The Arc logo

Anthony Nash Says #HandsOff During August Recess

/in /by The Arc

#HandsOff is a series on The Arc Blog where individuals and families across The Arc’s network share their stories about how some of today’s key policy issues impact their day to day lives.

Anthony Nash stands in front of the Capitol building in Washington DC wearing a long sleeve burgundy shirt and slacks. During August Recess, Members of Congress return to their home states to meet with their constituents. It’s the perfect time for advocates to meet with legislators and tell them #HandsOff important programs – like Medicaid, Supplemental Security Income (SSI), Supplemental Nutrition Assistance Program (SNAP) and much more.

Nobody says #HandsOff during August Recess better than Anthony Nash! Anthony is an active self-advocate in his home state of Washington. He is a member of The Arc’s National Council of Self-Advocates and The Arc of Washington’s Self-Advocates in Leadership (SAIL) coalition. Anthony also serves on the Washington State Developmental Disabilities Council and the board of Disability Rights Washington.

Anthony has fought for issues important to people with disabilities for several years. Here’s what he had to say about advocacy during August Recess:

How did you get involved in advocacy?

I used to work in a sheltered workshop. I got pushed around a lot and even called the r-word there. So one day, I went to the library and asked the librarian for books on disability rights. I read about how people with disabilities have [the same] equal rights as any other person. After that, I joined some advocacy groups and started to stand up for myself.

What does being a self-advocate mean to you?

Self-advocacy means quite a bit to me. A lot of people look down on people with disabilities and think we can’t amount to anything. I do everything I can to prove them wrong. Being a self-advocate lets me show others that we are equal, that we deserve respect, and that we should not be discriminated against in any manner.

Why do you think it is important for people with disabilities to advocate for programs like Medicaid and Supplemental Security Income (SSI) during August Recess?

These programs are our lifeline! Most of our leaders don’t understand that these programs cover significant needs. Since I was four years old, SSI has helped to pay for my food, clothes, transportation, and other living expenses. I use Medicaid to pay for the medicine and doctor visits I need. Self-advocates need to speak up during August Recess when legislators are back home so they know why these programs are important to us.

 

Ready to join Anthony in saying #HandsOff during August Recess? Take a few minutes to call YOUR Members of Congress and tell them why Medicaid and SSI are important to you. Then encourage your family and friends to call, too!

The Arc logo

State Farm Neighborhood Assist Competition: Support a Chapter Near You!

/in /by The Arc
Want to support a fellow chapter in one simple click?

The top 40 State Farm Neighborhood Assist contest winners will each receive a $25,000 grant to fund projects involved in Education, Safety and Community Development. The Arc of Prince George’s County in Maryland and The Arc of Wichita County in Texas are both competing. Give them a vote and check to see if another chapter near you is participating!

Voting deadline: August 24

 

The Arc logo

Chapter Benefit Spotlight : Board Orientation

/in /by The Arc

Would your Board of Director’s value a 30-minute orientation about The Arc network? Perhaps right before a scheduled board meeting? Karen Wolf-Branigin, Senior Executive Officer, Chapter Growth and Affiliate Relations is available to provide an overview of The Arc’s history, mission and services as well as benefits, services and discounts available to your chapter. Contact Karen at 202-534-3711 or wolf-branigin@thearc.org to schedule a meeting.

The Arc logo

Amicus Brief Supports Rights of Parents with Disabilities Under ADA

/in /by The Arc

The Arc has long advocated that the rights of parenthood must not be denied to individuals solely on the basis of their disability. Last month, we participated in an amicus brief before the New York Court of Appeals in the case In the Matter of Lacee L in support of a mother with intellectual disability who had her child removed from her care without receiving appropriate accommodations to which she is entitled under the Americans with Disabilities Act. The brief noted: “Individuals with intellectual disability can learn how to parent, improve their parenting skills, and parent successfully with appropriate support. Robust enforcement of the reasonable accommodations requirement of the ADA is essential to guaranteeing that they have an equal opportunity to do so.”

The Arc logo

Survey of Job Seekers with I/DD

/in /by The Arc

Have you, your loved one, or your client with I/DD ever applied for a job at a “big box” store? Were you asked to take a complicated employment test? We are interested in learning more about these tests and how they impact job seekers with disabilities. Please complete our very short survey and contact Shira Wakschlag with any questions.

The Arc logo

The Arc Opposes Appointment of Judge Kavanaugh to US Supreme Court

/in , , /by The Arc

Today, The Arc came out in opposition to Judge Brett Kavanaugh’s appointment to the United States Supreme Court. This opposition is based on Judge Kavanaugh’s record on cases relating to disability and civil rights.

Of particular concern are his decisions on cases involving self-determination of individuals with intellectual and developmental disabilities (I/DD), education, employment, and his stances on the Affordable Care Act and school choice.

“We did not take lightly the decision to oppose Judge Kavanaugh’s appointment to the US Supreme Court, but after a thorough analysis of his record, we cannot idly sit by knowing that he has demonstrated a disregard for the impact of his judicial philosophy on the lives of people with disabilities and their families time and time again. Judge Kavanaugh has written several troubling opinions and dissents on cases related to disability rights and The Arc’s constituents, including those pertaining to education, affordable health care, and self-determination.

“Particularly concerning is his opinion in Doe. V. Tarlow, a case where women with intellectual disability who resided in the District of Columbia’s Forest Haven institution brought a class action lawsuit against the District for violating their due process rights. The District, through its developmental disabilities agency, consented to subject them to non-emergency surgical procedures, including abortions and eye surgeries, without even talking to them and their family members. Judge Kavanaugh’s ruling is disturbing in his apparent lack of appreciation for the humanity of individuals with intellectual disability, their basic human rights, and their ability and right to participate in important life decisions even when found legally unable to make decisions by themselves.

“The Arc urges Senators to not confirm Judge Kavanaugh’s nomination to our highest court. The Senate should not confirm a Justice to the Supreme Court whose judicial philosophy threatens the autonomy and well-being of people with intellectual and developmental disabilities,” said Peter V. Berns, Chief Executive Officer of The Arc.

The Arc logo

Back to School Tips for Families of Students With Disabilities

/in /by The Arc

Two sisters with glasses, backpacks, and tablets stand against a white background, with other students unfocused behind them.The start of a new school year can bring both excitement and anxiety for students and parents, especially for families of students receiving special education supports. Students with disabilities who struggle with change may need extra help making the transition to a new school or teacher.

To help families start the new school year off right, The Arc@School offers the following tips:

  • Prepare your children before school starts by discussing any anxiety your child may have, setting clear expectations, and slowly transitioning back to your child’s school routine and schedule.
  • Review your child’s IEP prior to the start of the school year to ensure that the goals, support services, and placement are still appropriate. Make sure to consider any progress or regression your child may have experienced over the summer or since the last IEP.
  • Meet with your child’s teachers and related services providers before school starts to review the IEP together and ensure everyone is on the same page regarding implementation of the IEP. This is also a great opportunity to establish a communication plan with the teachers and related service providers!
  • Once school begins, allow your child some time to get used to the new classes, teachers, and schedule, and your child’s teachers some time to get used to your child’s unique strengths and needs, but do not wait too long to address any issues that might arise!  Having open and respectful communication and dealing with challenges early can help avoid much bigger problems later.

If you have any concerns about your child’s services or supports, you can visit The Arc@School to learn more about your rights and where you can find help.

The Arc logo

Grant Opportunity from the Coleman Institute

/in /by The Arc

The request for proposals for the Coleman Institute’s Declaration Implementation Grants (DIGs) is out! https://www.surveymonkey.com/r/2018-2019DIGS.

Chapters of The Arc have been in receipt of grants in the past. A video with additional information: even features some familiar faces from The Arc of Philadelphia & The Arc of Westchester!

Technology is a ubiquitous and valuable tool for billions of people worldwide, yet many people with cognitive disabilities have limited access to these tools for everyday living. As a means to address this inequality, The Coleman Institute for Cognitive Disabilities along with a coalition of disability organizations and individuals have asserted The Rights of People with Cognitive Disabilities to Technology and Information Access.  This statement of principles, commonly referred to as the “Declaration,” outlines what it means for the estimated 30 million Americans with cognitive disabilities to be meaningfully included in our technologically-driven society.  To date, over 2,541 individuals and organizations have endorsed the Declaration. Colorado and Maine have also enacted state legislative initiatives supporting the principles outlined in the Declaration.

The purpose of the Request for Proposals is to further advance the Declaration through local and statewide implementation grants.  Specifically through creative and effective approaches to increase awareness and demonstrate effective implementation of the principles outlined in the Declaration, as well as proposals that focus on applied cognitive technologies as a vehicle for accomplishing real-life practices. In the context of this proposal request, applied cognitive technologies are defined as “Technology supports that enable people with cognitive disabilities to successfully function in inclusive environments, to increase participation in tasks and activities in inclusive environments, and to promote social inclusion, self-determination, and quality of life.”

If you have any questions relating to DIGs, please email Genevieve Berry at genevieve.berry@cu.edu.

The Arc logo

Get Ready for Back to School with Relias Learning!

/in /by The Arc

Getting ready for the new school year? Don’t forget our most valuable resource, chapter staff, and their thirst for increasing their knowledge and skills. The Arc and Relias Learning (RL) partnership offers over 200 on-line courses on a variety of topics relevant to our work. Our collaboration entitles chapters to discounted rates and access to the RL Intellectual and Developmental Disabilities Training Library. Many chapters successfully use RL to meet state training requirements for their personnel. Don’t miss out on these important back-to-school supplies.

The Arc logo

The Arc of Prince George’s County’s Innovative School-to-Work Transition Program: A Conversation with Rob Malone

/in /by The Arc

Tell us about your chapter’s school-to-work transition initiative!

The Arc Prince George’s County provides transition and school to work services that include Project SEARCH, Ready@21 and our Youth Job Prep programs.

Project SEARCH:  Our program is one of only two sites on an air force base. Located at Joint Base Andrews, our program supports 7 to 10 students from Prince George’s County Public School System who experience a variety of work settings through three 10-week rotations throughout the school year. We partnered with Department of Rehabilitation Services, Joint Base Andrews, Maryland Developmental Disability Administration and Prince George’s County Public Schools. We had our first graduation in May 2018 and 75% of the students have obtained employment – one on base.

Ready@21 is a program that is preparing youth and their families for the transition process. Educational workshops are offered for parents and caregivers as well as the students on a monthly basis. The program for the students includes work readiness and skill building that covers appropriate work behavior, resume/portfolio development, job search, and interviewing.

Youth Prep Program provides supports to youth between the ages of 16-24 that have exited school and are not eligible for waiver funding. The program provides six months of work readiness and skill building training. It is open entry programs meaning that student can enter at any point and the supports are individualized and person-centered – based on functioning levels, interest, and employment and career goals.

Once a youth is ready for placement, our job developers work with them to obtain employment and employment specialist provide on the job coaching supports that diminishes over time and transitions to drop-in support. Once a youth is on the job for 90 consecutive days we discharge them but continue follow-up for one year to measure progress.

 

How is this initiative unique from other school-to-work initiatives?

Our school to work programs was developed in response to 1) the youth employment rate for individuals with disabilities and the request for services for youth that exited school with a diploma and were not eligible for support funding until they were 21, 2) the need for  job training and transition readiness as students prepare to move from entitlement services to eligibility supports and the need to provide students with transferable work experiences/exposure and relevant social skill development, 3)  increasing future opportunities for competitive employment while in school or after exiting school, and 4) the need for real world, hands-on training through a unique opportunity to explore a number of different career paths.  Our program is customized to fit the needs and preferences of those participating and is person-centered and geared toward supporting at the pace and needs of the youth/young adults participating in the programs.

Our programs are flexible and we are willing and eager to work with any employer that wants to partner with us to offer a wide variety of work exposure (e.g. shadowing) and experiences. In order to help youth make informed choices, we conduct a career assessment with youth that includes, but is not limited to, interest inventories and informal written and electronic vocational assessments.

 

Why do you think building employment skills while students are still in school is important?

It is clear that youth and young adults need exposure to a range of work-based experiences such as job visits, community service, job shadowing, and paid and unpaid internships.  We found it helpful to offer opportunities for students to integrate into the workforce before or shortly after exiting school. This results in a faster and seamless transition from school to stable employment and the adult life. Our program also helps students/young adults have a better understanding and exposure to work opportunities that guide them toward what future careers they wish to pursue.

The program is very beneficial to young adult and employers. The students learn how to work in the workforce and how to be a successful contributing member of their community. The businesses benefit by having a lower cost in recruitment and training for new employees, more diversity in the work place, and a reliable dedicated workforce with employment supports to decrease likelihood of lower turnover.

 

How do you prepare your staff to take on a new project like this, and to be prepared to support these students? How does it differ working with students on a school-to-work transition compared to long-term adult placement support?

We offer our staff the opportunity to participate in activities and trainings with a focus on youth and youth employment services. Our placement team has all been certified through the national ACRE certification program. The staff developed skills in discovery, customization, and placement in order to provide person-centered supports.

Supporting youth is a little different than our adult population as they have a very limited work history and we have the opportunity to assist them to develop appropriate work-related and social skills before they develop some of the bad habits that prevent them from obtaining and/or retaining employment the leads toward careers in the future. Also, supports may be short-term and can be phased out more quickly.  Natural supports are more easily developed in the business environment.

 

How do you anticipate this project benefitting your chapter’s sustainability and your ties to the community? What does success for this program look like to you?

We are educating the community and local businesses about persons with disabilities and the skills they may bring. In addition, our chapter can be the go-to organization for qualified trained candidates to meet employers’ employment needs. It also opens additional opportunities to seek grants and other funding options for youth services, employment training, and placement. As a result of offering youth and young adult school-to-work services, we have increased service options for families at an earlier phase in their loved one’s life that will guide them to a smoother transition in the adult world of work. The addition to these services has also resulted in an increase in our census and funding as when they are eligible for adult services they are more likely to select The Arc for long-term supports and services.

We see success of our youth/young adults that we support in our school to work programs to obtain good work ethics and skills that will assist them on obtaining and retaining employment and develop goals that lead to future careers. We also will work to increase the number of business partnerships to increase the variety of opportunities for work experiences and potential employers for the youth in our school to work and transition programs. We would like the youth to be prepared to exit school with all the tools they need to be successful on a job and the ultimate would be to exit with a job of their choosing that matches their desires, interest and will lead to a career. It is very common for staff, employers and persons with disabilities to underestimate their skills.  It may take more time and effort for everyone involved but it can be accomplished.  There is always a leading contingent, and for us that includes partner organizations like Giant Food, TJ Maxx, University of Maryland, Safeway, FCC, Thompson Creek and many more.

 

How is this transferable to other chapters and organizations? Do you have any advice for other chapters looking to implement similar initiatives? 

Employment is all about relationship building. In some sense, we are a staffing and sales organization. I would suggest that chapters develop a good working partnership with your local school systems and vocational rehabilitation programs. Also become active in your chamber of commerce or other related business groups to connect with potential business partners. Another important factor is to have good job developers and support staff that can provide person-centered job matching, coaching, and retention supports. Moreover, they must be good at business development and community outreach to many employers to share the case for hiring people with disabilities.

Don’t forget parent engagement. Another important component to the success of any youth or school-to-work program involves including the parents and caregivers as the youth/young adults are going to need their support as well. Parents also need education in the transition process and the earlier, the better as the transition is not only a challenge for the youth but the parents as well. Parents play an important role in providing invaluable career guidance and support to their loved ones. They can help prepare their loved ones for adult work by providing appropriate adult models to follow, assisting to connect with contacts and networks in the community.