Remote Instruction through semester end for all classes at UC Berkeley
Showing posts with label Education. Show all posts
Showing posts with label Education. Show all posts
The Women in My Life
Revisiting this article written exactly two years ago for International Women's Day.
'The Women in My Life' is a tribute to the women in my life who gave that extra helping hand.
This is the fourth of my series of 10 articles for my weekly opinion column "The Person Inside" for the Daily Californian.
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Headline: The women in my life
My autism has meant that I’ve been surrounded by therapists for most of my life. As it so happens, the field of school education, counseling and therapy is often dominated by women.
Thursday is International Women’s Day, so this column is a tribute to the amazing women in my life — especially one who literally turned my life around.
Up until middle school, I was going nowhere and learning nothing. I was nonverbal and had no means to communicate. I was in a series of short-lived special education classrooms — teacher after teacher was eager to hand off the “difficult” autistic kid.
I first met Janna Woods, with her purple hair and pink pants, when I was 13. It was chance when my parents attended a seminar and met Tyler Fihe, who was, at the time, a college-going and nonverbal autistic typer. Janna had been his therapist and, after meeting my parents, she came to work with me.
Janna changed my life by teaching me to type and, as a result, communicate. She loosened that first brick in my Berlin Wall of Silence, and she helped the world see the person inside.
As brick after brick was dismantled with one slow letter after another, thoughts poured out of me. I was able to have deep conversations with others for the first time in my life. I remember once telling Janna that typing had taken me from “personless” to “personhood,” and she replied that that was because communication is foundational.
Janna encouraged me to do creative writing. She believed in me and my potential with a confidence that even I had ceased to have. She became my Angel Janna.
With communication, I was able to enter the world of mainstream education. Janna trained other therapists to work with me and took me to weekly cognitive behavior therapy sessions to help me manage my emotions and anxieties.
Janna gave me my first job: taking care of her huge dog when she went on vacation. I was thrilled that someone would actually entrust me with such responsibility and pay me for it as well.
She had insisted, even back then, that college was a definite possibility for me. Janna, you would be so proud to see me at UC Berkeley today.
Unfortunately, Janna joined the angels above after fighting cancer two years back. She was too young to die. Janna helped many kids like me that the world had given up on by giving us a voice.
We can’t underestimate what the women in our lives do for us — especially if they are not family members, with no vested interest. I’ve been fortunate to meet a few wonderful women who have given me an unexpected leg up or helped guide me along the unclear path of my autism journey. They have shown me compassion and empathy. They advocated for me, which a differently abled individual such as myself sorely needed. Most importantly, they have had faith in me. I am amazed and grateful. Janna was just the beginning.
Cherie Azodi was the behavior therapist behind the dozen phrases that I am able to verbalize today — she would insist on having a conversation with me even if the phrases were rote. She did more than any speech therapist I’ve had ever managed.
Cindy Riley first noticed me in a park as a toddler and brought her three kids over to my home every week for over eight years so that this young, autistic only child could socialize with his peers.
Viji Dilip is the founder of Access Braille, a nonprofit that supports literacy access for the visually challenged. She showed up out of the blue and made me the editor of a Braille periodical, which accompanies free Braille teaching kits distributed in many countries in Africa and Asia. Madhu Krishnan is a co-founder of Inclusive World, a nonprofit that provides training and volunteer opportunities for the differently abled population. These two women sent many interesting internships and projects my way. They made me feel that I too was a contributing member of society.
The college counselors from the Disabled Students’ Program are the enablers of my path to higher education. Their open attitude and faith is a wondrous and refreshing change from the days of my district’s special education teachers.
All these women chose to believe in the possibility of individuals like me. All these women helped me build confidence and contribute to making the individual I am today. I want you to know that I truly appreciate and admire you, and I look forward to meeting many more such amazing women in my life.
NonVerbal and College Bound
My second column on Autism in the Daily Californian
In "Nonverbal and College Bound," I ask what does it take for a non-speaking autistic like me to access higher education.
This is the second of my series of 10 articles for my weekly opinion column "The Person Inside" for the Daily Californian, where I speak of my lived experiences with autism.
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Headline: Non Verbal and College Bound
SEO Headline: What does it take for an autistic student to survive college?
I took the other fork on the road in my journey to UC Berkeley. As a nonverbal autistic student, my road is not only less traveled by, but it is also fuzzy.
I had no idea how I would even survive university. Unlike my neurotypical peers, there were not many role models for me to follow on this road to higher education.
Last summer was a very exciting time for me — I was admitted into all the UC schools I applied to. But students like me can’t just toddle off to any school, because we need strong support systems to help navigate our university life.
When I was applying to the UC schools, I was aware that they all had a Disabled Students’ Program, or DSP — but what exactly the program did was a veritable black box to me. So it was not without some apprehension and anxiety that I met with counselors in the program at a few of these UC schools as my acceptances started coming in.
My meetings with the program counselors were encouraging on the surface. They seemed open to working with me. But I could see puzzlement in some of their eyes — I was a new type of differently abled student for them because of my atypical communication, sensory disorganization and impulsive body mannerisms.
In fact, my good friend David Teplitz and I are the first nonverbal autistic students to join UC Berkeley, according to campus DSP Director Karen Neilson. We both type to communicate and have other similar sensory challenges. Needless to say, both of us are thrilled to be here and will not give up on creating shifts in attitude.
UC Berkeley had been my dream school for more reasons than the obvious ones, such as its world ranking and its top notch academic programs. UC Berkeley is also the birthplace of the disability rights movement.
The movement was spearheaded by Ed Roberts, who was severely affected by polio. He challenged the system in the 1960s, paving the way for other physically challenged students and helping to establish DSP. The program was later expanded to include people with learning and intellectual disabilities.
I sat down with Neilson on Feb. 9 to talk about the services on campus. I liked the program’s functional approach to disability, wherein disability is essentially anything that affects major life functions, be it a broken hand, a medical condition such as cancer or a learning disability such as autism.
Disabled students are held to the same high academic standards as their typical peers, which means that they don’t get an easier or modified curriculum. But a student can, for example, get additional time for an assignment, although the number of papers has to be the same as for other students. The end goal of such DSP accommodations, as dictated by law, is to provide “access” to the educational environment.
Some of my academic accommodations include additional time for exams, use of a iPad (it’s my communication device), a laptop (I have no handwriting skills) and the use of specialized software such as MathType for my statistics and other math exams. I’m also given a notetaker for classes and allowed to take fewer courses every semester.
Neilson and I also spoke of the necessity to adapt services to suit the needs of the growing number of autistic students, as they do not fit the traditional mold of a disabled student. Neilson pointed out that many in the autism spectrum need more assistance with social skills, executive functioning and making friends. Traditionally, these issues are not thought of as accommodations, but these are essential to an autistic student’s success.
There is now a newer subset of autistic students who are college-bound — the nonverbal and the sensorily disorganized autistics like me.
While we nonverbal autistics are very much capable of meeting the highest of academic expectations, we present some unique needs with our atypical communication — such as the need for a communication partner or assistant to help keep us organized and navigate the campus — to be successful.
“Providing assistance to students with autism with communication and executive functioning is a must if we are to provide them with full access to Cal and to allow them to meet their full potential here,” Neilson said in an email.
We are, in Neilson’s words, challenging universities to think differently.
I have found DSP at UC Berkeley very willing to listen and think innovatively, which is very encouraging. It’s a learning experience for both us autistics and DSP as we figure out how to move forward. Access and services at UC Berkeley has been shaped over the years by what its students have demanded of it. At the end of the day, the continuing inclusion and success of nonverbal autistic students may well rest on us refining what “access” means and what “accommodations” mean.
You can be sure that students such as Teplitz and I will be part of the change we want to see.
Hari Srinivasan writes the Thursday column on his experience as an non-verbal autistic student.
How Unconscious and Conscious Bias Affect Autistics
In PlainSpeak, Plain Language for the Lay Reader
In our journey towards a fair and inclusive society, it's important to understand the different types of biases that affect how we think about and treat people, especially those with autism. Bias can be divided into two main types: implicit (unconscious) and explicit (conscious) bias. Both play big roles in keeping unfair treatment and inequality going.
Implicit Bias
Implicit bias, also known as unconscious bias, refers to the automatic and unintentional thoughts or stereotypes we have about certain groups, even if we don't realize it. These biases are deep in our subconscious and can affect our actions and decisions without us knowing. For example, someone might unknowingly associate certain racial groups with negative traits, even if they believe in fairness and equality.
Impact on the Autism Community
For people with autism, implicit biases can show up in different ways:
Healthcare: Doctors might unknowingly underestimate the pain or discomfort that autistic people feel, leading to poor care or wrong diagnoses. These hidden biases can result in less effective healthcare for autistic individuals (van Ryn & Fu, 2003).
Education: Teachers might not expect as much from autistic students, which can hurt their chances to learn and succeed. This could mean keeping autistic students in separate special education classes instead of including them in regular classes, or treating them differently in the classroom, affecting the quality of their education.
Employment: During hiring, employers might overlook autistic candidates, even if they are qualified for the job. This keeps unemployment rates high among autistic adults and limits their ability to be financially independent.
Recognizing and dealing with implicit bias is crucial for promoting diversity, fairness, and inclusion in all parts of society. Tools like the Implicit Association Test (IAT) can help people discover their hidden biases, so they can work on reducing them in their actions and decisions.
Explicit Bias
Explicit bias, on the other hand, is when people deliberately hold prejudiced views or discriminate against specific groups. Unlike implicit bias, explicit bias is clear and recognized by the person who holds these beliefs. For example, someone who openly says negative things about people of a certain ethnicity is showing explicit bias.
Impact on the Autism Community
Explicit bias against autistic individuals can take many forms:
Hate Speech and Discrimination: Autistic people might face obvious discrimination or bullying at school, work, or in social settings. This can lead to feeling isolated, anxious, and depressed.
Discriminatory Policies: Explicit biases can shape policies that hurt autistic people. For example, not providing the right support or accommodations in schools or workplaces can limit their opportunities.
Stigma and Stereotyping: Explicit biases keep harmful stereotypes about autism going, like the idea that autistic individuals can't contribute meaningfully to society. These stereotypes can hurt their self-esteem and mental health, making it harder for them to fit in.
Addressing Bias in Autism
Understanding and addressing both implicit and explicit biases is important to create a fairer and more inclusive society for autistic people. Here are some steps we can take:
Education and Awareness: Teaching people about autism and the biases that affect autistic individuals can help reduce both types of bias. Campaigns and programs can challenge stereotypes and promote understanding.
Policy and Advocacy: Supporting policies that help the rights and needs of autistic people is essential. This includes making sure they have access to good healthcare, education, and job opportunities.
Training and Development: Training professionals in healthcare, education, and other fields to recognize and deal with their biases can lead to fairer treatment and better outcomes for autistic individuals.
Community Engagement: Involving the autism community and listening to autistic voices in decisions can make sure their needs and perspectives are included. This helps build a society where autistic individuals are valued and respected.
Gallaudet University
Gallaudet University
Our week-long ACI conference was held at the Kellog Conf Hotel located on the campus of the lovely Gallaudet University. It is unique in that it is the first university dedicated to the education of those in the deaf community and hard of hearing. It is officially a bilingual university - English, and ASL (American Sign Language).
Gallaudet has made its own mark in the Disability Rights movement. In 1988 deaf students were outraged after the appointment of yet another 'hearing' president for the university and started 'Deaf President Now' movement. After all the underlying principle of the disability rights movement is "Nothing about us without us."
What was interesting was that many of the staff at the hotel were also from the deaf community. My gluten-free loaf of bread had been kept in the hotel's fridge and we went to request for it before breakfast on the second morning. The receptionist immediately gave us a piece of paper and pen to write our request. Similarly, the restaurant also was staffed by folks that were deaf, their workaround was simply to point to messages on their badges or ask us to write our requests. It was an interesting interaction and very efficient actually. No wasted words.
Vagaries of English Phraseology: Journey of An Autistic through GrammarLand
https://www.dailycal.org/2019/04/07/vagaries-of-english-phraseology-a-personal-essay/
Vagaries of English Phraseology: Journey of An Autistic through GrammarLand
My introduction to the world of academics was rather late, since I learned to communicate via typing for the first time in my life only after I was a teenager. I was stuck in a silent, non-communicative world of autism until then.
My first attempts at typing were, at best, fragments. The focus was communication for this nonspeaking boy with autism. I’d never had conversations with the outside world before. I was as excited as a toddler just learning to speak. No one, least of all me, cared for the things called “punctuation,” “grammar” or “semantics.”
There would be odd spaces, words that ran together, an occasional comma or period, sentence fragments and all. Bursts of thought came gushing out and it was important to get the key words out rather than worry about a well-structured sentence. My impulsive and hyperactive body did not make for smooth typing either. My finger would accidentally hit the caps lock key and a few uppERcase letters would appear in the middle of the word as I slowly typed.
No one, least of all me, cared for the things called
“punctuation,” “grammar” or “semantics.”
But communication was opening up my world, so I didn’t quite care. And when I started typing short pieces and poems, it was all in lowercase.
You see, using uppercase involved the use of two fingers: one on the shift key and the other on the letter key. But I was a one finger typer — a lone index finger on my right hand roamed the QWERTY keyboard, searching for and hopping slowly from letter to letter.
I soared in the power the written words afforded me. My written word substituted the spoken word. People never said pause or comma when they spoke so I figured I need not worry.
With the ability to communicate came the expressed longing for education. When the transition from special education took place, I leapt into eighth grade mainstream academics with anticipation and glee — straight into the arms of Shakespeare, algebra and biology.
An unexpected side of pedantics then reared its head — there was demand for these things called “grammar” and “punctuation.” Grammar was hardly the thing to teach in my former special education world. In special education, I was thought capable of only learning C-A-T spells cat and D-O-G spells dog, and single digit addition like 8+2 = 10.
My mind wrapped around a whole host of new terminology that was part of mainstream academics. Bits of sentences linked to grammar terms, however, simply had no relevance for me.
Grrr! Gerunds were strangers that growled at me.
Modifiers dangled for some reason.
Mood was an imagined subjunctive
instead of happy every season.
Why were the verbs tensed?
I told them, don’t stress, just meditate.
“Is language not something to enjoy, rather than to be dissected like a frog?” I moaned. Did we have to reduce a sentence to a string of grammar terms?
Bursts of thoughts flow from the brain
Authority insists, must confine to rules
Macrocosm bound by microcosm chain
Drown in grammar phraseology
Lost in punctuation terminology
Essays needed punctuation and spell check; it was mandatory. I needed to bring my other index finger into play to hold down that shift key. Even punctuation like the lowercase comma had their issues.
Sometimes the Oxford comma was needed by the teacher and at other times, it was a no-show. I wondered if the poor comma made the journey from Oxford, England to the Bay Area each time it was needed.
Word processor spell checks somewhat came to my rescue. I enjoyed the composition, literature and vocabulary parts of English.
but grammar terminology —
— definitely, not in my list of graces.
In a strange new world I was navigating.
It was in an American literature class that I first met e e cummings. The first poem I read by him was “in Just-.”
His poetry confounded me. A first glance, I sat up and wondered, “IS THIS WRITTEN BY A BOY WITH AUTISM — with poor fine motor ability like me? He uncapitalized, words ran together, there were white spaces and a general lack of punctuation. I was baffled and nonplussed, absolutely fascinated. I gaped and stared at the poem on the page.
What was going on and who was this person?
How did such a poem by a person with fine motor challenges make its way into my school textbook?
I soon discovered that e e cummings was a famous poet who intentionally decried grammar convention and punctuation. Even his name was all lowercase. No one had liked him initially, so he had to self-publish. But his unconventional style ended up being much admired by generations of critics thereafter.
There was meaning in his very lack of punctuation
which gave me a lot of courage. Maybe I need not conform.
There was meaning in his very lack of punctuation which gave me a lot of courage. Maybe I need not conform. Perhaps my autism challenges could be transformed into strengths along the way. I just had to — had to — write in kind. I wrote the following poem in response to cummings’ assertions in his poem “since feeling is first“ and wrote it in the nonconformist style of his other poem “in Just-.”
noPeriods, Period
death’s no parenthesis
asserts e e cummings.
actually
death
is
a
comma
an
ellipsis
whitespace
aPause
as the soulRenewsBody
life’s no paragraph
avows e e cummings
just face it
life — is
a
smorgasbord
no grammar syntax
…just flows…..
noPeriods. Period.
says e e hari
I have to thank e e cummings for giving me additional perspectives on breaking the boundaries. “it takes courage to grow up and become who you really are,” he once said.
I can break free to just be me.
Contact Hari Srinivasan at hari@dailycal.org.
Celebrating (Dis)abilities in the Workplace
Celebrating (Dis)abilities in the Workplace
My article for the Daily Cal after a series of interviews with the Disabled Staff and Faculty at UC Berkeley
Implicit and explicit bias
In the quest for a more equitable and inclusive society, it is crucial to understand the different forms of bias that influence our attitudes, beliefs, and behaviors toward individuals or groups, particularly those with autism. Bias can broadly be categorized into implicit (unconscious) and explicit (conscious) bias, both of which play significant roles in perpetuating inequality and discrimination.
Implicit Bias
Implicit (unconscious) bias, refers to automatic and unintentional attitudes or stereotypes that individuals hold about certain groups, even when they are unaware of these biases. These biases are deeply ingrained in our subconscious minds and can influence our actions and decisions without conscious awareness. For example, a person may hold implicit biases that lead them to associate certain racial groups with negative traits or behaviors, despite consciously believing in equality and fairness.
In the context of autism, implicit biases can manifest in various ways:
Healthcare: Healthcare providers might unconsciously underestimate the pain or discomfort expressed by autistic individuals, leading to inadequate care or misdiagnosis. Implicit biases can affect clinical judgments and patient interactions, often resulting in suboptimal healthcare outcomes for autistic individuals (van Ryn & Fu, 2003).
Education: Educators might unconsciously hold lower expectations for autistic students, impacting their educational opportunities and achievements. Implicit biases can lead to autistics kept in segregated special education rather than mainstreamed or differential treatment in the classroom, affecting the quality of education that autistic students receive.
Employment: Implicit biases in hiring processes can result in autistic candidates being overlooked for job opportunities, despite having the necessary qualifications. This perpetuates high unemployment rates among autistic adults and limits their economic independence.
Recognizing and addressing implicit bias is essential for promoting diversity, equity, and inclusion across all areas of society. Tools such as the Implicit Association Test (IAT) can help individuals identify their unconscious biases, enabling them to take steps toward mitigating these biases in their interactions and decisions.
Explicit Bias
Explicit (conscious) bias, on the other hand, is deliberate prejudice or discrimination against specific groups of people. Unlike implicit bias, explicit bias is readily recognized by the individual holding these beliefs. For instance, an individual openly expressing discriminatory attitudes or engaging in discriminatory behaviors toward people of a certain ethnicity demonstrates explicit bias.
Explicit bias against autistic individuals can take many forms:
Hate Speech and Discrimination: Autistic individuals might face overt discrimination or bullying in social, educational, or workplace settings. This can lead to increased social isolation, anxiety, and depression among those affected.
Discriminatory Policies: Explicit biases can influence the creation and implementation of policies that disadvantage autistic individuals. For example, policies that do not provide adequate accommodations in schools or workplaces can limit the opportunities available to autistic people.
Stigma and Stereotyping: Explicit biases contribute to the perpetuation of harmful stereotypes about autism, such as the belief that autistic individuals are incapable of contributing meaningfully to society. These stereotypes can negatively affect the self-esteem and mental health of autistic individuals and hinder their social integration.
Addressing Bias in Autism
Both implicit and explicit biases are important to understand and address to promote a more equitable and inclusive society for autistic individuals. Here are some steps that can be taken:
Education and Awareness: Raising awareness about autism and the biases that affect autistic individuals can help reduce both implicit and explicit biases. Educational programs and campaigns can challenge stereotypes and promote understanding and acceptance.
Policy and Advocacy: Advocating for policies that support the rights and needs of autistic individuals is essential. This includes ensuring access to appropriate healthcare, education, and employment opportunities.
Training and Development: Providing training for professionals in healthcare, education, and other fields can help them recognize and address their biases. This can lead to more equitable treatment and better outcomes for autistic individuals.
Community Engagement: Engaging with the autism community and including autistic voices in decision-making processes can ensure that their needs and perspectives are considered. This promotes a more inclusive society where autistic individuals are valued and respected.
By understanding and addressing both implicit and explicit biases, we can work towards a society that is truly inclusive and equitable for all individuals, including those with autism.
References
- van Ryn, M., & Fu, S. S. (2003). Paved with good intentions: Do public health and human service providers contribute to racial/ethnic disparities in health?. American Journal of Public Health, 93(2), 248-255.
- Project Implicit. (n.d.). About the IAT. Retrieved from Project Implicit
Online is a critical disability accommodation for education access
The article below highlights how online and hybrid options are a critical but overlooked disability accommodation that makes education accessible to many in the autistic/disability populations.
https://www.onlinecollegeplan.com/can-someone-with-nonverbal-autism-attend-online-college/
"Communicating their needs is something that almost everyone with ASD struggles with so for someone who doesn’t communicate in a typical way, those struggles can be exacerbated, especially in school. "
"Colleges and universities across the country offer online programs and more and more of them are implementing support programs to help autistic students transition into college life more smoothly and to excel. These two things can come together and absolutely transform the future for students that can’t speak. The minimized interaction in a self-paced distance-learning degree program allows the student to focus on the things that they can do instead of having to consistently confront the things they can’t as they try to navigate their coursework. The support programs in place at many colleges are there for all students whether they are learning on campus or online and they can help to provide proper resources to students that need them, to help them stay motivated and organized, and to be there for the times that college gets to be a bit overwhelming. A nonverbal autistic student would be able to get the full college experience regardless of what method they chose to complete their degree, but it seems that online college would help reduce the stress of going to college and make communication between advisors, professors, and classmates a lot simpler."
The Boy At the Back
An essay for my Eng 1A class
The Boy at the Back
(A Snapshot of America)
Pens scratch words on paper as the students sit hunched over their desks. Other pens are lifted in mid-air as thoughts are pondered and organized in the canvas of the mind. The college classroom is quiet and the scent of concentration permeates the air. Some students sigh in relief at having finished their responses and get ready to leave. A myriad of students sit in the room, some with last names not easily pronounceable by the instructor. The melting pot of culture and ethnicity that is America is reflected in this community college classroom. But what is even more striking is the presence of the boy sitting in the back with significant disability challenges. That boy is me. I have non-verbal autism and a host of other issues. Yet here I am attending an advanced level English Composition college class. This snapshot essentially shows the promise, possibility, and opportunity inherent in America which now has transcended not just the barrier of ethnicity but also that of (dis)ability.
The very fact that a person with my level of challenges is able to attend college shows the promise of America. According to most reports by Psychologists and other professionals dated a few years back I was headed for an adult day program with college nowhere in the scene. I am non-verbal to start with. Add to that significant body disorganization, fine motor challenges, sensory dysregulation, and social anxiety. It was assumed I would not improve after the early intervention years of therapy during toddlerhood. Autism is just a label for the whole confused mix of disability and is wide in its scope. In my case it’s a mind-body disconnect of sorts but I was being judged merely on external observations. I had no way to overturn established opinions of me as I had no avenue of communication. An intelligent rational mind was buried under the irrational body. I was wasting away my years in a special education classroom learning two-digit addition and three-letter words. I was still subject to the preschool circle-time in special education at age 12. Where was all this mentally stimulating education that the American dream spoke of? Lady Liberty was not delivering her promise to citizens like me. After high school I would be in one adult day program followed by another day program for older adults above age 50. I was doomed to a life of monotonous nothingness. I had wondered then if I would ever get the opportunity of attending a typical classroom. What a contrast from the snapshot above. For it was quite by accident that I stumbled onto learning to communicate via typing at age 13. There was more to me than just an errant excitatory body which I could exhibit at last. The road to mainstream education was not easily accessible and hard won for me. So that makes me appreciate it all the more. I eagerly lapped up Algebra, Shakespeare, Programming, and Biology. I empathized with Frederick Douglass who had realized the power and possibility of education in turning our lives around. It was not easy to change perceptions of what someone like me was capable of either. I still have a host of autism issues to deal with which constantly throw obstacles in my everyday life. It is both a maze and an obstacle course every day as I walk on unchartered territory. It is a lot of hard work and requires much physical effort. I made it through high school garnering multiple writing awards on the way and even made valedictorian. Who would have imagined all that in my silent years? I’m now attending college in my own limited way. There I sit in the college classroom snapshot. And no doubt many others will follow after me and along with me. That is the promise of America.
It takes a country like America with its mindset to provide opportunities via support and infrastructure to make college a reality for someone with significant disability issues like me. I may have a bright mind but without understanding lecturers, guidance from college disability counselors, accommodations, and my other support staff, education may continue to be an elusive goal. The very fact that such options are available speaks volumes about American life. It enables someone like me to be part of that snapshot. That is the opportunity in America.
I may be sitting at the back of the room but there lies the possibility that I too will come to the foreground as I find ways around my autism issues. My sitting at the back is symbolic in a way much like the slow and steady tortoise which caught up with the hare. Education is empowering as Frederick Douglass realized and can open up other hitherto closed doors. In addition, disability itself does not have to be limiting as Dr. Stephen Hawking shows us in modern times. Given the neurodegenerative nature of his disability Dr. Hawking currently has to use cheek twitches to select one character at a time on the computer screen. The text then has to be converted to speech via a speech synthesizer. It is a slow process but Dr Hawking does not allow his disability to limit the brilliant output of his mind. Technology has been a great enabler and it can only continue to improve. We live in America which is in the forefront of technology. Dr. Hawking’s communication devices are powered by non other than Intel. The snapshot does not show it clearly but there is an iPad in front of me. That is my communication device, my mouth so to speak. Dare I dream that I will make it all the way to PhD on my path to education? There is the possibility that I can be part of the solution on my way. Education will enable me to become a productive and contributing member of society. That is the possibility in America.
I see this promise, possibility, and opportunity in each and every person bent over their responses in the snapshot, not just me. That is why they are present in that room. That is why these students seek a college education. This English Composition class is a transfer course requirement which implies a desire to pursue a bachelors degree. A college degree leads to better careers. It is the promise of America. In addition, the significantly lower costs of community college allow them to pursue this promise no matter their economic background. In fact, President Obama wants to make community college itself free. That is the opportunity in America. And no longer is ethnicity a barrier to a better life if one pursues it with determination. The snapshot shows it all. That is the possibility of America.
At its crux, American life represents basic human life which has both ups and downs. Poverty, illness, housing, family, disability and other issues get in the way. Life with its little details can be exhausting but it can be exhilarating too. The promise of positives is what keeps the human spirit going forward. For a peek at the promise, possibility, and opportunity of America just look the boy at the back.
A Walk on the Braille Side
A Walk on the Braille Side
The ability to be "Change-Makers" is in all of us. Most take the access-ramp to volunteering for granted, available to them if they choose to volunteer. Being differently-abled puts a whole new light on this access. Most volunteering opportunities require social interaction skills and the ability to handle oneself without too much assistance. There are many nuances to this - you may have to travel somewhere, meet people, explain, physically assist and have decent fine motor skills. It is no wonder that people with disabilities are, more often than not, excluded from the arena of volunteering.
All of us want to feel productive.
All of us want to contribute.
All of us have bright minds that think.
I’m a high school junior and have had a diagnosis of Autism since age 3. In fact, I only learned to communicate via typing at around age 13. I have many of the issues that keep me from volunteering in the classical sense – social anxiety, motor issues, and limited speech. Making sandwiches for the homeless was as challenging a coordination task, as was the social aspect of volunteering with the children at the shelter. My sensory system would be overwhelmed and disorganized at, “clean the park” type of volunteering. I was not being productive and mere physical presence at such events was a far cry from being a satisfactory volunteering experience.
Last year, I was invited to be a part of the team at AccessBraille (formerly Inclusive Volunteers), a new non-profit (www.inclusivevolunteers.org / accessbraille.org). Its founder, Nikhil Dilip is a high-schooler at Harker School in San Jose, CA. He had a disabled uncle who had not been permitted to volunteer at various organizations because he did not have the skills necessary to participate. Nikhil wanted to create an organization that would provide volunteer opportunities for ALL, irrespective of perceived abilities. It was a radical concept as everyone deserved to help out their community if they wished to do so. Inclusive Volunteers works with other non-profits to identify volunteer opportunities. Nikhil’s hope is that Inclusive Volunteers can eventually recruit people from all over the country and hopefully around the world. “If we can become a truly international organization, we will be able to do further volunteer work and help out the organizations that seek our help. In the near future, I hope that we can create a network of volunteers helping out organizations in need of volunteers and rather than we contacting organizations for work to do, we can build up enough trust in these organizations that they can recruit us”
Many of the opportunities would be virtual, which would suit not only suit the disabled but make it very convenient for the abled too. My generation is no stranger to the possibilities of “virtual!” Nikhil’s mother, Viji Dilip, already works for other non-profit, Benetech and Bookshare (bookshare.org) that is involved in a lot of free educational and technology programs around the world. According to Viji Dilip, “Thanks to the internet it is now possible for many people to volunteer from their home. Crowdsourcing has become an acceptable method for organizations to get their work done. This is a win-win situation both for organizations and for volunteers.”
A list of volunteer opportunities is available on the website. For example the Image-Description Activity (bookshare.org) is looking for high school volunteers. The task entails describing images in textbooks. These will later be audio recorded for the visually challenged / blind readers. In the past, images had always been left out of audio recordings. Essentially while you study Biology/History at school, you can volunteer by describing the images in a Biology/History textbook. Students can in essence turn studying itself into an act of volunteering. Currently there is a critical need for volunteers to describe images in Science and History Textbooks.
The volunteer activity closest to my heart, is putting together the periodical Braille Magazine. The Braille Access Project (brailleaccess.org) delivers mobile blind school kits to remote villages in Africa and Asia. Volunteers in those areas travel by van to remote villages and teach the visually challenged and their families to read Braille. Some areas are so remote, such as the mountainous regions of Nepal, that they are not van-accessible. So volunteers actually deliver the Braille Access Kits on donkeys.
Wouldn’t it be useful if, in addition, they had something interesting to read in Braille? That was the thought behind starting the free Braille Magazine. The Braille magazine, put together by the Inclusive Volunteers team, would accompany the Braille Access kits. Finally, my writing skills could be used to make a difference with my social and physical challenges no longer a hindrance.
We type the words with our fingers.
They will read our words with their fingers.
Reach out…. Our fingers touch theirs.
Imagination flows between the fingertips.
Unlock possibilities!
The magazine was appropriately named, “The Reading Finger.” The short articles were on a wide variety of topics - from poems to personal narratives to humor to travelogues. The authors have ranged from elementary to high school ages. Most significant of all, the articles came from both abled and disabled youth. It was truly “Inclusive!” You can help out by contributing short articles for upcoming issues of the Braille Magazine.
The articles are written in English, compiled and sent to a braille printer for printing in Braille. A page in English could well translate to as many as 3-4 pages in Braille font. Finished magazines in Braille, accompany the Braille Access Kits to their respective destination. Audio versions of the magazine are recorded, again thanks to volunteers, and are distributed. Every step of the process is done through the help of volunteers.
The very first issue of the ‘Reading Finger,’ last year, reached mobile (and non-mobile) schools in Liberia, Ghana, India and even the mountainous areas of Himalayan Nepal. Braille had reached, “The Top of the World,” - literally! The last issue this year carried a sports theme in honor of the Summer Olympics and Paralympics. The team is at work on the next magazine as we speak.
If you haven’t volunteered before, I urge you all to do so. Volunteering comes in all shapes and forms. The opportunity to make a difference can be just a mere keyboard away!
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And this was one my writing pieces that won an award.
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