WELCOME TO OUR SPECIAL EVENT TODAY IN HONOR OF NATIONAL AUTISM AWARENESS MONTH. THE FEDERAL RESPONSE TO NEEDS OF THE AUTISM AND DISABILITY COMMUNITIES. I'M SUSAN DANIELS, THE DIRECTOR OF THE OFFICE OF OUTISM RESEARCH AND COORDINATION AT THE NATIONAL INSTITUTE OF MENTAL HEALTH. A FEDERAL ADVISORY COMMITTEE COMPOSED OF FEDERAL OFFICIALS AND PUBLIC STAKEHOLDERS THAT PROVIDES ADVICE TO THE SECRETARY OF HEALTH AND HUMAN SERVICES. OUR OFFICE HOSTS WORKSHOPS AND ACTIVITIES FOR THE COMMITTEE AND SPECIAL EVENTS ON BEHALF OF THE NIH. TODAY'S EVENT IS AN OPPORTUNITY FOR US TO ACKNOWLEDGE THE UNIQUE CHALLENGES FACED BY THE AUTISM COMMUNITY AS PEOPLE HERE IN THE U.S. AND AROUND THE WORLD HAD TO ADJUST THEIR LIVES TO THE REALITIES OF THE CORONAVIRUS PANDEMIC AND AFFIRM OUR COMMITMENT AS A COMMUNITY TO SUPPORTING THE NEEDS OF PEOPLE ON THE AUTISM SPECTRUM AND THEIR FAMILIES DURING THIS TIME. WE WILL BE HEARING FROM FOUR OF OUR FEDERAL AGENCIES AND DEPARTMENTS THAT HAVE BEEN INVOLVED IN RESPONDING TO THE PANDEMIC AND ENGAGING IN A DISCUSSION WITH LEADERS FROM THE AUTISM ADVOCACY COMMUNITY. I'M PLEASED TO EXTEND A SPECIAL WELCOME TODAY TO OUR GUEST SPEAKERS, DR. JOSHUA GORDON, DIRECTOR OF THE NATIONAL INSTITUTE OF MENTAL HEALTH AT THE NIH, DIRECTOR OF THE CENTER FOR BIRTH DEFECTS AND DEVELOPMENTAL DISABILITIES AT THE CENTERS FOR DISEASE CONTROL AND PREVENTION. DR. LARRY WEXLER DIRECTOR OF THE RESEARCH AND PRACTICE DIVISION AT THE OFFICE OF SPECIAL EDUCATION PROGRAMS WITHIN THE U.S. DEPARTMENT OF EDUCATION AND JENNIFER SHEEHY, DEPUTY ASSISTANT SECRETARY AT THE OFFICE OF DISABILITY EMPLOYMENT POLICY IN THE U.S. DEPARTMENT OF LABOR. WE ALSO HAVE SIX JOINING US TODAY FROM PARTS OF THE AUTISM ADVOCACY COMMUNITY, CHRIS BANKS, CHIEF EXECUTIVE OFFICER OF THE AUTISM SOCIETY OF AMERICA, SAM CRANE, LEGAL DIRECTOR AT THE AUTISTIC SELF ADVOCACY NETWORK, MIRANDA NIRU, HUMAN SCHOOLER AT THE RICE UNIVERSITY CENTER FOR THE STUDY OF WOMEN, GENDER AND SEXUALITY. CAMILLE PROCTOR, FOUNDER OF THE COLOR OF AUTISM AND ALISON SINGER, CO-FOUNDER AND PRESIDENT OF THE AUTISM SCIENCE FOUNDATION. IN THE INTERESTS OF TIME, I WON'T BE GOING OVER THE BIOS OF EACH OF OUR GUESTS IN THE SESSION BUT THEIR BIOS ARE POSTED ON-LINE ON THE WEBSITE ON THE PAGE FOR THIS EVENT AND YOU'RE WELCOME TO LOOK THROUGH AND ADDITIONAL DETAILS ABOUT THE WORK AND ACCOMPLISHMENTS OF EACH OF OUR SPEAKERS AND DISCUSSANTS. NEXT I'D LIKE TO INTRODUCE DR. JOSHUA GORDON DIRECTOR OF THE MNIH TO SHARE A FEW WORDS OF WELCOME. JOSH. >> WELCOME, INDEED. APRIL IS AUTISM AWARENESS MONTH AND IT MARKS A TIME WHERE WE RECOGNIZE THE IMPORTANT ROLE THAT PEOPLE ON THE AUTISM SPECTRUM AND THEIR FAMILIES PLAY IN THEIR LIVES AND OUR COMMUNITIES AND ALSO AT MNIH IT'S A TIME TO WORK TO IMPROVE THOSE LIVES OF THOSE PEOPLE WHO ARE SUFFERING FROM AUTISM AND THEIR FAMILIES. WE'RE ALSO COMMITTED TO SUPPORTING THE RESEARCH THAT WILL LEAD TO THOSE IMPROVEMENTS AND REALLY SQUARELY AIMED AT ENHANCING THE QUALITY OF LIFE FOR PEOPLE ON THE SPECTRUM. THIS YEAR WE OF COURSE RECOGNIZE THAT THE CHALLENGES THAT THE PANDEMIC HAS CREATED FOR ALL AMERICANS HAS HAD DISPROPORTIONATE IMPACT ON THOSE ON THE AUTISM SPECTRUM AND THEIR FAMILIES AND COMMUNITIES. WE'VE BEEN WORKING ALONGSIDE THE SISTER FEDERAL AGENCIES AND PARTNERS AS WELL AS THE AUTISM COMMUNITY TO HELP MITIGATE THE IMPACTS OF THIS PANDEMIC AND PROTECT THE WELL-BEING OF VULNERABLE POPULATIONS REALLY ACROSS THE U.S. SO IT'S MY PLEASURE TO PARTICIPATE IN TODAY'S MEETING WHERE WE'LL TALK ABOUT SOME OF THESE EFFORTS AND REALLY HAVE CONVERSATIONS WITH THE DISCUSSIONANTS AS WELL ON HOW TO BUILD UPON THEM, TO STRENGTHEN THE RESILIENCE OF THE COMMUNITIES THAT WE SERVE. >> THANK YOU, DR. GORDON. TODAY'S EVENT WILL FOLLOW THE FOLLOWING FORMAT TO LET YOU KNOW HOW WE'RE GOING TO BE CONDUCTING THOSE'S SESSION. WE'RE GOING TO HAVE TIME TO HEAR EACH SPEAKER GIVE THEIR PRESENTATION FOLLOWED BY DISCUSSION TIME WITH OUR DISCUSSANTS. WE HAVE FOUR IMPORTANT TOPICS TO COVER TODAY IN TWO HOURS SO WE WILL DO OUR BEST TO KEEP EVERYTHING ON TIME, AND AGAIN WE'RE SO PLEASED THAT YOU ALL ARE WITH US TODAY. THANK YOU TO OUR LISTENING AUDIENCE FOR TUNING INNING. NOW I'D LIKE TO HAND IT OVER TO DR. GORDON WHO WILL BE TALKING TO US ABOUT THE MENTAL HEALTH IMPACTS OF COVID-19 FOR PEOPLE ON THE AUTISM SPECTRUM AND DISABILITY COMMUNITY. SO JOSH. >> THANK YOU, SUSAN, AND THANK YOU TO EVERYONE JOINING IN TODAY. HOPEFULLY YOU CAN SEE MY SLIDES AND ANYONE WILL ALERT ME. TO GIVE YOU A SENSE OF WHAT WE KNOW ABOUT THE IMPACT OF THE PANDEMIC SPECIFICALLY IN THE AUTISM COMMUNITY. BECAUSE OF TIME I'M GOING TO SKIP OVER THE PLETHORA OF EVIDENCE TO SHOW THE PANDEMIC HAS HAD MYRIAD IMPACTS ON PUBLIC HEALTH AND PARTICULARLY FOR OTHER VULNERABLE GROUPS IN THE UNITED STATES BUT I'M GOING TO BE FOCUSING ON THE AUTISM AND DISABILITY COMMUNITIES TODAY. OF COURSE WE KNOW THAT THE AUTISM THAT THE PANDEMIC HAS AFFECTED MANY ASPECTS OF LIFE INCLUDING SCHOOL, WORK AND COMMUTING, HEALTH CARE DELIVERY AND FAMILY RELATIONSHIPS AND THAT THESE AFFECTS CAN HAVE DISPROPORTIONATE IMPACTS ON INDIVIDUALS ON THE SPECTRUM. NOT ONLY BECAUSE OF THE PANDEMIC ITSELF BUT ALSO BECAUSE OF THE VARIOUS MITIGATION MEASURES THAT WERE TAKEN IN PLACE TO REDUCE THE PHYSICAL HEALTH IMPACTS OF THAT PANDEMIC. ONE OF THE REASONS THAT INDIVIDUALS ON THE SPECTRUM MAY HAVE UNIQUE VULNERABILITIES TO IMPACTS OF COVID-19 IS MANY OF THESE INDIVIDUALS HAVE HIGH LEVELS OF PREEXISTING CO-OCCURRING PHYSICAL AND MENTAL HEALTH CONDITIONS THAT CAN RAISE THAT IMPACT. THIS MEANS THAT INDIVIDUALS ON THE SPECTRUM MAY BE AT A MORE SUBSTANTIAL RISK OF CONTRACTING AND DYING FROM COVID-19 ESPECIALLY THOSE THAT LIVE IN CONGREGATE SETTINGS. IT MEANS THESE INDIVIDUALS MAY HAVE INCREASED DIFFICULT ADAPTING TO AND BEING FLEXIBLE WITH THE ABRUPT CHANGES AND OTHER FACTS OF THE PANDEMIC THAT CAN IMPACT UPON RELEVANCE. INDIVIDUALS ON THE SPECTRUM MAY HAVE INCREASED VULNERABILITY TO ISOLATION AND ECONOMIC IMPACT. MANY STUDIES THAT HAVE BEEN CONDUCTED OVER THE COURSE OF THE PANDEMIC, A COUPLE OF WHICH I'M GOING TO SHOW YOU DATA FROM TODAY SUPPORT THIS NOTION OF DISPROPORTIONATE IMPACT OF THE ONE OF THE ORGANIZATIONS THAT'S BEEN TRYING TO MEASURE THIS IMPACT IS THE I'MENS FOUNDATION. THEY HAVE A SURVEY INSTRUMENT, THE SPARKS SURVEY, THAT HAS BEEN MEASURING THE IMPACT OF THE PANDEMIC ON FAMILIES AND CARE GIVERS. THE SURVEY RESPONDENTS FOR THE SURVEY WERE 8,000 FAMILIES WITH DEPENDENCE OF BOTH CHILDREN AND ADULTS ON THE AUTISM SPECTRUM AND INITIALLY THE SURVEY WAS CONDUCTED IN MARCH. IN A MOMENT I'LL SHOW YOU DATA FROM MARCH OF 2020 EARLY ON IN THE PANDEMIC. AT THAT TIME THE VAST MAJORITY OF FAMILIES WERE REPORTING IMPACT IN TERMS OF SETTINGS FOR SERVICES OR THERAPIES THAT WERE DISRUPTED BY THE PANDEMIC OF COURSE IN MARCH IN 2020 THAT WAS MUCH DUE TO THE MITIGATION MEASURES WHICH WERE SHUTTING DOWN A LOT OF THESE FACILITIES. SCHOOLS OF COURSE WERE QUITE FREQUENTLY CLOSED DOWN. 84% OF FAMILIES REPORTED DISRUPTION IN SCHOOLING. 50% IN PROFESSIONAL CLINIC ACCESS, A SMALLER PERCENTAGE IS IN THE REDUCTION OF SERVICES DELIVERED IN THE HOME BY STAFF FOR CARE GIVERS, CHANGES IN DAY CARE AND RESIDENTIAL PROGRAMS ROUND OUT THE SURVEY RESULTS. THE IMPACT OF THE PANDEMIC WAS ALSO FELT ON OTHER PARTS OF LIFE BESIDES SCHOOL AND SERVICES INCLUDING CHANGES IN SOCIAL LIFE, IN EMPLOYMENT, IN SERVICES AND THERAPIES AND IMPORTANTLY HERE IN FINANCIAL SECURITY MANY FOR INDIVIDUALS ON THE AUTISM SPECTRUM AND THOSE INDIVIDUALS THEMSELVES SUFFERED FROM FINANCIAL DIFFICULTIES DURING THE COURSE OF THE PANDEMIC, AND WHAT YOU'LL NOTE IS THAT THAT RESULTED IN A GREAT DEAL OF PSYCHOLOGICAL STRESS IN THESE FAMILIES AND INDIVIDUALS SUCH THAT NEARLY 50% REPORTED MODERATE TO SEVERE LEVELS OF PSYCHOLOGICAL DISTRESS EARLY ON IN THE PANDEMIC PA LITTLE BIT LATER THE SURVEY INCLUDED DETAILS SUCH AS THOSE INDIVIDUALS WHO WERE EXPERIENCING FOOD OR HOUSING INSECURITY. THIS SURVEY WAS CONDUCTED BY ANOTHER ORGANIZATION THAT WE PARTNER WITH, AUTISM SPEAKS, WHICH FOUND THAT THERE WERE CONSIDERABLE AMOUNTS OF INSECURITY IN THESE AREAS AMONGST FAMILIES OF INDIVIDUALS WITH AUTISM AND SUCH THAT -- SORRY, THAT THESE CHALLENGES, HOWEVER, DISPARATLEE EFFECTED MINORITIES SUCH THAT INDIVIDUALS FROM MINORITIES, 40% OF THEM WERE WORRIED ABOUT RUNNING OUT OF FOOD. >> 48% EXPERIENCED SOME FORM HUMAN HOUSING INSECURITY. THE NUMBERS WERE SLIGHTLY SMALLER IN THE WHITE COMMUNITIES ALTHOUGH THOSE NUMBERS WERE SUBSTANTIAL SUGGESTING THAT THE PANDEMIC EFFECTED INDIVIDUALS IN THE AUTISM COMMUNITIES AND THEIR FAMILIES TO A TREMENDOUS DEGREE. AND I WOULD POINT OUT THAT THESE RATES ARE INDEED HIGHER THAN THOSE HOUSEHOLDS WHICH DO NOT HAVE A CHILD WITH A DISABILITY SUCH THAT THE PRESENCE OF A CHILD WITH AUTISM OR WITH OTHER FORMS OF DISABILITY RAISED RATES OF FOOD INSECURITY AND ALSO THAT THOSE RATES OF FOOD INSECURITY WERE HIGHER AGAIN IN MINORITY COMMUNITIES, WHETHER IT BE BLACK, NON-HISPANIC, INDIVIDUALS AND FAMILIES OR HISPANIC INDIVIDUALS AND FAMILIES. SO THERE IS A COMPOUND AFFECT OF BELONGING TO VULNERABLE COMMUNITY AND HAVING AN INDIVIDUAL IN THE FAMILY WITH AUTISM THAT MEANT THAT THE IMPACT OF THE PANDEMIC WAS FELT EVEN MORE STRONGLY IN THOSE WITH MULTIPLE VULNERABILITIES. ONE OF THE THINGS THAT WE KNOW FROM STUDIES IN PRIOR EMERGENCIES AND PANDEMICS IS THAT WE CAN PROMOTE RESILIENCE AND LONG-TERM RECOVERY WITH A NUMBER OF SUPPORTS FOR INDIVIDUALS, COMMUNITIES AND FAMILIES. MOST IMPORTANTLY TO MEET THESE IMMEDIATE NEEDS ARE SO PREVALENT IN THESE COMMUNITIES SUCH AS PROVIDING RESOURCES FOR FOOD, ENSURING INDIVIDUALS CAN STAY IN THEIR HOMES AND TO A CERTAIN EXTENT, THE UNITED STATES LAWS AND COMMUNITY EFFORTS HAVE ATTEMPTED TO AMELIORATE CHALLENGES WITH FOOD AND HOUSING INSECURITY. OTHER IMPORTANT MEASURES TO PROMOTE RESILIENCE INCLUDE PROMOTING HEALTH AND HEALTH BEHAVIORS AND PROVIDING ACCESS TO CARE FOR COVID-19 ILLNESS AND FOR OTHER ILLNESSES, TO INCREASE ACCESS TO VACCINATIONS FOR VULNERABLE POPULATIONS TO HELP US PULL OUT OF THE PANDEMIC MORE RAPIDLY. TO PRACTICE HEALTHY COPING HABITS AND MAKE MENTAL HEALTH SUPPORTS ACCESSIBLE AND AVAILABLE. TO AVOID SOCIAL ISOLATION AND FIND WAYS TO HELP OTHERS AND TO MAINTAIN HOPE FOR THE FUTURE AND SENSE OF CONTROL BOTH THE INDIVIDUAL AND FAMILY LEVELS. THESE EFFORTS TO PROMOTE RESILIENCE AND LONG-TERM RECOVERY ARE REALLY MEANT FOR THE GENERAL POPULATION BUT ALSO CAN BE APPLIED TO INDIVIDUALS ON THE SPECTRUM AND THEIR FAMILIES. BUT WHAT HAVE INDIVIDUALS ON THE SPECTRUM AND THEIR FAMILIES BEEN EXPERIENCING AS THINGS THAT HELP THEM COPE DURING THE PANDEMIC, AUTISTIC ADULTS IN A SURVEY ALSO THAT TOOK PLACE IN MARCH AND APRIL LAST YEAR REPORTED THAT THINGS SUCH AS TELEHEALTH, CHECK-INS WITH THERAPISTS VIA E-MAIL AND PHONE, VIRGINIAING, MAINTAINING SCHEDULES, MAINTAINING EXERCISE ROUTINES AND KEEPING IN TOUCH WITH FAMILIES AND FRIENDS VIA PHONE AND VIDEO CHAT WERE ALL COPING MECHANISMS THAT THEY EXPERIENCED AS HELPFUL. FAMILIES, IN ADDITION TO THESE OTHER METHODS, FAMILIES REPORTED SOCIAL SORRIES, BREAKS FOR REST AND RELAXATION, TELEHEALTH APPOINTMENTS, PURSUING HOBBIES, COOKING WITH THE FAMILY AND ENJOYING TIME WITH FAMILIES IN-PERSON AND VIRTUALLY ALL HELPED IN TERMS OF HELPING THE INDIVIDUALS WITH AUTISM COPE WITH THE CHANGES THAT WERE INDUCED BY THE PANDEMIC. SO WE HAVE SIGNIFICANT IMPACTS. WE ALSO HAVE SOME MEASURES INDIVIDUALS CAN TAKE PLACE IN RESEARCH AND SURVEYS THAT HELPED INDIVIDUALS WITH AUTISM AND THEIR FAMILIES COPE WITH THE PANDEMIC. I SHOULD MENTION THAT IN ADDITION TO THE RISKS POSED BY THE PANDEMIC THERE WAS SOME POTENTIAL -- I SHOULD SAY POTENTIAL BECAUSE WE'RE NOT SURE HOW THE BALANCE WILL WORK OUT. POTENTIAL POSITIVE IMPACTS OF THE CHANGES BROUGHT ON BY THE COVID-19 PANDEMIC. INCREASED USE OF TELEHEALTH WHICH MANY INDIVIDUALS WITH AUTISM AND FAMILIES FIND CONVENIENT AND ALSO WHICH RESEARCH HAS SHOWN TO BE EFFECTIVE. INCREASED PARENT AND CARE GIVER INVOLVEMENT HAVE ENHANCED THEIR EFFICACY BASED ON SOME DATA WE HAVE FROM PRIOR STUDIES NOT GIVEN DURING THE PANDEMIC THAT PARENT AND CARE GIVER INVOLVEMENT CAN BE VERY EFFECTIVE. INDEED SOME INDIVIDUALS WITH AUTISM REPORT THAT THE REDUCED SOCIAL DEMANDS OF THE PANDEMIC AND THE USE OF THESE KINDS OF TECHNOLOGIES FOR COMMUNICATION HAS LED TO LESS STRESS FROM SOCIAL INTERACTIONS. SO THERE ARE POTENTIAL POSITIVE IMPACTS OF THE CHANGES BROUGHT ON BY THE PANDEMIC, ALTHOUGH OF COURSE THERE ARE THE SEVERE RISKS THAT I MENTIONED ALSO. NIH AND NIMH AND THE INTER AGENCY AUTISM COORDINATING COMMITTEE HAVE BEEN HARD AT WORK TO ENSURE THE RESOURCES WE HAVE ARE KNOWN AND SHARED AS WELL AS THAT THE RESEARCH THAT WE DO WILL HELP INFORM THE RESPONSE TO THE PANDEMIC AND FUTURE DISASTERS AS WE MOVE ALONG. NIMH HAS RESOURCES ON ITS WEBSITE AND THE NIH HAS COVID-19 RESOURCES ON THEIR WEBSITE. I ENCOURAGE EVERYONE TO VISIT. THAT IN A NUTSHELL IS THE SMEARIE OF SOME OF THE IMPACTS OF THE PANDEMIC ON THE COMMUNITY AND SOME OF THE NIH AND NIMH RESPONSE TO THOSE IMPACKS. I BELIEVE IT'S TIME TO TURN TO OUR PANELISTS AND HAVE SOME DISCUSSION ON THESE ISSUES. THANKS FOR YOUR ATTENTION. >> THANK YOU SO MUCH FOR SHARING WITH US, DR. GORDON. NOW WE HAVE SOME TIME FOR DISCUSSION WITH OUR INVITED DISCUSSANTS. TOEN SURE AS MANY PEOPLE HAVE AN OPPORTUNITY TO PARTICIPATE IN THE DISCUSSION AS POSSIBLE I'LL ASK TO KEEP YOUR QUESTIONS SOMEWHAT CONCISE. FOR THE FIRST QUESTION LIED LIKE DR. ANDY TO ASK A QUESTION. >> THANK YOU, SUSAN. THANK YOU, DR. GORDON FOR THE WONDERFUL MEN OPERATION. I APPRECIATE YOUR HIGHLIGHTING THE CHALLENGES FACED BY OUR COMMUNITY DURING THE PANDEMIC. REGARDING THE POINTS YOU MADE WITH FOOD INSECURITY, AS SOMEONE WHO HAS BEEN INVOLVED IN AUTISM RESEARCH FOR OVER TWO DECADES, IT'S SURPRISING THAT AS A COMMUNITY WE DIDN'T RECOGNIZE FOOD INSECURITY ISSUE UNTIL NOW. AS OUR DATA SUGGESTS THE FOOD INSECURITY ISSUE IS PREVALENT WITHIN THE AUTISM COMMUNITY EVEN BEFORE THE PANDEMIC. SO THE QUESTION IS TO YOU AS WELL AS TO OTHER MEMBER SPEAKERS, WHAT WILL YOUR AGENCY DO ABOUT IT, HOW CAN WE DO A BETTER JOB IN MONITORING THE COMMUNITY SO WE CAN RESPOND IN A TIMELY, EFFECTIVE >> THAT'S A GREAT QUESTION, ANDY. I APPRECIATE YOU BRINGING IT UP. THE NIH IS A RESEARCH ORGANIZATION AND WE HAVE A RESPONSIBILITY TO ENSURE OUR RESEARCH MEETS THE INDIVIDUALS AT NEAT WITH AUTISM. YOU BRING UP A GOOD POINT, WHAT SOLUTIONS CAN WE BRING TO BEAR ON THE PROBLEM? I HAVE TO ADMIT I THINK WE HAVE A POSITIV A PAUCITY OF RESEARCH. THERE'S SOME RESEARCH THAT SPEAKS TO THE NEED FOR ENSURING COMMUNITY ENGAGEMENT AND HOUSING OPPORTUNITIES, EMPLOYMENT OPPORTUNITIES, ETC., BUT I DON'T KNOW ANY THAT'S OFF THE TOP OF MY HEAD THAT SPECIFICALLY SPEAKING OF FOOD INSECURITY ISSUE SO I WOULD SAY THAT'S SOMETHING WE NEED TO FOLLOWUP ON. I WOULD BE CURIOUS WHAT OTHER SERVICES ARE AVAILABLE FOR COMMUNITIES OF DISABILITY AND AUTISM AND THAT'S SOMETHING WE CAN THINK OF AS WE MOVE ALONG WHEN THEY GIVE THEIR TALKS. THANKS FOR THE QUESTION. >> THANK YOU. >> WOULD YOU LIKE TO ASK A QUESTION? >> YES, I WOULD. THANK YOU SO MUCH FOR THAT PRESENTATION, SHARING THAT INFORMATION INFORMATION. I MADE SOME NOTES AND I'M TRYING TO FIGURE OUT HOW TO COMBINE THEM TO MAKE THE MOST SENSE. I GUESS IT'S A TWO-PART. ONE IS I WANTED TO ASK THERE'S A GREAT DEAL OF RESEARCH FROM THE EARLY PORTION OF THE PANDEMIC SO THINGS IN MARCH, APRIL, A FEW THINGS IN THE FALL. THERE DOESN'T SEEM TO BE AS COMPREHENSIVE RESEARCH ON THESE TOPICS OR FOLLOWUPS SINCE THEN. SO I WANTED TO GET A SENSE OF WHAT WE ARE TO EXPECT BECAUSE THINGS HAVE CHANGED AND EVOLVED FOR A LOT OF PEOPLE, FOR A LOT OF FAMILIES SINCE THEN. SPECIFICALLY I WANTED TO GET SOME INFORMATION ABOUT THE DEMOCRAT GRAPH DEMOGRAPHICS. OUR COMMUNITIES ARE NOT MONOLITHS. I'M NOT GETTING A LOT OF DEMOGRAPHIC INFORMATION WITH THE DEPENDENTS WHO ARE ADULTS AND CHILDREN. WHERE THE DIFFERENCE IS BROKEN OUT IN THAT WAY. THE RESPONDENTS THAT WE HAVE ARE BOTH INCLUSIVE OF THE ENTIRE HOUSEHOLD BECAUSE I'M ESSENTIALLY NOT SURE HOW REPRESENTATIVE THIS DATA REALLY IS OF THOSE OF US WHO ARE FROM FAMILIES THAT ARE ON THE SPECTRUM. >> THOSE ARE ALL EXCELLENT QUESTIONS. FIRST OF ALL, OF COURSE I HAD TO PICK AND SHOES A SMATTERING OF THE RESULTS EVEN ARE FROM THESE TWO SURVEYS THAT I FOCUSED ON. AND I ENCOURAGE YOU TO EXPLORE THE EVIDENCE FROM THOSE SURVEYS. I SHOULD HAVE MENTIONED AT THE BEGINNING THOSE ARE NOT THE RESULT OF PEER REVIEWED RESEARCH WHICH DOES TAKE LONGER. IF THAT KIND OF IN-DEPTH LOOK AT THE DATA WHICH WE HOPED TO GET OVER THE COMING MONTHS THAT MIGHT BE ABLE TO ANSWER SOME OF THE GRANULAR QUESTIONS YOU'RE INTERESTED IN. WE HAVE AT NIMH SUPPORTED SEVERAL STUDIES THAT ARE ONGOING THAT LOOK AT THE IMPACT OF THE PANDEMIC ON SPECIFIC MINORITY COMMUNITIES ON SPECIFIC DISABILITY COMMUNITIES INCLUDING INDIVIDUALS WITH AUTISM AND SPECIFIC AGES. HOW MUCH OF THE LANDSCAPE WILL BE ABLE TO PUZZLE OUT FROM THE INTERSECTION OF THOSE DIFFERENT COMMUNITIES, I DON'T HONESTLY KNOW YET. WHAT I CAN TELL YOU FROM THE DATA THAT I DIDN'T GET A CHANCE TO PRESENT IS THAT AFRICAN-AMERICAN COMMUNITIES HAVE BEEN HIT HARDEST BY THIS PANDEMIC ALONG WITH HISPANIC COMMUNITIES AND NATIVE AMERICAN COMMUNITIES. I DON'T HAVE THE GRANULAR DATA TO KNOW OTHER THAN WHAT I SHOWED YOU SO FAR TODAY THAT HOW THAT PARSES OUT IN TERMS OF INDIVIDUALS WITH AUTISM IN THOSE COMMUNITIES AND MANY OF THE OTHER IMPORTANT GRAN ALL RIGHTS THAALL RIGHT -- GRANULARITIES THAT YOU MENTIONED. THE GENERAL RULE THAT YOU'RE TALKING ABOUT, AS I HINTED AT, WHEN YOU'RE TALKING ABOUT INTERSECTIONS OF VULNERABLE COMMUNITY. WE'RE WORRIED ABOUT PEOPLE WHO CHECK ALL OF THE BOXES FOR VULNERABILITY MOST AND THAT'S WHAT WE NEED TO OBVIOUSLY BE CONCERNED ABOUT AND SO WE LOOK FORWARD TO GETTING THAT DATA OVER TIME. AND FOR THE SAME REASON THAT WE DON'T HAVE DATA YET BUT THAT'S GRANULAR, WE HAVE LESS DATA FROM LATER ON IN THE PANDEMIC THAN WE DO FROM EARLIER ON IN THE PANDEMIC, ALTHOUGH THE DATA THAT THE CDC HAS RELATED, HAS SUGGESTED AT LEAST IN THE GENERAL POPULATION, THE KIND OF SYMPTOMS THAT YOU SAW EARLY ON IN THE PANDEMIC HAVE PERSISTED AND INCREASED IN PREVALENCE. THAT IS MORE AND MORE PEOPLE HAVE EXPERIENCED SYMPTOMS OF ANXIETY, DEPRESSION, STRESS, SUBSTANCE ABUSE AS THE LENGTH OF THE PANDEMIC HAS WORE ON. >> THANK YOU. SAM CRANE, DO YOU HAVE A QUESTION? AND YOU CAN UNMUTE YOURSELF. >> I WANTED TO ADD ON TO ONE OF THE QUESTIONS IN TERMS OF GETTING SOME OF THAT GRANULAR INFORMATION AND ONE OF THE THINGS THAT I'D LIKE TO SEE MANY CROSS-REFERENCED IS WE ALSO KNOW THAT PEOPLE WITH DEVELOPMENTAL DISABILITIES WERE AT MUCH-INCREASED RISK OF NEGATIVE OUTCOMES AND DEATH FROM COVID-19 AND SO SOME OF WHEN WE TALK ABOUT POLICY RESPONSES TO SOME OF THESE CONCERNS, ONE OF THE POLICY RESPONSES WE'VE SEEN IS BECAUSE ISOLATION IS AFFECTING FAMILIES NEGATIVELY, WE NEED TO GET, YOU KNOW, CHILDREN WITH SPECIAL EDUCATION NEEDS BACK INTO SCHOOLS, BACK INTO THESE SORT OF CENTER BASED THERAPY PROGRAMS AND I KNOW THAT A LOT OF FAMILIES HAD CONCERNS ABOUT THAT, MAYBE LESS SO NOW THAT VACCINATION IS MORE POSSIBLE. BUT MANY KIDS WITH DEVELOPMENTAL DISABILITIES ALSO HAVE SPECIAL HEALTH CARE NEEDS AND CAN'T BE VACCINATED AND SO IT IS GOING TO BE AN ONGOING CONCERN AS LONG AS THE PANDEMIC PURCHASE PROGRESSES. I THINK IT WOULD BE INTERESTING TO GET I GUESS MORE QUALITATIVE INTERVIEW DATA TO WEED OUT THIS SORT OF PERCEIVED CAUSES OF A LOT OF THESE INSECURITIES. LIKE DO PARENTS VOLUNTARILY TAKE THEIR KIDS OUT OF CENTER-BASED THERAPY PROGRAMS OR IN-PERSON SCHOOLING IN ORDER TO, YOU KNOW, ADDRESS CONCERNS ABOUT SAFETY OR ARE THEY SEEING -- OR ARE THEY TRYING TO GET THEIR STUDENTS BACK INTO IN-PERSON SCHOOLING AND WE KNOW THAT THERE'S SOME IN BOTH CATEGORIES, AND I THINK IT'S IMPORTANT TO HEAR THOSE DIFFERENT KINDS OF CONCERNS. >> YOU'RE ON MUTE, JOSH. >> GREAT POINT, SAM, AND THANKS, SUSAN, FOR POINTING OUT MY MUTEDNESS. GREAT POINT, SAM. AND I WOULD ADD A FEW MORE TO THAT ABOUT INFORMATION WE'D LIKE TO KNOW. WE'D LIE TO KNOW ACTUALLY WHAT IS THE IMPACT OF SCHOOL AND THERAPY CENTER CLOSURES ON CHILDREN, AND WE DON'T YET HAVE THAT DATA. THERE'S A LOT OF REASONS TO BE CONCERNED. THERE'S ALSO POTENTIAL REASONS TO THINK THAT SOME REMOTE THERAPY AND/OR LEARNING CAN BE BENEFICIAL FOR KIDS AND WE DON'T KNOW ON BALANCE THOSE EFFECTS. NIMH DID PUT OUT A CALL FOR ADDITIONAL RESEARCH ON THE EFFECTS OF SCHOOL CLOSURES IN CHILDREN AND WE DID POINT OUT THE NEED FOR UNDERSTANDING NOT JUST THIS IN THE GENERAL POPULATION OF SCHOOL KIDS BUT ALSO IN THE POPULATION OF THOSE WITH SPECIAL NEEDS AND DEVELOPMENTAL DISABILITIES. SO WE HAVEN'T FUNDED ANYTHING YET BUT WE'RE HOPING THOSE APPLICATIONS WILL COME IN AND THAT'S ONE OF THESE THINGS ACTUALLY THAT WE CAN GO BACK AND LOOK AT RETROSPECTIVELY. YOU KNOW, THERE'S GOOD DATA THAT THE SCHOOLS KEEP ON THINGS LIKE ATTENDANCE AND WHOSE COMING IN PERSON AND WHOSE GETTING THE REMOTE LEARNING EXPERIENCES AND WE CAN LOOK AT ACHIEVEMENT AND WE CAN LOOK AT -- WE CAN EVALUATE THE CHILDREN FOR DEPRESSION, ANXIETY, OTHER SYMPTOMS OF STRESS AS WELL AS THEIR SCHOOL PERFORMANCE. SO WE HOPE THAT -- AND I SHOULD MENTION THIS IS A JOINT PROJECT OF THE NATIONAL INSTITUTE OF CHILD HEALTH AND HUMAN DEVELOPMENT AND SO I THINK WHAT WE'RE HOPING FOR IS SOME GOOD RESEARCH IN THAT AREA TO COME THROUGH. >> THANK YOU. >> CAMILLE PROCTOR, DO YOU HAVE A QUESTION? >> NO, ACTUALLY SHE COVERED SOME OF THE THINGS I WANTED TO SAY AND SO I'M GRATEFUL TO HER FOR SAYING IT FOR ME. THANK YOU. >> CHRIS BANKS, DO YOU HAVE A QUESTION? YOU'RE ON MUTE. >> IT MIGHT BE YOUR PHONE OR MICROPHONE. >> IT DOESN'T LOOK MUTED BUT WE CAN'T HEAR YOU. >> MAYBE YOU CAN TYPE YOUR QUESTION INTO THE CHAT BOX. I CAN'T HEAR YOU STILL. MAYBE MOVE ON TO ALISON. >> THANK YOU, JOSH AND THANK YOU, SUSAN. YOU KNOW, JOSH, YOU WERE TALKING ABOUT MENTAL HEALTH SUPPORTS AND HOW IMPORTANT THEY ARE BUT MENTAL HEALTH SUPPORTS ARE HARD TO FIND AND ENGAGE WITH EVEN IN THE BEST OF TIMES. AND SO IT TENDS TO FALL ON FAMILIES AND ADVOCACY GROUPS THAT SUPPORT FAMILIES TO PROVIDE GUIDANCE TO OUR FAMILIES ABOUT WHAT TYPES OF BEHAVIORS TO WATCH OUT FOR. SO AS OUR STUDENTS WITH AUTISM BEGIN TO REENGAGE WITH SCHOOL AND AS OUR ADULTS WITH AUTISM BEGIN TO REACCLIMATE TO THE WORLD OF WORK, WHAT SIGNS SHOULD WE LOOK FOR THAT WOULD BE POSITIVE SIGNS OF RESILIENCE AND WHAT BEHAVIOR SHOULD WE LOOK OUT FOR THAT MIGHT BE REDS FLAGS AND CAUSES FOR CONCERN? >> THAT'S A GREAT QUESTION, ALISON. OBVIOUSLY THE THINGS THAT WE'RE WORRIED ABOUT IN BOTH SITUATIONS, BOTH FOR ADULTS AND KIDS THAT THE STRESS AND UNFAMILIARITY AND CHANGE IN ROUTINE OF RETURNING TO THESE IN-PERSON LEARNING AND WORK SITUATIONS WILL MANIFEST IN TERMS OF SYMPTOMS AND BEHAVIORS IN THESE INDIVIDUALS. SO FOR CHILDREN I THINK IT OBVIOUSLY COULD BE VERY IDEO SYNCRETIC DEPENDING ON THE CHILD AND HOW THEY DEAL WITH ANXIETY BUT OBVIOUSLY INCREASES IN REPETITIVE BEHAVIORS ANY KIND OF SELF-HARM BEHAVIOR, ANY OF THE COPING MECHANISMS THAT THE CHILDREN USE TO HELP THEM DEAL WITH ANXIETY, OBVIOUSLY YOU DON'T WANT TO STOP THOSE COPING MECHANISMS BUT YOU WANT TO RECOGNIZE THAT THEY ARE SIGNS THAT THERE MIGHT BE -- THAT THE CHILDREN ARE GOING THROUGH SOME CHALLENGES IN THAT REGARD. AND BOTH WITH CHILDREN AND ADULTS YOU WANT TO WATCH OUT FOR CHANGES IN THEIR ABILITY TO MEET THE DEMANDS OF THE WORK OR SCHOOL SITUATION. RIGHT. WE ALL GO THROUGH THAT AND CHILDREN WITH AUTISM, ADULTS WITH AUTISM GO THROUGH THAT AS WELL WHETHER THERE'S STRESS INVOLVED, THEN THE PERFORMANCE CAN SUFFER. I WOULD SAY THE KINDS OF BEHAVIORS THAT ARE INDICATIVE FOR THAT INDIVIDUAL, FOR ANXIETY AND ALSO PERFORMANCE IN BOTH THOSE SITUATIONS ARE TWO THINGS THAT COULD BE INDICATORS. I'M CURIOUS IF ANY OTHER PANELISTS HAVE THINGS THEY SUGGEST ALSO LOOKING OUT FOR BECAUSE I'M SURE YOU ALL HAVE QUITE A LOT OF EXPERIENCE IN THAT AREA AS WELL. >> THANK YOU, ALICE SUN. I DON'T KNOW IF, CHRIS, THINGS ARE WORK OUT BETTER. >> I DON'T KNOW, YOU TELL ME. >> OH, THAT'S GREAT. >> MY WHOLE LIFE PEOPLE HAVE BEEN TRYING TO FIND THE MUTE BUTTON ON THE BACK OF MY HEAD. THANK YOU FOR THE INVITATION. AS WE CELEBRATE AUTISM ACCEPTANCE MONTH AT THE AUTISM SOCIETY, WE CELEBRATE THE DIFFERENCES THAT PEOPLE ON THE SPECTRUM AND THE FAMILIES BRING TO THE COMMUNITY AS A WHOLE. THAT FOR US IS WHAT THIS OPPORTUNITY IS, RIGHT, THE THRIVING AND SURVIVING AND CELEBRATING AND MAKING SO MUCH MORE OF AN IMPACT IS SO IMPORTANT AS WE GO THROUGH ACCEPTANCE MONTH FOR THE AUTISM SOCIETY. SO MY QUESTION FOR YOU IS MORE ABOUT WHAT YOU'VE BEEN LOOKING AT FOR MENTAL HEALTH AND GOING FORWARD. I HAVE TWO. I'M REALLY DEBATING WHICH ONE I CHOOSE BECAUSE I KNOW WE'RE LIMITED IN TIME. I WOULD RAISE TWO QUESTIONS, ONE, WE ARE SEEING ANECDOTALLY AS WELL AS THROUGH THE GREAT WORK AND SPARKS, WE'RE HEARING FROM OUR AFFILIATES ACROSS THE UNITED STATES AND OUR FAMILIES ABOUT THE ABILITIES THAT THEIR CHILDREN ARE THRIVING ACADEMICALLY, RIGHT, HITTING PLATEAUS THEY'VE JUST NOT BEEN ABLE TO DO. I KNOW WE'LL TALK ABOUT THIS A LITTLE LATER ON IN THE EDUCATION PART THAT THEY HAVE NOT DONE BEFORE. HOWEVER, THEIR SOCIAL SKILLS HAVE BEEN REALLY PUT TO TEST. AND THAT MIX OF HOW DO WE FIND THIS, AND I REALLY WONDER WHERE YOU ALL THINK YOU MIGHT BE ABLE TO ADD VALUE TO NOT ONLY JUST LOOKING AT THAT BUT ALSO TRYING TO PROVIDE SOME RESOURCES, SOME SKILL SETS AND TALENTS THAT YOU CAN PROVIDE THE AUTISM SOCIETY OF AMERICA AND OUR 74 AFFILIATES TO DISSEMINATE FOR YOU ABOUT WAYS YOUR CHILD CAN THRIVE AND GREAT SUCCESS IN YOUR ACADEMIC PURSUIT. THE SECOND IS A VERY IMPORTANT TOPIC. AS WE ENTER MENTAL HEALTH MONTH IN JUST ANOTHER WEEK, THE AUTISM SOCIETY OF AMERICA IS VERY MUCH FOCUSED AND CONCERNED ABOUT SUICIDE INCIDENTS IN THE AUTISM COMMUNITY. WE KNOW THAT IT'S JUST UNACCEPTABLY HIGH. WHAT MORE CAN WE BE DOING TO REMOVE THE STIGMA OF REACHING OUT AND GETTING HELP AND, AND THIS IS THE AREA THE AUTISM SOCIETY OF AMERICA IS WORKING ON, TRAIN SUICIDE HOTLINE PROVIDERS TO BETTER INTERACT WITH INDIVIDUALS WITH AUTISM TO COMMUNICATE MORE EFFECTIVELY WITH THEM, THE CRISIS -- SO TWO PARTS THERE. >> CHRIS, I CAN CONNECT THEM FOR YOU. I THINK THE BOTTOM LINE IS WE NEED TARGETED RESEARCH IN THESE AREAS, RIGHT. WE NEED TO KNOW WHAT'S EFFECTIVE. FIRST OF ALL, BEYOND THE ANECDOTAL REPORTS IN THESE SURVEYS, WE NEED SOME RIGOROUS DATA THAT MIGHT SUGGEST THAT IN CERTAIN HYBRID OR VIRTUAL LEARNING SITUATIONS INDIVIDUALS WITH AUTISM MAY SUCCEED, AND IF SO, WE NEED TO FIGURE OUT WAYS TO BE ABLE TO HARNESS THAT ACTION OF THAT SUCCESS AND MAKE SURE TO BE ABLE TO PROVIDE THAT MOVING FORWARD. LIKE I SAID, THERE ARE POTENTIALLY POSITIVE IMPACTS OF THE PANDEMIC AND THE IDEA WE MIGHT LEARN SOMETHING ABOUT HOW INDIVIDUALS WITH AUTISM, MAYBE NOT ALL OF THEM BUT SOME CHUNK OF THEM ARE GOING TO BE MORE SUCCESSFUL WITH A DIFFERENT KIND OF LEARNING APPROACH. SO IF WE CAN SHOW THAT THIS IS ACTUALLY A REAL POTENTIAL AND THE QUESTION IS WHAT CAN WE STUDY TO FIGURE OUT HOW TO REPLICATE THAT IN THE CONTEXT OF PERHAPS SOME MORE PRO SOCIAL AS WELL AS ENGAGING IN A SCHOOL ENVIRONMENT. HOW CAN WE GET THE BEST OF BOTH WORLDS? WE NEED TO UNDERSTAND HOW TO REACH INDIVIDUALS WITH AUTISM WITH SUICIDAL IDEATION WHO REACH OUT FOR HELP AND THOSE WHO DON'T REACH OUT FOR HELP TO TRY TO FIND OUT WHAT ARE THE BEST WAYS TO COMMUNICATE AROUND IT. A LOT OF THE COMMUNICATION SKILLS THAT ARE BROUGHT TO BEAR ON INDIVIDUALS WHO ARE CONTEMPLATING SUICIDE ARE VERY SOCIALLY ORIENTED. THEY ARE ABOUT CONNECTING PEOPLE WITH COMMUNITY AND FAMILY AND THEIR MAY BE WAYS TO DO THAT AND A SUCCESSFUL WAY FOR INDIVIDUALS WITH AUTISM AND THERE MAY BE TWEAKS THAT WE NEED TO DO. SO I THINK RESEARCH IS THE ANSWER. WE JUST NEED TO FIND OUT MORE. THANK FOR BRINGING THOSE ISSUES UP. SUSAN, IT'S PROBABLY TIME TO MOVE ON TO THE NEXT SPEAKER. THANK YOU VERY VERY MUCH. I'M GOING TO BE ENJOYING OBSERVING THE REST OF THE SESSION. THANK YOU SO MUCH FOR HAVING ME. >> THANK YOU, DR. GORDON, FOR THE THOUGHTFUL DISCUSSION AND ALL OF OUR PARTICIPANTS. NEXT WE'RE GOING TO BE HEARING FROM DR. KAREN REMLEY WHO WILL BE TALKING ABOUT COVID VACCINATION FOR PEOPLE ON THE AUTISM SPECTRUM. >> THANK YOU. AND YOU CAN HEAR ME? >> YES. >> GREAT. THANK YOU FOR HAVING ME HERE TODAY TO TALK. I'M TALKING IN KIND OF THREE DIFFERENT ROLES, AS THE DIRECTOR OF THE NATIONAL CENTER ON BIRTH DEFECTS AND DEVELOPMENTAL DISABILITIES, OUR RESEARCH WITH AUTISM IS IN OUR CENTER, BUT I ALSO SPENT THREE MONTHS IN THE RESPONSE AND REALLY WAS BRINGING FORTH THE ISSUE AT THAT TIME OF MAKING SURE PEOPLE WITH DISABILITIES HAD ACCESS TO TESTING AND TO APPROPRIATE CARE AND STARTING IN MARCH I'VE BEEN WORKING WITH VACCINE TASK FORCE IN OUR CENTER MAKING SURE PEOPLE WITH DISABILITIES AND THOSE UNABLE TO LEAVE THEIR HOMES HAVE ACCESS TO VACCINE. SO I GREATLY APPRECIATE BEING HERE TODAY. NEXT SLIDE. SO FIRST WE'RE GOING TO WALK THROUGH WHAT WE KNOW ABOUT VACCINE RECOMMENDATIONS RIGHT NOW. FOR MANY OF YOU, HOPEFULLY THIS IS A REVIEW. NEXT SLIDE. SO WE KNOW THAT THERE ARE TWO VACCINES THAT REQUIRE TWO DOSES. THE PFIZER BIONTECH IS FOR PEOPLE 21 AND OLDER. THE MODERNA VACCINE IS FOR 18 AND OVER AND IT IS GIVEN IN TWO DOSES AT LEAST 28 DAYS APART. THE JOHNSON & JOHNSON JANSON VACCINE EVEN IS APPROVED FOR PEOPLE 18 AND OVER AND IS A SINGLE DOSE. ALL OF THESE VACCINES WERE TESTED IN DIVERSE ADULT POPULATIONS INCLUDING MINORITIES AND OLDER ADULTS. ALL HAVE BEEN EFFECTIVE IN PREVENTING SERIOUS ILLNESS, HOSPITALIZATION AND DEATH. IT' CURRENTLY UNKNOWN HOW LONG THAT PROTECTION WILL LAST. IT IS IMPORTANT FOR US TO, AND I THINK THAT IT WAS ALREADY MENTIONED BY JOSH THAT IT IS SAFE FOR PEOPLE WITH DISABILITIES TO GET THE COVID-19 VACCINE. EVERYONE AGE 16 YEARS OF AGE AND OLDER IS NOW ELIGIBLE TO GET A COVID VACCINATION. GETTING ONE AS SOON AS YOU CAN AND MAKING SURE THAT THOSE WHO ARE YOUR CARE GIVERS AND FAMILY MEMBERS ALSO GET VACCINATED. PEOPLE ASK ME ALL THE TIME, WE DO NOT KNOW HOW MANY PEOPLE WITH DISABILITIES PARTICIPATED IN THE CLINICAL TRIALS. DATA WAS REPORTED IN AN AGGREGATE FORM. ABOUT 1 UN100,000 PEOPLE HAD A SERIOUS ALLERGIC REACTION TO THE COVID-19 VACCINES AND WE CONTINUE TO EVALUATE SAFETY DATA AS IT COMES FORWARD. JUST TO REMIND EVERYBODY THE JOHNSON & JOHNSON JANSON VACCINE WAS PAUSED FOR TO WEEKS WHILE THE CDC AND FDA HAD A CHANCE TO LOOK AT DATA WITH THE LOW RISK OF BLOOD CLOTS AND PLACE PLATELETS AFTER VACCINATION. WOMEN YOUNGER THAN 50 YEARS OF AGE SHOULD BE AWARE OF BLOOD CLOTS OF BLOOD PLATELETS AFTER VACCINATION AND THAT THERE ARE OTHER OPTIONS AVAILABLE. NEXT SLIDE PLEASE. I THINK IT'S IMPORTANT TO MAKE SURE THAT THE HEALTH EQUITY TASK FORCE THAT'S PART OF THE VACCINE TASK FORCE FOR THE PRESIDENT AT THE WHITE HOUSE HAS BEEN PUT TOGETHER TO MAKE SURE THAT THERE'S HEALTH EQUITY FOR ALL. WHILE ON THIS CALL ALL OF US UNDERSTAND COMPLETELY HOW PEOPLE WITH DISABILITIES NEED HEALTH EQUITY TOO. AS AN ISSUE WE BRING FORWARD EVERYWHERE TO TALK ABOUT RACIAL AND HE CAN NICK MINORITY POPULATIONS, HOMELESSNESS, ESSENTIAL AND FRONTLINE WORKERS, PEOPLE WITH DISABILITIES, PEOPLE WITH SUBSTANCE DISORDERS AND ENCOURAGING EVERYONE AS THEY MAKE THEIR PLANS ABOUT VACCINATION TO CONSIDER. NEXT SLIDE PLEASE. SO I THINK AGAIN FOR ALL OF YOU I'M KIND OF TALKING TO THE CHOIR. BIRTH DEFECTS, DISABILITY L DEVELOPMENTS AND UNDER LYING MEDICAL CONDITIONS CAN ALL EFFECT VARIOUS ACTIVITIES OR DOMAINS. FOR INDIVIDUALS, VISION, THINKING, MOVEMENT, SOCIAL RELATIONSHIPS, REMEMBERING, COMMUNICATING, HEARING, MENTAL HEALTH AND LEARNING. WE WANT TO MAKE SURE THAT AS WE TALK WITH JURISDICTIONS, HEALTH CARE PROVIDERS ABOUT VACCINATION CAMPAIGNS THAT THEY THINK OF THIS AS BEING A DIVERSE GROUP OF PEOPLE WITH A WIDE-RANGE OF NEEDS. TWO PEOPLE WITH THE SAME TYPE OF DISABILITIES CAN BE INFECTED IN MANY DIFFERENT WAYS AND SOME MAY BE HIDDEN OR NOT EASY TO SEE. FREQUENTLY PEOPLE WITH DISABILITIES ALSO HAVE UNDER LYING MEDICAL CONDITIONS BUT THEIR DISABILITY STATUS ALONE CAN POSE UNIQUE RISKS RELATED TO COVID-19 AND RELATING TO GETTING ACCESS TO VACCINE. NEXT SLIDE, PLEASE. SO WE'RE WORKING WITH PARTNERS ACROSS THE COUNTRY ON THE IMPLEMENTATION OF VACCINE PLANS FOR THEIR RESPECTIVE AREAS. AS YOU WELL KNOW, THE VACCINE PLANS ARE DEVELOPED BY LOCAL, STATE AND PUBLIC HEALTH. WE MAKE RECOMMENDATIONS AND PUT TOGETHER BEST PRACTICES. WE'VE RELEASED A PLAY BOOK TO PROVIDE SPECIFIC INFORMATION TO CONSIDER DURING VACCINATION PLAN DEVELOPMENT. THAT PLAY BOOK PROVIDE IMPORTANT RECOMMENDATIONS FOR PEOPLE WITH DISABILITIES. SO THOSE INCLUDE ENGAGING PEOPLE WITH DISABILITIES AND THEIR PARTNER ORGANIZATIONS AND PLANNING EFFORTS, HAVING A POINT OF CONTACT FOR PROVIDED NEEDED ACCOMMODATIONS, ENSURING THE VACCINATION SITE IS ACCESSIBLE, ACCORDING TO DISABILITY RIGHTS STATUTES, IDENTIFYING A MIX OF ACCEPTABLE VACCINATION SITES, ENSURING VACCINATION COMMUNICATIONS ARE ACCESSIBLE IN A VARIETY OF FORMATS INCLUDING AMERICAN SIGN LANGUAGE, BRAILLE AND LOW LITERACY AND COMMUNICATION CHANNELS ARE ACCESSIBLE AND RELEVANT TO PEOPLE WITH DISABILITIES. THIS IS JUST SOME DEMONSTRATIONS OF SOME RESOURCES THAT ARE AVAILABLE. WE PARTNERED WITH GEORGIA TECH TO BE ABLE TO HAVE ASL VIDEO SERIES. WE HAVE A NUMBER OF PRINT-OUTS AND POSTER AND DOCUMENTS FOR LOW LITERACY AND A NUMBER OF INFO GRAPHICS WE'VE BEEN ABLE TO DEVELOP. WE HOPE TO CONTINUE TO DO THIS AND BECOME ONE OF THE NATIONAL LEADERS FOR FEDERAL GOVERNMENT AND BEING ABLE TO MAKE SURE THAT OUR INFORMATION IS AS ACCESSIBLE AS POSSIBLE TO ALL MEMBERS IN THE DISABILITY COMMUNITY. IN MARCH WHEN I STARTED WORKING ON THE ISSUE OF MAKING SURE PEOPLE WHO HAVE DISABILITIES AREN'T ABLE TO LEAVE THEIR HOME HAVE AN OPPORTUNITY TO BE VACCINATED. WE REALIZE THERE WERE MANY DIFFERENT PARTNERS IN THE FEDERAL GOVERNMENT WHO WERE ENGAGED AND INVOLVED AND YOU CAN IMAGINE FROM CMS, MEDICAID AND MEDICARE, DUAL ELIGIBLES, THE V.A., FEMA, ASPER, ACL, MANY OTHER GROUPS. WE PUT TOGETHER AN EVERY TWO WEEK CALL AND COME TOGETHER AND TALK ABOUT WHAT WE'RE LEARNING, WHAT WE'RE HEARING FROM BEST PRACTICES AND WORKING TO REMOVE BARRIERS FROM OUR LOCAL, STATE COUNTERPART. WE HAD A WHITE HOUSE VIRTUAL FORUM SHOWCASING THE WORK OF ORGANIZATIONS TO THE FEDERAL, STATE, TRIBAL AND LOCAL LEVELS TO VACCINATE PEOPLE WOULD DISABILITIES. THIS EVENT HIGHLIGHTED THE IMPORTANCE OF INCLUDING AND PRIORITIZING PEOPLE WITH DISABILITIES IN PUBLIC HEALTH RESPONSE EFFORTS. AND I THINK WITH THIS WHITE HOUSE FORUM AND WITH THE PARTICIPATION OF PEOPLE ACROSS THE COUNTRY, WE WERE REALLY ABLE TO ELEVATE THE IMPORTANCE OF CONSIDERING HOW TO VACCINATE THESE GROUPS OF PEOPLE BUT ALSO THE DIVERSITY AND NEED TO HAVE INNOVATIVE SOLUTION THAT'S WORK WITHIN THOSE COMMUNITIES. NEXT SLIDE, PLEASE. SO AS WITH GET MORE SPECIFIC ABOUT SUPPORTING PEOPLE WITH AUTISM SPECTRUM DISORDER AND RELATED DISABILITIES, WE HAVE PARTNERS THAT WE WORK WITH ON A REGULAR BASIS DOING OUR RESCUE AND WORK THIS WE'VE BEEN DOING FOR YEARS. YOU SEE A NUMBER OF THEM LISTED HERE AND A NUMBER OF THOSE ARE INVOLVED EVERY DAY WITH US. WE ARE LISTENING AND LEARNING FROM THEM IN TERMS OF WHAT THEY ARE HEARING FROM THEIR COMMUNITIES, WHAT THEIR NEEDS MAY BE AND CONNECTING THEM UP AGAINST WITH THE VACCINE TASK FORCE AND OTHER ORGANIZATIONS. AS WE LOOK TO VACCINATING YOUNGER PEOPLE, WE ARE REALLY WORKING CLOSELY NOT ONLY WITH OUR AUTISM GROUPS BUT ALSO WITH THE AMERICAN ACADEMY OF PEDIATRICS, THE CHILDREN'S HOSPITAL ASSOCIATION AND SO MANY MORE. WE HAVE A DISABILITY TOOL KIT PROMISING PRACTICES FOR SHARING AS THINGS HAVE WORKED ACROSS THE COUNTRY AND HOW TO PRIORITIZE AND SCHEDULE FOR PEOPLE WITH DISABILITIES AND CARE GIVERS. NEXT SLIDE, PLEASE. SO I JUST WANTED TO REMIND PEOPLE THAT WE HAVE THE SEED STUDY WHICH IS STUDY TO EXPLORE EARLY DEVELOPMENT AND THERE ARE THREE PHASES. THIS IS A LONGITUDINAL STUDY OF CHILDREN AGE THREE TO NINE WITH AUTISM SPECTRUM DISORDER AT AGES TWO AND FIVE. WE ARE LEARNING AS WE GO ALONG AS JOSH SAID AND OUR COHORT TO UNDERSTAND THE IMPACT OF COVID-19 ON ALL OF THESE DIFFERENT AREAS WHICH I [ NO AUDIO ] NON-SPECIFIC SYMPTOMS. THEY ARE PART OF THE COMMUNITY OF PEOPLE WHO ARE INFECTED. THERE ARE SOME WHO MAY STILL HAVE POOR OUTCOMES, PARTICULARLY THOSE WITH DISABILITIES AND COMPLEX HEALTH CARE NEEDS. WE DO KNOW CHILDREN LESS THAN ONE AND WITH CERTAIN UNDER LYING MEDICAL CONDITIONS MAY BE AT INCREASED RISK AND CHILDREN ARE AT RISK FOR THE RARE BUT SERIOUS CONDITIONS OF MISC WHICH IS ASSOCIATED WITH COVID-19. FROM THAT PERSPECTIVE, THE VACCINE TRIALS ARE GOING ON. AS YOU CAN SEE 12 AND UP WHICH IS WHAT WE CONSIDERED ADOLESCENCE, BOTH PFIZER AND MODERNA ARE IN THE PROCESS OF FINISHING UP THOSE VACCINE TRIALS AND THEN IN YOUNGER CHILDREN FROM SIX MONTHS UP, THOSE STUDIES HAVE ALREADY BEGUN. WE FULLY ANTICIPATE THAT SOME TIME IN THE NEXT MONTH OR TWO, I CAN'T TELL YOU WHEN BECAUSE IT'S UP TO THE PHARMACEUTICAL COMPANIES WHEN THEY WILL COME FORWARD, THEY WILL PRESENT THEIR DATA TO THE FDA. ONCE THE FDA HAS GIVEN AN EUA FOR THE VACCINE THAT INFORMATION GOES TO THE INTRODUCE COMMITTEE ON IMMUNIZATION PRACTICES AT THE CDC WHICH ARE A GROUP OF INDEPENDENT EXPERTS IN VACCINATION AND WILL DISCUSS WHETHER THE VACCINE SHOULD BE USED AND THEN MAKE A RECOMMENDATION TO THE DIRECTOR, DIRECTOR WALENSKI WHO WILL MAKE RECOMMENDATIONS TO THE VARIOUS STATES. THAT'S THE PROCESS WE SEE HAPPENING SOME TIME HOPEFULLY IN THE NEXT MONTH. NEXT SLIDE: WHAT WE WANT TO MAKE SURE IS THIS IS NOT HAPPENING -- THERE ARE SCHOOL-BASED VACCINATION CLINICS AND POTENTIALLY OTHER PLACES WHERE CHILDREN, ADOLESCENTS WILL BE THIS SUMMER. WE'RE WORKING CLOSELY WITH PEDIATRICIAN TO SEE THINK ABOUT HOW THEY CAN USE THEIR OFFICES, CHILDREN'S HOSPITALS, ANYWHERE WHERE CHILDREN GET CARE AND RECEIVE ROUTINE VACCINATIONS AND MAYBE PARTICULARLY WITH A CHILD A DEVELOPMENTAL DISABILITY, A MORE COMFORTABLE MEDICAL HOME THAT VACCINES WILL BE AVAILABLE THERE SO THAT THOSE PHYSICIANS. THROUGH VACCINES FOR CHILDREN, IT'S ALWAYS BEEN IN PLACE THAT THE PEDIATRICIAN CAN ALSO, FOR EXAMPLE, FOR YEARS COULD VACCINATE THE PARENTS FOR INFLUENZA. WE ANTICIPATE THAT WE HOPE THAT WE CAN HAVE SORT OF A ONE-STOP SHOP. SO IF I HAVE AN ADOLESCENT WITH AUTISM WHO COMES IN TO GET VACCINATED THAT THE PARENTS CAN HAVE NOT YET BEEN VACCINATED, THEY CAN EVACUATE NATO THEIR ENTIRE FAMILY AT THE SAME TIME. -- VACCINATE THEIR ENTIRE FAMILY AT THE SAME TIME. WE'VE BEEN SPEAKING ABOUT THEM, I'LL CONTINUE TO SAY HOW CRITICALLY IMPORTANT IT IS FOR PEOPLE WITH DISABILITIES TO GET THE COVID-19 VACCINE AND MOST IMPORTANTLY TO HAVE ACCESS. SOME CHILDREN, AS WE TALKED ABOUT, MAY HAVE MORE INTERACTION WITH TRUSTED HEALTH CARE SERVICE SPECIALISTS THAN WITH GENERAL PEDIATRICIANS, THOSE IN PEDIATRIC HOSPITAL SYSTEMS, PEDIATRIC SPECIALISTS FOR DISABILITY SPECIFIC PRACTICES AND CLINICS AND OCCUPATIONAL PHYSICAL AND SPEECH THERAPIST. VACCINATING CHILDREN WITH EXPWILTS AND SPECIAL HEALTH CARE NEEDS, THEIR CARE GIVERS, FAMILY MEMBERS AS SOON AS THEY CAN TO REDUCE THE RISK OF NEGATIVE OUTCOMES. WE'RE ENCOURAGING OUR STATES TO THINK ABOUT THERE MAY BE SOME PEOPLE WHOSE DISABILITY MAY MAKE IT SOCIALLY DIFFICULT FOR THEM TO LEAVE THEIR HOME, HOW DO WE BRING THE VACCINE TO THEM, HOW DO WE MAKE SURE THAT WE HAVE AS MANY OPPORTUNITIES AS POSSIBLE. ONE THING THAT DID HAPPEN IN THE ADULT WORLD AS WE WERE ABLE TO ADD COMMON MESSAGING THAT WE GAVE TO STATES AND LOCALITIES TO USE WHERE INDIVIDUALS COULD SELF-IDENTIFY THEIR DISABILITY OF THEY ENROLL FOR A VACCINE AND ESSENTIALLY IDENTIFY WHAT KIND OF HEALTH THEY MIGHT NEED AND IF THEY WOULD PREFER TO HAVE SOMEONE COME TO THEIR HOME AND VACCINATE THEM OR GO TO AN VACCINE SITE OR GO TO THEIR CLINICIAN. NEXT SLIDE, PLEASE. SO AS YOU LOOK AT THIS, I SHOW THIS SLIDE BECAUSE IT WAS APRIL 1918 TO APRIL 1919. THIS WAS RIGHT AFTER WORLD WAR I. THTHE SUFFRAGEETTES WERE WORKING TO GET WOMEN THE RIGHT TO VOTE. INFLUENZA CAME. THE LAST BIG PANDEMIC DELAYED THE CHILD'S RESPONSE FOR A YEAR BUT GREAT STRIDES WERE MADE IN THE FEDERAL GOVERNMENT IN ADVANCING THE RIGHTS OF CHILDREN AND HAVING CHILDREN RECEIVE ACCESS TO NUTRITION. HERE WE ARE 100 YEARS LATER AND THINKING THROUGH WHAT WE NEED TO DO AS WE COME OUT OF THE PANDEMIC, MAKE SMUB EVERYBODY'S VACCINATED BUT THEN THINKING ABOUT WHAT ELSE CAN WE DO THROUGH THE CDC. COVID RESPONSE TEAMS TO GET OUT THERE TO MAKE SURE WE HAVE PARENT ENGAGED DEVELOPMENTAL MONITORING AND AUTISM SCREEN, REFERRAL AND RECEIPT OF EARLY INTERVENTION SERVICES. WE KNOW A NUMBER OF THESE CHILDREN MAY HAVE AVOICED A PEDIATRICIAN VISIT OR PARENTS MAY NOT HAVE BEEN AROUND OTHER CHILDREN OR HAD WAY TO SEE IDENTIFY THEIR CHILD WAS IN NEED OF SERVICES IN EARLY INTERVENTION. WE'RE SUPPORTING RESEARCH TO UNDERSTAND THE IMPACT OF COVID-19 IN 2020 AMONG CHILDREN AGES THREE TO NINE YEARS WITH AUTISM SPECTRUM DISORDER. WITH THAT I WILL STOP AND SEE WHAT QUESTIONS YOU ALL MAY HAVE. THANK YOU. THANK YOU FOR THAT THOUGHTFUL PRESENTATION. THE FIRST QUESTION I'LL GIVE TO CHRIS BANK. DO YOU HAVE A QUESTION? >> THANK YOU. IT'S GOOD TO SEE YOU AGAIN. I KNOW YOU PARTICIPATED IN SOME OF OUR AFFILIATES CONVERSATIONS. THANK YOU FOR THAT. AS WE MOVE FORWARD WITH VACCINATION AND I THINK A LOT OF YOUR PRESENTATION HIGHLIGHTED A LOT OF WHAT YOU'RE DOING AT THE CDC AND OTHER AGENCIES INDIVIDUALS WITH DISABILITIES INCLUDE AUTISM. I'M GOING TO SHIFT A LITTLE. WHAT IS BEING DONE OR COULD BE DONE TO HELP US COMMUNICATE WITH FAMILIES THAT MAY BE HESITANT ABOUT HAVING THEIR CHILD VACCINATED? WE KNOW THAT LONG-STANDING DEBATE AND I DON'T HAVE TO KEEP GOING. WHAT CAN WE DO AS WELL TO HELP, 74 AFFILIATES ACROSS THE UNITED STATES WAS AN OPPORTUNITY AND MECHANISM FOR DISSEMINATING THAT INFORMATION ON THE GRASS ROOTS LEVEL BUT THERE ARE STILL FAMILIES HESITANT TO GET ANY VACCINATION AND THAT'S SO IMPORTANT. >> SO BEING A PEDIATRICIAN, VACCINE HESITANCY IS SORT OF PART OF WHAT YOU LIVE WITH, AND IT'S INTERESTING WITH SOMEBODY LIKE ME WHO KNEW WHAT DISEASES WERE LIKE BEFORE WE HAD VACCINES, YOU KNOW, MY CHILDREN HAVE EVERY VACCINE YOU CAN HAVE AND I TELL YOU THAT STORY BECAUSE I THINK ONE OF THE MOST IMPORTANT THINGS WE CAN DO IS HAVE TRUSTED MESSAGES DELIVER THE INFORMATION. DR. WALENSKI AND DR. FAUCI CAN TALK A LOT, BUT IF IT'S YOUR PEDIATRICIAN OR YOUR BEHAVIORAL THERAPIST OR YOUR SPECIAL EDUCATION TEACHER, SOMEBODY YOU TRUST WHO KNOWS YOU AND YOUR CHILD AND THEY HAVE THAT INFORMATION AND THEY RESPECT WHERE YOU'RE COMING FROM AND ANSWER THOSE QUESTIONS I THINK ARE CRITICAL, AND SO WE'RE REALLY PUSHING THROUGH THE CENTER TO MAKE SURE THAT AS VACCINE IS ROLLED OUT TO VACCINATE THIS POPULATION, THE ADOLESCENTS THAT WE DON'T LOSE SITE OF THE FACT THAT IT'S NOT JUST NUMBERS OF DOSES IN ARMS BUT IT'S MAKING SURE THE CHILDREN THAT ARE REALLY AT RISK GET THAT OPPORTUNITY TO BE VACCINATED SO, YOU KNOW, A LARGE HIGH SCHOOL BASED SCHOOL BASED EVACUATES SITE MAY WORK WITH FOR KIDS. DRIVING INTO A PHARMACY MAY NOT ALSO BE THE ANSWER FOR THEM. BUT GOING AN SITTING DOWN WITH THEIR ROUTINE HEALTH CARE PROVIDER, THEIR PEDIATRICIAN WHO THEY KNOW AND HAVE SEEN BEFORE, WHO CAN TALK TO THEIR MOM AND DAD AND FAMILY WITH THE VACCINE. THE OTHER THING THAT'S IMPORTANT IS MEET PEOPLE WHERE THEY ARE. ONE OF THE THING WE SAY AGAIN IN OUR FAMILY AND I USED TO SAY IS SURROUND CHILDREN WITH A CACOON OF LOVE. IF EVERYBODY GETS VACCINATED THAT'S AROUND THEM, THAT'S BETTER THEN NOT BEING VACCINATED. IF YOU'RE WORRIED ABOUT OUR CHILD, YOU GET VACCINATED, GIVE IT A LITTLE BIT OF TIME AN THEN YOU CAN FEEL BETTER ABOUT IT. THE RESEARCH WE'RE DOING ABOUT PEOPLE WHO ARE VACCINE HESITANT, A LOT OF THEM ARE SAYING SO MUCH HAPPENED SO FAST LAST YEAR AND I'M STILL TRYING TO ADJUST TO WHAT THE NEW NEW IS, GIVE ME A COUPLE MONTHS TO KIND OF SEE WHERE WE ARE. SO A LOT OF -- I ALWAYS THINK OF -- THERE'S THE EARLY ADOPTERS, RIGHT, AND THEN THERE'S THE PEOPLE IN THE MIDDLE WHO TAKE THEIR TIME AND SEE AND THERE'S THE PEOPLE WHO REALLY WANT TO WAIT A WHILE BEFORE THAT TRY THAT NEW VACCINE, THE NEW TECHNOLOGY. I THINK THE MORE INFORMATION THAT WE CAN SHARE THAT WE SHARE WITH PEOPLE ABOUT, WE NOW KNOW THAT FOR PEOPLE 16 AND OVER THERE'S A FAIRLY BIG COHORT NOW THAT IT'S BEEN NINE MONTHS SINCE THEY'VE BEEN VACCINATED. SO WE'RE CONTINUING TO GET INFORMATION ABOUT THAT AND BRING IT FORWARD. >> THANK YOU. >> ALISON, DO YOU HAVE A QUESTION? >> YES. WE ARE HAPPY TO BE PARTNERS WITH THE CDC WORKING ON VACCINE ISSUES. BUT MAKING SURE THAT A VACCINE SITE IS ACCESSIBLE GOES BEYOND THE ADA REQUIREMENTS FOR PEOPLE WHO HAVE AUTISM. WE KNOW THAT A LOT OF THE FAMILIES ARE CONCERNED WITH HOW THEIR CHILDREN WILL BEHAVE WHEN THEY GET TO THE VACCINE SITE, WILL IT BE CROWDED, WILL IT BE OVERSTIMULATING, WILL THEY HAVE TO WAIT IN LONG LINES. THIS LEADS TO HESITANCY. WILL THE CDC AND OTHER GROUPS IN THE GOVERNMENT PROVIDE SUPPORT FOR AUTISM SPECIFIC DATES AT EXISTING SITES THAT WOULD SUPPORT QUIET AREAS, HAVING TRAINED THERAPIST ON SITE, LETTING CHILDREN BE VACCINATED IN THEIR CARS, FOR EXAMPLE. AND CAN YOU TALK ABOUT WHAT THE CDC IS PLANNING TO DO TO MEET THESE DIFFERENT TYPES OF NEEDS? >> SURE. I THINK WHAT WE'RE DOING RIGHT NOW IS LEARNING FROM THE VACCINATION OF PEOPLE WITH DISBIL WHO ARE ADULTS WHAT WORKS WELL. FOR THOSE OF YOU WHAT WERE ON THE CALL ON THE FORUM, I WOULDN'T BORE YOU TOO LONG. NEW ORLEANS HAS IDENTIFIED PEOPLE THAT HAVE ANY KIND OF SPECIAL HEALTH CARE NEEDS AND THEY HAVE A LINE WHERE YOU CAN JUST CALL AND SAY I PREFER TO BE VACCINATED IN MY HOME. AND THEY DON'T ASK WHY. IT'S JUST THAT'S WHEN THEY ARE DOING BECAUSE THEY SAY IF SOMEBODY PREFERS TO BE VACCINATED IN THEIR HOME, THEY SEND OUT PEOPLE WHO ARE TRAINED TO DO THAT. IN GEORGIA MANY OF YOU PROBABLY KNOW GEORGINA PEACOCK WHOSE THE HEAD OF THE DIVISION, SHE'S ARRANGED WITH MULTIPLE DIFFERENT PHYSICIANS WHO PROVIDE CARE TO CHILDREN WITH AUTISM TO SET UP CLINICS, TO BE ABLE TO HAVE PEOPLE WHO ARE THERE WHO UNDERSTAND WHO CAN OFFER THE RIGHT AMOUNT OF STIMULATION, THE RIGHT AMOUNT OF UNDERSTANDING BUT AGAIN I THINK THE OTHER THING WE'RE WORKING ON IS NOT JUST THOSE VACCINATION SITES WHERE YOU GO BUT CAN I HAVE A CHILD GO SOMEWHERE WHERE THEY ALREADY FEEL COMFORTABLE. THEY KNOW THE PERSON AT THE FRONT DOOR, THEY KNOW WHERE THEY ARE GOING. SO THAT'S ONE OF THE REASONS WE'RE REALLY FROM THE CENTER'S PERSPECTIVE WORKING FROM THE TASK FORCE TO MAKE SURE PEDIATRICIANS AND OTHER HEALTH CARE PROVIDERS WITH CHILDREN ARE PART OF THAT INITIAL WAVE SO YOU DON'T FEEL AS A PARENT THE ONLY OPTION I HAVE IS TO GO TO A SITE WHERE THERE WILL BE 2200 OTHER KIDS IN THAT DAY AND EVERYBODY GETS A SHOT EVERY 15 MINUTES AND IF MY CHILD JUST GETS SCARED AND CAN'T DO IT, WHAT DO I DO THEN, RIGHT? SO IT'S GOING TO BE A LOT OF DIFFERENT OPTIONS. I WOULD ENCOURAGE ALL OF YOU BECAUSE THESE DECISIONS GET MADE ON A STATE AND LOCAL LEVEL. WHAT WE SAW THAT WAS REALLY SUCCESSFUL ON A LOCAL LEVEL IS IF YOUR ORGANIZATION PARTNERS WITH A LOCAL HEALTH DEPARTMENT AND SAYS WE'LL BE GLAD TO BRING EVERYBODY TOGETHER AND HELP YOU AND TELL US HOW TO DO IT BEST AND RIGHT, GIVE US THAT OPPORTUNITY AND YOU CAN GET PEOPLE VACCINATED. MOST LOCAL HEALTH DIRECTORS ARE VERY APPRECIATIVE OF THAT. >> DO YOU HAVE A QUESTION? >> I DO. THANK YOU FOR THE INFORMATION THAT YOU SHARED AND REALLY THE CEDE'S ROLE IN JUST LEADERSHIP AND PROVIDING INFORMATION TO EVERYONE THROUGHOUT THESE NUMBER OF MONTHS. I HAVE A QUESTION THAT WAS MY ORIGINAL QUESTION, THE DISCUSSION RIGHT BEFORE THIS PROMPTED ANOTHER. I'M NOT SURE HOW I CAN COMBINE THEM BUT I'LL TRY. ONE THING ABOUT THE CDC HAS BEEN VERY PROACTIVE ABOUT IS IN THE RESOURCES YOU ALL HAVE BEEN PUTTING OUT WHETHER IT'S TO ADMINISTRATIVE STAFF, WHETHER IT'S TO TEMPORARY SITES, VACCINE PROVIDERS TO COMMUTE, THE TOOL KITS AND SO FORTH BUT YOUR SOCIAL MEDIA LANGUAGING IN PARTICULAR HAS BEEN PROVIDING A LOT OF VERY CLEAR, AESTHETICALLY PLEASING IMAGES, MESSAGES THAT ARE SUCCINCT BUT THAT MAKES SENSE AND ARE IN PLAIN LANGUAGE, THAT SHOWCASE PEOPLE IN DIFFERENT SETTINGS, RACIAL BACKGROUNDS AND AGENDAS, ETC. SO I THINK THAT THAT'S HELPFUL. HOWEVER I WANTED TO ASK, THIS IS SOMETHING THE CDC HAS BEEN DOING FOR SOME TIME, OTHER COMMUNITIES WITH H.I.V. RESEARCH AND OTHER THINGS THAT YOU ALL ARE INVOLVED IN. BUT I'M WONDERING HOW IF IN TERMS OF LIKE UTILIZATION EFFICACY, IF YOU ALL HAVE FOUND THESE TOOLS, IF THERE'S A WAY TO KIND OF BUILD ON THESE TOOLS FOR OTHER CONDITIONS THAT PEOPLE -- WHEN WE GET PAST THIS CRISIS THAT PEOPLE WHO ARE AUTISTIC ARE PREDISPOSED TO. AUTISM DOESN'T TRAVEL ALONE SO THERE'S TONS OF CONDITIONS THAT PEOPLE TEND TO BE MORE LIKELY TO HAVE AND I THINK THAT THIS WAY EDUCATING PEOPLE IN THIS WAY WHERE THEY FEEL EMPOWERED TO LEARN MORE AND APPS AND ALL OF THESE THINGS CAN REALLY BE USED FOR EFFECTIVELY FOR SOME OF THESE CONDITIONS WHEN WE'RE TALKING ABOUT THESE THING, THE THE HIGH RATE OF SUICIDALITY AND OTHER THINGS GOING ON IN OUR COMMUNITY FOR YOUTH AND ADULL. MY OTHER QUESTION THAT'S SORT OF TIED TO THIS BUT THAT'S A LITTLE DIFFERENT IS BUILDING BEYOND AGAIN THE ADA, THE ACCESSIBILITY AND THINGS OF THAT NATURE. I'M WONDERING ABOUT IN TERMS OF THE BROADER PUBLIC HEALTH ASPECT IN TERMS OF AS OPPOSED TO THESE SPECIALIZED SEGREGATED PLACE THAT'S OFFER THIS OR THAT, WHEN ARE WE GOING TO HAVE MORE OF A PUSH, FOR PEOPLE TO BECOME CULTURALLY COMPETENT AND PROVIDE THESE TYPE OF SERVICESED BEFORELY, AND IF WE CAN DO A COVID VACCINE IN A HOME, WHY CAN'T WE DO THIS OR WHY DIDN'T WE DO THAT -- WHY CAN'T WE DO THAT? >> THANK YOU. FIRST, CALL ME KAREN. WHAT I WOULD SAY IS, WISH I COULD SAY I WAS AN EXPERT ON SOCIAL MEDIA BUT I'M NOT. WHAT I DO KNOW IS A LOT OF THE THINGS YOU BROUGHT UP WE'RE LEARNING FROM DURING THE RESPONSE. SO, BE SAFE IS THE TEXT MESSAGE BASED WHERE YOU SELF-ENROLL. THROUGH THAT WE'VE IDENTIFIED OVER 85,000 WOMEN NOW WHO SAID THEY WERE PREGNANT. AND AT FIRST THE CDC WAS LIKE THAT'S NOT EVIDENCE-BASED. WE DON'T REALLY KNOW THEY ARE PREGNANT, IT COULD BE SOMEBODY THAT MARKED IT WRONG. THE FACT THEY SELF-IDENTIFIED. IF THEY SENT THEM A TEXT BACK AND SAID WOULD YOU LIKE TO PARTICIPATE IN A REGISTRY AND OVERWHELMING RESPONSE. SO WE'RE SEEING WHEN WE PUT IN PLACE THE COMMON LANGUAGE FOR PEOPLE TO MIGHT HAVE A DISABILITY THAT WILL IMPACT MY ABILITY TO GET VACCINATED AND HERE'S WHAT I NEED. PEOPLE FLOCK TO IT BECAUSE IT GETS -- IT'S EMPOWERING THEM TO DO WHAT THEY NEED. SO I THINK THE USE OF SOCIAL MEDIA IS SOMETHING WE'RE GOING TO LEARN A LOT FROM. I ALSO THINK BASED ON THE WHITE HOUSE FORUM, IT WAS THE MOST ACCESSIBLE FEDERAL GOVERNMENT ZOOM PRESENTATION THAT YOU COULD HAVE. STILL NOT PERFECT AND NOT WHERE IT WOULD BE BUT THE GOOD NEWS ABOUT THAT IS AFTER THAT EVENT WE'VE BEEN ABLE TO GET LEADERSHIP AT THE CDC AND AT THE WHITE HOUSE TO THINK ABOUT HOW DO WE MAKE EVERYTHING THE FEDERAL GOVERNMENT DOES MORE ACCESSIBLE FOR EVERYONE, NOT JUST DURING COVID, AS YOU SAID, BUT ACROSS THE BOARD. I THINK THE OTHER THING THAT WE WILL BEHOOVE US TO DO IS AS WE LOOK AT THE VACCINATION CAMPAIGN, WE NEED TO FIGURE OUT WHAT INCREASED VACCINATION RATES AND WHAT MAKES SENSE. SO AS YOU TALK ABOUT TAKING VACCINES TO PEOPLE'S HOMES, WE HAVE KNOWN FOR A LONG TIME THAT HOME HEALTH CAN BE A VERY EFFECTIVE WAY TO TAKE CARE OF PEOPLE WITH CHRONIC DISEASES THAT MAYBE WE NEED TO THINK ABOUT OTHER POPULATIONS THAT ARE AVOIDING COMING TO GET SERVICES THAT COULD GET IT THROUGH THEIR HOME. SOME COMBINATION THEREOF. MY HOPE WILL BE -- HOPE IS NEVER -- BUT THE STRATEGY IS THAT THE CDC WILL WORK WITH STATES TO UNDERSTAND WHAT WORKS BEST AND WHAT WE MIGHT HAVE NEVER KNOWN BEFORE THAT WE COULD NOW THINK ABOUT FOR THE HEALTH CARE COMMUNITY AT LARGE. DOING FLU SHOTS AND CHECKING BLOOD PRESSURE, YOU KNOW, THERE'S SO MANY DIFFERENT THINGS THAT WE COULD DO MORE IN THE HOME SETTING IF WE WERE EMPOWERED TO DO IT. >> THANK YOU. GIVEN THAT THE TIME IS 3:03, I'M GOING TO TRANSITION US TO THE NEXT PRESENTATION SO THAT WE CAN TRY TO STAY ON TIME WITH EVERYTHING. IF ANYONE NEEDS TO TAKE A BREAK, FEEL FREE, ESPECIALLY IF YOU'RE NOT ON CAMERA, TO GO AHEAD AND TAKE A BREAK IF YOU'D LIKE BUT WE WILL CONTINUE ON AND TRANSITION INTO OUR NEXT PRESENTATION WHICH WILL BE DR. LARRY WEXLER. THANK YOU SO MUCH, DR. REMLEY. DR. LARRY WEXLER IS JOINING US TODAY FROM THE U.S. DEPARTMENT OF EDUCATION AND HE'S GOING TO BE TALKING WITH US ABOUT THE OFFICE OF SPECIAL EDUCATION PROGRAM'S RESPONSE TO THE PANDEMIC. THANK YOU, LARRY. >> THANK YOU. CAN YOU HEAR ME, SUSAN? >> YES, I CAN. >> IF YOU COULD PLAY THE VIDEO, PLEASE PARENTS WHEN I NOW YOU KNOW THE DRILL, LEARNING FROM HOME HAS PLENTY OF CHALLENGES. YES, THAT SLOW INTERNET CONNECTION. >> THREE, TWO, ONE, ZERO ZERO. >> I GOT IT, I GOT IT, I FIGURED OUT THE DANCE MOVE. WHAT ARE YOU DOING RIGHT NOW? >> NOTHING. >> GOOD. WATCH. I'LL SHOW YOU. >> YOU'VE FINALLY FIGURE OUT WHY YOUR FOURTH GRADER STARES AT YOU WHEN YOU USE WORDS LIKE BORROW AND CARRY. AS YOU SIT DOWN TOGETHER TO TACKLE THE NEW SET OF PROBLEMS, AN ALERT POPS UP ON YOUR SCREEN. YOU'RE BEING ASKED TO LOG INTO AN UNSCHEDULED VIDEO CONFERENCE FROM WORK. DISTRACTIONS, TECH ISSUES, FOURTH GRADE MATH. ALL OVER THE WORLD PARENTS ARE DOING THEIR BEST TO MEET THE CHALLENGE OF SUPPORTING THEIR CHILDREN'S EDUCATION IN A TIME WHEN SCHOOLS ARE FORCED TO ADAPT IN RESPONSE TO COVID-19. MAYBE YOUR SCHOOL IS OPEN BUT AT REDUCED CAPACITY SO YOUR CHILD IS ONLY THERE FOR A FEW DAYS A WEEK. MAYBE YOUR SCHOOLS MOVE TO DISTANCE LEARNING OR MAILING LESSON PACKETS TO YOUR HOME. OR MAYBE YOUR SCHOOL IS DOING SOME COMBINATION OF THESE OR SOMETHING ELSE ENTIRELY. REGARDLESS OF YOUR SITUATION USE THIS RESOURCE THAT COVER A WIDE RANGE OF CIRCUMSTANCES AND STUDENT NEEDS. >> THANK YOU AND GOOD AFTERNOON TO EVERYONE. JUST TO KIND OF SET THE STAGE THERE, THAT VIDEO, YOU KNOW, WHEN THE PANDEMIC STRUCK STRUCK AND ESSENTIALLY SCHOOLS WERE CLOSED, THE DEPARTMENT OF EDUCATION ALONG WITH EVERY OTHER AGENCY IN GOVERNMENT HAD KIND OF LIKE HOME ALONE MOMENT OF OH, MY GOD. WE ABSOLUTELY PIVOTED RAPIDLY TO ADDRESS A TOTALLY NEW REALITY. SO I THOUGHT I WOULD GIVE YOU AN OVERVIEW OF SOME OF WHAT THE DEPARTMENT OF EDUCATION DID IN RESPONSE TO COVID. WE STARTED OUT WITHIN ONE WEEK OF WHAT I'LL REFER TO AS THE SHUT -- SHUTDOWN. WITHIN ONE WEEK OF THAT, THE PRIME OFFICES IN THE DEPARTMENT, PRIMARY AND SECONDLY EDUCATION, THE INSTITUTE OF EDUCATIONAL SCIENCES AND THE OFFICE OF SPECIAL EDUCATION PROGRAMS IMMEDIATELY STARTED MEETING AND LOOKING AT HOW DO WE DRAW RESOURCES FROM ACROSS THE DEPARTMENT AND GET THEM INTO THE HANDS OF PEOPLE WHO NEEDED THEM? NEXT SLIDE PLEASE. SO WE DEVELOPED A COORDINATION ACROSS THOSE THREE OFFICES. WE COLLECTED AND DISSEMINATING RESOURCES. WE WERE LOOKING AT CONTINUITY OF LEARNING RESOURCES, CREATED COVID-19 RESOURCE PAGES AND WE WHERE WE INTERSECTED WE LINKED TO EACH OF THOSE OTHER OFFICES. NEXT PAGE PLEASE, SLIDE. SO THE OFFICE OF SPECIAL EDUCATION PROGRAMS, WE HAVE SEVEN MILLION CHILDREN WITH DISABILITIES THAT WE ADDRESS THEIR NEEDS UNDER THE INDIVIDUALS WITH DISABILITY EDUCATION ACT, WE TOOK KIND OF A THREE-PRONGED APPROACH INITIALLY, WE HAVE IDEAS THAT WORK WEBSITE THAT IS A WEBSITE WE'VE HAD FOR YEARS AND WE STARTED A CONTINUITY OF LEARNING DURING COVID-19 HOME PAGE AND WE DEVELOPED -- WE MAINLY CURATED EXISTING RESOURCES BECAUSE WE WERE PIVOTING VERY RAPIDLY. WITHIN OSEP WE CREATED TWO HUBS, THE FIRST WAS A K-12 RESOURCES HUB AND THE SECOND WAS AN EARLY CHILDHOOD RESOURCES HUB AND THE PURPOSE OF THOSE HUBS WAS TO TAKE EXISTING RESOURCES. ACROSS THE COUNTRY AND MANY OF THOSE CENTERS ARE VERY SPECIFIC CONTENT BASED AND THEY HAVE RESOURCES AND FREE ONLINE DOWNLOADABLE. THAT WAS THE FIRST STEP THAT WE TOOK. WE CREATED THE HUBS ON EACH ONE OF OUR TA CENTERS AND WE CURATED AND PROCESS THOSE RESOURCES TOGETHER. NEXT SLIDE, PLEASE. WE ALSO DID A SERIES OF WEBINARS HIGHLIGHTING RESOURCES FOR TEACHERS, HIGHLIGHTING PRACTICES FOR RELATED SERVICE PROVIDERS, OTs PTs, SPEECH, HIGHLIGHTING RESOURCES TO SUPPORT BACK TO SCHOOL AND CONTINUITY OF LEARNING. EACH OF THOSE WEBINARS HAD OVER 3,000 ATTENDEES TO THEM. AND I WANT TO STRESS THAT WE WERE DOING THIS WITHIN A MONTH OF THE SHUTDOWN. THE NEXT SLIDE, PLEASE. WE ALSO DID A -- CREATED A SERIES OF TOPICAL BRIEFS, ONE ON PRACTICES AND RESOURCES TO SUPPORT PARENTS AND FAMILIES, ONE ON RESOURCES TO SUPPORT TEACHERS AND ONE ON RESOURCES SPECIFICALLY TO SUPPORT RELATED SERVICES PROVIDERS, ALL OF THE LINKS TO THESE ARE ON THE SLIDES, AND I CERTAINLY ENCOURAGE YOU TO GO ON TO THAT. AND THEN THE NEXT SLIDE, PLEASE, I WANTED TO HIGHLIGHT SOME OF THE SPECIFIC RESOURCES THAT WE'VE CREATED. THE IRIS CENTER WHICH WE'VE SUPPORTED FOR 20 YEARS, THAT CENTER IS TASKED WITH DEVELOPING EVIDENCE-BASED RESOURCES FOR TEACHERS, FOR FACULTY IN UNIVERSITIES AND FOR PROFESSIONAL DEVELOPMENT IN SCHOOLS, SCHOOL DISTRICTS AND STATES. THE VIDEO YOU SAW WAS THE ONE THAT WE HAD IRIS DO ON A PARENT RESOURCE FOR DISTANCE EDUCATION, AND WHAT THAT IS IS BASIC TIPS, USEFUL TIPS. ARE THEY EVIDENCE-BASED, NOT REALLY. AND I SAY THAT BECAUSE WE DON'T KNOW EXACTLY WHAT WORKS WITH MOST DISTANCE EDUCATION, BUT VERY PRACTICAL TIPS BECAUSE LET'S ALSO REMEMBER AS THE KIDS WERE AT HOME, THE PARENTS WERE AT HOME AND I TRIED TO SHOW THEM THAT VIDEO HOW PARENTS WHO ARE ADMINISTERING ESSENTIALLY BECAME HOME SCHOOLERS THE MOMENT THE SCHOOLS WERE CLOSED, BUT THEY ALSO HAD BECOME HOMEWORKERS. YOU ALL ARE FAMILIAR BEING ON ZOOM CONSTANTLY OR TEAMS OR WHATEVER, HOW OFTEN PARENTS WHO ARE WORKING ARE INTERRUPTED BY KIDS WHO ARE ENGAGED IN DISTANCE EDUCATION, AND WE TRY TO HIGHLIGHT. WE ALSO HAD IRIS PRODUCE A MODULE, A TRAINING MODULE FOR FACULTY BECAUSE OUR UNIVERSITIES AND OUR TRAINING CENTERS ALSO HAD TO PIVOT TO DISTANCE EDUCATION AND MANY OF THE FACULTY REALLY WERE UNFAMILIAR WITH THAT. NEXT SLIDE, PLEASE. ONE OF THE THINGS THAT WE ALSO PRODUCED, FIVE OF OUR CENTERS, OUR POSITIVE BEHAVIOR, INTERVENTION AND SUPPORTS CENTER, LEADS TO LITERACY, OUR STATE PERSONNEL DEVELOPMENT GRANTS AND OUR NATIONAL CENTER TO IMPROVE LITERACY DEVELOPED A GUIDE CALLED RETURNING TO SCHOOL DURING AND AFTER A CRISIS. NOW OUR PVIS CENTER HAD A GUIDE SPECIFIC TO CRISIS FOR HURRICANES, FOR SHOOTINGS, FOR FIRES AND THIS WAS EXPANDED TO ADDRESS THE PANDEMIC OF THE NEXT SLIDE, PLEASE. THIS RESOURCE HAS A SERIES OF GUIDES AND BRIEFS WITHIN IT, AND I ENCOURAGE YOU TO ACCESS SOME OF THOSE RESOURCES AND I ALSO WANT TO REINFORCE THAT WE WERE FACED WITH PROVIDING PRACTICAL RESOURCES FOR TEACHERS, FAMILIES AND CHILDREN. WHAT COULD THEY DO DURING THE PANDEMIC IN THIS TOTALLY NEW REALITY? NEXT SLIDE, PLEASE. TWO OF OUR CENTERS, ONE TIES AND TIES -- TIES IS TASKED WITH PROVIDING SUPPORT TO TEACHERS, SCHOOLS, DISTRICTS FOR CHILDREN WITH THE MOST SIGNIFICANT DISABILITIES. THEY DEVELOPED A GUIDE AND ONE OF THEIR FOCUS AREAS WAS CHILDREN WHO WERE DEAF-BLIND. I'M SURE YOU CAN APPRECIATE A FAMILY THAT WAS -- HAD A CHILD WHOSE DEAF-BLIND WHO HAD BEEN GOING TO SCHOOL AND GETTING GREAT SERVICES, HOW DO YOU PROVIDE SERVICES FOR DEAF-BLIND CHILDREN REMOTELY? AND THIS RESOURCE ADDRESSED SUPPORT TO THE FAMILIES WHO HAD DEAF, BLIND CHILDREN AND CHILDREN WITH NEEDS. NEXT SLIDE, PLEASE. OUR NCPMIs OUR NATIONAL CENTER FOR PYRAMID MODEL IMPLEMENTATION. PYRAMID, THIS IS A CENTER THAT ADDRESSES BEHAVIOR FOR REALLY YOUNG CHILDREN. TYPICALLY THIS IS AGGRESSIVE, COMBATIVE TYPES OF BEHAVIORS, SELF-INJURIOUS BEHAVIORS. THEY PIVOTED AND DEVELOPED RESOURCES ON HOW DO YOU GET A CHILD TWO YEARS OLD TO BE WILLING TO WEAR A MASK IN AN OPEN CHILD CARE CENTER. AND FRANKLY, I USE THIS. WHEN THE PANDEMIC -- WHEN THE SHUTDOWN OCCURRED, I HAD A TWO-YEAR-OLD GRANDSON WHOSE NOW THREE, BUT GETTING HIM TO WEAR A MASK IN A CHILD CARE CENTER WAS A BIG DEAL SO IT'S A VERY PRACTICAL AGAIN PRACTICAL RESOURCE. NEXT SLIDE, PLEASE. WE HAVE A NATIONAL DEAF CENTER THAT PROVIDES RESOURCES FOR DEAF AND HARD OF HEARING. THEY PRODUCED A RESOURCE SPECIFICALLY FOR DEAF SUCCESS FOR CHILDREN WHO IN FACT WERE NOW HAVING TO LEARN REMOTELY. NEXT SLIDE, PLEASE. SO THAT WAS -- I TRIED TO MAKE UP SOME TIME BECAUSE SUSAN DIDN'T E-MAIL ME BUT I KNOW THAT WE'RE BEHIND TIME-WISE. MY COLLEAGUE, JENNIFER, SHE IS PRESENTING NEXT SO I WANTED TO LEAVE TIME FOR THAT. I'M SORRY IF I MOVED THROUGH THAT QUICKLY. PLEASE ACCESS THE LINKS BECAUSE THERE'S SOME REALLY NIFTY MATERIALS THAT ARE EXCEPTIONALLY PRACTICAL. SO. >> THANK YOU SO MUCH, DR. WEXLER. SO NOW WE HAVE SOME TIME FOR QUESTIONS AGAIN. FIRST LIED LIKE TO CALL ON CAMILLE PROCTOR. DO YOU HAVE A QUESTION? >> YES, I DO. >> IN LISTENING TO YOUR PRESENTATION. I KNOW THERE WERE RESOURCES DISSEMINATED. BUT MANY COMMUNITIES UNDER SERVED COMMUNITIES FELT LIKE THEIR PARTICULAR SCHOOL DISTRICTS DIDN'T HAVE THE TOOLS TO HELP AND SUPPORT THEIR FAMILIES DURING THE LEARNING PROCESS, REMOTE LEARNING PROCESS SHOULD I SAY. SO IN LOOKING AT WHAT HAS BEEN DONE, WHAT CAN BE DONE OR WHAT CAN YOU DO IN ANY EVENT SOMETHING LIKE THIS HAPPENS AGAIN BECAUSE WE NEED TO BETTER SERVE THESE FAMILIES BECAUSE THEY ARE IN DISTRICTS THAT ARE UNDER FUNDED AND IT WAS FRUSTRATING, YOU HAVE SOME SINGLE PARENT HOUSEHOLDS. THERE WAS JUST A PLEDGE RA OF THINGS THAT THESE FAMILIES WERE EXPERIENCING AND SO I'D LIKE TO KNOW WHAT WE COULD DO BETTER. >> FIRST OF ALL, I TOTALLY AGREE WITH YOU. DO I HAVE A MAGICAL ANSWER? I DON'T. I'D LIKE TO SAY WE'VE BEEN KEEPING IT A SECRET UP TO NOW AND NOW WE HAVE THE ANSWER. EDUCATING CHILDREN IS A CHALLENGE UNDER THE BEST OF CIRCUMSTANCES. EDUCATING CHILDREN WITH DISABILITIES ADDS TO IT. I THINK IN TERMS OF UNDER SERVED, MY OFFICE SUPPORTS 110 PARENT CENTERS ACROSS THE COUNTRY, AND WE REALLY TRIED TO MOBILIZE OUR PARENT CENTERS. WE HAVE TWO DIFFERENT KINDS. ONE ARE STATE BASED BUT THE OTHERS ARE BASED IN UNDER SERVED, SPECIFICALLY BY STATUTE HAVE TO ADDRESS THE NEEDS OF UNDER SERVED FAMILIES. AND SO WE TRY TO ACTIVATE CERTAINLY MOTIVATE THOSE CENTERS TO RAMP UP THEIR ABILITY TO ADDRESS THE NEEDS OF THOSE FAMILIES. I HAVE TO TELL YOU THERE'S SMALL CENTERS UNDER RESOURCED, FRANKLY, TYPICAL WHAT WE CALL COMMUNITY PARENT RESOURCES CENTERS FUNDED AT ABOUT $200,000 A YEAR. THAT'S NO NOT A HUGE RESOURCE IN UNDER UNDER SERVED COMMUNITY. WE'VE EMPHASIZED AND LET'S ALSO REMEMBER EDUCATION IS A STATE RESPONSIBILITY. WE ARE BY STATUTE LIMITED. WE CAN'T MAKE RULES FOR THE WHOLE COUNTRY. ONLY CONGRESS CAN DO THAT. SO WE HAVE TRIED TO DISSEMINATE THOSE MATERIALS AS WIDELY AS WE CAN. WE HAVE TRIED TO ACTIVATE ALL. WE'VE WORKED CLOSELY WITH OUR STAKEHOLDER GROUPS, WITH OUR NATIONAL ORGANIZATIONS TO GET WHAT RESOURCES WE HAVE OUT TO FAMILIES AS BEST AS WE CAN. I DO THINK WE'LL BE BETTER POSITIONED IF THIS HAPPENS AGAIN. I MEAN I'M -- I GIVE OUT -- I MEAN TO NIH BUT I GIVE OUT ABOUT $300 AND WE -- I CAN TELL YOU THIS YEAR AND THE COMING YEARS WE'VE INTEGRATED THINGS INTO OUR GRANTS ABOUT DISTANCE EDUCATION, FOR INSTANCE, SO THAT WE BETTER PREPARE BOTH NEW TEACHERS AND FACULTY TO DELIVER IN A CRISIS. >> THANK YOU SO MUCH. ALISON, DO YOU HAVE A QUESTION? >> YES, THANK YOU. I KNOW SCHOOL HAS BEEN HUGELY CHALLENGING DURING THE PANDEMIC AND WE ALL APPRECIATE THE EFFORTS OF THE DEPARTMENT OF EDUCATION. YOU TALKED A FEW MINUTES AGO ABOUT HOW STATES HAVE TO TAKE THE LEAD IN EDUCATION. SOME OF THEM ARE DOING THAT. IN ADDITION TO OFFERING THIS NEW CATEGORY OF RECOVERY SERVICE TO SEE STUDENTS WITH SPECIAL NEEDS WHO MAY NOT HAVE MADE AS MUCH PROGRESS BECAUSE OF THE PANDEMIC. SOME STATES ARE ALSO TALKING ABOUT OFFERING AN EXTRA YEAR OF SCHOOLING TO CHILDREN WHO HAVE WHO TURNED 21 DURING THE PANDEMIC. MY QUESTION IS WILL THE FEDERAL DEPARTMENT OF EDUCATION SPR THESE PROGRAMS. >> I KNEW YOU'D ASK A HARD QUESTION, ALISON. A NUMBER OF ANSWERS TO THAT. THERE ARE MULTIPLE FUNDING STREAMS OUT THERE RIGHT NOW. SO THE LATEST RESCUE PLAN INCLUDED $3 BILLION FOR IDEA. AND THAT'S FORMULA MONEY SO THAT MONEY WILL BE FORMULA TO THE STATES AND THE STATES MUST FORMULA THE MONEY TO THE SCHOOL DISTRICTS. OKAY. SO THAT MONEY WILL GET TO KIDS WITH DISABILITIES. THE 100 AND WHATEVER 20, 30 BILLION DOLLARS ALSO WHEN THAT ONE GOES TO THE GOVERNORS AND THEN THE GOVERNORS HAVE TO DECIDE. THERE'S NO P REQUIREMENT THAT -- THEY HAVE A MENU OF THING THAT THAT MONEY CAN BE SPENT ON THAT WOULD BE LEGAL. SO THE GOVERNORS COULD DECIDE THAT THAT MONEY, A BIG CHUNK OF IT OUGHT TO GO TO SUMMER LEARNING, RECOVERY, IF THEY WANT TO EXTEND SCHOOL YEARS, EXTEND ELIGIBILITY, THAT'S AN OPTION. BUT THE MONEY ALSO MIGHT GO TO VENTILATION SYSTEMS AND MIGHT GO TO, YOU KNOW, EQUIPMENT, VARIOUS EQUIPMENT TO SUPPORT SCHOOLS. IT'S DISCRETIONARY ON THE PART OF THE GOVERNORS. WHAT I CAN TELL YOU IS THAT OUR MONITORING SYSTEM WITHIN OSEP HAS KIND OF PIVOTED ALSO AND IN THIS UPCOMING MONITORING CYCLE WHICH WILL BEGIN IN SEPTEMBER, THEY ARE GOING TO SPECIFICALLY FOCUS ON COVID RELATED ISSUES. I MEAN ESSENTIALLY THEY ARE GOING TO FOCUS ON HAVE CHILDREN BEEN PROVIDED A FREE, APPROPRIATE, PUBLIC EDUCATION BASED ON THEIR UNIQUE INDIVIDUAL NEEDS? AND THAT'S GOING TO BE REALLY THE FOCUS OF THE SO WE'RE HOPING THAT WILL CERTAINLY SEND A MESSAGE TO THE STATES THAT THE EXPECTATION IS THAT CHILDREN WITH DISABILITIES, YOU KNOW, THEY'VE NOT SURRENDERED ANY OF THESE RIGHTS AND MAYBE NOW IT'S MORE IMPORTANT THAN EVER TO ENSURE THAT THEY GET THE EDUCATION THAT THEY ARE ENTITLED TO. >> THANK YOU. ANDY, DO YOU HAVE A QUESTION? >> I DO. THANK YOU, SUSAN. THANK YOU, DR. WEXLER, FOR THE WONDERFUL PRESENTATION. I'M RECALLING WHAT DR. GORDON SAID HOW THE PANDEMIC HAD DISPROPORTIONALLY IMPACTED THE COMMUNITY OF COLOR. WHAT I'M HEARING FROM THE SPEAKER SO FAR IS THAT THERE DOESN'T SEEM TO BE AN EQUITY SPECIFIC APPROACH TO ADDRESSING SOME OF THE ISSUE. LOOK AT THE DISPARITY THAT PARTICULARLY AFFECT THE COMMUNITY OF COLOR IN YOUR RESPONSE. CAN YOU ELABORATE ON THAT A LITTLE BIT MORE? IS IT A ONE-SIZE FITS ALL SOLUTION YOU'RE APPROACHING OR NUANCE APPROACHES WHEN IT COMES IT COMMUNITY OF COLOR? >> LET ME START BY SAYING LIKE DR. GORDON THERE'S VERY LIMITED, YOU KNOW, HARD DATA. SO IN THE LATEST RESCUE PLAN, $100 MILLION WAS SENT TO OUR INSTITUTE OF EDUCATIONAL SCIENCES TO SPECIFICALLY DOCUMENT LEARNING LOST AND BE ABLE TO, YOU KNOW, DOCUMENT IT IN A DATA BASE IN A VAM I HAD WAY. THAT BEING SAID I DON'T DISAGREE WITH YOU. THE REALITY IS ANECDOTAL OR NOT THAT MINORITY COMMUNITIES HAD BEEN DISPROPORTIONALLY IMPACTED BY SCHOOL CLOSURES AND OTHERS. WE CERTAINLY ARE PAYING ATTENTION TO IT. WE HAVE METHOD THE STATES THAT THE EXPECTATION IS THAT EQUITY BE ADDRESSED. THE ADMINISTRATION, I CAN TELL YOU THAT EVERY SINGLE THING THAT WE'RE DOING NOW IS BEING DONE THROUGH A LENS OF EQUITY, AND IT TAKES A LITTLE TIME FOR THAT, YOU KNOW, TO ACTUALLY REACH THE SURFACE BUT I CAN TELL YOU WITHIN THE DEPARTMENT OF EDUCATION EQUITY, IT'S A HUGE HUGE PIECE OF IT. I WILL SAY THAT ONE OF THE MANTRAS AND THIS RELATES TO AUTISM, ONE OF MY MANTRAS IS LOW INCIDENCE IS NOT LOW PRIORITY. AND WE PUT VERY HIGH PRIORITY ON LOW INCIDENCE DISABILITIES BUT WE CERTAINLY SUPPORT EVERYTHING YOU'RE SAYING RELATED TO EQUITY. >> THANK YOU. >> THANK YOU. CHRIS, DO YOU HAVE A QUESTION? IS CHRIS ON? SO I'LL MOVE ON. DO YOU HAVE A QUESTION? >> I DO, YES. DR. WEXLER, THANK YOU FOR WHAT YOU SHARED AND I HAVE TO SAY THAT -- I SEE CHRIS IS HERE. >> WE'LL GO TO HIM NEXT. >> OKAY. SO I HAVE TO SAY THAT WHAT CAMILLE SHARED AND ANDY SHARED REALLY RESONATED WITH ME. I'M THINKING ABOUT THE FACT THAT AS AN INDIVIDUAL SPECIAL EDUCATION AND I TAUGHT AT THE K-12 LEVEL BEFORE MOVING ON TO HIGHER ED. AND AS PAY PARENT WHO OPTED TO PUT MY CHILDREN IN PRIVATE SCHOOL THEY CAN'T AFFORD BECAUSE THEY ARE STUDENTS OF COLOR AND IN THE SCHOOL DISTRICT HERE WHERE I LIVE A LOT OF STATES WERE FAILING HORRIBLY AT SERVING OUR CHILDREN AND THAT WHOLE SCHOOL STATES, TEXAS, NEW HAMPSHIRE, VERSUS NON-AND A VARIETY OF OTHER THINGS, THOUGHT PROVIDING APPROPRIATE EDUCATION AND SO MY CHILDREN IS NOW WE HAVE THIS LAYER OF COVID WHICH HAS ABSOLUTELY IMPACTED EVERYONE, EVERY TYPE OF STUDENT. MY CHILDREN IS IN THE BEST OF TIMES, THESE SCHOOLS WERE ALREADY -- A LOT OF THESE STATES WERE EAGREEINGOUSLY FAILING OUR KIDS WHAT CAN WE DO THAT DIVERTED TO COVE I. I'D LOVE TO HEAR SOME REASSURANCE OF WHAT -- I KNOW ANDY WAS TALKING ABOUT A PLAN THAT WAS EQUITY BASED. WITH INNOVATIVE STRATEGIES DO YOU ALL HAVE COMING DOWN THE PIKE BECAUSE THE SANCTION WAIT THING WASN'T WORKING BEFORE. >> THANK YOU. SO ONE OF MY RESPONSIBILITIES WAS ALL OF THE DATA WITH KIDS WITH DISABILITIES THAT GETS SUBMIT TO THE DEPARTMENT. WE STARTED AN INITIATIVE LAST YEAR CALLED FAST FACTS. IF YOU GOOGLE FAST FASTS, I THINK IT WITH SHOW UP, IF YOU GOOGLE FAST FACTS OSEP, YOU SEEM FAMILIAR WITH IT. ONE OF MY PERSONAL PHILOSOPHIES, SUNSHINE IS THE BEST DISINFECTANT. WE HAVE USED OUR DATA -- WE HAVE TO BE VERY CAREFUL BECAUSE WE CAN'T -- WE'RE NOT IN A POSITION WHO DRAW CONCLUSIONS FROM THOSE DATA BUT WE ARE IN A POSITION TO SUNSHINE THEM SO WE'VE STARTED THIS INITIATIVE TO REALLY REPRESENT THE DATA IN A FASHION WHERE WE CAN COMPARE, YOU KNOW, FOR INSTANCE, WE DID ONE, THE FIRST ONE WE DID BECAUSE I WAS IN CHARGE OF IT, I HAVE A DATA TEAM, I SAID DO IT ON AUTISM. YOU KNOW, AND IT SHOWS THE DISPARITIES. YOU HAVE STATES THAT THE IDENTIFICATION RATE IS 1% AND STATES WHERE IT'S 15%. OUR GOAL IS TO HAVE THOSE DATA PUBLIC AND THIN TO HAVE THE DATA DRIVE QUESTIONS TO SUPPLY OUR STAKEHOLDERS' FAMILIES WITH THOSE DATA TO GO TO THEIR SCHOOL BOARDS, TO GO TO THEIR STATE BOARDS OF EDUCATION AND SAY WHY, WHY IN A PARTICULAR STATE IS THE IDENTIFICATION RATE OF CHILDREN WITH INTELLECTUAL DISABILITIES FIVE TIMES THAT THAN THE AVERAGE STATE. IS THERE SOMETHING GOING ON IN THAT STATE? WE CAN'T DRAW THOSE CONCLUSIONS BUT WE CAN SUNSHINE THE DATA FOR THE PURPOSE OF DRIVING DISCUSSIONS WITHIN THOSE STATES SO THAT'S ONE INITIATIVE THAT WE'RE DOING. WHEN WE MONITOR WE GO IN WITH THOSE DATA AND WE THEN CAN ASK A QUESTION, YOUR IDENTIFICATION RATE FOR KIDS WITH AUTISM IS INCREDIBLINCREDIBLY LOW COMPARED TO KIDS IN OTHER STATES, CAN YOU HELP ME UNDERSTAND THAT? I WAS THE DIRECT OF OSEP'S MONITORING FOR SEVERAL YEARS. I STILL HAVE THAT IN ME BUT THAT'S WHAT WE'RE TRYING TO DO. I HOPE THAT'S HELPFUL. >> EXTREMELY HELPFUL. THANK YOU. >> THANK YOU. AND I WILL CIRCLE BACK TO CHRIS BANKS FOR A MOMENT BEFORE WE MOVE ON TO OUR NEXT PRESENTATION. CHRIS, DO YOU HAVE A QUESTION. >> YES, THANK YOU. SORRY ABOUT THAT, TECHNICAL ISSUES. LARRY, I APPRECIATE ALL OF THAT GREAT INFORMATION. I HOPE WE ALL GET TO SEE THAT. MY QUESTION IS AS YOU'RE LOOKING TO MONITOR HOW STATES ARE SPENDING THIS MONEY, I WAS A LITTLE SURPRISED TO JUST HEAR THAT SO MUCH OF IT MIGHT BE DEDICATED TOWARDS CAPITAL AND NOT DIRECT SUPPORTS AND SERVICES. WHAT IS THE PLAN TO MONITOR THAT STATES ARE PROVIDING PROGRAMS AND SERVICES FOR INDIVIDUALS WHO HAVE SPECIAL NEEDS, SPECIAL EDUCATION, STUDENTS SPECIFICALLY AROUND DIAGNOSIS, ACCESS TO SERVICES, PERHAPS REVISIONS OF IEPs TO MAKE UP FOR A LOST YEAR OF ACADEMICS. WHAT IS THE DEPARTMENT OF EDUCATION'S PLAN TO MONITOR THE INTERACTION, USE OF THOSE FUNDS TO MAKE SURE THOSE SERVICES ARE BEING MET? >> SO UNDER IDEA, OUR RESPONSIBILITY IS TO ENSURE THAT EVERY CHILD WITH A DISABILITY RECEIVES THE SERVICES AND PROGRAM BASED ON HIS OR HER UNIQUE NEEDS. SO WE REALLY -- THAT IS OUR BOTTOM LINE, AND THOSE FUNDS TYPICALLY JUST DON'T COME WITH STRINGS ATTACHED. IT WOULDN'T BE WITHIN OUR AUTHORITY TO SAY TO A STATE THAT YOUR GOVERNOR DIDN'T ALLOCATE MONEY TO SERVE KIDS IN THE WAY THAT WE THINK YOU SHOULD ALLOCATE THEM BECAUSE IT WAS CONGRESS THAT PROVIDED THE FLEXIBILITY TO THE GOVERNORS FOR THAT. FOR THE IDEA MONDAY WE DEFINITELY TRACK ARE THE KIDS RECEIVING THE SERVICES THEY NEED, BUT LET'S ALSO REMEMBER SOMETHING. IDEA MONEY, FEDERAL MONEY, ONLY ACCOUNTS FOR ABOUT 15%. EXCESS COSTS OF EDUCATING CHILDREN WITH DISABILITIES. IT'S THE STATE AND THE LOCAL THAT REALLY ARE FUNDING THOSE SERVICES. SO YOU KNOW THESE ARE REALLY SUPPLEMENTARY FUNDS AND YOU KNOW THAT PEOPLE TALK OF A FULL FUNDING AT 40% OF THE EXCESS COST. WE'RE NOT CLOSE TO THAT BUT I HAVE TO SAY THAT'S CONGRESS'S DECISION TO MAKE. WE PLAY THE HAND THAT'S DEALT TO US BUT WE ARE AGGRESSIVE WITH OUR MONITORING THAT KIDS RECEIVE THE EDUCATION THEY ARE ENTITLED TO REGARDLESS OF WHERE THE FUNDS COME FROM. >> THANK YOU SO MUCH FOR GREAT PRESENTATION DISCUSSION. NEXT IT'S MY PLEASURE TO WELCOME JENNIFER WHO IS SHARING UPDATES WITH US ON THE EFFORTS OF THE OFFICE OF EMPLOYMENT POLICY WITH REGARD FOR SUPPORT FOR PEOPLE WITH DISABILITIES AS THEY FACE EMPLOYMENT ISSUES DURING THE PANDEMIC. SO WELCOME, JENNIFER. >> THANK YOU SO MUCH, SUSAN. WOW, I'D LOVE THE OPPORTUNITY TO SIT AND LISTEN TO MY COLLEAGUES ON THE PANEL, THESE EXPERTS. I HAVE A SPECIAL SHOUT-OUT OF COURSE TO DR. LARRY WEXLER WHO I WORKED WITH -- YOU WOULD NEVER KNOW I WORKED WITH HIM FOR TEN YEARS AND BEYOND THAT WHEN I WENT TO DEPARTMENT OF LABOR. LARRY, BECAUSE WE'RE LIMITED HERE BOUGHT I HOPE PEOPLE WILL FOLLOW-UP BECAUSE THERE'S TREMENDOUS RESOURCES AND THEY'VE DONE QUITE A BIT TO STEER THOSE TO SERVE THE NEEDS DURING THE PANDEMIC, AND AS HE SAID, AND I WANT TO REITERATE BECAUSE I'M OF COURSE FOCUSING ON EMPLOYMENT. KIDS WITH DISABILITIES DON'T SURRENDER THEIR RIGHTS DURING A PANDEMIC. EMPLOYEES WITH DISABILITIES DO NOT SURRENDER THEIR RIGHTS DURING A PANDEMIC EITHER. THE ADA IS ALIVE AND WELL, AS ARE OTHER CIVIL RIGHTS AND PROTECTIONS, REGULATION PROTECTIONS AND OTHER PROTECTIONS FOR EMPLOYEES WITH DISABILITY AND THAT'S REALLY IMPORTANT BECAUSE I THINK THAT HAS COME UP AND MANY TIMES DURING THE PAST YEAR PLUS BUT WE -- AND WE HAVE RESOURCES ON OUR WEBSITE THAT HELP EMPLOYEES WITH DISABILITIES AND EMPLOYERS AND FAMILIES AND ADVOCATES UNDERSTAND HOW TO ADVOCATE FOR THOSE RIGHTS AND HOW THEY CAN BE APPLIED IN A PANDEMIC. SO I WANT TO THANK VERY MUCH SUSAN, DR. SUSAN WAGNER FOR THE INVITATION TODAY. BECAUSE WE'RE A SMALL POLICY AGENCY WE REALLY DON'T TAKE ONE STEP FORWARD WITHOUT PARTNERING WITH OTHER AGENCIES AND COLLEAGUES SO THIS HOPEFULLY YOU'LL SEE SOME OF THAT COLLABORATION HERE TODAY. NEXT SLIDE, PLEASE. >>> SO WHAT DO WE DO IN ODEP, WE INFOR PEOPLE WITH DISABILITIES WE ARE NON-REGULATORY AND THROUGH THOSE PARTNERSHIPS WE REALLY TRIED TO PUNCH ABOVE OUR WEIGHT IN ORDER TO DEVELOP POLICIES, TEST AND DEVELOP POLICIES, COME UP WITH RECOMMENDATIONS AND HELP STATES AND EMPLOYERS AND CONGRESS, THE WHITE HOUSE, OTHER FEDERAL AGENCIES IMPLEMENT POLICIES THAT INCREASE EMPLOYMENT FOR PEOPLE WITH DISABILITIES. WE ARE CELEBRATING OUR 20TH ANNIVERSARY THIS YEAR AND WE WERE ESTABLISHED BY CONGRESS IN FY-2001 TO REALLY LOOK ACROSS THE DOZENS OF SERVICES AND PROGRAMS AND ENFORCEMENT AGENCIES THAT INTERACT TO SUPPORT WORKPLACE SUCCESS FOR PEOPLE WITH DISABILITIES. AND WE'RE ALSO GRATEFUL THAT ODEP IS GOING TO BE A NEW -- IS A NEW STATUTORY MEMBER OF THE INTER AGENCY AUTISM COORDINATING COMMITTEE FOR THE FIRST TIME. SO WE LOOK FORWARD TO WORKING WITH YOU IN THAT CAPACITY. NEXT SLIDE, PLEASE. SO WHAT ARE OUR CURRENT PRIORITIES? WE AS ALL AGENCIES DO, WE STEER OUR PRIORITIES TO THE NEW PRESIDENT WHEN THERE'S AN ELECTION, SO WE HAVE -- WE ARE TRANSLATING THOSE PRIORITIES IN OUR SPACE AS FOLLOWS. WE WANT TO FOCUS ON DISABILITY INCLUSIVE COVID RESPONSE AND RECOVERY. WHAT WE'RE CALLING RECOVER INTO INCLUSION AND THAT REALLY IS A LINE WITH THE BUILD BACK BETTER. SO GOING BACK TO A BETTER WORKPLACE, WORK FORCE THAN WE HAD BEFORE, THAT IS INCLUSIVE OF PEOPLE WITH DISABILITIES FROM THE OUTSET. PROMOTING RACIAL AND SOCIAL EQUITY AND DISABILITY POLICY AND VICE VERSA, MAKING SURE THAT PEOPLE WITH DISABILITIES ARE CONSIDERED IN THOSE NATIONAL RACE AND EQUITY CONVERSATIONS BECAUSE IT'S SO IMPORTANT TO BE WITH THE PREVALENCE OF DISABILITY IN THE COMMUNITIES OF COLOR THE DISPARATE IMPACT OF THE PANDEMIC ON PEOPLE WITH DISABILITIES AND PEOPLE FROM COMMUNITIES OF COLOR AND OTHER UNDER REPRESENTED GROUPS AND THE HIGHER INCIDENTS OF NEW MENTAL HEALTH CONDITIONS WITHIN COMMUNITIES OF COLOR AND UNDER REPRESENTED GROUP FOR A VARIETY OF REASONS. OUR THIRD PRIORITY IS SUPPORTING WORKERS WITH MENTAL HEALTH CONDITIONS AND HELPING EMPLOYERS SET UP MENTAL HEALTH FRIENDLY WORKPLACES. FOURTH IS EXPANDING OPPORTUNITIES FOR PEOPLE WITH DISABILITIES IN THE NEW CLIMATE INFRASTRUCTURE AND THE GREEN CLEAN JOBS THAT ARE ON THE HORSE. AND FINALLY AND RELEVANT OF COURSE TO THIS GROUP AS WELL IS HELPING YOUNG PEOPLE WITH DISABILITIES BECAUSE THE PANDEMIC, IT HAS A VERY DETRIMENTAL IMPACT ON ALL YOUNG PEOPLE THAT ARE TRYING TO LAUNCH THEIR CAREERS RIGHT NOW, BUT FOR YOUNG PEOPLE WITH DISABILITIES, AS THEY LEAVE SOME OF THE SERVICES AND BENEFITS THAT THEY WERE N TITLED TO AS STUDENTS IN LAUNCHING INTO POST SECONDARY EDUCATION OR FROM HIGH SCHOOL OR POST SECONDARY EDUCATION INTO WORK, THAT INTERRUPTION THAT THE PANDEMIC IS INSTITUTING WITH THEIR CAREER LAUNCH COULD BECOME PERMANENT IF WE ARE NOT REALLY ON TOP OF WHAT THE BARRIERS ARE AND HOW TO HELP THOSE STUDENTS AND YOUNG PEOPLE WITH DISABILITIES. I DON'T TALK ABOUT IT HERE BUT WE HAVE A YOUTH POLICY DEVELOPMENT CENTER AND THEY ARE DOING 12 POLICY BRIEFS ON BARRIERS THAT ARE COMING UP RIGHT NOW AND HOW TO ADDRESS THEM. INCLUDING FOUR YOUNG PEOPLE WITH MENTAL HEALTH CONDITIONS OR YOUNG PEOPLE WITH DEVELOPMENTAL DISABILITIES AND HEALTH CONDITIONS. SO A COUPLE OF THINGS RELATED TO YOUNG ADULTS AND ADULTS ON THE AUTISM SPECTRUM. WE KNOW THE PANDEMIC HAS EFFECTED EMPLOYMENT DISPROPORTIOPROPORTIONATELY FOR PEOPLE WITH DISBIL. THE SURVEYED ADULLS ON THE AUTISM SPECTRUM REPORTED DISRUPTIONS TO EMPLOYMENT FOR 89% OF THE PARTICIPANTS BECAUSE OF THE PANDEMIC AND IN AN ISRAELI STUDY ADULTS ON THE AUTISM SPECTRUM WHO LOST THEIR JOBS DURING THE PANDEMIC DESCRIBED A SIGNIFICANT IMPACT ON THEIR MENTAL HEALTH AND WELLNESS SO REALLY IMPORTANT. NUMEROUS WORKERS WITH DISABILITIES INCLUDING THOSE ON THE AUTISM SPECTRUM HAVE ALSO BASED CHALLENGES IN ACCESSING WORK ACCOMMODATIONS AND SUPPORT FOR REMOTE BASED WORK. OR HAVE EXPERIENCED DISCRIMINATION OR CHALLENGES WHEN THEY ARE TRYING TO RETURN IN A SAFE AND HEALTHY WAY TO THE WORKPLACE. SO WE NEED TO MAKE SURE THAT WE HAVE PAYING ATTENTION TO THESE ISSUES. NEXT SLIDE, PLEASE. SO WHAT DOES THIS MEAN? HOW ARE WE ENSURING AN INCLUSIVE RESPONSE AND RECOVERY? WHAT ARE THESE FOCUSED AREAS? WE'RE HELPING ENSURE -- WE'RE LOOKING AT THESE FACTORS, ASSISTING WORKERS WITH DISABILITIES WHO HAVE LOST JOBS, HELP THEM GET BACK TO THOSE JOBS, HELPING ENSURE THAT WORKERS WITH DISABILITIES CAN GET THOSE ACCOMMODATIONS AND SUPPORTS INCLUDING THOSE WHO ARE EXPERIENCING, WHO HAD COVID AND ARE EXPERIENCING LONGER TERM SYMPTOMS OR EFFECTS OF COVID, SOMETIMES REFERRED TO AS LONG COVID. THOSE RESOURCES AND BROADCASTING THEM IN A WAY THAT PEOPLE DON'T IDENTIFY YET AS HAVING A DISABILITY WILL UNDERSTAND THAT THEY MAY BE ELIGIBLE FOR THOSE SUPPORTS TOO, HELPING EMPLOYERS UNDERSTAND THE INTERSECTION BETWEEN SAFETY AND HEALTH GUIDELINES AND THE CDC AND THE OSHA GUIDELINES AND THE ADA AND OTHER DISABILITY LAWS PROMOTING BEST PRACTICES FOR WORKPLACE, MENTAL HEALTH AND EDUCATING ABOUT HOW TO SET UP ACCESSIBLE TELEWORK OPPORTUNITIES FOR PEOPLE WITH DISABILITIES. NEXT SLIDE PLEASE. SO A COUPLE OF OUR RESOURCES, THE JOB COMMENDATION NETWORK. THE JOB COMMENDATION NETWORK HAS BEEN AROUND FOR LONGER THAN ODEP, AND IT DOES MORE THAN 40,000 CONFIDENTIAL CONSULTATIONS EVERY YEAR ON SPECIFIC ACCOMMODATIONS THAT CAN HELP AN EMPLOYEE OR A SUPERVISOR IN A WORKPLACE WITH SPECIFIC JOBS. THEY ARE EXPERTS. THEY'VE DONE QUITE A FEW MATERIALS DURING THE PANDEMIC. THEY'VE ADAPTED MANY OF THEIR MATERIALS THAT ARE RELATED TO HOW TO MITIGATE THE IMPACT OF AN EMERGENCY, A PANDEMIC, SOMETHING LIKE THE FLU BUT THEY'VE STEERED THEM NOW, THEY'VE TWEAKED THEM SO THAT THEY ADDRESS THE COVID ENVIRONMENT AND THE CURRENT PANDEMIC ENVIRONMENT. A COUPLE EXAMPLES ARE FACT SHEETS AND RESOURCES THAT YOU CAN FIND ON-LINE, LINKS, THE LINKS, THE WEBSITE IS ASKJAN.ORG AND YOU CAN FIND THESE THERE. YOU CAN ALSO ACCESS THEM THROUGH OUR WEBSITE DOL. GOV. NEXT SLIDE, PLEASE. SO LONG COVID. THIS IS A PARTICULAR FOCUS OF OURS NOW AND THAT IS BECAUSE MOST COVID, MOST PEOPLE WHO RECOVER FROM COVID-19 RECOVER IN FOUR TO SIX WEEKS BUT APPROXIMATELY 10 TO 30% OF PEOPLE WHO HAD COVID EXPERIENCE THOSE PERSISTENT SYMPTOMS AND AS THEY SAID, THESE SOMETIMES ARE PEOPLE WHO HAVE WAY IS REFERRED TO AS LONG COVID. AND OF COURSE IT COULD INCLUDE SYMPTOMS LIKE SHORTNESS OF BREATH OR FATIGUE, BRAIN FOG, SLEEP DISORDERS, INTERMITTENT FEVERS, GASTROINTESTINAL SYMPTOMS, ANXIETY AND DEPRESSION. ANXIETY AND DEPRESSION ARE ALSO FACTORS FROM THE PANDEMIC, THE CDC RECENTLY CAME OUT WITH STATISTICS KATEING THAT 41% OF -- INDICATING THAT 41% OF WORKING AMERICANS 18 AND OLDER MAY BE EXPERIENCING MENTAL HEALTH CONDITIONS SO THESE ARE ALL DISABILITIES IN TERMS OF THE ADA THAT MAY ALLOW SOMEONE WHOSE EXPERIENCING THOSE MENTAL HEALTH CONDITIONS OR LONG COVID TO BE COVERED BY THE ADA AND HAVE THOSE RIGHTS INCLUDING ACCOMMODATIONS AND OF COURSE THE ADA REQUIRES EMPLOYERS TO PROVIDE REASONABLE ACCOMMODATIONS FOR THOSE EMPLOYEES AND JOB APPLICANTS WHO QUALIFY AS HAVING THE DISABILITY AND THE ADA. NEXT SLIDE, PLEASE. ANOTHER RESOURCE WE HAVE IS WHAT WE CALL OUR EMPLOYER ASSISTANCE AND RESOURCE NETWORK ON DISABILITY INCLUSION. THE WEBSITE IS ASK ASKERN .ORG. TO ANSWER QUESTIONS THAT HAVE COME UP RELATED TO HOW TO ACCOMMODATE EMPLOYEES WITH DISABILITIES TOLL OF TRANSITIONING TO TELEWORK OR BACK INTO A SAFE AND HEALTHY ON-SITE WORKPLACE. WE ALSO HAVE A WEBINAR THIS FRIDAY CALLED GETTING AHEAD OF THE CURVE ENSURING SAFE, HEALTHY AND INCLUSIVE WORKPLACES DURING THE COVID-19 RECOVERY AND IT WILL EXPLORE STRATEGIES EMPLOYERS CAN USE TO ENSURE SAFE AND HEALTHY WORKPLACES FOR ALL WORKERS INCLUING THOSE WITH DISABILITIES INCLUDING THOSE ON THE AUTISM SPECTRUM. PANELISTS INCLUDE REPRESENTATIVES FROM THE EEOC, OSHA AND THE CDC AND DEPARTMENT OF LABOR, SO FOR THESE RESOURCES AND TO REGISTER FOR THE WEBINAR, YOU CAN GO TO ODEP'S WEBSITE OR GO TO ASKERN.ORG. NEXT SLIDE, PLEASE. THE MENTAL HEALTH TOOL KIT. I'M SORRY I'M RUNNING THROUGH THESE BECAUSE THERE'S SO MUCH GOOD INFORMATION. WORRY RUNNING OUT OF TIME. BUT A KEY RESOURCE THAT EMPLOYERS IN PARTICULAR HAVE FOUND HELPFUL IS OUR MENTAL HEALTH TOOL KIT AND IT REALLY DIVIDES OR IT SUGGESTS STRATEGIES FOR SETTING UP AN INCLUSIVE MENTAL HEALTH FRIENDLY WORKPLACE TO SUPPORT NOT ONLY EMPLOYEES THAT HAVE MENTAL HEALTH CONDITIONS BUT ALL EMPLOYEES BECAUSE YOU NEVER KNOW WHEN YOU AS AN EMPLOYEE MAY NEED SOME OF THESE SUPPORTS. THE CATEGORIES OR THE STRATEGIES ARE DIVIDED INTO FOUR KEADGES. ONE IS AWARENESS OR HOW REALLY ANTI-STIGMA, AWARENESS, STRATEGIES FOR MAKE IT YOUR OWN KNOW THEY CAN SAFELY ASK FOR HELP AND THAT THERE SHOULD NOT BE ANY DIFFERENCE IF YOU HAVE A MENTAL HEALTH CONDITION AND ASK FOR HELP. THEN IF YOU HAVE SOMETHING LIKE CANCER OR OR RECOVERING FROM PHYSICAL ILLNESS. THE SECOND IS ACCOMMODATIONS AND THE STRATEGIES WITH SEVERAL IDEAS FOR ACCOMMODATIONS THAT CAN WORK FOR PEOPLE WITH MENTAL HEALTH CONDITIONS. AGAIN, THERE ARE SPECIALISTS AT JAN WHO CAN WALK SOMEONE THROUGH THOSE SPECIFIC ACCOMMODATIONS FOR ANY DISABILITY, ANY JOB AND THAT IS -- HAS BEEN PROVEN HELPFUL TO BUY EMPLOYERS AND OUR CUSTOMER SERVICE SURVEY. THIRD IS ASSISTANCE MEANING SETTING UP SUPPORTS AND SERVICES LIKE AN EMPLOYEE ASSISTANCE PROGRAM FOR AN EAP. EAPs ARE GOOD NOT ONLY FOR EMPLOYEES WITH MENTAL HEALTH CONDITIONS BUT ALSO FOR EMPLOYERS AN SUPERVISORS. AND FINALLY ACCESS. THESE ARE STRATEGIES FOR CHECKING THE BENEFITS OF THE HEALTH PLAN THAT EMPLOYERS OFFER SO THAT THEY CAN ENSURE THAT THEY COVER MENTAL HEALTH TREATMENT AND TREATMENT FOR BEHAVIORAL HEALTH ISSUES. NEXT SLIDE, PLEASE. SO AUTISM SPECIFIC RESOURCES THAT WE HAVE, WE HAVE SEVERAL AUTISM RESOURCES ON THE JOB COMMENDATION NETWORK AND VIDEOS FOR EMPLOYEES ON THE AUTISM SPECTRUM AND EMPLOYERS ON WHAT MIGHT COME UP IN INTERVIEW OR INTERVIEWING TIPS. ERN HAS A RESOURCE NEURO DIVERSITY IN THE WORKPLACE AND RESOURCES AND EXAMPLES OF EMPLOYER PROGRAMS FROM THE AUTISM AT WORK ROUND TABLE THAT IS OUR PARTNER, OUR PARTNER DISABILITY OPERATES. SO THOSE ARE SOME SPECIFIC RESOURCES, AND I WILL ALSO SAY THAT WE HAVE OTHER AUTISM WORK THAT WE'RE NOT TALKING ABOUT TODAY, SO I ENCOURAGE PEOPLE TO LOOK AT ODEP'S WEBSITE AND I WANT TO THANK DR. SCOTT ROBERTSON WHO IS AN AUTISTIC PERSON HIMSELF AND LEADS THE ODEP AUTISM WORK AMONG HIS OTHER RESPONSIBILITIES. SO WITH THAT, I WILL END AND TURN IT BACK OVER TO SUSAN. >> THANK YOU, JENNIFER, FOR THAT TIMELY PRESENTATION OF YOUR LATEST UPDATES FROM ODEP. NEXT I'LL TAKE A COUPLE OF QUESTIONS. WE DON'T HAVE A LOT OF TIME LEFT IN THE PROGRAM. SO I'M GOING GO FIRST TO -- WE HAD A QUESTION FROM CHRIS BANK AND HE'S NOT ABLE TO ACCESS THINGS O.J. HERE SO I'M GOING IT READ HIS QUESTION. HE SAID WHAT SPECIFIC PLANS DOES THE DEPARTMENT OF LABOR HAVE TO HELP PEOPLE WITH AUTISM FIND JOBS DURING OUR COUNTRY'S RECOVERY? >> OF COURSE THE DEPARTMENT OF LABOR OPERATES MORE THAN 200 JOB CENTER SITES ACROSS THE COUNTRY. WE'VE WORKED CLOSELY TO MAKE SURE THAT THE JOB CENTERS HAVE INCLUSIVE PROGRAMS AND SERVICES IN ADDITION, OF COURSE, TO VR. BUT PEOPLE SHOULD NOT FEEL THAT THEY NEED TO GO TO THE VOCATIONAL REHABILITATION PARTNER AT THE JOB CERTAINTY BECAUSE ALL PROGRAMS AND SERVICES BY THE JOB CENTERS NEED TO BE INCLUSIVE BY STATUTORY REQUIREMENT. SO WE HELP THE EMPLOYMENT AND TRAINING ADMINISTRATION WITH THOSE INCLUSIVE PRACTICES, AND THAT INCLUDES, AGAIN, HOW TO INTERACT WITH SOMEONE WITH AUTISM, AND IN ODEP THROUGH OUR EMPLOYER TECHNICAL ASSISTANCE CENTER IS ALSO HELPING EMPLOYERS UNDERSTAND HOW THEY CAN INTERACT WITH JOB APPLICANTS WHO ARE AUTISTIC AND HOW TO SET UP ON-BOARDING AND SUPPORTS THAT ARE FRIENDLIER AND MORE USEFUL TO JOB APPLICANTS AND NEW HIRES WITH AUTISM. SO I ALSO WANTED TO MENTION THAT WE HAVE IN THE 2021 CONGRESSIONAL REPORTING, WE'RE GOING TO REPORT LANGUAGE FOR OUR APPROPRIATION FOR THE ODEP APPROPRIATION, WE RAILROAD ASKED TO CONDUCT A STUDY ON EMPLOYMENT FOR YOUNG PEOPLE AND ADULTS WITH DEVELOPMENTAL DISABILITIES WITH A FOCUS ON AUTISM. SO WE'RE ABOUT TO AWARD A CONTRACT TO BEGIN THAT STUDY AND IT WILL BE A VERY COMPREHENSIVE STUDY THAT WILL TAKE PLACE OVER THE NEXT COUPLE OF YEARS, AND WE WILL ENGAGE WITH MANY MANY AUTISM ORGANIZATIONS IN ORDER TO ACCURATELY, EFFECTIVELY AND AS COMPREHENSIVELY AS POSSIBLE CONDUCT THAT STUDY ON EMPLOYMENT SO WE WILL KNOW A LOT MORE ABOUT WHAT IS NEEDED IN NOT ONLY THE PUBLIC WORK FORCE SYSTEM BUT WITH EMPLOYERS AND SERVICES FOR EMPLOYEES AS WELL. >> THANK YOU. >> DO YOU HAVE A QUESTION? NO. NEIL PROCTOR, DO YOU HAVE A QUESTION? >> I DO HAVE A QUESTION. AND IT'S GOING TO GO BACK TO WHAT I LIKE TO CALL INFANCY OF PRE EMPLOYMENT. IN UNDER SERVED COMMUNITIES THERE ARE NO IN-ROADS TO MOST OF THE JOBS THAT YOU TALKED ABOUT. THERE NEEDS TO BE AN OVERHAUL, IN MY EYES, OF HOW WE GET THESE UNDER-FUNDED COMMUNITIES ON A TRACK TO GO INTO THESE LOCATIONS BECAUSE IT'S NOT THERE NOW. AND SO IT'S GREAT THAT WE HAVE AUTISM AT WORK AND ALL OF THOSE THINGS. HOWEVER, IN UNDER SERVED COMMUNITIES, THEY CAN'T TAKE -- THEY CAN'T GET ANY OF THOSE JOBS. A LOT OF PEOPLE CAN'T BECAUSE THEY DON'T HAVE THE PRE-TRAINING THAT THEY NEED TO SHOW OFF THE SKILLS THAT THEY MAY POSSESS, IF THAT MAKES SENSE. SO I GUESS MY QUESTION IS HOW CAN WE BETTER SERVE THOSE AUTISTICS BECAUSE THOSE AUTISTICS, THEY DON'T HAVE A COLLEGE DEGREE, THEY DON'T HAVE -- THEY DON'T LIVE IN A CITY THAT HAS GREAT VOCATIONAL TRAINING. SO HOW ARE WE GOING TO DEVELOP PROGRAMS SO WE CAN SUPPORT THOSE INDIVIDUALS? >> THAT'S A REALLY GOOD QUESTION. AND AS DOCTOR WEXLER SAID ALSO, OUR AGENCY IS VERY MUCH INVOLVED RIGHT NOW ON DOING AN ASSESSMENT OF ALL OF OUR PROGRAMS AND SERVICES FROM A RACIAL AND SOCIAL EQUITY LENS TO UNDERSTAND THE IMPACT, THE OUTCOMES AND THEN THE DISPARITIES OF THOSE OUTCOMES AND JOBS FOR PEOPLE FROM UNDER REPRESENTED GROUPS OR IN RURAL AREAS AND PEOPLE OF COLOR. I WILL ALSO ADD THAT ODEP HAS HAD WHAT WE CALL OUR INCLUSIVE APPRENTICESHIP PROGRAM FOR A COUPLE OF YEARS BUT WE ARE NOW REALLY LOOKING AGAIN AT WHETHER THAT PROGRAM CAN BE MODIFIED IN ORDER TO HELP PEOPLE FROM THOSE COMMUNITIES THAT YOU'RE REFERENCING AND MAKE SURE THAT THEY HAVE ACCESS TO THOSE EXCELLENT JOBS THAT ARE PRPRE APPRENTICE JOBS OR APPRENTICESHIP JOBS BECAUSE THEY HAVE SUCH SUCCESSFUL OUTCOMES FOR EMPLOYMENT AND WE'RE NOW LOOKING AT THE CLIMATE ENERGY SECTOR, CLIMATE AND GREEN JOBS, CLEAN ENERGY SECTOR IN ORDER TO EXPAND THAT INCLUSIVE APPRENTICESHIP APPROACH AND AGAIN MAKING SURE THAT IT DOES HAVE A RACIAL AND SOCIAL EQUITY COMPONENT AND WE WOULD LOVE INPUT. WE'RE ACTUALLY RUNNING A DIALOGUE RIGHT NOW, AN ON-LINE DIALOGUE OF SPECIFIC TO RACIAL AND SOCIAL EQUITY TO FIND OUT FROM PEOPLE ALL OVER THE COUNTRY AND ORGANIZATIONS AND INDIVIDUALS WITH DISABILITIES FROM THOSE COMMUNITIES WHAT IS NOT WORKING AND ANY IDEAS THEY HAVE FOR WHAT COULD WORK TO INCREASE THE EQUITY IN THOSE PROGRAMS. SO I'D REALLY ENCOURAGE YOU TO GO TO THE DOL. GOV/ODEP. THE LINK TO THE ON-LINE DIALOGUE IS THERE. IT IS RUNNING THROUGH MAY THIRD, AND IT MAY BE EXTENDED, BUT PLEASE GIVE US YOUR BEST IDEAS OR BOTH ON SOME OF THE IDEAS THAT HAVE BEEN SUBMITTED. THANK YOU SO MUCH FOR THE QUESTION. I'M SORRY WE'RE RUNNING OUT OF TIME. >> JENNIFER, JUST BRIEFLY, THIS IS SCOTT. I JUST WANTED TO ADD TO BRIEFLY WHAT WE MENTIONED THAT OUR PARTNERSHIP ON INCLUSIVE APPRENTICESHIP, FOLKS CAN GO ON-LINE TO -- PATHWAY FOR FOLKS TO GAINFUL EMPLOYMENT AND PATHWAYS THAT DO NOT DEPEND ON A FOUR-YEAR DEGREE WHERE FOLKS CAN BE ABLE TO HONE IN THEIR SKILLS AND TALENTS, FOLKS WHO COME FROM A VARIETY OF DIFFERENT BASICS AND -- BACK GROUNDS FOR THOSE IN-DEMAND SECTORS OF THE ECONOMY LIKE CLEAN ENERGY AND HEALTH CARE. >> THANK, SCOTT. >> THAT WAS SCOTT ROBERTSON FROM THE DEPARTMENT OF LABOR. I'M GOING TO HAVE TO WRAP THIS UP BECAUSE WE'RE AFTER 4:00. THANK YOU ALL FOR A GREAT DISCUSSION TODAY. WE APPRECIATE YOU ALL BEING HERE WITH US AND DISCUSSING THE WAYS THE PANDEMIC HAS EFFECTED OUR COUNTRY AND THE DIFFERENT ACTIVITIES OF THE FEDERAL AGENCIES AND PARTNER ORGANIZATIONS THAT ARE WORKING ON THESE ISSUES. WE LOOK FORWARD TO CONTINUING AND EXPANDING THESE DISCUSSIONS IN FUTURE MEETINGS AND EVENTS. THANK YOU ALSO TO OUR LISTENING AUDIENCE FOR JOINING US TODAY. ON THE IACC CORONAVIRUS RESOURCES PAGE WE HAVE A NUMBER OF RESOURCES AND WE'LL BE UPDATING THOSE RESOURCES MORE IN THE COMING WEEKS AND SO YOU'LL HAVE AN ARRAY OF RESOURCES FROM ALL OF OUR FEDERAL PARTNERS AND ORGANIZATIONS THAT YOU CAN ACCESS TO LEARN MORE ABOUT WAYS THAT YOU CAN ACCESS INFORMATION TO HELP WITH ISSUES RELATED TO THE PANDEMIC. SO PLEASE CHECK OUR WEBSITE FOR MORE ANNOUNCEMENTS AND UPCOMING EVENTS IN THE FUTURE AND WE THANK YOU SO MUCH FOR JOINING US TODAY. DR. GORDON, DO YOU HAVE ANY OTHER CLOSING COMMENTS? >> I'LL JUST ADD MY THANKS TO SUSAN. I WANT TO THANK YOU, SUSAN AND YOUR STAFF AND TECHNOLOGICAL STAFF OF THE WORKSHOP AND MOST IMPORTANTLY THE FEDERAL AGENCY SPEAKERS AND PANELISTS. IT'S BEEN AN ENGAGING AND WONDERFUL DISCUSSION. WE DON'T HAVE ALL THE ANSWERS. WE DON'T HAVE THE PROGRAMS, ALL THE PROGRAMS THAT WE NEED, BUT WE'RE LEARNING, WE'RE TRYING AND HOPEFULLY WE'RE MAKING A DIFFERENCE AND WE WILL CONTINUE THESE SO THANK YOU, EVERYONE. >> THANK YOU SO MUCH. HAVE A WONDERFUL AFTERNOON AND GOOD-BYE.