Making a difference [Vol. 4, no. 5 (Summer 2004)]

GEORGIA GOVERNOR'S COUNCIL ON DEVELOPMENTAL DISABILITIES
SUMMER 2004
www.gcdd.org
Keith Woodall & Troy Aquila
Real Homes. Real Jobs. Real Education. Real Choice.

TABLE OF CONTENTS

Features

10
Joining Forces to Improve Students' Transition to Work
State agencies, teachers and service providers come together to ensure successful transitions.

16
Job Training Options for Adults
A variety of post-secondary job training options for adults are explored.
In Each Issue
3 Letter from
Governor Sonny Perdue
5 Letters to the Editor 27 Calendar 30 Resources

22
18
Customized Employment Makes Dreams Come True
A successful new jobs program, piloted in Cobb and Douglas counties, is being rolled out in locations across the state.
22
Marriott Sees Beyond Disabilities
Marriott's reservation center in Sandy Springs knows their investment in all employees will pay off.

9
Advocates March to Bring Awareness to Olmstead Decision
Marchers demonstrate in hopes of forcing the state to release more from nursing homes and hospitals.
24
Special Olympics Georgia Hosts Unified Teams
Unified teams grow in popularity.
28
Ryan Mahin
Young advocate remembered for his gentle spirit.
29
Georgia Woman Advocates for Independence
Georgia Voices That Count graduate Annette Dotson finally leaves her nursing facility.

Departments
4
GCDD Viewpoint
Disability Community Demands Better Jobs
Better job options must be made available to people with disabilities.
6
News & Events
Advocates Protest HUD Policies Election news; Gov. Perdue speaks; Several research studies ongoing; Top DHR, MHDDAD spots filled.

14
Point/Counterpoint
Community vs. Center Training
25
Medical Update
Group tackles the issues of aging with a developmental disability.
26
Straight Talk
Artist Jerome Lawrence moves into his own home, thanks to a little help from his friends.

2 Making a Difference Summer 2004

16
28
Crossword Puzzle
Test your MAD magazine knowledge.
About Our Cover: Keith Woodall trains on the Bobcat he owns with his employer and friend Troy Aquila.

FROM THE GOVERNOR

Volume 4, Issue 5 Summer 2004
A quarterly magazine of the Governor's Council on
Developmental Disabilities.
The Governor's Council on Developmental Disabilities collaborates
with Georgia's citizens, public and private advocacy organizations and policymakers to positively influence
public policies that enhance the quality of life for people with disabilities and their families.
GCDD provides this through education and advocacy activities, program implementation, funding and public policy analysis and research.
Lynnette Bragg Chairperson
lynnettebragg@aol.com
Eric E. Jacobson Executive Director eejacobson@dhr.state.ga.us
2 Peachtree Street NW, Suite 8-210 Atlanta, GA 30303-3142 Voice 404-657-2126 Fax 404-657-2132 Toll free 1-888-275-4233 TDD 404-657-2133 www.gcdd.org
Yao Atiim Seidu Editor-in-Chief yaseidu@dhr.state.ga.us
Valerie Smith Buxton Managing Editor
O'Neill Communications, Inc. val@oneillcommunications.com
Janice Nodvin Consulting Editor May South, Inc. jnodvin@mayinstitute.org
Pat Cahill Photography - Cover Feature
Matthew Walls Cartoonist
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 really loves to do, working with Georgia's children. Mary and I both take to heart the needs of 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 and transitioning into the work place and community for Georgia's disability community.
Today, Marriott's reservation center employs 50 people with disabilities and values each one's ability and contribution. In addition, Marriott supports a very successful internship program for young people with disabilities in Georgia. Inclusion in the workplace is becoming a reality, and Marriott stands as an example for other Georgia businesses to follow.
A full range of job preparation and job training opportunities programs are available throughout 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 should all be excited as a Customized Employment program is expanded to 11 new sites. This program matches job seekers' interests with the needs of small businesses seeking strategic partnerships, expanded resources and special equipment. The creative solutions and new jobs being created are amazing.
In addition, I am working hard to set policy and budget priorities aimed at assuring that persons with disabilities have appropriate access and choice for community services and placements. I am working to reduce institutional bias, expand access to home and community based services, support the transfer of individuals from institutions into suitable community settings and to build infrastructure and the capacity to provide community supports. All of these efforts are to support our Olmstead plan.
To underscore this commitment to Georgia's Olmstead plan, my FY 2003 and FY 2004 budget called for investment of over $11 million dollars in state funds for the state's longterm care delivery system. And my FY 05 budget adds $7 million in state funds. This additional money was provided despite the tough economic times and the hundreds of millions 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 community services, including 65 children who were transferred from state hospitals to community 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 and covering 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 40 severely emotionally disturbed adolescents transitioning from state hospitals to the community;
8) Providing additional regulatory staff to license and monitor community living arrangements ($100,000);
9) Funding the Community Care Services Program, for older adults desiring to avoid nursing home care, to cover the increased cost of care so that an estimated 13,611 people (11,400 slots) will be served in FY 2004. In addition, funding was added to support the transition of 84 residents from nursing homes to community settings.
The State of Georgia is working hard to make real jobs, real homes, real education and real options available to the disability community. I look forward to our continued partnerships as we work to improve the lives of people with disabilities.
Sonny Perdue Governor
Summer 2004 Making a Difference 3

GCDD VIEWPOINT

Disability Community Demands Better Jobs

"A merica works best when all Americans work," so says U.S. Secretary of Labor Elaine Chao. If we look at the application of those words and apply them to those with developmental disabilities, we find that America is in a

So, if Michael wants to sell surfer clothes near the beach, or Amy's dream is to work in a law office, or Stan wants to build houses, these dream, desires, wishes become reality through "customized employment."

deep depression.

Our society needs to understand and respect an individual's

For the one in five Americans with disabilities, or nearly 50

desire and strengths. Then, work with employers to develop jobs. If

million people, the unemployment rate is 49 percent for women and employers are not available, it may mean helping the individual with

40 percent for men.

the disability start their own businesses. This shouldn't be so far-

In a society where having a job translates into

fetched.

personal productivity, value, worth and integration into

Millions of Americans own business or work from their home;

a community, employment for those with disabilities is why shouldn't that be the same for people with disabilities? The

probably more important than for those without

days of people with disabilities working at the check-out counter at

disabilities.

supermarket or home fix-it store should be history and prehistoric

With a job that pays a valued wage, a person

thinking.

earns money to purchase goods, services, dignity and

Our efforts currently underway in Georgia are being translated

confidence. They go to the mall to shop, they are in

into new job opportunities for hundreds of people with disabilities.

grocery stores buying milk, bread, meat and vegetables. Customized employment is being developed around the state. The

They rent an apartment or buy a house, go on vacation U.S. Dept. of Labor, Office of Disability Employment Policy and

to the beach or mountains. They pay taxes so that

others are looking to Georgia for the new models for helping people

they are able to give back to the community some of

with disabilities find meaning in life through employment.

what they gain by being employed. Without the means to earn an income, these daily life activities are difficult, if not impossible.

The Governor's Council on Developmental Disabilities endorses and supports customized employment and encourages others to explore the possibilities.

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

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

It was once acceptable for people with disabilities to work in sheltered workshops where they put together packages for pennies a day. Disability employment advocates like Mark Gold and others helped change that

Simply stated, they suggest:
q Everyone who wants to go to work is supported to get a job.

perception. Now we know that people with disabilities can work almost anywhere performing almost any task.
In the 1970s, with people like

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

q National and state policies should not be barriers to people who want to be in community-integrated employment.
q Expand quality competitive employment, customized employment, self-employment or other integrated work alternatives.
q Students are involved in multiple paid integrated work experiences, leaving high school with a job.

Gold, Marian Jay, Philip Jay and Joy Hopkins, Georgia was seen as

This edition of Making a Difference is dedicated to

an innovator in helping people with disabilities go to work. Today,

understanding the options that exist for people who want to work

Georgia is once again seen as innovative because of the work of

and to those who are working to "try another way" and helping

Jennifer Briggs, Wendy Parent, Doug Crandell and Nancy Brooks-

people with disabilities get real jobs. I invite your comments,

Lane.

please reach me at eejacobson@dhr.state.ga.us or 1-888-275-4233.

The common thread here is that they help people get jobs from a strength-based approach. They work to identify an individual's interests and strengths, and then create jobs and supports that make the employment opportunity successful.

Eric E. Jacobson Executive Director, GCDD

4 Making a Difference Summer 2004

HOW TO REACH US

LETTERS TO THE EDITOR

Letters to the Editor
Letters should include the writer's full name, address, phone number, and may be edited for purpose of
clarity and space.
Email us at: makingadifference@gcdd.org
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 at 770-578-9765 or gordon@oneillcommunications.com
Subscriptions / Back Issues
Visit us at our Web site: www.gcdd.org or call us: 404-657-2126
It is the policy of Making A Difference to publish readers' comments. Contents do not
necessarily reflect the opinions of GCDD, the editors or state government.

Great Resource
I would like to distribute the Spring 2004 Making A Difference to all of the state and field Child And Parent Services consultants for DFCS. It would be an excellent resource for them.
Thanks for the great work that you do!
Carol Hartman, Policy Consultant Childcare and Parent Services
Increased Awareness
The Making a Difference magazine has done an increasingly good job of informing Georgians of issues of disability and increasing advocacy and awareness of the issues that affect individuals with disabilities.
We hope to strengthen a relationship between Making a Difference magazine and the GCDD, and Georgia's CILs in which we all strive to increase opportunities for Georgians with disabilities.
Rebecca Ramage-Tuttle, M.S.R.S. Executive Director disABILITY LINK

Impressive Publication for Georgia
I had seen Making a Difference before, as a Grant Management Consultant with our state's Real Choice Partnership, and been duly impressed.
I've been asked to explore the possibility of putting something similar together. Only yesterday one of my colleagues, who attended a conference in Atlanta last week, came back raving about "this awesome magazine" she had found in GA Making a Difference, of course!
Like I said, we're huge fans. Congratulations on a fine publication!
Ruben Betancourt, Director of Communications Florida Developmental Disabilities Council
Information Valuable to Allied Organization
As the state director of AARP Georgia, I have been pleased to see how our interests on behalf of Georgians have often intersected with those of the Governor's Council on Developmental Disabilities and the Unlock the Waiting Lists! campaign. The Making a Difference Discovery Tour was an eye-opening experience which increased my interest in strengthening ties between our organizations. I think the Making a Difference magazine is informative and helpful for keeping up with some of the issues our constituents share.
We hope the Council will continue to publish the magazine and continue the good job of keeping citizens informed.
William F. Brown, Interim State Director AARP Georgia

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

Summer 2004 Making a Difference 5

NEWS & EVENTS

Election Season Heats Up

As election season is fast approaching, don't forget to register to vote no later than October 2, 2004 to ensure your voice is heard. Find out how candidates in your district feel about the issues that are expected to affect the disability community this year:
Need for increased budget for home and community-based services and compliance with Olmstead decision that requires states to move people from institutions to the community.
Revising the election code to remove barriers to voting for people with disabilities.
Ensuring any education reform includes appropriate services for children with disabilities.
How potential budget cuts affect services and supports for people with disabilities and their families.
Accommodations for Voters with Disabilities
To register to vote, you must first complete a voter registration application. If you need assistance completing the application as a result of a physical disability or illiteracy, you may request assistance. The individual providing assistance must sign the oath provided on the registration form.
Voting at the Polling Place
The Secretary of State's office is working to ensure that all Georgia polling places are fully accessible and that county poll officers are prepared to address the needs of all voters.

For information on the accessibility of your polling place, please call your county election superintendent. You may call the Secretary of State's office at 404-656-2871 to obtain the contact information for your county.
If you will need special accommodations at the polling place on Election Day, contact your county election superintendent to request assistance.
During the check-in process at the polling place, a voter who is unable to sign his or her name may receive assistance from poll officers to complete any paperwork.
Polling places in Georgia are open from 7:00 a.m. until 7:00 p.m. on Election Day. If you are 75 years of age or older or have a disability and arrive at the polling place between 9:30 a.m. and 4:30 p.m., you are not required to wait in line. A voter should inform a poll officer if he or she 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 are unable to read smaller print.
An audio ballot is available at each precinct for voters who are visually impaired or blind.
With the audio ballot, voters are supplied with headphones and a numeric keypad. As voters hear candidates' names and questions, voters respond to prompts by touching the keypad. A poll manager can fully explain these features.
Voting terminals can be set up for easy access to individuals who are voting from a seated position, such as those who use a wheelchair.
Georgia law provides that a voter may receive assistance in voting in any primary or election if there is a physical disability which prevents them from being able to see or mark the ballot, operate the voting equipment or enter the voting

compartment or booth. The voter simply takes an oath administered by the poll manager, and the person assisting the voter signs the oath.
Voting Absentee
A registered voter must meet certain criteria under the law to request an absentee ballot. They must provide one of the following reasons in order to vote absentee: a required absence from his or her precinct on Election Day, the individual is 75 years of age or older, or the individual has a physical disability.
A voter who has a disability or is illiterate may receive assistance with the absentee ballot application.
After completing an absentee ballot application, you may mail, fax or present it in person to the voter registration office of the county where you are registered to vote.
You may receive your absentee ballot in 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 one absentee ballot precinct, which is generally located at the county voter registration office.
3. An absentee ballot may be delivered to a voter confined to a hospital on a primary or general election day.
Regardless of how the ballot arrives, a voter with a physical disability may receive assistance in marking his or her ballot. The person assisting the voter must sign the oath that is provided.
Georgia law provides that any person who knowingly falsifies information in order to vote illegally by absentee ballot, or who illegally gives or receives assistance in voting will be guilty of a misdemeanor.
For additional information, please call the Elections Division at 404-656-2871 or visit the Secretary of State's Web site at www.sos.state.ga.us/elections.

6 Making a Difference Summer 2004

NEWS & EVENTS

Walker and Skinner Steer DHR, MHDDAD
Beverly (BJ) Walker became commissioner of Georgia's Department of Human Resources (DHR) May 17, 2004. Walker served as director of Community Operations for the Illinois Department of Human Services, and as assistant to Illinois Governor Jim Edgar for Human Services Reform, she managed a reorganization of the state's human services agencies.
A former professor, Walker also served as curriculum developer, editor and consultant for Chicago Public Schools, American Red Cross and the U.S. Army.
One of Walker's first acts was to appoint Gwen Skinner as Director of the Division of Mental Health, Developmental Disabilities and Addictive Diseases (MHDDAD) June 16.
Skinner, who has more than 20 years of experience in Georgia's child welfare and juvenile justice systems, most recently served as deputy commissioner of the Georgia Department of Juvenile Justice (DJJ). She has also headed Department of Juvenile Justice's Division of Community Programs.
Look for more information on both of the new directors in future issues.
State Budget and Bill Update
The following state budgets and bills were changed since our last issue:
Department of Human Resources:
Ten slots added for Unlock the Waiting Lists - $318,035
Department of Community Health:
Orthotics and prosthetics restored fully - $3,206,108
During the special session, the Georgia Legislature approved an amended version of HB 869, now called HB 1EX, that includes creating a centralized

collection and distribution agent for all specially designated court fees, costs, criminal penalties and bond surcharges, including those designated for the Brain and Spinal Injury Trust Fund. The bill also includes implementing a new funding and fiscal discipline system for the Indigent Defense Advisory Council.

Advocates Protest HUD Policies

Advocates voice their opposition to HUD decisions. Activists demanded that HUD stop its

Local housing, disability rights and

attack against Section 8, rescind the

other social justice activists joined with

memo and adequately fund all vouchers

activists across the country May 26 to

as Congress intended.

demand accountability from the U.S.

Department of Housing and Urban

Development (HUD) for its failure to provide safe, affordable, accessible and integrated housing to seniors, people

Governor Emphasizes Freedom to

with disabilities and low income families. The Section 8 Housing Choice
Voucher Program provides housing to

Self-Determination Conference

more than two million American families. These vouchers are often the only resource available to low-income families.
HUD has abandoned its commitment to the Section 8 program's success in increasing affordable housing through the issuance of PIH 2004-7 (HA), and by proposing budget cuts to the Section 8 program for FY 2005 that will result in lost housing for 250,000 families across the country. This administrative memorandum will have the following devastating impacts:

Georgia Governor Sonny Perdue welcomed nearly 300 people from 24 states to the Immersion Learning about Self-Determination Conference April 28.
The governor said self-determination was basically about freedom, a core value for everyone. "In America, the
most fundamental purpose of government is to protect and expand human freedom. . . . For some groups in our society, redeeming that promise has come slowly, and painfully."
While admitting

The number of

other states were

Section 8 vouchers

further along in serving

available to the

the needs of people

very lowest income

with disabilities,

citizens will be

Perdue was looking

cut. Rents will increase
for tenants who are

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

forward to learning from them.
"You come with good

allowed to retain Section 8 vouchers.

ideas, best practices and the advantage

The number of homes available under

of experience. And I expect my Georgia

the program will decrease as HUD

team to have their writing pads out and

refuses to honor funding commitments.

(continued on page 8)

Summer 2004 Making a Difference 7

NEWS & EVENTS

Governor Emphasizes Freedom (continued from page 7)

take good notes!" he said.

Co-sponsored by the Governor's

Council on Developmental Disabilities

and the Center for Self-Determination,

the three-day conference focused on

teaching people with disabilities how to

obtain the freedom to choose where

they live; earn income through a job of

their choice; and have the access to

educational opportunities and

appropriate transportation.

Perdue recognized that these basic

liberties must be present to give people

with disabilities the same options

everyone else has. "I have a vision in

which people with disabilities are

engaged as full participants in all our

communities," he said.

"We should seek a system of services

that supports independent living and

increased quality of

life. Our system

should provide

individuals of all ages

and their families

with the ability to

make meaningful,

informed choices about

the services they

receive. Georgia is

committed to self-

determination for

people with disabilities

and their families."

Maria Tetto, who

sustained a traumatic

brain injury in a car

accident, and her

father, Frank Tetto,

drove to the

conference from New

Jersey. "Georgia is

Frank and Maria Tetto

ahead of New Jersey for people with

disabilities," revealed Frank Tetto.

"Freedom can't wait for years.

Funding must be found to give people

their basic civil rights," he said.

Maria Tetto agreed, saying, "Freedom

is the best choice of all."

Eric Jacobson (left) with Governor Sonny Perdue at the Self-Determination Conference in Atlanta.
Jacobson Elected President of National DD Association
The National Association of Councils on Developmental Disabilities (NACDD) elected Eric E. Jacobson, executive director of the Governor's Council on Developmental Disabilities (GCDD), as president of the board of directors during its annual meeting in June.
The NACDD provides assistance and support to 55 state and territorial councils in implementing the Developmental Disabilities Assistance and Bill of Rights Act and advocates positive system change while promoting the interests of people with developmental disabilities and their families.
"I applaud the NACDD membership for its wise decision," says Lynnette Bragg, GCDD chairperson. "They are learning across the country what we have known for years about Eric. He is a gifted man with wonderful insights and experiences that make him a valued leader and trusted collaborator."
Marcus Institute Develops FAS Intervention Program
The Fetal Alcohol Syndrome Center at The Marcus Institute in Atlanta is one of only four U.S. sites to be awarded a grant by the Centers for Disease Control and Prevention (CDC) to develop intervention programs for children with fetal alcohol syndrome (FAS), partial fetal alcohol syndrome (pFAS) and alcohol-related neurodevelopmental disorders (ARND).

The program will focus on helping children become "ready to learn" and mastering the skills necessary for math. It also offers educational workshops for the caregivers.
Eligible children ages 3 - 9 who have a diagnosis of FAS or pFAS, and their families, will be provided medication management, educational interventions and behavioral management training without cost. Any families who are interested in volunteering can call Donna Dent, MS at 404-419-4253 or Kim Stevenson at 404-419-4257.
May South Studies Effects of Vitamin E on Preventing Alzheimer's Disease in People with Down Syndrome
Individuals with Down syndrome who are older than 50 are more likely to develop Alzheimer's disease than the general population. Alzheimer's symptoms include a decline in memory, thinking, working and self-help skills.
Vitamin E has been shown to slow these symptoms in some people with Alzheimer's, but whether vitamin E will help older people with Down syndrome is unknown.
May South is participating in a study, sponsored by the National Institutes of Health (NIH) currently taking place around the U.S. and the world, to determine if vitamin E helps prevent Alzheimer's disease in older individuals with Down syndrome. This project is the first large-scale treatment study of Alzheimer's in people with Down syndrome.
For more information about the research project, contact CoInvestigator/Study Coordinator Janice Nodvin at 770-956-8511, extension 207 or jnodvin@mayinstitute.org.

8 Making a Difference Summer 2004

OLMSTEAD MARCH

Advocates March to Bring Awareness to Olmstead Decision
By Terri Theisen

M ore than 100 angry disability advocates, many of whom use wheelchairs, came together June 19 - 22 to protest the fact that over 5,000 of their fellow Georgians have 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 get

out of institutions, and some of these people have been

else wants: an opportunity to earn a living, be

waiting for more than 10 years for appropriate services.

independent, tax-paying citizens and

Georgia is 45th in national rankings in the proportion of state contribute to the life of our communities in a

dollars that are allocated to funding for services for people

productive manner."

with developmental disabilities.

In 1999, the

A coalition of organizations formed The Long Road Home

"Independent living is something

Olmstead decision affirmed the

Campaign to draw attention to

that many Georgians take for

`integration

this situation. The Long Road Home March began June 19,

granted, but for Georgians with

mandate' of the Americans with

2004, at the Old State Capitol in Milledgeville, and concluded Tuesday, June 22, with a

disabilities, this is not the daily reality of life."

Disabilities Act that requires public agencies to provide services

presentation to Governor Perdue

"in the most integrated setting

at the current state capitol in Atlanta, and a Freedom

appropriate to the needs of qualified individuals with

Celebration at Atlanta's City Hall.

disabilities." The high court upheld that mandate, ruling that

Independent living

Georgia's Department of Human Resources could not segregate

is something that many Lois Curtis and Elaine Wilson in a state psychiatric hospital

Georgians take for

after the agency's own treatment professionals recommended

granted, but for

their transfer to community care.

Georgians with

The lower courts ruled the state

disabilities, this is not

violated the ADA's integration

the daily reality of life.

mandate and Georgia appealed,

The US Supreme Court

claiming the ruling could lead to the

affirmed (on June 22,

closing of all state hospitals and

1999) that states must

disruption of state funding of services

"allow and aid" those

to people with mental disabilities.

who want to live in the

However, the women were

community to do so, by supported by a number of states,

providing community-

disability organizations and others,

based services rather

including the U.S. solicitor general,

than institution-

who said, "The unjustified segregation

alization. Even though

of people in institutions, when

this decision, known as

community placement is appropriate,

the Olmstead decision,

constitutes a form of discrimination

originated from a case

prohibited by Title II [of the ADA]."

in Georgia, the state lags behind in assisting Georgians with

For information about the Olmstead decision or Georgia's

disabilities in leading full and productive lives.

track record in helping citizens with disabilities live

Leonard Roscoe, a 34-year-old resident of Decatur, is

independently, visit www.thelongroadhome.org, call Kate Gainer

marching to support services for other people with disabilities. He notes, "All people with disabilities want is what everyone

at 678-313-1215 or see the Winter 2003 issue of Making a Difference. q

Marchers hope their actions will convince the state to release more people from nursing facilities and hospitals.

Summer 2004 Making a Difference 9

Joining Forces

By Valerie Smith Buxton

to Improve Students'

Transition to Work

A passion for helping students with disabilities more fully participate in their communities after they have graduated from high school has brought stakeholders together from

all over Georgia to improve the state's delivery of

transition services and supports.

"Transition doesn't work well in isolation,"

remarked Education Program Coordinator Nancy

O'Hara, of the Georgia Department of Education's

Division of Exceptional

"You can't have a good transition Students. "Many agencies
have a stake in transition,
program without collaboration." not just education."

The Statewide Transition

Steering Committee includes members from local

schools; the state departments of labor, education

and human resources; Americans with Disabilities

Act representatives; continuing education experts;

service providers; parents; and benefits navigators.

"You can't have a good

transition program without

collaboration," revealed Rockdale

County Transition Coordinator

Denise Oravec.

The group identifies barriers

to successful transitioning at the

state, local and student levels

and determines what can be

done to remove those barriers

and create a smoother transition

process. As a result of research,

the group has developed a list of

"Principles to Guide the Delivery

Rachel Fisher, upper left, and Rene Ponder, upper right, of Rockdale County High School, help Louise Davidson, upper middle, of Kohl's train students (from left) Danny Henri, Shamika Green and Lindsay Garner.

of Transition Services in Georgia" and has presented these principles across the state to ensure local agencies and suppliers coordinate together to best meet the needs of each student.
"An effective transition process will weave a student's strengths and acquired skills from high school with resources, natural supports and relationships in the community. Significant investments in high school should result in a

promising future after school, the same as we

would hope for any student," commented

10 Making a Difference Summer 2004

committee member Pat Nobbie, of the Governor's Council on Developmental Disabilities, whose daughter is currently in the transition process.
O'Hara pointed out, "Each community is different, and what works in one school district might not work in another. This committee has gathered resources and best practices that we can share with local school districts to help them improve their transition process."
The committee also helps students and families prepare for post-secondary programs and services. "The major change is that students are entitled to school and transition services. Most post-secondary services are provided based on eligibility," explained Workforce Development Coordinator Jan Cribbs of the Department of Labor, Vocational Rehabilitation (VR) Program.
For example, when students with disabilities are in public school, the school identifies and recommends services and supports to help students succeed. But when students go to college or enter the workforce, they must identify or self-disclose any services or supports they need and meet eligibility requirements to receive those services.
Principles to Guide the Delivery of Transition Services in Georgia
1 Transition must be an interagency process, involving all agencies, systems and individuals in the community who can assist a student with a disability to be successful.
2 Transition planning must be student and family driven. Students will become and participate as active self-advocates throughout the transition planning process.
3 Transition planning will prepare students for the transition from school to work and beyond by providing information, counseling, support and experiences throughout the process.
4 Transition planning strives to develop continuity and stability of services and supports throughout the person's life.
5 Transition planning strives to link the person with the community to develop purposeful friendships/relationships with individuals who can serve as natural supports and role models.

" Many agencies
have a stake in
transition, not
just education."
When students and parents are made aware of this change in the way benefits are awarded, they can plan ahead to ensure services are not interrupted upon completion of high school.
Georgia's VR program now offers school systems the opportunity to participate in a "collaborative agreement" in which systems pay to receive more dedicated services from a VR counselor.
"In this arrangement, counselors can set certain times when they'll be on site. This allows them to be able to attend more IEP meetings and to provide systems more services," explained Cribbs.
All students receiving special education services and accommodations meet with a VR counselor at least once before leaving school to develop a work plan based on what the student wants and is able to do. "If the student's goals include post-secondary education at college or a technical school, VR can offer some financial assistance," Cribbs said. In addition, VR brings in assistive work technology specialists to determine if any special accommodations are needed to help students as they enter the workforce.
Needs for job coaching and further training are also assessed and addressed in the work plan.
Cribbs encourages school systems to implement the collaborative agreement program because it allows VR counselors to dedicate more time to schools, participate more in the transition process and interact with students from an earlier age.
Another important consideration during the transition process is that Medicaid and Social Security income can be affected when students turn 18 or enter the workforce. Curtis Rodgers, a project director for the Benefits Navigator program at Shepherd Center, works with the committee.
"Some students and parents are surprised when the Social Security Administration (SSA) performs an Age 18 Redetermination and starts regarding the student as an adult. The SSA looks at students' assets and decides whether they should remain on Social Security or not," Rodgers said.
The transition process plays a critical role in helping students maintain their benefits. "The school should document how many hours a student

Best Practices in Transitioning
q Transitioning should be addressed as early as when the student enters school.
q All planning should start with the student's goals. Supports should be built around those goals, instead of trying to fit the goals into what supports are available. Transition team members should remember the student's goals may change and they should listen and respect the goals.
q The student should be involved at an early age.
q The transition process should help the student become self determined.
q All agencies, systems and service providers that may assist students with transitioning should be included in the planning. This avoids duplication of services, provides more flexibility and choice and is more likely to produce the student's desired outcome.
q Open communication amongst the agencies helps promote a smooth, collaborative relationship that is focused on the student's needs.

works in their community, how much support they require and if they will need ongoing support services to maintain community involvement," Rodgers explained.
This documentation can help students show what support services they need. In addition, Social Security and Medicaid take into account related work expenses, such as job coaches, assistive technologies, transportation costs, medication, etc., before determining if any benefits should be reduced based on salary.
According to Rodgers, people with disabilities can earn up to $21,337 per year and still receive Medicaid coverage. If people make more than that, but can deduct some of their related work expenses, they can get their income to the correct level to keep their health coverage.
The Benefits Navigator counselors help individuals successfully plan their transition to work, while retaining as many Social Security and Medicaid benefits as they need. Rodgers strongly advises students to take advantage of the counselors' free advice during the transition process.
"We can conduct phone counseling or one on one counseling during an IEP meeting to make sure students start off on the right foot when they transition," he said. "People should contact us whenever they have a change, such as a raise, because benefits planning is different for everyone."
Social Security benefits advice is free in Georgia. Call 866-772-2726 or visit www.bpaoga.com to find a benefits counselor. q

Gloria, right, of Gloria's Flowers and Gifts, shows Candis how to retrieve information from the computer to complete her orders.
" The transition process can play a critical role in helping students maintain their benefits. . . "

Summer 2004 Making a Difference 11

FEATURE

Interagency Cooperation
Helps School Districts Provide
Smoother Transitions

T ransitioning from school to "real life" can be a scary proposition, especially if students haven't had access to the proper training or learned the appropriate skills for the working world. To ensure their students are equipped to meet the challenges of the work place, Dawson, Hall and Rockdale county school systems have been on the cutting edge of transitioning special education students from school to work.
Transitional Facilitator Sandra Tankersley, who also teaches special education full time, spearheads rural Dawson County's school-to-work initiative.
"Our program focuses on workbased learning to help students start on the transition continuum," Tankersley said. Most students spend about half the day at school in functional academics and electives such as technical education classes and the other half in community-based learning classes. The amount of work or school hours can be adjusted to the needs of individual students.
In Hall County, Special Education Coordinator Susan Wright supports teachers and students throughout each 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 must start much earlier," Wright said. "Parents should define where they want to see their child at age 22 in elementary school." Denise Oravec, Transition Coordinator for suburban Rockdale County agrees. "While the transition process legally begins at age 14, transitioning is now addressed first on the IEP (Individualized Education Program) form because the whole foundation of the IEP is for the student to meet the goals and objectives to ensure a successful transition outcome," Oravec said. When desired outcomes are identified early,

schools and/or other related agencies can

recommend the supports, adaptations or other

services needed to obtain those outcomes.

Each of the three counties offer similar

programs to students upon entering high school.

Students begin in ninth grade with about a year of

school-based vocational instruction. "We like to do

some training at school first so we can get to know

the students," Tankersley explained.

During the year, the students' skills and career

interests are assessed, and some schools offer some

in-school job training, such as filing or working in

the cafeteria. Functional academics such as

reading, writing, math and science are required. If

the student is interested in a technical career, Hall

County offers classes in cosmetology, graphic arts

and other topics. More emphasis is put on general

curriculum classes for students who plan to go to

college or technical school.

After the school-based instruction is complete,

students start community-based vocational

instruction, where they receive job-related skills

training, such as the importance of being on time

and good personal hygiene, from teachers or

paraprofessionals at local businesses. Here,

students also learn skills particular to the job.

In Dawson County, the next step is an

internship.

"After they've

"Parents should

successfully

define, in elementary

completed the community-based

school, where they vocational

want to see their child at age 22."

instruction, we find students an internship

specific to what

they want to

do," Tankersley said. During the internship, the

students perform the job without having a teacher

or paraprofessional there.

"We've had several students get hired by the

company they worked for during their internship,"

she revealed.

12 Making a Difference Summer 2004

TRANSITION

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

Transition Innovations

Dawson County

Rockdale County

Hall County

Collaborative agreement with Vocational Rehabilitation ensures a VR counselor is at the high school two days per week.
Parent advocate arranges informational meetings for parents.
Mental health and drug rehabilitation professionals are included in the interagency council, and students meet with a counselor weekly.

Full time transition coordinator provides support for students through all transitions: elementary to middle school; middle to high school; high school to post secondary.
Transition coordinator is responsible for all programs and services and provides ongoing training to teachers.
Input from the student, parent and teachers help the transition committee determine the best course of action.

Communication between teachers and families before IEP meetings is encouraged to ensure the right supporting agencies will be there to address issues.
Teachers are trained in good transition process.
Good communication practices are developed with parents, from elementary through high school.

Rockdale County also offers an internship program for students with mild mental or intellectual disabilities. "I'm excited about our program," said Oravec. "We'll have an intern coordinator working with students to first facilitate career exploration as a group, then oversee job shadowing in small groups, then finally place students in internships based on their interests."
Those who have more moderate or severe disabilities who may not yet be able to perform at an internship alone receive additional job coaching through Vocational Rehabilitation, or are put in more supportive job environments.
The fourth step of the process is work adjustment or work exit. Students who receive paying jobs after internships may continue to go to school until they graduate, but may no longer need the job training services offered by the high school.
Those who do not leave their internships with jobs enter work adjustment, or related vocational instruction, in partnership with Vocational Rehabilitation (VR).
Transition leaders from all three counties

feel working with related agencies is really helping

their students.

"We teach our students to become self

determined and self advocates so they can tell us

what their dreams are. Our interagency cooperation

provides the support system they need to make

their dreams come true," Oravec said.

In Hall County,

Wright has found, "With

better communication

"We teach our students

between the school, students and parents, we have been able to ensure

to become self determined and self

the right supporting agencies come to the IEP meetings to address what

advocates so they can tell us what their

the student needs." Tankersley has also

dreams are."

been impressed with the

work in her county. "The interagency teamwork here

is tremendous. It's a really good program. We still

have a long way to go, but we're getting there,"

she said. q

Summer 2004 Making a Difference 13

Community-Based vs. Center-Based Training

The Community as the Training Ground

By Jennifer Briggs, Briggs & Associates

L ife is not a dress rehearsal for any of us. To continually have to work at something that you may never achieve or care to achieve in order to gain permission to become gainfully employed is how some people have to access the real world. After school, we are invited and expected to join the workforce. Our true work experience comes on the job, while we rely on the skills learned during our school years. There should not be a phase of a proving ground for anyone. If your choice is to work, it should be an option `as you are.' Our communities are not complete without the participation of all of its members. As adults, valued participation comes through productively sharing your talents in a way that elicits dollars in return. It has been demonstrated that the more people with disabilities participate in their community's
Jennifer Briggs
is President of Briggs & Associates, a private company founded in 1989 and dedicated solely to the delivery and promotion of supported employment services. The company has served over 700 Georgians with disabilities, enabling them obtain competitive employment and develop their careers.
normal environment, the more both they and the community benefit and blend. An integral part of that environment is work employment in one's own community.
There is dignity in earning a living. We cannot assume that people with disabilities will be seen as equals if we continue to train and act with a separate but equal mentality. Equality is built by sharing common experience and expectations in the larger community. The structure of Supported Employment (communitybased job development and training for people with disabilities) lends itself perfectly to experience this connection to community. Equality is not reached by protecting people from or perpetually training people for the experience of sharing a lunch with a co-worker, rather by allowing them to develop an identity as an individual by working in environments that are socially "normal."
With supported employment the person who wants a job learns the job search process first-hand. They learn

the actual task of finding employment, the way it is normally done, and in the environment in which it is done. With support, they find opportunities, network their own skills, complete applications and interview for jobs that pay competitive wages directly with the employers. When they start a job, they have already connected with their employer's environment and have begun the natural building process within their new work environment. The employer's personnel have also had the opportunity to begin to know and understand the new employee and how they might best support the individual for mutual success.
Experience has shown that the behavior of people with disabilities tends to reflect their environment. With on-the-job training, with a job coach, the individual gets to perform their actual job, working with their coworkers who will be with them on a day-to-day basis. With on-the-job training, co-workers serve as role models to the supported employees who then learn behaviors that are expected of them every day. This is an efficient learning environment that is of particular benefit to individuals who might have difficulty transferring 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. Each employer has the opportunity to ensure the individual is trained to perform the job exactly the way they want it done. For the employee this means fully participating in all of the communications and interactions particular to their specific work setting. Again, they do not have to re-learn skills, methods, terms, processes or policies learned elsewhere.
On-site job training is also a more efficient use of public funding. There is no need for a separate facility. Training takes place in the businesses where the individuals are employed. Furthermore, the employer's staff handles much of the training so the need for onsite specialist trainers is reduced.
For all of the above reasons, community-based job training is a win/win process for all stakeholders individuals with disabilities, their employers and co-workers. Most importantly, however, it is the beginning of the individual's work experience that lays the groundwork for their development of invaluable supports through their workplace, friendships with fellow workers and confidence in their abilities to successfully participate in their community, more independently, with their fellow community members.
Careers are built by real world work and experience; this is not dress rehearsal for any of us. q

14 Making a Difference Summer 2004

Why Center-Based Training is Important in Georgia

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

T he question I constantly ask myself is: "If center-based programs are not an option in Georgia, then why are they being funded at the state level?" There must be a definite value in center-based day programs and services for consumers with developmental disabilities. I witness that value in many of the Albany ARC's day programs and services.
The Lions Learning, Rehabilitation and Independent Living Center is an example of Albany ARC's center-based day programs and services that teach consumers transferable skills to better prepare them in their personal lives, as well as for work. Among some of the day services provided there are Independent Living Skills, Literacy and Adult Education Training, Work Adjustment Training, Assistive Computer Technology and Braille Instruction.
Marianne Ellis, Director of Thomas Grady Service Center in Thomasville, Georgia also asserts the value of center-based day programs. This center is a day program that serves 150 people in two counties. Thomas Grady has a facility in each county as well as numerous services in the community. The program provides responsive services in a casual atmosphere. Ellis, who has worked in the DD field for 30 years, said, "Neither facility nor community services should be excluded from consideration--services should take place in the best place for the person. In rural Georgia, sometimes the facility with plenty of varied work and engaging activities is a good anchor for a person's life while connecting him to the community. Our program has lots of varied work options in and out of the facility. The key is flexibility. No one plan is perfect for everyone, and programs should design services around the person and his or her situation. Using a mix of community and/or facility training according to each person's situation works in our community."
There are many other organizations throughout Georgia experiencing consumer success through centerbased day programs and services, allowing consumers to live more independent lives. These center-based day programs and services allow a consumer to make friends and develop social roles in the community. That in turn puts the consumer in a position to choose personal goals and plan his or her future in the least restrictive environment. The ultimate goal of course is for the consumer to strive for gainful employment in their community. But that is not always a reality. So the challenge remains to take a good look at the Best Practices for center-based day programs and services being used and to develop Best Practices guidelines that help consumers become more independent and self sufficient.

There are many possibilities within your own communities that can open doors of employment opportunity and remove barriers for consumers without the academic skills to receive a diploma or GED. Albany ARC is currently partnering with Albany Technical College to look beyond traditional educational requirements to develop a certified instruction program that will provide job skills training in areas where consumers can excel, but do not require a diploma or GED.
Thinking out of the box like this can give consumers new options and the flexibility to improve not only their own personal lives, but also help develop work skills to be employed.
People with disabilities can take on a leadership role within their communities through leadership training. Albany ARC's community-based Dougherty Leadership
Annette Bowling
has served as Executive Director of Albany Advocacy Resource Center for 30 years. Under her direction, it has become one of the largest private providers in Georgia, serving individuals with a range of disabilities and supportive needs. The programs are recognized as Georgia's standard of consumer-driven, cost-effective services.
Development Institute (DLDI) integrates people with and without disabilities into the leadership community and empower 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, "I think that Albany ARC, and other agencies that serve people with disabilities, are very beneficial because they give people with and without disabilities a great opportunity to learn more about each other and benefit from that experience. For me personally, being a graduate of the Dougherty Leadership Class gave me the opportunity to be recognized as someone with great ambition and strong determination to succeed despite having a disability."
Center-based day programs and services provide an environment that enhances a positive self-image of individuals served and preserves their human dignity. It gives them the opportunity to gain skills that are ultimately transferable into the workplace, and other forms of independent living. q

Summer 2004 Making a Difference 15

By Gordon O'Neill
Job Training
Options for Adults

Learning new job skills is easier than ever for adult Georgians with disabilities. A variety of post-school training options are available including community-based rehabilitation training, adaptive technology programs and

technical colleges, in addition to the traditional

programs offered by Georgia's Department of Labor

Vocational Rehabilitation Services Division.

One of the state's community rehabilitation

centers is the Tommy Nobis Center in Marietta that

offers training for people with physical and intellectual

disabilities.

"Tommy Nobis Center trains people with all types

of disabilities," Connie Kirk, president and CEO, said.

"We prepare people
" We look at their interests and aptitude for jobs ranging

and try to develop a career plan that

from simple, entry level jobs such as

incorporates those interests . . . "

mailing services

training, to

certification for the National Collectors Association,

and even to advance Microsoft Office technology

certification.

"We try to find training that relates

to each client's interests. We look at their interests

and aptitude and develop a career

plan that incorporates those

interests into an individualized

job training and job

opportunities plan," Kirk said.

"A big part of what we do is

Small class sizes allow teacher Rachel Moscoso to give Mark Bennett some personalized instruction.

work adjustment training, where prospective employees are trained in basic work habits, which is very important to those who have never worked before," she said. "Our clients can make their

mistakes here, at the center,

instead of on the job.

"They have to learn to get

along with others, how to get to

work, how to use public transportation, and understand

absenteeism and tardiness to succeed in the work

place."

She also warned that people who are preparing for

work must demonstrate appropriate behavior and be

drug free.

16 Making a Difference Summer 2004

Like most of Georgia's community rehabilitation centers, the Tommy Nobis Center job training program is typically completed in four to six months, with 60% of that time on site in the community. "That is when the most learning occurs," Kirk revealed.
Anyone seeking advanced training and job skills at Georgia's technical colleges or other certification, diploma or degree programs, have to meet the entrance requirements or pass entrance exams, explained Mary Frances Bernard, Disability Services Coordinator at Chattahoochee Technical College in Marietta.
Generally, a high school diploma or GED, as well as 9th grade level reading and math skills are required for such programs. Georgia's technical colleges offer an assessment process for assistive technologies, preparatory studies and tutoring to help students with disabilities prepare for entrance exams or to help them earn their GED.
Certain admission provisions allow any student, including those with disabilities, to enter the technical college system on a non-diploma basis prior to meeting the entrance requirements. These students can take up to 25 credit hours toward a specific degree prior to acceptance, but must have the prerequisites and corequisites to enter each class.
Once admitted, Bernard explained, students with disabilities are generally provided the same level of support they were provided in public schools. They can go to learning labs and work on Web sites with practice materials, all under the supervision of college teachers. Students are also eligible for financial aid, in-class support staff and adaptive technology.
"Traditional adaptive technology generally includes special computer mouses, joy sticks and keyboards," Bernard said. "Today, it might include speaking into a computer that types the dictation using smart software that is now cheaper and easier to train on. Today's technology creates more choices for our students." Upon acceptance to a technical college, students with disabilities have access to the same curriculum as

any other student. Technical colleges' curriculum is dictated by the Department of Technical and Adult Education to cover specific coursework in a specified amount of time, Bernard said. "Those with intellectual disabilities are challenged by the pace which is much faster than high school special education classes. We want to see people successful and provide accommodations so they can access our training programs the curricula remain the same for all when seeking a certificate or diploma requiring specific skills.
"If your child is able to compete in high school," Bernard urged parents, "Take advantage of summer school, drill on science and prepare for the exit exam. Having a regular high school diploma is so important to someone with a disability because it provides access to post secondary schools and even opens up the HOPE scholarship," she concluded.
In Atlanta, the School of Adaptive Computer Training (SACT), operated by the Cerebral Palsy Research Foundation, provides computer training and job skills for students with disabilities.
"SACT introduced completely adaptive information technology (IT) training to Georgia and was the metro area's first computer training school focused on matching a student's abilities with the right assistive technology," Patrick T. Jonas, president and CEO of the Cerebral Palsy Research Foundation, said.
The curriculum and courses at SACT include the Computer Support Analyst Curriculum, which provides training in Microsoft Office, Windows 2000, keyboarding and Help Desk/customer services which are expected to satisfy the greatest employment needs in Atlanta.
"Some of the curriculum may be modified, but it focuses on teaching basic Microsoft Office skills to our students," Jonas explained. "We have to give them the job skills to get in the door."
He continued, "We are bridging the digital divide for people with disabilities by delivering students with skill sets Microsoft credentials in four to six months."
The SACT facility is a completely adaptive classroom that uses state-of-the-art, adjustable workstations and assistive software and computer devices to allow people with disabilities to gain the skills needed in today's highly competitive job market.
As part of their services, the school evaluates each student's need for assitive technology. From there, the training 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 has

graduated 76 people; 43 of them sought employment

and were placed in jobs with an average wage of

$10.63 per hour.

"In Georgia, we work well " We have to give them

with the local workforce development board and Vocational

the job skills to get in

Rehabilitation services of the Georgia Department of Labor,"

the door."

Jonas said. "Vocational Rehabilitation helps with the

job searches and job placement of our graduates."

While the school is a segregated training facility

which is not necessarily considered "best practices"

today, the administration believes, "Four to six months

in a segregated training program, working together

with their peers to develop job skills and overcome the

challenges they all face having disabilities all works

together to set the stage for a lifetime of inclusion in

the workplace."

Jonas concluded by saying, "We believe that with

the right technology and training, the playing field can

be leveled, and many of the people with disabilities

can compete in today's job market." q

Best Practices in Training

q Identify the individual's strengths and capabilities, don't focus on limitations.
q Individualize job training and career planning based on aptitude and interest of the individual.
q Arrange for/provide adaptive technologies such as joy sticks, keyboards and computer mouses.
q Consider job customization strategies and be willing to create new job titles, responsibilities and descriptions that take best advantage of individual talents.

q Accommodate special needs of each individual as appropriate with extended lunch hours, time for doctor's appointments, etc.
q Include trainees with disabilities in the typical employee and job training program.
q When recruiting look for opportunities to offer individuals with disabilities jobs.
q Work with the state Vocational Rehabilitation Department who can help the trainee and the hiring company overcome obstacles and help assure success.

Summer 2004 Making a Difference 17

Customized

By Valerie Smith Buxton

Employment

Makes Dreams Come True

Laura McClure's (above left) dream was to work in a bakery.
Through resource ownership, Brian Smith (right) has a job doing what he loves working with animals.

C ustomized employment is a successful new process that
helps people with disabilities
find satisfying careers based
on their interests and abilities.
The Cobb-Douglas Community Service Board is leading Georgia and the whole nation in the implementation of customized employment, which the U.S. government defines as "individualizing the employment relationship between employees and employers in ways that meet the needs of both."
Two and a half years ago, the Cobb-Douglas CSB received a U.S. Department of Labor grant that allowed it to begin implementing a customized employment program. Since then, the CSB has helped 145 people with disabilities who live in
Cobb and Douglas counties find employment. The program has been so successful, it will now be rolled out at 11 other locations throughout the state, including Dekalb and Fulton counties, Rome, Atlanta, Athens, Macon, Augusta, Thomson and Valdosta. Custom employment expert
Cary Griffin of GriffinHammis Associates in Florence, Montana helped the CSB set up the program.
"There's a national trend of more people than ever entering sheltered workshops. We have to stop that," Griffin said. "If a person follows the typical 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 before

he's ready for a job!"

Griffin suggests service providers "get off Main

Street" and try to find jobs that are not at large

companies. "Big companies tend to have strict job

descriptions, and it's hard to customize jobs in that

environment."

Another feature of customized employment is

that service providers spend more time learning

about the job seeker and negotiating with potential

employers before a

job is offered, increasing the

" Big companies

chances the job

tend to have strict

seeker will be successful in the position. "It may

job descriptions, and it's hard to customize

cost more initially,

jobs in that

but it will be less expensive than

environment."

placing a person in

16 bad jobs," he explained.

According to the Federal Register, customized

employment "may include employment developed

through job carving, self-employment or entrepre-

neurial initiatives or other job development

strategies that result in job responsibilities being

customized and individually negotiated to fit the

needs of individuals with a disability."

For some people, working traditional jobs is

not an option. One man, who has severe physical

and cognitive disabilities, started his own business

18 Making a Difference Summer 2004

Ronnie Smith's towel sterilizing business is doing so well, he's planning to hire an employee.
with the help of Griffin, members of the Rural Institute at the University of Montana, his family and others.
"This man only has movement in one hand, but he loves to paint. We started a business where he paints the backgrounds of canvases. Artists then buy the prepared canvases from him," Griffin said.
While some people are concerned starting a business may isolate people with disabilities, Griffin says the opposite is true. "If you own your own business, you'll have customers and suppliers and interact more in the community. Plus, just because a business is home-based, doesn't necessarily mean the person will work only at home."
Self-employment also allows people with disabilities to take time off when needed for medical reasons and to accumulate savings.
"People who are on SSI can only have $2,000 maximum in a savings account," Griffin said. "If they own their own business, they can put money in the business account and save up to purchase a car or home."
Griffin, who has been helping implement customized employment in 10 areas across the country said, "Georgia is the doing the best."
Doug Crandell and Nancy Brooks-Lane are spearheading the program in Cobb-Douglas, and will help train service providers in customized employment. "Customized employment has been
(continued on page 20)

CUSTOMIZED EMPLOYMENT OUTCOMES

McClure's espresso machine helps her earn extra income.
Each of these outcomes starts with the provider spending a significant amount of time getting to know the job seeker, at several locations within his or her community.
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.
Summer 2004 Making a Difference 19

FEATURE

Customized
Employment
(continued from page 19)

successful because it is based on people's passions

and strengths, not their weaknesses," explained

Brooks-Lane.

The needs of each individual are taken under

consideration, and a plan is developed by a team

that may include representatives from the state's

Career One-Stop centers, Vocational Rehabilitation

Division, community service boards, family members

and other service

Once people with disabilities visit the

providers.

"One of

One-Stop, their support teams would be the team

assembled to ensure they are employed members would

in an environment uniquely suited to their talents, passions and abilities.

be appointed the disability navigator, who

helps the team

move forward to achieve the employment outcome,"

Crandell said. Under this model, one team member

might locate funding, while another might arrange

for transportation and still another might provide

job coaching.

Members of the team spend time with clients in

a variety of community settings to determine what

their interests are and what

they enjoy. "We are trying

to find a career path for our

clients, instead of a job. We

hope to improve their quality

of life," Brooks-Lane said.

Once the team

determines the interests of

the clients, they begin to

look for potential

employment opportunities

that fit the client's interests.

If such a job does not

currently exist, other options

are explored, such as carving

out a job at an existing

company, investigating

Eric Marshall's team helped him start "Erik's Hip Hop Shop", based on his interest in

resource ownership or starting a new business. While people with disabilities still enter
Georgia's labor system through a variety of channels, the customized employment program is

urban fashion.

trying to streamline the process and avoid

duplication of effort between the many agencies

Job carving and resource ownership has helped Tari George become a secretarial manager.
that provide job or supported employment services to people with disabilities.
Ideally, people with disabilities would join fellow job seekers without disabilities by beginning their search at a One-Stop. Once people with disabilities visit the One-Stop, their support teams would be assembled to ensure they are employed in an environment uniquely suited to their talents, passions and abilities.
The Cobb-Douglas CSB used grant money to help fund resource and business ownership for its clients, but Brooks-Lane feels other potential financial resources exist, as well, especially if duplicated or unnecessary services are being streamlined. Potential sources of funding include family investment, Individual Training Accounts, money from Vocational Rehabilitation or Social Security funds, such as Plans for Achieving Self Support or other funds identified by the job seeker's team.
"This program is based on a person's strengths. We could free up funds by eliminating deficit-based assessments," she suggested.
Brooks-Lane and Crandell propose that funds that are currently going straight to providers be put in Individual Training Accounts instead, where job seekers and their teams choose how to best spend the money, from funding adaptations to starting a business.
Griffin concurs and suggests families also consider starting a savings account to help their children with disabilities start a business, similar to a college fund they might have for their children without disabilities. "Starting a fund for a child to own his own business raises the family's expectations for that child and helps that child achieve more."
Finding funding for customized employment is important to continuing the program. "Customized employment helps people with disabilities gain equity in their lives and follow their dreams," Griffin said. q

20 Making a Difference Summer 2004

CUSTOMIZED EMPLOYMENT

Resource Ownership and Job Carving Give Man Job of His Dreams

Keith Woodall (center) has found success with the support of his customized employment team: Troy Aquila, Wanda Standridge, and Nancy Brooks-Lane.

A chance trip to Home Depot with one of his customized employment team members led to the job of Keith Woodall's dreams. Woodall, 33, had recently been laid off from his job as a dishwasher and was passing time at NewDirection, a day center for people with developmental disabilities in Douglasville.
"We were picking up wood at Home Depot for our woodworking class, and Keith saw some construction workers picking up supplies, and he said, `I would like to do that kind of work a man's work'," recounted Wanda Standridge, who leads Woodall's customized employment team as the disability navigator.
"NewDirection had just moved from a warehouse to a new business park," explained Nancy BrooksLane of the Cobb-Douglas Community Service Board, who also serves on Woodall's team. "Wanda contacted the construction company that built their new building and asked them if they would consider Keith for a job."
While working with that company, Woodall, who has Down syndrome, met Troy Aquila. When Aquila
decided to start his own construction company, Troy Aquila Construction, he hired Woodall. As an added incentive to Woodall's employment, his customized employment team used $10,000 from a U.S. Department of Labor grant to purchase a piece of earth moving equipment, a Bobcat, his employer could use. The plan was for Woodall to rent the Bobcat to other construction companies when his company wasn't using it, helping him earn extra money.
"We found out if Keith rented the Bobcat out, it would have a negative consequence on his benefits because it would be unearned income," team member Doug Crandell of the Cobb-Douglas Community Service Board said. "So now, Troy rents it out for him and pays Keith a bonus for it."
The customized employment team negotiated the terms of Woodall's employment with Aquila, who agreed to pay for the insurance and maintenance on

Woodall loves operating his Bobcat.
the Bobcat and to train Woodall to use it, though his main responsibility is to help get sewer pipes to the right location. "Troy is a wonderful natural support for Keith," Brooks-Lane said.
Woodall enjoys his job. "My dad does the same thing as me and Troy," he said. "I like working with Troy." Woodall works up to 20 hours a week, and Aquila drives him to and from the construction site. The two have developed a friendship beyond typical employer-employee as a result of working together.
"Hiring Keith was the greatest thing I've ever done. I didn't know I'd get so close to him," Aquila said. While the Bobcat is a nice addition to his company, Woodall's contributions are far more important to Aquila. "Keith will work for me forever, even if he didn't have the Bobcat." q

Summer 2004 Making a Difference 21

Marriott
Sees Beyond
Disabilities By Valerie Smith Buxton

Blanton has worked in several Marriott divisions.

W hile some companies in Georgia have a written policy to ensure people with disabilities are part of the employee mix, Marriott Southeast Regional Worldwide Reservations in Sandy Springs has taken that philosophy to the next level, with nearly 25% of its employees having disabilities.
The center, a division of Marriott International, currently has 210 employees, including 50 with disabilities that range from cerebral palsy to muscular dystrophy to vision and hearing impairments.
"It's the Marriott family's personal philosophy that everyone has something to offer," explained Director of Human Resources David Barwick. "We're just doing what's right treating people as individuals."
This philosophy is seen across the different Marriott divisions. Corie Heery has a visual impairment and uses a cane because of nerve damage she sustained as a result of a severe case of shingles as a child.
After graduating from the University of Georgia with the assistance of Georgia's Vocational Rehabilitation Division, Heery moved to the Atlanta area and was referred to a job at the Waverly Hotel by the Department of Labor.
"It was a job as a buffet attendant," she reminisced. Because the job was physically demanding, the Waverly, a Marriott property, could not hire her for the position, but the human resources department went the extra mile and contacted the reservation center to determine if they had a job that would be better suited to Heery's skills.
The reservation center hired Heery, and with

help from Vocational Rehabilitation, provided an

adapted computer monitor that she can use.

The reservation center, which generated about

$425 million in revenue last year, works to provide

accommodations

when necessary to support employees.

" It's the Marriott family's philosophy

"My grandfather's philosophy was that if we take

that everyone has something to offer . . ."

good care of our

people, they'll take good care of our customers, and

the customers will come back," revealed Sr. Vice

President of Culture and Special Events Steve

Marriott, who has a visual impairment. "We give

them the tools they need so they can go to work.

My computer has the ability to read documents to

me so I can receive email and work."

Some accommodations are even simpler, such as

those Marriott has made for Cynthia Sibly, who has

muscular dystrophy and is one of the center's top

sellers. When she visits Marriott properties to learn

more about them, the company provides a

wheelchair. She also makes use of accommodations

on a more daily basis.

"I have aplasia in my throat, so it takes me

longer to swallow. Marriott has extended my lunch

time and has been very flexible with my schedule to

accommodate trips to the doctor," she said.

"All we did for one man who uses a wheelchair

in the Atlanta reservation center is raise his desk,"

Marriott said.

Marriott's corporate culture goes beyond written

policies and is embraced by the people who work

there, as Michael Blanton found out.

Blanton uses a wheelchair as a result of an

injury he had in high school. He tried several other

jobs for a few months before he came to the

reservation center.

"I was let go from one job because some people

felt uncomfortable with me, and I couldn't reach the

files," he said. Blanton didn't find attitudes like

that at Marriott.

During the five years he's been with the

company, Blanton has had to have two surgeries,

22 Making a Difference Summer 2004

Employees with and without disabilities work side by side at Marriott. Heery, right, uses adaptive technology to perform her job.
requiring him to be away from his job for four months. "General managers from Atlanta and around the country donated some of their paid time off to me so I could recuperate with pay. I don't know any other company that would do that."
Marriott is also involved in Georgia's wider disability community through a variety of programs. "Marriott participates in a shadow day where students with disabilities spend time learning about different jobs. They also give talks about interviewing skills. They're supportive of all our endeavors," revealed Bess Garrett, Marriott's account representative from Vocational Rehabilitation.
"It's our corporate culture to integrate people with disabilities whenever possible," explained Kaye Dengel, Marriott's Vice President of Reservations, North American Operations. "If an individual has the passion to take care of our guests, we'll take care of that employee. We've had great success with our Spirit to Serve philosophy."
Barwick, who routinely recruits people with disabilities explains, "As an employer, we need the right people in place to succeed. It doesn't matter if the person has a disability. I look for people with the talent for caring." q

Bridges Program Illustrates Marriott's Commitment to Community

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 people

with disabilities find meaningful employment in their

own communities.

"We saw untapped resources and unfair treatment

of people with disabilities, and we wanted to correct

that," revealed Steve Marriott, who serves on the

foundation board and has a visual impairment.

The Bridges program, which has placed more

than 7,300 people in jobs at over 1,500 employers

nationwide, came to the Atlanta area in 1995 and

brings school systems and employers together to help

students become competitively employed.

The program serves students in Atlanta Public

Schools and Dekalb County Schools as well as several

schools in South Fulton and South Cobb counties.

About one-third of the students served have

developmental disabilities. People with learning,

physical or psychological disabilities are also served

through the program. Students are referred to the

program through their school or Georgia's Vocational

Rehabilitation Division.

Instead of specific job skills, the Bridges program

focuses on interpersonal skills, job readiness training,

placement and retention, explained Allen Brown, who

heads the Atlanta Bridges program. "Based on their

talents, skills and abilities, we match students with a

job then monitor them for 18 - 24 months," he said.

Program workers, known as Employer

Representatives (ER) are at each school at least twice

per week to conduct mock interviews, give tips on how

to dress for an interview and to teach other life skills.

Local companies also participate by giving seminars

and talking about careers.

ERs also transport students to interviews and

provide follow up support to students and employers

to ensure the

professional

" Based on their talents,

relationship

develops smoothly. skills and abilities,

"It's a long-term relationship,"

we match students

Brown said. The program has worked well in

with a job then monitor them . . . "

Atlanta, with 744

students being placed in jobs at well-respected

companies such as Marriott, UPS, Aramark, Sodexo,

Sunrise Assisted Living, Finish Line, Pep Boys, NAPA

Auto Parts, Georgia World Congress Center, Philips

Arena and others.

Summer 2004 Making a Difference 23

Special Olympics Georgia
Hosts Unified Teams

Photos by Joseph Schlicht

Unified teams bring together athletes with and without disabilities, who are of similar age and skill level.
Athletes on unified soccer teams bond on and off the field, while individual competitions such as swimming, are open to Special Olympics athletes only.

S pecial Olympics Georgia has always given athletes with intellectual disabilities the opportunity to play competitive sports. Over the past five years, the organization has

the athletes or the unified partners," Britt said. "It really instills goodwill with the unified
partners," Hamm said. "Most want to continue on the team because it enriches their lives."
Britt says the unified teams bring

been innovating and now hosts

competition up to a higher level.

unified competitions of teams

"In some cases, it's better for

consisting of athletes of

more skilled athletes to

similar age and skill

participate on a unified

levels with and without

team," she said. Many

disabilities.

lower level athletes

"Unified teams

increase their skills

have really started

when they participate

growing in

on unified teams.

popularity in the last two years," said Senior Sports

The program helps further integrate

But Britt feels the traditional Special Olympics teams and

Manager Kelli Britt.

the Special Olympics skills competitions are

"We have more than 100 unified teams across the

athletes into their communities.

important because athletes with disabilities are playing 100 percent of

state," Britt said.

the time. "It's still great to

Additionally, unified teams

see traditional teams

compete in all of the Special

play with their

Olympics team sports, such as

own skills and no

basketball, soccer, tennis and volleyball.

assistance from

Jim Hamm of Atlanta coaches both

unified partners,"

traditional and

Britt said.

unified tennis teams.

"Traditional

"Unified teams allow

athletes still get

athletes to

interaction with

participate at a

unified partners

higher level because

off the playing

they better understand

field," she said.

the game and what

Because of the

they're supposed to be

popularity of the

doing," he said.

unified team sports

Denise Kettles, a unified

program, Special Olympics

team partner and mother of Kelly Georgia is moving to include more unified teams.

Kettles, a Special Olympic

"It's a great way to get people involved in

athlete, agrees. "When they're

Special Olympics," Britt said.

playing by themselves, they get

Unified teams exist at the local levels all over

down for making a mistake. The unified partner

the state. Some teams may play more than one

encourages them. Kelly is getting to be quite a

sport. "They may play volleyball in the summer

good tennis player."

and softball in the fall," Britt said.

The program helps further integrate the

For more information about Special Olympics,

Special Olympics athletes into their communities. please visit www.specialolympicsga.org or call

"I can't say who gets more out of the program

(770) 414-9390. q

24 Making a Difference Summer 2004

MEDICAL UPDATE

By Jane A. Zanca
The Leftover People
My son, Jesse, recently turned 35, and there was much to celebrate. After languishing in a nursing facility for three years, he has moved to a lovely private home, where he is clean, well-fed and busy with activities he enjoys. He's talking again, interested in life and dancing; it's been a banner year.
Jesse has Down syndrome (DS), and his life expectancy at the time he was born was 32 years, but new treatments and better health care have created a generation of people with DS who 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 position in a workshop, and was able to make his meals, do his own laundry, wake himself in the morning and arrange his social activities. But by age 28, his hair was almost completely gray, his skin was wrinkling, his stamina had drained and he had been diagnosed with Alzheimer's disease. Its impact is every bit as devastating for him and his family as it would be for anyone, stripping away his ability to work, enjoy his friends and complete simple tasks like bathing or fixing a snack.
Alzheimer's disease is an overwhelming challenge for any family. Eventually, Jesse needed 24-hour care. Where does a single parent go for help with a 35-year-old man with developmental disabilities and Alzheimer's?
Currently, no services are in place for aging people with DD. Agencies serving people with DD are unknowledgeable about Alzheimer's disease and most caregivers for the aging do not know how to work with DD. After 18 months on nursing home waiting lists, one facility finally accepted Jesse. There he experienced isolation, neglect, skin infections, hunger, untreated pain, filth and depression. Unaccustomed to dealing with a family member with more than three decades of experience in tough advocacy, the nursing home soon resented my attempts to improve his care.
Mine is the dilemma of many aging parents. My health is failing. Because all I earned went into raising my children and caring for Jesse, I have virtually no retirement. I have done the paperwork, the legwork, the sweat work, the worry work, and even the paying. Still, there is no permanent solution, and the main reason for this is that Georgia does not yet have a commitment to people like Jesse, or to the people who care for him. We are the "leftover" people. Funds that are doled out for such programs are in large measure the leftovers after all the 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 and finally as a man with Alzheimer's, I kept believing that our society our legislators would recognize the needs and provide for people like Jesse, so I would not have to continue begging and blazing trails. Not so I could have an easier life or pass off a responsibility, but so I could work to support my family. I never dreamed I would have to pass the torch before this problem was solved, but I can't hold it up any longer. q

Georgia Tackles Disability
Community's Aging Issues
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 the 1990s, causing both celebration and concern. This phenomenon mirrors what is happening to society as a whole. With the elderly population expected to double by 2030 to 71 million, aging issues must be addressed. With more than 50 million Americans with disabilities nationwide, Georgia will face a challenge to support aging caregivers and
persons with DD. Since 2000, the DeKalb
Developmental Disabilities Council (DDDC), the Atlanta Alliance on Developmental Disabilities (AADD), the Area Agency on Aging of the Atlanta Regional Commission and other core agencies have worked together to identify the issues that affect aging people with disabilities. As a result, the two organizations formed the Aging and Developmental Disabilities Coalition (ADDC) that includes members from both the DD and aging communities. ADDC educates the public about aging and disability issues by maintaining 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 and communications among caseworkers.
In 2004, the Georgia General Assembly passed Senate Resolution 822, or Aging for All, that created a Senate study committee to examine the scope of these issues and create a plan to meet these needs of families and their caregivers. This research is ongoing, and results are expected later this year.
To have your stories heard by Aging for All and the GA Legislature, visit www.agingforall.com or contact Dave Blanchard at 404-881-9777, ext. 215. q
Summer 2004 Making a Difference 25

StraightTalk

Art by Jerome Lawrence.
Community Support Helps Artist Move into Own Home

Jerome Lawrence
" I felt worthy, like I was somebody when I sold those paintings,"
Lawrence uses fingerpainting to create his masterpieces.

J erome Lawrence was doing well in his art classes during his senior year at Georgia State University in 1982. Gradually, though, his grades started to drop and he stopped turning in his assignments. Soon, he was spending more time walking the streets of Atlanta than working on his art.
His sister took him to the hospital, where doctors said he was fine. Soon, he was unable to leave his room. After a second trip to the hospital, where he was placed into a locked ward, Lawrence was diagnosed with paranoid schizophrenia.
His disability made finding a job difficult. "I had been working successfully at a T-shirt printing factory, then got fired for poor performance. After that, I couldn't get a job. I started walking the streets to look for cans to recycle to earn money for medicine and only earned $3. So I had to file for Social Security benefits," Lawrence said.
The first 15 years after his diagnosis, Lawrence's medication worked sporadically, and he lived with his mother. He took art classes from his former professor Joseph Perrin and slowly got his skills back, but he was languishing.
"I started going to a drop in center in Decatur to socialize. I learned to play chess there. I also
learned about the Georgia Mental Health Consumer Network (GMHCN) there," Lawrence said.
Through GMHCN and its workshops, Lawrence learned a lot about his illness, from proven medicines to preparing for the times his illness comes to the foreground. He began to gain better control over his life and well being.
Soon, Lawrence began taking art classes at the Episcopal Church of the Holy Comforter and sold some of his paintings, including one to Bishop Neal Alexander. "I felt worthy like I was somebody when I sold those paintings," Lawrence said. In 2002, Lawrence applied for a Habitat for Humanity home and became the first person in Georgia to receive a home through Habitat's "A Partnership to Open Doors" program that provides homes for people with mental illness. Former First

Lady Rosalynn Carter, CNN anchorwoman Daryn Kagan and Bishop Alexander attended the groundbreaking.
In lieu of a down payment on his home, Lawrence had to help build a home for someone else, what Habitat calls "sweat equity." Lawrence enjoyed the experience. "It was great fun, and the exercise did me good." However, due to his commitments to Habitat for Humanity, Lawrence passed up some opportunities to sell his paintings at art shows and began to be troubled about how he would pay for his new home.
"I knew art sales wouldn't be enough," he said. Fortunately, GMHCN offered him a job as office manager. Plus, he began teaching art classes at Holy Comforter. With those two steady jobs and occasional art sales, Lawrence had enough to pay for 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 and Self Expression in Mental Health," one of a series of Conversations at the Carter Center, where he also met former President Jimmy Carter.
Ongoing support from a psychiatrist and a therapist, as well as medication provided by the DeKalb Community Service Board, help Lawrence keep his illness under control. "I pay my bills and try and keep track of everything, something I couldn't do before consistently taking my medicine," he said.
In addition, the Social Security Administration recently approved his Plan for Achieving Self Support (PASS) proposal that will allow Lawrence the opportunity to grow his art business, and he has a one-man show coming up at VSA Arts of Georgia June 22 - August 20 at the Healey Building in Atlanta.
With his new home and upcoming shows, Lawrence's goals for the future are simple. He wants to make new friends and stay in touch with the growing list of friends he's made over the years through his art, mental illness organizations and his community.
"I often feel the need to share, to express my thoughts and emotions, hoping that others along with me may gain insight and joy in the expression," Lawrence said. q

26 Making a Difference Summer 2004

CALENDAR OF EVENTS

AUGUST
Advocating for Special Needs Children in the School System
Sponsored by: PEPPAC 770-577-7771
August 8-10 NASDDDS 2004 Reinventing Quality Conference
Philadelphia, PA 703-683-4202
SEPTEMBER
September 18 Autism Resource and Information Fair
Hosted by Sharing Our Autism Resources, Inc., an affiliate of Unlocking Autism Rome, Georgia Email: CLMAtkins@aol.com 706-236-9572
September 21-24 Summit 2005: Many Voices, One Vision
Washington, DC Sponsored by: Alliance for Full Participation Carol Walsh at 301-706-6252
OCTOBER
October 7-10 Arc of Georgia Conference 2004 ONE COMMUNITY FOR ALL
Peachtree City, GA 404-634-5512 www.arcga.org
Send in your organization's events to val@oneillcommunications.com
to be added to the GCDD calendar!

October 14 2004 National Rehabilitation Association
Annual Training Conference & Exhibit Showcase Philadelphia, PA 888-258-4295 www.nationalrehab.organization/ website/events/index.html
October 14-15 Governor's Council on Developmental Disabilities & Quarterly Council Meeting
Columbus, GA 404-657-2126 www.gcdd.org
October 15-17 2004 State Fall Games Special Olympics Georgia
Gainesville, GA 770-414-9390 www.specialolympicsga.org
October 20-22 Child Welfare League of America Summit "Is the System Working? Creating the Will, Wisdom and Ways to Meet the Needs of America's Children"
Hilton Head, SC 800-638-2952 www.cwia.org
October 27-29 PUFF Conference Touch the Future/ Transition Conference & Expo 2004
Augusta, GA 800-497-8665 866-373-7778 Toll-Free TDD 404-486-6333 Atlanta Metro TDD www.gatfl.org
October 28 State Interagency Coordinating Council
Athens, GA 404-657-2726

UPCOMING CONFERENCES
October 27-29
PUFF Conference Touch the Future/Transition Conference & Expo 2004
Augusta, GA 800-497-8665, 866-373-7778 Toll-Free TDD 404-486-6333 Atlanta Metro TDD www.gatfl.org Learn the latest about assistive technology for living, learning, working and playing for people with disabilities. The conference includes informative workshops, round table discussions and hands-on displays.
October 7-10
Arc of Georgia Conference 2004 ONE COMMUNITY FOR ALL
Peachtree City, GA 404-634-5512 www.arcga.org It will be a full weekend of seminars, programs, workshops, and meetings on intervention and implementation. The conference will include a social event and trade shows throughout the weekend.
October 20-22
Child Welfare League of America Summit "Is the System Working? Creating the Will, Wisdom and Ways to Meet the Needs of America's Children"
Hilton Head, SC 800-638-2952 www.cwia.org Leaders in the welfare field will be seeking and examining ways to improve the system as members and attendees are inspired to take this challenge to meet the needs of the children.
Attendees enjoy a break at the Immersion Learning about SelfDetermination Conference held in Atlanta on April 28.
Summer 2004 Making a Difference 27

CROSSWORD PUZZLE

1

2

3

4

5

6

7

8

9

10

11

12

13 14

15

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 your answers by August 15. Congratulations to our last issue's winner - Ms. Gianne Wuerl, Jewish Family & Career Services, Dunwoody, GA!

ACROSS
3) Going from school to "real life." 5) Aging for _____. 6) Cerebral Palsy Research Foundation. 7) Transition _________ strives to
develop continuity and stability of services and supports throughout the person's life. 9) Dekalb Developmental Disabilities Council. 10) Customizing a job that benefits the needs of both parties. 11) Community rehabilitation center in Marietta, GA. 14) _________ technologies: Special computer mouses, joy sticks, and keyboards. 15) _________ ownership.

DOWN
1) County in which teachers are trained in good transition practices.
2) Sports team with athletes of similar age and skill level with and without disabilities.
4) Gives athletes with intellectual disabilities the opportunity to play competitive sports.
8) Atlanta Alliance on Developmental Disabilities.
12) ____-employment allows people with disabilities to take time off when needed for medical reasons and to accumulate savings.
13) Acronym for School of Adaptive Computer Training.

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

28 Making a Difference Summer 2004

Young Advocate Remembered for His Spirit
T he Governor's Council on Developmental Disabilities regrets to announce the death of Catherine Stefanavage's son, Ryan Mahin. Mahin, 16, died at home March 31 from complications from a mitochondrial disorder.
Mitochondrial disorders, or myopathies, are caused when mitochondria, which are structures found in each cell that produce energy, are damaged. Onset usually begins before age 20 and is marked by exercise intolerance or muscle weakness, and symptoms may include heart rhythm problems or failure, dementia, movement disorders, strokelike episodes, deafness, blindness, limited mobility of the eyes and seizures.
Mahin and Stefanavage were well known in the disability community, attending conferences, participating in ADAPT (American Disabled for Attendant Programs Today) events and representing disability issues at the Capitol.
Mahin's passions included music and gourmet cooking, and one of his dreams was realized in February when the Children's Make a Wish Foundation arranged for him to attend a taping of the Emeril Live show in New York, where he met Emeril Lagasse. The show is scheduled to air in July.
Mahin will be best remembered for his uniquely gentle and loving spirit.
In lieu of flowers, Stefanavage has suggested that donations be made to Hope House Children's Respite Center, 7225 Lester Rd., Union City, GA 30291.

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Answers to Puzzle from Spring 2004 Issue

Georgia Woman Advocates for Independence

By Katie Bishop

A growing number of people with disabilities are gaining independence by leaving nursing facilities and moving back into the community to live on their own. The Georgia Voices That Count (GVTC) Program teaches people with disabilities how to advocate for their right to live where they want. The Olmstead Decision was made by the Supreme Court in 1999 and allows people with disabilities the right to live on their own, if able to, while still receiving Medicaid. Since this program and decision have been enacted, more and more people are finding their voice and strength to move out of nursing facilities and into the community.
Annette Dotson has recently made the move towards independence. After completing GVTC, Dotson began to advocate for her rights as defined by the Olmstead Decision. Both her parents and Normalee Asheber, the transition leader for disABILITY LINK, campaigned and supported her decision to leave the nursing home.
After living in a nursing facility for more than 30 years, Dotson, a 44-year old woman with cerebral palsy, felt empowered to do something different. While the home provided immediate care and therapy, her integrity and independence were violated when her belongings were stolen, destroyed or thrown in the garbage. All too often, Dotson would find her clothes on the floor and other residents gossiping behind her back. When her photo albums holding pictures of her childhood, family and newspaper clippings were thrown away, Dotson and her family realized it was time for a change.
Dotson's mother, Mabel Dotson, says, "One of the most common misperceptions by people is that someone with a disability is crazy. They aren't crazy." Mabel Dotson has always wanted her daughter to be given the same respect as others, despite her disability. The nursing home, however, restricted Annette and discriminated against her based on her disability. Mabel Dotson sums up her daughter's experience at the

nursing facility and says,

"They were just awful to

her."

While Annette

Dotson enjoys her self-

sufficiency and is

improving daily, she is

still somewhat limited. To

help with the household

duties and driving, she has an

older companion who lives

with her.

Since having moved into

her own home, Annette Dotson's

life has brightened. Asheber

says, "Her whole attitude has

changed; she is much happier

and has a more positive,

confident way about her." Not only

does moving out of the nursing home

put a smile on her face, it also saves

the government a significant amount of

money through reduced Medicaid bills

that are not being paid to the facility.

Being outside of the nursing home

also allows Annette Dotson to take

part in the leisure activities that she has always enjoyed. "She loves to go bowling, or to watch a basketball game and work on the computer," says Mabel Dotson. Asheber says that

phAreonrvnfieadtmetreislDy(mo(ttisodopdn)l,es)suearrrnvodiucenhderedmboym.

she regularly attends the meetings at the GVTC

and encourages the others to progress with their

dreams to live in the

community. Annette Dotson still

"Her whole attitude has

receives therapy to loosen her changed; she is much happier

muscles a few times a week, and her mother visits her every Sunday and sometimes other

and has a more positive, confident way about her."

days throughout the week. The

lifestyle change has moved her into a more

positive environment and has been an excellent

experience. She is happy, independent and

quickly learning and gaining new abilities

every day! q

Summer 2004 Making a Difference 29

RESOURCES

w w w. g c d d . o r g

pg.10

pg.25

pg. 22

pg.16

Below, please find further resources of information related to the articles in this edition of Making a Difference magazine.
Governor's Council on Developmental Disabilities
www.gcdd.org 404-657-2126 or 888-275-4233 (ASK-GCDD)
State Government
Department of Human Resources
http://dhr.georgia.gov 404-656-4937
Division of Mental Health, Developmental Disabilities and Addictive Diseases
http://www2.state.ga.us/ departments/dhr/mhmrsa/ index.html 404-657-2252
General Information
www.georgia.gov
Georgia General Assembly
www.legis.state.ga.us/
Georgia House of Representatives
www.legis.state.ga.us/legis/2003 _04/house/index.htm
Georgia Senate
www.legis.state.ga.us/legis/2003 _04/senate/index.htm
Georgia Governor's Office
www.gov.state.ga.us/ 404-656-1776

Georgia Lieutenant Governor's Office
www.ltgov.georgia.gov/02/ltgov/ home/0,2214,2199618,00.html 404-656-5030
Voting Georgia Secretary of State's Office, Elections Division
www.sos.state.ga.us/elections 404-656-2871
Aging Issues
Aging and Developmental Disabilities Coalition
www.agingforall.com 404-881-9777 extension 215
American Association of Retired Persons
http://www.aarp.org 866-295-7281 (Georgia Chapter)

Finding Employment in Georgia
Georgia One-Stop and Career Centers
www.g1careernet.com Career Centers Phone:
404-232-3540
Marriott Foundation for People with Disabilities
http://marriottfoundation.org 404-523-6335 404-523-7108 TTY
US One-Stop Information
www.careeronestop.org 877-US-2JOBS
Vocational Rehabilitation
www.vocrehabga.com 404-486-6331 404-486-6333 TTY 866-489-0001 Toll Free 866-373-7778 Toll Free TTY

pg.18
Customized Employment
Griffin Hammis Associates
www.griffinhammis.com
Cobb and Douglas Community Service Boards
www.cobbcsb.com 770-429-5000

Olmstead Decision
Georgia Voices That Count
http://www.disabilitylink.org/ docs/voices/voices.html
Long Road Home March
www.longroadhome.org 404-687-8890
US Office for Civil Rights
http://www.hhs.gov/ocr/mis.htm 202-619-0257 877-696-6775 Toll Free
Freedom Clearinghouse
http://www.freedomclearinghouse .org/know/olmstead.htm

Training
Chattahoochee Technical College
http://www.chat-tec.com 770-528-4529
Georgia Department of Technical and Adult Education
www.dtae.org 404-679-1600
School of Adaptive Computer Training
http://www.cprf.org/training.asp 404-827-9577
Vocational Rehabilitation
www.vocrehabga.com 404-486-6331 404-486-6333 TTY 866-489-0001 Toll Free 866-373-7778 Toll Free TTY
Transition
Benefits Navigator
www.bpaoga.com 866-772-2726
pg.24
Unified Sports
Special Olympics
www.specialolympicsga.org 770-414-9390

30 Making a Difference Summer 2004

Thanks to
OUR SPONSORS
for their Support.

SPONSORSHIPS

Albany Advocacy Resource Center
Albany ARC, serving our community
since 1963, promotes the general welfare of people with disabilities and fosters the development of programs on their behalf.

1770 The Exchange, Suite 140 Atlanta, GA 30339
tel: 770.956.8511 fax: 770.956.8907
www.maysouth.org

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 and Licensed CEO/Executive Director
Over 30 years experience Former resource teacher
770-394-9791 www.childrens-services.com

(229) 888-6852 (24-hour on-call) www.albanyarc.org
ARC COBB
(770) 427-8401 www.arccobb.org

EASTER SEALS
SOUTHERN GEORGIA creating solutions, changing lives
1906 Palmyra Road Albany, Georgia 31701-1598 www.southerngeorgia.easterseals.com
1.800.365.4583

DEKALB DEVELOPMENTAL
DISABILITIES COUNCIL
(404) 508-7796 Fax (404)508-6443

Summer 2004 Making a Difference 31

The quarterly magazine of the Georgia Governor's Council on Developmental Disabilities
Volume 4, Issue 5 Summer 2004
For more information, contact Parent-to-Parent at 770-451-5484 or 1-800-822-2539. www.health.state.ga.us/programs/specialneeds
Governor's Council on Developmental Disabilities 2 Peachtree Street, NW, Suite 8-210 Atlanta, GA 30303-3142 404-657-2126, www.gcdd.org Address Service Requested