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Education & Advocacy

Disability, Safety & Autonomy

Safety should support autonomy—not replace it.

People with disabilities deserve the same opportunities to make choices, build relationships, take reasonable risks, participate in their communities, and direct their own lives. They also deserve systems that recognize vulnerability to harm without unnecessarily restricting independence.

This space brings together education, research, practical tools, lived experience, and cross-system strategies designed to strengthen both safety and self-determination.

Contact or collaborate on this resource Featured: Know Me

Section 01 · Foundation Safety + Autonomy

Protecting people from harm and respecting self-determination are often treated as if one has to be traded away for the other. They do not. Autonomy is not a reward that people earn after they are proven safe, and safety is not something that has to be delivered by taking choices away.

In practice, the two reinforce each other. A person who understands their own rights, has private and trusted relationships, can communicate in the way that works for them, knows what abuse looks like, and knows how to ask for help is both safer and more in control of their life. A person whose choices are routinely made for them may be easier to supervise, but has fewer ways to recognize harm, refuse it, or report it.

What supports safety

  • Knowing your rights and what to expect from others
  • Relationships with more than one trusted person
  • Accessible ways to communicate and be understood
  • Clear information about abuse, consent, and reporting
  • Systems that respond when someone speaks up

What supports autonomy

  • Real choices, offered early and often
  • Supported decision-making instead of decisions made for you
  • Room to take reasonable risks and learn from them
  • Privacy, including private relationships and communication
  • Participation in the community, work, and civic life

The principle this page is built on Safety should support autonomy—not replace it.

Key Disability Data for Oklahoma showing disability prevalence, high school graduation, employment, the disability employment gap, poverty, and violent victimization risk.
View full-size Disability Metrics

Key Disability Data for Oklahoma — text equivalent of the data shown in the graphic above. These indicators provide context for the need for accessible, equitable, and supportive systems.

Disability prevalence
17.5% of Oklahomans reported one or more disabilities, approximately 691,000 people. Source: U.S. Census Bureau, 2022 ACS/PUMS.
High school graduation
79.3% five-year adjusted cohort graduation rate for Oklahoma students with disabilities. Source: U.S. Department of Education, 2022–23.
Employment
43.9% of working-age Oklahomans with disabilities ages 21 to 64 were employed, approximately 151,900 people. Source: U.S. Census Bureau, 2022 ACS/PUMS.
Employment gap
The employment rate was 79.4% for working-age Oklahomans without disabilities compared with 43.9% for those with disabilities, a difference of 35.5 percentage points. Source: U.S. Census Bureau, 2022 ACS/PUMS.
Poverty
26% of working-age Oklahomans with disabilities lived in poverty, compared with 12.3% of those without disabilities. Source: U.S. Census Bureau, 2022 ACS/PUMS.
Violent victimization
For the U.S. population age 12 and older, the violent victimization rate for people with disabilities was approximately 3.8 times the rate for people without disabilities: 46.2 versus 12.3 per 1,000 during 2017–2019. Source: U.S. Department of Justice, Bureau of Justice Statistics.

Created by Oklahoma Child Wellbeing. Data help us see the need. People help us create change.

Featured Concept Concept in development

Know Me

My Voice. My Choices. My Support.

What if the people supporting a child didn’t have to start from zero?

Know Me is a proposed child-centered, portable profile designed to help the people supporting a child understand who they are, how they communicate, what matters to them, what they need, and how to support them across settings.

Rather than beginning with a diagnosis, Know Me begins with the child.

Explore the Know Me Concept Help Shape Know Me

Notice: Know Me is currently a proposed person-centered tool. Oklahoma Child Wellbeing does not currently collect or store children’s personal, medical, disability, or identifying information through this feature.

Know Me concept showing a child-centered digital profile, QR code, professional quick view, authorized full profile, privacy controls, downloadable professional summary, and use across schools, healthcare, therapy, first responders, child welfare, respite providers, and community programs. (opens an enlarged view of the infographic)
Concept illustration. The example child, QR code, buttons, and platform references shown in the graphic are illustrative artwork only — Know Me is not yet operational, has no working profiles, and is not integrated with any third-party system. View full-size image (opens in a new tab)

Know Me concept infographic

Know Me concept showing a child-centered digital profile, QR code, professional quick view, authorized full profile, privacy controls, downloadable professional summary, and use across schools, healthcare, therapy, first responders, child welfare, respite providers, and community programs.

How Know Me could workFour connected steps

  1. Step 1: Create My Profile

    The child and family identify the child’s strengths, preferences, communication, sensory needs, routines, support needs, boundaries, safety information, and goals.

  2. Step 2: Get My QR Code

    A future Know Me profile could generate a unique QR code connected to the child’s profile. The QR code would link to the profile rather than storing the child’s information inside the QR code.

  3. Step 3: Professionals Scan the Code

    Authorized information could be quickly available to professionals supporting the child.

  4. Step 4: Support Me Everywhere

    The same person-centered information could travel across settings rather than requiring families to repeatedly explain the child’s needs.

ONE PROFILE. MANY SETTINGS.

  • School
  • Healthcare
  • Therapy
  • Emergency/First Responders
  • Child Welfare
  • Respite
  • Community Programs

Profile sectionsWhat Could a Know Me Profile Include?

  • About Me
  • My Strengths
  • What I Love
  • Things I Don’t Like
  • How I Communicate
  • How I Say YES
  • How I Say NO or STOP
  • Sensory Preferences & Needs
  • Accessibility Needs
  • My Routines
  • What I Look Like When I’m Doing Well
  • Signs I May Be Overwhelmed
  • How I May Communicate Pain or Distress
  • What Helps Me Regulate
  • What Can Make Things Worse
  • My Safety & Boundaries
  • My Trusted People
  • My Goals
  • What I Want Professionals to Know

The Know Me concept is informed by person-centered approaches, including preference indicators—ways of noticing and recording what a child enjoys, avoids, and responds to, especially when they communicate in ways other than speech. The goal is to preserve the child’s own voice, rather than reducing the child to diagnoses or deficits.

What a professional might seeA Quick View, Not a Case File

Know Me — Professional Quick View

Example profile — not a real child
Preferred name
Jayden
Communication
Speech + AAC
Processing
Please allow approximately 10 seconds for a response.
YES may look like
Nods, says “yes,” selects yes using AAC, or gives a thumbs-up.
NO/STOP may look like
Shakes head, says “no,” pushes away, withdraws, or uses AAC.
When overwhelmed
May cover ears, withdraw, pace, or communicate less.
What helps
Quiet space, additional processing time, familiar support person, clear explanations, and reduced sensory demands.
The purpose of a quick view

The goal is not to tell professionals everything about a child. It is to tell them what they need to know to support that individual child.

Privacy by designChildren Shouldn’t Have to Trade Privacy for Accessibility.

Know Me is envisioned as family-controlled and permission-based. Families—and, as appropriate, the child—would decide what is shared, with whom, and for how long. Different people would see different levels of information based on the role they play in the child’s life.

  1. Level 1 of 3

    Quick View

    Minimum information needed to communicate with and safely support the child.

  2. Level 2 of 3

    Authorized Support View

    Additional communication, preferences, routines, accessibility, regulation, and support information.

  3. Level 3 of 3

    Private Information

    Sensitive information accessible only to specifically authorized individuals.

Conceptual design only. These access levels illustrate a design direction, not an existing system. Privacy, consent, cybersecurity, data governance, and applicable legal requirements would need to be addressed before identifiable information about children could ever be stored.

Portable professional summaryDesigned to Travel With the Child

A future version could generate a standardized, one-page Know Me Professional Support Profile that families could:

  • Print
  • Download as a PDF
  • Share with schools and providers
  • Provide during emergency care
  • Share with care teams
  • Potentially submit through patient portals or other systems where supported

Future development could explore interoperability with healthcare, education, disability, and child-serving systems while maintaining appropriate privacy and family control.

Baseline and changeKnow the Child. Then Recognize the Change.

A child’s baseline matters. Understanding how an individual child typically communicates, interacts, regulates, expresses pain, responds to touch, and behaves when comfortable may provide important context when something changes.

First

Know Me establishes the baseline.

Then

Seeing the Warning Signs asks what changed.

Go to Seeing the Warning Signs

Help shape Know MeYour Experience Can Shape What Comes Next

Know Me is being shaped in the open. We are inviting feedback on what a child-centered profile should include, how it should protect privacy, and how it could be most useful in real settings. We especially want to hear from:

  • Families
  • Self-advocates
  • Disability professionals
  • Healthcare professionals
  • Educators
  • Social workers
  • First responders
  • Other stakeholders
Share feedback by email

Please share ideas and perspectives only. Do not include a child’s name, health or disability information, or any other identifying details in your message.

Resource Library Explore Disability, Safety & Autonomy

Explore evidence-informed guides for people with disabilities, families, professionals, researchers, advocates, and systems leaders. Each resource connects safety with autonomy, accessibility, participation, and accountability.

Understanding Disability

Plain-language education about the many kinds of disability a person may have, including developmental, intellectual, physical, sensory, communication, learning, mental health, and chronic health disabilities. Many people have more than one.

Key areas

  • Types of disability and how they may affect daily life
  • Person-first and identity-first language, and why people choose differently
  • Strengths-based description instead of deficit lists
  • How support needs can change over time and across settings

The starting point here is person-centered and strengths-based: a disability is one part of a whole person who has preferences, skills, relationships, goals, and a right to be involved in decisions about their own life. Language, diagnosis, and labels matter, but they do not describe what a person can do or what they want.

Topics covered
  • Person-centered and strengths-based practice
  • Communication access
  • Supported decision-making
  • Disability, risk, and protection from harm
  • Practical guidance for families, professionals, and systems
About this resource

This guide explains disability through a person-centered and strengths-based lens while examining how environments, communication access, accommodations, relationships, and support systems affect participation, safety, and autonomy.

Resource available

Understanding Disability

A practical, evidence-informed guide to disability, support needs, communication access, person-centered practice, supported decision-making, language, self-determination, and protection from harm.

Download PDF

Oklahoma Child Wellbeing
Disability, Safety & Autonomy Resource
PDF • September 2026

Abuse, Exploitation & Violence Prevention

People with disabilities experience abuse, neglect, sexual violence, financial exploitation, coercion, and other harm, and they often face added barriers to being believed, reporting, and getting help. Understanding why that happens is the first step toward preventing it.

Key areas

  • Conditions and settings that increase risk of harm
  • Forms of abuse, neglect, and exploitation, including financial
  • Warning signs, and how they may present differently for different people
  • How to report, and what reporting obligations apply to whom

This area is built around prevention first, then recognition, reporting, response, and survivor-centered support. Survivor-centered means the person who was harmed keeps as much control as possible over what happens next, including what they share and what help they accept.

Topics covered
  • Trauma-informed and survivor-centered response and recovery
  • Disability-specific barriers to disclosure and reporting
  • Diagnostic overshadowing
  • Communication access during disclosure and reporting
  • Responding when someone discloses harm
  • Organizational safeguarding
  • Power, dependency, isolation, and retaliation
  • Incident-pattern review
  • Prevention and organizational accountability
  • Reporting and emergency considerations
About this resource

This guide examines not only individual warning signs but also the environmental, relational, organizational, and system conditions that can create opportunities for harm or make abuse more difficult to identify and report.

If you need to raise a concern about an organization or institution now, you can report an ethical concern for private review. This site is not law enforcement, child protective services, or a crisis line.

Resource available

Abuse, Exploitation & Violence Prevention

A disability-informed, evidence-informed guide to preventing, recognizing, reporting, and responding to abuse, neglect, exploitation, coercion, and violence while protecting dignity, communication access, autonomy, and survivor choice.

Download PDF

Oklahoma Child Wellbeing
Disability, Safety & Autonomy Resource
PDF • September 2026

Accessibility & Inclusion

Accessibility is a safety issue. A person who cannot get into a building, understand a form, hear a warning, tolerate a sensory environment, or be understood when they speak has fewer ways to protect themselves and fewer ways to participate.

Key areas

  • Communication access, including interpreters and assistive technology
  • Physical and transportation accessibility
  • Sensory-aware environments and sensory accommodations
  • Plain language, easy-read formats, and cognitive accessibility

This area explains how communication access, physical accessibility, sensory accessibility, plain language, accommodations, and genuine participation in decisions change both safety and wellbeing — and what it looks like when inclusion is real rather than nominal.

Accessibility in practice

  • Can the person get in?
  • Can they get the information?
  • Can they communicate?
  • Can they meaningfully participate?
Topics covered
  • Requesting accommodations, and meaningful participation in decisions
  • Effective communication, interpreters, and auxiliary aids
  • Assistive technology
  • Easy Read and accessible information
  • Digital accessibility and WCAG principles
  • Accessible meetings and classrooms
  • Accessibility in healthcare and service settings
  • Accommodation processes
  • Organizational accessibility assessment
About this resource

This guide moves accessibility beyond compliance checklists by examining whether people can enter environments, receive and understand information, communicate effectively, and meaningfully participate.

Resource available

Accessibility & Inclusion

A practical, evidence-informed implementation guide for creating environments, communication, services, information, and decision-making processes that people with disabilities can actually access and use.

Download PDF

Oklahoma Child Wellbeing
Disability, Safety & Autonomy Resource
PDF • September 2026

Families & Caregivers

Families and caregivers are often asked to hold two things at once: keep someone safe, and help them grow into more independence. That tension is real, and it deserves practical support rather than judgment.

Key areas

  • Supported decision-making and less restrictive alternatives
  • Talking about relationships, consent, and boundaries at home
  • Building a circle of trusted people beyond immediate family
  • Community participation, work, and everyday choice

This area is for parents, siblings, guardians, kinship caregivers, and other family members. It covers supported decision-making as an alternative to removing a person's authority, how to build communication and relationship skills, how to widen community participation, and how to think through reasonable risk instead of defaulting to restriction.

Topics covered
  • Weighing reasonable risk, and planning for the long term
  • Person-centered family support
  • Least-restrictive support
  • A practical decision-support process
  • Reasonable-risk planning
  • Family and caregiver wellbeing
  • Transition to adulthood
  • Long-term planning
  • Family conversation prompts
  • One-page family support planning tool
About this resource

Families are often asked to balance protection with growing independence. This guide provides practical tools for supporting both without automatically treating safety and autonomy as competing goals.

Resource available

Families & Caregivers

A practical, evidence-informed guide for supporting safety, autonomy, relationships, decision-making, community participation, caregiver sustainability, and long-term planning.

Download PDF

Oklahoma Child Wellbeing
Disability, Safety & Autonomy Resource
PDF • September 2026

Professionals

People with disabilities move through many systems at once, and each professional sees only part of the picture. Cross-disciplinary practice is how gaps get closed instead of passed along.

Key areas

  • Accessible, direct communication with the person, not only a caregiver
  • Recognizing and responding to suspected abuse or exploitation
  • Least restrictive practice and supported decision-making in service plans
  • Documentation, referral, and warm handoffs between systems

This area is for social workers, healthcare professionals, educators, therapists, disability service professionals, advocates, law enforcement, and others whose work brings them into contact with people with disabilities. It focuses on accessible communication, recognizing and responding to harm, documentation, referral, and respecting autonomy while meeting a duty of care.

Practice framework

Notice Connect Clarify Assign Follow up

Information without ownership can still become a system failure. Every important next step should have a responsible person, timeframe, and verified follow-up.

Topics covered
  • Coordinating across education, health, justice, and disability services
  • Person-centered assessment
  • Diagnostic overshadowing
  • Professional documentation
  • Closed-loop referrals
  • Cross-system case review
  • Discipline-specific practice prompts
  • Team quality assessment
About this resource

This resource focuses on connecting information across systems, communicating accessibly, recognizing changes and potential harm, supporting autonomy, documenting effectively, completing warm handoffs, and ensuring responsibility is assigned rather than assumed.

Resource available

Professionals: Cross-System Practice

A cross-disciplinary, evidence-informed practice guide for professionals working with people with disabilities across healthcare, social work, education, behavioral health, disability services, advocacy, justice, and community systems.

Download PDF

Oklahoma Child Wellbeing
Disability, Safety & Autonomy Resource
PDF • September 2026

Research & Data

This section holds the evidence base for the rest of the page: research summaries, statistics with full citations, reports, and downloadable resources on disability, safety, autonomy, abuse prevention, accessibility, and wellbeing.

Key areas

  • Research summaries written in plain language
  • Statistics with complete source citations and dates
  • Reports and briefs, with methodology noted
  • Downloadable resources and reference lists

No statistic, finding, citation, or report is published in this section until a verified source is attached, so that every number on this page can be traced back to where it came from.

A statistic without a population, denominator, timeframe, method, and source can mislead.

Every significant research claim should be traceable to its original or authoritative source.

Topics covered
  • Oklahoma Child Wellbeing evidence hierarchy
  • How to read disability statistics
  • Population and denominator
  • Prevalence and timeframe
  • Odds ratios, risk ratios, and percentages
  • Association versus causation
  • Evidence-strength assessment
  • Systematic reviews and meta-analyses
  • Authoritative public-health and government sources
  • Research limitations
  • Evidence appraisal checklist
  • Responsible claim-writing rules
  • Current research gaps
  • Citation-record template
About this resource

This resource is designed to make evidence traceable rather than simply presenting statistics. It helps readers understand where a claim came from, which population was studied, what the research actually found, and what limitations must be considered before applying the finding.

Evidence library available

Research & Data: Evidence Library

A research-literacy and evidence-reference guide for disability, safety, autonomy, accessibility, family support, professional practice, and systems change.

Download PDF

Oklahoma Child Wellbeing
Disability, Safety & Autonomy Resource
PDF • September 2026

Trusted Disability Research & Data

Oklahoma Child Wellbeing prioritizes authoritative disability research, public-health data, systematic reviews, peer-reviewed literature, disability-specific scholarship, and transparent evidence synthesis.

Key research and data sources include NIDILRR, the National Institutes of Health (NIH), CDC Disability & Health, the CDC Disability and Health Data System (DHDS), the American Association on Intellectual and Developmental Disabilities (AAIDD), Cochrane, the World Health Organization (WHO), PubMed, and the Association of University Centers on Disabilities (AUCD).

Policy & Systems Change

Individual good intentions cannot outrun a system built to restrict. Policy, organizational practice, funding rules, accessibility requirements, accountability structures, and the willingness of agencies to work together all decide how much safety and how much autonomy a person actually gets.

Key areas

  • How funding and eligibility rules shape available choices
  • Organizational policy and least restrictive practice
  • Guardianship alternatives and decision-making authority
  • Accessibility requirements and whether they are enforced

This area examines where those levers strengthen safety, autonomy, and meaningful community participation — and where they quietly undermine all three, often without anyone intending it.

Six system levers

  • Law & rights
  • Funding & eligibility
  • Organizational policy
  • Practice & workforce
  • Data & accountability
  • Cross-system coordination

Systems change asks what must be redesigned so the safer, more autonomous outcome becomes easier to achieve and sustain.

Topics covered
  • Accountability, oversight, and cross-system collaboration
  • Supported decision-making and less-restrictive alternatives
  • Accessibility infrastructure
  • Accountability architecture
  • Cross-system failure analysis
  • Outcome measurement
  • Policy brief development
  • Implementation and evaluation
About this resource

This resource moves policy analysis beyond identifying problems. It provides a structured method for identifying the system conditions producing an outcome, evaluating policy options, assigning accountability, anticipating unintended consequences, and measuring whether reform actually changes outcomes.

Resource available

Policy & Systems Change

A practical, evidence-informed framework for examining how law, funding, organizational policy, accessibility, workforce practices, accountability, and cross-system coordination shape disability safety, autonomy, and participation.

Download PDF

Oklahoma Child Wellbeing
Disability, Safety & Autonomy Resource
PDF • September 2026

Disability Voices & Learning

Research tells us what has been studied. Lived experience helps us understand how policies, services, environments, relationships, and attitudes are experienced in everyday life.

This collection connects visitors with disability-led voices, educational resources, interdisciplinary learning, and policy discussions while clearly distinguishing lived experience, professional education, advocacy, and empirical research.

Lived Experience & Disability Education

First-person accounts and disability-led education. These are personal and educational perspectives, not empirical research.

  • Lived experience • Interviews

    Special Books by Special Kids

    Long-form conversations with people with disabilities, neurodivergent people, and families centered on individual experience, communication, relationships, and understanding.

    Watch SBSK

  • Blindness • Accessibility • Lived experience

    Molly Burke

    Disability education and lived experience related to blindness, accessibility, independence, accommodations, social attitudes, and everyday life.

    Watch Molly Burke

  • Disability • Deafness • Chronic illness

    Jessica Kellgren-Fozard

    Disability education and lived experience addressing Deafness, chronic illness, disability history, accessibility, identity, and social attitudes.

    Watch Jessica

  • Relationships • Disability • Family life

    Squirmy and Grubs

    Shane and Hannah Burcaw discuss disability, relationships, independence, caregiving, stereotypes, intimacy, family life, and parenting.

    Watch Squirmy and Grubs

  • Autistic lived experience • Education

    Neurowonderful / Amythest Schaber

    Autistic-led educational content exploring autism, communication, sensory experience, identity, acceptance, and disability perspectives.

    Watch Neurowonderful

Research & Professional Learning

Institutional, interdisciplinary, and professional education. These sources produce or translate research and formal training.

  • Research • Training • Developmental disabilities

    AUCD

    Association of University Centers on Disabilities

    A national network connecting university-based disability research, interdisciplinary education, training, technical assistance, community programs, and knowledge translation.

    Explore AUCD

  • IDD research • Practice • Professional education

    AAIDD

    American Association on Intellectual and Developmental Disabilities

    Professional and research-oriented learning concerning intellectual and developmental disabilities, supports, inclusion, policy, practice, and quality of life.

    Explore AAIDD Learning

  • Federal disability research • Knowledge translation

    ACL / NIDILRR

    Administration for Community Living / National Institute on Disability, Independent Living, and Rehabilitation Research

    Federal disability research and educational resources related to independent living, participation, rehabilitation, employment, technology, health, and disability systems.

    Explore ACL / NIDILRR

  • National network

    Interdisciplinary leadership • Developmental disabilities

    Leadership Education in Neurodevelopmental and Related Disabilities (LEND)

    LEND programs provide graduate-level interdisciplinary education and leadership development designed to improve health and systems of care for people with neurodevelopmental and related disabilities.

    The national network brings together professionals, researchers, family leaders, self-advocates, and trainees across disciplines to strengthen interdisciplinary practice, leadership, and disability services.

    Explore the National LEND Network

  • Oklahoma program

    Oklahoma • Interdisciplinary leadership • Developmental disabilities

    Oklahoma Leadership Education in Neurodevelopmental and Related Disabilities (OKLEND)

    University of Oklahoma Health Sciences Center

    Oklahoma LEND is an interdisciplinary leadership education program focused on improving services and systems of care for people with autism and other developmental disabilities and their families.

    OKLEND brings together trainees and faculty from multiple professional disciplines along with family and self-advocacy perspectives through academic, clinical, community, leadership, and research experiences.

    Explore Oklahoma LEND

Policy & Systems

Policy discussion and self-advocacy. These sources explain and debate policy rather than test it empirically.

  • Disability policy • Self-advocacy

    Disability Policy for All with Liz

    Association of University Centers on Disabilities (AUCD)

    Accessible disability-policy discussions led by self-advocate Liz Weintraub covering federal disability policy, Medicaid, education, healthcare, accessibility, and other issues affecting people with disabilities.

    Explore Disability Policy for All

  • On this page • Oklahoma Child Wellbeing

    Policy & Systems Change

    Our own framework for how law, funding, organizational policy, accessibility, workforce practice, and accountability shape disability safety and autonomy.

    Go to Section 09 on this page

Guiding statements

Guiding principle “People should not have to choose between being safe and having control over their own lives.”

What the goal actually is “The goal is not a life without risk. The goal is a life where people have the knowledge, relationships, resources, accessible systems, and safeguards necessary to recognize risk, make informed choices, seek help, and recover when harm occurs.”

Resource disclaimer

The information provided by Oklahoma Child Wellbeing is for education and advocacy purposes and is not a substitute for individualized medical, legal, mental health, or emergency advice.

Help Build This Resource

This resource is intended to grow through research, professional collaboration, and the voices and lived experiences of people with disabilities and their families.

Contact or collaborate by email