the other press nclusive — ommunities Eiaber Hogg Katrina's mother A new pro- gram at UBC creates another option for people with develop- mental dis- abilities Features April 2, 2003 Hywel Tuscano Ubyssey VANCOUVER (CUP)—Twenty- six-year-old Melanie Marcott and 18-year-old Katrina Hogg hope to attend the University of British Columbia (UBC) next year to con- tinue learning, find friends, and develop skills to make them more employable. Both of these women have Down's Syndrome, and are applying to a pilot program in September 2003 that will accept five students with intellectual dis- abilities into Arts and Education classrooms to audit UBC courses. UBC will develop this program in conjunction with the STEPS Forward Inclusive Post-Secondary Education Society, which will develop, facilitate, and fundraise for the program. The genesis of the program at UBC is long overdue, as similar opportunities for developmentally delayed persons have existed for over 15 years at the University of Alberta, and ten years at the University of Calgary (U of C). The program has been a great success at both Alberta universities, offering social experiences usually unavailable to the intellectually dis- abled. Participants develop friend- ships, prepare for employment, and plan for a future like any other uni- versity student over a four-to-five year program. While UBC will mirror the pro- grams offered in Alberta in many respects, there are hopes for more specific learning outcomes not pres- ent at the other universities. UBC's Vice-President, Students, Brian Sullivan has been the main corre- spondent with STEPS Forward in planning the program. “I think the social aspect is important, but students who are motivated to do this [program] will, after some consultation, try to iden- tify some learning objectives,” he said. “It's my under- standing that typically there would be some objectives that students would be trying to achieve.” Janet Mee, director of the Disability Resource Centre, believes the program can be unique in terms of learning outcomes. “We had been talking all the way along about doing something innovative and new to the work that has already been done in this area,” she said. http://otherpress.douglas.bc.ca “Every time you run a program at an educational institution you should take full advantage of the fact that it is an...educational insti- tution.” However, Anne Hughson, associ- ate professor in community and rehabilitation sciences at U of C, believes the social experience for participants has a large enough impact without the need for aca- demic guidelines. “If things work out well, there won't be a need for outcomes. It will be a positive expe- rience for people wanting to try UBC out,” said Hughson. The success of the programs is reflected in the increased self-suffi- ciency of the participants in devel- oping relationships and maintain- ing jobs—outcomes of programs without specific learning guidelines. Bruce Uditsky, executive director of the Alberta Association for Community Living, believes the benefits of including disabled stu- dents is invaluable and important to any educational community. “Inclusive teachers can be taught in an inclusive learning environ- ment and gain firsthand experi- ence,” he said. Increased inclusiveness for those with developmental disabilities means better life experiences and options for the disabled as well as exposure and increased understand- ing in communities where they'd like to become more involved. * * * Melanie Marcott has worked in a sheltered workshop for the past five years. At 26, she hopes to return to school to pursue her interests in art, French and photography. At the workshop, she works from 9a.m. to 3p.m. five days a week with about 60 other workers, refurbishing and packaging headsets and_ polishing salt and pepper shakers for airlines. She's unhappy with the repetitive work. Elisabeth Wombra, manager of the Fraser Valley Society sheltered workshop, believes the workshop creates a safe environment for those otherwise unable to work. Melanie’s mother, Linda Moreau, says Melanie is “too high function- ing for the job and that is why she is frustrated.” Melanie only makes Katrina Hogg about $100 a month. According to Wombra, this “supplements...pen- sions according to...capabilities.” Moreau explains that the work- shops are sheltered in the sense that, “if it was up to standards in terms of labour and wages, then the job would have to be open to everyone and these people could not compete with everyone. So the airlines get a really good deal on this labour and these people are not at home watch- ing TV.” The common belief is that those remaining at sheltered workshops are those of an older generation that did not benefit from the more mod- ern, inclusive programs and so still need these workshops. But the Fraser Valley Society still offers work experience for high school special needs students in Surrey. “Very often we hire these students and provide something for them to do once they graduate,” said Wombra. Melanie hopes to move on from this closed environment where the monitors often walk around and discourage people from talking and interacting. Her mother believes she can be self-sufficient in the future. “There are people who don't mind sheltered workshops and don’t find them boring. But I can see [Melanie] really wanting to learn and go to school too. It would be great for her to eventually get a job where she supports herself,” said Moreau. * * * Katrina Hogg, 18, is currently enrolled in the Consumer and Job Preparation Program at Douglas College in New Westminster and is doing a McDonald’s. The program empha- sises work and social skills as well as exposure to various workplace envi- ronments. Katrina has been involved in inclusive schooling since kindergarten. While the outcomes of the pro- work practicum at gram seem to focus strongly on work placement and practicums, Jean Emerson, an instructor for the Job Preparation for Adults with Special Needs Program, emphasises that the program also develops important life skills. “We try to be holistic and prepare Photos by Hywel Tuscano Jean Emerson people for life in general because not everyone with a developmental disability is going to be able to_ work,” said Emerson. Similar programs existing at most community colleges in Greater Vancouver usually instruct class- rooms of only 10 to 15 students in a range of employable skills, includ- ing food and administrative work. Applicants far outnumber the avail- able seats, with wait lists of up to two years at Vancouver Community College. Elizabeth Hogg, Katrina’s mother, has applied to many of these pro- grams for her daughter to increase her employability and chances for independence. “[She] needs every opportunity she can get to learn and be a con- tributing member of society,” she said. “Every place has so many peo- ple applying. You have to apply everywhere and see what you get.” Aside from vocational programs at community colleges, there are also a number of community cen- tres, like the Burnaby Association, where the developmentally disabled can volunteer or participate in leisure activities when work is not a viable option. Hogg believes her daughter can eventually be self-sufficient, after job training with proper communi- ty support and inclusive programs. Hogg did not have to give up her job to be Katrina’s caretaker, and does not believe she will need to in the future. Most feel that the situation will continue to improve as long as pro- grams keep developing and govern- ment funding is not cut. “Our kids have grown up in a world of inclu- sion. She knows life; she enjoys life. To all of a sudden have that stop, that wouldn't be acceptable to her,” said Hogg. While community colleges can offer specific vocational training, UBC can provide the option for developmentally disabled students to continue academic learning beyond the inclusive programs that end at high school. It seems that by the small step of opening five seats to the develop- mentally disabled, UBC is making a very meaningful step forward. page 19 ©