DO-IT News May 2000: All Articles

Camp Courage campers and staff

Summer is right around the corner and for DO-IT that means camps, camps and more camps. The DO-IT Campers program serves to teach children and youth with disabilities how to use computers, send electronic mail, and locate resources on the World Wide Web; prepare for success in college and employment; and network with other students and adult mentors with disabilities. DO-IT Camper activities are incorporated into existing summer camp activities and are tailored to individual camp needs and styles.

This year, in addition to our involvement with camps in Washington, California, Idaho, Minnesota, and Colorado, we have formed new partnerships with camps in Florida, Oregon, Maryland and Wisconsin! Here are some of the camps where you can expect to find DO-IT this summer:

• Easter Seals Fairlee Manor, Chestertown, Maryland, 410-778-0566
• Camp Courage, Maple Lake, Minnesota, 320-963-3121
• Easter Seals Camp Wawbeek, Wisconsin Dells, Wisconsin, 800-422-2324
• Easter Seals West, Vaughn, Washington, 253-884-2722
• Easter Seals Camp Harmon, Boulder Creek, California, 831-338-3383
• Easter Seals Camp Challenge, Sorrrento, Florida, 352-383-4711
• Muscular Dystrophy Summer Camp, North Bend, Washington, 253-627-7575
• Summer Camp for Young Burn Survivors, North Bend, Washington, 206-789-6838
• Easter Seals Oregon, Medford, Oregon, 541-552-1199
• Camp Lots of Fun, Puyallup, Washington, 253-798-4753
• Easter Seals Rocky Mountain Village, Empire, Colorado, 303-569-2333

The Washington camps are supported with funds from the State of Washington. Camps outside of Washington are supported with grants from the National Science Foundation (grant #HRD 9800324), Microsoft, and the JELD-WEN Foundation.

If you are interested in attending any of these camps, please contact the camp directly. If you know of camps that serve students with disabilities and who would like to incorporate Internet and/or college or work preparation into their programs, contact the DO-IT office.

My disability first reared its ugly head when I was three years old. From then on, doctors have been stumped by my disability. They can't even name it. They have tried gate labs to genetic tests in an effort to give it a name. To this day they have made no progress. One may also assume that since my disability can't be associated with a set pattern, that my future is up in the air. As far as I know I am the oldest person with what is loosely called spinal-cerebellar degeneration. So every day is full of challenge as well as anxiety at what may happen.

When I was first "diagnosed" with my disability, my mother vowed to make my life as "normal" as possible. I'm sure it has been. I have attended regular schools all my life and have tackled the obstacles of normal kids as well as my disability, obstacles. I attended a science and technology high school. It was a magnet program that just started 6 to 7 years ago. I was the first disabled person in the program. After graduating, I continued my education at a private university. Many of my teachers haven't dealt with a disabled person before. I basically take the challenges presented one day at a time. My teachers have been very flexible; for example, they have changed activities sometimes while they're going on. But sometimes I have asked for accommodations early on, which I will have to do more and more in the future.

DO-IT Counselor/ Coordinator Kristin with Scholar Kimberlee.

On a hot summer afternoon after a long day of Summer Study activities on the UW campus, a group of dedicated DO-IT Scholars came together to discuss learning strategies. Although, for most activities, Scholars work side-by-side with people who have disabilities other than their own, DO-IT understands the benefits of opportunities to share experiences, concerns, and strategies with peers who have disabilities similar to their own. The common thread for this particular group was that each Scholar was dealing with some sort of learning issue, as a result of his/her disability. The disabilities represented included specific learning disabilities, attention deficit disorder, attention deficit hyperactivity disorder, Tourette syndrome, and head injury. First, I shared my experiences with dyslexia. Others followed as we discussed "Impacts" and "Solutions."

Each Scholar shared at least one way that a disability has impacted his/her ability to learn. Below we share our brainstorm list. We hope our ideas will benefit others.

Impacts:

• Slow at taking tests
• Slow reading
• Messy handwriting
• Difficulty expressing thoughts in writing
• Difficulty keeping up with verbal output during a lecture
• Unorganized
• Easily distracted
• Frustrated
• Feeling stupid, overwhelmed

We all agreed that our disabilities do in fact impact our ability to learn. We also agreed that we all do have the ability to learn. Our next step was to list solutions that help us succeed in academics, in spite of our learning challenges. These solutions allow us to work to our full potential and demonstrate our true abilities!

Solutions:

• Arrange for extended time on tests.
• Take tests orally.
• Outline ideas and information while reading or reviewing notes.
• Use a computer (word processor and spell check).
• Use different color pens to highlight key points.
• Use colored transparent screens to cover pages while reading.
• Use large print font on the computer.
• Use a grammar check.
• Utilize study groups.
• Talk to the instructor to find out what they would suggest doing to succeed in the class.
• Control the environment to minimize distractions.
• Study during times of the day when you have the most energy.
• Take breaks from reading to keep mind fresh.
• Tape-record lectures.
• Read out loud to yourself or have someone else read to you.
• Get notes from the teacher or another person in the class.
• Use a class planner.

In summary, we found that we have some common solutions, as well as some unique solutions. We found that a strategy that may make a difference for one person, may not help another. We also learned that we are the ones who need to figure out what works for us. Others can make suggestions, but it's up to the individual to try out an accommodation and then decide whether it provides a solution. The key is to keep trying until you find something that works! Become an expert on your disability and the accommodations that work for you.

Many of the DO-IT Scholars in this group are becoming active in the decision-making process for accommodations at school. How liberating! Once you're in college you are the decision-maker, so it is encouraging to learn that this process is beginning to take place for the Scholars. DO-IT Scholars are learning how to set and achieve their goals! We continue this ongoing process on our Internet discussion list for participants and mentors with learning issues.

As Scholars focus on their transition from high school to college and from college to career, they need to plan on adapting solutions to a new environment. Solutions that may work in a school context may not apply in a work setting. One may find, depending on what type of occupation is pursued, that more accommodations are needed at work or vice versa. I like to think of my disability as a life-long opportunity to use my creative energy to achieve success! Any other ideas?

Here's your chance to learn more about the participants in DO-IT.

DO-IT Scholar Profile
by Tynesha

DO-IT Scholar, Tynesha.

Hi, my name is Tynesha. I am a senior at Ingraham High School. I am a member of the Future Business Leaders of America. I am also the manager of our school store. I have been in the musical theater department since my sophomore year, and have put in a lot of hard work, time, and effort to help make our musicals successful. And since my freshman year I have been co-chair, then chairman, and a member this last year of our Winter Ball committee. My hobbies are hanging out with my friends, reading mystery books, listening to music, talking on the phone, playing games on my computer and shopping for things that interest me. My lifetime dreams are of becoming a sign language/Japanese interpreter. I have just completed my second year in Japanese. After I graduate in '00, I plan to attend Seattle Central Community College where I will start to achieve my dream. tynesha@wolfenet.com

DO-IT Ambassador Profile
by Laura

DO-IT Ambassador, Laura.

Greetings from Hendrix College! It's been three years since I joined the DO-IT program as a high school sophomore. I've been to two Summer Studies as a DO-IT Scholar, and I served as an Intern last summer. What I will remember the most about those three summers is how fun and exciting they were, and how I met a bunch of great people.

Thus far, college life has been great - full of new and exciting things, challenging classes, and new opportunities. I am in my freshman year, and I am undecided about my major. I participate in a couple of extra-curricular activities, including Chamber Orchestra, but I also spend a lot of time doing classwork. It has paid off, though, because my classes have gone well, and the other activities allow for some fun on the side.

I have enjoyed meeting the new challenges that college has to offer and I am sure I can succeed because of the experiences I have gained through high school and in the DO-IT program.

I hope this is a great year for everyone. See you in cyberspace (when I'm not doing chemistry homework...). lwlzr@hotmail.com

DO-IT 2-4 Profile
by Peggy Thomas

Hi! I am a mother of four children. I have been divorced for 5 years. I went back to school because I did not want to struggle with bills the rest of my life. I am a program coordinator for a counseling and psychiatric clinic. I have been working here for two years and I love my job. I have cerebral palsy and have just recently found more information on the Web about this. I have found it extremely difficult to convince a prospective employer that I am worth every cent they spend on me (a fact that comes to light soon after hiring me) and to pay me at a rate that matches the level of my contribution. pstcecr@hotmail.com

DO-IT CAREERS Profile
by Katrina

DO-IT Careers participants, Katrina

My name is Katrina. I am nineteen years old and live in Kenmore, Washington. At the age of five I fell off my bike and suffered a traumatic brain injury. Since that time I have been a strong advocate for the use of bike helmets and the rights of people with disabilities. In fact, I work for an organization called Think First. I go into schools to share my story and encourage others to wear bike helmets. I am a senior at the Secondary Academy of Success (SAS). In the fall I plan to attend Cascadia Community College in Bothell, WA. I have been involved with DO-IT since 1998 when I was selected as a Phase I Scholar. I also participate in the DO-IT CAREERS project. DO-IT has helped me to expand my leadership and work skills, and I will continue to improve upon these skills as an Intern at Summer Study. The CAREERS project has helped me to explore careers that meet my many interests. Last year, I participated in an internship with Disability Resource Center. This job helped me to assess my ability to perform essential job functions and allowed me to earn high school credit. Additionally, I was able to explore my career interest in working for an agency that advocates for the rights of people with disabilities.

DO-IT has helped me to become involved with the National Leadership Conference for Youth with Disabilities. Last summer, I was selected to attend the National Youth Leadership Conference for Youth with Disabilities in Washington, D.C. This year, I have been chosen to serve on the Executive Board for the 2000 National Youth Leadership Conference. This opportunity will allow me to help create an exciting conference for other youth with disabilities, learn more about ways to advocate for people with disabilities, and develop and refine leadership skills that will help me to succeed at school and at work. The DO-IT program has opened many doors for me and will continue to do so in the future. kcarter2@gte.net

Congratulations to Katrina for winning the "Millennium Mentor Award" through the Boys and Girls Clubs. This award is given to teens who are making a difference in their community through mentoring other teens and being a positive role model. Katrina was nominated for the work she has done with DO-IT, Think First, and the National Committee on Disability and Employment.

Katrina was presented with her awa-TV program called "Around the Sound."

Congratulations once again Katrina. This award is a wonderful acknowledgment for all of your hard work and efforts. Keep up the good work!

DO-IT Mentor Profile
by John Armstrong

I grew up in Poulsbo, Washington, which is a small community north of Bremerton on the Kitsap Peninsula. I contracted polio at the age of three (1952) just a few years before the Salk vaccine became available. I am a quadriplegic in a motorized wheelchair.

I attended the UW during a very exciting time (1968-72) when there was an incredible amount of student activism relating to the Civil Rights movement and the Anti-War movement. I received my BA in Social Welfare in 1972. I've spent the last 26 years working at the University of Washington, first as an academic counselor and for the last 15 years as the director of admissions for the School of Social Work.

I am interested in issues of equity, justice, and disability concerns. Beyond my involvement with the DO-IT program, I am a member of the University of Washington's Committee on Access. I hope to also help out with the development of a Disabilities Studies Program at the UW, too.

Outside of work, my interests include baseball (really big Mariners fan), reading modern literature, and working with computers. I also have two cats, Bear and Couscous, who take up most of my disposable income and affection. armstroj@u.washington.edu

DO-IT Staff Profile
by Lyla Crawford

DO-IT Staff member, Lyla.

Hi! My name is Lyla Crawford and I am a Counselor/Coordinator for the DO-IT Program. I am based in the Spokane office and work on grants related to Eastern Washington efforts. I joined the DO-IT staff about three years ago, shortly after receiving my Master's Degree in Developmental Psychology. Why did I choose to major in Psychology? The answer is really quite simple. I became fascinated with how the human mind works. I wanted to know how and why we do things. What I discovered during my education was that the human mind is still a mystery. Through advancing technology, we have been able to unlock and study some of the mysteries, but we have really only just begun. I also liked the fact that Psychology is a field that is always changing and evolving. It is this ever-changing piece that drew me to DO-IT. I like the fact that we are always open to new ideas. I enjoy being part of an organization that seeks to find solutions and new ways of doing things to help people.

After work, you can usually find me at home trying to find some peace and quiet (which in my house is hard to do with a four-year old son running around). When I can find some time to myself, I love to read, grow plants, and I also do a lot of needlework. lylac@u.washington.edu

The Youth Hall of Fame (YHF) is a Seattle-based, non-profit organization whose mission is to inspire youth to become positive role models by recognizing and publicizing their positive contributions to the community. Selected YHF youth are provided an opportunity to leave a legacy in their community on a permanent Youth Wall of Fame. Walls are built with tiles designed by honorees and contain a personal message (in pictures and/or words) to inspire future generations. Since 1990, YHF has helped to recognize, celebrate, encourage and document more than 2,000 school-age youth who are trying to make a difference in their own way.

The following DO-IT Scholars were recognized in 1996 (the statements after their names are the messages written on their tiles). Their Youth Wall of Fame is located at the University Village QFC grocery store in Seattle:

Jeff: "The Lord's my strength and my refuge"

Matt: "Deaf people can do anything but hear. I believe it and plan to prove it."

Jennifer: "If everyone accepted everyone's difference then there would be no difference."

Matthew: "Technology: The great equalizer."

Priscilla: "Believe in your dreams...pursue your own destiny."

The following DO-IT Scholars were recognized in 1998. Their Youth Wall of Fame is located in the Pacific Place shopping center in downtown Seattle.

Minh: "Education is the key to success in the future."

David: "Stand tall in the face of adversity."

Trent: "A disability can only stop you if you let it."

Join us in congratulating these award winners. You can learn more about the YHF by sending a message to www.youthhall@msn.com.

Video director Charlie Hinckley won an Emerald City Award for video productions in the Motivation under $20,000 category for Finding Gold: Hiring The Best and the Brightest. This videotape is designed to help employers and staff in cooperative education, internship, and work-based learning programs fully include participants with disabilities. It was funded by a U.S. Department of Education grant (#H078C0047-97) that supports DO-IT CAREERS. Julie Smallman is the coordinator of this three-year project. The award winning video is available from DO-IT for $25.

The 17th Annual Emerald City Awards were presented by the Seattle Chapter of the International Television Association. Each year producers and production companies from across the Northwest, from Oregon to Alaska and from Washington to Montana, submit video productions for the Emerald City Awards. Most entries are industrial and corporate in-house production facilities and educational and government production organizations. The hundreds of entries this year included those from American Production Services, Pinnacle Studios, Boeing Video Services, Caribiner International, Microsoft Studios, Safeco, TVW, Washington State University, Screaming Flea Productions, Talking Dog Media, The Bon Marché and Flying Rhino.

DO-IT thanks Charlie Hinckley and UWTV production and engineering for helping DO-IT consistently produce outstanding educational programs.

See DO-IT Videotape and Training Materials Order Form for current pricing info.

DO-IT participants engage in lively discussions on the Internet. In a conversation about personal perspectives on disabilities, adult DO-IT Mentors shared experiences and insights with young participants with disabilities and some of our younger participants came up with some insights of their own. Here are just a few paraphrased gems that appeared in our e-mail discussion. Together they document the wide range of perspectives on the topic.

• Walking is NOT the defining factor in the status of being a person. It does not raise or lower who you are, unless that is what you allow it to do.
• There is NO truth to the rumor that all we think of as persons with disabilities is being "normal." What is that anyway?
• One of the major problems many people with disabilities have with the rehabilitation mode of thinking (not that all approaches in rehab are bad - just some of the theoretical ideas), is that it often uses some artificial concept of "normal." This concept is often based on able-bodied ideals and bears little or no resemblance to the realities of people with disabilities. The all-fired importance and value of walking is a key example of this. Sure, there is some value to walking - exercise, curbs, etc... The fact is, though, that some of the same people that are urging us on to walk are the same ones who put the curbs there in the first place. If people want to help me, they should support me to get what I can out of my body. That's great. Just try to be realistic about it and don't put up other barriers while you're urging me to walk.
• I don't want to be viewed as "normal," but, rather, gifted and unique. Everyone lacks some ability. We are all gifted and unique in our own way. For example, many people have the gift of being able to have full control of their bodies. I have other gifts such as a mind for math and the ability to teach myself things very quickly. People without those abilities are not disabled but gifted in other ways. Calculators and books can compensate for the "lack" of math skills. In the same way, technology can compensate for the lack of mobility ability.
• If we did live based on what we cannot do, life would be terribly boring, dull, pointless, and depressing. Life is far too short to dwell on what isn't there.
• We do have the RIGHT to feel sorry for ourselves and we could definitely get enough pity to get by in life, but then our lives would be wasted. When we DON'T feel sorry for ourselves, others see that and sometimes wonder why THEY feel sorry for themselves.
• It is within our power to change how people see us.
• The difference between today and forty years ago is that we have the voice to say, "yes, I need help. I also deserve the right to be proud of who I am and to demand that your help is not conditioned on, or does not imply that my person is without value equal to yours." We no longer have to accept pity in order to get money/services/whatever. We can, and should, demand that one does not dictate the other.
• Thank God for humor. Without it life really WOULD be a big freak show! I take a huge amount of comfort in the talent I have for laughing at myself. In fact, my nickname is SPAZZ, after the famous spastic reflexes of a CP kid like myself. If I didn't have my sense of humor, high school would be nearly impossible.
• I honestly think that too much emphasis is put on labels. We are who we are, no matter what labels people put on us. I get so sick of reading magazine articles about people who feel used and put down because they are called "disabled athletes" instead of "athletes with a disability". The important thing is that the athlete is getting recognition they deserve, which rarely happens in wheelchair sports. We need to focus more on where we are moving in society and our accomplishments than on little trivial things like labels, or we will never be taken seriously.
• I can count the number of times I've seen a person with a disability portrayed on a TV show or movie on one hand. Usually, when it does happen, the whole program is based on the person's disability rather than it just being a normal part of life. Maybe, if television would casually portray people with disabilities having normal lives with normal jobs and normal friends, the labels would eventually fade away.
• I noticed myself that most people don't know how to act around people with disabilities. I also found that when I am myself and talk to them and give them information about my disabilities, they get more comfortable. It's just helping them understand.
• It's the choices we make on how we see things and deal with them that make us who we are and how we handle things such as our disabilities. If we learn to respect ourselves and try to achieve all that we can, others will respect us also. But that doesn't really matter because what matters is how we feel about who we are.

• You can never make too many meals in a hot pot.
• Going to the mailbox was never an ego booster/breaker before.
• You will begin to nap again.
• Your bookstore bill will almost equal tuition.
• Squirt guns = 3D stress relief.
• E-mail becomes your second language.
• Frat parties are like they're shown on TV.
• You never realized so many people were smarter than you.
• Western Europe could be wiped out by a horrible plague, and you'd never know, but you can recite last week's episode of "South Park" verbatim.
• Care packages are right up there with birthdays.
• College guys/girls are the same as high school guys/girls, only with more freedom, less money, and no curfew.
• You should learn to love your roommate, especially when they leave you the room.
• Classes: the later the better.
• Cereal makes a meal any time of the day.
• Beware of the guy in the Care Bear toga.
• Keys have never been so important, yet you seem to lose them even more.
• You realize college is the ideal lifestyle, except for those pesky classes.
• Procrastination is an art form.
• The only time to dress up is when all your jeans are dirty.
• Gas money makes a great gift.
• You are never alone.
• You learn to like all the music that one person blares every morning as they get dressed.
• You begin to miss animals from home.
• You make tons of friends, yet there is that one that you feel like you have known for life.
• Laundry is a chore. Where is Mom when you need her?
• There are already "College remember when's" and we have only been here for 3 months!
• WOW are those showers gross!
• No matter where you are after college, life will never be the same!

Phase II Scholars return to the University of Washington campus for their second Summer Study. They meet the Phase I Scholars as they participate in their first Summer Study, learn about college life and career preparation, and participate in a one-week workshop with postsecondary instructors. The following eight articles summarize some of the experiences of the 1998 and 1999 Phase II Scholars.

Outside, Inside, and On

by DO-IT Phase II Scholars Alexi, Brad, Veronica, Sharon, and Josh

Our group of Phase II Scholars learned about Implicit Solid Modeling (ISM). First we learned that functions have a graph and a geometric shape associated with it. We also learned the "Outside, Inside, and On" test which allowed us to determine if an object is solid. In addition, we used Maple, a computer algebra program, to create a 2D and eventually a 3D model of a jack. Our work in developing a 3D model of a jack was so we could build an actual jack with the use of a computer-controlled mill. The purpose of our workshop was to "use math to build objects."

Game of Life

by DO-IT Phase II Scholars Andrew, Ben, Michael, and DO-IT Intern Laura

Who would have thought that small colored dots on a grid could be so fascinating? The Game of Life taught us how. Our group learned about Java programming and, with that as our tool, we caused these small colored dots to do all sorts of neat things. At first we used the rules of the classic game of life which use the number of "neighbors" any "live" (colored) cell had to see whether it "lived" or "died" (became black). Depending on what pattern of dots we started with, they could form a whole range of patterns. After that, we worked with changing the rules of the game and finding out what happened. The variety of things we were able to come up with and how much we learned was surprising. Every morning during the week we got to the computer lab at 9:00 and got down to work. After several adventures and "happy mistakes," everyone developed a few unique creations to present to the others in the lab and later, to all the rest of the DO-IT Scholars. Our final presentation marked the end of our project and some really fun times.

MESA

by DO-IT Phase II Scholars Crystal, Abe, Eddie, Matt, Justin, and Arnell

While attending the DO-IT program, six students including myself (Crystal) went to a workshop called MESA. MESA stands for Mathematics Science Engineering Achievement. In MESA we discovered how to do many things, including ways to accommodate each other and ourselves so that we all could get the project done in the best way possible. Our duties ranged from measuring with a ruler to doing mathematics with a calculator. All of us found it difficult to do certain things, so we worked together to solve each problem. We thought of ways to keep the same idea but change the procedures.

The specific unit we studied was Packaging and the Environment. In this unit we learned how mathematics in packaging design could help save cardboard. We learned to reduce the amount of packaging material used in packaging cereal by using mathematical equations. We learned a cube uses less cardboard than a rectangular box to enclose the same volume. We applied this knowledge to several more experiments and reversed it. We took the same surface area and all made our own designs to try and find the most effective shape to hold cereal with the most amount of volume. Our results were that a cube had the most volume.

Within our group there were some people who could not see well, or even at all. Other people had mobility issues and some had reading problems. By all of us working together we learned many ways to accommodate each other. Some ideas we came up with were to have digital rulers for those who have a hard time seeing. These rulers would talk and tell you the exact measurement. This would have been helpful when we were measuring our boxes. Another idea we had was to have a speaking calculator for someone who could not see at all. Some more accommodations we discussed were to have an attachment for a wheelchair that would hold papers - for example, a music stand that could be adjusted up or down according to the specific needs of a certain person. One accommodation idea was as simple as having a partner to help relay information or be the hands of someone who cannot use their own. All of these things are very easy and important in making a lab activity or experiment accessible.

We learned a lot about science while working with MESA. We also discovered different accommodations for those people who need them. I speak for all of us when I say that it was an awesome experience to be able to be a part of the MESA program.

Genetics Research Workshop

by DO-IT Phase II Scholars John, Corey, Katrina, Marissa, Todd, and DO-IT Intern Cheri

The basic theme of the workshop we conducted consisted of learning about cells that react to foreign objects in your body, learning about how they communicate with signals, and the way they actually heal around an object inside of a living organism. We learned the way these cells, macrophage, interact with each other and push a foreign object out of the body, being it a large piece of metal, or something as simple as a splinter.

These macrophage patrol the body all the time, and when they come across something that doesn't belong in the body, one attaches to the object. Other macrophage that come by see that the one is attached to the object, and follow its example. After a certain period of time, depending on how large the object is, the macrophage form a scar tissue wall around the object, to try to push out eventually. We learned so much in the lab from our instructor, Kjell, it was a great experience to learn from such a knowledgeable man.

We conducted a few experiments on oranges that were used to simulate mice. We weren't allowed to use an actual mouse in the experiment, so we had to kind of play pretend. First, we used these gold plates to see what kind of liquid was hydrophilic, or hydrophobic, by putting a drop of water onto the plate. We then used a scalpel to cut an opening in the protective tissue of an orange (simulated mouse) to see what would happen to hydrophilic substances, and hydrophobic substances, when placed in a live mammal. After cutting the orange, we prepared our gold plates in a sort of wire protective cover, to place under the orange's skin, to see what would happen in the three different liquids we used.

Technical Communication '98

by DO-IT Phase II Scholars Jennifer, Minh, Steven, Chris, and DO-IT Intern Trent

Those of us who participated in the technical communications workshop made a Web page describing in detail some of the daily activities of a DO-IT Scholar. On the first day, we decided what we wanted our project to be. We all thought it would make our project unique if we used video. It would give our audience of potential Scholars and parents a better understanding of what we do. From there we decided what we would film and when we would do it. Some of the activities we filmed were sumi painting, the dissecting of a sheep heart, and the computer lab. A few of us would film and all of us worked on the text of the page. The filming and the writing went smoothly. We edited and put the page together. All of us decided where everything would be placed on the page and enjoyed helping. The work was challenging, but it was a blast. It took teamwork and patience. We all left Summer Study knowing a little more about how to make Web pages and how interesting they are to create.

Technical Communication '99

by DO-IT Phase II Scholars Wesley, Hank, Kimberlee, Jessica, Jeffrey, and Isaiah

A group of six DO-IT Scholars, including myself (Wesley), participated in a Technical Communication workshop. The main focus of this workshop was to learn about the different aspects of desktop publishing and document production. With the help of our instructor, we decided that we would publish a best-of-the-web guide. To start with, each group member thought of ten of their favorite sites and grouped them into different categories. These lists were then merged. Each person's sites were then sorted based on specific topics they covered.

Our group learned how easy it was to design and publish a document using a simple desktop computer and a program such as Adobe PageMaker. It is fascinating to see the ease in which a person can select and incorporate the different elements of a document, and then change, reformat, or replace them in an instant. This workshop has been a very educational and fascinating experience for us.

VR Rocks!

by DO-IT Phase II Scholars David, Justin, Dustin, Brian, Ivan, and Buddy

For our Phase II workshop, we did a really cool thing, Virtual Reality (VR). VR technology is just starting to pick up and is one of the strongest emerging technologies in our new world. There are many types of VR and we dealt with all of them. Things such as force feedback, audio realism, 3D modeling, group environments and head-mounted displays are part of emerging technology in this field. Our workshop was mostly hands-on with this technology, with some lectures given by various experts on things such as visual interaction and military VR technology. We had a great time down at VR.

Virtual Reality Lab

by DO-IT Phase II Scholars Shavonne, Nichole, Jessie, Chris, Chanon, and Silas

We began our week of study discussing the visual aspects of Virtual Reality. Augmented Reality is a type of visual aid that applies guidelines which supplement reality. Most pilots use this type of reality to see the highlights and outlines of objects around them when they are flying. This technology would be used more often if ambient light did not interfere with this technology.

Before we were able to explore the lab, we had to learn the vocabulary that applied to each aspect of VR. A few of the terms that we learned were binocular, monocular, depth of field, aspect ratio/distortion, and optical infinity. We also discussed the different types of displays used in the VR field, beginning with the most common technology CRT (tube/regular TV), LCD (Liquid Crystal Display), and VRD (Virtual Retinal Display).

The next topic covered was haptics, which is your tactile awareness. We were able to explore this aspect of virtual reality using force feed back technology called the Phantom at the HIT lab.

In conclusion we would like to thank Suzanne Weghorst, and all the others at the HIT (Human Interface Technology) lab who took their time to come and show us a piece of the virtual world.

Confused by some of the DO-IT lingo? Here's a dictionary of some DO-IT terms.

adaptive (é-dap'tiv) adj. computer (kûm-pyoot'ér) adj. technology (têk-nôl'è-jee) n. Specialized equipment and software that allows people with disabilities to use computers and networks.

DID-IT (did-it) n. Past tense of DO-IT.

DO-IT (doo- it) n. Disabilities, Opportunities, Internetworking, and Technology, a project to increase the successful participation of people with disabilities in challenging academic programs and careers, such as science, engineering, mathematics, business, and technology.

DOING-IT (doo-ing-it) v. In the process of participating in a DO-IT activity.

DO-IT 2-4 (doo- it- too'- fôr') n. A program that helps community college students with disabilities successfully transition to four-year post-secondary institutions.

DO-IT Ambassador (doo- it- âm-bas'é- dôr') n. A previous Scholar who graduated from high school and now continues to participate in DO-IT by helping the program and guiding younger Scholars.

DO-IT CAREERS (doo- it- kè'rirz') n. An acronym that stands for Careers, Academics, Research, Experiential Education, and Relevant Skills. A program that increases the success of individuals with disabilities in challenging careers.

DO-IT Mentor (doo- it- mën'tôr') n. An adult who is in college or employment who helps Scholars and Ambassadors as they pursue academics and careers. The address of their discussion list is mentors@u.washington.edu.

DO-IT News (doo- it- nooz) n. The DO-IT newsletter that features stories, articles, and events about the DO-IT program, participants, and disability-related issues.

DO-IT Pal (doo- it- pal) n. A member of the DO-IT electronic community of teens with disabilities preparing for college and careers.

DO-IT Prof (doo- it- prôf) n. A program that works with a team representing institutions of higher education nationwide to create and deliver professional development that will help faculty more fully include students with disabilities in their classes. The "Prof" part of the title represents "professional," a description of the quality of material created, and "professors," our primary audience.

DO-IT Scholar (doo- it- sköl'ér) n. High school students participating in the DO-IT Scholars program, which includes Summer Study at the University of Washington, Internet communication with mentors, and college/career presentation. See Phase I, II, and III Scholars and DO-IT Summer Study.

DO-IT Summer Study (doo- it- sûm'ér- stûd'ee) n. A live-in summer program at the University of Washington in Seattle where DO-IT Scholars participate in science, engineering, and mathematics lectures and labs; live in residence halls; and practice skills which will help them to be independent and successful in college and careers.

doitkids (doo- it- kidz) n. The name of the electronic list that includes DO-IT Scholars and Ambassadors. The full address is doitkids@u.washington.edu.

doitpals (doo- it- palz) n. The name of the electronic list that supports communication between DO-IT Pals. The full address is doitpals@u.washington.edu.

doitsem (doo- it- sêm') n. The discussion list for anyone interested in promoting the inclusion of people with disabilities in challenging fields such as science, engineering, and mathematics (SEM). The Internet address is doitsem@u.washington.edu. You can join the list by sending a message to listproc@u.washington.edu. In the message text type "subscribe doitsem" followed by your name.

NSF (en- es- ef) n. The National Science Foundation. Grants from NSF have funded many DO-IT projects.

Phase I Scholar (fâz- wûn- sköl'ér) n. A high school student from the time they are accepted into the DO-IT Scholars program through the completion of his/her first Summer Study at the University of Washington.

Phase II Scholar (fâz- too- sköl'ér) n. A Phase I graduate who continues their DO-IT participation through the second Summer Study at the University of Washington.

Phase III Scholar (fâz- three- sköl'ér) n. A Phase II graduate who retains this title until they attend college and becomes a DO-IT Ambassador.

You can DO-IT! (yoo- kan- doo-it) The DO-IT motto.