Senior Americans - Living Past 90 in the U.S.A.

Senior Americans - Living Past 90 in the U.S.A. Americas population of persons aged 90-and-older has almost tripled since 1980, reaching 1.9 million in 2010 and will continue to increase to more than 7.6 million over the next 40 years, according to a new report from the U.S. Census Bureau. If you think government benefit programs like Social Security and Medicare are financially strained now, just wait. In August 2011, the Centers for Disease Control reported that Americans are now living longer and dying less than ever before. As a result, people 90 and over now make up 4.7% of all people 65 and older, as compared with only 2.8% in 1980. By 2050, projects the Census Bureau, the 90 and over share will reach 10 percent. Traditionally, the cutoff age for what is considered the oldest old has been age 85, said Census Bureau demographer Wan He in a press release, but increasingly people are living longer and the older population itself is getting older. Given its rapid growth, the 90-and-older population merits a closer look. The Threat to Social Security A closer look to say the least. The great threat to the long-term survival of Social Security - the Baby Boomers drew their very first Social Security check on February 12, 2008. Over the next 20 years, more than 10,000 Americans a day will become eligible for Social Security benefits. Millions of these Boomers will retire, begin collecting monthly social security checks and go on Medicare. For decades before the Baby Boomers, about 2.5 million babies a year were born in the United States. Starting in 1946, that figure jumped to 3.4 million. New births peaked from 1957 to 1961 with 4.3 million births a year. It was that spurt that produced the 76 million Baby Boomers. In December 2011, the Census Bureau reported that the Baby Boomers had become the fastest-growing segment of the U.S. population. The inconvenient and unavoidable truth is that the longer Americans live, the faster the Social Security system runs out of money. That sad day, unless Congress changes the way Social Security works, is now estimated to come in 2042. The minimum age to begin receiving Social Security retirement benefits is 62. Medicare coverage, which covers about 80 percent of basic healthcare, begins automatically at age 65. Persons who wait until age 67 to apply for Social Security currently receive about 30 percent higher benefits than those who retire at 62. It pays to wait. 90 Not Necessarily the New 60 According to findings in the Census American Community Survey report, 90 in the United States: 2006-2008, living well into ones 90s may not necessarily be a decade at the beach.A majority of people 90 and over live alone or in nursing homes and reported having at least one physical or mental disability. In keeping with long-standing trends, more women than men are living into their 90s, but tend to have higher rates of widowhood, poverty, and disability than women in their eighties. Older Americans chances of requiring nursing home care also increase rapidly with advancing age. While only about 1% of people in their upper 60s and 3% in their upper 70s live in nursing homes, the proportion jumps to about 20% for those in their lower 90s, more than 30% for people in their upper 90s, and nearly 40% for persons 100 and over. Sadly, old age and disability still go hand-in-hand. According to census data, 98.2% of all people in their 90s who lived in a nursing home had a disability and 80.8% of people in their 90s who did not live in a nursing home also had one or more disabilities. Overall, the proportion of people age 90 to 94 having disabilities is more than 13 percentage points higher than that of 85- to 89-year-olds. The most common types of disabilities reported to the Census Bureau included difficulty doing errands alone and performing general mobility-related activities like walking or climbing stairs. Money Over 90? During 2006-2008, the inflation-adjusted median income of people 90 and over was $14,760, almost half (47.9%) of which came from Social Security. Income from retirement pension plans accounted for another 18.3% of income for persons in their 90s. Overall, 92.3% of people 90 and older received Social Security benefit income. In 2206-2008, 14.5% of people 90 and older reported living in poverty, compared to only 9.6% of people 65-89 years old. Almost all (99.5%) of all people 90 and older had health insurance coverage, mainly Medicare. Far More Surviving Women Over 90 than Men According to 90 in the United States: 2006-2008, women surviving into their 90s outnumber men by a ratio of almost three to one. For every 100 women between ages 90 to 94, there were only 38 men. For every 100 women ages 95 to 99, the number of men dropped to 26, and for every 100 women 100 and older, only 24 men. In 2006-2008, half of men 90 and older lived in a household with family members and/or unrelated individuals, less than one-third lived alone, and about 15 percent were in an institutionalized living arrangement such as a nursing home. In contrast, less than one-third of women in this age group lived in a household with family members and/or unrelated individuals, four in 10 lived alone, and another 25% were in institutionalized living arrangements.

Happy Stakeholders in Special Education

Happy Stakeholders in Special Education Stakeholders in special education are the people who have something at stake. First, there are the parents and the child, who have much more than success on standardized tests at stake. Parents are concerned about their children gaining the skills they need to reach independence. Students are the ones in school. Their stake includes both the things they are currently aware of, like Am I happy? and things which will only be evident when they reach maturity: Will I have the skills to go to college or find a job? The Education of All Handicapped Children Act (PL 42-142) established rights for children with handicaps. Because of the failure of public institutions to provide adequate services for children with handicaps, they gained new rights to these services. Now educational institutions, states, communities, and general education teachers have stakes in the successful delivery of services to children with disabilities. We as special educators find ourselves in the middle. Students First, of course, are the students. Keeping them happy in the present moment may make our lives easy, but denies them the challenges they need to do their best and acquire the skills they need to live independently. For a special educator the Rigor that we need to create is to align our instruction as much as possible to the standards: in most states today they are the Common Core State Standards. By following standards, we guarantee that we are laying down a foundation for future success in the curriculum, even though we may only be approximating the general education curriculum. Parents Next, of course, are parents. Parents have delegated the responsibility to act in the best interest of their children, though in some cases legal guardians or agencies may act on the childs behalf. If they believe that the Individual Education Plan (IEP) does not meet their childs needs, they have legal remedies, from asking for a due process hearing to taking the school district to court. Special educators who make the mistake of ignoring or discounting parents may be in for a rude awakening. Some parents are difficult (see Difficult Parents,) but even they usually are concerned about their childrens success. On the very, very rare occasion you will get a parent who suffers from Munchausen by Proxy Syndrome, but mostly parents seeking to get the right kind of help for their children dont know how to go about it, or they have been treated so dismissively that they will never trust a special educator. Keeping communication open with parents is the best way to have them as allies when you and their child face a really big behavioral challenge together. General Educators When the Education for All Handicapped Children was written, it established a couple of legal standards against which all programs are measured: FAPE (Free and Appropriate Public Education) and LRE (Least Restrictive Environment.) The law was based on the outcome of the PARC Vs. Pennsylvania lawsuit, which, when settled in the interest of the plaintiffs by the U.S. Supreme Court, established them as rights on the basis of the Equal Protection Clause of the 14th Amendment. Initially, children were included in the General Education program under a concept called mainstreaming which basically placed children with disabilities in general education classes and they had to sink or swim. When that proved to be unsuccessful, the inclusion model was developed. In it, a general educator will either work with the special educator in a co-teaching model, or the special educator will come into the classroom a couple times a week and provide the differentiation the students with disabilities need. When done well, it benefits both special education and general education students. When done badly it makes all stakeholders unhappy. Working with general educators in inclusive settings is generally very challenging and requires developing relationships of trust and collaboration. (see General Educators.) Administrators Generally, there are two levels of supervision. The first is the special education facilitator, coordinator, or whatever you district calls the person in this chair. Usually, they are just teachers on special assignment, and they have no real authority of the special educator. That doesnt mean they cant make your life miserable, especially if the principal is dependent on that person to see that documents are completed properly and the program is in compliance. The second level is the supervising principal. Sometimes this responsibility is delegated, but in most cases, the assistant principal defers on important matters to the principal. Either the special education coordinator or the supervising principal should serve as the LEA (Legal Education Authority) at students IEP meetings. Your principals responsibility is broader than just being sure that IEPs are written and programs are compliant. With the NCLB emphasis on testing and progress, special education students may first be viewed as a demographic rather than individuals with challenges. Your challenge is to help your students while at the same time convincing your administrator that you are making a contribution to the success of the whole school. Your Community Often we miss the fact that our final stakeholder is the community in which we live. The success of children impacts our whole community. Often the cost of educating students, especially in smaller communities like those in New England, a few children with significant disabilities can create huge expense which can challenge fragile budgets. Private residential programs can be extraordinarily expensive, and when a district so fails a child that he or she ends up in a program that can cost a quarter million dollars a year, it has a serious negative impact on a community. On the other hand, when you as an educator succeed in helping a student become independent, develop communication or in any way become more independent, you are potentially saving your community millions of dollars.