Displaying items by tag: Disabilities - CLARO

THE ROLE OF CHILD WELFARE PROFESSIONALS AND PARTNERS

CANTASD is funded by the Office on Child Abuse and Neglect, Children’s Bureau, Administration on Children, Youth and Families, Administration for Children and Families, U.S. Department of Health and Human Services, under Contract No. HHSP233201400025C. The comments and information shared in this report do not represent the official views of, or endorsement by, CANTASD, the Children’s Bureau, ACYF, ACF, or HHS. Child welfare professionals and partners often work with highly vulnerable children and youth—those who have, or are at risk of, developmental disabilities or delays. Early identification of developmental disabilities or delays is critical for a child’s health and well-being. When disabilities and delays are caught early, steps can be taken to improve the child’s short- and long-term outcomes. Early identification and intervention also can reduce family stress and ensure that parents have the help they need to support their children effectively. Child welfare professionals and partners play an important role in this effort.

This brief provides information on the importance of early identification of developmental disabilities and delays and how the Centers for Disease Control and Prevention’s (CDC’s) “Learn the Signs. Act Early.” resources and tools can support child welfare professionals, parents, and caregivers in early identification and intervention. Additional resources around early childhood development, screening, and support for parents are also included.

https://cantasd.acf.hhs.gov/wp-content/uploads/CDC-Learn-Signs_508.pdf

 

Published in Children's Justice Act

Disability, Race and Reasons: What We Know, and Don't Know, About Disparity in School Discipline

Chronicle of Social Change - April 18, 2018

The Government Accountability Office (GAO) released a report this month on school discipline with a topline finding that "black students, boys and students with disabilities were disproportionately disciplined (e.g., suspensions and expulsions) in K-12 public schools." Education officials in California told GAO that "homeless and foster youth frequently miss school because of all the transitions and instability in their lives." In Texas, the report said, "officials also reported attendance issues with students who are homeless or in foster care because they lack transportation and clothing."

Report: Discipline Disparities for Black Students, Boys, and Students with Disabilities: https://www.gao.gov/assets/700/690828.pdf

https://chronicleofsocialchange.org/youth-services-insider/disability-race-reasons-know-dont-know-disparity-school-discipline/30516

The US Department of Health and Human Services, Administration for Children and Families and Office for Civil Rights have compiled documents that provide guidance to ensure that child welfare agencies and state court systems are aware of their responsibilities to protect the civil rights of children and families in the child welfare system. The attached documents will address policy for Title VI, Disabilities, and Disproportionality issues.

Group Decisions Benefit Kids With Disabilities

Medpage Today - May 29, 2017

Shared decision-making (SDM) involving patients and physicians to develop treatment plans should always be used for children with disabilities, stated a clinical report from the Academy of Pediatrics. The report specifically suggested the practice for children with acquired and developmental disabilities, intellectual disabilities, neurodevelopmental disabilities, and those in the state foster care system with intellectual or developmental disabilities.

Report: Shared Decision-Making and Children With Disabilities: Pathways to Consensus: http://pediatrics.aappublications.org/content/early/2017/05/25/peds.2017-0956

http://www.medpagetoday.com/pediatrics/parenting/65628

An Inclusive Approach to Improving Transition Outcomes for Youth with Disabilities
To move toward national policies that will, by extension, lead to better outcomes for youth with disabilities and others, the Federal Partners in Transition (FPT) Workgroup aims to embed equality, diversity, inclusion, and opportunity into its policy work. Doing so ensures our federal interagency strategy “removes disability from the special shelf ” and reflects the underlying spirit of civil rights laws like the Individuals with Disabilities Education Act (IDEA), the Rehabilitation Act of 1973 (Rehabilitation Act), as amended by the Workforce Innovation and Opportunity Act 2014 (WIOA), and the Americans with Disabilities Act (ADA), which promote the full inclusion, integration, and participation of youth and adults with disabilities. Transition provisions recently enacted by WIOA are consistent with the principles, goals and policy priorities identified in The 2020 Federal Youth Transition Plan: A Federal Interagency Strategy (2020 Plan).
 
To read the full report, click here.
Published in Children's Justice Act

Violence Against Children with Disabilities: What Foster Parents Need to Know

Authors

  • Scott J. Modell, Ph.D., Deputy Commissioner, Department of Children’s Services, State of Tennessee
  • Marcie Davis, M.S., Project Director, New Mexico Coalition of Sexual Assault Programs, Inc.
  • Carla Aaron, M.S.S.W., Executive Director, Office of Child Safety, Department of Children’s Services, State of Tennessee
  • Amy Coble, M.S., Director of Investigations, Office of Child Safety, Department of Children’s Services, State of Tennessee

Children with disabilities are often targeted for abuse. The risk of abuse is even greater for children with disabilities in foster care. As a foster parent of a child with a disability, this guide is designed to help you have the information necessary to keep your child safe.
While child abuse, neglect, exploitation and sexual assault can affect any child, children with disabilities are at greater risk of maltreatment than children without disabilities. Child maltreatment is generally defined using the Federal Child Abuse Prevention and Treatment Act (CAPTA): “The term ‘child abuse and neglect’ means, at a minimum, any recent act or failure to act on the part of a parent or caretaker, which results in death, serious physical or emotional harm, sexual abuse or exploitation, or an act or failure to act which presents an imminent risk of serious harm” (42 U.S.C.A. §5106g). Each State provides definitions of child maltreatment in law, most commonly in four categories: physical abuse, sexual abuse, neglect, and emotional maltreatment.

To read the full content, click on the attached file. 

Child Abuse Victims with Disabilities – A Bibliography of Selected References
The National Children’s Advocacy Center, Child Abuse Library Online, has released a bibliography of selected resources with a focus of Child Abuse Victims with Disabilities. For the full listing, click here.

Raising Children With Special Health Care Needs and the Impact on Family Health. 
Health impacts all aspects of life. When one member of the family has health needs, such as those determined.Health impacts all aspects of life. When one member of the family has health needs, such as those experienced by children with special health care needs (CSHCN), the entire family is impacted. In this paper, families describe some of the daily struggles and obstacles that they have learned to adjust to and overcome. The following stories are from families in Kansas who hope to shed light on the many impacts raising CSHCN has on the family, including parental or caregiver physical and emotional health, impact on the siblings' life, and the importance of building a support network. 

Click here to read more.