contrast

I spent each morning this last week teaching students to evaluate Web sites for accessibility. It was part of the University of Washington's DO-IT program - created over a decade ago to give high school students with disabilities information, support, and training for transitioning to college and then onto careers. Students enter the program as high school students (Phase I) and learn to advocate for themselves in the classroom. They meet UW professors, practice telling about their abilities and the needs they have in the classroom, and cover a variety of other skills and topics over the two week "camp" at University of Washington. The following year, as Phase II scholars, they write resumes, learn about interviewing for jobs through mock interviews, learn a variety of other skills (such as basic Web page creation), and attend workshops like mine. Phase III scholars complete an internship. Throughout the year, the current students keep in touch with previous students and mentors through email and a variety of other events.

As Sheryl Burghstahler said during the closing ceremony, "We created a program with an entrance, but no exit." After their time in the program as high school students, they are encouraged to stay involved to teach students who will follow in their footsteps (or wheelchair treads). We met one woman who went through the program 13 years ago who today is a Web accessibility specialist and remains involved in the DO-IT program.

Since I work from home, interacting with anyone face-to-face is rewarding, but this week was particularly special. A good friend and co-worker flew here from across the country to help with the workshop as well as discuss work. We made four new friends who I hope are able to accomplish their dreams. They are all capable, I hope they are not discouraged by society or ignorant people. I know many children are discouraged from reaching their dreams, but there is still enough discrimination against people with disabilities that the kids we worked with this week may have some extra fighting to do. But, with all they have learned through DO-IT and through the support system it offers, their chances look good.

In contrast, consider this horrifying story from Georgia (the country south of Russia on the Black Sea not the southern U.S. state).

Kaspi is home to 100 children. Most have been rejected by their families and dumped here.

In Georgia disability carries a serious social stigma. The state's only way of dealing with abandoned children has been to shut them away, out of sight.

The children get little love and no special therapy. Deprived of stimulation and treatment their disabilities grow more severe.

As you walk down a long, dingy corridor you can hear crying and moaning.

Occasionally there is a piercing scream.

Push open any door and, in each grimy room, you will find a small group of children, a single electric bulb, a few battered, old pieces of furniture, and a wood stove for heating.

Thankfully, UNICEF is working to improve life for children with disabilities in Georgia, but not only must they educate parents about caring for children with disabilities, they must address a host of social and economic issues. Help them out.

Although what I experienced this last week is nothing like what is happening in Georgia, it wasn't that long ago that many of the students who impressed me with their wit and dreams would have been wasting away in one of those grimy rooms. Even in countries that have acknowledged disability rights, there is much for us to do. I've just read Harriet McBryde Johnson's, "too late to die young." More on that soon.