San Francisco International Airport has a robust internship program and hosts more than 100 interns annually. Our College Summer Interns will work full-time, 40 hours per week, in an assigned Airport Commission section. Each intern will work directly with an SFO Mentor who will task them with both daily tasks and larger scale projects. Past interns projects have included preparing complex reports, conducting surveys, producing website or social media content, assisting in event planning, and other duties as assigned by their host office. Interns will also be given the opportunity to attend tours of SFO, Meet and Greets with Airport leadership, and other events aimed at professional development. 

2015 Youth Leadership Forum for Students with Disabilities (YLF)

This is an exclusive invitation for California high school juniors and seniors who have all different types of disabilities to apply to the California Youth Leadership Forum for Students with Disabilities (YLF). Student delegate applications are now available for the 2015 YLF, held July 27-31, 2015 in Sacramento, CA. This program is provided to selected students with disabilities at no cost to them.

YLF is an annual five day leadership program that provides information and resources about employment, education, independence and assistive technology. YLF is held in Sacramento, and students will stay in the dorms on campus at California State University, Sacramento.
Students will have the opportunity to live on a college campus and join more than 1,200 alumni from across the state that have been a part of this unique program created specifically for young leaders with disabilities. Students who attend YLF make new, life-long friendships and resource connections to help them reach their personal, academic, and career goals.
 
Alumni of the California Youth Leadership Forum say it has forever changed their lives for the better.

Further information and instructions on how to apply are available at www.dor.ca.gov/YLF. 
Deadline to submit applications: February 27th, 2015. 

If you experience any difficulty filling out the application, we can help you.  Please contact us by email at YLF@dor.ca.gov, by phone at (855) 894-3436, or by relay using 711. 

As part of National Bullying Prevention Awareness Month, the U.S. Education Department’s Office for Civil Rights (OCR) today issued guidance to schools reminding them that bullying is wrong and must not be tolerated – including against America’s 6.5 million students with disabilities.
The Department issued guidance in the form of a letter to educators detailing public schools’ responsibilities under Section 504 of the Rehabilitation Act and Title II of Americans with Disabilities Act regarding the bullying of students with disabilities. If a student with a disability is being bullied, federal law requires schools to take immediate and appropriate action to investigate the issue and, as necessary, take steps to stop the bullying and prevent it from recurring.

“While there is broad consensus that bullying cannot be tolerated, the sad reality is that bullying persists in our schools today, especially for students with disabilities,” said Catherine E. Lhamon, Assistant Secretary for Civil Rights. “Basic decency and respect demand that our schools ensure that all their students learn in a safe environment. I look forward to continuing our work with schools to address and reduce incidents of bullying so that no student is limited in his or her ability to participate in and benefit from all that our educational programs have to offer.”

Since 2009, OCR has received more than 2,000 complaints regarding the bullying of students with disabilities in the nation’s public elementary and secondary schools.
 

It's Day 4 of Disability History Week. Have you been positing and spreading the word about it? Sometimes it helps to have examples of posts that can be made on your Facebook, Twitter or Instagram pages. Posting about Disability History Week, #DHW2014 educates new people about the campaign. You're welcome to use any of the posting examples below. We also encourage you to come up with your own social media posts, but we ask that you use #DHW2014 and #YODisabledandProud when you are posting. 

Sample Facebook Posts

[Name of Organization] is proud to be honoring and celebrating Disability History Week (DHW). The second week of October is Disability History Week in California, as passed by the legislature in 2010. Disability History Week is about educating youth with and without disabilities on the many contributions people with disabilities have made throughout American History. Throughout the week of October 13 – 17, organizations and schools across California will engage in a wide variety of activities to celebrate and honor the disability rights movement. Our organization will be [activity/event] to demonstrate our commitment to Disability History Week. To learn more about Disability History Week go to, [organizations website].

How are you planning to implement Disability History Week? Held annually on the second week of October, Disability History Week aims to engage schools in educating students with and without disabilities about leaders and historic moments in the Disability Rights Movement. California’s Disability History Week was established by the California legislature and Youth Organizing (YO!) Disabled & Proud members in 2010. Learn more at, http://www.yodisabledproud.org/organize/disability-history.php.

Positive change has come out of the work of the Disability Rights Movement and many times those changes have impacted everyone in society. Did you know that [disability history fact] was made possible because of the disability community?

Sample Tweets

• Disability History Week is here! How are you honoring those who fought for our rights? #DHW2014

• October 13 – 17, 2014 is California Disability History Week. #DHW2014

Dear Parent:
 
The California Employment Consortium for Youth and Young Adults with Intellectual and Developmental Disabilities (CECY) needs your help. CECY would like to improve life after high school for young adults with intellectual and developmental disabilities who would like to go to college and/or get a job. To find out more about CECY please visit our About Us web page at http://www.semel.ucla.edu/tarjan/about. 
 
We have put together a survey that will take about 15 minutes to complete. The survey has open-ended, multiple choice and yes/no questions. Some examples of the questions are:
 
·       How important is it to you that your son or daughter begins college within one to two years of completing high school?
·       Has a teacher or counselor from your son or daughter’s school worked with them to plan for their life after high school?
·       Is work a goal in your youth/young adult’s Individual Program Plan (IPP) with the Regional Center?
 
The survey results will help us create tools and materials to help young adults find services for going to college and getting a job. Please take our survey to help us increase choices for young adults.
 
Click here to take the survey: (https://www.surveymonkey.com/s/7DJPTGT)
 
If you have trouble opening the link please copy and paste it into your browser. Please share the survey with other parents or caregivers who would be interested in taking it.  The results of the survey will be put on the Tarjan Center website. Tarjan’s website address is: http://www.semel.ucla.edu/tarjan.
 
Thank you.
 
Area Board 9
State Council on Developmental Disabilities
200 East Santa Clara Street, Suite 210
Ventura, CA 93001
Phone: 805-648-0220
Fax: 805-648-0226
ab9@scdd.ca.gov
http://www.scdd.ca.gov/areaboard9.htm

CASTING CALL FOR HBO'S "LOOKING" 
Who:  Male / Supporting / All Ethnicities / 20 - 30 year old who live in the Bay Area 
Character Description: Brent is described as being in his 20's/30's, he's been using a wheelchair since adolescence. He is intelligent, Quick-witted, campy, gay. and an app designer who meets Patrick and Kevin at a tech convention.
Note: PLEASE ONLY SUBMIT IF YOU USE A WHEELCHAIR.
3 scenes - Accepting Gay and straight men for this role.
Auditions: 10/10/14
Shoots: 10/15, 10/28 (MUST BE AVAILABLE FOR BOTH DATES)
Please submit on www.sfcasting.com or email me your headshot/resume or photo/and bio.

For additional information please email, ionecasting@gmail.com.
 

The deadline to apply for the 2014-2015 American Association On Health and Disability Scholarship is November 15, 2014. 

American Association On Health & Disability supports students with disabilities in pursing higher education in a field related to disability and health. Preference is given to students who plan to purse undergraduate/graduate studies in the field of public health, behavioral health, epidemiology, health promotion, disability studies, to include disability policy and disability research. Scholarships are limited to under $1,000 and are competitive. 

For additional information please contact Maria Manolatos, AAHD Scholarship Coordinator at mmanolatos@aahd.us 

Last week’s post on sending your kids off to college as independent souls hit a nerve. Read the comments for a lot of great conversation.

However, the blogger sillylegal, a recent graduate of a liberal arts college, thought the post was sorely lacking in its attention to the needs and rights of disabled students.  Perhaps it was, as I mentioned disability not at all, nor did I pay attention to the other ways that students are different from each other. I think sillylegal misread parts of the post, or perhaps just mischaracterized as we bloggers sometimes do when we write in haste, and I want to underline some choices I made when writing it. For example I deliberately did not use the phrase “helicopter parents” in the post, since the vast majority of parents mean well and it’s easier to reach people if you don’t mock them. For a similar reason, I did not characterize students who don’t meet faculty expectations as “lazy.” Lazy is a judgey, vague little garbage can that stands in for the many concrete reasons a student might not be doing well in school: instead, I highlighted misplaced priorities with which families can be complicit, and issues that faculty and students understand differently.

The point of the post was, in part, that when students and faculty have different expectations about things like attendance, the role of parents in making decisions, and handing things in on time, there may be some crossed wires involved. Parents can have a role in preparing their children to meet the new expectations of college by not actively interfering with college learning; while faculty could be a little less mystified and affronted when students have not yet acclimated to the college classroom.

But what about disabled students? Are attendance policies inherently discriminatory? As sillylegal, who has cerebral palsy, writes:

A sunny spring Saturday at the end of my senior year at Smith College found me sitting with a group of disabled students preparing for a Q and A about academic disability studies at Smith’s collaborative research symposium, the first panel of its kind. The professor facilitating the panel suggested a question about what we wished professors knew. Though far removed from our initial research topics, it felt great to have someone ask so the listing began.

Given the relatively predictable nature of my needs, I was surprised by a common complaint: strict attendance policies. Like the author, I assumed that being there was the way to show that I cared, and a reasonable expectation. Then a chronically ill friend explained to me that when a professor insists that students not miss class, not only does it unfairly pressure a sick student, but it encourages students to come even when contagious at great risk to students with suppressed or sensitive immune systems. Lesson learned.

Go to the post and read the list of things sillylegal has been thinking about. Faculty and parents of disabled students might want to learn more about how one student experienced overly rigid requirements in college.

So with sillylegal’s thoughts in mind, I would still like to say: when students aren’t in class, they are not getting the benefit of school. Administrators know this, and have to be accountable to the federal government for students success. Therefore, faculty (like myself) are often enforcing administrative policies that are not our own. On the other hand, should colleges work harder to keep disabled students in class? Yes. So let’s shift the focus and talk about what that would mean. (Caveat: there are many disabilities, they all have different effects on school attendance, and two students with the same disability may have very different needs.)

A disabled student needs to choose her college carefully, knowing that the school she wants and is qualified to attend might have a poor track record of accommodating her — or anyone else’s — disability. Even though accommodation is the law, some colleges and universities claim to have resources that they either lack or that are inadequate to the number of students who need them. Make no assumptions that the support your student had in high school will be replicated in college. Ironically, the schools everyone loves to love because of their small classes and cuddly relations with faculty — SLACs — sometimes aren’t very good at accommodating disability at all.

Why? First, because disabled students need faculty and administrators who are well-informed, well-supported and well-trained for all the personal attention of a SLAC to be effective. Why wouldn’t all SLACS do this? It’s a great question. And the answer is: Because it is really expensive. Really expensive. I have never heard anyone say this, but I suspect that many small, private schools actually choose not to make their campuses and classrooms disability friendly because it would make their campuses attractive to disabled students, and create even more demand for those expensive services.

Cynical, I know.

Here’s the news: schools that accommodate best, that are most physically accessible, that have learning and counseling centers staffed and run by well-paid professionals, are often big, public schools. Why? Because public schools can’t cherry pick; because their merits and demerits are open to public scrutiny; and because, compared to many small private schools, they have more robust budgets and student life staffs. When you and your prospective student are making a decision about what school he will attend, pay special attention to the actual resources. Ask what happens when students and faculty cannot agree on an accommodation, or if the agreed-upon accommodation isn’t working. Run through familiar scenarios from high school and ask how they would play out at the college level, and who would be in charge of coordinating a response. Ask to see the memo that faculty would get about accommodating your child and see if it outlines anything that would make sense given how you know your kid. What about the campus architecture? Can your mobility impaired student get into every building, or will they move her classes into accessible buildings, and not worry about whether she can attend talks, use the gym, see a friend in a dorm, confer with an advisor, or be in a play?

Do not take the word of the admissions office or a class dean that everything will be fine. Ask them to show you the money; they may surprise you and admit that there are things they don’t do well, and brainstorm a solution.

Students need to be fully engaged with their own education, but when disability accommodation comes down to a struggle over policy between a student and a member of the faculty (which it never should and often does), this is an outcome of perhaps unintentional, but certainly structural, discrimination against disabled students.

sillylegal, I am shocked that, in this day and age, a college like Smith was asking for direction from disabled students about what the school ought to be doing for them. Except that I am not shocked, because this is how people of good will at small colleges deal with a lot of issues that they ought to be hiring well-paid professionals to address: sexual assault, GLBTQ issues, and racism are but a few aspects of campus inclusion that you can hire people with advanced degrees and years of experience to take effective action on. No school administration should be asking students to educate them about something as basic as disability.

But they do. As sillylegal infers when she criticizes faculty who have strict attendance policies, invisible disabilities can make school far more difficult than being deaf, blind or mobility impaired. Invisible disabilities I have seen in my career include: chronic fatigue syndrome; seropositive status and other immune disorders; mental illness (anxiety, depression, schizophrenia and bipolar disease are the most common); drugs that students take to control mental illness; learning disability; cancer treatments and other catastrophic illnesses; PTSD; and obsessive-compulsive disorder. Invisible disabilities may be the least well understood and recognized by faculty because they are not easily addressed with tutors and learning coaches, accessible classrooms or accessible course materials. They require flexibility about class attendance and the use of creative evaluation.

Parents: is the ethos of the school friendly to what your student needs? Does the school have the services it says it does? Are faculty trained to make accommodations? As importantly, are the faculty full-time? Contingent faculty — although they are often great teachers who care deeply about students — are simply not paid, nor do they have time, to substitute a 90 minute oral exam for a written exam (I often do this for students who are ADHD or OCD.) If they are teaching multiple classes, on one or more campuses, they cannot manage their own work lives if they have no help rescheduling for individual students; or are grading papers long after the class has ended and they have moved on to another semester’s overload, perhaps at another institution.

Finally, if your student has a learning disability, some kind of supported transition to independent college work may be required. If you cannot afford to pay for a coach, your student needs to attend a school with a learning center where people are trained to help properly, people who will notice if the student is going off the rails academically. Encourage your student to stay on whatever medication he is on and — very important! — not to sell it or give it away to other students who just want study drugs. Faculty can, and should, make accommodations, and be welcoming to students with disabilities. They should make sure to include readings about disability when appropriate, and they should educate themselves about disability. However, nothing about our graduate training comes close to the specialized knowledge of teachers who work with learning disabled students, nor do we know what to do when a student who has appeared to be high functioning begins to miss class, or stops handing work in, when she has gone off her meds.

Good news? Parents, you often do an awesome job of raising your disabled kids to stand up for themselves, be responsible for negotiating what they need and put the extra time into learning that they need to commit to in order to be successful. All the more reason to make sure they attend a school where they are appreciated and respected, and where what they have learned about navigating education will allow them to be fully included.

Readers, you did a great job on the last post: what am I missing?

Jointly funded by The HSC Foundation and the Mitsubishi Electric America Foundation through the Youth Transitions Collaborative, NCIL is awarding scholarships to young people with disabilities to attend the Annual Conference.

The National Youth Transitions Collaborative IL Scholars must be people with disabilities, 26 years old or younger, and be available to attend the entire Annual Conference.

If the criteria is met,  each youth will receive a complimentary conference registration for the Annual Conference and the Pre-Conference, an invitation to join NCIL’s Youth Caucus, and two years of complimentary youth membership in NCIL, good through the end of 2015.

• National Youth Transitions Collaborative IL Scholarship Form

If this information applies to you, please fill out the registration form. 
For questions or concerns, please contact Allie Cannington at allie@ncil.org.

Date:               April 22, 2014
 
Subject:          Official Message from the State Director of the Special Education Division
 
Please distribute to all administrators and special education personnel.
 
As graduation day approaches, we would like to remind you that California Education Code (EC) sections 56390–56392 allows students with disabilities to participate in graduation ceremonies and activities. They may participate whether or not they have completed all state and local graduation requirements for a diploma or certificate or document of educational achievement.
 
The California Department of Education (CDE) is committed to ensuring that all students with disabilities achieve to their maximum potential. It is also important to recognize each individual student’s efforts in this regard. California law provides a way to recognize students with disabilities who are unable to earn a high school diploma or who have not completed all graduation requirements by the end of grade 12.
 
A student with disabilities who does not meet all state and local requirements for earning a high school diploma, may be awarded a certificate or document of educational achievement or completion if any one of the three criteria outlined in EC Section 56390 are met.  Awarding a student with an actual certificate is a local decision.
 
However, any student who meets any one of the three criteria, whether or not they are receiving a document such as a certificate or a diploma, shall be permitted to “participate in any graduation ceremony and any school activity related to graduation in which a pupil of similar age without disabilities would be eligible to participate,” such as walking in graduation ceremonies with their class.  (EC Section 56391)
 
Following are the three criteria outlined in EC Section 56391:
 
The individual has satisfactorily completed a prescribed alternative course of study approved by the governing board of the school district in which the individual attended school or the school district with jurisdiction over the individual and identified in his or her individualized education program, or 
The individual has satisfactorily met his or her individualized education program goals and objectives during high school as determined by the individualized education program team, or 
The individual has satisfactorily attended high school, participated in the instruction as prescribed in his or her individualized education program, and has met the objectives of the statement of transition services. 
If a student with disabilities, who is scheduled to earn a high school diploma by the end of their senior year, has not met all graduation requirements, the district is still responsible to provide free appropriate public education (FAPE) to the student until they complete their graduation requirements or turn age twenty two, whichever comes first, even if the student has participated in a graduation ceremony (EC Section 56026). The individualized education program team will determine appropriate annual goals and special education supports and related services, and also will determine the appropriate educational setting that will (a) prepare the student to meet all graduation requirements by age twenty two or; (b) provide the student with functional life skills and vocational preparation until age twenty two. Should the student and/or parent refuse the offer of FAPE, the student may exit special education and the district may award the student with a certificate of completion.
 
If you have any questions regarding certificates of completion or diplomas for students with disabilities, please contact Jill Larson, Transition Specialist, Focused Monitoring and Technical Assistance Unit IV, Special Education Division, CDE; by phone at 916-327-0866 or by e-mail at jlarson@cde.ca.gov.
 

YO! Paid Internships-Game OnAPRIL 3, 2014 • 3:30PM - 5:00PM (PST)
Presenters:
Tom Foley, World Institute on Disability/Add Us In CA Consortium Partner
Tari Hartman Squire, EIN SOF Communications, Inc./Add Us In CA Consortium Partner

YO! Disabled & Proud is an awesome partner for paid internships throughout the State of California for Spring, Summer or Fall. YO! is the talent pipeline partner to participate in the US Department of Labor's funded grant to increase employment opportunities of people with disabilities from historically-excluded communities.

Check out our YO! Add Us In Webinar on Thursday, April 3rd, from 3:30 - 5 pm to learn how you can apply for a paid internship this Spring, Summer or Fall. Internships include a charter yacht, dance studio, social media, marketing, and exotic predators. Check it out - join our Webinar April 3rd; from 3:30 - 5 pm.

If you are a high school senior interested in pursuing an interest in writing and publishing, we invite you to apply for a $350 scholarship toward your college education.

An interested senior’s application will consist of concise, well-written answers to six questions, along with submission of contact information.

The winning senior will be notified by mid-April and will be invited to attend the NCPA Award Dinner, Sunday, April 27 in Sacramento.

Application Instructions & Rules

1. The application window is March 1 through March 31, 2014 by way of this website only.


2. Eligibility is limited to currently enrolled high school seniors in Northern California.


3. Applicants must intend to pursue a college education.


4. No paper applications will be accepted.


5. Only the first 100 online applications will be considered.


6. Children and grandchildren of NCPA board members will not be eligible.


7. A committee of NCPA board members will determine the winner based on their sole discretion and best judgment of applications received.


8. Funds will be dispersed to the financial aid office—in the name of the winning applicant—at the college or university where the high school senior will be attending.


9. At the time of application, the applicant need not have been formally accepted to his or her college or university of choice, but will need to eventually notify NCPA of the institution of enrollment before funds can be released.


10. The winner will be announced on this website on or before Friday, April 18.


11. Answers to questions are limited to 500 words each (approximately one typewritten page), but no more than 2,800 characters including spaces. (We suggest writing your answers on a word processor, then using the copy and paste function to insert answers into the web form field.)

Note: All fields in the form must be completed. Submitting the form with a blank field will result in an error message identifying the first blank field.

To Apply click here

The HSC Foundation, in partnership with the National Council on Independent Living (NCIL), is now accepting applications for a paid fellowship position with the organizations’ disability youth transition and collaboration work. This fellowship is ideal for a person with a disability who has an interest in youth career transitions and employment solutions. The fellowship starts in June 2014, and continues for 12 months. Under the supervision of NCIL’s Executive Director, the Youth Transitions Fellow (YTF) will gain exposure to youth programs serving people with disabilities and will have the opportunity to facilitate collaboration among internship, fellowship, and apprenticeship programs based in the Greater Washington, DC area.

Preferred Skills and Qualifications:

• Ability to facilitate collaboration among large groups


• Ability to work with people in all levels of an organization, including young people with a variety of disabilities


• Strong communication skills and strong organizational skills


• Creative and innovative personality


• Familiarity with technology and social networking tools


• Strong interest in youth transition for people with disabilities and organizing.

Eligibility: 
Anyone who self-identifies as an individual with any type of disability is invited to apply. You will not be required to disclose your specific disability; however, your application for this program will signify that you consider yourself a person with a disability. Please Note: This fellowship is specifically for people with disabilities.
 
Please Provide the Following:

• Please attach your resume in Microsoft Word format.


• Please provide the contact information for four (4) references who are familiar with your qualifications relevant to this fellowship and your personal character.


• Please attach in Microsoft Word format two (2) letters of recommendation from two (2) of the above-mentioned references.

What Happens Next:

• Completed applications received by NCIL before 5:00 PM EST, Friday, April 18, 2014 will be collected and reviewed by our team.


• Semi-Finalists will be contacted for short, preliminary telephone interviews.


• Finalists will be contacted for formal telephone interviews.


• The fellow will be selected and notified by May 15, 2014.


• The fellow must be able to begin work by June 16, 2014.

The HSC Foundation’s National Youth Transitions Center 
The HSC Foundation’s National Youth Transitions Center is a collaborative learning community to benefit youth with disabilities and returning wounded veterans. The National Youth Transitions Center, developed by The HSC Foundation, will bring together the resources of multiple organizations to provide much needed transitions related services, research, public policy, best practices, pilot projects, and evaluation so that youth with disabilities can achieve their greatest level of independence. The Center will create a forum to enhance the ability of young people and veterans with disabilities to enter and reenter the workforce, participate in and contribute to community life, and become productive members of society. 
The National Council on Independent Living  
The National Council on Independent Living is the longest-running national cross-disability, grassroots organization run by and for people with disabilities. Founded in 1982, NCIL represents thousands of organizations and individuals including: individuals with disabilities, Centers for Independent Living (CILs), Statewide Independent Living Councils (SILCs), and other organizations that advocate for the human and civil rights of people with disabilities throughout the United States.
An outcome of the national Disability Rights and Independent Living Movements, NCIL was founded to embody the values of disability culture and Independent Living philosophy, which creates a new social paradigm and emphasizes that people with disabilities are the best experts on their own needs, that they have crucial and valuable perspective to contribute to society, and are deserving of equal opportunity to decide how to live, work, and take part in their communities.

The ATNetwork is spreading the word about assistive technology and why people love it for Valentines Day on their ATBlog.  The assistive technology is can be any device or tool that you use to help you live more independently in the community.

All I need from you is:
 

• Your first name


• Your city


• Name of your device or tool


• 1-3 Sentences about why this assistive technology is so important to you and how it helps you to live in the community, work, shop, learn or play.


• And a picture of you and your assistive technology.Here is an example:

Keith
Los Banos, CA
Andriod Phone Word Predictiion
"The AT that I adore is my word prediction on my android phone.  It allows me to type only part of a word and then select which word I mean to use.  This saves me so much time from having to type every letter out on an electronic keyboard."




Please send your submissions by Tuesday, February 11, 2014 to Rachel Anderson at rachel@cfilc.org.
 

Ed Roberts was an international leader and educator in the independent living and disability rights movement. He is known as the Father of the Independent Living Movement and fought throughout his life to enable all persons with disabilities to fully participate in society. Ed was a true pioneer: he was the first student with a significant disability to attend UC Berkeley. He was the founder of UC’s Physically Disabled Students Program, which became the model for our nation’s first Independent Living Center, Center for Independent Living in Berkeley. He was the first California State Director of Rehabilitation with a disability and later co-founded the World Institute on Disability. Ed passed away in 1995, but his legacy lives on in all of us who believe in Independence.

All you have to do to participate is cut out the attached picture of Ed’s head and take a picture with him (Link to Download PDF):

http://yodisabledproud.org/ed-roberts-day/docs/ed-roberts-cutout-revA-122413.pdf

Send your picture and a short description of it to youthorganizing@cfilc.org between today and Friday, 1/17/14. For example our description to the picture included would be, Kirk is #independentwithEd while conducting YO! Volunteer interviews.

We will post your picture and description on the YO! Disabled and Proud Facebook page and start a photo gallery of all the photos collected on the YO! Disabled and Proud website the week of Ed Roberts Day, January 23, 2014. We also encourage you to post your own pictures with Ed and use the hashtag#independentwithEd on your Instagram, Twitter and Facebook page. Our goal is to educate everyone about Ed Roberts and the Independent Living Movement he helped start.

The California Legislate enacted Ed Roberts Day in 2011 as a day of celebration. Ed was known to be a fun-loving, sometimes wild kind of guy. In 2014 YO! Disabled and Proud would like to honor Ed’s legacy by posting photos of you and Ed enjoying your independence together. Send us your unique and clever moments with Ed. It could be you and Ed at school, on the bus, at Sea World, at home, at a holiday party, etc. Anything that makes you feel proud to be independent. An example is attached.

If you have questions or need additional information about YO! Disabled and Proud’s Ed Roberts Day Celebration please contact Christina Mills, christina@cfilc.org.

Make the world your classroom! Expand your opportunities by studying in another country on one of these scholarship programs. Applicants representing the diversity of the United States, including students with disabilities, are encouraged to apply!
 
Youth Exchange and Study Abroad (YES Abroad) – Study in local high schools and live with host families in countries in the Middle East, Africa, Asia, and the Balkans. Deadline: January 9, 2014. Learn more: http://www.yes-abroad.org/impact/2014-15-program-application-available
 
Congress Bundestag Youth Exchange (CBYX) – Spend an academic year in Germany living with a host family and attending a German school. Attend a four- to eight-week orientation and language camp. This program is open to high school students (ages 15-18), graduating seniors of vocational studies (age 18), and young professionals (undergraduates ages 18-24). Deadline: December 1, 2013. Learn more: http://www.usagermanyscholarship.org/
 
National Security Language Initiative for Youth (NSLI-Y) – Learn a new language such as Arabic, Chinese, Hindi, Korean, Persian, Russian, or Turkish while studying abroad for a summer or academic year in a country where these languages are widely spoken. Live with a host family while taking intensive language study. Previous language study is not required. Deadline: November 5th, 2013. Learn more: http://www.nsliforyouth.org/
 
Youth Leadership Programs – Travel abroad for three to four weeks to gain firsthand knowledge of foreign cultures and collaborate on solving global issues. Current programs operate in Africa, Asia, Europe and Latin America. Some programs draw from a national applicant pool while others are limited to a region or group of states. You may have the opportunity to host an exchange participant as well as travel abroad. Deadlines vary. Learn more: http://exchanges.state.gov/us/program/youth-leadership-programs
 
Contact Mobility International USA for tips or other opportunities for participating in international exchange with a disability by visiting www.miusa.org/ncde or emailing clearinghouse@miusa.org.  

California’s K-12 schools face a unique set of challenges. Not only does California educate more students than
any other state, but economically disadvantaged students and English learners (ELs) account for a larger share
of students in California than in the rest of the US. Yet, even though California has more financial resources per
capita than the rest of the US, the state spends far less of its total personal income on K-12 schools. As a result, California
K-12 education spending continues to lag the nation by a number of key measures. Although Proposition 30, passed by
California voters in November 2012, is expected to increase state revenues and boost school spending over the next few
years, this revenue measure alone will not provide California schools with sufficient resources to meet the challenges of
educating the state’s students.

While California’s current financial support for schools falls well short of the state’s capacity to invest in K-12 education,
the new Local Control Funding Formula (LCFF) – approved by the Governor and the Legislature earlier this year – is
an important step toward aligning state education funding with student needs. The LCFF fundamentally restructures
California’s education finance system and directs additional resources to disadvantaged students – specifically ELs,
students from low-income families, and foster youth. How the state allocates education dollars is especially important in
California, because its schools rely more heavily on state funding – and relatively less on local property taxes – than those
in the rest of the US. This is largely due to the limits that Proposition 13 of 1978 imposed on the local property tax as well
as policies enacted after Proposition 13 to help schools and local governments cope with the loss of local revenues. This
School Finance Facts compares California’s student demographics, education funding, and school spending and staffing
to that in the rest of the US, and shows why California will need to invest more to provide a high-quality education for all
students.

Click Here to Read More

Youth Transitions Collaborative is seeking the resumes of young people and young veterans with disabilities, who are looking for work (full-time or part-time) in the private sector. These resumes will be incorporated into a database that will help employers connect with qualified young candidates with disabilities. The National Youth Transitions Resume Database will be national in scope and will be open to young people and employers from across the country. If you know someone interested in submitting a resume, please have them send it to ytf@aapd.com Once a resume is received, individuals will be asked to complete a short form which details their occupational and geographic preferences, etc.

More information about the National Youth Transitions Collaborative can be found here:

http://www.hscfoundation.org/node/125

WEB TRAINING ON INVOLVING YOUTH IN ADVOCACY
Youth & Self-Advocacy
Tuesday, September 17 from 4:00-5:00pm EDT (FREE!!!)

In 2011 and 2012, self-advocacy summits were held all over the US. These summits gave state teams the chance to set statewide goals on self-advocacy. Many state teams created goals that talked about getting young people with disabilities involved in self-advocacy activities.  This webinar will assist statewide teams, organizations and individuals in empowering young people with disabilities to become self-advocates.  It may seem hard to get young people involved in self-advocacy, but it's not impossible!

There will be 3 parts to this webinar:

1)    A group of young people with disabilities from the National Youth Leadership Network (NYLN) will share some tips and tricks on how to get young people with disabilities involved in statewide self-advocacy activities

2)    Some of the states that included youth self-advocacy as a goal from the Summits will share their progress

3)    All participants on the call will discuss best practices of including young people with disabilities in statewide self-advocacy activities.

For questions on youth and self-advocacy, please contact:
Staci Forrest at staci@nyln.org<mailto:staci@nyln.org> or 302-545-0607

Bullying can leave lasting emotional scars on a kid. And the way teachers, parents and other adults respond to bullying can affect the way kids perceive and respond to it. Stopbullying.gov defines bullying behavior; identifies the warning signs of bullying and ways to prevent it; helps adults recognize kids who may be at risk; and provides information on how to respond to bullying when it happens.

Resources for Independent Living of the Central Valley is gearing up for their 4th Annual Conference, which will be held on Friday November 15, 2013 at the Clovis Veterans Memorial Building. 

RICV is excited to announce many changes to the 2013 conference.  This year the Youth Transition Conference has transitioned into the 4th Annual Self-Advocacy Conference.  Persons with disabilities, regardless of age, can attend the Self-Advocacy conference and gain valuable information on Coping Skills, Job Skills, Self-Advocacy, Relationship Training and much, much more! 

More exciting news!  We have a great keynote speaker, Carol Blessing from Cornell University, who will present on "Person Centered Planning".  She will host her workshop in the auditorium, via live webex, along with facilitator Reva Guimont, from Exceptional Parents Unlimited.  More information to come on the keynote. 

Conference Registration is now open online at www.ricv.org.  If you will be attending keynote breakout session, please make sure to check mark the keynote session box, there is no separate fee to attend keynote session.

Brought to you by the HSC Foundation.

Funded by The HSC Foundation, "Power in Numbers: A Profile of American Voters with Disabilities" was a combined telephone and online survey of 1,008 participants. Designed by maslansky + partners, a non-partisan polling and research firm, the survey was conducted in part by Research Now from late May 2013 through June 2013.

It included representative population samples and a mix of mental/cognitive, physical and sensory disabilities (including both vision and hearing impairments). It also incorporated responses from those who self-identified as having a disability or chronic condition or who qualified through the series of questions the U.S. Census Bureau uses to determine disability status (n=663), as well as family members and other caregivers of people with disabilities or chronic conditions (n=345). The margin of error of ±3 percent was at a 95 percent confidence level.

Overall, the survey found that people with disabilities and chronic conditions are politically just as diverse as the general population, with voting patterns and issue rankings in line with other Americans. However, respondents overwhelmingly reported they will vote against a candidate they otherwise support if that candidate supports cuts to existing government services for people with disabilities. It also shows that the enthusiasm for holding politicians accountable to the interests of the disability community is even higher among people with disabilities in the 18-to-30 age range.

National Disability Institute is proud to announce the launch of its 3rd Annual My American Dream - Voices of Americans with Disabilities Video Contest today.
 
We want to hear from individuals with disabilities across America about their American dreams and the steps they are taking to achieve them. Whether it's landing a dream job, starting a career, owning a home, going to college, starting a business or taking steps toward financial independence, National Disability Institute encourages people with disabilities to share their goals and show that all Americans want the same thing - a piece of the American dream.
 
In keeping with our mission to build a better economic future for all people with disabilities, the contest prize package will help the grand prize winner take solid steps toward living his/her American dream. 
 
ONE GRAND PRIZE WINNER will receive:

• $1,000


•  a digital tablet of his/her choice*


• Sessions with a mentor to help the winner take positive steps toward achieving his/her dream

 *See Official Rules for details
 
To enter:

1. Create a video no longer than three (3) minutes in length that shares your American Dream.


2. Upload your video to your YouTube Account. Don't have one? Signing up is easy and free. Visit YouTube.com.


3. Send us your video's URL, your full name and phone number by Sept. 10, 2013 to mydream@ndi-inc.org.

America will vote and select a winner from five (5) finalists beginning Oct. 1, 2013.*
 
To learn more about National Disability Institute's My American Dream - Voices of Americans with Disabilities Video Contest and for a complete list of submission guidelines and contest rules, go to http://dream.realeconomicimpact.org. Follow contest news on the website or join the conversation on Twitter @RealEconImpact and hashtag #NDIdream and on Facebook at www.facebook.com/RealEconImpact.
 
Do you know a person, colleague or family member that would be interested in entering this contest? Or a community group or organization that might have members who would be interested? Your cooperation in sharing the news about the contest has helped make it a great success in years past. We hope we can count on you again this year!

The National Council on Independent Living is pleased to announce scholarship opportunities for 25 youth to attend the 2013 NCIL Conference on Independent Living. Through generous support, jointly funded by The HSC Foundation and the Mitsubishi Electric America Foundation through the Youth Transitions Collaborative, 25 applicants will receive a complimentary conference registration, an invitation to join NCIL’s Youth Caucus, and two years of complimentary youth membership in NCIL. Candidates must be people with disabilities, 26 years old or younger, and be available to attend the entire Annual Conference. These scholarships are sure to have real positive impact, as the IL Scholars’ participation in NCIL’s Youth Caucus will drive NCIL’s connection to young people with disabilities as they develop resources and policy to help other youth with disabilities transition from school to work and independent living.

The theme of NCIL’s 2013 Annual Conference on Independent Living is regeneration. We will gather in our nation’s Capital in order to embrace new leadership and seize the opportunity to generate new ideas and fresh growth. Young advocates will have access to dozens of workshops and events designed to give them the opportunity to gain new perspective, share their own experiences, and learn from the success of our veteran leaders. Those veteran leaders and advocates will also benefit from learning about the issues affecting young people with disabilities and together we will have a forum to develop proactive systems advocacy action and solutions to barriers new and old.

In recent years the NCIL Conference has hosted nearly 1,000 individuals including our grassroots advocates, CIL and SILC Executive Directors, board members, and staff. As the only cross-age and cross-disability national advocacy organization, NCIL’s Annual Conference draws individuals from all 50 states of all ages and disabilities.

If you are interested in joining us or would like more information, please contact Thea Ervin at thea@ncil.org with your name, age, and organization.

California’s legislature passed the new state budget on June 14, 2013. The budget language includes several provisions that hold promise for the thousands of school-age foster children in California. It changes the way education is funded, shifting greater control to individual counties and districts. Of even more direct impact, it protected $15 million for foster youth services, which provide a wide range of supports to individual foster children across the state.

The Local Control Funding Formula
Included in this year’s budget was a new school finance funding formula, also known as the local control funding formula (LCFF). By moving to the LCFF, Governor Jerry Brown thinks the new finance system will provide for maximum flexibility and local control for counties and districts. Governor Brown’s Budget Summary released in January 2013 claimed that the new budget will not only increase funding for districts but also allow “targeted investments in districts serving students with the greatest level of needs – recognizing that [the new state budget] will help the state reduce disparities, maximize student achievement, and strengthening the foundation for sustainable growth.”1

Under California’s LCFF, a specific dollar amount is allocated to educate each student and then additional funding is given to educate students with identified risk-factors or characteristics that may impact their learning. The LCFF is viewed by some as a key step towards redefining education reform through financial measures. However, its opponents argue that the LCFF will permanently eliminate the current state requirements that go with the categorical programs that represent more than approximately $7.4 billion in school funding. School districts in California funded in two different ways, “through unrestricted general purpose funds that may be spent for any educational purpose” and through “restricted funds—called categorical—earmarked for special programs and purposes.”2 Categorical funds are intended for specific programs, such as gifted and talented programs, pupil transportation, special education and professional development for teachers.3

In a time of tight state resources, other states with similar funding challenges are looking to move towards a weighted student formula system. Hawaii is currently the only other state that uses a pure weighted pupil formula (called a “WPF”). Hawaii is also the only other state with a single, statewide school district and whose residents’ property taxes do not fund public education. Hawaii’s State Board of Education adopted the WPF in the 2006-07 school year, which dictates that a large amount of state funding is distributed to public schools based on student’s needs.4 Their system also has a specific dollar amount allocated per student enrolled in school, coupled with additional funding for students with “special needs that impact their learning . . . Some characteristics that are considered weighted include economically disadvantaged students, English Language Learners; and transience due to movements of students and their families.”5 Other states across the country are looking to following a similar WPF, including South Carolina. In recent years, a few states have implemented hybrid formulas that use weights to allocate a portion of overall funding to districts based on student’s needs, but distribute the huge majority school funds without a complex weighted formula.

In California, the LCFF is going to be phased in over five to seven years. Every year counties and districts will receive a percentage of the difference between what they are currently receiving and what the LCFF says they should receive. Once the LCFF is fully implemented, the formula’s structure will provide districts with a “base” amount of money per pupil and a supplemental amount for students who are English Learners (EL), low-income (free and reduced price meal) or in foster care. The grant will not be duplicated if students are eligible in more than one category; pupils who fall into more than one of these three categories will only be counted once. 

California’s Foster Youth Services Program
In the original budget proposal released in January 2013, California’s Foster Youth Services (FYS) programs were included in the removal of 47 of 62 “categorical” education programs under the LCFF. The proposed elimination of the FYS programs under the LCFF would have allowed for the approximately $15 million currently targeted for foster youth supports and services to be distributed to California’s County Offices of Education to use as they choose. The broader intention of removing categorical programs was to give local education agencies increased control over how to spend their funds while holding them accountable, in theory, for the academic progress of these educationally underserved groups.

FYS programs have operated primarily at the local level through the county offices of education to better coordinate with the other county agencies serving foster children. As a categorical program, FYS has included requirements that the funds be spent on children with open dependency cases who live in a licensed foster home, a residence defined as a licensed foster family home, a certified family agency home, a court-specified home, or a licensed care institution (group home). FYS staff have worked with current and former foster youth as well as school, juvenile detention, child welfare, probation department, and community services agency staff to help foster youth succeed in school. Local FYS programs have had broad discretion as to what types of services and supports they provide. Services typically include tutoring, mentoring, educational advocacy, data sharing, coordination, transition planning, and much more. A 2010 Legislative Report6 written by the California Department of Education to the Governor and Legislature summarized the goals common to all FYS programs:

• 
  Identify the educational, physical, social, and emotional needs of foster youth.


• 
  Determine gaps in the provision of educational and social support services and provide those services, either directly or through referral to collaborative partners. 


• 
  Identify inadequacies in the completion and timely transfer of health and education records to facilitate appropriate and stable care and educational placement.


• 
  Improve student academic achievement and reduce student truancy, dropout rates, and delinquent behavior.


• 
  Provide advocacy to promote the best interests of foster youth throughout California.7

Foster youth have emphasized the importance of these services. Marinda King, a high school senior and foster youth, pointed out that one of the FYS coordinators at the Mt. Diablo Unified School District, Vivica Taylor, helped connect her with critical counseling services and guidance to ensure that she would meet her high school graduation requirements.8  Alexis Soria9, a graduating senior from the same district, said that she would “not be graduating without the help of FYS.” Soria credits Taylor with providing her the necessary “motivation that she lacked” in order to complete school and “considers [Taylor] a mentor, like a mom” that many foster youth are missing.

During the budget negotiations, foster youth supporters organized a series of advocacy efforts and hearings to help “save” the FYS program from becoming an eliminated categorical program under the LCFF. The major question for FYS advocates during the campaign became – “if FYS is dissolved as a categorical program, what incentives will be in place for counties and districts to serve this fragile student population?” Few school districts have the internal mechanisms to identify which of their students are in foster care. This would make it nearly impossible to hold districts accountable for the performance of these students and districts would be unable to provide these students with the supports they may require. California’s county child welfare agencies would find it much more expensive to comply with federal laws such as the Fostering Connections Act of 2008 (Public Law 110-351)10 requiring child welfare agencies to monitor and track the educational progress of foster children. FYS programs currently provide assistance to child welfare agencies to minimize changes in school placement and facilitate the prompt transfer of educational records between educational institutions when placement changes are necessary. The counties would have to continue doing this, by federal mandate, even without dedicated FYS funding.

Furthermore, foster children face a unique set of educational challenges. Nationwide, their educational outcomes are significantly worse than those of other similarly economically disadvantaged students. On average, children in foster care may change schools two to three times per year.11 One study indicated that more than two thirds of children in foster care changed schools shortly after initial placement into foster care. Other studies show that:

• 
  Twice as many foster children repeat a grade12


• 
  75% of foster children are behind grade level13


• 
  67% of foster children are suspended from school, and 17% are expelled, more than three times the general student population14


• 
  Foster youth are twice as likely to drop out of school as their peers15


• 
  Only 1.8% of former foster youth complete a bachelor’s degree, compared to 24% of the general population.16

At Greater Risk, California Foster Youth and the Path from High School to College, recently released by the Stuart Foundation, found that even when compared with other economically disadvantaged students, “foster youth are less likely to complete high school, enroll in community college, or remain in community college for a second year.”17  The Report also reveals heartbreaking statistics about the educational outcomes of the California foster youth studied:

• 
  45% of foster youth completed high school (compared with 53% of similarly disadvantaged youth not in foster care)


• 
  43% of foster youth enrolled in community college (compared with 46% of similarly disadvantaged youth not in foster care)


• 
  41% of the foster youth who enrolled in college remained enrolled in community college for a second year (compared with 48% of similarly disadvantaged youth not in foster care).18

Overcoming these unique educational challenges requires specialized supports different from those provided to disadvantaged children generally.  As articulated by one foster youth, Barbara “Cookeey” Ropati19, foster children are “bounced from house to house and school to school . .  . they often don’t get the [school] credits that they need.” For Ropati, FYS staff provided enormous support during her academic career. As she described it, having the “extra support system [of FYS] helps us feel like we are not alone. . . FYS is our village; it takes a village to raise a child.”

To Read more Click here

Health care leaders across California and the U.S. are trying to persuade young adults to enroll in health plans under the Affordable Care Act, the Los Angeles Times reports.

Background

In California, more than two million residents ages 19 to 34 are uninsured, according to the UCLA Center for Health Policy Research.

Many young residents who are not covered by employer-sponsored health plans or by their parents' insurance might be eligible for Medi-Cal -- California's Medicaid program -- or to purchase plans through Covered California, the state's health insurance exchange.

Health care leaders want young adults to enroll in health plans to balance the effect of having older, sicker patients in the insurance marketplace.

Health Leaders' Concerns

Under the ACA, nearly every U.S. resident will be required to have health insurance beginning in 2014 or face a fine of $95 or 1% of their household income in the first year.

However, some observers are concerned that the fine is not enough to convince young people to sign up for coverage.

Oscar Hidalgo -- a spokesperson for Covered California -- said, "The penalty itself will not convince a young person, or any other person" to purchase insurance. He said, "Young people will need to understand the risks of not having health insurance."

Larry Levitt -- a senior vice president at the Kaiser Family Foundation -- said that the success of the ACA "depends on reaching everyone who is uninsured, but particularly young people who may feel like they don't need insurance." According to Levitt, convincing young adults to spend money on health insurance will be a "marketing challenge."

Boosting Outreach to Young Adults

Hidalgo said that Covered California is developing media messaging for young adults that is "a little edgier" than outreach efforts for older individuals. He said that the exchange seeks to promote the financial security of having coverage, telling young adults that a health plan can help save them money if they are hospitalized from events such as a car accident or a sudden illness.

Covered California also has granted millions of dollars to universities and public schools to help the campuses educate young adults about the exchange and help them enroll in health plans.

Tamika Butler -- the California director of The Young Invincibles, a policy and advocacy organization -- said the organization has launched a campaign and a mobile health application to raise awareness among young adults about health coverage.

She said the organization is encouraging young people to purchase insurance to have financial peace of mind and to receive preventive medical and mental health care services (Gorman, Los Angeles Times, 6/2).

Read more: http://www.californiahealthline.org/articles/2013/6/3/calif-groups-push-to-enroll-young-adults-in-aca-coverage.aspx#ixzz2VAie2D3Q

Today is your chance to be the first to get a 10th Anniversary Disability Capitol Action Day commemorative poster –and – support the future of DCAD!  Proceeds from this limited addition poster will go to planning DCAD in 2014.  But supplies are limited, so don’t let this opportunity pass you by…

Simply make a $25.00 suggest donation to the Disability Action Coalition today, and you can pick up your poster at the DCAD Resource Fair Information Booth on Wednesday, May 22, 2013 at the Capitol.  Or for a $30.00 suggested donation we will mail it to you.  Donations can be made on line at the DAC website by CLICKING HERE, or you may call (916) 325-1690 for more information.

Posters are available in English, Spanish and Chinese and are available while supplies last.  Support the future of DCAD and order one today!

Dear Friends and Family Caregivers,

This month's Special EDition focuses on how to PREPARE for an IEP meeting. Our next edition will consider ways to participate DURING the meeting.

Your participation is very important. As the IDEA notes:

"Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by... strengthening the role and responsibility of parents and ensuring that families ... have meaningful opportunities to participate in the education of their children at school and at home."

But to participate effectively, it is important for you to prepare ahead of time. So how can you prepare for what can be anxiety provoking, stressful meetings? Here are some ideas:

•Attend an IEP training or call your PTI (see below) and learn as much as you can about the IEP process and your child's rights ahead of time.

•Get organized. Gather copies of the recent progress reports, annual testing, attendance and discipline records, work samples and any notes or logs you have kept regarding your child's progress. Some parents find it useful to request a copy of the student file from the school district before a meeting.

Sample letter to use to request records. (PDF)

•Check in with your child's teachers, preferably in a way that documents the conversation. Don't forget to check in with the yard attendant, lunchroom staff, or PE teacher if you have concerns about non-academic progress (behavior, bullying or social skills).

•Create an agenda of issues you want to make sure the team discusses and bring it with you to the meeting. Talking points are hard to remember in the actual meeting.

•Request any accommodations or support you need. Meetings must be held at a mutually agreeable time, so if the meeting is scheduled at a time that doesn't work for you, write the scheduler immediately to ask for another time, and offer a few options. If you need a translator or have disability–related needs, let the District know as soon as possible.

•Let the District know if you plan to bring someone with you. They can then ensure that the meeting space is large enough, bring enough copies of reports, etc.

•If you are bringing an attorney, or planning on recording the meeting, you MUST give the District at least 24 hours notice.

•If you are bringing outside information to the meeting, try to get it to the team ahead of time. Mark out any information that does not specifically relate to your child's educational needs.

•If the District will be presenting new assessments or reports, request copies at least two business days ahead of time. It is hard to participate if you have not had enough time to read and process information. Let the scheduler know if you prefer to delay the meeting if the reports are not given to you prior to the meeting.

•Let the District know that you expect all team members to be in attendance for the entire meeting. The District must ask for your written permission to excuse someone. Think carefully before agreeing to do excuse team members—remember the IEP meeting is a collaborative process where the program is developed by the entire team.

•Arrive early, dress as you would for any important meeting, and don't hesitate to bring treats or thank you cards to someone who has been particularly helpful to create a sense of good will and collaboration.

If you have specific questions about education and students with disabilities ages 0–22, call your local Parent Training and Information Center (PTI).

Specific legal code on parent participation:
Top 10 Reasons why Parent Involvement is Crucial for IEP Success

A great summary of your rights around participation can be found at NICHCY:
Questions and Answers about IDEA: Parent Participation

Other resources on effective participation:
Your Child's IEP: Practical and Legal Guidance for Parents

Disability Rights California's 18 Tips

The NFB Jernigan Institute is pleased to announce the newest National Center for Blind Youth in Science program—NFB STEM-X. This inquiry-based science, technology, engineering, and math (STEM) program will provide students with learning opportunities in STEM disciplines ranging from engineering and robotics to the science of cooking. The program, to be held in the Baltimore metropolitan area on the campus of Towson University from July 29 to August 3, will serve fifty blind high school students from around the country.

The “X” in the program’s title draws inspiration from the aerospace community, where historically programs and missions have utilized the letter as an abbreviation for exploration, and as a statement that the effort seeks new solutions and new discoveries that surpass previously assumed barriers to scientific advancement. In this same way, the NFB STEM-X program challenges the notion that blind people are unable to pursue STEM fields, or on a larger scale, are predestined to a life of social welfare and government dependence.

Students will choose from one of five focus disciplines (chemistry, computer science, engineering, robotics, and space science) in which to specialize during NFB STEM-X. Students will spend half of each of the four instructional days engaged in their focus discipline, learning alongside fellow high school students with blind and sighted STEM professionals as their guides. All five focus disciplines will work collaboratively throughout the program, capitalizing on each other’s specialization to innovate creative solutions to complex problems.

Outside of their work in their focus discipline, students will have the opportunity to participate in enrichment activities that will provide them with authentic learning experiences in a wider variety of STEM disciplines. Evenings will be filled with activities that will help students develop their leadership skills and build their confidence while having fun and socializing with blind teens from across the country.

To learn the who, what, where, when click here.

When: Thursday, April 25, 2013, 4-5 pm Eastern Time (1-2 pm Pacific Time)

Sure, going abroad is an excellent opportunity to travel and explore other cultures, but have you ever wondered how it can help you stand out to future employers or launch your career?
In this free webinar, presenters with diverse disabilities describe how their experiences studying, volunteering, and working abroad made a positive impact on their career paths. Staff from Mobility International USA (MIUSA) will share tips for how young people with disabilities can take the first steps towards exploring international exchange as an option for them!

Live captioning and ASL interpreting will be provided. Other reasonable accommodations provided upon request with advance notice. If you cannot access the registration form, please contact clearinghouse@miusa.org or 541-343-1284 ext 18.

A 15-year-old with Down syndrome is said to be the first American with the chromosomal disorder to make it to the base camp of the world’s tallest mountain.

For 10 days, Eli Reimer trekked rugged terrain in below-freezing temperatures to make it to the base of Mt. Everest. Traveling along with his father, Justin, and six others, the Oregon teen ultimately reached an elevation of 17,000 feet.

Reimer was the first of his group to reach base camp, making history with his physical feat.

“I hope that this encourages people to get the concept that we’re all created uniquely and even though my son is disabled, he’s still a gift to those around him,” Justin Reimer told TODAY. “I think for Eli, it was just another fun day on the trail.”

Students sent photos of their schools which were included in The Center for Green Schools Report which looked at the physical condition of America’s Elementary and High Schools buildings and how poor conditions
impact students ability to learn.

$1000.00 scholarships are being made available by “Disabled Person” online. To learn more go to https://www.disabledperson.com/scholarships/14

MTV is putting a spotlight on the ups and downs facing those with disabilities as they transition to adulthood, with a documentary-style series following a 21-year-old with autism.


Chad DenDanto, left, who has autism, is one of three young adults whose lives are documented by filmmaker Andrew Jenks on MTV’s “World of Jenks.” (MTV)
Chad DenDanto, now 23, is one of three young adults featured on the network’s “World of Jenks” premiering Monday at 11 p.m. ET. The show, beginning its second season, features host and documentarian Andrew Jenks living with each subject for a year and filming their journeys.

In addition to DenDanto, Jenks also follows Kaylin, a fashion designer who has battled cancer, and D-Real, a street dancer who overcame his gang lifestyle and hopes to inspire others.

DenDanto — who is diagnosed with pervasive developmental disorder, which is on the autism spectrum, and attention deficit hyperactivity disorder — first appeared on the show in 2010 as the subject of a half-hour episode. But now Jenks takes a more in-depth look, moving into DenDanto’s Port Jervis, N.Y. home and tagging along for what’s described as the “biggest year of his life.”

“We realized (at MTV) that we had an opportunity to humanize and destigmatize what it’s like to have autism,” the show’s host, Jenks, 26, of New York, said. “One in 88 American children have autism now. It’s something prevalent that could use more mainstream media attention.”

DenDanto’s television debut nearly three years ago showcased not only the daily issues he faces having autism — including hypersensitivity to smells and noises, such as his classroom bell or cars honking, or severe anxiety over deviation from his schedule — but also his sense of humor and his sensitivity to being treated differently.

This season, viewers get to know DenDanto as he graduates from high school, tries to find a job and begins dating.

“During the first episode you’re thinking, ‘OK, one of the guys on the show has autism. That’s what his story is about.’ After the last episode you realize Chad is really funny, he has a great relationship with his girlfriend, he loves food and Italian culture and fart jokes, and you just know him as Chad. Autism no longer defines him,” Jenks said.

To recognize achievement by blind scholars, the National Federation of the Blind annually offers blind college students in the United States and Puerto Rico the opportunity to win one of thirty national scholarships worth from $3,000 to $12,000.

The Mitsubishi Electric America Foundation, the US International Council on Disabilities (USICD) is launching our first internship program, and I write to ask for your assistance in disseminating this announcement to potential applicants for this exciting program.

The Youth in Development program (YiD) will bring a small group of talented college students, graduate students, and recent graduates with disabilities to Washington, DC this summer for immersion in the international affairs and development field.  Interns will serve for nine weeks in nongovernmental organizations that work within the field, participate in core training and networking activities provided by USICD, and have a unique opportunity to hone their experience and career trajectory.

Participating interns will be matched to a host organization and receive a stipend, travel expenses, and fully-accessible housing for the summer of 2013. 

The program follows from a vision, core to USICD's mission, to increase disability inclusion in U.S. foreign affairs by supporting future professionals to invest their skills and talents in this field.  A successful candidate will have shared in their application their preparation for a career in international development and foreign affairs, their vision of their future, and how a Washington, DC internship will aid their career development.

To learn more about YiD and how to apply, please visit USICD's Youth in Development Initiative page: http://usicd.org/template/page.cfm?id=257
Please note: the application deadline for the 2013 summer program is February 18, 2013.

The U.S. Department of Education (Department) has enacted new rules that make it easier for students who acquire a disability to get their federal student loans forgiven. The new rules, which become effective July 1, 2013, recognize certain disability findings by the Social Security Administration as sufficient grounds to discharge student loans. Under the current law, borrowers who develop severe and lasting disabilities are entitled to get their loans forgiven, but these students must go through a separate inquiry in order to receive Social Security Disability Insurance benefits. This new rule will help students with disabilities avoid this double review of disability eligibility.

The new rule comes on the heels of a joint investigation by ProPublica and the Chronicle of Higher Education that found the Department's system to be "erratic, duplicative, and dysfunctional" and kept many eligible students with disabilities buried in debt. This investigation led Sen. Tom Harkin, D-IA, and Rep. George Miller, D-CA, to write a letter to the Department urging them to fix the disability discharge program. After proposing new rules in the Summer of 2012 and considering nearly 3,000 public comments that followed, the Department settled on these newly enacted rules.

Mills College has agreed to make its classrooms and other buildings more wheelchair accessible and remove other obstacles to the disabled in a settlement with the federal government, the Justice Department announced Wednesday.

The agreement includes changes at 260 sites on the Oakland campus that government inspectors identified as apparent violations in a March 2010 survey, said U.S. Attorney Melinda Haag's office. Mills denied that it had violated disability laws and did not admit any wrongdoing in the settlement.

Among other things, the college agreed to install more wheelchair ramps, handrails and grab bars, make some doors easier to open and adjust the height of some counters, drinking fountains and restroom facilities. Most of the changes are due by the end of 2014, while others are not required until 2023.

The settlement contains a partial exemption for Mills Hall, the school's oldest building. The hall was the college's original home when it relocated from Benicia in 1871 and has been designated as a California historical landmark.

Some office and meeting room doors are too narrow to meet legal standards but can't be widened because of concerns about historic preservation, the settlement says. It requires the college to relocate classes or meetings to other rooms when necessary to accommodate the disabled.

"We commend Mills College for its cooperation and commitment to providing people with disabilities unfettered access to its facilities," Haag said in a statement.

Mills, a liberal arts school for women, has about 1,500 students.

SACRAMENTO, CA - With the January birthday of Ed Roberts, "the father of the disability rights movement," Sara Moussavian reflects on the day she was leaving the Youth Leadership Forum for Students with Disabilities (YLF) in 2009, and was asked what changes she would like to see in the future. At the time, she had no idea her answer would be the seed for a statewide campaign. "As a high school student, I was taught about the history of particular movements, such as the African-American and Latino movements, but there was nothing about disability history," said Moussavian. "The impact and leadership of individuals like Ed Roberts have made an impression on me, yet many people, living with and without disabilities, don't know anything about the work of these leaders and aren't aware of our history. I was determined to see that change."

With the help of the California Foundation for Independent Living Centers' (CFILC) program Youth Organizing! Disabled and Proud (YO!), Moussavian and others initiated an eight-month disabilities campaign in 2009. The campaign resulted in the August 2010 resolution, ACR 162 introduced by Assemblymember Jim Beall, establishing Disability History Week.

"Youth with disabilities have proven to be a significant voice in addressing one of the biggest barriers facing people living with disabilities, that is, lack of awareness," said Liz Pazdral, Executive Director of the California State Independent Living Council. "Their ongoing commitment and leadership is a testament to Ed Roberts Day on January 23."

YO! was launched in March 2009 and is run by youth with disabilities. At their first summit, attendees 28 years of age and younger established program priorities. Their initial priority was taken from the YLF (http://calylf.org/about/about-ylf.php). It was an issue that had come up for several years. The Forum is an annual education and vocational awareness event attended by approximately 60 selected California high school students living with disabilities who meet specific criteria, including demonstrating leadership potential.

The timing couldn't have been better. CFILC had received funding to start a youth-drive program, YO!, which gave them the ability to bring together 40 youth who were committed to seeing Disability History Week become a reality in California. They identified the goal of establishing a California resolution, crafted a community organizing plan and drafted language for legislation.

"Once we had the language, we needed an author," said CFILC Deputy Director Christina N. Mills. "Sara was living in the San Jose area and was in the process of becoming a member of the YO! Volunteer Corps and doing her service at the Silicon Valley Independent Living Center. We encouraged her to reach out to her state representative, Assemblymember Jim Beall. She did, he responded and the rest is history."

On August 6, 2010, just after the 20th Anniversary of the Americans with Disability Act, the California Legislature unanimously passed the bill in both houses establishing the second week in October as Disability History Week.

Today, two years later, youth with disabilities have continued to be actively involved in educating students, teachers and administrators about Disability History Week in grades kindergarten through 12. Every year, members of YO! have provided presentations on disability history in classrooms throughout California, which include, among other components, PowerPoint presentations, Jeopardy-like games, all-school assemblies, storytelling and fact sheets on disability history.

"Although the legislation encourages schools to teach disability history, it doesn't mandate it," said Mills. "YO! members have worked actively to keep the message alive by visiting more than 40 schools statewide and teaching more than 4,000 students, teachers and administrators about the value of Disability History Week."

But more has happened. In 2011, California Senator Mark Leno authored a bill that passed as the Fair, Accurate, Inclusive and Respectful Education Act (FAIR Act) mandating, among other things, that disability and lesbian, gay, bi-sexual, transgender and queer (LGBTQ) history be taught as part of social studies yearlong in public school grades kindergarten through 12, not just one week in October.

In light of the fact that California doesn't plan to publish new text books until 2015, YO! is working on a plan to get disability and LGBTQ history taught in schools sooner than later. Youth with disabilities are strategically partnering with LGBTQ community members in working with the Department of Education, school boards and superintendents to better understand what needs to happen to ensure both histories are now taught in school. In December 2012, YO! held a one-day FAIR Education Act Summit at San Francisco State University with educators, academics, LGBTQ youth and youth with disabilities to understand each other's perspectives and talk about how to work together in moving the Act forward. On January 21, Martin Luther King, Jr. Day, youth with disabilities and LGBTQ youth in San Diego will spend National Service Day learning about each other's communities and coming up with a strategy to get more youth around the state involved in YO!'s efforts to implement the FAIR Act.

"Our communities are passionate about our history, and we value the incredible contributions leaders of our movements have made," commented Mills. "We're excited to finally have people with and without disabilities learning about it in the classroom with their peers. By educating youth in school and establishing relationships, we will move closer toward creating a more inclusive and accepting environment."

"I am extremely excited about what we've achieved so far in getting people to understand that individuals with disabilities deserve to be recognized for their historical achievements," said Moussavian. "More needs to be done, but I think Ed Roberts would be proud of what we have accomplished."

The HSC Foundation’s  ADA Program is seeking the next generation of disability advocates!! If you are a young leader with a disability or know of anyone who is, you/they are encouraged to apply for the 2013 Advocates in Disability Award (ADA)!

The purpose of the ADA Program is to award and encourage a young individual with a disability between the ages of 14 and 26, who has dedicated himself/herself to positively affecting the lives of individuals with disabilities and their families in the United States. The program also supports an innovative project developed by that young person with a disability that serves and empowers individuals with disabilities.

The Advocates in Disability Award (ADA) is a program of The HSC Foundation, funded in part by the Sarah Beth Coyote Foundation. The selected recipient is awarded $3,000 in recognition of his/her past disability advocacy and will receive up to an additional $7,000 in funding support for his/her proposed project.

Applicants must be a citizen or permanent resident of the United States at the time of application submission and recipient selection.

The Advocates in Disability Award Program is part of The HSC Foundation’s National Youth Transitions Initiative (NYTI).

To apply, please see the attached guidelines and application. You may also apply online at: www.hscfoundation.org/2013ADA.php

Applications must be received by March 15, 2013 (by 5:00pm EST).

As costs to educate students with disabilities have risen and state and federal special-education funding has remained steady, the share of local funds used to pay for special-education services in California has increased to 39% from 32%, between 2005 and 2011, according to a report from the state Legislative Analyst's Office. The report predicts growth in the amount of funds needed to serve this student population, as there has been a 240% increase in diagnoses of students with autism and a 120% rise in the number of students with low-incidence disabilities that require costly services. 

If you are a high school junior or senior with a disability in California you should consider applying for the 2013 Youth Leadership Forum for Students with Disabilities. It's a wonderful program and has impacted the lives of more that 1,000 young adults in our state.


Please pass along to anyone you think may be interested!

Since 1984, the VSA International Young Soloists Program has identified talented musicians who have a disability. The VSA International Young Soloists Competition annually selects up to four outstanding musicians from the United States and the international arena, and supports and encourages them in their pursuit of a career. These emerging musicians receive $2,500, professional development opportunities, and a performance at the John F. Kennedy Center for the Performing Arts in Washington, D.C.

Then show off your AT!

Share your ideas and win some cash doing it.

The purpose of the contest is to showcase the creative ways people with disabilities use assistive technology in their daily lives. Many people with disabilities use assistive technologies to accomplish tasks they otherwise could not. Sometimes they modify a commercial device or improvise their own device to meet a specific need. By sharing your ideas and the solutions you created, you can motivate and inspire others who are looking for solutions of their own.

Five finalists will be selected from submitted videos and posted to the AT Network Channel on Youtube. Online voting by the public will determine the winner. The winning video will be featured on the new AT Network website.


The winning Video will receive,
1st Prize $400
2nd Prize $150
3rd Prize $75



How to Enter:
1.Create your video in accordance with the Official Rules and post it to your youtube.com account.
2.Complete the entry form located at http://www.atnet.org/video-contest
3.Include your name, address, email, telephone number, age, a description of your video and the URL to your unlisted Youtube video.
4.Read and accept the Official Rules.
5.No more than 2 Entries may be submitted by any one Entrant.
6.Contest begins at 8:00 AM (PST), Wednesday, November 7, 2012.
7.All submissions must be received no later than 11:59PM (PST), Friday, January 18, 2013.
8.Tell your friends and family to vote for your video beginning February 6, 2013. The Online Voting period ends on 11:59PM (PST), February 28, 2013.
9.The winning entries will be notified via email by March 8, 2013.


* Participation constitutes the Entrant's full and unconditional agreement to and acceptance of the Official Rules. By participating in the Contest, the Entrant is representing and warranting that he/she has read, understood and agrees to be bound by these rules. Entrants or entries that fail to conform to the Official Rules will be disqualified. California Foundation for Independent Living Centers, Inc. reserves the right to disqualify any Entrant or Entry at its sole discretion.

AAPD’s summer internship program makes the Washington, DC internship experience available to motivated people with disabilities, developing a new generation of leaders and offering host employers access to a talented, diverse work force. Each summer, AAPD places students and recent graduates with all types of disabilities in paid 10-week summer internships in Congressional offices, federal agencies, nonprofit and for-profit organizations.  AAPD provides accessible housing, a living stipend, and travel to and from Washington, DC for all summer interns.
http://www.aapd.com/what-we-do/employment/internship-program/

Good Morning,

The California Committee on Employment of People with Disabilities (CCEPD) is interested in hearing from you in order to encourage collaboration across local efforts working to address the employment of people with disabilities. The purpose of this survey is to identify local cross-agency/interagency committees and groups whose primary focus is on addressing local issues related to employment for youth and/or adults with disabilities. Some examples may include: local committees sometimes referred to as "Mayor's Committees", taskforces, commissions, councils, and informal groups.

This survey will take approximately 10-15 minutes to complete. To access the survey, please visit the following link: https://www.surveymonkey.com/s/localefforts.

The survey will be closed at 5:00 p.m. on Monday, December 17. If you have any questions or additional feedback, please contact: CCEPD@dor.ca.gov. Thank you for taking the time to complete this survey!

When Chy Johnson, who has a brain disorder, faced a torrent of bullies, she found an unexpected set of heroes in her high school’s football team.

Johnson, 16, came home from school crying every day after classmates picked on her because of her differences, even throwing trash at her. Fed up, Johnson’s mom reached out to a family friend in hopes of identifying the girl’s tormentors.

Instead, that friend — Carson Jones — took action. As a senior on the Queen Creek, Ariz. school’s varsity football team, Jones rallied the squad to support Johnson, inviting her to eat lunch with them and watching out for her during the school day.

The team’s efforts have made all the difference. “They save me because I won’t get hurt again,” Johnson told KTVK in Phoenix. “They’re not mean to me, because all my boys love me.”

A California boy has been ordered to transfer to another middle school because he carries the gene for cystic fibrosis, even though he doesn't actually have the incurable, life-threatening and non-infectious disease. His parents have gone to court to fight the move.

Their son, 11-year-old Colman Chadam, was told last week that he’d have to transfer from Jordan Middle School in Palo Alto, Calif., to a school three miles away because he posed a risk to another student at school who does have the disease, according to TODAY.

“I was sad but at the same time I was mad because I understood that I hadn’t done anything wrong,” Colman told TODAY. He added: “It feels like I’m being bullied in a way that is not right.”

An inherited condition, cystic fibrosis causes the body to create a thick mucus that clogs the lungs and can lead to life-threatening lung infections. About 30,000 American adults and children have the disease and patients have an average life expectancy in the late 30s.

While it is not contagious, doctors say people with cystic fibrosis can pose a danger to each other through bacterial cross-contamination if they are in close contact.

“In general, we would prefer that there not be more than one cystic fibrosis patient in a school,” Dr. Thomas Keens, the head of the cystic fibrosis center at Children’s Hospital Los Angeles, told TODAY.

The district’s assistant superintendent, Charles Young, told NBC News that officials relied on medical authorities who said “a literal physical distance must be maintained” between patients and that the "zero risk option" was to transfer Colman.

But Colman’s parents, who are home-schooling him while they await a court hearing next week, say the school is overreacting.

“Why take a child who’s new to the district, who’s just making friends, who’s just building a support network, who’s just getting to know his teachers, who’s been well his whole life ... why stigmatize him?” his father, Jaimy Chadam, said on TODAY.

Jennifer Chadam said her son has attended two other schools with students who have cystic fibrosis. “It has never been an issue. Ever,” she said.

Colman’s parents told the school about his condition on a form at the start of the school year, the San Francisco Chronicle reported.

Colman has not suffered from lung problems, never needed treatment and had a negative result on a sweat test, the most accurate test for the disease, his parents told the Chronicle last week. They told the paper their son has never had a clinical diagnosis of cystic fibrosis.

“The school district freaked out," Jennifer Chadam told the paper.

TODAY’s Star Jones, a former prosecutor, and Dr. Nancy Snyderman, NBC’s chief medical editor, said the district erred in transferring Colman.

Snyderman said Colman is not at risk for developing the disease, and said a student with the genetic marker for cystic fibrosis should not pose a health risk.

“The idea behind segregating these kids is that you don’t want them to get secondary infections because they have problems with their lungs and with their guts,” Snyderman told Savannah Guthrie on TODAY Wednesday. “They are more at risk for infections but I just want to underscore he doesn’t have cystic fibrosis so this was in an ill-thought-out decision.”

Jones said a school district cannot unilaterally transfer a student without due process, and said the school was probably acting to head off a possible lawsuit if anything happened to the student who does have cystic fibrosis.

“It’s a pre-emptive strike,” Jones said. “They don’t want to exacerbate this child’s death by one extra day.”

She said the school can’t have it both ways with Colman. “You cannot deny his ability to be in the school without due process and then not use due process pretending that he has this disease,” she said.

Snyderman said that while the Chadams never could have anticipated that their disclosure would have led to a transfer, she said their case is reminder to parents that the information they provide on forms will be scrutinized.

“Everything you put down on any one of those nursing or doctor forms, man oh man, can it come back to bite you,” she said.

Inquiry prompted by administrator's email seeking to limit summer program
By Trey Bundy on October 18, 2012 - 12:01 a.m. PDT


United Educators of San Francisco
In an email, administrator Lisa Miller urged teachers to re-evaluate offering summer school to special education students as a way to cut cost.The California Department of Education said it would investigate whether the San Francisco Unified School District violated federal regulations by improperly denying summer school services to students with special needs in order to cut costs.

The state investigation follows a report by The Bay Citizen that Lisa Miller – the district’s head of middle school special education – directed teachers and staff to consult with her prior to authorizing summer school for those students because the cost had become “exorbitant.”

“My big concern is whether they’re doing something illegal, in which case they have to correct it,” said Donna DeMartini, an education programs specialist at the Department of Education who will lead the investigation.

Special education teachers and attorneys said the directive – issued in a Jan. 4 email obtained by The Bay Citizen – violated the federal Individuals with Disabilities Education Act, which prohibits administrators from influencing a student’s education plan or denying services based on cost.

DeMartini has been reviewing the district’s special education practices since last year, partially in response to complaints that some students had not received federally mandated benefits. The state reviewed the education plans of about 80 of the district’s more than 6,000 students with special needs and found that the district had violated more than 100 state and federal regulations.

Summer school special education – called extended school year, or ESY – is meant to help students whose progress during the regular school year could be undermined by long breaks from school, she wrote.

In an email to The Bay Citizen on Tuesday, school district spokeswoman Gentle Blythe dismissed allegations that Miller’s directive violated the law.

“Some staff were in the habit of offering ESY to any special education student, rather than applying the law correctly,” she wrote. “Ms. Miller did not single handedly make the decision to address this issue. The district is training staff in how to analyze an offer of ESY.”

According to the district, 2,695 special education students were offered summer services this year, but officials would not say how many actually received them.


“No specific parent has had any grievance with the district regarding ESY since Ms. Miller sent the email you have written about,” Blythe wrote. “In fact, the number of students eligible for ESY went up last year as more training began to clarify the purpose of ESY.”

Advocates for students said Miller’s email fit a statewide pattern of school districts circumventing special education laws to save money.

“Miller’s email demonstrates what most districts do without putting it in writing,” said Rony Sagy, a San Francisco attorney, who is handling a lawsuit against the state on allegations of failing to enforce district compliance with special education regulations.

Sagy filed the lawsuit against the Department of Education last spring on behalf of the California Concerned Parents Association, a group of parents of students with special needs from roughly 20 school districts, including San Francisco. The organization began in Morgan Hill, where in 2008, parents filed a complaint with the school district contending that their children had been illegally denied appropriate summer school programs.

One of those parents, Linda McNulty, said several students went without summer school for two years in a row while the state investigated the matter.

Giorgos Kazanis, a spokesman for the Department of Education, said he could not comment on the case because it was “still tied up in litigation.”

Federal education officials are handling a record number of disability-related civil rights complaints in the nation’s schools.

The U.S. Department of Education released a report this week that says more there were more than 11,700 complaints alleging violations of disability rights that were filed with its Office of Civil Rights between 2009 and 2011; the highest number ever received in a three-year period!

4,600 complaints were related to the rights of students with disabilities to a free and appropriate public education (FAPE).

Commonly expereinced issues related to retaliation, exclusion/denial of benefits, academic adjustments, bullying and harassment, the use of seclusion and restraints, and a high suspension rate of students with disabilities.

NCWD & YO! have posted eight videos for and by youth with disabilities.

The 411 on Disability Disclosure video features youth with disabilities discussing how their decisions to disclose their disabilities have affected them at school, at work, and in social situations.  This video is a companion to the publication, The 411 on Disability Disclosure: A Workbook for Youth with Disabilities. Three shorter video clips from the full video are also available online.

In the video, Making Your Move to Managing Your Own Personal Assistance Services (PAS), youth share how they use personal assistance services (PAS) and what’s involved in finding and managing their own services. This video is a companion to the publication, Making the Move to Managing Your Own Personal Assistance Services (PAS): A Toolkit for Youth with Disabilities Transitioning to Adulthood. Three shorter video clips from the full video are also available.

A federal agency is warning the White House that more protections are needed to ensure the parental rights of those with disabilities.

Even as an increasing number of Americans with special needs choose to become parents, laws across the country routinely undermine their rights, according to a National Council on Disability report which was sent to President Barack Obama on Thursday.

In two-thirds of states, courts are allowed to deem a parent unfit solely based on their disability. And, disability can legally be taken into account in every state when assessing what’s in the best interest of a child, the council found.

“Even today, 22 years after the passage of the Americans with Disabilities Act, parents with disabilities are the only distinct community of Americans who must struggle to retain custody of their children,” wrote Jonathan Young, chair of the National Council on Disability in a letter to the president that accompanied the report.

Currently, some 6.1 million children in the United States have parents with disabilities. They are significantly more likely than other kids to be forcibly separated from their parents, the federal agency found.

Estimates suggest that among parents with intellectual disabilities, removal rates are as high as 80 percent. Similarly high rates are seen among parents with psychiatric disabilities.

Meanwhile, the council found that people with special needs are more likely to lose custody of their children after divorce and have more difficulty adopting kids.

“A nexus should always be shown between the disability and harm to the child, so that a child is taken from a custodial parent only when the parent’s disability is creating a detriment that cannot be alleviated. However, this is not the reality,” Young said.

The council is urging the administration and Congress to collect data and fund research to better understand the experiences of people with disabilities as parents.

What’s more, the agency is recommending that new laws be implemented at the state or federal level to protect the rights of parents with disabilities. The report also indicates that social services agencies need to work to better understand and accommodate this population.

Sacramento --

California's new online voter registration system went live with much fanfare last week, but one group is not cheering: disabled voters.

On Tuesday, which was National Voter Registration Day, a coalition of groups that advocate for people with disabilities sent a letter to Secretary of State Debra Bowen saying that the new system doesn't work for people with various disabilities.

Specifically, people with visual and reading impairments who need screen-reading technology to use a computer are not able to access the new registration system because the secretary of state's website is not compatible with that technology.

Multiple federal laws, including the Help America Vote Act and the Americans with Disabilities Act, require that government services are accessible to people with disabilities. With an Oct. 22 deadline to register to vote, the advocacy groups want the website  made accessible as soon as possible.

"It's something they should have investigated before launching the site," said Andrew Mudryk, deputy director of Disability Rights California. "This situation shouldn't be what it is."

A representative of another organization, the California Foundation of Independent Living Centers, contacted the secretary of state's office in late August offering to have people with an array of disabilities use the new system to make sure it was accessible.

"That didn't happen. We wish it had," said Teresa Favuzzi, executive director of the foundation. "We were paying attention and are making this call to action based on a real desire for people with disabilities to have equal access."

The secretary of state has a Voting Accessibility Advisory Committee to advise her on issues regarding people with disabilities, but advocates say that committee was not consulted on the new system, either.

Nicole Winger, spokeswoman for Bowen, said, "We're grateful for the disability community ... bringing this to our attention," but she did not know why neither the committee nor the advocates had been involved in the run-up to the launch of the site.

She said those groups are now involved in the process "to better understand the technical challenges and potential fixes."

Winger could not say whether the website would be made accessible before the close of the voter registration period. But, she said, the secretary of state's office staffers "are immediately on this."

One of the biggest problems is the use of what is known as CAPTCHA technology, which is used on many websites to verify that a person, and not a machine, is actually entering information. Users have to type in a series of letters and or numbers that are displayed in a distorted format.

In the letter to Bowen, the advocates wrote that they were dismayed the technology was used because it "presents a well-known barrier to people who are blind or visually impaired and deaf or hard of hearing."

The online system actually has great potential to help people with disabilities, advocates said, because it mitigates issues people face in having to physically travel to register and it would allow them to do so independently.

"It's a really great opportunity for people with disabilities and we want to be part of it," Favuzzi said.

Wyatt Buchanan is a San Francisco Chronicle staff writer. E-mail: wbuchanan@sfchronicle.com

President Barack Obama and Republican challenger Mitt Romney will both send surrogates to represent them later this week at a one-of-a-kind presidential forum focused on disability issues.

U.S. Rep. Cathy McMorris Rodgers, R-Wash., will speak on behalf of Romney and Edward M. Kennedy, Jr. will represent Obama at the National Forum on Disability Issues this Friday in Columbus, Ohio, event organizers said.

McMorris Rodgers has a son with Down syndrome and has made disability issues a centerpiece of her work in Congress. Kennedy is the son of the late U.S. senator and serves on the board of the American Association of People with Disabilities.

The forum is sponsored by more than 80 organizations from across the country and is being promoted as the only event of the presidential campaign to exclusively address issues of interest to the disability community. McMorris Rodgers and Kennedy will each appear for 30 minutes to offer their party’s vision and answer questions presented by Frank Sesno, a former CNN White House correspondent, who will moderate the event.

In addition to the presidential candidates, those vying to represent Ohio in the U.S. Senate were also invited to speak at the forum. Thus far, Democratic state Rep. Nancy Garland has confirmed that she will speak on behalf of U.S. Sen. Sherrod Brown, D-Ohio.

A full house of 500 is expected at the event and more than 2,000 people have already registered to watch a live webcast, organizers say.

The AAPD Hearne Leadership Awards Program

Paul G. Hearne: A Legacy of Leadership
AAPD founder Paul G. Hearne was a passionate advocate for increased employment of people with disabilities. Paul opened doors for thousands through his leadership of Just One Break, an employment agency for people with disabilities in New York City, and The Dole Foundation for Employment of People with Disabilities in Washington, DC.

AAPD is the product of Paul’s vision: an organization that would promote economic power and public participation for people with disabilities, while cultivating the next generation of leaders. Hearne Award winners are his living legacy.


Each year, the American Association of People with Disabilities (AAPD) recognizes those outstanding emerging leaders with disabilities who exemplify leadership, advocacy, and commitment to the broader disability community. Two emerging as leaders in the cross-disability civil rights movement will each receive $10,000 to help them continue their progress and further connect their work with AAPD’s national outreach. The recipients of the 2012 Hearne Leadership Awards will also star in a short documentary film about their work and have an opportunity to join national disability leaders at the AAPD Leadership Gala in Washington, DC.

This year, AAPD will once again recognize outstanding individuals personifying leadership, advocacy, and dedication to and for the disability community at large. Two individuals, emerging as leaders in the cross-disability civil rights movement will each receive $10,000 to help them continue their progress as leaders and further connect their work with the national grassroots of AAPD. The recipients of the 2012 Hearne Leadership Awards will also have an opportunity to meet and network with national disability leaders at the AAPD Leadership Gala in Washington, DC in March 2012. U.S. residents with any type of disability are eligible to apply.

AAPD is now accepting applications for the 2013 Hearne Award.

Apply Online Now
Downloadable version

Application Deadline: 5:00pm Eastern Time, November 5, 2012

We are pleased to announce that the nominations for the Sixth Annual Dr. Robert Greenberg Award for Innovation are now open!  The award will be presented at the COSD 13th Annual National Conference Luncheon on Thursday November 8, 2012 in Los Angeles, CA.

Qualified nominations may be a person, institution, employer or program / initiative demonstrating cutting-edge techniques or strategies in the area of preparing or recruiting or hiring college students with disabilities.  The deadline for nomination submission is September 21st, 2012.  To submit a nomination, please use the form located here.

If you would like to nominate someone (yourself or someone you know) who has created or expanded a great idea that assists in the career employment of college students with disabilities, please click here for more information and to complete the form.  Once completed, please scan the form and e-mail it to Alan Muir at amuir@tennessee.edu.

Eligible nominations can be from:

Higher education in preparation of college students with disabilities to be more competitive in the career search;

OR

Employers using effective recruitment and hiring strategies focused on college graduates with disabilities.

Selection:

A panel of judges will review the nominations and the winner will be notified in early October 2012.  The award recipient will have a free Conference Registration and two nights' stay at the Sheraton Gateway LAX.  Please note that the deadline for nominations is September 21st, 2012.  To submit a nomination, please use the form located here and scan the completed form and send to Alan Muir at amuir@tennessee.edu.

In the next 30 days or so, Governor Brown will decide the fate of a bill (SB 803 DeSaulnier) that would create the California Youth Leadership Project (CYLP)  for the purpose of supporting and promoting youth civic engagement. The CYLP would award scholarships to youth from 14 to 18 years of age for youth and civic engagement programs that would improve the quality of life for California's disconnected and disadvantaged youth.

Scholarship award winners will be given opportunities to make meaningful recommendations regarding legislation and policies that impact their own lives and the lives of the thousands of other youth in California whose voices often go unheard.

The bill would give California Tax Payers the option to make a donation to a California Youth Leadership Fund when filing their taxes.

Programs that might benefit from CYLP include the Youth Leadership Forum for Students with Disabilities, the Chicano Latino Youth Leadership Project, the California African-American Youth Leadership Program, the Asian Pacific Youth Leadership Program, the California Youth Connection, and GSA Youth Leadership Network, among others.
Governor’s Office: http://gov.ca.gov/home.php

The U.S. Department of Labor’s Office of Disability Employment Policy will host a webinar on September 11 from 3:00 pm to 4:00 pm on the Workforce Recruitment Program (WRP). The WRP is a is a recruitment and referral program that connects federal and private sector employers nationwide with highly motivated college students and recent graduates with disabilities who are eager to prove their abilities in the workplace through summer or permanent jobs. The webinar is entitled “Put Your Abilities to Work: A Student's Guide to the Workforce Recruitment Program” this webinar is intended for eligible candidates and campus coordinators at colleges and universities.

American Airlines is taking heat for requiring a teen who is nonverbal to stow the iPad she relies on to communicate during a recent flight.

Carly Fleischmann, a 17-year-old with autism from Toronto, lambasted American Airlines on her Facebook page earlier this week for limiting access to the iPad she uses to speak.

On her way home from Los Angeles last Friday, Fleischmann said that a flight attendant told her to put away the tablet for takeoff and landing and was unwilling to bend even after Fleischmann’s aide explained that it was a communication device.

The Christopher & Dana Reeve Foundation's Peer & Family Support Program (PFSP) empowers people living with paralysis, their families, and their caregivers by helping them to go forward living healthy, full lives.

By providing emotional support, guidance and by sharing real-world experiences with people seeking advice, those who are living well after paralysis can help to answer questions and find solutions to life's common challenges through confidential discussions and demonstrations.

About half of the estimated 15 million uninsured U.S. residents who could obtain coverage under the federal health reform law's Medicaid expansion are between ages 19 and 34, according to a study released Friday by the Urban Institute and the Robert Wood Johnson Foundation, The Hill's "Healthwatch" reports (Baker, "Healthwatch," The Hill, 8/10).

The COSD FULL ACCESS: Student Summit for Career Exploration co-sponsored by Cisco Systems and Lockheed Martin is composed of two half-day sessions, starting at noon on Friday, November 9th. Students will end at noon Saturday, November 10th. Employers will have a follow-up luncheon ending at 2pm Saturday November 10th.

According to COSD (Career Opportunities for Students with Disabilities) Executive Director, Alan Muir, this Student Summit themed "Full Access," is destined to give students with disabilities 'full access' to the corporate ranks. Additional information and resources are available throughout the website, so please review all information and submit your application to attend.

http://form.jotform.us/form/22133401394140

Held each October, National Disability Employment Awareness Month (NDEAM) is a national campaign that raises awareness about disability employment issues and celebrates the many and varied contributions of America's workers with disabilities. This year's theme is "A Strong Workforce is an Inclusive Workforce: What Can YOU Do?"

NDEAM's roots go back to 1945, when Congress enacted a law declaring the first week in October each year "National Employ the Physically Handicapped Week." In 1962, the word "physically" was removed to acknowledge the employment needs and contributions of individuals with all types of disabilities. In 1988, Congress expanded the week to a month and changed the name to "National Disability Employment Awareness Month." Upon its establishment in 2001, ODEP assumed responsibility for NDEAM and has worked to expand its reach and scope ever since.

Mobility International USA is promoting several webinars for U.S. students with disabilities interested in applying for Fulbright grants. The Fulbright Student Program awards approximately 1,500 grants annually to graduating college seniors, graduate students, young professionals and artists to pursue post-baccalaureate academic study, English Teaching Assistantships or supervised research abroad. Grants are awarded for activities in more than 125 countries worldwide, in a wide range of subject fields, or for instruction and supervised practice in selected professional fields such as art, music, law, business, and others. A Webinar for students is August 29.

Congressman Mike Honda is Chairing the Congressional Anti-Bullying Caucus (CABC); which is a bipartisan caucus comprised of Members of Congress committed to the belief that all communities deserve a safe environment to thrive, and that our nation is in urgent need of solutions that stop bullying - both offline and online - now and forever.

You can learn about their featured anti-bullying legislation, and read their report:
"Bullying: Framework of Federal Efforts & Current Legislation"

You can connect with the CABC by visiting:
http://www.honda.house.gov/index.php?option=com_content&view=article&id=1190&Itemid=561

SCRS will be hosting two Youth Leadership Week(s) ~ If you or someone you know is between the ages of 13 - 25 and would enjoy getting together with other youth, we have a week-long program starting soon; one taking place in Downey, the other in East Los Angeles. For details and to register, please contact our Youth Services Specialist Deserie Ortiz this week at 562-862-6531 Ext. 121

"Our generation has lived through the worst economic times since the Great Depression. But the scary thing is that the recession may never end for young people," said Rory O'Sullivan, Policy Director at Young Invincibles. He continued "But this is not an acceptable option, and the challenge is solvable. We know that investments in youth initiatives like AmeriCorps can get young people back to work and back on track. We just need political leaders with the will to enact necessary solutions."

SVILC is hosting the 3rd Annual Disability Pride Parade. There are transportation scholarships available go to SVILC's website for details.

By Michelle Diament
July 9, 2012

Rapper 50 Cent is apologizing after he was lambasted for a series of comments on Twitter that were seen by many as critical of those with disabilities.

When a fan contacted 50 Cent on Twitter recently to say "release the album or get shot again," the rap artist reportedly responded by saying "yeah just saw your picture fool you look autistic."

Subsequently, 50 Cent followed up to say "I dont want no special ed kids on my time line follow some body else."

The Twitter comments garnered harsh reaction on the social network, leading actress Holly Robinson Peete - who has a son with autism - to take on the rapper.

"I hope you can see how what you might see as a benign insult - or not - was so randomly hurtful, immature and misinformed," Robinson Peete wrote in an open letter on her website. "If you've read your mentions today I am sure you have felt the wrath of autism parents. We are no joke. Neither is autism. We are not about to let you attempt to make 'autistic' the new 'R-word' under our watch."

In response, 50 Cent took to Twitter again Sunday, telling his 6.8 million followers, "I realize my autism comments were insensitive, however it was not my intention to offend anyone and for this I apologize."

The original tweets were also removed from 50 Cent's Twitter feed.

A major concern shared by kids across the world, according to a new report, is the fear of being bullied online. In fact, over half the kids surveyed (age 8 to 17) share this worry, and nearly one-quarter of them admit to having their fear come to life.

The report, issued by Microsoft's Safety & Security Center, surveyed kids in 25 countries, including Malaysia, Qatar, Russia, and the U.S.

Surprisingly, online bullying in the U.S. is lower than the 25-country average of 37 percent. Twenty-nine percent of children ages 8-17 in the U.S. say they have been subjected to it.

Read more, http://www.takepart.com/article/2012/06/28/half-worlds-kids-fear-online-bullying

You are invited to participate in an Association of Programs for Rural Independent Living ,(APRIL)

IL Conversation

July 19, 2012
3:00 - 4:30 pm Eastern Time

Call the APRIL Bridgeline number: 218.339.2699 - pin code 922899
This is not a toll free call. Your regular long distance charges will apply.
There is no registration fee.

(NOTE: When calling the Bridgeline, if you are put on hold for an extended period of time, please hang up and recall.)

This IL Conversation is presented by the CIL-NET. The CIL-NET is operated by the Independent Living Research Utilization program at TIRR Memorial Hermann in partnership with the National Council on Independent Living and the Association of Programs for Rural Independent Living. Support for the presentation was provided by the U.S. Department of Education, Rehabilitation Services Administration. No official endorsement of the Department of Education should be inferred.

Topic:
Bullying: Strategies and Partnerships for Change

Facilitators:
John Johnson - Options Resource CIL
E. Grand Forks, MN

Join us to:

* Discuss the prevalence of bullying against youth with disabilities and the types of bullying.

* Find out who the best community partners are in a successful anti-bullying program.

* Learn what goes into a successful anti-bullying law and how your state rates.

* Explore what CILs can do to promote anti-bullying programs in their communities.

* Review a sample school survey on the extent of bullying.


Call in from a quiet location and join the discussion or feel free to just listen in.

IL Conversations is a CIL-Net presentation hosted by APRIL in cooperation with ILRU and NCIL, and provides IL practitioners with an opportunity to talk with colleagues about the nuts and bolts of running a center for independent living and providing core and other services, as well as to address broader state and national issues impacting CILs, SILCs, and people with disabilities. Watch for our next IL Conversation Announcement! Different facilitators who are currently working in the field will join us to lead the discussion, answer questions and refer participants to additional resources.


Again, to join your colleagues in discussing this IMPORTANT Independent Living issue, call the APRIL Bridgeline,
218.339.2699 - pin code 922899, on July 19 at 3:00 pm
EASTERN TIME.


PLEASE JOIN US!
IL Conversations originated with the University of Arkansas, CURRENTS.


For more information, call:

Kathy Hatch
Training and Technical Assistance
APRIL and the IL Net
390 Crepe Myrtle Drive
Greer, SC 29651
864.670.9283

YLF Luncheon

Thursday July 26, 2012 - 12:30 to 2:30 pm
Sacramento Convention Center
1400 J Street, Sacramento

Deadline to register - 3:00 pm JULY 10, 2012

Visit www.CalYLF.org to register now!

You are cordially invited to attend the 21st Annual California Youth Leadership Forum for Students with Disabilities (YLF) Luncheon on Thursday, July 26th, 2012, in Sacramento, CA. The YLF provides an opportunity for outstanding high school juniors and seniors to attend a five-day intensive program focused on employment preparation and leadership development.

The YLF Luncheon will be held at the Sacramento Convention Center, located at 1400 J Street, Sacramento. Please arrive by 11:45 am. The purpose of this luncheon is to provide an opportunity for student delegates to meet and talk with adults with disabilities who work in a variety of career areas, and meet individuals who have supported YLF. The luncheon also provides valuable information and resources for their future.

The YLF Luncheon Keynote Speaker will be Dana LaMon. Dana LaMon, who became blind when he was four years old, is a retired administrative law judge. He graduated from John Marshall high school in Los Angeles in 1970, Yale University with a bachelor's degree in math in 1974, and from the University of Southern California Law School in 1977. Dana is the 1992 World Champion of Public Speaking with Toastmasters International. He has been speaking professionally since 1991 and recently completed speaking trips to Malaysia and China. Dana is the author of four books to help the reader to live a meaningful life.

The YLF Alumni Speaker will be Jenny Robert. Jenny Robert is an alumni of the 2000 YLF and works for Orange County as a Career Consultant and Job Developer. She is the number one job developer, and in 2011 she received the Excellence Award for her work. Jenny was diagnosed with a learning disability, Dyscalculia, in elementary school and attended mainstream and special education classes through high school. Through her own self-advocacy, she was admitted to Cal Poly and earned a Bachelor's degree in Behavioral Science. Jenny feels that through YLF she gained the confidence, leadership abilities and resources to become the successful person she is today.

The YLF Luncheon Alumni Emcee will be Ammy Joseph. Ammy is a 2001 YLF alumni and has been YLF staff every summer since 2003. She is actively involved in her San Francisco community as an advocate for improving the quality of life for youth through educational and vocational opportunities. Ammy served over three years as the Student Assistant for the Youth Employment Opportunity Program in the San Francisco One Stop Career Center and receives requests to speak at important community events because of her amazing ability to articulate the issues facing young adults in the disability community.

The YLF Luncheon Sign Song Performer will be Cathy Bain. Cathy is a sign language interpreter, sign song performer, author and motivational speaker. She currently works as a sign language interpreter at UC Davis where she specializes in interpreting for Deaf medical students and Deaf doctors. Cathy has been actively involved in YLF for over 20 years, and is best known to us as the Talent Show coordinator. Her sign/song performances are her way of expressing her passion for the Deaf and Disability community for over 35 years.

In an effort to make YLF a self-sustaining program, we are asking for your financial support to cover the cost of your lunch. General ticket is $30.00, Youth (Age 17-23) $15.00 and Limited Income is $15.00. If you are unable to afford a ticket, please contact Christine Foisy at 916.653.5992 or cfoisy@edd.ca.gov.

Because seating for the luncheon is limited, we must accept reservations on a first come basis according to the order received (and we may not be able to accommodate late responses). Thank you in advance for your participation in this important event.

Advocates for Youth released a the following report: "Child Sexual Abuse II: Resiliency and Prevention", in which they identified that youth with physical, emotional, or cognitive disabilities are over three times more at risk for child sexual abuse than their non-disabled peers, and may not be able to disclose to a trusted adult because of a disability which impairs communication.

To read the full article go to Article Source

The Government Accountability Office (GAO) has found that the nature and extent of protections available to students who are bullied depend on the laws and policies where they live or go to school. Education and Justice have taken important steps in assessing how federal civil rights laws can be applied and Education has completed a study of state bullying laws, but neither agency has assessed state civil rights laws and procedures as they may relate to bullying.

More information about state civil rights laws and procedures is a key missing link that is needed by administration officials and decision makers alike, to assess the extent of legal protections available to students who have been bullied. Furthermore, while multiple efforts to collect information about bullying have been under way for several years, the prevalence of bullying of youths in certain vulnerable demographic groups is not known. A greater effort by key federal agencies to develop more information about the extent to which a broader range of demographic groups are subject to bullying and bullying-related discrimination would better inform federal efforts to prevent and remedy bullying. This information, together with an assessment of federal and state legal protections, could also aid policymakers in determining whether additional actions are needed to protect vulnerable groups of youths who are most often the target of school bullying.

To allow for a more comprehensive assessment of federal and state efforts to address bullying, our report includes recommendations to Education to compile information about state civil rights laws and procedures that relate to bullying and to develop procedures to routinely inform individuals who file complaints of discrimination stemming from bullying about the potential availability of legal options under their state's anti-discrimination laws; and to Education, HHS, and Justice to develop information about bullied demographic groups in their surveys of youth and to use this information and other information from studies of state bullying and civil rights laws to assess the extent to which legal protections against bullying exist for vulnerable demographic groups.

The Tarjan Center at the University of California Los Angeles, a University Center for Excellence in Developmental Disabilities, has partnered with the Mitsubishi Electric America Foundation and Students for the Advancement of Global Entrepreneurship (SAGE) to support inclusive, student-run businesses. The Tarjan Center will provide small grants to help schools and community based programs include secondary school-age students with and without disabilities in socially responsible student-run businesses. The orgs. selected will help uncover best practices for including all students in entrepreneur leadership activities.
Awardees will receive up to $2500 along with a video camera, and other exciting promotional materials. All businesses must include students with and without disabilities. We are open to schools/youth teams that have a great idea for a socially responsible business, and are looking for resources to make that idea a reality. We're also open to more established student run businesses that would now like to integrate students with disabilities or elements of social responsibility. Application deadline is July 20th, 2012.Any school within the U.S. is eligible to apply. To learn more about the application, visit: http://bit.ly/JF1A4O
Contact Karen Leventhal, Director of the Tarjan Center Service Inclusion Project, for more information at 310-825-0067 or kleventhal@mednet.ucla.edu.

Recovery Month Webcast: Discusses mental and substance use disorders among teenagers and young adults and effective approaches to preventing underage drinking and use of illicit drugs. Examines the role of family, schools, and community in prevention, treatment, and recovery.

To read more go to Article Source.

Attention youth organizers for justice! We need your help! DataCenter, in partnership with the Global Action Project, is conducting a national survey of youth organizers to better understand how media is being used to advance social justice work throughout the United States. What are the stories you're trying to tell? What's the change that you want to create? What are the things that are limiting your ability to tell your story, and what are the things that are helping?

This survey seeks your expertise on the media practices of movement organizations and youth organizers. Our goal is document how media in all its forms is being used for organizing, framing community stories, and conducting analysis. Your knowledge will help us identify trends, needs, and challenges to integrating media into advocacy and organizing efforts led by young people involved in immigrant justice, educational justice, racial justice, gender justice and other struggles. The project will capture best practices and examine how youth are integrating media in new ways. It will also identify barriers and gaps you're facing in this work. There are a few important assumptions we've made that we want to share with you.

To read more go to Article Source.

The U.S. Department of Education weighed in on the use of restraint and seclusion in schools Tuesday with a 45-page resource document, but stopped short of issuing formal guidance to educators.

The move marks the most detailed instruction to date from federal education officials about the practices which have become highly controversial in recent years.

The issue came to the forefront after a 2009 advocacy group report uncovered widespread abuse and even deadly examples of restraint and seclusion in schools - most involving students with disabilities - problems which were later confirmed in a government report as well.

Since that time, disability advocates have pressed Congress to enact federal standards on the use of restraint and seclusion, but such efforts have sputtered.

The Education Department document released Tuesday outlines 15 principles to guide educators and other stakeholders in the creation of policies surrounding the use of restraint and seclusion. It emphasizes the importance of preventive measures and indicates that restraint and seclusion should never be used as punishment. The federal document also highlights the need for staff training and communication with parents about any use of the practices.

"Ultimately, the standard for educators should be the same standard that parents use for their own children," U.S. Secretary of Education Arne Duncan said in a statement. "There is a difference between a brief time out in the corner of a classroom to help a child calm down and locking a child in an isolated room for hours. This really comes down to common sense."

Federal officials said they disseminated the new document to stakeholder groups and posted it on their website, but would not actively distribute it to all of the nation's school districts since it's not official guidance. Rather, a Department of Education spokesman called the document "thoughtful encouragement."

To read more go to Article Source.

Silicon Valley Independent Living Center (SVILC)
and
Co-organizer the Office of Santa Clara County Supervisor Dave Cortese
Present the
3rd Annual West Coast Disability Pride Parade & Festival
on Saturday, July 21, 2012

NEW LOCATION! Downtown Mountain View



Last year, SVILC held the 2nd West Coast Disability Pride Parade & Festival and it was a great success with more than 800 event attendees! We are contacting you to see if you would be interested in supporting the 3rd Annual West Coast Disability Pride Parade & Festival that will be held on Saturday, July 21, 2012 this year in Downtown Mountain View. We hope California Telephone Access Program (CTAP) will joining us again this year!

We know everyone has been financially impacted these last few years but we are asking the Disability Community, Service organizations, businesses and community allies to share the expense of this valuable Disability Community event and day of fun for all community members. To see a powerful video from the 2011 event, picture is worth a thousand words... CLICK HERE.

Attached you will find a sponsorship form and details of the benefits of each sponsorship level as well as an event flyer. Please complete the form and return via email at your earliest convenience. Please contact me with any questions you may have at 408-894-9041 x209.

Based on the overwhelming success of last year's parade and festival, we are estimating that +1,000 supporters will join us this year. Get involved by being a sponsor, volunteering and/or participating in the parade procession! Your support ensures SVILC will continue our mission that creates fully inclusive communities that value the dignity, equality, freedom and worth of every human being. Hope to see you there!

With Disability Pride,
Ruth White

To read more go to Article Source

Over 60% of children with special needs have been bullied. That's far too many. This toolkit gives adults and children valuable tools to stop bullying when they know its happening, and prevent it from happening in the future.

Tomorrow, May 3rd, we will be participating in in an online day of action for kids with special needs

Be a part of the Bully Free World online Day of Action for special needs this Thursday, May 3. Here is what you can do:
• Share a link to the toolkit with your social networks.
• Tweet with the hashtag #BullyFreeWorld.
• Like, Share and Retweet our #BullyFreeWorld messages.
• Share your story about how bullying of kids with special needs affected you.
• Encourage your friends to get involved.
• RSVP to our event on Facebook.

Being left out or bullied is more likely to lead to depression in children with developmental disabilities than any facet of their condition, new research indicates.

The findings come from a study of 109 kids ages 8 to 17 with various special needs. Researchers asked the children and their parents to fill out questionnaires designed to identify signs of anxiety and depression. Then, the kids were screened to assess whether or not they were bullied or excluded by their peers.

"What is notable about these findings is that despite all the many challenges these children face in relation to their chronic medical or developmental diagnosis, being bullied or excluded by their peers were the factors most likely to predict whether or not they reported symptoms of depression," said Margaret Ellis McKenna, a senior fellow in developmental-behavioral pediatrics at the Medical University of South Carolina who presented the research Sunday at the Pediatric Academic Societies annual meeting in Boston.

Other factors that McKenna and her colleagues considered included age, gender and the presence of chronic health conditions, but none came close to the influence of the negative peer experiences.

Accordingly, the researchers said that children who report being bullied or excluded should be carefully observed for signs of depression or other internalizing behaviors.

"Professionals need to be particularly alert in screening for the presence of being bullied or ostracized in this already vulnerable group of students," McKenna said.

Dozens of disability advocates - including actor Noah Wyle - were arrested Monday on the grounds of the U.S. Capitol while protesting possible changes to Medicaid.

The activists - many in wheelchairs - were participating in a demonstration organized by the disability rights group ADAPT. Members of the organization positioned themselves in the rotunda of the Cannon House Office Building and refused to leave prompting the arrests, according to ADAPT representatives.

Officials with the U.S. Capitol Police said they arrested 76 individuals at the protest who were charged with unlawful conduct and demonstrating in the Capitol.

Members of ADAPT say they are speaking out amid a "dire national Medicaid crisis." Specifically, the group opposes a Republican plan to cut federal Medicaid funding and favors an elimination of the so-called "institutional bias" whereby states provide nursing care to individuals with disabilities in institutional settings, but often are not required to offer similar assistance in the community.

"Cutting or changing Medicaid without thoughtful reform has very real life or death consequences for people with disabilities and people who are aging who live on fixed incomes that are significantly below the poverty level," said Marsha Katz who traveled from Montana to participate in the ADAPT actions. "Washington should be putting our tax dollars into cost-saving community based services, not costly nursing homes and institutions."

Wyle, who is best known for appearing on NBC's "ER" and is a vocal advocate for universal health care, joined the protesters and was among those detained.

To read more go to Article Source.

Some of the most severely disabled people in California are cared for at state-run developmental centers. The state spends about $300,000 a year on each of the 1,800 patients living at the centers. But an eight-month investigation with KQED's partner California Watch has uncovered a pattern of abuse, and a failure to hold staff accountable

For 42 years, Van Ingraham lived in a Spartan room at Fairview Developmental Center in Costa Mesa, one of five centers for the disabled around the state.

As a child, Ingraham couldn't form words and was diagnosed with severe autism and other disabilities. As he grew, he was constantly in motion and difficult to control. So his parents turned to Fairview for help.

"They saw that it was a safe environment for him, that he was gonna be safe and taken care of," Larry Ingraham, Van's brother, said.

To read more go to Article Source

This series of videos addresses various topics that will help young people with disabilities navigate the job search process. The videos star young professionals that either have disabilities themselves or work with college students with disabilities. These videos are intended to provide you with real-life information and personal experiences. If you have additional questions about anything that you see or hear in the videos, you are encouraged to address the questions with your Disability Services or Career Center professionals on your campus.

Videos on the following topics:
Effective Resumes
Using Social Media
Effective Techniques
Your Job Search
Strategies for Interviewing
Paid Vs Unpaid Internships and Compensation
Disability Disclosure and Accommodations Requests
Preparing for an Internship
Professional Attire
Skills for Success
On the Job Etiquette
Making the Most of Your Internship Mentoring and Networking
Making the Most of Your Internship Informational Interviews
Time and Stress Management
Lessons Learned
Lessons for the Future

A task force is recommending an overhaul of a California law governing the involuntary commitment of residents to psychiatric hospitals, the Los Angeles Times reports (Romney, Los Angeles Times, 4/8).

Report Findings

In March, the task force -- the California Treatment Advocacy Coalition -- released a report suggesting that the 1967 Lanterman-Petris-Short Act does not provide adequate access to treatment for people with the most severe mental illnesses.

The report found that Californians with severe mental health conditions are four times more likely to be in jail than in a hospital or outpatient clinic that provides appropriate services.

The authors provided 14 recommendations for changing the law.

The report states, "The primary recommendation of the task force is to develop a system that deals with the reality of the setting of mental health treatment right now."

It recommends that every California county enact Laura's Law, which provides court-ordered outpatient treatment for people with mental illnesses who do not realize they require care. Only Nevada County has fully implemented the law.

Laura's Law is set to expire at the end of this year, but Assembly member Michael Allen (D-Santa Rosa) has introduced a bill (AB 1569) that would extend the law until 2018 (California Healthline, 3/19).

Proposed Changes

The coalition is calling for several changes to the law, including:

Allowing involuntary commitment of people deemed incapable of making their own decisions about mental health treatment;
Expanding the use of conservatorships;
Lengthening involuntary hospital stays; and
Standardizing how the law is applied across different counties.

Consensus in Question

According to the Times, many of the changes being sought by the task force likely will receive broad consensus among lawmakers, such as standardization of the law's implementation across the state. However, proposals to broaden the terms of involuntary commitment and conservatorship likely will prompt debate (Los Angeles Times, 4/8).

To read more go to Article Source

Greenlining's 19th Annual Economic Summit:
By The People for the People - Communities Creating Change

When: Friday, April 20th, 2012
Where: Downtown Los Angeles (The Center at Cathedral Plaza)
Why: Because We Can't Wait Around for Solutions -
We Have to Create them Ourselves!

Youth Symposium:

This year's summit will also include a youth leadership track for college students entitled, Youth Creating Change. This minds-on, hands-on program will explore topics like art and activism, power mapping, online organizing, non-traditional fundraising and coalition building. Please refer youth leaders to our program for free registration and more information.

Building on the momentum the Obama administration started more than a year ago to stop bullying in schools and communities, Health and Human Services (HHS) Secretary Kathleen Sebelius and Education Secretary Arne Duncan today unveiled a revitalized Stop Bullying websitev - www.stopbullying.gov - to encourage children, parents, educators, and communities to take action to stop and prevent bullying.

The website provides a map with detailed information on state laws and policies, interactive webisodes and videos for young people, practical strategies for schools and communities to ensure safe environments, and suggestions on how parents can talk about this sensitive subject with their children. The site also explores the dangers of cyberbullying and steps youngsters and parents can take to fight it.

Research shows that bullying is physical and emotional abuse. Students who are bullied are more likely to struggle in school and skip class. They are more likely to abuse drugs and alcohol, be depressed, and are at higher risk of suicide. There is a Get Help page, which is directly linked to the National Suicide Prevention Lifeline, which means young people can get immediate help for themselves or others if needed.

"Bullying is not just an education or health problem, it is a community problem," said Secretary Sebelius. "We are committed to working together at the federal level to help communities, schools and families address it as a single problem."

The enhanced site responds to feedback from the March 2011 White House Conference on Bullying Prevention and the September 2011 Federal Partners in Bullying Prevention Summit that awareness alone will not prevent bullying. The site now gives concrete steps that students, parents, educators and community members can take to prevent and stop bullying.

"We've come a long way in the past year in educating the public about the health and educational impacts that bullying can have on students. But simply being aware of the problem is not enough," said Secretary Duncan. "Everyone has a role to play, and StopBullying.gov features ways we can all take action against bullying."

For more information go to Article Source

ANDERSON - Some 100 people marched here Wednesday night, circling Anderson City Hall as chants of "Sí, se puede" filled the streets.

At the front, several people clutched a banner commemorating Cesar Chavez, the civil rights advocate who fought for the rights of farm laborers in the second half of the 20th century.

"He was the Martin Luther King Jr. of the Hispanic movement," said Antonio Damian Jr., who drove from San Diego to Fresno to march with Chavez in the mid-1970s.

On Wednesday Damian, 57, marched with Cesar Chavez's grandson, Anthony Chavez, 26.

Anthony Chavez was the honored guest at the 10th annual Cesar E. Chavez Day, in which Latinos and others march to celebrate the historic figure's life, and also hand out scholarships to honor his love of learning.

"My grandfather only finished eighth grade. My parents only finished high school. I've been able to finish four years of college," Anthony Chavez said. "I hope (the students) continue to do more and go forward.

"As my grandfather taught us, the end of all education should be service to others."

Juan Flores, 17, received one of the scholarships from the Northern Hispanic Latino Coalition, which organized the event.

He said he plans to use the scholarship to help pay for his education at Sacramento State University.

He said he plans to study criminology and become a lawyer.

Damian said he had come to the Chavez Day celebration to see the grandson of the man with whom he marched in Fresno in 1975 after driving up from San Diego at 18.

"It's pretty amazing," he said. "It's good to see him doing the same thing that his grandfather did. It still needs to be going (on)."

The inequality of the farm hands, such as being unable to take a break or go to the bathroom, shocked and motivated Damian to support Cesar Chavez. He said the marches brought about a camaraderie among the participants akin to the Occupy Wall Street movement.

Anthony Chavez said much headway was made by his grandfather and those who worked with him, such as Damian. However, problems and abuse of workers still happens.

"Even thought there's many good laws on the books, the laws in the fields are much different," he said.

The celebration also featured folk dancing, music and tostadas after the march.

Worries about the weather shortened the marching route from previous years, said Alan Phillips, chair of the coalition.

After the march, Eva Jimenez spoke on the importance of embracing change.

"When we hear the word 'change,' we think we have to lose something. Always think of change as, 'I'm going to add something to my life,' " said Jimenez, Shasta College's dean of Business, Agriculture, Industry and Technology.

Anthony Chavez said he would come after Phillips invited him. He's been up to Mount Shasta previously, but his experience with the region has been limited.

"I've mainly passed through. It's really beautiful country. A lot of people don't know about all the riches in Northern California," he said. "Every time I come up here I learn more and more."

Most state offices will be closed Friday in observance of Cesar Chavez Day.

CalSTAT is a special project of the California Department of Education, Special Education Division. One of our activities is funding the Family Participation Fund. The Department established the Family Participation Fund to provide financial assistance to families, who do not have any other agency support, to become active members of decision-making committees, task forces and other policy-making bodies. The Family Participation Fund provides assistance for family members to attend and participate in policy-making meetings. Over the life of CalSTAT*, the project has modeled and encouraged, family participation and partnership with educational agencies to improve education for all children. Since the program originally began it has helped families attend over 12,000 meetings.

For more information go to Article Source.

FEMA is looking for youth leaders who are dedicated to public service, who are making a difference in their community, and who want to expand their impact as a national advocate for youth preparedness.

Are you a 12 to 17 year old who wants to make a difference in your community that could help save lives? If you have contributed to youth disaster preparedness in your community or lived through a disaster and want to share your experiences, you could be on FEMA's Youth Preparedness Council!

Similarly, if you know of a young person with any of these qualities, you could also nominate him or her to serve.

Youth Preparedness Council nominees will represent a variety of kids: current or former students, a youth member of a local Citizen Corps Council, a youth club, or a member of a faith-based organization who is vocal and active in preparing peers, family, and neighborhood for potential emergencies.
Nominations must be received by April 6, 11:59 p.m. EDT.
About the Council

FEMA's Youth Preparedness Council is a unique opportunity for a select set of youth leaders to serve on a highly distinguished national council, to participate in a community preparedness roundtable event in Washington D.C., and to voice their opinions, experiences, ideas, solutions, and questions on youth disaster preparedness with the leadership of national organizations working on youth preparedness.

Selection Criteria

Nominations can emphasize youth disaster preparedness activities that the nominee has participated in, or can be related to a disaster the nominee lived through. Nominations should describe a specific emergency situation and/or examples of youth disaster preparedness activity that would qualify the nominee to serve on the Council. FEMA asks that applicants limit themselves to describing no more than five examples.

Sample preparedness activities include, but are not limited to:
• Teen CERT in Action
• Citizen Corps Council Activities
• After School Activities
• Faith-based Youth Preparedness Activities
• Camp Activities
• Youth Club Activities (e.g., Boy Scouts, Girl Scouts)
• National Preparedness Month Participation
• Increasing Local Disaster Awareness
• Resources: Doing More With Less
• Rural Area Programs
• Using Social Media
• Pet/Service Animal Preparedness
• Underrepresented Communities Programs
• General Youth Preparedness Programs
Youth Preparedness Council Participants will be announced in May 2012, and will be FEMA's honored guests at a community preparedness roundtable event in Washington, D.C. on June 28 and 29.
Nomination Process
Complete instructions are available at: http://citizencorps.gov/getstarted/youth/youthindex.shtm. If you have any questions about the process that are not covered there, please email YPC@icfi.com.

Nominating yourself? You must submit a recommendation letter as an attachment to your nomination. The letter can be from any adult, like a parent, guardian, community first responder, or teacher. Please name the file "[Your First Name]_[Your Last Name]_Letter." (For example, "Nick_Halpern_Letter.") Self- nominations that do not include a letter of recommendations will not be reviewed.

Nominating someone else? Feel free to include a letter of recommendation, but this is not mandatory. If you do, please name the file "[Nominee First Name]_[Nominee Last Name]_Letter." (For example, "Nick_Halpern_Letter.")

For more information go to Article Source

First-ever national data released Tuesday indicates that students with disabilities are significantly more likely than others to be restrained at school.

The new statistics come from a survey of 72,000 schools, representing 85 percent of the nation's students, that was conducted by the U.S. Department of Education.

In all, 38,792 of the students represented in the survey were physically restrained by an adult at school during the 2009-2010 academic year. The vast majority of those restrained - 69 percent - had disabilities, even though students with special needs made up just 12 percent of the survey sample.

This is the first time that information on restraint and seclusion was solicited as part of the Education Department's regular civil rights data collection. The government agency began releasing findings this week broken down by location as well as some results from the national sample. However, a full picture from across the country is not expected for another month, officials said.

In addition to the disproportionate use of restraint on students with disabilities, the Education Department data indicated that boys are more likely than girls to be subject to restraint and seclusion. What's more, students from some racial groups were more frequently subject to the disciplinary tactics.

Meanwhile, students with disabilities were more than twice as likely to receive out-of-school suspensions as compared to their typically developing peers, the survey found.

The findings were released the same day disability advocates at the National Disability Rights Network issued a report blasting the Education Department for failing to do more to rein in the use of restraint and seclusion in schools.

The organization first brought concerns about the tactics to the forefront in 2009 with a report that found dozens of cases of injury and even death resulting from the practices.

Since that time, members of Congress have attempted to pass legislation to limit restraint and seclusion in schools, but to no avail.

"(The Department of Education) has not provided any meaningful leadership to reduce the use of restraint and seclusion - despite the fact that students are continuing to be confined, tied up, pinned down, battered and nearly killed on a regular basis," said Curt Decker, executive director of the National Disability Rights Network, in the organization's latest report.

The group is urging federal education officials to issue "strong national guidance" to schools about the use of restraint and seclusion much like they have done to address concerns about bullying.

Last year, Alexa Posny, the Education Department's top special education official indicated that such guidance would be forthcoming, but it has yet to be released.

It is important to officially recognize the voice, creativity, and passion of young people who share a vision of a healthier and more opportunity-laden California. The California Endowment and The Statewide Youth Leadership Coordinating Team are pleased to announce two great opportunities for youth and youth workers to participate in shaping the future of youth leadership within Building Healthy Communities and The California Endowment. The formation of The Presidents Youth Council and The Statewide Steering Committee on Youth Leadership will partner to ensure that each group work to strengthen youth voice and leadership across sites, and on a state and national level.

In capturing the vision for youth empowerment, Robert K. Ross, M.D., President and CEO of The California Endowment, will form a President's Youth Council as a platform for building on and increasing youth leadership opportunities within The California Endowment efforts. These efforts support and strengthen youth engagement, youth leadership, youth advocacy and youth/adult partnerships.

The Endowment believes that health happens in neighborhoods, schools, and with prevention. As such, The Endowment has embarked on Building Healthy Communities (BHC), a ten-year campaign to improve the health of young people residing in vulnerable, at-risk communities through stronger and innovative prevention approaches. The Endowment believes that youth empowerment is the key to the healthy and equitable transformation of communities they envision.

President's Youth Council

What is the President's Youth Council (PYC): The PYC is a committee that provides guidance and feedback about youth leadership efforts and youth engagement to the President of The California Endowment. PYC members will meet with the President up to three (3) times a year, as well as attend two (2) additional council meetings. The council will advise and share with the President their input on the Building Healthy Communities Initiative, and other initiatives as well. PYC members will earn a $1,000.00 stipend, and be able to further their skills and development, as well as have access to networking and mentoring opportunities. Members will participate in youth development opportunities, and work to continue strengthening their leadership skills.

PYC Responsibilities:

Provide an on-going youth perspective on the upcoming phases of the Building Healthy Communities initiative;
Help prioritize ways of strengthening the youth voice and youth leadership within various California Endowment initiatives;
Work in partnership with the Youth Steering Committee members and the Youth Policy Group members to support and connect youth with regional, state and national youth empowerment campaigns;
Participate in youth development opportunities, work to continue strengthening leadership skills; and
Be a representative of the youth leadership body of The California Endowment.

Who will be on the PYC: PYC membership will be comprised of up to seven (7) youth leaders, between the ages of 16-24, and up to five youth workers. Participating youth will represent each region, and shall include racial, ethnic, gender and sexual orientation diversity. They will be drawn from youth serving in leadership positions throughout their community and/or affiliated HUB; participants in the 2011 Youth Convening's; youth engaged in TCE funded statewide campaigns and projects; and other youth who have distinguished themselves. Each PYC member will commit to serving on the council for a minimum of one year.

When will the PYC start: The PYC will launch in March 2012, with the first meeting taking place early Spring 2012.

Where will the PYC meet: PYC members will be expected to meet with the President as a group up to three (3) times throughout the year, and attend two (2) additional council meetings (meeting locations to be determined).

How will PYC members be chosen: This is a competitive application process. Members will be chosen based on their geographic location, age, experience, involvement in their local Building Healthy Communities work and/or other evidence of leadership abilities. Online application submission period will be open February 17, 2012 through March 9, 2012.

Apply to be the PYC : The application for both the President's Youth Council and the Statewide Steering Committee for Youth Leadership can be found at here or www.californiacenter.org.

To read more go to Article Source

Californians for Disability Rights Foundation

This scholarship is in memory of our past President, Laura Williams. Laura was known and respected for her work on behalf of people with disabilities and seniors, including the state's compliance of the 1999 U.S. Supreme Court Olmstead Decision and passage of the federal Americans with Disabilities Act. She was a constant voice and visible presence at State Capitol hearings and meetings on issues including In-Home Supportive Services, developmental services, access to public accommodations for children and adults with disabilities, mental health needs, and issues involving seniors.

Purpose of Scholarship
The purpose of the scholarship is to provide financial assistance to people with disabilities who have been admitted to or are enrolled in a California college or university and who are committed to taking a leadership role in improving the lives of persons with disabilities.

Amount of Scholarship
One (or more) $500 scholarship(s) will be given each year in the Spring semester.

Eligibility
Any person with a verified physical, mental, or learning disability that substantially limits one or more major life activities, as defined in the ADA Amendments Act of 2008, who has been admitted to or is enrolled in an accredited state university, community college, private college, or university in California may apply.

Award Criteria
Applications for the scholarship will be rated as follows:

50% Demonstrated Leadership
50% Essay


Contact Kathleen at kdbarajas@aol.com with any questions or comments.

Scholarship Award Date
Scholarship will be awarded on April 30, 2012.

Despite a heavy emphasis on education in the president's budget proposal this week, advocates are worried that students with disabilities are being left out.

Funding for special education would remain largely flat under President Barack Obama's proposed budget for 2013 that was released Monday.

Meanwhile, money for new programs like Race to the Top - a competitive grant program that awards money to states that commit to reform models - would grow dramatically.

And that has some advocates concerned.

"In this context, level funding is a cut," said Lindsay Jones, senior director for policy and advocacy at the Council for Exceptional Children, which lobbies on behalf of special educators.

School districts are already reeling from the loss of stimulus dollars and reduced state and local funding, Jones said, not to mention inflation. At the same time, districts are seeing more students with diagnoses like autism that incur a high level of need and significant expense.

"It's difficult to see so much investment in competitive grants when there's so much need in foundational programs like IDEA, so we're disappointed," Jones said.

There was one bright spot, however, for special education. Obama proposed an additional $20 million for early intervention services for children with disabilities in their first years of life.

The budget plan reflects Obama's priorities for federal spending for the 2013 fiscal year, which will begin in October. However, much like last year, the president's proposal is likely to face an uphill battle in Congress, which must approve any final spending plan.

The Department of Education's (Department) Office for Civil Rights (OCR) today issued a Dear Colleague letter concerning the Americans with Disabilities Act Amendments Act (Amendments Act). The letter and accompanying Frequently Asked Questions document (FAQ) provide additional guidance on the requirements of the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act (Section 504) in elementary and secondary schools, given the changes to those laws made by the Amendments Act.

"We must continue to take steps to enable every child, regardless of disability, to reach their full potential," said U.S. Secretary of Education Arne Duncan. "This guidance reiterates the Department's commitment to ensure that educational opportunity is provided free from disability discrimination."

The Amendments Act, effective Jan. 1, 2009, amends the ADA, as well as the Rehabilitation Act. The Amendments Act broadened the meaning of disability and, in most cases, shifts the inquiry away from the question of whether a student has a disability as defined by the ADA and Section 504, and toward school districts' actions and obligations to ensure equal education opportunities.

Today's Dear Colleague letter and FAQ discuss the various obligations of school districts, such as the requirement to evaluate students for disability, and provide a free appropriate public education to students with disabilities, as well as the changes made by the Amendments Act.

"It is critical that school districts remain vigilant in their duty to protect the civil rights of all their students, including students with disabilities. When Congress changes the law affecting those rights, districts must ensure that their policies and practices reflect this altered landscape," said Assistant Secretary for Civil Rights Russlynn Ali.

To review the Dear Colleague letter, please visit http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201109.html. The FAQs are posted at http://www2.ed.gov/about/offices/list/ocr/docs/dcl-504faq-201109.html. More information about OCR can be found at http://www2.ed.gov/about/offices/list/ocr/index.html, as well as Facebook.com/EDCivilRights and Twitter (@Edcivilrights).

To read more, please go to Article Source.

Join us at the beautiful Intercontinental Hotel Galleria in Houston Texas to explore innovative ways to design and operate programs and services that support youth in transitioning to adulthood.

You will learn:

How "nothing about us without us" is especially important when involving youth in CIL programs

What services and programs successful CILs are offering to support youth transition

How successful CILs design, fund, staff, and operate their youth transition programs

How to support transition from school to work, post-secondary education, adult health care, and independent living

Target Audience:

CIL staff involved in youth transition services and supports, and those interested in expanding services in their centers and increasing the capacity of the youth in their communities.

End bullying in our schools.

Over 85 percent of students with disabilities have experienced some form of bullying.

Bullying is more than kids being kids-it can make school a hostile place and prevent students from receiving the education that is their civil right.

This silent epidemic must be stopped.

Students are the most powerful argument against bullying. That's why we encourage you to view and share AAPD's public service announcement, "30 seconds."

The PSA features three real students sharing a simple message: people with disabilities are powerful, self-determined individuals-not victims.
What can you do?

Use "30 Seconds" as a tool to start conversations about keeping schools safe and respectful places for all students regardless of disability. Share it with your family, friends, co-workers, schools, and congregations.

Get informed about current legislation and initiatives aimed at ending bullying.

Join the conversation.

California Celebrates 2nd Annual Ed Roberts Day
"I am convinced that we are making the most profound social change that our society has ever known." - Ed Roberts, 1990

SACRAMENTO, CA- Californians will honor the life and legacy of Ed Roberts, a champion for disability rights on the 2nd Annual Ed Roberts Day, January 23, 2012.

"Celebrating Ed Roberts' Day is a time to honor the life of a pioneer for disability rights and to celebrate the legacy that lives on in the ability of people with disabilities to shape their own future," said Teresa Favuzzi, Executive Director of the California Foundation for Independent Living.

Coinciding with the day of honor, Roberts, a 2011 California Hall of Fame inductee is recognized for his contributions to California's history and the cause of disability rights in an exhibit at Sacramento's California Museum. On January 23 the museum will offer discounted admission to visitors attending the exhibit.

"Learning about disability leaders like Ed Roberts shows young people with disabilities that we can be leaders of change just like Ed was," said Jamie Caron, a student at Ohlone College in Fremont. "Today's events will help more people learn that people with disabilities have - and will continue - to shape history for the better."

Roberts, who passed away in 1995, was an international leader, educator and champion of persons with disabilities. Roberts began his advocacy efforts at UC Berkeley, where he was the first student with significant disabilities to be admitted to the campus. He later became one of the founders of the Center for Independent Living Inc. in Berkeley. In 1975, he was appointed by Governor Jerry Brown as the first Director of the California Department of Rehabilitation with a significant disability he served in that position until 1983, at which point he went on to become a co-­‐founder of the World Institute on Disability.

The California Museum acknowledged these achievements by naming him one of the 2011 California Hall of Fame inductees and featuring an exhibit that showcases his accomplishments. On Ed Roberts Day (January 23rd, 2012) the museum will offer a discounted admission of $6 to museum patrons who indicate they are visiting to "Celebrate Ed Roberts."

Two of the campuses Roberts spent time attending, the University of California, Berkeley and the College of San Mateo, are also planning events to honor his life and work on Monday. The Disabled Student Services Program at the College of San Mateo will be acknowledging Roberts in the Student Senate and the Disabled Students' Program (DSP) and the Berkeley Center of Independent Living will cosponsor an event to celebrate Roberts at UC Berkeley while providing information to high school students with disabilities looking to attend University. Over 100 high school students are expected to attend the event and speakers will include State Senator Loni Hancock (D-­‐Berkeley) and Zona Reports.

Passed with overwhelming support in the California State Senate in 2010, the bill declaring January 23 as "Ed Roberts Day" was authored by Senator Hancock. Congress member George Miller (D-­‐Martinez) authored a similar resolution which was adopted by Congress.

Ed Roberts Day Events:

California Museum Celebrates Ed Roberts Day
Discounted admission rate of $6.00. Patrons wishing to participate should advise the Museum ticket office that their visit is to "Celebrate Ed Roberts." LOCATION: 1020 O Street, Sacramento CA 95814

Ed Roberts Day Celebration at UC Berkeley
Featuring information on post -- secondary options for high school students with disabilities Speakers: State Senator Loni Hancock and Zona Reports. LOCATION: Cal Alumni House, 1 Alumni House, Berkeley, CA 94720.

The College of San Mateo Recognizes Ed Roberts
The College's Disabled Student Services program will recognize and honor the life and work of Ed Roberts at their Student Senate. For more information on this event, contact Beverly Madden madden@smccd.edu. LOCATION: College of San Mateo, 1700 W. Hillsdale Boulevard, San Mateo, CA 94402

National Federation of the Blind
2012 Scholarship Program

Our new and improved online application form for our 2012 scholarship program is now fully functional. The link is posted below.

2012 Deadline: All scholarship applications and documents must be received by the scholarship program no later than March 31, 2012.

30 SCHOLARSHIPS

To recognize achievement by blind scholars, the National Federation of the Blind annually offers blind college students in the United States and Puerto Rico the opportunity to win one of thirty national scholarships worth from $3,000 to $12,000.

ELIGIBILITY REQUIREMENTS

All applicants for these scholarships:

- Must be legally blind (PDF document) in both eyes, and must be residing in the United States, the District of Columbia, or Puerto Rico, and
- Must be pursuing or planning to pursue a full-time, postsecondary course of study in a degree program at a United States institution in the 2012 scholastic year, except that one scholarship may be given to a person employed full-time while attending school part-time, and
- Mmust participate in the entire NFB national convention and in all of its scheduled scholarship program activities.

In addition to a scholarship, each winner will receive assistance to attend the 2012 National Federation of the Blind Annual Convention in July, providing an excellent opportunity for high-level networking with active blind persons in many different professions and occupations.

PROGRAM TIMING

November 1, 2011: The program for 2012 commences. The application is made available online and, upon request, in print.

March 31, 2012: Deadline today for all applications and documents to be received by the NFB Scholarship Program and applicants must have requested an interview. The interview may take place after March 31 but before April 15.

April 2012: Interview reports are required by mid-April. In late April, the NFB Scholarship Committee chooses the 30 winners for 2012.

May 2012: After all 30 winners are personally notified that they are a scholarship winner this year, the complete list of winners for 2012 will be posted on www.nfb.org/scholarships. Applicants who are not listed here did not win an NFB scholarship. With the financial assistance of the NFB, all 30 winners attend the 2012 Annual NFB Convention, to be held at the Hilton Anatole Hotel in Dallas, Texas, from June 30 to July 5, 2012, departing for home on July 6.

2012: After convention the scholarship checks are sent directly to the winners in time for their 2012 fall semester.

2012 Deadline: All scholarship applications and documents must be received by the scholarship program no later than March 31, 2012.

What kind of student wins an NFB scholarship? You may read about past NFB National Scholarship recipients in August-September "convention issues" of the Braille Monitor.

Braille Monitor, August-September 2011
Braille Monitor August-September 2010
Braille Monitor August-September 2009
Each year, information on the NFB Scholarship Program is made available online, in print, and in a fall issue of the Braille Monitor (available in large print, in Braille, recorded, and online). Subscribe to a free e-mailed copy of the Braille Monitor (11 issues per year) to know when to apply for each year's contest and to read other news of interest to blind Americans.

TO APPLY FOR AN NFB SCHOLARSHIP:

Confirmation of Legal Blindness (PDF document). Are you eligible?
Submissions Checklist. A complete application consists of one Scholarship Application Form (either online or print), one essay, other documents as detailed in this checklist, and one interview. Complete applications tend to have an advantage in the competition. The NFB Scholarship Committee takes no responsibility for notifying you if required information is missing from your application.
Frequently Asked Questions (Scholarships FAQ). Answers include useful advice for any applicant.
"The Secret to Winning a National Federation of the Blind Scholarship" by Scholarship Chairperson Patti S. Gregory-Chang, Esq.
2012 Scholarship Application Form, online edition. The application period is open from November through the following March. (Complete either the online edition or the print edition.)
2011 Scholarship Application Form, print edition -- available upon request. The application period is open from November through the following March. (Complete either the print edition or the online edition.)
2011 List of Scholarships, $12,000 to $3,000. Fill out only one application for the program to be in competition for all 30 scholarships. The NFB Scholarship Committee decides which scholarship each winner will receive. All questions should be directed to the chairperson. E-mail is preferred.

Chairperson Patti Chang, Esq.

NFB Scholarship Program
NATIONAL FEDERATION OF THE BLIND
200 East Wells Street at Jernigan Place
Baltimore, Maryland 21230

Office: (410) 659-9314, extension 2415
E-mail: scholarships@nfb.org

Despite several recent threats to cut funding for special education, federal spending on students with disabilities will increase this year.

Congress approved an additional $100 million for special education under a budget passed in late December.

Though the increase is modest, advocates say any extra funds represent a win given Washington's recent focus on trimming costs.

"It's a good outcome," said Lindsay Jones, senior director for policy and advocacy at the Council for Exceptional Children, which lobbies on behalf of special educators. "We always want more money and we're nowhere near full funding, but considering the political climate, this is fine."

When the Individuals with Disabilities Education Act became law in the 1970s, Congress committed to funding 40 percent of the program's cost, but that never happened and today the federal government pays for less than 20 percent.

Jones described last year as a "roller coaster," which began with a proposal to cut $557.7 million from the federal special education budget. As a result, advocates say they're breathing a sigh of relief now that funding did not shrink.

In addition to the $100 million added to special education, Congress also provided an extra $5 million for programs supporting young children with disabilities as well as increases in funding for parent information centers and technical assistance.

Like all education programs, however, special education was subject to an across the board cut of nearly 2 percent, so the true growth in funding for this year compared to 2011 will be slightly less than the $100 million increase.

School districts will receive their next round of funding from Washington this summer and that's when the newly-approved increases from this year's budget will head their way.

Despite the good news this year, advocates say next year's budget could spell trouble, however. Since lawmakers were not able to reach a deal last fall to reduce the federal deficit, automatic spending cuts are slated to hit many programs, including education, in January 2013.

The purpose of the ADA Program is to award and encourage a young individual with a disability between the ages of 14 and 26, who has dedicated himself/herself to positively affecting the lives of individuals with disabilities and their families in the United States. The Program also supports an innovative project developed by this young person with a disability that serves and empowers individuals with disabilities.

The Advocates in Disability Award (ADA) is a program of The HSC Foundation, funded in part by the Sarah Beth Coyote Foundation. The selected recipient is awarded $3,000 in recognition of his/her past disability advocacy and will receive up to an additional $7,000 in funding support for his/her proposed project that focuses on serving and empowering individuals with disabilities.

The ADA program seeks a deserving young person who has distinguished himself/herself through contributions in the area of disability. Some examples of qualified applicants could include (but are not limited to): a student who is advocating for equal access to quality education, a young professional educating an employer about workplace accommodations, or a young person advocating for better policies and legislation for people with disabilities. This person does not have to be a "professional" advocate, but should be effectively working to make a difference. The ADA seeks to recognize and award individuals who are advocates through their deep belief and commitment to the inclusion and empowerment of all people with disabilities.

Applicants must be a citizen or permanent resident of the United States at the time of application submission and recipient selection.

The Advocates in Disability Award Program is part of The HSC Foundation's National Youth Transitions Initiative (NYTI). The Advocates in Disability Award Application is available at: www.hscfoundation.org/2012ADA.php

In recent years, important changes in public policies and attitudes have resulted in improved opportunities for people with physical and mental disabilities. Now, people living with disabilities assume their rightful place in society as the equals of non-disabled people. Unfortunately, societal attitudes have changed less in regard to sexuality and disability. Even today, many people refuse to acknowledge that all people have sexual feelings, needs, and desires, regardless of their physical and/or mental abilities. As a result, many young people who live with disabilities do not receive sex education, either in school or at home.

This summary addresses sex education for youth who live with physical and/or mental disabilities-including, but not limited to hearing, sight, and motor function impairments; Down syndrome; cerebral palsy; paraplegia and quadriplegia; developmental disorders; and mental health issues. Beginning with a few statistics on disability among American youth and an overview of common myths and facts about the sexuality of people living with disabilities, the document also provides general guidelines for parents of physically or mentally challenged children and youth and offers a select, annotated bibliography of sex education materials and resources.*

For more information, go to article source.

Students who miss a lot of school often have symptoms of psychiatric disorders, according to a new study.

The study of more than 17,000 children found that a high rate of absenteeism is linked to a higher prevalence of mental health problems later on in adolescence.

The research also found that mental health problems during one year predict missing additional school days in the following year for students in middle and high school.

"We've long known that students who are frequently absent from school are more likely to have symptoms of psychiatric disorders, but less clear is the reason why," said Jeffrey Wood, associate professor of educational psychology and psychiatry at the University of California, Los Angeles, who led the study.

"These two aspects of youths' adjustment may at times exacerbate one another, leading over the course of time to more of each."

The researchers looked at children in first through 12th grades using three sets of data: the National Longitudinal Study of Adolescent Health, a study of a nationally representative sample of adolescents in grades seven to 12; the Johns Hopkins Prevention Intervention Research Center Study, a study of classroom-based interventions involving children in grades one to 8; and the Linking the Interests of Families and Teachers trial, a study of children in grades one through 12.

Researchers interviewed students and parents annually or biennially, and they gathered information from school attendance records. In addition, students, parents, and teachers filled out questionnaires.

The study found that between grades 2 and 8, students who already had mental health symptoms, such as antisocial behavior or depression, missed more days over the course of a year than they had in the previous year and than students with few or no mental health symptoms. Middle and high school students who were chronically absent in one year of the study tended to have more depression and antisocial problems in subsequent years.

For example, 8th graders who were absent more than 20 days were more likely to have higher levels of anxiety and depression in 10th grade than were 8th graders who were absent fewer than 20 days, Wood says.

"The findings can help inform the development of programs to reduce school absenteeism," Wood said. "School personnel in middle schools and high schools could benefit from knowing that mental health issues and school absenteeism each influence the other over time.

"Helping students address mental health issues may in turn help prevent the emergence of chronic absenteeism. At the same time, working to help students who are developing a pattern of chronic absenteeism come to school more consistently may help prevent psychiatric problems."

The study was funded by the National Institute of Mental Health and the Eunice Kennedy Shriver National Institute of Child Health and Human Development, with cooperative funding from 17 other agencies.

Source: Society for Research in Child Development

When young people with disabilities end up in the juvenile justice system, they're less likely to return to youth prisons after their sentence is up if they have jobs or go to school quickly after being released, a new paper says.

However, comprehensive programs that help these youth go from prison to the outside world are scarce, says this piece from Project Forum at the National Association of State Directors of Special Education. And juveniles with disabilities have a high recidivism rate-more than the 55 percent rate for youth without disabilities.

The report looks closely at the practices in four states-Arizona, Georgia, Hawaii, and Oregon-when it comes to supporting all juveniles, including those with disabilities, who are leaving the justice system.

Some common practices the report found in states with programs intended to reduce recidivism for these young people include: a continuum of supports for youth that begins in prison and keeps going once they leave; transition facilitators or coordinators who are dedicated to working with these youth; and programs for reentering society that are comprehensive, addressing education, employment, social and behavioral skills, mental health, substance-abuse issues, housing, and transportation. Another common theme in the report? Budget problems often keep these programs from going long-term...

To read more go to article source

When Andrew Van Cleave thought about what he wanted to do after high school, this son of two university graduates came up with the same answer many his age come up with: go to college.

Until the past decade, though, college wasn't much of an option for students, including Mr. Van Cleave, who have significant intellectual impairments. This month, the 24-year-old, who has an intellectual disability and ADHD, became one of the first graduates of a two-year program at Vanderbilt University designed for students with severe cognitive disabilities. He starts a job next month.

To read more go to Article Source

American Youth are Struggling to Get the Work Experience They Need for Jobs of the Future

Youth employment is a critical element of success for young people. As a pathway to careers and education, meaningful summer employment not only helps young people develop workforce and leadership skills to get and keep good jobs, but also connects them to long term economic opportunity.

Unfortunately, the recession has had a particularly hard impact on youth employment. Only 45 percent of youth between the ages of 16-24 were employed the end of August, including only 33.8 percent of African American youth. This is significantly lower than the 54.5 percent of youth who were employed five years ago and 56.1 percent of youth who were employed 10 years ago. Only 21 out of every 100 teens in low-income families had a job this past summer.

In 2009 and 2010, Recovery Act funding supported over 367,000 summer and year-round job opportunities for low-income youth. This past summer, the Department of Labor set a goal of obtaining 100,000 summer job commitments from the private sector - and nearly reached that goal with 84,000 jobs despite a lack of funding.

Summer employment helps introduce youth to the working world and provides the skills and experiences they need to launch their careers. According to a Department of Labor report, nearly 75 percent of low-income youth who participated in the 2009 federal summer jobs program reported increased work readiness skills. Additionally, young people reported that, in the absence of their summer jobs, they would be competing with more experienced adult workers for jobs or doing nothing productive over their summer breaks.

The Private Sector Can Help

We believe every US company can play a part in creating pathways to employment for low-income and disconnected youth. In January 2012, the President will challenge businesses to commit to connecting low-income youth to summer employment. Recognizing that in a difficult economy not every business is in a position to hire, the Administration's new Summer Jobs Plus program will recognize and support not only businesses that hire youth, but also those companies that provide additional pathways for youth. Summer Jobs Plus identifies three key ways for companies to help connect youth to a better future while simultaneously deriving benefits for their businesses, such as increased employee engagement, customer loyalty and employee retention.

Businesses can accept the President's challenge and make a "Pathways Pledge" by choosing at least one of the following three pathways to employment for low-income youth:

• Life Skills: Provide youth work-related soft skills, such as communication, time management and teamwork, through coursework and/or experience. For example, your company could offer resume writing or interview workshops or provide employee mentors.
• Work Skills: Provide youth insight into the world of work to prepare
  for employment. For example, businesses can host job shadow days.
• Learn and Earn: Provide youth on-the-job skills in a learning environment while earning wages for their work. For example, businesses can offer paid internships, and/or offer permanent positions that provide on-the-job training. Business can also partner with schools and higher education institutions to give youth the opportunity both to strengthen their academic skills while working as well as to connect learning to the context of work.

Tools for Employer Success

To support companies that make pledges to Summer Jobs Plus, the Corporation for National and Community Service will make available a Youth Employment Partnerships toolkit. The toolkit will provide information on how businesses can create clear, community-supported, mutually beneficial pathways to employment for low-income and disconnected youth. Complete with case studies of best practices, the toolkit will guide businesses down one of the three pathways that best matches the company's assets and readiness to provide youth the skills they need for employment and adulthood.

Conveniently available in print and online, the toolkit will walk businesses through four key stages to identify and define a successful program.

• Assess and Select: Employers take an assessment survey which guides them to select one of three engagement models (Life Skills, Work Skills or Learn & Earn).
• Define Scope: Employers walk through an exercise to define the scope of their company's model.
• Plan and Pilot: Users are guided through a plan to build their company's pilot program.
• Refine and Grow: Employers set up for ongoing program development and refinement.

Additionally, employers who commit to support youth employment in one of the three pathways will register their commitments with the Summer Jobs Plus Bank, an easy-to-use tool that helps low-income youth and communities find job postings from companies looking to hire them. To help ensure youth can find these Summer Jobs Plus opportunities, the Administration will engage public and private sector resources to train employers and providers on how to "tag" listings for jobs as well as corporate mentorship opportunities and other "Pathway Pledges."

Making a Pathways Pledge

Companies who join the Summer Jobs Plus challenge will commit to the following:

• Create new or expanded opportunities for a specific number of low-income youth ages 16-24. Each commitment will provide a specific number of young people they plan to engage in Summer 2012.
• Hire youth, or to support youth via one of the three pathways to employment: Life Skills, Work Skills, or Learn and Earn
• Participate in the Summer Jobs Plus Bank, including tagging listings for jobs, corporate mentoring experiences and other "Pathways Pledges."
  
  Summer Jobs Plus Commitment Tracker Sheet...

The National Collaborative on Workforce and Disability for Youth is conducting an online survey to learn whether and how individuals and organizations use the "Guideposts for Success", a national framework that identifies what all youth need for successful transition to adulthood. NCWD Youth is conducting a survey--please follow article source link to participate in the survey.

If you have not seen the Guideposts for Success resources check them out at:
http://www.ncwd-youth.info/guideposts

FEMA Provides Youth-Based Technical Assistance Workshops

Leading educators and scholars in the field of preparedness education consider our nation's youth to be the best envoy for taking preparedness messages home to their families. In order to better prepare our nation's youth to bring preparedness home, FEMA is providing technical assistance workshops to state and local practitioners who support youth-based programs and who are interested in integrating preparedness education into their offerings.

As part of these workshops, participants hear from experts who have developed and delivered some of the most successful youth preparedness programs across the country. In discussing their programs, they also emphasize the following:

• Getting Started & Engaging Partners
• Identifying Curriculum
• Implementing the Program
• Promoting the Program
• Sustainment & Evaluation

You don't have to wait for a workshop in your area to get started. For more information about integrating preparedness education into your local youth programs, send a message to citizencorps@dhs.gov.

Nominations are now open for the ninth annual Smart Kids with Learning Disabilities Youth Achievement Award. This $1,000 award recognizes the strengths and accomplishments of young people with learning disabilities and ADHD. It will be given to a student 19 or younger for demonstrating initiative, talent and determination resulting in a notable accomplishment in any field-including art, music, science, math, athletics or community service. Honorable Mentions will also be awarded.

Deadline to apply is February 28, 2012

This is an invitation for California high school juniors and seniors who have disabilities to apply to come to Sacramento and attend the California Youth Leadership Forum for Students with Disabilities (YLF) July 23-27, 2012.

Students will have the opportunity to live on a college campus and join more than 900 alumni from across the state that have been a part of this unique program created specifically for young leaders with disabilities. At no cost for the student!

Students who attend YLF make new, life-long friendships and resource connections to help them reach their personal, academic, and career goals.
Alumni of the California Youth Leadership Forum say it has forever changed their lives for the better.

What to learn more? Go to www.dor.ca.gov/YLF for more information and a copy of the application and instructions.

If you experience any difficulty in filling out this application, we can help you. Please contact DOR by phone at (916) 558-5407, or by email at YLF@dor.ca.gov or by TTY at (916) 558-5403.


Deadline to submit applications, January 13th, 2012.

Join us the California Coalition for Youth for an amazing 3 days of fun, leadership development, learning and advocacy!

CCY's annual Taking Action Conference empowers youth and youth advocates with strategies to create change and improve the lives of California's youth. It's your chance to come to our state's capital to share ideas, energy and experiences with transition-age youth, youth-serving programs and youth advocates from throughout California.

This year, we've decided to do our conference superhero style (hence the title, California Youth Powers Activate ! - a riff off the WonderTwins slogan). We are so excited to once again bring together youth advocates and service providers, state legislators, and amazing youth from across California for an exciting mix of fun, leadership development and advocacy. Register for the conference today and book your room ASAP for big savings!

To learn more go to article source

Yesterday, at a public school in Washington, DC, joined by cable and technology executives and nonprofit leaders, FCC Chairman Genachowski announced an unprecedented effort to help close the digital divide, bringing low-cost broadband and computers to millions of low-income Americans.

Right now nearly one-third of the country - 100 million Americans - doesn't have high-speed Internet at home. Compare that to Singapore and Korea, where broadband adoption rates top 90 percent. Minorities and low-income Americans are the hardest hit by this divide. Research shows that cost, relevance, and digital literacy are the primary reasons many people aren't connecting. Whether we're talking about jobs, education, or health care, in this day and age, getting online is a necessity, not a convenience.

The "Connect to Compete" effort will offer millions of families eligible for the National School Lunch Program discounted $9.95/ month broadband Internet, $150 laptop or desktop refurbished computers, and free digital literacy training. This represents a $4 billion in-kind offering for tens of millions of Americans. And it won't spend any taxpayer dollars.

Yesterday, President Obama said: "This important partnership between my Administration and American businesses represents a major step towards closing the digital divide -- connecting more families to the 21st century economy, creating new jobs and unleashing new opportunities, and helping America win the future....

To learn more go to Article Source

When a 14-year-old student with a disability in Ohio told her father she was being bullied at school, he figured it was something that many teenagers endure.

Then he realized it was his daughter's teachers doing the bullying.

"We were shocked,'' he tearfully said. "We couldn't know. We didn't know.''

After being told repeatedly by school administrators that his daughter was lying about being harassed and bullied, he outfitted her with a hidden tape recorder under her clothes. For the next four days, she recorded a series of abusive and cutting remarks from a teacher and a teacher's aide at Miami Trace Middle School in Washington Courthouse, Ohio.

The father, Brian, and his daughter, Cheyanne (their last names were withheld in the interview), appeared on TODAY with their attorneys Tuesday as snippets from the secret audio tapes were played.

When asked by Ann Curry how all of this made her feel, Cheyanne simply replied, "Sad.''

'Are you that damn dumb?'

The tapes reveal teacher Christie Wilt and her teacher's aide, Kelly Chaffins, saying disturbing things to Cheyanne in the classroom. Cheyanne, who is now in high school, was in Wilt's class for three years of middle school. Chaffins has since resigned, while Wilt had to undergo eight hours of anti-bullying and child abuse training. On Monday, Wilt was put on unpaid leave for the rest of the school year, but Cheyanne's family is hoping to prevent her from ever teaching or working with special needs students again.

To read more click on Article Source

International Day of Persons with Disabilities is annually recognized on
December 3.

This year's theme is "Together for a better world for all: Including persons with disabilities in development." Priorities Identified this year are:

Mainstreaming disability: including a disability perspective in all development processes

Gender: including women and girls with disabilities in development

Including children and youth with disabilities in development

Accessibility: removing barriers and promoting disability-inclusive development

Promoting data collection and statistics on disability

To learn more go to Article Source

By Sarah Moussavian,
YO! Corps Volunteer at Silicon Valley Independent Living Center

Born with a disability, I know how hard it can be to go to school every day, feeling 'different'.

Since I was one of only a few students to have a physical disability in Elementary and Middle School I didn't have many friends to turn to when I was a victim of bullying.

As I was growing up, my classmates were afraid to be friends with me because they thought my disability was "contagious." After graduating, I thought about many of the friendships I missed out on and realized I wanted to break down the barriers that so many people with disabilities face every day.

I decided to join a leadership group for young people with disabilities, and that's where I first participated in fighting to change things. I got the chance to help author the proposal to create a Disability History Week in California.

We're celebrating the first Disability History Week this October. I believe that change will happen, and people with disabilities will eventually no longer fear being bullied.

To listen to the commentary visit
http://www.youthradio.org/news/one-girls-take-on-disability-history-week

Do you want to CELEBRATE Disability History Week?

With a $10 donation to YO! Disabled & Proud you can receive the 2011 Disability History Week poster that depicts a critical moment in our history: the 504 Sit-in

With a donation of $25 you can receive the the incredible documentary
"The Power of 504"

YO! has teamed up with Disability Rights Education and Defense Fund to make a special October offer--with a $30 donation to YO! you can recieve the Poster and the Documentary

Make your donation today, in celebration of our history!

Disability History Week is the topic of discussion on Capitol Public Radio Insight program this morning....

Disability History Week The Second Annual California Disability History Week will be celebrated around the state this week. We'll speak with the deputy director of California Foundation for Independent Living Centers, Christina Mills, and Katie Laackmann, a Youth Organizing! Disabled and Proud volunteer.

KXJZ 90.9 Sacramento KKTO 90.5 Tahoe/Reno KUOP 91.3 Stockton KQNC 88.1 Quincy KXPR 88.9 Sacramento KXSR 91.7 Groveland/Sonora KXJS 88.7 Sutter/YubaCity

Governor Brown signed into law last night Seth's Law, a bill that will improve
school procedures and policies to prevent bullying in California schools. A very timely signature, as October is National Bullying Prevention Month.

Congratulations to YO! members who educated policy makers about the impact of bullying on youth with disabilities. Your letters, emails and visits ensured that youth with disabilities were included in this new law.

California Assemblyman Tom Ammiano introduced the legislation "As a former teacher, I know how important it is for our students to feel safe at school," Ammiano said in a statement after the state Senate passed the bill. "We have a moral duty to our youth to prevent bullying … before a tragedy occurs."

To learn more visit our Own MY Power Freedom from Bullying Campaign

The Office of Disability Employment Policy each October, recognizes National Disability Employment Awareness Month, as a time to celebrate the many and varied contributions of America's workers with disabilities. This year's theme, "Profit by Investing in Workers with Disabilities," focuses on improving employment opportunities that lead to good jobs and a secure economic future for people with disabilities - and America. This theme emphasizes the dividend we all gain by increasing employment opportunities for workers with disabilities.

The American Association on Health and Disability (AAHD) is proud to announce that applications are being expected for the 2011-12 Scholarship Program.

The AAHD Scholarship Program supports students with disabilities who are pursuing higher education. Preference will be given to students who plan to pursue undergraduate/graduate studies in the field of public health, health promotion, or disability studies, to include disability policy and disability research. Royalties from the Disability and Health Journal partially fund the the AAHD Scholarship Program.

Please visit www.aahd.us to learn more about the Scholarship Program and to download the application. Applications are due by November 15, 2011.

If you would like to make a donation to the AAHD Scholarship Program, please send your contribution to American Association on Health and Disability, 110 N. Washington Street, Suite 328-J, Rockville, MD 20850. All donations to the Scholarship Program are used 100% for scholarships. For additional questions, please contact Maria Manolatos at mmanolatos@aahd.us or Roberta Carlin at rcarlin@aahd.us or 301-545-6140 ext. 202.

Please feel free to circulate this announcement to your friends and colleagues.

The report describes the experiences and outcomes of young adults with disabilities in postsecondary education, employment, independence, and social domains during their first 8 years out of high school.

Selected findings include:

Sixty percent of young adults with disabilities reported having continued on to postsecondary education within 8 years of leaving high school.

Ninety-one percent of young adults with disabilities reported having been employed at some time since leaving high school, holding an average of four jobs.

Ninety-four percent of young adults with disabilities reported having been engaged in employment, postsecondary education, and/or job training during this post-high school period.

Fifty-nine percent of young adults with disabilities had lived independently (on their own or with a spouse, partner, or roommate), and 4 percent had lived semi-independently (primarily in a college dormitory or military housing).

The participation rate of young adults with disabilities in any one of three types of social and community involvement activities—lessons or classes outside of school, volunteer or community service activities, and organized school or community groups—was 52 percent, ranging from 20 percent to 39 percent of young adults across the three types of activities.

Proposed changes by some Republican senators to the federal Elementary and Secondary Education Act, now called No Child Left Behind, could push more children with disabilities away from taking the same kinds of tests as their classmates. That could limit how many students with special needs are included when schools and districts are held accountable for their students' progress, the National Center on Learning Disabilities told several senators in a letter this week....

SVILC and CRIL would like to invite teachers to the Annual Disability History Week Teacher Training. During this training educators will learn classroom lessons, and are asked to commit one class period per section to teaching a lesson about Disability History. There are 20 spots available, and are accepted on a first come, first serve spaces. Registrations sent in after we have reached our limit will be placed on a wait list. If you have any questions, please contact

Sara Moussavian (saram@svilc.org - Santa Clara County)

Dolores Tejada (dolores.tejada@cril-online.org - Alameda County).

Thank you!

The National Longitudinal Transition Study provides a unique source of information to help in developing an understanding of the experiences of secondary school students with disabilities nationally as they go through their early adult years. This report addresses questions about youth with disabilities in transition by providing information over a 10-year period about a nationally representative sample of secondary school students with disabilities who were receiving special
education services under the Individuals With Disabilities Education Act in the 2000–2001 school year.

YO! Corps Volunteer Katie Laackmann from River City High School published an article in the California Progress Report

For me and other youth with disabilities, the "back to school" season has special significance this year. Over the summer, our state legislature passed a bill that will finally require California public schools to include the history of the disability rights movement in social studies and history lessons and on July 14, Governor Brown signed it into law.

In 2010, youth with disabilities led the effort to establish the second week in October as Disability History Week and on the heels of that victory, SB 48 (Leno), the Fair, Accurate, Inclusive and Respectful (FAIR) Education Act will now ensure that our peers in K-12 schools learn about the contributions people with disabilities have made in our country...

To read more go to source article

The U.S. Department of Labor's Office of Disability Employment Policy is currently working on a publication that is intended to be a complete transition guide as youth and young adults (age 14-25) with disabilities move from high school to post-secondary settings, including but not limited to full-time jobs, vocational training (being an apprentice), service, internships; and junior college and university settings. Since experiences are a great way to learn, they are trying to collect stories from youth and young adults with disabilities about their transitions. This project is open to youth with different types of disabilities, from all backgrounds, and from all across the country!

Please feel free to contact Hamza Jaka at Jaka.Hamza.A@dol.gov or Laura Ibanez, at: Ibanez.Laura@dol.gov

ProPublica and Chronicle of Higher Education

After suffering from panic attacks and episodes of psychosis, Donita McDonald was diagnosed with a severe mental illness in 2009. She was unable to work or attend school, so the Social Security Administration declared the 21-year-old disabled. After the ruling, McDonald's family turned to the Department of Education, appealing to also have her thousands of dollars in student loans forgiven. The department is supposed to forgive the loans of former students who develop severe and lasting disabilities, such as McDonald.

But rather than accept the Social Security Administration's ruling, the Education Department has forced McDonald to go through a separate, arduous and largely duplicative review that has left her facing continuous collection efforts, even though she is unable to handle her own finances.

McDonald's experience is far from unique. As ProPublica, The Chronicle of Higher Education and the Center for Public Integrity detailed in an article in February [2], the department's dysfunctional process for evaluating disability is keeping many genuinely disabled applicants in debt. Internal reports by the department's own ombudsman found that the program has suffered from "fundamental deficiencies" including "no written medical standards for determining disability," "no formal appeals process" for denials and "undue burden and costs" on borrowers.

To Read More Go to Article Source

Nearly one of every five kids between age 12 and 17 report being "cyber bullied," according to a recent survey that examined the connection between social networking sites and substance use.

Out of 1,037 teens polled by the Center on Addiction and Substance Abuse at Columbia University, 19 percent of respondents said they had someone post "mean or embarrassing things about them" on a social networking site such as Twitter or Facebook.

Girls were far more likely than boys (25 percent versus 14 percent) to report having been bullied.

The figure is significantly lower than earlier surveys of youth about online bullying. In a 2004 survey of 1,500 students, in grades four through eight, 42 percent reported having been bullied online and 35 percent reported being threatened online.

Compared to teens who are not cyber bullied, "teens who have been cyber bullied are more than twice as likely to use tobacco, alcohol, and marijuana," according to the survey, which mostly asks about the use of drugs and alcohol by teens and their attitude about substance use.

To read more link to source article below

UCLA Tarjan Center and SAGE Mitsubishi Inclusion will fund up to three schools to include students with and without disabilities in, socially responsible, student run businesses. Like any business, socially responsible businesses, provide a needed product or service to the community. Socially responsible businesses take extra efforts to help people and protect the planet.

The selected schools will receive an annual $2000-$2,500 Project Stipend to support their participation. The teachers in selected schools will be designated as a SAGE-Mitsubishi Inclusion Fellows. In addition, each selected school will receive a video camera. The students participating in the student run businesses, at the selected schools, will be responsible for shooting video footage of their experience. These individual team videos will be compiled and edited to create a "Making Entrepreneur Inclusion Happen" project video, which will demonstrate best practices for including all students in entrepreneur leadership.

Also, each student business team, within the selected schools, will receive a public relations package (including T-shirts, buttons and other promotional materials) and be expected to promote inclusion in their school and local community. If a team desires, they can also participate in the national SAGE competition, where their room and board will be covered. Successful applicants will be funded for a 21 month program period (approximately 2 school years) 10/31/2011 through 8/1/2013. The second year of funding is contingent upon satisfactory performance in year one, and other programmatic decisions.

For more information go to article source

Sensational stories of students being bullied, causing physical and mental illness or even death, by their own hands or others’, have sadly become too common. Television viewers are becoming desensitized to dangers lurking around school yards or computer desks.

It is heartbreaking to see children’s lives ruined by the behavior of other kids, whose parents and teachers seem not to care.

When we were kids, bullying was confined to a classroom or school yard. Nowadays, bullying is worldwide, and has intensified in meanness and manipulation.

I was shocked to see how many TV programs have to do with bullying—mean girls, liars, real housewives, and what have you!

Fat, thin, short, tall, ugly, too pretty, quiet, braces, wrong clothes, wrong accent, gay, nerdy, dumb, poor, too rich. No one is safe from bullying.

Calling All Youth Voices
The Young Minds competition is looking for exceptional young people from ages of 18 to 24 who are changing their communities and the world. These "future world-changers" will have the opportunity to join over 400 of the planet's top leaders and biggest brains - from businessmen to bloggers and inventors to activists - at Google's annual Zeitgeist event. Applicants should submit a one minute video describing how they're making a difference. Before you know it, you could be in Arizona chatting with Desmond Tutu or Will.I.Am

Watch Youth Videos and Apply NOW!

The report, titled “Divided We Fail: Inland Empire Regional Profile,” shows that 70% of students who enrolled in a California community College still had not completed a degree or a certificate or transferred to a four-year school after 6 years. When the data was broken down by race, it showed that the number of Latino and black students who failed to achieve any of the above objectives was between 75% and 80%.

It tracked more than 250,000 students who enrolled in community colleges throughout California and tracked their progress over the next 6 years. Statistics for Inland Empire mirror those of the rest of the state

AT & Transition: What Happens after High School?

Do you have questions about how to access the tools you need for success once you are out of the education system? Do you know which systems pay for what, and how to advocate for what you need? This webinar will answer these questions, plus provide info on how to best coordinate services within the Regional Center, Department of Rehab, college, and medical insurance systems. Personal experience stories will be shared, so you can learn how it can work, and how to make it work for you!

CFILC is seeking energized and motivated candidates for our Youth Organizing! Disabled & Proud Youth Advocate position.

The YO! Advocate is responsible for developing presentations and doing outreach and recruitment for YO! events. The YO! Advocate is responsible for identifying topics and speakers for YO! statewide webinars.

The YO! Advocate will provide logistical support to the Youth Advisory Council, YO! Corps Volunteers, YO! Campaign Organizers, and the advancement of YO! organizing campaigns for social change.

The Youth Advocate is responsible for responding to the YO! Information and Referral Line as well as developing materials and resources for YO! Line callers. This position is responsible for data input and collection for the YO! Line database.


This is a full-time position working 40 hours per week and is based in the CFILC offices located in Sacramento California

Youth Organizing! Disabled & Proud is launching a statewide webinar series focused on issues impacting youth with disabilities. The first webinar will be an overview of
Issues Impacting Youth with Traumatic Brain Injuries Tuesday - August 16, 2011 • 3:30-4:30pm, brought to you by the Central Coast Center for Independent Living.

Future webinars will cover Youth and Personal Assistance Services, Youth Work Incentives and Disability Benefits, Independent Living Transitioning to Adulthood.

Sign-Up Today!
http://www.yodisabledproud.org/education/yo-webinar-training-series-072911.php

California Foundation for Independent Living Centers
PRESS RELEASE

Sacramento, CA – The Herb Levine Legacy Fund has announced its grant to the California Foundation for Independent Living Centers’ program YO! Disabled and Proud. This grant will support the YO! Disabled and Proud Volunteer Program by providing one youth stipend for one full year. In addition, this funding will support that volunteer to attend the YO! Disabled and Proud Youth Summit in September.

The Herb Levine Legacy Fund is designed to foster grassroots disability rights activism in California. Named after former Independent Living Resources Center San Francisco Executive Director, Herb Levine, the fund is working to foster grassroots projects that are in line with the mission of working to ensure that people with disabilities are full social and economic partners, both within their families and in a fully accessible community. Grant recipients.

YO! Disabled & Proud Connects, Educates and Organizes youth with disabilities, ages 16 to 28, by offering opportunities for youth with disabilities to build community with each other, develop a sense of history, leadership, a positive disability identity, as they organize and mobilize each other on issues that impact their lives. Our YO! Volunteer Corps supports over a dozen youth across California who have collectively volunteered over 2,000 hours in the last year.

This year, YO! will launch an anti-bully campaign at a Youth Summit on September 16th -18th at Sierra Health Foundations’ Grizzly Creek Ranch in Portola California. During the Summit, Youth with disabilities from across California will develop a plan to connect, organize and educate our communities about this issue through the development of videos and materials, story collection, training and outreach events.

Youth Organizing! Disabled and Proud is a program of the California Foundation for Independent Living Centers, our mission is to support Independent Living Centers in their local communities through advocating for systems change and promoting access and integration for people with disabilities.

FOR IMMEDIATE RELEASE

July 25, 2011

Attached is a proclamation signed by the President today regarding the Anniversary of the Americans with Disabilities Act.

Also, see text below.

THE WHITE HOUSE
Office of the Press Secretary
For Immediate Release July 25, 2011
ANNIVERSARY OF THE AMERICANS WITH DISABILITIES ACT, 2011
- - - - - - -
BY THE PRESIDENT OF THE UNITED STATES OF AMERICA
A PROCLAMATION

Generations of Americans with disabilities have improved our country in countless ways. Refusing to accept the world as it was, they have torn down the barriers that prohibited them from fully realizing the American dream. Their tireless efforts led to the enactment of the Americans with Disabilities Act (ADA), one of the most comprehensive pieces of civil rights legislation in our Nation's history. On this day, we celebrate the 21st anniversary of the ADA and the progress we have made, and we reaffirm our commitment to ensure equal opportunity for all Americans.

Each day, people living with disabilities make immeasurable contributions to the diversity and vitality of our communities. Nearly one in five Americans lives with a disability. They are our family members and friends, neighbors and colleagues, and business and civic leaders. Since the passing of the ADA, persons with disabilities are leading fuller lives in neighborhoods that are more accessible and have greater access to new technologies. In our classrooms, young people with disabilities now enjoy the same educational opportunities as their peers and are gaining the tools necessary to reach their greatest potential.

Despite these advancements, there is more work to be done, and my Administration remains committed to ending all forms of discrimination and upholding the rights of Americans with disabilities. The Department of Justice continues to strengthen enforcement of the ADA by ensuring that persons with disabilities have access to community-based services that allow them to lead independent lives in the communities of their choosing. Under provisions of the Affordable Care Act, insurers will no longer be able to engage in the discriminatory practice of denying coverage based on pre-existing conditions, and Americans with disabilities will have greater control over their health care choices. And last year, I signed an Executive Order establishing the Federal Government as a model employer for individuals with disabilities, placing a special focus on recruitment and retention of public servants with disabilities across Federal agencies.

Through the ADA, America was the first country in the world to comprehensively declare equality for citizens with disabilities. To continue promoting these principles, we have joined in signing the Convention on the Rights of Persons with Disabilities. At its core, this Convention promotes equality. It seeks to ensure that persons with disabilities enjoy the same rights and opportunities as all people, and are able to lead their lives as do other individuals.

Eventual ratification of this Convention would represent another important step in our forty-plus years of protecting disability rights. It would offer us a platform to encourage other countries to join and implement the Convention. Broad implementation would mean greater protections and benefits abroad for millions of Americans with disabilities, including our veterans, who travel, conduct business, study, reside, or retire overseas. In encouraging other countries to join and implement the Convention, we also could help level the playing field to the benefit of American companies, who already meet high standards under United States domestic law. Improved disabilities standards abroad would also afford American businesses increased opportunities to export innovative products and technologies, stimulating job creation at home.

Equal access, equal opportunity, and the freedom to make of our lives what we will are principles upon which our Nation was founded, and they continue to guide our efforts to perfect our Union. Together, we can ensure our country is not deprived of the full talents and contributions of the approximately 54 million Americans living with disabilities, and we will move forward with the work of providing pathways to opportunity to all of our people.

NOW, THEREFORE, I, BARACK OBAMA, President of the United States of America, by virtue of the authority vested in me by the Constitution and the laws of the United States, do hereby proclaim Tuesday, July 26, 2011, the Anniversary of the Americans with Disabilities Act. I encourage Americans across our Nation to celebrate the 21st anniversary of this civil rights law and the many contributions of individuals with disabilities.

IN WITNESS WHEREOF, I have hereunto set my hand this twenty-fifth day of July, in the year of our Lord two thousand eleven, and of the Independence of the United States of America the two hundred and thirty-sixth.

BARACK OBAMA
# # #

The legislation, authored by Sen. Mark Leno, D-San Francisco, was approved in the Legislature along party lines, with Democrats in favor and Republicans opposed. The governor's office announced this morning that Brown had signed the bill.

Senate Bill 48 requires public instruction in social sciences to include the role and contributions of lesbian, gay, bisexual and transgender Americans, as well as people with disabilities and members of other cultural groups.

It is with great pleasure that the Independent Living Resource Center San Francisco (ILRCSF) announces the establishment of an annual fund designed to foster grassroots disability rights activism in California. Our esteemed Executive Director, Herb Levine, is retiring after more than 30 years of visionary leadership in the Independent Living Movement and we want to honor his legacy of service by making a sustained commitment to fostering grassroots projects that and are in line with our mission of working to ensure that people with disabilities are full social and economic partners, both within their families and in a fully accessible community.

DEADLINE JULY 9th

Disability Pride Parade Transportation Assistance Scholarships Available

Transportation grants will be considered for Disability Community members who would like to participate in the 2nd Annual West Coast Disability Pride Parade & Festival by joining in the Parade procession, the Disability Resource Fair and Festival. Registration in the Parade is REQUIRED. Scholarship funds are limited. All scholarship requests will be reviewed and those funded through a reimbursement process will be notified on/or before July 8, 2011.

Submit your request for transportation assistance no later than July 6, 2011. For additional information, or assistance, contact Firdosh Agarwal at SVILC 408-894-9041(voice),866-945-2205(TTY), or email firdosha@svilc.org.

Last week, President Obama met with young Americans in the West Wing to de-brief on the “100 Youth Roundtables” Initiative. In that session, young folks reflected on the feedback given to the White House during the course of the initiative. They discussed issues regarding environmental regulations, community organizations, legislation that the President supports, and how to really make a difference all around. To follow up on that feedback, the President announced a new series that will take us through the summer, called, “How to Make Change.” Check out his announcement...

"AWARENESS, PROGRESS, CATALYSTS FOR CHANGE -20 YEARS—SO FAR !"
YLF Community Leadership Luncheon

Celebrating the 20th Annual California Youth Leadership Forum for Students with Disabilities. Meet the New Generation of Young Leaders From the Disability Community

Showcasing 20 Years of YLF Alumni
Recognizing our YLF Supporters
Honoring our YLF Founders

Wednesday July 27, 2011 from 12:30- 2:30 PM
Sacramento Sheraton Grand Hotel, Grand Ballroom
1230 J Street, Sacramento, California

Register Now! (Deadline to Register-JULY 15)
Private Sponsors Include: Wells Fargo Foundation and Molina Health Care

From 1987 through 2009, Congress sent hundreds of millions of dollars a year in Safe and Drug Free Schools and Communities grants to the states. That money funded violence prevention programs in almost every school district in the country.

But those programs have been running on fumes for the last two years. Faced with federal budget problems, Congress opted in 2009 to eliminate Safe and Drug Free Schools grants entirely. Because districts were allowed to spend Safe and Drug Free School grants they received in 2009 over the course of 27 months, the funding shortfall is just now beginning to be felt.

Young leaders were joined by Obama Administration Senior Advisors in the Roosevelt Room of the White House for a listening session on the topics that young leaders discussed in their respective roundtable sessions all over the country. The leaders briefed the White House on their conversations and solutions around jobs for young people, youth entrepreneurship, workforce development, energy & the environment, global poverty, racial & ethnic profiling, human rights, and LGBT (Lesbian, Gay, Bisexual, and Transgender) policy.

We write to express concern on the part of the Department of Justice and the Department of Education that colleges and universities are using electronic book readers that are not accessible to students who are blind or have low vision and to seek your help in ensuring that this emerging technology is used in classroom settings in a manner that is permissible under federal law.
http://www2.ed.gov/about/offices/list/ocr/letters/colleague-20100629.html

This FAQ is a follow-up to the Dear Colleague Letter (DCL) that we sent to college and university presidents on June 29, 2010, regarding the use of electronic book readers and other emerging technologies in educational settings.
http://www2.ed.gov/about/offices/list/ocr/docs/dcl-ebook-faq-201105.html

Report: Many Uninsured Young Adults Delaying Care

In 2010, nearly 58% of uninsured young adults between the ages of 19 and 29 delayed care because of costs, compared with 34% of insured young adults in that age group, according to a study by the Commonwealth Fund. The report notes that provisions of the federal health reform law are expected to increase coverage among this age group in the coming years.

There is ONLY 2 Weeks until Early Bird Registration closes for this year's PeaceJam Slam and spots are filling up quickly! Have you registered to guarantee your spot?

The SoCal PeaceJam Slam is an opportunity for youth ages 13-18 in Southern California to participate in an inspiring day-long conference. The goal is for youth to leave inspired to develop service-learning projects that will make an impact on their local and/or global communities. This year's SoCal Slam will focus on the Power of Youth Voice and the different mediums by which youth can have their voices heard. Students will be introduced to the Global Call to Action, a campaign designed by Nobel Peace Laureates through the PeaceJam program. The goal of the campaign is for youth around the world to complete 1 billion service projects
by 2025.

Space is limited, so it is strongly recommended that groups sign-up fast! Student and adult costs are $25.00 if registered by Friday, June 3rd by 11:59pm PST. Youth are required to attend in groups of a minimum of three (3) with at least one (1) adult chaperon/sponsor. Larger groups are encouraged to have more adult chaperons with a suggested ratio of 5:1.

Click on the link below to register TODAY! For large group registration, feel free to contact Bryan Banville directly on how to help make the process easier for your group.

Bryan Banville, Excel Youth Zone
bbanville@excelyouthzone.org
619-599-8205 xt 3

The Office of Special Education and Rehabilitative Service announces the National Transition Conference, “College and Careers for Youth with Disabilities,” that will take place in Washington, D.C. November 7 – 9, 2011. This conference will bring together stakeholders to discuss and exchange innovative ideas, transition practices and research discoveries. Attendees will include young adults, family members, advocates, educators, vocational rehabilitation programs, employment and training professionals, researchers and state and federal officials. For more information, visit: http://www.transition2011.org/

Molina Healthcare to honor six community leaders for their dedication to the community

SACRAMENTO, CA - (May 20, 2011) - Katie Laackmann will be honored as one of the unsung heroes who work behind the scenes to make the Sacramento a better place. The Fifth Annual Molina Healthcare of California Community Champions Awards dinner will be take place on Thursday, June 23, 2011.

In addition to Laackmann, five other everyday heroes will be honored for their extraordinary service and civic contributions. Laackmann was nominated by California Foundation for Independent Living Centers and will receive a grant to be given to an organization of their choosing and a Molina Healthcare of California Community Champions Award trophy, named in honor of Molina Healthcare’s physician founder, Dr. C. David Molina.

"Molina Healthcare is proud to honor Katie Laackmann as the Volunteer Community Champion," said Lisa Rubino, president of Molina Healthcare of California. "This event is unique in that community members selected Katie as their champion. The grant the winners receive enables them to "pay it forward” to another deserving community organization."

Katie is the youngest member of the Youth Organizing! Disabled & Proud Volunteer Corps and is committed to changing the lives of young people with disabilities. She volunteers two to three days a week where she supports activities related to California’s Youth Leadership Forum for Students with Disabilities, attends YO! events, and participates in the Disability History Week campaign. Katie isn’t volunteering because of a high school graduation requirement; she volunteers because she is passionate about disability issues and wants to educate others about getting involved in their community.

About Molina Healthcare
Molina Healthcare, Inc. (NYSE: MOH) provides quality and cost-effective Medicaid-related solutions to meet the health care needs of low-income families and individuals and to assist state agencies in their administration of the Medicaid program. Our licensed health plans in California, Florida, Michigan, Missouri, New Mexico, Ohio, Texas, Utah, Washington, and Wisconsin currently serve approximately 1.6 million members, and our subsidiary, Molina Medicaid Solutions, provides business processing and information technology administrative services to Medicaid agencies in Idaho, Louisiana, Maine, New Jersey, and West Virginia, and drug rebate administration services in Florida. More information about Molina Healthcare is available at www.molinahealthcare.com

About 30,000 of the nation’s foster children age out of the system each year, most often at age 18. They are expected to become independent, self-sufficient and contributing members of society with little or no assistance from others. According to this report, the foster care system creates huge problems that make the expectations unrealistic. Only about 3 percent of children in foster care ever earn four-year degrees, and by age 24, less than half of foster care "alumni" are employed.

Fact sheet: Youth with Disabilities

• Youth with disabilities are amongst the most marginalized and poorest of all the world’s youth.
• UNESCO estimates that 98% of children with disabilities in developing countries do not attend school and 99% of girls with disabilities are illiterate.
• Youth with disabilities face dual disadvantages as individuals with disabilities are more likely to live in poverty even in developed countries

Throughout the world, youth are dropping out of school and being excluded from the economy. However, young women and men with disabilities commonly face more discrimination and severe social, economic, and civic disparities as compared with those without disabilities, even in developed countries. For many young people with disabilities, exclusion, isolation, and abuse, as well as lack of educational and economic opportunities are daily experiences. Youth with disabilities are amongst the most marginalized and poorest of all the world's youth, whose basic rights are not well met and for whom full societal acceptance is often out of reach.

Disparities in education, employment, and relationships are more pronounced in youth with disabilities. Like adults with disabilities, youth with disabilities do not enjoy the same human rights or equal access to goods and services as peers without disabilities. The international community recognized this and after three years of negotiation, the General Assembly adopted the Convention on the Rights of Persons with Disabilities in December 2006 to ensure that persons with disabilities, including the youngest ones, enjoy the same human rights as everyone else. Effective implementation of the Convention requires a focused effort by all sectors to guarantee that young people with disabilities participate in mainstreamed as well as in disability specific programs on an equal basis with others.

On May 13, 2011 join SparkAction, the Children's Leadership Council, the Coalition on Human Needs and Voices for America's Children for an important webinar - Media Strategies That Work: Making the Case for Children, Youth & Families in the Budget Debate.

Friday, May 13, 2011 at 3:30 pm EDT

In today’s combative media environment, stories regarding children, youth and families are often dismissed by reporters as merely “human interest”. As advocates, we know the long term success of these populations is critical to our nation’s future.

Join the communications firm of Slowey/McManus as they discuss tips and strategies to capture the attention of print and electronic journalists. They will also cover pitching stories so they’ll be picked up, best practices for moderating, posting and commenting on blogs, and using personal stories to explain complicated policy issues.

Check back soon for more information!

We will also discuss running an effective communications campaign in the absence of a communications staff position.

More than 50 years ago, Eddie Cochran captured the frustration of American teenagers with his hit single Ain't No Cure for the Summer Time Blues. He sang about a young man lamenting that he has to work all summer long, doesn't get time to spend with his girlfriend, and can't borrow the family car if he doesn't have money. Today's teens would sing a much different and far worse song. They can't get jobs in the first place.

For the last four summers, America's teens have been employed in record low numbers, and this summer is gearing up to be no different. The number of teens working has declined precipitously over the last decade, falling from 45 percent in 2000 to 26 percent in 2010, a major employment crisis for youth.

This summer, the Center for Labor Market Studies anticipates that only one in four teens between 16 and 19 will have employment. This means about 12 million of the nation's young people will be idle. Without work, many of these teens will waste three months being non-productive or, worse, involved in dangerous or criminal activities.

Low-income youth and minority youth of all income levels are far less likely to obtain employment than whites. In June 2010, black teens of all socioeconomic levels had an employment rate of only 15.2 percent, making them 53 percent less likely to work than white teens. Low-income black teens fared far worse, with only 9 percent of them employed. Although Hispanic youth were the most likely minority group to work, they still lagged behind whites. Black male teenagers living in urban communities are the least likely to obtain summer employment. They are also the ones most at risk for engaging in perilous activities due to lack of connection to positive summer opportunities. The teens who need employment and stand to gain the most from the experience are the least likely to get it.

Teens who cannot obtain employment are at a disadvantage. Summer employment is known to reap several benefits for youth, particularly low-income youth, including academic gains in mathematics and reading, greater attachment to the labor market, higher earnings in early adulthood, and decreased involvement in violent or criminal activities. Many low-income youth also use the earnings from summer jobs to supplement family income, to purchase necessary clothing and school supplies for the upcoming school year, and to support their recreational activities that parents could not otherwise afford.

In the last ten years, the nation has experienced two economic recessions. The recession of 2001 was marked by a significant decrease in teen employment. As the nation recovered and employment rolls began to increase, employment rates for the teen population did not bounce back. It appears that the same is true for this most recent recession. Despite increasing overall employment, the number of teens in jobs continues to fall.

There is a cure for teens' summer time employment woes, however. While there has been serious disinvestment in resources to support teen employment in the last decade, the federal funding of summer jobs through the American Recovery and Reinvestment Act was a good sign and offered a glimmer of hope. Local communities, with relatively short lead time, put more than 312,000 youth to work during the summer of 2009. However, despite rising youth unemployment, little has been done since then.

Federal policymakers should focus on a more intentional, thoughtful, and sustained approach to youth employment that seriously weighs the value of investing in the future of America's workforce. They can put in place policies and resources to promote a comprehensive youth employment strategy that includes the reinstatement of federal funding for summer jobs and other paid work experience opportunities such as service and youth corps, transitional jobs, internships, and on-the-job-training. This critical first step will ensure greater labor market outcomes for youth. The federal government, states and communities also should invest in year-round employment opportunities for youth, particularly for older youth and those who are currently disconnected from the labor market and do not have a high school credential. Their future success depends on a strategy that reengages them in learning and training to put them on a pathway to successful and sustainable employment. Finally, resources must be targeted to low-income and minority communities where the need is greatest.

The number of young adults taking advantage of a provision in the federal health reform law that allows them to remain on their parents' health insurance plans until age 26 appears to be outpacing previous estimates. HHS estimated that about 1.2 million young adults would sign up by the end of 2011, but early numbers from insurers show that the number might be much higher.

Independent Living Resource Center, San Francisco is currently organizing a youth group.The group is called Youth with Disabilities (YWD), and will be having its first meeting on Wednesday, May 11, at 4pm here at ILRCSF. YWD is aimed at youth ages 14-23 that want to come together, learn, laugh, advocate and support one another. This is your chance to reconnect with your community, meet new people, learn about the disability movement, express yourself creatively, plan social events and more!!!
Snacks Will Be Provided.

DATE: Wednesday, May 11th
TIME: 4 – 5pm
PLACE: Independent Living Resource Center San Francisco (ILRCSF)
649 Mission Street, 3rd Floor
(on Mission St, between 3rd and New Montgomery)

Questions? Interested? Contact Derek.
RSVP BY MAY 6:
415-543-6222 OR Derek@ilrcsf.org

Official Message from the State Director of the Special Education Division

April is Autism Awareness month. In recognition of this growing developmental disability, Fred Balcom, Director of the Special Education Division, would like to share with you a few facts regarding autism.

Autism is one of five disorders which fall under the umbrella of Pervasive Developmental Disorders (PDD), a category of neurological disorders characterized by severe and pervasive impairment in several areas of development. According to the American Psychological Association, most signs or characteristics of autism are evident in the areas of speech or communication (verbal and non-verbal). Many of the signs or symptoms of autism begin presenting themselves between two and six years of age.

A 2006 research study from the Centers for Disease Control shows that approximately one in 110 children, within all racial, ethnic, and socioeconomic groups, are diagnosed with autism. In addition, a diagnosis is on average four to five times more likely to occur in boys than in girls. At this time, there is no known cause with an estimated 1.5 million individuals in the United States and tens of millions worldwide affected by autism. In California, it is estimated that 8.8 percent of the 680,000 public school children have been diagnosed with autism—approximately 60,000 students. Most school districts have seen a doubling of the number of students with autism in just the past four years.

For additional information on the Senate Select Committee on Autism and Related Disorders, please visit its Web page at:
http://www3.senate.ca.gov/portal/site/senscoa?vgnextfmt=internaldefault. (Outside Source)

Additional information on autism can be found on the Centers for Disease Control and Prevention information Web page at: http://www.cdc.gov/ncbddd/autism/index.htm. (Outside Source)

For further information regarding autism-related issues, please contact Kathleen Halvorson, Consultant, Special Education Division, by phone at 916-319-0756 or by e-mail at Khalvorson@cde.ca.gov.

Union-Tribune, California – April 7, 2011: California legislators have introduced a bill to give former foster youth priority registration in the Cal State system, but Cal State San Marcos in North County has been ahead of the curve for several years now. The San Marcos university began giving priority registration and housing to former foster youth in 2008. It also helps those students through its ACE Scholar Services program, which stands for Achieving College Excellence, and with things like scholarships and time-management courses. http://youthintransitionnews.blogspot.com/

Engineering students at Brigham Young University have developed a computer setup that can be controlled with a person's eye movements. The system measures 2 inches thick, 10 inches long and 14 inches wide, runs the Windows 7 operating system, and costs under $1,500.

The product was a result of a collaboration with Mesa, Arizona based EyeTech Digital Systems, a company that develops eye-tracking hardware and software.

Because the cost of the BYU eye-tracking computer is low compared to commercial systems that can cost upwards of $14,000, the unit can be targeted to people with disabilities in parts of the world that can't afford more expensive eye-tracking systems.