Fannie Lou Hamer (1917–1977), a civil rights activist with multiple disabilities, was a pivotal figure in the fight for Black enfranchisement, women’s rights, and civil rights.
Brad Lomax (1950-1984), a Civil Rights leader and disability rights activist, brought together the two movements to present a united front in the fight for equity.
From the start, the disability rights movement has been inextricably interwoven with Black Americans’ fight for civil rights.
The Civil Rights Movement of the 1960s inspired many disability rights advocates, who used the model and tactics demonstrated by Black activists to pursue deinstitutionalization and legal rights.
Black disabled activists, as well as Black supporters without disabilities, provided instrumental support to the disability rights movement from the beginning—and strong alliances linked the two movements.
Lois Curtis is a Black disability activist and artist best known for her role as a plaintiff in the Olmstead vs L.C. Supreme Court Case establishing the right of people with disabilities to live independently.
The Center fully supports the Keep Our Promise to America’s Children and Teachers (PACT) Act, which sets forth a plan to fully fund Title I and the Individuals with Disabilities Education Act (IDEA).
The Center for Learner Equity is outraged about Rep. Majorie Taylor Greene’s assignment to the House Education and Labor Committee.
The Center applauds the new Biden administration for prioritizing students’ needs during COVID-19 by issuing an executive order supporting the reopening and continuing operation of schools. Students, especially those already on the margins, have borne disproportionate impacts from the pandemic, and swift action is necessary to ensure equity and avoid additional learning loss.
In response to recent news that President-elect Biden has selected Dr. Miguel Cardona as his nominee for Secretary of Education, the Center has signed on to a statement with fellow disability rights organization thanking the transition team for their efforts and encouraging Dr. Cardona to prioritize educational equity, including for students with disabilities.
The National Center for Special Education (the Center) has released a new report examining trends related to enrollment of students with disabilities in Colorado charter schools. Through this report, the Center documented enrollment trends across the state and by authorizing entity, surfaced contributing factors, and identified opportunities for key stakeholders to make short- and long-term changes that can improve students with disabilities’ ability to access and thrive in charter schools.
The COVID-19 global health crisis has upended the continuity of learning for
students with disabilities. Despite these ongoing challenges, the right to a free
appropriate public education (FAPE) for students with disabilities remains in
place. As schools shift to more distance learning, teams of educators are left
to redesign what FAPE looks like when they cannot be physically present with
their students. This guide offers a decision-making model that aims to balance
individual student needs within a virtual learning context, as well as a range of
exemplars showing how this model can be applied.