George is a 34-year-old man with developmental disabilities who works at a residential care facility, lives independently in his community, and has overcome many obstacles in his life. Despite being able to work, George needs additional support services to live independently successfully.
Samantha: Advocating to enable her to live independently
Samantha works at a school in her community and lives with her parents. Her parents are aging and are worried that Samantha cannot live independently without help because of the challenges presented by her developmental disabilities.
Protecting Juanita and her family from eviction
Juanita’s mother, Sally, provides care and support services to Juanita. But, they face eviction because Sally can’t work because she doesn’t make enough money to pay someone to care for Juanita, who has severe intellectual disabilities.
Fighting with Janice in a battle against abuse and financial exploitation
Janice was living at a senior facility when staff there reached out to the Long-Term Care Ombudsman Program to discuss Janice’s possible financial exploitation by her daughter. The facility was concerned that Janice’s daughter was using Janice’s money and property inappropriately and that the daughter was threatening Janice.
Amirah asked for help to stop sexual abuse
Adult protective services contacted the Long-Term Care Ombudsman Program with concerns that Amirah, who was a resident of a nursing home, was the victim of sexual abuse while visiting her daughter’s home outside the community.
Kelly: Protecting tenants from wrongful eviction
When banks foreclose on homes that owners are renting to tenants, they are required to follow certain procedures to protect tenants who find themselves facing homelessness due to the foreclosure. ABLE represented Kelly, who was renting a home for herself and her children when the owner went into foreclosure.
Nadia: Fighting for the least restrictive classroom
Federal law has required for more than 40 years that public schools provide special education services in general education classrooms, the least restrictive settings, as much as it is appropriate for each child. In Nadia’s case, that almost did not happen.
Clarissa: Upholding her right to learn
Clarissa’s school removed her from class often without suspension documents, as required by law, to indicate that her behavioral problems were brought on by disabilities. She was sent home so many times that her mother, Ms. Russell, had to quit her job. With help from an ABLE attorney, Ms. Russell secured an Individualized Education Program (IEP), complying with federal law that requires schools to provide accommodations for students with special needs. That allows Clarissa to stay in school and learn.
Katie’s right to an education
Katie’s mother struggled to get her daughter the education she needs from their rural, public school district. As a young child, Katie struggled with severe behavioral outbursts and would run away from school – even from a school that specialized in working with children with disabilities. Katie has a genetic disorder, autism, attention deficit and behavioral disorders.