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Social and Community Context

Society and how our communities engage with people with disabilities is rooted in ableism and negative stereotypes. At an early age, children with disabilities are segregated from their peers without disabilities because of a lack of inclusive spaces and inaccessible communities. Playgrounds, childcare centers, and classrooms that children with disabilities cannot access lead to fewer friendships and smaller social networks. People with disabilities are often left out of the decision-making process about their lives, services, and supports—sometimes resulting in legal guardianship. Ableism and racism are enmeshed in our social structures, creating even more negative impacts on people with intersecting identities. Social and community support is critical for improving health and well-being.[iii]

All people with disabilities have a right to an inclusive society and to be included in decisions impacting their lives. Building an inclusive society starts with welcoming children with disabilities at an early age. This helps them build social connections, develop meaningful relationships, and foster natural supports that last throughout their life. Promoting less-restrictive alternatives to guardianship will help people retain their civil liberties and honor their capacity and wisdom. Positive relationships at home, school, work, and faith communities, can help reduce negative impacts on health and safety.[iv] Minnesota must build inclusive communities so children with disabilities can grow up as equal members of society and have abundant self-directed lives.

Education Access and Quality

Students with disabilities have not historically had access to high quality education due to low expectations, segregation, exclusion, and punitive practices, as well as a lack of equal opportunity beyond high school. Exclusionary discipline harms all students, but especially impacts students of color and students with disabilities. Young adults with disabilities are almost twice as likely to have less than a high school diploma than peers without disabilities, and disparities carry into the higher education system.[v] Post-secondary options are limited in Minnesota for people with intellectual disabilities, and supports for students with disabilities in higher education often fail to meet their needs. Education access and quality has long-term impacts on health, future employment, and economic stability.[vi]

All people with disabilities have a right to high quality education with individual supports as needed, where they learn alongside peers who do and do not have disabilities. Ending exclusionary punishment for young learners and opening a pathway to postsecondary options for students with intellectual disabilities will ensure our entire education system is accessible, inclusive, and supportive so all students succeed. They must have the same educational foundation as their peers without disabilities, and equal opportunity to secure meaningful employment, financial stability, and live in their own homes.

Economic Stability

People with disabilities face compounding barriers to earning a livable wage: low expectations and lack of options for employment; policies that prevent them from building and keeping assets; fear of losing health care benefits, supports, and services. These barriers and many more contribute to the cycle of poverty for people with disabilities.[vii] Of the more than 20 million working-age individuals with disabilities, 25.9% live in poverty.[viii] People with unsteady employment are more likely to live in poverty and experience health problems. The negative impacts of economic instability are compounded for people of Color with disabilities and other intersecting identities.[ix]

All people with disabilities have a right to economic stability. People with disabilities deserve employment at a livable wage that does not put them at risk of losing their healthcare benefits and other safety net supports. Systems must move away from burdensome administrative processes and inequitable, segregated employment service options. This will help ensure Minnesotans with disabilities have informed choice in employment.

Neighborhood and Built Environment

Finding affordable, accessible, inclusive housing in Minnesota is nearly impossible for people with disabilities. Despite their desire to live in their own home, people with disabilities are more likely to live in costly and isolating settings due to unaffordable, inaccessible housing.[x]

References

• [i] https://extension.umn.edu/community-news-and-insights/five-ways-think-about-community
• [ii] https://health.gov/healthypeople/priority-areas/social-determinants-health
• [iii] https://health.gov/healthypeople/objectives-and-data/browse-objectives/social-and-community-context
• [iv] https://extension.umn.edu/community-news-and-insights/five-ways-think-about-community
• [v] Ibid.
• [vi] https://health.gov/healthypeople/objectives-and-data/browse-objectives/education-access-and-quality
• [vii] https://health.gov/healthypeople/objectives-and-data/browse-objectives/economic-stability
• [viii] Annual Report on People with Disabilities in America, 2021. https://disabilitycompendium.org/sites/default/files/user-uploads/Events/2022ReleaseYear/Annual%20Report%20—%202021%20—%20WEB.pdf
• [ix] Ibid.
• [x] Annual Report on People with Disabilities in America, 2021. https://disabilitycompendium.org/sites/default/files/user-uploads/Events/2022ReleaseYear/Annual%20Report%20—%202021%20—%20WEB.pdf

The post Social Determinants of Health in our 2023 Public Policy Goals first appeared on The Arc Minnesota.

The post Social Determinants of Health in our 2023 Public Policy Goals appeared first on The Arc Minnesota.

While supporting people to live in their own homes is the policy direction of the state, this is not yet a reality for many Minnesotans. Informed Choice policies adopted in 2021 will help ensure that people are aware of the options for living in their own home, but those changes alone will not remove all the barriers that are currently in place.

Strategic policy change can help more Minnesotans with disabilities live in homes of their own. We must address gaps in support and service coordination, prevent evictions and service terminations, and stabilize housing for those with low income.

This is part of our 2022 Legislative Agenda.

The post Help More Minnesotans with Disabilities Live in Homes of their Own first appeared on The Arc Minnesota.

The post Help More Minnesotans with Disabilities Live in Homes of their Own appeared first on The Arc Minnesota.

For people who have disabilities—especially those using a wheelchair—finding affordable, accessible housing in their communities is nearly impossible. Many are forced to turn to costly and isolating settings, instead of living in homes of their own. Housing developers and builders need more clarity around a shared definition of accessibility, as well as financial support to ensure they can include physically and sensory accessible dwellings in housing projects.

Creating a shared definition of accessible housing will provide clarity for developers, builders, and people with disabilities. Ensuring that bonding requests for housing projects include physical and sensory accessibility features will support builders and developers to create more inclusive homes. More affordable, accessible housing for Minnesotans with disabilities will support their informed choice and reduce reliance on restrictive and expensive provider-controlled settings.

This is part of our 2022 Legislative Agenda.

The post Increase Affordable, Accessible Housing Options first appeared on The Arc Minnesota.

The post Increase Affordable, Accessible Housing Options appeared first on The Arc Minnesota.

Some Minnesotans with disabilities have been able to maintain safety-net supports while working through Medical Assistance for Employed Persons with Disabilities (MA-EPD). However, both the high MA-EPD premiums and low asset limits contribute to people remaining in poverty and create disincentives to work. People who have disabilities should be able to earn money, build and keep assets, and invest in their futures without fear of losing health care, benefits, supports, and services.

Eliminating asset limits, shifting the income-based premium schedule to a fair structure, and providing more opportunities to maintain benefits will remove barriers to building and maintaining financial stability, and help people with disabilities to get out of poverty. This will impact all of society, because once all people are able to earn money and financially prosper, everyone will benefit.

This is part of our 2022 Legislative Agenda.

The post Reform Medical Assistance to Incentivize Employment first appeared on The Arc Minnesota.

The post Reform Medical Assistance to Incentivize Employment appeared first on The Arc Minnesota.

Attending college at an inclusive higher education institution has many positive impacts on young adults with intellectual disabilities (ID). Those who attend college are more than twice as likely to secure employment and rely less on government programs and services. But in-state college options for students with ID are extremely limited, which stifles opportunities for those who could benefit. Many institutions of higher education do not have the expertise nor resources needed to expand enrollment and include students with ID on-campus.

Expanding access to inclusive higher education will help more young adults with ID earn meaningful credentials, secure employment at competitive wages, and live in homes of their own. Providing technical assistance and grant funding to institutions of higher education statewide can help advance access to postsecondary education in Minnesota.

This is part of our 2022 Legislative Agenda.

The post Expand Access to Inclusive Higher Education Statewide first appeared on The Arc Minnesota.

The post Expand Access to Inclusive Higher Education Statewide appeared first on The Arc Minnesota.

Ending suspensions and expulsions for K-3 will help create equitable, accessible, and safe schools. All students will benefit from positive learning environments that fully include all students, support them, and address their individual needs. Ending suspensions and expulsions for Minnesota’s young learners will help promote alternatives that create a supportive and positive climate for all students and school staff.

This is part of our 2022 Legislative Agenda.

The post End Suspensions and Expulsions for Young Learners first appeared on The Arc Minnesota.

The post End Suspensions and Expulsions for Young Learners appeared first on The Arc Minnesota.

Most playgrounds in Minnesota are not accessible to, nor safe for, children who have disabilities. Play is a critical part of development for kids of all ages, and children with disabilities should have access to playgrounds, just like all other kids in our communities. Playgrounds that are inclusive of all types of disabilities would help to ensure that no one is left out and all children play safely side-by-side. They would support the developmental needs of the whole child, including physical, cognitive, sensory, and social development.

Investing in bonding projects that help build safe, inclusive playgrounds across Minnesota will result in long-term, positive benefits for all children, and help children with disabilities foster true belonging in community from an early age.

This is part of our 2022 Legislative Agenda.

Specific bills:

Apple Valley–HF 3348 (Bierman)/SF 3039 (Clausen)

Fridley–HF 4202 (Bernardy) / SF 3927 (Kunesh)

The post Create More Inclusive Playgrounds for Minnesota Children first appeared on The Arc Minnesota.

The post Create More Inclusive Playgrounds for Minnesota Children appeared first on The Arc Minnesota.

• The Arc (National Organization)
• The Arc Northland
• Greater Twin Cities United Way
• Healthy Legacy
• Minnesota Consortium for Citizens with Disabilities(CCD)
• United Way of Central Minnesota
• United Way of Northeastern Minnesota
• United Way of Washington County – East

Community Resources

• ARRM
• Ataxic Cerebral Palsy
• Autism Society of Minnesota
• Birth Injury Guide
• Birth Injury Justice Center
• Brain Injury Association of Minnesota
• Bullying By the Numbers
• Disability in Child Welfare Collaborative
• The Down Syndrome Association of Minnesota
• Epilepsy Foundation of Minnesota
• Erb’s Palsy
• Help Me Grow
• Institute on Community Integration, University of Minnesota
• Learning Disabilities Association
• Minnesota Association for Guardianship and Conservatorship (MAGIC)
• MinnesotaHelp.Info
• Minnesota Legal Services Coalition, Disability Law Center
• Proof Alliance (formerly: Minnesota Organization on Fetal Alcohol Syndrome (MOFAS))
• NAMI Minnesota (National Alliance on Mental Illness)
• Sexual Violence Center
• Special Olympics Minnesota
• United Cerebral Palsy of Minnesota

Government Resources – County

• Directory of Minnesota Counties

Government Resources – State

• Disability Benefits 101
• Disability Minnesota
• Minnesota Children with Special Needs
• Minnesota Department of Education
• The Minnesota Governor’s Council on Developmental Disabilities
• Minnesota Department of Human Services
• Minnesota Ombudsman for Mental Health and Developmental Disabilities
• Minnesota State Council on Disability
• Positively Minnesota – Minnesota Workforce Center

The post Community Organizations and Resources first appeared on The Arc Minnesota.

The post Community Organizations and Resources appeared first on The Arc Minnesota.

Securing skilled, talented and qualified people with disabilities can impact your company’s competitive advantage and workplace morale.  Your leadership is crucial to the productivity, enjoyment and overall experience of all employees at your company. By introducing some important concepts into your work culture, you can help ensure a positive experience for all of your employees.

Lead by Example and Encourage People-First Language:

• People-First Language highlights the person, not the disability. By placing the person first, the disability no longer defines the person, but is one of several aspects just like gender or ethnicity. (See guide to People-First Language).
• Discourage and speak out against any bullying, harassing or negative behavior in the workplace.

Team Building:

• Be certain to involve your team member with a disability with staff trainings, team building activities, team meetings and/ or company social events. Encourage interactions between employees with disabilities and their co-workers during staff meetings and trainings incorporating group activities that involve interacting with others. Sometimes people worry about a person with a disability not being able to participate fully in an activity or assume that they would not want to attend which leads to them not being invited.
• When planning meetings, staff training or other events, try to anticipate accommodations for the employee with a disability. If there is a concern about accommodations needed, discuss with the employee with a disability prior to the event.  Transportation can create challenges for some people with disabilities who may rely on public transportation. Schedule off-site events near a bus line or in close proximity to the office are ways to support participation by employees with disabilities

The Physical Office Environment:

• Keep hallways and office spaces clear from excess clutter to ensure ease of movement around and access to equipment such as fax machines, copiers and printers.
• Provide accessible restrooms, drinking fountains and telephones. If such facilities are not available, be ready to offer alternatives, such as a private restroom, or a desk phone.

Communication:

Distribute company information, announcements or events through more than one method of communication such as email and a print flyer to include people who may understand information in differing ways.

Provide disability awareness training in your workplace

Hire qualified people with disabilities

The post Employing Persons with Disabilities – Workplace Culture first appeared on The Arc Minnesota.

The post Employing Persons with Disabilities – Workplace Culture appeared first on The Arc Minnesota.

People with disabilities are – first and foremost – people who have individual abilities, interests and needs. They are moms, dads, sons, daughters, sisters, brothers, friends, neighbors, coworkers, students and teachers.  About 54 million Americans — one out of every five individuals — have a disability. Their contributions enrich our communities and society as they live, work and share their lives.

Words are powerful. The words we use to refer to people shape our beliefs and ideas about them. Old and inaccurate ways we describe people with disabilities support negative stereotypes and prejudiced attitudes. Like gender and ethnicity, disability is one of many characteristics of being human. When we use labels to describe a person we devalue and disrespect them as individuals. Our words both define and reflect our everyday life and can promote positive attitudes about persons with disabilities.  A critical consideration in communicating with and about people with disabilities is the use of “People-First Language.” People-First Language highlights the person, not the disability.  By placing the person first, the disability is not the thing that defines the individual, but one of several aspects just like gender or ethnicity. People-First Language is not about political correctness, it is about good manners and respect.  It eliminates generalizations and stereotypes, by focusing on the person rather than the disability.[1]

The following chart lists some examples of how to use people-first language and also lists some preferable disability related terms in place antiquated terms:

Instead of this:                                                                  Say This:

Sarah is autistic                                                                 Sarah has autism

Ben is confined to a wheelchair                                          Ben uses a wheelchair

Retarded, handicapped, crippled                                       A person with a disability

Brain damaged                                                                  A person with a brain injury

She can’t/or she has problems with…                                 She needs or she uses…

Handicapped parking                                                         Accessible parking

As you can see in the chart above, some of these wording changes are minor, but they change the emphasis of the statement dramatically. Let’s look at the first example: “Sarah is autistic.” This implies that autistic is who Sarah is, that having autism entirely defines her – but we know that is not true. By instead saying “Sarah has autism” we are acknowledging Sarah as a person first and as a person she does happen to have autism, but we are not using that disability label to try and define and limit who she is.

[1] Adapted from “What is People First Language” by The Arc. http://www.thearc.org/page.aspx?pid=2523

The post Employing People with Disabilities: People-First Language first appeared on The Arc Minnesota.

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