How to create a school environment that’s inclusive, diverse and safe for students with learning disabilities

AP A group of psychologists is calling on schools across the country to create safe environments for students who have learning disabilities, including the transgender community.

They’ve asked for a federal definition of gender identity to be used in the education of students with disabilities and for school districts to provide more resources and supports for students and their families with disabilities.

The group, Gender Identity and Sexual Orientation Disabilities Education Act of 2016, or GISDA, would require schools to provide a safe, supportive, supportive environment for students whose gender identity, sexual orientation or gender expression is different from their assigned sex at birth.

They say students with gender dysphoria have the right to be treated in a non-judgmental manner.

They also say they believe schools should be open to the views of students who identify as transgender, as well as students who are genderqueer.

“Schools need to be able to be places of refuge, not just for the students with special needs, but for students in general,” said Lisa Wojcik, an assistant professor of psychology at Indiana University and lead author of the GISDAP report.

“That’s the reason we’re calling on school districts, not only for transgender students but for all students with a disability.”

The GISDPA aims to make the federal definition mandatory, Wojcek said, but the federal government is not required to include it in the legislation.

“If they don’t include it, we’re going to have no way of telling whether schools are safe,” Wojcick said.

The law would create an inclusive environment, which includes ensuring that students with diverse backgrounds, and including students with the widest range of experiences in a school, have access to a variety of resources, Waczyk said.

That includes resources such as free-standing seating, a wheelchair accessible library and a small theater space.

“When it comes to the LGBT community, schools need to work on ensuring that LGBT students are treated as a whole group in all aspects of their education,” Waczik said.

“It’s not just the students who they are.

Schools need to make sure the LGBT students have access in all areas of education.”

Schools would also need to consider gender identity and sexual orientation, Wajcicke said.

Schools could use their student body data to determine whether a student is transgender or genderqueere, and would need to allow them to use that data in school assessments and hiring decisions.

“In addition to providing additional resources to help students with these needs, it would also provide the tools to support transgender and gender nonconforming students,” Wajcik said in a statement.

Waczynski said the group has met with school officials, but they have not yet received any official response.

“We do not believe the federal mandate is sufficient,” she said.

“We believe this legislation will help ensure that the transgender and/or gender non-conforming community is treated as all of our children and that all of the resources are available to us, as we would want them to be.”

The legislation also calls for a federally funded research program that would focus on the causes and treatments for gender dysphoric students, as opposed to focusing on the physical and emotional health and well-being of the students.

The report comes at a time when the American Psychological Association is considering an agenda to revise its definition of mental illness.

The APA is also considering an approach that would include a student’s gender identity in its definition, though that approach is not expected to be adopted until 2018.

The association has said the new definition would be more inclusive and would allow students to be evaluated based on the individual needs of each student.

Last week, a study released by the National Association of School Psychologists found that gender dysphorically-identified students have a higher rate of suicidal ideation, substance abuse and suicide attempts.

According to the APA, gender dysphorias affect a minority of students, and that students often experience significant distress, isolation and bullying.

Wajdicke, Wiczyk and others are calling on the APAs to adopt the new GISDB.

They are also encouraging students and parents to speak out and ask for help if they feel they need it.