Making a Difference Magazine | | Summer 2004

GEORGIA GOVERNOR’S COUNCIL ON DEVELOPMENTAL DISABILITIES

Real Homes. Real Jobs. Real Education. Real Choice.

SUMMER2004

www.gcdd.org

Keith Woodall & Troy Aquila

2 Making a Difference • Summer 2004

Features10Joining Forces to Improve Students’Transition to WorkState agencies, teachers and serviceproviders come together to ensuresuccessful transitions.

16Job Training Options for AdultsA variety of post-secondary jobtraining options for adults areexplored.

18Customized EmploymentMakes Dreams Come TrueA successful new jobs program,piloted in Cobb and Douglascounties, is being rolled out inlocations across the state.

22Marriott Sees Beyond DisabilitiesMarriott’s reservation center inSandy Springs knows their invest-ment in all employees will pay off.

9Advocates March to BringAwareness to Olmstead DecisionMarchers demonstrate in hopes of forcingthe state to release more from nursinghomes and hospitals.

24Special Olympics Georgia Hosts Unified TeamsUnified teams grow in popularity.

28Ryan MahinYoung advocate remembered for his gentle spirit.

29Georgia Woman Advocates for IndependenceGeorgia Voices That Count graduate AnnetteDotson finally leaves her nursing facility.

In Each Issue3 Letter from

Governor Sonny Perdue

5 Letters to the Editor

27 Calendar

30 Resources

TABLE OF CONTENTS

About Our Cover: KeithWoodall trains on the Bobcathe owns with his employerand friend Troy Aquila.

22

Departments4GCDD ViewpointDisability Community Demands Better JobsBetter job options must be made availableto people with disabilities.

6News & EventsAdvocates Protest HUD PoliciesElection news; Gov. Perdue speaks; Several research studies ongoing; Top DHR, MHDDAD spots filled.

14Point/CounterpointCommunity vs. Center Training

25Medical UpdateGroup tackles the issues of aging with adevelopmental disability.

26Straight TalkArtist Jerome Lawrence moves into his own home, thanks to a little help from his friends.

28Crossword PuzzleTest your MAD magazine knowledge.

16

FROM THE GOVERNOR

Volume 4, Issue 5 Summer 2004

A quarterly magazine of theGovernor’s Council on

Developmental Disabilities.

The Governor’s Council onDevelopmental Disabilities collaborates

with Georgia’s citizens, public andprivate advocacy organizations andpolicymakers to positively influence

public policies that enhance thequality of life for people withdisabilities and their families.

GCDD provides this through education and advocacy activities,

program implementation, funding andpublic policy analysis and research.

Lynnette BraggChairperson

[email protected]

Eric E. JacobsonExecutive Director

[email protected]

2 Peachtree Street NW, Suite 8-210Atlanta, GA 30303-3142

Voice 404-657-2126Fax 404-657-2132

Toll free 1-888-275-4233TDD 404-657-2133

www.gcdd.org

Yao Atiim SeiduEditor-in-Chief

[email protected]

Valerie Smith BuxtonManaging Editor

O’Neill Communications, [email protected]

Janice NodvinConsulting EditorMay South, Inc.

[email protected]

Pat CahillPhotography - Cover Feature

Matthew WallsCartoonist

O’Neill Communications, Inc.Design & Layout

To Georgia’s Disability Community,

I t was a real pleasure to see my wife on the cover of the last issue doing what she reallyloves to do, working with Georgia’s children. Mary and I both take to heart the needsof our children and the special needs of children with developmental disabilities (DD).

As you will learn in this edition, Georgia is well focused on jobs, job training andtransitioning into the work place and community for Georgia’s disability community.

Today, Marriott’s reservation center employs 50 people with disabilities and valueseach one’s ability and contribution. In addition, Marriott supports a very successfulinternship program for young people with disabilities in Georgia. Inclusion in theworkplace is becoming a reality, and Marriott stands as an example for other Georgiabusinesses to follow.

A full range of job preparation and job training opportunities programs are availablethroughout the state through community rehabilitation centers, Georgia’s “One-Stop”Employment Centers and, upon acceptance, the state’s technical colleges and universities.

As we move toward individualized employment training and opportunities, we shouldall be excited as a Customized Employment program is expanded to 11 new sites. Thisprogram matches job seekers’ interests with the needs of small businesses seeking strategicpartnerships, expanded resources and special equipment. The creative solutions and newjobs being created are amazing.

In addition, I am working hard to set policy and budget priorities aimed at assuringthat persons with disabilities have appropriate access and choice for community servicesand placements. I am working to reduce institutional bias, expand access to home andcommunity based services, support the transfer of individuals from institutions into suitablecommunity settings and to build infrastructure and the capacity to provide communitysupports. All of these efforts are to support our Olmstead plan.

To underscore this commitment to Georgia’s Olmstead plan, my FY 2003 and FY 2004budget called for investment of over $11 million dollars in state funds for the state’s long-term care delivery system. And my FY 05 budget adds $7 million in state funds. Thisadditional money was provided despite the tough economic times and the hundreds ofmillions of dollars of cuts the rest of the state experienced. This funding supported:

1) Over 700 people with DDs who were on waiting lists are now receiving communityservices, including 65 children who were transferred from state hospitals tocommunity settings;

2) Transitioning 20 individuals with DDs from hospitals to the community($1,161,154);

3) Placement of 25 children with disabilities in state operated group homes;

4) 10 new slots ($318,035) to the Mental Retardation Waiver Program;

5) Increasing the Community Care Services Program by 460 new slots andcovering the increased cost of care ($4,600,000);

6) Five additional slots ($100,000) to the Independent Care Waiver Program;

7) Opening of four intensive supervision homes by MHDDAD to serve 40severely emotionally disturbed adolescents transitioning from statehospitals to the community;

8) Providing additional regulatory staff to license and monitor communityliving arrangements ($100,000);

9) Funding the Community Care Services Program, for older adults desiringto avoid nursing home care, to cover the increased cost of care so thatan estimated 13,611 people (11,400 slots) will be served in FY 2004. Inaddition, funding was added to support the transition of 84 residentsfrom nursing homes to community settings.

The State of Georgia is working hard to make real jobs, real homes, real education andreal options available to the disability community. I look forward to our continuedpartnerships as we work to improve the lives of people with disabilities.

Sonny PerdueGovernor

Summer 2004 • Making a Difference 3


A merica works best when all Americans work,” so saysU.S. Secretary of Labor Elaine Chao. If we look at theapplication of those words and apply them to those withdevelopmental disabilities, we find that America is in a

deep depression.

For the one in five Americans with disabilities, or nearly 50million people, the unemployment rate is 49 percent for women and40 percent for men.

In a society where having a job translates intopersonal productivity, value, worth and integration intoa community, employment for those with disabilities isprobably more important than for those withoutdisabilities.

With a job that pays a valued wage, a personearns money to purchase goods, services, dignity andconfidence. They go to the mall to shop, they are ingrocery stores buying milk, bread, meat and vegetables.They rent an apartment or buy a house, go on vacationto the beach or mountains. They pay taxes so thatthey are able to give back to the community some ofwhat they gain by being employed. Without the meansto earn an income, these daily life activities aredifficult, if not impossible.

Like residential services where we are taking people out ofhospitals and nursing homes and placing them in communities,employment for people with disabilities has evolved, too.

It was once acceptable for people with disabilities to work insheltered workshops where they put together packages for pennies aday. Disability employment advocates like Mark Gold and othershelped change thatperception. Nowwe know thatpeople withdisabilities canwork almostanywhereperforming almostany task.

In the 1970s,with people likeGold, Marian Jay, Philip Jay and Joy Hopkins, Georgia was seen asan innovator in helping people with disabilities go to work. Today,Georgia is once again seen as innovative because of the work ofJennifer Briggs, Wendy Parent, Doug Crandell and Nancy Brooks-Lane.

The common thread here is that they help people get jobs froma strength-based approach. They work to identify an individual’sinterests and strengths, and then create jobs and supports that makethe employment opportunity successful.

So, if Michael wants to sell surfer clothes near the beach, orAmy’s dream is to work in a law office, or Stan wants to buildhouses, these dream, desires, wishes become reality through“customized employment.”

Our society needs to understand and respect an individual’sdesire and strengths. Then, work with employers to develop jobs. Ifemployers are not available, it may mean helping the individual withthe disability start their own businesses. This shouldn’t be so far-fetched.

Millions of Americans own business or work from their home;why shouldn’t that be the same for people with disabilities? Thedays of people with disabilities working at the check-out counter atsupermarket or home fix-it store should be history and prehistoricthinking.

Our efforts currently underway in Georgia are being translatedinto new job opportunities for hundreds of people with disabilities.Customized employment is being developed around the state. TheU.S. Dept. of Labor, Office of Disability Employment Policy andothers are looking to Georgia for the new models for helping peoplewith disabilities find meaning in life through employment.

The Governor’s Council on Developmental Disabilities endorsesand supports customized employment and encourages others toexplore the possibilities.

We support the employment themes and goals that haveemerged from The Arc of the United States, State-of-the Art:National Goals Conference.

Simply stated, they suggest:

l Everyone who wants to go to work is supported to get a job.

l National and state policies should not bebarriers to people who want to be incommunity-integrated employment.

l Expand quality competitive employment,customized employment, self-employment orother integrated work alternatives.

l Students are involved in multiple paid integrated workexperiences, leaving high school with a job.

This edition of Making a Difference is dedicated tounderstanding the options that exist for people who want to workand to those who are working to “try another way” and helpingpeople with disabilities get real jobs. I invite your comments,please reach me at [email protected] or 1-888-275-4233.

Disability Community Demands Better Jobs

Without the means to earnan income, these daily life activities are difficult,if not impossible.

Eric E. JacobsonExecutive Director, GCDD

“

GCDD VIEWPOINT

LETTERS TO THE EDITOR

Great Resource I would like to distribute the Spring

2004 Making A Difference to all of thestate and field Child And Parent Servicesconsultants for DFCS. It would be anexcellent resource for them.

Thanks for the great work that you do!

Carol Hartman, Policy ConsultantChildcare and Parent Services

Increased AwarenessThe Making a Difference magazine has

done an increasingly good job ofinforming Georgians of issues of disabilityand increasing advocacy and awareness ofthe issues that affect individuals withdisabilities.

We hope to strengthen a relationshipbetween Making a Difference magazine andthe GCDD, and Georgia’s CILs in which weall strive to increase opportunities forGeorgians with disabilities.

Rebecca Ramage-Tuttle, M.S.R.S.Executive DirectordisABILITY LINK

Impressive Publicationfor Georgia

I had seen Making a Difference before,as a Grant Management Consultant withour state’s Real Choice Partnership, andbeen duly impressed.

I’ve been asked to explore thepossibility of putting something similartogether. Only yesterday one of mycolleagues, who attended a conference inAtlanta last week, came back raving about“this awesome magazine” she had foundin GA – Making a Difference, of course!

Like I said, we’re hugefans. Congratulationson a finepublication!

Ruben Betancourt,Director ofCommunicationsFlorida DevelopmentalDisabilities Council

Information Valuable to Allied Organization

As the state director of AARP Georgia,I have been pleased to see how ourinterests on behalf of Georgians haveoften intersected with those of theGovernor’s Council on DevelopmentalDisabilities and the Unlock the WaitingLists! campaign. The Making a DifferenceDiscovery Tour was an eye-openingexperience which increased my interest instrengthening ties between ourorganizations. I think the Making aDifference magazine is informative andhelpful for keeping up with some of theissues our constituents share.

We hope the Council will continue topublish the magazine and continue thegood job of keeping citizens informed.

William F. Brown, Interim State DirectorAARP Georgia

Letters to the EditorLetters should include the writer’s full name, address, phone number, and may be edited for purpose of

clarity and space.

Email us at:[email protected]

Call us at: 404-657-2127

Fax us at: 404-657-2132

Or you can visit us at: 2 Peachtree Street, NW, Suite 8-210

Atlanta, GA 30303-3142

Sponsorship:For sponsorship

opportunities contact: Gordon O’Neill at770-578-9765 or

[email protected]

Subscriptions / Back IssuesVisit us at our Web site: www.gcdd.org

or call us: 404-657-2126

It is the policy of Making A Difference topublish readers’ comments. Contents do not

necessarily reflect the opinions of GCDD, the editors or state government.

HOW TO REACH US


A good transition plan can help you navigate your way to independence.


NEWS & EVENTS

As election season is fastapproaching, don’t forget to register tovote no later than October 2, 2004 toensure your voice is heard. Find out howcandidates in your district feel about theissues that are expected to affect thedisability community this year:

• Need for increased budget for homeand community-based services andcompliance with Olmstead decisionthat requires states to move peoplefrom institutions to the community.

• Revising the election code to removebarriers to voting for people withdisabilities.

• Ensuring any education reformincludes appropriate services forchildren with disabilities.

• How potential budget cuts affectservices and supports for people withdisabilities and their families.

Accommodations for Voterswith DisabilitiesTo register to vote, you must firstcomplete a voter registrationapplication. If you need assistancecompleting the application as a result ofa physical disability or illiteracy, youmay request assistance. The individualproviding assistance must sign the oathprovided on the registration form.

Voting at the Polling Place• The Secretary of State’s office is

working to ensure that all Georgiapolling places are fully accessible andthat county poll officers are preparedto address the needs of all voters.

• For information on the accessibility ofyour polling place, please call yourcounty election superintendent. Youmay call the Secretary of State’s officeat 404-656-2871 to obtain thecontact information for your county.

• If you will need special accommod-ations at the polling place on ElectionDay, contact your county electionsuperintendent to request assistance.

• During the check-in process at thepolling place, a voter who is unable tosign his or her name may receiveassistance from poll officers tocomplete any paperwork.

• Polling places in Georgia are openfrom 7:00 a.m. until 7:00 p.m. onElection Day. If you are 75 years ofage or older or have a disability andarrive at the polling place between9:30 a.m. and 4:30 p.m., you are notrequired to wait in line. A votershould inform a poll officer if he orshe wishes to take advantage of this.

Voting Assistance• State-of-the-art touch screen voting

units were introduced in Nov. ‘02.• These units display a magnified or

large-print ballot for voters who areunable to read smaller print.

• An audio ballot is available at eachprecinct for voters who are visuallyimpaired or blind.

• With the audio ballot, voters aresupplied with headphones and anumeric keypad. As voters hearcandidates’ names and questions,voters respond to prompts by touchingthe keypad. A poll manager can fullyexplain these features.

• Voting terminals can be set up foreasy access to individuals who arevoting from a seated position, such asthose who use a wheelchair.

• Georgia law provides that a voter mayreceive assistance in voting in anyprimary or election if there is aphysical disability which preventsthem from being able to see or markthe ballot, operate the votingequipment or enter the voting

compartment or booth. The votersimply takes an oath administered bythe poll manager, and the personassisting the voter signs the oath.

Voting Absentee• A registered voter must meet certain

criteria under the law to request anabsentee ballot. They must provideone of the following reasons in orderto vote absentee: a required absencefrom his or her precinct on ElectionDay, the individual is 75 years of ageor older, or the individual has aphysical disability.

• A voter who has a disability or isilliterate may receive assistance withthe absentee ballot application.

• After completing an absentee ballotapplication, you may mail, fax orpresent it in person to the voterregistration office of the county whereyou are registered to vote.

• You may receive your absentee ballotin one of three ways: 1. An absentee ballot can be delivered

by mail to your home.2. You may vote absentee in person.

Each county has at least oneabsentee ballot precinct, which isgenerally located at the countyvoter registration office.

3. An absentee ballot may be deliveredto a voter confined to a hospital ona primary or general election day.

Regardless of how the ballot arrives,a voter with a physical disability mayreceive assistance in marking his or herballot. The person assisting the votermust sign the oath that is provided.• Georgia law provides that any person

who knowingly falsifies information inorder to vote illegally by absenteeballot, or who illegally gives orreceives assistance in voting will beguilty of a misdemeanor.

For additional information, please call theElections Division at 404-656-2871 or visit the Secretary of State’s Web site atwww.sos.state.ga.us/elections.

Election Season Heats Up


Walker and SkinnerSteer DHR, MHDDAD

Beverly (BJ) Walker becamecommissioner of Georgia’s Department ofHuman Resources (DHR) May 17, 2004.Walker served as director of CommunityOperations for the Illinois Department ofHuman Services, and as assistant toIllinois Governor Jim Edgar for HumanServices Reform, she managed areorganization of the state’s humanservices agencies.

A former professor, Walker also servedas curriculum developer, editor andconsultant for Chicago Public Schools,American Red Cross and the U.S. Army.

One of Walker’s first acts was toappoint Gwen Skinner as Director of theDivision of Mental Health, DevelopmentalDisabilities and Addictive Diseases(MHDDAD) June 16.

Skinner, who has more than 20 yearsof experience in Georgia’s child welfareand juvenile justice systems, mostrecently served as deputy commissionerof the Georgia Department of JuvenileJustice (DJJ). She has also headedDepartment of Juvenile Justice’s Divisionof Community Programs.

Look for more information on bothof the new directors in future issues.

State Budget and Bill Update

The following state budgets and billswere changed since our last issue:

Department of Human Resources:Ten slots added for Unlock the Waiting Lists - $318,035

Department ofCommunity Health:Orthotics and prosthetics restored fully - $3,206,108

During the special session, theGeorgia Legislature approved an amendedversion of HB 869, now called HB 1EX,that includes creating a centralized

collection and distribution agent for allspecially designated court fees, costs,criminal penalties and bond surcharges,including those designated for the Brainand Spinal Injury Trust Fund. The billalso includes implementing a new fundingand fiscal discipline system for theIndigent Defense Advisory Council.

Advocates ProtestHUD Policies

Local housing, disability rights andother social justice activists joined withactivists across the country May 26 todemand accountability from the U.S.Department of Housing and UrbanDevelopment (HUD) for its failure toprovide safe, affordable, accessible andintegrated housing to seniors, peoplewith disabilities and low income families.

The Section 8 Housing ChoiceVoucher Program provides housing tomore than two million American families.These vouchers are often the onlyresource available to low-income families.

HUD has abandoned its commitmentto the Section 8 program’s success inincreasing affordable housing through theissuance of PIH 2004-7 (HA), and byproposing budget cuts to the Section 8program for FY 2005that will result in losthousing for 250,000families across thecountry. Thisadministrativememorandum willhave the followingdevastating impacts:

• The number ofSection 8 vouchersavailable to thevery lowest incomecitizens will becut.

• Rents will increasefor tenants who areallowed to retain Section 8 vouchers.

• The number of homes available underthe program will decrease as HUDrefuses to honor funding commitments.

Activists demanded that HUD stop itsattack against Section 8, rescind thememo and adequately fund all vouchersas Congress intended.

Governor EmphasizesFreedom to Self-DeterminationConference

Georgia Governor Sonny Perduewelcomed nearly 300 people from 24states to the Immersion Learning aboutSelf-Determination Conference April 28.

The governor said self-determinationwas basically about freedom, a corevalue for everyone. “In America, the

most fundamentalpurpose of governmentis to protect andexpand humanfreedom. . . . For somegroups in our society,redeeming that promisehas come slowly, andpainfully.”

While admittingother states werefurther along in servingthe needs of peoplewith disabilities,Perdue was lookingforward to learning

from them.“You come with good

ideas, best practices and the advantageof experience. And I expect my Georgiateam to have their writing pads out and

NEWS & EVENTS

Advocates voice their opposition to HUD decisions.

(continued on page 8)

Gov. Sonny Perdue (R) with Christopher Hunnicutt Jr.


NEWS & EVENTS

take good notes!” he said.Co-sponsored by the Governor’s

Council on Developmental Disabilitiesand the Center for Self-Determination,the three-day conference focused onteaching people with disabilities how toobtain the freedom to choose wherethey live; earn income through a job oftheir choice; and have the access toeducational opportunities andappropriate transportation.

Perdue recognized that these basicliberties must be present to give peoplewith disabilities the same optionseveryone else has. “I have a vision inwhich people with disabilities areengaged as full participants in all ourcommunities,” he said.

“We should seek a system of servicesthat supports independent living and

increased quality oflife. Our systemshould provideindividuals of all ages– and their families –with the ability tomake meaningful,informed choices aboutthe services theyreceive. Georgia iscommitted to self-determination forpeople with disabilitiesand their families.”Maria Tetto, whosustained a traumaticbrain injury in a caraccident, and herfather, Frank Tetto,drove to theconference from NewJersey. “Georgia isahead of New Jerseyfor people with

disabilities,” revealed Frank Tetto.“Freedom can’t wait for years.

Funding must be found to give peopletheir basic civil rights,” he said.

Maria Tetto agreed, saying, “Freedomis the best choice of all.”

Jacobson ElectedPresident of NationalDD Association

The National Association of Councilson Developmental Disabilities (NACDD)elected Eric E. Jacobson, executivedirector of the Governor’s Council onDevelopmental Disabilities (GCDD), aspresident of the board of directors duringits annual meeting in June.

The NACDD provides assistance andsupport to 55 state and territorialcouncils in implementing theDevelopmental Disabilities Assistance andBill of Rights Act and advocates positivesystem change while promoting theinterests of people with developmentaldisabilities and their families.

“I applaud the NACDD membership forits wise decision,” says Lynnette Bragg,GCDD chairperson. “They are learningacross the country what we have knownfor years about Eric. He is a gifted manwith wonderful insights and experiencesthat make him a valued leader andtrusted collaborator.”

Marcus InstituteDevelops FASIntervention Program

The Fetal Alcohol Syndrome Center atThe Marcus Institute in Atlanta is one ofonly four U.S. sites to be awarded agrant by the Centers for Disease Controland Prevention (CDC) to developintervention programs for children withfetal alcohol syndrome (FAS), partialfetal alcohol syndrome (pFAS) andalcohol-related neurodevelopmentaldisorders (ARND).

The program will focus on helpingchildren become “ready to learn” andmastering the skills necessary for math.It also offers educational workshops forthe caregivers.

Eligible children ages 3 - 9 who havea diagnosis of FAS or pFAS, and theirfamilies, will be provided medicationmanagement, educational interventionsand behavioral management trainingwithout cost. Any families who areinterested in volunteering can callDonna Dent, MS at 404-419-4253 or KimStevenson at 404-419-4257.

May South StudiesEffects of Vitamin Eon PreventingAlzheimer’s Diseasein People with DownSyndrome

Individuals with Down syndrome whoare older than 50 are more likely todevelop Alzheimer’s disease than thegeneral population. Alzheimer’ssymptoms include a decline in memory,thinking, working and self-help skills.

Vitamin E has been shown to slowthese symptoms in some people withAlzheimer’s, but whether vitamin E willhelp older people with Down syndrome isunknown.

May South is participating in a study,sponsored by the National Institutes ofHealth (NIH) currently taking placearound the U.S. and the world, todetermine if vitamin E helps preventAlzheimer’s disease in older individualswith Down syndrome. This project is thefirst large-scale treatment study ofAlzheimer’s in people with Downsyndrome.

For more information about theresearch project, contact Co-Investigator/Study Coordinator JaniceNodvin at 770-956-8511, extension207 or [email protected].

Eric Jacobson (left) with Governor SonnyPerdue at the Self-DeterminationConference in Atlanta.

Governor Emphasizes Freedom (continued from page 7)

Frank and Maria Tetto

M ore than 100 angry disability advocates,many of whom use wheelchairs, cametogether June 19 - 22 to protest the factthat over 5,000 of their fellow Georgianshave no access to community services –

and thus no access to community-based, independent living. Currently, about 5,500 Georgians with significant

disabilities need help to either stay out of institutions or getout of institutions, and some of these people have beenwaiting for more than 10 years for appropriate services.Georgia is 45th in national rankings in the proportion of statedollars that are allocated to funding for services for peoplewith developmental disabilities.

A coalition of organizationsformed The Long Road HomeCampaign to draw attention tothis situation. The Long RoadHome March began June 19,2004, at the Old State Capitol inMilledgeville, and concludedTuesday, June 22, with apresentation to Governor Perdueat the current state capitol in Atlanta, and a FreedomCelebration at Atlanta’s City Hall.

Independent livingis something that manyGeorgians take forgranted, but forGeorgians withdisabilities, this is notthe daily reality of life.The US Supreme Courtaffirmed (on June 22,1999) that states must“allow and aid” thosewho want to live in thecommunity to do so, byproviding community-based services ratherthan institution-alization. Even thoughthis decision, known asthe Olmstead decision,originated from a case

in Georgia, the state lags behind in assisting Georgians withdisabilities in leading full and productive lives.

Leonard Roscoe, a 34-year-old resident of Decatur, ismarching to support services for other people with disabilities.He notes, “All people with disabilities want is what everyone

else wants: an opportunity to earn a living, beindependent, tax-paying citizens andcontribute to the life of our communities in aproductive manner.”

In 1999, theOlmstead decisionaffirmed the‘integrationmandate’ of theAmericans withDisabilities Actthat requires publicagencies to provide services “in the most integrated setting

appropriate to the needs of qualified individuals withdisabilities.” The high court upheld that mandate, ruling thatGeorgia’s Department of Human Resources could not segregateLois Curtis and Elaine Wilson in a state psychiatric hospitalafter the agency’s own treatment professionals recommendedtheir transfer to community care.

The lower courts ruled the stateviolated the ADA’s integrationmandate and Georgia appealed,claiming the ruling could lead to theclosing of all state hospitals anddisruption of state funding of servicesto people with mental disabilities.

However, the women weresupported by a number of states,disability organizations and others,including the U.S. solicitor general,who said, “The unjustified segregationof people in institutions, whencommunity placement is appropriate,constitutes a form of discriminationprohibited by Title II [of the ADA].”

For information about the Olmstead decision or Georgia’strack record in helping citizens with disabilities live independently, visit www.thelongroadhome.org, call Kate Gainerat 678-313-1215 or see the Winter 2003 issue of Making aDifference.l


Advocates March to Bring Awareness to Olmstead DecisionBy Terri Theisen

“Independent living is somethingthat many Georgians take forgranted, but for Georgians withdisabilities, this is not the dailyreality of life.”

OLMSTEAD MARCH

Marchers hopetheir actions willconvince the stateto release morepeople fromnursing facilitiesand hospitals.

A passion for helping students withdisabilities more fully participate intheir communities after they havegraduated from high school hasbrought stakeholders together from

all over Georgia to improve the state’s delivery oftransition services and supports.

“Transition doesn’t work well in isolation,”remarked Education Program Coordinator NancyO’Hara, of the Georgia Department of Education’s

Division of ExceptionalStudents. “Many agencieshave a stake in transition,not just education.”

The Statewide TransitionSteering Committee includes members from localschools; the state departments of labor, educationand human resources; Americans with DisabilitiesAct representatives; continuing education experts;service providers; parents; and benefits navigators.

“You can’t have a goodtransition program withoutcollaboration,” revealed RockdaleCounty Transition CoordinatorDenise Oravec.

The group identifies barriersto successful transitioning at thestate, local and student levelsand determines what can bedone to remove those barriersand create a smoother transitionprocess. As a result of research,the group has developed a list of“Principles to Guide the Deliveryof Transition Services in Georgia”

and has presented these principles across the stateto ensure local agencies and suppliers coordinatetogether to best meet the needs of each student.

“An effective transition process will weave astudent’s strengths and acquired skills from highschool with resources, natural supports andrelationships in the community. Significantinvestments in high school should result in apromising future after school, the same as wewould hope for any student,” commented

committee member Pat Nobbie, of the Governor’sCouncil on Developmental Disabilities, whosedaughter is currently in the transition process.

O’Hara pointed out, “Each community isdifferent, and what works in one school districtmight not work in another. This committee hasgathered resources and best practices that we canshare with local school districts to help themimprove their transition process.”

The committee also helps students and familiesprepare for post-secondary programs and services.“The major change is that students are entitled toschool and transition services. Most post-secondaryservices are provided based on eligibility,”explained Workforce Development Coordinator JanCribbs of the Department of Labor, VocationalRehabilitation (VR) Program.

For example, when students with disabilitiesare in public school, the school identifies andrecommends services and supports to help studentssucceed. But when students go to college or enterthe workforce, they must identify or self-discloseany services or supports they need and meeteligibility requirements to receive those services.


Rachel Fisher, upper left,and Rene Ponder, upperright, of Rockdale CountyHigh School, help LouiseDavidson, upper middle, ofKohl’s train students (fromleft) Danny Henri,Shamika Green andLindsay Garner.

“You can’t have a good transition program without collaboration.”

Principles to Guide the Delivery of Transition Services in Georgia

Transition must be an interagency process,involving all agencies, systems and individualsin the community who can assist a studentwith a disability to be successful.

Transition planning must be student andfamily driven. Students will become andparticipate as active self-advocatesthroughout the transition planning process.

Transition planning will prepare students forthe transition from school to work and beyondby providing information, counseling, supportand experiences throughout the process.

Transition planning strives to developcontinuity and stability of services andsupports throughout the person’s life.

Transition planning strives to link the personwith the community to develop purposefulfriendships/relationships with individuals whocan serve as natural supports and role models.

12345

to Improve Students’Joining Forces

TransitiontoWork

By Valerie Smith Buxton

When students and parents are made aware ofthis change in the way benefits are awarded, theycan plan ahead to ensure services are notinterrupted upon completion of high school.

Georgia’s VR program now offers school systemsthe opportunity to participate in a “collaborativeagreement” in which systems pay to receive morededicated services from a VR counselor.

“In this arrangement, counselors can setcertain times when they’ll be on site. This allowsthem to be able to attend more IEP meetings andto provide systems more services,” explained Cribbs.

All students receiving special educationservices and accommodations meet with a VRcounselor at least once before leaving school todevelop a work plan based on what the studentwants and is able to do. “If the student’s goalsinclude post-secondary education at college or atechnical school, VR can offer some financialassistance,” Cribbs said. In addition, VR brings inassistive work technology specialists to determineif any special accommodations are needed to helpstudents as they enter the workforce.

Needs for job coaching and further training arealso assessed and addressed in the work plan.

Cribbs encourages school systems to implementthe collaborative agreement program because itallows VR counselors to dedicate more time toschools, participate more in the transition processand interact with students from an earlier age.

Another important consideration during thetransition process is that Medicaid and SocialSecurity income can be affected when students turn18 or enter the workforce. Curtis Rodgers, a projectdirector for the Benefits Navigator program atShepherd Center, works with the committee.

“Some students and parents are surprised whenthe Social Security Administration (SSA) performsan Age 18 Redetermination and starts regarding thestudent as an adult. The SSA looks at students’assets and decides whether they should remain onSocial Security or not,” Rodgers said.

The transition process plays a critical role inhelping students maintain their benefits. “Theschool should document how many hours a student

works in their community, how much support theyrequire and if they will need ongoing supportservices to maintain community involvement,”Rodgers explained.

This documentation can help students showwhat support services they need. In addition,Social Security and Medicaid take into accountrelated work expenses, such as job coaches,assistive technologies, transportation costs,medication, etc., before determining if any benefitsshould be reduced based on salary.

According to Rodgers, people with disabilitiescan earn up to $21,337 per year and still receiveMedicaid coverage. If people make more than that,but can deduct some of their related workexpenses, they can get their income to the correctlevel to keep their health coverage.

The Benefits Navigator counselors helpindividuals successfully plan their transition towork, while retaining as many Social Security andMedicaid benefits as they need. Rodgers stronglyadvises students to take advantage of thecounselors’ free advice during the transition process.

“We can conduct phone counseling or one onone counseling during an IEP meeting to make surestudents start off on the right foot when they tran-sition,” he said. “People should contact us when-ever they have a change, such as a raise, becausebenefits planning is different for everyone.”

Social Security benefits advice is free inGeorgia. Call 866-772-2726 or visitwww.bpaoga.com to find a benefits counselor. l


“Many agencieshave a stake intransition, not just education.”

Best Practicesin Transitioningl Transitioning should be addressed as early as when the student enters school.

l All planning should start with thestudent’s goals. Supports should bebuilt around those goals, instead oftrying to fit the goals into whatsupports are available. Transitionteam members should remember thestudent’s goals may change and theyshould listen and respect the goals.

l The student should be involved at an early age.

l The transition process should helpthe student become self determined.

l All agencies, systems and serviceproviders that may assist students with transitioning should be included in theplanning. This avoids duplication of services, provides more flexibility and choiceand is more likely to produce the student’s desired outcome.

l Open communication amongst the agencies helps promote a smooth, collaborativerelationship that is focused on the student’s needs.

Gloria, right, of Gloria’sFlowers and Gifts, showsCandis how to retrieveinformation from thecomputer to complete her orders.

“The transitionprocess can play a critical role inhelping studentsmaintain theirbenefits. . .”

T ransitioning from school to “real life”can be a scary proposition, especially ifstudents haven’t had access to theproper training or learned theappropriate skills for the working world.

To ensure their students are equipped to meetthe challenges of the work place, Dawson, Hall andRockdale county school systems have been on thecutting edge of transitioning special educationstudents from school to work.

Transitional Facilitator Sandra Tankersley, whoalso teaches special education full time, spearheadsrural Dawson County’s school-to-work initiative.

“Our program focuses on work-based learning to help studentsstart on the transition continuum,”Tankersley said. Most studentsspend about half the day at schoolin functional academics andelectives such as technicaleducation classes and the other half in community-based learningclasses. The amount of work orschool hours can be adjusted to the needs of individual students.

In Hall County, Special EducationCoordinator Susan Wright supportsteachers and students throughouteach transition process, whether it

entails moving from elementary to middle school,or from high school to work or college.

“Transition can’t start in high school; it muststart much earlier,” Wright said. “Parents shoulddefine where they want to see their child at age 22in elementary school.”

Denise Oravec, Transition Coordinator forsuburban Rockdale County agrees. “While thetransition process legally begins at age 14,transitioning is now addressed first on the IEP(Individualized Education Program) form becausethe whole foundation of the IEP is for the studentto meet the goals and objectives to ensure asuccessful transition outcome,” Oravec said.

When desired outcomes are identified early,

schools and/or other related agencies canrecommend the supports, adaptations or otherservices needed to obtain those outcomes.

Each of the three counties offer similarprograms to students upon entering high school.Students begin in ninth grade with about a year ofschool-based vocational instruction. “We like to dosome training at school first so we can get to knowthe students,” Tankersley explained.

During the year, the students’ skills and careerinterests are assessed, and some schools offer somein-school job training, such as filing or working inthe cafeteria. Functional academics such asreading, writing, math and science are required. Ifthe student is interested in a technical career, HallCounty offers classes in cosmetology, graphic artsand other topics. More emphasis is put on generalcurriculum classes for students who plan to go tocollege or technical school.

After the school-based instruction is complete,students start community-based vocationalinstruction, where they receive job-related skillstraining, such as the importance of being on timeand good personal hygiene, from teachers orparaprofessionals at local businesses. Here,students also learn skills particular to the job.

In Dawson County, the next step is aninternship.“After they’vesuccessfullycompleted thecommunity-basedvocationalinstruction, wefind students aninternshipspecific to whatthey want to

do,” Tankersley said. During the internship, thestudents perform the job without having a teacheror paraprofessional there.

“We’ve had several students get hired by thecompany they worked for during their internship,”she revealed.

FEATURE


“Parents should define, in elementaryschool, where theywant to see theirchild at age 22.”

Interagency Cooperation Helps School Districts Provide

Smoother Transitions

Rockdale County also offers an internshipprogram for students with mild mental orintellectual disabilities. “I’m excited about ourprogram,” said Oravec. “We’ll have an interncoordinator working with students to first facilitatecareer exploration as a group, then oversee jobshadowing in small groups, then finally placestudents in internships based on their interests.”

Those who have more moderate or severedisabilities who may not yet be able to perform atan internship alone receive additional job coachingthrough Vocational Rehabilitation, or are put inmore supportive job environments.

The fourth step of the process is workadjustment or work exit. Students who receivepaying jobs after internships may continue to go toschool until they graduate, but may no longer needthe job training services offered by the high school.

Those who do not leave their internships withjobs enter work adjustment, or related vocationalinstruction, in partnership with VocationalRehabilitation (VR).

Transition leaders from all three counties

feel working with related agencies is really helpingtheir students.

“We teach our students to become selfdetermined and self advocates so they can tell uswhat their dreams are. Our interagency cooperationprovides the support system they need to maketheir dreams come true,” Oravec said.

In Hall County,Wright has found, “Withbetter communicationbetween the school,students and parents, wehave been able to ensurethe right supportingagencies come to the IEPmeetings to address whatthe student needs.”

Tankersley has alsobeen impressed with thework in her county. “The interagency teamwork hereis tremendous. It’s a really good program. We stillhave a long way to go, but we’re getting there,”she said. l


TransitionInnovations

TRANSITION

Dawson County

Collaborative agreement withVocational Rehabilitation ensures a VRcounselor is at the high school twodays per week.

Parent advocate arrangesinformational meetings for parents.

Mental health and drug rehabilitationprofessionals are included in theinteragency council, and studentsmeet with a counselor weekly.

Rockdale County

Full time transition coordinatorprovides support for students throughall transitions: elementary to middleschool; middle to high school; highschool to post secondary.

Transition coordinator is responsiblefor all programs and services andprovides ongoing training to teachers.

Input from the student, parent and teachers help the transitioncommittee determine the best course of action.

Hall County

Communication between teachers andfamilies before IEP meetings isencouraged to ensure the rightsupporting agencies will be there toaddress issues.

Teachers are trained in goodtransition process.

Good communication practices aredeveloped with parents, fromelementary through high school.

“We teach our studentsto become selfdetermined and selfadvocates so they cantell us what theirdreams are.”

Shatara, left, works on secretarial skills with Joanne McKie, a learning support secretary.

L ife is not a dress rehearsal for any of us. Tocontinually have to work at something thatyou may never achieve or care to achieve inorder to gain permission to become gainfullyemployed is how some people have to access

the real world. After school, we are invited and expectedto join the workforce. Our true work experience comeson the job, while we rely on the skills learned during ourschool years. There should not be a phase of a provingground for anyone. If your choice is to work, it shouldbe an option ‘as you are.’ Our communities are notcomplete without the participation of all of its members.As adults, valued participation comes throughproductively sharing your talents in a way that elicitsdollars in return. It has been demonstrated that the morepeople with disabilities participate in their community’s

normal environment, the more both they and thecommunity benefit and blend. An integral part of thatenvironment is work – employment in one’s owncommunity.

There is dignity in earning a living. We cannotassume that people with disabilities will be seen asequals if we continue to train and act with a separatebut equal mentality. Equality is built by sharing commonexperience and expectations in the larger community.The structure of Supported Employment (community-based job development and training for people withdisabilities) lends itself perfectly to experience thisconnection to community. Equality is not reached byprotecting people from or perpetually training people forthe experience of sharing a lunch with a co-worker,rather by allowing them to develop an identity as anindividual by working in environments that are socially“normal.”

With supported employment the person who wantsa job learns the job search process first-hand. They learn

the actual task of finding employment, the way it isnormally done, and in the environment in which it isdone. With support, they find opportunities, networktheir own skills, complete applications and interview forjobs that pay competitive wages directly with theemployers. When they start a job, they have alreadyconnected with their employer’s environment and havebegun the natural building process within their newwork environment. The employer’s personnel have alsohad the opportunity to begin to know and understandthe new employee and how they might best support theindividual for mutual success.

Experience has shown that the behavior of peoplewith disabilities tends to reflect their environment. Withon-the-job training, with a job coach, the individual getsto perform their actual job, working with their co-workers who will be with them on a day-to-day basis.With on-the-job training, co-workers serve as rolemodels to the supported employees who then learnbehaviors that are expected of them every day. This isan efficient learning environment that is of particularbenefit to individuals who might have difficultytransferring behavior sets and skills learned elsewhere.

There is a myriad of ways to perform any one task.With on-site training, the employer is directly involved,so training can be tailored to the their needs. Eachemployer has the opportunity to ensure the individual istrained to perform the job exactly the way they want itdone. For the employee this means fully participating inall of the communications and interactions particular totheir specific work setting. Again, they do not have tore-learn skills, methods, terms, processes or policieslearned elsewhere.

On-site job training is also a more efficient use ofpublic funding. There is no need for a separate facility.Training takes place in the businesses where theindividuals are employed. Furthermore, the employer’sstaff handles much of the training so the need for on-site specialist trainers is reduced.

For all of the above reasons, community-based jobtraining is a win/win process for all stakeholders –individuals with disabilities, their employers and co-workers. Most importantly, however, it is thebeginning of the individual’s work experience that laysthe groundwork for their development of invaluablesupports through their workplace, friendships withfellow workers and confidence in their abilities tosuccessfully participate in their community, moreindependently, with their fellow community members.

Careers are built by real world work and experience;this is not dress rehearsal for any of us. l


The Community as the Training Ground

Jennifer Briggsis President of Briggs & Associates, aprivate company founded in 1989 anddedicated solely to the delivery andpromotion of supported employmentservices. The company has served over700 Georgians with disabilities, enablingthem obtain competitive employment anddevelop their careers.

By Jennifer Briggs, Briggs & Associates

Community-Based vs. Center-Based Training

T he question I constantly ask myself is: “Ifcenter-based programs are not an option inGeorgia, then why are they being funded atthe state level?” There must be a definitevalue in center-based day programs and

services for consumers with developmental disabilities. I witness that value in many of the Albany ARC’s dayprograms and services.

The Lions Learning, Rehabilitation and IndependentLiving Center is an example of Albany ARC’s center-basedday programs and services that teach consumers transfer-able skills to better prepare them in their personal lives,as well as for work. Among some of the day servicesprovided there are Independent Living Skills, Literacy andAdult Education Training, Work Adjustment Training,Assistive Computer Technology and Braille Instruction.

Marianne Ellis, Director of Thomas Grady ServiceCenter in Thomasville, Georgia also asserts the value ofcenter-based day programs. This center is a day programthat serves 150 people in two counties. Thomas Gradyhas a facility in each county as well as numerous servicesin the community. The program provides responsiveservices in a casual atmosphere. Ellis, who has worked inthe DD field for 30 years, said, “Neither facility norcommunity services should be excluded fromconsideration—services should take place in the best placefor the person. In rural Georgia, sometimes the facilitywith plenty of varied work and engaging activities is agood anchor for a person’s life while connecting him tothe community. Our program has lots of varied workoptions in and out of the facility. The key is flexibility.No one plan is perfect for everyone, and programs shoulddesign services around the person and his or her situation.Using a mix of community and/or facility trainingaccording to each person’s situation works in ourcommunity.”

There are many other organizations throughoutGeorgia experiencing consumer success through center-based day programs and services, allowing consumers tolive more independent lives. These center-based dayprograms and services allow a consumer to make friendsand develop social roles in the community. That in turnputs the consumer in a position to choose personal goalsand plan his or her future in the least restrictive environ-ment. The ultimate goal of course is for the consumer tostrive for gainful employment in their community. Butthat is not always a reality. So the challenge remains totake a good look at the Best Practices for center-basedday programs and services being used and to develop BestPractices guidelines that help consumers become moreindependent and self sufficient.

There are many possibilities within your owncommunities that can open doors of employmentopportunity and remove barriers for consumers withoutthe academic skills to receive a diploma or GED. AlbanyARC is currently partnering with Albany Technical Collegeto look beyond traditional educational requirements todevelop a certified instruction program that will providejob skills training in areas where consumers can excel, butdo not require a diploma or GED.

Thinking out of the box like this can give consumersnew options and the flexibility to improve not only theirown personal lives, but also help develop work skills to be employed.

People with disabilities can take on a leadership rolewithin their communities through leadership training.Albany ARC’s community-based Dougherty Leadership

Development Institute (DLDI) integrates people with andwithout disabilities into the leadership community andempower them to have more influence over their lives. Albany ARC employee Jauron Sneed, a graduate of DLDI,does not let his wheelchair hold him back. He said, “Ithink that Albany ARC, and other agencies that servepeople with disabilities, are very beneficial because theygive people with and without disabilities a greatopportunity to learn more about each other and benefitfrom that experience. For me personally, being a graduateof the Dougherty Leadership Class gave me theopportunity to be recognized as someone with greatambition and strong determination to succeed despitehaving a disability.”

Center-based day programs and services provide anenvironment that enhances a positive self-image ofindividuals served and preserves their human dignity. It gives them the opportunity to gain skills that areultimately transferable into the workplace, and otherforms of independent living. l


Why Center-Based Training is Important in Georgia

By Annette Bowling, Albany Advocacy Resource Center (Albany ARC)

Annette Bowlinghas served as Executive Director of AlbanyAdvocacy Resource Center for 30 years.Under her direction, it has become one of thelargest private providers in Georgia, servingindividuals with a range of disabilities andsupportive needs. The programs arerecognized as Georgia’s standard ofconsumer-driven, cost-effective services.

pLearning new job skills is easier than ever for

adult Georgians with disabilities. A varietyof post-school training options are availableincluding community-based rehabilitationtraining, adaptive technology programs and

technical colleges, in addition to the traditionalprograms offered by Georgia’s Department of LaborVocational Rehabilitation Services Division.

One of the state’s community rehabilitationcenters is the Tommy Nobis Center in Marietta thatoffers training for people with physical and intellectualdisabilities.

“Tommy Nobis Center trains people with all typesof disabilities,” Connie Kirk, president and CEO, said.

“We prepare peoplefor jobs rangingfrom simple, entrylevel jobs such asmailing servicestraining, to

certification for the National Collectors Association,and even to advance Microsoft Office technologycertification.

“We try to find training that relates to each client’s interests. We look at their interestsand aptitude and develop a careerplan that incorporates thoseinterests into an individualizedjob training and jobopportunities plan,” Kirk said.

“A big part of what we do iswork adjustment training, whereprospective employees are trainedin basic work habits, which isvery important to those who havenever worked before,” she said.“Our clients can make theirmistakes here, at the center,instead of on the job.

“They have to learn to getalong with others, how to get towork, how to use public transportation, and understandabsenteeism and tardiness to succeed in the workplace.”

She also warned that people who are preparing forwork must demonstrate appropriate behavior and bedrug free.

Like most of Georgia’s community rehabilitationcenters, the Tommy Nobis Center job training programis typically completed in four to six months, with 60%of that time on site in the community. “That is whenthe most learning occurs,” Kirk revealed.

Anyone seeking advanced training and job skills atGeorgia’s technical colleges or other certification,diploma or degree programs, have to meet the entrancerequirements or pass entrance exams, explained MaryFrances Bernard, Disability Services Coordinator atChattahoochee Technical College in Marietta.

Generally, a high school diploma or GED, as well as9th grade level reading and math skills are required forsuch programs. Georgia’s technical colleges offer anassessment process for assistive technologies,preparatory studies and tutoring to help students withdisabilities prepare for entrance exams or to help themearn their GED.

Certain admission provisions allow any student,including those with disabilities, to enter the technicalcollege system on a non-diploma basis prior to meetingthe entrance requirements. These students can take upto 25 credit hours toward a specific degree prior toacceptance, but must have the prerequisites andcorequisites to enter each class.

Once admitted, Bernardexplained, students withdisabilities are generally providedthe same level of support theywere provided in public schools.They can go to learning labs andwork on Web sites with practicematerials, all under thesupervision of college teachers.Students are also eligible forfinancial aid, in-class supportstaff and adaptive technology.

“Traditional adaptivetechnology generally includesspecial computer mouses, joy

sticks and keyboards,” Bernard said.“Today, it might include speaking into a computer thattypes the dictation using smart software that is nowcheaper and easier to train on. Today’s technologycreates more choices for our students.”

Upon acceptance to a technical college, studentswith disabilities have access to the same curriculum as


By Gordon O’Neill

“ We look at their interests and aptitudeand try to develop a career plan thatincorporates those interests . . . ”

Small class sizes allowteacher Rachel Moscosoto give Mark Bennettsome personalizedinstruction.

TrainingJobTrainingOptionsfor Adults

any other student. Technical colleges’ curriculum isdictated by the Department of Technical and AdultEducation to cover specific coursework in a specifiedamount of time, Bernard said. “Those with intellectualdisabilities are challenged by the pace which is muchfaster than high school special education classes. Wewant to see people successful and provide accom-modations so they can access our training programs –the curricula remain the same for all when seeking acertificate or diploma requiring specific skills.

“If your child is able to compete in high school,”Bernard urged parents, “Take advantage of summerschool, drill on science and prepare for the exit exam.Having a regular high school diploma is so importantto someone with a disability because it provides accessto post secondary schools and even opens up the HOPEscholarship,” she concluded.

In Atlanta, the School of Adaptive ComputerTraining (SACT), operated by the Cerebral PalsyResearch Foundation, provides computer training andjob skills for students with disabilities.

“SACT introduced completely adaptive informationtechnology (IT) training to Georgia and was the metroarea’s first computer training school focused onmatching a student’s abilities with the right assistivetechnology,” Patrick T. Jonas, president and CEO of theCerebral Palsy Research Foundation, said.

The curriculum and courses at SACT include theComputer Support Analyst Curriculum, which providestraining in Microsoft Office, Windows 2000, keyboardingand Help Desk/customer services which are expected tosatisfy the greatest employment needs in Atlanta.

“Some of the curriculum may be modified, but itfocuses on teaching basic Microsoft Office skills to ourstudents,” Jonas explained. “We have to give them thejob skills to get in the door.”

He continued, “We are bridging the digital divide forpeople with disabilities by delivering students with skillsets – Microsoft credentials – in four to six months.”

The SACT facility is a completely adaptiveclassroom that uses state-of-the-art, adjustableworkstations and assistive software and computerdevices to allow people with disabilities to gain theskills needed in today’s highly competitive job market.

As part of their services, the school evaluates eachstudent’s need for assitive technology. From there, thetraining and adaptive technology are all provided at no

cost to the student under a grant from the U.S. Depart-ment of Education and the federal Department of Labor.

Since its inception, the Atlanta program hasgraduated 76 people; 43 of them sought employmentand were placed in jobs with an average wage of$10.63 per hour.

“In Georgia, we work wellwith the local workforcedevelopment board and VocationalRehabilitation services of theGeorgia Department of Labor,”Jonas said. “Vocational Rehabilitation helps with thejob searches and job placement of our graduates.”

While the school is a segregated training facilitywhich is not necessarily considered “best practices”today, the administration believes, “Four to six monthsin a segregated training program, working togetherwith their peers to develop job skills and overcome thechallenges they all face having disabilities all workstogether to set the stage for a lifetime of inclusion inthe workplace.”

Jonas concluded by saying, “We believe that withthe right technology and training, the playing field canbe leveled, and many of the people with disabilitiescan compete in today’s job market.” l


Best Practices in Training

“ We have to give themthe job skills to get inthe door.”

l Identify the individual’s strengthsand capabilities, don’t focus onlimitations.

l Individualize job training andcareer planning based on aptitudeand interest of the individual.

l Arrange for/provide adaptivetechnologies such as joy sticks,keyboards and computer mouses.

l Consider job customizationstrategies and be willing to createnew job titles, responsibilities anddescriptions that take bestadvantage of individual talents.

l Accommodate special needs ofeach individual as appropriate withextended lunch hours, time fordoctor’s appointments, etc.

l Include trainees with disabilities inthe typical employee and jobtraining program.

l When recruiting – look foropportunities to offer individualswith disabilities jobs.

l Work with the state VocationalRehabilitation Department who canhelp the trainee and the hiringcompany overcome obstacles andhelp assure success.


CustomizedEmployment

Makes Dreams Come True

Customized employment is asuccessful new process thathelps people with disabilitiesfind satisfying careers basedon their interests and abilities.

The Cobb-Douglas Community Service Board isleading Georgia and the whole nation in theimplementation of customized employment, whichthe U.S. government defines as “individualizing theemployment relationship between employees andemployers in ways that meet the needs of both.”

Two and a half years ago, the Cobb-DouglasCSB received a U.S. Department of Labor grant thatallowed it to begin implementing a customizedemployment program. Since then, the CSB hashelped 145 people with disabilities who live in

Cobb and Douglascounties findemployment. Theprogram has been sosuccessful, it willnow be rolled out at11 other locationsthroughout thestate, includingDekalb and Fultoncounties, Rome,Atlanta, Athens,Macon, Augusta,Thomson andValdosta.

Customemployment expert

Cary Griffin of Griffin-Hammis Associates in Florence, Montana helped theCSB set up the program.

“There’s a national trend of more people thanever entering sheltered workshops. We have tostop that,” Griffin said. “If a person follows thetypical plan of starting off in special education,then getting training in a day program and then a

sheltered workshop, he will be 73 years old beforehe’s ready for a job!”

Griffin suggests service providers “get off MainStreet” and try to find jobs that are not at largecompanies. “Big companies tend to have strict jobdescriptions, and it’s hard to customize jobs in thatenvironment.”

Another feature of customized employment isthat service providers spend more time learningabout the job seeker and negotiating with potentialemployers before ajob is offered,increasing thechances the jobseeker will besuccessful in theposition. “It maycost more initially,but it will be lessexpensive thanplacing a person in16 bad jobs,” he explained.

According to the Federal Register, customizedemployment “may include employment developedthrough job carving, self-employment or entrepre-neurial initiatives or other job developmentstrategies that result in job responsibilities beingcustomized and individually negotiated to fit theneeds of individuals with a disability.”

For some people, working traditional jobs isnot an option. One man, who has severe physicaland cognitive disabilities, started his own business

Laura McClure’s (above left)dream was to work in a bakery.

Through resource ownership,Brian Smith (right) has ajob doing what he loves -working with animals.

By Valerie Smith Buxton

“ Big companies tend to have strictjob descriptions, andit’s hard to customizejobs in thatenvironment.”

with the help of Griffin, members of the RuralInstitute at the University of Montana, his familyand others.

“This man only has movement in one hand, buthe loves to paint. We started a business where hepaints the backgrounds of canvases. Artists thenbuy the prepared canvases from him,” Griffin said.

While some people are concerned starting abusiness may isolate people with disabilities, Griffinsays the opposite is true. “If you own your ownbusiness, you’ll have customers and suppliers andinteract more in the community. Plus, just becausea business is home-based, doesn’t necessarily meanthe person will work only at home.”

Self-employment also allows people withdisabilities to take time off when needed formedical reasons and to accumulate savings.

“People who are on SSI can only have $2,000maximum in a savings account,” Griffin said. “Ifthey own their own business, they can put moneyin the business account and save up to purchase acar or home.”

Griffin, who has been helping implementcustomized employment in 10 areas across thecountry said, “Georgia is the doing the best.”

Doug Crandell and Nancy Brooks-Lane arespearheading the program in Cobb-Douglas, and willhelp train service providers in customizedemployment. “Customized employment has been


Each of these outcomes starts with the providerspending a significant amount of time getting to knowthe job seeker, at several locations within his or hercommunity.

Job Carving: With input from the job seeker and the

potential employer, providers design a customized job that

meets the needs of both parties. According to customized

employment expert Cary Griffin, “Emphasis is focused on the

contribution of the individual in a worksite and not upon the

tasks they cannot perform or do not enjoy.”

Resource Ownership: The provider matches the

job seeker with an appropriate employer. As an added incentive

to employment, the job seeker will bring a resource (i.e.

equipment, computer, etc.) that would help the employer

increase business. The job seeker maintains ownership of the

resource, even if the job ends.

Business Within A Business: The job seeker

starts a business that complements an existing business.

Operating a business within an existing business will give the

job seeker a ready-made client base and will also help the

existing business by providing a desired product or service to

customers or the business itself. Also, natural support systems

may emerge between the job seeker and employees of the

existing business.

Microenterprise Development: After thorough

research into the passions and abilities of the job seeker, the

provider identifies a small business opportunity for the job

seeker. With the help of the Small Business Administration, or

similar organization, the provider and job seeker prepare a

business plan and determine funding sources.

McClure’s espresso machine helps her earn extra income.

CUST

OM

IZED

EMPL

OYM

ENT

OUTC

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ES

(continued on page 20)

Ronnie Smith’s towel sterilizing business is doing so well,he’s planning to hire an employee.

successful because it is based on people’s passionsand strengths, not their weaknesses,” explainedBrooks-Lane.

The needs of each individual are taken underconsideration, and a plan is developed by a teamthat may include representatives from the state’sCareer One-Stop centers, Vocational RehabilitationDivision, community service boards, family members

and other serviceproviders.

“One of the teammembers wouldbe appointed thedisabilitynavigator, whohelps the team

move forward to achieve the employment outcome,”Crandell said. Under this model, one team membermight locate funding, while another might arrangefor transportation and still another might providejob coaching.

Members of the team spend time with clients ina variety of community settings to determine what

their interests are and whatthey enjoy. “We are tryingto find a career path for ourclients, instead of a job. Wehope to improve their qualityof life,” Brooks-Lane said.

Once the teamdetermines the interests ofthe clients, they begin tolook for potentialemployment opportunitiesthat fit the client’s interests.If such a job does notcurrently exist, other optionsare explored, such as carvingout a job at an existingcompany, investigating

resource ownership or starting a new business.While people with disabilities still enter

Georgia’s labor system through a variety ofchannels, the customized employment program istrying to streamline the process and avoidduplication of effort between the many agencies

that provide job or supported employment servicesto people with disabilities.

Ideally, people with disabilities would joinfellow job seekers without disabilities by beginningtheir search at a One-Stop. Once people withdisabilities visit the One-Stop, their support teamswould be assembled to ensure they are employed inan environment uniquely suited to their talents,passions and abilities.

The Cobb-Douglas CSB used grant money tohelp fund resource and business ownership for itsclients, but Brooks-Lane feels other potentialfinancial resources exist, as well, especially ifduplicated or unnecessary services are beingstreamlined. Potential sources of funding includefamily investment, Individual Training Accounts,money from Vocational Rehabilitation or SocialSecurity funds, such as Plans for Achieving SelfSupport or other funds identified by the job seeker’steam.

“This program is based on a person’s strengths.We could free up funds by eliminating deficit-basedassessments,” she suggested.

Brooks-Lane and Crandell propose that fundsthat are currently going straight to providers be putin Individual Training Accounts instead, where jobseekers and their teams choose how to best spendthe money, from funding adaptations to starting abusiness.

Griffin concurs and suggests families alsoconsider starting a savings account to help theirchildren with disabilities start a business, similar toa college fund they might have for their childrenwithout disabilities. “Starting a fund for a child toown his own business raises the family’sexpectations for that child and helps that childachieve more.”

Finding funding for customized employment isimportant to continuing the program. “Customizedemployment helps people with disabilities gainequity in their lives and follow their dreams,” Griffin said. l

FEATURE


Job carving and resource ownership has helped Tari Georgebecome a secretarial manager.

CustomizedEmployment

(continued from page 19)

Once people with disabilities visit the One-Stop, their support teams would beassembled to ensure they are employed in an environment uniquely suited to their talents, passions and abilities.

Eric Marshall's teamhelped him start "Erik's Hip Hop Shop",based on his interest inurban fashion.

CUSTOMIZED EMPLOYMENT


A chance trip to Home Depot with one ofhis customized employment teammembers led to the job of KeithWoodall’s dreams. Woodall, 33, hadrecently been laid off from his job as a

dishwasher and was passing time at NewDirection, aday center for people with developmental disabilitiesin Douglasville.

“We were picking up wood at Home Depot for ourwoodworking class, and Keith saw some constructionworkers picking up supplies, and he said, ‘I would liketo do that kind of work – a man’s work’,” recountedWanda Standridge, who leads Woodall’s customizedemployment team as the disability navigator.

“NewDirection had just moved from a warehouseto a new business park,” explained Nancy Brooks-Lane of the Cobb-Douglas Community Service Board,who also serves on Woodall’s team. “Wandacontacted the construction company that built theirnew building and asked them if they would considerKeith for a job.”

While working with that company, Woodall, whohas Down syndrome, met Troy Aquila. When Aquila

decided to start his own constructioncompany, Troy Aquila Construction, he

hired Woodall.As an added incentive to

Woodall’s employment, hiscustomized employment teamused $10,000 from a U.S.Department of Labor grant topurchase a piece of earthmoving equipment, a Bobcat,his employer could use. The

plan was for Woodall to rent theBobcat to other construction

companies when his companywasn’t using it, helping him earn

extra money.“We found out if Keith rented the Bobcat

out, it would have a negative consequence on hisbenefits because it would be unearned income,” teammember Doug Crandell of the Cobb-DouglasCommunity Service Board said. “So now, Troy rents itout for him and pays Keith a bonus for it.”

The customized employment team negotiated theterms of Woodall’s employment with Aquila, whoagreed to pay for the insurance and maintenance on

the Bobcat and to train Woodall to use it, though hismain responsibility is to help get sewer pipes to theright location. “Troy is a wonderful natural supportfor Keith,” Brooks-Lane said.

Woodall enjoys his job. “My dad does the samething as me and Troy,” he said. “I like working withTroy.” Woodall works up to 20 hours a week, andAquila drives him to and from the construction site.The two have developed a friendship beyond typicalemployer-employee as a result of working together.

“Hiring Keith was the greatest thing I’ve everdone. I didn’t know I’d get so close to him,” Aquilasaid. While the Bobcat is a nice addition to hiscompany, Woodall’s contributions are far moreimportant to Aquila. “Keith will work for me forever,even if he didn’t have the Bobcat.” l

Resource Ownership and Job CarvingGive Man Job of His Dreams

Woodall loves operating his Bobcat.

KeithWoodall (center)has found successwith the support of his customizedemployment team:Troy Aquila,Wanda Standridge,and Nancy Brooks-Lane.

W hile some companies in Georgiahave a written policy to ensurepeople with disabilities are partof the employee mix, MarriottSoutheast Regional Worldwide

Reservations in Sandy Springs has taken thatphilosophy to the next level, with nearly 25% of itsemployees having disabilities.

The center, a division ofMarriott International,currently has 210 employees,including 50 with disabilitiesthat range from cerebral palsyto muscular dystrophy tovision and hearingimpairments.

“It’s the Marriott family’spersonal philosophy thateveryone has something tooffer,” explained Director ofHuman Resources DavidBarwick. “We’re just doingwhat’s right – treating peopleas individuals.”

This philosophy is seenacross the different Marriottdivisions. Corie Heery has avisual impairment and uses acane because of nerve damageshe sustained as a result of asevere case of shingles as achild.

After graduating fromthe University of Georgia with the assistance ofGeorgia’s Vocational Rehabilitation Division, Heerymoved to the Atlanta area and was referred to a jobat the Waverly Hotel by the Department of Labor.

“It was a job as a buffet attendant,” shereminisced. Because the job was physicallydemanding, the Waverly, a Marriott property, couldnot hire her for the position, but the humanresources department went the extra mile andcontacted the reservation center to determine ifthey had a job that would be better suited toHeery’s skills.

The reservation center hired Heery, and with

help from Vocational Rehabilitation, provided anadapted computer monitor that she can use.

The reservation center, which generated about$425 million in revenue last year, works to provideaccommodationswhen necessaryto supportemployees. “My grandfather’sphilosophy wasthat if we takegood care of ourpeople, they’ll take good care of our customers, andthe customers will come back,” revealed Sr. VicePresident of Culture and Special Events SteveMarriott, who has a visual impairment. “We givethem the tools they need so they can go to work.My computer has the ability to read documents tome so I can receive email and work.”

Some accommodations are even simpler, such asthose Marriott has made for Cynthia Sibly, who hasmuscular dystrophy and is one of the center’s topsellers. When she visits Marriott properties to learnmore about them, the company provides awheelchair. She also makes use of accommodationson a more daily basis.

“I have aplasia in my throat, so it takes melonger to swallow. Marriott has extended my lunchtime and has been very flexible with my schedule toaccommodate trips to the doctor,” she said.

“All we did for one man who uses a wheelchairin the Atlanta reservation center is raise his desk,”Marriott said.

Marriott’s corporate culture goes beyond writtenpolicies and is embraced by the people who workthere, as Michael Blanton found out.

Blanton uses a wheelchair as a result of aninjury he had in high school. He tried several otherjobs for a few months before he came to thereservation center.

“I was let go from one job because some peoplefelt uncomfortable with me, and I couldn’t reach thefiles,” he said. Blanton didn’t find attitudes likethat at Marriott.

During the five years he’s been with thecompany, Blanton has had to have two surgeries,


Blanton has worked inseveral Marriott divisions.

MarriottSees Beyond

Disabilities By Valerie Smith BuxtonBy Valerie Smith Buxton

“ It’s the Marriottfamily’s philosophythat everyone hassomething to offer . . .”


requiring him to be awayfrom his job for fourmonths. “Generalmanagers from Atlantaand around the countrydonated some of theirpaid time off to me so Icould recuperate withpay. I don’t know anyother company thatwould do that.”

Marriott is also involved in Georgia’s wider disabilitycommunity through a variety of programs. “Marriottparticipates in a shadow day where students with disabilitiesspend time learning about different jobs. They also give talksabout interviewing skills. They’re supportive of all ourendeavors,” revealed Bess Garrett, Marriott’s accountrepresentative from Vocational Rehabilitation.

“It’s our corporate culture to integrate people withdisabilities whenever possible,” explained Kaye Dengel,Marriott’s Vice President of Reservations, North AmericanOperations. “If an individual has the passion to take care ofour guests, we’ll take care of that employee. We've had greatsuccess with our Spirit to Serve philosophy.”

Barwick, who routinely recruits people with disabilitiesexplains, “As an employer, we need the right people in place tosucceed. It doesn’t matter if the person has a disability. Ilook for people with the talent for caring.” l

Bridges ProgramIllustrates Marriott’sCommitment toCommunity

Marriott International realizes the value in hiring people with disabilities, and so does the Marriott Foundation for People with Disabilities,founded in 1989. The foundation’s “Bridges . . . from school to work” program helps young peoplewith disabilities find meaningful employment in theirown communities.

“We saw untapped resources and unfair treatmentof people with disabilities, and we wanted to correctthat,” revealed Steve Marriott, who serves on thefoundation board and has a visual impairment.

The Bridges program, which has placed more than 7,300 people in jobs at over 1,500 employersnationwide, came to the Atlanta area in 1995 andbrings school systems and employers together to helpstudents become competitively employed.

The program serves students in Atlanta PublicSchools and Dekalb County Schools as well as severalschools in South Fulton and South Cobb counties.About one-third of the students served havedevelopmental disabilities. People with learning,physical or psychological disabilities are also servedthrough the program. Students are referred to theprogram through their school or Georgia’s VocationalRehabilitation Division.

Instead of specific job skills, the Bridges programfocuses on interpersonal skills, job readiness training,placement and retention, explained Allen Brown, whoheads the Atlanta Bridges program. “Based on theirtalents, skills and abilities, we match students with ajob then monitor them for 18 - 24 months,” he said.

Program workers, known as EmployerRepresentatives (ER) are at each school at least twiceper week to conduct mock interviews, give tips on howto dress for an interview and to teach other life skills.Local companies also participate by giving seminarsand talking about careers.

ERs also transport students to interviews andprovide follow up support to students and employers to ensure theprofessionalrelationshipdevelops smoothly.“It’s a long-termrelationship,”Brown said.The program hasworked well inAtlanta, with 744students being placed in jobs at well-respectedcompanies such as Marriott, UPS, Aramark, Sodexo,Sunrise Assisted Living, Finish Line, Pep Boys, NAPAAuto Parts, Georgia World Congress Center, PhilipsArena and others.

Employees with and withoutdisabilities work side by sideat Marriott. Heery, right,uses adaptive technology toperform her job.

“ Based on their talents,skills and abilities, we match students with a job thenmonitor them . . . ”


Photos by Joseph Schlicht

S pecial Olympics Georgia has alwaysgiven athletes with intellectualdisabilities the opportunity to playcompetitive sports. Over the past fiveyears, the organization has

been innovating and now hostsunified competitions of teamsconsisting of athletes ofsimilar age and skilllevels with and withoutdisabilities.

“Unified teamshave really startedgrowing inpopularity in thelast two years,”said Senior SportsManager Kelli Britt.

“We have morethan 100 unifiedteams across thestate,” Britt said.Additionally, unified teamscompete in all of the SpecialOlympics team sports, such asbasketball, soccer, tennis and volleyball.

Jim Hamm of Atlanta coaches bothtraditional andunified tennis teams.“Unified teams allowathletes toparticipate at ahigher level becausethey better understandthe game and whatthey’re supposed to bedoing,” he said.

Denise Kettles, a unifiedteam partner and mother of KellyKettles, a Special Olympicathlete, agrees. “When they’replaying by themselves, they get

down for making a mistake. The unified partnerencourages them. Kelly is getting to be quite agood tennis player.”

The program helps further integrate theSpecial Olympics athletes into their communities.“I can’t say who gets more out of the program –

the athletes or the unified partners,” Britt said. “It really instills goodwill with the unified

partners,” Hamm said. “Most want to continue onthe team because it enriches their lives.”

Britt says the unified teams bringcompetition up to a higher level.

“In some cases, it’s better formore skilled athletes to

participate on a unifiedteam,” she said. Manylower level athletesincrease their skillswhen they participateon unified teams.

But Britt feels thetraditional SpecialOlympics teams andskills competitions are

important becauseathletes with disabilities

are playing 100 percent ofthe time. “It’s still great to

see traditional teamsplay with theirown skills and noassistance fromunified partners,”Britt said.

“Traditionalathletes still getinteraction withunified partnersoff the playing

field,” she said.Because of the

popularity of theunified team sports

program, Special OlympicsGeorgia is moving to include more unified teams.

“It’s a great way to get people involved inSpecial Olympics,” Britt said.

Unified teams exist at the local levels all overthe state. Some teams may play more than onesport. “They may play volleyball in the summerand softball in the fall,” Britt said.

For more information about Special Olympics,please visit www.specialolympicsga.org or call(770) 414-9390. l

Athletes on unifiedsoccer teams bond onand off the field, whileindividual competitionssuch as swimming, areopen to Special Olympicsathletes only.

The program helps further integrate

the Special Olympics athletes into their

communities.

The program helps further integrate

the Special Olympics athletes into their

communities.

p y p gSpecial Olympics GeorgiaHostsUnified Teams

Unified teamsbring togetherathletes withand withoutdisabilities,who are ofsimilar ageand skill level.


Georgia Tackles DisabilityCommunity’s Aging Issues

MEDICAL UPDATE

By Dave Blanchard, Atlanta Alliance on Developmental Disabilities

T he life expectancy of people with developmental disabilities (DD)has increased dramatically, from only 19 in the 1930s to 66 in the1990s, causing both celebration and concern. This phenomenonmirrors what is happening to society as a whole. With the elderlypopulation expected to double by 2030 to 71 million, aging issues

must be addressed. With more than 50 million Americans with disabilitiesnationwide, Georgia will face a challenge to support aging caregivers and

persons with DD. Since 2000, the DeKalb

Developmental DisabilitiesCouncil (DDDC), the AtlantaAlliance on DevelopmentalDisabilities (AADD), the AreaAgency on Aging of theAtlanta Regional Commissionand other core agencies haveworked together to identify

the issues that affect agingpeople with disabilities. As a

result, the two organizations formed the Aging and Developmental DisabilitiesCoalition (ADDC) that includes members from both the DD and agingcommunities. ADDC educates the public about aging and disability issues bymaintaining a library of information and hosting seminars about the subject.

Some of the issues this coalition addresses include:

• Planning for appropriate care as parents/caregivers age.• Studying the onset, sometimes earlier than the average

population, of secondary conditions in older adults with DD.• Preparing aging and disability service providers to

support aging people with DD.• Building a partnership between the aging and

developmental disability networks.As both the aging and developmental disability networks are serving

more families, a partnership between these two areas is even more important.The benefits of collaboration include the sharing of resources andcommunications among caseworkers.

In 2004, the GeorgiaGeneral Assembly passedSenate Resolution 822, orAging for All, thatcreated a Senate studycommittee to examinethe scope of theseissues and create aplan to meet theseneeds of families andtheir caregivers. Thisresearch is ongoing, andresults are expected later this year.

To have your stories heard by Aging for All and the GA Legislature, visitwww.agingforall.com or contact Dave Blanchard at 404-881-9777, ext. 215. l

By Jane A. Zanca

The Leftover PeopleMy son, Jesse, recently turned 35, and there was much to

celebrate. After languishing in a nursing facility for threeyears, he has moved to a lovely private home, where he isclean, well-fed and busy with activities he enjoys. He’s talkingagain, interested in life and dancing; it’s been a banner year.

Jesse has Down syndrome (DS), and his life expectancy atthe time he was born was 32 years, but new treatments andbetter health care have created a generation of people with DSwho are living much longer. Their aging has been a revelation,and we now know that DS is all about rapid aging.

In his early 20s, his abilities peaked. He held a positionin a workshop, and was able to make his meals, do his ownlaundry, wake himself in the morning and arrange his socialactivities. But by age 28, his hair was almost completely gray,his skin was wrinkling, his stamina had drained and he hadbeen diagnosed with Alzheimer’s disease. Its impact is everybit as devastating for him and his family as it would be foranyone, stripping away his ability to work, enjoy his friendsand complete simple tasks like bathing or fixing a snack.

Alzheimer’s disease is an overwhelming challenge for anyfamily. Eventually, Jesse needed 24-hour care. Where does asingle parent go for help with a 35-year-old man withdevelopmental disabilities and Alzheimer’s?

Currently, no services are in place for aging people withDD. Agencies serving people with DD are unknowledgeableabout Alzheimer’s disease and most caregivers for the aging donot know how to work with DD. After 18 months on nursinghome waiting lists, one facility finally accepted Jesse. Therehe experienced isolation, neglect, skin infections, hunger,untreated pain, filth and depression. Unaccustomed to dealingwith a family member with more than three decades ofexperience in tough advocacy, the nursing home soon resentedmy attempts to improve his care.

Mine is the dilemma of many aging parents. My health isfailing. Because all I earned went into raising my children andcaring for Jesse, I have virtually no retirement. I have donethe paperwork, the legwork, the sweat work, the worry work,and even the paying. Still, there is no permanent solution, andthe main reason for this is that Georgia does not yet have acommitment to people like Jesse, or to the people who care forhim. We are the “leftover” people. Funds that are doled outfor such programs are in large measure the leftovers after allthe other “critical needs” are met.

I never imagined that aging would bring both of us down.Holding him as an infant, a toddler, a high school graduate andfinally as a man with Alzheimer’s, I kept believing that oursociety – our legislators – would recognize the needs andprovide for people like Jesse, so I would not have to continuebegging and blazing trails. Not so I could have an easier lifeor pass off a responsibility, but so I could work to support myfamily. I never dreamed I would have to pass the torch beforethis problem was solved, but I can’t hold it up any longer. l


Lawrence usesfingerpainting to createhis masterpieces.

J erome Lawrence was doing well in his artclasses during his senior year at GeorgiaState University in 1982. Gradually,though, his grades started to drop and hestopped turning in his assignments.

Soon, he was spending more time walking thestreets of Atlanta than working on his art.

His sister took him to the hospital, wheredoctors said he was fine. Soon, he was unable toleave his room. After a second trip to the hospital,where he was placed into a locked ward, Lawrencewas diagnosed with paranoid schizophrenia.

His disability made finding a job difficult. “Ihad been working successfully at a T-shirt printingfactory, then got fired for poor performance. Afterthat, I couldn’t get a job. I started walking thestreets to look for cans to recycle to earn moneyfor medicine and only earned $3. So I had to filefor Social Security benefits,” Lawrence said.

The first 15 years after his diagnosis,Lawrence’s medication worked sporadically, and helived with his mother. He took art classes from hisformer professor Joseph Perrin and slowly got hisskills back, but he was languishing.

“I started going to a drop in center in Decaturto socialize. I learned to play chess there. I also

learned about the Georgia MentalHealth Consumer Network (GMHCN)there,” Lawrence said.

Through GMHCN and itsworkshops, Lawrence learned a lotabout his illness, from provenmedicines to preparing for thetimes his illness comes to theforeground. He began to gainbetter control over his life and wellbeing.

Soon, Lawrence began takingart classes at the Episcopal Church

of the Holy Comforter and sold some of hispaintings, including one to Bishop Neal Alexander.

“I felt worthy – like I was somebody – when Isold those paintings,” Lawrence said.

In 2002, Lawrence applied for a Habitat forHumanity home and became the first person inGeorgia to receive a home through Habitat’s “APartnership to Open Doors” program that provideshomes for people with mental illness. Former First

Lady Rosalynn Carter, CNN anchorwoman DarynKagan and Bishop Alexander attended thegroundbreaking.

In lieu of a down payment on his home,Lawrence had to help build a home for someoneelse, what Habitat calls “sweat equity.” Lawrenceenjoyed the experience. “It was great fun, and theexercise did me good.” However, due to hiscommitments to Habitat for Humanity, Lawrencepassed up some opportunities to sell his paintingsat art shows and began to be troubled about howhe would pay for his new home.

“I knew art sales wouldn’t be enough,” he said.Fortunately, GMHCN offered him a job as officemanager. Plus, he began teaching art classes atHoly Comforter. With those two steady jobs andoccasional art sales, Lawrence had enough to payfor his home.

Lawrence continues to thrive in his new home.Since moving in, he’s kept in touch with Mrs.Carter, and was a guest panelist on “The Arts andSelf Expression in Mental Health,” one of a series ofConversations at the Carter Center, where he alsomet former President Jimmy Carter.

Ongoing support from a psychiatrist and atherapist, as well as medication provided by theDeKalb Community Service Board, help Lawrencekeep his illness under control. “I pay my bills andtry and keep track of everything, something Icouldn’t do before consistently taking mymedicine,” he said.

In addition, the Social Security Administrationrecently approved his Plan for Achieving SelfSupport (PASS) proposal that will allow Lawrencethe opportunity to grow his art business, and hehas a one-man show coming up at VSA Arts ofGeorgia June 22 - August 20 at the Healey Buildingin Atlanta.

With his new home and upcoming shows,Lawrence’s goals for the future are simple. Hewants to make new friends and stay in touch withthe growing list of friends he’s made over the yearsthrough his art, mental illness organizations andhis community.

“I often feel the need to share, to express mythoughts and emotions, hoping that others alongwith me may gain insight and joy in theexpression,” Lawrence said. l

Community Support HelpsArtist Move into Own Home

Jerome Lawrence

StraightTalk

“ I felt worthy,like I wassomebody -when I sold thosepaintings,”

Art by Jerome Lawrence.


AUGUSTAdvocating for SpecialNeeds Children in theSchool SystemSponsored by: PEPPAC770-577-7771

August 8-10NASDDDS 2004Reinventing QualityConferencePhiladelphia, PA 703-683-4202

SEPTEMBERSeptember 18Autism Resource andInformation FairHosted by Sharing Our AutismResources, Inc., an affiliate ofUnlocking AutismRome, GeorgiaEmail: [email protected]

September 21-24Summit 2005: ManyVoices, One VisionWashington, DCSponsored by: Alliance for Full ParticipationCarol Walsh at 301-706-6252

OCTOBEROctober 7-10Arc of GeorgiaConference 2004ONE COMMUNITY FOR ALLPeachtree City, GA404-634-5512www.arcga.org

October 142004 NationalRehabilitation AssociationAnnual Training Conference & Exhibit Showcase Philadelphia, PA 888-258-4295www.nationalrehab.organization/website/events/index.html

October 14-15 Governor’s Council on DevelopmentalDisabilities & QuarterlyCouncil Meeting Columbus, GA 404-657-2126www.gcdd.org

October 15-172004 State Fall GamesSpecial Olympics GeorgiaGainesville, GA770-414-9390www.specialolympicsga.org

October 20-22Child Welfare League of America Summit “Is the System Working?Creating the Will,Wisdom and Ways toMeet the Needs ofAmerica’s Children”Hilton Head, SC800-638-2952www.cwia.org

October 27-29PUFF ConferenceTouch the Future/Transition Conference & Expo 2004Augusta, GA800-497-8665 866-373-7778 Toll-Free TDD404-486-6333 Atlanta Metro TDDwww.gatfl.org

October 28State InteragencyCoordinating CouncilAthens, GA 404-657-2726

CALENDAR OF EVENTS

October 27-29PUFF ConferenceTouch the Future/Transition Conference & Expo 2004Augusta, GA • 800-497-8665, 866-373-7778 Toll-Free TDD404-486-6333 Atlanta Metro TDD • www.gatfl.org

Learn the latest about assistive technology for living, learning,working and playing for people with disabilities. The conferenceincludes informative workshops, round table discussions andhands-on displays.

October 7-10Arc of Georgia Conference 2004ONE COMMUNITY FOR ALLPeachtree City, GA • 404-634-5512 • www.arcga.org

It will be a full weekend of seminars, programs, workshops, and meetings on intervention and implementation. Theconference will include a social event and trade showsthroughout the weekend.

October 20-22Child Welfare League of America Summit“Is the System Working? Creating theWill, Wisdom and Ways to Meet theNeeds of America’s Children”Hilton Head, SC • 800-638-2952 • www.cwia.org

Leaders in the welfare field will be seeking and examining waysto improve the system as members and attendees are inspired totake this challenge to meet the needs of the children.

UPCOMINGCONFERENCES

Send in your organization’s events to

[email protected] to be added to the

GCDD calendar!

Attendeesenjoy a breakat theImmersionLearningabout Self-DeterminationConferenceheld inAtlanta onApril 28.

T he Governor’s Council on Develop-mental Disabilities regrets toannounce the death of Catherine

Stefanavage’s son, Ryan Mahin. Mahin,16, died at home March 31 from compli-cations from a mitochondrial disorder.

Mitochondrial disorders, or myo-pathies, are caused when mitochondria,which are structures found in each cellthat produce energy, are damaged. Onsetusually begins before age 20 and ismarked by exercise intolerance or muscleweakness, and symptoms may includeheart rhythm problems or failure,dementia, movement disorders, stroke-like episodes, deafness, blindness, limitedmobility of the eyes and seizures.

Mahin and Stefanavage were wellknown in the disability community,attending conferences, participating inADAPT (American Disabled for AttendantPrograms Today) events and representingdisability issues at the Capitol.

Mahin’s passions included music andgourmet cooking, and one of his dreamswas realized in February when theChildren’s Make a Wish Foundation arrangedfor him to attend a taping of the EmerilLive show in New York, where he metEmeril Lagasse. The show is scheduled toair in July.

Mahin will be best remembered for hisuniquely gentle and loving spirit.

In lieu of flowers, Stefanavage hassuggested that donations be made to HopeHouse Children’s Respite Center, 7225Lester Rd., Union City, GA 30291.

Young AdvocateRemembered for His Spirit


ACROSS3) Going from school to “real life.”5) Aging for _____.6) Cerebral Palsy Research Foundation.7) Transition _________ strives to

develop continuity and stability ofservices and supports throughout the person’s life.

9) Dekalb Developmental Disabilities Council.

10) Customizing a job that benefits theneeds of both parties.

11) Community rehabilitation center inMarietta, GA.

14) _________ technologies: Specialcomputer mouses, joy sticks, andkeyboards.

15) _________ ownership.

DOWN1) County in which teachers are trained

in good transition practices.2) Sports team with athletes of similar

age and skill level with and withoutdisabilities.

4) Gives athletes with intellectualdisabilities the opportunity to playcompetitive sports.

8) Atlanta Alliance on Developmental Disabilities.

12) ____-employment allows peoplewith disabilities to take time offwhen needed for medical reasons andto accumulate savings.

13) Acronym for School of AdaptiveComputer Training.

CROSSWORD PUZZLE

Answers will be on the Web site, www.gcdd.org, after August 15, 2004.

Answers to Puzzle from Spring 2004 Issue

Have fun testing your knowledge of MAD magazine! Enter to win tickets to Six Flags, WhiteWater or American Adventures. To enter, mail or fax in youranswers by August 15. Congratulations to our last issue’s winner - Ms. GianneWuerl, Jewish Family & Career Services, Dunwoody, GA!


Georgia Woman Advocatesfor Independence

Agrowing number of people withdisabilities are gaining indepen-dence by leaving nursing facili-ties and moving back into thecommunity to live on their own.

The Georgia Voices That Count (GVTC)Program teaches people with disabilities how toadvocate for their right to live where they want. The Olmstead Decision was made by the SupremeCourt in 1999 and allows people with disabilities the right to live on their own, if able to, whilestill receiving Medicaid. Since this program anddecision have been enacted, more and morepeople are finding their voice and strength tomove out of nursing facilities and into thecommunity.

Annette Dotson has recently made the move towards independence. After completingGVTC, Dotson began to advocate for her rights as defined by the Olmstead Decision. Both herparents and Normalee Asheber, the transitionleader for disABILITY LINK, campaigned and supported her decision to leave the nursing home.

After living in a nursing facility for morethan 30 years, Dotson, a 44-year old woman withcerebral palsy, felt empowered to do somethingdifferent. While the home provided immediatecare and therapy, her integrity and independencewere violated when her belongings were stolen,destroyed or thrown in the garbage. All toooften, Dotson would find her clothes on the floorand other residents gossiping behind her back.When her photo albums holding pictures of herchildhood, family and newspaper clippings werethrown away, Dotson and her family realized itwas time for a change.

Dotson’s mother, Mabel Dotson, says, “Oneof the most common misperceptions by people isthat someone with a disability is crazy. Theyaren’t crazy.” Mabel Dotson has always wantedher daughter to be given the same respect asothers, despite her disability. The nursing home,however, restricted Annette and discriminatedagainst her based on her disability. MabelDotson sums up her daughter’s experience at the

nursing facility and says,“They were just awful toher.”

While AnnetteDotson enjoys her self-sufficiency and isimproving daily, she isstill somewhat limited. Tohelp with the householdduties and driving, she has anolder companion who liveswith her.

Since having moved intoher own home, Annette Dotson’slife has brightened. Ashebersays, “Her whole attitude haschanged; she is much happierand has a more positive,confident way about her.” Not onlydoes moving out of the nursing homeput a smile on her face, it also savesthe government a significant amount ofmoney through reduced Medicaid billsthat are not being paid to the facility.

Being outside of the nursing homealso allows Annette Dotson to take part in the leisure activities that she has always enjoyed. “She loves to go bowling, or towatch a basketball game and work on thecomputer,” says Mabel Dotson. Asheber says thatshe regularly attends the meetings at the GVTCand encourages the others to progress with theirdreams to live in thecommunity.

Annette Dotson stillreceives therapy to loosen hermuscles a few times a week,and her mother visits her everySunday and sometimes otherdays throughout the week. Thelifestyle change has moved her into a morepositive environment and has been an excellentexperience. She is happy, independent andquickly learning and gaining new abilities every day! l

By Katie Bishop

Annette Dotson surrounded byher family (top), serviceproviders (middle) and her mom.

“Her whole attitude haschanged; she is much happierand has a more positive,confident way about her.”

Below, please find furtherresources of informationrelated to the articles inthis edition of Making aDifference magazine.

Governor’s Council onDevelopmental Disabilitieswww.gcdd.org 404-657-2126 or 888-275-4233 (ASK-GCDD)

State GovernmentDepartment of Human Resourceshttp://dhr.georgia.gov404-656-4937

Division of MentalHealth, DevelopmentalDisabilities andAddictive Diseaseshttp://www2.state.ga.us/departments/dhr/mhmrsa/index.html404-657-2252

General Informationwww.georgia.gov

Georgia General Assemblywww.legis.state.ga.us/

Georgia House ofRepresentativeswww.legis.state.ga.us/legis/2003_04/house/index.htm

Georgia Senatewww.legis.state.ga.us/legis/2003_04/senate/index.htm

Georgia Governor’s Officewww.gov.state.ga.us/404-656-1776

Georgia LieutenantGovernor’s Officewww.ltgov.georgia.gov/02/ltgov/home/0,2214,2199618,00.html404-656-5030

Voting Georgia Secretary of State’s Office,Elections Divisionwww.sos.state.ga.us/elections404-656-2871

Aging IssuesAging and DevelopmentalDisabilities Coalitionwww.agingforall.com404-881-9777 extension 215

American Association ofRetired Personshttp://www.aarp.org866-295-7281 (Georgia Chapter)

CustomizedEmploymentGriffin Hammis Associateswww.griffinhammis.com

Cobb and DouglasCommunity Service Boardswww.cobbcsb.com770-429-5000

FindingEmployment in GeorgiaGeorgia One-Stop andCareer Centerswww.g1careernet.comCareer Centers Phone:

404-232-3540

Marriott Foundation forPeople with Disabilitieshttp://marriottfoundation.org404-523-6335404-523-7108 TTY

US One-Stop Informationwww.careeronestop.org877-US-2JOBS

Vocational Rehabilitationwww.vocrehabga.com404-486-6331404-486-6333 TTY866-489-0001 Toll Free866-373-7778 Toll Free TTY

Olmstead DecisionGeorgia Voices That Counthttp://www.disabilitylink.org/docs/voices/voices.html

Long Road Home Marchwww.longroadhome.org404-687-8890

US Office for Civil Rightshttp://www.hhs.gov/ocr/mis.htm202-619-0257877-696-6775 Toll Free

Freedom Clearinghousehttp://www.freedomclearinghouse.org/know/olmstead.htm

TrainingChattahoochee Technical Collegehttp://www.chat-tec.com770-528-4529

Georgia Department of Technical and AdultEducationwww.dtae.org404-679-1600

School of AdaptiveComputer Traininghttp://www.cprf.org/training.asp404-827-9577

Vocational Rehabilitationwww.vocrehabga.com404-486-6331404-486-6333 TTY866-489-0001 Toll Free866-373-7778 Toll Free TTY

TransitionBenefits Navigatorwww.bpaoga.com866-772-2726

Unified SportsSpecial Olympicswww.specialolympicsga.org770-414-9390


RESOURCES www.gcdd.org

pg.10 pg.25

pg.18

pg. 22 pg.16

pg.24


Albany AdvocacyResource Center

Albany ARC,serving our community

since 1963, promotes the general welfare of people with disabilities and fosters

the development ofprograms on their behalf.

(229) 888-6852(24-hour on-call)

www.albanyarc.org

Thanks to OUR SPONSORSfor their Support.

ARC COBB(770) 427-8401www.arccobb.org

DEKALBDEVELOPMENTAL

DISABILITIES COUNCIL

(404) 508-7796 Fax (404)508-6443

Building on a tradition of

“quality and caring”LD Made Easy

Specializing in organization, social skills, and handwriting problems.

We solve “homework wars“Author of “Learning Re-enabled“Susan N. Schriber Orloff, OTR/L

Occupational Therapist, Registered andLicensed CEO/Executive Director

Over 30 years experience Former resource teacher

770-394-9791www.childrens-services.com

1770 The Exchange, Suite 140Atlanta, GA 30339

tel: 770.956.8511 • fax: 770.956.8907www.maysouth.org

SPONSORSHIPS

The quarterly magazine of the Georgia Governor’s Council on Developmental Disabilities

Volume 4, Issue 5 • Summer 2004

Governor’s Council on Developmental Disabilities2 Peachtree Street, NW, Suite 8-210Atlanta, GA 30303-3142404-657-2126, www.gcdd.org

Address Service Requested

For more information, contact Parent-to-Parent at 770-451-5484 or 1-800-822-2539.www.health.state.ga.us/programs/specialneeds

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Making a Difference Magazine | | Summer 2004

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