Location: Ironwood

Parent Panel: Lived Experiences Parenting with Disabilities

Individuals with disabilities have long been excluded from parenting literature, due to antiquated beliefs of their universal unfitness to raise children. Recent literature, though, suggests that women with disabilities experience pregnancy at the same rate as women without disabilities (Horner-Johnson et al., 2017). Parents with disabilities also report struggles accessing support services (Mitra et al., 2016). Directing research activity and disability expertise toward strengthening social supports for parents with disabilities was called for to reduce disparities. The Arizona Developmental Disabilities Planning Council (ADDPC) has funded three projects to investigate differing topics within the area of parenting with disabilities, focusing on how social workers and home visitors can bridge this gap of support for parents with disabilities.

Horner-Johnson W, Darney B, Kulkarni-Rajasekhara S, Quigley B, Caughey A. Pregnancy among US women: differences by presence, type, and complexity of disability. Am J Obstet Gynecol. 2016;214(4):529e1-529e9.

Mitra M, Long-Bellil L, Iezzoni L, Smeltzer S, Smith L. Pregnancy among women with physical disabilities: Unmet needs and recommendations on navigating pregnancy. Disabil Health J. 2016;9(3):457-463. doi:10.1016/j.dhjo.2015.12.00

Key Learning Outcomes

1) Understand some of the positive things about being a parent with a disability and the different perspectives being a parent provides
2) Understand how parents with disabilities can parent with appropriate supports
3) Leave with a wider knowledge of the barriers parents with disabilities face

PATHS: Providing Accessible Training and Home Support for Parents with Intellectual Disabilities in Arizona

There are limited formal supports available to individuals with intellectual disabilities (ID) when they become parents. In addition, parents with ID and their children experience a higher risk of negative outcomes in health, development, and child welfare involvement. Evidence-based home visiting programs (EBHV) support parents and children in their homes while utilizing an evidenced-based curriculum to help families meet the developmental and health needs of their young children. According to West & Dibble, 2022, “There is strong theoretical support for EBHV as a strategy to help address the needs of parents with ID.” Since the passing of the Maternal, Infant, and Early Childhood Home Visiting (MIECHV) legislation in 2010 under the Affordable Care Act, the presence and availability of evidenced-based home visiting programs has increased. These programs are widely available to parents across the state of Arizona. Unfortunately, there have been few studies that have examined the ability of evidence-based home visiting programs and the competency of their staff to appropriately implement support services to parents with ID. PATHS aims to bridge the gap in order to optimize the support services being offered by home visitors of parents with ID in the state of Arizona through supplemental materials and trainings.

Key Learning Outcomes

1. Participants will gain an understanding of the general disparities found in research and practice of supporting parents with intellectual disabilities
2. Participants will learn about the PATHS project, its history, and its role in helping evidenced-based home visiting programs (EBHV) meet the needs of parents with intellectual disabilities. The future of PATHS will also be discussed.
3. Participants will be introduced to the supplemental and training materials created by PATHS to support EBHV programs meeting the needs of parents with ID.

Coding Education and Accessibility in Schools

Software developing is one of the fastest growing fields in America. Because of this coding is being integrated into schools from a very young age. With a gap in coding education for students with visual impairments, APH has sought to provide adapted coding education materials. According to a 2018 Stack Overflow survey of 64,000 developers, 1 out of every 100 software developers is blind/ visually impaired. In January 2022 survey of 1,000 U.S. students commissioned by KX, a global provider for real-time analytics and data management software, found that 35% of the students surveyed reported that cannot currently code said that the lack of educational access is the primary barrier holding them back from learning. Code Jumper, Code Quest, and the Accessible Code and Go Mouse are available under Federal Quota and help bridge the gap in coding education for students with visual impairments.

Key Learning Outcomes

1. Participants will gain knowledge of the Coding products that are available for students through APH.
2. Participants will learn the strengths and differences of each device to better determine which product will work best for each student they service and how each device can be integrated into all school subjects.
3. Participants will be able to code on the Code Jumper, Code Quest, and Assessable Code and Go Mouse

Getting In Touch: Providing Classroom Solutions for Blind Children through Technology and Tactile Literacy Skills

The Monarch is an incredibly innovative device which is slated to be released to the public during the fall of 2024. It has the potential to make available to blind students a world of tactile graphics and multi-line electronic Braille text to which students have never had access. However, research, combined with a large amount of anecdotal evidence, suggests that, in order to maximize the potential benefits of the Monarch, blind students need far more intentional instruction in tactile literacy than they are generally receiving.

During the first part of this presentation, participants will learn about and discuss tactile literacy teaching strategies for students of all ages. We will explore what works, what doesn’t work, and why.

During the second half of the session, participants will learn about the Monarch itself. We will explore its key features, demonstrate its powerful capabilities, and brainstorm a number of use cases as a group. Participants will also have an opportunity to touch the Monarch, with particular emphasis on viewing its tactile graphics and graphing capabilities.

For more information about the Monarch and the organizations involved with its development, please visit: https://www.aph.org/meet-monarch/

Key Learning Outcomes

1. Participants will learn and brainstorm at least 3 key strategies for helping blind students to interpret tactile graphics.
2. Participants will learn how the Monarch’s Editor, Braille Editor, Tactile Viewer, and KeyMath apps can support various classroom activities and assignments.
3. Participants will develop, as a group, at least three use cases for the new Monarch Braille Device.

Magnify This! Choosing the Best Magnifier for My Students

In the world of low vision, magnifiers of all shapes and sizes are crucial for not only education but also navigating the world around us. Magnifiers allow students to view the board, read books and assignments, and navigate their environment. Different magnifiers serve different purposes, whether that is in class, at home, or in public. Magnifiers allow those with low vision access to a world otherwise unavailable to them.

Key Learning Outcomes

1. Participants will gain knowledge of the 4 different magnifiers available through APH Federal Quota.
2. Participants will gain knowledge on how to OCR pictures on the Juno.
3. Participants will able to identify which magnifier is best for their students.

Using the APH Chameleon 20 & APH Mantis Q40 in Education

The APH Chameleon 20 and APH Mantis Q40 are the most frequent Braille notetakers in use in the United States. There are other more expensive Braille notetakers, but they are not used as frequently. These Braille notetakers are available under Federal Quota. This session will provide attendees with instruction on how to configure these devices and how to use them in the public school system. I have written training manuals on these two products that are available free at this location and will be the basis of the presentation: https://www.wssb.wa.gov/services/statewide-technology

Key Learning Outcomes

1. Participants will gain knowledge of the APH Mantis Q40 and APH Chameleon 20 and how devices best work with Windows computers, Chromebooks, and iPads. (Only use the APH Mantis Q40 with a Chromebook!)
2. Participants will be able to independently use the Editor in the APH Mantis Q40 and APH Chameleon 20 and will understand that it is a text editor. Participants will be able to create, save, and export student work.
3. Participants will be able to download books in the APH Mantis Q40 and APH Chameleon 20. Participants will be able to access their books and understand the reading commands required for navigation.

Working with Parents with Disabilities: An Overview for Social Workers and Social Service Providers

There has been growing global attention to parents with disabilities, with the recognition that parents with all sorts of disabilities regularly have and raise children. In the last several decades, researchers have studied a variety of issues related to parenting with a disability, including the overall prevalence of parents with disabilities (Man et al., 2017), parental support needs of parents with disabilities (Tarleton & Ward, 2007), parenting training programs geared towards parents with disabilities (Coren et al., 2011), services and supports for parents (West & Dibble, 2022), outcomes of children of parents with disabilities (Collings & Llewellyn, 2012), maternal and obstetric health for people with disabilities (Parish et al., 2015), and the overall experiences of parenting with disability (Moghadam 2017). The lead presenter of this session completed the original research that led to the National Council on Disability’s “Rocking the Cradle” report which highlighted the needs of parents with disabilities in the US (Lightfoot el al, 2010), as well as studies on parental support for parents with disabilities (e.g. Lightfoot & LaLiberte, 2010; Lightfoot et al 2018), and the intersections of parents with disabilities in the child protection system (e.g. Lightfoot & DeZelar, 2016, DeZelar & Lightfoot, 2020).

Key Learning Outcomes

1) Attendees will understand the current and historical context related to parenting with a disability in the United States, including eugenics laws, state laws that have parental disability as a grounds for termination of parental rights, and the current overrepresentation of parents with disabilities in the child protection system.

2) Attendees will be familiar with a variety of new models for working with parents with disabilities, including parent training, parent centered planning, and peer navigator models.

3) Attendees will be familiar with best practices for social workers and social service providers in supporting parents with disabilities.

Bridging the Gaps: Developing resources and curricula for parents with disabilities and health care professionals

Disability Studies has long noted that disabled persons are not often considered capable of sexual activity or even interested in sexuality. When they are, they are stereotyped as sexually deviant or at risk of sexual abuse, not as engaging in healthy sexual relationships (Pebdani & Tashijan, 2021). They are rarely thought of as potential parents (Friedman, 2022). They are not represented in sexual education materials taught in public education or information on pregnancy and childhood provided to young adults (Giles, Juando-Prats, McPherson, & Gesink, 2022). Information on the needs and desires of disabled persons carrying pregnancies to term and raising healthy children is sparse; several scoping reviews have noted this as a clear need for disabled persons (Pebedani & Tashijan, 2021).

Medical education often involves the diagnosis of DD but does not always include the care of people with DD. It also rarely involves the individualized care that many people with DD need; this is especially true for family planning and maternity care (Thompson, Stancliffe, Broom & Wilson, 2014). There is a need within the disability community for resources and assistance in making pregnancy-related choices, receiving accessible and responsive medical care, and obtaining the assistance and supports essential for parenting.

Key Learning Outcomes

Attendees at this session will be able to
1. Describe some of the barriers, gaps and needs related to pregnancy and parenting with a disability in AZ.
2. Learn about new resources and curricula developed to address needs and gaps related to parenting with a disability in AZ.
3. Learn about on-going collaborative efforts to support parents with disabilities.

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