Vision Loss Alliance of New Jersey’s Post

Inclusion In Tech: Arc Tank 5.0 Finalists Spotlight! Today, on December 5th at the JFK Library for Arc Tank 5.0, where 7 groundbreaking projects have the chance to be awarded up to $200,000. MEET THREE FINALISTS: Ask Grandma: Bridging cultural gaps, this project led by Indigenous leaders customizes the Family Spirit – Language is Medicine home visiting curriculum. Addressing the unique needs of Indigenous families with young children facing disabilities, it aims to provide tailored early developmental support. Cephable – AI Powered Accessible Controls: Beyond adaptive voice controls, Cephable introduces revolutionary AI-powered features, including computer vision-based finger and arm movements. This expansion aims to provide free and adaptive access to digital technology, transforming the digital experiences of millions living with disabilities. NFlyte – All-in-One Life Skills App: NFlyte is more than an app; it's a comprehensive life skills tool designed for autistic adults transitioning to adulthood. With customized visual schedules, shopping lists, and remote support features, NFlyte empowers individuals and families on the journey to independence. Read more about all the Arc Tank 5.0 finalists here: https://lnkd.in/et4qc67   #ArcTank5 #InnovationForInclusion #EmpoweringLives #Accessibility

Medical News Today: The connection between eczema and learning disabilities is a relatively new area of research. However, existing studies suggest that there is a link between the two. Learn more. https://ow.ly/OJH750QIev4 #LearningDisabilities #learningchallenges

With just a few minutes of your time, you can take action and help improve the lives of children. As a member of COPPA, I’m proud to see organizational efforts working on large-scale efforts to improve educational outcomes for children. As an advocate, I help one child at a time, as I encourage school-wide systematic change. (District-wide depending upon who attends meetings.)  There are 5 critical policy issues being addressed in congress. COPAA has made it easy for you to email your representatives and have your voice heard. Please visit COPAA’s Take Action Page to help: https://lnkd.in/eaQyTRUF 1) End the Criminalization of Students 2) End Seclusion and Protect Children in School 3) Urge Congress to Reject Cuts in Education and Support Students with Disabilities 4) Support the RISE Act to ensure appropriate accommodations for students in college.  5) Ensure states receive the full amount of federal funding promised for special education instead of states and districts having to make up the difference. Currently states receive just 13% of the 40% of their special education costs as promised by Congress with the passage of the Individuals with Disabilities Education Act (IDEA) in 1975. This means that states and districts must offset over $20 billion annually to provide services to students with disabilities. Congress must pass the IDEA Full Funding Act and put IDEA on a glidepath to ensure that states and districts are provided the funding they require to provide special education services to children with disabilities. #SpecialEducation #IEP #504Plan #SpecialEducationAdvocate #Advocate #IEPMatters #ADHD #Autism #Disability #SchoolFunding

🏫 DCU has long been a part of the Top College Consultants database of #neurodiversity-friendly #colleges and #universities at https://lnkd.in/eqGBAa9 - and now they're doing even more. DCU reports: Plans have been unveiled to make Dublin City University an even friendlier campus for #autistic staff and students with the launch of a new Quiet Space in the Henry Grattan building on the university’s Glasnevin campus. Adam Harris, founder and CEO of AsIAm, joined DCU staff and students to launch the space. The initiative is part of the DCU #Autism Friendly Project, which aims to support and celebrate students and staff who are on the autism spectrum. In January 2016, DCU launched the first phase of the project, implementing a series of initiatives to meet the identified needs of autistic staff and students. These projects included the development of an Autism toolkit for students, Autism friendly open days, and the installation of three sensory pods. In 2018, DCU was designated the world’s first Autism-Friendly University. In 2021, DCU launched the first ever Autism-Friendly University Design Guide, developed in collaboration with global expert Prof Magda Mostafa, a world leader in the field of architectural design. The guide was created through a year-long series of virtual engagements and workshops with key stakeholders, including staff, students, external organisations, advocacy groups and other key partners.  Students from DCU’s autistic community completed a sensory audit of the campus for the Design Guide, with findings showing a need for quiet, sensory-friendly spaces. The design of the new Quiet Space in the Henry Grattan building was led by the Guide’s findings and recommendations around acoustics, touch, wayfinding and lighting.  Ahead of the launch, DCU Autism Friendly University Coordinator Fiona Earley said: The second phase of the DCU Autism Friendly Project began this year, and will focus on building capacity to support autistic employees, and on piloting an indoor navigation app with a dashboard that informs users of current noise levels, location of noisy and quiet hotspots, and on the location of the new quiet zones on campus. The development of the Henry Grattan Quiet Space was supported by the UCB Community Health Fund and Codex Office Solutions. Speaking ahead of the launch, Claire Brading, the General Manager of UCB UK & Ireland said: “Codex has been a proud sponsor of DCU’s Access to the Workplace programme since 2019 so we were delighted to take on the project of developing an autism-friendly ‘escape’ space here in the Henry Grattan Building,” said Kate Nelligan, Codex’s Head of Furniture and Interiors. AsIAm - Ireland’s Autism Charity Fiona earley #AutismSupport

Looking forward to this great event - such an important topic - much to discuss and the potential to drive positive change for many people in the workplace through assistive technologies is enormous #AssistiveTechnologies #DigitalTechnologies #FutureWorkforce #DSI #USYD #Research #Innovation

1 in 6 children have special needs. Over 75% of these children remain excluded from mainstream education and are pushed into a life of dependence and inequality. If CWSN are left behind, we will not be able to meet our national goals of universal Foundational Literacy and Numeracy (FLN) in primary schools by 2025. On 2nd April, World Autism Day, Sol's ARC and Dalberg co-hosted an event on ‘Making FLN inclusive for children with special needs’. Recognizing the urgency and importance of collective action, the event brought together CSOs, funders and experts to discuss the issue and brainstorm ways to embed an inclusion lens across all our efforts. Here are 5 takeaways from the event: 1. Inclusion of children with special needs is not just about equity but is a matter of justice and fundamental rights. 2. Doing this is not difficult. Polices are really good and resources are sufficient. What is needed is a step-by-step understanding of the ‘how’ for each stakeholder, right from the primary school teacher to the highest decision-maker in the government. 3. Bringing a ‘whole of government’ approach is crucial, as different ministries and departments are responsible for the holistic welfare of a child. 4. Removing social stigma and embracing diversity is critical, without which no effort will sustain. 5. Seamless integration is the goal. We imagine a world where its not PwDs talking just about disabilities but being provided the platform to flourish in any field. Over the last few months, Sol’s ARC and Dalberg also co-developed a playbook that highlights the scale and significance of the problem, the need to design for every learner and not just the average, and tangible ways for the ecosystem to get started on this journey. This playbook is not just a compilation of ideas, but a roadmap toward a future where no child is left behind. Attached is a summary version; you can click http://surl.li/sskph to see the full version.  Sonali Saini Safeena Husain Dayoung Lee Shruti Goyal Nirat Bhatnagar Shrivika Dhawan Gnana Suthan Ponnusamy Karishma Swarup Dhir Jhingran Sourav Banerjee Poornima Garg sunisha ahuja Deepika Mogilishetty #inclusion #FLN #solsarc #dalberg #inclusiveeducation #specialneeds #leavenoonebehind #education

ECTA Center eNotes for February 16, 2024 are available. In this issue: - IDEA Part C Early Intervention Family Survey Data for Federal Fiscal Year 2021 - Response Rate and Representativeness Calculator - Assistive Technology Devices and Services for Children With Disabilities Under the IDEA - Step Up AT - Child Maltreatment 2022 - March of Dimes Report 2023 - A 100-Year Review of Research on Black Families https://lnkd.in/gRBNDt8Y

How Does Iowa Workforce Developments' Vocational Rehabilitation (VR) Division Help People with Disabilities? In this session, Dr. James Williams, Vocational Rehabilitation Administrator at Iowa Workforce Development, will present a high-level overview of the various services provided by IVRS. As part of those services, Dr. Williams will share the important information that parents/community stakeholders should know, along with ideas for how to utilize them to obtain competitive, integrated employment (CIE). At the end, time will be provided for parents to ask questions that may have about IVRS and how they can sign up individuals for services. https://lnkd.in/gxwAFM94

Included in this 21 page document are proposed changes to what will be considered a funded support for NDIS clients. Under the heading "Ineffective/No Value for Money" is included Games Therapy. My start working in disability and mental health was as a genU Games Therapist in their GAMER program. This program was designed for people with Psychosocial disability beginning from age 12 with no cap. It was accessible under NDIS and HACC funding. To say that Games Therapy is ineffective or has no value shows how uninformed the Australian Governments position is in relation to play therapy as an effective support. Game Therapy that uses Role Playing Games such as Dungeons and Dragons or Board Games teaches anyone how to become an effective communicator through cooperative play as well as increasing numeracy and literacy and improving social skills. I have seen young people go from feeling like they had no prospects because they were labelled as disabled, living in less than ideal home situations and not having a healthy peer circle become strong, independent adults who are holding down jobs, running their own community based events and being productive members of society. That would not have happened without the welcoming and encouraging atmosphere we cultivated at GAMER. Two years on and I still hear from some of my former players who want to catch up and tell me what they have going on in their lives. They are still engaged in their Game Therapy and have reaped massive benefits from this style of play therapy. Removing this as a funded support for NDIS clients is a mistake. I fear just how far the government will go in dismantling supports many people have relied on as well as killing a large sector of the industry.