Leaders from the Advocacy Network on Disabilities recently convened for the first meeting of the organization’s Strategic Planning Ad-Hoc Committee, beginning an important process focused on strengthening the organization’s future impact, sustainability, and responsiveness in a rapidly changing landscape.

The meeting brought together board and organizational leadership for thoughtful discussions about the opportunities and challenges facing the disability community and nonprofit sector in the years ahead. Conversations focused on long-term planning, innovation, and ensuring the organization remains responsive to the evolving needs of individuals with disabilities and their families.

Key areas of discussion included preparing for changing regulations and funding environments, strengthening organizational sustainability through diversified revenue strategies, and exploring the responsible and ethical use of artificial intelligence in advocacy and community-based work.

Committee members also emphasized the importance of supporting community partners, families, providers, and stakeholders who are navigating many of the same uncertainties and transitions.

Throughout the session, leaders reaffirmed the Advocacy Network on Disabilities’ commitment to remaining mission-driven, collaborative, and forward-thinking while continuing to champion inclusion, accessibility, and systems change for individuals with disabilities.

The strategic planning process will continue over the coming months and will include opportunities for broader stakeholder engagement and community input as the organization works to shape a resilient and future-focused path forward.

The toolkit is meant to help communities better prepare for and respond to emergencies in ways that include people with disabilities. Too often, emergency plans do not fully meet their needs before, during, or after a disaster.

Drawing from its work in Miami-Dade County, AND highlighted several key needs. These include clear and accessible emergency communication, inclusive evacuation and shelter plans, and stronger involvement of people with disabilities in local planning and decision-making.

AND also stressed that people with disabilities must help shape the policies that affect their lives. Their voices and lived experiences should be part of both planning and response efforts.

The organization also called for stronger partnerships among government agencies, community organizations, and disability advocates. Working together is essential to building emergency systems that serve everyone.

By joining this national effort, AND continues its mission to build inclusive, equitable, and resilient communities. The organization looks forward to supporting the next phase of the toolkit and helping advance disability-inclusive emergency management at the local level.

Community members, organizations, and partners are invited to share their experiences, challenges, and ideas. To contribute, contact info@advocacynetwork.org.

Recently, the Advocacy Network on Disabilities welcomed Victor Antunez, widely known as “Miami Autism Dad,” to one of our all-staff meetings for a thoughtful and energizing conversation with team members across programs.

Victor stopped by to meet staff, learn more about our work, and talk about one of the most persistent challenges facing nonprofits and disability organizations alike: making sure families know help exists.

That challenge resonated deeply throughout the room.

As Victor shared, even in a city as large and connected as Miami, many families still do not know about the services, organizations, and supports available to them. He spoke about meeting caregivers who had lived in Miami for decades and had never heard of key disability resources. It was a powerful reminder that outreach is not secondary to the work — it is part of the work.

At the Advocacy Network on Disabilities, that truth is lived every day.

During the meeting, staff members from across the organization introduced themselves and described the many ways they support children, adults, and families in Miami-Dade and Broward. From success coaching and parent education to trauma-informed therapy, community inclusion, advocacy, housing referrals, and family crisis support, the conversation painted a clear picture of what makes this work so meaningful: it is deeply personal, practical, and rooted in dignity.

Several staff members shared their own connections to the disability community as parents, grandparents, family members, and people with disabilities themselves. Those lived experiences shape how our team shows up for families — not simply as providers, but as people who understand the realities families face and who believe in strength-based, person-centered support.

That theme came up again and again throughout the discussion.

Rather than focusing only on deficits or diagnoses, our staff spoke about the importance of asking families what their loved ones enjoy, how they communicate, what their strengths are, and what support would make daily life more manageable. It is a shift away from a purely medical model of disability and toward a more human approach — one that recognizes abilities, honors individuality, and works to remove barriers.

Victor also brought thoughtful reflections from his own advocacy work, including the importance of language. In talking about communication styles, the conversation highlighted how descriptions should focus on how a person communicates, rather than defining them only by what they do not do. That kind of language matters. It reflects respect, accuracy, and a commitment to seeing the whole person.

The visit also gave staff an opportunity to speak candidly about the realities nonprofits face behind the scenes. Outreach, marketing, and public awareness are essential, yet too often underfunded. As President and CEO Irenaida Diaz noted during the discussion, organizations are often asked how they will spread the word about their services, while rarely being given the resources to do so. Even so, our team continues to show up, build trust, and connect families to support — often one conversation at a time.

That spirit was especially evident in the stories staff shared about walking with families through moments of crisis, uncertainty, and transformation. Whether helping a parent navigate services, supporting a family through overwhelming circumstances, identifying emergency needs, or connecting someone to housing or therapy, each story reflected the same core truth: people need to feel seen, heard, and supported.

Victor’s visit was a meaningful reminder of the value of community connection. It was also a reminder that advocacy grows stronger when people come together to listen, learn, and share what they know.

We are grateful to Victor Antunez for taking the time to visit, engage with our team, and help amplify the importance of visibility, collaboration, and family-centered advocacy.

Because no family should have to struggle simply because they did not know support was out there.

What Is Black American Sign Language?

Black American Sign Language (Black ASL) is a distinct variety of American Sign Language that developed within Black Deaf communities in the United States. Like other language varieties, Black ASL has its own linguistic features, rhythms, and cultural expressions. It is not a separate language from ASL, but a rich and rule-governed variation shaped by history, community, and identity.

Black ASL reflects the lived experiences of Black Deaf people—combining language, culture, and resilience in the face of systemic exclusion.

The Historical Roots of Black ASL

The development of Black ASL is directly tied to racial segregation in the United States, particularly in education.

From the late 1800s through the mid-20th century, many states operated segregated schools for Deaf children. Black Deaf students were often excluded from white Deaf schools or placed in separate programs with fewer resources. Because language is shaped by community, this segregation led to the emergence of distinct signing patterns within Black Deaf communities.

Even after school desegregation following Brown v. Board of Education, many Black Deaf students faced barriers to full inclusion, reinforcing the continuation of Black ASL through community transmission.

Linguistic Features of Black ASL

Linguistic research—particularly by Black Deaf scholars—has identified several features commonly associated with Black ASL, including:

• A larger signing space, often extending farther from the body

• More two-handed signs compared to mainstream ASL

• Greater use of facial expressions and body movement

• Distinct vocabulary and idiomatic expressions rooted in Black culture

• Rhythmic and expressive signing styles, often influenced by Black oral and visual traditions

Importantly, these features are not “incorrect” or “slang.” They are consistent, systematic, and linguistically valid—just like regional or cultural dialects in spoken languages.

Language, Identity, and Cultural Pride

For many Black Deaf individuals, Black ASL is deeply connected to cultural identity. It affirms belonging in both the Black community and the Deaf community—spaces where Black Deaf people have historically been marginalized.

Recognizing Black ASL also challenges the idea that there is only one “standard” or “correct” way to sign. Language diversity exists within ASL just as it does within English, Spanish, or any spoken language.

Honoring Black ASL means honoring Black Deaf lives, leadership, and self-expression.

Why Recognition of Black ASL Matters

Acknowledging Black ASL has real-world implications:

• Education: Deaf education programs must respect linguistic diversity rather than suppress it

• Interpreting: Interpreters must be trained to understand and respect Black ASL features

• Healthcare & Services: Misunderstanding language variation can lead to miscommunication and inequitable care

• Representation: Visibility affirms Black Deaf people as full participants in both disability and racial justice movements

Linguistic discrimination—often called language oppression—can harm access, dignity, and outcomes for Black Deaf individuals.

Black ASL Today

Today, Black ASL is increasingly recognized thanks to the work of Black Deaf scholars, educators, and advocates. Documentaries, academic research, and community-led storytelling have helped bring long-overdue visibility to Black Deaf history and language.

This recognition is not about dividing the Deaf community—it is about telling the full truth of Deaf history and ensuring equity, respect, and inclusion for all.

Sources:

Gallaudet University – Linguistics and Deaf Studies research

“The Hidden Treasure of Black ASL” (produced with Gallaudet University)

Dr. Carolyn McCaskill, Dr. Ceil Lucas, Dr. Robert Bayley, Dr. Joseph Hill – The Hidden Treasure of Black ASL: Its History and Structure (academic text)

National Association of the Deaf (NAD) – Cultural and linguistic equity resources

Smithsonian National Museum of African American History & Culture – Black Deaf history archives

Journal of Sociolinguistics & Sign Language Studies – Peer-reviewed linguistic research

Every year on January 21, people across the country recognize National Hugging Day—a day meant to celebrate affection, warmth, and human connection. While hugs can be meaningful and comforting for many, this day is also an important opportunity to acknowledge something just as vital: not everyone is comfortable with physical touch—and that deserves respect.

For many people, including those who are neurodivergent, physical contact such as hugging can feel overwhelming, uncomfortable, or even distressing. Others may seek physical touch more frequently due to sensory needs. Neither experience is wrong. Comfort with touch is deeply personal, and honoring individual boundaries is a cornerstone of true inclusion.

Understanding Touch Through a Neurodiversity Lens

Neurodivergent individuals—including many people on the autism spectrum—often experience sensory input differently. In classrooms, homes, and community spaces, this can show up in various ways:

• Some individuals are touch-averse and prefer minimal physical contact

• Others may be overly tactile and struggle with understanding personal space

• Many fall somewhere in between, with preferences that vary by environment, relationship, or moment

These differences are not behavioral problems. They are expressions of diverse neurotypes. Creating environments that respect those differences requires education, empathy, and consistency.

Teaching Consent and Personal Space in Action

Recently, the Advocacy Network on Disabilities supported a two-day Workshop on Personal Space at Kid’s Learning Center III, led by Donna Wade, Senior Inclusion Specialist at the Advocacy Network on Disabilities.

The workshop was delivered in inclusion classrooms serving both neurotypical and neurodivergent eighth-grade students and focused on body autonomy, consent, and respect for personal boundaries.

Through interactive, sensory-based activities, students explored what personal space looks and feels like—both for themselves and for others. One of the most impactful exercises used the “hula-hoop personal space” technique, where students visualized their physical boundary as a circle that others should not enter without permission.

Additional activities included:

• Sensory simulations that encouraged students to wait for verbal cues before offering help or physical contact

• Movement-based exercises to practice maintaining safe distance

• Group discussions on verbal and nonverbal ways to express boundaries

What Changed for Students

Educators observed meaningful and encouraging shifts following the workshop:

• Students who were previously touch-averse became more confident in advocating for their boundaries

• Neurotypical peers showed increased awareness and greater respect for consent

• Students who tended to cross boundaries began learning how to pause, ask, and wait

While some students with more significant support needs will require continued reinforcement, the workshop created a shared language around consent and personal space—an essential life skill that extends far beyond the classroom.

Extending the Learning Beyond the Classroom

One important takeaway from this work is that learning about boundaries shouldn’t stop at school. Many adults—especially neurodivergent adults—only realize later in life that it is acceptable to decline hugs or physical contact. Teaching these concepts early helps children develop confidence, self-advocacy, and respect for others.

To support families and educators, the Advocacy Network on Disabilities is sharing a simple, adaptable lesson plan that can be used at home or in classrooms. The activities are designed to make abstract concepts like personal space and consent concrete, playful, and age-appropriate.

Try This at Home or in Your Classroom

To help families and educators put these ideas into practice, we’ve created a free, ready-to-use lesson plan focused on teaching personal space, boundaries, and consent.

The activities require minimal materials, are easy to adapt for different ages and abilities, and are especially effective in neurodiverse classrooms and family settings where children may have different sensory needs or comfort levels with touch.

👉 Download the lesson plan and start the conversation today.

Reframing National Hug Day

This National Hugging Day, we invite our community to think more broadly about what connection looks like. Hugs can be beautiful and healing—when they are wanted. But connection can also look like:

• Asking before touching

• Respecting a “no” without pressure or judgment

• Showing care through words, presence, or shared experiences

Bring the Conversation Into Everyday Moments

Whether you’re a parent, caregiver, or educator, teaching boundaries doesn’t have to be complicated. Our lesson plan offers practical tools and shared language you can use during playtime, transitions, or classroom activities to reinforce respect for personal space.

👉 Access the free lesson plan and use it with your children or students.

Teaching boundaries is not about limiting affection—it’s about teaching respect, autonomy, and belonging.