DO-IT News October 2000 : All Articles

No matter what college you go to or what you study, it is always a good idea to participate in a work-based learning experience such as an internship or cooperative education. These are special programs where a student applies what they are learning in school in a real work environment. It is sometimes possible to earn college credit. The number of credits will vary from one college to another and there may be limitations on what jobs you can do according to the requirements for your major.

DO-IT Ambassador Eric ('93 Scholar).

To acquire information on the work-based learning programs at your school, you can contact the career center or the counseling office. Discuss your career academic goals with the career center or counseling staff. They will be able to tell you about the policies and procedures for obtaining college credit for your work. Many work-based learning programs hold meetings during certain times of the week. These meetings serve important purposes. First, they give students the opportunities to meet with others that are doing internships. Second, they give students the opportunities to talk over work-related issues. You can learn how to make the most of your work experience and what kinds of problems might occur.

You should participate in work-based learning activities throughout your academic studies. You may want to do your work during the summer while you are not taking classes. Keep in mind that not all work areas offer internships. You should apply to several places and pick the one you like best. You want to do a job that offers activities you like. Some possible work areas include local radio stations, libraries, high tech companies, and organizations that serve people with disabilities. The application process will vary from one work area to another. You may be able to apply online or you can contact the career or counseling center at your college to get assistance with filling out the application.

After you have applied, you may be called in for interviews at each organization. Arrange transportation as soon as you hear about the interview. Once you reach the workplace, you will want to tell the employer what kind of work you are interested in. You may also want to discuss your accommodation and adaptive technology needs. However, you are not required to request accommodation until the time of a job offer. Sometimes, especially if your disability is obvious, it makes sense to get this conversation started at the beginning.

Once you get approved for an internship, you should check with the program advisor to make sure it counts for credit. I found this out the hard way back in 1997. I had completed an internship at Oregon Public Broadcasting and I did technical work that I thought would count for credit. I did not find out until the next term that it did not count.

Other preparations may be necessary. For example, if you're blind, like me, and you don't know where your work area is, you should arrange for mobility training. It is good to know the route to your job before you start work. In addition, if you need to acquire any adaptive equipment, you should order it once you know where you will be working and when you know what you will need.

On your first day of work you will want to learn the layout of your work area and basic operations. Make contact with your supervisor and begin any necessary training on how to use equipment and perform job functions. Here are some of my words of advice while you are on the job:

• Be up-front with people about what is going on. If something happens where you might have to leave, inform the employer and cooperative education director as soon as possible. If you have to take time off, you should ask your employer first if it is ok. You should then contact the cooperative education director and ask them if you will still get the credit you are working towards. In addition, if there is a problem with the transportation that is causing you to run late, call your employer as soon as you hear about it. They may ask you to work extra hours to make up the time or work an extra day after the term. It is good to have a wireless phone. If you don't have wireless access, you should always have change to make a call on a pay phone so your employer knows what is going on.
• Periodically, you should ask your employer to evaluate your work. Part of doing a work experience is knowing where to improve. Your employer will tell you what they like and what they think you should work on.
• If you do a job you really like and want to consider doing a similar job when you graduate, talk to your employer about the availability of similar jobs at other work places. They may be able to direct you to people to contact. I worked at the Oregon Commission for the Blind one summer and I taught students how to use talking PC systems and did research on adaptive tools for the visually impaired. I asked my supervisor what the difference was between doing technical support for the visually impaired and doing it for the general public. After this experience, I decided to do technical work after college.
• Your employer might send you a recommendation for your work if you did a good job. Recommendations can be very useful. You can show them to future employers and it will increase your chances of getting a job. When you go to a future interview, bring a copy of both your resume and recommendation to show your potential employer.
• Suppose you have reached the end of your college education and you do an internship to earn your final credits. If you did a paid work experience you really liked, it may develop into a full-time job. If the employer liked your work and wants to keep you, you might not have to fill out another application for your next position.
• When you write your resume, incorporate information about your completed internship. A successful experience will help you get your next job.

No matter what your goals are or how close you are to completing your education, I would strongly recommend that you do an internship. It is a good way to earn college credit and/or add to your résumé. You might receive a recommendation and your internship might turn into a full-time job. Regardless it will pay off in the future.

Here's your chance to learn more about the participants in DO-IT.

DO-IT Scholar Profile
by Ali

DO-IT Scholar, Ali

My name is Ali. I'm from Northern Iraq and I'm Kurdish. My family came to the U.S. in 1997 and right now we live in Lynnwood, Washington. I have Osteogenesis Imperfecta, which causes my bones to be brittle. I am starting the twelfth grade in high school this fall. I like science, engineering, computers, and math. I received an internship at the Boeing Company called Tech Prep; I'll be trained in engineering there this summer. I'll be graduating next year and I plan to go to a 4-year college or university. I hope to major in computer science or aerospace engineering.
 

DO-IT Ambassador Profile
by Amanda

DO-IT Ambassador, Amanda

Hi, my name is Amanda. I joined the DO-IT program when I was a junior in high school. I am from Great Falls, Montana. After graduating from Great Falls High School in 1999, I attended the University of Great Falls. I am studying communications with an emphasis in writing. I am planning to minor in art with an emphasis in photography. The work is a little difficult, but I am doing well. My hobbies include reading, writing, and photography. My disability is paraplegia. My main diagnosis, however, is Campomelia Dysphasia. It means "curvature of the long bones." It is very rare. By using wheelchairs, both manual and powered, I am able to keep up with most everything.
AmandaJohn1@go.com
 

DO-IT Pal Profile
by Matthew

DO-IT Pal, Matthew.

Hi. I attend Chrysalis High School in Woodinville, Washington and plan to graduate in 2002. I enjoy math, science and computers. At different times I've liked different academic subjects. Recently I've enjoyed my computer class the most. I'm most interested in exploring graphic design. I have experience in Web page design, including some animation. I am in the process of learning how to use voice recognition software. I became interested in being a DO-IT Pal (an electronic community supported by DO-IT staff and mentors) because I want to go to college. I also want to meet other students with similar interests and goals as well as gain advice from successful college students and adults with disabilities. Send e-mail to doit@u.washington.edu to learn more about DO-IT Pals.
 

DO-IT 2-4 Profile
by Kristina Courtwright

Hello, my name is Kristina Courtwright. I am a DO-IT Mentor. I enjoy reading, playing with my cat Sparrow, and talking with other people who have disabilities. I have Cerebral Palsy and other disabilities and use a wheelchair and/or canes to get around. I attended Tacoma Community College, and then transferred to the University of Puget Sound, where I completed my Bachelors degree in Occupational Therapy. I became interested in DO-IT when I heard about the DO-IT 2-4 project because, in my own experience, there were very few role models with disabilities that I could find, much less go to for advice. There were many times when I got very frustrated. I finally started keeping a mental list of people I could go to for help with problem-solving, and pep talks - that sort of thing. That seems to be a lot of what the doit24 electronic discussion list (doit24@u.washington.edu) does for people. In DO-IT 2-4 we focus on the transition from 2-year to 4-year schools for students with disabilities.

I became very interested in advocacy, mentoring and assistive technology during my schooling and two internships in Spokane. Ideally, I would like to work with children, teens, and/or young adults who have similar disabilities, because I think it is important to have role models and to share our experiences whenever we can. This fall I will be joining Americorps working with disadvantaged elementary school kids to improve their reading skills. Some of my friends think I am a bit loony for wanting to be a therapist, but I have learned a lot and had a lot of fun along the way. I have enjoyed being a part of DO-IT, and look forward to getting to know even more participants.
klcourtwright@juno.com
 

DO-IT CAREERS Profile
by Cynthia

My name is Cynthia. I am twenty years old and live in Seattle, Washington, where I am a freshman at the University of Washington. I have a disability called achondroplasia (dwarfism). I am twenty years old, but my height is only 4 feet. I have had this disability since the first second I entered this world. I was born and grew up in Vietnam. My family and I came to the United States in the summer of 1992.

When I was still in Vietnam, I thought I was the only one who had a disability in this world. I really hated my physical disability, because when I went out of the house the kids in my neighborhood would laugh at me, and sometimes even throw rocks. I would always ask myself, "How come I am the only one who is different from everyone?" I lived in Vietnam for twelve years, with the idea that disabled people are useless people. When I came to the U.S. I learned that there are many other people with disabilities and, of course, I am NOT a useless person.

In my first year of living in the U.S., I studied English. When I came to the U.S., they placed me in the sixth grade. During my second year in the U.S., my family and I moved to Seattle. Our life was difficult during these first few years, but I knew that it was just temporary as long as I did well in school. And now I was able to stand up and proudly announce to everyone that I was a "regular" person. During my two years of study at Denny Middle School, I received many different awards, like student of the month and honor roll. By the end of my eighth grade, I received the most honor awards of any student at the school.

When the summer began, all the other people my age seemed ready for their first year of high school. I didn't have any of those feelings. I felt nervous and scared because I was in the hospital to have surgery on my leg. It was the first time I ever had an operation. I got an infection following that first operation and missed the first quarter of my freshman year in high school. The next summer I had an operation on my other leg, so I didn't have a chance to participate in any programs. The summer of my sophomore year, I started to participate in DO-IT.

Before participating in DO-IT, I was not open to new experiences and did not believe in myself. Through DO-IT, I learned so much about life and myself. I have more confidence despite my disability, and I am more independent. I know what to do when I have problems; I know how to deal with my problems and other people's problems. I not only learned socially but I also learned academically. I also gained leadership skills. If you ask me, "What did you learn in DO-IT?," I can be proud and tell you that I learned everything. After participating in DO-IT, I am more open with the world.

During the summers, I try to participate in unique education programs. The summer of my junior year in high school, I went to the University of California, Santa Cruz to study about marine science. During the academic year I volunteer at hospitals and tutor other students in my school and neighborhood. All the participation and the awards I received happened because DO-IT gave me strength. DO-IT opened up my life and the world around me.

If you want to communicate with me, please feel free to contact me at cynle@u.washington.edu
 

DO-IT Mentor Profile
by Chaunce White

DO-IT Mentor, Chaunce

I have been affiliated with DO-IT since January 2000 as a Mentor, and I am a student. My name is Chaunce White, a quadriplegic of seven years. After having my world turned upside down due to a vehicle accident, I enrolled and rolled into school on my way to starting a new life. I have taken computer-related programs and have decided that they are an excellent tool but not a career path for me. I am in the process of re-evaluating my interests and skills as far as a career direction. The instructors I have dealt with have bent over backwards to assist me with whatever it takes to make my learning experience comfortable. I grew up in Pennsylvania and the Navy brought me to Whidbey Island. After being injured, I moved to Seattle, which is a very accessible city. Eventually, I will move to the southwest for the warmth. Being in a wheelchair has not slowed my traveling down. I am on the board of directors for the Northwest Paralyzed Veterans of America, and a speaker for Think First, speaking to high school students about prevention of spinal cord injury and head injury due to negligent and extreme behavior. My first physical encounter with DO-IT was the previous teleconferenced pizza party. I think the camaraderie I experienced with the young people was energizing. DO-IT provides communication for people with similar situations, which reduces isolation. It also provides a place to address questions-that eliminates barriers of not knowing where to go or what to do. I urge the students to extract all the information, support, advice, and direction they can acquire from DO-IT.
 

DO-IT Staff Profile
by Doug Hayman

DO-IT Staff member, Doug

Hello. I'm an adaptive technology specialist for the Washington DO-IT program. I connect with new DO-IT Scholars, find out what types of hardware/software would be useful to them, get it for them and, then, support them in using that technology. This can sometimes involve a bit of trial and error, as there is no one set of solutions that meets everyone's needs. Instead, I have an ongoing relationship with each Scholar where his or her feedback and initiative is essential. This self-advocacy, paired with my enjoyment of seeking solutions, is key to finding suitable technological accommodations.

I also get to know Scholars outside of this technological relationship. We are primarily social beings and this technology we create is to serve us, rather than us being servants to it. I enjoy conversing about all sorts of topics. I've had a varied and sometimes interesting life with many unusual experiences to draw from.

In addition to this role at DO-IT, I am involved in projects to educate other organizations/institutions in the application of adaptive technology and accessibility thinking. When I'm not out on the road or in the DO-IT office, I can be found in the University of Washington's Adaptive Technology Lab.

Prior to working for DO-IT, I worked for a private adaptive technology consulting firm. There I not only played with computers, but I did a variety of creative things to serve clients from the Department of Vocational Rehabilitation and the Veteran's Administration. I've modified wheelchairs; installed ramps, grab bars, and other household/workplace modifications for accessibility; and I've created custom-made accessibility tools for end users. Each of these assignments served to make a workplace or educational training program accessible to persons with disabilities. Many of these "manufacturing" skills I learned while working at a Seattle-based manufacturer of folk harps and hammered dulcimers.

Outside of work I attempt to match the computer gaming skills of my technical co-horts Marvin and Dan, with little success. And I occasionally do musical performances in and around the Seattle area where I "noodle around" on guitar, accompanying other musicians. I read quite a bit and I'm striving to spend less time at home in front of a computer now that I spend so much time in front of one at work. It's more important to be in contact with real-world humans.

DO-IT hosts an electronic discussion list for the parents of participants in our programs. On this list parents ask questions, share resources, and support one another. Below is an example of a recent message from parents of a 1999 DO-IT Scholar that was sent to the new DO-IT Scholar parents just before the beginning of Summer Study 2000. They share the feelings of many parents as their children move toward greater levels of independence and document some of the benefits of participation in the DO-IT Scholars program.

New Scholar Parents:

Next week is the start of DO-IT for all the new Scholars and I thought I would take a moment to share our experiences with the new parents. I remember last year we were very nervous about leaving our son. He may be taller than we are but he is still our baby. We live out here in the "sticks" on the coast and the UW is far away from home. Seattle is one great big city. Two weeks alone with a bunch of strangers. We sent him with our phone card, all our phone numbers and our email address. And then we waited and waited and waited. In two weeks, we got one lousy two-sentence email. It went something like this, "I'm having a good time. I've been really busy. Love Ryan." And that was the last we heard from him until we picked him up.

He then talked for most of the three hour drive home, including a stop for dinner. He had a great time, he learned a lot. He had a lot to say about his new friends, and had a lot of stories to share about who they were and where they were from. It really did sound like they were always busy. During the school year we saw a real change in his attitude about his ability and his willingness to speak up about his learning disability. He even wrote his own letter of introduction to his teachers explaining his disability and the accommodations he needed. He asked to do the talking at a meeting of all his teachers. We practiced ahead of time with the school counselor and then scheduled the meeting And he did do most of the talking, "Wow." Halfway through the year he changed his entire schedule because he felt that his English class wasn't working for him. He worked it all out with the teachers and the counselor on his own. This is the kid who would quietly fall behind in a class rather than speak up. He also began to see college as a very real option for himself and think more and more about what he would like to do in the future.

He is looking forward to returning to DO-IT for a week this summer. So don't worry, your son or daughter will have a very interesting two weeks, they will make new friends and hopefully learn a little about themselves. And maybe they will remember to call or write once or twice during their time away from home just to let you know they are okay! We are looking forward to meeting all of you. We won't however be there on the fifth, his grandparents will be driving him. (Thank goodness for grandparents, we couldn't bring him until Sunday and he would have "gasp" missed the Museum of Flight field trip.) We will, however, be at the parent meeting on the eleventh.

Kelly and Mike

DO-IT hosts rich discussions on the Internet. Some get started as DO-IT Mentors share their experiences with younger participants in hopes that they will benefit from their successes as well as their more painful learning experiences. Below, we share a partial and slightly-edited discussion which began with the following e-mail message from a DO-IT Mentor who has arthritis.

• Recently I graduated with a Master's of Social Work. Since then I have been working 40 hours a week. I have never worked that much before. I also have rheumatoid arthritis. My point here is that it took me a while to balance the three - confidence in my skills and education, having arthritis, and the conflict the two had on my work and personal life. Training my body to be effective for 40 hours a week, and more importantly to not exacerbate arthritis-related fatigue/soreness which then detracted from my mind, was tricky. I think I've sorta figured it out.

I thought it would be helpful if people shared their opinions/ideas on working as a PWD - here are a few of mine.

Katie, a '93 Scholar, returned to DO-IT Summer Study 2000 as a staff member.

• Do not underestimate the power of sleep. Get a good night's sleep!
• Try to be aware of what activities at work exacerbate your disability. Work to work around them. Don't be afraid to ask your employer to restructure your job or add accommodations, but be sure they are necessary and actually help.
• If you have health care benefits (insurance), use them! I personally went through a whole series of checkups I ignored for years because I didn't have the insurance!
• One last one - I'm sure people will add more. Make sure that your unemployed, able-bodied friends understand you will be tired Friday night and don't wish to be out until 2am. Trust me on this one, I know of what I speak!

A few of the responses to this message follow.

• I agree with you except for the part about Friday nights. I am an adjunct professor with severe neurological disabilities and if it were not for my late nights of dancing and karaoke, my disabilities would be WORSE. Those late nights keep me mobile and from having to use assistive tech to get around. Thank God for those late nights.
• My situation is a little different - fatigue is a bigger problem, I think. I also have a friend who would keep me out till 3 am if he had the chance! And, I can't sing to save my life!
• Thanks for the encouragement. Well, I will have to listen to you sing and make my own judgment. (big smile)
• I remember that the first time I worked in an office all day (at a summer job after my freshman year in college), I came home with a headache and thought I couldn't stand doing it. I got used to it fairly quickly though. My point is that working 40 hours a week takes some getting used to even if disability is not a factor. I don't mean to scare anybody away from working, but I think it's good to be aware of these things when you start your first fulltime job.
• What exactly is a PWD?
• Oops. A PWD is a "person with a disability." Sorry I wasn't clear. Last year, in typing my thesis I used the phrase "person with a disability" so many times I finally used Auto Correct to have PWD spell it out for me!

1. Thou shalt include a clear and specific subject line.
2. Thou shalt edit any quoted text down to the minimum thou needest.
3. Thou shalt read thine own message thrice before thou sendest it.
4. Thou shalt ponder how thy recipient might react to thy message.
5. Thou shalt check thy spelling and thy grammar.
6. Thou shalt not curse, flame, spam or USE ALL CAPS.
7. Thou shalt not forward any chain letter.
8. Thou shalt not use e-mail for any illegal or unethical purpose.
9. Thou shalt not rely on the privacy of e-mail, especially from work.
10. When in doubt, save thy message overnight and reread it in the light of the dawn.

And, here's the "Golden Rule" of E-Mail:
That which thou findest hateful to receive, sendest thou not unto others.

Volunteers Cyndi (far left) and Katie (far right) and Mentor Ed (second from right) participate with Scholars in a science lab during Summer Study 2000.

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