Disability and Abuse Toolkit

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Toolkit:

DISABILITY AND ABUSE What You Need to Know

Designed in 2021 for The Office of the State Courts Administrator

Table of Contents

Purpose ...... 3

Acknowledgements ...... 3

Toolkit User’s Guide ...... 4

Learning Objectives ...... 5

Facilitator’s Guide ...... 6

Sample Agenda ...... 7

Script for the Primary Trainer ...... 8

PowerPoint Slides ...... 8

Practical Tips for Professionals, Discussion Q & A ...... 9

Test Your Knowledge Evaluation ...... 10

Test Your Knowledge Evaluation Answers ...... 11

Workshop Evaluation ...... 12

Sample Certificate ...... 13

Glossary ...... 14

Glossary- Disabilities ...... 22

Glossary - Disability Symbols ...... 24

Resources ...... 26

Purpose

Florida Courts recognize the intersection of disability an abuse and how victims with disabilities have unique needs when entering the court system.

Acknowledgements

The work of creating this toolkit involves the expertise and assistance of numerous individuals. Disability Independence Group, Inc. is grateful to the individuals and organizations listed below for their contributions in the creation of this toolkit.

Honorable Judge Bertila Soto, Chief Judge, Eleventh Judicial Circuit of Florida, Honorable Judge Carroll Kelly, Honorable Judge William Altfield, Honorable Judge Monique Richardson, Deirdre Dunham, Ailean (Shoun) Simpkins, FSU College of Law, Andy Altmann, Jessamy Cauthen, Jonathan Corey, John Couch, Chelsie Cross, Peria Duncan, Stevie Fenton, Terry Galloway, Brian Gauci, Katherine Magnoli, Rebecca Metcalfe, Adrienne Miller, Cory Parker, Rachel Siler, Kathleen Tailer, and Diane Wilkins.

Project partners welcome the This project was supported by subgrant non- commercial use of this No. LN094 awarded by the state toolkit to increase knowledge administering office for the Office about serving victims with on Violence Against Women, U.S. disabilities that enter the court Department of Justice’s STOP Formula system, as needed, without the Grant Program. The opinions, findings, conclusions, and need for permission. recommendations expressed in this Questions about this project should publication/program/ exhibition are be directed to The Office of the those of the author(s) and do not State Courts Administrator (OSCA) necessarily reflect the views of the at Kathleen Tailer, Tailerk@flcourts. state or the U.S. Department of org. Justice. 3

Toolkit User’s Guide

In order to better serve victims with disabilities who experience violence and enter the judicial system, this toolkit was created to give the education, skills, and tools needed to provide the best experience possible.

The toolkit is designed to give court staff an understanding of the issues and needs faced by victims with disabilities who experience violence.

The training can be provided in one two-hour session or can be broken down into smaller segments for multiple sessions.

The toolkit includes: a sample agenda, learning objectives, a script for the primary trainer, PowerPoint slides, a facilitato rs guide, a discussion group/ breakout session guide, a workshop evaluation, a subject based evaluation, a glossary, and a list of references.

Minimal preparation is needed for the training. However, the toolkit should be reviewed prior to the training.

The facilitator may also want to consider using the sample certificate for participants to document and honor their completion of the training.

Video Links

The Experts The Scenarios

Learning Objectives

At the conclusion of this training, participants will be able to:

Recognize barriers for services to victims with disabilities who 1 disclose domestic/sexual violence. Understand the prevalence of victimization among persons with 2 disabilities.

Replace stereotypical and devaluing language related to individuals 3 with disabilities with respectful, empowering, and positive language. Challenge the assumption that it is expensive and difficult to 4 accommodate individuals with disabilities.

Distinguish between the different ways that accommodations can be 5 requested for court programs and services. Understand the purpose and scope of support animals in the judicial 6 system. Identify tools/resources within the community that support victims 7 with disabilities.

Encourage inclusion of employees with disabilities within the judicial 8 system.

Demonstrate respectful communication with victims with disabilities 9 seeking services within the judicial system.

Facilitator’s Guide

1. List of who to invite. You should invite all court staff including judges, judicial assistants, bailiffs, court staff, and support staff. 2. Logistics. a. Set up the digital platform. i. If you want an attendance list, you must require registration. ii. If evaluation will go through the platform, make sure you check the settings. b. Create an invitation. c. Customize the agenda (update date, speaker to introduce the presentation, digital link, RSVP info). d. Make sure all videos work and the sound is turned on through the digital platform. e. Decide how the evaluations will be distributed (by paper, digitally after the training). i. Emailed after the training. ii. Linked to the digital platform. iii. Create a QR code and use at end of training.

3. Preparation Tips. a. Check all tech settings before the training.

4. List of session supplies. a. Computer, Speaker, Headphones. b. Toolkit for this training with all the materials. c. PowerPoint Slides. d. Video #1 and Video #2. e. Evaluations.

5. Sample Workshop Agenda. 6. Practical Tips for Professionals – used for breakout sessions.

Sample Agenda

AGENDA: Disability and Abuse -- What You Need to Know

Court or Circuit Street Address/Zoom Location Date Time (3 hours) CLE Credits

Type of

Credit: Number of Credits: Reference Number:

11:45 AM to 12:00 PM Registration/Log into digital platform 12:00 PM to 12:05 PM Welcome & Opening Remarks (add name of Judge here)

12:05 PM to 12:25 PM Show Video #1 12:25 PM to 1:30 PM PowerPoint Presentation Slides • Disability Statistics, Facts, General Information • The ADA in the Courtroom and the legal history • How to have inclusive practices for persons with disabilities and comply with the laws • Definition of Disability • The Accommodation Request Process

1:30 PM to 2:30 PM Discussion Group (Breakout Session) Show Video #2 Breakout groups and discussion 2:30 PM to 2:55 PM PowerPoint Presentation Slides • Dogs in the Courthouse • Local tools throughout the state • Ensure that the justice system includes persons with disabilities (employment w/in the system) • Questions/Discussion

2:55 PM to 3:00 PM Closing and Evaluations

Script for the Primary Trainer

There is a complete script that can be used by the presenter.

The script has been embedded within each Powerpoint Slide.

When you look at the PowerPoint Slides, the script for each slide will be in the notes section of the slide.

A word version of the script is also available.

PPT Slides

There is a complete set of PowerPoint Slides that can be used by the presenter.

The presenter can choose to use the entire presentation or select specific sections that are approriate for their use.

Please see the attached set of PowerPoint Slides in .ppt format.

Slide Number Description 1-3 Welcome & Introduction (including grant language) 4 Video #1 5-10 Disability Statistics, Facts, General Information 11-17 The ADA in the Courtroom and the legal history 18-25 Inclusive practices for people with disabilities 26-29 Definition of Disability 30-44 The Accommodation Request Process 45-47 Discussion Group (Breakout Sessions) 45 Video #2 48-57 Dogs in the Courthouse 58-61 Local tools throughout the state 62-70 Employment within the System 71 Questions/Discussion 72 Survey/Evaluation 73 Thank You 8

Practical Tips for Professionals Discussion Q & A for the Breakout Sessions

Projected Time for discussion: • 60 minutes

Materials Needed: • Video #2 • Breakout Rooms

Parameters: • Breakout groups should be no larger than 10 people

Timeline: • 10 minutes – show video • 5 minute – move everyone to breakout groups • 40 minutes – breakout room discussions • 5 minute – move everyone back to main meeting space

Purpose and Outcomes • This discussion is designed to help participants apply the information presented in this training. • The participants will discuss the hypothetical scenarios shown in the video.

Instructions: • You will show video #2 with the entire group before you separate everyone into breakout groups. • Once the video is finished, you will send everyone to their individual breakout groups. • Each group should pick a facilitator for their group. • The facilitator will direct the discussion and keep the discussion going. • Ask each group to consider the issues and challenges specific to that scenario and then outline how they would respond to that victim (what they would say, discuss, share and ask).

Closing: • Ask participants what they learned from this module and how they will apply the lessons learned to their jobs.

Test Your Knowledge Evaluation

The following are questions based on the learning objectives for this training.

1. What barriers exist that may prevent reporting of domestic/sexual violence by a victim with disabilities? a. Reliance on caregiver to access resources/services. b. Fear of not being believed. c. Lack of knowledge regarding rights. d. All of the above

2. Which of the following is not correct about the prevalence of victimization among people with disabilities? a. People with disabilities are not victims of abuse. b. People with disabilities have underreported rates of abuse. c. People with disabilities have higher rates of abuse and the abuse lasts longer. d. People with disabilities are always safe with their caregivers.

3. Which of the following is an example of respectful, empowering, and positive language to use when referring to a person with a disability? a. What is wrong with you? b. Are you confined to a wheelchair? c. Are you a person who uses a wheelchair? d. Here is another nut case.

4. Most accommodations are free or relatively inexpensive and easy to offer. a. True b. False

5. Disability Accommodation Requests may be directed to: a. The Judge b. The ADA Coordinator c. Both d. Neither

6. The following types of animals may be permitted in the courtroom except: a. A Service Animal b. A Pet from home c. A Therapy Animal d. A Demonstrative Exhibit

7. There are several tools/resources available to support victims with disabilities. a. True b. False

8. Having a diverse workforce that includes people with disabilities in the court system will allow deeper awareness and sensitivity to the needs of victims with disabilities. a. True b. False

9. Which of the following does not demonstrate respect to a victim with a disa bility? a. Ask before you help someone. b. Sit down to be eye level with the person. c. Talk directly to the interpreter. d. Take time to listen. 10

Test Your Knowledge Evaluation Answers

1. D 2. A 3. C 4. A 5. C 6. B 7. A 8. A 9. C

Workshop Evaluation

Please rate the following statement about your overall experience today.

Strongly Agree Disagree Strongly Agree Disagree 1 The materials presented (videos, objectives, discussion questions) were helpful in understanding the topics. 2 The workshop met my expectations. 3 I felt this workshop was worth my time and effort to attend. 4 The information presented will be useful in my work. 5 The presenters were knowledgeable about the topic. 6 The presenters were organized and well prepared. 7 The presenters made it easy to understand and follow the presentation.

Very Satisfied Somewhat Not at all Satisfied Satisfied Satisfied

8 What is your level of satisfaction with the workshop?

1 2 3 4 (Just right) (Too much)

9 The Amount of Information presented was:

Additional Comments:

Sample Certificate

RECORD OF ATTENDANCE

This is to confirm that:

Attended “The Training Disability and Abuse – What You Need to Know”

Presented by

OSCA On

______

This session lasted 3.0 hours

CLE Credits

Type of Credit: Credits Reference Number:

Glossary

ABA Therapy

ABA therapy or Applied Behavior Analysis is a type of therapy that focuses on improving specific behaviors, such as social skills, communication, reading, and academics as well as adaptive learning skills, such as fine motor dexterity, hygiene, grooming, domestic capabilities, punctuality, and job competence for people with developmental disabilities.

ADA

The Americans with Disabilities Act gives civil rights protections to individuals with disabilities similar to those provided to individuals on t he basis of race, color, sex, national origin, age and religion. It guarantees equal opportunity for individuals with disabilities in public accommodations, employment, transportation, state and local government services and telecommunications.

ASL

American Sign Language (ASL) is a visual language primarily used by persons who are Deaf. With signing, the brain processes linguistic information through the eyes. The shape, placement, and movement of the hands, as well as facial expressions and body movements, all play important parts in conveying information. Sign language is not a universal language. Each country has its own sign language, and regions have dialects, much like the many languages spoken all over the world. Like any spoken language, ASL is a la nguage with its own unique rules of grammar and syntax. Like all languages, ASL is a living language that grows and changes over time.

Glossary

CDI

A Certified Deaf Interpreter (CDI) is an additional service to promote effective communication for the Deaf. A CDI is an individual who is deaf or hard of hearing and has been certified by the Registry of Interpreters for the Deaf. In addition to excellent general communication skills and general interpreter training, the CDI may also have specialized training and/or experience in use of gesture, mime, props, drawings and other tools to enhance communication. The CDI has an extensive knowledge and understanding of deafness, the deaf community, and/or Deaf culture which combined with excellent communication skills, can bring added expertise into both routine and uniquely difficult interpreting situations.

Culturally Deaf

Culturally Deaf is the term used to describe people who are usually born into the Deaf Community, and whose first native language is a signed language, not a spoken one. Most of them are physically deaf as well. Some of them are born -deaf or became deaf at a very young age. Some of them are hearing people born into all -deaf families, and even though they can hear, their first language was a signed language, not a spoken language. They base their view of the world from the Deaf perspective.

Cyberstalking

Cyberstalking is the engaging in a course of conduct to communicate, or cause to be communicated words, images, or language by or using electronic mail or electronic communication, directed at a specific person, causing substantial emotional distress to that person and serving no legitimate purpose.

Daily Life Activities

Daily life activities are those skills required to manage one’s basic physical needs including personal hygiene or grooming, dressing, toileting, transferring or ambulating, and eating. Daily life activities are essential and routine tasks that most young healthy individuals can perform without assistance and are necessary for independent living at home or in the community. 15

Glossary

Domestic Violence

Domestic Violence is defined as any assault, aggravated assault, battery, aggravated battery, sexual assault, sexual battery, stalking, aggravated stalking, kidnapping, false imprisonment, or any criminal offense resulting in physical injury or death of on e family or household member by another family or household member. s. 741.28 (2), F.S.

Effective Communication

An effective communication is communication between two or more persons where the intended message is successfully delivered, received, and understood. Communication is effective when all the parties (sender and receiver) in the communication, assign similar meanings to the message.

Identity First Language

Identity first language is when a person considers that their disability is at the core of their identity and therefore the person can’t be separated from the disability. This is especially true in the Autistic community, the Blind community, and the Deaf community. Many people use identity first language as a way of celebrating the positive cultural identity that is associated with disability culture.

Infantilism

Infantilism is the abnormal condition in which an older child or adult retains infantile characteristics. It is the retention of childish physical, mental, or emotional qualities in adult life especially, failure to attain sexual maturity.

Glossary

Inspirational Porn (Inspiration Porn)

Inspiration porn is the portrayal of people with disabilities as inspirational solely or, in part, based on their disability. It is images, videos, and memes of disabled people used to motivate able-bodied people, suggesting that if a disabled person can accomplish something, then surely an able -bodied person can do so.

Invisible Disability

Invisible disabilities, also known as Hidden Disabilities or Non -visible Disabilities, are disabilities that are not immediately apparent, such as chronic illnesses and conditions that significantly impair normal activities of daily living.

Legal Guardian

A legal guardian is an individual or institution (such as a nonprofit corporati on or bank trust department) appointed by the court to care for an incapacitated person (ward) or for a ward’s assets.

Neurodiverse

Neurodiversity refers to variation in the human brain regarding sociability, learning, attention, mood and other mental fu nctions. Individuals who live with autism, are on the spectrum, or who have other developmental differences are referred to as neurodiverse. 17

Glossary

Neurotypical

Neurotypical is a newer term that is used to describe individuals of typical developmental, intellectual, and cognitive abilities, in contrast with Neurodiverse.

Non-Verbal (non-speaking)

Non-verbal or non-speaking persons are those whose expressive language scores are below 12 months and have fewer than 10 intelligible sp oken words. In some cases, these individuals lack all spoken language: their vocalizations only include atypical non-speech sounds and some vowel approximations. Nonverbal autism is a subset of autism where the person does not learn how to speak. It is estimated that 25% to 50% of children diagnosed with autism spectrum disorder (ASD) never develop spoken language beyond a few words or utterances.

Paternalism

Paternalism is the interference of a state or an individual with another person, against their will, and defended or motivated by a claim that the person interfered with will be better off or protected from harm. It is a system under which an authority undertakes to supply needs or regulate conduct of those under its control in matters affecti ng them as individuals as well as in their relations to authority and to each other.

Glossary

Person First Language

Person first language is when you identify the person before their disability. The individual is seen as a person rather than defined by his or her disability. A disability should not define a person, a disability is just one component of a whole person.

Repetitive Behaviors

Repetitive behaviors are behaviors that may include arm or han d-flapping, finger- flicking, rocking, jumping, spinning or twirling, head -banging and complex body movements. This is also known as ‘stimming’ or self - stimulating behavior.

Reasonable Accommodation

A reasonable accommodation is an adjustment made to a policy or practice to equalize an opportunity for an individual based on a disability-related need.

Sexual Assault

Sexual assault is any involuntary sexual act in which a person is coerced or physically forced to engage against their will, or any non -consensual sexual touching of a person. Sexual assault is a form of sexual violence, and includes rape (such as forced vaginal, anal, or oral penetration or drug facilitated sexual assault), groping, forced kissing, child sexual abuse, or the torture of a person in a sexual manner.

Glossary

Stalking

Stalking is a pattern of repeated and unwanted attention, harassment, contact, or any other course of conduct directed at a specific person that would cause a reasonable person to feel fear.

Stimming

Stimming is repetitive or unusual body movement or noises. Stimming is self- stimulation behaviors that might include hand and finger mannerisms, for example, finger-flicking and hand-flapping.

STS (Para Transit)

Paratransit Service Provisions, STS provides transportation service for people with disabilities who are unable to use public transportation independently.

Survivor

A survivor is a term for the individual who is being targeted for abuse. Sometimes they may be referred to as a victim.

Glossary

Trauma Informed Care

Trauma informed care is a model of care and treatment framework that involves understanding, recognizing and responding to the effects of all types of trauma. Trauma informed care also emphasizes physical, psychological and emotional safety and helps rebuild a sense of control and empowerment.

Universal Design

Universal design is the philosophy that designs created by people, such as built environments, technology, products, teaching me thods, application procedures services etc. are usable to the greatest extent possible by everyone without need for adaptions.

Domestic Violence Victim

A victim is an individual who is a family or household member meaning spouses, former spouses, persons related by blood or marriage, persons who are presently residing together as if a family or who have resided together in the past as if a family, and persons who are parents of a child in common regardless of whether they have been married. With the exception of, persons who have a child in common, the family or household members must be currently residing or have in the past resided together in the same single dwelling unit.

Visible Disability

Visible disabilities are disabilities that are readil y apparent or obvious.

Glossary - Disabilities

Autism Spectrum Disorder (ASD)

Autism spectrum disorder (ASD) is a developmental disability that can cause significant social, communication and behavioral challenges. There is often nothing about how people with ASD look that sets them apart from other people, but people with ASD may communicate, interact, behave, and learn in ways that are different from most other people. The learning, thinking, and problem -solving abilities of people with ASD can range from gifted to severely challenged. Some people with ASD need a lot of help in their daily lives; others need less. A diagnosis of ASD now includes several conditions that used to be diagnosed separately: autistic disorder, pervasive developmental disorder not otherwise specified (PDD-NOS), and Asperger syndrome. These conditions are now all called autism spectrum disorder.

Cerebral Palsy (CP)

Cerebral Palsy is a congenital disorder of movement, muscle tone, or posture and refers to a group of disorders that af fect muscle movement and coordination. In many cases, vision, hearing, and sensation are also affected. The word “cerebral” means having to do with the brain. The word “palsy” means weakness or problems with body movement. Cerebral palsy is due to abnormal brain development, often before birth. Symptoms include exaggerated reflexes, floppy or rigid limbs, and involuntary motions. These appear by early childhood.

Developmental Disabilities

Developmental disabilities are a group of conditions due to an impai rment in physical, learning, language, or behavior areas. These conditions begin during the developmental period, may impact day-to-day functioning, and usually last throughout a person’s lifetime. About one in six children in the U.S. have one or more dev elopmental disabilities or other developmental delays.

Glossary - Disabilities

Intellectual Disabilities

Intellectual disabilities are characterized by below -average intelligence or mental ability and a lack of skills necessary for day -to-day living. People with intellectual disabilities can and do learn new skills, but they learn them more slowly. There are varying degrees of intellectual disability, from mild to profound.

Physical Disabilities

Physical disability is a limitation on a person's physical functioning, mobility, dexterity or stamina. A person may be born with a physical disability or acquire it later in life through accident, injury, illness or side effects of medical treatment.

Psychiatric Disabilities

Psychiatric disability is a mental impairment that substantially limits o ne or more of the major life activities of an individual; a record of impairment; or being regarded as having such an impairment. Psychiatric disabilities cover a wide range of conditions, including eating disorders, post - traumatic stress disorder, anxiet y disorders, depression, and other psychiatric conditions. Psychiatric disabilities are very common.

Sensory Disabilities

Sensory disabilities are an impairment of one of the senses and is generally used to refer to visual or hearing disabilities; however , the other senses may also develop disabilities. It can include, blindness, vision loss, deafness and hearing loss, olfactory and gustatory disabilities (including Anosmia, which is an inability to smell).

Traumatic Brain Injury (TBI)

The CDC defines a traumatic brain injury (TBI) as a disruption in the normal function of the brain that can be caused by a bump, blow, or jolt to the head, or penetrating head injury. Everyone is at risk for a TBI, especially children and older adults. 23

Universal Disability Symbols

Access to Low Vision This symbol may be used to indicate access for people who are blind or have low vision.

The Symbol of Accessibility

The wheelchair symbol is used to indicate access for individuals with limited mobility, including wheelchair users. For example, the symbol is used to indicate an accessible entrance, bathroom or that a phone is lowered for wheelchair users. Audio Description for TV, Video & Film

This service makes television, video, and film more accessible for persons who are blind or have low vision. Description of visual elements is provided by a trained Audio Describer through the Secondary Audio Program (SAP) of televisions and monitors equipped with stereo sound.

Telephone Typewriter (TTY) Also known as text telephone (TT), or telecommunications device for the deaf (TDD), TTY indicates a telephone device used with the telephone (and the phone number) for communication between deaf, hard of hearing, speech-impaired and/or hearing persons.

Volume Control Telephone This symbol indicates the location of telephones that have handsets with amplified sound and/or adjustable volume controls.

Closed Captioning (CC) This symbol indicates that a television program or videotape is closed captioned for deaf or hard of h earing persons (and others). TV sets that have a built-in or a separate decoder are equipped to display dialogue for programs that are captioned.

Universal Disability Symbols

Sign Language Interpretation The symbol indicates that Sign Language Interpretation is provided.

Live Audio Description Live Audio Description is a service for people who are blind or have low vision that makes the performing and visual arts more accessible. A trained Audio Describer offers live commentary or narration (via headphones and a small transmitter) consisting of concise, objective descriptions of visual elements: for example, a theater performance or a visual arts exhibition at a museum. Access for Hearing Loss This is the International Symbol of Access for Hearing Loss. Such systems typically transmit sound via hearing aids or headsets. They include infrared, loop and FM systems. Portable devices may be available from the same audiovisual equipment suppliers that s ervice conferences and meetings. Accessible Print The symbol for large print is ‘Large Print’ printed in 18 Point or larger text. Sans serif or modified serif print with good contrast is highly recommended, and special attention should be paid to letter and word spacing.

The Information Symbol The information symbol gives valuable information to a person with a disability. For example, the symbol may be used on signage or on a floor plan to indicate the location of the information or security desk.

Braille Symbol This symbol indicates that printed matter is available in Braille, including publications and signage.

Resources

The American Bar Association Website: https://www.americanbar.org/ Document: Court Access for Individuals Who Are Deaf and Hard of Hearing, A Guide

The Arc’s National Center on Criminal Justice and Disability Website: https://thearc.org/ Document: Violence, Abuse and Bullying Affecting People with Intellectual/Developmental Disabilities: A Call to Action for the Criminal Justice Community.

The Centers for Disease Control and Prevention (CDC) Website: https://www.cdc.gov/ Document: Communicating with and About People with Disabilities Document: Disability Statistics Web page: Behavioral Risk Factor Surveillance System (BFRSS) Web page: Disability and Health Overview Web page: Prevalence of Disability and Disability Types by Urban -Rural County Classification, US, 2016

Futures without Violence Website: https://www.futureswithoutviolence.org/

Mid-Atlantic ADA Center Website: https://www.adainfo.org/ PPT Presentation: Effective Communication in the Criminal Justice System: Lessons from Case Law

The National Association of the Deaf Website: https://www.nad.org/ Web page: Communication Access in State and Local Courts

The National Organization for Victim Assistance Website: https://www.ojp.gov/ncjrs Web page: Working with Victims of Crime with Disabilities

The Office of the State Courts Administrator, Florida Website: https://www.flcourts.org/ Document: Florida’s Domestic Violence Benchbook June 2020 Document: Title II Guidelines for the State Courts System of Florida Web page: Florida Court’s Website for ADA compliance

Resources

Power and Control Wheels Deaf Medical Animal Abuse

The Supporting Justice Website Website: https://supportingjustice.net/ Web page: Resources for lawyers, judicial officers and court professionals

US Department of Justice, Bureau of Justice Statistics Website: https://www.bjs.gov/ Document: Crime Against Persons with Disabilities, 2009 -2015- Statistical Tables

The Vera Institute of Justice Website: https://www.vera.org/ Website: End Abuse of People with Disabilities Document: How Safe are Americans with Disabilities?

We Capable Website: https://wecapable.com/ Web page: List of Disabilities Covered Under Rights of Persons with Disa bilities Act, 2016 (RPWD Act) 27

Disability Rights are Civil Rights

Thank you