What's happening in washington webinar 5 12-10

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What's happening in washington webinar 5 12-10

  1. 1. Barb Trader What’s Happening in Washington? May 12, 2010
  2. 2. Welcome! <ul><li>TASH Mission – Inclusion and Human Rights for People with Significant Disabilities </li></ul><ul><li>TASH Background – 35 years; leader in inclusive education, deinstitutionalization, customized employment and individualized supports </li></ul>
  3. 3. TASH’s National Agenda <ul><li>Work nationally on issues </li></ul><ul><li>Focus our work </li></ul><ul><li>Solve intractable barriers to equity and participation </li></ul><ul><li>Use our strengths to bring about change </li></ul>
  4. 4. Five Areas of Focus <ul><ul><ul><ul><ul><li>Education </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Employment </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Community Living </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>People of Color </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Human Rights </li></ul></ul></ul></ul></ul>
  5. 5. Human Rights Goal <ul><li>Prevent and eliminate the use of aversives, restraint and seclusion as a means of behavior intervention </li></ul>
  6. 6. Family Activism
  7. 7. <ul><li>Georgia 8th-grader’s suicide in seclusion room spurs lawsuit </li></ul><ul><li>Lee County Florida - 9-year-old arrested at school </li></ul><ul><li>Stroudsburg (PA) officials admit school has a padded room </li></ul><ul><li>Special ed student taped to chair </li></ul><ul><li>Block Island (RI) officials defend room in school basement </li></ul><ul><li>Pittsburgh teacher accused of abusing special needs student </li></ul>In the headlines:
  8. 8. www.tash.org/aprais National advocacy organizations working together!
  9. 9. APRAIS: Alliance for the Prevention of Restraint, Aversive Interventions and Seclusion <ul><li>American Association of People with Disabilities </li></ul><ul><li>Association of University Centers on Disabilities </li></ul><ul><li>Autism National Committee </li></ul><ul><li>Autistic Self-Advocacy Network </li></ul><ul><li>Bazelon Center for Mental Health Law </li></ul><ul><li>Children and Adults with Attention Deficit/Hyperactivity Disorder </li></ul><ul><li>Council of Parent Attorneys and Advocates, Inc. </li></ul><ul><li>Families Against Restraint and Seclusion </li></ul><ul><li>Family Alliance to Stop Abuse and Neglect </li></ul><ul><li>Fragile X Foundation </li></ul><ul><li>National Alliance on Mental Illness </li></ul><ul><li>National Association of Councils on Developmental Disabilities </li></ul><ul><li>National Association of State Mental Health Program Directors </li></ul><ul><li>National Disability Rights Network </li></ul><ul><li>National Down Syndrome Congress </li></ul><ul><li>National Down Syndrome Society </li></ul><ul><li>RespectABILITY Law Center </li></ul><ul><li>TASH   </li></ul><ul><li>The Arc of the United States </li></ul><ul><li>UCP </li></ul>
  10. 10. What We’ve Learned: Myths v. Facts
  11. 11. Reports and Studies on Restraint and Seclusion (see org websites) <ul><li>NDRN – School Is Not Supposed to Hurt </li></ul><ul><li>COPAA – Unsafe In The Schoolhouse: Abuse Of Children With Disabilities </li></ul><ul><li>GAO – Restraint and Seclusion: Selected Cases of Death and Abuse at Public and Private Schools and Treatment Centers </li></ul><ul><li>TASH – Use of Restraints, Seclusion and Aversive Procedures with Students with Disabilities </li></ul>
  12. 12. Major Findings <ul><li>Kids are not protected: Widely divergent laws at the state level </li></ul><ul><li>Widespread: Hundreds of cases of alleged abuse and death from restraint and seclusion on school children during the past two decades </li></ul><ul><li>No accountability: no entity holds schools accountable </li></ul><ul><li>Unprepared workforce: Teachers and staff are not trained and unprepared </li></ul><ul><li>Segregation is dangerous: sped classrooms is where most abuse occurs </li></ul><ul><li>Used on the most vulnerable kids: Youngest kids and kids without verbal communication are most likely to be abused </li></ul><ul><li>The potential for harm is too great: Nearly all students are traumatized and/or injured when used </li></ul>
  13. 13. TASH Survey <ul><li>Two weeks, 1300 opens </li></ul><ul><li>837 : yes – restrained or secluded </li></ul><ul><li>69%: 6-10 years old </li></ul><ul><li>41%: Special ed classroom </li></ul><ul><li>22%: Special ed/ General ed classroom </li></ul><ul><li>25%: Prone restraint </li></ul><ul><li>58%: Secluded in “special” room </li></ul><ul><li>35%: One or more hours </li></ul><ul><li>93%: Emotionally traumatized </li></ul><ul><li>66%: Parents rarely (27.4) or never (39) contacted </li></ul><ul><li>62%: Experienced physical injury </li></ul>
  14. 14. Why Does Restraint and Seclusion Need to Stop? <ul><li>Deeply traumatizing </li></ul><ul><li>Undermines trust and capacity for learning </li></ul><ul><li>Escalates fight/flight response – deepening negative behavior patterns </li></ul><ul><li>Often causes physical harm – even death </li></ul><ul><li>Almost always used for compliance or convenience </li></ul><ul><li>Much more effective means for guiding behavior </li></ul>
  15. 15. House Labor and Education Committee. <ul><li>Main points of APRAIS testimony at Congressional Hearing – GAO Release: Restraints and Seclusion: </li></ul><ul><li>Are dangerous and traumatic for EVERYONE involved </li></ul><ul><li>Are used for convenience and punishment MUCH more than for emergency interventions, and on the most vulnerable children </li></ul><ul><li>Have no therapeutic benefit </li></ul><ul><li>Can and should be prevented!! </li></ul>
  16. 16. HR 4247 Passed March 4 <ul><li>Bans all restraint that impedes airway </li></ul><ul><li>Limits the use of restraint and seclusion to use in emergency – imminent physical harm </li></ul><ul><li>Bans the practice of including use of restraint or seclusion in IEPs or BIPs </li></ul><ul><li>Requires parent notification </li></ul><ul><li>Requires data collection, planned improvement </li></ul><ul><li>Requires evidence-based staff training </li></ul>
  17. 17. HR 4247 <ul><li>Introduced by Rep. George Miller (D-CA) and Rep. Cathy McMorris-Rodgers (R-WA) </li></ul><ul><li>Passed March 4 – Chairman Miller’s closing statement, http://youtube.com/watch?v=K239Glb77y4 </li></ul>
  18. 18. Status of S 2860 <ul><li>Introduced by Senator Christopher Dodd (D-CT) </li></ul><ul><li>Need Republican Co-sponsors: educate and bring along </li></ul>
  19. 19. Key Issues Threatening Passage <ul><li>States rights </li></ul><ul><li>Answer: more than 12 years since Hartford Courant first broke story - no state action </li></ul><ul><li>Private Schools </li></ul><ul><li>Answer: precedent in fire and health codes, etc. </li></ul><ul><li>IEP/BIP Exclusion </li></ul><ul><li>Answer: plans require evidence based practice leading to improved academic outcomes – restraint and seclusion are proven to impede progress and are not evidence based </li></ul>
  20. 20. Next steps What can YOU do?
  21. 21. Actions you can take NOW <ul><li>Educate your Senators </li></ul><ul><li>Ask Senate Members to Co-Sponsor, starting with Republicans (Today!) </li></ul><ul><li>Meet with Home Office Staff </li></ul>
  22. 22. <ul><li>Prepare by visiting the APRAIS web site </li></ul><ul><li>Take the Myths and Facts Sheet; studies </li></ul><ul><li>Tell personal story you know </li></ul><ul><li>Acquaint them with the APRAIS web site </li></ul><ul><li>Ask if there is information they need; refer to me </li></ul><ul><li>Ask them to keep you posted and use you as a source of information. </li></ul><ul><li>Send a thank-you letter for the visit, and cc: me ( [email_address] ) to track Senate contacts. </li></ul>
  23. 23. Community Living Goal <ul><li>Expand the availability of person-centered individualized supports that honor a person’s life choices and provide a decent quality of life </li></ul>
  24. 24. TASH’s Background <ul><li>Leader in deinstitutionalization </li></ul><ul><li>Staunch promoter of personalized and individualized supports </li></ul><ul><li>Training at conferences </li></ul>
  25. 25. Community Choice Act of 2009 <ul><li>HR 1670 introduced by Rep. Danny Davis (D-IL) with 124 co-sponsors </li></ul><ul><li>House Energy and Commerce Committee </li></ul><ul><li>S 683 introduced by Senator Tom Harkin (D-IA) with 26 co-sponsors </li></ul><ul><li>Senate Committee on Finance </li></ul><ul><li>Action – continue advocacy to support passage </li></ul>
  26. 26. New Info on Community Choice Act <ul><li>Removes institutional bias in Medicaid </li></ul><ul><li>Community Option in 2010 Patient Protection and Affordable Care Act </li></ul><ul><li>$6.07 per taxpayer annually total cost </li></ul><ul><li>Harris Poll found 89% of Americans willing to pay </li></ul><ul><li>ADAPT released findings – at http://www.adapt.org/freeourpeople/10wdc/report05.php </li></ul>
  27. 27. Education Goal: <ul><li>Transformation of school communities based on social justice principles in which all students </li></ul><ul><li>(a) are presumed competent, </li></ul><ul><li>(b) are welcomed as valued members of all general education classes and extra-curricular activities in their local schools, </li></ul><ul><li>(c) fully participate and learn alongside their same age peers in general education instruction based on the general education curriculum, and (d) experience reciprocal social relationships. </li></ul>
  28. 28. TASH’s Background….. <ul><li>Years of Innovation: PBS, UDL, Etc. </li></ul><ul><li>Resolutions </li></ul><ul><li>Congressional Briefing </li></ul><ul><li>Partnership with Including Samuel </li></ul><ul><li>Membership on UDL Task Force </li></ul><ul><li>IDEA Partnership </li></ul><ul><li>Relationships with GenEd Groups </li></ul>
  29. 29. What are We Doing? <ul><li>More progressive Elementary and Secondary Education Act (ESEA) – </li></ul><ul><ul><li>Use Least Restrictive Environment (LRE) data for accountability for districts and states </li></ul></ul><ul><ul><li>Gen ed teachers need credits in special ed prior to graduation </li></ul></ul><ul><ul><li>All teachers trained in Positive Behavior Supports (PBS) and Universal Design for Learning (UDL) as undergrads </li></ul></ul><ul><ul><li>More dual certification in general ed and special ed, or special ed and severe disability </li></ul></ul>
  30. 30. More Info <ul><li>A Blueprint for Reform: </li></ul><ul><li>http://www2.ed.gov/policy/elsec/leg/blueprint/index.html </li></ul><ul><li>Read and send comments to Ed Dept. </li></ul><ul><li>TASH Recommendations: </li></ul><ul><li>www.tash.org/information_statements_resourses.html . </li></ul>
  31. 31. Individuals with Disabilities Education Act (IDEA) <ul><li>Reauthorization – anticipated for fall, 2010 </li></ul><ul><li>TASH position by Sept. 1 </li></ul><ul><li>TASH focus areas in more stringent LRE definition, enforcement, personnel prep, communication equity, research and communication equity </li></ul><ul><li>To participate, watch TASH in Action </li></ul>
  32. 32. Goals for People of Color <ul><li>Expand participation of people of color who have disabilities (and their families) in advocacy efforts to address and end disparities in services and quality of life </li></ul>
  33. 33. TASH’s Background <ul><li>Developed understanding of disparities </li></ul><ul><li>Involved more than 300 families </li></ul><ul><li>Mini grants to chapters </li></ul><ul><li>Cultural and linguistic competency assessment </li></ul><ul><li>Family support training program </li></ul><ul><li>Partnerships with 6 organizations </li></ul>
  34. 34. Summer Symposium for Change <ul><li>Eliminating Disparities for People of Color with Disabilities in Health, Education and Employment </li></ul><ul><li>July 28 and 29 </li></ul><ul><li>Consensus on what we know, emerging practices, research needs & policy needs </li></ul><ul><li>Briefing for Congress </li></ul><ul><li>Evening awards dinner – media and advocacy </li></ul><ul><li>Register at www.tash.org </li></ul>
  35. 35. What’s Up Next? <ul><li>Summer Symposium Results </li></ul><ul><li>Justice Dept. and Olmstead Decision </li></ul><ul><li>IDEA Reauthorization – TASH’s position </li></ul><ul><li>Employment – </li></ul><ul><ul><li>Eliminate federal sanctioning of sub-minimum wage </li></ul></ul><ul><ul><li>Dramatically increase integrated employment </li></ul></ul>
  36. 36. <ul><li>THANK YOU FOR YOUR ADVOCACY! </li></ul>

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