By Brandon Scott, Parent and Content Creation Manager, Easterseals Crossroads

As a parent, there’s nothing more important to me than seeing my child succeed, especially when it comes to their education. But when you have a child with a disability or special needs, the path to success in school can sometimes feel overwhelming. That’s where an Individualized Education Program (IEP) comes into play—a tool that has made all the difference for my child.

What is an IEP?

An IEP, or Individualized Education Program, is a customized educational plan designed specifically for students who have disabilities. It’s a detailed document that outlines my child’s strengths and challenges, sets achievable goals, and lists the special services and supports the school will provide to help them reach those goals.

One of the things I’ve learned through this process is that the Individualized Education Program isn’t just a piece of paper; it’s a roadmap for my child’s educational journey. It’s a plan created by a team that includes not only educators and specialists but also me as the parent. Together, we work to ensure that my child’s unique needs are met.

“As a speech therapist who works in the schools, every student I work with has an IEP,” said Hannah Dulski, Speech Language Pathologist. “Each IEP provides a roadmap for what to work on with a student and how to work on it. This ensures that we, as a team, are meeting students where they are and implementing the right tools to support their goals.”

Why is the IEP Important for My Child?

1. It’s Tailored to My Child: Every child is different, and an IEP recognizes that. For my child, it means they aren’t expected to fit into a one-size-fits-all educational mold. Instead, the IEP is designed to play to their strengths and provide support where they need it most.
2. It Holds the School Accountable: The IEP is a legal document, and that’s crucial. It means that the school is required to provide the services and accommodations listed in the IEP. If they don’t, I have the right to advocate for my child and ensure they get the support they deserve.
3. It Provides Clear Goals and Progress Tracking: The IEP sets specific, measurable goals for my child’s academic and developmental progress. I know what we’re working towards and can track how my child is doing over time. It also gives me a way to hold the school accountable for helping my child meet these goals.
4. It Encourages Collaboration: One of the things I value most about the IEP process is the collaboration between the school and our family. I’m not just a bystander; I’m an active participant in creating and reviewing the IEP. My insights as a parent are taken into account, and I have a say in the decisions that affect my child’s education.
5. It Ensures My Child’s Right to Education: Under the law, my child has the right to a free and appropriate public education, just like any other child. The IEP is a key tool in making sure that right is upheld. It ensures that my child has access to the resources they need to learn and grow alongside their peers.
6. It Lays Out the Accommodations My Child Needs: The accommodation section of an IEP outlines specific adjustments and supports that my student with a disability needs to fully participate in their education. These accommodations are crucial because they help ensure that my student can access the curriculum and demonstrate their learning in a way that supports their unique needs. Whether it’s extended time on tests, the use of assistive technology, or preferential seating, these accommodations are tailored to remove barriers to learning, allowing my student to achieve their academic goals.

“Accommodations in an IEP are one of the most powerful aspects of the plan,” said Karen Papp, Easterseals Crossroads Program Manager. “This section is about leveling the playing field so that the student can demonstrate their abilities. Educators, parents, and students work together to identify and adjust accommodations as needed.”

How We Got Started with the IEP

If you’re just starting out, the first step is to request an evaluation from the school to determine if your child is eligible for special education services. This can feel like a big step, but it’s important to remember that you’re not alone in this process. The school will work with you to assess your child’s needs and, if appropriate, develop an IEP tailored to them.

In my experience, being involved and informed has been key. I ask questions, attend every meeting, and make sure I understand what’s in the IEP and why. It’s a team effort, and as a parent, my role is to be my child’s strongest advocate.

Why I Believe in the Power of the IEP

Having an IEP for my child has been a game-changer. It’s more than just a document; it’s a lifeline that ensures my child gets the education they deserve. It gives me peace of mind knowing there’s a plan in place to support their unique needs and help them succeed.

If you think your child might benefit from an IEP, I encourage you to explore the process. It can be daunting at first, but in the end, it’s worth it. Every child deserves the opportunity to thrive in school, and an IEP can be the key to making that happen.

Pathways to Opportunity is a program designed to provide intensive services for individuals with disabilities who want to create their path to a good future with a promising job. Career navigators will guide candidates through individualized steps toward economic independence. Candidates must have a disability, live in Marion County and meet income level requirements.

Jeff is a recent program graduate. He started the program in September 2023 after experiencing some setbacks within his professional and personal life due to addiction.

He began a program with Alcoholics Anonymous and found temporary housing within Wheeler Mission. He was referred to our Pathways program and began the process of turning his situation around. After much hard work, he now has a promising job, a car, his driver’s license, healthcare and an apartment.

He still has goals ahead of him, but he is on his way toward self-sufficiency. Staff who worked with Jeff are so proud of his progress and consider him part of the Pathways family.

Contact us to learn more about Pathways to Opportunity.

Raising children to be inclusive, empathetic, and respectful of others is a crucial aspect of parenting. As we celebrate Disability Pride Month, it’s the perfect time to reflect on how we can teach our kids to acknowledge and include people with disabilities. Here are some tips to help foster inclusion for future generations of people with disabilities.

Educate Early and Often

Children are naturally curious, so it’s important to start conversations about disabilities early. Use age-appropriate language to explain that people have different abilities and that these differences are normal and should be respected. Books, TV shows, and movies featuring disabled characters can be excellent tools for sparking these conversations.

Tip: Choose books and media that portray disabled characters in a positive and realistic light, avoiding stereotypes.

Lead by Example

Children learn by observing the adults in their lives. Demonstrate inclusive behavior by treating people with disabilities with respect and kindness. Show your children how to offer assistance when needed without being patronizing or intrusive.

Tip: Practice inclusive language and avoid terms that can be hurtful or demeaning. Use person-first language (e.g., “a person with a disability” rather than “a disabled person”) to emphasize the individual, not the disability.

Encourage Friendships

Encourage your children to build friendships with peers who have disabilities. Inclusion in play and social activities helps children learn that everyone has unique strengths and abilities. Organize playdates or participate in community events where your child can interact with disabled children.

Tip: Teach your child to ask before offering help. This promotes independence and respects the autonomy of disabled individuals.

Promote Empathy

Help your children develop empathy by encouraging them to think about what it might be like to have a disability. Activities such as using a wheelchair for a day or simulating a visual impairment can provide valuable insights into the challenges faced by disabled individuals.

Tip: Discuss their experiences afterward and reinforce the importance of understanding and respecting different perspectives.

Advocate for Inclusion

Teach your children to be advocates for inclusion. Encourage them to speak up if they see someone being treated unfairly or excluded because of a disability. Empower them to be allies by promoting accessibility and inclusion in their schools and communities.

Tip: Get involved in community organizations, like Easterseals Crossroads, which work to support people with disabilities and their families. Participating in advocacy efforts can provide a powerful example for your children.

Celebrate Differences

Highlight the strengths and achievements of people with disabilities. Celebrate Disability Pride Month by learning about and honoring the contributions of people with disabilities in various fields. This helps to normalize disabilities and emphasizes that everyone has valuable skills and talents.

Tip: Share stories of disabled role models with your children. This can inspire them to see beyond disabilities and appreciate the diverse abilities of all people.

Be Patient and Open to Questions

Children will have questions, and it’s important to be patient and open when answering them. Teach your child to ask questions in a respectful manner. Explain that it’s important to consider the feelings of the person they’re curious about. For example, they can ask if it’s okay to ask a question before proceeding.

Tip: Use these moments to reinforce the values of empathy, respect, and inclusion.

Teaching your children to acknowledge and include people with disabilities is a vital step toward building a more inclusive society. By educating early, leading by example, promoting empathy, and creating inclusive environments, we can foster a generation that values and respects the diversity of all individuals. This Disability Pride Month, let’s commit to raising compassionate, inclusive children who will advocate for and celebrate the strengths of people with disabilities.

By Brandon Scott, Content Creation Manager, Easterseals Crossroads

Every July, I celebrate Disability Pride Month with a deep sense of joy and empowerment. As a person with a physical disability who uses a power wheelchair and has no arms or legs, this month holds a special significance for me. It is a time to reflect on my journey, embrace my identity and advocate for the rights and recognition of people with disabilities. This celebration is deeply intertwined with the mission of Easterseals Crossroads, an organization dedicated to enhancing the quality of life for individuals with disabilities (like me) and their families.

Celebrating Identity

Disability Pride Month is a celebration of our identities as individuals with disabilities. For me, it’s a reminder that my disability is not something to be hidden or ashamed of, but rather a vital part of who I am. My power wheelchair is not just a piece of equipment; it’s an extension of myself, giving me the freedom to navigate the world.

Living without arms and legs presents unique challenges, but it also offers a perspective that enriches my life in unexpected ways. Throughout my life, Easterseals Crossroads has played a crucial role in this journey. From attending summer camps as a kid to home modification assistance as an adult, these supports and resources have helped empower me to live my life to the fullest.

From an early age, my parents wanted to find a place that would help me learn and grow with my disability and that is exactly what they found in Easterseals Crossroads. This organization helped me embrace my disability and helped me with the journey of self-discovery and self-acceptance. Disability Pride Month is a time to honor that journey.

Raising Awareness

One of the most significant aspects of Disability Pride Month is raising awareness about the experiences and challenges faced by people with disabilities. It’s an opportunity to educate others about the barriers we encounter and the need for greater accessibility and inclusivity.

By sharing my story, I hope to shed light on the realities of living with a physical disability and inspire others to advocate for positive change. My power wheelchair, for example, is essential for my mobility, but public spaces often lack the accessibility features I need to navigate comfortably, whether it be parking that is not big enough to accommodate the ramp on my van (or someone parking in the blue striped loading zone), automatic door buttons that do not work or aisles that are too small to maneuver a wheelchair.

Universal design for all public places is a huge component of accessibility. When this concept is fully embraced in all of our community spaces and buildings, it will be a great source of pride for everyone regardless of ability or disability. Easterseals Crossroads is committed to raising awareness and promoting an understanding of universal design as the standard for which to adhere.

My time at Easterseals Crossroads, as both an individual receiving services and now as a current employee, has given me the necessary tools and platform to be a voice of awareness.

Advocating for Rights

Disability Pride Month is also about advocacy. It’s a time to highlight the importance of disability rights and push for policies that promote equality and inclusion. As someone who relies on a power wheelchair, I understand firsthand the critical need for accessible public spaces, transportation and technology. Living without arms and legs means that I depend on accessible technology and environments to communicate, work and engage with my community.

By celebrating this month, we increase our voices and work towards a society where people with disabilities have equal opportunities to thrive.

I also recognize that we have come a long way as a society thanks to the passing of the Americans with Disabilities Act (ADA) 34 years ago. The groundwork this act laid gives us a great guide to understanding where we were and where we still need to go. Without the passing of the ADA, things like going to the grocery store independently would not be possible. I love grilling out; not being able to go grocery shopping would affect my ability to get the most out of a passion.

As a leader here in Central Indiana, Easterseals Crossroads advocates for the rights of individuals with disabilities, striving to ensure that everyone has access to the resources and opportunities they need to succeed.

Building Community

The sense of community that comes with Disability Pride Month is incredibly empowering. Connecting with others who share similar experiences fosters a sense of belonging and mutual support. It’s a chance to celebrate our achievements, share our struggles and learn from one another. Being part of a resilient community reminds me that I am not alone in my journey. Through my involvement with Easterseals Crossroads, I have met many inspiring individuals who, like me, face daily challenges with courage and determination. Easterseals Crossroads fosters this sense of community, offering programs and services that bring people together and create lasting connections.

Challenging Stereotypes

Disability Pride Month challenges the stereotypes and misconceptions that often surround people with disabilities. It’s a time to showcase our strengths, talents and contributions to society. By celebrating our diverse abilities, we break down the barriers of ignorance and prejudice.

My disability does not define my capabilities or limit my potential; instead, it has shaped my resilience and determination. It has taught me that I can truly accomplish anything I put my mind to – it doesn’t matter if it is as small as learning how to brush my own teeth or as big as learning how to drive a car. My journey of living without arms and legs has taught me to adapt, innovate and thrive in ways that defy conventional expectations.

Here at Easterseals Crossroads, we work tirelessly to challenge these stereotypes, promoting a positive and accurate portrayal of individuals with disabilities.

Honoring the Past, Inspiring the Future

Finally, Disability Pride Month is a time to honor the pioneers who fought for disability rights and created a path for future generations. Their courage and perseverance inspire me to continue advocating for a more inclusive world. By celebrating this month, we acknowledge their legacy and commit to carrying forward their vision of equality and justice. Easterseals Crossroads honors this legacy by continuing to advocate for systemic change and supporting individuals with disabilities in achieving their goals.

Disability Pride Month is a powerful reminder of the strength, resilience and beauty of the disability community. For me, it’s a time to celebrate my identity, raise awareness, advocate for rights, build community, challenge stereotypes and honor the past. It’s a month of empowerment and pride, and I am grateful for the opportunity to celebrate it each year.

Through this celebration, we continue to push for a world where everyone, regardless of their abilities, can live with dignity, pride and equality. With the support of organizations like Easterseals Crossroads, we can make this vision a reality, ensuring that everyone has the opportunity to lead a fulfilling and independent life.

by Marjorie Duryea, Director of Employment Programs, Easterseals Crossroads

Individuals with autism can and do live fulfilling lives as vibrant members of a community. According to the CDC, about 1 in 36 children living in the United States has autism. Children with autism become adults with autism.

Adults with autism enter the workforce regularly and make significant contributions to the mission and goals of an employer. It is with this outlook that we recognize and promote the differences of all individuals with or without disabilities to maximize our strength as a community that values diversity and inclusion.

Support for Individuals with Autism from Easterseals Crossroads

Support for individuals living with autism begins at an early age. Easterseals Crossroads can help identify the diagnosis of autism as a young child and provide foundational therapy programs to create the path and structure to gain confidence, independence and skills for success.
As an adolescent, a person with autism can benefit from our high school transition programs and our college internship program for students with autism can pave the way toward future employment.

As a young adult, a person with autism can benefit from our employment programs to learn about career interests, skills and opportunities. We provide resources, structure and opportunities to maximize independence for a fulfilling life.

Supporting Individuals with Autism in the Workplace

The Interview
During an interview, if an applicant mentions that he/she has autism, don’t focus the conversation on limitations. You can ask the individual if he or she requires any specific accommodation.

When discussing necessary accommodations for a person with autism you simply need to focus on factors that will facilitate success on the job. Most of these are free, easy and require minimal changes in the work environment.

General interviewing tips/techniques can help make an interview more productive and meaningful for any potential employee – with or without a disability.

• Allow plenty of time after you ask a question as some individuals with autism may require additional time to relay or process information.
• Allow the individual to have an advocate or support person with him or her when requested but direct your questions and comments directly to the individual being interviewed.
• Listen attentively when you are talking with a person who has difficulty keeping the conversation on track and guide her/him back to your question.
• Be patient and wait for the person to finish speaking rather than correcting the person or speaking for him or her.
• Ask short questions that require short answers when possible.
• Do not pretend to understand. Instead, repeat what you believe was said and allow the person to respond.
• If an individual is having extreme difficulty answering a question, suggest writing a response or revisiting the question later.
• Do not assume a flat affect or lack of eye contact means someone is not interested in what you are saying.

After the Hire
Once a person with autism becomes an employee, there are ways to smooth the transition. This begins with open communication and clear direction as to expectations. The immediate supervisor of the person with autism might find it helpful to spend time outside of the typical training to include basic office dynamics and protocol.

Individuals with autism are often very literal and see through a lens of black and white with no gray area; this can lead to misunderstandings in the workplace. Remember this when providing instructions and speaking with your employee with autism.

Most work environments have unwritten or unspoken rules; try to identify yours and make them clear to your employee with autism.

Clarity is very important when training, delegating and providing instruction. Don’t assume your employee with autism will pick up information that is implied and not stated clearly.

If your employee with autism chooses not to participate in social gatherings in or outside of the office, don’t be offended. Social gatherings may be confusing and anxiety provoking for a person with autism. Spending time alone may be this individual’s best way to relax, recharge and prepare for the duties of the job.

Setting up your employee with autism for success in the workplace is not that different from an employee without autism. You simply need to focus on getting to know and understand the individual and assign duties that maximize their strengths, and abilities and avoid tasks in areas where they will struggle.

For more information about hiring individuals with autism, contact us.

Easterseals Crossroads has entered the gaming community with focus on creating inclusive, accessible spaces for an underserved population – gamers with disabilities. Together with other Easterseals affiliates, we are now ES Gaming and we are setting a new standard for equity, inclusion and access for all gamers – with and without disabilities.

Disability awareness and accessibility in gaming has become a priority for companies and developers, but barriers still exist for gamers with disabilities. Progress has been made in the industry toward inclusion, but knowledge and understanding of accessibility continues to lag. It is our goal to bridge that gap through education, technology, engaging social content and community events aimed at bringing gamers together for a collective cause.

Easterseals Crossroads is especially positioned to bridge the accessibility gap with the expertise of its Assistive Technology Center. We provide technology solutions for individuals with disabilities in all aspects of daily life including work, recreation, school, community events and more.

“With our lending library and device demos available through the Assistive Technology Center, we are removing the barriers that have kept gamers with disabilities from fully joining gaming activities. By providing access to special gaming tools and spreading awareness, we are not only making gaming better, but we are also making sure that everyone – regardless of ability – feels welcome and equal,” said Brian Norton, Vice President, Adult Services, Easterseals Crossroads.

In our community, ES Gaming Indy exists to make gaming adaptable for people with disabilities by providing inclusive in-person and online environments.

“People with disabilities (visible or not) have traditionally been excluded from so many environments largely due to unwritten, unspoken social barriers. Gaming – whether online or in person – tends to create a level playing field in which everyone is accepted,” said David Dreith, President/CEO, Easterseals Crossroads.

Impact of Gaming

David has learned firsthand about the power of gaming in the lives of people with disabilities. His daughter Abby is a young adult with autism. Growing up, Abby found the process of building relationships with others to be difficult.

“In my long tenure of gaming, I’ve met so many wonderful people I’ve found through gaming and common interests. From my own standpoint as someone with autism, gaming has been a truly positive aspect of my day-to-day life in helping me find new interests and friends as well as optimizing my cognitive skills and intelligence,” said Abby Dreith.

Gaming offers people of all abilities and ages the opportunity to come together without the social labels of age, race, disability, gender or sexuality. Because gaming can occur online within groups there are more opportunities to develop meaningful and lasting relationships with others. And through these connections, diversity can add a unique perspective to gaming.

The benefits of gaming for people with disabilities are immense and multifaceted. Gaming serves as more than just entertainment; it fosters social connections, improves cognitive abilities and enhances motor skills. For individuals with mobility impairments, gaming provides an avenue for expression, breaking down physical barriers and enabling them to immerse themselves in rich virtual worlds. Moreover, gaming platforms offer a safe and inclusive environment where individuals can explore their capabilities, build confidence and develop vital problem-solving skills.

Connections through Gaming

Families who game – either through electronic or board games – have found that fun competition brings out the best in each other. The strategic thinking needed in gaming can encourage problem solving and communication, as well as foster support and group dynamics.

“As a parent who games with my adult children Abby and Val, I have learned a lot about how they think. They have demonstrated talents beyond the actual skills for gaming, and I have had the wonderful opportunity to witness this. Recently at our first team meeting at Easterseals Crossroads, I observed Abby adapt a controller for the use of another gamer with a physical disability. It reminded me once again how incredible that she is with problem solving, and that she loves using those skills to help others,” said David.

Future of ES Gaming Indy

For people with disabilities—a community vulnerable to social isolation—gaming is a powerful source of connection and friendship. Our future agency plan will include a dedicated, inclusive, fully accessible gaming center. This will allow us to expand our innovative ES Gaming Indy initiative and accelerate our growth as a barrier-breaking hub for gaming, assistive technology and equitable design.

Thanks to a generous donation by Easterseals Crossroads’ Board Member Phil Belt and his wife Kelly, we have created a temporary gaming lounge where ES Gaming Indy resides, and we’re currently imagining the studio as we look to the future. Gaming is one of the many avenues people with disabilities can use to close the gap between accessibility and inclusion.

“There is so much more work that needs to be done for the future of gaming. For people with physical disabilities, it’s an uphill battle for video game accessibility. Certain aspects of game story and game play require controls that are not accommodating to players with physical disabilities, and there is a general lack of settings regarding controls and visual/audial sensory adjustments. Providing solutions for these issues, as well as incorporating proper disability representation in gaming, will be key to dismantling ableism in one of the most popular forms of media on the planet,” said Abby.

Join ES Gaming Indy

Join ES Gaming Indy today and be part of the fun in creating our team! Your involvement will provide you with chances to meet with others in person and online; we have some great summer activities planned, as well.

Joining is simple; scan the code and fill out the brief form. You must be 18+ years of age to join. Be part of the movement to level the playing field in gaming and create a community that is welcoming to gamers of all abilities!

Connect with us and learn more about ES Gaming!

submitted by Karrie Veteto, Director, Autism & Behavior Services, Easterseals Crossroads

If you are a parent or caregiver, you already know that a vacation with your kids is often better labeled as a “trip.” Yes, of course you can still visit amazing places, create lifelong memories and enjoy new experiences with your family; but there is always a fair amount of work involved in the planning process.

Does everyone have what they need for the trip? Do the kids have things to do in the car/ on the airplane? Do we have enough snacks? Then there are the bigger logistics such as
• How much will it cost?
• Will the kids have fun?
• What restaurants are nearby?
• What extra experiences should we include?

If you are a parent of a child on the autism spectrum, then you know that there is even more to think through. Individuals with autism often have difficulty with changes in routine. Transitioning between activities can be a challenge. New environments can be overwhelming and anxiety-provoking. Thoughtful planning can really help to make your trip more enjoyable not only for your child on the autism spectrum but also for you and the rest of your family. Here are some tips to consider when planning a family trip or vacation:

Choosing a Destination/Plan

• You know what your child likes and doesn’t like. Trying to capitalize on including your child’s interests and preferences is a good place to start. Respect your child’s limits. If your child struggles in busy/ chaotic environments, then maybe a calmer beach house or lake house option is a better plan. Or if your family wants to explore a touristy hotspot (think Disney), how can you balance this within your trip to still be able to offer some calmness?
• Will you need additional support in case your child on the spectrum needs breaks when the rest of the family wants to be on the go? Consider bringing a grandparent or family friend if you think this might make the vacation more do-able.

Planning for Changes in Routine and Schedule

• Try to give your child advance notice about changes in routine/ schedule. You could use a visual on the calendar or verbal reminders. You might even highlight an aspect of the event in which your child has the most interest. For example, you could say “We are going to the beach on Friday, and you can play in the sand.”
• Don’t plan too many things. You know what your child can handle well. It’s okay to plan for down time. If suggested plans are likely to be too much, then plan accordingly.

Visiting New or Less Familiar Places

• Consider bringing additional items from home. Does your child have preferred items to sleep with? Can you create some space in your vacation home that is just for your child? Maybe a small tent or corner area that can be just for them.
• Don’t forget about bringing along preferred food items if they are a picky eater. Look up potential restaurants in advance to see if there are food options your child will eat. If a busy restaurant atmosphere seems too much, consider getting takeout to take back to your vacation home.
• When out and about, consider providing your child with a visual to indicate how long you plan to be there. This may be a timer or a visual schedule. If they can tell time, list an estimated departure time, but do plan to stick to it. We all can often tolerate stressful or less desired activities a little more easily when we know that eventually we get to leave and go home.

You know your child best. Make a plan that best suits the needs of your child on the spectrum as well as the rest of the family. Every family is different, and while your trip or vacation might look different, it might be exactly what your family needs to relax, connect and enjoy family time.

Learn more about autism and behavior services.

Contributed by Brandy Dickerson, Lead Retention Specialist, Easterseals Crossroads

Brandy  specializes in helping people with disabilities maintain employment. She has worked with people with disabilities since 2007. Her own personal experiences with cerebral palsy contribute to her effectiveness in guiding others.

Many people with physical and learning disabilities desire to work, but unfortunately, they remain unemployed. Many individuals with disabilities must obtain education for an employer even to consider them for employment. Furthermore, some employers have preconceived ideas about people with disabilities, such as being a liability to the organization and lacking skills or the ability to complete tasks. Therefore, the potential employer does not consider them in the hiring process or does not hire them.

At a young age, I knew I wanted a fulfilling career and most likely needed an education, so this was the path I embarked on. Vocational Rehabilitation provided financial assistance for my education, which led to me earning my business administration degree from Ambassador University, Big Sandy, Texas, in 1997. Despite having a college degree, I was unsuccessful in finding work independently. Less than a year after I finished college, I began to work in the family business as an office assistant. This entry level position was an important stepping stone in my career because it gave me some experience to make note of on my resume. Someone gave me an opportunity for some experience!

My journey with employment has been like many others with disabilities. By being born with cerebral palsy and a learning disability, my odds for gainful employment were against me. However, I learned from my experiences that having disabilities does not define my ability to have a successful career, even though some employers may have believed so.

That first job opportunity, along with the assistance of Vocational Rehabilitation and an Employment Consultant (EC) through Easterseals Crossroads, led me into other professional positions. In 2007, my EC helped me obtain a position at a nonprofit disability service in an independent living center in Indianapolis, Indiana. I was thankful I was hired despite needing more specific experience for the position. Someone else gave me an opportunity!

While working at the independent living center, I learned about various disabilities and others’ experiences. I also learned about the diversity and uniqueness of individuals who have been diagnosed with the same disabilities, including one of the founders of the organization, who has cerebral palsy.

A prevalent theme in my work with people with disabilities is that they want opportunities to obtain independence or autonomy, just as I did. My life experiences and challenges due to having disabilities have allowed me to provide mentoring and peer support to others with disabilities. More specifically, it has allowed me to provide help in gaining access to necessary resources and essential life skills that promote empowerment to achieve their individual goals, whatever those may be. For example, a few people I assisted transitioned from a nursing home to independent living. In addition, I supported some individuals to obtain home modifications, employment, housing, food, clothing, benefits, skills to budget finances, and many other individual goals.

Throughout my career, I have supported people at the individual level and provided support at the community level. For example, I started disability support groups, provided disability awareness and resources to the public, and led the Back Home Alliance for Indianapolis project that assisted people with disabilities in making changes in housing that were affordable, accessible, and integrated.

Working for an independent living center allowed me to help others and helped me. Through my work there, I came to believe that all things are possible in living the life I desire, even with a disability. I bought a home in 2009 and decided to explore another goal: to determine if I could successfully earn my real estate license. In 2013, I took a real estate course. I knew earning the license would be challenging because of my learning disability. Not to be discouraged, I read the real estate book three times, studied other students’ notes, and practiced with flash cards. My efforts paid off because I passed the Indiana state exam on the first try. I cried tears of joy when I received the passing grade and realized I am more intelligent than I have given myself credit for. Throughout my life, so many people have believed I am limited in my capabilities because of my cerebral palsy and learning disability. This time, I gave myself this opportunity!

In 2014, I left the independent living center and worked full-time in real estate with other family members. As a broker realtor, I learned how to maintain potential home buyers by building relationships with them, which led to earning their trust to guide them in purchasing a home. The most fulfilling job as a broker realtor was seeing the buyer at the closing table and knowing they finally owned their house. We gave each other an opportunity!

In my career journey, I lost jobs along the way. Sometimes, I lost a job because physical lifting was required, and I could not perform the task, or the job required me to work fast, which my motor skills would not allow me to do. I asked for job accommodations, but none were ever available. All these experiences with different positions and careers led me to miss working in the nonprofit world and working with people with disabilities. I relate to individuals with disabilities because I understand their hardships. It was time for me to provide opportunities!

I knew I needed to give back. So, I applied for a position at Easterseals Crossroads, the organization that helped me find a job years ago. In January 2016, I was hired as a retention specialist, which has led to my becoming the lead retention specialist. My responsibilities have included supporting individuals with disabilities to maintain employment, which meant that I needed to learn the perspective of the employer and the employee. I have educated employers about disability awareness, accommodations, and how to work together. I also taught the consumer (employee) how to follow the rules and procedures of the company or agency. By working with the employer and employees, I have helped many individuals with disabilities keep their jobs. The employer and employee are giving each other opportunities!

Not only have I given back through my career at Easterseals Crossroads, but also through community organizations and activities. For example, I have gained appointments on the Council and Leadership Committee for the Governor’s Council for People with Disabilities for the State of Indiana. I have also participated in disability awareness campaigns on social media, local media, articles, and a master’s program for counselor education. In recognition of my efforts and work for the disability community, I received the Indiana state and national level Lois Curtis Award from the Association of People Supporting Employment First (APSE)

From this article, I hope employers have noted reasons to consider hiring individuals with disabilities. Furthermore, it is crucial to be cautious of preconceived ideas and overgeneralizations from precluding individuals with disabilities from hiring considerations. When provided an opportunity, individuals with disabilities are not only willing and capable of fulfilling the responsibilities and obligations of job requirements, they are assets to their employers.

For more information about employment services at Easterseals Crossroads, contact us.

During March, we recognize Disability Awareness Month in Indiana; nationally we recognize Developmental Disabilities Awareness Month. As both recognitions involve creating opportunities for inclusion for people of all abilities, Easterseals Crossroads is dedicated to providing services, resources and awareness for our community.

Our employment and veteran divisions at Easterseals Crossroads work with individuals who are seeking employment opportunities.

What is the definition of disability?

The CDC defines a disability as any condition of the body or mind that makes it more difficult for the person with the condition to do certain activities and interact with the world around them. A disability can be visible or invisible and can present physical, emotional, social and educational challenges to the person’s everyday life.

Having a disability may limit a person’s functional capacity in the areas of communication, interpersonal skills, mobility, self-care, self-direction, work skills and work tolerance.

There are many reasons why a person has a disability. It may be the result of an accident, a disease or condition, a birth defect or simply the result of getting older.

About 1 in 4 adults living in the United States have a disability (according to the CDC). It’s likely that all of us know someone who has a disability – or will develop a disability – at some point in life, including ourselves. Whether it’s a child who is on the autism spectrum or a grandparent that has a hearing impairment, disability touches us all.

As the meaning of disability evolves as society changes, we’re working alongside the disability community to change how the world defines and views disability. We realize disability does not have to be viewed as a limitation, but rather a normal part of life. We see disability as just one part of a person’s identity.

How should we refer to someone with a disability?

In general, refer to the person first and the disability second. People with disabilities are, first and foremost, people. Labeling a person equates the person with a condition and can be disrespectful and dehumanizing. Refer to the disability only when it’s relevant or necessary to the situation. It’s usually more helpful and appropriate to describe the person’s specific needs/abilities than to use the diagnosis to describe them. For example, refer to what someone may have difficulty with or need to avoid. We wouldn’t tell an employer “Leo has autism, so he can’t work at the cash register”, we would say something like “Leo struggles with communication, counting money and processing new information quickly, so he would be most successful in a stocking position.”

Take the following terms out of your vocabulary when talking about or talking to people with disabilities; never use the words below as they are disrespectful and they can make a person feel excluded from full participation.

• handicapped
• differently-abled
• victim
• stricken
• poor or unfortunate
• impaired
• deficient
• wheelchair bound

Many people who do not have a disability now will have one in the future. Others will have a family member or a friend who will become disabled. If you become disabled in your lifetime, how do you want people to describe you? If a family member or friend becomes disabled, how would you want him/her to be treated? Disability affects all people. Learn respectful language and teach others.

What are some disability awareness and etiquette guidelines?

Having a disability is a significant part of some people’s lives, but it isn’t doesn’t need to be their identity. Always use person first language. It’s not about being politically correct. It’s about giving every human being respect and value.

• Refer to a person’s disability only when it is related to what you are talking about. For example, never ask “What’s wrong with you?”  And don’t refer to people in general or generic terms such as the girl in the wheelchair.
• Just because someone has a disability, it doesn’t mean he/she is courageous, brave, special or superhuman. People with disabilities are the same as everyone else. It is not unusual for someone with a disability to have talents, skills and abilities.
• When talking about people without disabilities, it is okay to say people without disabilities, but do not refer to them as normal or healthy. These terms can make people with disabilities feel as though there is something wrong with them and that they are abnormal.
• Don’t generalize or stereotype people with disabilities such as all people with autism are good at math and really smart; or all people with Down syndrome are happy and affectionate; or all people who use wheelchairs are physically helpless; or all Deaf people are excellent workers and employees; or all people who are blind use braille.
• Only offer assistance if it is warranted; always ask first, don’t assume someone needs help because they have a disability. Remember that different people have different preferences in accepting assistance, so make sure that you understand or ask for clarification when providing accepted assistance.

What are some general tips for interacting with people with disabilities?

When interacting with a person with a disability, relax! It’s okay to ask questions when you’re unsure of what to do.

• Focus on the person, not the disability, and conduct your conversation as you would with anyone.
• Be polite and respectful.
• Shake hands when introduced. People with limited hand use or artificial limbs do shake hands.
• Be clear and candid in your communication.
• Use eye contact and talk directly to her person, even if she/he has an interpreter or companion.
• Talk at eye level.
• A wheelchair or other assistive device is part of a person’s personal body space. Do not lean on or put hands on a person’s wheelchair.
• Service animals and guide dogs are working. Do not make eye contact, praise, talk or pet the animal as that is distracting for the animal and owner.
• Don’t be embarrassed to use common phrases such as see you later or did you hear about that when speaking with someone who is either visually impaired or Deaf.
• If you say the wrong thing, apologize, ask for the correct language, and move on.

Are there things that I can do or ask before a meeting or interview with a person with a disability?

• Ask the individual if he or she requires any specific accommodations. Examples could include wheelchair access, certain lighting, a quiet place or an interpreter. If you are unsure about how to provide the accommodations, ask the individual.
• Allow plenty of time after you ask a question as some individuals may require additional time to relay or process information.
• Allow the individual to have an advocate or support person with him or her if it is preferred or requested.

When interacting with people with speech disabilities…

• Listen attentively when you are talking with a person who has difficulty speaking.
• Be patient and wait for the person to finish speaking rather than correcting the person or speaking for him or her.
• Ask short questions that require short answers when possible.
• Do not pretend to understand. Instead, repeat what you believe was said and allow the person to respond.
• If an individual is having extreme difficulty answering a question, you can ask if her or she would like to respond with a written response or an alternative method.

When interacting with people with intellectual disabilities or autism

• Direct your questions and comments directly to the individual, even if this person is accompanied by a support person or advocate.
• Speak to the person as an adult and do not talk down in any way.
• Offer to read written instructions out loud.
• If you think someone did not understand your question or comment, clarify and rephrase if necessary.
• Do not assume a flat affect or lack of eye contact means someone is not interested in what you are saying.

For more information  about national Developmental Disabilities Awareness Month on interacting with people with developmental disabilities, visit National Association of Councils on Developmental Disabilities.

For more information about services and resources at Easterseals Crossroads, contact us.

contributed by Courtney Napier, ABA Classroom Lead, Easterseals Crossroads

Courtney’s greatest role model and influence in her life has been her grandmother who was was a beautiful writer and loved writing poems. Despite her sudden death when Courtney was 15, she has had her guidance and influence in her life through her writings. When Courtney misses her, or wants her advice, she can look to her poems and hear her voice all these years later. When Courtney was thinking about who to write about for Black History Month, she wanted to find someone whose creativity and artistic expression made a mark on the world, like her grandma’s writing made on her. This led Courtney to Langston Hughes, who used his writings to advocate for his community.

Langston Hughes was born February 1, 1901, in Joplin, Missouri. His parents divorced when he was young, and he was raised by his mother and grandmother. In high school, he began writing poetry and went on to become an established writer, eventually becoming one of the leaders of the Harlem Renaissance. Although mostly known for his poetry, he’s also written novels and plays and was a journalist for the Black newspaper called The Chicago Defender. Hughes focused on a wide variety of topics and spoke often on the injustices of segregation and the continued racism and mistreatment of Black people, even decades after the end of slavery.

One topic that was important to Hughes was celebrating Black culture rather than attempting to assimilate to white culture. In 1926, he wrote an essay titled The Negro Artist and the Racial Mountain where he spoke about witnessing Black families try to act white in an attempt to fit in and be American. He urged Black people to embrace their culture and stand out, to remember where they came from and to continue the fight of their great grandparents and ancestors for true freedom and peace.

This stance was not popular at first, and Hughes became a divisive topic among the Black community with many feeling that Hughes painted Black culture in a negative light. Others, however, felt that Hughes showed pride in his community, and wanted to continue to build a culture outside of the oppression that was so often associated with the Black population. Hughes encouraged other Black artists and advocates to be upfront and embrace who they were to differentiate themselves from white culture.

Even decades after his death in 1967, people can still look to Hughes’ writings to learn and broaden their horizons. This one particular poem by Langston Hughes’ summarizes his impact.

I look at the world
From awakening eyes in a black face —
And this is what I see:
This fenced-off narrow space
Assigned to me.
I look then at the silly walls
Through dark eyes in a dark face —
And this is what I know:
That all these walls oppression builds
Will have to go!
I look at my own body
With eyes no longer blind —
And I see that my own hands can make
The world that’s in my mind.
Then let us hurry, comrades,
The road to find.
-I Look at the World by Langston Hughes

Sources:
Academy of American Poets. (2016). Langston Hughes | Academy of American Poets. Poets.org. https://poets.org/poet/langston-hughes

Hughes, L. (1926). The Negro Artist and the Racial Mountain. https://loseyourmother.voices.wooster.edu/wp-content/uploads/sites/132/2018/02/Langston-Hughes-22The_Negro-Artist-and-the-Racial-Mountain22.pdf