Restoring the Right to Vote

The right to vote forms the core of American democracy. Our history is marked by successful struggles to expand the franchise, to include those previously barred from the electorate because of race, class, or gender. As a result our democracy is richer, more diverse, and more representative of the people than ever before. There remains, however, one significant blanket barrier to the franchise. 5.3 million American citizens are not allowed to vote because of a felony conviction. As many as 4 million of these people live, work and raise families in our communities, but because of a conviction in their past they are still denied the right to vote

Using Cognitive Behavioral Therapy Techniques to Improve Socialization Skills for High School Students with High Functioning Autism

The literature on the use of cognitive behavior therapy (CBT) suggests that it is a well researched and evidenced-based viable intervention in teaching and improving social skills for children with high functioning autism (HFA). Autism is a prevalent diagnosis for children and adolescents as school settings struggle with how to provide effective interventions and support to address students’ deficits with communication and social skills. Students with HFA may not have difficulty with verbal language skills; however, there is the expectation of being able to navigate social relationships, use social communication and be aware of social cues and rules which are directly related to their diagnosis. This was a pilot study designed to explore the use of CBT in teaching social skills to address deficits in social cognition and social awareness for 4 adolescents with HFA receiving special education services in a high school setting. The duration of the group intervention was six-weeks. Pre and post assessments were conducted using the Social Responsiveness Scale-Second Edition (SRS-2) and the Social Skills Intervention System (SSIS) to obtain measures regarding parents’ and students’ perceptions about social cognition, social awareness and perceived needs regarding social skills. Results were limited by a small sample size and indicated there were no measureable significant differences between parent and student ratings pre and post intervention. There were, however, additional data that noted the feasibility of this intervention in a high school setting for students with HFA

One Significant Step: How Reforms to Prison Districts Begin to Address Political Inequality

Skyrocketing rates of incarceration over the last three decades have had profound and lasting effects on the political power and engagement of local communities throughout the United States. Aggressive enforcement practices and mandatory sentencing laws have an impact beyond the individuals who are arrested, convicted, and incarcerated. These policies have wide-ranging and enduring ripple effects throughout the communities that are most heavily impacted by criminal laws, predominantly urban and minority neighborhoods. Criminal justice policies broadly impact everything from voter turnout and engagement, to serving on juries, participating in popular protests, census data, and the way officials draw legislative districts. The result is the disengagement, disenfranchisement, and disempowerment of residents of these communities, many of whom have never had direct contact with law enforcement or the criminal justice system

Jim Crow in New York

More than 108,000 New Yorkers cannot vote because of a conviction in their past. Almost half of these disenfranchised citizens have completed their prison sentence and are living and working in the community

IDSC USA Response to NIWRGs Appeal

The Brief of the Respondent, the United States of Americ

IDSC Reply Brief USA

The Reply Brief of the United State

IDSC USA Response to Idahos Appeal

The Brief of the Respondent, the United States of Americ

IDSC USA Response to Idahos Appeal

The Brief of the Respondent, the United States of Americ

IDSC USA Opening Brief

The Brief of the Appellant, the United States of Americ