“Each year, I’m inspired by the crowd that gathers for Disability Day at the Capitol, a crowd that’s as diverse as the State they call home,” said Governor Nathan Deal to Making a Difference. “This level of support demonstrates that disabilities affect us all. I hope that all Georgians will take the time to listen to and advocate for all citizens with disabilities in our State.”
Georgia Council on Developmental Disabilities (GCDD) opened March by hosting the popular 17th annual Disability Day at the Capitol, on March 5th at Liberty Plaza. March is also Disability Awareness Month.
Even with low temperatures and steady rain, the event was met with excitement from advocates, people with disabilities and supporters. To show the power of the collective voice and advocacy, GCDD’s Disability Day theme commemorated the 25th anniversary of the Americans with Disabilities Act (ADA) by titling this year’s event, “Fulfilling the Promise of the ADA.”
In front of the crowd, Deal proudly proclaimed that March would officially be Disability Awareness Month and recognized July 26th as the 25th anniversary of the ADA.
“We must preserve the past by remembering those who fought for your rights. We must also celebrate our present by commemorating the 25th anniversary of the ADA, and we must continue to educate others about accomplishments and barriers that still exist for people with disabilities,” said Governor Deal, who has spoken at Disability Day for the past five years.
The Governor’s proclamation was presented to GCDD at the event that brought together advocates from across the State to promote access, opportunity and meaningful community living for Georgians with disabilities and their families.
A variety of groups brought their enthusiasm to the annual kick-off at the Georgia Freight Depot to raise awareness about the rights and concerns of people with disabilities. At the gathering, attendees made posters advocating for equal opportunities in education and the workplace knowing that the contributions of people with disabilities are important to the community.
GCDD Executive Director Eric E. Jacobson kicked off the event with a rousing speech highlighting the importance of how the ADA and the civil rights efforts of the 1960s were tied together.
“There wouldn’t be an ADA if Americans had not fought for civil rights in the 1960s. While Dr. [Martin Luther] King and Rosa Parks fought in Montgomery to get a seat on the bus, there are many people here who couldn’t even get on the bus, and especially here in Atlanta where they fought to make sure that people who use wheelchairs could get on the bus,” said Jacobson.
Jacobson also announced GCDD’s continued support for closing all institutions in Georgia, and the Council’s goals for the following year. “Kids and people don’t belong in institutions. They belong in communities with the rest of us. They belong by having a job, going to school, living in their own homes with their own keys to their own doors. They belong as a part of being able to build a church or synagogue or temple or mosque or wherever they want to pray,” said Jacobson. “They belong in our communities and it’s time that Georgia closed those doors to make sure that nobody ever again is locked up somewhere for no crime at all.”
GCDD will be working over the next year to create a report card on how well Georgia is doing as it relates to employment, community living, students graduating from high school and transitioning into adult life, healthy living and early childhood. The report card will be based on national goals established by Six by ’15.
Six by ’15 is a national campaign celebrating the 40 years of the Individuals with Disabilities Education Act and 25 years of the ADA. The initiative is building a new future by joining efforts to achieve six national goals in the following areas by the end of 2015:
• Employment • Community Living • Education • Transition • Healthy Living • Early Childhood
As this year marks the anniversary of the ADA, it is also an important milestone in the civil rights movement. 2015 celebrates the 50th anniversary of the Selma-to-Montgomery march that took place in Alabama in 1965. Tying in the ADA anniversary’s message of “Disability Rights are Civil Rights,” this year’s Disability Day received a special message from a civil rights activist and leader who has paved his own history along the way, and was present on that historic day in Selma.
US Representative John Lewis (D-GA 5th District) sent a message of support to the crowd at Disability Day remarking on the importance of continuing the fight and causing “good trouble, necessary trouble.”
“None of us, not one of us, not any of us must be left out or left behind. I will continue to stand and fight for what is right and fair and just,” said Lewis in a recorded statement. (Read his complete statement on page 11 or watch the video at gcdd.org.)
The event also saw the talents of Joey Stuckey, an award-winning guitarist and vocalist who is blind and advocates for accessible music education for everyone. Stuckey sang “The Star-Spangled Banner,” “Georgia On My Mind,” the official state song of Georgia and “This Little Light of Mine.” Stuckey is also the official music ambassador of Macon, GA.
Reverend Susannah Davis, pastor at Kirkwood United Church of Christ, inspired the crowd by reminding them although the ADA has brought the community a long way, there is still much to be done.
“ADA was a beginning – a strong and safe way for everyone to be able to attend, to participate, to create, to contribute, to live fully and faithfully, but we’ve still got a long way to go,” she said. “We’ve got more ramps to build, more elevators to purchase, more lifts to put in place, and that’s not all. We need more accessible ways to belong to the workforce and service organizations, to be leaders in government, to blaze the trail for public policy, to shine our light in arts and entertainment, to make a way in whatever it is you dream about, a way for you to be you fully and wholly.”
Disability Day at the Capitol is an opportunity for the disability community and their supporters to connect with each other and their elected officials. This year’s focus on the ADA coincides with GCDD’s mission and legislative agenda that concentrates on achieving inclusive communities, voting rights and access to education and jobs.
In Making a Difference’s Winter 2015 issue, GCDD outlined areas such as education, employment and Unlock The Waiting Lists! where they would be advocating for more services and supports during the legislative session.
At the time of this writing, some advocacy successes included the Georgia House of Representatives funding 75 new NOW/ COMP waiver slots and a 50-cent-per-hour increase for personal support services in ICWP Waivers.
Employment First had a big achievement as Georgia House Resolution 642 created the Joint Study Committee on Postsecondary Education and Employment Options for Individuals with Intellectual and Developmental Disabilities. (For complete coverage on the legislative session, read the Legislative Recap on page 18.)
Furthermore, continuing advocacy for inclusive post-secondary programs has resulted in the growth of programs across the State. In addition to the program at Kennesaw State University, post-secondary programs are now at Georgia State University, East Georgia State College and Columbus State University.
Frequent Disability Day guest Senator John Albers (R-District 56) brought cheer to the crowd to remind them of the importance of Disability Day.
“You have got our commitment to help you to just give sunshine to this cause,” said Albers. “We have lots of good things happening, and I tell you this every year that if the world saw everything through the lens of somebody with special needs, it would be a better place to live.”
GCDD Chair Mitzi Proffitt called for a recommitment to the ADA in the remaining months of the 25th anniversary celebration. “Across the country people are signing the pledge with the goal of getting 2,500 signatures by July 26th recommitting to the legislation,” said Proffitt.
The goal of the pledge is to reaffirm the principles of equality and inclusion and recommit efforts to reach full ADA compliance. Organizations and faith communities are being encouraged to sign the ADA proclamation.
Closing the rally was Mark Johnson, director of advocacy at the Shepherd Center and chair of The ADA Legacy Project. He organized the crowd as they marched back to the Georgia Freight Depot, and reminded them of the 2003 Free Our People March from Philadelphia to Washington, DC and the historic Selma-to-Montgomery march.
As the crowd gathered to go back to the Depot, Johnson reminded everyone that, “We need to go forward. Let’s quit saying, and let’s start doing.”
To sign the Americans with Disabilities Act pledge, visit www.adaanniversary.org/pledgeon.
When Employment First becomes the culture in Georgia, will it provide enough help for people with disabilities to have the good life? The life that everyone strives for, regardless of disability, without want for basic necessities? Employment First Georgia advocates suggest a call to action for more. The joy of having a job or developing a career is diminished without financial stability. A successful Employment First culture in Georgia will embrace employment in an integrated setting, at a living wage as the expectation, not the exception. What does it mean to earn a living wage, not just minimum wage? It means that when you are working, you have enough money to live comfortably and to save some as well. It means that you can save for vacations, better technology or furniture. It means that you can use a credit card and have the satisfaction of paying the balance (or learn the lesson of what happens when you do not).
But, sometimes, we make assumptions that these things will not be part of the life of a person with a disability.
When people earn a living wage, they make enough to meet their expenses. In the disability service system, there is a belief that people should not be bothered with their living expenses or what their cost of daily living is. However, it is vital for everyone to know what it takes to shop, to cook, to obtain medical care and to enjoy entertainment to achieve financial stability. We must raise the expectation of what someone's monthly expenses are. Monthly expenses include utilities, room and board and the things that the majority of society chooses to have a good life within our means.
When we visit people with disabilities throughout Georgia who are not working, we are astounded by how few people are given access to their own savings accounts. According to the Corporation for Enterprise Development, 69% of individuals with disabilities reported they have no checking account and 54% reported no savings account. People who receive public benefits have money left over monthly, even if it is a small amount. But, without the knowledge of how much is saved and what it can buy, people are in no better condition to increase their standard of living.
Compound the mystery of savings with the minimum or subminimum wage a person with a disability can expect to earn. People with disabilities earning a minimum wage for a few hours each week rarely enjoy the fruits of their labor. Seven dollars and 25 cents an hour for a few hours rarely gets a person beyond trips to the discount stores and meals at fast food restaurants. Moreover, the incentive for working harder, increasing job skills and achieving promotions is diminished when the financial incentive remains the same.
So, when Employment First is the culture in Georgia and people with disabilities are offered effective employment supports without the expectation that they should make a living wage, people with disabilities will not rise out of the poverty that they have been segregated into for generations. "Because tax dollars support the services of public rehabilitation [and other employment support services impacted by an Employment First policy], it is reasonable to demand that the employment secured lays the foundation for financial stability," as written in Why Financial Stability Matters in Vocational Rehabilitation Counseling by Abby Lindman Cooper.
In an Employment First culture, a person with a disability is offered the opportunity to work before being offered other services. They are given the chance to work and earn money. However, there is an assumption that after the employment support provider helps someone find a job, the goal has been reached. We tell ourselves that everyone starts out making minimum wage and that public benefits will pay for what minimum wage does not. There is a myth that people with disabilities do not have the same wants and needs as everyone else, such as owning nice material goods or experiencing a rich social life. We must break this assumption. Instead, we must model raised expectations so that a person with a disability who strives to earn a living wage can choose to buy concert tickets, go to a sporting event and frequent a nice restaurant.
In a successful Employment First culture, a person with a disability will be presented with employment in an integrated setting within the community as the first and priority service option. Equally important, they will be presented with what to expect in wages, hours, benefits, taxes and the impact on a credit score, the opportunity for saving, work incentives and plans to become more financially independent.
The most important thing is supporting individuals with disabilities to make the critical connection that financial resources are a means to an end, and to know that they can and should take ownership of their own financial lives. We have an obligation to support families and people with disabilities who expect financial stability. By the time a person is old enough to go to work, regardless of disability, the expectation will have been set from a young age that he or she will make a living wage, not just "get a job."
We will support families to seek and obtain support and information. For example, families can contact the Work Incentives Planning and Assistance Projects to learn how any wage will affect public benefits. Each county in the State is served by the Shepherd Center or Georgia Vocational Rehabilitation Agency. Families can go to www.benefitsnavigator.org/gpage2.html to learn which agency serves them, and call to talk about the special rules that help job seekers work and still receive monthly payments and Medicaid or Medicare.
An ideal Employment First culture can create incentives for providers of employment support services when they help a person work for a living wage instead of minimum wage. An ideal Employment First culture can also create incentives for providers of employment support services when people with disabilities earn promotions, raises and employment-related benefits. Employment supports do not end when someone earns his or her first paycheck. Employment supports continue to assist people with disabilities to earn a living wage and live the good life!
CRYSTAL RASA, JD, is the program accountability director and employment director at the Georgia Advocacy Office.
As this article goes to print, there are still two legislative days left until the cries of “Sine Die,” the official end of the legislative session. This is the first time in a few years that the final day did not occur before April Fool’s Day. In fact, the 2015 session will end almost two weeks after last year’s session. Although only two days remain, there are still several issues that are unresolved, including the final outcome of the FY 2016 budget.
Please continue reading to learn some highlights of what happened in the 2015 General Assembly and what advocates are working toward. Note that the information is current as of this issue’s print deadline, so please be sure to go to www.gcdd.org and click on “Public Policy” to read the final legislative wrap-up edition (Issue 8) of GCDD’s newsletter Public Policy for the People for the final outcome of the budget and other highlights.
FY 2016 Budget A quick overview: This is the second year since the recession hit that state agencies were not asked to reduce their budgets. For the fourth year in a row, Georgia’s economy has shown modest growth. The total budget for FY 2016 is $21.8 billion state dollars, and since Georgia operates with a balanced budget approach, any funds that are added in one area must be taken away from somewhere else. Major funding priorities of this budget were education and transportation. Two of the many controversial issues heavily debated were whether or not non-certified, part-time Georgia school employees, such as school bus drivers, can remain eligible for the State Health Benefit Plan as well as a proposed excise tax (for transportation).
Governor Nathan Deal also added to the state’s “Rainy Day” fund because the actual revenue was greater than what had been anticipated. Just as in recent years’ budgets, the 2016 budget essentially provides small measures of relief.
GCDD Advocacy Days The FY 2015 budget was the final year in which the Georgia state budget had a prescribed number of waivers required by the Department of Justice Settlement Agreement, which largely focused on individuals leaving institutional settings. Further, since the Governor did not include any of the Unlock the Waiting Lists! asks that focus on addressing needs of individuals with disabilities needing services in their communities within his budget recommendations, this made our legislative advocacy, alongside our grassroots advocates, all the more critical. And advocate we did!
GCDD held five separate advocacy days leading up to our annual Disability Day at the Capitol: We Need Waivers; ICWP Raise the Rate Day; Kids Need Real Homes, Not Nursing Homes Day; Employment First Day; and Youth Day. These advocacy days were a huge success! Almost 200 attendees participated in our advocacy days, and many spoke of being able to find their voice for the first time. Furthermore, legislators learned about issues facing Georgians with disabilities. Keep reading to see the fruits of our labor.
Unlock the Waiting Lists! Campaign The Unlock the Waiting Lists! Campaign focused on a small number of key additions to the budget. One of these key issues was to address the impossibly low Medicaid reimbursement rate of the Independent Care Waiver Program (ICWP). ICWP, allows young and middle-aged adults with significant physical disabilities or Traumatic Brain Injuries to live in the community instead of nursing facilities. Currently, the state Medicaid reimbursement rate for ICWP Personal Support is between $11 and $15 an hour, making it by far the lowest reimbursed Medicaid waiver in Georgia. After a home health agency takes their cut, working caregivers can get as little as $8 an hour. This low rate makes it almost impossible to find qualified caregivers. Further, it endangers the lives of Georgians who receive ICWP and increases the likelihood that they will suffer abuse at the hands of poor caregivers. Likewise, it causes waiver recipients or their family members to miss valuable work time due to caregiver issues.
The House put in a $.50/hour increase for Personal Support Services for ICWP, and the Senate put in an additional $.50/ hour for a total increase of $1/hour with language that the increase must be directed toward the direct support professionals (those working caregivers providing the direct care to individuals with disabilities). We hope that we keep the full $1 per hour increase in the final budget, but the final outcome is not known as of print time.
Another major issue that Unlock tackled was the enormous waiting list of over 7,500 for the NOW/COMP waivers. If you are a Georgian with significant developmental disabilities, you have three choices. One is to spend your life in a facility, like a private intermediate care facility or a nursing home, and your second choice is to get a NOW or COMP waiver. These waivers are only available to people whose disabilities are significant enough to qualify for ongoing care in a facility, and provide services and supports that allow people with developmental disabilities to live in real homes in their own communities. Virtually everyone would choose a life with a waiver rather than be stuck in a facility.
But there’s a problem – just because you qualify for a waiver doesn’t mean that you get one. And that’s the third choice … to hang on as best you can, wait, hope and pray for a waiver. The House put in 75 new NOW/COMP waivers, and the Senate agreed. This agreement lets us be hopeful that these slots will remain in the final budget, but as stated before, the final outcome is not yet known as of print time.
Below is a summary of these Unlock the Waiting Lists! requests and what happened in the Georgia General Assembly: Employment First Policy The Employment First Advocacy Day had the largest number of attendees of all the advocacy days. We are so excited about the momentum that the Employment First advocacy has gained and have received so many positive comments from legislators.
“Employment First” means that employment should be the first and preferred option for all people, regardless of their disability. Under an Employment First policy, employment in the general workforce at or above minimum wage is the first and preferred option for all working age citizens with disabilities. Not only would it benefit Georgians with disabilities who could realize their goals, but also family members of people with disabilities who would have peace of mind for their loved ones, Georgia employers who would gain excellent employees, and Georgia taxpayers who would gain more taxpaying citizens.
GCDD wishes to thank Rep. Katie Dempsey (R-District 13) for her leadership on Employment First. We thank her and all her co-sponsors for House Resolution 642, which will initiate a study committee on the benefits of an Employment First policy and Post-Secondary Education options for Georgians with disabilities. HR 642 PASSED and we anticipate a study committee will be appointed sometime after session ends. We are exploring ways for members of the Georgia State Senate to be involved as well.
Inclusive Post-Secondary Employment On Monday, March 9, the Georgia Inclusive Post-Secondary Education Consortium (www.gaipsec.org) along with students and staff from various inclusive post-secondary education (IPSE) programs in Georgia gathered at the State Capitol to thank the Georgia General Assembly for its appropriations support in the Georgia state budget over the past two years. Senator Butch Miller (R-District 49) and several co-sponsors introduced Senate Resolution 276 to commend the Georgia Inclusive Post-Secondary Education Consortium for its work to create opportunities for students with intellectual and developmental disabilities in Georgia who have historically not had access to postsecondary education opportunities.
Legislation In order to pass, a piece of legislation must have passed both chambers in identical form by midnight on Sine Die. Governor Deal has 40 days to sign or veto bills that were passed. If he does not act on a bill within this time period, the bill becomes law. Since the 2015 session is the first year of a two-year cycle of the Georgia General Assembly, bills that do not make it this year will still be alive for consideration in 2016.
Haleigh’s Hope Act (medical cannabis)/House Bill 1 – PASSED This legislation sponsored by Rep. Allen Peake (R-District 141) allows the limited use of medical cannabis oil (no more than 5% or possess no more than 20 fluid oz. of tetrahydrocannabinol (THC), an active ingredient) to treat eight disorders: cancer, Crohn’s disease, Lou Gehrig’s disease (ALS), mitochondrial disease, multiple sclerosis, Parkinson’s disease, seizure disorders and sickle cell disease. Before Georgians can begin using CBD oil the state will still have to set up the Low THC Oil Patient Registry. The Department of Public Health is charged with establishing procedures, rules and regulations to assist doctors in making the certifications that a patient has a qualifying condition.
Family Care Act (HB 92 and SB 242) This legislation would allow individuals whose employers provide sick days the option of using up to five sick days to care for family members. The lobbying efforts for this are led by the Georgia Job Family Collaborative (www.gaworkingfamilies.org). HB 92, sponsored by Rep. Tommy Benton (R-District 31) stalled in the House Industry & Labor Committee. Within days of the end of session, a new bill, SB 242, was dropped by lead sponsor Senator Mike Williams (R-District 27). We will follow this bill closely in the 2016 legislative session to see what happens.
HB 86 – PASSED This legislation transfers the Division of Aging Services (DAS) from the Department of Human Services (DHS) to the Georgia Adult and Aging Services Agency.
Ava’s Law (SB 1 to be attached to HB 429) It was announced in a press conference within days of the end of session that SB 1, the autism insurance bill known as Ava’s Law, sponsored by Senator Charlie Bethel (R-District 54), would be attached to HB 429 with some modifications. Prior to attaching the autism bill language, HB 429, sponsored by Rep. Ron Stephens (R-District 164), prevents health benefit plans from restricting coverage for prescribed treatment based upon an insured’s diagnosis with a terminal condition.
This announcement comes after an agreement was reached between the chairmen of the House and Senate insurance committees that will allow some children with autism to be covered by insurance. Both chairmen expect that the combined bill will easily pass the Senate, and the modified bill should be accepted by the House.
Many disability advocates are passionate supporters of Ava’s Law and the therapies it would cover, but there are some advocates who object to the bill, particularly its inclusion of Applied Behavior Analysis therapy.
While we remain incredibly grateful for the strides we made, we have only begun to scratch the surface of the real work that needs to be done in Georgia to improve the lives of people with disabilities. So please join our advocacy network to see how you can be involved!
GCDD Needs YOU –Join our Advocacy Network TODAY! Go to www.gcdd.org, scroll down to the bottom, and click on the green button “Join our Advocacy Network” and follow the instructions.
Making a Difference will feature five guest columns by Mark Johnson on the legacy of the ADA and how national and state groups are commemorating the anniversary. This is the third installment.
By the time you read this version of my ADA25 series, much will have happened around the celebration of the 25th anniversary of the Americans with Disabilities Act (ADA).
Georgians with disabilities, advocates and supporters will have marched in the MLK Jr. Parade in Downtown Atlanta representing ADA25, and The ADA Legacy Tour will have kicked off in TX. We will have rallied at the 17th annual Disability Day at the Capitol despite the wet, windy and cold weather. Many will have attended Presence is Power and people would have represented ADA25 at the 50th anniversary of the Selma-to-Montgomery march.
At the same time, the ADA25 Faith and Disability initiative will have kicked off. The Collaborative on Faith and Disability is partnering with the Interfaith Disability Advocacy Coalition (IDAC) and The ADA Legacy Project on this initiative. IDAC is planning a celebrative interfaith service in Washington, DC on July 26, 2015. It has also passed a Pledge to Recommit to Full Implementation of the ADA and is urging its member religious organizations to do the same.
The Georgia legislative session will have ended and hopefully attendants will get a pay raise, more waivers will be available and Georgia will have become a Employment First State.
And finally, your plans for the 25th anniversary of the Americans with Disabilities Act will be firmed up, and The ADA Legacy Project has made it very easy for you to engage in the 25th anniversary. On the website (www.adalegacy.com), you can find resources like: • A guide on How to Celebrate ADA25 • T-shirts to order • The ADA Pledge for individuals and groups to recommit to the landmark legislation.
Throughout the celebration, we reminded everyone to preserve, educate and celebrate the law that has allowed people with disabilities to have equal rights and become a part of the community as a whole. We have a lot to be proud of, but we must not forget what we fought for. During the celebrations, The ADA Legacy Project is seeking a recommitment from the community in regards to the full implementation of the ADA.
Join us in helping get 2,500 signatures on the recommitment of the ADA. Sign the ADA Pledge, adaanniversary.org/pledgeon
Pledge to Recommit to Full Implementation of the ADA
On July 26, 1990, President George H.W. Bush signed into law the Americans with Disabilities Act (ADA) to ensure the civil rights of people with disabilities. This legislation established a clear and comprehensive national mandate for the elimination of discrimination against individuals with disabilities.
On July 26, 2015, we will celebrate the 25th anniversary of the signing of the ADA. The ADA has expanded opportunities for Americans with disabilities by reducing barriers and changing perceptions, and increasing full participation in community life. However, the full promise of the ADA will only be reached if we remain committed to continue our efforts to fully implement the ADA.
On the 25th anniversary of the Americans with Disabilities Act, I will celebrate and recognize the progress that has been made by reaffirming the principles of equality and inclusion and recommitting my efforts to reach full ADA compliance.
NOW THEREFORE, I (name), ___________________ ______________________________ do hereby reaffirm that I will continue to work toward full ADA compliance.
You Get Proud by Practicing by Laura Hershey
If you are not proud For who you are, for what you say, for how you look; If every time you stop To think of yourself, you do not see yourself glowing With golden light; do not, therefore, give up on yourself. You can get proud. You do not need A better body, a purer spirit, or a Ph.D. To be proud. You do not need A lot of money, a handsome boyfriend, or a nice car. You do not need To be able to walk, or see, or hear, Or use big, complicated words, Or do any of those things that you just can’t do To be proud. A caseworker Cannot make you proud, Or a doctor. You only need more practice. You get proud by practicing. There are many many ways to get proud. You can try riding a horse, or skiing on one leg, Or playing guitar, And do well or not so well, And be glad you tried Either way. You can show Something you’ve made To someone you respect And be happy with it no matter What they say. You can say What you think, though you know Other people do not think the same way, and you can keep saying it, even if they tell you You are crazy. You can add your voice All night to the voices Of a hundred and fifty others In a circle Around a jailhouse Where your brothers and sisters are being held For blocking buses with no lifts, Or you can be one of the ones Inside the jailhouse, Knowing of the circle outside. You can speak your love To a friend without fear. You can find someone who will listen to you Without judging you or doubting you or being Afraid of you And let you hear yourself perhaps For the very first time. These are all ways Of getting proud. None of them Are easy, but all of them Are possible. You can do all of these things, Or just one of them again and again. You get proud By practicing. Power makes you proud, and power Comes in many fine forms Supple and rich as butterfly wings. It is music when you practice opening your mouth And liking what you hear Because it is the sound of your own True voice. It is sunlight When you practice seeing Strength and beauty in everyone, Including yourself. It is dance when you practice knowing That what you do And the way you do it Is the right way for you And cannot be called wrong. All these hold More power than weapons or money Or lies. All these practices bring power, and power Makes you proud. You get proud By practicing. Remember, you weren’t the one Who made you ashamed, But you are the one Who can make you proud. Just practice, Practice until you get proud, and once you are proud, Keep practicing so you won’t forget. You get proud By practicing.
Mark Johnson is the director of advocacy for the Shepherd Center, the top spinal cord & brain injury rehabilitation hospital in the nation. Johnson also serves as the council chair for The ADA Legacy Project.
When Regina Watts arrived in 2008, Albany Technical College didn’t have an inclusive post-secondary education (IPSE) program. Watts had worked in the disability space for over a decade prior, and she wrote the idea for an inclusive program down on an initial list of goals. “I wanted to create a program for those students that would possibly not have the opportunity to go to college.”
Six years later, Watts still had the piece of paper, and she began to connect with other administrators across the state as other programs got their start. Eventually she received money through a federally funded grant to gauge interest. With help from the Georgia Inclusive Postsecondary Education Consortium (GAIPSEC), as well as many other people, grants, agencies and institutions, Watts created the Leveraging Education for Advancement Program (LEAP), which is entering its fifth academic year.
“Everything just fell in place with the grant, where we were able to see if there was a need, and most definitely there was a need,” Watts said. “It’s been a wonderful process of getting the program sustained and established.”
Watts is now the special needs/disability services coordinator at Albany Tech and the director of LEAP. There are nine IPSE programs in the state of Georgia, but LEAP is the only one hosted by a technical school, where extra emphasis is given to hands-on education and practical experience.
At LEAP, students with disabilities take courses with peers and receive support through mentorship. Students can enter the program at the start of the fall, spring or summer semesters, and they typically take one course per semester. After two years, students earn a certificate and graduate with their class.
Students enrolled in the program typically complete a Business Office Assistant certificate, a credential approved by the Technical College System of Georgia and made up of six courses also available to Albany Tech’s larger student population. Watts says taking classes with peers and working with the program’s mentor-tutors allows for a holistic college experience built on education and socialization. “They are truly exposed to a lot,” said Watts.
Recently, the school’s board approved for Watts to offer 15 other certificates that students had expressed interest in. The fall 2020 semester is the first time a student has registered for a certification other than Business Office Assistant. The student registered for an Infant/Toddler Child Care Specialist certificate, and her ultimate goal is to work at a daycare.
“Students that probably would not have had an opportunity to go to college can come to the LEAP program and get what they need academically, socially and mentally as well — get the tools that [will] help them go into the world of independent living,” Watts said.
Despite the disruptions of COVID-19, there are currently seven students enrolled in LEAP. One of the students is currently completing his last course, and the program welcomed two new students this semester, one of whom is a dual-enrolled high school student.
Watts personally called each student entering the program on the phone ahead of the semester to present their family with options. Three of the students in LEAP are attending virtually, and four students are taking classes on campus.
Under normal circumstances, students in LEAP take classes on campus in Albany. Students in the program are exposed to a variety of experiences, including conferences, internships, volunteering and job-shadowing. They also work closely with the Career Services Office, where they create resumes and complete mock interviews. COVID-19 has disrupted many of these opportunities, but the work hasn’t stopped by any means.
The program currently has two mentor-tutors available to students for personalized assistance, one on campus and one virtual. Watts says that virtual learning is as inclusive as it can be, but she’s currently working out ways to create a more fulfilling and effective digital experience with virtual tours and workshops.
Under Watts’ direction, the program has been able to leverage its position at a small, technical college to best accommodate those it serves. She hopes to keep it small and flexible, so the program can continue providing students with thoughtful, personalized services.
“I want to give an example of my very first student,” said Watts.
“We started the program with one student, and that was very wise. He is the innovator in the video on my webpage. He blossomed into the person that was able to create a video, to be a part of the video that introduces what the LEAP program is all about. I am just so happy to be able to help someone to achieve their dreams.”
Since then, Watts has used her passion to continually improve the program and adapt to new challenges. “It is definitely a rewarding experience for me as well. To be a vehicle that can help an individual to better their lives,” she said.
Marcia Singson, Parent Advocate Singson is the founding president of the Georgia Aspergers Organization and an employment specialist with Project SEARCH.
Brenda Munoz, Parent Advocate Munoz is a 2014-2015 GaLEND Family Fellow at the Center for Leadership in Disability at Georgia State University.
Rickie Jodie Wren, Parent Advocate Wren has worked with children and adults with developmental disabilities for eight years and is an active volunteer within her community.
Eren Kyle Denberg, Self-Advocate Denberg is an ambassador for All About Developmental Disabilities as an advocacy speaker about autism.
Pam Hunter Dempsey, Parent Advocate Dempsey sits on the Georgia State Department of Education Advisory Panel for Special Education.
Trace Haythorn, Parent Advocate Haythorn serves on the Atlanta Rotary's Education and Youth Foundations, which provide support to literacy and youth employment initiatives. He also served as an advisory member of the Real Communities Initiative.
GCDD Welcomes New Grants Manager, Lisa Eaves Eaves joined GCDD as Grants Manager in Fall 2014 to coordinate all aspects of contracts and grants procedures between staff and GCDD partners, under the direction of Chief Financial Officer Gary Childers. Those interested in applying for GCDD Partnership Funds or Conference Sponsorships can contact Eaves at lisa [DOT] eaves [AT] gcdd [DOT] ga [DOT] gov or visit www.gcdd.org and select the Funding Opportunities tab for details.
Correction Making a Difference's Fall 2014 issue covered a story in the Real Communities Initiative section (page 27) about Basmat Ahmed, the community builder who helped found the Clarkston Relationship Builders Group. Ms. Ahmed's picture was misidentified and her correct photo is printed above. The young woman was not Ms. Ahmed, and the magazine apologizes for the error. The picture has been also been replaced on the website edition with the correct photo of Ms. Ahmed.
GCDD added two new members to its staff to help the organization continue its mission to bring about social and policy changes that promote opportunities for persons with developmental disabilities and their families to live, learn, work, play and worship in Georgia communities.
Gabrielle Melnick joined as the community organizing assistant to the Real Communities initiative this past summer. The University of Georgia graduate will provide administrative and logistical support to communities within the Real Communities initiative, and she will report to Real Communities Organizing Director Caitlin Childs. Her past experience includes serving as an art specialist at a summer camp in Georgia where she helped support campers with and without disabilities – of all ages – to express themselves through various artistic mediums.
A former GCDD public policy intern, Nick Perry joined the staff in June 2015 as the public policy specialist and sibling coordinator. In his role, Perry will provide assistance in managing key stakeholder relationships, creating outreach and advocacy tools and materials and conducting a wide range of policy-related research. Perry will report to Public Policy Director Dawn Alford. As the brother of a young man with cerebral palsy, Perry hopes to help create a Georgia in which individuals of all abilities can be fully involved in all aspects of community living and shed light on the challenges of siblings of individuals with disabilities.
Welcome to the Georgia State Capitol and our new Liberty Plaza! It’s a privilege to take part once again in Disability Day with all of you. I would like first to thank the Georgia Council on Developmental Disabilities for sponsoring this event and bringing us all together today.
Twenty-five years ago, then-President George H.W. Bush signed into law the Americans with Disabilities Act (ADA) to ensure the civil rights of those citizens with disabilities. This legislation established a clear message throughout the nation and in Georgia that discrimination based on disability must end. President Bush remarked upon signing the bill, “Let the shameful wall of exclusion finally come tumbling down." Like those who participated in the Civil Rights movement, many people with disabilities were willing to protest and sacrifice to end the segregation of people with disabilities.
This year, Georgia will be at the center of the national celebration of the ADA. At the National Center for Civil and Human Rights, there is an exhibit celebrating disability rights. The National ADA Symposium and the international Society for Disability Studies will hold their conferences in Atlanta. And, there will be several opportunities to see the ADA Legacy Bus during these events.
In Georgia, we are committed to improving facilities managed by the Department of Behavioral Health and Developmental Disabilities and creating opportunities for those with disabilities to return to their respective communities as active citizens. In addition, we strive to make sure that no children under the age of 22 are living in nursing facilities, but rather reside with loving and stable families. We continue to make progress by opening new programs on college campuses, like those at Kennesaw State University, Georgia State University, East Georgia State College and Columbus State University.
Next year, programs will begin at Georgia Institute of Technology and the University of Georgia. I am also proud to say that we have made progress toward increasing the number of work opportunities for people with disabilities throughout our state.
As your exhibit inside the Capitol reads, we must preserve the past by remembering those who fought for your rights. We must also celebrate our present by commemorating the 25th Anniversary of the ADA, and we must continue to educate others about the accomplishments and barriers that still exist for people with disabilities.
With all of this in mind, I was happy to proclaim March as Disability Awareness Month in Georgia and recognize July 26th as the anniversary of the ADA.
Technology is a way of life now. The evolution of the Internet and proliferation of devices have vastly changed the way we interact and communicate over the past decade. Groundbreaking technological advancements that assist people with disabilities with daily living and work are finally keeping up with the mainstream.
Assistive Technology Industry Association, is any item, piece of equipment, software or product system that is used to increase, maintain or improve the functional capabilities of people with disabilities. Liz Persaud works for Tools for Life, an initiative that is part of Georgia's Assistive Technology Act Program. It is dedicated to increasing access to and acquisition of AT devices and services for Georgians of all ages and disabilities so they can live, learn, work and play independently and with greater freedom in communities of their choice.
The purpose of the initiative is to provide technical assistance and develop webinars, in-person training, partnerships and collaborations for the State of Georgia. It includes an AT evaluation service called TechMatch which helps individuals find the right technology for their situation. "It varies from low tech to high tech devices – anything that can make acccess to everyday items and information easier," said Persaud, who lives with muscular dystrophy.
The range of low technology to high technology devices includes magnifiers; manual wheelchairs; calculators with audio outputs; computer software with screen readers and spell-check; and text-to-speech applications; and power wheelchairs that elevate, tilt and recline. At the Center for the Visually Impaired's VisAbility Store, many low to middle tech items such as reading machines and color identifiers are available to people with disabilities that assist people with everyday routines.
Under the Georgia Department of Education, the Georgia Project for Assistive Technology (GPAT) supports local school systems, colleges and universities to provide AT devices and services to students with disabilities. GPAT was not only working on adaptive and AT in hardware or software, but also equipment. And then, the program expanded to include colleges and universities in 2005.
"It started as a distributive training for colleges and universities, but then expanded to conversion of supplementary materials and textbooks to become more accessible for students with disabilities," said Christopher Lee, PhD, director of AMAC Accessibility Solutions and Research Center at the Georgia Institute of Technology.
Formerly the Alternative Media Access Center, AMAC came out of the University System of Georgia in 2005 to help post-secondary disability services offices provide complete, timely and efficient accommodations to students with print disabilities. AMAC has since grown to include development of technology along with training and technical assistance. It also includes AccessGA, formerly the Access IT, a joint initiative of the Georgia State ADA Coordinator's Office, AMAC and the Georgia Technology Authority. Its purpose is to support Georgia state agencies with Information and Communication Technology accessibility, promoting equal and timely access for employees and customers with a wide range of disabilities.
Development and Affordability
Development of voice-recognition software and predictable text in smartphones has revolutionized mainstream technology, and in turn, assistive technology as well. High tech devices and technology development such as voiceover and augmentative communication devices enable people with disabilities to communicate effectively.
Persaud utilizes 25 to 30 pieces of assistive technology in her daily life. Ranging from low tech to high tech, the ability of adaptive technology has allowed Persaud to live and maintain an independent life. "I use my voice for everything," added Persaud.
Muscular dystrophy causes a drastic drop in energy, and as these devices help Persaud navigate her daily life, they also minimize her use of energy. TextHelp is a predictive text software that allows Persaud to minimize keystrokes thus saving her energy. Accessible features like voiceovers and spellcheck applications like Ginger, a software that removes language barriers between people, prides itself in "reducing the stress associated with writing by ensuring grammatically perfect, typo-free text bursting with expression and meaning," according to Ginger's website.
"These are integrated and robust, and although they were created with the mainstream market, they are inadvertently becoming learning aids and useful for people with disabilities," added Lee.
However, technology, of any kind, can be financially daunting. The more innovative it is, the more it costs until it's demanded enough in mainstream markets to lower costs. About 10 years ago, when Rebecca Brightwell entered the AT field, she was shocked at how expensive this technology was and how monetarily inaccessible it was to families, children, students and adults who rely on it.
"There is definitely a need for assistive technology, but it is financially straining," said Brightwell, associate director of the Institute on Human Development and Disability at University of Georgia. She focuses on the area of AT.
Dragon, the most popular speech-recognition software, was developed over 20 years ago. When it first came into the market, it had an exorbitant cost of $25,000. Years later, the rising demand finally brought the prices to a reasonable $150-$700. The software is also available as a mobile application for smartphones. Brightwell also focuses on making assistive technology at a low cost.
"I realized that people wanted to learn and by finding simple ways to empower people to think creatively, we can make accessible, universal designs that can help people," she added. Brightwell engaged students to develop basic switches that could help a person who hadn't developed motor skills and who found it hard to turn a doorknob. Utilizing items like a CD case, stereo wire and some tape, she can make a switch in 30 minutes and enhance someone's way of life.
"These cost you $80, at most, and there are many small and simple ways that can lead someone towards independent living," Brightwell said.
As today's world becomes more technology driven, there is a growing segment of technology companies that are recognizing AT as a viable market. Ongoing development will result in greater accessibility and lower costs.
Section 508
It's not just technology devices that are becoming prevalent in our modern society. In addition to technology devices, there is greater focus on making the Internet more accessible. According to Section 508 of the Rehabilitation Act of 1973, the provision requires that Federal agencies' electronic and information technology is accessible to people with disabilities. The Information Technology Accessibility & Workforce Division, in the US General Services Administration's Office of Governmentwide Policy, has been charged with the task of educating federal employees and building the infrastructure necessary to support Section 508 implementation.
Although it works at the federal level, "the rule for the private sector lies within the Americans with Disabilities Act and the Department of Justice issued a ruling that it does apply to the states as well," said Arthur Murphy, PhD, and special project consultant with AMAC. Murphy specializes in user experience design and also served as a member of the committee responsible for drafting the US Section 508 Standards.
The Future of Technology
As we become more comfortable with voice recognition devices, speech-to-text applications and software, Lee talks about the future of technology.
"Robotics is the next step to help make everyone's life easier," said Lee. "The things you see on TV are now doable, and a couple of years ago they might have been a big deal. But as technology develops, robots will also become the norm and serve as an extension to the technology we already use. Over time, they are going to be more affordable as well."
Persaud agrees. "Robotics is exploding in the assistive technology field," she adds. At AMAC, she works with VGo, a tele-presence robot that allows Persaud to be present in the AMAC offices if she were to work from home.
From her Alpharetta home, she is able to connect with VGo and work at her offices at Georgia Tech. "This isn't like teleconferencing," she clarifies. "I, or anyone, can control the robot via telecommuting and be able to function and be productive at work as if I were physically there. I can go 'visit' my coworkers, sit-in on meetings and still be engaged in the office."
Ideas that were once out of the norm such as virtual reality and telepathy are also starting to be utilized to advance technology. For people who aren't verbal, "technology is advancing to be able to use brain waves to control objects or eye-gazes can be used to determine a selection," Brightwell adds.
Persaud also notes that recreational activities are getting the benefit of AT. Something as simple as a fishing rod that can be mounted to a wheelchair or bucket seats for those wanting to ski are just other ways that AT is allowing everyone to work, play and live in an inclusive community. These forms of technology are in prototype phases, but are being used to purposefully do something and are showing a lot of promise in terms of assistive technology. AMAC and similar groups are also focusing on technology that will benefit aging and wounded veterans.
By continuing to develop technology that focuses on large electronic print, speech-to-text, voiceover and now, robotics, the goal remains to promote independent living and inclusion in the community for people with and without disabilities.
To learn more about assistive technology and available resources, visit www.amacusg.org. To learn more about AccessGA and its work in the State of Georgia, visit www.accessga.org.
Anticipation and butterflies around the first day of school are not exclusive to students. Parents can be anxious about how the day will unfold, as well.
Before the first day back, parents of children with developmental disabilities have already been tenacious researchers of resources, discovering the best potential outcomes for their child.
An IEP team gathers annually, and sometimes more often, to consider the child’s personal needs and strengths, as well as school curriculum and structure. The team assesses how the student will participate in educational milestones, and the most conducive classroom environment, said Zelphine Smith-Dixon, state director for Special Education Services and Supports with the Georgia Dept of Education.
“Although it’s called an IEP, it’s really about the right services and support for that particular child,” Smith-Dixon said. “Federal guidance requires the roles that are represented. So, the [IEP] team is the parent, a regular education teacher, someone with a grade level curriculum, a special education teacher, and someone who can commit [financial] resources for the district and say, ‘Yes, we can do that.’ ”
With an IEP, students can be in a setting with typical students or solely with classmates who have developmental disabilities.
IEPs are required from age three to 21. At age 22, FAPE is no longer required. However, some school districts can decide if they want to continue to provide FAPE for the balance of the school year after the student reaches 22, Smith-Dixon said.
Parent support can be essential in navigating IEP programs for your child, explains Anne Ladd, a family engagement specialist for the Georgia Parent Mentor Partnership, which helps improve outcomes for students.
“As a family engagement initiative,” Ladd said, “we want to empower and educate families to play a role in decision-making in school and in the community. Regardless of how much knowledge you have when you sit at that IEP meeting, everything changes when it’s your own child.”
Mentors are parents of children with disabilities. They are employed by the Department of Education and work in participating school districts to bring sensitivity to administrators and educators from the perspective of students and their families. This is particularly helpful during district discussions and stakeholder meetings, Ladd said.
“In the beginning of the year, parent mentors can come in to explain to teacher groups why a parent might be angry or under stress,” Ladd said. “Sometimes people are overwhelmed and there is a reason they are behaving badly.”
Mentors also help parents establish positive, lasting communication with teachers. Family engagement is the key to best outcomes for children, according to the Parent Teacher Association (PTA) and the National Collaborative on Workforce and Disability for Youth. Improved confidence, reading and math skills, graduation rates and more successful employment occurred when there was a continuous flow of communication between parents and teachers.
Mentors are matched with families through Parent to Parent, an entity of Georgia’s Parent Training Information Center. They assist parents setting goals and success towards grade levels and graduation, communicate with teachers, keep track of student progress in class, and provide supportive activities.
A Parent’s Journey
Every family has its own set of circumstances that brings complexity to their intended plans, and Jess Goldberg’s clan is no different.
Her sons each have disabilities that require careful thought. Goldberg’s 12-year-old son is on the autism spectrum and will be a student at a middle school in Gwinnett.
Her 11-year-old has an IEP but has not yet been diagnosed with a disability. He completed elementary school last spring and will attend a private school for children with disabilities in the fall.
Goldberg says her younger son has always been an engaged and happy child, but she had a heightened awareness of his subtle behavior as a result of her older son’s diagnosis. A county evaluation of the younger son at age two showed he was not exactly where he needed to be.
“There was this X factor,” Goldberg recalled. “He was struggling emotionally and also with focus and executive functioning.
I think they eventually gave him an IEP just on my persistence. The team would consult with his teachers. Every year things got a little more challenging for him.”
Goldberg and her husband have college goals for their boys and are already contemplating what dormitory life would look like. The Gwinnett mom is a fierce protector of her sons, but also a realist with their educational needs.
“The IEP meeting is very formal and a legally binding document,” Goldberg said. “It’s intense and can be intimidating. I try to go in with an open mind and know I am there for one reason – to make sure my kid is getting everything he needs to be successful. It’s a big negotiation. But I have found there are a lot of wonderful resources in Gwinnett.”
From Goldberg’s perspective, each person on the IEP team, which she meets with a few times a year, has his or her own objective, and some will inevitably conflict. Her greatest concern, beyond grades, is whether her boys understand the tasks that help them manage daily life.
In lower grades, her older son was in an autism level three program that required substantial support. He progressed to level four by sixth grade and has been able to attend classes with students without disabilities. The classes allowed for support staff, if necessary, to escort her son out of the classroom for a brief change of atmosphere.
However, the Goldbergs accomplished this by transferring their son to another public school district for the sixth grade only. He returns to his home district this year.
“Our district didn’t offer that [service],” Goldberg said. “I’ve always wanted him in a general education setting as early as he could handle it. He has had some co-classes with general education and special education teachers.
He doesn’t want to be known as a kid with autism. He wants to play basketball in middle school and be known as the tall kid who loves basketball. And then, he wants to go to Norcross High School.”
Community Resources
Goldberg has accessed many community resources, such as Parent to Parent, to find the right answers for her sons’ educational paths.
“We work with DeKalb County,” said director Jennifer Lieb. “But some parents choose private school, and we help them navigate that.”
A significant part of Blonder also guides parents seeking an early diagnosis of a disability for their infant or toddler.
“Until you are in a place of needing support, you are not going to look for those services,” Lieb said. “Parents might see that their children are not reaching certain milestones, and they get nervous. We help guide them to what steps they can take if they need support.”
Such resources include Babies Can’t Wait, a program with the Georgia Department of Public Health, where professionals assess a child’s present level of development from birth to age three. If a child is eligible, Babies Can’t Wait will connect families with community resources and develop a service plan that includes desired goals for the child.
Project SEARCH
With supportive resources, from Pre-K through secondary education, children with developmental disabilities can graduate from high school feeling independent and empowered with fulfilling employment.
Project SEARCH has been especially successful in its high school-to-work transition program for children with developmental disabilities. Students who have finished high school credits but have not completed their IEP, work as interns at Project SEARCH sites, such as hospitals.
Project SEARCH interns at North Fulton Hospital
Internships can last up to 10 weeks. Part of the goal is to become permanently employed, said Bonnie Seery, the Project SEARCH coordinator for Georgia. “Usually, there are specific jobs that students want or are interested in. With the internships, they can see what their own talents are,” she said.
Will Crain of Gainesville worked three 10-week hospital rotations through Project SEARCH. He worked in the mailroom, helped mud walls, paint and more. “Will is one of those kids who wants to work,” his father Scott said. “He is so excited about the possibilities.”
After working a Project SEARCH position in the cafeteria at Lanier College and Career Academy, Will secured permanent employment.
“He is a joy,” his supervisor Kellie Hoffman said. “I love coming in and knowing he will be there. I just love him. He makes my day better. He is just an awesome person.”
Hoffman gives Will a list of duties each day such as sorting, clearing and cleaning that he works through expeditiously, she said. “He would try to beat his time every day. First it took about an hour. Now, it’s down to 23 minutes.”
Project SEARCH was started in Cincinnati Children’s Medical Center in 1996. The goal was to hire and train people with developmental disabilities to fill entry-level positions in the emergency department.
Georgia has been successful in placing interns at each of its nine sites, mostly hospitals including Children’s Healthcare of Atlanta and Emory University Hospital Midtown Atlanta. Total Systems Services, a credit card service company in Columbus, GA, also serves as a site.
“Some of what I see – and it still gives me goosebumps – is [interns] come in apprehensive and scared, and by the middle of the year, you just see their confidence change dramatically,” Seery said. “Students know their way around the entire hospital [Archbold Medical Center in Thomasville, GA]. They speak to everyone and know them by name. It’s such growth.”
Interns organize files, order supplies, greet and escort patients to waiting areas, clean spaces and more.
“We start working with children with disabilities early,” said Robin Folsom, GVRA director of communications and marketing. “We work with people of all disabilities and believe everyone who wants to work should have a right to work. It’s our job to make that happen.”
Counselors guide children in identifying goals for college or careers, then coordinate with schools to establish a plan of support. Every plan is individualized with varying details such as training or devices to assist in hearing or seeing.
Some local colleges and universities offer higher education for students with disabilities, who would not meet typical enrollment requirements, through the Georgia Inclusive Postsecondary Education Consortium (GAIPSEC). The consortium is located at the Center for Leadership in Disability (CLD) at Georgia State University (GSU).
In 2015, the CLD within the School of Public Health at GSU received a $2.5 million, five-year grant for the consortium’s Inclusive Postsecondary Education (IPSE) Programs for Students with Intellectual Disabilities. The university has been meeting quarterly with state agencies and other stakeholders since 2012, said Susanna Miller-Raines, coordinator of the consortium and grant.
“There is a leadership team,” said Miller-Raines. “Members are interested stakeholders who want to be part of this movement. We have trainings for parents, school districts, colleges and universities to help them learn to prepare students for postsecondary education.”
Admission requirements for Kennesaw State’s non-accredited programs include a third-grade reading level, basic math abilities and skills sets that are cultivated through successful, goal-oriented IEPs.
Like Kennesaw State, students at East Georgia receive a certificate upon completion of the program. “Inclusive college programs prepare [students] for adult life,” Miller-Raines said.
Though the journey of a child from birth to adulthood can seem daunting for any parent, there is support for children with disabilities the entire way. Babies Can’t Wait, IEPs, vocational rehabilitation and postsecondary education are some of the major guideposts.
“I tell parents, always remember teachers and administrators want the best for your child,” Goldberg says. “Also find a network of parents for support. Find your tribe, your village, through your church, synagogue or social media. That’s how you learn about options.”
Back to School – Roadmap to Success*
Start
Elementary School: Guidance should be given to parents to look toward the future and desired outcomes.
Entry to Middle School: Share and discuss transition information.
Middle School: Begin transition portfolio with references, descriptions of acquired skills, work/experience and assessments.
High School
Discuss whether the student will work during school and the potential impact.
Initial transition planning meeting Referral to appropriate agency
Update transition portfolio with references, descriptions of acquired skills, work/experience and assessments.
Guidance should be given for career development activities.
Annual transition meeting
Discuss student development and need for independent living skills.
Determine what is necessary for successful graduation with regular education diploma.
Recommendations of IEP team for career evaluation, graduation date, employment, independent living.
Age 18: Register to vote. Males register for Draft.
Last Year in HS: Transition year - choose Employment option or Post-secondary education option.
“Each year, I’m inspired by the crowd that gathers for Disability Day at the Capitol, a crowd that’s as diverse as the State they call home,” said Governor Nathan Deal to Making a Difference. “This level of support demonstrates that disabilities affect us all. I hope that all Georgians will take the time to listen to and advocate for all citizens with disabilities in our State.”
Employment First Policy
By the time you read this version of my ADA25 series, much will have happened around the celebration of the 25th anniversary of the Americans with Disabilities Act (ADA).
Watts is now the special needs/disability services coordinator at Albany Tech and the director of LEAP. There are nine IPSE programs in the state of Georgia, but LEAP is the only one hosted by a technical school, where extra emphasis is given to hands-on education and practical experience.
The purpose of the initiative is to provide technical assistance and develop webinars, in-person training, partnerships and collaborations for the State of Georgia. It includes an AT evaluation service called TechMatch which helps individuals find the right technology for their situation. "It varies from low tech to high tech devices – anything that can make acccess to everyday items and information easier," said Persaud, who lives with muscular dystrophy.
