Disability is Natural Free Press

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NEW DESIGNS!

We all need a little help from our friends—and wonderful friends have contributed to the three new designs now available on mini-posters, bookmarks, stickers, magnets, note cards, badges, and T-shirt transfers!

For years, I've heard the "Attitudes are the Real Disability" mantra, and I certainly agreed with it! While presenting in May at the New Hampshire Family Support Conference, I met the man who includes this slogan in his work: Henry Holden! He was also presenting at the conference and we made an instant connection. Henry is an outstanding activist, a talented actor, and more (visit HenryHolden.com)—and he generously gave me permission to use his favorite slogan on my products.

The new "Special Education: A Service Not a Place" idea has been percolating in my head for awhile. Years ago, when my children attended an inclusive elementary school, the principal and teachers operated from this belief, as do many other parents and teachers who support inclusive practices. In the 2004 reauthorization of IDEA (Individuals with Disabilities Education Act), our U.S. Congress expressed its dismay and concern that over the years, special education has become a "place" instead of a service, contrary to the intent of the law! And then Anne Eason, an extraordinary parent, who is also an attorney and activist in special ed issues, asked me directly, "Would you please put this message on your products?"

The other new design—"Believe in Big Dreams, High Hopes, Great Expectations"—grew out of the intense interest in last month's newsletter article entitled "Great Expectations." Many newsletter readers wrote asking to republish and/or distribute the article to others, and they shared empassioned beliefs and experiences about the wonderful outcomes that are possible when we do have great expectations for children and adults with disabilities!

My heartfelt thanks and appreciation to Henry, Anne, and others who contributed to making these new designs possible!

Visit the Disability is Natural Online Store (www.disabilityisnatural.com) to order mini-posters, bookmarks, magnets, and other products with these awesome mesages!

 

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Featured Article: A TALE OF TWO STUDENTS

Copyright 2007, Kathie Snow, www.disabilityisnatural.com

NOTE: At this time of the year—when graduating students are moving on to the next phase in their lives—it seemed appropriate to build on last month's article ("Great Expectations") and explore what's possible for young adults with disabilities. In "A Tale of Two Students," you'll learn more about a young man mentioned in the previous newsletter, in contrast to a young man whose life is radically different. (And other real life experiences are detailed in the GOOD NEWS section below.) In thinking about expanding opportunities for individuals with disabilities, why not consider post-secondary education for anyone with a disability? Why shouldn't adults with disabilities attend college (enrolling for credit or auditing classes) in order to learn academics, make friends and meet new people, learn how to live in the real world, experience social and emotional growth, and so much more? It can happen—it is happening for many! And do we really need "special ed" in college (see the sidebar below)?

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Like other 18-year-olds, Dylan enjoyed all the hoopla reserved for high school seniors: the prom, senior “skip day,” and the once-in-a-lifetime graduation ceremony. Unlike the majority of his graduation class, Dylan has Down syndrome, he’s learned academics “his way” (in general ed classrooms) via a variety of curriculum modifications, and instead of a diploma, he received a “certificate of attendance.” Despite these differences, Dylan—like many of his classmates—will have a summer job and will enroll in a university or community college in the fall!

He may receive transition services from the public school system when he attends college; he’s eligible for these services under federal special education law (IDEA-Individuals with Disabilities Education Act). For example, he could receive transportation assistance (a related service) or other individualized help. On the other hand, he may have all the assistance he needs from the disability services office at the college or university, combined with informal assistance from friends and classmates.

Three of Dylan’s high school friends—Eric, Thomas, and Zach—along with Dylan, his parents, a family friend, and a variety of educators attended Dylan’s IEP meeting shortly before graduation. The three classmates shared their ideas about Dylan’s strengths and needs, and what it will take for Dylan to be successful in a summer job and as a college freshman. Dylan worked last summer, so he has some experience under his belt. But Eric and Thomas will help Dylan find the best summer job—as teens in the community, they’re connected and are experts on the teen job market! They’ll attend the community college, and if Dylan enrolls there, too, he’ll ride to school with them when the fall semester rolls around. Dylan will audit some classes, and he’ll take others for credit. Whether he ends up with a degree is unimportant. Thousands of other young people enter college every year for a variety of reasons: to grow up; to get away from mom and dad; to party; to find a mate; to learn academics and/or technical skills; and—oh, yeah, some will end up with a degree. Dylan’s college experience will provide lifelong benefits he could receive nowhere else! The costs of his education will be paid through a combination of student aid, work-study programs, Dylan’s savings, and his parents’ checkbook.

During Dylan’s IEP meeting, the assistant principal and the special ed director repeatedly shook their heads in amazement, saying, “We’ve never seen anything like this...” What hadn’t they seen before? A student being in charge of his IEP meeting, a life filled with wondrous potential, a young man with a disability who had friends who were there for him, and more. In response to the professionals’ amazement, Dylan’s family friend responded, “This is what’s possible for all students with disabilities when they’re included: they have friends, they can learn in the general ed environment, they can be in charge of their lives, and their futures are unlimited—just like students without disabilities.”

Contrast Dylan’s experiences with the life of another student with a disability in this same high school. Brad has been a “visitor” in a few general ed classrooms through the years, but most of his school career has been spent in segregated special ed classrooms. His parents didn’t think “inclusion was right” for their son. Brad has never been to a school dance or participated in any other extracurricular activities. He does not participate in his own IEP meetings. Brad has no friends.

At age 20, Brad attends high school five days a week—in the same resource room where he’s been taught the same “life skills” for more than five years! He’ll remain in the resource room until he turns 22 (permitted under IDEA), and then he’ll “graduate” to the world of adult services (a group home and a day program/sheltered workshop). Will he wonder why his life ended up this way? If given a choice, is this the path he would have chosen?

Why such a difference in the lives of these two students? Both have significant disabilities and both attended the same high school at the same time. But Dylan’s parents and teachers have had high expectations, and have done whatever was needed to ensure his success. Throughout Dylan’s life, his parents rejected the opinions of experts who insisted they weren’t being “realistic” and who accused them of being “in denial.” They dreamed big dreams and the self-fulfilling prophecy was realized.

Brad had none of those things. There’s no doubt his parents love him, but love is not enough. His parents had no dreams for Brad; they never believed he had any potential for learning academics, for real employment, or a real life on his own one day, with whatever supports he needs. They’ve always felt Brad’s future is bleak; their self-fulfilling prophecy is also being realized. As Henry Ford once said, “If you think you can, you’re right; if you think you can’t, you’re also right.”

In general, each of us must live with the consequences of our actions. But Brad’s parents won’t suffer the consequences of their actions, Brad will. Similarly, Dylan will reap the benefits of his parents’ actions!

Our children’s futures are in the collective hands of parents, teachers, principals, physicians, service providers, and others who have influence, power, and control. If we don’t open the doors of opportunity for relevant and meaningful learning, we’re limiting their potential. If we don’t ensure they’re included at school and in the community, they won’t learn how to live in the real world, and they’ll be at the mercy of the human service system and government assistance. If we don’t believe in them, it will be difficult for them to believe in themselves. If we don’t dream big dreams with them, how will they know how to dream for themselves?

At some point, children take responsibility for their own lives. But our efforts lay the foundation. If you were a child with a disability, would you want a life like Dylan’s or like Brad’s?

Post-Secondary Special Ed? Like many others, my son, Benjamin, is a successful college student who happens to have a disability. It’s been a delight to share with other parents that college is nothing like traditional special ed in public schools—no contentious IEP meetings, no segregated classrooms, and more. Sadly, this is changing, as human service agencies and colleges/universities team up to create special ed in college! In one program, students with disabilities live with, and are mentored by, students without disabilities (who are paid). To cover the annual estimated $11,700 fee, students with disabilities are required to apply for, receive, and turn over their SSI funds (estimated at $7,500/annually) and provide an additional $4,200 per year. In return, students must adhere to their “service plans,” participate in 66 hours per week of “training” (including weekends for 50 weeks each year), “earn” free time through a convoluted process, and participate in “required voluntary activities.” (If an activity is “voluntary” how can it be “required”?) Many of these programs “allow” students with disabilities to audit regular college classes, but most of a student’s time is spent in special ed-type life skills, leisure and social activities, and other segregated classes, as well as one-on-one training, and the student must have some type of “plan” (like an IEP)! Haven’t these students already spent years in such classes in public school? And why haven’t their parents been teaching them life skills since birth? “College special ed” might seem like manna from heaven for many parents. In some cases, parents are the driving force behind these programs! But did they help their kids even try “regular” college, or did they assume the only path was a special program? There's a broad effort to eliminate the segregation of children and adults with disabilities in the public school system, in community activities, and in the employment arena. So how can higher education justify going backwards in the creation of special, segregated programs for people with disabilities?

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Copyright 2007 Kathie Snow; www.disabilityisnatural.com; all rights reserved. Permission is granted for non-commercial use of this article: you may print this newsletter and/or photocopy it to share with others. Click here to download the PDF handout version of the article. You may share and/or distribute this E-Newsletter (in its entirety and unedited) or the PDF version of this article (in its entirety and unedited) to other individuals and list serves (non-commercial use only). As a courtesy, please let me know (kathie@disabilityisnatural.com) how/when you use it. This is the intellectual property of Kathie Snow and is protected by Copyscape. Newsletter editors: This article may be purchased ($4.00) for republication in your newsletter, visit www.disabilityisnatural.com/store/page3.html.

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WEBINARS COMING SOON!

While presenting "live" and "in person" at conferences across the country, participants often approach me and say they wish their (pick one or more) husbands, wives, child's teachers, therapists, etc., had been at the presentation. In other instances, direct care staffers say they wish their bosses had attended the meeting. And I sincerely appreciate their enthusiastic support of the new strategies I share!

In response, a variety of my presentations will soon be offered as webinars—hopefully, beginning in July! Some will be free; others will be offered for a fee, and I'll announce the webinar schedule via this E-Newsletter. The live webinars will be interactive—participants can ask questions and share comments. Each webinar will also be recorded, and we'll create a library of topics which can be downloaded from the Disability is Natural website!

Your input would be appreciated! Currently, I'm planning topics based on my current presentations and articles, such as "Disability is Natural" (new attitudes and perceptions and People First Language), Self-Determination, Inclusive Education, Creating Community through Natural Supports and Generic Services, and more. What topics would you like to see covered? What time frames would work for you for the live webinars—weekdays, weeknights, weekends, or ??? I value your input—please share your thoughts with me (kathie@disabilityisnatural.com) and help make this new endeavor the best it can be!

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GOOD NEWS

REAL PROMS!

Laura Buckner from Texas and Dee Blose from Oklahoma recently shared their good news with me, along with the appropriate permissions for me to share their news with YOU!  Laura and Dee are both leaders in disability issues in their respective states, and both have wonderful sons (both named David!) who happen to have disabilities.

 

Laura sent a photo and an Email with a creative description of her feelings about her son, David, attending his prom.	Dee wrote: "David had a beautiful girl on each arm, and they were the perfect dates. Megan and Sarah accompanied him the entire evening as he continuously circled the room talking to everyone. About 11:00 pm, he got serious about dancing, and they closed down the place at midnight."

Students who happen to have disabilities are able to lead real lives, included in their schools and communities, and surrounded by friends. The presence of a disability need not be a barrier to anyone's success! It's never, ever about a person's disability—it's always about our attitudes!

 

NEW BOOK ON SELF-DETERMINATION

Visit www.lulu.com/content/684144 to check out The Book of Encouragement: Ways to Grow, A Guidebook for Persons with Developmental Disabilities by Ronald L. Oliver, Ed.D. Ron recently shared information about his book with me, which is described as, "... a guide and support for the process of self-determination for persons with developmental disabilities, their families, friends, and the support professionals with whom they may work. In supporting ways for developing increasing independent living skills, several series of progressive activities are detailed for cultivating a healthier lifestyle, learning to connect and build relationships with others and more fully to make one's community one's home."

 

REVOLUTIONARY COMMON SENSE

A variety of thought-provoking articles—including "Independence Day"—can be enjoyed on the Revolutionary Common Sense page at www.disabilityisnatural.com. Additional articles (from previous newsletters) can be found on the Newsletter Library page. You're welcome to download and make copies of any articles to share with others as a handout! If you're interested in republishing an article in your newsletter, you can purchase any article for $4.00 at the Disability is Natural Online Store (www.disabilityisnatural.com/store/index.html).

 

PRESENTATIONS

I'll be presenting in West Virginia, Minnesota, Missouri, California, Georgia, and in Ontario, Canada in the coming months---visit the Presentations page for more details (and check back often for new dates/events that are added). Contact me (kathie@disabilityisnatural.com) if you'd like to know more about my presenting for your conference or organization!

 

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Thanks for your interest in new ways of thinking! Please contact us with your comments and ideas about this E-Newsletter, the Disability is Natural website, or anything else of interest. If you received this E-Newsletter from a friend and would like to subscribe, visit www.disabilityisnatural.com and sign up at the bottom of any page, or send an Email to kathie@disabilityisnatural.com with your request.

And thanks for all you do to create an inclusive society where everyone belongs!