DO-IT News December 2002 : All Articles

Interns Zachary and Nohemi tie-dying at Summer Study 2002

Year after year for the last decade Scholars have descended upon the University of Washington campus, hungry for new experiences and ready to take on the rigorous DO-IT Summer Study schedule. "Many days this year were non-stop from seven in the morning to ten or eleven at night," noted DO-IT program manager Sara Lopez. "Somehow, the Scholars made it through the challenging days with energy to spare!" And just what filled up all of those "challenging" days? According to Michael Richardson, DO-IT program coordinator, "If it's related to science and computer technology, we did it. Computer labs, hi-tech tours, sophisticated projects... and lots of e-mails!".

Scholars also visited the Human Interface Technology Lab, performed surgery on sheep hearts, received advice from a career panel, worked on their resumes, learned about applying to college, and participated in mock job interviews with local human resource professionals. Projects for second year Scholars were awesome! They included consulting with the National Parks Service on access issues, understanding advanced computer algorithms, completing software usability tests, and thinking about ways in which humans interface with computers.

'00 Scholar Stephanie and Scott, DO-IT staff

When asked the secret to the success of Summer Study, the Director Sheryl Burgstahler simply said, "Great kids + great staff...how could we lose?"

The DO-IT Web site includes a description of Summer Study 2002

(https://www.washington.edu/doit/programs/do-it-scholars/summer-study/2002-do-it-summer-study-schedule) and the DO-IT Scholars program (https://www.washington.edu/doit/programs/do-it-scholars/overview).

Phase II Scholars return to the University of Washington campus for their second Summer Study. They met the Phase I Scholars as they participate in their first Summer Study, learned about college life and career preparation, and participated in a one-week workshop with postsecondary instructors.

Making our National Parks More Accessible to People with Disabilities

By Scholars Brandi, Jacob, Amy, and Chris B., and Interns Susanna and Zach

Our Phase II workshop was to figure out what we would do to make the national parks and services more accessible to those who have disabilities. We went on a field trip to the Klondike Gold Rush National Historical Park in downtown Seattle. We saw things there that needed improvement. We recommended accommodations, not just for the Klondike Gold Rush National Historical Park, but also for every national park in the United States and possibly the world, too. We came up with solutions to the problems we saw there. We decided that there was a need for the narrative tapes so that deaf people could understand what was said. Some tables needed to be lowered for wheelchairs so people could see at eye level. Larger prints were also needed for the narrative stories on the walls for those who are visually impaired, and, for those who cannot see anything, there should be Braille. The computer that was there should be on an adjustable table instead of being inside a cabinet. The bathrooms need to have better locks and also signs so people will know where the bathrooms are. In the auditorium, more wheelchair spaces are needed.

Learning About Usability

By Scholars Caleb, Jeff, Matt, and Sarah

In our workshop we learned about usability engineering. We learned what usability means and how to conduct a usability test. We also tested the accessibility features in Windows XP™ and talked about what things Microsoft should improve.

Usability engineering is the study of what makes a product usable. The study of usability examines the experience users undergo with a product and seeks ways to improve that experience. When performing usability tests, usability engineers recruit participants who would actually use the product.

One of the methods usability engineers use is the Think Aloud Protocol. In this process, the tester asks the participant to verbally explain what they are doing and what they are thinking. If the participant forgets to talk or stops talking, the tester gently reminds the participant by saying, "keep talking," or asking questions like, "What are you looking for?"

We tested some of the accessibility features of Windows XP, such as the onscreen keyboard and Narrator. We also tested how easy they were to find. Here are some of the issues we discovered:

• Some of the features are hard to find because they are in different places than they were in previous versions of windows, like the numeric keypad mouse, Narrator, the high contrast settings and the onscreen keyboard.
• The onscreen keyboard does not appear until after the user has logged into their account, which requires entering a password. So, if the user requires an onscreen keyboard in order to enter a password, then the user cannot log in.
• The high contrast mode worked for the operating system itself, but did not affect the screen display on programs or applications.

Special thanks to our interns Stephanie, Carole, Emma, and Chanterelle.

The Game of Life 2002

By Scholars Elizabeth, Chris, Mike, and Brad

What do you typically think about when someone says the words summer camp? You're probably not thinking about what high school students call brainstrain, otherwise known as "The Game of Life." Indeed life is hard, but the Phase II Scholars have diligently learned how to make it a game. We experimented with a computer game played with colored squares on a grid. "The Game of Life" is a world of problem-solving strategies created by Conway.

In this game, you are a cell trying to determine your behavior based on the cells that surround you. Using this method, Chris, Mike, Brad, and Elizabeth created rules later translated to java code.

From The Game of Life, the Scholars moved on to bigger and better things exhibiting creativity along the way. Brad used pictures of past Scholars to present the dithering effect and had fun bringing his favorite cartoon character. Mike brought pictures from Teenage Mutant Ninja Turtles to life for the blind by printing the image in Braille. Mike also read up on the history of the game and created Wolfram's world, a world of mathematical patterns based on simple rules. Chris developed a predator-prey game, and Elizabeth experimented with modifying the Game of Life as well as creating the shadow, fill, move, and step graphics. While working with people with past experience in the logic of The Game of Life, we discovered new things, conquered frustrations, and came away with a very rewarding sense of accomplishment.

$4,000,000 from the National Science Foundation funds the Alliance for Access to Science, Technology, Engineering, and Mathematics (STEM) for five years, beginning December 1, 2002. The purpose of this Alliance is to increase the successful participation of people with disabilities in STEM careers. Project activities are focused in the Northwest region (Washington, Alaska, Idaho, and Oregon) and outreach and dissemination efforts extend nationwide.

The UW partners with Washington State University in this effort and DO-IT leads the Alliance. DO-IT also partners with ENTRY POINT of the American Association for the Advancement of Science to place STEM postsecondary students with disabilities in paid internships and it collaborates with MESA (Mathematics, Engineering, Science Achievement) to adapt hands-on science activities and teacher training strategies for students with disabilities. The Alliance brings together practices that have proven successful individually, to create a unique, comprehensive set of interventions. They include:

• Hosting motivational college/career transition and STEM fairs for pre-college students and STEM academic/career activities for college students with disabilities.
• Encouraging high school and college students with disabilities who show interest and aptitude in STEM with peer and mentor interaction, work experiences, and other activities as they transition to college, graduate school, and employment. Students who join the AccessSTEM Team will engage in an online community, mentoring, field trips, research, paid internships, and other activities to assure their success in STEM careers and promote the success of others.
• Delivering training and curriculum materials through established pre-college teacher networks, teacher training programs, and professional organizations; providing educators with opportunities to work with students who have disabilities.
• Helping STEM postsecondary faculty, support staff, counselors, and employers fully include students with disabilities in their courses and programs and creating accessible facilities, science labs, distance learning programs, and electronic resources.

The National Center on Postsecondary Educational Supports (NCSPES) will evaluate project outcomes and impacts, conduct research on factors that promote success for students with disabilities, describe replication models, and help disseminate results.

We at DO-IT look forward to coordinating this Alliance, promoting the successful pursuit of STEM fields for more people with disabilities.

The DO-IT Prof project received the 2002 annual Achievement Award for outstanding program accomplishments from the Washington Association of Postsecondary Education and Disability (WAPED). DO-IT received this prestigious award for its contributions in advancing awareness and program development in support of postsecondary students with disabilities. Over the past three years, the Prof Team (23 colleges and their partner schools across the nation) have delivered hundreds of presentations at colleges, universities, and conferences, educating thousands of faculty and administrators regarding significant educational issues for postsecondary students with disabilities. The DO-IT Prof project is funded by the U.S. Department of Education (Grant number P333QA990138-01). For more information, check out The Faculty Room at www.washington.edu/doit/programs/accesscollege/faculty-room/overview.

Deb Casey Powell, Dean of Student Affairs at South University in Palm Beach Florida and DO-IT Prof Team member, has been awarded the Mid-Level Student Affairs Professional Award by the National Association of Student Personnel Administrators (NASPA)-Region III. This award recognizes individuals who demonstrate outstanding commitment to the profession and to creating campus environments that promote student learning. Ms. Casey-Powell has been a member of the DO-IT Prof Team and has delivered DO-IT Prof presentations at national conferences.

Al Souma, Director of Disability Support Services at Seattle Central Community College and a DO-IT Prof Team Member, was awarded the 2002 AHEAD (Association for Higher Education Access and Disability) Professional Recognition Award for his outstanding achievement and contributions to the field of disabled student services. This award distinguishes those AHEAD members who go the extra mile to provide services to students with disabilities. Al has presented Academic Accommodations for Students with Psychiatric Disabilities and other DO-IT Prof professional development training at colleges and conferences nationwide. Please join DO-IT in congratulating these colleagues.

DO-IT Staff member Michael

My name is Michael Richardson, and I have been working at DO-IT for two years. Currently, I coordinate the CAREERS K-12 program. The goal of this program is to increase the participation of K-12 students with disabilities in work-based learning experiences, such as job shadows and internships. This also includes providing information and support to parents, educators, and employers.

Shortly after I was born in England, my family emigrated to the USA and we settled in Newport Beach, California, where I spent the first 8 years of my life enjoying the sun and surf. At the age of five, I was found to have a moderate hearing loss in my left ear and was fitted with a hearing aid. As I got older, my hearing loss progressed, and I eventually ended up wearing two hearing aids.

After finishing junior high school in Enumclaw, Washington I attended Charles Wright Academy, a private high school in Tacoma, Washington. My parents felt that a smaller classroom environment would be more conducive to my communication needs. Upon graduating from high school, I decided that I needed to meet other students with hearing loss and chose to attend California State University, Northridge (CSUN) near Los Angeles. Additionally, CSUN is well known for its support services to deaf and hard-of-hearing students, and I was impressed by their professional notetaking services. This was a great experience for me, and I learned sign language through my associations with my deaf friends. I received a Bachelor of Science degree in health education in 1990 and moved back home to Washington with the hopes of finding a job as a health educator.

Upon arriving home, I applied to vocational rehabilitation services for job placement assistance. The job developer, who was assisting me in my job search, asked me if I wanted part-time work as a job coach with her agency. I accepted because I needed a job immediately (I was anxious to get my own bachelor pad and out of my parents' hair!). My first task was job coaching a prep cook who was deaf. It was then that I realized I wanted a career working with people with disabilities. After a few months, I was promoted to a job developer and after two years, I accepted a job as a vocational rehabilitation counselor with the Washington State Division of Vocational Rehabilitation (DVR). I worked for DVR for nearly eight years as a counselor, a regional coordinator of Deaf Services, and as a supervisor. Supervising was fun, but tough considering that most of my staff was much older than I was! Seeking a change in environment and wanting to work with students, I applied for my current position at DO-IT, and here I am!

Much of my free time is spent with my wife and two little girls, Devon, four years old, Emma, one, and my yellow Lab, Homer. Any other spare time is spent fly-fishing or restoring and riding vintage motorcycles.

My hearing loss has progressed to the severe/profound level in both ears. I use a variety of accommodations, such as a TTY and Voice-Carry-Over (VCO) phone, an e-mail pager, and sign language interpreters for meetings and conferences. I have no problem being deaf, but at the same time I would like to maintain and improve my oral communication skills as much as possible. That's why I decided to go high tech! On November 5, 2001, I had cochlear implant surgery and on December 3rd I had my device hooked up. In just over two weeks, things have really improved for me. Lipreading and oral communication is much easier and I can carry on a phone conversation with some family members (familiar voices). With additional programming and adjustments over the next several months, further improvements are expected! It has been a new and exciting experience for me!

Occasionally, we like to share some of the content of our rich electronic community of DO-IT Scholars, Pals, Ambassadors, and Mentors. Scholars and Pals are still in high school. Ambassadors are people who were once DO-IT Scholars but have now moved on to college and/or employment and support the younger Scholars. Mentors are adults who volunteer their time to support the DO-IT Scholars, Pals, and Ambassadors, primarily through e-mail discussions.

Below are some of the responses to a recent question posed by a Phase I Scholar: "What was the biggest challenge that any of you have faced in employment? How did you meet or overcome the challenge?" I had to make a few minor edits, mostly to shorten the response to fit into an article of reasonable length.

• From a Mentor who has a mobility impairment: There is an ebb and flow, a rhythm, to work. Some days you have enough energy to take on the world; some days all you want is a pillow. Some days you feel like Einstein; some days ya don't (anyone else about to say "Almond Joy has Nuts, Mounds don't"?). Keeping this rhythm at a reasonable level in regards to work productivity is tricky enough WITHOUT a disability. Factor in levels of pain, fatigue, focus, etc... and how those things interact with work, and whammo! things can get a lot more difficult to manage. I find it is important for me to watch my emotional and physical levels. Sometimes I need to go home, grab a drink, some really easy food to cook, hit the couch, and stare at the TV for a night. I may need to be sure to lay a certain way, support a certain joint, etc... In other words, sometimes it's your brain that needs to shut down, sometimes it's your body, sometimes it's both.
  
  Recently I have discovered, though, that you can do the above too much and get into a rut. You usually know you're in one when your life becomes sleeping and working-and nothing else. I find that occasionally, even if I'm tired, I need to make myself go out with friends, hear music, go to a movie, dancing, whatever. DO SOMETHING to revitalize the spark. There are a few friends in my life who basically have this role- and I've told em' that!
   
• From a Mentor who is blind: Hi all, I think one of the biggest challenges I have ever faced at work was making the technology accessible with speech. On my most recent teams, I have had to use software that could not be easily accessed using speech output and the keyboard. Among the least accessible programs was used to log calls. To resolve this, the Commission for the Blind hired a programmer to come in and check out the software. His duty was to determine if there was a way to make the program accessible. He was able to program the speech software so it would read all the text boxes in the call-tracking software.
   
• From an Ambassador who is blind: Well, my answer has a bit of a funny spin on it. I'll start off by saying that I'm completely blind. I got my degree in biology, but turned artist in a pretty serious way during college and it's only become more intense. Art is the thing I love and that I know I am supposed to be doing, so in hunting for a job I wanted something that would give me flexible hours, that I wouldn't have to take home, that might allow me to work later in the day so that I could stay up drawing at night, etc. I thought a bookstore or coffee shop would be nice, but much much easier said than done. I actually applied to several coffee shops during that time and found, for example, that my ability to do math in my head and on an abacus was essentially made obsolete by their fancy touch screen inventory computers. And as for a bookstore, I love books, read tons of them, but couldn't actually stalk shelves and all that so I didn't even try. There eventually was a solution. I became a Mary Kay consultant. I control my hours, get to interact with people, can make it a career if I want and not if I want, and still have much time for art.
   
• From a Mentor with a learning disability: My biggest challenge was finding the courage to stand up and say, "I really am an artist; I really am a writer. And that really is what I'm going to do." For me, employment is not only a matter of finding work that inspires me, but also work that provides me with the freedom to pursue my love for creation. It hasn't been easy. At middle age I completed a degree in English at the University of Washington, thanks to financial aid. I'm not working now, not in the conventional sense, but I've been lucky to have met people who understand what it is I do, and believe in it. I'm looking for work. It has been a disheartening experience, to find people will not hire me based on their stereotypical heuristics. They see my age, not my intelligence, my creativity, my strength. But I've never been one to let a little thing like insurmountable odds stop me. ;) Still, ahead of me are some frightening changes I've never faced, but whatever comes next, I can stand straight, and walk into my future knowing who and what I am. It will be a continuing challenge in a nation where cleverness is valued over intellectualism, where the concrete and the material are valued over the aesthetic and the spiritual, where brute force is more common than creative force. But then, life would be sooooo dull and flat without challenges, don't you think?
   
• From a DO-IT Ambassador with mobility and speech impairments: Hello. I work out of my house as a Remote Troubleshooter for an assistive technology company. I do their technical service calls about their 5 different communication devices they manufacture. I have been doing this for about two and a half years already. I use a communication device to communicate with. Since the majority of our customers have disabilities, too, being helped by me offers them some hope for themselves to get an education, a job, or both. Before this job, I worked at a library which I loved and was very good at. When they had a job opening, I applied for it, but I didn't get it because I feel and they thought I did my work somewhat slower than the others. Another point I would like to make is that I'm beginning to believe that some employers believe that the government is going to take care of us no matter what because of our disabilities, so why do we need to draw a wage? They're more interested in giving that money to somebody who the government isn't required to support. I know that some of us do need the government's help with medical costs that we couldn't otherwise pay without going into major debt, and to me the government is disabling us that way. I would honestly like to see the government try to make a program just for medical and attendant costs for those of us who can work, but just need help paying for wheelchairs, attendant care, and other medical things. It wouldn't only be helping us, it would also save the government tons of money by keeping people with disabilities working.
   
• From a Mentor who is blind: I have been in the working world for almost two years now, all with the same agency. My biggest challenge has been to stand up for what I believe is right, even though that meant undoing a lot of work that had been done before my arrival and did not reflect well at all on the colleague who had been heading the project I was working on. I was asked to evaluate a methodology that that colleague had been working on for five years and for which he had received a lot of funding. When I discovered that the methodology did not produce the desired results, I immediately realized that my results would have a significant influence on the fate of this long-term project, and that my results would require me to say some negative things about my colleague's work. After learning as much about the method as I could and double-checking my results in various ways, I finally decided to tell my supervisors what I had learned and recommend that the method not be pursued any further. My supervisors turned out to be very supportive of my results and conclusions, and after a few more weeks of discussions, they asked my colleague to discontinue working on his method. So, dealing with the unexpected amount of responsibility I had was my biggest challenge, and I found that I had to do everything I could to learn as much about the topic as possible, objectively evaluate the situation, discuss the situation with colleagues knowledgeable on the subject, and then trust in my ability to draw reasonable conclusions, even if those conclusions may not be what either I or others were expecting.
   
• From a Mentor with mobility and speech impairments: I had an interesting conversation with my supervisor about an internship I have at a nonprofit organization. After I got to know her better, I asked her whether she was hesitant about hiring someone with a disability and she was very honest in her response. She said that she was hesitant about it because she was afraid that hiring someone with a disability would somehow make more work for her. She was afraid that she would have to intermediate between me and the rest of the staff, and that she would have to supervise me closer than the other interns.
   
• From a Mentor who is blind: Being open about my disability (blindness) and up front about the accommodations I need has worked well for me. At the recommendation of my thesis adviser, I attached a brief "personal statement" to my post-doctoral fellowship applications, in which I described the alternative techniques I use to get the job done. I don't know if it helped alleviate any fears, but I suspect it at least answered some questions, and it certainly didn't hurt.
   
• From a Mentor with a mobility impairment: It is very important to promote yourself as a qualified individual who would add great value to the company. You should practice interviewing and dress professionally. If your disability is visible, discuss issues frankly and how you have overcome barriers and limitations. Discuss any accommodations that you will bring. You may also want to ask your interviewer if they have additional questions or concerns. Remember to smile!

  It is important to note that it is difficult for everyone to find his or her first job. Try not to assume your disability is what was the underlying reason you did not get the job. During school, try to get experience to put on your resume such as internships and volunteer opportunities. Summer jobs are good, too. I got my first job from my professor because he was impressed with my ability. You might want to start networking even while in college. Your professors and guidance center may be a good connection.

  Issues will not stop at obtaining a position. Afterwards, you may need to prove yourself to your co-workers. This happens for all employees not just an employee with a disability. However, I have noticed that sometimes it is more important for a person with a disability. I work with many consumers and customers which is face-to-face interaction. I noticed some people have no difficulty accepting me as an equal. However, it is difficult for others. The best thing is to put someone at ease by showing your skills or talking to them in a friendly manner. Try not to take anything to heart as it is many times a lack of understanding or exposure to person with a disability.

  Other issues that are struggling are not directly related to my position. The problems are PCA staffing, the extra energy it takes, transportation, and medical issues. Your personal life will play a part in your ability to effectively complete your job.

  When starting a new job, try to figure out what type of accommodations would assist you on the job. If you do not have ideas or experience problems right away, contact your vocational counselor about a on-site job analysis and assessment. I made a mistake of not doing this and ending up doing a patch technology job. Extremely frustrating! I even work in the area of assessment and assistive technology. I preach about accommodations but did not do it for myself. Make sure that you receive training with your accommodations as others may have ideas that you have not considered and without training, it will become less of a benefit. Your employer may purchase the items also. If transportation or getting to work are issues, make sure that you have the same equipment at home. I did not do this until later and got behind on projects.

  You may want to talk with your supervisor after several weeks. Discuss your job performance and any problems that have occurred. It is important to be proactive. If you feel that you are not being accepted at work, try bringing treats one morning and introducing yourself.

• From a Mentor with a mobility impairment: My biggest challenge has been the day-to-day grind! I am a quad in a motorized chair and currently have six part-time attendants that assist me. I have worked for thirty years at a university and hope to put in a few more before I'm hauled out of here. But, getting up and driving to work everyday is a 2.5 hour adventure fraught with intrigue and disaster at every turn (late attendants, bowel program miscues, vomiting cats, you name it!). I refer to myself as a cottage industry, employing more staff to get me to work and help me live independently than I actually supervise at my job site. Trying to work a life into this endeavor is not easy but as was already mentioned, still pretty crucial to sanity and one's well being. Because of the rigors of this challenge, it has left me with little energy or time to focus on career development. When I started work, there were so few employers willing to hire disabled individuals- I sort of put all my energy into being successful in the setting I was in rather than looking around at potential opportunities elsewhere. I believe it might be better now and certainly hope that it is!
   
• From a Mentor with a mobility impairment: I personally have no experience working. I missed my chance at co-op this summer because of health reasons. But my work study job was the pits. The person I worked for told me what to do then complained because I couldn't set up appointments with her every day to discuss what was going on. I had classes and physical therapy appointments to work around and she was hardly ever in when I was free. So she really destroyed my confidence in what I was supposed to do.
   
• From a Mentor who is deaf: It sounds as if this supervisor was hardly fit to work with you. I encourage you to find other people who have a better talent for working with people.
   
• From an Ambassador with a mobility impairment: My experience with work thus far is that, thankfully, most of my employers have been very willing to work both with me and on my behalf to ensure that my employment experience is a successful one. The main challenge that has been giving me a little headache is with Social Security which labels my status as unemployable because of my disability. The situation got to a point that every time I was paid at work, Social Security Administration required me to send my paystub for the paycheck I earned so they could deduct that same amount from SSI payment for the month. Both my sister, my payee representative, and I were getting really troubled by the entire situation, and after finding out that the person who was responsible for handling my case at the Social Security Office was doing lets say a somewhat less than satisfactory job with my case, I asked around and obtained all the names and phone numbers of everybody who was handling my case in every department I could think of...

  With the assistance of a social worker at my out patient therapy clinic, I found the name and number of my DDD case manager and left message after message until I was able to talk to her and schedule a meeting. Through meetings with my case manager, my sister, and myself, I learned that Social Security only allows an individual with a disability to work for so many hours and still qualify for monthly SSI. With the help of my case manager, I was able to submit a request for an extension of hours to work and I was also informed of a new program that DDD is implementing through their department that will allow clients more flexibility with their work hours. My case manager met with the person in charge of this new program on my behalf and e-mailed me his phone number and e-mail address right after she met with me. That is where I am with being employed.

  When it comes to getting over challenges in employment, it is best to get all the information on why or why not some things work and others don't.

• From a Scholar with a mobility impairment: I am currently interning at the juvenile justice center in my area and let me tell you, it was hard to find an employer in the legal field who was willing to take me on. I find that persistence and presentation are two things that have really helped me. Keep in contact with potential employers and you'll be noticed for your enthusiasm, thus your more likely to get an interview. (The company may meet with you just so you'll stop calling!) Then once you get in the door, wow them with your skills and knowledge and you will have a good chance at getting the job.