Specifically, within the framework of a qualitative case study, the focus lies upon inquiry-based learning environments with different levels of openness and structuring and how they can be orchestrated to deal with diverse learning needs of all students in one classroom. The research study is conducted in cooperation with an inclusive urban middle school (grade 5 to 8), where students with and without special educational needs learn together. Initially, the article introduces the inclusive school with its specific way and challenges – not only the science classes – as inclusion is holistic school development. Subsequently, two science formats are particularly focused and contrasted: guided inquiry-based chemistry lessons as well as the format Lernwerkstatt (German for workshop center), an open inquiry setting. The aim of the Lernwerkstatt is that students work self-dependently on their own scientific questions innervated by carefully arranged phenomena and materials. -
Ableism [ Ey-Buh-Liz-Uhm ]
ableism [ ey-buh-liz-uhm ] noun 1 discrimination against disabled people: laws to prevent ableism, racism, and sexism in the workplace. 2 the tendency to regard people with a disability as incomplete, diminished, or damaged, and to measure the quality of life with a disability against a non-disabled standard: Ableism reinforces the idea that disability is a personal tragedy. Think about it like this: Racism Sexism Ableism What does ableism look like? Some examples: Institutional (Noticeable Ableism) Public buildings without These are the types of things you may already be ramps or elevators aware of because this kind of ableism is often built Refusing reasonable into how our communities are structured. accommodations Institutional ableism can be found in areas such as Inaccessible playgrounds policy, education, employment, and social norms. Wage gaps Lack of representation in Social (Subtle Ableism) the media These types of behaviors may take longer to see Calling people with because people do them without thinking. This form disabilities an inspiration of ableism takes awareness and practice to change, just for being disabled but once you get it, your inclusive behaviors and Slow/baby talk actions will be second nature to you! Unsolicited touch Is ableism really an issue? What can you do? Yes, it is. Ableism is the root of disability inequality. Talk to the experts! People with disabilities It limits access to important things in people’s lives are the best resource to learn about how to like education, employment, healthcare, and voting. treat people with disabilities and what you It also causes people with disabilities to be socially can do to help advocate for change. -
Minorities and Social Security: an Analysis of Racial and Ethnic
POLICY PAPER This report addresses how Minorities and Social Security: An Analysis of Racial and individuals from various racial and ethnic groups Ethnic Differences in the Current Program fare under the current Social Security system. by Alexa A. Hendley and Natasha F. Bilimoria, It examines the relative Office of Retirement Policy, Office of Policy, importance of Social Social Security Administration Security for these individu- als and how several aspects of the system affect them. Executive Summary · Several aspects of the Social Security system work to the advantage of In recent articles, some commentators minority groups. For example, have criticized the Social Security system as minorities who tend to have lower being unfair to minorities. This criticism has Acknowledgments: The authors earnings (blacks and Hispanics) generated discussions about how minority would like to thank the Office benefit from the progressive benefit groups fare under the current Social Security of Retirement Policy staff as formula, and those with shorter life well as Dan Durham, Ben system and how they might be affected as expectancies (blacks) benefit from the Bridges, Jan Olson, Sharmilla the system undergoes changes in the future.1 disability and survivors benefits. Choudhury, Harriet Duleep, To understand the policy implications of any and Alicia Cackley for their changes for these groups, it is important to · Minorities will become a greater assistance and comments on understand the current system. This paper percentage of the U.S. population. this paper and earlier drafts. addresses how minorities fare under the Minorities are expected to increase current system and sets the stage for a later from 25 percent of the population in discussion on how various changes to the 1990 to 47 percent in 2050, with most Social Security system may affect them. -
Alternative Sexual Culture in Personal Narratives of Queer Disabled Sex
Georgia State University ScholarWorks @ Georgia State University Institute for Women's, Gender, and Sexuality Women's, Gender, and Sexuality Studies Theses Studies Spring 4-16-2021 Praxis of Lust: Alternative Sexual Culture in Personal Narratives of Queer Disabled Sex Caroline Jackson Follow this and additional works at: https://scholarworks.gsu.edu/wsi_theses Recommended Citation Jackson, Caroline, "Praxis of Lust: Alternative Sexual Culture in Personal Narratives of Queer Disabled Sex." Thesis, Georgia State University, 2021. https://scholarworks.gsu.edu/wsi_theses/82 This Thesis is brought to you for free and open access by the Institute for Women's, Gender, and Sexuality Studies at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Women's, Gender, and Sexuality Studies Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. Praxis of Lust: Alternative Sexual Culture in Personal Narratives of Queer Disabled Sex by Caroline Emily Jackson Under the Direction of Susan Talburt, PhD A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in the College of Arts and Sciences Georgia State University 2021 ABSTRACT This thesis focuses on emotions to analyze personal narratives of queer disabled sex to understand how queer disabled people talk about sex with the goal of identifying their constructions of their sexualities and sexual practices. By analyzing how the role of discourses on disability affect how these narrators and their partners feel about disabled sex, this thesis explores how sex can be used to combat negative emotions fueled by dominant ableist discourses that cause shame and self-disgust. -
DISABLED WOMEN and REPRODUCTIVE JUSTICE Issues
Home » Get the Facts » Reproductive Justice Issues » Reproductive Justice in Our ... Reproductive Justice DISABLED WOMEN AND REPRODUCTIVE JUSTICE Issues by Mia Mingus, Georgians for Choice What is Reproductive Justice? Reproductive Justice in In the United States, a culture of ableism, which maintains that ablebodied Our Communities people are superior and most valuable, prevails. In this culture, disability is Parenting and Giving feared, hated, and typically regarded as a condition that reduces the value of Birth disabled people. The reproductive justice framework helps us understand how eugenic "science" is still a vibrant part of U.S. culture that interacts with and Abortion and Birth Control shapes the reproductive lives of disabled women in many ways. Sex Education Right to Parent Access to Reproductive Health Care Women with disabilities (WWD) have a long history of forced sterilization, are often seen as "unfit" mothers and are discouraged from having children, or not Reproductive allowed to adopt children. Authorities press disabled women to feel guilty for Technologies their decisions to be parents, pointing out that their decision will take a "toll" on Spirituality and ON OUR TERMS their children, families, communities and on themselves. Reproductive Justice THE RISE INITIATIVE Sexuality Sexual Health, Anatomy, and STD's BUILDING THE Society typically defines disabled women as asexual and as dependent on able MOVEMENT bodied people, undermining these women's access to reproductive health. In This Section Disabled women and girls often do not receive sex and reproductive health VOLUNTEER Are We Next? Immigrant education. Health care providers may fail to ask WWD about their sexual lives, Rights and Access to AD CAMPAIGNS conduct full pelvic exams or screen WWD for STD/HIV, because it is assumed Health Care that these women do not have sex, or that they should not have sex. -
Section 7: Social Security Disability Benefits and Work Incentives
Section 7: Social Security Disability Benefits and Work Incentives Introduction ............................................................................................................ 116 Social Security Protection if You Become Disabled .......................................... 117 Social Security Disability Insurance (SSDI) .............................................. 117 Disability Determination for SSDI .............................................................. 117 Supplemental Security Income (SSI) ......................................................... 118 Disability Determination for SSI ................................................................. 118 Social Security Employment Supports ............................................................... 119 Impairment Related Work Expenses (IRWE) ............................................. 119 Plan to Achieve Self-Support (PASS) ........................................................ 120 Ticket to Work (TTW) ................................................................................... 121 Summary ................................................................................................................ 121 Resources .............................................................................................................. 122 A Planning Guide and Workbook for Ag Families 115 Social Security Disability Benefits and Work Incentives Learning Objectives: 1. Identify how to apply for Social Security disability programs. 2. Understand how Social Security -
Donna Walton's “What's a Leg Got to Do with It?”
BARBARA FAYE WAXMAN FIDUCCIA PAPERS ON WOMEN AND GIRLS WITH DISABILITIES CENTER FOR WOMEN POLICY STUDIES February 2011 What’s A Leg Got To Do With It?: Black, Female and Disabled in America by Donna R. Walton, Ed.D. Introduction : Over a decade ago, Eddie Glenn called attention to the disparate treatment of African American women with disabilities, suggesting that a triple jeopardy syndrome puts them at a further disadvantage because they are victims of race, gender, and disability bias in our society. Her research explored what it means to be an African American and live with a disability. She also found that African American women with disabilities contribute disproportionately to the population of under educated American women and are least likely to have a high school diploma, do not vigorously participate in the labor force because of the severity of the disability, and are least likely to be married or living in a family arrangement. The impact of triple jeopardy, she found, is observed in several aspects of the lives of African American women with disabilities, including support and family relationships, education, participation in the rehabilitation process, and employment and income (Glenn, 1992). The 1980s saw a flurry of interest in women with physical disabilities (for example, amputees, paraplegics, quadriplegics), but little attention was devoted to the subject in the 1990s, (Danek, 1992). Today, even though a body of literature exists that examines and criticizes rehabilitation services for African Americans with disabilities, there remains a scarcity of literature dedicated to examining the lived experiences of African American women with disabilities, particularly related to self-esteem, self-efficacy and sexual identity. -
The Sexual Health Knowledge of People with Learning
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by UEL Research Repository at University of East London Running page: REVIEW OF SEXUAL HEALTH KNOWLEDGE 1 The sexual health knowledge of people with intellectual disabilities: A review. Authors: Mrs Magdalena Borawska-Charko MA, PhD candidate, Department of Psychology, Anglia Ruskin University Dr Poul Rohleder, Reader in Psychology, School of Psychology, University of East London Dr Mick W.L. Finlay, Reader in Psychology, Department of Psychology, Anglia Ruskin University Accepted 18 October 2016 for publication in Sexuality Research and Social Policy This article may not exactly replicate the final version published in the journal REVIEW OF SEXUAL HEALTH KNOWLEDGE 2 Abstract There is a growing recognition that people with disabilities have the same sexual needs and rights as people without disabilities. However, less attention is paid to the sexuality of people diagnosed with intellectual disabilities. This narrative review summarises what is currently known about the level of sexual health knowledge of people with intellectual disabilities. A literature review was conducted of the published literature using Google Scholar, PubMed, PsychInfo, EBSCOhost, and Science Direct. Forty eight articles were identified that addressed the question about the level of sexual health knowledge of people with intellectual disabilities. Overall, studies demonstrate that people with intellectual disabilities are highly variable in levels of sexual knowledge, but on average have a range of deficits in knowledge compared to non-disabled individuals. More tailored education and support in accessing formal and informal sources of information are needed. Keywords: intellectual disability, sexual knowledge, sex education, learning disability, sexuality. -
"Seniors Housing Guide to Fair Housing and ADA Compliance
OO 2016 by the American Seniors Housing Association All rights reserved. The text portions of this work may not be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recordiny, or by information storage and retrieval system without permission in writing from the publisher. This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is distributed with the understanding that the publisher is not engaged in rendering legal, accounting, or other professional services. If legal advice or other expert assistance is required, the services of a competent professional person should be sought. From a Declaration of Principles jointly adopted by a Committee of the American Bar Association and a Committee of Publishers. Price: $35.00(non-members) Seniors Housing Guide to Fair Housing and ADA Compliance 1 AMERICAN SENIORS HOUSING HansonBridgett ASSOCIATION Living Longer Better 2 Seniors Housing Guide to Fair Housing and ADA Compliance Seniors Housing Guide to Fair Housing and ADA Compliance 3 Introduction .................................................4 Executive Summary...........................................6 Use Of This Guide ............................................8 Federal Anti-Discrimination Statutes ..........................10 I. The Fair Housing Act.............................................. 11 A. The 1968 Act .................................................. 11 B. The Fair Housing Amendments Act Of 1988.......................