Blog

Why Legislative Advocacy is Important

Banner reads: Chrys is one of the first people benefitting from the Trans Health Equity Act. There is a photo of Chrys who is a young person with short purple/ blue hair and a black and white button down collared shirt.

The laws and policies enacted each year during the Maryland legislative session heavily impact our daily lives. Last year, DRM and Chrys, as members of the Trans Rights Advocacy Coalition, successfully advocated for the passing of the Trans Health Equity Act, a law requiring Medicaid to cover gender affirming care.

Chrys is one of the first people benefitting from the new law. We sat down with Chrys to hear what motivated them to advocate for the bill and how their life has changed since it passed. Here is their story.

Chrys is a college student with a passion for the humanities. They’ve always been deeply interested in understanding why people think and act the way they do. A non-binary, gender-fluid person, Chrys is heavily involved in legislative advocacy around trans rights and community building, such as hosting picnics for trans people in the Baltimore area.

Before sharing with their older brother, “I think I might be trans”, Chrys was closeted and people assumed they were a man. In their mid-twenties they found themself increasingly questioning their gender. Chrys thought, “Maybe it’s not normal that I hate all of these things about myself that define what a man is supposed to be.”

Days when their ADHD doesn’t allow them to shave, they are misgendered and often met with discrimination and harassment. “There’s a big disconnect between who I see in the mirror and who I want to be. It’s very jarring especially because I still need to shave every day.” Experiencing gender dysphoria is a barrier to enjoying life to the fullest and connecting with those around us. This is one reason why many transgender people need gender affirming healthcare.

To align their physical appearance with their true identity, Chrys needed gender affirming care, but it was not all covered through their Medicaid insurance at the time. They used loans and savings to pay roughly $3,000 for partial treatment.

Without gender affirming care, trans people are at a higher risk for anxiety, depression, suicide and violence. In a national survey on LGBTQ youth mental health, 54 percent of young people who identified as transgender or nonbinary reported having seriously considered suicide in the last year, and 29 percent had tried to end their lives (Gender Affirming Care, 2020). Many studies have shown that gender affirming care reduces these risks (Mental Health Outcomes, 2022).

To fight for equitable access to gender affirming care, Chrys joined the Trans Rights Advocacy Coalition, a group of advocates including DRM attorney, Sam Williamson. Chrys, alongside other members of the coalition, created one of the most comprehensive reviews of Medicaid policies on trans services across the United States. This research formed the backbone of the campaign for the Trans Health Equity Act.  From coalition meetings, press conferences, testimonies, bill drafting, lobbying, and more, the Trans Rights Advocacy Coalition led the campaign for the passage of the Trans Health Equity Act in 2023. In January 2024, Governor Moore signed it into Maryland law.

Chrys is one of the first people benefiting from the Trans Health Equity Act. They will get facial feminization surgery and more hair removal newly covered by their Medicaid insurance. Chrys is relieved they won’t have to take out more loans. They are hopeful that after the procedures people won’t call them a man, discriminate against them, nor harass them for wearing a dress while having chin stubble. They look forward to waking up and smiling in the mirror and eagerly taking photos with friends.

Chrys’ story highlights why legislative advocacy is important in creating a more equitable Maryland for all.

DRM can only continue this work with your support. Give today!

 

 

Read more

Should kids be punished for having a disability? No.

Middle school kid smiling and wearing a bookbag

Meet Ross, a creative kid from Baltimore who loves playing basketball. Because Ross has attention deficit hyperactivity disorder (ADHD), his school provides an Individualized Education Program (IEP).

What’s an IEP? It’s a tailored plan for students with disabilities, created collaboratively with the school, parents, and the student.

Throughout elementary school, Ross’s IEP was a roadmap that outlined all the specific supports and accommodations he needed to thrive academically and socially.

Now in middle school, Ross feels a mix of emotions – excited about playing on the basketball team, nervous about fitting in with his new friends, and overwhelmed by the harder assignments.

As he takes on new challenges, he starts experiencing anxiety for the first time.

His academic and social life suffer. His teachers start to complain that he is being “disrespectful” and “acting out” in his classes, and at the end of his first middle school semester, he’s missed a total of 10 days because of suspensions.

Then, Ross receives a 9-day suspension for “disrupting” his class. Ross’s mom suspects his behaviors are related to his disabilities. She reaches out to Disability Rights Maryland to help advocate for her son’s right to a free and appropriate education.

 

After 10 days of suspension, it’s illegal for schools to suspend students if their behavior is related to their disability.

Once a school has suspended a student with disabilities for over 10 days, their school is required to have a meeting to determine if the behavior was a result of their disability.

In Ross’s case, the school had not identified his anxiety and need for behavioral support during his annual IEP meeting. This meant Ross had no tools to manage his anxiety.

A DRM attorney teams up with Ross and his mom to represent Ross at the meeting to determine whether the “disruption” he was suspended for was a result of his disability. The team concludes his behaviors were a result of his anxiety. Ross was entitled to return to school immediately, and did not have to finish out the 9-day suspension.

As a result of DRM’s representation, the school agrees to:

  • Provide tutoring hours to make up for the instruction Ross missed while suspended
  • Update his IEP to provide additional supports he needs for his ADHD and anxiety
  • Conduct a “functional behavior assessment” so that Ross’s team can implement a behavior intervention plan to better support him.

In every case, DRM aims to create an impact that benefits more than just one student.

As a result of Ross’s case, the school:

  • Implements a more collaborative and inclusive approach to creating and updating student’s IEPs
  • Provides additional guidance and training to staff on identifying the changing needs of students with disabilities.

Today, Ross is a starter on his middle school basketball team. He is gaining confidence in the classroom and developing a positive attitude towards learning.

If you want your impact to stretch beyond one student, one family, then contribute to DRM where we focus on changing systems so all children can learn and succeed. Give Today

Read more

PABSS Program Anniversary

Stock Photos (9)

Celebrating PABSS Programming 

The PABSS (Protection & Advocacy for Beneficiaries of Social Security) program was established in 1999 to help people with disabilities gain or maintain employment.

What is PABSS?

The Social Security Administration grants funding to the designated Protection and Advocacy agencies (P&As), like DRM to implement the program. DRM’s PABSS program is key in removing barriers to employment for Marylanders with disabilities who want to work.

How does PABSS impact the community?

PABSS helps people with disabilities remove barriers to employment. This can include legal problems in the way of getting hired, getting to work, or addressing discrimination. dis

Example of how DRM helps clients through the PABSS program:

Through the Charting the Life Course Workshops, DRM brings student beneficiaries of Social Security age 14-21 and their parents together to develop their vision for a good life. Students are guided through what they need to know and do to prepare for future employment. We help them identify how to find or develop supports and discover what it takes to live the lives they want to live.

Thanks to the PABSS program’s establishment 24 years ago, DRM, along with the 56 other P&As around the country, have supported people with disabilities who want to get a job or maintain their current employment. That’s worth celebrating!

Read more

Celebrating 48 Years of Individuals with Disabilities Education Act

Student in wheelchair smiling

IDEA aims to ensure students with disabilities have the same educational opportunities as students without disabilities.

What is the IDEA?

Previously known as the Education for All Handicapped Children Act (EHA), the Individuals with Disabilities Education Act (IDEA) guarantees students with disabilities a free, appropriate public education.

Some of the main pillars of the IDEA are:

  • Individualized Education Program (IEP)
  • Least Restrictive Environment (LRE)
  • Free Appropriate Public Education (FAPE)
  • Appropriate evaluation
  • Parent and teacher participation
  • Procedural safeguards

How does IDEA impact the community?

At the time the IDEA was first enacted in 1975 as the EHA, more than 1 million children with disabilities had no access to the public school system and another 3.5 million were forced to attend segregated, ineffective schools. Today, thanks to the IDEA, children with disabilities have the right to attend school, to receive specialized instruction and individualized services and supports, and to be educated with their nondisabled peers as much as possible.

DRM’s Education Team works hard to ensure that students throughout Maryland can benefit from the rights given to them by the IDEA.  For example, DRM:

  • Represents students in the IEP process when fundamental educational rights are at stake
  • Advocates against the use of restraint and seclusion
  • Advocates for students with disabilities to be educated with their nondisabled peers in general education settings as much as possible
  • Advocates for students with disabilities to have access to the general curriculum and to the opportunity to earn a high school diploma
  • Represents students in disciplinary matters and advocates for an end to the school to prison pipeline
  • Investigates abuse and neglect within the school setting to ensure that students with disabilities are safe and free from harm
  • Represents students and advocates to ensure that students aging out of the school system make a smooth transition to college, career or community

 

Happy Birthday IDEA! DRM looks forward to continuing its advocacy work on behalf of Maryland’s 110,000+ students with disabilities.

Read more

Assistive Technology Awareness Month

November is Assistive Technology Awareness Month, a time to celebrate how technology positively impacts the lives of people with disabilities.

What is Assistive Technology?

Assistive technology is any tool or system that helps people with disabilities do things, be more independent, and improve their overall quality of life.

Here are some examples:

· Wheelchairs and Mobility Aids: These help people move around on their own.

· Communication Aids: Tools that assist people with communication difficulties.

· Hearing Aids and Cochlear Implants: Improve or restore hearing.

· Screen Readers and Voice Recognition Software: Help those with visual or motor disabilities use computers.

· Adaptive Keyboards and Mouse Devices: Make computer use easier for those with fine motor skill limitations.

· Prosthetic Limbs and Orthotic Devices: Support and enhance mobility.

· Smart Home Technology: Can be adapted to control the home environment.

· Sensory Aids: Help those with sensory impairments interact with their surroundings.

These examples show just a fraction of the diverse range of assistive technologies available. The goal of assistive technology is to remove barriers and provide equal access and opportunities for individuals with disabilities.

Any device that removes a barrier can be assistive technology!

 

Assistive Technology for Students with Disabilities

The Individuals with Disabilities Education Act (IDEA) is the main law for special education. The law states that the team who develops a student’s individualized education program (IEP) must consider their need for assistive technology devices and services. Assistive technology can help students in all parts of their education. This includes training for the student and their parents to support them.

 

How to Get Assistive Technology on a Limited Income

Outside of school, people can get assistive technology through Maryland Medicaid and home and community-based waiver programs, funded by Medicaid.

Maryland Medicaid is a lifeline for many individuals who need durable medical equipment, assistive technology, and/or home modifications to lead full, independent lives. To see what programs you might be eligible for, contact Maryland Access Point (MAP).

 

Try Assistive Technology for Free

There’s a free resource for trying assistive technology. The Maryland Technology Assistance Program (MDTAP) has a loan library. It lets people explore and test assistive technology before making a commitment. Visit the MDTAP website for more info.

 

Let’s ensure everyone has the tech they need to thrive!

Assistive technology is a necessity, not a luxury. This Assistive Technology Awareness Month, let’s appreciate programs like Maryland Medicaid and resources like MDTAP that enable individuals with disabilities to access Assistive Technology.

Read more