In 2022, Easterseals Southern California (ESSC) had the privilege of contributing to a Bellwether study examining the disparities children of color with disabilities face in education, with a particular focus on Black children. The in-depth study uses research, data, and anecdotal experiences to better understand the discrimination that children of color with disabilities and their families experience in educational settings and make recommendations.  

 We sat down with Michele Dew M.S., CCC-SLP, the Director of Therapy Services at Easterseals-South, to get her thoughts on the findings of the report from both a personal and professional lens.  

Q. Please tell us why you think it’s important for people to understand the experiences and outcomes for Black children with disabilities during Black History Month? 

A. It’s important for everyone to understand these experiences and outcomes specifically during Black History Month because this is not only a time of celebration of accomplishments, but a time to reflect and determine if what we are doing is enough. Though the education system has come a long way from segregation, there is still a lot to be done to support Black children (and other ethnicities) with disabilities in the school system. This is a great month to highlight Black children, but also emphasize this is not the only month we need to pay attention.

Q. What was Easterseals SoCal’s role in this study?

A. Easterseals SoCal provided input through interviews and discussions with one of the study’s authors. We also connected a current participant’s mother with an author, and she participated in an interview.

Q. Who is this study for and how do you feel it should be used? 

A. Honestly, I feel this study is for everyone. It may be geared toward those who are educators, families of children and supporting team members, but everyone can benefit from this type of information. Studies like this should be used to update those in the education system and inform those who are not. When the government is deciding on funding for schools, this study should be part of the conversation.

 Q. Is there anything in the key findings that stood out to you?

A. There were so many points in the key findings that stood out to me. It was so relatable as a Black student and as a Black woman who worked in the education system or collaborated with the education system for almost 10 years.

• Parents of color are more likely to report major difficulties in accessing services. As someone who has worked in schools and seen it with my own eyes, often the family members have been treated so unfairly or with disrespect that they either come in ready for a fight or give up on the whole process.  
• Educators less frequently recommend students of color for services under Section 504, depriving these students of the academic supports these services provide. A section 504 plan could be VERY beneficial for many students. This type of plan would allow for accommodations such as more test time, a quiet area to take tests, using a “fidget” in class, and more.    
• Students of color with disabilities are disproportionately recommended for self-contained special education classes, depriving them of the opportunity for socialization and the higher academic expectations more common in integrated settings. This point really hit home for me. I went to a high school outside of Seattle with about 1,500 students and less than 100 students were Black. My senior year of high school, I realized I only had one class with two of the other Black students. In college, I learned this statistic and realized, most of them were in special education classes or what were called the “remedial classes.” Since I was in general education, I only saw them at lunch or in sports. 
• Families of children with disabilities whose primary language is not English face acute challenges and obstacles in accessing special education services. This is very prevalent in every state I’ve lived and worked in or with schools, D.C., Hawaii, Washington, and California. Though people are provided interpreters or translators, the communication is not as thorough and people who are learning English (or are deaf) are often addressed as if they are not as intelligent.  
• When families of color advocate for their children, they are often ignored or met with hostility — by contrast, white families are often listened to, and their interests accommodated. My mother would send my father to school for any conversations related to our educational path because he’s half white, has lighter skin with green eyes, and people reacted to him differently speaking his mind than they did with my mom’s heavy New York accent and confident spirit. He is known in our community, and she realized early he had to be the “face” of the family, especially when it came to school visits. I’ve also seen this in the school settings where Black women are deemed “crazy” or “demanding” when they are asking the same thing as white mothers. 

Q. What are additional examples of some of the disparities impacting Black children with disabilities in education? 

A. Some examples are:

• You’ll see in the article that white toddlers were five times more likely to receive early intervention support than Black toddlers. 
• 9% of Black students and fewer than 8% of Hispanic students with disabilities were identified for special education services in kindergarten, while nearly 12% of white students with disabilities were identified in this early grade. 
• White students receive services under Section 504 at higher rates than students of color.  
• Nearly 68% of all white students with disabilities spent at least 80% of their time in inclusive general education classes. Only about 63% of Hispanic students, 60% of Black students, and 57% of Asian students with disabilities spent that much time in inclusive classes. 
• During the 2017-2018 school year, Black students made up roughly 15% of the United States’ total student population, but 38% of students suspended and 39% of students expelled. White students, by contrast, made up roughly 47% of total students, yet just 33% of students suspended or expelled.  

Q. How do you feel this study may change the way Black children with disabilities are treated in the education system?

A. I hope this study opens the eyes of those who make decisions for students. I feel this study will inform those who are unaware of the injustices Black children with disabilities suffer from and support those who are trying to change the system.

Q. Can you share some of the things Easterseals Southern California is working on to address these concerns?

A. In addition to taking part in this study, ESSC is working with a variety of professionals and companies on providing implicit bias training, courses on multi-culturalism and a variety of education options for underserved and at-risk populations.

As a member of the “Inclusion, Diversity, Equity, and Accessibly (IDEA)” team within ESSC, I have first-hand knowledge and experience of the action items ESSC is taking. We are hoping to train all levels of staff on cultural sensitivity and other related topics. Though ESSC is not a school system, we have a Child Developmental Services line with classroom settings and we work with school districts, private schools, students, and parents in multiple ways. Our staff being equipped with this knowledge will better help us serve our participants across the lifespan.  

Whenever we’re faced with a new diagnosis or want to learn more about a topic, most of us head straight to Google for answers. While the internet is a great source of information, making sure your source is reliable can be tricky. That’s why our team at Easterseals collected a list of the most ‘Googled’ questions about autism and brought in our experts to provide the answers!  

With the help of Easterseals’ qualified autism therapy professionals and research specialists, you can be better informed about the topics that matter most to you and your family. Easterseals has provided Autism Therapy Services in Southern California for more than ten years, and we pride ourselves on combining the best researched methods and treatments to increase quality of life and build new skills.   

In our latest “Ask Me” video,  Easterseals Vice President of Behavioral Services, Dr. Jacqueline Ganley, answers your most Googled questions about Autism Spectrum Disorder (ASD).  

Watch the “Ask Me” video or read below to learn more about autism.    

Here are the Most Googled Questions about Autism:  

 1. What is Autism?  

Autism, also known as Autism Spectrum Disorder or ASD for short, is a neurological development disorder that currently affects one in 44 children in the United States. Autism Spectrum Disorder affects each individual very differently.  

2. What are some potential signs of Autism Spectrum Disorder (ASD)?  

 Most of the time, caregivers notice that their child has not met one or more 9 developmental milestone. Some potential signs of autism spectrum disorder  may fall in these three categories. First, is social communication. For example, not using or understanding gestures such as pointing or waving or having delayed speech. Second, is social interactions such as avoiding eye contact, not responding to their name or showing a lack of interest in other children. And third, is repetitive or restrictive behaviors such as rocking back and forth, fixations with patterns and routines and possibly having a sensitivity to things they see, hear, taste, smell or touch. It’s important to note some individuals will have noticeable signs and others may not.  

 3. What causes Autism Spectrum Disorder?  

 It is generally accepted that ASD is caused by differences in the brain, but what causes those differences is still unknown. The most current research indicates that there is no single cause and autism likely develops from a combination of genetic and environmental factors. 

 4. What should I do if I see signs of autism? 

 If you see signs of autism, first speak with your child’s pediatrician about your concerns. They may refer you to someone that specializes in diagnosing and treating autism spectrum disorder. An autism specialist will collect information, administer tests, and determine if your child qualifies for a diagnosis of ASD. Treatment is more likely to be more successful the sooner a child can access services.  

 5. What should I do if I still have concerns?  

 Remember, you know your child best. So, if you’re not getting the answers you need or aren’t being referred to an autism specialist,  be persistent, stand up for your child, consult with other professionals, and advocates and possibly seek out a second opinion.  

About Easterseals’ “Ask Me” Youtube Series  

Easterseals “Ask Me” video series features members of our dedicated team of service professionals answering frequently googled questions about topics that matter the most to you and your family. Our series was designed to provide information and educational support for people in the communities we serve and help them better understand Easterseals’ service lines, programs, and resources.   

 Future episodes will feature experts from our different service lines such as Living Options, Senior Day Services, and WorkFirst Employment Services, who will answer some of the top searched questions in their subject area. 

 About Easterseals Autism Therapy Services  

Easterseals’ Autism Therapy Services focus is on therapies that are proven to be effective in increasing skills of individuals with autism spectrum disorders and similar disabilities. Easterseals offers services throughout Southern California based on the science of Applied Behavior Analysis (ABA) for individuals diagnosed on the autism spectrum as well as Speech, Occupational and Physical therapy services. We are recognized for our extensive experience, and we are leading the way to 100% equity, inclusion, and access for people with disabilities, their families and communities. 

Easterseals Southern California (ESSC) Autism Therapy Services launched its START (Systemic, Therapeutic, Assessment, Resource, Treatment) Crisis Support Team in December 2022. This program supports individuals experiencing a crisis who have a history of a developmental disability and mental health concerns.  

The START team at Easterseals works closely with an individual’s physicians, mental health professionals, and occupational and speech therapists to coordinate a system of support to reduce crisis episodes and promote overall wellness.  

      Easterseal Southern California’s START team

“This service is not just about reducing crisis, removing problem behavior or reducing mental health symptoms,” said Rick Gutierrez, Autism Services Vice President of Clinical Strategy. “Rather, it is about improving the individual’s overall wellness from a biopsychosocial perspective. We want the people we serve to experience positive emotion, be engaged, and have meaning in their life.”  

START also offers a crisis hotline between 7 a.m. and 11 p.m., seven days a week, which will expand to 24/7 by summer of 2023.  

Currently, this service is only offered by referral from the East Los Angeles Regional Center (ELARC), but ESSC plans to take this model to support other regional centers that have yet to adopt the START model. To fully support this program and its expected growth, ESSC added 10 new associates dedicated to START services.   

“I’m very pleased we are able to expand Easterseals’ support to more individuals in our community,” said Rick. “Through this, we can directly put our mission at Easterseals in to play so that all individuals with a disability can live a more inclusive life.”  

Learn more about Easterseals Autism Therapy Services.

Do you have questions about autism? Are you unsure about a new stage in your child’s development?

Easterseals’ recently launched YouTube Series “Ask Me,” can be your guide.

The Ask Me series features members of our dedicated team of service professionals answering frequently googled questions about topics that matter the most to you and your family.

Learn directly from our associates as they answer questions like “What are signs of Autism Spectrum Disorder (ASD)?” and “How can I best support my child?”  

Our series was designed to provide information and educational support for people in the communities we serve and help them better understand Easterseals’ service lines, programs, and resources.  

Future episodes will feature experts from our different service lines such as Living Options, Senior Day Services, and WorkFirst Employment Services, who will answer some of the top searched questions in their subject area.

Our videos are currently available in English and Spanish, making them more accessible to our local communities.  

 Watch the series on our YouTube channel and be sure to like and subscribe to learn about future videos!

Since 2018, infants to three-year-olds at Easterseals SoCal’s (ESSC) Child Development Centers in Ontario, CA have benefited from the Books and Blankets for Babies project.

Led by the local Epsilon Sigma chapter, Books and Blankets for Babies provides about 100 bags annually for ESSC’s two Child Development Centers in Ontario. The bags are filled with books, blankets, and parent pamphlets in English and Spanish, encouraging reading with babies and young children.

Kay Weis, an honorary Epsilon Sigma member, age 104, has lovingly crocheted the soft, cuddly blankets.

Since the program’s inception, honorary Epsilon Sigma member Kay Weis, age 104, has lovingly crocheted the soft, cuddly blankets. Through the generosity of Kay and the dedication of Epsilon Sigma members, the Books and Blankets for Babies Project continues to be a successful and appreciated project.

“The blankets are adorable and a big hit with our families,” said Jenny Ortiz, Site Administrator at the Valley View Child Development Center in Ontario. “Each year, the parents greatly appreciate the donations and love having a new book to read to their children.”

Thank you to the local Epsilon Sigma chapter for these donations, which will make a true impact on Easterseals’ children and their families.