Empowering families experiencing disability.
Join us for a virtual inclusive afternoon of programming designed for our disability community over Zoom. Sept. 12: Stories & Songs; Oct. 10: Bingo & Trivia. This program is open to all! Register to receive Zoom link (all ages welcome).
www.BeavertonLibrary.org/Register
By Karen Houston
What does meaningful participation in online school look like for your child with a disability these days? Perhaps you have a child that can attend to video calls with their teacher and then complete worksheets and other assignments with your guidance. You may be more like my child, who struggled with participation in a brick and mortar setting with one-on-one assistance and now is expected to complete school online. Maybe your story lies somewhere in between. Wherever you fall along the spectrum of online learning, for kids with a disability, the one thing we parents all do have in common is that we have suddenly become the one and only teacher for our child. My son has ten adults on his IEP team at school. TEN. At home, with my husband working, it is just me; one person. I have become the SLP, OT, behavior specialist, general education teacher and learning specialist, just to name a few. How do I wear all these hats and make sure my child is meaningfully participating in online school alongside his peers? Well, I will tell you my secret.
I don’t.
I simply can’t. I stepped away from my job at FACT Oregon during these unprecedented times to focus on my children and make sure they are safe, fed, healthy and yes, educated. I am lucky to be able to take this time with them. My daughter just logs on to her Google classroom and does her assignments and manages her own time. My son takes every second of every day and everything I’ve got. I had to decide early on how to manage all the video calls and emails and tele-therapies that were coming flying at me from every direction. Everyone wanted to help. Everyone wanted to make sure he wasn’t left behind. My heart swelled with all the thought and care people were pouring into my son and my family, but my head felt like it was going to explode.
So, I read the emails, we attend his online classroom meeting each day and then we just kinda do our own thing. He listens to books and I read to him every day, some days that is 10 minutes total and on a good day an hour. We type on his adapted keyboard when he’s in a good space. I have no idea how to approach math in a meaningful way. We follow a visual schedule, on hard days we follow it loosely. I am not hard on myself about him not meaningfully participating in online school because I am too busy celebrating the other things we are working on that have nothing to do with school.
One example is neighborhood walks. Pre-COVID-19, whenever my son would go out our front door he just wanted to load up into the car and go somewhere. If you tried to go for a walk around the neighborhood he would scream and fall to the ground. When the stay at home orders came through I knew that we’d both need to get out of the house, even just for a walk around the block, if we were going to maintain our sanity. The first two walks were not pretty, but by the third walk he was having fun. We work on him carrying his AAC device, stopping and looking before crossing the street and saying hi to neighbors (from 6 feet away). We are also learning how to do chores, get dressed and brush teeth independently, use and carry his AAC device all day and ride a bike. Our family started an AAC only dinner time where everyone has to use his program on a device to communicate, no talking! So many things we have always just done for him because we were in a rush and had no time. Now all we have is time.
Having a child with significant communication and sensory needs makes online school extremely difficult. However, the stay at home conditions we currently find ourselves in also gives us opportunities we have never had before. We are doing our best to participate in online school in a meaningful way, but I’m much more excited about his meaningful participation in our family.
By Executive Director, Roberta Dunn
It was in a college psychology class that I was first introduced to Maslow’s Hierarchy of Needs, the five tier triangle that identified the meeting of individual needs to the ability to experience individual growth; the idea that one built upon another in a hierarchy. It sat well with me then and still does, but all these years later, I can’t help but apply this to the experience of the many people in my life that experience disability, including my own son. Too often, in our journey in disability, the emphasis of needs as being “special needs” somehow diverts pursuit of Maslow’s five basic needs. It launches us in focused pursuit, and possible acquisition, of meeting one’s physiological and safety needs, but often stops there. And while advocacy efforts have made strides in securing access – to school, community, etc., simply being able to access something falls short of belonging. Is that the end of growth for friends and family members experiencing disability – basic needs met in a safe place that they are able to access? No way!
Let’s change the narrative, let’s flip this scenario on its head. January 20th is the MLK National Day of Service, a great opportunity for you and your child/young adult to plug into community; a great opportunity to celebrate what makes us unique – our strengths, our gifts and our talents. Visit the website and find a site near you where your family can shine!
Remember a time when you felt esteem, pride, success – a time you felt your personal best. Wasn’t it amazing?! Everyone, including our children experiencing disability, deserve opportunities to experience that. Let’s make it happen this MLK Day of Service.
We look forward to hearing your stories. And remember, our communities are stronger and more vibrant when they are inclusive!
https://www.nationalservice.gov/serve-your-community/mlk-day-service
Al pensar en prepararse para la edad adulta cuando su hijo/a se acerca al termino de la escuela secundaria, piense en el Programa de Estudios de Carrera y Comunidad de la Universidad Estatal de Portland (PSU) que ofrece un programa inclusivo de cuatro años una experiencia universitaria que fomenta el empleo, las habilidades de vida diaria independiente y la autodeterminación.
Aprenda más sobre el programa y lo que los estudiantes y padres que actualmente están en este programa tienen que decir:
El estudiante universitario Massoud Beardsley es un estudiante de segundo año del programa de Estudios de Carrera y Comunidad en la Universidad Estatal de Portland. Junto con otros estudiantes de PSU, Massoud ha completado cursos como Salud, Felicidad y Derechos Humanos; Escritura creativa; Cultura popular; e Introducción a la actuación. Massoud también trabaja medio tiempo en el Centro de Recreación de PSU junto con otros estudiantes de esta misma universidad. Le encanta el béisbol y pertenece al Club de Béisbol de PSU, que compite con equipos de otras universidades del noroeste. En su tiempo libre, sale con amigos y ellos disfrutan de una variedad de actividades dentro y fuera del campus.
Actualmente, hay 20 estudiantes universitarios en el programa CCS. El primer grupo de cinco estudiantes se graduará este año, recibirá sus certificados y participará en la ceremonia de graduación.
Empleo. La facultad y el personal de CCS han apoyado a cada estudiante para obtener un empleo pagado competitivo e inclusivo dentro de su primer año del programa. Los estudiantes reciben ayuda de trabajo individualizado y entrenamiento laboral. Los estudiantes trabajan junto con otros estudiantes de PSU en trabajos como en el jardín infantil del campus, en mantenimiento de jardines e instalaciones, en el Centro de Recreación, el Pabellón Vikings, la librería y la biblioteca. Algunos estudiantes también trabajan con empleadores fuera del campus, como por ejemplo Target, Smith Tea, Moda Center y Northwest Disability Support. Durante su tercer y cuarto año, los estudiantes de CCS se enfocan en conseguir un empleo antes de graduarse, en un trabajo centrado en su carrera que coincida con lo que les gusta e interese y que sea fuera de PSU.
Cursos Académicos. Cada estudiante cuenta con el apoyo del personal de CCS, consejeros académicos (que son estudiantes graduados en educación), el Centro de recursos para estudiantes con discapacidad de PSU y la facultad, para poder completar cursos académicos con otros estudiantes de PSU. El alumno selecciona estos cursos académicos de acuerdo a sus intereses y objetivos profesionales. Los estudiantes de CCS completan uno o más cursos en estudios universitarios junto con otros estudiantes de PSU tales como Portland; Inmigración, Migración y Pertenecer; Familia y sociedad; y otros. Los estudiantes también seleccionan una variedad de cursos ofrecidos por otros departamentos de PSU, tales como discurso público, introducción a la actuación, e introducción a los estudios de niños y familias. Además, los estudiantes disfrutan de clases como baile de salsa, entrenamiento con pesas y coro universitario.
Vida independiente. Los estudiantes de CCS aprenden habilidades de vida independiente mientras recorren el campus, manejan sus horarios personales y usan el correo electrónico y los mensajes de texto para comunicarse. Como Maddy Schumacher, una estudiante de tercer año de CCS, que describió sus actividades durante un período: “Tomé Inmigración, Migración y Pertenecer, ¡trabajé en el Centro de Recreación de PSU! … Me preparé para las reuniones y la clase y el trabajo y [llegué a mis citas] a tiempo”
Actividades de la vida en el campus. CCS alienta a los estudiantes a involucrarse en la vida del campus, incluidas las actividades sociales, deportivas, recreativas y de servicio voluntario. Cada estudiante de CCS puede elegir tener un “compañero navegador”, un estudiante de PSU que se une al estudiante de CCS para explorar y participar en las actividades del campus. Así es como Maddy describió algunas de las actividades de su vida en el campus: “Salgo con [mi compañero de navegación] y almuerzo y juego juegos con [amigos]. ¡Fui a caminar en la nieve y hacer kayak en los viajes al aire libre de PSU!”
Asya Beardsley, madre del estudiante de segundo año de CCS Massoud Beardsley, describió las actividades de Massoud con su compañero de navegación, “Massoud y su compañero de navegación se ofrecieron como voluntarios en el banco de alimentos, fueron a hacerse masajes … fueron a los juegos de baloncesto de PSU, fueron a un Juego de los Pioners … han ido a hacer yoga … Ellos no siempre terminan haciendo las mismas cosas. Ellos tienen la intención de hacer algo realmente divertido y diferente, algo que a ella le gustaría o algo que a él le gustaría hacer”.
Resultados. Los padres han observado resultados positivos para sus hijos e hijas que están participando en CCS. Conrad Schumacher, el padre de Maddy, explicó: “Casi todos los que ven a Madeliene dicen:” Dios mío, ¿qué ha sucedido? “. El crecimiento que ha logrado es fantástico. Puedo ver esto como … padre …, pero cuando veo viejos amigos que no la han visto por un tiempo o mi madre que la ve de vez en cuando, ellos notan más estos grandes avances …, este es un signo de altas expectativas: ese tipo de expectativas altas y razonables [del Programa CCS de PSU] y ella realmente está respondiendo a estas … Este es un crecimiento constante en todos los sentidos, pero especialmente en su habilidad para navegar las complejidades del mundo “.
La madre de Rachel, Ann Esteve, resaltó que: “… esto no ha sido solo un experimento, ha sido una verdadera experiencia universitaria. En el pasado pensábamos en que tal vez asistiera al community college o tomara algunas clases, así es que en realidad es totalmente increíble que ella esté aquí en PSU “
Orientación para nuevos estudiantes de CCS. En presentaciones recientes, dos estudiantes del último año de CCS, que se graduarán en 2020, dieron consejos para los estudiantes que están comenzando en el programa de CCS.
Will Larson comentó: “Mi consejo para un estudiante de primer año es que no te rindas. La Universidad puede ser difícil a veces, pero todos somos inteligentes, y tú puedes hacer cualquier cosa que te propongas. Si algo es difícil de hacer puedes pedir apoyo a los maestros y mentores, pero lo más importante es que el Programa CCS siempre puede ayudarte “.
Rachel Esteve exclamó, “Mi consejo para tí es que seas tú mismo. Y que te diviertas siéndolo.”
CCS está aceptando aplicaciones para el Otoño del 2020!
¿No estás listo/a para aplicar? Puedes aprender más acerca de este programa asistiendo a una de las próximas NOCHES DE INFORMACIÓN!
In thinking about preparing for adulthood as your child nears the end of high school, Portland State University’s Career and Community Studies program provides an inclusive, four-year college experience that fosters meaningful employment, independent living skills and self determination.
Learn more about the program, and what current students and parents have to say:
College student Massoud Beardsley is a sophomore in Career and Community Studies at Portland State University. Side-by-side with other PSU students, Massoud has completed courses such as Health, Happiness and Human Rights; Creative Writing; Popular Culture; and Introduction to Acting. Massoud also works part-time at the PSU Recreation Center along with other PSU students. He loves baseball and belongs to the PSU Baseball Club, competing with teams from other NW colleges. In his spare time, he hangs out with friends, and they enjoy a variety of activities on and off campus.
Currently, there are 20 college students in the CCS program. The first group of five students will graduate this year, receiving their certificates and participating in commencement.
Employment. The CCS faculty and staff have supported every student to gain inclusive competitive wage employment within their first year of the program. Students receive individualized job development and job coaching. Students work alongside other PSU students in jobs such as campus child care, groundskeeping and facilities maintenance, the Recreation Center, the Vikings Pavilion, the bookstore, and the library. Some students also work for off-campus employers, such as Target, Smith Tea, Moda Center, and Northwest Disability Support. During their third and fourth years, CCS students focus on achieving employment prior to graduation in a career-focused job that matches their interests, outside of PSU.
Academic Courses. Every student is supported by the CCS staff, academic coaches (who are graduate students in education), the PSU Disability Resource Center, and the faculty, to complete academic courses with other PSU students. These academic courses are selected by the student, based upon their interests and career goals. CCS students complete one or more courses in University Studies along with other PSU students, such as Portland; Immigration, Migration and Belonging; Families and Society; and others. Students have also selected courses offered by a variety of other PSU departments, such as Public Speaking, Introduction to Acting, and Introduction to Child and Family Studies. Additionally, students enjoy classes such as Salsa Dancing, Weight Training, and University Choir.
Independent Living. CCS students learn independent living skills as they navigate the campus, manage their individual schedules, and use email and text messaging to communicate. As Maddy Schumacher, a CCS junior, described her activities for one term, “I took Immigration, Migration, and Belonging,..I worked at the PSU Rec Center! …I prepared for meetings and class and work and [got to my appointments] on time.”
Campus Life Activities. CCS encourages students to become involved in campus life, including social, athletic, recreational and volunteer service activities. Each CCS student can choose to have a “peer navigator”, a PSU student who joins the CCS student in exploring and engaging in campus activities. Here is how Maddy outlined some of her campus life activities, “I hang out with [my peer navigator] and eat lunch and play games with [friends]. I went snowshoeing and kayaking with PSU Outdoor trips!”
Asya Beardsley, mother of CCS sophomore Massoud Beardsley, described his activities with his peer navigator, “Massoud and his peer navigator have volunteered at the food bank together, they got massages together…they’ve gone to PSU basketball games, they went to a Trailblazers game… they’ve gone to yoga…They don’t end up always doing the same thing. They’ve really intended to do something really fun and different, something she would like or something he would like.”
Outcomes. Parents have observed positive outcomes for their sons and daughters who are participating in CCS. Conrad Schumacher, Maddy’s father, explained, “Almost everyone that sees Madeliene says, ‘Oh my gosh, what has happened?’ The growth that she’s made is just phenomenal. I can see this as a…father…, but when I see old friends that haven’t seen her for a while or my mom who sees her every once in a while, [they see] these great strides…, that’s that sign of high expectations – that sort of high, reasonable expectations [of the PSU CCS Program] and she is really responding to those…This constant growth in really all ways, but especially in her ability to sort of navigate the complexities of the world.”
Rachel’s mother, Ann Esteve, remarked, “…it hasn’t just been an experiment, it’s been a genuine college experience. In the past we thought maybe community college or some classes, and it’s kind of a mind-blower that she’s here at PSU.”
Advice for new CCS students. In recent presentations, two CCS seniors, who will graduate in 2020, gave advice for beginning CCS students.
Will Larson remarked, “My advice to a first year student is don’t give up. College might be difficult at times but we are all smart, you can do anything you put your mind to it. If something’s hard use support like teachers and mentors, but more importantly the CCS Program always can help.”
Rachel Esteve exclaimed, “My advice for you is to be yourself. And have fun with it.”
CCS is accepting applications now for fall 2020!
Not ready to apply? You can learn more by attending an upcoming INFO NIGHT!