Equity Literacy Project
2
INTRODUCTION
Contributor Name: Ranjani Murali
According to the National Center for Education Statistics, approximately 14 percent of all students between the ages of 3 and 21 in the public education system in the United States were eligible and were supported by the Individuals with Disabilities Education Act (IDEA). The organization also notes that nearly 33 percent of these students had a “specific learning disability,” which constituted the largest proportion of services elicited. The next few categories include: Speech and Language impairment (19%), Other Health Impairment (15%), Autism (11%) and so on. Around 1% of students overall required services for orthopedic (physical) and hearing impairments, each.
The NCES-ED adds that “[e]ligible students are those identified by a team of professionals as having a disability that adversely affects academic performance and as being in need of special education and related services.”
Both organizations also provide us with data about how disability services for youth are defined, evaluated, and improved. For educators, it is important to remember that equity, which is a key goal of disability services, is also determined by other intersectional factors. For instance, a 2017 review article by Morgan et. al estimates that, “[a]mong children who were otherwise similar in their academic achievement, poverty exposure, gender, and English language learner status, racial or ethnic minority children were consistently less likely than White children to be identified as having disabilities” (1). The authors go on to say that children from underrepresented groups were also “less likely to receive special education services” compared to White children, “since at least 2003.” This is further corroborated by the Office of Special Education and Rehabilitative Services (OSEP), which found in their 2018-2019 data that “Hispanic and/or Latino students were more likely to be identified with specific learning disability and less likely to be identified with other health impairment than all students with disabilities.” They also found that “Asian students are more likely to be identified with a speech or language impairment and Autism and less likely to be identified with specific learning disability than all students with disabilities.” However, Asian students with disabilities had an overall higher graduation rate and lower dropout rate compared to other students.
It is also worth noting that Black/ African American students and American Indian or Alaska Native students were the groups that faced the maximum number of “disciplinary removals” per 100 children.
Morgan et al. are quick to also advise educators that our efforts should be focused on “address[ing] the cultural, language, and societal “barriers to entry” to Child Find and referral procedures that may be making it less likely that children with disabilities who are racial or ethnic minorities, as well as from other traditionally marginalized groups (e.g., females, ELL, from low-income families), are properly identified and provided with services to which they have a civil right.” They advise us not to believe the commonly held myth that “ underidentification is…explained by differences in individual-level academic achievement, family-level economic disadvantage, or differential access to school-level resources.”
At the institutional as well as the classroom level, educators should be aware that even the “eligibility” requirements and the assessment and evaluation techniques used for offering services may contain a great degree of bias. It is imperative to advocate for the hiring, inclusion, and expertise of co-professionals and teachers who are aware of intersectional gaps with respect to disability and are able to evaluate students with specific care and responsiveness as far as these intersectional factors are concerned. Integrative classrooms are more common across a broad swathe of US public schools, and as such, Aron and Loprest, claim, in an evaluative article about IDEA in 2012, that the integrative classroom (or “general education” versus “special education” is) the most effective approach for all children. Given this wisdom, teachers and administrators may find it most helpful to focus on early testing and identification, prompt evaluation and offering of services, and also intersectionality training for educators, so that they are able to critically examine the biases they may have about specific student groups with respect to disabilities.
Contributor Name: Raeghan Graessle
Anti-Fat Bias Report
“No, I will not walk down the aisle with you. Nobody will know I’m your mother, you’ve gotten so fat.” “Whatever you do, don’t gain weight.” The Freshman 15. The COVID 19. Anti-fat bias has surrounded all of us for our whole lives. Is being overweight a personal failing? Is it really as simple as “calories in, calories out?”
The Biggest Loser. The Swan. My 700-lb Life. Can you imagine how these shows might be viewed 20, 50 years from now? Heck, even how they look right now? In The Swan, overweight women were called ugly ducklings, flown to California and put on diets and given plastic surgery to compete in a beauty competition at the end – to be named “The Swan”. In The Biggest Loser, obese men and women were put in the gym and put on diets over weeks, tortured by cruel trainers and followed around by cameras to see who loses the most weight. Is this ok?
Weight bias can be stronger than other forms of bias. For example, in a study published in 2008, weight bias was measured as stronger than anti-gay and anti-Muslim bias [Latner, 2008]. Our country has ignored a few important facts about body size. First, diets don’t work. Studies starting in the 1950s have shown that 95-98% of diets fail, with dieters gaining back even more than they lost. The American Journal of Public Health states that only 0.8% of women classified as obese will achieve a “normal” weight [Fildes, 2015]. The effect starvation has on the metabolic system is extreme, with the body overcompensating. Studies done on the Biggest Loser contestants showed that most of them had regained a fair amount of weight but, chillingly, had no change in their metabolism. The most active people in the study had the slowest metabolisms. It seemed like their bodies were still fighting the weight loss years and years later [Baggaley, 20??]. Also, since 1980, no nation has reduced its obesity rate [Hobbes, 2018]. The other important fact is that fatness and health are not synonymous, as has been assumed. Between ¼-2/3 of obese people do not have diabetes, high cholesterol or other metabolic issues [Rey-Lopez, 2014]. And yet, all the time, people’s health levels are determined in a glance – from the sizes of their bodies.
Fat bodies have been used as tools of shame for decades. In the 1920s, Black women were usually portrayed as obese as a silent comparison to the tiny White women. A study done in the spring of 2011 by Yale University’s Rudd Center for Food Policy & Obesity found that 72% of the 429 stories they studied from CBS, ABC, MSNBC, FOX and CNN websites showed fat people in a “negative and stigmatizing manner.” The term “Headless Fatty” was coined in 2007 by Charlotte Cooper to describe the phenomenon of media using pictures of fat people from the neck down (or from behind) when writing articles about obesity. This practice effectively dehumanizes fat people, turning them into bodies instead of humans.
White women see obese bodies in a negative light and are more likely than Black women to generalize this negativity to other aspects of the large people’s lives. Thin people are seen as having more self-reliance, self-control, and interpersonal skills. Media favors thin and attractive White role models. Black role models in the media are as likely to be large as not [Hebl, 1998]. While some see this as evidence that being overweight is more stigmatizing for a White woman than for a Black woman, I disagree. I feel that the White culture is choosing to portray Black women as larger to keep the appearance of White culture being more self-reliant, more in-control and having more skills.
Obese people are often denied healthcare. Procedures get delayed – “lose weight first.” Problems (especially eating disorders) get ignored. Doctors have shorter appointments with fat people. Some doctors even refuse to serve fat people – in 2011 the South Florida Sun-Sentinel polled local OB-GYNS and found that 14 percent of them refused new patients over 200 lbs. Some insurance companies require doctors to provide proof they counsel their overweight patients to lose weight first, before bringing up actual medical issues the patient may be in there for. Even though there’s recently been some movement towards large body acceptance, it’s not real. For example, Weight Watchers is now WW, a “lifestyle company” but, at their meetings, the first thing you do is get weighed in and the focus is still on losing weight to get happy.
Larger Americans – mainly women – earn lower salaries and are less likely to get hired and get promoted. A 2017 survey of 500 hiring managers showed a picture of a 20-something overweight applicant. 21% called her unprofessional, having no background info on her whatsoever. [Umoh, 2017]
Big Pharma has used this bias (and amped it up) in their favor with new drugs and advertising campaigns. Americans have spent more money on weight loss than on the entire educational system [Brownell, 1991]. The bias starts at a young age with pediatricians measuring the BMI of kids as young as five and giving parents advice on their children’s diets. The Presidential Fitness Test with its sit-and-reach, rope-climb and caliper fat tests give kids plenty of reasons to bully others. School cafeteria design tweaks come and go as quickly as diet fads (still, today, you can find a bowl of fruit by Harper’s Subway registers as evidence of the latest tweaks). Half of US states require BMI reporting in schools and half of those actually send home BMI reports to parents, despite the research showing that these efforts have no effect on kid’s health and may contribute to over-stigmatization of fat children [Thompson, 2017].
Citations:
Brownell, Kelly D. “Dieting and the Search for the Perfect Body: Where Physiology and Culture Collide.” Behavior Therapy, vol. 22, no. 1, 1991, pp. 1–12., https://doi.org/10.1016/s0005-7894(05)80239-4.
Fildes, Alison, et al. “Probability of an Obese Person Attaining Normal Body Weight: Cohort Study Using Electronic Health Records.” American Journal of Public Health, vol. 105, no. 9, 2015, https://doi.org/10.2105/ajph.2015.302773.
Hebl, Michelle R., and Todd F. Heatherton. “The Stigma of Obesity in Women: The Difference Is Black and White.” Personality and Social Psychology Bulletin, vol. 24, no. 4, 1998, pp. 417–426., https://doi.org/10.1177/0146167298244008.
Hobbes, Michael. “Everything You Know about Obesity Is Wrong.” The Huffington Post, TheHuffingtonPost.com, 19 Sept. 2018, https://highline.huffingtonpost.com/articles/en/everything-you-know-about-obesity-is-wrong/.
Kate Baggaley | Published Sep 27, et al. “Why Most Diets Don’t Work-and What to Try Instead.” Popular Science, 27 Sept. 2021, https://www.popsci.com/health/why-diets-dont-work.
Student Voices
Hello, my name is Francesca Strangis and I am an aspiring Clinical Psychologist. I got my Associate in Applied Arts at Harper College. I am obtaining my Bachelor of Science in Psychology at Northern Illinois University. My goal is to help those with issues such as addictions, personality disorders, depression, anxiety, abuse, trauma, and co-occurring disorders. I want to eventually have a practice where I can help a wide range of clients with different wants, needs, aspirations, and goals. My essay explains the importance of School Psychologists due to the mental health crisis among adolescents. The goal is to increase School Psychologists throughout elementary schools and universities as an adolescent’s frontal lobe develops.
The Mental Health Care Crisis Throughout Schools
Students struggle mentally and need support while going to school whether it’s an elementary school or a university. My little sister currently goes to an elementary school, and she is in third grade. She was being bullied by a little girl her age. She pushed my sister down the stairs and then we had to pick her up from school and she was limping. When we heard this, we called the school. I was so infuriated because the school did not do anything. Finally, we involved the police, and they went to her house and talked to the parents about the nonstop aggressive bullying/behavior. The bullying still continued, and the school claimed, “they could not babysit Ornina in class with Mary”. In her school, she does not have a school psychologist to help them with matters like this. It took a toll on her mental health and right now she has anxiety. Fast forward, we have tried and are still trying to get her into therapy, but my family and I have government insurance. Government insurance puts you on a waiting list from six months to a year or longer just to get into therapy. My experience is like my sisters. I did experience some bullying i.e. being called fat as a kid; I experienced some trauma at home with my mother and currently being at Harper I still can find no help. There was never any free therapy offered when you pay boatloads of money to go to school and not everyone is in the correct headspace when attending school. Schools need to provide a school psychologist for each school.
The documentary special “The Medicated Child,” shows how children ages 3-12 had a mental illness or medical condition and they go to see psychiatrists. Psychiatrists prescribe medications and do not offer coping mechanisms, cognitive behavioral therapy, or therapy sessions like psychologists do. These kids were all attending some sort of schooling. The parents would not have resorted to paying out of pocket for a psychiatrist if there was free therapy offered at the kid’s schools. The point I am getting at is if schools already provided therapy with a licensed psychologist, parents would take that advantage and have their kids talk to him/her/they/them. Instead, on the show, the kids were each taking 12 different medications when tourette’s/bipolarism/depression that can be fixed with therapy. It was crazy to me the side effects and more problems this medication was causing these little kids. They shouldn’t have gone through that. The parents did not even have to go through the stress of getting a psychiatrist, nor did they even know how psychiatrists are a scam. Therapy should already be provided to kids at schools. Children would not need to take that medication if schools put their funding into providing an onboard psychologist.
School counseling can change a student’s life. Many have experienced the loss of a loved one going to school because of suicide. Many have experienced their own battles while going to school. This is a global and worldwide issue. Suicide rates are going up, dropping rates are going up and school success rates are going down. Many can side with me that the underlying issue is that schools don’t see the importance of providing a school psychologist, nor do they want to fund for one. It seems like no one can receive help whether you’re paying to go to that school, you have government insurance, etc. Many can agree that mental health care is not widely available to almost anyone unless you pay boatloads of money for it. Let’s be honest, who has that? Especially right now in June 2022 with inflation. Looking at all these lives just struggling, much trauma happens when you are attending school. Therefore, a school psychologist would widely benefit so many people whether they are in elementary, middle, high school, or college. I should also include a school psychologist would be free since you are paying to attend school. School therapy can save a life and better prepare students mentally for whatever lies ahead of them in their future. We need to push schools to budget for a school psychologist.
Another big issue throughout schools on the rise is: cyberbullying. Throughout the pandemic until now, the use of technology is more than ever before. That means that the way bullying happens is mostly through technology. In the article, “Cyberbullying: Roles of School Psychologists” the authors Sevcikova and Smahel, found that the highest proportion of aggressors occurs among younger students (12–15 years old) and the next highest are those students from 16–19 years old.” As a result of cyberbullying, it affects students in many ways. Cyberbullying can cause anxiety, substance abuse, depression, decreased school performance, truancy, sleep disorders, dropping out, murder and suicide. It also has long-term effects such as dating aggression, child/elder abuse, drinking problems, substance abuse, and antisocial behavior. Now the role of a school psychologist to help with these problems is vast. School psychologists provide multiple counseling services. According to the article “Cyberbullying: Roles of School Psychologists and School Counselors in Addressing a Pervasive Social Justice Issue,” these include individual/group counseling, classroom guidance, program coordination, and consultation. School psychologists can help with short and long-term problems because of cyberbullying.
……………………….
All these issues result in a lack of mental health support via a licensed psychologist. It’s a sad story that many struggle due to bullying, depression, anxiety, home issues, abuse, etc and it leads to them not being here, the parents feeling guilty, or others being killed due to anger. This is not just a US problem either, but we are focusing just on the US school system for this. Why are we not utilizing our licensed school psychologists when this is their job? They are also in demand, and on the rise for jobs in the next 5 years. Schools can most definitely budget to implement a school psychologist into their curriculum. We will always need psychologists, especially school psychologists because pre-adolescents to adolescents develop the most cognitively; therefore, if there are trauma/mental issues arising in their life it needs to be coped with before it is too late.
Contributor: T.P., Harper College, Fall 2019
Problems with Disciplining Students with Learning Disabilities
Imagine struggling to pay attention in class every day. Imagine not being able to sit still and listen like the rest of your classmates. Imagine having to re-read the same passage multiple times because all the words are jumbled together. Imagine constantly being behind the rest of your peers. Imagine constantly feeling stupid or disappointed in yourself. Imagine never getting encouragement from your teachers or peers. Now imagine getting in trouble for something you can’t control. These are examples of having a learning disability. This is an important topic to me because I struggle with a learning disability along with a lot of my friends. My friends went to various high schools (public and private) in Illinois. The schools had different ways of dealing with students who had learning disabilities. One of my friends went to an all-girls school in Chicago; she struggled with reading comprehension. She said her school put her in “slower classes,” but she was doing fine and didn’t have a problem. However, there were multiple other girls in the class struggling to not only keep their grades up but also “stay out of trouble.” The “trouble” they were getting into was constantly getting detentions for not paying attention, not completing a class assignment within the time limit, spacing out, and not understanding the material presented.
Another private all-girls school in a Chicago north shore suburb had similar issues however, some were more drastic. This high school was extremely small due to the fact people with learning disabilities were seen as outcasts. Students with learning disabilities would not get to choose what classes they took; they were told by the school which classes they are taking and when. This was due to the fact that the school wanted to put them all in the same classes. Being such a small school, there were only eight girls in the class which made it extremely difficult for my friend to meet other people in high school.
Finally, at a public school in the city of Chicago, my friend who has ADD says his high school did not help at all, and the only reason he passed was because the standard was set so low. Since his school was in the city, there were a lot of drug dealers or gang members in his classes. The school did not have a budget for a program for people with learning disabilities. Instead, they put everyone who had low grades or a low placement exam score in the same classes. Teachers didn’t know who couldn’t pay attention due to a learning disability (such as ADD or ADHD) or there were people who just didn’t care. Everyone in those classes was deemed the bad kid and no one cared if they were passing or failing. Teachers were much stricter and gave out detentions for missing work or not paying attention. My friend had eighteen detentions for not paying attention and three for missing work, just in his senior year.
In high school, my experience was similar. I went to a private high school in the northwest suburbs. I have reading comprehension and spelling issues. My school put all kids with a learning disability in a class together called Learning Strats. We never actually did anything in class. We were told to be quiet and do our homework. This was a mandatory class you had to take every year and you would not receive any credits for it, which meant everyone in the class also had to do summer school just to keep up with other students and graduate on time. More than half of the kids in my school with a learning disability had ADD or ADHD. Teachers would give them a warning or two by telling them to pay attention but, then they would give them detention or kick them out of class completely which made the student become less motivated and the teacher thought they didn’t care. After a student would receive two detentions there were no more warnings. For example, if they were staring out the window, they were just told to leave or just get detention.
My biggest struggle in school was in-class assignments. When we would get a worksheet to do in class, we were often given a time limit of twenty minutes. This would be no problem for most students, but for me it was hard. Unlike most people, I have to read something two to three times to understand it. Short small questions were fine but paragraph-long questions would take me a long time to complete. Often, I wasn’t able to complete the assignment in the given time frame. When this happened, I would talk to the teacher and ask to take it home or bring it to them after school, completed. They would often say no because they thought I was doing something else during class time.
I think teachers need to be better educated on how to instruct students with learning disabilities. I understand they can’t be expected to know every type, but at least if they had knowledge of more common learning disabilities that will improve the students’ experience and help the teachers understand. A lot of teachers act like students with learning disabilities are hopeless or just don’t care, but that’s not true at all. All of my friends with learning disabilities constantly check their grades or try to see how they can improve their grades in some way. Most high schools in Illinois need a better program for learning disabilities and it’s time people start caring about how some students are treated. The reason why I care so much is that I’ve been through struggles, but my friends have had it much worse than me. I know other students may have it even worse than them, too. A lot of people think that just because they don’t have a learning disability that this problem won’t affect them, however, I believe we live in a society that has equal opportunities for everyone. Everyone deserves a fair chance, especially in school.
TERMS
General
Ableism
Discrimination against people with disabilities based on the concept that a person with all physical abilities is superior. [1]
Cognition
The mental processes involved in distinguishing, acquiring, and processing information vital for everyday living. [2]
Disability (in general)
A physical or mental condition that limits an individual’s capabilities to participate or be active in daily activities.[3]
Invisible Disability
Invisible Disability, or hidden disability, is an umbrella term that captures a whole spectrum of hidden disabilities or challenges that are primarily neurological in nature. [4]
Neurodiversity (Autism, ADHD)
A concept that recognizes the differences in brain function and behavioral traits as part of normal variations in the human population”, now with an expanded spectrum of Autism to individuals that also experience conditions such as dyslexia, and ADHD. [5]
Visible Disability
A disability that is visually apparent to the observer. [6]
Federal Mandates and Protections
(Eligibility for) Accommodations
A reasonable accommodation is any change to the application or hiring process, to the job, to the way the job is done, or to the work environment that allows a person with a disability who is qualified for the job to perform the essential functions of that job and enjoy equal employment opportunities. Accommodations are considered “reasonable” if they do not create an undue hardship or a direct threat. [7]
ADA (Americans with Disabilities Act)
The ADA is one of America’s most comprehensive pieces of civil rights legislation that prohibits discrimination and guarantees that people with disabilities have the same opportunities as everyone else to participate in the mainstream of American life — to enjoy employment opportunities, to purchase goods and services, and to participate in State and local government programs and services. Modeled after the Civil Rights Act of 1964, which prohibits discrimination on the basis of race, color, religion, sex, or national origin – and Section 504 of the Rehabilitation Act of 1973 — the ADA is an “equal opportunity” law for people with disabilities. [8]
Assessment Equity
Also called “equity audits” or “climate assessments,” involve collecting and analyzing information, usually through multiple data-gathering processes, in order to determine the extent to which a school, college, program, or other entity is equitable to each member of the community. [9]
Civil Rights Act Title IV
Prohibits discrimination on the basis of race, color, or national origin in any program or activity that receives Federal funds or other Federal financial assistance. [10]
Civil Rights Act – Title VI
No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance. [11]
IDEA (Individuals with Disabilities in Education Act)
The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.
The IDEA governs how states and public agencies provide early intervention, special education, and related services to more than 7.5 million (as of the school year 2018-19) eligible infants, toddlers, children, and youth with disabilities. [12]
IEP (Individualized Education Program)
A specific plan/program which includes specialized instruction and services designed for any student with an identified disability attending an elementary or secondary school. [13]
504 Plan
A plan developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives accommodations that will ensure their academic success and access to the learning environment. [14]
Invisible Disabilities
Blindness
One’s lack of seeing due to an injury or congenital condition.
Chronic Illness
A health condition that can last up to more than three months or for an extended period of time and cannot be cured or does not disappear. [15]
Chronic Pain
Ongoing or recurring pain due to a health condition that can last weeks to years.
Physical Disability
Long-term impairment of one’s body function which can limit their everyday activities.
Speech Disorders
Conditions that affect one’s ability to communicate by producing sounds through words.
Vision Impairment
A decrease in the ability to see to a certain degree that causes problems not fixable by usual means, such as glasses.[16]
Visible Disabilities
Anxiety
Generally, anxiety refers to experiences of heightened stress. When those experiences are acute and chronic, that may indicate the presence of an anxiety disorder. Many experiences fall under this umbrella. Generalized anxiety disorder refers to chronic, excessive worrying. Panic disorder involves panic attacks, acute sensations of worry and fear. Phobias and social anxiety disorder describe the range of feelings of nervousness and fear in response to particular triggers, such as crowds, heights, and certain animals. [17]
Depression
Depression is a broad term describing many connected mood disorders. Forms of depression are characterized not only by sadness, but also listlessness, loss of interest in things, decreased energy, and major changes in sleeping and eating patterns. Sometimes confused with sadness, which is a normal and healthy emotion, depression instead represents the ongoing emergence of the aforementioned symptoms. [18]
Learning Disability (Dyslexia)
Learning disorder that involves struggles with reading.
Mental Illness
The term mental illness is typically used in a medical context to refer to a wide range of conditions related to emotional and mental health. [19]
PTSD
Post-Traumatic Stress Disorder (PTSD) refers to a range of sensations following a challenging, violent, and/or sad event. It is often associated with military veterans’ time in combat but can follow any experience of trauma, including but not limited to the death of a loved one, sexual assault, and accidents. PTSD can manifest in many ways including re-experiencing trauma from moments that recall the traumatizing event (sometimes called triggers), and changes in behavior and cognition.[20]
LITERATURE AND MEDIA
Films
Bevan, Tim, et al. The Theory of Everything. Focus Features, 2014.
Isaacson, Rupert. The Horse Boy. Zeitgeist Films, 2009.
Nelson, Jessie, director. I Am Sam. Warner Bros., 2001.
Serkis, Andy, director. Breathe. BBC Films, 2017.
Documentaries
Fine, Sean and Andrea Nix, directors. Life According to Sam. HBO Documentary Films, 2013.
Lebrecht, Jim and Nicole Newnham, directors. Crip Camp: A Disability Revolution. Netflix, 2020.
Davis, Ron, director. Miss You Can Do It. Docutainment Films, 2013.
DeSilva, Jason, director. When I Walk . AXS Labs, 2013.
Karsh, Jonathan, director. My Flesh and Blood. Chaiken Films, 2003.
TV shows
The A Word . Created by Peter Bowker, Fifty Fathoms Productions, 2016.
Atypical. Created by Robia Rashid, Exhibit A, 2017.
Bryant, Elaine Frontain, and Shelly Tatro. Born This Way , Bunim-Murray Productions (BMP) , 2015.
The Healing Power of Dude. Created by Sam Littenberg-Weisberg, and Erica Spates, Blue Ant Digital Studios, 2020.
Books
Lezotte, Ann Clare. Show me a Sign. Scholastic, 2020.
Bell, Cece. El Deafo. New York, NY: Amulet Books, 2014.
Draper, Sharon M. Out of My Mind. Thorndike Press, 2019.
Autobiography/ Memoir/ Theory
Herrera, Pascula. It’s Not Always a Valley of Tears.
Wong, Alice. Disability Visibility: First-Person Stories from the Twenty-First Century. Vintage, 2020.
Silberman, Steve. Neurotribes: The Legacy of Autism and the Future of Neurodiversity. Avery, 2016.
Other
Black, Sheila and Jennifer Bartlett. Beauty is a Verb: The New Poetry of Disability. Cinco Puntos Press, 2011.
A collection of poetry and essays about disability
- “Ableism 101 - What Is Ableism? What Does It Look Like?” Access Living, 8 Jan. 2021, www.accessliving.org/newsroom/blog/ableism-101/ ↵
- “Cognition.” Cognition - an Overview | ScienceDirect Topics, www.sciencedirect.com/topics/medicine-and-dentistry/cognition ↵
- “Physical Activity for People with Disability.” Centers for Disease Control and Prevention, Centers for Disease Control and Prevention, 16 Sept. 2020, www.cdc.gov/ncbddd/disabilityandhealth/features/physical-activity-for-all.html ↵
- Saal, K., Martinez, L., & Smith, N. (2014). Visible Disabilities: Acknowledging the Utility of Acknowledgment. Industrial and Organizational Psychology, 7(2), 242-248. doi:10.1111/iops.12140 ↵
- Stanford Neurodiversity Project. “About the Stanford Neurodiversity Project.” Stanford Neurodiversity Project, med.stanford.edu/neurodiversity.html ↵
- Saal, K., Martinez, L., & Smith, N. (2014). Visible Disabilities: Acknowledging the Utility of Acknowledgment. Industrial and Organizational Psychology, 7(2), 242-248. doi:10.1111/iops.12140 ↵
- “Reasonable Accommodations in the Workplace.” ADA National Network, 1 Sept. 2021, adata.org/factsheet/reasonable-accommodations-workplace ↵
- “Ada.gov.” Introduction to the ADA, www.ada.gov/ada_intro.htm ↵
- “Home: Equity Literacy Institute.” Equity, www.equityliteracy.org/ ↵
- Secretary, HHS Office of the, and Office for Civil Rights (OCR). “Civil Rights Requirements Title VI of the Civil Rights Act.” HHS.gov, US Department of Health and Human Services, 26 July 2013, www.hhs.gov/civil-rights/for-individuals/special-topics/needy-families/civil-rights-requirements/index.html ↵
- 42 USC 2000d: Prohibition against Exclusion from Participation in, Denial of Benefits of, and Discrimination under Federally Assisted Programs on Ground of Race, Color, or National Origin, uscode.house.gov/view.xhtml?req=%28title%3A42+section%3A2000d+edition%3Aprelim%29+OR+%28granuleid%3AUSC-prelim-title42-section2000d%29&f=treesort&num=0&edition=prelim ↵
- “About Idea.” Individuals with Disabilities Education Act, 24 Nov. 2020, sites.ed.gov/idea/about-idea/ ↵
- “What Is the Difference between an IEP and a 504 Plan?” What Is the Difference between an IEP and a 504 Plan? | AccessComputing, www.washington.edu/accesscomputing/what-difference-between-iep-and-504-plan#:~:text=The%20Individualized%20Educational%20Plan%20(IEP,specialized%20instruction%20and%20related%20services ↵
- “What Is the Difference between an IEP and a 504 Plan?” What Is the Difference between an IEP and a 504 Plan? | AccessComputing, www.washington.edu/accesscomputing/what-difference-between-iep-and-504-plan#:~:text=The%20Individualized%20Educational%20Plan%20(IEP,specialized%20instruction%20and%20related%20services ↵
- “Health and Medical Information Produced by Doctors.” MedicineNet, MedicineNet, www.medicinenet.com/script/main/hp.asp ↵
- “Industries for the Blind and Visually Impaired.” IBVI, 28 June 2021, ibvi.org/ ↵
- “NIMH» Anxiety Disorders.” Nih.gov, 2 Dec. 2019, www.nimh.nih.gov/health/topics/anxiety-disorders ↵
- https://psychiatry.org/patients-families/depression/what-is-depression ↵
- Mental Health Conditions in the Workplace and the ADA | ADA National Network. (2019). Adata.org. https://adata.org/factsheet/health ↵
- “NIMH " Post-Traumatic Stress Disorder.” National Institute of Mental Health, U.S. Department of Health and Human Services, www.nimh.nih.gov/health/topics/post-traumatic-stress-disorder-ptsd ↵