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Hospital declined to perform a kidney transplant on a child because she is intellectually disabled (Trenton, NJ, 19.01.12) Outraged over reports about a renowned hospital in Philadelphia declined to perform a kidney transplant on a Camden County child because she is intellectually disabled, Senate President Steve Sweeney said today he planned to introduce a bill making it illegal for a New Jersey hospital from denying life-saving health care to disabled people here. The parents of 3-year-old Amelia Rivera of Stratford said a physician from Children's Hospital of Philadelphia told them last week the child would not be eligible for a kidney transplant because she is "mentally retarded." "There is no doubt that this story has highlighted a seriously overlooked issue in the country: Hospital policy regarding organ transplants for people with developmental disabilities," said Sweeney, whose daughter has Down syndrome. "People with developmental disabilities should not be treated as second-class citizens,'' he said."Their disabilities do not make them any less human or worthy of respect and common decency. I will immediately be putting forward legislation that would prevent this kind of treatment from ever happening to someone who seeks care at a hospital in New Jersey." In a statement, the hospital said it has yet to review the proposed bill. "Senator Sweeney has been a longtime friend to CHOP and shares our interest in providing children with access to the best medical care available," according to a hospital statement. "Although we have not had an opportunity to review the proposed legislation, we agree with Senator Sweeney that the issue of non-discrimination is an important one and we look forward to working with him on this important matter." According to the blog post written by Chrissy Rivera, her daughter has Wolf-Hirschhorn syndrome, a rare genetic defect that can cause physical and mental disabilities. Her blog may be found at http://www.wolfhirschhorn.org/2012/01/amelia/brick-walls/ Source: www.nj.com/news/
Students with disabilities have strengths, face challenges that others don't (By Laura Thacker, Kansas State Collegian, 31.10.11) College presented me with many challenges, but one was presented that I never even considered: a physical disability. The summer after my freshman year, I was in a debilitating car accident — I came close to having my leg amputated, but I was lucky enough to be able to keep it. Nevertheless, I now suffer from chronic pain and walk with a limp, and I have to wear a rather uncomfortable — not to mention expensive — leg brace every day. But this is not a column of complaints; my point is that I found myself faced with something that millions of people face and have faced every single day of their lives, and I realize now just how much I took my able body for granted. As a generation, we tend not to think of the problems of others, only of ourselves. Really, the only time I ever thought about other people's issues was when I was convincing myself that my own weren't that bad — a completely selfish endeavor. As a person who was completely independent before the accident, coming to college with these issues was frustrating. Asking for help had never been at the top of my list of things to do, and now I felt I had people telling me that without asking for help, I would be unsuccessful. I hated this. I felt weak and I felt like less than a person. I felt completely inadequate. I didn't want people to feel sorry for me, and I made that clear. But then I realized I was feeling sorry for myself. Not asking for help was making me bitter and angry. Refusing to go into Disability Support Services was not helping me or making me stronger, it was isolating me. A disability is not something to be ashamed of, nor is it something to hide. Now, I've accepted this aspect of my life and take it in stride (pun intended). I make jokes about being "crippled." They make people uncomfortable sometimes, and I'm glad about that. The people who are uncomfortable are the people who have never taken the time to think about it or care. They are likely the people who park in disabled parking spots "just for a second." They are the people that say things like, "You're so lucky, you get to park anywhere." They are the people who need to open their eyes. Having a disability, and accepting and asking for help when I need it has not made me weaker, it has made me stronger. And I am lucky — I still have at least partial use of both my legs, and had the full use for 19 years. There are men and women on this campus that have been living with disabilities their entire lives, and they do so with a positive attitude. Sure, everyone gets frustrated with their circumstances at one point or another, able-bodied and disabled alike, but the other students with disabilities that I have talked to on this campus are some of the most upbeat, outgoing, positive people I have met. I now strive to emulate that — to be positive, but also to make the roadblocks known. I sometimes feel that students with disabilities are a disadvantaged group that are either forgotten about or seen as nothing but a disability. People see the wheelchair or the limp, not the person. But we exist, we are strong and we take on challenges daily that others don't even think about. So go ahead, try something as "simple" as going to all your classes without using stairs — this includes stepping off a curb, or stepping over something in your way. It's not as easy as you might imagine. While you do this, think of all the amazing students on this campus who deal with these issues everyday, and do so with a smile. Laura Thacker is a senior in English and women's studies. Please send all comments to opinion@spub.ksu.edu Source: www.kstatecollegian.com/ UNICEF says one-third of children not in school have a disability and are often denied dignity and rights (New York, 12.10.11) Children with disabilities are one of the most marginalized and excluded groups and suffer widespread violations of their rights, UNICEF said today as a key report was presented to a committee of the UN General Assembly. Children with disabilities are denied access to education and health care, opportunities for play and culture, an adequate standard of living and the right to be heard. They are discriminated against and treated as an invisible burden. In some cultures disability is viewed as a curse or punishment. A child with an impairment is blamed as the embodiment of past failure, inadequacy or sins. UNICEF Executive Director Anthony Lake presented the report of the Secretary-General on the status of the Convention on the Rights of the Child with a special focus on children with disabilities to the Third Committee of the General Assembly in New York. Their discrimination is not from the intrinsic nature of their disability, but rather from entrenched social exclusion resulting from multiple barriers including discriminatory legislation, lack of training for teachers, prejudice, social stigma and inadequate understanding by teachers, parents and society, as well as a lack of services and support. Children with disabilities are at risk of suffering violence, abuse and neglect. There is little reliable data on discrimination against them, but it is undoubtedly widespread. Some estimates are that at least one third of the world's primary school children not in school have a disability Some steps have been taken to address the current paucity of information. However, significantly greater investment is still needed in data collection to begin to build a more effective picture of the reality of the lives of children with disabilities. The prevalence of disability is a complex issue depending not only on factors such as access to health services and resources allocation, but also to social attitudes which can vary over time and from place to place; what may be considered a disability in one place is not in another. Consistent and accurate information is necessary to render children with disabilities visible. Barriers are formidable and include discriminatory legislations, lack of training, prejudice, stigma and inadequate understanding as to the nature of disability. In health care, several studies show that children with disabilities do not receive standard immunizations and basic care. There is a common misconception that people with disabilities are not sexually active, they find it difficult to get access to confidential health services, including contraception and HIV/AIDS services. Action is also needed to stop children with disabilities being subject to forced sterilization or abortion. Children with disabilities, who could be cared for at home, are at a higher risk of being placed in institutions. This means they are outside of their community in an anonymous environment which increases their isolation. Part of this is due to stigmatization, but this is also due to a simple lack of basic services accessible to the family. The report said that children with disabilities live with discrimination in every aspect of their lives. The impact can be profound, dehumanizing them, denying them access to basic rights, access to a visible life, even to the right to life itself. About UNICEF UNICEF is on the ground in over 150 countries and territories to help children survive and thrive, from early childhood through adolescence. The world's largest provider of vaccines for developing countries, UNICEF supports child health and nutrition, good water and sanitation, quality basic education for all boys and girls, and the protection of children from violence, exploitation, and AIDS. UNICEF is funded entirely by the voluntary contributions of individuals, businesses, foundations and governments. For more information about UNICEF and its work visit: www.unicef.org Source: http://www.unicef.org Camille Nelson: "Racializing Disability, Disabling Race: Policing Race and Mental Status" (21.02.11) Camille Nelson, Dean and Professor of Law at Suffolk University School of Law, posted "Racializing Disability, Disabling Race: Policing Race and Mental Status" on SSRN. Here is the abstract: This article focuses on police practices in arresting and detaining criminal suspects who have mental illnesses. It identifies three modalities police may adopt when detaining a mentally ill suspect: medical modality (and its subset the family mode), the criminal modality, and the disciplinary modality. This article examines archetypal cases in which harsher treatment of a suspect may be meted out by the police against mentally ill persons of color. To illustrate the different modalities, this article examines the case study of Donald Winters. Mr. Winters was a Caucasian male who was diagnosed with Delusional Disorder. He had threatened to kill the police officers when they attempted to apprehend him. Police understood they were dealing with a mentally ill suspect, and they restrained themselves from using violence in order to subdue him. In Coghlan v. Phillips, Mr. Coghlan, a white male known to have a criminal record and a history of mental illness, fired four to ten shots at police officers when they initially attempted to arrest him. The police officers did not return fire, but returned with a bullhorn and told Mr. Coghlan they wished to take him to a doctor. These cases are illustrative of the medical and criminal modalities and represent more appropriate police responses to mentally ill suspects. However, police seemingly demonstrate far less tolerance for suspects whose Suspect Identity Construction (“SIC”) is both a minority and mentally ill. In Banks ex rel. Banks v. Modesto City Schools District, Rosie Banks was a thirteen year old, autistic, African American girl attending a junior high school. Rosie entered a new school and at first behaved in an aggressive manner. She was taken to the principal’s office where an officer confronted Rosie as she became more aggressive and pepper sprayed her in the face. In Reynolds v. City of Little Rock, John Willie Reeves, an African American man known by police to be mentally ill, was shot to death by several officers after waving a pocket knife. In Ali v. City of Louisville, Mr. Marlby was a homeless African American man who was known by several officers to be mentally ill. He was shot to death after an encounter with police. In each of these cases, police officers often chose the disciplinary modality, and often without prior utilization of a lesser modalities. In these and other cases, the police do not utilize lesser modalities despite their knowledge that the suspect is mentally ill. This article explores the intersection of race and mental status as one that attracts heightened police scrutiny and which disparately leads to excessive use of force. It appears from the case law that the selection of the modality often depends on the racialization of the alleged offender. Source: http://lawprofessors.typepad.com/ How to handle discrimination in the workplace (09.01.11) We're talking this month about discrimination in the workplace against any employee(s) on the basis of their disability, as covered by Title I of the Americans with Disabilities Act. Discrimination in the workplace has always been a controversial topic inside and outside of company board rooms, personnel offices and by owners and managers of even smaller businesses. While many people with disabilities do receive other benefits from the government as mandated by law to help them to lead a better life, in the corporate world, this perceived "double dipping" has led to some people with a disability being discriminated against in the workplace. Obviously, besides being a quite petty (or worse) reaction, such discrimination -- whether it comes from the employer or co-workers or both -- affects the morale and confidence of the employee with a disability being discriminated against, while hampering their progress in life. Employment discrimination is an issue which needs to be handled seriously, especially by the employee who is being discriminated against. Simply put, before we can properly "fight" for our rights as an employee, we should first know how to identify disability discrimination. Why? Because it is only when you are really aware that there is such provable discrimination going on against you, can you then take legal steps to safeguard your job and your career Let's see how you might be able to identify disability discrimination against you in the workplace. Disability discrimination in the workplace can be identified from incidents happening around you in your office. If you observe that all important tasks and projects are being taken away from you without proper reason, then this might be a warning sign for you. All of a sudden your job profile is changed; you are given unrealistic targets, while expecting timely completion; not making you a part of important meetings; giving your peers promotions and increments, before you, without any justified reason can all be the signs that you are being a victim of disability discrimination A salary cut and reducing your incentives could also indicate discrimination on the basis of disability. You should also remember that your employer, at the bottom line, still has the right to fire you for reasons other than disability discrimination. Verbal comments made against you, by your seniors or peers, can also be included in disability discrimination. The types of employment discrimination will help you to better understand the type(s) of discrimination that you may be dealing with Recognizing the importance of protecting the interests and preventing unfair treatment of people with disabilities, the Congress has drafted and passed a law, known as the Americans with Disabilities Act. This law prohibits companies from discriminating on the basis of disability. Protection is provided by the ADA for both physical as well as mental disabilities. Disability discrimination in the workplace can be curbed only if you, the victim, make use of that law. In doing so, that employee should, ideally, consult an employment attorney who will guide that employee along the right way. By discussing the entire case with their employment lawyer, people with disabilities can find out ways to get the justice that they deserve from being discriminated against because of their disability. Quite frankly, the biggest mistake which people being discriminated against can commit is when they contact an attorney when it is already too late. By delaying things, you are making your own, specific case even weaker. Why? Because when needed, it might become much more difficult to present harder evidence, with proof and witnesses to help both you and your attorney to prove that you have been the victim of a pattern of discrimination. The ADA is a law that can really help you -- or anyone else in the workplace -- to fight and overcome what has become a clear pattern of discrimination against your disability in the workplace. If you are convinced that you are being the victim of such discrimination in your workplace, then use that law to help you Why? Because when needed, it might become much more difficult to present harder evidence, with proof and witnesses to help both you and your attorney to prove that you have been the victim of a pattern of discrimination. The ADA is a law that can really help you -- or anyone else in the workplace -- to fight and overcome what has become a clear pattern of discrimination against your disability in the workplace. If you are convinced that you are being the victim of such discrimination in your workplace, then use that law to help you Source: http://www.delmarvanow.com/ When buying toys for children with disabilities, let interests be your guide (By Mara Rose Williams, The Kansas City Star, 19.12.10) He’s 8. What are they up to at that age? Is this too simple or could it be too complex? Or might he already have it? Shopping for Christmas can be downright stressful, brain-wracking, frustrating. Toss into the mix that the child in question has special needs and the anxiety can notch up even more. “Shopping for a child with a disability is tough, even for a parent,” said Jill Bamber, a former special education teacher whose 2-year-old son has cerebral palsy and low vision. He’s a student at Kansas City’s Children Center for the Visually Impaired. “Don’t expect to run into a store with your list and just pick up something. Sometimes it takes a little research,” said the Leawood mother. “With enough thought, you could end up with the perfect gift,” The most basic rule, experts said, is the same for disabled children as it is for others. “Think about the person first, not the disability,” said Julie Binkhoff, assistant director of the Great Plains Americans With Disabilities Act Center at the University of Missouri. “The first question to ask is, not what do I buy for a child who uses a wheelchair, but what are this particular child’s interests?” Other thoughts: Is it a toy most any child would like? Does the toy provide activities reflecting both developmental and chronological ages? Will the child be an active participant during use and will the toy encourage social engagement with others? If the child likes science, look for a toy in that arena. Don’t worry, Binkhoff said, about trying to buy a toy you think will train or teach. Thinking about whether the child would be able to use the particular item given his or her disability is the second question to ask yourself, she said. “I would go so far as to say not only think about the child but think about what would be fun,” said Sheldon Horowitz, director of learning disabilities resources at the National Center for Learning Disabilities. “Not everything should be focused on building them up. Think ‘what is it that this child will do for a while; drawing utensils for a child who likes to draw, for example.’ ” If time is an issue, though, experts and parents said to keep it simple. “Blocks, balls and bubbles,” suggested Maureen Goddard, whose 4-year-old daughter has Down syndrome, delayed motor skills and speech. Too much color, too many lights and too much noise are often just too much, she said. One of Bamber’s son’s favorite toys is colorful stacking cups. He likes to stack them up and find different ways to knock them down, she said. “Simple toys sometimes are the most rewarding for kids because they can play with them in a lot of different ways and it doesn’t have all those things you have to do to make it work,” she said. In general, Bamber thinks “cause and effect” are good. The car placed on the top of the ramp runs down the ramp. Amie Bybee, whose 2-year-old son has multiple developmental challenges, remembers that one of the best gifts he ever got was a book. Her son rides horses as part of his therapy to work on his low muscle tone. “Because of that, he loves horses,” Bybee said. A relative gave him a textile book with pictures of horses where the tail was horse hair and the body real hide. “He could see the picture and feel the horse and he loved it. It was a great gift because it went along with a part of his life,” Bybee said. Jeanette Worthington, director of the Children’s Spot, which provides rehabilitative therapy to young children with disabilities at St. Luke’s Hospital, suggests shoppers consider “not how old the child is but where they are developmentally. It can be frustrating if a child gets a toy that is too complicated for them.” Horowitz suggests that when possible, talk to the child and ask her or him to help you pick a gift for a child the same age. “They are not going to recommend a gift they hate.” To help take out the guesswork, parents suggested that shoppers first go online to ableplay.org, where toys are evaluated for their appropriateness within four disability categories — physical, communicative, sensory and cognitive. Toys R Us and Amazon.com both put out toy guides that are specially designed for children with disabilities. And Lekotek online at lekotek.org is a leading resource on toys for children with special needs. “Parents always like the practical gift — gloves or a hat,” Goddard said. “But I think people want to see the kid’s face light up when they open their gift.” Shopping tips Some suggestions from the National Institute for Play and the National Lekotek Center in toy shopping for a child with disabilities:
Source: http://www.kansascity.com/ 2010 Students of Parents with Disabilities Scholarship Winners Announced (by Ethan, 06.11.10) The National Center for Parents with Disabilities and their Families at Through the Looking Glass announced the winners of its 2010 College Scholarships for Students of Parents with Disabilities. Scholarships have been awarded to the following students: Cameron Allen (hometown Spokane Valley, WA; attending the University of Washington); Anna Butrym (West Columbia, SC; Erskine College); Ivy Crowder (Orlando, FL; College of Charleston, SC); Mary Katherine Fanning (St. Louis, MO; The Johns Hopkins University); Jessica Guzman (Columbia, MD; St. Olaf College, Northfield, MN); Megan Hasenyager (Rockwall, TX; University of Oklahoma); Bridget Hickey (Chicago, IL; Northern Illinois University); Jenna Morris (Springville, CA; Fresno Pacific University); Wendy Ramirez (Houston, TX; University of Houston Downtown); and Stephen (SouthEastern U.S.). The winning essays can be found on our website: http://www.lookingglass.org The National Center for Parents with Disabilities and their Families at Through the Looking Glass announced the winners of its 2010 College Scholarships for Students of Parents with Disabilities. Funding was only available for ten scholarships, yet nearly 600 students from across the U.S. applied for these scholarships. Although there are over 9 million American parents with disabilities, there are almost no scholarships specifically for the hundreds of thousands of students who have parents with disabilities. These awards not only recognize the diversity and contributions of these families, but their financial need. U.S. families with a disabled parent are twice as likely to be below the poverty level than are families with non-disabled parents. In addition, standard college financial aid applications do not typically weigh the considerable medical or specialized equipment expenses that many parents with disabilities incur. These expenses can substantially reduce the family income by tens of thousands of dollars each year. Each award is a $1,000 college scholarship for an outstanding high school senior or college student who has at least one parent with a disability. Selection criteria included academic performance, community service, letters of recommendation and an essay describing the experience of growing up with a parent with a disability. Students applying for these scholarships included those with parents who were quadriplegic, blind, deaf, amputees, as well as parents with spinal cord injury, cancer, multiple sclerosis, diabetes, mental illness, ALS, HIV/AIDS, traumatic brain injury, muscular dystrophy or intellectual disability. As one of several projects of the National Center, these scholarships are funded through the National Institute on Disability and Rehabilitation Research (NIDRR), U.S. Department of Education. In their essays, the winning students describe the routine, remarkable and sometimes difficult stories of parents with disabilities and their children. Individual stories are dramatic, candid, humorous, loving, provocative and moving. Despite the wide variation in parental disability and other demographic features among scholarship applicants, several consistent themes emerged that have been documented over the years by Through the Looking Glass in national research studies: the normalcy of growing up with a parent with a disability, and the resilience and strength of these families despite social and financial obstacles. The winning essays can be found on our website: http://www.lookingglass.org Many of the essays submitted for these scholarships underscore the need for increased resources and accommodations for parents with disabilities and their families throughout the U.S. Despite some progress, parents with disabilities and their families remain largely invisible in the larger society and are often left to fend for themselves with inadequate and inaccessible resources. For many families, their best and only resources are the family members themselves. A new round of scholarship applications will be announced on Through the Looking Glass’ website http://www.lookingglass.org in January 2011. Also, anyone wishing to contribute to this Scholarship Fund may make a donation to “Through the Looking Glass,” and indicate that this is for the Scholarship Fund. Mail to: Through the Looking Glass, 2198 Sixth Street #100, Berkeley, CA 94710 or call (800) 644-2666. About Through the Looking Glass Founded in 1982, Through the Looking Glass (TLG) is a nationally recognized center that has pioneered research, training, and services for families in which a child, parent or grandparent has a disability. In 1998, TLG was funded by the National Institute on Disability and Rehabilitation Research (NIDRR) as the first National Center for Parents with Disabilities and their Families. In October 2008, TLG was awarded a three year grant by NIDRR to continue our national work with parents with disabilities and their families. Under this funding, TLG is conducting several national research projects that increase the knowledge about parents with disabilities and their families as well as provide critically needed data to inform local, regional, and national policies. The National Center continues TLG’s overall mission of empowering parents and potential parents with disabilities by disseminating disability-appropriate information regarding parenting to parents, disability advocates, and legal, medical, intervention and social services providers. The Center’s overall goal is to increase information and support more disability-appropriate resources for parents with disabilities and their children throughout the U.S. Through the Looking Glass Source: http://scholarshipsandgrants.blog Obama Administration Announces More Than $550 Million to Help Very Low-Income Elderly and Persons With Disabilities (Washington, LoanSafe.org, 12.07.10) – Thousands of senior citizens and persons with disabilities will soon be able to find affordable housing, thanks to more than $550 million in housing assistance announced today by the U.S. Department of Housing and Urban Development (HUD). The funding will provide interest-free capital advances to non-profit developers so they can produce accessible housing, offer rental assistance, and provide supportive services for the elderly and persons with disabilities. The grants announced today are provided through HUD’s Section 202 and Section 811 Supporting Housing programs. They will fund 169 projects in 46 states. To read a detailed summary of each grant, visit HUD’s website. “The Obama Administration is committed to making sure our senior citizens and persons with disabilities have opportunities to live in decent, affordable homes,” said HUD Secretary Shaun Donovan. “Neither of these groups should ever have to worry about being able to find a safe place to live.” Section 202 Capital Advance ($454.5 million nationwide to assist very low-income elderly) HUD’s Section 202 Capital Advance Program expands the supply of affordable housing with supportive services for the elderly. It provides very low-income elderly persons 62 years of age or older with the opportunity to live independently in an environment that provides support services to frail elderly resident. In addition to funding the construction, acquisition, and rehabilitation of multifamily developments, HUD’s Section 202 program also provides Project Rental Assistance Contract (PRAC) funds to subsidize the rents so that residents only pay 30 percent of their adjusted incomes. To be eligible for the assistance a household must be classified as “very low- income,” which means an income less than 50 percent of the area median. Nationally, based on 50 percent of the national median family income with an applicable adjustment for household size, a one-person household would need to have an income equal to or less than $22,400 a year. Section 811 Capital Advance ($95.7 million nationwide to assist very low-income with disabilities) Source: LoanSafe.org Senate Confirms Controversial Autism Self-Advocate To National Disability Council (By Michelle Diament, 22.06.10 After months of delay, the Senate unanimously confirmed Ari Ne’eman on Tuesday to become the first person with autism to serve on the National Council on Disability. In December President Barack Obama nominated eight new members to the National Council on Disability, which makes recommendations to the president and Congress on disability issues. Early this year, all of the nominations were confirmed except that of Ne’eman, who has autism and is the founder of the Autistic Self-Advocacy Network. The reason: one or more members of the Senate placed an anonymous hold on the nomination, preventing the full Senate from considering it. Speculation swirled about the reason for the hold, with some suggesting that Ne’eman’s sometimes divisive views on autism could have been behind the delay. In particular, Ne’eman’s belief that autism should not be cured, but instead should be accepted and accommodated has drawn ire from parents of some individuals who are more adversely affected by the disorder. As secretively as the hold was placed, however, it was lifted Tuesday morning when Senators voted unanimously to confirm the post along with at least 63 other nominations. “I’m very pleased to have been confirmed by the U.S. Senate and I look forward to taking my oath as a member of the National Council on Disability and to get down to work,” Ne’eman told Disability Scoop. The confirmations come after news earlier this week that Sen. Claire McCaskill, D-Mo., secured the votes to change the Senate rules to bar holds from being placed anonymously. Source: http://www.disabilityscoop.com/ U.S. Census Bureau Facts for Features: 20th Anniversary of Americans With Disabilities Act: July 26 (Washington, USNewswire 26.05.10) This day marks the 20th anniversary of the signing of the Americans with Disabilities Act, which guarantees equal opportunity for people with disabilities in public accommodations, commercial facilities, employment, transportation, state and local government services and telecommunications. Unless otherwise indicated, all the data are from the Americans with Disabilities: 2005 report at http://www.census.gov/prod/2008pubs/p70-117.pdf. Population Distribution 54 million Number of people who have a disability. They represent 19 percent of the civilian noninstitutionalized population. By age—
Source: 2008 American Community Survey http://factfinder.census.gov 12.4% Percentage of females with a disability, compared with 11.7 percent of males. Source: 2008 American Community Survey http://factfinder.census.gov Using or Needing Assistance 11 million Number of disabled people 6 and older who need personal assistance with everyday activities. These activities include such tasks as getting around inside the home, taking a bath or shower, preparing meals and performing light housework. 3.3 million Number of people 15 and older who use a wheelchair. Another 10 million use a walking aid, such as a cane, crutches or walker. Specific Disabilities 1.8 million Number of people 15 and older who report being unable to see printed words. 1 million Number of people 15 and older who reported being unable to hear conversations. 2.5 million Number of people 15 and older who have difficulty having their speech understood. Of this number, 431,000 were unable to have their speech understood. 16.1 million Number of people with limitations in cognitive functioning or who have a mental or emotional illness that interferes with daily activities, including those with Alzheimer's disease and mental retardation. This group comprises 7 percent of the population 15 and older. This included 8 million with one or more problems that interfere with daily activities, such as frequently being depressed or anxious, trouble getting along with others, trouble concentrating and trouble coping with stress. On the Job 13.3 million Number of 16- to 64-year-olds who reported difficulty finding a job or remaining employed because of a health condition. 46% Percentage of people 21 to 64 having some type of disability who were employed. The employment rate ranged from 75 percent of those with a nonsevere disability to 31 percent with a severe disability. For those without a disability, the employment rate is 84 percent for the same period. 59% Percent of people 21 to 64 with difficulty hearing that were employed. The corresponding percentage for those with difficulty seeing was 41 percent. 48% Percentage of people 21 to 64 with a nonsevere disability who work full time. This compares with 63 percent without a disability and 16 percent with a severe disability. 6% Percentage of disabled workers 16 and older who used public transportation to commute to work. In addition, 69 percent of people with a disability drove alone, 13 percent carpooled, 4 percent walked and 3 percent used a taxicab, motorcycle, bicycle or other means. Source: 2008 American Community Survey http://factfinder.census.gov 21% Percentage of disabled workers 16 and older who worked in the educational services and health care and social assistance industries. Source: 2008 American Community Survey http://factfinder.census.gov Income and Poverty $2,250 Median monthly earnings for people 21 to 64 with a nonsevere disability. This compares with $2,539 for those with no disability and $1,458 for those with a severe disability. $2,252 Median monthly earnings for people 21 to 64 with difficulty hearing. The corresponding figure for those with difficulty seeing was $1,932. 12% The poverty rate for people 25 to 64 with a nonsevere disability. This compares with 27 percent for those with a severe disability and 9 percent of those without a disability. Serving Our Nation $36.3 billion Amount of compensation veterans received for service-connected disabilities in fiscal year 2008. Source: Statistical Abstract of the United States : 2010, Table 511 http://www.census.gov/compendia/statab/ Accommodations 98% Percent of transit buses that were lift- or ramp-equipped, as of 2007. This represents an increase from 62 percent in 1995. Source: Statistical Abstract of the United States : 2010, Table 1079 http://www.census.gov/compendia/statab/ Education 28% Percentage of people 25 and older with a disability who had less than a high school graduate education. This compares with 12 percent for those with no disability. Source: 2008 American Community Survey http://factfinder.census.gov 13% Percentage of people 25 and older with a disability who had a bachelor's degree or higher. This compares with 31 percent for those with no disability. Source: 2008 American Community Survey http://factfinder.census.gov Source: http://www.prnewswire.com/ |
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