“While October’s gains were modest for people with and without disabilities, this is encouraging in light of the continued effects of COVID-19,” said John O’Neill, PhD, director of employment and disability research at Kessler Foundation.

EAST HANOVER, N.J. (PRWEB)
November 06, 2020

Kessler Foundation and University of New Hampshire nTIDE Report—featuring Job Path, a New York City based nonprofit that taps multiple sources of funding to create comprehensive opportunities for individuals with developmental disabilities to work, live and play in their communities of choice.

October’s job numbers showed small changes for Americans with and without disabilities, according to today’s National Trends in Disability Employment – Monthly Update (nTIDE), issued by Kessler Foundation and the University of New Hampshire’s Institute on Disability (UNH-IOD). Although people with disabilities have remained engaged in the labor market, the ongoing effects of the pandemic and uncertainty about continued federal aid are major concerns as the year draws to a close.

nTIDE COVID Update (month-to-month comparison)

In the Bureau of Labor Statistics (BLS) Jobs Report released Friday, the employment-to-population ratio for working-age people with disabilities increased from 28.3 percent in September to 29.2 percent in October 2020 (up 3.2 percent or 0.9 percentage points). For working-age people without disabilities, the employment-to-population ratio also increased from 70.0 percent in September to 71.3 percent in October 2020 (up 1.9 percent or 1.3 percentage points). The employment-to-population ratio, a key indicator, reflects the percentage of people who are working relative to the total population (the number of people working divided by the number of people in the total population multiplied by 100).

“While October’s gains were modest for people with and without disabilities, this is encouraging in light of the continued effects of COVID-19,” said John O’Neill, PhD, director of employment and disability research at Kessler Foundation. He added, “However, we may see declines in the employment-to-population ratio next month as COVID-19 infections increase during the fall and federal aid has yet to be renewed.”

The labor force participation rate for working-age people with disabilities increased from 32.7 percent in September to 33.3 percent in October 2020 (up 1.8 percent or 0.6 percentage points). For working-age people without disabilities, the labor force participation rate also increased from 75.7 percent in September to 76.2 percent in October 2020 (up 0.7 percent or 0.5 percentage points). The labor force participation rate is the percentage of the population that is working, not working and on temporary layoff, or not working and actively looking for work.

“The labor force participation rate improved slightly compared to last month reaching the same level compared to this time last year,” noted economist Andrew Houtenville, PhD, research director of the University of New Hampshire’s Institute on Disability. “This is good news and suggests people with disabilities are staying engaged in the workforce by either working, actively looking for work, or expecting to be recalled. It will be important to track this indicator as economic restrictions are reinstated to combat the increasing spread of COVID-19.”

nTIDE COVID Update – Friday, November 20 at 12:00 pm Eastern

Stay tuned for more about the employment of people with disabilities as we follow the impact of COVID-19 and look at the numbers in more detail.

Traditional nTIDE Numbers (comparison to the same time last year)

The employment-to-population ratio for working-age people with disabilities decreased from 30.7 percent in October 2019 to 29.2 percent in October 2020 (down 4.9 percent or 1.5 percentage points). For working-age people without disabilities, the employment-to-population ratio decreased from 75.1 percent in October 2019 to 71.3 percent in October 2020 (down 5.1 percent or 3.8 percentage points).                                                                                                                                                                                                                                                                        

The labor force participation rate for working-age people with disabilities was the same, 33.3 percent in October 2019 to 33.3 percent in October 2020 (up 0 percent or 0 percentage points). For working-age people without disabilities, the labor force participation rate also decreased from 77.6 percent in October 2019 to 76.2 percent in October 2020 (down 1.8 percent or 1.4 percentage points).                                                                    

In October 2020, among workers ages 16-64, the 4,344,000 workers with disabilities represented 3.1 percent of the total 140,340,000 workers in the U.S.

Funding for nTIDE is provided by Kessler Foundation.

Beyond the Numbers

As job losses steepen and more Americans begin actively looking for work, the landscape is changing for jobseekers with disabilities and the agencies that support their competitive integrated employment. For more than 40 years, Job Path, a not-for-profit provider agency in New York City has provided employment and day and residential support services for people with autism and other developmental disabilities, aiming for inclusion in community life, as well as the workplace.

While employment is the major focus, Job Path fosters involvement in community life, encouraging clients to volunteer with organizations that interest them, and engage in hobbies, artistic and spiritual pursuits. Job Path blends and braids multiple sources of funding to create comprehensive opportunities for individuals with developmental disabilities to work, live and play in their communities of choice. To accomplish this Job Path draws on multiple funding sources including state vocational rehabilitation, foundation funding, government grants, Medicaid’s waiver funding, Social Security’s Ticket to Work program, and local funding.

In New York City, more than 100 employers have hired workers with disabilities through Job Path, for jobs in diverse areas including retail, animal care, childcare, healthcare, clerical and administration, food service, media and communications, and maintenance services. Using customized employment strategies, Job Path works with each individual to identify their skills and talents and works with employers to create positions that meet the needs of both the business and the job seekers. Job Path’s job coaches provide flexible ongoing support for new hires, maximizing their likelihood of success. With this approach, Job Path has succeeded in finding employment for 85% of job seekers, and 85% have stayed on the job at least a year. In 2019, their clients earned more than $2.6 million.

The pandemic’s broad effects on employment have impacted the ability of nonprofits such as Job Path to maintain their support of jobseekers with disabilities. While new placements have slowed, ongoing supports for those currently employed have continued, according to Dr. O’Neill, a member of Job Path’s board of directors. “We are confident that as the economy shifts and workplaces evolve, this model that includes customized employment will help jobseekers adapt to employers’ changing needs, and supply businesses with the diversity of human resources they need to adapt to this new reality. While working is important, supporting a lifestyle that is full and rewarding has taken on new meaning in the COVID era. As the impact of the pandemic persists, Job Path will continue to implement its comprehensive approach to job seekers with developmental disabilities.”

Ask Questions about Disability and Employment

Join our nTIDE Lunch & Learn series today, November 6, at 12:00 pm Eastern. This live broadcast, hosted via Zoom Webinar, offers attendees Q&A on the latest nTIDE findings, provides news and updates from the field, as well as invited panelists to discuss current disability-related findings and events. Today, Fredda Rosen, Carly Teichman, and Rachel Pollock from Job Path, join Dr. Houtenville, Dr. O’Neill, and Denise Rozell, Policy Strategist at AUCD. Join live or watch the recordings at: ResearchonDisability.org/nTIDE.

NOTE: The statistics in the nTIDE are based on Bureau of Labor Statistics numbers but are not identical. They are customized by UNH to combine the statistics for men and women of working age (16 to 64). nTIDE is funded, in part, by grants from the National Institute on Disability, Independent Living and Rehabilitation Research (NIDILRR) (90RT5037) and Kessler Foundation.

About Kessler Foundation

Kessler Foundation, a major nonprofit organization in the field of disability, is a global leader in rehabilitation research that seeks to improve cognition, mobility, and long-term outcomes — including employment — for people with neurological disabilities caused by diseases and injuries of the brain and spinal cord. Kessler Foundation leads the nation in funding innovative programs that expand opportunities for employment for people with disabilities. For more information, visit KesslerFoundation.org.

About the Institute on Disability at the University of New Hampshire

The Institute on Disability (IOD) at the University of New Hampshire (UNH) was established in 1987 to provide a coherent university-based focus for the improvement of knowledge, policies, and practices related to the lives of persons with disabilities and their families. For information on the NIDILRR-funded Employment Policy and Measurement Rehabilitation Research and Training Center, visit ResearchonDisability.org.

For more information, or to interview an expert, contact:

Carolann Murphy, 973.324.8382, CMurphy@KesslerFoundation.org.

Spaulding Academy & Family Services celebrated its annual Authors Tea event, which is the culmination of weeks of student work that align with a specific theme.

“I was truly impressed by the staff’s ability to flex with the demands of COVID-19 to create their works and still enjoy a school-based, school-wide event,” said Colleen Sliva, M.S.Ed., School Principal & Special Education Director.

NORTHFIELD, N.H. (PRWEB)
November 05, 2020

Spaulding Academy & Family Services (formerly Spaulding Youth Center) virtually celebrated its annual Authors Tea event in October to accommodate COVID-19 safety precautions. This event is the culmination of weeks of student work: brainstorming, writing, revising, illustrating, and producing creative writing projects that align with a specific theme. The school selected “Choose Love” as the 2020 theme, since it has recently integrated the social and emotional learning (SEL) Choose Love Movement curriculum across academic departments.

Each classroom developed grade level-appropriate projects focused on specific modules of the Choose Love curriculum: Courage, Gratitude, Forgiveness, and Compassion in Action. For example, younger students used each letter of their names to write and illustrate descriptive words that demonstrate courage, while older students wrote poems and stories – and even designed cartoons – about courage, gratitude, forgiveness, and compassion.

Typically, students and staff are joined by family and friends at the Authors Tea to showcase their works and celebrate their imaginations, creativity, and diligence. Due to COVID guidelines, this confidence-building event took place in-house with students and staff this year, and was shared virtually with other cohorts and loved ones.

“I was truly impressed by the staff’s ability to flex with the demands of COVID-19 to create their works and still enjoy a school-based, school-wide event,” said Colleen Sliva, M.S.Ed., School Principal & Special Education Director. “Many of the student works were especially poignant and insightful, while aligned with our integration of the Choose Love curriculum.”

For more information about Spaulding Academy & Family Services and its comprehensive special education services, visit SpauldingServices.org. Details about the Choose Love Movement are available at chooselovemovement.org.

ABOUT SPAULDING ACADEMY & FAMILY SERVICES

Spaulding Academy & Family Services is a leading provider of educational, residential, therapeutic and community based programs and services for families, and children and youth with neurological, emotional, behavioral, learning or developmental challenges, including Autism Spectrum Disorder and those who have experienced significant trauma, abuse or neglect. Established in 1871, Spaulding Academy & Family Services is a tax-exempt 501(c)(3) nonprofit that was formerly known as Spaulding Youth Center since 1958. Our scenic hilltop campus is located on nearly 500 acres in Northfield, NH and welcomes boys and girls from ages 4 to 21 from around the state of New Hampshire and beyond. In addition to programs provided on our Northfield campus, Spaulding’s community based programs include foster family licensing, Individual Service Option (ISO) foster care, ISO in-home services, child health support services, and more for children ages 0 to 20 and their family. For information about Spaulding Academy & Family Services, visit http://www.SpauldingServices.org.

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The results are in from our informal straw poll of neurotypical parents, teachers, and students: These symbols can be confusing!

MARTINEZ, Calif. (PRWEB)
November 03, 2020

Most communication systems for people with autism use visual symbols. When learning how to use words, pictures are vital supports. They’re consistent physical images that don’t fade away after a moment, unlike the spoken word, but for language to have real value, it has to be universally recognized. To give children with autism the best chance to communicate with as many people as possible, they need to learn how to use standardized symbols that are widely recognized outside their inner circle.

That’s why leading AAC apps such as InnerVoice have chosen to update. InnerVoice will be replacing all symbols that represent emotions (such as anger) or concrete nouns (such as pizza) with universally recognizable Twitter emojis.

With over 145 million people using Twitter daily — and more than 10 billion emojis being sent every day online — teaching AAC users to recognize a visual language that can be used outside of an app as well! And, with Twitter’s customizable hair and skin color, emojis give users a better chance to represent themselves using avatars they identify with.

What about symbols for abstract concepts?

Learning to express concepts that are more abstract, such as “again,” “help,” and “more,” is an essential part of language acquisition. Speech therapists will often target the words “yes” and “no” when first working with a child. These two small words can give a kid the power to express their wants and frustrations at last.

Classic communication aids employ symbols like smiling & frowning to represent “yes” and “no,” accompanied by the corresponding word.

On the left, a smiling face with some curved lines and vertical arrows, and on the right, an unsmiling face with some horizontal arrows (see illustration). There’s actually a fair amount of abstract meaning to decode within each image, particularly considering these symbols are widely used with individuals on the autism spectrum — generally known to struggle with ambiguous information.

These icons also force an unnecessary, and at times absurd, association with a particular emotion, to give a simple yes/no answer. Take, for example: “Did you get a flat tire today?” or “Does your stomach hurt?” These are seemingly easy questions to answer; however, using the common symbols for “yes” and “no,” there seems to be no accurate response. We have essentially set non-verbal children up for failure, but what do neurotypical thinkers make of these symbols?

Well, if the words “yes” and “no” are removed from the original icons — an informal survey of 42 parents, teachers, and students produces inconsistent results (see illustration):

It turned out that without accompanying words, the neurotypical participants didn’t know what the symbols represented either! The images alone are basically visual noise.

For too long, the basic comprehensibility of abstract symbols in AAC systems has gone unquestioned. These symbols might be easily accessible for practitioners and globally used, but they’re rather ambiguous — to everyone! — without the words written alongside them. And as researchers such as Stephen Krashen have noted time and again: In order to learn a language, input needs to be both compelling and comprehensible.

Faced with abstract symbols and written words they haven’t learned to read yet, kids with autism may well favor forms of non-verbal communication. Finding it makes more sense to them in terms of human interaction, but what can be used instead of abstract symbols?

Symbols that represent abstract concepts as-well-as concrete nouns should be uniform and universally recognized. Using words as symbols is a concept that has been gaining momentum over the past few years.

First, stop assuming that non-verbal children can’t learn to recognize words. Words are just patterns. Research studies with children on the autism spectrum has shown, that these kids can learn to recognize these patterns and subsequently learn to read. Given the right tools and expectations, three-year-olds with autism are learning to read, without the use of confusing abstract icons!

That’s why InnerVoice has chosen to update and remove all icons/symbols that represent abstract information. Instead, we will use the written word and universal emojis — or at times GIFs (another widely used form of communication) or short videos — to represent verbs, adjectives, or other action words more clearly.

The importance of expectation

There are still many who question whether non-verbal kids can learn to read, but these children’s cognitive skills may be widely underestimated. Non-verbal children might have sensory challenges and think in ways that are different from neurotypical people, but, like all of us, they need lessons that actually suit their style of learning.

Though abstract icons are still heavily used worldwide, the potential for teaching words as symbols to those with autism is something that has been noticed by other practitioners. For a case study of a teacher who persevered with this method to great success, check out Daniel McNulty’s work with children in Indiana.

It is essential to keep pushing the boundaries of expectation for all the remarkable children with autism around the world. There is hope that through teaching the use of universally accepted symbols — emojis and text — more children will maximize their potential for successful communication.

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Sherri Turpin, CEO of ZVRS and Purple Communications

Z&P is very pleased to introduce sivo® to both the hearing and Deaf worlds and to continue our ongoing work to increase communication access for all.

AUSTIN, Texas (PRWEB)
October 30, 2020

ZVRS and Purple Communications (Z&P) today announced the release of sivo®, an innovative new app enabling seamless three-way video communications between Deaf and hard of hearing individuals, sign language interpreters and hearing individuals. Free to both consumers and employers, sivo® allows all parties to appear on video throughout the entire communication experience and is the first solution to offer both real-time video interpreters and availability on all mobile and desktop devices.

ZVRS and Purple Communications are communications solution-makers dedicated to delivering the highest-quality and most innovative communication services to meet the unique needs of each Deaf and hard-of-hearing individual.

“Video technology matters now more than ever,” said Z&P CEO Sherri Turpin, CEO of ZVRS and Purple Communications. “With sivo®, both Deaf and hearing individuals can enjoy unparalleled conversation with their family, their friends and their coworkers. Z&P is very pleased to introduce sivo® to both the hearing and Deaf worlds and to continue our ongoing work to increase communication access for all.”

sivo® is a new real-time solution that allows Deaf and hearing individuals to see each other while on a video call whether they are on the go, at home or at work. Both the Deaf and hearing person can also see the video interpreter and the interpreter can also see both the Deaf and hearing individual. sivo®’s unique three-way solution with real-time video interpreters makes the conversation more open, transparent and barrier free for all.

Hearing people are no longer in the dark with sivo®, added Turpin, and Deaf individuals can now call their friends, families, clients and coworkers and see them and see their expressions, which is a critical part of the communications experience for anyone using a visual language like American Sign Language.

“I applaud ZVRS and Purple Communications for their mobile app release of sivo®,” said Jill Houghton, President and CEO of Disability: IN. “Technology is advancing and it’s imperative people with disabilities are not left behind. This app proves what we know – inclusion drives innovation.”

Deaf users of Video Relay Service (VRS) do not have to be part of the Z&P ecosystem to connect with a registered hearing user of sivo®. Z&P video interpreters can connect any deaf user on any provider’s device to a registered sivo® user. sivo® is available for download for iOS, Android, Windows, and Mac.

ZVRS and Purple Communications are communications solution-makers dedicated to delivering the highest-quality and most innovative communication services to meet the unique needs of each Deaf and hard-of-hearing individual. Our commitment extends across hardware, software, and in-person solutions within these four areas of service: Video Relay Service (VRS), Video Remote Interpreting (VRI), Communication Access Real-Time Translation (CART), and On-Site Interpreting. These four pillars of service are the foundation of our commitment to the belief that every conversation matters. Whether it is at home, on the go, at school, or in the workplace, our mission is to grow and bridge two worlds with innovative, accessible communication solutions, creating more opportunities in our Deaf and hard-of-hearing community.

Media Contact:

AnnMarie Killian

Z&P

amkillian@zvrs.com

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“We all know that the work that we do is important and that it helps make a difference in the lives of thousands of our fellow citizens,” said NC Social Security Disability Attorney Rick Fleming.

DURHAM, N.C. (PRWEB)
October 22, 2020

Shareholder and head of the Social Security Disability practice at the Law Offices of James Scott Farrin, Rick Fleming has recently been re-elected to the Board of Directors of the National Organization of Social Security Claimants’ Representatives (NOSSCR). He will continue performing his responsibilities as the Fourth and D.C. Circuits Representative of NOSSCR and as a member of the NOSSCR PAC. He has also served as the former chair of NOSSCR’s Distinguished Service Committee and as a member of the Nominations and Elections Committee for the new members of the 2019-20 Board of Directors.

“Each and every one of my colleagues on the staff and the Board of Directors at NOSSCR shares a passion for the work that we do. We all know that the work we do is important and that it helps makes a difference in the lives of thousands of our fellow citizens,” said Mr. Fleming.

NOSSCR is a specialized bar association for those who represent the disabled for Social Security Disability benefits. It advocates for improvements in Social Security Disability programs and works to ensure that the disabled have access to highly qualified representation. The organization provides continuing legal education seminars, supports legislation that assists the disability community, and works together with the Social Security Administration and the courts to ensure that everyone has access to fair and independent adjudications.

“As a North Carolina State Bar Board Certified Specialist in Social Security Disability law, ensuring that the disability community has ready access to highly qualified representation and that the process itself is fair and independent are my primary motivating factors,” said Mr. Fleming.

Mr. Fleming has devoted the past nineteen years to advocating for the disabled. He has extended his reach by also serving the North Carolina Advocates for Justice (NCAJ) as past chair and Executive Committee member of the Disability Advocacy Section and past member of the Board of Governors. The NCAJ has recognized his service with the organization’s Order of Service award each year since the award’s inception.

Bilingual in English and Spanish, Mr. Fleming has had an active presence in the Latino community as both an attorney and a speaker at events and on the radio. At the Law Offices of James Scott Farrin, he is known for the depth of his Social Security Disability Insurance knowledge as well as his empathetic nature.

“We are proud of Rick’s re-election,” said James S. Farrin, founder and President. “He brings a caring heart, a deep reservoir of knowledge, and a fighting spirit to bear for his clients. These attributes will continue to serve him well in his role on the NOSSCR board.”

Mr. Fleming received his J.D. from North Carolina Central University School of Law, his B.A. from Kalamazoo College in Kalamazoo, Michigan, and his M.A. from the University of North Carolina at Chapel Hill.

ABOUT THE LAW OFFICES OF JAMES SCOTT FARRIN

The Law Offices of James Scott Farrin is one of the largest personal injury firms in North Carolina and has served more than 46,000 injured people since 1997. Many of the firm’s more than 50 accomplished attorneys have won awards and are recognized professionals in their fields. The firm focuses on personal injury, car accidents, workers’ compensation, nursing home abuse, whistleblowing, defective products, eminent domain, mass torts, class actions, and Social Security Disability. Their headquarters is in Durham, North Carolina. Visit farrin.com for more information.

Contact Information:

David Chamberlin

280 S. Mangum Street

Suite 400

Durham, NC 27701

866-900-7078

https://www.farrin.com/

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Darian, Thomas, and Nicole each possess vast experience and expertise and I know will make immediate contributions to our critically important mission to ensure the intellectual and professional advancement of deaf, hard of hearing and deafblind students.

WASHINGTON (PRWEB)
October 15, 2020

Gallaudet University today announced the appointment of three new members to its Board of Trustees: Darian Burwell Gambrell, Thomas Mulloy and Dr. Nicole Snell. All three will commence their trusteeship at the Board’s mid-October meeting.

“On behalf of our Board, I am very pleased to welcome these three outstanding individuals, two of whom are fellow alumni, to the Gallaudet University Board of Trustees,” said Board Chair Dr. Glenn B. Anderson. “Darian, Thomas, and Nicole each possess vast experience and expertise and I know will make immediate contributions to our critically important mission to ensure the intellectual and professional advancement of deaf, hard of hearing and deafblind students.”

Gambrell, of Raleigh, North Carolina, attended Gallaudet’s Kendall Demonstration Elementary School and earned both her bachelor’s and master’s degrees at Gallaudet University. Known at Gallaudet for her student-centered management, Gambrell oversaw the Office of Student Success and had a leadership role in Gallaudet’s JumpStart, an immersion course for emerging sign language users, and its Peer Mentoring programs. She served as a special assistant for diversity relations during Dr. Robert R. Davila’s presidency at Gallaudet, and has since cultivated a reputation as an engaging facilitator on diversity and inclusion dialogues. Since 2017, she has been a manager at the Raleigh regional center of the North Carolina Division of Deaf and Hard of Hearing Services, which has seven centers across the state.

Mulloy, from London, England, is Chief Accountant of a London Borough Council. He qualified as a Chartered Accountant with the Audit Commission, working in the public sector audit field for more than 10 years. He later joined Grant Thornton, one of the world’s leading organizations of independent audit, tax, and advisory firms. Mulloy also serves as Chair of the Board of Trustees in London for the Royal Association for Deaf People. Originally from Dublin, Ireland, Mulloy is a third-generation Deaf individual and parent to a Deaf child.

Dr. Snell, from Phoenix, Arizona, currently teaches technical writing and communication at Arizona State University, and previously taught at Bentley University and Clemson University. Her service on many committees at both colleges includes representing the faculty on the Student Affairs Committee of the Bentley University Board of Trustees. Dr. Snell has taught courses in crisis communication, public relations, and technical writing to undergraduate students, as well as English as a Second Language courses for international business students. Her research interests explore the intersections of captioning and access, new media, and power and privilege. She is a 2004 graduate of Gallaudet.

Gallaudet University, federally chartered in 1864, is a bilingual, diverse, multicultural institution of higher education that ensures the intellectual and professional advancement of deaf, hard of hearing and deafblind individuals through American Sign Language and English. The university enrolls over 1,300 students in more than 40 undergraduate majors, as well as many graduate programs at the master’s and doctoral level. It also conducts much research in a variety of fields, including brain imaging, educational neuroscience, education, linguistics, psychology, Deaf history and culture, and Black Deaf history and culture.

Media Contacts:

The Durkin Agency

Alana Cowan

alanacowan5@gmail.com

Gallaudet University

Robert Weinstock

robert.weinstock@gallaudet.edu

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ABA Therapist works with child with autism.

Lighthouse is excited to open this center in Michigan, to continue not only working with wonderful families in these areas, but passionate community advocates as well.

KALAMAZOO, Mich. (PRWEB)
October 14, 2020

Lighthouse Autism Center, an ABA therapy center for children with autism, has announced it will open its newest location in Kalamazoo, Michigan. With a center already in Portage, Kalamazoo will be Lighthouse Autism Center’s second center in southwestern Michigan.

The Kalamazoo location will provide a state-of-the-art facility for children and families with autism. Known for providing the highest quality autism therapy services, children who attend Lighthouse work on developing social skills, communication skills, daily living skills, school-readiness skills and more.

Gregg and Sandy Maggioli, founders of Lighthouse Autism Center and parents to a child with autism are excited to expand services in southwestern Michigan. “Since opening our facility in Portage, MI in 2017, we have realized that Michigan offers a great network of advocates to support families with autism. We are particularly excited to open this center in Michigan, to continue not only working with wonderful families in these areas, but passionate community advocates as well.”

To inquire about services or schedule a tour, visit http://www.lighthouseautismcenter.com/autism-treatment-center-kalamazoo-michigan or call 269-359-0689.

About Lighthouse Autism Center

Lighthouse Autism Center is an ABA therapy center operated by parents of a child with autism serving Indiana and Michigan. At Lighthouse, we have made it our mission to help children and families by providing the highest quality autism therapy services. To learn how we can help your family, call 269-359-0689 or visit us at http://www.lighthouseautismcenter.com

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Audrey Wilke, Spring 2020 graduate in Landscape Architecture from the University of Maryland, Credit: Zandra Jia

“I want to have some part in creating landscapes that are more equitable, especially for people with disabilities,” says Wilke. “I think it is so forgotten because most designers haven’t had a firsthand experience. I don’t think it will change unless someone riles up some change.”

COLLEGE PARK, Md. (PRWEB)
October 13, 2020

In time for National Disability Awareness Month, the Landscape Architecture Foundation (LAF) recently named Audrey Wilke of the University of Maryland Department of Plant Science & Landscape Architecture as an Olmsted Scholar, one of only eight students to receive this top national honor among students in landscape architecture. As a finalist of the Olmsted Scholars Program, Wilke is using her award funds to create a comprehensive guide for disability-inclusive landscape design in the industry. While the Americans with Disabilities Act (ADA) has set minimum standards for accessibility, Wilke is fighting to change the designer mindset from accessibility to a truly inclusive user experience that considers the perspectives of all those using outdoor spaces. She has seen firsthand as a student with dyslexia how her disability can actually be an advantage as a designer, and how a better understanding of all disability types can help future designers produce more inclusive and welcoming work.

“I want to have some part in creating landscapes that are more equitable, especially for people with disabilities,” says Wilke. “I think it is so forgotten because most designers haven’t had a firsthand experience with disabilities, so it’s easy to get lost in ADA code. Unless you have that experience of having to go around the side of a beautiful outdoor space to find a ramp and feeling forgotten, it won’t be the first thing you think about. I want to draw that to designers’ attention more broadly because I don’t think it will change unless someone riles up some change – it’s not just going to happen on its own.”

To help inspire this change, Wilke decided that when applying for the Olmsted Scholars Program, she would share her experiences as a dyslexic student to help shed additional light on the issue of inclusivity.

“Even just to write about my experiences, it was very personal to me,” says Wilke. “To put myself out there so vulnerably and so authentically about the challenges I have faced and to have people acknowledge that is truly amazing. I was so overjoyed to receive this award. Disability is actually the largest minority group, but it’s often forgotten or not thought of that way.”

At the same time, Wilke expressed the many strengths that being dyslexic has given her as a designer.

“Landscape architecture is not only something I love for the impact on people’s lives and the time outdoors, but it actually works a lot better with my brain,” explains Wilke. “Dyslexics often struggle with memorization which is the basis of a lot of traditional education programs, but aside from memorizing plants and trees, LARC [the College of Agriculture & Natural Resources’ Landscape Architecture program] teaches concepts and how to apply them, and that’s what I’m really good at. Another strength from my dyslexia is that I have an easier time with spatial reasoning and visualizing things in my head, and that’s been really helpful for design. I remember doing exercises where they give you a shape and you have to rotate it in your mind and draw it, and I was so fast at it I was helping other people in the class. I would struggle in the lower level math classes, but once we get to more conceptual work, I can do it easier than some of my classmates, so it’s interesting to see that you have to put effort into the opposite areas.”

Wilke laughs, “I would have more trouble in third grade than in my last year of my undergraduate program. If you had me go back and do spelling tests again and memorize multiplication tables, I’d fail that again without spending three times as long on memorization as most people. And I think that the education system doesn’t really have a firm grasp on that either because a lot of people just don’t even make it past those elementary and high school years to get into college because it’s so hard for them in the beginning, and dyslexics excel after that.”

Wilke says that one in five people are actually dsylexic but may never be diagnosed or get the learning accommodations they need, but also that there needs to be a better understanding of what and why accommodations are needed for those with disabilities.

“I think it comes down to lack of awareness,” says Wilke. “I think a lot of people don’t understand disability or accommodations. Accommodation isn’t an advantage I’m getting, it’s bringing me up to an equal playing field.”

Wilke says that the Social Theory of Disability really helped her reconceptualize her own dyslexia, as well as the disabilities of others. The theory states that disability is not a fault within a person, but is rather the result of a society not being built for everyone. “So there’s nothing wrong with the way I think or the way my brain functions,” says Wilke, “but the problem comes when everything is taught to a different way of learning or a different brain structure. That really flipped everything on its head for me outside of just my own disability story. The problem isn’t someone using a wheelchair, the problem is the building that doesn’t have stairs or the cobblestone paving that is difficult to navigate.”

It is this revelation that motivated Wilke to become an advocate for others with disabilities the way she has had to advocate for herself.

“Being dyslexic through my lifetime has really taught me that you have to advocate for yourself because no one else is going to, and that you have to put in the time,” says Wilke. “I don’t have a physical disability, but I have the empathy from my own experiences. It’s those moments when someone makes a joke about dyslexia and I think, ‘Okay, well I know this is how people with physical disabilities feel when they are excluded as well.’ So I’m going to apply my skills and my experiences to help.”

Wilke says there are guides in landscape architecture for ecology and stormwater, so a guide for disability-inclusive design could make a difference in the industry. With her funds from the Olmsted Scholars award, she is currently interviewing people in the disability community to learn from their experiences so that designers can be better informed.

“Unless you’re experiencing it yourself, you’re going to miss a lot,” says Wilke. “People talk about ADA compliance, but never about user experience. So I decided I was going to walk only non-stair routes for two months to see what the difference is. Ramp routes are so much longer, you can’t easily tell if a sidewalk ends in stairs and you’ll have to backtrack, they often take you by the trash cans instead of the landscape, and a lot of older ramps have high barriers enclosing them to try to hide them, which makes you feel unsafe at night. And that was only one experience – there are so many more disabilities. For example, difference in texture is really good for people with visual impairments, but bumpy textures can be hard for people with knee scooters. And people’s experiences when they are on the autism spectrum are completely different. When plants are really fragrant, it can be overwhelming. Or if the water feature dominates the space, people can’t find a less overwhelming spot to take a break. It goes against some of the design principles that you’re taught in school because fragrance gardens or water features relax a lot of people, but for some it is their worst nightmare, so how are we accommodating them?”

In addition to working as an apprentice landscape architect after graduating in Spring 2020 and working on her Olmsted guide for disability-inclusive design, Wilke is also still an active member of the President’s Commission on Disability Issues (PCDI) Student Advisory Committee (SAC).

According to Paul Jaeger, professor in the College of Information Studies and a co-chair of the PCDI, “PCDI is the primary advocacy organization for disabled people at UMD. It is an all-volunteer organization with about three dozen members representing most units on campus. We consult with campus leadership on disability issues and policies, and provide reports to campus leadership regarding campus needs related to disability. We also provide materials and events to educate the campus about disability.” Together, the board is helping raise awareness for disability issues on campus and beyond to create a more inclusive environment for all.

“Going from accessibility to inclusion requires a change in mindset from, ‘Let’s make things easier for people with disabilities’ to ‘Let’s make things easier for all people,’” says Adith Thummalapalli, a founding member of the PCDI SAC and recent graduate in Spring 2020 with a bachelors in mechanical engineering. “Inclusion is associated with all people, and measures to achieve inclusion can oftentimes benefit those without disabilities as well. For example, installing a ramp doesn’t just help people who use wheelchairs or have mobility impairments. It helps the elderly, people with small children in strollers, people who have suffered broken bones, and more. The events this month for Disability Awareness Month [October] all relate to changing the mindset by way of conversation and sharing many different perspectives.”

As these issues gain more traction, Wilke and the others feel that things are truly on a path to change. “People are genuinely very interested in the work that I’m doing, and that’s incredibly touching,” says Wilke. “Sometimes on the disability board, we are fighting this fight and it can feel like change comes so slowly. But to see people in the landscape architecture community taking notice with this award, and having the support of my professors in LARC for this work has been really touching. It’s a genuine honor.”

To learn more about the events coming up this month for National Disability Awareness Month, visit https://pcdi.umd.edu.