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Speechwriting, White House Office of
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Speech File Draft Files
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13481-010
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Exceptional Parents Magazine, 4/7/89
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25
6
2
1
INSUT
A
THE white house
washington
Educating disabled
Childrenen the least
restructure enveronment
possi ble is one way to
achieve this foundation
and it is the mondate
of the Education of
Hondreopped children
act, (PL94-142)
MASTER
Document No. 024324SS
WHITE HOUSE STAFFING MEMORANDUM
4/7/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
4/7/89 C.O.B. TODAY
PROPOSED PRESIDENTIAL ARTICLE: "EXCEPTIONAL PARENT" MAGAZINE
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE no comment
SUNUNU
NEWMAN no comment
SCOWCROFT
PORTER done
\
DARMAN
STUDDERT no comment
BATES no comments
UNTERMEYER
ROGERS
BREEDEN
CARD
WINSTON
CICCONI
PINKERTON
DEMAREST no comments
FITZWATER
GRAY
HAGIN
REMARKS:
Please forward any comments directly to Chriss Winston, Rm.
122, x2930, no later than c.o.b. TODAY, Friday, April 7, 1989,
with an info copy to my office. Thank you.
RESPONSE:
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
- 2897 Sharon
Mitchell
( (Grant) )
April 5, 1989
1939
NoR
PROPOSED PRESIDENTIAL ARTICLE
"EXCEPTIONAL PARENT" MAGAZINE
&
I am writing in response to your editorial letter "Dear Mr.
President" which appeared in the March 1989 issue of Exceptional
Parent. You have clearly stated my commitment to those of our
citizens with disabilities and appropriately highlighted the
progress our country has made in integrating people with
disabilities into the mainstream of American life. I wish to
take this opportunity to highlight those issues on which my
Administration will continue to focus its efforts and to
reiterate the commitment of this Administration to those with
disabilities.
Today, many individuals with mental and physical
disabilities are active participants in typical school, work and
community activities. They share in the ordinary routines of
learning and living essential for all. Yet, the challenge
remains to help all people with disabilities, including those
with the most challenging needs, to beomce integral parts of
their communities. To accomplish this goal, we must encourage
the belief and understanding that people with disabilities are
enthusiastic, valuable members of our society who want to
contribute to their country and to make choices about their
lives.
~with
Educating disabled children in the least restrictive
environment possible is one way to achieve this foundation and it
2
is the mandate of the Education of Handicapped Children Act (PL
94-142) Educational and economic opportunity is the foundation
with
for success that will make all disabled Americans vibrant threads
in the fabric of their communities. This nation is committed to
the notion that schools are for everybody and should be measured
by their success in serving all students, including those with
disabilities. The qualities and practices necessary to make
integration work for students with disabilities are the same
qualities and practices that characterize effective schools for
all children.
America's schools are responsible for preparing students for
a productive, satisfying future. For the typical student,
success is measured in outcomes such as meaningful work, a
healthy, safe place to live, and personal fulfillment, which
includes a social network of family and friends. These goals are
equally valid for students with disabilities. Education in an
integrated environment assists in preparing students to live in
integrated communities as adults.
However, our efforts to insure integration of persons with
disabilities into our communities will remain unfinished as long
as there are talented, determined unemployed disabled Americans.
They want to be a part of the economic mainstream because work
enhances self-esteem and contributes to the overall quality of
life. We want to continue the emphasis on preparing special
education students for transition from school to employment.
Young people with disabilities continue to experience high levels
3
of unemployment despite increased educational opportunities
available to them under P.L. 94-142. At the local level, school
systems and adult service systems must continue to work with
young people, parents, and employers to develop appropriate
transition plans and services for each student that support their
entry into the work world.
To expand employment opportunities for those with severe
diabilities, we are encouraged by the success of "supported
employment" nationally. Through supported employemnt, persons
with disabilities so severe that they have never been able to
work in competitive employment, are placed into real work
settings, trained at the job site, and provided long-term support
services. Thousands of people, a few years ago considered
unemployable because of their disabilities, now hold paying jobs.
Research and practice show that supported employment is feasible,
desirable, and cost-effective. Companies throughout the country
that rely on a diminishing supply of younger workers for their
work force are hiring individuals through the supported
employments in increasing numbers. Programs like these, which
put the productive capacity of persons with disabilities in the
American economy must be encouraged and expanded.
But as important as government and community help is to
integrating those with disabilities into American life, the
family still remains at the heart of the solution. People with
disabilities need to participate in the same settings as others
and support and involvement are especially critical for those
4
with disabilities. The positive contributions of individuals
with disabilities to their families must be underscored.
Strategies for supporting families should enhance the dignity of
individuals with disabilities by recognizing their positive
contributions. Indeed, many of our policies and regulations need
to be examined to assure incentives for family cohesiveness. The
key is to support not supplant the family.
As we move into the 1990s, significant challenges and
opportunities face our country in regard to those with
disabilities. While some people may have special needs and
present special challenges in integrating them into the
community. they are, first and foremost, human beings with human
needs. They need a decent place to live, meaningful activities,
relationships with other people -- and most of all, respect and
dignity. I pledge strong leadership as we move forward to make
these mutual goals a reality.
###
THE WHITE HOUSE
WASHINGTON
April 7, 1989
MEMORANDUM FOR CHRISS WINSTON
DEPUTY ASSISTANT TO THE PRESIDENT
FOR COMMUNICATIONS
FROM:
MICHAEL J. ASTRUE MIA
ASSOCIATE COUNSEL TO THE PRESIDENT
SUBJECT:
Proposed Presidential Article: "Exceptional
Parent" Magazine
Counsel's Office has no legal objection to the above-referenced
proposed article. We have attached an edited version of the
draft to correct spelling errors and grammatical mistakes.
Attachment
CC: James W. Cicconi
( (Grant) )
April 5, 1989
PROPOSED PRESIDENTIAL ARTICLE
"EXCEPTIONAL PARENT" MAGAZINE
I am writing in response to your editorial letter "Dear Mr.
President" which appeared in the March 1989 issue of Exceptional
Parent. You have clearly stated my commitment to those of our
citizens with disabilities and appropriately highlighted the
progress our country has made in integrating people with
disabilities into the mainstream of American life. I wish to
take this opportunity to highlight those issues on which my
Administration will continue to focus its efforts and to
reiterate the commitment of this Administration to those with
disabilities.
Today, many individuals with mental and physical
disabilities are active participants in typical school, work and
community activities. They share in the ordinary routines of
learning and living essential for all. Yet, the challenge
remains to help all people with disabilities, including those
with the most challenging needs, to beomce integral parts of
their communities. To accomplish this goal, we must encourage
the belief and understanding that people with disabilities are
enthusiastic, valuable members of our society who want to
contribute to their country and to make choices about their
lives.
Educating disabled children in the least restrictive
environment possible is one way to achieve this foundation and it
2
is the mandate of the Education of Handicapped Children Act (PL
94-142) Educational and economic opportunity is the foundation
for success that will make all disabled Americans vibrant threads
in the fabric of their communities. This nation is committed to
the notion that schools are for everybody and should be measured
by their success in serving all students, including those with
disabilities. The qualities and practices necessary to make
integration work for students with disabilities are the same
qualities and practices that characterize effective schools for
all children.
America's schools are responsible for preparing students for
a productive, satisfying future. For the typical student,
success is measured in outcomes such as meaningful work, a
healthy, safe place to live, and personal fulfillment, which
includes a social network of family and friends. These goals are
equally valid for students with disabilities. Education in an
integrated environment assists in preparing students to live in
integrated communities as adults.
However, our efforts to @nsure integration of persons with
disabilities into our communities will remain unfinished as long
as there are talented, determined unemployed disabled Americans.
They want to be a part of the economic mainstream because work
enhances self-esteem and contributes to the overall quality of
life. We want to continue the emphasis on preparing special
education students for transition from school to employment.
Young people with disabilities continue to experience high levels
3
of unemployment despite increased educational opportunities
available to them under P.L. 94-142. At the local level, school
systems and adult service systems must continue to work with
young people, parents, and employers to develop appropriate
transition plans and services for each student that support their
entry into the work world.
To expand employment opportunities for those with severe
diabilities, we are encouraged by the success of "supported
employment" nationally. Through supported employemnt, persons
with disabilities so severe that they have never been able to
work in competitive employment, are placed into real work
settings, trained at the job site, and provided long-term support
services. Thousands of people, a few years ago considered
unemployable because of their disabilities, now hold paying jobs.
Research and practice show that supported employment is feasible,
desirable, and cost-effective. Companies throughout the country
that rely on a diminishing supply of younger workers for their
work force are hiring individuals through the supported
employments in increasing numbers. Programs like these, which
put the productive capacity of persons with disabilities in the
American economy must be encouraged and expanded.
But as important as government and community help is to
integrating those with disabilities into American life, the
family still remains at the heart of the solution. People with
disabilities need to participate in the same settings as others
and support and involvement are especially critical for those
4
with disabilities. The positive contributions of individuals
with disabilities to their families must be underscored.
Strategies for supporting families should enhance the dignity of
individuals with disabilities by recognizing their positive
contributions. Indeed, many of our policies and regulations need
to be examined to assure incentives for family cohesiveness. The
key is to support not supplant the family.
As we move into the 1990s, significant challenges and
opportunities face our country in regard to those with
disabilities. While some people may have special needs and
present special challenges in integrating them selves the
community, they are, first and foremost, human beings with human
needs. They need a decent place to live, meaningful activities,
relationships with other people -- and most of all, respect and
dignity. I pledge strong leadership as we move forward to make
these mutual goals a reality.
# # #
Dear Mr. Schleifer and Mr. Klein:
I am writing in response to your editorial letter "Dear Mr.
President" which appeared in the March 1989 issue of Exceptional
Parent. You have clearly stated my commitment to those of our
citizens with disabilities and appropriately highlighted the
progress our country has made in integrating people with
disabilities into the mainstream of American life. I wish to take
this opportunity to highlight those issues on which my
administration will continue to focus its efforts and to reiterate
the commitment of this administration to those with disabilities.
Today many individuals with mental and physical disabilities
active participants
are being included in typical school, work, and community
activities. They share in the ordinary routines of learning and
living essential for all. Yet, the challenge remains to help all
people with disabilities, including those with the most challenging
integred
ies.
needs, to become parts of the community, to foster full
participation in the community. Basic to accomplishing this goal
we must encaurase and understanding
is the belief that people with disabilities are valued
contributing members of our society who want to contribute to then
Country community and to make choices about their lives.
LICE
Educational economic appor Junty as the
A key element in achieving integration of persons with
disabiltiies into all aspects of community life is the mandate of
Public Law 94-142 (The Education of Handicapped Children Act) that
A
children with disabilities be educated in the least restrictive
is
environment.
ed to the mation
The Administration s commitment to fostering greater
integration of children with disabilities during the school years
foundation for success that will the
disabled americans underst freadsen
2
rests on two premises. First, schools are for everybody and should
success in seving
be measured by the extent to which they can serve all students
including
The qualities and practices necessary to make integration work for
omir
L
students with disabilities are the same qualities and practices
that characterize effective schools for all children.
ameneas
prepaing
for
And second, schools are responsible for what students are
a productive satifying future
prepared to do once they graduate, for providing services in ways
that ensure their graduates will be successful. For the typical
student, success is measured in outcomes such as meaningful work,
Dealthy sure
a, place to live, and personal fulfillment, which includes a social
network of family and friends. These goals are equally valid for
students with disabilities. Education in an integrated environment
assists in preparing students to live in integrated communities as
adults.
our efforts
However, the work that has been done to ensure integration of
persons with disabilities into our communities will remain
thereone Incented, determined disabled animans
unfinished as long as large numbers of them remain unemployed.
because
They want to be part of the economic mainstream for work enhances
esteem
want
self-worth and contributes to the overall quality of life. We seek
to continue the emphasis on preparing special education students
for transition from school to employment.
Young people
with disabilities continue to experience high levels of
unemployment despite increased educational opportunities available
to them under P.L. 94-142. At the local level, school systems and
3
adult service systems must continue to work with young and services people,
parents, and employers to develop appropriate transition plans for
each stuent and services that support their entry into the work
world.
To expand employment opportunities for those with severe
11
disabilities, we are encouraged by the success of supported
employment programs nationally. Through supported employment, persons with
disabilities so severe that they have never been able to work in
competitive employment, are placed into real work settings, trained
at the job site, and provided long-term support services.
Thousands of people, a few years ago considered unemployable
because of their disabiltities, now hold paying jobs. Research and
practice show that supported employment is feasible, desirable, and
cost-effective. Companies throughout the country that rely on a
diminishing supply of younger workers for their work force are
hiring individuals through supported employment in increasing
numbers. This administration encourages programs such like as these,
which put the productive capacity of persons with disabilities to
work in the American economy,
must be energen aged and
?
exponded continued.
But as mintone as government and community help us
Central to many of the programs set forth by this
do integrating those with disabilities into american life, the formey still
administration is the role of the family.
support and
involvement are especially critical for the families of those with
disabilities. (It is time to create support, both formal and
2
informal, that people with disabiltiies need to participate in the
remains at the heart of the solution.
4
same settings as othersy For children, this means supporting
families.
The positive contributions of individuals with
disabilities to their families must be underscored. Strategies for
supporting families should enhance the dignity of individuals with
disabilties by recognizing their positive contributions. Indeed,
many of our policies and regulations need to be examined to assure
incentives for family cohesiveness. The key is to support not
supplant the family.
and
As we move into the 1990s, significant challenges, face our
country in regard to those with disabilities. While some people
may have special needs and present special challenges in
integrating them into the community, they are first and foremost
human beings with human needs. They need a decent place to live,
meaningful activities, relationships with other people--and most
of all, respect and dignity. I pledge strong leadership as we move
forward to make these mutual goals a reality.
NAME OF REDUCTION
UNITED STATES DEPARTMENT OF EDUCATION
OFFICE OF THE ASSISTANT SECRETARY
FOR SPECIAL EDUCATION AND REHABILITATIVE SERVICES
UNITED STATES OF AMERICA
MAD 30 1989
TO
: Mary Crawford
the
FROM
: Thelma Leenhouts
SUBJECT : Response to Editorial in Exceptional Parent
Enclosed you will find a request to Patty Smith from Mary Kate Grant, White
Office of Public Affairs, to prepare a response, for the President's signature,
to an editorial which appeared in the March 1989 issue of Exceptional Parent.
She was referred to Patty by Gene Scalia (?) who previously worked for
Secretary Bennett and is now at the White House Office of Public Affairs.
Ms. Grant talked with Patty regarding the response and then sent her the
materials
which
I
have
enclosed.
I have written a response which I discussed with Patty and Phil Link, who
is assisting Patty. After reading the editorial, both Phil and I agreed that
there seems to be no reason to respond at this time; the editorial is
accurate and positive--and we're not sure what else there is to say right now.
He favors a call from you to Ms. Grant explaining this, if you agree.
Patty thought we should go ahead with the enclosed response, so I have
forwarded it to you for your reaction. Even though we would like the President
to support all that is contained in the piece, I think it is too specific and
may box him in.
I have been in contact with Rodger Murphey on this matter and he said he would
call this matter to your attention. If you have any questions, you can reach
me at 732-1723 or 1241. As stated in Ms. Grant's note, they would like a
response by tomorrow noon.
Thanks for your help.
Mary
3/30
1:30
Pardon the
spacing in para-
graph one. I wonted
to get this and to you
Enclosures
Couldn figure out
quickly —
how to correct
the error. Theema
400 MARYLAND AVE., S.W. WASHINGTON, D.C. 20202
Document No. 024324SS
WHITE HOUSE STAFFING MEMORANDUM
4/7/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
4/7/89 C.O.B. TODAY
PROPOSED PRESIDENTIAL ARTICLE: "EXCEPTIONAL PARENT" MAGAZINE
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
STUDDERT
BATES
UNTERMEYER
BREEDEN
ROGERS
CARD
WINSTON
CICCONI
PINKERTON
DEMAREST
FITZWATER
GRAY
HAGIN
REMARKS:
Please forward any comments directly to Chriss Winston, Rm.
122, x2930, no later than c.o.b. TODAY, Friday, April 7, 1989,
with an info copy to my office. Thank you.
No comments
SB puDD
RESPONSE:
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
( (Grant) )
April 5, 1989
1930
non
PROPOSED PRESIDENTIAL ARTICLE
"EXCEPTIONAL PARENT" MAGAZINE
I am writing in response to your editorial letter "Dear Mr.
President" which appeared in the March 1989 issue of Exceptional
Parent. You have clearly stated my commitment to those of our
citizens with disabilities and appropriately highlighted the
progress our country has made in integrating people with
disabilities into the mainstream of American life. I wish to
take this opportunity to highlight those issues on which my
Administration will continue to focus its efforts and to
reiterate the commitment of this Administration to those with
disabilities.
Today, many individuals with mental and physical
disabilities are active participants in typical school, work and
community activities. They share in the ordinary routines of
learning and living essential for all. Yet, the challenge
remains to help all people with disabilities, including those
with the most challenging needs, to beomce integral parts of
their communities. To accomplish this goal, we must encourage
the belief and understanding that people with disabilities are
enthusiastic, valuable members of our society who want to
contribute to their country and to make choices about their
lives.
Educating disabled children in the least restrictive
environment possible is one way to achieve this foundation and it
2
is the mandate of the Education of Handicapped Children Act (PL
94-142) Educational and economic opportunity is the foundation
for success that will make all disabled Americans vibrant threads
in the fabric of their communities. This nation is committed to
the notion that schools are for everybody and should be measured
by their success in serving all students, including those with
disabilities. The qualities and practices necessary to make
integration work for students with disabilities are the same
qualities and practices that characterize effective schools for
all children.
America's schools are responsible for preparing students for
a productive, satisfying future. For the typical student,
success is measured in outcomes such as meaningful work, a
healthy, safe place to live, and personal fulfillment, which
includes a social network of family and friends. These goals are
equally valid for students with disabilities. Education in an
integrated environment assists in preparing students to live in
integrated communities as adults.
However, our efforts to insure integration of persons with
disabilities into our communities will remain unfinished as long
as there are talented, determined unemployed disabled Americans.
They want to be a part of the economic mainstream because work
enhances self-esteem and contributes to the overall quality of
life. We want to continue the emphasis on preparing special
education students for transition from school to employment.
Young people with disabilities continue to experience high levels
3
of unemployment despite increased educational opportunities
available to them under P.L. 94-142. At the local level, school
systems and adult service systems must continue to work with
young people, parents, and employers to develop appropriate
transition plans and services for each student that support their
entry into the work world.
To expand employment opportunities for those with severe
diabilities, we are encouraged by the success of "supported
employment" nationally. Through supported employemnt, persons
with disabilities so severe that they have never been able to
work in competitive employment, are placed into real work
settings, trained at the job site, and provided long-term support
services. Thousands of people, a few years ago considered
unemployable because of their disabilities, now hold paying jobs.
Research and practice show that supported employment is feasible,
desirable, and cost-effective. Companies throughout the country
that rely on a diminishing supply of younger workers for their
work force are hiring individuals through the supported
employments in increasing numbers. Programs like these, which
put the productive capacity of persons with disabilities in the
American economy must be encouraged and expanded.
But as important as government and community help is to
integrating those with disabilities into American life, the
family still remains at the heart of the solution. People with
disabilities need to participate in the same settings as others
and support and involvement are especially critical for those
4
with disabilities. The positive contributions of individuals
with disabilities to their families must be underscored.
Strategies for supporting families should enhance the dignity of
individuals with disabilities by recognizing their positive
contributions. Indeed, many of our policies and regulations need
to be examined to assure incentives for family cohesiveness. The
key is to support not supplant the family.
As we move into the 1990s, significant challenges and
opportunities face our country in regard to those with
disabilities. While some people may have special needs and
present special challenges in integrating them into the
community. they are, first and foremost, human beings with human
needs. They need a decent place to live, meaningful activities,
relationships with other people -- and most of all, respect and
dignity. I pledge strong leadership as we move forward to make
these mutual goals a reality.
###
THE WHITE HOUSE
WASHINGTON
April 7, 1989
MEMORANDUM FOR CHRISS WINSTON
FROM:
ROGER B. PORTER RBP
SUBJECT:
Proposed Presidential Article: "Exceptional
Parent" Magazine
We have reviewed the proposed Presidential article and
have a few minor editorial suggestions.
The text should always refer to "persons with
disabilities" rather than "disabled persons". This group of
people prefer to be referred to as "persons with
disabilities".
I also suggest that the word "positive" be struck from
the first sentence of the first paragraph on page four - "by
recognizing their positive contributions" only implies that
they make some negative contributions. Simply striking
"positive" improves the message.
CC: James W. Cicconi
Document No. 024324SS
WHITE HOUSE STAFFING MEMORANDUM
4/7/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
4/7/89 C.O.B. TODAY
PROPOSED PRESIDENTIAL ARTICLE: "EXCEPTIONAL PARENT" MAGAZINE
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
STUDDERT
BATES
UNTERMEYER
ROGERS
BREEDEN
CARD
WINSTON
CICCONI
PINKERTON
DEMAREST
FITZWATER
GRAY
HAGIN
REMARKS:
Please forward any comments directly to Chriss Winston, Rm.
122, x2930, no later than c.o.b. TODAY, Friday, April 7, 1989,
with an info copy to my office. Thank you.
RESPONSE:
James W, Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
( (Grant))
April 5, 1989
1939
APR
PROPOSED PRESIDENTIAL ARTICLE
"EXCEPTIONAL PARENT" MAGAZINE
I am writing in response to your editorial letter "Dear Mr.
President" which appeared in the March 1989 issue of Exceptional
Parent. You have clearly stated my commitment to those of our
citizens with disabilities and appropriately highlighted the
progress our country has made in integrating people with
disabilities into the mainstream of American life. I wish to
take this opportunity to highlight those issues on which my
Administration will continue to focus its efforts and to
reiterate the commitment of this Administration to those with
disabilities.
Today, many individuals with mental and physical
disabilities are active participants in typical school, work and
community activities. They share in the ordinary routines of
learning and living essential for all. Yet, the challenge
remains to help all people with disabilities, including those
with the most challenging needs, to beomce integral parts of
their communities. To accomplish this goal, we must encourage
the belief and understanding that people with disabilities are
enthusiastic, valuable members of our society who want to
contribute to their country and to make choices about their
lives.
Educating disabled children in the least restrictive
environment possible is one way to achieve this foundation and it
2
is the mandate of the Education of Handicapped Children Act (PL
94-142) Educational and economic opportunity is the foundation
for success that will make all disabled Americans vibrant threads
in the fabric of their communities. This nation is committed to
the notion that schools are for everybody and should be measured
by their success in serving all students, including those with
disabilities. The qualities and practices necessary to make
integration work for students with disabilities are the same
qualities and practices that characterize effective schools for
all children.
America's schools are responsible for preparing students for
a productive, satisfying future. For the typical student,
success is measured in outcomes such as meaningful work, a
healthy, safe place to live, and personal fulfillment, which
includes a social network of family and friends. These goals are
equally valid for students with disabilities. Education in an
integrated environment assists in preparing students to live in
integrated communities as adults.
However, our efforts to insure integration of persons with
disabilities into our communities will remain unfinished as long
as there are talented, determined unemployed disabled Americans.
They want to be a part of the economic mainstream because work
enhances self-esteem and contributes to the overall quality of
life. We want to continue the emphasis on preparing special
education students for transition from school to employment.
Young people with disabilities continue to experience high levels
3
of unemployment despite increased educational opportunities
available to them under P.L. 94-142. At the local level, school
systems and adult service systems must continue to work with
young people, parents, and employers to develop appropriate
transition plans and services for each student that support their
entry into the work world.
To expand employment opportunities for those with severe
diabilities, we are encouraged by the success of "supported
employment" nationally. Through supported employemnt, persons
with disabilities so severe that they have never been able to
work in competitive employment, are placed into real work
settings, trained at the job site, and provided long-term support
services. Thousands of people, a few years ago considered
unemployable because of their disabilities, now hold paying jobs.
Research and practice show that supported employment is feasible,
desirable, and cost-effective. Companies throughout the country
that rely on a diminishing supply of younger workers for their
work force are hiring individuals through the supported
employments in increasing numbers. Programs like these, which
put the productive capacity of persons with disabilities in the
American economy must be encouraged and expanded.
But as important as government and community help is to
integrating those with disabilities into American life, the
family still remains at the heart of the solution. People with
disabilities need to participate in the same settings as others
and support and involvement are especially critical for those
4
with disabilities. The positive contributions of individuals
with disabilities to their families must be underscored.
Strategies for supporting families should enhance the dignity of
individuals with disabilities by recognizing their positive
contributions. Indeed, many of our policies and regulations need
to be examined to assure incentives for family cohesiveness. The
key is to support not supplant the family.
As we move into the 1990s, significant challenges and
opportunities face our country in regard to those with
disabilities. While some people may have special needs and
present special challenges in integrating them into the
community. they are, first and foremost, human beings with human
needs. They need a decent place to live, meaningful activities,
relationships with other people -- and most of all, respect and
dignity. I pledge strong leadership as we move forward to make
these mutual goals a reality.
# # #
Document No. 024324SS
WHITE HOUSE STAFFING MEMORANDUM
4/7/89
4/7/89 C.O.B. TODA
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
PROPOSED PRESIDENTIAL ARTICLE: "EXCEPTIONAL PARENT" MAGAZINE
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
STUDDERT
BATES
UNTERMEYER
ROGERS
BREEDEN
CARD
WINSTON
CICCONI
PINKERTON
DEMAREST
FITZWATER
GRAY
HAGIN
REMARKS:
Please forward any comments directly to Chriss Winston, Rm.
122, x2930, no later than c.o.b. TODAY, Friday, April 7, 1989,
with an info copy to my office. Thank you.
RESPONSE:
No comment
4/7/8ates D.G.Bates
D.
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
( (Grant))
April 5, 1989
PROPOSED PRESIDENTIAL ARTICLE
"EXCEPTIONAL PARENT" MAGAZINE
I am writing in response to your editorial letter "Dear Mr.
President" which appeared in the March 1989 issue of Exceptional
Parent. You have clearly stated my commitment to those of our
citizens with disabilities and appropriately highlighted the
progress our country has made in integrating people with
disabilities into the mainstream of American life. I wish to
take this opportunity to highlight those issues on which my
Administration will continue to focus its efforts and to
reiterate the commitment of this Administration to those with
disabilities.
Today, many individuals with mental and physical
disabilities are active participants in typical school, work and
community activities. They share in the ordinary routines of
learning and living essential for all. Yet, the challenge
remains to help all people with disabilities, including those
with the most challenging needs, to beomce integral parts of
their communities. To accomplish this goal, we must encourage
the belief and understanding that people with disabilities are
enthusiastic, valuable members of our society who want to
contribute to their country and to make choices about their
lives.
Educating disabled children in the least restrictive
environment possible is one way to achieve this foundation and it
2
is the mandate of the Education of Handicapped Children Act (PL
94-142) Educational and economic opportunity is the foundation
for success that will make all disabled Americans vibrant threads
in the fabric of their communities. This nation is committed to
the notion that schools are for everybody and should be measured
by their success in serving all students, including those with
disabilities. The qualities and practices necessary to make
integration work for students with disabilities are the same
qualities and practices that characterize effective schools for
all children.
America's schools are responsible for preparing students for
a productive, satisfying future. For the typical student,
success is measured in outcomes such as meaningful work, a
healthy, safe place to live, and personal fulfillment, which
includes a social network of family and friends. These goals are
equally valid for students with disabilities. Education in an
integrated environment assists in preparing students to live in
integrated communities as adults.
However, our efforts to insure integration of persons with
disabilities into our communities will remain unfinished as long
as there are talented, determined unemployed disabled Americans.
They want to be a part of the economic mainstream because work
enhances self-esteem and contributes to the overall quality of
life. We want to continue the emphasis on preparing special
education students for transition from school to employment.
Young people with disabilities continue to experience high levels
3
of unemployment despite increased educational opportunities
available to them under P.L. 94-142. At the local level, school
systems and adult service systems must continue to work with
young people, parents, and employers to develop appropriate
transition plans and services for each student that support their
entry into the work world.
To expand employment opportunities for those with severe
diabilities, we are encouraged by the success of "supported
employment" nationally. Through supported employemnt, persons
with disabilities so severe that they have never been able to
work in competitive employment, are placed into real work
settings, trained at the job site, and provided long-term support
services. Thousands of people, a few years ago considered
unemployable because of their disabilities, now hold paying jobs.
Research and practice show that supported employment is feasible,
desirable, and cost-effective. Companies throughout the country
that rely on a diminishing supply of younger workers for their
work force are hiring individuals through the supported
employments in increasing numbers. Programs like these, which
put the productive capacity of persons with disabilities in the
American economy must be encouraged and expanded.
But as important as government and community help is to
integrating those with disabilities into American life, the
family still remains at the heart of the solution. People with
disabilities need to participate in the same settings as others
and support and involvement are especially critical for those
4
with disabilities. The positive contributions of individuals
with disabilities to their families must be underscored.
Strategies for supporting families should enhance the dignity of
individuals with disabilities by recognizing their positive
contributions. Indeed, many of our policies and regulations need
to be examined to assure incentives for family cohesiveness. The
key is to support not supplant the family.
As we move into the 1990s, significant challenges and
opportunities face our country in regard to those with
disabilities. While some people may have special needs and
present special challenges in integrating them into the
community. they are, first and foremost, human beings with human
needs. They need a decent place to live, meaningful activities,
relationships with other people -- and most of all, respect and
dignity. I pledge strong leadership as we move forward to make
these mutual goals a reality.
###
THE WHITE HOUSE
WASHINGTON
April 7, 1989
Memorandum to Chriss Winston
From:
Jim Pinkerton
P
Re:
Comments on Speech Drafts: "Volunteer Awards,"
"Exceptional Parent Magazine," and "Whistleblower"
VOLUNTEER AWARDS
Overall good speech. One important comment:
p.4, para. Saying that the government spends more than what
the private sector spends, an amount almost equal to the Italian
budget, sends the message that the public sector is doing more
than the initiatives of private individuals.
5,2,1
Shouldn't this be "which has the responsibility"
instead of "has," so that the verb agrees with "the private
sector?"
"EXCEPTIONAL PARENT" MAGAZINE
This speech needs more emphasis on the fact that the skills
of the disabled are needed for practical economic reasons,
including competitiveness. We also think it is important to
avoid the phrase "quality of life," for the reasons given below.
1,1,3
We need to personalize the President's language more.
Thus instead of "reiterate the commitment of my
Administration " let's say: "repeat my dedication to those
with disabilities."
2,3,2
A very serious defect of the phrase "quality of life"
is its connotations associated with abortion. Abortion is
sometimes argued as justified because the infant would suffer
from a poor "quality of life."
(more)
2-2-2
Thus we'd change the sentence to: "They want to be a part
of the economic mainstream because work enhances self-esteem,
because they want to contribute to their country's productivity
and global competitiveness, and because they recognize that their
talents are needed."
WHISTLEBLOWER
This speech is fine.
#
Document No. 024324SS
WHITE HOUSE STAFFING MEMORANDUM
4/7/89
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
4/7/89 C.O.B. TODAY
PROPOSED PRESIDENTIAL ARTICLE: "EXCEPTIONAL PARENT" MAGAZINE
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
STUDDERT
BATES
UNTERMEYER
ROGERS
BREEDEN
CARD
WINSTON
CICCONI
PINKERTON
DEMAREST
FITZWATER
GRAY
HAGIN
REMARKS:
Please forward any comments directly to Chriss Winston, Rm.
122, x2930, no later than c.o.b. TODAY, Friday, April 7, 1989,
with an info copy to my office. Thank you.
RESPONSE:
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
( (Grant))
April 5, 1989
1930
RPR
PROPOSED PRESIDENTIAL ARTICLE
"EXCEPTIONAL PARENT" MAGAZINE
I am writing in response to your editorial letter "Dear Mr.
President" which appeared in the March 1989 issue of Exceptional
Parent. You have clearly stated my commitment to those of our
citizens with disabilities and appropriately highlighted the
progress our country has made in integrating people with
disabilities into the mainstream of American life. I wish to
take this opportunity to highlight those issues on which my
Administration will continue to focus its efforts and to
reiterate the commitment of this Administration to those with
disabilities.
Today, many individuals with mental and physical
disabilities are active participants in typical school, work and
community activities. They share in the ordinary routines of
learning and living essential for all. Yet, the challenge
remains to help all people with disabilities, including those
with the most challenging needs, to beomce integral parts of
their communities. To accomplish this goal, we must encourage
the belief and understanding that people with disabilities are
enthusiastic, valuable members of our society who want to
contribute to their country and to make choices about their
lives.
Educating disabled children in the least restrictive
environment possible is one way to achieve this foundation and it
2
is the mandate of the Education of Handicapped Children Act (PL
94-142) Educational and economic opportunity is the foundation
for success that will make all disabled Americans vibrant threads
in the fabric of their communities. This nation is committed to
the notion that schools are for everybody and should be measured
by their success in serving all students, including those with
disabilities. The qualities and practices necessary to make
integration work for students with disabilities are the same
qualities and practices that characterize effective schools for
all children.
America's schools are responsible for preparing students for
a productive, satisfying future. For the typical student,
success is measured in outcomes such as meaningful work, a
healthy, safe place to live, and personal fulfillment, which
includes a social network of family and friends. These goals are
equally valid for students with disabilities. Education in an
integrated environment assists in preparing students to live in
integrated communities as adults.
However, our efforts to insure integration of persons with
disabilities into our communities will remain unfinished as long
as there are talented, determined unemployed disabled Americans.
They want to be a part of the economic mainstream because work
enhances self-esteem and contributes to the overall quality of
life. We want to continue the emphasis on preparing special
education students for transition from school to employment.
Young people with disabilities continue to experience high levels
3
of unemployment despite increased educational opportunities
available to them under P.L. 94-142. At the local level, school
systems and adult service systems must continue to work with
young people, parents, and employers to develop appropriate
transition plans and services for each student that support their
entry into the work world.
To expand employment opportunities for those with severe
diabilities, we are encouraged by the success of "supported
employment" nationally. Through supported employemnt, persons
with disabilities so severe that they have never been able to
work in competitive employment, are placed into real work
settings, trained at the job site, and provided long-term support
services. Thousands of people, a few years ago considered
unemployable because of their disabilities, now hold paying jobs.
Research and practice show that supported employment is feasible,
desirable, and cost-effective. Companies throughout the country
that rely on a diminishing supply of younger workers for their
work force are hiring individuals through the supported
employments in increasing numbers. Programs like these, which
put the productive capacity of persons with disabilities in the
American economy must be encouraged and expanded.
But as important as government and community help is to
integrating those with disabilities into American life, the
family still remains at the heart of the solution. People with
disabilities need to participate in the same settings as others
and support and involvement are especially critical for those
4
with disabilities. The positive contributions of individuals
with disabilities to their families must be underscored.
Strategies for supporting families should enhance the dignity of
individuals with disabilities by recognizing their positive
contributions. Indeed, many of our policies and regulations need
to be examined to assure incentives for family cohesiveness. The
key is to support not supplant the family.
As we move into the 1990s, significant challenges and
opportunities face our country in regard to those with
disabilities. While some people may have special needs and
present special challenges in integrating them into the
community. they are, first and foremost, human beings with human
needs. They need a decent place to live, meaningful activities,
relationships with other people -- and most of all, respect and
dignity. I pledge strong leadership as we move forward to make
these mutual goals a reality.
# # #
Article
—
by Monday to:
THE WHITE HOUSE
WASHINGTON
Sarah Niemczycki
Exceptional Parent Mag.
1170 Commonwealth Ave.
Memorandum to Chriss Winston
Jim Pinkerton P
Boston, MA 02134
From:
Re:
Comments on Speech Drafts:
(617) 730 - 5800
"Exceptional Parent Magazine,
VOLUNTEER AWARDS
Overall good speech. One important comment:
p.4, para. 5 Saying that the government spends more than what
the private sector spends, an amount almost equal to the Italian
budget, sends the message that the public sector is doing more
than the initiatives of private individuals.
5,2,1
Shouldn't this be "which has the responsibility"
instead of "has," so that the verb agrees with "the private
sector?"
"EXCEPTIONAL PARENT" MAGAZINE
This speech needs more emphasis on the fact that the skills
of the disabled are needed for practical economic reasons,
including competitiveness. We also think it is important to
avoid the phrase "quality of life," for the reasons given below.
1,1,3
We need to personalize the President's language more.
Thus instead of "reiterate the commitment of my
Administration " let's say: "repeat my dedication to those
with disabilities."
2,3,2
A very serious defect of the phrase "quality of life"
is its connotations associated with abortion. Abortion is
sometimes argued as justified because the infant would suffer
from a poor "quality of life."
(more)
2-2-2
Thus we'd change the sentence to: "They want to be a part
of the economic mainstream because work enhances self-esteem,
because they want to contribute to their country's productivity
and global competitiveness, and because they recognize that their
talents are needed."
WHISTLEBLOWER
This speech is fine.
#
Document No. 024324SS
WHITE HOUSE STAFFING MEMORANDUM
9 NAR 4/7/89 P3:33
DATE:
ACTION/CONCURRENCE/COMMENT DUE BY:
4/7/89 C.O.B. TODAY
PROPOSED PRESIDENTIAL ARTICLE: "EXCEPTIONAL PARENT" MAGAZINE
SUBJECT:
ACTION FYI
ACTION FYI
VICE PRESIDENT
MCCLURE
SUNUNU
NEWMAN
SCOWCROFT
PORTER
DARMAN
STUDDERT
BATES
UNTERMEYER
ROGERS
BREEDEN
CARD
WINSTON
CICCONI
PINKERTON
DEMAREST
FITZWATER
GRAY
HAGIN
REMARKS:
Please forward any comments directly to Chriss Winston, Rm.
122, x2930, no later than c.o.b. TODAY, Friday, April 7, 1989,
with an info copy to my office. Thank you.
RESPONSE:
See changes
James W. Cicconi
Assistant to the President
and Deputy to the Chief of Staff
Ext. 2702
( (Grant) )
April 5, 1989
PROPOSED PRESIDENTIAL ARTICLE
"EXCEPTIONAL PARENT" MAGAZINE
I am writing in response to your editorial letter "Dear Mr.
President" which appeared in the March 1989 issue of Exceptional
Parent. You have clearly stated my commitment to those of our
citizens with disabilities and appropriately highlighted the
progress our country has made in integrating people with
disabilities into the mainstream of American life. I wish to
take this opportunity to highlight those issues on which my
Administration will continue to focus its efforts and to
reiterate the commitment of this Administration to those with
disabilities.
Today, many individuals with mental and physical
disabilities are active participants in typical school, work and
community activities. They share in the ordinary routines of
learning and living essential for all. Yet, the challenge
remains to help all people with disabilities, including those
become
with the most challenging needs, to beomce integral parts of
their communities. To accomplish this goal, we must encourage
the belief and understanding that people with disabilities are
enthusiastic, valuable members of our society who want to
contribute to their country and to make choices about their
lives.
Educating disabled children in the least restrictive
environment possible is one way to achieve this foundation and it
2
is the mandate of the Education of Handicapped Children Act (PL
94-142) Educational and economic opportunity is the foundation
for success that will make all disabled Americans vibrant threads
in the fabric of their communities. This nation is committed to
the notion that schools are for everybody and should be measured
by their success in serving all students, including those with
disabilities. The qualities and practices necessary to make
integration work for students with disabilities are the same
qualities and practices that characterize effective schools for
all children.
America's schools are responsible for preparing students for
a productive, satisfying future. For the typical student,
success is measured in outcomes such as meaningful work, a
healthy, safe place to live, and personal fulfillment, which
includes a social network of family and friends. These goals are
equally valid for students with disabilities. Education in an
integrated environment assists in preparing students to live in
integrated communities as adults.
However, our efforts to insure integration of persons with
disabilities into our communities will remain unfinished as long
as there are talented, determined unemployed disabled Americans.
They want to be a part of the economic mainstream because work
enhances self-esteem and contributes to the overall quality of
life. We want to continue the emphasis on preparing special
education students for transition from school to employment.
Young people with disabilities continue to experience high levels
3
of unemployment despite increased educational opportunities
available to them under P.L. 94-142. At the local level, school
systems and adult service systems must continue to work with
young people, parents, and employers to develop appropriate
transition plans and services for each student that support their
entry into the work world.
To expand employment opportunities for those with severe
diabilities, we are encouraged by the success of "supported
employment" nationally. Through supported employemnt, employment persons
with disabilities so severe that they have never been able to
work in competitive employment, are placed into real work
settings, trained at the job site, and provided long-term support
services. Thousands of people, a few years ago considered
unemployable because of their disabilities, now hold paying jobs.
Research and practice show that supported employment is feasible,
desirable, and cost-effective. Companies throughout the country
that rely on a diminishing supply of younger workers for their
work force are hiring individuals through the supported
employments in increasing numbers. Programs like these, which
put the productive capacity of persons with disabilities in the
American economy must be encouraged and expanded.
But as important as government and community help is to
integrating those with disabilities into American life, the
family still remains at the heart of the solution. People with
disabilities need to participate in the same settings as others
and support and involvement are especially critical for those
4
with disabilities. The positive contributions of individuals
with disabilities to their families must be underscored.
Strategies for supporting families should enhance the dignity / of Extra space
individuals 1 with disabilities 1 by recognizingo their positive
contributions. Indeed, many of our policies and regulations need
to be examined to assure incentives for family cohesiveness. The
key is to support ) not supplant ) the family.
As we move into the 1990s, significant challenges and
opportunities face our country in regard to those with
disabilities. While some people may have special needs and
present special challenges in integrating them into the
community, they are, first and foremost, human beings with human
needs. They need a decent place to live, meaningful activities,
relationships with other people -- and most of all, respect and
dignity. I pledge strong leadership as we move forward to make
these mutual goals a reality.
###