Here is today's Kansas Commission on Disability Concerns (KCDC) Disability News message. I hope you have a wonderful day.?
Martha
Martha K. Gabehart | Executive Director
Kansas Commission on Disability Concerns (KCDC)
Kansas Governor Laura Kelly
900 SW Jackson, Suite 100 | Topeka, Kansas 66612
(785) 296-6525 (direct) | (785) 260-4027 (cell)
[email protected] | www.kcdcinfo.ks.gov
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This information was shared by the Kansas Commission for the Deaf and Hard of Hearing (KCDHH)
From: Lizzie Bloom <[email protected]>
Date: Tue, Apr 18, 2023 at 2:05 PM
Subject: [NAD Affiliates] PR: Teaching Sign Language on Social Media Platforms
PR: www.nad.org/2023/04/18/teaching-sign-language-on-social-media-platforms
Video: https://youtu.be/wEiav6ymoVw
The NAD affirms that the teaching of sign language in social media needs to be done by members of the Deaf, DeafBlind, DeafDisabled, Late-Deafened, and Hard of Hearing communities who are heritage signers. It is important to recognize and respect the expertise of heritage signers who teach and to prioritize their knowledge and experience.
On social media, there have been many hearing people ?teaching? sign language but do not have the same level of cultural and linguistic understanding of our sign languages as heritage signers. Regardless of their intent to teach, these hearing people often do not have the knowledge or experience necessary to teach sign language in a culturally appropriate and linguistically accurate manner. As a result, the misinformation caused by those without the proper expertise that post ?how to sign? videos on social media platforms often spread wrong signs and cultural contexts, which can be damaging to our communities and our linguistic rights. These untrained people are also taking jobs away from heritage signers.
The rapid spread of unqualified people teaching sign language on social media platforms leads to devastating harm to our communities. Hearing influencers on social media can support our communities by amplifying only heritage signers and advocating for them to have equal access to resources and opportunities.
--
Lizzie Bloom
Director of Engagement
she/her/hers
www.nad.org
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The 2022 Annual Report of the Statewide Independent Living Council of Kansas (SILCK) is attached below (two files). If you have questions, you can reach out to Kathy Cooper, Executive Director at [email protected]
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This message is from the LEAD Center on Workforce Investment and Opportunity Act (WIOA) Policy Development.?
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Save the Date! Advancing Financial Mobility within Native Communities
Wednesday, May 3, 12:00-1:30 P.M. ET
The White House Initiative on Advancing Educational Equity, Excellence, and Economic Opportunity for Native Americans and Strengthening Tribal Colleges and Universities (WHI TCU), along with the U.S. Department of Education and the U.S. Department of Labor, is hosting a virtual, four-part, dialogue series that addresses multiple topics that impact employment for American Indians and Alaska Natives.
This virtual dialogue, the third in the series, will review economic disparities and access to financial resources within Native communities. The American Indian and Alaska Native communities in the United States continue to face pervasive structural barriers to economic advancement. According to the 2020 Census Illuminates Racial and Ethnic Composition of the Country Report, 9.7 million people identified as American Indian and Alaska Native in 2020, accounting for 2.9 percent of all people living in the United States. Yet, Native people are held back by persistent disparities in employment, income, banking access, and education. These disparities impact their economic well-being and mobility. Speakers will share strategies for supporting Native individuals, including those with disabilities, with resources for economic self-sufficiency, the importance of banking, and financial education. You will also hear personal stories from Native speakers with disabilities on their financial journey to economic advancement and self-sufficiency.
Event Objectives:
? To gain a deeper understanding of the impact of financial inequalities within urban and rural Tribal communities.
? To understand the impact of asset-building tools offered by Native-led nonprofits and Native Nations.
? To learn about personal journeys of success from multiple perspectives within Native communities.
? To identify promising Native asset-building practices, areas of need, resources, and policy considerations to inform a national policy agenda.
REGISTER FOR THE MAY 3 VIRTUAL DIALOGUE!
Previous Dialogues:
? Mental Health within Native Communities: A Story of Resilience, Recovery, and Employment (November 1, 2022)
? Helping Native Youth Succeed through Family and Community Engagement (March 15, 2023)
The LEAD Center is committed to ensuring that all attendees can participate fully in its webinars. We provide live CART and ASL interpreting for all our webinars, but if you would like an additional accommodation, please email Elizabeth Layman at [email protected] within 7 days of the event.
www.leadcenter.org
The LEAD WIOA Policy Development Center is led by National Disability Institute and is fully funded by the Office of Disability Employment Policy, U.S. Department of Labor, Grant No. OD-38977-22-75-4-11.
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The Kansas Commission for the Deaf and Hard of Hearing (KCDHH) has submitted a public comment, please see the attachment.
Proposed Rule 160: Broadcasting or Recording a Court Proceeding for Public Access
The Kansas Supreme Court is accepting public comment on proposed Rule 160: Broadcasting or Recording a Court Proceeding for Public Access in Rules Relating to District Courts. The proposed rule permits district courts to broadcast or record a live court proceeding; provides guidance related to the broadcast or recording; and, assigns responsibilities regarding the preservation of protected attorney-client communications. Source: Kansas Judicial Center - KS Courts
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This message is from the Office of Disability Employment Policy (ODEP) Employment First Community of Practice (CoP)
View this email in your browser.
Disability Innovation Fund application is Now Open!
Dear Community of Practice ?
The Disability Innovation Fund Application has been released by the Department of Education. To apply, please see the federal registrar notice at:
The brief summary below was developed from the Disability Innovation Fund - Pathways to Partnerships (P2P) webpage at:
? https://rsa.ed.gov/about/programs/disability-innovation-fund-pathways-to-partnerships.
State Vocational Rehabilitation Agencies and State Education Agencies are eligible to apply.
The purpose of the Disability Innovation Fund (DIF) Program is to support innovative activities aimed at increasing competitive integrated employment (CIE) for youth and other individuals with disabilities.
The Department of Education intends to fund multiple innovative model demonstration projects focused on the creation of systemic approaches to transition services for children and youth with disabilities. Ensuring that key agents of change and required partners (State vocational rehabilitation agencies (SVRAs), State educational agencies (SEAs), local educational agencies (LEAs), and federally funded Centers for Independent Living (CILs)) are actively collaborating to support coordinated transition processes is critical to the success of children and youth with disabilities.
Projects funded will:
? Develop an innovative model of collaboration and partnerships, with coordination of funding from, and a seamless system of services provided by, the required partners (SVRAs, SEAs, LEAs, and CILs).
? Include innovative approach to the provision of seamless transition services focused on career exploration, CIE aspiration, and achievement of CIE for children and youth with disabilities, leveraging the expertise of the required partners to increase the success of the transition process.
? Include an evaluation of the training provided to? youth service professionals who are implementing the innovative model, including but not limited to service providers, aides, other professionals who provide, for example, skills training, professional development, and cross-agency training; children and youth with disabilities (i.e., in soft skills training, career exploration training, and job readiness training); and support systems of children and youth with disabilities (i.e., in advocacy, financial planning, and transition planning).
? Promote opportunities for career exposure for youth such as internships and apprenticeships. To promote transparency and provide tools for sharing best practices, the project also must establish a project-specific website geared toward actionable items, such as information that is for the youth service professional (i.e., program descriptions and information, resources, online training opportunities, etc.) or project participant resources for children and youth with disabilities (i.e., interest inventories, career exploration including virtual employer tours, job duties, educational courses that support specific careers, resources for transitioning from middle to high school or high school to post-secondary education or employment).
? Include resources, as they are being developed that would allow for the replication of certain aspects of the project throughout the life of the project.
? Develop collaborations into partnerships that leverage resources to implement a cohesive service delivery model that supports successful postsecondary experiences for children and youth with disabilities and their support systems.
Copyright ? 2023 Economic Systems Inc., All rights reserved.
Our mailing address is:
Economic Systems Inc.
3120 Fairview Park Dr
Suite 500
Falls Church, VA 22042
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