In 2021, there were over 61,000 students who attended one of Pennsylvania's 14 cyber charter schools. Cyber charter schools, which were first permitted in Pennsylvania in 2002, have served as a refuge to students and families who are looking for a change from their traditional brick-and-mortar schooling. However, over the past several years, there have repeatedly been legislative attacks against cyber schools and a family’s right to choose the school that best fits the needs of their child. As a consequence of the many reasons why a family would choose a Cyber School, including safety from bullying and unsafe conditions, flexibility with one’s unique school schedule and needs, and reassurance of possible health concerns, we, the members of the PACCT PYLN club, believe that school choice is more important now than it has ever been before. Across the United States, over 332,000 students attend a Cyber Charter School, with 61,000 of those students living in Pennsylvania. However, since their creation, government officials have been actively opposing these schools, including petitioning for funding cuts, enrollment caps, and even school closures. Cyber charter schools are important for numerous reasons and provide an alternative option for families who are searching for a change from their local school district. This is why the PACCT PYLN club chose to create a service project this year that highlights the reasons for and testimonies of students who chose a Cyber Charter School. We asked students from all 14 Pennsylvania cyber charter schools to share their reasons for turning to a cyber education and to give their personal testimonies on how it has benefitted their education and, if applicable, made life with a disability a little easier. ----------------- At PACCT PLYN, we are dedicated to empowering and inspiring all youth to build their leadership skills to help them make a difference for themselves and their community. With an original goal of engaging youth with disabilities and empowering kids with differences, we strive to advocate for disability inclusion and school choice. As it is evidenced throughout this article, school choice and cyber charter schools have given students with and without disabilities the chance to receive the most effective education for their needs. 14.2% of all Pennsylvania residents have some type of disability, while 15.3% of those people with a disability are under the age of 21. (disabilitystatistics.org, 2017) Yet, many students with disabilities note that they do not receive or receive few, inadequate accommodations in traditional school environments. In a 2020 qualitative study examining school administrators' perception of their own special education support systems, many educators noted that a variety of factors can often lead to programs not being up to par. Students can find themselves lacking proper attention in less restrictive settings, but stifled entirely in pull-out programs. “Students diagnosed with an emotional, cognitive, or developmental disability are typically held to significantly lower academic expectations by their teachers and are not expected to play a large role in the overall school culture by their peers.” (Oxford, E. P. (n.d.). Perceptions of Special Education Supports by School Administrators). Furthermore, several students who responded to our survey indicated that a major factor in their decision to move to an online school was so that lack of accommodation could be remedied. One student wrote, “Being in a regular classroom in a brick and mortar school was hard. There were so many students and I would get easily distracted watching and listening to everyone. And the teacher had so many kids to teach and watch that I didn't get the help I needed to understand.” (GG). Another student noted that cyber school better enabled them to be taught in an environment where they could receive at-home support. She wrote, “The reason why my family chose a cyber school for me is so my mom and dad could help me throughout the day and see if I am struggling with school. My mom and dad made this decision when I was young.” (SF). For some students with disabilities, the cyber school can act as a solace; a way for them to receive their education in an environment in which they feel comfortable and accommodated. One student who participated in our survey noted this stating, ”My learning disability makes me extremely stressed. I never understand things right away, which always makes me frustrated (I get frustrated and mad very easily), which leads me to cry. I have an emotional/mental disability as well. I have PTSD. anxiety, depression, and ADD… My old high school was emotional for me because it was where my birth mom went to high school. {Cyber school} helps my emotions because I have a place to go to calm down when upset or anxious. For my learning disability, {cyber school} helps a lot because there are so many helpful people and you can't get judged for asking certain questions as you would in person at school.” (IF). With only 41.6% of working-age adults with a disability in PA having a high school diploma or equivalent, cyber schooling acts as an important resource in enabling students with disabilities to have a safe, accommodating environment where they can accomplish their educational goals of earning a diploma and becoming successful community members. With the upheaval caused by the coronavirus pandemic, school choice has been at the forefront of people’s minds with many schools turning to cyber schooling in response to school shutdowns. All 50 states closed schools to in-person instruction at some point during the 2020 school year in response to the coronavirus pandemic. In Pennsylvania, Governor Wolf ordered a state-wide school closure on March 13th, 2020, for two weeks, which initially extended to April 8th, and eventually lasted for the remainder of the school year (ballotpedia.org). For some students, COVID-19 acted as a vehicle for a more permanent shift to cyber schooling. Many students, especially those with disabilities, found the pains of the brick and mortar setting alleviated in the online format, but the home school district’s cyber instruction was inadequate. For others, the instability of their school systems coupled with an increased lack of accommodations during COVID proved detrimental. Some students noted that their schools' COVID restrictions were antithetical to their health issues; Cyber school allowed them to escape these issues and learn from the comfort of their own homes. One student responded to our survey with, “I have heart defects, autism, and physical disabilities in my feet and ankles. The pressure put on me in a brick-and-mortar school is too much. There is isolation, bullying and spending a whole day in school exhausts me. I cannot wear masks but was forced to do so when they were mandated so my mother decided it was best to homeschool. We have come to find that the education here is better. You have more time to concentrate on your work and fewer distractions. You get more time and help from your teachers. There are no mandates to worry about and I'm not sick all the time like I have been every other year. My day is more flexible and I am able to lay down when I need to.” (NW). Another reason why school choice is so important is that many students experience bullying at their school. For a multitude of students who have encountered bullying, cyber charter schools can be a refuge where they can express themselves without fear of scrutiny from their peers or adults. According to stopbullying.gov, 19% of students surveyed confessed that they have experienced some form of bullying in school, including having rumors spread about them, being made fun of, or being threatened, with most of these incidents occurring in school hallways and classrooms. When these situations at school do not improve, some students may look to an alternative way to receive their education that does not come with the fear of being bullied. Out of the submissions we received, many students admitted that they or someone they know have also experienced bullying at some point in their educational career. One person responded to our survey saying, “[Inclusion and disability rights] have a positive effect on me because a lot of my friends have disabilities and people have bullied them about it, so raising awareness is the best thing for them, and myself since I do not like seeing them upset.” (JB). Another student, in regards to attending a cyber school, wrote, “I don't have to worry about being bullied or left out at school because of my disabilities.” (NW). No matter the circumstance, many students feel that school choice allows them to receive an education where they do not have to fear intimidation or pressure from their peers. In addition, when asked how a cyber school has benefited their education, one student said, “Being in a regular classroom in a brick and mortar school was hard. There were so many students and I would get easily distracted watching and listening to everyone. And the teacher had so many kids to teach and watch that I didn't get the help I needed to understand. Also, I got made fun of and bullied. This doesn't happen at cyber schools. Everyone I always chatted with at Agora has been kind and the teacher can put me in a breakout room to help explain something, which is less embarrassing than when face to face. I don't get distracted the way I used to either. I guess I feel less judged in cyber school. I am glad that we could choose a cyber school because I learned that I liked it more than I thought I would. I have got on the honor roll and had some amazing teachers who worked closely with me to help.” (GG). School choice gives students and families the ability to select the best form of education that works for them. By allowing families the opportunity to choose the school for their children, students such as these mentioned no longer have to face the bullying and pressure that they once did. School choice is so important for a wide variety of reasons. For instance, some students that we interviewed also mentioned that choosing a school at home was simply safer and more beneficial to their education than attending the district that they are regionally assigned to. In fact, according to the National Center for Education Statistics, “During the 2017–18 school year, 80 percent of public schools recorded that one or more incidents of violence, theft or other crimes had taken place, amounting to 1.4 million incidents.” Many students who choose a cyber school believe that it is the safest and most advantageous option for them. For one student who transitioned to a cyber school several years ago, she said she chose to attend a cyber school due to her experiences with “gun violence and unprofessional teaching.” (JB). School choice allows students and families to select a school in which they feel safe attending. One student wrote that cyber schooling allowed her to escape the instability of her local school district, “The other reason I was put in cyber school is that in the area I live in now, the teachers at the school were striking. So my mom and dad decided it would be best to put me in cyber school” (SF). In addition, when asked why they chose to attend a cyber school, another student stated that this was the only option that made sense for her situation. She said, “The brick and mortar schools near me were either poorly funded public city schools, or private, single-sex schools, even though I have brothers.” (LM). Furthermore, when asked how the topic of school choice has affected her and her education, she stated, “I think the overall cyber school has positively impacted my education. Of course, like any type of schooling, it's not perfect, but cyber school has provided me with a better chance at succeeding and thriving with my education than the schools around me could. I mentioned earlier in the form that the public schools were all poorly funded city schools. If I had continued attending those schools, I would have been in classes that were either too difficult or not engaging, due to not having a program for students who were just a little bit ahead in reading and math. The cyber school has allowed me to learn at my own pace.” (LM). Alternate forms of education like charter schools and cyber schools may not be necessary for everyone, but school choice gives students in Pennsylvania and around the country the opportunity to choose the education that best fits their individual needs while allowing them to remain feeling safe in the process. It is clear to see that students and families choose cyber charter schools for an assortment of reasons. Whether it be that a student experiences lack of supports for their disability or illness, unsafe conditions, bullying, or simply feels as though they would benefit from an alternative type of schooling, school choice is important because it allows students to have the opportunity to choose the right form of education for them. Everyone has different needs and requirements, so it is only reasonable that there is a school available to them that can fit those unique specifications. This is not to negate the fact that cyber school may not work for every student. For some students, the lack of daily socialization with peers and the priority to get work done on your own without a teacher directly overseeing and prompting completion may be enough to prefer a brick and mortar setting over a cyber environment. However, while a Cyber Charter School may not work for every student, it is the most appropriate choice for thousands of students in Pennsylvania. Without the right to school choice, thousands of students would be displaced and forced to return to a school that had not served their needs previously. By giving families the choice to send their children to the most effective school for them, we ensure that every single student is set up for a lifetime of successful education. Written By: Tabitha Pawlowski, McKenzie Addison, and Shari Fox In 2007 the UN reported that 1/6th of the world’s population is afflicted by neurological disorders (UNNews). Though about 17% of the world is afflicted with neurological disorders, people with these disorders are still stigmatized. A recent study finds that more than three-quarters of people with neurological disorders believe that they are stigmatized due to their condition and more than a fifth have been bullied or teased (Doward, 2016). This stigma that people with neurological disorders have dealt with has existed for centuries. Those with neurological disorders have been stigmatized differently throughout unique points of history from the belief the mentally impaired where possessed by demonic spirits to their behaviors being viewed as different and irregular within modern societies.
Ancient Views and Mental Health Treatments Treating behavioral disorders isn’t new. In fact, people have been treating behavioral disorders since 5000 B.C. Ancient world cultures believed that mental illnesses were “the result of supernatural phenomena”, with these supernatural phenomena varying from “demonic possession” to “sorcery” and “the evil eye” (Porter, 2002). One of the most common treatments during this era was doing a trephine, which is a chipping a hole into the top of the patient’s head, which in turn would expel the evil spirits out of the patient. While this was a popular ancient treatment there are many more treatments from different ancient cultures. The Ancient Persians believed that mental illnesses were the cause of demons, but they believed sanitation and mental/physical purity was best in preventing and protecting people from mental illnesses. Ancient Egyptians believed mental illnesses should be treated through patients participating in recreational activities, thus Dr. Allison Foerschner considers the Ancient Egyptians, “very advanced in their treatment of mental handicaps.”(Foerschner, 2010). Between 500 and 300 B.C a prominent Grecian philosopher changed the way mental disorders were viewed. Hippocrates started his research with a mindset devoid of superstitious beliefs and solely focused on the medical aspect of mental illnesses. He specifically studied the pathology of the brain and concluded that mental illnesses were caused by imbalances in the brain. He believed that those imbalances were caused by the “four essential fluids”(Foerschner, 2010)4, which are blood, phlegm, bile, and black bile which Hippocrates believed created the “unique personalities of an individual” (Foerschner, 2010). Hippocrates’ research caused Greek physicians to change their treatments to cure the imbalances of the four essential fluids. These physicians used phlebotomies, extreme dieting, purging, etc. to help with these imbalances. These treatments spread quickly around Europe and other nearby nations, yet still many believed in demonic superstitions as the root of mental illness. A mixture of superstitions and bodily imbalances remained the common beliefs behind mental disorders for centuries around the world, yet as time grew on Hippocrates’ theory became an increasingly dominant belief. Due to the emergent dominant belief, people with these mental afflictions were socially outcasted. Especially in East Asian countries such as China and Japan, it was believed that a mentally ill family member meant there was a disability in the bloodline, causing the family’s status to be potentially ruined. Those with mental illness were disowned by their family members and were forced to become homeless so that others wouldn’t associate them with their family. In certain situations, those with mental afflictions were even put in dungeons and confinement because they were viewed as, “dangerous and unmanageable”(Foerschner, 2010). Reformations from Ancient Treatments Throughout the next 1,250 years ideas of demonic possession and bodily imbalances as the root of mental illness was diminishing and new hypotheses primarily focusing on the physiological aspect of the brain were raised. While a new hypothesis regarding the cause of mental illness arose institutions did have some alterations. Those with mental illnesses were placed in workhouses, asylums, and madhouses because families didn’t know how to manage people with their illnesses. The conditions of these institutions were inhumane. People in madhouses were constantly abused and neglected, except for private madhouses owned by the Vatican which had somewhat better conditions. Clergymen tended to assure treatment for the mentally ill with going to church and repenting one’s sins. Those placed in an asylum were constantly abused and neglected. Oftentimes these patients were shackled in iron collars and even put on display. Treatments given in asylums included purging, blistering, sedatives, physical restraints, and boiling or ice water shock treatment. Patients who were sent to asylums wrote books and shared their experiences with the public. Their accounts on the treatment and conditions of the asylums caused for a major reform. In the early 1800’s reformation started to occur once mentally ill patients recounted their experiences in asylums, madhouses, and workhouses through releasing books that gave vivid depictions of the conditions and treatments received. Reformists greatly influenced the spread of this reformation. One reformist was Phillipe Pinel from Paris started the Humanitarian Movement. Pinel believed that the mentally ill could improve if they were treated with more kindness. This is represented through Pinels statement, “I cannot here avoid giving my most decided sufferage in favour of the moral qualities of maniacs. I have no where met, excepting in romances, with fonder husbands, more affectionate parents, more impassioned . . . than in the lunatic asylum, during their intervals of calmness and reason.” (The Oxford Review, 1807) Using this hypothesis Pinel took over La Bicêtre Asylum removing the chains and shackles that patients were once contained by and proceeded with therapeutic interventions for patients. The other reformist who greatly impact the reformation movement was William Tuke who believed that patients should be treated with respect and compassion. Tuke formed The York Retreat which prohibited the use of chains and only allowed for restraints in the most extreme of cases. Tuke used recreational treatments such as exercise, talk therapy, reading, and even excursions to the city or other aesthetically soothing places such as gardens. Visitors of patients was also highly encouraged and suggested improvements made by visitors was used in the improvements of the retreat. 40 years after Tuke and Pinel, a woman named Dorothea Dix would greatly impact how the United States would in the future treat people with mental illnesses. Dorothea Dix was a teacher when she went to Cambridge House of Corrections to teach a class to women inmates. While at the institution Dix saw how most of the modern world treated the mentally afflicted. Dix saw mentally ill patients being contained in the same cells as prisoners, patients lying in there own dirt and fecal matter, patients chained in dark spaced devoid of light, and patients being abused both physically and sexually by staff. Dorothea decided to fight for the rights of the mentally ill and start advocating for more humane conditions and treatments for these patients. Dix took this matter to the courts and fought many hard battles even leaving victorious. She also wrote a book named “Remarks on Prisons and Prison Discipline in the United States”, which outlined what changes she wanted the government to execute. Dix over the next 30 years helped form 32 new hospitals and a government hospital, St. Elizabeth's in Washington, D.C. During Dorothea’s time advocating for the mentally ill the number of mental health institutions in the U.S.A increase by over 100 facilities. When Dix wasn’t helping open new hospitals she helped reorganize, enlarge, and restaff pre-existing hospitals. Mental Disorders in the late 1800’s and 1900’s In the late 1800’s more psychologists deviated from prior hypotheses of the root of mental illnesses and focused on the biological aspect of the mind through a new Darwinian perspective. “Darwinian thinking dominated the biological and social sciences. Within the scientific community, mental deviations, i.e., extreme variations, were conceived as having a biological basis, primarily genetic, representing mutations that were unsuccessful adaptations for survival in the environments in which they appeared” (Riley, 2013). This viewpoint led to both the thought of mental deviations being incurable conditions and a new wave of thinking on how to treat those with neurological disorders. A prominent and emergent movement was the Mental Hygiene Movement. This movement started in 1908 when a man named Clifford Beers wrote the book “A Mind That Found Itself”. This book would rise to be a groundbreaking book recounting Beer’s harsh experience during his years being institutionalized. Beer’s wrote both about his condition and how nothing was done to cure him. He also emphasized how those who were self-sufficient, and passive weren’t treated as poorly due to their self-sufficiency. In contrast patients who needed more assistant were abused and neglected and treatments included isolation in a padded cell without air-conditioning or heat. After Beer’s rise to popularity through his book he began to advocate for improved conditions in institutions through eliminating physical abuse and improve salaries and living conditions for workers so more people would be more passionate about helping patients. A year after Beer’s book was released, Beer organized The National Committee for Mental Hygiene. “The National Committee had a directing board which included several esteemed psychiatrists, medical and public health officials, and politicians as well as lay people” (Lemkau, 1982). Prominent physicians and psychologists including Jane Addams, William James, and Adolf Meyer were involved in the committee. Beer and the committee helped individual states form their own mental health association to correct the horrendous conditions in institutions and asylums. The first association formed was the Connecticut Society for Mental Hygiene followed by multiple other states. By 1922 the committee launched a program specializing in psychiatrists and social workers working with emotionally disturbed children in child guidance clinics. The National Committee for Mental Hygiene concurrently declined as a new movement, the Community Mental Health Movement arose after World War II. Community based models arose as well as state and congressional legislation. Mental health services also increased with home care and outpatient treatment options become readily available. The National Mental Health Act of 1946 created The National Institute of Mental Health (NIMH), "the national focal point of concern, leadership, and effort for the mentally ill” (Foley & Sharfstein, 1983: 19). This Act of 1946 was the first significant legislation aiming to help those with mental health issues. This Act not only created the NIMH but also granted $7.5 million towards, “Fostering and aiding research related to the cause, diagnosis, and treatment of neuropsychiatric disorders; (2) Providing for the training of personnel for the award of fellowships to individuals, and for grants to public and nonprofit institutions, and (3) Aiding states in the prevention, diagnosis, and treatment of neuropsychiatric disorders through grants and technical assistance” (U.S. Congress, 1946: 1; Foley & Sharfstein, 1983: 19). Mental Health Study Act of 1955 was the next significant piece of federal legislation. This act allowed for the formation of the Joint Commission on Mental Illness and Health. Congress approved of giving $1.25 million to the commission so they could “conduct a nationwide study of the approaches to treating mental illness and to make recommendations for improving the care and treatment of the mentally ill.” (Roberts & Kurtz, 1987). In the committee’s final report in 1960, “Action for Mental Health”, the committee called prevention of mental health issues by providing full time mental health clinic accessibility to everyone and there should be a clinic per 50,000 people with the commission stating that these clinics “are a main line of defense in reducing the need of many persons with major mental illness for prolonged or repeated hospitalizations" (Joint Commission on Mental Illness and Health, 1961:XIV). This report made it to the desk of President John. F Kennedy which in response President Kennedy appointed an Interagency Committee on Mental Health. President Kennedy followed the advice of the committee and publicly addressed ways to improve access to mental healthcare and proposed new government aided programs and comprehensive community care. This speech would be known to be considered his “bold new approach” as it was the first time a president openly spoke and proposed legislation for mental health. The Mental Retardation Facilities and Community Mental Health Centers Construction Act of 1963 was released a few months after President Kennedy’s speech. “This important legislation led to the development of over 760 community mental health centers in the next 18 years” (Winslow, 1982: 273). Mental Health Stigmas in the Modern Era Throughout history there have been stigmas surrounding those with mental illnesses. These stigmas have affected not only the way those with mental illness were treated in society but their medical care. The root of mental illness has changed throughout time from demonic possession to the four bodily fluids to bloodline curses. But how do these past stigmas and treatments affect those with mental illnesses in the modern world? While social stigmas in the past are easy to determine from reading books that show the experiences and stigmas present in a specific era, modern stigmas aren’t as easy to determine because while present stigmas can be shown through media. A stigma is “an attribute that conveys devalued stereotypes”(Clair, 2018). protruded by the thoughts of those without mental illness which causes prejudice and discrimination to the mentally ill. To ascertain the social stigmas present in the modern world qualitative research studies conducted by philosophers, psychiatrists, sociologists, and psychologists have been done to see the social stigmas present in the modern world around mental illness. These research studies have shown an array of results and possible conclusions. A specific qualitative study was performed and results showed “46% of these adolescents described experiencing stigmatization by family members in the form of unwarranted assumptions (e.g. the sufferer was being manipulative), distrust, avoidance, pity and gossip,” (Davey, 2013). The same study showed that 62% of these same adolescents experienced stigmatization by peer which subsequently led to social rejection (Connolly, Geller, Marton and Kutcher, 1992). The study also showed that 35% of adolescents “reported stigma perpetrated by teachers and school staff, who expressed fear, dislike, avoidance, and under-estimation of abilities.” (Davey, 2013). The stigmas that were prevalent in Ancient Egypt and 19th century America, while seemingly different from modern day stigmas, they are all rooted in the same principles. These principles are as stated by Sherrie Hurd (a writer who battles mental illness) ignorance, gossiping, misconceived dangers of the mentally ill, and the mentally ill being considered as helpless. (Hurd, 2019). While Ancient societies seem very different from modern day ones, the same root of stigmatization of the mentally ill is the same even if medical treatment is differed. Researched & Written By Joseph DuPree Sources:
Over the course of the disability rights movement, many leaders have emerged to advocate and fight for the rights of those living with disabilities. Many of these advocates, who themselves were disabled, would go on to make tremendous strides, helping to garner representation and rights for those with disabilities while working towards a more accommodating and accessible future that promotes independent living. We will be covering four of them here.
Edward Roberts: Edward Roberts was a very influential leader in the disability rights movement. Roberts was born on January 23rd, 1939 in San Mateo, California. Roberts contracted polio at the age of 14, and was left quadriplegic, most of his lower body becoming paralyzed. His paralysis and 800-pound respirator, an iron lung, resulted in him having to attend classes over the telephone for 18 months. When he returned to attending school in person, Roberts noticed that people with disabilities, including himself, were extremely discriminated against, his own school going so far as to not allow him to graduate due to his inability to complete physical education and driver's education requirements. Roberts was able to petition his school, and ended up graduating. After his graduation, Roberts was accepted into the University of California, Berkeley; however, once the administration learned of his disability, they tried to prevent him from attending by claiming that the dorms didn’t have accommodations for his wheelchair and respirator. Roberts still insisted on attending and enrolled in classes, becoming the university's first student to use a wheelchair. While at the university, Roberts started a group with disabilities called The Rolling Quads, which pushed for the university to make its facilities more handicap accessible. The Rolling Quads evolved into UC Berkeley's Physically Disabled Students Program, the nation's first college organization for students with disabilities. Roberts earned a bachelor's and master's degree in political science, going on to teach it as a subject at UC Berkeley for six years. In 1972, he co-founded and subsequently led the Center for Independent Living in Berkeley; the organization advocated for those with disabilities, and promoted independent living. In 1975, Roberts was appointed director of the California Department of Vocational Rehabilitation, a place that had once rejected to hire him on account of his disability, and later on, he co-founded the World Institute on Disability. He passed away on March 14, 1995. In 2010, the state of California would recognize his January 23rd birthday as Ed Roberts Day. Judith Heumann: Another leader who pushed for reforms in the disability sector is Judith Heumann. Heumann was born December 18, 1947 in Brooklyn, New York. At 18 months old, she contracted polio and was left paralyzed as a result. Even with her disability, her parents had high expectations for her, and expected her to go to school and complete the same education as everyone else. Because of the lack of accommodations at many public schools at the time, Heumann attended a Hebrew school in her early childhood. Her parents tried for years to have her attend a public school, until she was finally allowed to do so in the 4th grade. After Heumann graduated from high school, she attended Long Island University. While in college during the late 1960's, Heumann participated in anti-war and civil rights protests, and organized disability rights rallies and demonstrations. Following college, Heumann pursued a career as a teacher. However, when she applied to the New York City Board of Education, she was denied, as they deemed her wheelchair a fire hazard (they believed she wouldn't be able to evacuate her students or herself in the event of a fire). She sued the Board of Education and won, becoming the first teacher in New York City that used a wheelchair. Heumann carried on with her activism; in 1970, she and her friends founded Disability in Action, a group that addressed common issues in the disability realm such as housing, employment, and education. She co-founded the Center for Independent Living in Berkeley in 1972 with disability rights leader Edward Roberts. In 1977, she hosted the 504 Sit-in, a protest against the delayed implementation of Section 504 of the 1973 Rehabilitation Act, the first U.S disability civil rights law, which served as a precursor to the Americans with Disabilities Act (ADA). She later co-founded the World Institute on Disability alongside Roberts. She would go on to hold multiple positions with the federal government and various organizations, advising on and implementing disability rights/services throughout the 1990's, 2000's, and even into the late 2010's; she continues her advocacy and work to this day. Kitty Cone: Another leader in the disability rights movement was Kitty Cone. Cone was born April 7th, 1944 in Champaign, Illinois. Cone had muscular dystrophy but was misdiagnosed with other conditions throughout her childhood and teens; the procedures she would undergo as a result of these misdiagnoses would result in permanent damage. She was initially able to walk with some assistance or support, but eventually became wheelchair bound. Cone would attend different schools throughout her education, meeting with adversity at some for her disability, and derision at others for her disapproval of segregation. In one case, during her early teens, she faced heavy discrimination from her boarding school (Mount Vernon Seminary), with the headmistress having her abide by a set of arbitrary rules, such as not being able to bathe in her own suite, or go out onto the sporting fields. Despite this mistreatment, she continued on with her studies at other schools, and was accepted into the University of Illinois, where she became an active leader in the civil and women’s rights movements. In 1974, Cone moved to Berkeley, California, where she worked at the Berkeley Center for Independent Living. She was an organizer, and advocated throughout the area for various accommodations to be added, like curb ramps, and for higher accessibility, largely within public transportation. In 1977, Cone would play a large part in organizing the 504 Sit-in, building up groups and coalitions, and increasing the support and attention needed to maintain and grow the demonstration. She moved to Mexico in the early 1980's to adopt her son, as she had been rejected from adopting in the U.S. on account of her disability. She moved back to the San Francisco Bay Area 2 years afterwards, where she worked with the newly founded World Institute on Disability, and continued advocating for independent living programs and the rights and accessibility of those with disabilities. She passed away on March 21, 2015. Justin Dart Jr.: Unlike the first three leaders in the disability rights movement, this next leader lived their whole childhood and adolescence able-bodied. Justin Dart Jr., born on August 29, 1930 in Chicago, Illinois, came from a very privileged background, his grandfather being the founder of Walgreens. Dart would contract polio at the age of 18. Though told he only had 3 days to live, he survived, and was left paralyzed by the disease. Dart, who had up to this point been quite flippant with his education and was distant from others, was touched by the love and affection that was shown to him during this time, and turned his life around, becoming far more sympathetic and caring of people. Three years after contracting polio, he attended the University of Houston. While in college, Dart started his first human rights group, a pro-integration group at a college that at the time was a white-only institution. He would graduate with a bachelor's and master's degree in political history and science. In 1956, Dart started doing business in Mexico and Japan, starting several successful businesses that employed women and people with disabilities. In 1966, during the Vietnam War, Dart visited the country to investigate its rehabilitation status, and was shocked to see the conditions he saw for children with disabilities, who were heavily neglected and left to die in squalor. Upon returning to Japan from the trip, and hearing of criticism from U.S. executives for his business' inclusive practices, he would resign from his position, deciding to dedicate his life to advocating for human and disability rights. He moved to Texas in 1974, where he began his activism. He was a member and later on a chair of the Texas Governor’s Committee for Persons with Disabilities from 1980 - 1985. In 1981, Dart was appointed by President Ronald Reagan to become the vice-chair of the National Council on Disability (NCD). Dart and his wife would travel across the country, meeting with activists and promoting rights for the disabled. In the late 1980's, Dart and other members of the NCD began drafting a bill that would prohibit discrimination against those with disabilities, this bill being the ADA. Dart pushed for the bill to become law in multiple ways, from becoming the chair of the Congressional Task Force on the Rights and Empowerment of Americans with Disabilities, to travelling across the country to drum up support. It was finally signed into law in 1990. In 1994, when Republicans gained control of Congress and attempted to repeal the ADA and the adjoining Individuals with Disabilities Education Act (IDEA), Dart stepped up again, fighting to keep them alive through his advocacy. Dart would pass away on June 21, 2002, after several years of suffering from health problems. Edward Roberts, Judith Heumann, Kitty Cone, and Justin Dart Jr. are just a few of many disability rights advocates who made a profound difference for the rights of the disabled. Edward Roberts had a major impact on those within the disability community, especially in California, advocating for their education, accessibility, ease, and comfortability in life. Judith Heumann fought for those with disabilities to have adequate housing, transportation, and educational accessibility. Kitty Cone made tremendous strides in independent living, public transit accessibility, and personal assistance service rights for those with disabilities. Justin Dart Jr. fought for the rights and representation of the disabled through his political involvement, and was a key part of creating and maintaining legislation that made a fundamental difference in the lives of the disabled. Each of these disability rights activists helped to lead and shape a progressive movement; they advocated and fought for those who didn't have a voice, and they would help to change how people with disabilities are perceived, and how society would treat them. Research by McKenzie Addison Article Written by Joseph DuPree Sources:
The school choice movement is one that has gained much momentum over the course of its run, and will likely continue to do so. Currently, 45 states, along with the District of Columbia, have enacted laws for charter schools, and in the 2015-2016 school year, over 2.8 million children were attending charter schools in the United States. Another 3.5 million students are educated in magnet schools across 46 states, and 16 states, D.C. and Puerto Rico have school voucher programs. With this and more, the movement has undoubtedly had a significant impact on modern American education. But as is the case with many movements, it wasn't always as well supported and well-known as it is today. Within this article, we will be going back to the beginning, and overviewing the movement's history. Should you wish to learn more about the history by the end of this summarization, consider consulting our source materials for a more detailed look.
The earliest forms of school choice within the United States are considered to lie in the beginnings of American society (late 18th century to the early 19th century), before education was compulsory, and was more of a privilege relegated to those who could afford it. Parents would choose where their children would go to school based on their own criteria (location, reputation, values, etc.), rather than it being determined for them. Religion also played a role in setting forth roots. The Blaine Amendment, a failed addition to the U.S Constitution from the late 19th century, proposed cutting off government funding to schools with religious affiliations. Despite its failure on the national level, it was adopted into many state constitutions. During this time, as immigrant Catholics (mainly from Ireland) began arriving in the mostly Protestant nation, a wave of Anti-Catholicism swept through, and one of the ways that Catholics were targeted was through the enforcement of the Blaine Amendment. In response, they established their own privately funded schools, a move that Protestant branches soon followed. Despite these and other events, there was no real recognizable movement, and it wouldn’t be until many years later that we would see one. In the meantime, private entities would exist and operate, but would slowly be taken over by the government, as education became centralized and the public school system formed and strengthened. The movement as we know it today began during the 1950's, generally linked with Brown v. Board of Education. At the time, separate but equal policies dominated the country, with schools being no exception. The case was one of five to make it to state or federal courts, after African American parents were denied the ability to transfer their children to better or closer schools or were denied from partaking in other services like transportation to school, as a result of segregation and racial inequality. Brown v. Board of Education in particular, which was decided in the Supreme Court, proved to be the landmark case, prompting the desegregation of schools on a national level. And it not only became a key event within the civil rights movement, but it also contributed to the general idea of parents having the right to choose where their children can be educated, rather than it being decided for them. Not long following this ruling, economist Milton Friedman, considered by many to be the founder of the modern school choice movement, penned the essay The Role of Government in Education in 1955. Friedman took a more economic approach to education, proposing an alternative system based on free market values: Schools would be run by private enterprises instead of the government, and parents would be given an allowance of sorts. They would be able to choose which school to send their child to, and use the allowance to pay for tuition, provided the school met basic requirements. In short, he was discussing voucher programs. Vouchers had existed long before this paper was written, and there were even some such programs going on in parts of the country, but Friedman effectively modernized and popularized the concept. Over the next few decades, various parts of the nation, such as Harlem in New York and Alum Rock in California, made their own attempts at expanding education options, whether as an experiment, or to improve upon the education being offered locally. Magnet schools began cropping by the late 1960's and early 1970's, offering specialized curricula, and attempting to encourage integration and the attendance of urban schools. Ultimately, as the years dragged on, and some programs failed, were absorbed into the public school system, or simply ended, the budding movement slowly faded. It would see its revival in the 1980's. In 1980, Milton Friedman would host a ten-part series on PBS called Free to Choose, which advocated for free market policies in the United States, and claimed that the current, more restrictive market practices hurt both citizens and the economy. The sixth episode, entitled "What's Wrong with Our Schools", looked specifically at American education, highlighting flaws within the public school system while advocating for decentralizing the school system and introducing more choice on the part of parents. Another instigator came in the form of the report A Nation at Risk, done by the Reagan Administration's National Commission on Excellence in Education in 1983. The report outlined and lamented the inadequacies of the American education system, prompting not only a call for widespread education reforms, but also a renewed push for alternative education options. The concept of charter schools also grew in popularity around this time. They were first introduced under that name by Ray Budde, a professor at the University of Massachusetts. He was interested in the organization of things, and particularly in his 1974 paper Education by Charter, the reorganization of schools. At the time however, his peers felt that it was a needless idea, and his paper was shelved. Following the release of A Nation at Risk, Budde would re-publish his paper in 1988, and the idea would gain traction. Albert Shanker, the president of the American Federation of Teachers, was especially approving of the idea, and supported Budde's proposals, taking his support all the way to state legislatures. Into the 1990's, states would begin drafting and implementing legislation for these new types of schools, with states like Minnesota and California being some of the earliest ones. Cyber schooling was also a budding format by this time, and it wouldn't be long after that cyber charters would emerge, and states would work to adapt them as well. There has been much controversy surrounding the movement, partly as a result of its history. It mainly comes down to the link with Brown v. Board of Education. School choice not only stood as a means of attempting to integrate schools, but conversely, to segregate them. Allowing more freedom with where one could send their children meant that those against integration could still choose to avoid it. Following the ruling, a "white flight" occurred, wherein white families against the verdict fled from urban areas to suburban areas in order to keep their children in segregated, sheltered environments. This association with retaining segregation still lingers today, and some who oppose the movement will point this part of its history out, claiming that vouchers or alternative schooling options are thinly veiled attempts at maintaining it, or that attempts at desegregation through these options have failed and only made the situation worse. In addition, Milton Friedman's dedication to the cause not only brought much attention and support for it, but also led to the general association of school choice as a conservative, Republican value, and has prompted criticism from some who judge it on a more political basis. And all throughout the movement's progression, there has been much divide. There are a variety of reasons people support the movement, these reasons sometimes becoming the focal points for disapproval of the whole movement, regardless of their prevalence; reasons like cutting education costs and boosting the economy, opening up opportunities to students in impoverished areas, and protecting religious freedom, to name a few. But for most parents at least, their goal has remained a constant and relevant one since the very beginning: ensuring that their children have access to a strong education, and can learn in a way that best suits their needs. Article Written by Madeline Krout Sources:
Dear Governor Wolf, We are the student members of the PA Council on Cyber Transition affiliate of the Pennsylvania Youth Leadership Network, and we are writing to you concerning your stance on cyber schooling throughout the state. We understand that you plan on holding cyber schools at a higher level of accountability, largely by reducing funding. We have also read Representative Sonney’s drafted legislation for cyber schools, which would likely go hand in hand with your proposals. We feel that everything that has been proposed is more harmful than beneficial for students statewide, and we hope that after reading this letter, you might reconsider how you plan to approach further legislation and regulation of cyber schools. We are aware that what has encouraged the recent propositions, are revelations on the negative academic results of cyber charter schools. As the Stanford University report from June, and other prior research and data have shown, cyber charter schools across the state have consistently had lower academic ratings and growth in comparison to traditional schools. We understand how this is a grave concern, and reflects a major flaw within the cyber school system that should by no means be ignored. However, these reports generally focus on the raw data, rather than taking an in depth look, and do not always signify that these schools are providing a subpar education. There are multiple cyber charters within the state that employ qualified teachers, and provide informative and comprehensive courses. Cyber school is not for every student; there's a dedication and follow through needed to complete work regularly and to the best of one's ability. Unfortunately, not everyone has the drive or the support system at home to do so. In addition, many students that transition to cyber schools are already lagging academically. A cyber school student displaying slow academic growth or repeating a grade may not stem from the cyber school failing to educate the student properly, but failure on the part of the student’s prior school to aid them as needed. Simply examining one aspect of these schools (however outstanding it may be), and not accounting for staff qualifications, courses, student engagement, or students’ prior records does not give a full view of what a certain cyber school is like, and undermines its educational value. It may not be plausible on a state level or within the context of a broad study to conduct such an examination, but that does not diminish the importance of examining multiple facets of something before reaching conclusions. Beyond the focus of academic scores and qualifications are the reasons some students or their parents choose cyber school in the first place. Many students enroll at a cyber school as a result of issues at their previous schools, ranging from bullying, a demanding or deficient education, or general safety concerns about the area. While some of these issues are a result of inadequate funds or are uncontrollable circumstances, others arise from general negligence on the part of school staff, or the inability to properly handle situations and complaints as they occur (this can, admittedly, occur virtually, but it’s still widely prevalent in traditional schools). And while flexibility in one’s education may seem an insignificant advantage against the overwhelming negative academic data, it can nonetheless be crucial in aiding a student. Some students may have medical issues, busy schedules, or family emergencies that would generally not permit them to complete their education in its entirety, or with efficacy; cyber school can help them to avoid or workaround such adversities. Cyber schools may be deemed problematic, but traditional brick and mortar schools themselves have had long standing issues that have yet to be dealt with or resolved on a wide scale, and cannot provide certain benefits that cyber schools can. How access to alternative education affects special education students is by all means an important factor in this debate, yet it does not seem that it has been discussed heavily. Cyber schools generally teach higher proportions of special education students than traditional schools do. While 15% of the students attending a given brick and mortar school are special education students, for cyber schools, the figure can range as high as 27.5%. Given the higher volume, these statistics serve not only as an additional factor in the overall lower scores received by cyber schools, but also as an indication of the appeal cyber schooling has for students with disabilities. Last year, we conducted a survey of cyber school students with disabilities on how the switch from a brick and mortar school to a cyber school (if they had ever made such a transition) impacted both their education and life in general. Of the 113 responses we received, many cited a host of reasons they had enrolled in their current school, from bullying and safety concerns, to inadequate accommodations and education. Of the respondents, 102 were able to definitely say that enrolling in a cyber school benefited their education and/or lives, and 92 could say that they felt properly represented at their current school. Despite our small sample, our data shows that for students with disabilities, having the ability to transfer to a cyber school can be a positive and necessary change. Practically demolishing an established educational system, as Representative Sonney has outlined in his bill, isn't reform, and reducing funds to these institutions will only damage their ability to improve upon themselves. Whatever good intentions the proposed changes have are destructive in one way or another, and ultimately disregard the rights of students across the state to choose how they complete their education. House Bills 355-358, which are, at the time of writing, in various stages of review and referral, provide a better alternative. Between clarifying how charter schools are to be established, to allowing dual enrollment for charter and cyber charter students, they collectively strengthen guidelines in charter schools and cyber charter schools, while also benefiting the students of these schools. They are attempting to fix and amend issues, rather than trying to annihilate an entire system just because it is deemed as totally and utterly broken. It will take a lot more than these 4 bills to start improving upon cyber charters in a major way, but they provide a more constructive method than what Rep. Sonney has introduced. We, as both former and current students of cyber schools, understand especially how beneficial attending a cyber school can be. As we suggested before, cyber schooling is not for every student, and there are improvements to be made within the system. That being said, reducing funding will only hurt the students who do thrive and excel in these schools. All out closures will displace many students and likely put them in a position where they are forced to attend the schools that had failed them before, or participating in cyber education programs that districts may not even devote enough resources to maintain in the long run. Once more, we ask that you reconsider your stance, and think of students like us when you make any future decisions in regards to this issue. Thank you for your time and consideration,
The Student Members of the PACCT PYLN Over the last few months, members of the Pennsylvania Youth Leadership Network have been involved in a project focused on exploring the impact cyber schooling can have on students with disabilities. We wanted to see how cyber schools differ from brick & mortar schools in regards to education and accommodation, and how they could possibly improve on their treatment and representation of these students. In exploring this topic, we sent out a survey to cyber students with disabilities, asking about their own experiences on these subjects. This report represents 113 responses from students ranging from grades 6-12. Our participants disclosed autism, learning, mental, physical, emotional, and various other disabilities such as ADHD and ADD. Some opted out of disclosure, while many cited having two or more disabilities of the previously stated nature. Within the survey we asked participants if or when they transferred from brick and mortar school, why they chose to transfer, and how this switch has impacted their education and/or life. Around 11% of our respondents noted that they had never attended a brick & mortar school; however, the other 89% did transfer at some stage in their education, whether it was in elementary, middle school, or high school. Alarmingly, one of the highest cited answers for choosing to attend a cyber-school had to do with some variation of bullying. Many students expressed that they felt bullying was a large factor in their switch, and a few even showed concerns over their safety because of it. Others cited issues related to their disabilities and/or their previous school. Several students felt as though their brick & mortar schools did not properly support their needs. A guardian of the student G. stated “I was told my kids can't be taught. They [have] come a long way. Disabilities [are] not a reason to give up on a child. Everyone can be taught, just in different ways.” Another student, M. G., stated that “When I was in brick and mortar, I was always distracted by other students, and I could not keep up with the lessons. I was focused on the wrong things like laughing and playing in class.” In contrast, when speaking about online schooling, more students expressed a feeling of growth in terms of their education and overall quality of life. Student M. G. said “I am so happy that I switched to cyber school because I [feel] like there [are] no more distractions. I have a better routine where I can stay organized and not fall behind because everything is clear and spelled out for me. Also, there is so much support if I have questions or problems.” Another student, B. T., said “I love cyber school because it allows me to work independently on my own. It has impacted my education because I see better grades here than I did in my brick [and] mortar [school]. I couldn't focus very well in brick and mortar school and didn't get the help I asked for and needed.” Many others had similar feelings, stating that even though they may not enjoy school itself, they have made great improvements in terms of grades, friends, and various other social, emotional and mental facets. However, this doesn’t mean that there isn’t any room for improvements in cyber schooling. While over 81% of respondents felt they were properly represented at their schools, another 19% could not fully say that they did. Many talked about numerous things that would help improve the quality of their education. On the note of smaller changes, some expressed issues within their school. Student M. S. stated “[M]ake sure to always stay in constant communication and make sure that assignments are always posted in a timely manner. I'm an asynchronous student and so it's important that I have everything that I need to complete my lessons. Regardless of the status, making sure assignments are posted is important.” This sentiment was replicated by others, with the majority talking about a need for better equipment, more communication, and less rigid work structures.
Taking on a differing stance, student A. S. wrote “If this isn't being done already, I think that most teachers should be somewhat educated on different disabilities and how to help/handle students with these disabilities (especially with mental disabilities, as it can possibly worsen the students' state of mind if they are given improper care by uneducated teachers and/or are misrepresented).” While schooling in general has come a long way, there is still a demand to better support the needs of disabled students. When looking through the responses we received throughout this survey, there were some glaring issues within a brick & mortar school setting. Many students felt unsupported and isolated, and many had been faced with bullying. Cyber schooling isn’t perfect, but it can present a viable opportunity for those who are struggling to get through a traditional school system. Through this survey, disabled students have shown that a switch in schooling has helped them achieve goals they previously couldn't. They feel better supported, they feel safer, and they feel like they can do more. If you are experiencing some of the same issues outlined here, we urge you to seek alternatives. Everyone deserves a strong, individualized education, and they deserve to feel safe and welcome at their schools. As our data shows, school choice and the ability to choose a different school setting is sometimes all that is needed to give a student a push in the right direction. Article Written by McKenzie Addison Graphics by Joseph DuPree & Madeline Krout Cyber school, just like any other school, has its pros and cons. When comparing the benefits and disadvantages, there are multiple aspects to look at. It would be easy to use your own personal experience as a reference, but it's also important to examine the demographic/statistical data on the subject.
An important statistic to look at is the comparison between brick and mortar schools, and cyber schools. Data tends to show that online learners have lessened chances for success in school, and after high school. Specifically, we can look at school performance levels. “In 2009–10, only three of the 23 fully online charter schools in Ohio, which comprised eight percent of all fully online enrollments in the state, received a state rating of “effective” or better. Among traditional public school students, 75 percent were enrolled at a school rated effective or better” (Innovation Ohio). Another statistic to look at is student dropout rates. “A study of fully online students in Minnesota found that 10 percent of 11th grade students and 25 percent of 12th grade students dropped out, compared to only one percent and three percent, respectively, statewide” (Minnesota Office of the Legislative Auditor). This data does show that dropout rates in virtual schools are much higher than brick and mortar schools; however, this does not deter from the fact that virtual schools have benefits. Virtual schools tend to have stricter policies that students in modern society need to adhere to. Many teenagers in brick and mortar schools have no such push, while virtual schools individually target each student's academics. The next statistic to look at is school proficiency rates. The Minnesota Office of the Legislative Auditor says, “Compared with all public school students statewide, full-time online students in Minnesota had significantly lower proficiency rates in math, but about the same proficiency rates in reading”. To back this up, the Wisconsin Legislative Audit Bureau released the following information: ". . . fully online charter students in Wisconsin outperformed state peers in reading but lagged state peers in math”. This data does not suggest that proficiency levels are necessarily lower in virtual schools, but that, like brick and mortar schools, proficiency levels vary. The last aspect of virtual schools to look at is actually not a statistic. This aspect is just stating the facts of what a virtual school is. By definition, virtual school is, “A public school that offers only instruction in which students and teachers are separated by time and/or location, and interaction occurs via computers and/or telecommunications technologies. A virtual school generally does not have a physical facility that allows students to attend classes on site” (National Center for Education Statistics). This definition shows many valid points to both the pros and cons of an online school. A benefit and disadvantage of an online school is that you do not have to attend a physical location every day. This is a benefit in the aspect that you do not have to go through the daily hassle of getting ready for school, finding transportation to get to school, and dealing with possible confrontation with bullies. However, not attending a physical location does pose its shortcomings. Some shortcomings of a virtual school, are that you cannot socialize in person with other people, and cannot view live demonstrations of lessons. And, even though you cannot be bullied in person, the issue of cyber-bullying still lingers. Although there are many cons, the pros outweigh the cons. Since you do not attend a physical location, it enables you to have a larger selection of classes, more academic independence, and hours that are more flexible for the individual student. In conclusion, virtual schools have their advantages and disadvantages. Virtual schools tend to have higher dropout rates, vary in proficiency scores, and lack social interaction. Even though virtual schools have cons, they have a great variation of benefits. These benefits include gained independence, larger and varied selection of classes, flexible hours, and a more personalized learning approach. Like a brick and mortar school, scores vary to the extent that it is hard to determine accurate statistical information using them. Virtual schools, just like brick and mortar schools, have pros and cons that can allow us to determine that each person is different, and that each school provides different needs for different kinds of students. Article Written by Joseph DuPree Sources: -Study of Virtual School Performance and Impact (source of quotes from Innovation Ohio, Minnesota Office of the Legislative Auditor, & Wisconsin Legislative Audit Bureau) -National Center for Education Statistics 10/9/2018 The Stigma Behind Disability: The Past and Current Misconceptions Surrounding Disabilities and the DisabledRead Now Since the dawn of civilization, it appears that disability has been surrounded by misconception, and judgement. This misguided viewpoint has been so ever-present in history, that it can even be traced all the way back to the Ancient Greeks. According to research, among the Greeks, the sick and deformed were considered “inferior” as opposed to those of healthy mind and body. This discrimination went so far that Plato himself recommended that the deformed offspring of both the superior and inferior be put away in some "mysterious and unknown places". This mindset continued on for centuries, spanning into the 16th century, where certain religious figures such as Luther and John Calvin viewed the disabled as being possessed, or cursed by evil spirits. It was due to this ill-informed perception that many disabled people were subjected to great shame, and even physical pain, from those claiming to “cure” them.
In our modern society and culture, we have a far better understanding of mental and physical disabilities than those before us ever did. However, despite our vast and ever-growing understanding of disabilities, many are still misguided by stigma and misconception. The stigma around disability takes many forms, and varies depending on the geographical location and culture of which the disabled person lives within. While first world countries have a better understanding of disabilities, many third world countries are still plagued by a lack of knowledge and understanding in regards to those who are disabled. This is due to a combination of being ill-equipped of the resources that make this knowledge so accessible to other parts of the world, as well as cultural viewpoints that began centuries ago. Some cultures view disability, not as a medical or mental condition, but rather as a “curse”, upon a family for wrong doing. This viewpoint can make treatment for those in these countries not only difficult, but sometimes even impossible. Thankfully, in first world countries we have not only a modern culture that no longer views these conditions as punishments, but we also have the access to knowledge that can help unlock and explain disability. Within our modern societies, we no longer see such blatant discrimination or mistreatment due to disability rights laws, that protect those who need it. However, even within such modern and developed societies, we can still witness stigma. These stigmas can create hostile working/educational environments, bullying, discrimination, and can mentally and emotionally harm those who are disabled. We also see another form of stigma surrounding disability. This stigma has been bred by such empathy towards those with disabilities, that many now view the disabled as people to be pitied, rather than empowered. Too many people within modern society view the 36 million disabled people within our country as childlike, helpless, hopeless, non-functioning, and non-contributing members of society. The consistent and constant stigma that all disabled people are “childlike” and incapable members of society is harmful to not only disabled individuals, but to society as a whole. It is due to our own inability to accept that they are still equal to us, that we lose out on the talents and skills offered by so many disabled citizens. This stigma begins as early as they are born and lasts sadly far past their deaths. They are often viewed as a number or statistic rather than as an individual. Those who are disabled are still citizens who can help shape the future of our society and workforce, if properly cared for and equipped for independence. Constant pity and misconception makes it so that many disabled children and adults do not even know they are capable of living an independent and fruitful life; rather, they are force fed this ideal that they are stuck in a helpless cycle of childhood. We as a society need to leave behind all the misconceptions around disability, and instead reach toward better knowledge and understanding of it. We also need to abandon this pity mindset, and instead work to empower and equip those who are disabled. May we as a society always remember that disability does not equal inability. Article Written by Elizabeth Stennett Sources: -Theirworld -The Guardian -Disability Studies Quarterly -The New York Times -https://oss.adm.ntu.edu.sg/atoh003/social-stigma-faced-by-people-with-disabilities/ School Choice at national and state levels is based around a single foundation. That foundation is the Blaine Amendment. The Blaine Amendment was proposed by Congressman James G. Blaine, in 1875, to prevent government aid in funding religious education. The goal was to force Catholic immigrants to be subjected to the system of assimilation into public schools, and to prevent state governments from favoring any religion through education. The amendment was proposed in an era of anti-Catholicism, which allowed for the amendment to stand a chance. Even though the proposed amendment did not receive enough votes to be adopted into the constitution, this would not stop it from being taken into effect at the state level. Thirty-eight states created provisions for the amendment, which still affect students to the present day.
As previously stated, Blaine created the amendment during a time when America was filled with anti-Catholicism, and the amendment would have been used to prevent Catholics from going to religious school; since then, time has evolved and modernized the amendment, changing its context. The Blaine Amendment provisions not only include religious schools, but also includes private, magnet, and charter schools. In the case of Pennsylvania, the Blaine Amendment's constitutional provision is, “No money raised for the support of the public schools of the Commonwealth shall be appropriated to, or used for the support of any sectarian school. (Pennsylvania Const. Art. 3, § 15.)" (Institute of Justice). The provision states that any money raised for a public school of the Commonwealth will not be used in the support of any sectarian school. The compelled support clause for the provision is, “[N]o man can of right be compelled to attend, erect or support any place of worship, or to maintain any ministry against his consent.… (Pennsylvania Const. Art. 1, § 3.)" (Institute of Justice). This states that no one can be subjugated to any support of any kind of ministry without consent. Though it seems fair to not force people to be in support of any ministry without consent, people will force others to change their opinions in an era of judgment. Pennsylvania does have vouchers, which assist students in attending non-public schools; however, accessibility to different school options is still limited. Non-traditional schools are still not getting funding through public levels. Moreover, Pennsylvania has some leeway; other states do not, which prevents students from going to other forms of school. In conclusion, Pennsylvania has school choice rights, but they need to have better public funding. In addition, other states need help with school choice rights, because they do not have proper rights to help students to go to other forms of school besides public ones. Article Written by Joseph DuPree Sources: -Institute of Justice -University of Notre Dame 8/17/2018 Recent Amendment to the Americans with Disabilities Act, and Its Effects on the DisabledRead Now At the beginning of this year, Congress passed legislation that would alter the Americans with Disabilities Act, despite strong resistance from disability rights activists and advocates. In fact, this change was so strongly opposed that before the vote took place, people with disabilities demonstrated inside the Capitol against the bill. Tensions were high as those with and without disabilities sought to protect the integrity of this act; some protesters were even arrested. Not only were protesters opposing this bill, but also lawmakers. Rep. Cathy McMorris Rodgers (R-Wash.), the chairwoman of the House Republican Conference and the mother of a son with Down Syndrome, said, “The ADA was enacted more than 25 years ago to protect the disability community, and as part of that community, I could not in good conscience vote for this bill”. However, despite protests and resistance from both parties, the bill was ultimately passed.
Now, with such a change on the horizon, the question remains: How will this affect those with disabilities, and their caretakers? Well, many advocates say this change in policy will greatly and widely affect those under the protection of this act. According to the Disability Rights Education & Defense Fund, this bill will be “exceptionally harmful”. They went so far as to publish on their website that it “[…] would turn people with disabilities into second-class citizens, and its priorities are profoundly skewed”. They continue on to say that it “[…] goes against the very principles of an inclusive society that America is all about”. Under the bill, those wishing to sue businesses in federal court over an ADA public-accommodations violation must first deliver a written notice to that business detailing the illegal barrier to access. They must then give that business 60 days to come up with a plan to address the complaint(s), and an additional 60 days to take action. Thus, the need/desire for more accessibility becomes a tiresome and detailed battle. The amendment can and will gut the ADA’s provisions dealing with public accommodations, by removing any incentive that businesses have to comply with the law before a complaint is filed. This means that rather than helping to forward the cause for a more accessible world, it instead allows buildings/companies to avoid accommodating those who are disabled. It forces those with disabilities to come face to face with discrimination or obstacles in the workforce, and even in day to day life. Rather than helping more public places make proper accommodations for those who need it, it allows them to avoid these needs until pressed about the lack of accommodations. This means that those who are disabled, and in need of more accessible public spaces will have to go through lengthy petitions, court hearings, and even lawsuits in order to have the same opportunities and lifestyle of those not disabled. No matter what way one cuts it, this bill undermines the very purpose of the Americans with Disabilities Act, and instead promotes a philosophy of profit over people. This bill shows that the fight for equality for those disabled is far from over, and that we as a country and people, have much more to accomplish. Article Written by Elizabeth Stennett Sources: -Washington Post -Multiple Sclerosis News Today The Pennsylvania Youth Leadership Network started its mission by providing disabled youth with the opportunity to exercise their leadership skills. While the network now engages all youth in leadership development and community service, engaging those with disabilities is still a priority. This is something that the PACCT PYLN also attempts to do, and it has inspired the Mission Project Committee to take on advocacy, and promotion of rights for the disabled.
Over the past few decades, there have been significant improvements for disability rights, in areas such as legislation and technology. In 1975, IDEA (Individuals with Disabilities Education Act) was passed, requiring schools to provide special education services, and Individualized Education Programs for eligible students with disabilities. The ADA (Americans with Disabilities Act) was signed into law in 1990, marking a pivotal point in disability legislation. Among its directives, it prohibited discrimination towards those with disabilities, and required transportation, commercial facilities, etc., to have disability access and accommodations. Both Acts have also been amended multiple times, typically to clarify past clauses, or adjust to modern developments. More recently, we've seen changes and innovations in technology for the disabled. There are multiple companies both within and outside the U.S. dedicated to producing Assistive Technology (AT) for those with disabilities, and even big tech companies, like Google, are trying to get involved with developing and implementing AT, especially with their own products. While this recent progress is notable, much still needs to be done. And it's not just in areas of legislation, or technology. It's by combating the discrimination, stigma, and disregard towards people with disabilities, that, unfortunately, is still very prevalent in today's society. Such discrimination may be prohibited in the aforementioned disability rights legislation, but that's not going to prevent it from lingering or forming. In addition to this, there was a proposed amendment to the ADA within the last year that may prove to be more harmful than not towards the original mandates (to be discussed in the future). The Mission Committee hopes that, by discussing the current issues surrounding disability rights, and exploring what can be done to fix said issues, they can promote positive change, and help make a difference for those with disabilities. Sources: -National Center for Learning Disabilities -U.S. Department of Justice -National Public Radio Below are statements from cyber school students, on why they feel that School Choice was important for them, and how it is essential for all students.
"School choice is important because being able to choose your school setting, instead of just being there because that’s where you live, is a life saver to the family. Some public schools are messed up. Or the family situation may be different, such as a disability or something that would make it hard to keep up with the “normal” school goers. School choice provides many options for a family, for them to pick the best school for their situation." - Zion C., PYLN Member "I fully believe that school choice is important because it can impact your grades. Before I came to Agora, I was a B/C average student, and now I am an A average student with Agora! My GPA went from a 2.45 to a 3.87. Had I not switched to Agora, I would not have the ability to go to the university that I will be attending in the fall. Allowing school choice can greatly improve a person's education, and make it so that they do as well as possible!" - Kira M., Agora Cyber Charter School Student "I think school choice is important because it allows students to make the most out of their education. For example, if you go to your local public school and are bullied, that’s not good for you or your education. So, switching to a cyber-school can remove the fear of being bullied and you can focus on your schoolwork." - Maleki F., PYLN Member "School choice is important to me, because I'm able to attend a school where I have the option of working at a comfortable pace, and in an environment where I'm able to concentrate. I'm able to move ahead, and excel, better than I was able to in a traditional school. All students should have the option of attending whatever school of their choosing, because we all learn at different paces, and sometimes issues arise in which we can't attend a traditional brick and mortar school. School choice allows students to have a voice in their education, and how they learn." - Madeline K., PYLN Member "School choice is an often-ignored yet tremendously important thing for a student. School choice has allowed me to be able to get an education and flourish academically despite my heart condition. School choice has given me the ability to learn in an environment and way that best suits me. Without school choice I could never have chosen cyber-school in a very needed time of my life, and would have been yet another student to fall through the cracks of the educational system. Because of this choice I have never had to sacrifice my education for a schedule or illness, instead I am able to balance both my life and great academic achievement. It is because of this choice that I was able to grow into who I am as a person, rather than having to fit what society, or have others influence who I am. I made the choice with my parents to enter into cyber-school many years ago, and I don’t have a single regret in it. Despite the stereotypes and false impressions of cyber-schools and their students, I have found they are very outgoing, accomplished, hard working, friendly, and more importantly kind people. This allowed me to learn alongside some great fellow students and future leaders of this world. I stand today a member of National Society of High Scholars, National Honors Society, Pennsylvania Youth Leadership Network, all because of my choice of schooling many years ago. I, and many other students have been granted the ability to achieve our absolute best academically and personally through school choice, and I hope that other kids will have that same right to choose their own path." - Elizabeth S., PYLN Member "I have been homeschooled all of my life, never really been in a school. Cyber school is my life and I don’t know what I would do without it. My mom chose to home school me from the beginning and I joined Agora in 1st grade. I have been through a lot in my life, and cyber school has really helped me get through the ups and downs. I met my best friend of 9 years through this school. I don’t know what I’d do without her. Without this school, I would not have the friends and the amazing education I have today." - Kassie W., PYLN Member "School choice is something that can impact a student's grade immensely. In our non-traditional cyber-schools, we have more control over our school work, and the pace in which we complete it at. As I started homeschooling in the first grade, I do not think I would be at where I am today without it; it has made me be able to learn more things I find enjoyable, given me new experiences, and different social skills that students in brick and mortar schools get." - Teresa S., PYLN Member What exactly is School Choice?
School Choice is the ability for parents and students to choose alternative education options, that differ from traditional brick and mortar schools. Recently, many arguments have been made both for, and against school choice; but at the root of it all, it is designed to provide multiple different schooling options, to best fit the needs of every student. Some examples of alternative education include: Charter Schools - Charter schools are public schools that have a higher independence from their respective school district and board, compared to traditional schools. While they may have to adhere to certain government and state regulations, the schools are responsible for creating their own rules and agenda (hence the name, "charter"). They do receive funding from their state, but it is in accordance with overall student performance. The key difference between traditional schools, and charter schools, is that the latter exercise greater flexibility over their curriculum and management. Cyber Schools - Cyber schools are public schools that are based and held within a cyber-layout. While they function similarly to traditional schools, the curriculum, classes, staff-student communication, and other aspects primarily takes place through an online medium. Students enrolled in a cyber-school have the ability to attend classes and complete work in an environment of their choosing, so long as they have internet access. Magnet Schools - Magnet schools have specialized courses and curricula, in areas such as STEM (Science, Technology, Engineering, and Math) subjects, the arts, and world languages. While at first glance, they may seem similar to charter schools, they are a part of their respective school system and district, and adhere to any regulations. Why it's Important For all youth, school should be a positive, safe environment, where they are able to work and learn to their full potential. Unfortunately, some students don't experience this in traditional brick and mortar schools. Whether it's due to bullying, staff inattentiveness, or other underlying factors, some students can't succeed, or receive the support that they should. On another note, students may have other ongoing, personal problems, such as family issues, medical problems, and job schedules. Some alternative education options may not always work well for students. But they should at least be able to have those options available. By promoting school choice and listening to the students' needs and wants in terms of schooling, more youth will have the ability and potential to succeed. And success in education is one of the most important things a student can have. That's why the PACCT PYLN Service Project Committee is dedicated to advocating for school choice. As cyber school students ourselves, we understand how having access to alternative education options can truly be life changing. Sources: -Uncommon Schools -Magnet Schools of America |