You meet all kinds of people when you ride a city's paratransit service. Some passengers don't stop talking; some never say a word. Same goes with the drivers. The clients hail from all walks of life, and have varying levels of ability.
Sometimes friendships are formed during these rides, especially if you have a permanent trip and travel with the same person or people every day. Currently I have one relationship that has migrated from fellow client to friend. We talk on the phone occasionally. We have met for dinner a few times. We ride together Monday through Friday, except when the schedulers decide to mix things up and put us on different routes. We don't like that. I had another paratransit friend several years ago. I went to her house once, and she came to my birthday party. But she moved away and we did not stay in touch. The rides are much more enjoyable when you have a fellow passenger or driver that you can talk to and joke with.
My trips in the morning are long. I usually ride for about an hour and twenty minutes. After we drop off my friend, we pick up three guys. Two of them (F. and P.) live in a group home, and the other (J.) lives with his father and young niece. My driver and I call them "the boys," even though two of them are older than me. F. and P. are blind, and all three guys have varying degrees of autism and intellectual disabilities.
I have known F. and P. for more than thirteen years, although we have not been fellow passengers for all of those years. They were on my very first route, which probably lasted about a year or so, and then I started riding with them again about two or three months ago. I probably rode with them a few times during the intervening years as well.
Our schedule doesn't vary, unless the schedulers change it of course. We pick up J. first. When she's not running late, the driver takes the time to get out of the car and say hello to J.'s four year old niece. J. rarely talks during this part of the trip, but he waves a lot - to pedestrians, to drivers, and sometimes just to the air. Some people smile and wave back; some look uncomfortable or confused.
As soon as F. and P. get in the car, J. is constantly talking. They all spend time at a multi-purpose rec center for people with disabilities, although F. and P. also work for a few hours each day, performing menial tasks at different restaurants. P. goes to work before going to the rec center, a fact that confuses J. on a daily basis.
J.'s questions and comments are usually the same. "Who coming?" "Where born?" "When born?" "that man there" "Goin' work?" Day after day after day. F. gets frustrated and rarely responds. P. is patient and answers over and over again.
Our driver plays music in the car. We've heard that the radios will be removed next month, and we're all sad about that. We enjoy listening and sometimes singing a little. F. and P. know nearly every song. As soon as a song starts, they'll say, usually in unison, "The Four Tops!" "Oh, that's Chicago." "Stevie Wonder..." F. and P. are quite different. F. is white; P. is black. F. likes country music; P. likes disco. P. sometimes has a girlfriend that he spends time with at the rec center. But the two men are very close. They have had to move to different group homes over the years, and so far they have been able to stay together. P. is higher functioning than F. He looks out for him. Before they lived in group homes, they resided in different institutions. P. said the staff was often mean to him. They would take his food away before he was finished. He endured worse than that, but those stories are his. I haven't asked permission to share them.
One day I knew a song that F. and P. didn't. I couldn't believe it. It was Dexy Midnight Runner's "Come on Eileen." A one hit wonder.
F. has a discman that he listens to a lot. Every few days he'll ask me to change the batteries for him. He'll carefully hand me the player and the batteries from his seat in the front; I sit in the back with J. and P. F.'s hands will flutter the whole time I'm working. He tries to be patient, because sometimes it takes me awhile to dig the batteries out and get the new ones in. One time I put the new batteries in wrong, so of course the discman wouldn't work. F. reminds me often that I got it wrong once. He's not being mean. Its just his way. He always says thank you. Even days later he'll say thank you. His birthday was in August. I gave him a ten pack of batteries. His boss at work gave him an Alan Jackson cd. He is an Alan Jackson fanatic.
P. listens to audio books. I often wonder why he has a menial job. He organizes the silverware at the restaurant. I don't know him that well of course, but I think he can do more than that.
I wouldn't necessarily call myself a morning person. Sometimes I feel frustrated by J.'s constant questions, and having no personal space during the last ten minutes or so of the ride. But usually I'm not bothered at all. I kind of feel like a sister to the boys. When J. gets in the car I make sure he puts his seat belt on. When I get out of the car, P. asks if I'm riding the next day. I let them know in advance if I'm going to be out of town or taking the day off. They get upset too when the schedulers change up the routes. Our driver will usually tell me, "The boys missed you yesterday." Every day both P. and F. admonish J. not to move over until I am out of the car. "Wait J.! Wait!" they say protectively. "Don't push her out."
We take care of each other.
librarianintx
Friday, September 17, 2010
Monday, September 13, 2010
Transitioning to College blog
http://blog.govdelivery.com/usodep/2010/09/transitioning-from-high-school-to-college-students-with-disabilities.html
By Guest Blogger Jean Ashmore, President, Association on Higher Education and Disability (AHEAD)
It’s the time of year again when yellow school buses are on the roads, uniforms and school supplies are everywhere, and students and parents alike are excited and anxious about a new school year. Those years when a student switches schools are particularly salient, with much to be learned and encountered in the new school. This is especially true when a young person transitions to college. All college students bring along academic and social experiences and lots of expectations and concerns – none more, in my thinking, than students with disabilities. Let me share some particulars on why college transition may be extra challenging for students with disabilities and give some suggestions to help make this time a success.
One of the greatest factors impacting a move from high school to college for students, who have received special education services during K-12, is that the laws regarding disability assistance differ substantially between primary and secondary educational systems. In providing resources and services for students with disabilities, colleges are guided by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA), both of which focus on non-discrimination and rights of access.
On the other hand, special education in public schools follows the provisions of the Individuals with Disabilities Education Act (IDEA), which mandates what is to be done for students identified with disabilities that adversely impact their education. These differences can result in a student with a disability being disappointed and frustrated in college. At the college level, course requirements are not modified as they sometimes are in high school, homework isn’t reduced, tests are not routinely modified and for the most part, professors aren’t notified by the college about a student’s accommodation needs before classes begin. Note, I use the word “accommodations,” not modifications.
In college, accommodations are not modifications. Accommodations aid a student in accessing courses and tests, dormitory living, etc., but success is up to the student. That might sound harsh, but when you really think about it, it’s wonderful. This means in college, a student with a disability does the same work as his or her peers, earns grades of the same value, establishes himself or herself as a student heading to a good future rather than a person defined by a disability.
Because a disability may result in functional limitations for a student, the college will provide reasonable accommodations to reduce the impact of those limitations. Let’s say a person has a disability resulting in the inability to read print efficiently. Working with the student, the college’s disability resource office will explore what the student needs, such as large print, Braille, electronic texts etc. and then will work on providing those accommodations. Notice that the reading material and tests will be the same but the means the student uses to access them may be different. This is not Special Education under IDEA, rather this is at the heart of the Americans with Disabilities Act (ADA) as recently amended – providing access so a person with a disability can learn, work and live a full and productive life.
So if the laws governing college are based on non-discrimination and the provision of access through reasonable accommodations, and the laws covering K-12 Special Education are quite different and provide for things not covered by colleges, such as school buses, personal care attendants and modified curriculums, what’s a transitioning student with a disability to do?
First of all, educate yourself about how the differences between high school and college will impact you. Understand your disability and learn to self advocate. If you’re not sure about how to be a self advocate, talk to your parents and teachers. Practice giving a brief “info bite” with people you know to develop confidence for when you need to discuss things like accommodations at your university. Don’t let others do this for you – remember the great saying, “not about us without us.” Being defined by your interests, personality and accomplishments rather than those “dis” things is where you want to be. I really hope you’ve chosen your college because of what it offers academically. It’s important to know about the college’s disability resources, but check those after you know that the school matches your interests.
College can be likened to a job with certain KSAs – knowledge, skills and abilities. Having the right KSAs will make college successful for all students, but especially those with disabilities.
K – knowledge of what disability resources and services are available at the college and how the system works, knowledge of what you need and why and knowledge of your goals.
S – skills with adaptive technology (exposure and training on AT should happen in high school), skills in talking with people about your needs and skills to follow a schedule you develop.
A – ability to work hard to do the academic work, ability to self-advocate and a very important ability, being independent as a college student regardless of the supports or accommodations that you may need.
Although many of these suggestions are geared toward a student who has a disability, I think these words can also be helpful to parents and others inquiring about higher education for students with disabilities. College is the gateway to good careers and lifestyle options that everyone aspires to, but I would venture to say that college is essential for individuals with disabilities, especially those with profound disabilities. Unfortunately, employment statistics of people with disabilities are woefully poor. While a college education will not guarantee solid employment, it definitely will help in that direction.
In my own experiences as a director at a university disability resource department, I’ve met some of the most incredible students. Future doctors, engineers, musicians, teachers, lawyers and so many other exciting careers. The challenges for an engineering student who is blind may seem overwhelming to others but to that student, it’s business as usual – ‘What’s the assignment?’; ‘How will I do it?’; ‘What do I need to get it done?’; ‘When am I going to do it considering everything I need to and want to do?’…voila! The work gets done and a well earned grade results. The student who reads books auditorily or who devotes lots of time to reading print just does that to get the job done. For these students, their learning strategies have incorporated functional elements linked to their disabilities. They do not define them – they are simply the methods these students use to achieve their goals.
There are some great resources about college transition for students with disabilities. The Department of Education‘s brochure, “Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities” (http://www2.ed.gov/about/offices/list/ocr/transition.html) is a good place to start.
My professional association, AHEAD (www.ahead.org), has a number of helpful resources, too. Add a copy of 100 Things Every College Student with a Disability Ought to Know by Johnson and Hines to those KSAs, and the student will be well poised for success. I can’t recall if the 100 Things book recommends it, but I’ll end this post with “know how to do or get laundry done (without Mom)!” Here’s to a great school year for everyone.
Jean Ashmore is the President of the Association on Higher Education and Disability (AHEAD) and the former director of Disability Support Services at Rice University where she lectured in Education Certification. With backgrounds in rehabilitation and school counseling, Ashmore’s career has entailed working with people with disabilities in various settings.
Posted by Stephanie B on Sep 7, 2010 8:45:49 PM in Education, Guest Blogger
End of article/blog
Transition is one of my key interests in the work that I do. Transition is so important for students with disabilities, and in my opinion teachers, counselors, and parents are still not doing enough to prepare students for the changes they will face when leaving high school. I received very little transition assistance when I was leaving high school, so I now endeavor to assist students and parents during this important time in their lives.
librarianintx
By Guest Blogger Jean Ashmore, President, Association on Higher Education and Disability (AHEAD)
It’s the time of year again when yellow school buses are on the roads, uniforms and school supplies are everywhere, and students and parents alike are excited and anxious about a new school year. Those years when a student switches schools are particularly salient, with much to be learned and encountered in the new school. This is especially true when a young person transitions to college. All college students bring along academic and social experiences and lots of expectations and concerns – none more, in my thinking, than students with disabilities. Let me share some particulars on why college transition may be extra challenging for students with disabilities and give some suggestions to help make this time a success.
One of the greatest factors impacting a move from high school to college for students, who have received special education services during K-12, is that the laws regarding disability assistance differ substantially between primary and secondary educational systems. In providing resources and services for students with disabilities, colleges are guided by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA), both of which focus on non-discrimination and rights of access.
On the other hand, special education in public schools follows the provisions of the Individuals with Disabilities Education Act (IDEA), which mandates what is to be done for students identified with disabilities that adversely impact their education. These differences can result in a student with a disability being disappointed and frustrated in college. At the college level, course requirements are not modified as they sometimes are in high school, homework isn’t reduced, tests are not routinely modified and for the most part, professors aren’t notified by the college about a student’s accommodation needs before classes begin. Note, I use the word “accommodations,” not modifications.
In college, accommodations are not modifications. Accommodations aid a student in accessing courses and tests, dormitory living, etc., but success is up to the student. That might sound harsh, but when you really think about it, it’s wonderful. This means in college, a student with a disability does the same work as his or her peers, earns grades of the same value, establishes himself or herself as a student heading to a good future rather than a person defined by a disability.
Because a disability may result in functional limitations for a student, the college will provide reasonable accommodations to reduce the impact of those limitations. Let’s say a person has a disability resulting in the inability to read print efficiently. Working with the student, the college’s disability resource office will explore what the student needs, such as large print, Braille, electronic texts etc. and then will work on providing those accommodations. Notice that the reading material and tests will be the same but the means the student uses to access them may be different. This is not Special Education under IDEA, rather this is at the heart of the Americans with Disabilities Act (ADA) as recently amended – providing access so a person with a disability can learn, work and live a full and productive life.
So if the laws governing college are based on non-discrimination and the provision of access through reasonable accommodations, and the laws covering K-12 Special Education are quite different and provide for things not covered by colleges, such as school buses, personal care attendants and modified curriculums, what’s a transitioning student with a disability to do?
First of all, educate yourself about how the differences between high school and college will impact you. Understand your disability and learn to self advocate. If you’re not sure about how to be a self advocate, talk to your parents and teachers. Practice giving a brief “info bite” with people you know to develop confidence for when you need to discuss things like accommodations at your university. Don’t let others do this for you – remember the great saying, “not about us without us.” Being defined by your interests, personality and accomplishments rather than those “dis” things is where you want to be. I really hope you’ve chosen your college because of what it offers academically. It’s important to know about the college’s disability resources, but check those after you know that the school matches your interests.
College can be likened to a job with certain KSAs – knowledge, skills and abilities. Having the right KSAs will make college successful for all students, but especially those with disabilities.
K – knowledge of what disability resources and services are available at the college and how the system works, knowledge of what you need and why and knowledge of your goals.
S – skills with adaptive technology (exposure and training on AT should happen in high school), skills in talking with people about your needs and skills to follow a schedule you develop.
A – ability to work hard to do the academic work, ability to self-advocate and a very important ability, being independent as a college student regardless of the supports or accommodations that you may need.
Although many of these suggestions are geared toward a student who has a disability, I think these words can also be helpful to parents and others inquiring about higher education for students with disabilities. College is the gateway to good careers and lifestyle options that everyone aspires to, but I would venture to say that college is essential for individuals with disabilities, especially those with profound disabilities. Unfortunately, employment statistics of people with disabilities are woefully poor. While a college education will not guarantee solid employment, it definitely will help in that direction.
In my own experiences as a director at a university disability resource department, I’ve met some of the most incredible students. Future doctors, engineers, musicians, teachers, lawyers and so many other exciting careers. The challenges for an engineering student who is blind may seem overwhelming to others but to that student, it’s business as usual – ‘What’s the assignment?’; ‘How will I do it?’; ‘What do I need to get it done?’; ‘When am I going to do it considering everything I need to and want to do?’…voila! The work gets done and a well earned grade results. The student who reads books auditorily or who devotes lots of time to reading print just does that to get the job done. For these students, their learning strategies have incorporated functional elements linked to their disabilities. They do not define them – they are simply the methods these students use to achieve their goals.
There are some great resources about college transition for students with disabilities. The Department of Education‘s brochure, “Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities” (http://www2.ed.gov/about/offices/list/ocr/transition.html) is a good place to start.
My professional association, AHEAD (www.ahead.org), has a number of helpful resources, too. Add a copy of 100 Things Every College Student with a Disability Ought to Know by Johnson and Hines to those KSAs, and the student will be well poised for success. I can’t recall if the 100 Things book recommends it, but I’ll end this post with “know how to do or get laundry done (without Mom)!” Here’s to a great school year for everyone.
Jean Ashmore is the President of the Association on Higher Education and Disability (AHEAD) and the former director of Disability Support Services at Rice University where she lectured in Education Certification. With backgrounds in rehabilitation and school counseling, Ashmore’s career has entailed working with people with disabilities in various settings.
Posted by Stephanie B on Sep 7, 2010 8:45:49 PM in Education, Guest Blogger
End of article/blog
Transition is one of my key interests in the work that I do. Transition is so important for students with disabilities, and in my opinion teachers, counselors, and parents are still not doing enough to prepare students for the changes they will face when leaving high school. I received very little transition assistance when I was leaving high school, so I now endeavor to assist students and parents during this important time in their lives.
librarianintx
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