Neli Latson Pardon

/in , , , /by Pam Katz

Overview: In 2010, Mr. Latson was an 18-year-old with autism and intellectual disability, waiting outside his neighborhood library in Stafford County, Virginia for it to open. Someone called the police reporting a “suspicious” Black male, possibly with a gun. Mr. Latson had committed no crime and was not armed. The resulting confrontation with a deputy resulted in injury to an officer when Mr. Latson understandably resisted being manhandled and physically restrained. This was the beginning of years of horrific abuse in the criminal justice system. Prosecutors refused to consider Mr. Latson’s disabilities, calling it a diagnosis of convenience and using “the R-word,” and rejected an offer of disability services as an alternative to incarceration. Instead, Mr. Latson was convicted, sentenced to ten years in prison, and punished with long periods of solitary confinement, Taser shocks, and the use of a full-body restraint chair for hours on end for behaviors related to his disabilities.

Virginia and national disability advocates, including The Arc urged then-Virginia Governor Terry McAuliffe to pardon Mr. Latson. In 2015, with bipartisan support from state legislators, Governor McAuliffe granted a conditional pardon. Although this released Mr. Latson from prison, it required him to live in a restrictive residential setting and remain subject to criminal justice system supervision for ten years. The terms of the 2015 conditional pardon meant Mr. Latson could be sent back to jail at any time, causing constant anxiety.

The Arc and other advocates continued to push for a full pardon which was finally granted by Governor Ralph Northam in 2021. The full pardon from Governor Northam recognizes Mr. Latson’s success since 2015 and relieves him from that ongoing threat. Mr. Latson now has the chance to live a satisfying and self-directed life in the community, free from burdensome, unfair restrictions and the constant threat of reincarceration, but unfortunately never free from the painful truth that Black people with disabilities live at a dangerous intersection of racial injustice and disability discrimination. Mr. Latson’s case galvanized disability rights activists, bringing national attention to overly aggressive and sometimes deadly policing, prosecution and sentencing practices and the horrifying mistreatment of people with disabilities in jails and prisons.

Case Documents

Pardon of Reginald Latson

Request for Complete Pardon and Other Relief for Reginald Latson

Press Releases

The Arc Calls on Governor McAuliffe to Grant Conditional Pardon for Neli Latson Immediately

The Arc Demands Full Pardon for Neli Latson, a Young Black Man With Autism, to Rectify Injustice

Coalition Demands Governor Northam Grant a Full Pardon of Neli Latson, a Young Black Man With Disabilities Subjected to a Decade of Injustice

Advocates Applaud Full Pardon of Neli Latson, a Young Black Man with Disabilities, After Decade of Injustice

Related Media

Washington Post: Stafford County woman confronts issues of race, autism after son’s arrest

Washington Post: Neli Latson is — finally — free. It only took 11 years, two governors and a national conversation about race and disability

The Hill: Amid Black Lives Matter protests, advocates seek pardon for autistic Black man convicted in 2010

Washington Post: Remember Neli Latson, the black teen with autism who seemed ‘suspicious’ sitting outside a library? Ten years after his arrest, he still isn’t fully free.

The Hill: Criminal injustice towards autistic individuals and the regrettable necessity of labeling autism a disability

Dallas Morning News: The U.S. justice system has an autism problem

Washington Post: In Va. assault case, anxious parents recognize ‘dark side of autism’

The Hill: Racial justice, disability rights, neurodiversity and cross-movement solidarity

OZY: Are Police Finally Learning to Deal With Autism? 

The Hill: Law enforcement’s efforts at greater autism awareness

Washington Post: Ruth Marcus: In Virginia, a cruel and unusual punishment for autism

Washington Post: A Black disabled teen went unheard in prison. People are now listening.

Prepared4ALL: Whole Community Inclusive Emergency Planning

/in , , , /by Pam Katz

This free course, created by AUCD, is designed to increase your knowledge about whole community emergency planning, including COVID-19 planning, as well as provide you the basic information needed to connect with your own local emergency planners, public health professionals, and community.

How Marginalized Families Are Left Behind in Disability Education Services and How to Address It

/in , , , , /by Pam Katz

Historically marginalized families face many barriers in regards to education service access and supports. These disparities have significant implications on both children and their families long past graduation. In this webinar, learn about the barriers faced, the historical and systemic factors that contribute to them, and the long-term implications. Attendees will also engage in an exercise to develop advocacy plans in their communities to address these issues and create meaningful change.

Speaker Bio: Dr. Jamie Pearson, a former behavioral interventionist and autism program consultant, is an Assistant Professor of Special Education in the Department of Teacher Education and Learning Sciences at North Carolina State University. Dr. Pearson earned her PhD in Special Education from the University of Illinois at Urbana-Champaign where she developed FACES, a parent advocacy program designed to support African American families of children with autism.

Download the presentation here.

For further questions, please email school@thearc.org.

Examining How Crisis Standards of Care May Lead to Intersectional Medical Discrimination Against COVID-19 Patients

/in , , , , , /by Pam Katz

Black, Indigenous and People of Color, disabled people, higher weight people and older adults have historically experienced and continue to experience discrimination by medical professionals. In health care settings, members of these communities face pervasive negative biases and inaccurate assumptions about their value, quality of life, capacity to communicate and make decisions, and likelihood of survival.

During the COVID-19 pandemic, these biases can have serious and even deadly consequences. Such biases may be exacerbated when hospitals are faced with scarce resources and must make decisions about which critically ill patients should receive treatment. The “crisis standards of care” which are used by many states and hospitals to make these decisions, have too often reflected these biases. It is crucial that these standards be tailored to avoid unlawful discrimination.

This guide provides: (1) an explanation of what crisis standards of care are and how they may perpetuate discrimination; (2) the principles that should apply to crisis standards of care to prevent discrimination; (3) the civil rights laws that apply to the use of crisis standards of care; and (4) recommended strategies to ensure the non-discriminatory application of crisis standard of care guidelines.

The HCBS Access Act: A Law 70 Years in the Making

/in , , , , , /by Pam Katz

The Arc of the United States was founded over 70 years ago by families who wanted their family members with intellectual and developmental disabilities (IDD) included in every aspect of life. Yet, most people with IDD had to leave their families and go live in institutions to receive the daily supports they needed because of their disability.

Our system of services and supports for people with IDD has come a long way since those days, but many people with IDD and their families still struggle to plan for the services needed to live a quality life in the community. Many people with IDD wait years to get off the waiting list for services only to find few direct support professionals available to provide the services they need in the community and even more limited affordable and accessible housing. Even when they do find a home in the community and a trusted professional to meet their needs, they often have to start their search again in six months or a year because the turnover in the field is so high. Or worse, they move to another state to be near family after a parent dies and end up on the waiting list for services all over again.

Congress finally proposed a bill, the Home and Community-Based Services Access Act, to make changes to the system of support for people with disabilities to ensure community-based services are there for all people with disabilities who want to live their lives in the community, with their friends and family.

In this webinar, you will learn about barriers in the current system, the proposed changes, and what you can do to make sure these changes become a reality.

Read the full transcript.

Access webinar slides.

Speaker Bio: Nicole Jorwic was previously the Senior Director of Public Policy at The Arc of the US. Prior to joining The Arc, Nicole served as Senior Policy Advisor and Manager of the Employment First Initiative in Illinois. Prior to that appointment, Nicole served as the CEO/President of the Institute on Public Policy for People with Disabilities. Nicole is also an accomplished special education attorney and an advocate for students with disabilities and their families. Nicole received her JD and Child and Family Law Certificate from Loyola University and her BS from the University of Illinois. Nicole is also a sibling; her brother, Chris, is 31 and has autism.

Talk About Sexual Violence Phase 3 Introduction

/in , , , , , /by Pam Katz

Now in its third year, the Talk About Sexual Violence project will build on its success by not only preparing health care professionals to have much-needed conversations about sexual violence with people with IDD, but to know how to use a supported decision-making lens that supports victim-centered approaches. This flyer gives an overview of the Phase 3 project focus and related information.

Ensuring Free and Appropriate Education (FAPE) During COVID-19

/in , , , /by Pam Katz

This session explored some of the common hurdles for students with disabilities in distance learning/hybrid models during the pandemic. The presenters shared recommended practices and effective strategies that promote equity and meaningful progress. The presentation includes practical tips for families that can be put to use immediately.

Download the presentation slides here.

Speakers:

  • Denise Stile Marshall,M.S., CEO, Council of Parent Attorneys and Advocates (COPAA)
  • Amy Bonn, Esq., Member and Consulting Attorney, Council of Parent Attorneys and Advocates (COPAA)

For further questions, please email school@thearc.org.

 

Planificación Futura: Es Posible y Necesaria

/in , , , , , /by The Arc

This webinar on future planning for people with intellectual and developmental disabilities (IDD) was presented in Spanish.

Planning for the future is important for all families. Thinking about the future can be challenging and emotional. However, experience shows that people with disabilities make a better transition from the family home when a future plan is in place. A future plan can also provide peace of mind for caregivers of people with IDD. Learn from staff at The Arc of the United States on how to get these discussions started and the steps your family should take to create a future plan. This presentation also provides an overview of The Arc’s Center for Future Planning website and resources that can help facilitate discussions to create a future plan.

Hacer planes para el futuro es importante para todas las familias. Pensar en el futuro puede ser emotivo y desafiante. Sin embargo, la experiencia muestra que los adultos con discapacidades logran una mejor transición de la casa familiar cuando tienen un plan futuro. Tener un plan también le puede dar tranquilidad a los cuidadores de las personas con discapacidades intelectuales y de desarrollo. Aprenda de personal de The Arc cómo empezar estas discusiónes y los pasos que su familia debe seguir para crear un plan futuro. Esta presentación también proporciona una descripción general del sitio web del Centro de Planificación Futura de The Arc y de los recursos que pueden ayudar a facilitar las discusiones para crear un plan futuro.

Presentation Slides

A Forum on Financial Planning for People With IDD

/in , , , , , /by Pam Katz

The ability to save is crucial in securing a life plan for people with intellectual and developmental disabilities (IDD) who often rely on public benefits like Supplemental Security Income (SSI), Medicaid, and housing and food assistance to pay for things that they need to live in the community. However, many public benefits have very strict limits on how much money you can have to qualify and keep the benefits. How do people know what public benefits they are eligible for? How can people save to buy the things they want and need when they have so little money to start with? What are special needs trusts and ABLE accounts, and when should people have one? Our panel of experts provides an overview of these important issues, plus helpful resources.

Presentation Slides

Q&A

Financial Planning for Families With a Member With Special Needs: by Theresa Varnet

Speaker Bios

Theresa Varnet

Theresa Varnet, M.S.W. J.D., has been an advocate for people with disabilities and their families for over 50 years. She is a former teacher and social worker and is now an attorney with Spain, Spain & Varnet, P.C. in Chicago, Illinois and Fletcher Tilton, P.C. in Worcester, Massachusetts. Theresa joined the Arc in 1968 and has been an active volunteer with chapters of The Arc in Illinois, Massachusetts, and Kentucky. She is also the parent of an adult daughter with IDD.

Miranda Kennedy

Miranda Kennedy is the Director of the ABLE National Resource Center (ABLE NRC), the leading source of information on Achieving a Better Life Experience (ABLE) accounts. ABLE NRC’s mission is to educate, promote and support the positive impact ABLE can make on the lives of millions of Americans with disabilities and their families. Miranda served as Director of Training for the U.S. Department of Labor’s Employment and Training Administration’s national Disability Employment Initiative (DEI) and Disability Program Navigator Initiative (DPN) from 2006-2018. She holds a master’s degree in Public Policy from the University of Denver Institute for Public Policy Studies and a Bachelor of Arts in English Literature from University of Colorado at Boulder.

Delores Sallis

Delores Sallis is the founder of Parent University in Milwaukee, Wisconsin. Parent University serves as a resource for black families of people with disabilities and helps them navigate the systems of support for people with disabilities, including school systems, in the Milwaukee area. Delores has a great passion for the families she serves, because she knows there is a great divide of resources. Delores is the mother of five children, the youngest of which has multiple disabilities. She also has a granddaughter with cerebral palsy.

Alexa Blueprints and Routines

/in , , , , , /by Pam Katz

Talking to technology is something that most of us do every day. It’s become commonplace to ask a device to set a timer or turn something on or off rather than touching a button or flicking a switch. Amazon Alexa offers two new ways for students, educators, and parents to use their voice to interact with technology that can save time, deepen learning, and provide access to critical information.

With Alexa Blueprints and Alexa Routines, students can now track upcoming events on their calendar, create study resources, or even make appointments – all without needing to open their computer. Teachers can use Alexa to prepare for upcoming lessons, create quizzes and offer Q&A resources to students. And administrators can quickly access information needed for planning and communicate with faculty about dates, timelines and meetings.

With feedback from parents and educators, Alexa Blueprints now offers a feature that focuses on helping students regulate their emotions. Parents, educators, support professionals, and students themselves can access breathing and meditation exercises, calming music and even a “glow” that changes in color and intensity, all ways to help with self-regulation. It also features the capacity to build “social stories” that model desired routines and good behaviors.

For more information, check out this overview and this user guide to get started.