DO-IT News September 2006 : All Articles

by Phase I Scholars, Nicole and Maria

One might ask why a person with a disability should join DO-IT. The three main reasons for joining DO-IT Pals or DO-IT Scholars programs are:

1. DO-IT helps its members get the best educational and career opportunities;
2. DO-IT members share helpful information and ideas through networking; and
3. DO-IT helps its members realize their full potential and learn that they can "do it!"

The DO-IT program makes sure its members have the best educational and career opportunities in many ways. First, DO-IT helps its members to receive the right level of education for them. DO-IT also helps its student members manage their high school IEPs (Individual Education Plans) and Section 504 plans to make sure they receive the necessary accommodations to fully access their educational opportunities. DO-IT provides students preparing for college with information about requesting accommodations, technology needed in college, and other helpful tips from other people with disabilities who went to or are in college.

DO-IT also makes sure its members have the best career opportunities. DO-IT helps its members obtain information about the educational requirements for the careers or fields they are interested in. DO-IT also shows its members what job opportunities are available and helps create and offer internship opportunities. DO-IT connects people with disabilities who are currently employed with students and graduates with disabilities who are trying to get a job. Additionally, DO-IT helps its members learn about the job search process, writing resumes and cover letters, and asking for accommodations in the workplace.

Another important aspect of the DO-IT program is that is helps its members connect to the Internet so they can access resources and share information. The Internet is a place for people with all types of disabilities, as well as those without, to communicate together quickly and easily. It's also a great way to get information on many topics; you can use the Internet for your homework, for example, or even to look up a person you are interested in finding out about. There are many varying ways to use the Internet, and there is something useful and helpful for everyone at every skill level. One Scholar stated that it helped her make new friends, network, and explore the interesting world of the Internet. 

DO-IT also helps its members realize their full potential. There is more to life than just sitting around, watching TV, and eating. Life is amazing and the universe is full; there is always something to do! Each individual has his or her own special talent. It often takes time, dedication, and passion to distinguish that special spark in each person. Why would anybody want to take the time to find out what their special talent or spark is? I'll tell you why. Imagine going rafting down a whitewater river, with obstacles like trees and rocks everywhere, and the only way down is by rafting downstream. What do you do-go down and fight or stay there until someone picks you up and you are safe on land? If you choose to go downstream and fight it out, you may or may not get hurt, but you will come out, and you'll be so proud of yourself that you'll want to do it again or go further. That feeling of achievement is so great, and what you just faced helps prepare you for the next obstacles. This is what life is like; it is incredible, and, if you want to have those feelings of achievement and self-confidence, then go out there, face your fears, and DO-IT!

Our most sincere hope is that this article will encourage you, if you are eligible, to join the DO-IT Scholars and/or DO-IT Pals program (see www.washington.edu/doit) and to spread the word to others. We "did it," so others can "DO-IT" too!

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CSI-SEATTLE: DO-IT, DID IT, DONE

by Phase I Scholars, Daniel and Tony

During our first week at Summer Study Phase I Scholars were introduced to the exciting world of forensic science. The things we learned were fascinating and out of the ordinary. Brooke Yool, a science instructor came to talk to us about the real job of a Crime Scene Investigator (CSI). We were given the opportunity to learn about being a CSI which was very different from what we had expected. The overall class was "to die for." 

We started the class with a scenario in which there had been a murder involving four suspects and only one source of evidence: the blood underneath the victim's finger nails. Brooke taught us how to analyze the fake blood samples using various chemicals. These chemicals would change the texture of the blood, which would tell us what blood type the suspect had. These were then compared to the blood found underneath the victim's finger nails.

We learned a lot about forensics while listening to our instructor. We knew that it would be different from the TV shows, but we did not expect it to be quite like this. The hit series CSI depicts forensics in a very different way. The show fails to depict how complicated forensics actually is. So the next time you're watching CSI, try to think a little more about what would really happen in the investigation; we know we will.

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Dorm Life 101

by Phase I Scholars, Zachary and Samuel

During Summer Study we got the opportunity to experience living at the McCarty dorms on the University of Washington campus. The dorm itself was pretty comfortable, and the management staff and upkeep at McCarty was fantastic. Living in the dorm gave us opportunities to experience being away from family, familiar surroundings and friends, to be more independent, and to make many new friends. Dorm activities were accessible to all Scholars regardless of their disability.

In a dorm, a variety of different kinds of people live together. It can be a great opportunity for people who have different communication styles or interests to get to know each other, advocate for what they need, communicate, and work out a mutually supportive and respectful relationship. It is a chance to learn about yourself and others. One of the most important keys to sharing such a small space is to learn to talk with your roommate about what works and what doesn't, and solve problems in ways that you can both live with.

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DO-IT Scholars Experience the EMP

by Phase I Scholars, Alexandra and Jennifer

On July 16th, the DO-IT Phase I and II Scholars went on a field trip to the Experience Music Project, or EMP. The EMP is a museum devoted to all kinds of music. There are art galleries pertaining to music and there is a huge music lab where you are able to try different musical instruments out, and you can even record a CD! From our awesome lunch next to the Peace Fountain behind the EMP, to learning about Jimi Hendrix, to having our three minutes of fame "playing" in a rock band, we all had a good time.

Jennifer's favorite thing at the EMP was the "tower of instruments." She also liked the area set up to try out different musical instruments and was excited about learning more about music in general. Alexandra's favorite part of the EMP was the Jimi Hendrix exhibit and seeing his handwritten lyrics.

Apart from being entertaining, another important aspect of the Experience Music Project is its accessibility for people in wheelchairs and with other disabilities. For people in wheelchairs, they had elevators that went to all of the levels. There were also buttons they could push that would open doors for them automatically. Another very good thing was that it had enough room for wheelchairs to move around. Unfortunately, the EMP is not as accessible to people with hearing impairments.

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It's a HIT

by Phase I Scholars, Ryan and Taylor

The Human Interface Technology, or HIT Lab was created at the University of Washington in 1989. It was developed as a facility to create and experiment with virtual reality and other similar technologies.

One of the virtual reality programs they have developed is. Snow World It's like a video game except that it is in virtual reality. In the game you are flying through a frozen, icy canyon where snowmen are throwing snowballs at you, and you can shoot snowballs back at them. There are also penguins and mammoths in the virtual landscape. The game is intended for people who are recovering from severe burns to help ease the excruciating pain they live with while healing. It has been proven to work; CAT scans of patients showed that virtual reality reduces the amount of pain signals in the brain. We think this helps the pain because, when you are using it, you feel as if you are in another world and you do not concentrate as much on what is going on in reality.

One of the other activities at the HIT Lab is virtual hand stitching, where medical personnel can practice stitching hands. This interactive activity is good for many people with disabilities because it is situated at a low enough level that everyone can reach it. This gives more people who may want to be doctors or nurses a great, accessible place to practice. Another thing that is cool about this activity is the fact that it truly is like a real hand. You can really feel the scissors going into the skin of the virtual hand, and, like the real thing, you actually have to put pressure on the scissors to make it work. For example, if you poke a whole in the hand with the needle you can actually feel the needle in the skin!

Overall, the HIT Lab was a really good experience. It is very accessible to people with disabilities; every room with a virtual reality system/program is easy to get to, and, no matter what your disabilities are, the staff find a way to get you involved with the whole program. We give the HIT Lab a 10 out of 10 for creativity and the hard work that goes into putting it all together.

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Pacific Science Center Offers Adventures to DO-IT Scholars

by Phase I Scholars, K.J. and Gabe

On a Saturday, in the midst of our two-week Summer Study program, the DO-IT Scholars went and had a little fun at the Pacific Science Center. The first thing we did when we arrived was the GameOn exhibit; the exhibit was an interactive display of older arcade video games to new game systems, such as the Xbox 360. The first floor consisted of stations where we actually got to play all of the different types of game systems. The second floor had a bunch of information about how games are made and the history behind the first game systems. We were able to try out the new and the old game systems. We were very lucky to be able to experience the GameOn exhibit while it was still around; another bonus was that it was free on the day we went! 

After experiencing GameOn, we went to the IMAX Theater to watch the movie Deep Blue Sea in 3D. The movie was filled with all types of sea creatures like jellyfish, sharks, sea stars, and many more. It was very interesting how the animals helped each other, even though some of them are predators and some of them are prey. For example, the sucker fish cleans the shark and in return the shark does not eat the sucker fish. Both animals benefit because the sucker fish gets food from the shark and the shark is cleaned by the sucker fish. We had a great time watching all the different animals interact.

After the movie, we ate lunch and spent time either riding a bike on a very high, elevated ring or going back to the GameOn exhibit to hit a few more video games. Then we all went to the laser dome to the see the Laser Beatles show. The show consisted of lights on the ceiling that were in sync with Beatles music. Some of the show portrayed characters, such as an owl getting a friend. Also there were lights that showed a sailor on a yellow submarine. Some of the lights showed images of the Beatles themselves. Overall, we had a fun-filled day of games, sea creatures, and the Beatles at the Pacific Science Center.

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What's the DIFF?

by Phase I Scholar, Joey Hill

The DIFF is the DO-IT International Film Festival, a name chosen based on Seattle's famous international film festival (SIFF) and used to describe "movie night" at Summer Study. We watched the film Murderball, a documentary about athletes who are quadriplegic and play rugby in wheelchairs. This film actually premiered at SIFF last year and was nominated for an Academy Award for best documentary.

The other two films on the program were The Ringer, a story about Special Olympics starring Johnny Knoxville, and real Special Olympics athletes, and Robots, an animated film. Unfortunately, the evening started out a little later than expected due to some technical problems with the projector, and we only had time to view two films, Murderball and The Ringer, before it was time for us to get ready for bed. That always seems happen when you rent films-you never get to watch them all-something generally seems to come up. It's a good reminder that things don't always work out the way you may have planned or hoped, but you can still enjoy yourself!

Summer Study: The Intern Experience

by Intern Alex

If you've ever been a Phase I or Phase II Scholar you've probably wondered what it's like to return for a third summer as a Summer Study Intern; I know I did. In a nutshell, Summer Study Interns are the people who help out the DO-IT staff members assist the Scholars during the annual two-week Summer Study program as a way of getting hands-on work experience and supporting DO-IT programs. Unlike most traditional first jobs, you are working together with a team of other students with disabilities, where the disability of one may be the strength of another. However, Summer Study Interns still experience common aspects of the traditional work environment with specific on- and off-duty hours, expectations, and responsibilities.

Interns stay at the dorms for the entire two-week program. During on-duty hours, you are generally in the classroom, directly helping with the sessions. While off duty, you either have a chance to listen in on sessions that sound interesting or relax until you're scheduled to work again. As in a job, you are expected to show up at your scheduled time. Not every event requires your assistance, but it's ultimately your responsibility to be where you are scheduled to be, on time, and ready to assist.

When Scholars go on field trips or have evening activities and events, Interns help host. For instance, in the annual tie-dying activity, the Interns need to make sure all the Scholars have a chance to make a shirt. The Interns make sure that all the Scholars are involved and have the chance to try the activities. In some cases, the Interns go with the Scholars to provide extra assistance to staff, as in the night out at University Village or the evening at the UW planetarium which both entail helping move the group safely from one place to another.

During evening dorm activities, Interns assist in making sure activities go smoothly and help engage Scholars. Since Scholars have the choice to hang out outside, in the lounge, or in the lobby during this time, an Intern's role is to go to the area they are assigned and interact with the Scholars who are there.

Like camp counselors, the Summer Study Interns help the DO-IT staff assist the Scholars in what to do and where to go and once again enjoy the awesome Summer Study experience.

For the second year in a row, DO-IT hosted visitors from South Korea. This summer, twenty-one education administrators from the Korean Institute for Special Education (KISE) traveled to Seattle. These administrators spent two weeks learning about the special education system in the United States and about the programs and resources offered by DO-IT.

Institute topics included the structure of special education in the K-12 setting; education policies, services and procedures for students with disabilities; the functions of local and state education boards in special education; self-determination and how it can be promoted with students who have disabilities; the principles of universal design and academic accommodations; and how assistive technology can increase computer access for students with disabilities.

The administrators participated in a variety of activities, including lectures by education leaders, group discussions, field trips, and assistive technology demonstrations. Upon returning to their home institutions, these administrators plan to implement strategies presented during the institute and disseminate what they learned to other Korean educators. We look forward to seeing our friends from KISE again next year!

Research suggests that students with disabilities who engage in internships and multiple work-based learning experiences, such as job shadows, fare better in their career path compared to those who do not make time for such experiences. This is especially true for students with disabilities who wish to pursue challenging careers, such as those in STEM (science, technology, engineering and mathematics). Recent issues of DO-IT News have highlighted several DO-IT participants' STEM internships, such as Carson at the National Aeronautics and Space Administration (NASA), Marissa at Amazon.com, and Dennis' database work for the National Oceanic and Atmospheric Administration (NOAA).

It has been another blockbuster year for STEM internships, thanks to funding from the National Science Foundation for the projects AccessSTEM (cooperative agreement #HRD-0227995) and AccessComputing (grant #CNS-0540615). Students completed more than forty STEM internships that included work in the following areas: preparation of museum exhibits, database design and maintenance, web development, Internet research and analysis, volcano data collection, computer usability and accessibility work, learning about science education, marine science, and biochemistry. Places of employment included the University of Washington, the University of Alaska, Sitka Alaska College, Bellevue Community College, Cornell University, Microsoft, Washington Mutual, the Alaska Department of Fish and Game, Big Bend Community College, Skagit Valley Community College, Pacific Northwest Labs, the Fairbanks Pain Clinic, NOAA, and NASA.

Many DO-IT students who have completed work-based learning experiences in the past have filled out surveys to report what they gained from their experience. They consistently report gains in their motivation to work toward a career, knowledge of careers and the workplace, job-related skills, ability to work with supervisors and coworkers, and knowledge of successful accommodation strategies. Furthermore, work-based learning experiences helped them:

• clarify academic and career interests
• pay for education and gain academic credit
• gain exposure to specialized facilities not available on campus
• develop job-search skills, resumes, and cover letters
• develop contacts for employment after graduation
• practice disclosing disability and requesting accommodations

For more information about the value of work-based learning, read the DO-IT publication It's Your Career: Work-Based Learning Opportunities for College Students with Disabilities.

The goal of The Alliance for Access to Computing Careers (AccessComputing) is to increase the participation of people with disabilities in computing fields. AccessComputing collaborators apply proven practices to increase the number of students with disabilities successfully pursuing education and careers in computing fields; increase the capacity of postsecondary computing departments to fully include students with disabilities in computing courses and programs; and create a nationwide resource to help computing educators and employers, professional organizations, and other stakeholders develop more inclusive programs and share effective practices.

Educators, employers, and other stakeholders can become involved in project activities by joining an AccessComputing Community of Practice (CoP) to share perspectives and expertise and identify practices that promote the participation of people with disabilities in computing fields. Our current CoPs include the following:

• The Computing Faculty, Administrator, and Employer CoP engages computing faculty and administrators as well as representatives from industry and professional organizations to increase their knowledge about disabilities and to promote inclusive practices in computing departments.
• The Broadening Participation CoP is populated with Alliance collaborators who administer alliances and projects that serve to broaden participation in computing fields.
• The Disability Services CoP is comprised of disability service professionals from community/technical colleges, 4-year colleges, and universities nationwide, together with their networks of postsecondary and K-12 schools and parent groups.
• The Deaf and Hard of Hearing CoP engages professionals in the field to promote computing fields to students who are deaf or hard of hearing.

High school, college, and graduate students with disabilities who would like to engage in stimulating conversations with each other and with mentors and learn about internship and other opportunities in computing fields can join the AccessComputing Team.

More information about the AccessComputing Team and the AccessComputing CoPs can be found at www.washington.edu/accesscomputing. Direct questions to accesscomp@u.washington.edu.

AccessComputing is led by the Department of Computer Science and Engineering and DO-IT at the University of Washington. It is funded by the National Science Foundation as part of the Broadening Participation in Computing (BPC) program of the Directorate for Computer and Information Sciences and Engineering (CISE) (grant #CNS 0540615).

Hi. My name is Zachary and I am a junior at Roosevelt High School in Seattle. I have cerebral palsy, and sometimes my body does not respond the way I want it to and my motor skills do not always work as well as I would like. My favorite subjects in school are history and mathematics; I'm actually skipping to a higher math class next year to work on polynomials and other very difficult math concepts. When I graduate, I want to go to college to study math and have a career as a mathematician or in another math-related field. I also like to read and play video games.

 

 

 

 

Hi, I'm Val Sundby. I have worked for DO-IT in many different capacities since 2000 and am currently a program counselor/coordinator. I graduated from the University of Washington with a Bachelor of Science degree in cell and molecular biology in 2002 and am now pursuing a graduate degree in educational policy and leadership.

Because of my background in science, much of my time at DO-IT is focused on helping science teachers make science classes and labs more accessible to students with disabilities. I also work with students who are interested in pursuing education and careers in science, develop regional and national partnerships with other organizations interested in science accessibility, and coordinate aspects of DO-IT Summer Study.

Outside of work, I enjoy horseback riding, traveling, spending time with friends and family, and anything outdoors!

Volume 14, Number 2

Below are the articles of the DO-IT News September 2006 newsletter. These articles can also be seen all on one page at the Full Newsletter option.

A DO-IT Scholar recently posed the following question within our Internet discussion forum. I will share with you some of the responses so that you can get the flavor of the many rich conversations the DO-IT community has online.

Just out of curiosity, what are some typical stereotypes that you hear about people with disabilities?

DO-IT Ambassador: The #1 stereotype I've come head-to-head with is people thinking I'm mentally challenged just because I am physically disabled. Sometimes they talk down to me. I hate this, but if I'm not going to see them again, or not see them daily, I quietly let it pass. This stereotype is so demeaning. When I was in middle school and high school I got very upset about this. Disabled people often have to prove themselves worthy of respect, and that's not fair. We have to work harder at everything else—why should we have to work harder at getting the respect we need and deserve? Often, this stereotype leads to alienation and isolation; then it can cause depression...

DO-IT Scholar: I have also had to face the stereotype of being mentally challenged because of my physical disability. But for me, I have also had to endure people calling me a "faker" because I can walk for short distances. I had to endure that through most of high school.

DO-IT Ambassador: Yes, I get the developmentally disabled label ALL the time, and I'm used to it. All I can do is keep going back to that coffee shop, grocery store, or wherever and people quickly realize that I'm not the stereotype. If people say more than two words to me, they get it, but if I'm never going to see them again, why bother, unless it's so blatant that I have to address it.

I also find it helpful to dress nicely in professional attire. This makes people think before they speak. If I'm running around in my jeans with holes I get stereotyped more frequently as being unemployed and living off the system. My two favorite uninformed things that people say to me are, "They let you out?" and "Where's your care giver?"

The stereotype I find most annoying is the reaction I get when I ride the bus. When I get on the bus, because I am in a wheelchair, people tend to roll their eyes and scram to the back of bus thinking I will delay the bus and run into them. To their surprise, I get on and get situated in 90 seconds or less without running into anything or anybody. There are times I have seen wheelchair users take 20 minutes to get on the bus, hitting everything, and not paying bus fare so, to a certain extent, I understand people's reactions.

There are many more examples, but the thing I've found most helpful in dealing with stereotypes is not to let it bother you and continue being persistent. The more people see you out living life the less stereotyped you get.

DO-IT Scholar: Although I have cerebral palsy, my community has been quite welcoming to me.

DO-IT Ambassador: Just out of curiosity, have you lived in your community for a while? From my personal experience, I guess I get stereotyped when I'm somewhere new. For example, it took 3 months in San Diego for people to be less obvious with their stereotyping and more or less a month in small town Michigan. I'm not sure if it's true, but my experience has been that in small towns it's easier to overcome stereotypes, probably because you see the same faces everyday.

DO-IT Ambassador: As a person with cerebral palsy I get stereotyped frequently. People will have the notion that I am a mentally challenged or a drug addict! I get stereotyped more often if I wear a t-shirt and jeans than if I wear a dress shirt and slacks. Sometimes it can be really subtle and sometimes it is down right obvious. Once, in California, I was walking along to catch a bus wearing a t-shirt, shorts and sandals. I noticed a father and a son coming towards me on the sidewalk. The son was walking along the curb and the father was walking closer to the shops. The father saw me, and he quickly switched positions with his son. I just passed him and went on with my errands without addressing the issue.

DO-IT Scholar (who originally posed question): Has anyone ever experienced people saying anything like "Because you're blind, you spill things and cut yourself more" or "Blind people feel everything"?

DO-IT Ambassador: I think I face a lot of stereotypes as a visually impaired person. First of all, people seem to think that I can't hear just because I am visually impaired. They will start touching me while I am walking around. I guess they think I will not be able to hear them when they give me instructions. Others assume that I can't cross roads correctly just because I can't see. They will tell me when the light has changed and that it is my turn to go. Sometimes, they don't even know if I am planning to cross the road. There are a considerable number of people who automatically assume that I am going to accept their assistance. The real truth of the matter is that I don't generally put my trust in the hands of strangers. If I need any kind of assistance at all, I would rather it come from someone such as the state commission for the blind, a college instructor or counselor, an employee at a business, such as a restaurant or hotel, the transit office, or a bus or cab driver.

DO-IT Scholar: I've faced stereotyping by kids and even teachers. They think just because I'm physically challenged I cannot do a lot on my own. They also think that because I sometimes struggle with my schoolwork I'm mentally challenged, despite the fact I have nearly a 3.0 GPA.

DO-IT Ambassador: The stereotype I find most interesting is when you have no physical disabilities and seem perfectly "normal" and try to tell people that you have learning disabilities. Most people laugh at you and tell you to quit whining or make some sarcastic remark. I also find it interesting that if people ever see depression or a bipolar mood swing they will tell you to get over it, that you are faking it for attention, or that you are crazy and should get help. People's lack of understanding and education about disabilities never ceases to amaze me.

DO-IT Ambassador: I've had many of the same experiences; well said.

DO-IT Ambassador: For me, people tend to assume that my wife is my caregiver, my sister, or just a friend. They treat me differently when they find out she's my wife! Last summer, we went to the zoo and my wife dropped me off with our 9-year old nephew to get tickets while she parked. Remember, I'm in a wheelchair and have unclear speech. The cashier had the nerve to tell us we needed an adult with us...I'm 32! He even called security to find out what to do. He finally let us in, but my wife chewed him out when she got there and found out what happened. Even if you might not ever see the person again, say something if appropriate. You may prevent someone else from being treated the same way.

DO-IT Mentor: When I was 15 (and still walking) I would hang out with my sister (who uses a wheelchair) and her baby. Even though my sister was older than me, had a wedding band (which is not necessarily, but could be a clue), and was the person actually carrying the baby, people would always ask ME about MY baby. I always thought "Goodness gracious! I'm only 15 and I can't even keep a goldfish alive! Why do people think that I could do any better with a baby?" I suppose there are a lot of young mothers, but I don't know why people assumed that just because I walked and my sister didn't that I was the mom—not her!

DO-IT Scholar (who originally asked question): Thanks for that one. I forgot about people thinking you can't take care of babies. Blind people get that one sometimes too. Doesn't make any sense.

DO-IT Ambassador: It is just funny (in a sad way) how far off people can be even if the truth is staring them in the face!