Diversity, Equity and Inclusion
National PTA Diversity and Inclusion Policy
The National Congress of Mothers, irrespective of creed, color or condition, stands for all parenthood, childhood, homehood."
– Alice McLellan Birney, 1898 Cofounder of National PTA
Those words, true in 1898, are even truer today.
PTAs everywhere must understand and embrace the uniqueness of all individuals, appreciating that each contributes a diversity of views, experiences, cultural heritage/traditions, skills/abilities, values and preferences.
When PTAs respect differences yet acknowledge shared commonalities uniting their communities, and then develop meaningful priorities based upon their knowledge, they genuinely represent their communities. When PTAs represent their communities, they gain strength and effectiveness through increased volunteer and resource support.
The recognition of diversity within organizations is valuing differences and similarities in people through actions and accountability.
These differences and similarities include age, ethnicity, language and culture, economic status, educational background, gender, geographic location, marital status, mental ability, national origin, organizational position and tenure, parental status, physical ability, political philosophy, race, religion, sexual orientation, and work experience.
Therefore PTAs at every level must:
- Openly assess beliefs and practices to assure inclusiveness and guard against discrimination;
- Make every effort to create a PTA board and membership that is inclusive and reflective of its community;
- Encourage that all PTA activities at the school be planned by a committee which is representative of the population;
- Foster programs and practices that eliminate bias, prejudice and misunderstanding within their communities;
- Become acquainted with the leaders of the many diverse groups in the community and collaborate with them to increase parent, family and community involvement;
- Educate its leaders and members to the needs, cultural beliefs, traditions and family structures of the population they serve; and
- Propose change wherever discriminatory practices are perceived.
PTA values and appreciates diversity, which enriches and strengthens the structure of our society within our state and nation.
†This policy should be used in its entirety with no portion quoted out of context.
DEIC Helpful Resources
EQUAL EMPLOYMENT OPPORTUNITY COMMISSION (EEOC)
This resource is divided via field offices. The sole field office in Michigan is located in Detroit.
https://www.eeoc.gov/field/detroit/index.cfm
LGBTQ+
Affirmations https://goaffirmations.org/
ADOLESCENT SEXUAL HEALTH
Michigan Organization on Adolescent and Sexual Health (MOASH) https://www.moash.org/
DISABILITY RIGHTS
Groups and organizations in this category protect and advocate for those with disabilities
Michigan Disability Rights Coalition https://www.copower.org/
MISELF IN BOOKS APP
A directory of #ownvoices books, created by Michigan Association for Media in Education members. https://miselfinbooks.glideapp.io/
LIVING WITH FOOD ALLERGIES- BACK TO SCHOOL HEADQUARTERS
FARE’s Back to School Headquarters is a one-stop shop for everything you need to know, including the latest guidance from the Centers for Disease Control and Prevention (CDC), tips on how to stay safe, training to recognize signs of anaphylaxis, and much more. http://www.foodallergy.org/backtoschool
EMPOWERING AND EDUCATING CHILDREN WITH SPECIAL NEEDS
Children with special needs have rights to services in school under federal and state laws. Special education is the practice of educating students in a way that addresses their individual differences and special needs, and to ensure their access to the general curriculum that applies to all students. Almost six million students in the U.S. receive special education services under the Individuals with Disabilities Education Act (IDEA). Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings in the Least Restrictive Environment (LRE).
What are the types of services available to my special needs child?
There are several different settings that a student can receive the services that he/she will need:
Restrictive-Supportive-Self Contained Class: A Special Day Class (SDC) which is quite small with no more than 8-10 students based on the age in which the students are in that classroom all day with a credentialed special education teacher and usually there are paraprofessionals also in that class. Resource (RSP): Classes that a student will need some extra help in a subject matter and they will attend that class a certain number of minutes and days per week. Special Day (SDC): Classes that do not require the student to be self-contained all day but a certain number of minutes and days per week. Push In: Classes that the student is in a general education class with added support for a certain number of minutes and days per week. Push Out: Classes where the student is pulled out for the added support for a certain number of minutes and days per week. Small group: Service given in a small group for the students to have interaction with each other. Designated instructional services (DIS) are usually pull-out individual and small group services. Supplementary services on an IEP are to help the student with: Use of large print Use of calculator More time for testing Read instructions out loud Consult time with teacher Needs to sit in the front of the room, etc.
What is a SEPTA?
A Special Education Parent Teacher Association (SEPTA) provides families and educators with an organizational structure, resources and the opportunity to be a collective voice for their special needs children.
My child’s school has a PTA. Do I need to form a SEPTA?
When a parent organization already exists in a school, parents of children with special needs may want to see if they can form a committee within that organization for families with special needs children. This encourages inclusion and helps keep the lines of communication open to all parent groups. Families can then be a part of all school activities, ensure the inclusion of their children and still have their own format for the special supports and opportunities that they may seek.