​First and foremost, to DADD’s Black members, Black students and their families, and Black practitioners – your lives matter. We share the outrage and grief and condemn the killings of our Black brothers and sisters, as well as the terrible injustice and bias that continues to dictate their fates. We support the expression of hurt, anger, and outrage that has stemmed from centuries of systemic racism.
 
The Division on Autism and Developmental Disabilities joins with other organizations and individuals calling for action to end racial injustice and violence to people of color in this country. Children with autism, intellectual disability, and other developmental disabilities and the practitioners who serve them are not immune to racial injustice. Practitioners of color face biases and discrimination every day. Our students of color are referred to special education at higher rates than their white peers and yet do not have access to the same services. These points alone bring another meaning to the words, “I can’t breathe.” 
 
These events impart urgency to our ongoing efforts at DADD to combat bias and advance social justice, equity, and inclusion. We acknowledge that the majority of special education practitioners are white, and practitioners are not yet equipped to incorporate racial justice in their daily practices. We recognize our responsibilities to listen to people of color and engage in self-reflection. We commit to educating ourselves and others on how to serve as allies and how to be anti-racist.
 
Please refer to DADD Diversity Tab for anti-racism resources.

DADD presented a mini-conference at the University of Arkansas at the end of July for special education professionals. ​https://news.uark.edu/articles/49590/special-education-professionals-soak-up-knowledge-at-dadd-conference-on-the-u-of-a-campus?fbclid=IwAR3wmTY3ZDATp1lJjo3dyTxyEW3yib6DY55kNivAQ5uM_6SldU9o8sNNcHo

What is Intersectionality? Intersectionality theory is a way to understand social inequalities by
acknowledging how multiple overlapping social identities impact and oppress certain populations (Weber, 2007). Examples of social identities include race, class, gender, sexual orientation, religion, and [dis]ability, among others.
For example, a female student of color who has autism will have different school experiences than her peers who are white, male, and neurotypical. Each category – race, gender, and [dis]ability – places her at higher risk of discrimination or oppression (National Association of School Psychologists, 2017; Proctor, Kyle, Fefer, & Lau, 2017).
An intersectional perspective requires sensitivity, vulnerability, and a willingness to listen to alternative perspectives.
 
Why is Intersectionality important to DADD? The DADD Diversity Committee seeks to advocate for the intersectional rights and safety for (a) individuals with autism, intellectual disabilities and/or developmental disabilities, and (b) the professionals who work with them. The Committee supports intersectional contributions to the field and commits to educating others on the importance of multiple perspectives of intersectionality in special education.
 
If you would like to get more involved with DADD’s Diversity Committee, with concepts of intersectionality in special education or in DADD, or get resources to apply these concepts to your practices, please contact Elizabeth Harkins, Diversity Committee Chair harkinse@wpunj.edu.
 
 
References
National Association of School Psychologists. (2017). Understanding intersectionality.
[handout]. Bethesda, MD: Author.
Proctor, S. L., Kyle, J., Fefer, K., & Lau, C. (2017). Examining racial microaggressions,
race/ethnicity, gender, and bilingual status with school psychology students: The role of intersectionality. Contemporary School Psychology. Advance online publication. doi:10.1007/s40688-017-0156-8
Weber L. (2007). In Landry B. (Ed.), Race, Gender and Class: Theory and Methods of Analysis.
(pp. xi–xiv) [Forward] Upper Saddle River, NJ: Pearson Education.

​The DADD Board of Directors supports the American Association on Intellectual and Developmental Disabilities’ statement on identifying sexuality as a basic human right that everyone, regardless of cognitive or physical ability, has the right to make choices regarding sexual and gender expression and social relationships.  Historically, people with intellectual disability and/or autism spectrum disorder were infantilized and assumed to have no interest in or ability for healthy sexual or gender expression.  They also have limited access to a comprehensive sexuality education, tend to experience limited opportunities to establish gender and sexual identity (Niles & Harkins Monaco, 2017), social relationships and skills (Perkins & Borden, 2003), self-worth, self-determination, and emotional wellbeing (Murphy & Elias, 2006), and are at increased risks to engage in unsafe or unhealthy sexual activity as well as at increased risk for sexual abuse (Balderian, Coleman, & Stream, 2013; Harrell, 2014; Krohn, 2014).
 
As a basic right, each individual with intellectual disability and/or austim spectrum disorder has the right to explore and understand the complexities of gender and sexual diversity.  Being supported in discovering gender and sexual identity is critical for these rights to be observed.  We recommend families, schools, and support communities work together to deliver individualized education on sexuality that (a) is reflective of the individual’s values; (b) encourages informed decision-making; and (c) promotes sexual health and safety.
 
Baladerian, N. J., Coleman, T. F., & Stream, J. (2013). A report on the 2012 national
survey on abuse of people with disabilities. Los Angeles: Spectrum Institute.
Harrell, E. (2014). Crimes against persons with disabilities, 2009-1012 statistical tables.
Washington, DC: US Department of Justice.
Krohn, J. (2014). Sexual harassment, sexual assault, and students with special needs:
Crafting an effective response for schools. University of Pennsylvania Journal of Law and Social Change, 17, (1), 2.
Murphy, N. A., & Elias, E. R. (2006). Sexuality of adolescents with developmental
disabilities. Pediatrics, 118(1), 398-403
Niles, G., & Harkins Monaco, E. A., (2017). Gender Identity and Sexual Diversity:
Supporting Individuals with an Intellectual or Developmental Disability, manuscript submitted to DADD Online Journal.
Perkins, D. F., & Borden, L. M. (2003). Positive behaviors, problem behaviors, and
resiliency in adolescence. In R. M. Lerner, M. A. Easterbrooks, & J. Mistry (Eds.), Handbook of psychology: Vol. 6. Developmental psychology (pp. 373–394). New York: Wiley.
White House Council on Women and Girls (2014). Rape and sexual assault: A renewed
call to action. Washington, DC: Author.

We are currently in the process of filling four upcoming vacancies for appointed board positions including: publications chair, treasurer, communications chair, and executive director. I ask that you please review the position details below and, if appropriate, consider submitting an application. The positions will officially start on January 1 of 2020, however, the board has decided to provide mentorship between current and new office holders from February-December, 2019. Specific qualifications and requirements for each position are listed below, however each candidate should be (a) a current member of the division, (b) qualified for the duties of the position, (c) interested in active engagement with and service to the division, and (d) able to attend 1-2 yearly board meetings plus any additional online meetings. Each position holder will receive funding at the board approved rate to offset expenses for meeting attendance per division policies. Please see below for position descriptions, selection timeline, and application process. Thank you in advance for your consideration and please do not hesitate to contact Jordan Shurr (j.shurr@queensu.ca) with any questions. 

​Selection Timeline

• 2018, November 1: call for applications opens
• 2018, December 1: applications due
• 2018, December 1-January 14: application review
• 2019, January 14-18: selection and board approval
• 2019, January 18-February 1: selection announcement
• 2019, February 1-December 31: mentorship, attend all board meetings
• 2020, January 1: official start date

 
Application Process
Please submit via email 1) a letter describing your interest in and qualifications for the position; 2) a condensed 1-2 page curriculum vitae or resume; and 3) the names of three references to Dr. Jordan Shurr (j.shurr@queensu.ca) no later than December 1, 2018.
 
Position Descriptions
Publications Chair- 3 year term, January 2020-December 2022 + mentorship [Feb-Dec 2019]

• Chair the publications committee (committee responsibilities below)
  • Oversee all print, electronic, and video publications of a scholarly nature, including the division journal, ETADD, and books, monographs, and videos
  • Recommend to the Board of Directors policy issues related to publications
• Periodically review the content and format of the regular publications of the Division;
• Recommend editor(s), assist in the determination of content, and oversee production of special publications of the Division;
• Communicate information to the members of the publications committee and solicit their input;
• Inform and respond to questions from the Board of Directors concerning publications of the Division.

 
Treasurer- 4 year term, January 2020-December 2023 + mentorship [Feb-Dec 2019]

• Chair the finance committee (committee responsibilities below)
  • Guide and monitor the development and maintenance of procedures that ensure the financial integrity of the Division;
  • Oversee all aspects of the management of Division finances, and/or its fiscal policies;
  • Provide direct support/guidance for the treasurer in the resolution of issues relative to the management of Division finances;
  • At the mid-year board meeting, the annual CEC convention, and at other times as directed by the Board of Directors, meet for the purpose of conducting a review of DADD’s financial position and its fiscal policies and procedures.
• Sign billings authorizing payments and pay all bills promptly or reject same with stated reasons to the biller, subject to appeal to the Board;
• Render an accounting of the state of the treasury at the annual business meeting after first clearing it with the Board;
• Render an accounting of the state of the treasury at the midyear Board meeting;
• Prepare in concert with the Executive Director, an annual budget before the annual board of directors meeting;
• Write checks and maintain balanced accounts of all DADD fiscal accounts, as directed by President, unless CEC acts as the Division's fiscal agent.
• Alert the Executive Committee and Board of Directors to fiscal trends and potential problems.

 
Communications Chair- 3 year term, January 2020-December 2022 + mentorship [Feb-Dec 2019]

• Chair the communications committee (committee responsibilities below)
  • Oversee all communication between the division and the public, including the web site and division newsletter.

• Recommend to the Board of Directors policy issues related to communication       vehicles used by the division.
• Recommend the newsletter editor
• Serve as the web coordinator
• Communicate information to members of the communications committee and solicit their input.
• Inform and respond to questions from the Board of Directors concerning the newsletter and web-site.
• Implementation of publication policy approved by the Board;
• Performance of routine editorial and management tasks such as:
  • Determine content except as specified by the Board;
  • Determine departments, features, and such, and their editors;
  • Appoint all editorial and clerical personnel;
  • Approve advertising and collect payments for same;
  • Make minor style, grammatical and organizational revisions;
  • Copyright contents;
  • Recommend annual budget to the Publications and Communications Chairperson and the Executive Director;
  • Maintain appropriate records and files;
  • Recommend size and scope of publications;
  • Evaluate cost and quality of printing services, and make recommendations to the Publications/Communications Committee and/or Board of Directors for changes.
  • Present mid-year and annual reports to the board.
• Chair the critical issues committee (committee responsibilities below)
  • Define and study significant issues, as approved by the Board, provided all issues are germane to the purposes of the Division.
  • Submit a position paper-recommendation on such issues to the Board for its approval.
  • Prepare/obtain an in-depth article on the approved position recommendation for Board review. Such an article then may be published in the Division journal and/or posted on the division website.

 
Executive Director- 5 year term, January 2020- December 2024 + mentorship [Feb-Dec 2019]

• *Must be a former DADD board member

• Serve as administrative/facilitative consultant to the Executive Committee of the Board of Directors of DADD.

• Strive to maintain the fiscal integrity of DADD by careful monitoring of budget, income, and expenditures;
• Monitor subdivision level units with respect to membership requirements, annual reporting, and requirements pertaining to organization of subdivisions;
• Distribute a preliminary annual budget, in cooperation with the treasurer, to the Executive Committee at least 30 days prior to the annual convention;
• Render such reports and perform such other duties as the Board of Directors shall require from time to time;
• Serve as an ex-officio, nonvoting member of the Board of Directors;
• Operate according to policies established by the Board of Directors under the direction of the President;
• Serve as Division archivist and thus to administer the collection, collation, storage, and retrieval of Division records.
• Serve as the professional representative of the Board of Directors; and additional duties as assigned by the Board.