Happy Holidays!
Dear Coded Generations Friends,
Please take a moment this Holiday Season to think about all the positive ways people with disabilities are impacting your lives, directly or indirectly. We are very grateful again this year to all those who took the extra mile in helping a child or adult with a disability overcome challenges and live happy and successful lives.
Our Coded Generations Team made a great deal of progress this year and will have 95% of the filming done by the end of December. Both our main characters have experienced life changing events and our team has a deepened understanding of the complex issues surrounding inclusive education and inclusive workplaces. We will be presenting and exploring those complexities of inclusion in our documentary.
We would like to take this opportunity to thank our incredible supporters this year: Rosetta Stone, Best Buddies International, The National Down Syndrome Society, TASH, The Institute for Economic Empowerment, Docs in Progress and ,of course, our wonderful filmmakers for their dedication and many volunteer hours: Olha Onyshko, Sarah Farhat and Marc Alexander.
If you would like to help us bring this film to the big screen sooner we welcome your kind tax free donations! Also if you need some ideas for your Holiday shopping, please check our Amazon Shop or the wonderful products offered by the Down Syndrome Footprint (please include CODED at checkout so our film will get a percentage of your purchase).
Wishing you all a wonderful Holiday Season and a Healthy and Happy 2012!
Rosetta Stone- A Best Buddies Monumental Sponsor
We have always felt so fortunate to have the amazing opportunity to work with and be Erin’s friends and when Rosetta Stone offered her a job earlier this year we were truly exited and hopeful that they will embark on a fulfilling employment journey. For our community with intellectual disabilities Erin’s success as an employee with Rosetta Stone is so important as there are still such few companies truly committed to giving our young adults with intellectual disabilities real opportunities to succeed and develop professional careers.
With Best Buddies initial support, Rosetta Stone proves that it is possible to successfully hire an individual with disabilities as long as you are truly committed to this relationship and we hope that this company receives as much gratitude from our community for their efforts as we can offer. This year, they are sponsoring again the Best Buddies Challenge, the event that made their relationship with Erin possible! Check Erin and Jay Topper, Rosetta Stone Captain on live TV!
Will you please help us show our thanks for everything they are doing for our community? Click HERE to support Rosetta Stone Team and give them a chance to shine as a Best Buddies Monumental Sponsor!
With gratitude,
The Coded Generations Team
Meetings on Capitol Hill on behalf of TASH
If I would have to describe the experience in a nutshell I would say “emotionally exhausting but the best medicine for my soul”! For me, the worse feeling is to feel powerless when it comes to my children and although I went to advocate on behalf of TASH it was this organization that gave me the opportunity to feel empowered, to feel that I have a voice when it comes to my children’s wellbeing. However, while doing this with my children in mind I do hope it will benefit many others who cannot have their experiences heard or shared.
We visited the offices of our senators and representatives to discuss the TASH public policy agenda related to four areas: protecting students with disabilities by restricting the use of restraints and seclusion, promoting inclusive education practices, supporting competitive and integrated employment for transitioning youth and adults with disabilities, and ensuring that Medicaid resources are used to support people in their communities instead of in institutionalized settings. We also attended a panel who provided a Congressional Briefing on the current issues with restraint and seclusion practices, demonstrating the flawed thinking of schools and residential settings and how these practices actually cost money and hurt people.
I was pleasantly surprised with the knowledge many congressional staff had about the Keeping All Students Safe Act (HR 1381) and their willingness to discuss with the legislators to co-sponsor this law that will keep so many children safe in our public schools. On the other hand though, I thought our delegation surprised most people we met with when we started to talk about the ESEA-The Elementary & Secondary Education Act. Most people expect an organization advocating for the rights of people with disabilities to go talk about IDEA and it was surprising to hear us dedicate some of the valuable meeting time to talk about an education law that refers to general education. Well, this is where the argument came in. As long as we see GENERAL EDUCATION and SPECIAL EDUCATION as two parallel systems, there is no way to see REAL INCLUSION happening at the implementation level. Experience is showing us that only when school administrators and general educators think of children with disabilities as valuable stakeholders of their school they think about and put the effort in providing the necessary school accommodations, instruction & curriculum modifications to ensure their success. However, how can we, parents, advocate at the school level for an inclusive education culture when teachers and school administration training in best practices in inclusive education is elective and mostly ignored even when they have children with disabilities in their classes/schools as IDEA requires. IDEA enables parents to advocate for their children to be placed in the Least Restrictive Environment, meaning general education as much as possible based on the child IEP. At the same time, under IDEA, parents can ask school administrators and teachers to adapt the environment and modify their instruction but to what extent this actually happens is a very different story for those educators who either do not understand or accept that students with disabilities actually BELONG to them, and they should at least be trying to include them.
The sad part is that those educators ignore the fact that such modifications would benefit many others in the school and would ultimately contribute to an inclusive culture that will provide the best example all children could carry through their adult lives. One of the parents in our delegation has her son bussed across town to be in a school that provides accommodations for children with autism because the neighborhood school is not “equipped” to do so yet. Another one advocated for 8 years for her daughter to be removed from a special school into a general education school only to see her now in a self contained class able to be around typically developing children in the lunch room, at a separate table of course. To me the ironic thing is that while my son attends a general education class with supports, the lunch room is among the most difficult to navigate due to his messed up hearing and consequent sensory integrations issues, making noisy, chaotic rooms full of kids/people truly painful experiences. He is not the only one and if given the opportunity to have lunch with some friends in a quieter place would not only allow him the learning experience we send him to school for but would also teach his typically developing friends what it takes to have a fun, positive experience with him. …and who knows, maybe one of them might open a restaurant and provide a “quiet” area where many people like his friend could actually come and enjoy a nice meal, a romantic experience or simply a regular night out with friends in a place that accommodates their needs and welcomes all clients….but maybe that is too far to think!
Unfortunately, having children with disabilities in public schools that do not really welcome them and provide the necessary supports and accommodations is a HUGE problem that surely results in poor educational outcomes and unfortunately, many times worse: restraints & seclusions. It was so hurtful to listen to the panel’s arguments against restraint and seclusion in public schools and I truly hope that people leaving that congressional briefing walked out with at least one important argument: Restraint and Seclusions are NOT therapeutic techniques and do only HARM. I kept thinking about the need for these methods and the argument that they are meant to “protect the child from himself/herself or others”. However, Joan Gillece, SAMHSA’ Project Director, cleared the only little doubt I might have had when she argued that when a child is in danger we would immediately respond and hold to protect the child anyway and once that moment passed, why would we have “trained” personnel continue to restraint or seclude the child for one extra minute more? That extra minute or many more that follow are only the bases for future emotional trauma and more behaviors! For a reveling report, please visit TASH’s site and download the parent prevention guide! It is truly unfortunate to see the level of abuse taking place in our US public schools and I challenge you to watch through the Jeremiah’s Video on the Families Against Restraint and Seclusion website (disclaimer: I was only able to watch the first 3 minutes)!
Thank you TASH!
Advocacy, Advocacy and Advocacy Again!
I have always admired the rights and liberties the American people enjoy but it has been only a few years since I understood that it is the people who made it all possible through their incredible volunteering and advocacy efforts. While many Americans regularly engage in advocating for rights in all kinds of areas of interests of their own choice, those of us connected with individuals with disabilities do it as a chronic need! During my Parent Leadership training with Maryland Coalition for Inclusive Education, I have learned that at the time I was born, children with disabilities like my son were placed in institutions and it is only since 1975 that the Education of All Handicapped Children Act was voted into a law, renamed IDEA in 1990, giving our kids the right to free public education like any other child in this country. There really have been no more than 50 years of incredible advocacy efforts that enable us younger parents to send our children to neighborhood schools and demand appropriate education for them. Although progress has been made, things are not as great as I would hope.
Yes, there has been a lot of progress: many children graduate neighborhood schools and some get jobs (look at Erin) or get married (look at David and Monica) and live happy lives in the communities they grew up in. However, the advocacy work needs to continue until we no longer hear stories like the young man in Charles County, MD, who is not allowed to join his brothers and sister’s home high school because “Westlake HS doesn’t offer a program suited for him” (http://charlescounty.wusa9.com/news/news/fighting-logan/59229) .
It is my understanding of IDEA that children like him have the right to Free Appropriate Public Education in the Least Restrictive Environment-LRE based on an Individualized Education Plan –IEP. Well, LRE means that he should have the right to go to the closest, age appropriate general education classes in the neighborhood school alongside neighbors and friends. The law says nothing about kids with disabilities having to go to schools where “appropriate” programs are developed for them! Therefore, I still don’t understand why so many children with disabilities are refused education in their home schools because they do not have the type of “program” that would suit their needs. My son for example doesn’t need a special program, he just needs a modified curriculum and to be supported in learning alongside his neighborhood friends in the same school community as his brother’s. They create the most effective learning environment for my son to develop the social skills and emotional abilities that will enable him to be successful in life and I believe this to be the case for a large majority when the school environment is adapted to provide an inclusive education experience.
Fortunately, there are also many wonderful things happening around the country as a result of long term advocacy. I have had the pleasure and opportunity this year to advocate on Capitol Hill with the National Down Syndrome Society-NDSS and talk with our legislators about important pieces of legislation for our community in Maryland. Like many other representatives, Congressman Van Hollen kindly received our large Maryland Delegation and committed to continuing his support of legislation that protects our loved ones with disabilities (http://vanhollen.house.gov/News/DocumentSingle.aspx?DocumentID=200682). It was also a wonderful surprise to have the opportunity to interview Representative Gregg Harper who introduced the TEAM Act in Congress earlier this year. This legislative package “ aims to streamline federal programs and services intended to support youth with significant disabilities from adolescence to adulthood and rebalance federal funding to focus on improved outcomes in post-secondary education and integrated employment”. (http://harper.house.gov/press-release/harper-introduces-intellectual-disabilities-legislative-package)
Tomorrow, I plan on joining TASH for another day of advocating on Capitol Hill. This time we are talking about the TEAM Act as well as the reauthorization of IDEA but more importantly for me personally is advocating for the Keeping All Students Safe Act (H.R. 4247) http://www.opencongress.org/bill/111-h4247/show. I am very excited to participate and look forward to being part of a wonderful community that continues to fight for a better future for our children!
Valentine’s Day & One Year of Filming for Coded Generations!
One year, 10 interviews and more than 100 hours of footage! Our adventure into the disability world, and yes, there is such a thing as a “disability world” started on Valentine’s Day 2010. Our little teaser video captures the positive beginning of Marcu’s education story. One year down the road, he is making strong educational and social progress surrounded by caring friends and educators who are making a world of difference in both his and his family’s life.
The idea for Coded Generations started only 3 months earlier with an answer to Olha’s simple question: why did we want Marcu in Ms. Merritt’s kindergarten class and not in the little, 4 student group called the Learning Center across the hallway? She did not settle for my short answer of our belief that Marcu will develop fully only in a regular environment where he would from observing and learning from his typical developing peers. That was how discussion started and continues on topics such as inclusive education, what it means, what it takes, Universal Design for Learning, IDEA, fair choices for children with disabilities to free appropriate education, fair choices for young adults with disabilities to meaningful employment and productive lives and maybe most importantly, on social justice.
John Rawls, the American philosopher and leading figure in moral and political philosophy argued that “the most reasonable principles of justice are those everyone would accept and agree to from a fair position”. When asking people to look at justice, he used the veil of ignorance “No one knows his place in society, his class position or social status, nor does anyone know his fortune in the distribution of natural assets and abilities, his intelligence, strength, and the like. I shall even assume that the parties do not know their conceptions of the good or their special psychological propensities. The principles of justice are chosen behind a veil of ignorance.” That’s certainly an interesting thing to think about with regard to people with disabilities. If you weren’t sure whether YOU were the person with the disability or not, how would you design and develop the necessary support systems for individuals with disability to live as independently as possible? What would you consider a just social environment if it might be you?
Coded Generations will try to show what might be needed for our society to give its population with disabilities fair access to happy and productive lives as per Rawls’ principals of social justice.
Sincere Condolences to the Shriver Family
We would like to pay tribute to the Shriver Family for the loss of their loving father, R. Sargent Shriver. Sarge was well known for his incredible contribution to fighting poverty in the US as well as around the world and for his leadership of one of the most respected US organizations worldwide, the Peace Corps. http://bestbuddies.org/best-buddies/rss
What maybe less know, is the vision he provided as one of the founders of the National Head Start Association and his relentless work in setting this organization on the right direction, an organization that prides itself with believing that:
- “ all children should reach their full potential,
- every child can succeed,
- we can impact the success of “at risk” children,
- quality early education fundamentally transforms children and families.” http://www.nhsa.org/
Head Start programs opened their doors around the US to including children with different needs, providing high quality services in partnership with The Council for Exceptional Children’s Division of Early Childhood (DEC). Together those organizations “promote policies and practices that enhance the development of children with special needs and support their families in the Head Start community”.
YouTube: Sargent Shriver, David Bradley on Head Start
In one year, our friends in the Shriver family have lost two loving parents and our community has lost two incredible advocates for our children and adults with disabilities. We are truly grateful for R. Sargent Shriver and Eunice Shriver’s legacy and their children’s continuous efforts to ensuring that individuals with disabilities have access to inclusive opportunities in our public schools, workplaces and communities.
Sincere Condolences
The Coded Generations Team
Camelia Fawzy, Olha Onyshko, Sarah Farhat and Mark Alexander
Erin Interviewed Anthony Shriver for our film!
As you all remember our blogger Erin has a dream to become a journalist and our team together with the wonderful executives at The Arc of NOVA decided to give her some opportunities to see how she would really like this position.
The opportunity came when Timothy Shriver (Chairman and CEO of the Special Olympics) was receiving a special award from the Arc of NOVA to honor his support for the organization (http://thearcofnova.org/gala2010/). Erin was able to meet with Mr. Shriver at the Special Olympics offices and ask him questions related to the Arc of NOVA’s successful successful campaign called “A Life Like Yours”. We were all touched by Mr. Shriver’s encouragements to “live the life that we each have with dignity and make the best out of it”.
A few days after this event, Erin had another amazing opportunity, and this time she interviewed Anthony Shriver, the Founder and Chairman of Best Buddies, an organization supporting children and young adults with intellectual disabilities in more than 50 countries. We will let you judge Erin’s performance as an interviewer when our documentary Coded Generations is released but for now we can say that we were very impressed and proud of our wonderful colleague.
We are thrilled to have been able to witness Erin’s interviews as they confirm once more that given the opportunity, one can make the efforts to meet expectations. Please take a few minutes to check what Erin has to say about her experiences on her blog: www.codedgenerations.com/erin.
Olia and Sarah at the Hamburg Film Festival!
What are Olia and Sarah doing when not working on Coded Generations?
Well, they just returned from the Hamburg Film Festival where they successfully screened their Film “Three Stories of Galicia”, a beautiful, emotional documentary that “reveals the intimate stories of three courageous individuals who took it upon themselves to preserve the dignity of the human spirit” during the second world war . You might like to check their Blog for some fun insight stories!
Filming at Burning Tree & Wood Acres Elementary Schools Completed!
We are very happy to announce that yesterday June 8th we accomplished a big milestone in our filmmaking: we completed filming at two very important locations for our documentary, Burning Tree Elementary and Wood Acres Elementary. We were able to get very interesting inside perspectives on challenges and opportunities in educating children with special needs and preparing them for a self-sustainable future. We had several opportunities to observe the teams at work trying to accommodate the needs of each child in the school. Watching their efforts, we were reminded of the old proverb: it takes a village to raise a child. This proved to be true when talking about educating those who need the support of the entire community to succeed in life. Their happiness depends on their peers accepting them for who they are.
On the other hand, we saw that children who have no disabilities but are exposed to working/learning together with those who have them develop high level of tolerance and patience. Seeing children interacting with their peers with different abilities we learned that our youngsters are able to do an amazing job in making sure that no one feels excluded in their classroom. In our film, you will be able to see how the school community achieves that inclusion, the work behind the scene and the secrets of the positive results that benefit everyone in the classroom.
We would like to thank both schools’ wonderful educators, specialists and school administrations for accommodating our crew’s needs and schedule. We would also like to thank our little stars for their participation and cooperation and for making us laugh and cry at the same time.
Please join our mailing list for updates on this production here!
Welcome to Our Team Erin!
Our Coded Generations Team is partnering with Erin Thompson, an amazing young lady with Down syndrome who has successfully graduated the George Mason University-Mason LIFE program this year! A very hard working and reliable individual, Erin aspires to become a successful journalist and some day, own her own magazine. Coded Generations Team is committed to offer Erin the opportunity to learn how to become a Blogger while sharing with our viewers her experience as a job seeker with disability and hopefully an employee at the beginning of a long term career.
We are very exited to work with Erin as she became an incredible advocate for individuals with disabilities. She likes to “tell people not to be afraid to stand up for their rights”! (http://www.abletochoose.org/featured_story/view/17). In her speech at the graduation ceremony she encouraged Mason LIFE’s students to remember that they do “have a voice that can make a change in the future”. She continued… “just because you have a disability doesn’t mean you can’t speak for yourself, even if people don’t agree with you. I know we all have the right to be equal with everyone and we should all remember that! Work very hard—I know you all do—and you can do great things” (Erin Thompson, May 2010).
With this attitude we are confident that Erin is a great addition to our team and look forward to her writings on our blog. Welcome Erin!
Coded Generations’ Filmmakers at Cannes!
After months and months of sleepless nights and incredible efforts, Olha and Sarah, the Coded Generations filmmakers, are at Cannes, promoting their latest documentary “Three Stories of Galicia”! Do you want to see them on the red carpet and read about their incredible experience at Festival de Cannes? Check their blog: http://threestoriesofgalicia.wordpress.com/.
Straight talk on Inclusion: What is Inclusive Education?
April 20, 11:22 PM Rockville Special Needs Kids Examiner Shameen Anthanio-Williams
Published by Examiner.com, Washington DC
If you are a parent of a disabled child, then it is likely you have had discussions on Inclusion. There are some parents who feel that Inclusive Education is the right answer for every child, while others feel it may only meet the needs of some children. Having a solid understanding of what an inclusive educational program entails will not only help substantiate your opinion about the subject, but it will open your eyes to a broader register of opportunities for your child’s education program.
First, Inclusion is not a legal term that can be found in existing federal laws, or regulations regarding special education. It is a derivative of 20 USC Code 1412(a) (5) and 34 CFR 300.114 which defines Least Restrictive Environment (LRE). The following are excerpts from both citations:…
To read the entire article please visit the Author’s page on the Examiner.
