Many years ago I had the wild idea to start a deliberately nonprofit technology company in the heart of Silicon Valley. I knew that technology, when applied for social good, promised to usher in positive and sustainable change. Today’s 10 million download milestone is a celebration of our ability to deliver on that promise.
Ten million is more than a big number. It represents our ability to scale technology for global impact. It demonstrates what is possible when technology makes it 80x cheaper to create and 15x cheaper to deliver an accessible book. It shows our ability to empower communities in need with the tools to succeed.
Today’s milestone is worth celebrating, but like any good social entrepreneur, I’m focused on what’s next. What innovation needs to take place so the hundreds of millions of individuals who are unable to read standard print can access every published book? How can we realize our Born Accessible dream of all digital content serving blind people and sighted people equally? What investments can we make today in order to have the greatest impact tomorrow? Finding answers to these hard questions through scalable technology solutions is what motivates me and the entire Benetech team.
Bookshare’s success provides a proven model for answering these questions. First, we must identify technology-driven solutions that will be 10x better or 10x cheaper (or both!) in delivering social impact. Next, we must engage our communities to test prototypes and to separate the good ideas from the truly great ideas. We will then take the best projects, inject the needed capital and scale them for global impact. The Bookshare model guided us to our 10 million milestone, and it’s a key model that will guide us to identify, develop and scale technology to tackle the hard questions we ask ourselves every day.
Moving forward, we will work hand-in-hand with school districts, libraries and our nonprofit partner organizations to make digital content accessible to everyone who needs it. We will work with publishers to ensure the right tools, standards and best practices are available to build accessibility into all content when it is first created. Globally, we will engage the communities we serve until every person can access every book in the way he or she needs to succeed.
I look forward to sharing more milestones on our mission to empower communities in need by creating scalable technology solutions. I hope you’ll come along with me and the Benetech team on this wild ride.
Check out the press release to learn more about this exciting milestone.
A new school year is a new opportunity to build the relationships that strengthen the foundations of support that are so important for our students with disabilities. As one parent engagement professional stated, “Parents and schools should reach out and open lines of communication in a time of peace before that first poor grade or behavior issue. Find out how people would like to be addressed and their preferred method of communication.”
But how does a parent start the conversation in a way that is focused on strengths just as much as need? A Positive Student Profile is a great way to introduce a child to teachers at the beginning of the school year. Here’s an example of one way to introduce the profile, which can be customized to fit your student:
Dear Mr. Rogers,
Alex and I are excited about this new school year! I am writing to share some things I believe will help make this successful year for him. You likely received Alex’s individualized education program and are thinking about how to implement the supports and accommodations listed in his IEP. But while the IEP does a good job of describing Alex’s learning and needs, it doesn’t fully describe him or who he is. I am including a profile (http://www.parentcenterhub.org/repository/pbp-student-profile/) that Alex prepared that tells about his interests, his strengths, and what works best for him to help him learn.
Our family has high expectations for Alex, just as we have for his sister. And we know that he requires some supports and accommodations to meet these expectations. We are always looking for information about Alex’s abilities and challenges. We have come across several resources that have really helped us and Alex’s teachers work together to help Alex learn. Here are some that might be of interest…
Want more tips on how to make the best of the new school year? The Parent Training and Information Center (PTI) or Community Parent Resource Center (CPRC) in an area or state is an excellent source of resources, materials, support and connections for families of children with disabilities. PTIs and CPRCs can help families understand student’s education rights under the Individuals with Disabilities Education Act (IDEA), Every Student Succeeds Act (ESSA), Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. They can also help families understand more about their child’s disability and needs as well as promising practices in education. In addition, they can help families learn how to effectively communicate and work with school personnel and other providers in meeting their child’s needs. PTIs and CPRCs provide information on the phone, through workshops (in-person, on-line, live and pre-recorded) and through a treasure trove of materials and resources that are shared on their websites and social media. They may also provide these materials in other languages based upon the needs of families in the community.
Centers are run by well-trained and knowledgeable staff, most of whom have children with disabilities themselves. PTIs and CPRCs answer families’ questions with practical advice or refer families to other organizations in the families’ community that can help. Most centers also extend their training and information services to professionals who work with children with disabilities and their families. And through the PTIs and CPRCs, families can also connect with other families and professionals for support and problem solving.
Many families can feel overwhelmed dealing with multiple issues raised by their child’s needs. PTIs and CPRCs help families sort through the issues and provide strategies to help parents and professionals address them together.
Finally, the new school year is an excellent time for students, no matter what their age, to learn how to advocate for themselves. Whether it’s focusing on using a communication device to indicate what they want or need, or leading their own individualized education plans, parents and teachers can work together to include self-advocacy skills in all that they do with students with disabilities. One good resource is the RAISE Center, Resources for Access, Independence, Self-Advocacy and Employment, also funded by the Department of Education, and the National Resource Center for Supported Decision-Making, funded by the U.S. Department of Health and Human Services.
Here’s to a positive, productive new school year for all students!
About the Guest Bloggers
Carmen Sánchez is an Education Program Specialist in the Office of Special Education Programs at the U.S. Department of Education. She is the program lead for the Parent Center Program, which consists of grants for Parent Training and Information (PTIs) and Community Parent Resource Centers (CPRCs) to train, inform, and engage families of children with disabilities throughout the country; and a national, six regional, and two topical technical assistance centers that support the PTIs and CPRCs. She is also the mother of a young adult with disabilities.
Debra Jennings is the Executive Co-Director of SPAN, a parent-led non-profit organization that empowers families as advocates and partners in improving education, health, and mental health outcomes for infants, toddlers, children and youth. Debra leads SPAN’s parent leadership development activities and also directs SPAN’s national technical assistance centers that are funded by the U.S. Department of Education to provide information, resources and support for the almost 90 Parent Training and Information Centers and Community Parent Resource Centers serving families of children with disabilities and also youth/young adults with disabilities across the U.S. and its territories.
I want to draw your attention to today’s News Release from the United Nations Human Rights Office of the High Commissioner regarding the importance of inclusive education for all people, including persons with disabilities. Sometimes I think we forget that our shared work to develop more inclusive schools is, in fact, the foundation of peace in our communities and in our world. Thank you for your peacebuilding work; we have so much more to do.
As you enter the new school year, I hope you will find many opportunities to reflect on Article 1 of the Universal Declaration of Human Rights (UDHR), which the U.S. ratified after World War II. The UDHR serves as the foundational document for the Convention on the Rights of Persons with Disabilities (CRPD) and for all of the other human rights conventions. The CRPD contains no new rights, but helps to explain how modern nations have agreed to interpret the rights of persons with disabilities.
Article 1 of the UDHR reads:
“All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act toward one another in a spirit of brotherhood.”
I have a UDHR app on my smart phone so that I may try to learn more. I hope you will look it up, too. It is amazing how applicable it is in daily life.