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Bryan

Paul Kaspar

ADA Coordinator

ada@bryantx.gov

(979) 209-5030

Mailing Address: P.O. Box 1000 Bryan, Texas 77803 Bryan, Texas 77805

Physical Address: City of Bryan City of Bryan 300 S. Texas Avenue

Bryan Grievance Form: http://docs.bryantx.gov/engineering/ADA/Bryan_ADA_Grievance_Process_Form.pdf

 

College Station

Aubrey Nettles

ADA Coordinator

adaassistance@cstx.gov

(979) 764-3423

Mailing Address: P.O. Box 9960 College Station, TX 77842

Physical Address: 1101 Texas Ave. College Station, TX 77845

College Station Grievance Form: http://www.cstx.gov/Modules/ShowDocument.aspx?documentid=23200

 

Sample Email for Concern(s) Reporting (Bryan): Template 1

To:  ada@bryantx.gov

Subject: Concern(s) of ___________________

Dear Mr. Kaspar,

I would like to report a concern regarding to the inconvenience for people with disabilities in the city of Bryan.

I found that the design of ______________ [the object] at _______________________ [the place of the object] is not reasonable or convenient for people who ____________ ____________ [the kind of disabilities this object may cause inconvenience to, e.g. sit in wheel chair, lose vision], because __________________________________________ __________________________________________________________ [how the object cause the inconvenience for those people]. I suggest (that) _________________ __________________________________________________________________ [the change/adjustment that can help improve this situation].

I would appreciate it if my concern(s) can raise your attention on this issue. Please let me know what improvement(s) you can make. I look forward to your reply soon and hope for the best for our city!

 

Best,

_____________________ [Your name]

Email: ________________________

Phone: _______________________

 

 

Sample Email for Concern(s) Reporting (Bryan): Template 2

To:  ada@bryantx.gov

Subject: Concern(s) of ___________________

Dear Mr. Kaspar,

I would like to report a concern regarding to the inconvenience for people with disabilities in the city of Bryan.

I found that there is no / not enough [circle one] ____________________ [the object] at ______________________________ [the place] for people who __________________ ____________ [the kind of disabilities, e.g. sit in wheel chair, lose vision] to use. The lack of this object can cause (that) __________________________________________ ________________________________ [the result of not having enough those objects]. I suggest (that) __________________________________________________ [the change/adjustment that can help improve this situation].

I would appreciate it if my concern(s) can raise your attention on this issue. Please let me know what improvement(s) you can make. I look forward to your reply soon and hope for the best for our city!

 

Best,

_____________________ [Your name]

Email: ________________________

Phone: _______________________

 

 

Sample Email for Concern(s) Reporting (College Station): Template 1

To:  adaassistance@cstx.gov

Subject: Concern(s) of ___________________

Dear Ms. Nettles,

I would like to report a concern regarding to the inconvenience for people with disabilities in the city of Bryan.

I found that the design of ______________ [the object] at _______________________ [the place of the object] is not reasonable or convenient for people who ____________ ____________ [the kind of disabilities this object may cause inconvenience to, e.g. sit in wheel chair, lose vision], because __________________________________________ __________________________________________________________ [how the object cause the inconvenience for those people]. I suggest (that) _________________ __________________________________________________________________ [the change/adjustment that can help improve this situation].

I would appreciate it if my concern(s) can raise your attention on this issue. Please let me know what improvement(s) you can make. I look forward to your reply soon and hope for the best for our city!

 

Best,

_____________________ [Your name]

Email: ________________________

Phone: _______________________

 

 

Sample Email for Concern(s) Reporting (College Station): Template 2

To:  adaassistance@cstx.gov

Subject: Concern(s) of ___________________

Dear Ms. Nettles,

I would like to report a concern regarding to the inconvenience for people with disabilities in the city of Bryan.

I found that there is no / not enough [circle one] ____________________ [the object] at ______________________________ [the place] for people who __________________ ____________ [the kind of disabilities, e.g. sit in wheel chair, lose vision] to use. The lack of this object can cause (that) __________________________________________ ________________________________ [the result of not having enough those objects]. I suggest (that) __________________________________________________ [the change/adjustment that can help improve this situation].

I would appreciate it if my concern(s) can raise your attention on this issue. Please let me know what improvement(s) you can make. I look forward to your reply soon and hope for the best for our city!

 

Best,

_____________________ [Your name]

Email: ________________________

Phone: _______________________

 

 

 

How much do you know about NDEAM?

National Disability Employment Awareness Month (NDEAM) is an opportune time to educate about disability employment issues and celebrate the many and varied contributions of America’s workers with disabilities. NDEAM is held in October annually and is led by the U.S. Department of Labor’s Office of Disability Employment Policy, but its true spirit lies in the many observances held at the grassroots level across the nation every year. Employers of all sizes and in all industries are encouraged to participate in NDEAM.

 

The 2016 NDEAM theme is #InclusionWorks. Individuals and groups across the nation are encouraged to take their NDEAM spirit online by posting images on social media illustrating the many ways “inclusion works.”

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What can you do?

 

As for employers:

Hire, Retain and Advance People with Disabilities. In business, the investment that drives innovation is talent. The knowledge, skills and abilities employees bring to work each day are by far the assets that yield the most output over the long term. Whether good economic times or bad, it’s the organizations that know how to identify and recognize talent that are most likely to succeed. Businesses that are inclusive of people with disabilities – in recruitment, retention and advancement – benefit from a wider pool of talent, skills and creative business solutions. Additionally, work environments that are flexible and open to the talents of all qualified individuals, including those with disabilities, actually promote workplace success for everyone.

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As for people with disabilities:

Work is fundamental to our lives. It means so much more than a paycheck — it offers purpose and the opportunity to lead an independent, self-directed life for all people, including people with disabilities.

People with disabilities have the skills to pursue meaningful careers and play an important role in America’s educational and economic success. In fact, experience with disability can offer a competitive edge when it comes to work. If you are a person with a disability, only you can define your own limitations. High expectations are essential to success. Organizations exist that can help you seek employment, identify the tools you need to be productive on the job, and understand your right to be evaluated on your ability, not disability. Because after all, at work it’s what people can do that matters.

 

As for family and educators:

Family and educators play a critical role in the expectations young people with disabilities develop for themselves. It is essential that they strengthen these expectations by instilling an early love of learning and cultivating a clear vision of work and community participation.

Consistency is key to infusing such expectations. The assumption of work should be echoed by all people of influence in a young person’s life. Parents, teachers, coaches, clergy, neighbors and others all play a powerful role in helping young people, especially those with disabilities, dream big and achieve their aspirations. As part of this, young people with disabilities should be encouraged to take risks and be given the freedom to fail and learn from their mistakes.

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Reference:

• United Stated Department of Labor official website, 2016

http://www.dol.gov/odep/topics/ndeam/resources.htm#Articles

• What can you do campaign website, 2016

http://www.whatcanyoudocampaign.org/blog/index.php/ndeam/

http://www.whatcanyoudocampaign.org/index.php

Texas HireAbility campaign information can be found here.

Press Release

#TXHireAbility

 

 October is National Bullying Prevention Month

Every October, schools and organizations across the country join STOMP Out Bullying™ in observing National Bullying Prevention Month. The goal: encourage communities to work together to stop bullying and cyberbullying by increasing awareness of the prevalence and impact of bullying on all children of all ages. (STOMP Out Bullying, 2016)

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What is Bullying?

Bullying is behavior that hurts, harms, or humiliates a student, either physically or emotionally, and can happen while at school, in the community, or online. Those bullying often have more social or physical “power,” while those targeted have difficulty stopping the behavior. The behavior is often done with intent and typically repeated. (Pacer’s National Bullying Prevention Center, 2016)

Bullying can be:

Physical

• hitting
• pushing and shoving
• fighting
• tripping
• yelling at someone
• making rude gestures
• taking or breaking another person’s things

 

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Emotional

• name calling
• making fun of someone
• laughing at someone
• leaving someone out on purpose
• starting rumors or telling lies about someone
• sending mean messages on a computer or cell phone
• trying to make someone feel bad about who they are

(Pacer Kids Against Bullying, 2016)

 

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Bullying VS Conflict

• Conflict is a disagreement or argument in which both sides express their views.
• Bullying is negative behavior directed by someone exerting power and control over another person.

 

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Effect of Bullying

• Students who experience bullying are at increased risk for poor school adjustment, sleep difficulties, anxiety, and depression. (Center for Disease Control, 2015)
• Students who engage in bullying behavior are at increased risk for academic problems, substance use, and violent behavior later in adolescence and adulthood. (Center for Disease Control, 2015)
• Students who are both targets of bullying and engage in bullying behavior are at greater risk for both mental health and behavior problems than students who only bully or are only bullied. (Center for Disease Control, 2015)
• Students who experience bullying are twice as likely as non-bullied peers to experience negative health effects such as headaches and stomachaches. (Gini and Pozzoli, 2013)
• According to the Center for Disease Control, students who are bullied are more likely to experience low self-esteem and isolation, perform poorly in school, have few friends in school, have a negative view of school, experience physical symptoms (such as headaches, stomachaches, or problems sleeping), and to experience mental health issues (such as depression, suicidal thoughts, and anxiety(Center for Disease Control, Bullying Surveillance Among Youths, 2014). 
• Bullying affects witnesses as well as targets. Witnesses are more likely to use tobacco, alcohol, or other drugs; have increased mental health problems; and miss or skip school(StopBullying.gov).

(Pacer’s National Bullying Prevention Center, 2016)

 

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Bullying with Students with Disabilities

• Only 10 U.S. studies have been conducted on the connection between bullying and developmental disabilities, but all of these studies found that children with disabilities were two to three times more likely to be bullied than their nondisabled peers. (Disabilities: Insights from across fields and around the world;Marshall, Kendall, Banks & Gover (Eds.), 2009)
• Researchers discovered that students with disabilities were more worried about school safety and being injured or harassed by other peers compared to students without a disability. (Saylor & Leach, 2009)
• The National Autistic Society reports that 40 percent of children with autism and 60 percent of children with Asperger’s syndrome have experienced bullying. (“Bullying: A Guide for Parents”)
• When reporting bullying youth in special education were told not to tattle almost twice as often as youth not in special education. (Davis and Nixon, 2010)

(Pacer Kids Against Bullying, 2016)

 

What can you do when witnessing bullying?  

If You See Bullying

You Can Stand Against Bullying!

If you see bullying happen, you can help stop it. How? Speak up! When kids are willing to speak up about what they think is wrong, they can make a difference. If you are willing to say that bullying is not cool, other kids will be more willing to speak up, too.

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As kids:

What can you do?

You know the feeling. You see someone being bullied and you feel scared. Or mad. Or sad. Or helpless. You might wonder what you can do to help. Did you know you’re not alone? A lot of kids feel that way about bullying.

There are lots of things you can do to help. You could try reaching out as a friend to someone who has been bullied, or standing up for someone by defending them and telling the bully what they are doing is not ok. There are lots of options. Do what feels safe to you. Do what feels ok to you.

• What can you do?

Ask the kid who is bullying to stop.

Why does this help?

Sometimes kids don’t realize that what they are doing is hurting someone else. Speaking out against bullying helps everyone.

• What can you do?

Not join in.

Why does this help?

Someone who bullies often likes an audience, it makes it more fun for them. If you ignore the bullying, it shows them it’s not cool. Be a kid against bullying.

• What can you do?

Help get them away from the situation.

Why does this help?

It is easy for someone to be bullied when no one sticks up for them. Be a friend. Walk with them to class, play with them on the playground, and let them know they’re not alone.

• What can you do?

Tell an adult.

Why does this help?

Adults really do care. They are the ones that can enforce the rules. It can be done while the bullying is happening or after.

Remember: telling is NOT tattling, it is done to help someone.

• What can you do?

Let them know that no one deserves to be bullied.

Why does this help?

Kids who are bullied often feel alone, like no one cares, like it might even be their fault. Let them know that someone cares.

• What can you do?

Ask others to stand against bullying.

Why does this help?

When kids stick together and don’t accept bullying, they can change what has happened to so many for so long. Together we can make a difference.

• What can you do?

Ask your school to start a bullying prevention program.

Why does this help?

Everyone at your school needs to know what to do to prevent bullying. The end of bullying begins with you.

You can change what is happening!

Even a small act helps make a difference. When kids stand together against bullying, they can make their classroom, their school, where they live and even the world a better place! (Pacer Kids Against Bullying, 2016)

As teenagers:

• What is the least you can do?

The very least you could do is to NOT join in. Your non-support of someone bullying sends a clear message that you don’t agree with what’s happening. If you see someone being laughed at, instead of turning your back, help the target to turn his or her back to the bullying by walking to class with him or her, telling them that they don’t deserve what’s happening to them. Show your support. Kids who are bullied often feel like no one cares—help them feel like they’re not alone.

• What else can you do?

If you read cyberbullying, write something nice on the target’s wall or let the person bullying know it’s not cool to make fun of people online, or you can even report in anonymously and many service providers will remove the post.

But if it’s a fight you witness, don’t try to step in the middle. Instead, tell an adult or other authority figure what’s going on so that they can intervene.

You can always let your teachers and parents know so they can help out—bullying is not just about physical fights, words have the power to injure too, both online in and person. Teachers are there to help you out, not just give you homework, and parents care about what happens to you.

• What can make an even bigger difference?

Get your friends to help out, too! This is an issue that affects a lot of people and most of them want it to stop too, so get together and start a bullying prevention program at school. (Pacer Teens Against Bullying, 2016)

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What can you do when being bullied?

You can take back control, but you don’t have to do it on your own. Remember, bullying is never your fault and you have the right to make it stop. Begin taking back control by talking to your parent or an adult you can trust. Then check out these three steps for handling the situation at school.

1. Know That You Are Not Alone

“When I walk into the classroom, all the girls start whispering with each other and laughing.” -Jenny, 7th grade

Ever feel like this only happens to you? It doesn’t. Unfortunately, bullying happens to a lot of kids. It happens in small schools, large schools, rural schools, and city schools. It can happen in preschool, high school, and every school in between. It happens in Australia, Argentina, and all around the globe. Sometimes people say that bullying is just part of growing up or that you should just “deal with it” and it will go away. This is NOT true. Even though bullying happens to a lot of kids, that doesn’t ever make it right. No one deserves to be bullied, everyone deserves respect, and everyone has a right to feel safe at school.

2. Be a Self-advocate

“Self-Advocate? Seriously, what does that even mean?” -Nick, 6th grade

Being a “self-advocate” means speaking up for yourself, telling people what you need, and taking action. Bullying can be stopped, but you need a plan. First, think about what you can do to change your situation, and then make an action plan.

In the plan:

Write down what is happening to you, when and where it takes place, and who is involved.

List your role in this action plan, who else should be involved, and what they could do.

Share this information with your parents and an adult you trust at school.

3. Assert Your Rights

“We are told over and over again to tell an adult. I tried that at my school and was told that’s just how kids in middle school act.” -Jack, 8th grade student with ASPERGERS

Every student has the right to feel safe at school. If one adult isn’t able to help you, don’t give up! It is your right to talk with another adult, such as a parent. When you do speak to a teacher, an administrator, or a person you trust at school:

Share all of the information in your action plan.

Ask: “What can be done so I feel safe and other kids do, too?”

Tell adults that there are laws outlining the school’s responsibility in handling bullying situations.

You may have additional protections under federal law when the bullying is about:

• Race, color, or national origin
• Sex
• Religion
• Disability

State and local laws may provide additional protections on other bases, including sexual orientation.

Some adults may not know this, so clue them in and keep talking until someone understands. Visit stopbullying.gov for an interactive map leading to each state law.

No matter what you call it, bullying is painful. But you don’t have go through it alone! There are people who will help you, and it is your right to be safe. (Pacer Teens Against Bullying, 2016)

 

Videos

Video: Together against bullying

http://www.pacer.org/bullying/getinvolved/students-with-solutions.asp

Video: What bullying is? http://www.pacer.org/bullying/video/downloads/

Video: How bullying feels? http://www.pacer.org/bullying/video/downloads/

Video: What can you do? http://www.pacer.org/bullying/video/downloads/

Video: Behind her back http://www.pacer.org/bullying/video/downloads/

 

Cyberbullying

• What is cyberbullying?

Cyberbullying is bullying that takes place using electronic technology. Electronic technology includes devices and equipment such as cell phones, computers, and tablets as well as communication tools including social media sites, text messages, chat, and websites.

Examples of cyberbullying include mean text messages or emails, rumors sent by email or posted on social networking sites, and embarrassing pictures, videos, websites, or fake profiles.

Video: Monica Lewinsky-The price of shame http://www.ted.com/talks/monica_lewinsky_the_price_of_shame

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• Effects of Cyberbullying

Cell phones and computers themselves are not to blame for cyberbullying. Social media sites can be used for positive activities, like connecting kids with friends and family, helping students with school, and for entertainment. But these tools can also be used to hurt other people. Whether done in person or through technology, the effects of bullying are similar.

Kids who are cyberbullied are more likely to:

• Use alcohol and drugs
• Skip school
• Experience in-person bullying
• Be unwilling to attend school
• Receive poor grades
• Have lower self-esteem
• Have more health problems
• Prevent Cyberbullying

Parents and kids can prevent cyberbullying. Together, they can explore safe ways to use technology.

• Be Aware of What Your Kids are Doing Online

Talk with your kids about cyberbullying and other online issues regularly.

Know the sites your kids visit and their online activities. Ask where they’re going, what they’re doing, and who they’re doing it with.

Tell your kids that as a responsible parent you may review their online communications if you think there is reason for concern. Installing parental control filtering software or monitoring programs are one option for monitoring your child’s online behavior, but do not rely solely on these tools.

Have a sense of what they do online and in texts. Learn about the sites they like. Try out the devices they use.

Ask for their passwords, but tell them you’ll only use them in case of emergency.

Ask to “friend” or “follow” your kids on social media sites or ask another trusted adult to do so.

Encourage your kids to tell you immediately if they, or someone they know, is being cyberbullied. Explain that you will not take away their computers or cell phones if they confide in you about a problem they are having.

• Establish Rules about Technology Use

Establish rules about appropriate use of computers, cell phones, and other technology. For example, be clear about what sites they can visit and what they are permitted to do when they’re online. Show them how to be safe online.

Help them be smart about what they post or say. Tell them not to share anything that could hurt or embarrass themselves or others. Once something is posted, it is out of their control whether someone else will forward it.

Encourage kids to think about who they want to see the information and pictures they post online. Should complete strangers see it? Real friends only? Friends of friends? Think about how people who aren’t friends could use it.

Tell kids to keep their passwords safe and not share them with friends. Sharing passwords can compromise their control over their online identities and activities.

• Understand School Rules

Some schools have developed policies on uses of technology that may affect the child’s online behavior in and out of the classroom. Ask the school if they have developed a policy. (Stop Bullying. Gov, 2016)

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Reference:

Pacer Kids Against Bullying. 2016. http://www.pacerkidsagainstbullying.org/kab/

Pacer’s National Bullying Prevention, 2016. http://www.pacer.org/

Pacer Teens Against Bullying, 2016. http://www.pacerteensagainstbullying.org/tab/

Stop Bullying. Gov. http://www.stopbullying.gov/cyberbullying/what-is-it/index.html

Video: Behind her back http://www.pacer.org/bullying/video/downloads/

Video: How bullying feels? http://www.pacer.org/bullying/video/downloads/

Video: Monica Lewinsky-The price of shame http://www.ted.com/talks/monica_lewinsky_the_price_of_shame

Video: Together against bullying

http://www.pacer.org/bullying/getinvolved/students-with-solutions.asp

Video: What bullying is? http://www.pacer.org/bullying/video/downloads/

Video: What can you do? http://www.pacer.org/bullying/video/downloads/

View the training agenda by clicking here.

Take Our Bicycle Plan Survey

The City of Bryan is revising its Bicycle Plan as part of the 2016 Comprehensive Plan update. We’re looking for input from citizens about where, how, and why they use bicycles in the City of Bryan, and what they would like to see improved as a part of the new Bicycle Plan.

http://www.bryantx.gov/engineering-services/