BREAKING NEWS

What's the Scoop?

By Paul Spicer

H-P Correspondent

 

In the tech savvy world of trendy biometrics, broadband access, and Wi-Fi-enabled PDAs -- little is spoken of making technology accessible to individuals with disabilities. 

 

Mistakenly considered less trendsetting, many electronic and information technology (E & IT) professionals have paid little attention to the Rehabilitation Act of 1973, as amended in 1998 and 2001.

 

However, things are about to change, and Virginia resident Debra Ruh will be at the forefront of the movement.

 

In fact, the legal system – which strengthens Section 508 of the Rehabilitation Act – is quietly shaping the development of electronic and information technology worldwide. 

 

The law requires all federally funded agencies to become Section 508 compliant – they most develop, procure, maintain, and use technology that is accessible to persons with varying degrees of disabilities. 

Ruh, who just four years ago started her local company, TecAccess, has quickly become one of the leading providers of Section 508 compliance solutions and IT/Web accessibility.

 

Gaining inspiration from her energetic teenage daughter, Sara, who has Down syndrome, Ruh has created a company that not only improves the lives of persons with disabilities, but also actively hires those with disabilities as valued employees in the company.

 

Lead by Ruh, TecAcces brought aboard employees such Rosemary Musachio , who has cerebral palsy and cannot speak or use her hands. Navigating a word board and head pointer to communicate, Musachio is one example of the many success stories realized by over 40 individuals with disabilities now working for TecAccess who telecommute from around the world.

 

With this success has come international recognition and an impressive list of clientele, as TecAccess now caters to the likes of Canon USA, Wachovia, Thomson, Circuit City, not to mention U.S. government agencies, including the U.S. Marines, U.S. Navy, and the U.S. Patent and Trademark Offices, to name a few.

 

Canon was so impressed with services rendered, that they featured TecAccess in its web cast entitled “Canon Universal Design and Section 508.” Produced by TV Worldwide, the video demonstrated how TecAccess employees helped to make Canon copiers and other Canon products throughout the world more accessible to persons with disabilities and thus create a universal design for everyone.

 

As Americans with disabilities grow due to the aging baby boomer population, they control over $175 billion in discretionary income. Companies that heed Ruh's advice by developing accommodations for all consumers will reach what she sees as “the world's largest untapped spending power.”

 

In other words, voluntarily complying with Section 508 makes good economic sense, reaching an audience that is starting to take note of websites like Ramada.com and Priceline.com, who were ordered by the Attorney General to implement a range of accessibility standards as dictated by the Americans with Disabilities Act.

 

Ruh says that types of disabilities that can be impacted by web and IT Accessibility can be broken into four categories: visual, physical, auditory, and cognitive/learning disabilities. And it's these categories that should be taken into consideration in all e-content and development of new technologies.

 

For instance, a person with a hearing impairment may be unable to access any audio content, and thus information needs to be made available in visual format. Like wise, a person with a visual impairment may have trouble accessing content on the Web without the aid of software to read the text aloud. Similarly, a person with a cognitive disability may benefit from the use of a screen reader to present the text in a more understandable way.

It is advice like this that helped Bill Tarpening, of the USDA. “I was in despair over the elephantine task that appeared to face us…and concept of where or how to begin achieving compliance with Section 508. Everyone I spoke with prophesied gloom, doom and law suits. TecAccess came to my rescue,” says Tarpening.

 

Appropriately, those at the forefront of the assitive technology movement just so happen to have disabilities themselves, for at TecAccess it's the associates with disabilities that face these challenges in their daily lives, and are now paid to fix them.

 

From her “virtual office,” Ruh, surveying the advancements in accessibility since forming TecAccess, isn't yet satisfied. As a mother, business owner, and leader in the world of technology, she continues to open doors for people with disabilities and won't stop until the typically under-served population achieves fiscal and social independence.

 

She recently presented at an Internal Accessibility Conference in Belgium, Brussels hosted by the European Union, meeting other leasers from all over the world, including Germany, France, Spain, the UK, and Japan.

 

“I've created a company that primarily hires people with disabilities, and it was the hardest and most rewarding thing that I've ever done,” she reflects. “I felt some days like I was crawling over broken glass, but the joys and miracles along the way were so rewarding.

 

“Many people asked me, ‘are you crazy, you can't build a company like this.' Well, I've done it.”

 

http://www.herald-progress.com

 

 

Can you help get the word out?

It is time for the 2005 Ms. Wheelchair Virginia program to choose another incredible woman for Ms. Wheelchair Virginia 2005-2006.

A woman that can represent the Commonwealth and disabled Virginians. It will be the best year of her life and the best weekend of a lifetime for her.

In 1972, a physician devoted to the treatment and rehabilitation of the functionally impaired individuals, established Ms. Wheelchair America as a forum for the promotion of the achievements of mobility impaired persons. Ms. Wheelchair Virginia was established in 1974 and ran continuously through 1986. The non-profit organization was reestablished in 2001 and is dedicated to advocacy and focused on educating the public about the accomplishments, achievements, and needs of disabled Virginians.

Each year a woman from the Commonwealth is selected to serve as a Ms. Wheelchair Virginia, Inc. ambassador to educate and sensitize leaders and communities to critical disability issues. She will deliver messages of advocacy, public education, inclusion, and inspiration.

Please contact Ms. Wheel Chair Virginia, Inc if you know someone for 2005. The event is March 10-12 in Richmond and applications are being accepted now and can be downloaded at www.mswheelchairva.com

Check it out and make dreams come true for someone you know!

Contact:
Debra Willis,Executive Director
Ms. Wheelchair Virginia, Inc.
2205 Perl Road
Richmond. Virginia 23230
804-673-6500
fx: 673-6508

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Case Pits Disability Act Against States' Rights
Paraplegic Seeks to Sue Over Courthouse Access

By Charles Lane
Washington Post Staff Writer

Almost everyone at the Supreme Court yesterday seemed to agree that Tennessee paraplegic George Lane should not have had to crawl up two flights of stairs to attend his arraignment at a local courthouse in 1996.

The legal question that prompted an hour of intense debate among justices and attorneys, however, was whether Lane's constitutional rights had been violated -- and, if so, what he should be able to do about it.

Lane says that the lack of an elevator in the Benton, Tenn., courthouse effectively deprived him of his right to defend himself in court and that he is entitled to sue the state for damages under Title II of the 1990 Americans With Disabilities Act, which guarantees disabled people access to public "services, programs and activities."

The state of Tennessee argues that it has sovereign immunity against such lawsuits and that Congress exceeded its constitutional authority to fight discrimination when it subjected the states to lawsuits under Title II.

Disability rights groups say the issue has profound implications for their cause, because they would be unable to hold states accountable for discrimination unless they can attack them where it hurts most -- in the pocketbook.

For the court, the case presents the long-awaited convergence of two trends in its recent decision-making. Led by a five-justice conservative majority, the court has steadily trimmed Congress's ability to define unconstitutional discrimination and to impose liability on the states for rights violations. At the same time, the court has narrowed the scope of the ADA.

In 2000, the court struck down a key provision of Title I of the ADA, which deals with job discrimination, ruling that Congress had violated state sovereign immunity when it gave disabled state employees the right to sue their bosses for alleged unfair treatment at work.

But it left the Title II issue unresolved, and a case it was to hear on the issue last year fizzled for procedural reasons. The court last year also upheld a suit against a state under the Family and Medical Leave Act, suggesting there were limits to its states' rights doctrine.

Justices Anthony M. Kennedy and Sandra Day O'Connor, usually supporters of states' rights, began the questioning yesterday by pressing Tennessee Solicitor General Michael E. Moore.

"Could you strike the whole statute even if this case does present an injury that would violate" the Constitution? Kennedy asked. Moore replied that the law sweeps so widely that it could not be applied in such a selective manner.

O'Connor followed up with questions designed to probe whether Tennessee's state laws would have provided Lane and people like him with a legal remedy. Moore conceded that they would not have.

Chief Justice William H. Rehnquist interjected that people could still sue in federal court, seeking not money but an order requiring the state to stop discriminating.

But Justice Ruth Bader Ginsburg pointed out that this would be possible only under Congress's authority to regulate interstate commerce, which, she said, is relatively difficult to apply in this case.

Moore quickly returned to his theme, drawn from past court opinions, that Congress could not subject the states to suit for violating disabled people's rights because it could not show that the states had engaged in "a pattern of constitutional violations" that would justify abrogating their sovereign immunity.

William Brown, representing Lane and Beverly Jones, a paraplegic court reporter who also had trouble getting into courthouses in the state, said, "Title II is there to make the state anticipate these problems."

The Bush administration is backing Lane and Jones in the case. Deputy Solicitor General Paul D. Clement told the court that when it passed the law, "Congress was reacting to a real problem," including instances of disabled people being unable to gain access to voting booths.

Justice Antonin Scalia objected, noting that Congress "dealt with it by saying they have to give access to state-owned hockey rinks." That was too broad, Scalia said.

After his 1996 arraignment, Lane returned to court for a hearing but refused either to crawl up the stairs or let himself be carried up. He was arrested and jailed.

In subsequent proceedings, he waited outside the courthouse while his attorney periodically came out to tell him what was happening inside.

Tennessee says he was offered several wheelchair-accessible alternatives and refused them.

A decision in the case, Tennessee v. Lane , 02-1667, is expected by July.

 

Macy's will widen most aisles
Store chain settles disability-rights lawsuit over wheelchair access

Bob Egelko, Chronicle Staff Writer

Macy's agreed Thursday to widen most of the aisles in its California stores to 32 inches so that wheelchairs can get through, settling a disability rights lawsuit.

The agreement, subject to final approval by a federal judge in San Francisco, ends a case that began in 1996 with a class-action suit by disabled customers and advocates. They argued that the stores' aisles, as narrow as 12 inches, violated the Americans with Disabilities Act, which requires businesses to take "readily achievable'' steps to remove barriers to access in public facilities.

A partial settlement in December 2001 required Macy's to widen entrances, fitting rooms and rest rooms in its 75 California stores and pay nearly $3 million to disabled customers who had shopped at the stores since 1995.

Thursday's settlement covers aisle width, the last unresolved issue, and extends statewide the standards imposed on Macy's Union Square store in San Francisco by Judge Marilyn Hall Patel in a 1999 ruling.

Within three years, 80 to 90 percent of the aisles at each store must be widened to 32 inches, and corner turns around hard-edged fixtures will require 36 inches of clearance. The settlement also includes $299,000 in attorneys' fees.

"This opens up department stores to a lot of people who have been foreclosed,'' said attorney Laurence Paradis, executive director of Disability Rights Access in Oakland. Paradis, who uses a wheelchair, said a store aisle "needs to be 32 inches for you to get through without getting stuck in the clothing racks.''

Robert Mettler, chairman and CEO of Macy's West, said in a statement that the company "will maintain a store environment that is open, accessible and welcoming to everyone, including our customers with disabilities.''

Spokeswoman Betsy Nelson said she didn't know whether Macy's would widen aisles at stores in other states.

Paradis said similar suits against other stores haven't made much headway. In November, an Alameda County Superior Court judge ruled that Mervyn's stores in California would not have to widen their aisles to 32 inches because the company would suffer financial hardships. The plaintiffs have appealed and hope for a ruling that will set statewide standards for other stores, Paradis said.

E-mail Bob Egelko at begelko@sfchronicle.com

 

Meeting the Challenge of Challenging Behaviors

By Lisa Simmons, President of Ideal Lives

One of our greatest challenges as a person in the twenty-first century is dealing with other people's behavior. Even under the best of circumstances we have difficulty putting ourselves in the other guy's shoes & understanding why people act the way they do. Complicate that by throwing in someone who can't
talk or has other physical or cognitive disabilities & the puzzle becomes even more complex.

The standard answer when someone with a disability presents a "challenging behavior" is to call in the "experts". Usually this involves either a psychologist or a psychiatrist who recommend a behavior plan, medication or both. Now both of these professionals can be a wonderful support & have excellent ideas. But for the disability professional or parent who has limited access to such support services or uses consultants & must make every minute count, here is a 4-step process to help you guide the process in the right direction.

Step 1. Check the pain angle

Many behaviors surface when individuals with limited speech experience pain and don't know what else to do. The important things to look at here are location & timing.

If the individual is hitting his/her head or face, check out common head ailments like headaches, ear infections, sinus infections, migraines, etc.

On the timing side, look around & see what other people are suffering from -- is it allergy season, flu season, etc. The key is to ensure that there is no medical problem related to the behavior -- that the individual is physically healthy.

Step 2. Check the change angle

All of us rely heavily on the people closest to us & the security of our homes & normal routines. We miss them when they are gone and we have trouble adjusting when someone tries to replace or change them. If an individual with disabilities experiences significant or sometimes even minor changes in these area their reaction may show itself as a "challenging behavior".

The important "fix" if this is the problem area is to figure out what changes can be undone and which just need to be supported through. For example, if the staff adjusted the night they had been renting movies that can probably be put back to the "correct" night. If, however, a favorite caregiver has moved away, then all that is possible is too provide the individual with a disability as much emotional support as we can while they adjust to this loss.

Once change has been established as a sensitive area those supporting the individual will, at a minimum, need to:
** Keep track of who the important people are in their life  
    and respect those relationships.
** Maintain stability in their staff and home environment.
** Work with relief staff to make sure they know the
    individual's preferred routines and patterns.

3. Know the frustration factor

For almost everyone with a cognitive disability and for many with physical disabilities, communication is a major issue. Imagine the frustration of never being able to fully express your thoughts, your feelings, your needs, your desires, or even where it hurts.

If you work with someone who is nonverbal or has limited speech, then your top priority needs to be finding that
individual an effective way to communicate his or her wishes & preferences.

If the individuals has also been displaying "challenging behaviors decrease once the individual discovers there is a
faster and more effective way to get what they want.

4. Do the A-B-Cs

If the individual is healthy, has had no big changes in their life, and has an effective way to communicate then it's time to look at the behavior itself. Behavior analysts tell us this is as easy as A-B-C:

A (antecedent) - What's happening before the behavior

B (behavior) - what does the behavior itself look like &

C (consequences) - what is happening after the behavior

All other factors being equal, most behaviors are working toward 1 of 2 goals -- getting something we want OR avoiding something we don't like.

Once you have "the facts" for your particular situation then you can work on adjusting the situation.

Let's look at an example:
Lisa works on an assembly line. Every morning, about 30 minutes into her shift, she starts throwing the work items on the line in front of her. When this happens, she is sent home for the remainer of her shift without pay.
** A - attending work
** B - throwing things
** C - gets to leave work

In this example it's likely that there is something about the work situation this person is trying to avoid -- they don't like their job, they don't get along with the co-worker next to them, they are getting frustrated trying to do a job that's too difficult. Hopefully the individual or those closest to them will be able to narrow it down for you.

Now it's time to look at solutions:
** Try a different job
** Try a different seat, next to different co-workers
** Do some extra training on the job to reduce frustration or
** Find an easier job

This is a simple illustration and we all know real life is rarely this simple. The solution to Lisa's behavior may be any of these, none of these, or a combination of things. She may be getting frustrated by the task and then be getting teased by a co-worker for not keeping up. Add to that, she may be getting hungry and irritable before she has the opportunity to take a break.

The most important thing to remember about working with people and their behavior is that most "problems" can be fixed in a positive and relatively easy manner, once we know what the real issue is. The key is not to jump to medicating people or handing out negative consequences before you understand that "real issue".

The nice thing about using this 4-step process is that if you have done your job correctly and the behavior still remains at the end of the path, you have probably eliminated most of the environmental factors. You can now proceed with more confidence to consider internal issues that may require treatment with medication.

Copyright 2002, Lisa Simmons.  All Rights Reserved. Visit Lisa at http://www.IdealLives.com for Practical Support when it comes to Special Needs or subscribe to her free newsletter by sending a blank e-mail to mailto:ideallives-subscribe@topica.com

e-Buddies is the newest of Best Buddies International's friendship programs. e-Buddies seeks to fulfill the mission of Best Buddies International by facilitating e-mail friendships between people with and without developmental disabilities. Individuals are matched in e-mail friendships based on age, gender, and similar interests. e-Buddies never matches individuals that reside in the same state. Participants must commit to the program for one calendar year and to e-mail their match once per week. e-Buddies provides individuals with intellectual disabilities an opportunity to develop new friendships while acquiring much needed computer skills. The benefits of that are immeasurable.

LisaDerx@bestbuddies.org You can also visit their website at: www.ebuddies.org.

Currently 160 young adults (male and female) with Down syndrome are being sought to participate in a series of ground breaking clinical trials throughout the US. The trial, spreading nationwide from teaching institutions such as Duke University to Stanford University, is among the largest US based trials of its kind. Examining an investigational drug for individuals with Down syndrome, the trial hopes to outline potential improvement in attention, language, orientation, and memory. Interestingly, the drug in question has been approved for the treatment of mild to moderate dementia of the Alzheimer’s type and is thought to produce similar results among the Down syndrome population.

Approximately 20 clinical centers will host the subjects participating in the trials over a 16-week period. By comparing an inactive placebo with the daily oral medication researchers hope to gather valuable data to study the drug’s effectiveness. All participants will be given the option of receiving active medication for an additional 12 weeks after the study has ceased. In addition, all evaluations and medication are provided to participants at no cost. Interested individuals should contact one of the following centers for additional information:

Five Ways To Be A Better Advocate For Your Special Needs Child

By Lisa Simmons, author of "Birth of an Advocate"

If your child has a disability then chances are your most heart felt desire is to be the best advocate you can for that child.  All of us as parents want to feel that we have stood up for our parents and prepared them for the world to the very best of our ability.  In the case of a child with special needs, this can be an especially daunting proposition.  Here are 5 practical steps that you can take as a parent so that will move you closer to that goal.

1. Get educated

It's important to find out everything you can about your child's specific disability.  Read everything you can get your hands on!  Look specifically for local & national organization that provide resources as well as tips & educational methods that have been most successful for children with the disability in question.  Often a wonderful resource for both support & knowledge is your state's Parent Training & Information Center.  If you aren't familiar with this type of organization you can find a directory of the PTI in all 50 states at the following web site - http://taalliance.org .   Once your child is school age you will also need to educate yourself about the Special Education process & your child's rights under the Individuals with Disabilities Education Act (IDEA). Your PTI will also be an excellent resources for this or if you prefer to learn on-line, check out the Special
Education resources available at http://wrightslaw.com

2. Get connected

Connecting with other parents of special needs kids will be an invaluable source of emotional support as well as expertise.   No one else can offer you the same type of insights into your local school district as parents whose children have been there & worked with those teachers & principals.  If you aren't comfortable with face to face support groups, then the internet can supply the next best thing. On-line support groups are springing up all over the web.  Take the time to find a group whose membership seems knowlegdable & whose tone puts you at ease.  You want to be able to share your questions & concerns openly or the support group will do you little good.  If you're not sure where to start, go to a base site such as http://www.egroups.com & search for groups related to disabilities, parent advocates, or your specific diagnosis of interest (i.e. autism).  The bottom line is -- it helps to have the support & encouragement of someone else who TRULY know what you are facing.   If groups aren't your cup of tea, find at least one other parent who you can use for venting & brainstorming!

3. Get organized

Create your own advocacy notebook with separate sections for school records, medical records, professional evaluations, letters & notes from teachers/school staff, & one for information you've gathered specifically about your child's disability or special education laws/regulations in your state.  It's also helpful to keep a copy of letters you send to the school or other professionals regarding your child along with an informal log to track information & commitments gathered on the phone. Take your notebook with you to meetings.  You'll not only be better prepared, but you will almost undoubtedly be recognized as a more professional member of the team (which you as the parent, most definitely are!).

4. Get specific

As your child's advocate, the most important skill you can have is the ability to make sound decisions.  To make the best decisions you need to have before you the best options & the most accurate information.  When you need more information, ask for what you need & keep asking until you get an answer.   If you would like to see something different happening with your child's therapy or education, make your request in writing & share any suggestions you have or ideas you would like to see explored.  You don't have to have all the answers, but you may be the one who has to ask questions to get an issue on the discussion table.  Plus, if you've done your
homework & already know about possible solutions -- no one can tell you that it can't be done!

5.  Develop your communication skills

It will frequently be important to use your two greatest tools (assertiveness & persistence), but don't fall into the
destructive trap of using anger or aggression.  These emotions will only damage relationships & distract people from where the main focus should be – on your child.  If you are uncomfortable dealing with a room full of professionals who "know all the answers", remember that you are the only true expert on your child!  If you want a full fledged tutorial to help you become an advocate extrodinaire, check out the one at http://www.tourettesyndrome.net/ . This exceptional tutorial is written by a parent for parents.   It takes you step by step through the process of obtaining special education services & ensuring that they are quality services when implemented.

Always remember that you are the most important person in your child's life!  Get help, get support, find resources, but never allow others to replace you as your child's greatest advocate & cheerleader!

Copyright 2002, Lisa Simmons.  All Rights Reserved. Subscribe to Lisa's free
newsletter by sending a blank e-mail to: mailto:ideallives-subscribe@topica.com

The Arc of the US, recently highlighted "10 Questions On the Role of Medicaid For Persons with Developmental Disabilities" by Richard Hemp and David Braddock.  This 50 page document is designed to promote greater understanding of the significance of the Medicaid program for individuals with developmental disabilities.  In addition, the document hopes to educate families on the potential impact of current federal proposals to reform and/or reduce spending in the Medicaid program.  By far a must read!  Check it out at, http://www.thearc.org/ga/10questions2003.doc.

Communicating With Your Child Who Doesn't Use Words To Talk

By Lisa Simmons, President of Ideal Lives

We all know people who can speak volumes without ever opening their mouths. They use their hands, their body language, and their facial expressions. Experts tell us that when we talk with each other, only 7% of our message is communicated by the actual words we speak.

Now that we know that communication is not really about words - - it may be a little easier to look beyond words when we communicate with our kids who don't use words to "talk".

Today we are going to focus on communicating about basic needs and the “stuff” in our environment.

1. Start with yes and no

By starting with yes and no you give your child the ability to answer two very important questions:

· Are you (tired, hungry, thirsty, etc)?
· Do you want (a snack, your red shirt, to go to the park)?

Another advantage of starting with yes/no is that it can be done in a variety of ways from the standard head nod to virtually any combination of motor responses. For example, twitching the left hand can mean yes and a head jerk can mean no.

The key is to find something your child has good control of and to use the system consistently.

2. Choice making

The next logical step from yes/no is usually a point response. This allows you to offer your child a wider range of options. Instead of doing the time consuming one at a time choice you can offer your child 2-3 choices at a time.

If a point response doesn't work this can also be managed using head movements to the right, left, and center. Just be sure your child understands the choices and which item he/she is picking!

3. Word Labels

If your child is mobile and has a fairly large vocabulary (or if you want to encourage more vocabulary) word labels may be a good choice for your family. Labeling involves typing the names of frequently used objects in a large type size, laminating the sign and attaching it with Velcro to the actual item.

When your child wants the item they simply pull off the label and bring it to you. This works really well if you start with your child's favorite items.

In addition to exposing your child regularly to written words this also encourages your child to initiate requests rather than wait on someone else to offer them something. Labeling can also be used quickly and effectively at school.

4. Touch Screens

Computer touch screens are a wonderful invention! They allow your child to experience the awesome sensation of being in control -- making things happen! In addition to this experience with cause and effect they encourage kids to get comfortable with the computer. Down the road that comfort and familiarity will go a long way towards helping them adjust to more complicated assistive technology devices.

5. Request/schedule boards

Request boards are simply photographs or black & white drawings of objects and activities that your child enjoys or needs often.

They can be easily updated as your child's favorites change and work well velcro-ed to wheelchair trays for kids who spend lots of time seated in a wheelchair. Even the pictures can be velcro-ed on if you have a really "changeable" child. This allows the child to select which pictures they want on their board at the beginning of the day.

Picture boards also work well for school or family schedules and can help kids who stress about change and need to know what's coming up next.

6. Show me

Perhaps the simplest communication strategy is the simple "Show me what you need" response. This can be a real frustration reliever when your child just can't get the words out or make their body cooperate.

The only drawback to this strategy is that kids rapidly become "sleeve tuggers" if you use this method regularly. A good way to prevent this is to build in step two right from the beginning. Once your child shows you the desired item, respond with "Oh you wanted your teddy bear! Great! Now, let's add a picture of teddy to your board so that you can show me the picture next time!"

© 2001 Lisa Simmons.  All Rights Reserved.  For more tips and resources, including how to help your child express their more abstract ideas and feelings, check out Lisa's latest eBook: “The Birth of an Advocate” at

NASCAR great, Elliott Sadler, is fine tuning his “M & M” car for Autism Awareness Month. With a large autism ribbon painted on the hood, Sadler has convinced his fellow competitors, such as Darrell Waltrip, to wear Autism Awareness pins and ribbons to effectively educate the NASCAR racing family and its growing FOX broadcasting audience. Adding to the fan fare, a charity basketball game is on tap to raise money for the Autism Society of America. For more information, call 1-704-595-0118.

Three Johns Hopkins engineering students, participating in an assignment by the Baltimore-based Volunteers for Medical Engineering Inc, have produced more than a passing grade on their final school project. The innovative seniors, tackling real-world engineering assignments, examined local playgrounds that were largely inaccessible to children using walkers, leg braces, and wheelchairs.

With a budget of $8,000, the students evaluated playground structures outside of schools and public parks to analyze ladders, tubes, and elevated platforms. Concluding that ramps were impractical due to space limitations, the John Hopkins classmates created an aluminum lifting device powered by compressed air. Air pressure propelling pneumatic pistons and a pulley system, gently lifts the new 3-foot- square passenger compartment to the level of most playground equipment. Demonstrating an eye for safety, the students also implemented a brake to hold the compartment in place if air pressure is lost as well as a lock box to prevent tampering with the control panel.

Turning over the lifting device to Volunteers for Medical Engineering, Johns Hopkins plans to continue the engineering process on a yearly basis. The well-received final product has proved to be a major advancement in assistive technology leading to increased recreational opportunities for children with disabilities. For more information, contact Phil Sneiderman at Johns Hopkins University (410) 516-7160.

By no means a new sport, wheelchair basketball is currently enjoying a surge of popularity among individuals with and without disabilities nationwide. Action packed games, like those regularly displayed by the seven year champions Dallas Wheelchair Mavericks, are a common occurrence in this well-established sporting arena. Men and women, with various physical disabilities, compete throughout the US in hopes of making it to the championship series.

Just as one would expect to find in the NBA, there are stars, crowd favorites, and impressive physical feats. Steve Welch, of the Mavericks, recently brought home the MVP in the most recent championship series with his 23 points on 11/15 shooting. Players like Welch are invited to join Gold Cup Teams, All-Star Teams, and the USA Men’s Team in order to compete in exhibition games and spread the word about wheelchair basketball. With this popularity new teams and conference have been forming around the country. As evidence of the trend, the Sixth Annual NWBA Basketball Camp and the Official’s Camp are taking place this summer in Indianapolis. Referees and top national and international coaches will be on hand to share their knowledge and love of the game. For more information contact Todd Hatfield at the NWBA National Office, 719-266-4982 or toddhatfield@mac.com .

Founded in 1989 by Anthony Shriver, Best Buddies has recently won international attention for involving millions not only in the US but Canada, Cuba, Egypt, Greece, Ireland, the Philippines, Saudi Arabia, Brazil, Mexico, Turkey, and Sweden. At the heart of the movement is a college campus based enthusiasm and reliance on volunteerism. The premise of the non-profit organization is to enhance the lives of individuals with developmental disabilities by providing opportunities for one-to-one friendship with college students throughout the world. From e-buddies to lunch buddies, Best Buddies pairs students with individuals with disabilities worldwide for unique and natural friendships.

How many people in the United States have a disability and how many people with disabilities are currently employed?Results from the U.S. Census Bureau’s Survey, U.S. Current Population Survey, and Survey of Income and Program Participation offer valuable insight into such questions. Nearly 50 million Americans, or approximately 20%, have a disability. Similarly, an estimated one third of all families in the United States have a least one family member with a disability. Delving deeper into these numbers demonstrates that of this large population only 34% of people with disabilities are employed. This percentage, compared to 88% of individuals without disabilities, leads to 1 out of every 3 Americans with disabilities to live in households under $15,000 a year. Supported Employment options for individuals with disabilities are on the rise as two out of three individuals with disabilities are interested in securing full or part time employment in the immediate future. Further information can be obtained by contacting the National Center on Workforce and Disability (NCWD) at 1-888-886-9898.

An Introduction to Person Centered Planning

The basic assumption behind person centered planning is that EVERYONE; verbal or nonverbal, “normal” or profoundly disabled has goals or values that are central to them having a satisfying life experience. However, one of the most common mistakes made by service coordinators new to person centered planning is the assumption that everyone has similar goals/values. This makes the next leap (that everyone's goals & values are similar to our own) incredibly easy to fall into. We all must struggle to remember that life values are formed out of life experiences and life experiences VARY DRAMATICALLY from person to person. When we look at the life experiences of the average middle class American & compare them to that of a disabled adult who may have spent a significant portion of their life institutionalized the difference becomes even more dramatic. Add into this picture the fact that the individual you are supporting may not be able to easily communicate their desires & preferences & the challenge is laid out.

So where do we begin?

1. Can you identify any issues right off the bat that have been ‘struggle points” in the past? This probably indicates that the issue is important enough to the person to fight for. Usually these are issues of control. Having access to things they want, having control over the pattern or pace of their day, having control over their diet or access to specific food items. Usually direct support staff are your best source of this information if the person cannot tell you him/herself.

2. Once the issues are identified, brainstorm with the individual & their support team (all the important people in
their life) to find a workable solution. This may mean helping them purchase desired items or it may mean assisting them to budget toward the purchase of a larger item like a TV. If the pace or routine of their day isn't working, can their activities be rearranged or the pace changed to something more comfortable. Activities (whether work, leisure, or domestic) that generate “struggle points” should be seriously looked at. Most of us don't continue to participate in things that we find objectionable. We find something else to do, or if the activity is essential, we find someone else to do it. If the issue is food related, it may take some creativity to balance real health issues against the individuals preferences. If it's a particular food item such as pop or high fat snacks, explore the possibility of substituting fat free or caffeine free items. Trade offs are necessary for all of us at times
when our health is on the line, but only the individual can decide which trade off is the most acceptable. Creativity is key during this part of the process.

3. Once the obvious problems have been resolved, the support team can move on to explore expanding the individual's quality of life.

=>Is the person satisfied with his or her living arrangement (who & where)?
=>Does the person like his or her job? Is the person making enough income to support the lifestyle he or she wants?
=> Does the person have hobbies or recreational activities to enjoy during free time?
=> Are there any new skills (leisure or work related) that the person would like to learn?
=> Does the person have satisfying relationships with friends and family?
=> Are there any long term goals the person would like to start working towards?

As issues are discovered they will fall into 2 categories: short term easily addressed issues and long term goals that will take several steps to reach.

For example:

If Joe has an interest in music & would like to buy the latest compact disc by his favorite group – that's a short-term issue. It is easily resolved as long as he has the money to purchase the CD & a CD player to play it on when he gets home. Your role may simply be to supply transportation to a local store or shopping mall.

If, on the other hand, Joe wants to go to backpacking in the mountains on his next vacation – that's a long-term goal. Your role will probably be to help Joe in a number of steps to get ready for his trip (saving the money needed, learning the skills needed to backpack in the mountains, finding a reliable tour group or hiking partners, building the stamina to vacation outdoors, etc. etc.).

Just remember -- Our role is not say, “no problem – whatever you want”. Our role is to say, “that's a great dream – here's how we get there from here!”

Copyright 2002, Lisa Simmons.  All Rights Reserved. Visit Lisa at http://www.IdealLives.com for Practical Support when it comes to Special Needs or subscribe to her free newsletter by sending a blank e-mail to
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