Morrison Institute for Public Policy Publications Archives
Morrison Institute for Public Policy is a leader in examining critical Arizona and regional issues, and is a catalyst for public dialogue. An Arizona State University resource, Morrison Institute is an independent center that uses nonpartisan research and communication outreach to help improve the state's quality of life.
Morrison Institute is part of the College of Public Programs in the School of Public Affairs at Arizona State University. Additional publications are available at the Morrison Institute for Public Policy. Date range of repository publications is 1992 – 2015.
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- Creators: McFadden, Erica
- Creators: The Morrison Institute
Bullying and violence in K-12 schools have been in the policy spotlight in Arizona for almost a decade. However, current indicators and recent traumatic events show that a range of anti-social behaviors on school campuses remain a major threat to student well-being and learning. This briefing was distributed at panel discussion on bullying and safe school environments, focusing on such issues.
Although employment is one of the primary building blocks leading to inclusion, better income, good health and freedom, it remains an elusive goal for many people with Intellectual and Developmental Disabilities (IDD) who wish to work. Equal access to employment for people with disabilities has not improved since the passage of the Americans with Disabilities Act (ADA) almost 25 years ago. The disparity in national employment rates between those with no disabilities and those with disabilities remains large and has grown significantly since the ADA’s passage. In 2013, the Arizona gap is significant with approximately 21 percent of workers with disabilities employed, which is 40 percentage points less than the 61 percent of workers without disabilities employed. There has also been an overall decline in employment among people with disabilities in both the United States and Arizona since 1994.
This brief will discuss the importance of transportation, problems accessing it, and the utilization of public transportation by people with disabilities. It will describe the barriers experienced in rural and urban settings, and how public transportation programs in Arizona are addressing these barriers. Finally, it will conclude with best practices and future trends in the wake of government funding cuts, including the establishment of one call centers, volunteer driver programs, and shared vans operated by non-profit organizations.
This brief report, compiled for the Arizona Developmental Disabilities Planning Council, shows how Arizona's financing for special needs students falls short of what would be required to offer a free, appropriate public education.
A recent American Civil Liberties Union report found that Maricopa County elementary and middle school students with disabilities are twice as likely to be suspended compared to kids without disabilities. Another key factor in this discussion is the use of restraints and seclusion on students with disabilities as disciplinary action in schools. In 2016, state lawmakers revised Arizona Revised Statute Title 15-105 on the use of restraints and seclusion, requiring that schools document and report any restraint or seclusion used on students to the parent or guardian within 24 hours. This briefing paper looks at the definition of restraints and seclusion, as well as whether they are overused forms of punishment on students with disabilities.
The Individuals with Disabilities Education Act mandates that all children with disabilities receive a Free Appropriate Public Education (FAPE). One of the biggest barriers to implementing FAPE in Arizona is inadequate funding, which has led to a shortage of well trained and qualified teachers.
Education experts and legislators from both political parties agree that Arizona suffers from an antiquated, patched-together state education data system that is seldom able to provide the reliable, real-time information that parents and educators need to determine which programs are working for which students, and which are not. This brief sets up the conversation for a Jan. 10 panel discussion on the topic.
This report examines the current state of housing in Arizona for people with disabilities. While it is one of the best states in the country in promoting community living options, there is more work to be done. Further examination reveals that most being served by the Arizona’s Division of Developmental Disabilities (DDD) are living with their families, with the second largest group living in group homes, in the absence of other options. Those with limited incomes who opt to live on their own find that they are plagued with tremendous barriers that range from discrimination, to long waiting lists for HUD programs, to a shortage of accessible, affordable housing.
This working paper lays out the principal challenges facing U.S.-Mexico land ports of entry, which function both to facilitate commerce between the two nations but also provides security. Co-author is Erik Lee, associate director of the North American Center for Transborder Studies (NACTS) at Arizona State University.
Empowerment Scholarship Accounts (ESAs) are growing popular among parents of students with disabilities, providing them options to choose how and where to educate their children with financial assistance provided by the state. Almost ten percent of state funding for education is projected to be diverted to private options in 2015. This flexibility and control offered to a parent can come at the cost of added confusion about the program. It is important that parents understand the pros and cons of the program before they decide whether or not the program is the best fit for their student.