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Ukazujem Revíziu 1 vytvorenú 07/11/2020 od Adriana Uribe.

  1. I'm Dr Karen Sacs, I'm a professor
  2. and Chair of the Department
    of Administration, Rehabilitation
  3. and Post Secondary Education
    at San Diego State University.
  4. I've been here for almost 30 years
    now, but I started my career
  5. as Special Education Teacher.
  6. And, the first year that I taught,
  7. was the first year that my students
    were ever allowed
  8. into public school,
  9. because of the severity of
    their disabilities.
  10. A law was passed in 1975, that
    allowed students
  11. with very significant disabilities,
    for everybody to be able
  12. to come to public school.
  13. And that was the first year
    that I started teaching.
  14. And we were in a small building,
    with about 40 students,
  15. and a bunch of us, new teachers
  16. trying to figure out what to do
    with all these kids
  17. from ages 5 to 22, who first
    stepped foot into public school.
  18. So when I was teaching, this was
    far before the ADA was passed,
  19. I learned a lot about
    the lack of accessiblity.
  20. In fact, with the students
    I was teaching,
  21. I started teaching the older
    students, the teenagers,
  22. and I didn't have a whole lot
    of time with them in school
  23. because they've just started.
  24. And I realized that they needed
  25. to learn how to access their
    community,
  26. They needed to learn how to
    get jobs,
  27. they needed to learn all
    those life skills
  28. because you had so short time
    with them.
  29. And in my school district
  30. they had people whose job was
    to look for jobs for students,
  31. so they were 'job developers'
    of sorts, and when I asked
  32. for a job developer for our school,
  33. I was told that we wouldn't
    be getting one,
  34. because our students
    couldn't work.
  35. And, as you can imagine,
  36. that just motivated me to
    figure it out.
  37. Because I knew that my students
    could work.
  38. And so I started going out
    and meeting
  39. some of the business people
    in the neighborhood,
  40. and they introduced me
    to other business people,
  41. I started learning how to talk
    to employers,
  42. which was nice, something
    I learned
  43. in my Special Education Program,
    learning to be a teacher.
  44. And I found that,
    my students of course, could work.
  45. and I appealed directly to
    employers,
  46. and they helped me learn
    the ropes of how to do all of this
  47. and I started teaching my students
  48. how to ride the bus,
  49. and how to figure out some kinds
    of accommodations for them
  50. to do jobs, and it was so exciting
  51. when a student got a job
  52. and found something that
    they liked to do
  53. and that they were good at.
  54. And we had parents who never
    in a million years had thought
  55. that their sons and daughters
    could work, and yet
  56. they saw them being successful
  57. and parents who were very
    nervous about
  58. having them involved in the community
  59. were so excited, they became
    of course our biggest advocates
  60. for expanding this
    educational program.
  61. And so I found that no matter
    where I went
  62. I was trying to raise awareness
    and more importantly,
  63. raise expectations
  64. about the students I was
    working for
  65. and well, working with.
  66. When I came to San Diego State,
  67. it was to really look at how we
    could use assisted technology
  68. to connect people with disabilities
  69. whether they were going to school,
    getting jobs,
  70. accessing their community in
    any way.
  71. So assisted technology really
    became an area I was focused on
  72. and we had a couple of
    federal grants
  73. that funded me, funded me and
    other colleagues
  74. to develop some community
    partnerships
  75. to support the development
    of assisted technology
  76. so this was in the earlier days,
    I think the ADA had just passed,
  77. the communities were opening up,
  78. employers were becoming
    more aware,
  79. and we started getting people from
    the community
  80. really interested in helping us
    to make modifications,
  81. to help individual access the work
    that they wanted to access.
  82. And so I started teaching a course
    around the applications
  83. of assisted technology,
  84. I co-taught it with an engineering
    faculty member
  85. and we had students from Special
    Education, from Rehabilitation,
  86. from Englineering...
  87. we also had people from
    the community,
  88. we had occupational and physical
    therapists, speech therapists,
  89. we had people who sold equipment,
  90. we had different kinds of engineers
    who took the class,
  91. and we all sort of long together
  92. what the possibilities were when
    we made a good match
  93. with people with disabilities
  94. and an assisted technology that
    connected them
  95. to the activities that they
    wanted to do.
  96. And we found out that made
    such a huge difference
  97. and it gave people control over
    their lives.
  98. And one of the activities we did
    in the class
  99. was to do the ADA Accessibility Survey
  100. and this was so eye opening for
    me and for my students
  101. and for people who were in
    our community,
  102. who were working with us.
  103. So we would have students
    go out and conduct the survey
  104. and find out how accessible
    -or not-
  105. their local neighborhoods were.
  106. They went to retail places,
  107. they went to restaurants,
  108. and hotels, and any kind of places
  109. that they might want to access
    in their neighborhoods
  110. and what we found is, for all of us,
  111. we just never looked at a place
    the same way.
  112. And having that ADA Accessibility
    Survey as a context,
  113. and as a guide to help us look at
    where we could make changes
  114. because part of the assignment
  115. was not only taking the survey and
    finding out what was good
  116. and where people could make
    improvements,
  117. but also to do the advocacy,
  118. to bring that awareness, and to
    make sure that people realize
  119. that they have a whole market
    out there
  120. that they hadn't thought about.
  121. And in order for that market to
    access their businesses,
  122. they needed to make it more accessible.
  123. So it was a really exciting and,
    to this day, I still teach the class,
  124. and I still do the ADA Accessibility
    Survey, and luckily
  125. things have gotten better and
    we've seen a lot of improvements,
  126. but we always find things that
    can be improved.
  127. So I have seen many
    positive changes,
  128. both in physical access
    to buildings,
  129. but also access to electronic
    and digital communication
  130. and that's a big one that has made
    a huge difference.
  131. I think that what happens often is,
  132. we don't think about these
    considerations up front.
  133. That all too often is after
    the fact.
  134. even at the university, whenever
  135. they're introducing new software,
    new technologies, new platforms,
  136. that we're using,
  137. I always ask upfront
  138. what about the accessibility?
  139. and it used to be that the answer
    was always, inevitably...
  140. "we'll get to that."
  141. "We'll get to that later"
  142. I've seen that change and people
    are really looking
  143. at the accessibility issues upfront.
  144. But I think that really happens...
    needs to happen more.
  145. And the idea of universal design
    has to be thought of upfront,
  146. And it's much more inclusive
  147. it's also much more cost effective.
  148. And so I think getting into
    the mindset of people upfront
  149. and I've had the chance to work
  150. with architecture students,
    for example, and being able to
  151. introduce them to individuals
    with disabilities has given them
  152. insight that it's not about
    compliance
  153. it's not just about compliance
    and going with the codes.
  154. But once they've met people
  155. who were accessing the
    community in different ways,
  156. it helped them think about
    design in a new way.
  157. And it encouraged them to
    consider their creativity
  158. in how to make their designs,
  159. whether these were buildings, or
    outside landscapes,
  160. whatever it was, that they
    should make those
  161. more accessible
    for a wider range of people.
  162. What I'd like to see, is
    disability
  163. firmly planted in the diversity
    discussions.
  164. I think, all too often
  165. the diversity discussions,
  166. particularly that are happening
    now, often leave disability
  167. out of the equation.
  168. And disability crossings over
    intersects with every other identity
  169. whether it's gender, age,
    ethnicity....every aspect
  170. you'll find people with disabilities.
  171. And in fact, any of us can join
  172. the disable group, at any time
    and most of us will at some point
  173. in our lives. So I think
  174. being able to think proactively and
    holistically about disability...
  175. is really critical and it has to be
    forming part of those conversations
  176. that we're having about diversity.