December 2007
The articles published in the ALERT represent the opinions of the authors and are not an endorsement by the Association or necessarily representative of the views of the Association.
— From
the President
— From the Editor
— Reframing
Disability - Shift Happens (Promoting the Social Justice Model of Disability
on Your Campus)
— CAS
(Council for the Advancement of Standards in Higher Education) Plans for the
Future
— Professional Development
Calendar
— In
Memory of Dr. Frank G. Bowe: Champion for the Rights of People with Disabilities
— The
Strategic Alternative Learning Techniques Center (SALT) at the University of
Arizona Celebrates the work of Dr. Diane Perreira Quinn
— Ball
State University's Faculty Mentorship Program for Students with Disabilities
— Jo
Anne Simon Honored with Lifetime Justice Award at LD Access Gala Awards
— AHEAD
Members from CWU Represent U.S. DSS Professionals in Innsbruck, Austria
—
Microsoft
and the Digital Accessible Information System (DAISY) to unveil "Save
as DAISY XML" in early 2008
— ENTRY
POINT! is available to STUDENTS WITH DISABILITIES majoring in life sciences,
physical sciences, computer science, engineering, mathematics, and other quantitatively-based
fields (e.g. finance and economics).
— A
Special Invitation to AHEAD Members from Landmark College
— Disability
and Diversity Strategist Jonathan Kaufman Joins Disaboom as Disability Advisor
From the President
A Note from AHEAD President Carol Funckes….
This past summer I had the incredible opportunity to travel to both South America and Europe to talk about AHEAD and share information on access to postsecondary education for students with disabilities in the US. While we describe AHEAD as an "international resource" and have been called upon by both Judy Heumann and Michael Stein at our last two conferences to play a more active role in the world community, I believe that we are challenged to put action to an international agenda. Therefore, for me, the trips were an exciting glimpse into how international audiences view AHEAD and, hopefully, a seed of future collaborations.
In August, I spoke at "A Step Toward an Inclusive Higher Education" conference in Bogota, Columbia. The conference was the result of the work of a network of faculty members from universities around Colombia who are committed to increasing access to postsecondary education for students with disabilities and who are modeling their network after AHEAD. About 900 individuals (students, faculty, government representatives, activists, family members, etc.) both with and without disabilities attended two days of presentations and working sessions. The international speakers, representing Argentina, Korea, US, Brazil, and Colombia, discussed access, social justice, universal design, and their personal experiences. The Minister herself (the security needed to get her to the podium was amazing!) concluded the day with a commitment to prioritize improved access and accepted a list of recommendations that were drafted during the working sessions.
Data from Colombia indicate that 6.3 % of the population has permanent disabilities…. learning disabilities, ADHD and many types of psychological disabilities are not currently recognized, although one of the recommendations made to the Minister was to begin to recognize these disability categories. Of these individuals, 33.3% has no formal educational, 29.1% has some primary education, 2.3% has some higher education (technical, technological or professional), 1% has completed higher education, and only 0.1 % has advanced degrees. Colombia has signed onto the United Nations Convention on the Rights of People with Disabilities and is actively working to change this data. I was extremely impressed with their passion and civil rights/social justice approach.
In September, I travelled to Warsaw, Poland to speak at the "Education for All" conference, the final project of a collaboration between the University of Warsaw, the University of Dortmund (Germany) and the University of Ljubljana (Slovenia). The invitation was a continuation of the relationship that Randy Borst formed with Pawel Wdowik, the director of the Office for Persons with Disabilities at the University of Warsaw, during his AHEAD Presidency… a relationship that has had a tremendous impact on the University of Warsaw.
As an international collaboration, the two-day conference included sessions from Bulgaria, Coratia, Finland, Germany, Ireland, Lithuania, Poland, Romania, Slovenia, UK and the USA. Concurrent sessions focused on three themes: 1) Services and Assistive Technologies in Access to Higher Education, 2) Integration of Young Persons with Disabilities into Labor Market, 3) Challenges in Making Higher Education Accessible. Many of the presenters are regular attendees of the International Conference on Higher Education & Disability in Innsbruck, Austria and are interested in collaborations. Since returning, I've heard that the Lithuanian National Union of Students has applied for a grant that would present opportunities for partnership with AHEAD.
Both the Colombians and European audience were very complimentary of AHEAD as the premiere example of a network of professionals working toward inclusive education and interested in creating similar organizations. From an organizational perspective, I think AHEAD has some excellent opportunities to continue to grow internationally; from a personal perspective, I feel extraordinarily fortunate to have had these wonderful educational and cultural experiences and to have met some amazing people.
From the Editor
Congratulations to all of us who have made it through yet another semester. As preparations begin for the new year and the old becomes a memory, I am reminded of something that that the great existentialist novelist and philosopher Albert Camus once wrote: "In the depths of winter, I finally realized that deep within me there lay an invincible summer."
In this issue of ALERT, be sure to read the latest in the "Reframing Disability" series, about how it's possible to promote the social justice model of disability on your campus. Included here are some excellent ideas for making this shift a reality. Take note of a new faculty mentorship program for students with disabilities at Ball State Unversity, and from Microsoft Corp., the "Save as DAISY XML" option to be launched in early 2008. This ALERT also highlights the work of several outstanding individuals and remembers a great champion for the rights of people with disabilities, Dr. Frank G. Bowe.
I hope you enjoy this issue of ALERT. Please keep sending your contributions to alvaro@email.unc.edu. Above all, have a restful and refreshing holiday.
Sincerely,
ALvaro Gomez
ALERT Editor
Reframing Disability - Shift Happens (Promoting the Social Justice Model of Disability on Your Campus)
This article is about us. It's about how one disability resource office took on the challenge of looking inward in the effort to reframe disability on a college campus, to promote a social or social justice model of disability, and to begin the process of dismantling the remnants of the medical model.
We took a few steps back and reconsidered assumptions that have been held for years. The primary lessons we learned are:
- Disability has been framed in a way that is not helpful to disabled people or to our society at large.
- On most campuses, disability resource offices employ practices that reflect old thinking and that, to some degree, perpetuate the idea that the problem belongs to the student with a disability.
There is a paradigm shift happening that is changing how many of us do our jobs. A simple way of conceptualizing a paradigm shift is to think of looking at the world through different lenses. There is such a paradigm shift happening in the area of disability. As a department, we explored the problems with maintaining the status quo, considered where our field is headed, and discussed how to bring our colleagues with us on this exciting journey.
Historically, society has viewed disability in a negative light. In this view, the disability is a "problem" that exists within the person and the goal is to "fix" the person. This paradigm is often referred to as the medical model of disability. A newer paradigm, the social model of disability, views disability as "the systemic mismatch between physical and mental attributes of individuals and the present (but not the potential) ability of social institutions to accommodate these attributes" (Schriner & Scotch, 2001).
At the University of Arkansas at Little Rock (UALR), we had embraced this new paradigm and had been working with faculty by teaching the principles of universal design for some time. In the spring of 2007, as a result of Melanie Thornton's participation in AHEAD's online course "Acknowledging and Transforming Disabling Environments through Universal Design", we shifted our focus from thinking about how others on campus could implement UD. Now we were bringing the lessons home, to see how we could do that for our own department. The three of us then went off on a retreat at the lake home of a colleague, and began the process of rethinking just about everything we do—mission statement, department name, department organization, job titles, job descriptions, processes, and our language. Back on campus we pulled the rest of our staff in to continue the process.
The shift we have made since the spring has been sweeping and powerful. To give you an idea of the changes, consider our old tag line: "The education you want, the services you need." This implies that the student needs our office, and can't access the educational setting without our help. Consider our new tag line: "Creative Solutions. Together." This suggests a much more collaborative approach, and can mean that solutions may be found with any of the players, whether they be the student, faculty, staff, administration, or our office.
Another good example of the dramatic shift is evident in our mission statement. Here is our old mission statement:
The mission of DSS is to eliminate physical and academic barriers and to fulfill the Division of Educational and Student Services concept of assisting students in achieving their educational, career, and personal goals through the full range of institutional and community resources. In addition, the office was established to insure that students with special needs receive support services and accommodations to allow them equal access to all UALR programs, and that they have the opportunity to realize their potential.
Now compare that to our current mission statement:
Providing access to a diverse student population is embedded in the philosophy of the University of Arkansas at Little Rock. We recognize disability as an aspect of diversity that is integral to society and to the campus community. To this end, the Disability Resource Center collaborates with students, faculty, staff, and community members to create usable, equitable, inclusive and sustainable learning environments. We promote and facilitate awareness and access through training, partnerships, innovative programs and accommodations.
We went from words like 'assisting students,' 'special
needs,' and 'allow them equal access,' to 'diversity,' 'collaborates,'
and 'partnership.' These words and these sentiments more accurately
reflect where we are as a department, and the message we want
to send to our campus.
For a complete list of changes made so far, go to this website: http://www.ualr.edu/pace/shift
This process of shifting was an eye-opening experience, particularly in looking at the language we used in our handbooks, web page, and other publications. We believe that a decided majority of disability resource office staff would be amazed at how medical model permeates the language and processes of our profession. The medical model is our roots; it's what we were taught. It's time that we, as a profession, move beyond it in order to truly support the paradigm shift we hope to see on our campuses.
As institutions of higher education begin to make the shift from the older paradigm to the new, we will see changes in policy and practice that reflect this new perspective. Business as usual is not an option and accessibility is seen not as a matter of compliance but as a matter of social justice. It becomes clear that good design means, among other things, that a product, process or environment is, to the greatest extent possible, usable by everyone.
We're not finished yet. In fact, we have come to realize that the expectation that we will one day look around and say "we have arrived" is not realistic. Challenging our assumptions and moving forward toward the vision of full inclusion is an ongoing process. We have focused so far on the things that we felt most urgent. In addition to working on our own language and processes, we are focused on effecting a more systemic change for our entire college campus. To that end, following the lead of colleagues at other institutions—Renee Sartin-Kirby of the University of Wisconsin - Parkside and Katheryne Staeger-Wilson of Missouri State University--we have written a position paper entitled "A Campus Commitment to Universal Design," submitted it to our highest-level administrators for their consideration. This document explains the importance of universal design, of the social model of disability, and of the value of considering disability as an aspect of diversity on our campus. In addition, it includes a list of ten recommendations for UALR in adopting the social model of disability and universal design. A few of these are:
- Adopt a formal campus-wide commitment to universal design
and publish a summary statement on key web pages and in undergraduate
and graduate catalogs.
Sample statement: The University of Arkansas at Little Rock values people with disabilities as an integral part of our diverse campus community. We are committed to the creation of usable, equitable, inclusive and sustainable learning environments based on the principles of universal design. - Infuse universal design concepts in faculty and staff training—especially training that relates to course design, Web design, information delivery, and service delivery.
- Implement a campus diversity initiative and include Disability as an aspect of the diversity that is an integral part of our campus community.
- Hire architects who are trained in universal design principles and involve the Chancellor's Committee on the ADA in the early planning stages for new buildings and remodeling projects.
We tied much of the content of this document to the university's strategic plan, called "Fast Forward." The entire document can be found at this website: http://www.ualr.edu/pace/shift/commitment.htm.
As a follow-up to the position paper, we were invited to present to the Chancellor's Leadership Group, where the concepts were favorably received. The next phase for us as a campus is to evaluate and determine how our recommendations will be implemented campus-wide. We hope to implement many of the recommendations in the coming year.
Shift happens – we're proof! But it doesn't happen without commitment, a vision, and a plan. It is our hope that you are now dissatisfied with the status quo, and are ready to take a step in the direction of reframing disability and embracing universal design and the social model, both for your department and for your campus.
Authors:
Sharon Downs, Associate Director
University of Arkansas at Little Rock
Disability Resource Center
Susan Queller, Director
UALR Disability Resource Center
Melanie Thornton, Director
Project PACE
CAS (Council for the Advancement of Standards in Higher Education) Plans for the Future
Perhaps, somewhere along the way in your professional career, you have heard of the "CAS Blue Book"….. The blue covered book, entitled CAS Professional Standards for Higher Education (currently in its 6th edition) is one of the publications of the Council for the Advancement of Standards in Higher Education (CAS). CAS was founded in 1979 based on the need, as expressed by several student affairs professional organizations, for professional standards to guide practice by student affairs, student development and student service providers in higher education. AHEAD has been a member of CAS for most of its almost-30 years of existence. The Disability Support Services standards were last revised in 2003 and are published in the 2006 edition.
Each of the now almost 40 organizations belonging to CAS appoints a representative (and often an alternate) to serve on the CAS Board of Directors, which meets twice a year in Washington, DC. Board members have several roles and responsibilities, including that of participating in the drafting, revision and editing process of the 30 functional area standards that are published in the CAS book of standards, which is published approximately every three years (note: functional area standards are revised on a less-frequent schedule). CAS Board members may also be elected to its Executive Board and serve on a variety of other committees.
The CAS professional standards have a variety of uses in higher education, including that of use by a college or university as it develops a new functional area. CAS standards may also be used as part of a self-study prior to regional accreditation or as a tool to evaluate a functional area and identify areas for strengthening. CAS publishes Self-Assessment Guides (SAG's) for each of its standards to assist in the self-evaluation process.
CAS, having developed and grown over the years, has begun a strategic planning process to plan for its future. At its recent meeting in October, the Board spent time discussing its need to re-format some of its publications, clarify its terminology, revise its learning outcomes, and to expand its ability to provide training to organizations/associations, colleges/universities and departments who want to use the standards. The next few years will be important ones as CAS clarifies its mission, goals, and procedures in the support of standards in higher education; especially in light of new initiatives being developed at the federal and state levels.
Much more information about CAS, and its mission and publications is available at its website, http://www.cas.edu/ or by contacting Beth Hunsinger, AHEAD representative to CAS at 410 780-6741 or bhunsinger@ccbcmd.edu.
Decmber 2007 Calendar
Professional Development. Take advantage
of these upcoming events, conferences, and other opportunities
to increase and share your knowledge.
Calls for Presentations and Articles
ALERT submission and publication dates:
The ALERT is now being published every 2-3 months. Here is the schedule for
submissions:
Submissions Due: |
Publication Date: |
February 15, 2008 |
February 29, 2008 |
April 18, 2008 |
April 25, 2008 |
AHEAD and Affiliate Events
Thursday, April 3, 2008
8:30 AM – 5:00 PM
Equity in the Medical Professions
Dispelling Myths – Creating Opportunities
The George Washington University
City View Room, 1957 E Street, NW Washington D.C. 20052
This day long symposium is designed to bring together faculty, administrators, and other medical personnel engaged with the growing number of students with disabilities enrolled in medical dental and physician assistant programs. Disability experts and practicing physicians with disabilities will provide theoretical legal and practical perspectives surrounding inclusion in the classroom, the clinic, and beyond. This forum will provide opportunities for collegial sharing, direct application, and demonstrations of assistive technologies. For more information about the symposium, call (202) 994-8250, email dss@gwu.edu, or visit http://gwired/gwu.edu/dds
Presenters:
Noel Gregg, PH.D.
Distinguished Research Professor at The University
of Georgia. Director of the University of Georgia
Regents' Center for Learning Disorders and Research
Chair for the Georgia Alternative Media Access Center
Jo Anne Simon, J.D.
Attorney in private practice in Brooklyn, New York
and Adjunct Assistant Professor at Fordham
University School of law
Martha Smith, M.A.
Director of the Office for Student Access,
Academic & Student Affairs at Oregon Health &
Science University
Sponsored by The George Washington University Official Disability Support Services with the support of Arent Fox, the Association on Higher Education and Disability and The George Washington School of Medicine and Health Sciences
April 22 and 23, 2008
The Eighth Annual Multiple Perspectives on Access, Inclusion & Disability:
Looking Back & Thinking Ahead
Blackwell Hotel Conference Center; The Ohio State
University
"Congress acknowledged that society's accumulated myths and fears about
disability and disease are as handicapping as are the physical limitations that
flow from actual impairment."
Justice William J. Brennan, Jr. 480 U.S. 284
The Eighth Annual Multiple Perspectives conference continues the university's efforts to bring together a diverse audience to explore disability as both an individual experience and social reality that cuts across typical divisions of education & employment; scholarship & service; business & government; race, gender & ethnicity.
Two decades ago Congress investigated the status of individuals with disabilities in society. Their findings led to the passage of the Americans with Disabilities Act in 1990. This year's theme "Looking Back and Thinking Ahead" is meant to encourage the consideration of methods and programs from fresh perspectives & determine how relevant those findings are today.
More details on the program & on-line registration will be available soon. Please check our website at: http://ada.osu.edu for the most recent information.
AHEAD Seeks Reviewers for Research Proposals
AHEAD is regularly approached by researchers with
proposals for collaborative projects or proposals that request
access to members.
Requests come from members and non-members, most are for research in support
of doctoral dissertations.
To make submission and consideration of these proposals easier, the Board of Directors has developed collaborative research guidelines which will soon be on the website. AHEAD would like to set up a small committee to review these proposals. The role will be to review proposals that come in relative to the new guidelines, make recommendations for approval or not and assist the AHEAD office in giving feedback to the researchers. The amount of time involved might be a couple of hours a month. If you have done academic research and are interested in volunteering for this new committee, please contact AHEAD Board Member Anne Jannarone, ajannaro@uark.edu or 479/575-3104.
Jean Ashmore, M.S.
Director, Disability Support Services
Rice University MS 529
P. O. Box 1892
Houston, Texas 77251-1892
Phone: 713/348-5841 Fax: 713/348-5199
http://www.dss.rice.edu
In Memory of Dr. Frank G. Bowe: Champion for the Rights of People with Disabilities
Global Universal Design Educator's On-Line News.
Volume 8 Number 2, October 2007
Disability Leader Frank Bowe Mourned
Frank Bowe, Ph.D, L.L.D., longtime professor and renowned champion of people
with disabilities, died on August 21, 2007. He was a professor of counseling,
research, special education and rehabilitation (CRSR) in Hofstra University's
School of Education and Allied Human Services. He was 60 years old.
Dr. Bowe was a nationally recognized champion for the rights of people with disabilities and a highly regarded and prolific researcher in this area. On the Hofstra campus he was celebrated for his excellent teaching skills and for being a professor who brought warmth, humor and unwavering dedication to the classroom.
He received a Ph.D. in 1976 from New York University; an M.A. in 1971 from Gallaudet University; and a B.A. in 1969 from Western Maryland College. Before joining the faculty at Hofstra, Dr. Bowe served as a regional commissioner of the U.S. Department of Education's Rehabilitation Services Administration. From 1984 to 1986 he was the chairman of the U.S. Congress Commission on Education of the Deaf.
Dr. Bowe is perhaps best known for his leadership as executive director of the American Coalition of Citizens with Disabilities from 1976 to 1981. He was the organization's first executive officer, and provided crucial direction during the nationwide sit-in regarding Section 504 of the Rehabilitation Act in 1977, the world's first civil-rights provision for persons with disabilities, which eventually led to the American Disabilities Act, passed in 1990.
In 1980 Dr. Bowe, who was deaf, became the first person with a disability to represent any nation in the planning of the United Nations International Year of Disabled Persons. For more than two decades Dr. Bowe had been a consultant to the U.S. Congress on a variety of issues. In 1992 he received the Distinguished Service Award from the President for his lifetime achievement. In 1994 he was inducted into the National Hall of Fame for People with Disabilities. He is also credited as one of the architects of provisions in the 1996 Telecommunications Act that have greatly enhanced the quality of life for Americans with disabilities.
Dr. Bowe's teaching at Hofstra focused on inclusion, technology in education and meeting K-12 special needs students. Outside the classroom, he tirelessly researched how all of society not just schools can better accommodate people with disabilities.
Dr. Bowe wrote Universal Design in Education:
Teaching Non-traditional Students in which he adapted the Principles
of Universal Design to apply to education. An excerpt of his
book can be found at http://www.udeducation.org/teach/teaching_techniques/bowe.asp.
Source: http://www.aapd.com
The Strategic Alternative Learning Techniques Center (SALT) at the University of Arizona Celebrates the work of Dr. Diane Perreira Quinn
Please join the Strategic Alternative Learning Techniques (SALT) Center at the University of Arizona as we celebrate the contributions and distinguished career of Dr. Diane Perreira Quinn. After almost thirty years of service to the profession, Diane will retire from her current position in January 2008.
Diane moved her family across the country to become the Director of the SALT Center in 1993. In the early years of her leadership she redefined SALT's role in working with students while establishing the UA's early efforts to comply with the Americans with Disabilities Act (ADA).
During her thirteen years as Director and an additional 18 months as Director of Development, she raised over $4 million dollars in private gifts to build SALT's building which was occupied in 2001, created scholarships for students, and funded numerous other programs.
Diane served as the President of the Association on Higher Education and Disability (AHEAD) from 1995-1996 and was the founding President of the Arizona Postsecondary Access Coalition from 1998-1999.
Diane has lectured and presented seminars on learning disabilities, ADHD, transition services, and advocacy to numerous community groups, schools, and professional associations throughout the country and also in China, Japan, Netherlands, and Austria.
During her time at the University, Diane chaired the Commission on the Status of Women (CSW) and co-chaired the Millennium Project, Phase II which investigated the work-life climate for academic professionals and classified staff. She also promoted constructive change for the campus through her subsequent role as co-chair of the Millennium Project Action Committee (MPAC).
Diane is the proud parent of two successful UA Wildcat alumni; Anna Perreira is a Sr. Financial Analyst in Manhattan and David Perreira is an English teacher in Fukushima, Japan.
Diane has made a tremendous difference in the lives of countless individuals who face challenges through her work at the UA SALT Center, Marist College in NY, and her extensive leadership roles in professional organizations, committees, and working teams. Diane will be greatly missed by the professional staff of the SALT Center, our alumni and students, and all of SALT's many constituents. Her national colleagues are welcome to contact her and wish her well at dcquinn@u.arizona.edu.
Ball State University's Faculty Mentorship Program for Students with Disabilities
Concern over the transition to post-secondary education for students with disabilities (SWDs) led Ball State University personnel to create the Faculty Mentorship Program (FMP) in the summer of 2006. The purpose of the FMP is to connect new SWDs at Ball State with a faculty member in the student's prospective major or area of interest. Only in its second year, the FMP has produced positive results for students and faculty who are participating and has assisted disability services staff in promoting awareness of the role of the DS office and the services it provides.
Realizing that the transition to college can be difficult for SWDs and also recognizing that research has consistently indicated that a student's connection with faculty members is a key to student success, the FMP was implemented as a way to make those important connections early for SWDs. The goal of the FMP is to enhance the learning experience for SWDs by assigning faculty mentors to each student participating in the program. Approximately forty faculty members and forty students have signed up for the FMP. The faculty mentors meet with students on a regular basis and assist students in dealing with the complexities of the academic experience at the university. This one-on-one involvement with faculty members gives students a sense of belonging to the university community and a better understanding of the academic expectations of students at the university.
The program is a collaboration between the DS office, the faculty members of Ball State, and the Learning Center. Dr. Taiping Ho of the department of Criminal Justice and Criminology is the faculty coordinator, and Dr. Jackie Harris represents the Learning Center. Dr. Ho, Dr. Harris, and Larry Markle, director of disability services, worked together to implement the program. "I have been involved with students with disabilities for many years through preadmission visits, tutoring, workshops, and supervising test accommodations. The value of this program was readily apparent to me. This is a win-win program for students and faculty members. Everyone involved can learn from one another," said Dr. Harris when asked why she chose to be involved in the program.
The first year of the FMP was a success in several ways. Students who participated in the FMP earned higher grade point averages than those who chose not to participate, and 86% of the students who participated in the program were retained to year two at Ball State. In addition, faculty who participated were involved in several workshops and meetings that allowed them to broaden their knowledge and understanding of disability-related issues, and thus, better serve students with disabilities in the classroom.
"The key to the success of this program has
been the faculty participation," Markle said. "The
forty or so faculty members who are part of the FMP are recognized
as some of the best professors on campus. The fact that they
are willing to volunteer their time to help make a smooth transition
for SWDs speaks volumes about the type of people they are."
Faculty mentors were trained by the program's founders at its inception, and
subsequent training has been provided at the Adaptive Computer Technology Lab
and at the Learning Center as well. Luncheon discussion meetings with the mentors
are held every four to six weeks and give the mentors a chance to learn more
about services for SWDs on campus and to discuss strategies for how to best
meet the needs of the students they are mentoring.
"This has become a great forum for me to get the word out to the faculty about students with disabilities, my office, and the many resources available on campus for SWDs," Markle noted. "These faculty mentors are able to better understand students' needs and the role disability services plays on campus. They also are able to take the information they learn from the program and share it with colleagues in their respective departments. This has become a terrific way for me to get faculty members to know and appreciate the work we do."
Jo Anne Simon Honored with Lifetime Justice Award at LD Access Gala Awards
Dear Friends and Family,
I am delighted to be receiving the Lifetime Justice Award at the LD Access Gala Awards Ceremony. I am honored to be recognized by this organization and attach an invitation for your consideration.
LD Access is one of the few foundations that fund litigation expenses for LD causes and direct funds to LD Advocacy. The organization has been and continues to be a pioneer in its work to promote the accessibility of standardized tests and to challenge laws that hurt people with learning disabilities.
I hope that you will consider attending and supporting this organization's fine work.
Sincerely,
Jo Anne Simon
AHEAD Members from CWU Represent U.S. DSS Professionals in Innsbruck, Austria
In July of 2007, three AHEAD Members representing Disability Support Services (DSS) at Central Washington University (CWU) traveled to Europe where they presented at an international conference on disability issues related to postsecondary education.
Rob Harden, Director of Disability Support Services, Pam Wilson, Associate Director and Ian Campbell, Coordinator for Adaptive Technology Services were invited to speak at the 6th International Conference on Higher Education and Disability in Innsbruck, Austria. Their presentation was entitled, "AD(H)D: Mentoring and Machines, A Hybrid Approach." CWU's DSS team showcased the unique combination of access computer technology and software with one-on-one mentoring that they use with individuals with Attention Deficit (Hyperactivity) Disorder in an attempt to help them achieve success in their university studies.
The conference is a collaborative effort between the University of New Orleans and the University of Innsbruck and is held every three years in Innsbruck. On July 24th through July 27th of 2007, DSS service providers from 21 countries came together to learn about how students with disabilities are accommodated, supported and encouraged to persevere in the college environment world-wide.
Harden, Wilson and Campbell said that it was interesting to see how "Third World" and formerly Eastern Block countries are grappling with providing equal access to higher education for individuals with disabilities. They report that, overall, other countries appear to be about 15 years behind the United States in these endeavors and they were delighted to be able to share their expertise with service providers who are only now establishing DSS programs for their institutions. The team was very pleased with the responses to their presentation and was honored to be asked by the organizers to consider presenting again in 2010 at the next international conference.
The CWU team found it interesting to learn how other countries and cultures are developing postsecondary disability support programs from different perspectives due to the nuances in their civil rights laws. The conference also offered a great opportunity to make connections with other DSS service providers around the world. Harden, Wilson and Campbell have already begun to work with Larry McCloskey at Carleton University in Ottawa, Canada, on creating a network of universities that can offer students with disabilities international studies experiences which include full disability-related support. Ironically, one of the most important connections made was with another team of presenters from the United States who provide alternative formatting of print materials and other technology services to the community college system in the state of California. An ongoing collaboration on formatting and technological issues is anticipated as a result of this connection.
When asked for their impressions of the experience, Harden replies:
"This was one of the most exciting and exhilarating experiences of my life. I am so thankful for the support of the administration at CWU for allowing us to have this opportunity to step into the international arena as it relates to disability services."
"Presenting internationally was extremely energizing. It was exciting and affirming learning how disability support professionals do their work in other cultures. I think the experience has provided new perspective from which we can assess our own programming, and continue to strive to provide the best possible services to our students here at CWU." says Campbell.
Wilson adds, "Having the opportunity to represent Central Washington University internationally and demonstrate the institution's commitment to students with disabilities was our great pleasure. Doing so in such a beautiful place with such wonderful colleagues was the experience of a lifetime.
Microsoft and the Digital Accessible Information System (DAISY) to unveil "Save as DAISY XML" in early 2008
On November 13, 2007, Microsoft Corp. and the Digital Accessible Information SYstem (DAISY) Consortium announced a joint standards-based development project that will make it possible for computer users who are blind or print disabled to make better use of assistive technology in their daily lives. A reference model for other Open XML solution providers, this open technical collaboration project on SourceForge.net will yield a free, downloadable plug-in for Microsoft Office Word that can convert Open XML-based documents into DAISY XML, the foundation of the globally accepted DAISY Standard for reading and publishing navigable multimedia content.
The Board, membership and staff of the DAISY Consortium welcome this opportunity to collaborate with Microsoft and we look forward to the release of "Save As DAISY XML" early next year.
Additional information is available on the DAISY Web site and from Microsoft. Important links are:
The DAISY Planet newsletter:
http://www.daisy.org/news/newsletters/planet-2007-11.shtml
DAISY News item: http://www.daisy.org/news/index.shtml#newsitem339
Microsoft Press Release:
http://www.daisy.org/news/attachments/MS-Save-As-DAISY-pressrelease.doc
Microsoft Press Pass Feature:
http://www.microsoft.com/presspass/features/2007/nov07/11-13daisy.mspx
Video interview With Markus Gylling, DAISY Consortium International Technical
Development Coordinator and Reed Shaffner, Microsoft Office Team http://www.mseventseurope.com/teched/07/itforum/news/Pages/day2.aspx
For additional information please contact:
*George Kerscher, Secretary General, DAISY Consortium, (406) 549-4687, (406)
544-2466 (cell), kerscher@montana.com
*Lynn Leith, Head of Information Services, DAISY Consortium, (905) 304-9398, lynn.leith@gmail.com
ENTRY POINT! is available to STUDENTS WITH DISABILITIES majoring in life sciences, physical sciences, computer science, engineering, mathematics, and other quantitatively-based fields (e.g. finance and economics).
ENTRY POINT!, a program of the American Association for the Advancement of Science (AAAS), offers outstanding paid, 10-week internships and semester co-ops in major companies throughout the United States, including NASA, IBM, NOAA, Merck, Lockheed Martin, Google, CVS, and NAVAIR. Entry Point is available to students with disabilities majoring in life sciences, physical sciences, computer science, engineering, mathematics, and other quantitatively-based fields (e.g. finance and economics).
Qualifying students must: • Be full-time
undergraduate or graduate students
Be a Science, Mathematics, Engineering, Business, or Computer Science major
Have a B average GPA (or higher)
Be a U.S. citizen
If you meet the above criteria, you might be selected for a position this summer where you will benefit from a mentor and receive competitive pay.
For more information, contact:
LAUREEN SUMMERS
Project on Science, Technology and Disability
AAAS
1200 New York Avenue, NW
Washington, DC 20005
Phone: (202) 326-6649
E-mail: Lsummers@aaas.org
Or
Check out our web site and Apply Online at
http://www.entrypoint.org
A Special Invitation to AHEAD Members from Landmark College
(Editors note: Landmark College is nationally recognized as a unique undergraduate program for students with learning disabilities, dyslexia, and hyperactivity and attention deficit disorders. Activities outlined herein are not funded by or through AHEAD – rather offered as a benefit to AHEAD members by Landmark College.)
Dear AHEAD Member,
At Landmark College, we have long valued our relationship with AHEAD members like you. I wanted to take this opportunity to share some important new initiatives that may be of special interest to you and the students with whom you work:
Our Professional Visit Days for Colleges offer you a great opportunity to come together with professionals from college and universities from all over North America. In addition to learning more about Landmark, you'll hear about the latest research and forge new connections with your peers in the field. Our October 18 program drew rave reviews, so we have decided to offer two additional programs this spring for college professionals. If you haven't already registered, you may want to consider joining our "college professionals only" sessions on March 6-7 or April 24-25.
Through this program, we offer a travel stipend and full meals/hotel accommodations to encourage you to visit out campus and discover first hand our innovation educational opportunities for talented students with learning disabilities and AD/HD.
To sign up for your visit, just log on to our web site as http://www.landmark.edu/professionalvisitdays
Also consider our Spring 2008 Bridge Program for at-risk college students who are struggling to succeed at your institution. I ask your help sharing news of it with appropriate students who might benefit from the Executive Coaching and Academic Skills Development offered in this very intensive program. Deadline to apply is January 8, 2008.
Finally, we ask you, as an AHEAD member, to refer students for a $5,000 Scholarship to any student that you recommend attend Landmark's Bridge program. Just fill out the referral form (Word doc, 25KB) to guarantee a student for this opportunity. This scholarship is in addition to any other financial aid for which the student might qualify.
Please don't hesitate to call if I can provide you with additionally information. I personally look forward to working with you in the months to come.
Best,
Ben Mitchell
Assistant Professor of English and Director of Admissions
Disability and Diversity Strategist Jonathan
Kaufman Joins Disaboom
as Disability Advisor
Denver, Colo., September 11, 2007 – Disaboom, Inc., (OTCBB: DSBO) which is developing the first online community for people living with or directly affected by disabilities or functional limitations, today announced that Jonathan Kaufman has joined the Company as a key advisor on a variety of disability and diversity matters. He will assist the Company in developing additional strategies and initiatives on a national and global level designed to enhance Disaboom's value proposition among its growing community of members.
Mr. Kaufman founded DisabilityWorks, Inc. in 2000,
a consulting firm that helps
corporations, government agencies and educational institutions develop strategies
andinitiatives that add value to their organizations and improve the quality
of life for people living with disabilities. In this capacity, Mr. Kaufman
provides greater insight into the issues that people living with disabilities
face on a global level while offering strategic opportunities to a broad range
of clients from consumer, corporate, educational, entertainment, government,
inspirational and media to not-for-profit organizations. These include Monster.com,
AARP, Mass Mutual, Time Warner, McDonald's, Sodexho U.S.A., AT&T, TMP Worldwide,
Diversity Best Practices, L'Oréal, McGraw-Hill, ADT, Federal Emergency
Management Agency (FEMA) and the International Federation on Aging (IFA), among
many others. Mr. Kaufman is an Adjunct Professor of Disability Studies at The
Graduate Center at the City University of New York and Fellow at John F. Kennedy
Jr. Institute for Workers Education. Currently, he also serves as Co-Director
of the Adaptations Program, one of the first initiatives of its kind in the
United States that serves young adults with learning disabilities to provide
social skills and job development strategies. "We are delighted to welcome
Jonathan on board as part of our Advisory team," said J.W.
Roth, Chairman and CEO of Disaboom. "He is a credible resource who understands
the true value of the Disaboom community in every sense of the word. He gets
into the minds of corporate America, the hearts of the community, their families
and friends. We will be hearing and seeing a lot of Jonathan in the Disaboom
movement."
Mr. Kaufman commented, "I'm honored to be a part of the Disaboom team, as my focus is to give people living with disabilities the tools to interact with the world around them. I look forward to playing an instrumental role in enhancing Disaboom's overall strategic efforts and, in doing so, improving the quality of life for members of the disaboom.com community."
Disaboom, Inc. was founded to develop the first interactive online community dedicated to constantly improving the way people with disabilities or functional limitations live their lives. It will also serve as a comprehensive online resource not only for people living with such conditions, but also their immediate families and friends, caregivers, recreation and rehabilitation providers, and employers.
