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Despite the fact that one-in-five people in America has a disability and the Americans with Disabilities Act (prohibiting discrimination based on disability) has been law of the land for nearly 30 years, people with disabilities are not fully welcomed, respected, accepted or included in our work and communities. This is true even in the places where you think they would be – at foundations and nonprofits.
Nonprofits and foundations are full of good work and good will. Nearly three-quarters (72 percent) of people who work in the social sector say their organizations have a made a public commitment to Diversity, Equity, and Inclusion (DEI) and have policies that prohibit the group from denying people with disabilities equal opportunity to participate in services and activities. This new study, "Disability in Philanthropy & Nonprofits: A Study on the Inclusion and Exclusion of the 1-in-5 People Who Live with a Disability and What You Can Do to Make Things Better," examines the current landscape of disability inclusion in nonprofits and foundations, as well as what is working, what helps, and how we can all do better.
Center for Economic and Policy Research;
Most Americans know that their earnings are subject to the Social Security payroll tax. Not as many are aware that the amount of earnings subject to the tax, while liable to change, is capped at the same level for everyone, regardless of total earnings. This year, the maximum wage earnings subject to the payroll tax is $132,900.
The cap on the Social Security payroll tax means that those with the highest earnings effectively pay a lower rate. People who earn a million dollars a year pay this tax on about an eighth of their earnings. People who earn a quarter of a million dollars pay the tax on just over half their earnings. It is important to note that this just applies to wage earnings, not other forms of income. If the individual earning $250,000 a year makes another $250,000 from investments, then they end up paying the Social Security tax on about a fourth of their income. The vast majority of workers fall below the $132,900 cap though, and have significantly less stock or other income, if any. As a result, all or most of their income is subject to the payroll tax.
Urban Indian Health Institute;
This report assesses the needs of the urban disabled and Elder AI/AN population in King County, WA by analyzing data from survey results and key-informant interviews with community members.
Ian Potter Foundation;
This document is intended for future applicants and grantees in the Disability program area. It contains the summarised learnings of all Disability grantees over the past seven years.
The information documented here has been taken from the final reports of Disability grantees, which were submitted to The Ian Potter Foundation following the completion of their projects. As such, the views expressed here do not necessarily represent the views of The Ian Potter Foundation.
Please note that the guidelines for the Disability program area have recently been narrowed, and as such the learnings in this document may be broader than our current objectives. The current Disability objectives are as follows:
Encourage innovative approaches to increasing employment opportunities for individuals with disability.
Money & Movements brought together 100+ activists & funders to strategise about the future of resourcing feminist movements and social change globally. We came from around the world and across movements – women's rights, sex workers' rights, LBQTI rights, youth, indigenous rights, environmental and economic justice, disability rights, health, and more.
Together, we asked:* What is the change we want to see... bold and fully-resourced?* What do our movements need to be resilient?* What would a transformative funding ecosystem look like?* What is the future of funding?
Each of these graphics illustrates a key takeaway from Money & Movements. They are meant to inspire funders and movements seeking to build a more just world. Learn more and find versions of this tool in Spanish and French at: https://www.mamacash.org/en/money-and-movements
MasterCard Foundation, The;
This background paper explores the dynamics that affect transitions from primary to lower secondary school, with a focus on equity. It forms part of series of papers contributing to a broader initiative of tracking the demand and supply sides factors that influence access to secondary education and prepare African youth for the future of work. Whilst case studies have been drawn from Ghana and Rwanda to assess their strengths and weaknesses to educational reforms, emphasis is on transitions from primary to lower secondary schools in the whole of sub-Saharan Africa. The background paper is in two main sections: review of factors affecting transitions in sub-Saharan Africa, and case study analyses for Ghana and Rwanda with the following themes guiding the discussions: Theme 1: Access to education, progression and completion rates in primary and secondary schools; Theme 2: Trends and realities in secondary education: Equity in progression and transitions – from primary to lower secondary and upper secondary schools and equal opportunities for children with disabilities, members of religious and ethnic minorities and other forms or multiple cases of vulnerabilities; Theme 3: Learning outcomes, employability and well-being of youth with and without secondary education; Theme 4: Actionable recommendations to policymakers, implementers, donors and other stakeholders on how to improve transitions from primary to lower secondary for the marginalized populations.
Since 2004, Kessler Foundation has provided more than $41.5 million in support initiatives that expand opportunities for people with disabilities. This White Paper assesses the diverse grants supported under the Foundation's Signature Employment Grant (SEG) program from 2009-2015. The SEG program funds pilot initiatives, demonstration projects, and social ventures that generate new models to address the employment gap between people with and without disabilities. Based on the independent external evaluations of more than 20 SE grants by experts at the John J. Heldrich Centerfor Workforce Development at Rutgers University, five strategic elements were identified as common to successful projects. The paper details illustrative examples of the contributions of these elements to the success of selected SE grantees, namely, 1) A focus on changing attitudes about people withdisabilities and their ability to work, 2) A person-centered approach to employment, 3) Technological platforms or model documentation, 4) Strong community partnerships, and 5) Wrap around services. The markers for success were increased employment of people with disabilities, employer and program participant satisfaction, and model replicability. These lessons learned from Kessler Foundation's experiences in grant making are important considerations for all who seek greater inclusion of individuals with disabilities in our workplaces.
Norman Lear Center, USC Annenberg School for Communication & Journalism, The;
The study reveals how little top-grossing movies have changed when it comes to the on-screen prevalence and portrayal of females, underrepresented racial/ ethnic groups, the LGBT community, and individuals with disabilities. The study is the largest and most comprehensive intersectional analysis of characters in motion picture content to date.
Disability Rights Fund, Inc.;
This Progress Report is an update to the 2013 "One in Seven" Report about Disability Rights Fund (DRF) and Disability Rights Advocacy Fund (DRAF's) early years. This report lifts up the accomplishments of the past ten years, celebrates the voices of persons with disabilities, and offers a pathway towards building the future together.
Mathematica Policy Research, Inc.;
"Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education, Volume 3: Comparisons Over Time" presents new information on trends in the characteristics and experiences of youth in special education across the country. The report compares survey data from NLTS studies in 1987, 2003, and 2012 focusing on trends for 15- to 18-year-olds with an Individualized Education Program (IEP) overall and in each of 12 federal disability groups.
SSI/SSDI Outreach, Access, and Recovery (SOAR);
SSI/SSDI Outreach, Access, and Recovery (SOAR) helps states and communities increase access to Social Security disability benefits for eligible adults who are experiencing or at risk of homelessness and have a serious mental illness, medical impairment, and/or a co-occurring substance use disorder. Funded by the Substance Abuse and Mental Health Services Administration (SAMHSA), the SOAR Technical Assistance (TA) Center develops and provides systems planning, training, and technical assistance to support the implementation of SOAR nationwide.
As part of California's new accountability system, the California School Dashboard provides educators as well as the public with data about how schools and districts are performing on a variety of indicators in order to identify strengths and weaknesses, and highlights performance gaps among student groups.
According to Dashboard data, which uses ten indicators of school success, many California districts struggle with providing the necessary supports for students with disabilities to ensure them an equitable education.
This 75-minute webinar examines how utilizing California School Dashboard data (in addition to other data) can be part of a systemic plan to improve academic outcomes for students with disabilities.
Who Will Benefit
California school district leaders (superintendents, assistant superintendents, chief academic officers, and directors)
What You Will Learn
How to understand and interpret California School Dashboard data about student groups, specifically students with disabilities
What other indicators and data sources can help administrators understand and navigate the complex landscape of supporting special education students
How to use data to guide conversations and strategic decision-making
Identify practices and strategies that educators and administrators can implement to improve outcomes for students with disabilities
Diana Blackmon, former Special Education Training Specialist, Center for Prevention and Early Intervention at WestEd
Tran Keys, Senior Researcher, Comprehensive School Assistance Program at WestEd