The next meeting date and time for the group will be announced SOON!
For more information, please contact Lara Roberts LeBeau.
Contact:
Lara Roberts LeBeau, Assistant Director of Testing Services at Rowan University.
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DEI Prof-spectives
Three powerful landmark pieces of legislation surrounding Disability Rights, including Section 504 of the Rehabilitation Act of 1973, Individuals with Disabilities Education Act (1975), and Americans with Disabilities Act (1990), have provided an opportunity for all disabled people throughout the United States. In addition, the United Nations Convention on the Rights of Persons with Disabilities (2006) has been an important convention for all disabled people throughout the world. The hard work and praise of the legislative policies and the global convention can be attributed to a woman named Judith Heumann, who is a Disability Rights pioneer and the Mother of the Disability Rights Movement. Heumann’s self-advocacy and larger advocacy for the disabled community demonstrate ways in which she paved the path for Disability Justice throughout the world.
In this post, we share a tribute to Judith Heumann, written by Raymond Wos, Jr., and Dr. Brent Elder. Then, Raymond Wos, Jr. shares his personal connection to the benefits of the activism and legislation work of Judith Heumann.
Written by: Raymond Wos, Jr., Assistant Vice President of Diversity, Equity, and Inclusion, Student Government Association; Beta Gamma Chapter President, Delta Alpha Pi, Intentional Honor Society for Students with Disabilities, and Public Relations Officer, Neurodiversity Club
Dr. Brent Elder, Associate Professor of Interdisciplinary and Inclusive Education; Rowan’s College of Education,
Key Terms:
Ableism – Discrimination or prejudice, whether intentional or unintentional, against persons with disabilities.
Accommodation – An accommodation is a modification, whether in the classroom or in the workplace, that ensures that a person with a disability can complete required tasks and functions.
Accessible – Accessible spaces and programs are made to be inclusive, and generally don’t require accommodations. Accessibility is not only in response to disability.
Americans with Disabilities Act (ADA)– Federal civil rights law designed to ensure that persons with disabilities are fully included in society and protected from discrimination.
Identity First Language (IFL) - Identity first language, such as saying “disabled person” emphasizes the disability as an identity. IFL came from a countermovement in response to person first language by some disabled people who recognize their disability as part of who they are, not something to distance themselves from. Some disabled people prefer IFL.
Non-Apparent Disability - Disabilities that are not immediately apparent. They can be physical, mental or neurological conditions that limit a person’s daily functions. They are also sometimes referred to as hidden disabilities.
Mobility Aid - A device that assists a person to move around. They can include wheelchairs, walkers, crutches, canes, braces, and other similar devices.
Neurodivergent- Refers to a person with a brain/mind that functions differently than socially established norms.
Neurodiverse- Refers to a group comprised of both neurodivergent and neurotypical people; group diversity.
Neurodiversity – Neurodiversity is the full range of variations in cognition, learning, behavior, and socialization that exists within the population. Individuals identifying as neurodivergent may include those labeled with dyspraxia, dyslexia, attention deficit hyperactivity disorder (ADHD), dyscalculia, autism, and Tourette syndrome.
Neuroqueer- A term with fluid meaning typically used as an identity or as an action to challenge both neurocognitive societal norms and gendered societal norms.
Neurotypical- Refers to a person with a brain/mind that functions in alignment with socially established norms.
Section 504 of the Rehabilitation Act of 1973 is the first-ever civil rights law that prohibits discrimination on the basis of a disability.
Individuals with Disabilities Education Act (1975) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related service to those children.
Americans with Disabilities Act (1990) is a civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and all public and private places that are open to the general public.
United Nations Convention on the Rights of Persons with Disabilities (2006), The purpose of the present convention is to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities and to promote respect for their inherent dignity. Persons with disabilities include those who have long-term physical, mental, intellectual, or sensory impairments which, in interaction with various barriers, may hinder their full and effective participation in society on an equal basis with others.
A Tribute to Judith Heumann
Written by: Raymond Wos, Jr., and Dr. Brent Elder
Graphic description: Picture of Judith Heumann smiling, wearing a blue floral shirt and glasses. She is holding up two of her books, including: Being Heumann and Rolling Warrior.
Judith E. Heumann was born on December 18, 1947, and contracted polio at 18 months which required her to become a wheelchair user for the rest of her life. Over time, she became known as an American pioneer and activist for disability rights and an internationally recognized leader in the disability community. She was one of the world’s leading voices focusing on the rights and independence of people with disabilities. She later came to be known as the Mother of the Disability Rights Movement.
Judy graduated from Long Island University (LIU) in 1969 and received her master’s degree in public health from the University of California at Berkeley in 1975. Upon graduation from LIU in 1969, Ms. Heumann was denied her New York teaching license because the City of New York school board did not believe she, a wheelchair user, could get herself or her students out of the building in case of a fire. In the Heumann v. Board of Education of the City of New York case, she sued the school board and won. She became the first teacher in the state to be a teacher who is a wheelchair user.
A few years later, in the early 1970s, President Richard Nixon vetoed the Rehabilitation Act of 1973 twice. However, due to these actions, Disabled in Action organized a demonstration in NYC with a sit-in led by Judy along with 80 other activists on Madison Avenue which halted traffic. In 1974, she served as a legislative assistant to help develop the Individuals with Disabilities Education Act (IDEA) and then a year later the 504 Sit-In happened when Joseph Califano, refused to sign the regulation of the Section 504 of the Rehabilitation Act of 1973. This led to the longest sit-in at a federal building in American History by both Judy, Kitty Cone, many other disabled activists and their allies, that lasted nearly a whole month. They received support from Delancey Street Foundation, the Salvation Army, Jefferson Airplane, and the Black Panther Party from Brad Lomax. After the sit-in, Califano signed and enacted the regulation on April 28th, 1977.
A few decades later, in 1990, she played a pivotal role within the Americans with Disabilities Act (ADA) and again in 2006, working with the United Nations to create the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD).
Later in life, Judy has written two books with Kristen Joiner called, Being Heumann and Rolling Warrior. She started a podcast called, Heumann Perspective and a part of Crimp Camp, a documentary of the Disability Revolution.
Judith E. Heumann passed away on March 4th, 2023. Her contribution nationally and internationally to the disability community has lit the way and paved the path for disability justice activists and their allies throughout the world that felt an impact. She left an impact on the Rowan community to receive an honorary doctorate degree in Humanities in 2019. The Rowan community and the disability community cannot thank her enough for all of her activism and advocacy to Disability Justice throughout the world.
Raymond Wos, Jr., Personal Connection to the Advocacy Efforts of Judith Heumann
Judith Heumann has fought millions of disabled lives to have civil rights and education rights for people with disabilities. Her advocacy has truly been life-changing, especially since I have personally been able to benefit from landmark legislation that Heumann has participated in to help see change for the future of the disabled community. In this personal perspective, I share and reflect on the benefits of the activism and legislation work from Judith Heumann and share how her advocacy and dedication have benefited me throughout my life.
I’m a person who has invisible disabilities, which people are not able to see on the immediate appearance of a human and neurodivergent, which was coined by Kassiane Asasumasu and is defined as a brain that functions in ways that diverge significantly from the dominant societal standards of “normal.” Some examples can include developmental, intellectual, psychiatric, or learning disabilities. However, I have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and Generalized Anxiety Disorder (GAD) at the age of 6. Fast forward to the present day, in 2021, I was diagnosed with Autism Spectrum Disorder (ASD) around 22 to 23 years old.
When I started first grade, I struggled with a larger classroom size of twenty-five (25) kids within a class. It caused me to become very anxious and not be able to focus in my classes. After being evaluated by a few professionals within the state, I was finally able and lucky to receive services under the Individuals with Disabilities Education Act. I received services in Special Education with a small classroom size which was a resource classroom setting. In addition, under IDEA, I was able to participate in public education further because I received an Individualized Education Program (IEP) as well through 2nd grade to 12th grade. Also, I was protected under the Americans with Disabilities Act, which allowed me to be in the area and space like everyone else in society. I was able to be successful both inside and outside of the classroom.
After graduating from high school, I wasn’t able to use IDEA and my IEP. I was able to transition all of my documentation to a 504 Plan throughout my time at community college and now at Rowan. Again, I have gained access to education within our society due to Section 504 of the Rehabilitation Act of 1973. Since I was able to get an education for it, I have received my associate degree in Education. Now, working toward my degree in both Subject Matter Education and History at Rowan.
Judith Heumann's actions provided me with opportunities to receive an education through public school, community college, and here at Rowan University. I was able to become successful, strong, and empowered to gain equitable opportunities like everyone else within our society because of Judy’s work of activism and legislative action. In addition, I know that many other members within the disability community and the allies can relate as well from the actions that she did for the community through Section 504, IDEA, ADA, and the UN Convention on the Rights of Persons with Disabilities.
Besides her action to help me and millions of other people throughout their education career, there are still issues that the Disability community faces every day in society and not a part of the conversation on major decisions within our nation. She started and paved the way for the community to strive, but we now must continue her fight and our fight for disability justice as members and allies! More than ever to self-advocacy and advocate for our community!
Finally, a quote from Judy Heumman, “I wanna see a feisty group of disabled people around the world…if you don’t respect yourself and if you don’t demand what you believe in for yourself, you’re not gonna get it.”
Rest in Power and Fight like Judy!
Rowan University Community of Support for Disabled and Neurodivergent Individuals:
Faculty and Staff Neurodiversity Ally Group: The Faculty and Staff Neurodiversity Ally Group is a group to learn and engage about neurodiversity towards advancing a more inclusive and equitable Rowan University campus. Neurodiversity is the full range of variations in cognition, learning, behavior, and socialization that exists within the population. Individuals identifying as neurodivergent may include those labeled with dyspraxia, dyslexia, attention deficit hyperactivity disorder (ADHD), dyscalculia, autism, and Tourette syndrome.
Neurodivergent Employee Resource Group: The Neurodivergent Employee Resource Group is a private community for neurodivergent Rowan faculty and staff. Group members offer resources and support to one another by listening, sharing, and/or assisting each other around neurodivergence. 'Neurodiversity' is the full range of variations in cognition, learning, behavior, and socialization that exists within the population. Being 'neurodivergent' refers to having a brain/mind that may function differently than socially established norms. Individuals identifying as neurodivergent may include those labeled with dyspraxia, dyslexia, attention deficit hyperactivity disorder (ADHD), dyscalculia, autism, and Tourette syndrome. Neurodivergent refers to a person with a brain/mind that functions differently than socially established norms.
All meetings will be held virtually. If you identify as neurodivergent or think you may identify as neurodivergent, you are welcome here!
To join this group, please sign up at https://forms.gle/cfGEh3QxYZY7z5Es5 or email Serena Powell at powellse@rowan.edu.
The Center for Neurodiversity: The Center for Neurodiversity was established as a result of the work of the Neurodiversity Taskforce, a task force comprised of neurodiverse faculty, staff, students and community partners. Neurodiversity, simply put, is recognizing mind differences as natural human variation and as valuable. Foundational to the work of the Center for Neurodiversity are shared tenets of neurodiversity culture:
- valuing neurological differences as diversity and as one of many aspects of identity,
- recognizing that a variety of minds benefits society,
- viewing neurodivergence from a strength perspective, and
- understanding that neurodiversity and disability co-exist
Rowan University Office of Accessibility Services: The Office of Accessibility Services provides accommodations and assistance to students with various documented disabilities in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990.
SJICR Sensory Room: The Office of Social Justice, Inclusion, and Conflict Resolution offers a sensory room on Rowan University's main campus in Hawthorne Hall, Room 202. The goal of the sensory safe room is to provide students, faculty, and staff who may require a low-stimulating sensory environment with a space to decompress, stim, and soothe while in a safe and affirming atmosphere. For more information, please email SJICR, socialjustice@rowan.edu
For all student complaints involving discrimination and harassment, please visit go.rowan.edu/titlevi