accessibility

For many wheelchair and other mobility aid users, (along with individuals with service dogs, people who struggle with invisible disabilities, parents with strollers, etc.) Hot Topic stores simply aren't accessible, although many locations sport a general accessibility sticker on the outsides of them. The layout of Hot Topic stores is not planned with accessibility in mind, as it is very congested and cramped. From personal experience, as a wheelchair user who has one of the smallest power chairs on the market, even in an empty store I am constantly finding myself getting caught on the displays, unable to turn around, or simply cannot access certain parts of the stores I have visited. This is sadly the case for the majority of the disabled community that I have had the pleasure of speaking with on this issue over the past few days, who all use various different mobility aids, a few of whom even struggle with the entrances to their local stores. Many able-bodied individuals have also expressed their concerns for us, and the problems that they have faced in store even as able-bodied individuals. I have had a large quantity of employees both current and not of various different standings voice their own concerns in terms of accessibility; how it effects them and how they have seen it effect others. The consensus is that the store layouts lack adequate room, are very congested, and limit the amount of customers that can shop there comfortably or even at all. With this petition we are asking that Hot Topic stores better plan their store layouts with accessibility in mind for all and really hunker down on providing more than barely the bare minimum in terms of accessibility. Things such as how the displays are placed/layed out, how the merchandise is placed, providing adequate walkway room for wheelchair users to better maneuver and be able to turn around, and not overstocking the floor are key points that we would like to establish as contributing problems. Hot Topic is a store that alot of us really enjoy for their unique atmosphere and merchandise and we would love to feel more welcome!

We need accessible playgrounds Guelph is trying to ensure everyone has a playground and park within a reasonable distance of their homes, but failing to create all new playgrounds with accessible surfaces and include games and structures that kids and caregivers with mobility issues can access. So there are only three playgrounds within Guelph that kids with mobility devices can play on, and the rest have designs surrounded by wood chips (playground mulch).  Wood chips are bad for everyone, not just disabled people Grandparents who have a hard time walking on uneven surfaces must stay on the sidelines. Caregivers who use mobility devices can't play with their kids. Parents with kids who need strollers who have an older child cannot access swings or run to their child to help them easily. Kids fall on wood chips and get injured or get splinters. Younger kids put them in their mouths. Any number of unpleasant things such as vomit, animal waste, mold from decomposition or food spills exist in the wood chip area, which are health hazards and a fast way to get pink eye or other illnesses.  We waste tax money by not building these parks correctly the first time We have three amazing options in Guelph with Riverside, Eastview and Dragonfly Park so we know the city is capable of so much better. Why are we wasting our tax money redoing older playgrounds with new ones not everyone can use? Do kids with disabilities not deserve to play near their homes? Do caregivers not deserve to play with their kids? Why are we creating a city where one person's taxes and rent gives them more than others? Flexible flat surfaces (preferably latex free) require less maintenance than wood chips which need to be replaced. Everyone can use an accessible playground and it benefits more than just those with mobility issues. So let's tell the city that we want all new playgrounds built with accessible surfaces and options by default, and then insist we fix the existing playgrounds as our next priority.  Guelph's Facility Accessibility Design Manual states: "Children’s play areas and playground equipment, sandboxes or other amenities shall be designed to be inclusive, incorporating accessibility features, such as sensory and active play components, for children and caregivers with various disabilities. Colour contrast is important. Playground surfaces shall be firm, level, non-abrasive and drain rapidly. Surfaces below playground equipment, including swings, slides and climbing structures, shall be level, firm, stable, free-draining and provide a safe, resilient landing surface with impact attenuating properties for injury prevention. There should be sufficient clearance to provide children and caregivers with various disabilities the ability to move through, in and around the outdoor play space."  Wood chips do not meet any of those standards Playgrounds where the kids must traverse wood chips are not inclusive. Adding in 'talking tubes' (that don't even work most of the time) so kids who use wheelchairs can talk to kids who actually get to play are an insult. They can hear about how fun it is, but are excluded. Wood chips provide zero colour contrast. They are not a firm, level, stable, or non-abrasive surface. Even if one planning document has referred to wood chips as accessible, it doesn't make it true. Guelph is required to consult their Accessibility Advisory Council on accessibility of playgrounds, but not required to take their advice. We can do so much better than this. Please sign and tell the City of Guelph that you care!

     After several years of successful local pride events, there have been multiple issues crop up both for vendors and attendees. Many groups, including small and corporate involved with PRIDE weekend, have expressed concerns to the Beaumont chapter of PFLAG. It has fallen on deaf ears. These include a lack of water, air conditioning/optional electricity, the Texas heat in general, and vendor input on the date, time, and location.      Pride historically began as an act of revolution and a final straw in the face of harassment and violence against gay and trans people. Currently, the community at large is being attacked legislatively across the country. Our local event should be a safe haven for even the most vulnerable of our siblings, particularly those with heat sensitivity. Did you know those on certain hormone and psychiatric medications are at particular risk for heatstroke due to how the medication alters the absorption of salt and water? We the local Southeast Texas LGBTQIA+ are asking the Beaumont chapter of PFLAG to move the start of PRIDE to either 4 PM (or later) or a later date, ideally in October. So those of us with health issues may enjoy the full schedule of events and shows safely. 

↓↓↓"Traducción al español proporcionada a continuación" ↓↓↓ LAUSD Board members, please vote YES to provide equitable education and outcomes to Deaf students on MAY 10, 2022. NOTE: petition and resolution #Res-029-21/22, does NOT eliminate the listening and spoken language programs and services offered by LAUSD. This does not take away parent choice, this resolution supports offering all language opportunities and services to Deaf students across LAUSD. CLARIFICATION: “This resolution, #029-21/22, does NOT predetermine any language offerings to families with Deaf children. No programs are being closed down. This resolution brings EQUITY to the table, offering ALL language opportunities. This is not about dismantling; it is not taking away parents' choices. The resolution is about giving parents ALL choices. Equity is about providing ALL students support and the resources our families deserve, which many are deprived of currently under this system." The current LAUSD’s Deaf programs are fragmented and there is little oversight and continuity between the various Deaf programs, and our Deaf students are not getting the education and support that they deserve. In March 2021, UTLA (United Teachers of Los Angeles) unanimously passed a similar motion for equity, language access, resources, and services for LAUSD's Deaf students and Teachers of the Deaf.  In April 2022, two LAUSD Board members, Jackie Goldberg and Scott Schmerelson recognized the need to improve the educational outcomes of Deaf students, and presented a resolution to provide EQUITABLE education for ALL LAUSD's Deaf students.  Please SIGN and SHARE this petition to support a restructure of Deaf Education, increased language access, and improved educational support for all Deaf students.FOLLOW and SHARE and LEARN MOREFACEBOOK + INSTAGRAM + TWITTER + LINKTREE The LAUSD Board Resolution #029-21/22 proposes to:• Create a centralized Deaf Education Department to oversee the 2,100+ Deaf students with differing hearing levels, ages, language, and academic abilities.  • Update biased and inappropriate district policies practices that affect the current infant, itinerant, special day programs, and related services. • Update current assessment practices to analyze and improve Deaf students’ progress in their learning environments. • Replace racist/unconscious bias with culturally/linguistically responsive programs utilizing its diverse communities. • Include representation of Deaf communities and Deaf professionals’ involvement in the Deaf Education programs. • Elevate language equity, eliminate bias in Deaf Education and improve educational outcomes by providing the appropriate services and language models our deaf students deserve. • Provide Deaf children with full access to language from birth as outlined in the Deaf Bill of Rights (Assembly Bill 1836, encoded as Education Code 5600.5) and the position of the California Department of Education (CDE). • Establish a Deaf Education Department within the Division of Special Education to oversee various programs that involve Deaf children, Deaf Education professionals, and families with Deaf children. • Establish a task force of Deaf Education professionals to develop recruitment, hiring, training, and retention of qualified Deaf Education professionals. • Encompass the evidence-based bilingual approach of ASL and English curricula, and Deaf babies (age 0-3) will begin the infant program in a bimodal ASL-English Bilingual (AEB) program with parent consent.  • Create Deaf Ed Centers on General Education campuses and a Day School for the Deaf. • Deaf Education Department’s oversight will include family education, resource centers, and collaboration between the infant program, pre-school-aged children, school-aged children, and between SDC and mainstream/itinerant programs. • Formally recognize ASL as a language of instruction for Deaf students. • ASL classes to be offered to parents and families of Deaf students. • Increase ASL classes at secondary schools as an option to satisfy the foreign language requirement.  - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Note: Deaf- when the term Deaf is used, consider that it does not encompass all the lived experiences of mulitple identities of Deaf individuals.  These identities may change over time and place, some examples include; Deaf, Hard of Hearing, DeafBlind, DeafDisabled, & Late-Deafened.FOLLOW and SHARE y SABER MÁSFACEBOOK + INSTAGRAM + TWITTER + LINKTREE Resources: LAUSD Board Resolution #029-21/22 (revised) UTLA motion #1965 passed 5/5/21 Bill of Rights for Deaf and Hard of Hearing Children NAD Position Statement on Inclusion Assembly Bill 1836, encoded as Education Code 5600.5 CDE Position Statement on Language Access SB 210 Language Equality & Acquisition for Deaf Kids (LEAD-K) Special Factor 4 (Sec. 300.324 (a) (2) (iv)) This is written specifically for Deaf students: (iv) “Consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child’s language and communication needs, opportunities for direct communications with peers and professional personnel in the child’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child’s language and communication mode.” ------------------------------------------------------------------------------------------- • • • Traducción en español • • • Anime a la Junta de LAUSD a votar SÍ para proporcionar educación EQUITATIVA para TODOS los niños Sordos. Miembros del comité de LAUSD, por favor voten SÍ para proporcionar educación y resultados equitativos a los estudiantes sordos el 10 de mayo de 2022. NOTA: la petición y resolución #Res-029-21/22, NO elimina los programas y servicios de audición y lenguaje hablado que ofrece LAUSD. Esto no elimina la elección (decisión) de los padres, esta resolución apoya la oferta de todas las oportunidades y servicios lingüísticos para los estudiantes sordos en todo el LAUSD. ACLARACIÓN: "Esta resolución, #029-21/22, NO predetermina ninguna oferta lingüística a familias con niños sordos. No se están cerrando programas. Esta resolución trae EQUIDAD a la mesa, ofreciendo TODAS las oportunidades lingüísticas. No se trata de desmantelar; no es quitarles las opciones a los padres. La resolución se trata de dar a los padres TODAS las opciones. La equidad se trata de proporcionar apoyo a TODOS los estudiantes y los recursos que nuestras familias merecen, de los cuales muchos están privados actualmente bajo este sistema." ↓↓ Vea el video en español aqui.↓↓↓↓ https://youtu.be/iq7O959VAUs Los programas actuales de Sordos de LAUSD están fragmentados y hay poca supervisión y continuidad de varios programas para Sordos, y nuestros estudiantes sordos no están recibiendo la educación y el apoyo que merecen. En marzo del 2021, UTLA (Maestros Unidos de Los Ángeles) aprobó por unanimidad una moción similar para la equidad, el acceso al idioma, los recursos y los servicios para los estudiantes y los maestros Sordos de LAUSD. En abril de 2022, dos miembros de la Junta de LAUSD, Jackie Goldberg y Scott Schmerelson, reconocieron la necesidad de mejorar los resultados educativos de los estudiantes Sordos y presentaron una resolución para proporcionar educación EQUITATIVA para TODOS los estudiantes Sordos de LAUSD. Por favor, FIRME y COMPARTA esta petición para apoyar una reestructuración de la educación para Sordos, un mayor acceso al idioma y un mejor apoyo educativo para todos los estudiantes Sordos. SIGUE Y COMPARTEFACEBOOK + INSTAGRAM + TWITTER + LINKTREE••• ¡EL VIDEO DE ASL LLEGARÁ PRONTO! ••• La Resolución de la Junta directiva de LAUSD #029-21/22 propone:• Crear un Departamento de Educación para Sordos centralizado para supervisar a los más de 2,100 estudiantes Sordos* con diferentes niveles de audición, edades, lenguaje y habilidades académicas. • Actualizar las prácticas sesgadas e inapropiadas de las políticas del distrito que afectan a los programas actuales de bebés, itinerantes, especiales y servicios relacionados. • Actualizar las prácticas de evaluación actuales para analizar y mejorar el progreso de los estudiantes Sordos en sus entornos de aprendizaje. • Reemplazar el sesgo racista/inconsciente con programas culturales/lingüísticamente receptivos que utilizan sus diversas comunidades. • Incluir la representación de las comunidades Sordas y la participación de los profesionales Sordos en los programas de educación para Sordos. • Elevar la equidad lingüística, eliminar el sesgo en la educación para Sordos y mejorar los resultados educativos al proporcionar los servicios y modelos lingüísticos apropiados que nuestros estudiantes Sordos merecen. • Proporcionar a los niños Sordos acceso completo al lenguaje desde el nacimiento como se describe en la Carta de Derechos de los Sordos (Proyecto de Ley de la Asamblea 1836, codificado como Código de Educación 5600.5) y la posición del Departamento de Educación de California (CDE). • Establecer un Departamento de Educación para Sordos dentro de la División de Educación Especial para supervisar varios programas que involucran a niños Sordos, profesionales de la Educación para Sordos y familias con niños Sordos. • Establecer un grupo de trabajo de profesionales de la educación para Sordos para desarrollar el reclutamiento, la contratación, la capacitación y la retención de profesionales calificados de la educación para Sordos. • Abarcar el enfoque bilingüe basado en la evidencia de los currículos de Lenguaje de Señas Americano (ASL)  e inglés, y los bebés Sordos (de 0 a 3 años) comenzarán el programa infantil en un programa bimodal ASL-English Bilingual (AEB) con el consentimiento do los padres. • Crear Centros de Educación para Sordos en los planteles de Educación General y una Escuela Diurna para Sordos. • La supervisión del Departamento de Educación para Sordos incluirá educación familiar, centros de recursos y colaboración entre el programa infantil, los niños en edad preescolar, los niños en edad escolar y entre las clases especiales de día (SDC) y los programas convencionales / itinerantes. • Reconocer formalmente el ASL como un idioma de instrucción para estudiantes Sordos. • Clases de ASL que se ofrecerán a los padres y familias de estudiantes Sordos. • Aumentar las clases de ASL en las escuelas secundarias como una opción para satisfacer el requisito de idioma extranjero. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Nota: Sordo: cuando se usa el término sordo, tenga en cuenta que no abarca todas las experiencias vividas por las múltiples identidades de las personas sordas. Estas identidades pueden cambiar con el tiempo y el lugar, algunos ejemplos incluyen; Sordos,Hipoacúsicos, Sordo-ciegos, Sordo-discapacitados,y Sordos-tardíos. Recursos:Resolución de la Junta directiva de LAUSD #029-21/22 (revisado) La moción DE UTLA #1965 fue aprobada el 5/5/21 Declaración de Derechos para Niños Sordos e Hipoacúsicos Declaración de posición de NAD sobre la inclusión Proyecto de Ley de la Asamblea 1836, codificado como Código de Educación 5600.5 Declaración de posición de CDE sobre el acceso lingüístico SB 210 Igualdad y Adquisición del Lenguaje para Niños Sordos (LEAD-K) Factor especial 4 (artículo 300.324 a) 2) iv))Esto está escrito específicamente para estudiantes sordos: (iv) "Considere las necesidades de comunicación del niño y, en el caso de un niño Sordo o con problemas de audición, considere las necesidades de lenguaje y comunicación del niño, las oportunidades de comunicación directa con sus compañeros y el personal profesional en el modo de lenguaje y comunicación del niño, el nivel académico y toda la gama de necesidades, incluidas las oportunidades de instrucción directa en el modo de lenguaje y comunicación del niño".