Beyond Graduation: Moving Your Life

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a bright future ahead Aug 5th, 2010 - 03:36:00 | givhenntlhane | (0) add comment | view comments

i want 2 ask u guyz about da so called 'higher education should only be made available to students with high marks'.tell me about yr views and opinions
Sarah, 20, Salvation Army Camp, Kenya Apr 16th, 2009 - 11:39:03 | Beyond Graduation Project | (1) add comment | view comments

Sarah, 20, Salvation Army Camp, Kenya

It is nine ‘o’clock at night in Kenya when I call Sarah, and as soon as she picks up, phone with shouts and noises of women’s voices in the background. Amidst all of this, Sarah’s stands out. We talk about various things, and she begins to tell me about herself.

Born in a small village in the township adjacent to Nairobi, Sarah was diagnosed with physical disabilities that required her to use crutches, but was unable to, because of her family’s financial issues. At fourteen, her classmates donated one to her, while a hospital where she had surgery arranged for another during recuperation. Sarah still uses the same ones, ‘and I need to be careful with them, or I won’t be able to walk much.’

After having to leave school soon after her surgery, and because of her physical constraints, Sarah had no choice but to take to the streets of her hometown. ‘I would beg, because I had to.’ She says.

In January of 2009, Sarah was given the money for bus fare to Nairobi by a friend, which led her to the Salvation Army Camp, where she was enrolled in a dressmaking course. Unfortunately, she has not been able to afford the fees for this program, and is worried she might not be able to return when classes begin in May. For April, she will return to her village, where she says she has, ‘friends and nice people who will help her for the month.’ She hopes to be able to find the money for her fees, but is worried, because ‘there are no jobs for people like me in Kenya, or they are very difficult to find.’ She knows she would be happy to work hard, if given the chance, and says she, ‘wants to be a successful tailor and dressmaker,’ and ‘wants to show everyone what I can do.’

Above it all, she says, there is one thing that worries her the most. ‘Whatever it is, I don’t want to go back to begging on the streets.’ She pauses. ‘Even a little bit of help, in any direction, will be enough to inspire me to succeed.’
Amy Johnson, Nova Scotia; Student Apr 16th, 2009 - 11:38:01 | Beyond Graduation Project | (0) add comment | view comments

Amy Johnson, Nova Scotia; Student

‘Being born with something doesn’t make you inferior or anything. The problem is, invisible disabilities are treated very differently from visible ones.’ Starts Amy Johnson, about three minutes into the conversation. Amy was born with dyslexia, most commonly categorised as, with obvious effects through, learning disabilities.

‘Recognising letters was so hard,’ she recalls, I didn’t get them right for years afterwards, until I was older and went to a different kind of school to be taught to read.’ Amy says she thought it was very strange when she finally stopped the mistakes she’d come to expect as part of her speech. ‘Higher education wasn’t the easiest, because we had to read a ton of things from my first semester in university.’ Says Amy emphatically, ’Luckily, I realised I could order audio textbooks, which suddenly made it easier to listen and learn.’ Now in her third year, Amy has not had a problem with learning since she enlisted for her university’s learning resources services.

Amy enjoys painting, playing the guitar, pottery, photography and sketching. She hopes to be able to utilise her Bachelor’s degree to work in the field of arts management, preferably as an art teacher, or ‘something to do with the administration side of the subject.’

Amy’s advice for her peers: ‘Don’t give up on anything, and don’t be afraid to stand up and ask. It’s about your personal choices , and think of other people as helpers who will help you to achieve your goals.; She finishes off by saying, ‘Take nothing for granted either.’
Bonnie Bieganski, 26, Winnipeg,Manitoba, Canada; Student Apr 16th, 2009 - 11:35:51 | Beyond Graduation Project | (0) add comment | view comments

Bonnie Bieganski, 26, Winnipeg,Manitoba, Canada; Student

‘It’s totally possible to do whatever you want to, I firmly believe that.’ Says Bonnie, about halfway through our interview. An undergraduate student at the University of Winnipeg, she talks about how winter definitely ‘puts a dampener on my social life, because it’s so hard to get around, especially because there is often no place to park and unload— the sidewalks are piled high with snow.’

Bonnie was diagnosed with the extremely rare Larsen syndrome, affecting only about 300 people in the world, causing partial paralysis and therefore, the need of a wheelchair and a ventilator. ‘I have an attendant to drive me around Winnipeg, though in the winter, it’s a challenge to have the energy to do things physically.’

Bonnie teaches English and basic communication as a part-time job, as well as skills such as troubleshooting and maintenance of ventilators. She has been living independently for about 6 years. She is also involved in numerous extracurricular activities in school, and is popular in her social circle, though she admits it was hard initially to make friends. ‘People were scared, I guess, to come and ask questions, and I was too shy. It’s only after I learnt to come out of my shell that I became involved, and found things to do that I really enjoyed. Life has changed.’ She would rather not ‘blame her disability’ when it comes to her social interactions, choosing instead to focus on every person as an individual, and understanding matters of compatibility as friends.

‘Living up to my own expectations is hard sometimes,’ she says, ‘even though I know I’m optimistic and motivated.’ Bonnie counts her mother, who she is very close to, as one of the driving and most influential forces in her life.

Supportive and positive people around you are an essential, she says, especially those who let you ‘dream your dreams, and help make them a reality.’ Bonnie maintains the importance of determination and passion in all her work, and advises her peers not to lose focus if they have a set goal. ‘I know what I want from this life,’ she says, smiling, ‘and I’m going to get there.’

Read some of Bonnie’s writing: http://www.stormloader.com/nita/le.html
Tina Barnes,Director, Learning Resources, Randolph College; Lynchburg, Virginia,USA Apr 16th, 2009 - 11:32:21 | Beyond Graduation Project | (0) add comment | view comments

Tina Barnes,Director, Learning Resources, Randolph College; Lynchburg, Virginia,USA

Tina Barnes has been involved with planning, designing and implementing learning resources for students with for more than thirty years. ‘I started young, and always had an interest in the field, so I actually have a degree in management in the disability-needs field.’ As someone who has counselled students in the crucial transition phases of high school to university, and later, from university into the working world, Tina is the unique position of being knowledgeable about both stages of transition.

One of the biggest issues, says Tina, is whether or not to disclose a disability, and in the case of entering a university or a higher education institution, it is always best to do so. ‘Universities cannot refuse students on the basis of disabilities if they meet minimum criteria, and in fact, it’s the best to tell people about it, so that they can make provisions for you to learn better.’ There aren’t too many reasons to keep a disability undisclosed in university, says Tina.

The matter is different when applying for jobs, says Tina. ‘It is necessary to do some research and check a company’s employment policy. If the issue has not been addressed in their mission statement, then it might be better to wait until you have an idea of your employers and the place. If however, people with disabilities are included in the equal opportunity statement, you can be assured disclosing your needs will be taken well.’

‘Whether you decide to disclose or not,’ Tina says, ‘It is necessary to always have the latest information and evaluation on a disability. The idea is not make awareness and acceptance easier for everyone, and especially for yourself. So, knowing about yourself is the most important thing.’
Weslyn Smith,Coordinator— Outreach Programs;Charleston, South Carolina, USACharleston, South Carolina, USA Apr 16th, 2009 - 11:26:48 | Beyond Graduation Project | (0) add comment | view comments

Weslyn Smith,Coordinator— Outreach Programs, Charleston, South Carolina, USA

Weslyn Smith might perhaps have seen it all. She has worked in retail after graduating from university with a degree in theatre, and finally found a job teaching an Emotionally and Behaviourally Contained Class. This is her account of her work own words…

“I was getting very little meaning out of retail, and I knew I wanted to go back
into education. I started applying for jobs as a teaching assistant, and the only one I could find was in an Emotionally and Behaviorally Self-Contained high school class. Those students completely changed my life. They were tough, they were callous, and I couldn’t blame them, considering the school system had already given up on them and placed them in a class until they were old enough to drop out of school. Most of them read on a third grade level, and they had very little math skills (they used their behaviour as a cover-up for not learning like everyone else, and the school focused more on their behaviour rather than finding the “why” behind it).

Since there was no set curriculum in this class, I just started teaching them about things they were interested in, and tried to incorporate as much of the basic skills into these lessons as I could, and tried to make them do something that would hold their attention. Since then, I have worked with students with Auditory Processing Disorders, ADD, ADHD, Learning Disabilities, Nonverbal Learning Disabilities, and Pervasive Developmental Disorders. The thing that keeps pushing me to do better, to learn more myself, is the need of these students – awareness of accommodations and making sure they are being provided, so the students have the best environment possible to learn, the need for “right-brain” thinkers to get inside the classroom to teach these students how to learn, the need of teachers to nurture their fragile self-esteem. I’m still trying to change the world, I guess, and I’m still crazy enough to thing every child can learn and get a good education.”

Weslyn’s advice, based on her experience, is tailored for individuals:
“A learning difference is nothing to be ashamed of. It makes you no better or no worse than the person sitting next to you. Some students just learn differently, and if you do not understand what your teacher is saying, speak up! I would advise older students (high school and college) to find out what their rightful accommodations are, by law, so they can make sure they are getting the best learning environment they can. A student who is active in his/her education can be the best self-advocate there is. And most importantly, a learning difference does not mean you are dumb, or stupid. It just means the teachers need to learn how to teach you!”
Nilesh Singit, 39, Disability Rights Activist; Mumbai, Maharashtra,India Apr 16th, 2009 - 11:24:29 | Beyond Graduation Project | (0) add comment | view comments

Nilesh Singit, 39, Disability Rights Activist; Mumbai, Maharashtra,India

Nilesh Singit has a story to tell. ‘Can you believe they almost didn’t let me vote?’ He refers to the time when a few months ago when he arrived at an election booth in Mumbai, only to find it inaccessible on the second floor of a building with no elevators. ‘Luckily, I knew who to contact and had to make a few calls, but I did finally get to vote. It was difficult though.’

Nilesh was diagnosed with cerebral palsy at birth, and as a young man, worked in a variety of number of different places, before deciding to follow his passion for Disability Rights. As he puts it, ‘With an M.A. in Literature, I didn’t fit into the usual mould of professions anyway, so I went on to do what I really wanted to.’

Because Mumbai has a reputation for being quite inaccessible, as is the case with a quite a few other metropolises, Nilesh often has to rely on his personal funds for transportation, mostly through taxicabs. He says that rural India does not have accessibility, mostly because of the lack of funds, and not so much the will, but it makes travelling there all the more difficult. ‘There are major problems with the infrastructure, really, and there have been some accidents because of this.’

Nilesh also talks about the fact that much of the activism is elitist, with most of the funding being allocated to urban programs, and not much being left for the rural ones. Also, HIV activism is at its highest right now, so ‘all the money goes there.’ Nilesh also says that disability-based HIV education is almost non-existent. ‘It’s a Catch-22. And perhaps the youth organizations of today can help change that.’
Tatum Taylor,Washington DC, USA;Student/Writer Apr 16th, 2009 - 11:16:03 | Beyond Graduation Project | (0) add comment | view comments

Tatum Taylor,Washington DC, USA;Student/Writer

As a child, Tatum took numerous ballet classes, enjoying the pirouettes the most. ‘I loved twirling, and watching my tutu fluttering around me. I was convinced I was going to be a famous ballerina. ‘

At the age of nine, she developed psoriatic arthritis, a condition that affected her bones, notably those of her hips and legs. That also meant it was not possible for her to dance anymore, even though it did not affect any of her movement otherwise. ‘The strenuous activity would make it worse, so I had to stop.’ She pauses, ‘But I thought it was okay after a while, because I could be a writer instead.’ In her senior year as a Creative Writing major, Tatum has been the recipient of the Presidential scholarship at university, and the winner of numerous writing awards for three consecutive years. ‘I guess its just about focusing all your energies in a different place.’ She shrugs.

Tatum also found herself becoming increasingly interested in disability rights and began to volunteer at a special education centre while in high school. ‘I loved it there, and for a long time, wanted to do that for a career. I haven’t ruled out the possibility yet. Ideally, I would like to do something with art, education and disability rights.’

A social person, who loves travelling, she has lived in England and visited Austria, Germany, Canada, Wales, Scotland, Denmark, France, and Italy. Each new place has turned out to be excellent writing fodder for her, and her influences of travel, and the worldly perspective she has achieved is very apparent in all her writings.

An avid reader, she has also taught herself to play the guitar, and dreams of one day being a touring folk musician “with a tip jar and songs about sunny days and life.’ She would, ideally, like the touring to be international, and include all the places she has always wanted to visit.

Tatum’s main dream though, is just to be happy. ‘I found there is happiness in other ways, and it mostly involves being happy with myself, and showing that happiness in every thing I do.’ She laughs. ‘And I’m still learning that, I think.’

‘A disability is not always visible,’ she says, ‘and most people don’t let theirs get in the way. I don’t even notice mine, sometimes, if I’m busy enough. Inside my head, I pirouette through life everyday.’
Dimitri Van Weyenbergh, Belgium;Psychotherapist Apr 16th, 2009 - 10:18:17 | Beyond Graduation Project | (0) add comment | view comments

Dimitri Van Weyenbergh, Belgium;Psychotherapist

Dimitri is one of the few people who manages to sound cheerful in an email, and sends me a large one to sift through, and write about him, his work and his life. As a psychotherapist for people with hearing disabilities, his own cochlear implant and qualifications make him an ideal fit to help people of all abilities. ‘ I know that I live to help others.’ His busy schedule keeps him travelling to many different places, to speak about the values of providing an education to spread awareness, within and without the special needs communities in and around Belgium.

Dimitri’s attributes his confidence to his wife, and to friends who have been there for him. He says his motivation stems from the fact that he understands the necessity of providing a means to an end when it comes to the rights of people with disabilities, and in his case, it means is education. ‘I’m lucky. I’m deaf with a cochlear implant. I have a graduate degree, and not everyone in Belgium can say that of themselves. I believe that this makes it necessary for me to give them the information that they need to live.’ He goes on to say that education is poor within the deaf and disabled communities in Belgium, and that ‘not too many such people in Belgium have a job they like, because of their deafness. A lot of them cannot read properly, so they miss out on important information that can be of great help.’

In terms of things he would like to overcome, is the discomfort he faces when he hears an unfamiliar voice on the phone at work, and cannot understand what the other person says on the line. At such times, he asks for help from a colleague, to continue the conversation.

Dimitiri’s interests include travelling, playing badminton, reading lots of books of fiction on fantasy and psychology, and spending time with his three month-old daughter.

His advice to people who would like to become involved with issues of people of disability is simple— ‘we have an idiomatic expression in French: Ne tu ridicule pas (Do not ridicule). Being deaf means being left out of a number of things, but that does not mean giving up. ‘

Dimitri also stresses the importance of a supportive family to maintain individuality, and in turn, help develop societal understanding of disabilities. ‘There are always ups and downs in life, but never forget what you want to do, not only for other people, but for yourself!’
Khuyen Nguyen, Hanoi, Vietnam; Student Apr 16th, 2009 - 10:15:46 | Beyond Graduation Project | (0) add comment | view comments

Khuyen Nguyen, Hanoi, Vietnam; Student

Khuyen is a student of International Relations and English at Hanoi University, one of Vietnam’s most prestigious institutions. Affected by polio at three months, she has spent her entire life learning to transition at crucial points in her life, and has learnt to overcome a number of differences of opinion and attitude in her native country.

Khuyen is of the opinion that disability rights’ education is lacking greatly in Vietnam, and would like to see a greater inclusion in the school system of students of all abilities, and perhaps an inclusion of acceptance and awareness-based education in Vietnam.

Khuyen has attempted to promote a greater understanding of disability issues by volunteering as a teacher of English, and has managed to expand her network to include a set of friends who have helped her with her dream of becoming a special education worker. She also teaches 5 other classes for people with visual and mobile impairment, and hopes to be able to continue doing so.

Khuyen believes in ‘following the way her heart makes, which is in helping herself and others around her,’ and agrees her increased confidence has helped her realise her dream.
Kathryn Hulbert, Omaha, Nebraska, USA;Student Apr 16th, 2009 - 10:12:13 | Beyond Graduation Project | (0) add comment | view comments

Kathryn Hulbert, Omaha, Nebraska, USA; Student

Kathryn Hulbert’s tone is chatty, yet completely serious. ‘I must’ve been one of the lucky few people in school who did not get bullied. It was a miracle.’ I suggest it was perhaps it was her personality, which is outgoing, and has radiated confidence, for as long as I know her. ‘Well, of course, I mean, I guess I do make people laugh.’

Kathryn was diagnosed with learning disabilities only after she came to university. ‘I had no idea that I had anything,’ she says. ‘Back then, there were no standardized tests, especially where I grew up, so it was new to me to find out.’

If having an evaluation helped her gain better study techniques to suit her needs, Kathryn is quick to emphasis that her schoolmates always welcomed her, and even did everything they could do include her in school life. ‘Actually, it was the adults who weren’t nice to me. I guess it was because I frustrated the teachers with me, because of how slow I went. Either ways, it wasn’t a harsh discrimination or anything.’

Kathryn’s academics now are much easier, and she’s in the senior year of her undergraduate Education degree. She teaches, as part of her curriculum, at a high school, where she spends her day with toddlers. ‘It takes me longer to read things now to understand them better, but I think that’s what makes it easier for me to explain to children.’ She also says that her perspective on learning has made it easier for her to understand and appreciate learning among young people.

‘Everyone is disabled in some way or the other, I really believe that.’ She says, ‘But the difference is between what you see, and what you don’t.’
Rahul Singh, 26, New Delhi, India; Civil Engineer Apr 16th, 2009 - 10:09:18 | Beyond Graduation Project | (0) add comment | view comments

Rahul Singh, 26, New Delhi, India; Civil Engineer

The only thing I wish I could still do, is play cricket,’ says Rahul, adding, ‘Though the World Cup Cricket video game is pretty cool.’ Six years ago, Rahul was involved in a motorcycle accident while on the way to his weekly cricket session with friends, and lost the use of both his legs. Now wheelchair-bound, Rahul speaks steadily and very matter-of-factly.

While recuperating, Rahul realised that, in order to come to terms with the consequences of his accident, he would have needed to become involved with an organization for people with disabilities, ‘with paraplegics, in particular.’ Rahul began to volunteer at various centres for people with disabilities throughout New Delhi. ‘It’s a fulfilling experience, to say the least, and six years ago, it taught me how to come to terms with myself.’ Says Rahul. ‘I think what helped was that I wasn’t expected to be okay all at once, and I was given the time I needed to be myself and decide what I wanted to do next, one day at a time.’

Rahul now works as a civil engineer at a construction firm, where he has been for about three years. ‘I was pleasantly surprised to find that there was an immediate acceptance of me at work, even though I’d heard other things from a lot of people.’ Rahul attributes this to took, but also to the fact that he has seen an increase in acceptance over the last six years. ‘It’s true that the progress is very slow, and sometimes imbalanced, but the fact remains that people are increasingly making the effort to open and understand the facts behind disabilities. And I am confident that over time, living in India will become even more of a positive experience.’

‘Find your own pace and comfort zone,’ says Rahul. ‘The point is to find a niche to exist in, and then to reach out to make others comfortable.’
Mallory Pigage, 19, Whitehorse, Yukon, Canada;Student Apr 16th, 2009 - 10:07:23 | Beyond Graduation Project | (0) add comment | view comments

Mallory Pigage, 19, Whitehorse, Yukon, Canada;Student

Mallory Pigage enjoys going to school, and it’s mostly because, ‘I don’t get tested, or grades,’ she informs me, laughing my reaction. ‘Well, it’s a resource school, so that’s why mostly. But I love what I study.’ Mallory is required to stay in high school until she turns 21, a fact that she does not mind, though she has not thought about going to university after this. ‘I really like working too, so I’m not sure about what to do right now,’ she says, though she would like to attend the University of British Columbia in Vancouver, where her brother went as well.

Mallory was diagnosed with Charge syndrome as a child, and told she would not be able to walk or talk, both of which she can now do. Almost everyone she knows has always been very supportive of her, and knows ‘what I can and can’t do.’ Her hobbies include reading and doing math, and she is off to Abbotsford, BC, in a week to try for the Special Olympics. ‘I’m very excited, and I really hope I qualify.’ She says. She has been practising four times a week on top of school and work, and says that being able to play for Canada is a dream she hopes will be realised.

‘Don’t give on what you started,’ she says, ‘No matter what others say, and you will get the answers to your questions.’
Steven Estey, Halifax, Nova Scotia, Canada; Chairman: Canadian Council for Disabilities (International Development) Apr 16th, 2009 - 10:04:04 | Beyond Graduation Project | (0) add comment | view comments

Steven Estey, Halifax, Nova Scotia, Canada; Chairman: Canadian Council for Disabilities (International Development)

As one of the advisory members of the Committee for the Convention on the Rights of Persons with Disabilities of the United Nations, Steven Estey has had about thirty years of experience on the subject of disability rights, and where the focus needs to be. Part of his work includes ensuring that the Convention’s mandates are followed by organizations, as well as ensuring that the needs of people with disabilities are adequately met.

Steven is quick to make the distinction between ‘special needs’ and ‘disabilities.’ ‘The Convention kind of made the term ‘special needs’ dated, because the whole point of the document was to remind people that people with disabilities are no different in their needs from people without, and there is nothing ‘special’ about these needs,’ he says.

Steven Estey has a Master’s Degree in International Development, and has been interested in Disability Rights his whole life, a focus that developed when he spent a few years travelling across Asia as a student. What he learnt there was invaluable, and helped him narrow his interests down into a career once he was back in Canada.

‘It’s a matter of education, and, more than that, of understanding that people with disabilities cannot make the change by themselves. It’s a matter of mutual respect. “

On the issue of double discrimination, Steven says that minorities with disabilities often need greater attention and focus than others, and that awareness is the key here again. Reaching out to youth is imperative, he thinks, because the pressures that young people face often do not leave time for awareness-focused issues. ‘People are being forced to hurry up their education, and that affects awareness.’

Steven believes the answer to promoting youth awareness lies in a society that will help people connect, and understand one another. ‘What we need is more freedom to explore.’ This, he believes, will truly benefit youth, and in turn, the society.
Siddharth Subbaraman, Mumbai, India;Student Apr 16th, 2009 - 10:00:25 | Beyond Graduation Project | (0) add comment | view comments

Siddharth Subbaraman, Mumbai, India; Student

The mother of 22-year-old Siddharth Subbaraman, Sharada Subbaraman describes her son as a ‘sweet, loving and curious boy.’ Diagnosed at the age of two with a form of autism, he has been encouraged by his parents to nurture his artistic talent. Siddharth plays the traditional Indian version of the harmonica, and its international counterpart, the synthesiser. Sidharth has been a long-time practitioner of yoga, and excels at cycling, having participated in the regional level competition of the Special Olympics in India.

Siddharth, like many of his peers, enjoys listening to music, painting, and of course, cricket. While it took some time for Siddharth to gain the acceptance of his peers to be included in play, he has quickly cemented his place by excelling in the sport, and has fast become one of the most valued players in his recreational team. Siddharth had been enrolled in an integrated school until the age of sixteen. Sharada says that this experience “has developed his social skills” and that Siddharth “has acquired a sense of self with the school. Now he attends a special school to learn vocational activities.”

Growing up has been a source of much learning for Siddharth, with there being older siblings to emulate. “Siddharth has seen his siblings do well in college, and work good jobs. He keeps telling that he wants to go to college like them. I remember, there was a time when he realised that he was not could not write answers to the General Exams at the integrated school. It was difficult for him, but also a lesson that has taught him his skills may lie elsewhere.” Says Sharada.

Siddharth uses his artistic talents to make greeting cards, and with the help of his mother, participates in a number of local fairs and exhibitions, selling the cards. ‘He feels very good about this, especially if his designs are well received. He is quite the perfectionist. ‘smiles Sharada.

‘Acceptance is the only way to move forward,’ says Sharada, ‘It’s hard, at first, for everyone. But the idea is to really open your mind, and that is a gradual process. It takes time, but the will is needed.’
Kazumi, Toronto, Ontario, Canada; Artist and Performer Apr 15th, 2009 - 18:21:02 | Beyond Graduation Project | (0) add comment | view comments

Kazumi, Toronto, Ontario, Canada; Artist and Performer

Kazumi is an artist, singer and performer who has been involved with creative activities since the seventies, while attending York University.

A music aficionado, Kazumi has spent a considerable amount of time working with on disability awareness programs for the Metro Toronto Board in the eighties and early nineties, and does not see his cerebral palsy as a hindrance to the many things of inspiration he lives his life by.

A sports fan, Kazumi tries to attend as many games as are possible. Rock and jazz are his favourite music styles, and he trying to learn as many more as he can.

The most influential people in Kazumi’s life are David and Matt, his family, as well as his friends. Kazumi “likes to think about ideas and projects, and talking about them to people, who I really like being around and learning from.’
Mara Teppler Kaplan, Pittsbugh, Pennslyvania; Consultant and CEO, Let Kids Play Inc. Apr 15th, 2009 - 18:14:25 | Beyond Graduation Project | (0) add comment | view comments

Mara Teppler Kaplan, Pittsbugh, Pennslyvania; Consultant and CEO, Let Kids Play Inc.

About fifteen years ago, when Mara had her son, she realized that children with disabilities had no open places to play, and most importantly, mingle with other children across age groups. This inspired her to found the ‘Centre for Creative Play,’ a conceptual playground that allowed children to play in an ‘open-ended situation and give them the freedom’ they needed to enjoy recreation. The Centre has since closed, because it was what Mara calls, ‘one of the first casualties of the recession.’ However, it did inspire her to launch her consulting business, ‘Let Kids Play Inc.’

Mara stresses the fact that she uses her skills to include all children, and that the play areas she designs usually have ‘about 80% of children without disabilities, while the other 20% do, but my aim is to reach them all, and to help them understand the spirit of inclusivity.’ She is currently involved in the designing of a playground for children with autism, and mentions the fact that it is for a corporate firm that is interested in reaching out to as many children as possible. ‘It’s a for-profit company that wants to do this, can you believe that!

As a mother, Mara often faces the same issues that she is trying to address at work, with her two children. While her 12-year old daughter is extremely loving towards her brother, his disability does sometimes make her uncomfortable in public, something Mara finds intriguing, especially because her daughter is very protective of her brother. ‘Every time she hears the word ‘retard,’ she takes it upon herself to educate the people around her about the offensiveness of it. Unfortunately, people with disabilities are still very much marginalised, and the world has desensitized itself to the word. It’s sad, but I tell her she can’t fight every battle, and so she needs to pick them.’

Mara also frequently asks herself about the huge responsibility her daughter has already, of taking care of her brother, and talks about issues of personality versus disability, and hopes that her daughter will learn the importance of learning to live an independent life according to her own wishes and desires, while remaining responsible towards her brother. ‘It’s something parents struggle so much with, and try to do the best they can with. It’s a give and take, and a hard one to learn.’

Mara’s advice to youth is to be involved, and not be hesitant in asking questions. ‘But listen to the answers,’ she says. She stresses on the need for tact and diplomacy in all situations, and says, ‘Ask to be taught, not for an answer.’ The key, she says, is empathy and support, and not sympathy.

The Let Kids Play website can be found at: www.letkidsplay.com
Irena Kagansky;Toronto,Ontario,Canadai;Youth Engagement Coordinator for TakingITGlobal Apr 15th, 2009 - 18:07:21 | Beyond Graduation Project | (0) add comment | view comments

Irena Kagansky,Toronto,Ontario,Canadai;Youth Engagement Coordinator for TakingITGlobal

Irena wrote a blog entry, not too long ago, about the challenges of transitioning. Here it is:

One of the biggest challenges of transitioning into the workforce for me was what I can only describe as a disparity between existing social norms and employability; consequently we have an unresponsive society that remains highly unprepared to meet the socio-economic and professional needs of disabled university graduates or simply those seeking a sense of purpose. Often those of us who do find employment are marginalized, underpaid and underrated. My toughest realization was that the routine tasks that are forced upon people with disabilities by the so-called able-centric employment agencies are more often than not shall I say cul-de-sac industries with no real prospects for advancement. It was frustrating to me to find out that after five years of university, bias was a very real barrier to employment. Over time, I too came face to face with a choice. I am finally doing what I do best: writing A home based venture for me was a way to take matters into my own hands. Today I run my own business, help others and building my very own theatre company, which as my friend says, “can be groundbreaking”.

Not everyone is that lucky; it is not surprising that one of the highest rates of unemployment is amongst the disabled communities. Furthermore after Daniella and I gave a candid presentation at the Plan Edmonton Disabled Youth Engagement workshop in November and had gone through the Seven Steps to a “Good Life” it became clear to me that parents were also largely unaware about exactly how to get the housing, transportation, employment and other social accommodations resources they needed to regain their sense of security and peace of mind.

The Edmonton experience was eye-opening; every parent, grandparent, brother and sister that participated in the event seem to desperately grab onto any newly uncovered notion or possibility that could potentially help them achieve a better future for their children. Robert is a sixteen year-old young man with autism whose mother’s main concern was the care of her son after she is no longer able to provide him with the care he needs. These concerns were real and nobody better than I could comprehend the seriousness of the heartfelt discussions that permeated the room. Jeff is another teen whose mom is struggling to keep him engaged and involved in his community. Emily is one of the founders of Plan Edmonton whose emotional account told the story of her own disabled daughter Lindsey’s journey. Despite Lindsey’s difficult transition I was ecstatic to hear that she was now actively involved with her peers and has even gotten married to a long time friend and companion.

It is these stories of adversity and success that tugged at me throughout my stay in Edmonton, Alberta. It was the feeling that these people too, were getting the Christmas toy they waited for, for so long and that in some small way; all of us were making a big difference. Even though I seem to slowly be finding my way to success...Alberta served as yet another steppingstone on the way to a collective sense of truth and self-discovery.
Anand Koti, Vadodara, India; Founder: Colorss Foundation Apr 15th, 2009 - 18:05:50 | Beyond Graduation Project | (2) add comment | view comments

Anand Koti, Vadodara, India; Founder: Colorss Foundation

Anand Koti began his work in the sector of disability issues in India about ten years ago. Along with his graduation and has Master’s in Hospital and Health Management. He then spent couple of years working throughout the Indian subcontinent with organizations that worked within the Disability issues in India, before finally starting the Colorss Foundation in September of 2008. ‘It’s a new organization, Colorss Foundation champions’ support of the disabled, the needy, and the disadvantaged, working to foster mainstream integration of marginalized populations. Providing psychological support and socializing guidance, while offering vocational preparation and rehabilitation instruction, the foundation manages a wide spectrum of disability issues.’

The ultimate aim of the Foundation is to make mainstream integration easy, to ensure this we aim will promote self-sustaining projects. And these projects will halt, reverse, or prevent erosion and loss of each participant's innate skills. Our programs will also help participants build new skill sets, physical fitness, and personal confidence, Anand says. As a student of the art of Karate for sixteen years, Anand is a second dan black belt in the sport, and teaches it to children with disabilities. Though originally faced with resistance because of his unconventional methodology, Anand says he has never had a problem with the students themselves. ‘They trust me, because they know that I want to teach them something of importance, and are very open with me.’

Anand has found that the rights of people with all abilities are increasingly being given the attention they deserve, especially with the advent of a number of new non-profit organizations being set up. He notes that the increasing involvement of youth in the matter has led to changes in thought and action, and says that youth bring fresher perspectives to disability issues. However, to Anand, the real weakness in non-profit management lies in the focus, not the actual support. ‘Support is not the issue, but what we need right now is reform, especially with respect to disability rights.’

The most effective ways to promote youth awareness, says Anand, are often to use mass media mediums that already have a large youth audience, because ‘this is the right time for awareness, and a lot of youth want to help, they just don’t know where to go or what to do.’ Stresses Anand. For him, the solutions lie in day-to-day reform, the kind that is inclusive and involves the participation of youth, because the newest ideas, and the willingness to listen and implement, are most readily found among the young people of the world.

Check out Anand’s Panorama article at http://www.tigweb.org/express/panorama/article.html?ContentID=7016,
and the Colors Foundation website: http://www.colorss.net/.
Ryan Surbey, 19, Winnipeg, Manitoba, Canada;Student. Apr 15th, 2009 - 14:50:08 | Beyond Graduation Project | (0) add comment | view comments

Ryan Surbey, 19, Winnipeg, Manitoba, Canada;Student.

First year university life is a time of challenges, both familiar and not, and the quick adaptation necessary for them is not new to Ryan Surbey, who is just back from school, and ready to begin his homework. Always strong academically, Ryan stresses the importance of learning, and of truly enjoying study. He is also a proponent of doing things with maximum focus and unhurriedly, because that to him, is a lot of the fun in study.

‘I was born with Fetal Alcohol Syndrome, though I was lucky it caused minimal brain damage.’ Ryan says the effect of his FASD mean that he needs to focus extra hard on the task at hand, and also really push himself to get things done. Focusing on things takes a major effort, but Ryan says it has taught him a lot of self-discipline. ‘I’ve learnt to do a little each day; it’s kind of like setting mini-tasks for myself.’ Ryan says his efforts in self-discipline are serving him well in university, and that he is doing very well with his classes.

A voracious reader, Ryan says he has developed an insatiable need to learn, partly because he would like to truly experience life through his curiosity, and partly because he did not have the ‘normal reading level for kids his age,’ when younger. The two factors have made Ryan knowledgeable about literature, art, sciences and social studies, and have helped him overcome his natural shyness. ‘ I don’t know if I’m shy because of my FASD, or if that’s just a part of my personality,’ he says, ‘Though I don’t let that get in the way of my social life at all.’

Ryan’s advice to youth includes learning to ‘see beyond a person’s ability, and to judge them by who they really are.’ After all, he does not see himself as affected adversely by his FASD, and does not think it hinders him much. ‘I see my learning needs as something I have to do, ‘ says Ryan, ‘ Self discipline is something that most young people my age need, so I don’t feel any different.’
Christie Ladner, 26, Mississauga/Toronto, Ontario, Canada; Student/Columnist Apr 15th, 2009 - 14:42:38 | Beyond Graduation Project | (0) add comment | view comments

Christie Ladner, 26, Mississauga/Toronto, Ontario, Canada; Student/Columnist

Like most aspiring writers, Christie Ladner begins her day with a fresh cup of coffee and some form of writing, usually a blog entry. As a student at Toronto’s York University, her days are filled with the usual rigors of homework, and a full social life, though she’s to be at home today, because the weather’s especially bad. ‘I can’t get around much on days like today honestly,’ she says, ‘but at least I can get all my work done.’ I ask her about plans for the day, and she responds, ‘Going to see my parents, definitely. I have to take two buses to do that, both the Etobicoke and Mississauga transportation services. But it’ll be good to see them.’

Christie was born with cerebral palsy, the girl in a set of twins, and the one affected by it. ‘My brother’s fine,’ she says, ‘ but I need help with anything physical.’ An attendant arrives every morning to help her with breakfast and other things, and with lunch. ‘If I miss a meal, then I don’t eat sometimes,’ she states, ‘so I have to be very organized about these things.’

Christie is originally from Mississauga, where she grew up, but moved to Toronto about five years ago, and now lives in the City, where she attends York University, and is reading for her Bachelor’s degree. ‘I really enjoy school, and especially the learning aspect of it.’ Does living in Toronto make it easier to study at a big university? ‘Definitely, York has a lot of students with disabilities, a large community of the disabled, but I often need to do things by myself, which makes me more independent, than going through all the red tape involved.’

Enjoying challenges, she realises that having to work harder makes her able to push herself further to do the things she really loves. Lots of painting, reading and writing help her distress from the confines of university life, and help her reach her goal of becoming a writer. Her part-time work involves blogging for a website specialising in providing resources for youth to transition from dependent to independent lifestyles. Seeming to be the perfect fit for the role, Christie says she writes from her own experiences a lot.

One of the most important things, she mentions, is to remember to pay attention to personal development, especially when it comes to a pay-check. ‘Remember to look after yourself, because you are the most important person in your life.’

People are generally well meaning, which is something she finds especially true among other young people. Perhaps it’s because of the phase of transition that everyone is in, and that most of the ‘motivation comes from personal motivation.’

She agrees that similarities and differences are all to be shared, and celebrated. ‘ I live in Toronto’s gay district, because that’s where I’m most comfortable. People can be themselves, and that’s what’s most important.’
As we’re finishing up, I ask if there’s anything she’d like to say to her peers. ‘Appreciate being young, because it goes by pretty quickly,’ she says, ‘and appreciate the little things around you, those will be your motivators to succeed.’

Check out Christie’s blog at: www.door2adulthood.com
Joanne's Story Mar 11th, 2009 - 15:20:42 | Beyond Graduation Project | (0) add comment | view comments

Joanne's Story

The first transition Joanne and her family made was in January 1996. Joanne had a birthday and was graduating from high school, and would be moving into a day program in the community .Before this transition took place, the family had decided to make the transition to community living before she left her familiar surroundings and the people she knew at the high school. Unfortunately, I had not heard of PLAN at this time and looked to the “professionals” for the assistance to make this transition for us. They assured us everything would be fine if she had an individualized service plan. They indicated to me that I would need to write an individual service plan for her before she would receive the funding to moving into a group home, the only option that was available to us at the time. That service plan was the most difficult document I ever wrote in my entire life. It had to focus on all of her deficits to achieve the highest level of funding, instead of focusing on her gifts and how they could help her be a part of the community. The only question I was asked by the staff at the group home was what medication she was on.

The day Joanne moved, I dropped her off at her new home to stay and was unable to go back to my home for the next four to five hours. The next morning, I wanted to rush over and bring her back home. My trust in the paid group home staff to look out for her was very low and remains low today. However, I have learned much in how to monitor the staff and hold the service provider accountable for the service they are able to provide for Joanne.

The next transition Joanne and I made was through a young man named Cory. Joanne and Cory met at the day program they were both attending at the time. She talked about him for two to three years before I made the attempt to reach his family and to meet the young man that was a part of every conversation Joanne had with me. One evening I took both of them for supper following a birthday party they had both attended for one of their friends from the day program. Cory announced to me “some day, me and Joanne will get married.” My immediate emotional reaction was “I don’t think so”! I had not prepared her for marriage, so I thought. However, once my emotions of fear for her safety subsided slightly through discussions with the young man’s family and more discussions with Joanne and her boyfriend, I decided to take them on a trip to the mountains with our family. To my amazement, they had an unconditional regard for one another that most of us only hope for in our relationships. I came home from that trip with the trust that Cory would treat Joanne with respect and kindness for the rest of their lives. They were married on May 18, 2002. This transition was made by Joanne with her family following her wishes. It was a celebration of friendship and the gift of love Joanne and Cory gave to one another.

Although this transition would have a profound impact on her life and the lives of her family, it was made with much less anxiety for Joanne’s family because this was her dream for her future.
Erin's Story Mar 11th, 2009 - 15:01:15 | Beyond Graduation Project | (0) add comment | view comments

Erin's Story

Erin started grade one as part of a special needs class in which the kids spent very little time in regular classes with their peers. Her parents wanted Erin to spend as much time as possible in a standard classroom, and finally, by grade five, Erin entered a regular class at her neighbourhood school. That was when her Mom, Pat, set up Erin’s first circle of friends, as a way for Erin and her new classmates to get to know one another.

Soon Erin had kids to eat lunch with and birthday parties to go to. She never learned to read or write, but by hanging out with other kids and doing what they did, Erin’s verbal and social skills improved; she played, had fun, learned how to make friends and became part of the community. Her high school graduation was a gala affair captured in photographs in a silver album that sits in the living room. rnrnSince high school ended, Erin’s weekdays are spent with one of her support workers —One of them arrives at 8:00 a.m. to help Erin get dressed and do her hair. Some days they drive to a part-time job in an office, where Erin’s work includes things like folding and stapling brochures shredding documents, or doing photocopying, Erin pushing the button once the documents are set in place. Other days, Erin volunteers at Safeway doing shopping for housebound seniors. She has taken a wellness course at the local college, swims laps at the pool and for a while worked at a nearby coffee shop. When her school days were over, Erin didn’t see her friends as often. Most of the girls in her circle moved away to jobs or university. They got married and had kids. Her two closest schoolmates moved away in the same year, and Erin had a hard time staying in touch. Without school to bring Erin and her friends together, her social life waned and Pat began to worry that Erin would become isolated and end up spending every night on the couch watching TV. So when Erin was twenty-one, Pat and Ric joined PLAN, a nonprofit that sets up networks for people with disabilities, and hired a community connector to start up another circle.

Some of the women who joined the new circle were old schoolmates of Erin’s, several are former support workers and one is a family friend. Some bring their young children along to the circle gatherings, which are usually lively, and there have been weddings and baby showers that Erin has been a part of. Since Erin brought them into one another’s lives, her girlfriends have become a close-knit group. Erin's girlfriends make sure she goes places and sees people—the things she loves but can’t do without a companion, and they talk about how her happiness rubs off on you. Recently Pat and Ric were able to take their first vacation on their own. Krista, Erin’s community connector, made a chart that showed all of the time in a two week period that was not covered by Erin’s paid caregivers, who work eight hours a day, five days a week. Within two hours, Erin’s friends had filled in all of the slots so that Erin would be looked after for the full two weeks of her parent’s trip.

Erin’s parents still worry about what will happen when they are not around any more, but her friends say they will always be there for Erin, and they have shown that they mean it!
Gordon's Story Mar 11th, 2009 - 14:52:22 | Beyond Graduation Project | (0) add comment | view comments

Gordon's Sory

Gordon lived at home with his mother and father. Other than his parents, Gordon was often on his own. His dad, Chuck, was worried about Gordon. He wondered what would happen to his son after he died.

Chuck heard about PLAN and soon after his wife died, asked PLAN to create a network of support around his son. PLAN started creating a personal support network by hiring a facilitator. rnrnInitially, Gordon was quite reserved and withdrawn. It took the facilitator a number of months to get to know Gordon.

Then one day, Gordon surprised everyone by sharing his dream. He told the facilitator that he wanted to be a cowboy and ride on the range. Nobody even knew that Gordon liked horses. The facilitator knew someone who owned a horse. He invited Gordon to meet his friend with the horse. Gordon immediately fell in love with the horse. Before long Gordon was at the barn every day cleaning out the stall, feeding the horse, and keeping him well groomed. The other horse owners saw Gordon’s gentle way with the horse and asked if he would care for their horses as well. Before long, Gordon was fully employed taking care of horses.

One day, Gordon came home and told his dad that he wanted to move out of his father’s home. Gordon wanted to live closer to the barns. With the help of the facilitator and the people in Gordon’s network, Gordon found a room near the barn. Now Gordon is employed full time caring for horses. And with the money he earned, Gordon bought his own horse.

This year was Gordon’s fifth year of participating in a cattle drive on horseback. Gordon realized his dream of riding on the range. Meanwhile Chuck, having no need for a big house, and seeing his son was well cared for, decided to move to the Sunshine Coast and follow some of his own dreams.
Mark's Story Mar 9th, 2009 - 23:39:11 | Mark72 | (0) add comment | view comments

Mark's Story

The year 1978 when I was seven was by far my worst! I was missing a lot of school due to asthma and a fever. Mom and dad heeded every word my Doctor said, but still, I wasn’t getting any better.

Then on a cold November afternoon, things got worse and a sudden seizure episode struck!r My parents wasted no time in bundling me up and heading for North York General from our Scarborough townhouse while my younger sister went to stay with neighbors.

Dad literally screeched into the Emergency parking lot! With my mom screaming for help, Doctors came scrambling and immediately lent aid. The results of my condition took forever. Mom prayed while dad paced. The Doctors were stumped. What the hell was going on with this sickly kid? They worked effortlessly for answers, but things came up short. I fell into a coma soon after I was brought into the hospital.rnMy parent’s hearts crumbled. The Doctors were at a loss for words. I was transferred to the intensive care unit where I remained in this comatose state for eight weeks. I even had to miss my sister’s birthday.

The day I finally opened my eyes my mom’s face lit up along with the awaiting Doctors who were fast to take action, determined to this time get answers. As soon as possible, I was taken to Sick Children’s. I was given an MRI and poked and prodded and then finally diagnosed.rnI was being haunted by a very rare condition called “Encephalitis”.

Only a tiny fraction of the population suffers from this, approximately 0.5 per 1000 individuals, making it poorly understood. Encephalitis is an acute viral infection and inflamation of the inner brain. Once discovered, I was treated with anti-convulsants and steroids for the seizures, and plenty of ventilation to bring down the swelling. It was now all too clear that the seizures, respiratory problems, altered consciousness, and vomiting were all symptoms of the illness. The ghost of this disease laid to rest and spread and was inoperable.

The infection I endured varies from being focal, hitting one part of the brain, to diffuse, hitting basically everything. That last one is what I got. A combination of cognitive, motor, and sensory skills were wiped clean out.'Squeeze my hand.” A few of the first words I learnt. Almost everyday someone would come into my room, read my charts, and get me to squeeze their hand. I had no strength. It was a long while before I could resemble anything close to it. But I tried hard- at everything.

Doctors had me on a daily routine of medication for the seizures and exercises. The Nurses would push on my arms and legs, up and down, back and forth. I eventually graduated from the bed in my room to the walking bars in the rehabilitation clinic. The frustration tired me more then anything. I cried a lot at my own failures. I’d yell and throw fits! The words I needed to express myself seemed lost. My words were mostly gibberish. It bothered my parents to see the pain I had to deal with, but they never gave up.

And if it wasn’t physical exercises, it was mental ones. Forming words and learning proper sentences. It all took time.Time did seem to go by pretty quick though, most likely due to not having much time to just lye around. I was kept busy with walking and dexterity treatments.

But my day to go home finally came as the doctors and nurses all wished us well. When I got home on that sunny late March day it was like my birthday had come early. A cake, presents and balloons waited. We had help come in for therapy, but as I got a little stronger I continued at the hospital. Once a week my mom would take me in to see the therapist. I would spend a few hours practicing to verbalize, spell and write. I would do workbooks and puzzles. Back at home I spent my time colouring in books, watching television, playing games, and doing extra work assignments.

After school came social interaction. My sister was always there to play with me, and my best friends came as often as they could. Playing with them, especially doing Lego, was one of the best exercises I did.rnMy birthday in May of 1979 saw many family and friends come to help celebrate! At the age of eight I had accomplished quite a few things in starting my life over. Except for a few little details, I had lost my first seven years.

Over the years it’s been tough, some things harder then others. But I managed because I have had a great support team. Family, friends and teachers. I was struggling, but so were they. I don’t know how others could manage through a tragedy like this without that. If my parent’s did not fight for me the way they did, or not help with the recovery, I don’t know where I’d be.

But even some thirty years later, I still suffer from some of the effects my illness brought on. I recovered short of one hundred percent. So my brain does not work to the normal speed of others. Things don’t come as quickly and too much information just gets lost. I don’t always understand and everything has to come at a slow pace. It can be hard to deal with, and frustrating to no end!

There are some activities I can not endure, or even participate in. I sometimes find myself lacking the ability to keep up with conversations. Certain jobs that require speed and accuracy are difficult. I was even told many times over that I just couldn’t accomplish certain things and not to bother. But I was and still am determined not to give up, to keep going.

I used to shy away from telling people of my illness. I did not want to be treated different and it was difficult to fully understand. But sometimes it is unavoidable, and I have to speak up for myself. Now I realize that it is part of who I am and that I should be proud of what I have accomplished. With the support I already have, it’s not that difficult either.

In a strange way my illness has even given me a gift. A unique and special gift that not many others in this world have; the ability to understand life. I was given a second chance. And I’ve worked hard to get to where I am. I’m proud of that. There is no need to rush through life and worry about the little things.
Poem Mar 5th, 2009 - 21:41:53 | Irena Kagansky | (0) add comment | view comments

Poem

Listen to the beat insider

Push it in, dig it out,

Turn it, learn it,

Teach it, Preach it,

Shout it, Hug it,

Kiss it, bitch it,

Dress it, nag it,

Kick it, say it,

Knock it, tug it,

Squeeze it, lay it,

Don't let go of your beat,

Keep it beating at your feet,

Oh, what fun...yes indeed,

Beating,speeding,

Thank you beat!