1. INDIVIDUALS WITH
DISABILITIES AND MICRO
AND NANO TECHNOLOGY
CAREERS
By Valerie Kovach
Special Education Science Teacher and a
Person With a Disability

2.  Most recently I have worked as a Special Education Science Teacher in
Albuquerque, New Mexico.
 I have worked For 12 Years for Albuquerque Public Schools and all of
them were in one of the highest poverty areas.
 My home state of New Mexico Recently Ranked as 49th in a Study of
Child Well Being
 Juliana Vadnais “New Mexico Still Stuck Near the Bottom in Child Wellness”, New Mexico Business First: Albuquerque Blog,
July 2015
 Introduction:
 Valerie Kovach

3. “
”
NEW MEXICO RANKED 50TH IN OVERALL
POVERTY RATES AND 51ST IN THE PERCENTAGE
OF CHILDREN LIVING IN POVERTY
“TALK POVERTY” CENTER FOR AMERICAN PROGRESS, 2016
THE PERCENTAGE OF INDIVIDUALS WITH DISABILITIES WHO
ARE UNEMPLOYED IN NEW MEXICO IS ABOUT 70%
The percentage of individuals without disabilities who are
unemployed in New Mexico is less than 29%
States Profile, New Mexico”, Employmentfirst.leadcenter.org/Office of Disability Employment, July 2016

4. AS A SPECIAL EDUCATION
TEACHER WORKING IN A HIGH
POVERTY SCHOOL, THESE
STATISTICS IMPACT ME EVERY
DAY.
Poverty is generational and because of genetic factors,
disabilities sometimes are as well.
Every day I interact with children and families who are
impacted both by the effects of living with disabilities,
but also of living in poverty.

5. THE RISK OF A FUTURE OF POVERTY AND
UNEMPLOYMENT FOR MY STUDENTS WITH
DISABILITIES IS HIGH AND THAT DISCOURAGES ME.
AS MY STUDENTS WOULD SAY, “MISS, THAT’S NOT
FAIR!”
HOW Does that make me
feel? And also….

6. ANOTHER PART OF MY PERSONAL
PERSPECTIVE ON THE SUBJECT OF
DISABILITIES AND CHILDREN …
Is that my work for ten years prior to becoming a
special education teacher in New Mexico was as a
Treatment Foster Care Parent and Special Needs
Foster Care Parent.
I worked exclusively with children with varying
disabilities and their families.
I also worked with Treatment Teams and Providers
Unlike regular foster care, this is so intensive that it
is considered full time employment. They are really
“your kids” and live in your home!

7. YOU CAN SEE THAT I HAVE PERSONAL REASONS FOR BEING PASSIONATE ABOUT
EMPLOYMENT OPPORTUNITIES FOR INDIVIDUALS WITH DISABILITIES.
I WOULD LIKE IT TO BECOME IMPORTANT TO YOU AS WELL. I HAVE TWO STORIES TO
TELL WHICH ARE TRUE AND I HOPE THAT THEY GET YOUR ATTENTION.

8. SOME THINGS I HAVE HELPED STUDENTS DO…
Enjoy learning and teaching others
with lots of fun science activities at
Family Science Days and Family
Science Camp.
Receive credit for a Dual Credit MEMS
Class and work in a clean room!

9. FAMILY SCIENCE CAMP WAS FOR MANY AGES AND TYPES OF
STUDENTS AS WELL THEIR PARENTS OR FAMILY MEMBERS.
WE HAD FUN. EVERYONE HAD SOMETHING DIFFERENT TO
OFFER.

10. THE “SCIENCE IS YOUR WORLD” FAMILY SCIENCE
CAMP WAS HELD JULY OF 2016. ABOUT 75
STUDENTS AND PARENTS OR FAMILY MEMBERS
ATTENDED.

11. THE MOST SUCCESSFUL STUDENTS WORKED HARD AND ATTENDED MOST IN PERSON CLASSES.
THEY ALSO GOT HELP FROM ME AND EACH OTHER IN A TUTORING LAB FOR THE INTRO TO MEMS COURSE
EVEN THE GIFTED STUDENTS NEEDED TUTORING IN THE FIRST CLASS. THE MOST IMPORTANT THING
THAT THEY ALL NEEDED HELP WITH WAS IN LEARNING TIME MANAGEMENT AND THE LOGISTICS OF
COMPLETING A COLLEGE COURSE VERSUS A HIGH SCHOOL COURSE.
 Besides the Summer Camp, I have worked with SCME to
 Create other ways of reaching out to students and to
 Help them become interested in studying Micro and
 Nano Technology.
 We have had many students register for the Dual Credit
 Course, “Intro to MEMS”
 Students with and without disabilities have successfully completed the course and
worked in the clean room.
 Many high school students sign up for a course like this and then realize that
 A dual credit college course is significantly more work than they thought. These
students have dropped the class.

12. THE STUDENTS WITH DISABILITIES
NEEDED MORE HELP WITH SKILLS,
BUT ALL STUDENTS NEEDED HELP
WITH “WORK ETHIC”
In the cleanroom, the students with disabilities who
had worked hard in the class were able to perform
well. I noticed no difference, in fact, in their
performance versus their non-disabled peers.

13. STUDENTS CAN WATCH OF STUDENTS IN THE CLEANROOM,
THE SCIENCE IS YOUR WORLD CAMP AND ALSO OF OTHER
STUDENTS TALKING ABOUT THEIR EXPERIENCES IN THE
CLEANROOM.
HTTPS://WWW.FACEBOOK.COM/HIGHSCHOOLMEMS/

14. UNITED STATES IS LAGGING
BEHIND OTHER COUNTRIES IN PREPARING
STUDENTS FOR STEM CAREERS.
THERE IS A HIGH NEED FOR HIGHLY TRAINED
INDIVIDUALS TO COMPETE IN THE
STEM WORKFORCE.
To this end, educators are encouraged to provide
accessible and relevant instruction in
STEM at the secondary and postsecondary
levels.
Evmenova, Jones and Bausch,” Research Shows that Students with Disabilities can Succeed in Stem Education”,
TAM Connector, Feb. 2013

15. According to the National
Science Foundation, individuals
with disabilities are employed in only
5–6% of the U.S. STEM jobs.
Evmenova, Jones and Bausch,” Research Shows that Students with Disabilities can Succeed in Stem
Education”, TAM Connector, Feb. 2013

16. INDIVIDUALS WITH DISABILITIES ARE A TALENTED
AND DIVERSE GROUP OF PEOPLE. THEIR UNIQUE
PERSPECTIVE AND EXPERIENCES ENABLE THEM TO
CONTRIBUTE TO STEM FIELDS IN WAYS THAT
INDIVIDUALS WITHOUT DISABILITIES CANNOT.
Finding ways to include individuals with disabilities who are
interested in STEM Fields is not only beneficial to these
specific individuals, but also brings fresh ways of viewing
problems and solving them. Greater innovation is possible
when people with more varied backgrounds and talents are a
part of the process.

18. THIS YOUNG MAN AT FAMILY SCIENCE CAMP IS TWICE EXCEPTIONAL. HE
IS GIFTED AND IS ALSO ON THE AUTISM SPECTRUM. HE IS TEACHING
THIS MOTHER AND HER CHILD HOW TO PROGRAM A ROBOT.

19. Access Engineering is a program that increases
the participation of people with disabilities in
engineering academic programs and careers.
Project staff engage faculty and students
nationwide in efforts to (1) better serve a
diverse student body, including students with a
broad range of disabilities, in engineering
courses and programs, and

20. and (2) integrate relevant disability-related and
universal design content into engineering
courses. Ultimately, project efforts will
benefit society by increasing participation in
engineering fields and enhancing these fields
through the talents and perspectives of people
with disabilities.

21. Brandon
One in every sixty-eight kids in the U.S. has
an autism spectrum disorder;
I am one of those kids. I was born with
Asperger’s, a form of autism which
causes me to misunderstand social cues
that others would easily pick up on.
This has made it hard for me to make
friends and maintain relationships.
“Access Engineering Student Profiles” Access Engineering, .Do IT! University of
Washington 2016

22. With help, I was able to connect with others by learning how to control
my anxiety, how to respond to different types of people, and what people
expect in a friendship.
These skills will be especially useful as I graduate from college and enter
the workforce in electrical engineering. Since I was young, I have always
loved science and technology. I am ambitious and my mind has always
been full of inventions that the world has never seen before. I used to
create all kinds of unique gadgets and products, I even had my own
website for a while. Thankfully, my family supported me as I engaged in
these projects, even though it often included turning the house into a
disaster zone . “Access Engineering Student Profiles” Access Engineering, .Do IT! University of Washington 2016

23. I want to use my electrical engineering degree to travel
the world and help developing countries become better. I
would also like to start my own company that creates new
and useful electronic devices.
Anyone on the autism spectrum should have faith that
they can work to develop skills that will help them be
successful. One of the best things to do is to get out of
your comfort zone. You can go to parties and social
gatherings to practice being around people. Try to do
things that you wouldn’t normally do and push yourself
until you achieve your goal. . “Access Engineering Student Profiles” Access Engineering, .Do IT! University
of Washington 2016

24. Daniel
W
When I enrolled for my undergraduate studies at the University of Florida (UF),
I was uncertain of my eventual career path. After earning my bachelor of science
in mechanical engineering, I began to pursue my master of science and Ph.D.
in biomedical engineering at UF.
I chose to become a biomedical engineer instead of practicing medicine because
research advancement in one field can help transform other engineering disciplines
and synergistically improve the quality of lives. . “Access Engineering Student Profiles” Access Engineering, .Do IT!
University of Washington 2016

25. After my freshman year of college, I was diagnosed with Asperger
syndrome, now acknowledged as a high-functioning form of Autism
Spectrum Disorder (ASD). Retroactively, the diagnosis made sense as I
was awkward in social environments and had bouts of depression and
anxiety. In learning how to live with ASD and in overcoming all of the
continual changes occurring in my mental health, I’ve cultivated a
desire to better understand the subtleties of the brain through
research.
In doing so as a biomedical engineer, I can improve the quality of life
for millions of others. After recognizing the complex nature of the
brain and its effects on my daily life, I wanted to do research that
would help people better understand the brain.
“Access Engineering Student Profiles” Access Engineering, .Do IT! University of Washington 2016

26. Marie
My journey towards a career in engineering is not a cliché story where I always
loved putting things together and taking them apart.
My parents did not think that this would be my passion, and they did not push me towards a career
In science, technology, engineering or mathematics (STEM).
I actually had no family members or relatives who were engineers, and the topic was rarely brought
up in my home.
But, there was one common theme throughout my education-my learning disabilities.
. “Access Engineering Student Profiles” Access Engineering, .Do IT! University of Washington 2016

27. Early on, my mom noticed a problem with my reading
comprehension and had me tested for learning disabilities in
kindergarten. I was diagnosed with SLD (Specific Learning
Disability) in reading comprehension. I was too young to know
what that meant in elementary and middle school; all I understood
was it meant that I had to leave class during exams so I could
have extra time and, of course, everyone noticed. I was mortified
every time my teachers would point to me at the beginning of
each exam, and I would have to walk to a separate room with a
proctor. “Access Engineering Student Profiles” Access Engineering, .Do IT! University of Washington 2016

28. The humiliation I felt from being deemed “disabled” turned
into anger towards my parents and school; I was ashamed
of being different. I was so ashamed I even insisted that
my mom have me retested in middle school to prove I did
not need a separate setting and extended time, but, this
test showed once again that I had SLD in reading
comprehension.

29. I struggled with this all through middle school and into high
school, but then, when the topic of college started coming
up in sophomore/junior year, I started to accept my
disability. I knew that if I did not use the extended time I
needed on SAT and AP exams, I would not have the
opportunity to get the best scores possible. I started to take
ownership of my learning disabilities and confront teachers
who would announce, in front of the entire class, my need to
go to the Disability Services Office to start my exam.

30. I think the major downfall of the community of
educators with whom I was surrounded in elementary
school was that they were not trained properly on what
learning disabilities were, how the disabilities can affect
a student emotionally, and how to make their teaching
style adaptive to all learning styles including those of
us with disabilities. I found that my teachers saw me as
more of an extra chore they were not getting paid for
than as an important part of their teaching
responsibilities.

31. Despite the setbacks with my learning disabilities, I have never
let them affect my goals. I have always dreamed and believed in
having the best career possible, whatever that may be. This
dream is what led me to my engineering major. I did not know
what I wanted to do freshman year in college, so I was
determined to pick a challenging major that would set me up for
achievement; I chose industrial systems engineering.

32. After four years in the industrial systems engineering
department, I can safely say that I do not think I would
be in college today or have the grades that I do, if it
wasn’t for utilizing all of the disability services offered. I
now understand and accept that a learning disability,
though unfortunate, does not have to hinder anyone’s
career goals as long as they are taking advantage of
all the opportunities available.

33. In four years I have completed two internships – with
Caterpillar Machinery and Deloitte Consulting, studied
abroad at Oxford University in England and at the
University of Cape Town in South Africa, stayed an active
member of the University Honors Program, and joined the
University’s football and basketball dance team. I have also
taken on an active outreach and recruiting role in the
College of Engineering as an engineering ambassador

34. I have accepted a full-time position with Deloitte
Consulting in Los Angeles as a business technology
analyst and will begin after graduation this May. I have big
plans for my future and hope to continue my education at
Stanford or London Business School in a few years on my
pursuit to have the strongest, happiest career possible.
. “Access Engineering Student Profiles” Access Engineering, .Do IT! University of Washington 2016

35. Over 700,000 students with disabilities
attended a 2 or 4 year college in 2008-
2009
The most common types of disabilities among students
attending post secondary education were specific learning
disability, ADD and ADHD, and mental illness.
Other types of disabilities represented included other health
impairment (chronic medical conditions), Autism Spectrum
Disorder, language disabilities, difficulties with seeing, difficulties
with hearing, intellectual disabilities, mobility impairment and
traumatic brain injury.

36. Institutional characteristic
Difficulty
hearing1
Difficulty
seeing2
Difficulty
speaking
or language
impairment
Mobility
limitation/
orthopedic
impairment
Traumatic
brain
injury
Specific
learning
disabilities
ADD or
ADHD3
Autism
Spectrum
Disorders4
Cognitive
difficulties
or
intellectual
disability
Health
impair-
ment/
condition,
including
chronic
conditions
Mental
illness/
psycho-
logical or
psychiatric
condition5
Other
All institutions 4 3 1 7 2 31 18 2 3 11 15 3
Institutional type
Public 2-year 4 3 1 8 3 31 13 2 5 10 15 5
Private not-for-profit 2-year 4! 4 2 4 3 28 13 5! 16! 9 11 2!
Private for-profit 2-year 2 1 1 8 1 46 13! 1! 8! 5 11 2!
Public 4-year 3 3 1 7 2 29 23 2 1 11 16 3
Private not-for-profit 4-year 3 2 1 3 1 36 26 2 1 11 13 2
Private for-profit 4-year 4 2 1 4 2 29 22 4 8 9 14 1!
Size of institution
Less than 3,000 3 2 1 5 2 36 22 2 3 10 13 2
3,000 to 9,999 3 3 1 7 2 33 17 2 3 11 15 3
10,000 or more 4 3 1 8 3 29 18 2 3 10 16 4
Percentage distribution of disabilities reported by 2-year and 4-year degree-granting postsecondary institutions
that enrolled students with disabilities, by disability category and institutional characteristics: 2008-2009

37. THERE IS NO ONE “BEST” METHOD, BECAUSE OF
THE DIFFERENCES BETWEEN INDIVIDUALS AND
LEARNING NEEDS. A REPERTOIRE OF
INTERVENTIONS IS MOST HELPFUL.
Research-Based and Innovative Methods are
being developed
To Support STEM Education and STEM
Training and Development of Individuals
with Disabilities
In Educational Settings as well as the
Workplace.

38. A study on math instruction detailed
the Blending Assessment with Instruction
Program (BAIP).
This is a database
of 270 web-based mathematic lessons
and 417 tutorials that provide instant
feedback to learners.
Evmenova, Jones and Bausch,” Research Shows that Students with Disabilities can Succeed in Stem Education”,
TAM Connector, Feb. 2013

39. The effects of this supplementary
program were tested with
25,803 students, including 3,012 with
disabilities, through a built-in data
reporting
system.
Results suggested that
high BAIP users performed better on
state-mandated assessment.
Evmenova, Jones and Bausch,” Research Shows that Students with Disabilities can
Succeed in Stem Education”, TAM Connector, Feb. 2013

40. A technique called Span-
Limiting Tactile Reinforcement (SLTR)
available on mobile devices has shown
promise for struggling readers.
The SLTR technique supports students’
attention and working memory by
providing text in a single newsprint-like
column with only three words per line.
Evmenova, Jones and Bausch,” Research Shows that Students with Disabilities can Succeed
in Stem Education”, TAM Connector, Feb. 2013

41. This intervention builds
on the unique assets and talents of
students with disabilities associated
with their high capabilities for peripheral
vision.
In a study, students with
dyslexia and typical readers demonstrated
greater gains in chemistry
content knowledge when the text was
presented using the SLTR technique as
compared to traditional hardcopy text.
Evmenova, Jones and Bausch,” Research Shows that Students with Disabilities can Succeed in Stem
Education”, TAM Connector, Feb. 2013

42. Universal Design
In the classroom or the workplace, most groups are
diverse. We vary in background, cultural and gender
identity, first language, and age. We have different
learning styles, including visual and auditory. Some of us
have disabilities, including blindness, low vision, hearing
impairments, mobility impairments, learning disabilities,
and health impairments.

43. Universal design (UD) is, according to the
Center for Universal Design, "the design of
products and environments to be usable by
all people, to the greatest extent possible,
without the need for adaptation or
specialized design."

44. THE SEVEN PRINCIPLES OF UNIVERSAL DESIGN
ESTABLISHED BY THE CENTER FOR UNIVERSAL
DESIGN AT NORTH CAROLINA STATE CAN BE
APPLIED TO ACADEMIC PROGRAMS AND
INSTRUCTION.

45. Equitable use. The design is useful and
marketable to people with diverse abilities. A
website that is designed so that it is accessible
to everyone, including people who are blind,
employs this principle.

46. Flexibility in use. The design accommodates a
wide range of individual preferences and abilities.
A museum that allows a visitor to choose to read
or listen to a description of the contents of a
display case employs this principle.

47. Simple and intuitive. Use of the design is easy to
understand, regardless of the user's experience,
knowledge, language skills, or current concentration
level. Science lab equipment with control buttons that
are clear and intuitive employs this principle.

48. Perceptible information. The design
communicates necessary information
effectively to the user, regardless of ambient
conditions or the user's sensory abilities. Video
captioning employs this principle.

49. Low physical effort. The design can be used efficiently
and comfortably, and with a minimum of fatigue. Doors
that open automatically employ this principle

50. Size and space for approach and use. The
design provides appropriate size and space
for approach, reach, manipulation, and use,
regardless of the user's body size, posture, or
mobility. A science lab with adjustable tables
employs this principle.

51. Tolerance for error. The design minimizes hazards
and the adverse consequences of accidental or
unintended actions. An educational software
program that provides guidance when the user
makes an inappropriate selection employs this
principle.

52. FEDERAL AGENCIES REQUIRED TO PRACTICE AFFIRMATIVE
ACTION PLANS REGARDING THE RECRUITMENT AND
RETENTION OF INDIVIDUALS WITH DISABILITIES. MOST
COMPANIES AND OTHER ORGANIZATIONS THAT HAVE
FEDERAL CONTRACTS OR WHO SELL PRODUCTS TO THE
FEDERAL GOVERNMENT ARE EXPECTED TO FOLLOW THE
SAME AFFIRMATIVE ACTION GUIDELINES AND POLICIES.
U.S. Office of Personnel Management, “Disability Employment”, June 2016

53. THE GOAL IS THAT FEDERAL AGENCIES AND THOSE
DOING BUSINESS WITH THE FEDERAL GOVERNMENT
SHOULD BECOME “MODEL” EMPLOYERS OF
INDIVIDUALS WITH DISABILITIES.
Approximately 12 percent of all individuals employed should be
individuals with disabilities.
It should be noted that these individuals cannot simply be
employed in lower level positions, but represented throughout the
organization.
U.S. Office of Personnel Management, “Disability Employment”, June
2016

54. WHAT THE FEDERAL GOVERNMENT WANTS
TO SEE IN EMPLOYMENT PRACTICES WITH
THE DISABLED.
 Like the “12 percent” rule the Federal Government holds for itself, Federal Contractors
and those who sell products to the Federal Government are also asked to adopt these
initiatives as well.
 Specific Programs for Training, Recruiting and Hiring Students with Disabilities should be
created within organizations.
 Managers should be trained regarding disabilities and ADA Accommodation
Requirements.
 Some “non- competitive” positions should be created specifically for qualified individuals
with disabilities within an organization.
This means that the individual may be given a particular job without having to compete
against other non-disabled applicants.
 There are other “best practices” that the Federal Government has adopted for recruiting,
hiring and retaining individuals with disabilities.
U.S. Office of Personnel Management, “Disability Employment”, June 2016

55. As a matter of policy certain disabilities are
specifically targeted by the federal government
for recruiting, hiring and retention of
employees.
Individuals with the targeted disabilities
typically have the greatest difficulty finding
employment.
U.S. Office of Personnel Management, “Disability Employment”, June 2016

56. Targeted Disabilities
These are the most severe disabilities
including blindness, deafness, partial and
full paralysis, missing extremities,
dwarfism, epilepsy, intellectual disabilities,
and psychiatric disabilities.
U.S. Office of Personnel Management, “Disability Employment”, June 2016

57. THE WORK OPPORTUNITY TAX CREDIT
“EMPLOYERS KNOW LITTLE ABOUT TAX CREDITS SAYS STUDY” DISABILITY ISSUES FOR JOURNALISTS. THE CENTER FOR AN
ACCESSIBLE SOCIETY. APRIL 29, 2003
Besides the advantages of having a more diverse
work force and the need for companies who work
with or sell to the Federal Government to comply
with specific guidelines, there are other incentives
for hiring people with disabilities that many
businesses are not aware of. The Work Opportunity
Tax Credit allows tax credits of up to $2400 for hiring
a person with a disability.

58. IRS CODE SECTION 44, DISABLED ACCESS
CREDIT
“ EMPLOYERS KNOW LITTLE ABOUT TAX CREDITS SAYS STUDY” DISABILITY ISSUES FOR JOURNALISTS. THE CENTER FOR AN
ACCESSIBLE SOCIETY. APRIL 29, 2003
This tax credit helps small businesses cover
the cost of making their businesses
accessible, up to a maximum benefit of
$5000.

59. THE ARCHITECTURAL TRANSPORTATION TAX
DEDUCTION: IRS CODE SECTION 190,
BARRIER REMOVAL “ EMPLOYERS KNOW LITTLE ABOUT TAX CREDITS SAYS STUDY”
DISABILITY ISSUES FOR JOURNALISTS. THE CENTER FOR AN ACCESSIBLE SOCIETY. APRIL 29, 2003
Businesses are allowed an annual
deduction of up to $15,000 for
expenses incurred to remove physical,
structural and transportation for
persons with disabilities in the
workplace.

60. I WANT TO END WITH CONFESSING ONE FINAL REASON I AM INTERESTED IN
THIS TOPIC IS BECAUSE I AM ALSO A PERSON WITH A DISABILITY.
THIS IS A PICTURE OF ME WITH SOME STUDENTS ON A MICRO AND
NANOTECHNOLOGY INDUSTRY TOUR ALONG WITH THE OWNER OF AN
ALBUQUERQUE NANO TECHNOLOGY COMPANY WHICH IS WORKING ON A
TREATMENT FOR EBOLA. CAN YOU TELL WHICH OTHER PERSON IN THE
PICTURE HAS A DISABILITY?
I DID NOT REALIZE THAT I HAD A DISABILITY UNTIL I WAS IN MY 30’S. I
BEGIN TO GET SUPPORT AND LEARN WHAT I NEEDED TO DO TO BE MORE
EFFECTIVE IN MY PERSONAL LIFE AND IN MY WORK-LIFE. LIKE MANY PEOPLE, I
DID NOT DISCLOSE MY DISABILITY AT WORK OR ASK FOR ANY
ACCOMMODATIONS.

61.  Some more things about me.
 My disability is in an area that is specified as a targeted area by the Federal Government for recruitment
and retention of employees. The reason for this is because unemployment is so high for people with
these disabilities. Only about 20 percent of people with the disability that I have are employed at all.
 I might be considered “twice exceptional” because I showed “giftedness” in one area in high school.
Being “twice exceptional” means that person has giftedness and a disability.
 I graduated from high school one year early. I then attended and graduated from a college with 40,000
students. Later on I earned a master’s degree. I have continued to study and have about 250 college
hours. I have not earned a doctoral degree… well not yet!
 I have been employed since I was 15 years old, which is 44 years!
 I was an advertising manager of a newspaper at age 22. My 45 year old boss quit and while they were
looking for his replacement, they found out that I was able to do his job better than he had. I also
worked a lot cheaper!
 I worked in business and marketing including at the LA TIMES and had a sales territory which generated
about $500,000 a year in revenue. I reached that number by doubling my sales on that territory within
9 months of taking it on.
 I love to learn and do new things!
 Part of my energy and drive is actually a positive aspect of one of my disabilities.

62. IN THE PAST, IF I FELT A WORK SITUATION WAS DIFFICULT DUE TO MY DISABILITY, I
NEVER ASKED FOR AN ACCOMMODATION OF ANY KIND. I EITHER “TOUGHED IT
OUT”, OR I FOUND A NEW POSITION THAT WAS ALREADY STRUCTURED IN A WAY
THAT WORKED BETTER FOR ME.
AS A SPECIAL EDUCATION TEACHER WORKING TO HELP MY STUDENTS BECOME
SUCCESSFUL IN COLLEGE AND THE WORKPLACE BY RECEIVING THE SUPPORTS THAT
THEY NEEDED, I FINALLY DECIDED THAT INSTEAD OF JUST “TOUGHING IT OUT”…
I WOULD DISCLOSE MY DISABILITY AND ASK FOR SOME SIMPLE
ACCOMMODATIONS.
I HOPED THAT THIS WOULD ALLOW ME TO STAY IN THE JOB I LOVED AND THAT I
WAS GOOD AT.

63. I HAD CREATED THREE DIFFERENT EXTRA CURRICULAR PROGRAMS THAT HELPED
STUDENTS. I WROTE AND RECEIVED THREE DIFFERENT GRANTS FOR OUR SCHOOL
INCLUDING ONE FOR $20,000.
A STUDENT I MENTORED IN ONE OF THE PROGRAMS WILL ATTEND AN IVY LEAGUE
ENGINEERING PROGRAM THIS FALL. THIS IS A BIG THING FOR A HIGH POVERTY
SCHOOL. HE TOLD ME THE PRIMARY REASON, HE THOUGHT, WAS WHAT HE WROTE ABOUT THE
PROGRAM I BROUGHT TO OUR SCHOOL.
ANOTHER STUDENT WHO WAS MENTORED THROUGH MY EXTRA CURRICULAR
PROGRAMS FOUND HIS PASSION AND HAS HAD A NUCLEAR ENGINEERING INTERNSHIP,
COMPETED WITH A MEMS DESIGN TEAM COMPETITION AND IS NOW DOING A RESEARCH
INTERNSHIP AT SANDIA LABS. HE WILL BE A SENIOR NEXT YEAR AND WANTS TO ATTEND MIT. HE
WOULD LIKE TO EARN A PHD SO THAT HE CAN DO RESEARCH AND ALSO TEACH. HE DISCOVERED HE
LOVED TEACHING WHEN HE TAUGHT OTHERS AT MY FAMILY SCIENCE CAMP. THIS YOUNG MAN
TOLD ME THAT WITHOUT THE ENRICHING PROGRAMS, HE WOULD HAVE BECOME VERY
DISCOURAGED.
GIFTED STUDENTS HAVE SPECIAL NEEDS TOO!

64. I NEVER DID RECEIVE MY ACCOMMODATIONS AT
THIS SCHOOL AND SO THIS SUMMER, I DID WHAT I
HAD ALWAYS DONE BEFORE. I SIMPLY FOUND
ANOTHER POSITION THAT I COULD DO, IN WHICH AT
LEAST TWO OF THE NEEDS WERE NOT AN ISSUE.
I am still waiting on the third, which is still something I need. Our ADA Person has
promised yet another meeting. I will see what happens.
None of my accommodations had any cost attached to them, they were all extensively
documented as real needs by several medical providers. My Union Representative and
the Employee Assistance Staff Person thought they were reasonable accommodations.

65. “
”
THE ADA IS A MANDATE FOR EQUALITY…
BUT THE ADA MAKES IT CLEAR THAT EQUAL
TREATMENT IS NOT SYNONYMOUS WITH
IDENTICAL TREATMENT.
Professor Robert Burgdorf, Jr. (one of the drafters of the
original bill.
The reason I was given by the Principal at my school for not receiving the
needed accommodations I requested, was that he feared that allowing
something different for me, was not fair.
I guess he did not understand the ADA.
“Americans With Disabilities Act”, The Center for An Accessible Society/Disability Information for Journalists. June, 2016.

66. IF WE HAVE A LITTLE TIME
NOW WE CAN END BY VISITING
OUR FACEBOOK PAGE.
MEMS for High School Students