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DOCUMENT RESUME

ED 209 793 EC 140 303

TITLE Taking Charge of Your Life: A Guide to Independencefor Teens with Physical Disabilities.

INSTITUTION Center for Independent Living, Inc., Berkeley,Calif.; Par4nts Campaign for Handicapped Children andYouth, Washington, D.C. Closer Look.

SPONS AGENCY Office of Special Education and RehabilitativeServices (ED) , Washington, D.C.

PUB DATE 81. NOTE 27p.

EDRS PRICE MF01 Plus Postage. PC Not Available frcm EDRS.DESCRIPTORS *Adoles,:ents: Career Awareness; *Family Relationship:

*Individual Development: *Interpersonal Cometence:Mainstreaming: *Physical Disabilities; VocationalEducation

IDENTIFIERS *Personal Independence

ABSTRACTWritten by disabled persons and intended for

teenagers with physical disabilities, the booklet focuses on ways tobeccme more independent. Family relationship are examined andsuggestions are made for overcoming feelings of dependence anddealing with parents' overprotectiveness. The disabled,teenager'ssocial life, including dating and developing friends, is considered.Suggestions for coping in a regular school are made, and theimportance of joining in regular activities is emphasized. Careerchoice, college decisions, vocatonal rehabilitation services, and jobinterviews are among topics covered 'in a final chapter. (CL)

***********************************************************************Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

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DIPARTAIENT OS EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)tiA document has been reproduced as

recerved from the person or organizationoriginating it

C.1 Minor changes have been made to Improvereproduction quality

Points of view or opinions stated in this docu-ment do not necessarily represent office' NIEposition or policy

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"PERMISSION TO REPRODUCE THISMATERIAL IN MICROFICHE ONLYHAS N GRANTED BY

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

Dedication

Disabled people at the Center for Independent Living believe that today's young disabledindividuals wilLplay-animportant-role-in-the-future-of-the-movement-to getiire equal rightsfor all disabled people. This booklet is therefore dedicated to all disabled teenagers in thiscountry. We admire the efforts of young people who are attempting to achieve fullerparticipation in the mainstream of community life.

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A Guide to Independencefor Teens with Physical Disabilities

0 Copyright 1981 Closer LookParents' Campaign for Handicapped Children and Youth

Box 1492, Washington, D.C. 20013

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A few words about the organizations that preparedthis booklet . . . .

Center forIndependent Living

The Center for Independent Living, Inc., in Berkeley, California, is an exciting place.Adults who are disabled have created it and have made it thrive. The Center has become asymbol of what people with disabilities can do, and how they can work for their ownindependence. Most people simply refer to it as CIL, and thousands of disabled men andwomen know it as a place to turn for services that make independence possible: counseling,housing referral, attendant referral, transportation, wheelchair repairall offered by peoplewho know these needs from personal experience.

The CIL staff believes strongly that disabled people should be in charge of their own lives,and that they should take a leadership role in organizations created to serve their needs.Disabled persons know better than anyone else what effect a disabili.y has on the freedom topursue an ordinary life. They can be the best guides to resources that really help, to problem-solving and to ideas for living fully. CIL was one of the first organizations to show the way toindependence for disabled peoplethe kind of living this booklet is about.

Closer Look

Closer Look, a project of the Parents' Campaign for Handicapped Children and Youth, is anational resource center for disabled people. The Center responds to requests for help fromparents of handicapped children and youth, from professionals, advocates and disabledpeople throughout the country. It provides vitally needed information about educationalopportunities and other resources that make it possible for disabled people to leadindependent and productive lives.

Closer Look offers information that can make a differencepractical suggestions forfostering the potential of children and youth with mental, physical and emotional disabilities.The Center believes that disabled individuals have the right to participate fully in all of life,and devotes its energies to translating this goal into a reality.

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Table of ContentsAbout thu Authors vii

;.- Introduction 1

Life With Family 3

Your Social Life 9

School Is Important 13

Beyond High School 17

Some Additional Reading , 23

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Note: The examples and personal sketches in thisbooklet are based on the real experiences ofdisabled ,.individuals. Iiisome cases, the narrative summarizes theexperiences of several people. Fictitious names have beenused to ensure privacy.

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About the Authors

Dorothy'DeSimone: Dorothy's disability is rheumatoid arthritis. She grew up in New YorkCity, and attended regular classes throughout elementary and high school. She has a BAdegree in Political Science and a master's degree in Rehabilitation Counseling. Dorothy hasWorked as a rehabilitation counselor and as a paralegal advocate in a program dealing withproblems of discrimflation on the basis of disability. She has also been employed in a public

library and a market research firm. Dorothy is currently assisting the job development staffat CIL.

Gary Norris Gray: Gary grew up in New Jersey and attended a special elementary schooland a regular high school. His disability is cerebral palsy. Gary has a BA degree in Historyand is currently an attendant placement counselor at CIL.

Judy Heumann: Judy is deputy director of community affairs for CIL. She has been disabledsince she contracted polio as a young child. She grew up in New York City and was a studentin a special class in a regular public elementary school and attended a regular public highschool with a special homeroom class. Judy has a BA degree in Speech and a master's degreein Public Health Administration and Planning. She has been employed as an elementaryschool teacher and as a legislative staff assistant in the U.S. Senate. She currently serves onthe President's Committee on Employment of the Handicapped and the National Council onthe Handicapped.

Stephen Hofmann: Steve's disability is cerebral palsy. He grew up in New York City andattended special classes in a regular public elementary school and was a student in a regularpublic high school with a special homeroom class. He has a BS degree in Elementary Educationand a master's degree in Guidance and Counseling. Steve has worked as a counselor fordisabled college students and as director of an independent living program. He is the chieftrainer for the CIL KIDS project, a program explaining handicapping conditions to childrenand regular classroom teachers in elementary schools. g.

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Susan Laughlin: Susan grew up in Indiana and New York City. She is not disabled but hasa keen interest in the problems of disabled people, particularly in the area of education. She ispresently studying to become a special education teacher.

Michael Alex Winter: Michael's disability is osteogenesis imperfecta, a disorder that causessoft bones. He grew up in Chicago and attended a special elementary school and a specialhigh school. He received a BA degree in Philosophy and is completing a master's degree inRehabilitation Administration. Michael has worked for many years as an advocate in themovement to secure equal rights for disabled citizens. At present, he is CIL's deputy directorfor client services.

We would like to thank the following people for their contribution in the development andpreparation of this booklet:

Disabled TeenagersMary Buyard, Michael Joiner, Marlon Malone, Charles Meyers,Alan. Richardson, Ernestine Rodgers, Carla Toth, Todd Wacker and Debbie Zeno.

Disabled AdultsKitty Cone, Ann Cupolo, Dale Dahl, Sandy Feinbaum, Gary Gill,Linda Gill, Denise Sherer and Tanya Temporal.

ParentsZelma Joiner, Marilyn McEver Head and Thomas Toth.TeachersTerry Bush, Susan Curozo and Bruce Wilbur.Sign Language InterpreterJay Jackson.ConsultantsPatricia McGoldrick and Anne Sadler.The authors wish to express their appreciation to the staff of Closer Look for their

contribution of ideas and experiences to this work. A special thanks to Annette Patella whoedited the manuscript and super ised production of this booklet.

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IntroductionThisThis booklet is for and about teenagers

who have physical disabilities. Those of uswho planned and wrote it were disabledteenagers ourselves. Now as adults, we areleading independent, productive lives.

As disabled adults looking back on ourown childhood and adolescence, we becameaware of Ole need for a written account, onethat would share our feelings and talk aboutwhat it is like to grow up with a disabilityand become a self-sufficient adult. Werealized that we had lived through manysimilar personal expc.iences during ourgrowing up years. We also realized that wecould have benefitted from the insights andinformation that we hope this booklet willprovide.

In many ways, the experiences ofdisabled teens are very much like those ofteens who are not disabled, but there areimportant differences that create specialdifficulties and challenges. Most teenagers,for example, are eager to becomeindependent, to have the freedom to shape

their own lives. Disabled teenagers feel thesame way, but they are faced with anadditional obstacle: they are usually moredependent on parents and other familymembers.

Teenagers usually have a strong need tobe like other young people of the same age,to do the same things, to be "in." Disabledteens feel that need keenlybut have a farmore difficult time attempting to fulfill it.This booklet deals with these and otherexperiences in ways that we hope you willfind helpful.

In order to develop this booklet, we held aseries of discussion groups and personalinterviews with disabled teenagers andadults, parents If disabled children, andteachers in the field of special education. Wehope you will enjoy this opportunity to sharethe thoughts and ideas of these manyparticipants. Even more, we hope thisbooklet will encourage you to discover anddevelop, to the fullest extent possible, theunique individual that is within you.

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Life With FamilyDay-to-day life with family has ups and

downs for all teenagers. Growing up isn'teasy. Conflict and frustration are part ofeverybody's adolescence. This is a timewhen all teenagers are beginning toestablish a separate identity; sometimesfamily members may try to hold on as youassert yourself.

In addition to the usual stress ofadolescence, there are extra strains fordisabled teens and their families. Althougheach of us is a unique individual with ourown set of feelings and attitudes, there aremany probelms disabled teenagers have incommon.

Communication Opens theDoor to Understanding

The difficulties in creating open andhonest lines of communication betweenparents and teenagers seem to be universal.These difficulties often become more intenseWhen you are disabled. Parents may haveproblems dealing with the realities of theirchild's disability. Despite the growth ofparent organizations aver the past twenty

years, many par ants of disabled children arestill isolated from other parents who havehad similar experiences and could givehelpful advice and support. Even the mostconcerned parents may be unaware of yourimportant feelings, or hesitant to talk withyou about your wishes, plans or worries.

As a young child you may have askedyour parents the reasons why you were notable to do certain things, or why you seemedto be different from other children. LikeMary, who has cerebral palsy, you mayhave received responses that were notsatisfactory and that really didn't answeryour questions. You probably still havequestions.

Don't Keep Your Questions toYourself

Disabled teenagers usually do wonderabout the nature of their disabilities and theeffects that these disabilities will have ontheir future lives. Will I always have to use awheelchair? Can I ever get my driver'slicense? Will my hearing improve as I get

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older? If I get married and have children,will they be blind?

Don't keep these questions bottled up.Talk to your parents. Tell them about thethings that concern you. Find out what is ontheir minds. In many cases, you may bothbe concerned about the very same things.Maybe you can begin by sharing thisbooklet with them and asking them.todiscuss it with you.

If your parents are unable to talk withyou about the things that are important toyou, perhaps you can discuss them withsome other member of your family. You mayfind it easier to talk with a brother or sister,with a favorite aunt or uncle, or with yourgrandparents. If jou honestly feel that thereis no one in your family in whom you canconfide, don't give up. Try to find someoneyou can trust.

Your friendsdisabled and non-disabledmay have information you needand suggestions for dealing with yourproblems; just talking things out with themcan make you feel better. You may knowsome disabled adults who would be happy totalk with you and share their ownexperiences. If you need specificinformation or advice, try to find a doctor,therapist, counselor or teacher with whomyou can talk comfortably.

Dealing with DependenceEvery person is, in one way or another,

dependent on others. Family membersalways depend on each other for manydifferent things. As a disabled teenager, youmay be more dependent on your family forassistance with everyday tasks likedressing, eating and getting around.

Transportation is a problem for allteenagers. However, since most publictransportation systems are ..ut fullyaccessible, teenagers with disabilities areeven more dependent on family and older

. friends who drive, for transportation to andfrom social activities than their non-disabled peers. Have you ever feltfrustrated or disappointed because there wasno one who could drive you to a party ortake you to visit a friend? Looking back, weremember how much our social life wasrestricted when we were younger because wecouldn't get aro'ind by ourselves.

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Some of this dependence is a reality ofour lives. But each of us has to look at thisproblem honestlyto find out how much wecan minimize our dependency. We need toask, Is too much being done for us?

Are You Too Hemmed In?Many parents encourage their disabled

children to test their capabilities as much aspossible. But others fear that their childrenwill be unnecessarily exposed to danger andtry to prevent them from experimenting andtrying to do things on their own. They maysee you as physically fragile and morelimited than you actually are.

Have you ewer felt that your parents werebeing too protective of you? Parents havefears about the welfare of all of theirchildren, but they tend to act moreprotectively toward a child who is disabled.Protectiveness probably stems from theirlove and concern for you. Like your non-disabled peers, you probably want thefreedom to go out by yourself, to have newand different experiences.

Sometimes you may be able to work out asolution by talking things over with yourparents. John, who uses a wheelchair,wanted to go by himself to a shopping centerabout a half mile from his house. Many ofhis school friends met there at thehamburger place on Saturdays. John'sparents insisted there were toe manyheavily-trafficked streets to cross and saidthey would gladly continue to drive him.When he explained how important it was forhim to go there on his own, they agreed towork out a mutually acceptable solution.

Together they mapped out a route whichtook him a little out of the way, but had stoplights on all the busy corners. A red flagattached to the side of his wheelchair furtherassured them that he would be safe. Johnwasn't too happy about the flag but decidedit was better to keep it on and joke about itwith his friends. The important thing wasthat he now could go alone to meet hisclassmates.

Learn to Do More for YourselfIf you have been overly protected for

most of your life, attempting to achieveindependence may be difficult. It will take

time, determination and patience. Pick outone thing to work on, and when you'vemastered it, move on to something else. Forexample, Dave decided that on Sundaymornings he would make breakfast for thefamily. He started out with simple thingslike toast, jam and juice, and initiallyaccepted some help from his mother. Hefound that his blindness was less and less ofa problem as he became more familiar withthe kitchen and different utensils. Slowly heworked up to more elaborate dishes, likepancakes made from scratch.

Don't forget to give yourself credit foryour efforts even if things don't go so wellthe first few times. Remember that you arelearning from your experiences and thatmistakes are often the best teachers. Theimportant thing is that you are trying newbehaviors and activities.

If you want to try to do something foryourself that you haven't tried before, tellyour parents about it and ask them if youcan try. Explain why it's important for youto learn to do it on your own. If dailyactivities have always been arranged foryou, as if you were still a child, let yourparents know you want to participate inplanning and decision-making..

For instance, you can arrange a tr;p. Youcan make your own plans for a weekendvisit to a friend's home or, like Rita, ateenager with a severe visual impairment,you can take responsibility for shopping forclothes you will need for the next schoolterm. Rita worked out a budget and someguidelines with her parents and then went toa local clothing store with her friend. Shefound out that she had a definite preferencefor certain styles and textures and asked herfriend's advice on colors.

Look for Creative SolutionsAs an independent adult, you will need to

be able to make your own decisions and planyour own activities. Because of yourdisability, you will often have to think ofalternate ways of doing th;ngs, to fig,!re outhow to change or adapt certain aspects ofphysical surroundings in order to increaseyour mobility.

If you have a hearing impairment youmay want to investigate gadgets that willenable you to wake up in the morningwithout assistance from your family. A light

attached to a timer or a device that shakesthe bed are two methods used by manypeople with hearing disabilities. Railingsalong steps can be an important aid if youare visually impaired or walk with the aid ofa cane.

Jim, who has limited use of his arms andhands, discovered he could dress morequickly and easily by se!--...ting turtlenecks,or shirts with snaps instead of buttons.Replacing zippers with strips of Velcro isanother trick that eliminates a lot offrustration and saves valuable time in themorning. You may be interested to knowthat some manufacturers are now makingjeans and clothes specially designed forpeople with di'sabilities.

Some adaptations can be made just byusing your common sense. Other times youmay need to get advice. Someone who hasthe same disability can be very helpful. It'simportant to think about these things andmake plans. Don't put it off. Now is the timeto begin.

Asking for HelpDisabled teenagers are sometimes more

dependent on their families for assistancethan non-disabled teenagers. You may notbe able to get around the neighborhood byyourself. You may have to ask your sister topush your wheelchair or go to the store foryou. It can be frustrating, especially ifbrothers or sisters tell you they are too busyor just don't want to help you. You may behurt or angry when your brother refuses tohelp or tells you to do something for yourselfthat you just can't do. Rita relied on herbrother to read the television program ,listings to her. If they had just had a fighther brother would often refuse.

Keeping angry and hurt feelings toyourself can be harmful. Let your familyknow that you would love to be able to doeverything for yourself, but that you reallydo need help with certain things. If yoursister is busy or has something else to do, tryto make arrangements for help at anothertime. Be considerate of your family's needs,too. And be sure that you don't ask for helpthat you don't need. Always make an honesteffort to do as much as you can for yourself,but don't be ashamed to ask for help if youreally need it.

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Staying Home AloneHave your parents ever hired a baby-

sitter for you when they were going out eventhough you might have been old enough tostay at home by yourself? Some parents feelthat disabled teenagers need someone to bewith them all of the time. Your parents mayhaveasked a brother or sister to stay homewith you. This can:1)e embarrassing,especially if the brother or sister is youngerthan you are. Parents may also sendbrothers with'you when you go out on a dateor to a party, or they mayexpect your sisterto take you with her when she goes out.

If you want to stay home alone or go outby yourself, say so. Your parents may havesome genuine fears. Encourage them todiscuss these concerns with you and try tofind ways to deal with-them. If necessary,you and your parents might consider askinga neighbor to look in on you from time totime, or you could call a neighbor during theevening and let him know. how you aredoing.

It may help to have all the things youwill need close by and within your reach.For instance, it's important to be familiarwith phone numbers you might need in anemergency. You can keep a list of them in aconvenient place. Are you able to use thephone by yourself?If not, there are specialdevices to assist you. Check with the localtelephone company. Give careful thought toother special arrangements that can bemade to assure your parents that you will beable to take care of yourself and handle anyemergencies that might arise.

When Janet, who is mobility impairedand uses canes, talked to her parents aboutstaying alone, she found out that they had astrong fear that she could be trapped in thehouse if there were a fire. Practice fire drillsproved that she could get out of the housequickly without assistance. Be creative. Planthese-things together. They don't have to beplanned for you.

Parental ExpectationsDo you sometimes feel that your parents'

expectations for you are different from theirexpectations for your brothers and sisters?Parental expectations can sometimes bedownright unrealistic. Your parents may

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expect you to achieve much lessfOr they may_expect you to accomplish much!more thanyour brothers and sisters. Yourc-parents mayput great emphasis upon your intellectualabilities and expect you to do well in school,as if intelligence somehow compensates forphysical limitations. They may insist thatyou develop musical or artistic abilities thatdo not interest you.

Each person has some limitations incertain areas and abilities in other areas.Joining outside activities can help youdiscover your abilities and interests. Beproud of them and choose the ones you mostwant to develop.

Parents sometimes base theirexpectations on what they believe arenormal standards. For example, a parentmay insist that an orthopedically disabledyoungster learn to walk with braces orcrutches even though this expectation is notalways related to actual physical potentialand can cause a great deal of frustration. Awheelchair may not be the usual way to getaround, but using a wheelchair gives thoseof us who can only walk short distances theopportunity to achieve mobility andindependence.

-Remember, what is normal for someoneelse may not be normal for you. If you arevisually handicapped, reading in braille canbe normal Tor you. If you have severe speechdifficulties, communicating with analphabet board may be normal for you.

Special Treatment*Most disabled teenagers do feel that they

are treated differently from their brothersand sisters--:though the difference may bevery subtle. You may be seen as muchyounger than you actually are because youhave not had opportunities to developsocially. Some disabled adults can rememberbeing the perennial "kid" in the family evenwhen they were going to high school.Parents may deny or be unaware that theyare doing this to you and may not realizethat it affects the whole family.

Do yoar brothers and sisters feelresentful cr jealous because they think yourparents expect more from them than they dofrom you, or that they let you get away withtoo much? This is not uncommon. Parentsare often .nore lenient with disabled

children. You might even enjoy this specialtreatment, but it can also lead you to believethat you will always be able to get awaywith actions that other people are notpermitted to do.

It is important to remember that you are_responsible for your behavior. As you grow

older, you will find that other people are notas lenient and tolerant as your parents maybe. For instance, future roommates willexpect you to keep the apartment neat andhelp with the cleaning.

Everyone should have chores to do,including you! Chores are not always fun,but it's important tolave the feeling thatyou are doing your share and that you are apart of the family. Do you wish there weremore things you were expected to do? That'show many disabled teens feel.

Why not talk this over with your parents,and see if youAan do more thin you aredoing now? For instance, even if yourdisability makes it impossible to preparefood or cook, you might be able to readrecipe directions for your mother while she iscooking. Or you might be able to hand yourfathe : tools while he is doing repair work,sort the laundry or set the table.

It is good to learn how tasks like cooking,cleaning and laundry are properly done evenif you can't do them without assistance. Thisknowledge will be very helpful in your adultlife if you need to supervise a personal careattendant. Each of us can find out forourselves/what parts of chores we canto.There's probably a lot more you can ffarnand accomplish than anyone realizes.

How Do Your Relatives TreatYou?

Other family members, likegrandparents, aunts, uncles and cousins,often give a disabled child special treatment.Have you ever been given gifts or money byyour grandparents when your brothers andsisters were not? You may have been happyto get a present, but you might have also feltsomewhat guilty or embarrassed. You maynot like the idea of "standing out" fromeverybody else.

Other problems seem to come up atfamily gatherings. Relatives may forget that

blindness does not affect your hearing andtalk to you in a loud and forceful manner.You may be singled out for a special seat atthe dining table or in the living room- -isolated from other family members whohave to make a special effort to come over totalk. You may not have the freedom to movearound, and may be stuck in one place whileyour brothers, sisters and cousins movearound easily. Relatives' houses often havesteps at the entrance, and they very rarelyhave ramps. If you use a wheelchair, youmay have to be carried into and out of thehouse.

Perhaps your relatives are not aware ofor do not understand your feelings about allof these things. They may have difficultydealing with the fact that you are disabledand may try to ignore your disability.Sometimes, relatives expect a disabledfamily member to be happy-go-lucky all ofthe time, to be pleasant and smiling, asthough he or she had no real,reelings andneeds. Try to communicate With yourrelatives. If you don't tell fiimily membershow you feel and what you need, they will goon believing that you are happy andsatisfied.

As with parents, you can begin bysharing this booklet with them andencouraging them to discuss their thoughtsabout some of the issues that are importantto you. You can ask if a ramp can be built soyou can get in and out of the house moreeasily, or you may want to find out about aportable ramp. If used with caution andcommon sense, a portable ramp can be aworkable alternative. You can let yourrelatives know that you don't want to beisolated, that you don't want to be treateddifferently. If you want to be included inactivities with your brothers, sisters andcousins, tell them. Suggest ways that youcan participate. Once they understand, youprobably won't have to remind them.

Though some of us may be lucky enoughto be included in family activities in arelaxed and natural way, most of usencounter some problems with relatives.Attitudes do not change easily; the best wayto begin is to share feelings openly andhonestly.

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Your Social LifeJIM11-

The basis for all friendship is mutualrespect and the sharing of ideas, feelingsand experiences. Friend, hips will enrichyour life and expand your horizons.Remember that-you have just as much toshare and give as any other person in afriendship. You can meet potential friendsalmost anywhereat school, clubs, camp, onyour block. The more you participate inactivities and develop an open and easy wayof communicating with people, the easier itwill be to make friends.

You may tend to have only disabledfriends. This may result from your ownchoice or from the lack of opportunities tomeet non-disabled teenagers. On the otherhand, if you are attending a regular publicschOol, you might find yourself in asituation where you are the only disabledperson in your group.

Most people like to have a broad range offriends. As one disabled teen said, "I lovemy disabled friends, but I also want to havefriends who are not disabled." This is verynatural. It's good to share feelings,excitement and fears with other disabledteens who-areexperiencing many of thesame things that you are experiencing. Youcan exchange solutions to practical living

squations and learn from one another. It'salso good to socialize with and learn fromnon-disabled friends.

In any case, the quality of your' friendships is the important thing.

Socializing with all kinds of people plays amajor part in developing the unique personinside each one of us. Friendship is a veryimportant aspect of life. Friendship, like aproper diet, helps us to grow.

Getting Out and AroundWe all look forward to going shopping, toparties and out on dates. At times you mayfeel that yot are not doing as much as youwould like. Inaccessible public trans-portation presents many problems fordisabled teens. Wheelchair lifts in buses,elevators to underground transit systems,and signs in large print are some of theaccommodations that can be used to makepublic transportation more accessible todisabled people.

Organizations for disabled adults, suchas the Center for Inde,endent Living inBerkeley, California, and the AmericanCoalition of Citizens with Disabilities inWashington, D.C., are working hard to make

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public transportation accessible. You mightwant to join a similar grOup in your area tofind out more about this issue and work topromote accessible transportation.

Some communities have Dial-A-Rideservices that provide transportation forpeople with physical disabilities. There areusually restrictions on use of the service andthere is often a fee. You might want toinvestigate it as a possible resource.

Have you ever said "No" to someone whoasked you out because you were not able touse public-transportation to meet them? Youcan solve this problem by doing things nearyour own home. You can go to a show inyour neighborhood, or meet at a nearbyrestaurant or ice cream shop. Be aware of,and open to, alternative ways of doingthings. Be resourceful. There is usually morethan one way to get what you want.

Another solution to the problem oftransportation is to learn how to drive a caryourself. Not every person with a physicaldisability is able to drive safely. Informationabout evaluations to determine your ability,special adaptive equipment for cars anddriver's training can be- obtained -from yourState Department of VocationalRehabilitation. The American AutomobileAssociation (AAA) publishes a bookletentitled The Handicapped Driver's MobilityGuide which is available for a small feefrom your local AAA club.

Careful Planning Pays Off. ....

If you have a physical disability, it isusually necessary to do some thoughtfulplanning before going out with friends.Plannifig ahead is essential to having arelaxed and enjoyable time. Are thedoorways going to be too narrow? How will Iget my money out of my pocket? Who,willfeed me? How am I going to get to thebathroom? These may be some of thequestions you will ask yourself beforedeciding to join your friends.

Call the place you are going to and askspecific estions. Is the place accessible toa person a wheelchair? Be sure the personyou are talking with understands exactlywhat is meant by accessibility. If it is notaccessible, how many stairs are there? Howwide is the bathroom door? Are there braillemarkings inside the elevators? Remember,

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no one knows your disability or your needsas well as you do.

Now that you know the physicalsituation, you can make a sensible decision.Perhaps you will want to ask someone totravel there with you. If you do need help,explain your needs in a simple way.

Jerry, who is a quadriplegic is a result ofa swin,.ang accident, tells of an importantlesson he learned while adjusting to hisdisability. He made plans to attend a finerestaurant in his hometown with somefriends. He knew that he would be able toget into the dining room because theentrance of the restaurant was level with thesidewalk. Transportation had beenarranged. It turned out to be an enjoyableevening, except for one very importantaspect. The rest room was not accessible.Jerry had not thought to ask about that. Helearned a very valuable but uncomfortablelesson that evening. Take nothing forgranted.

Don't let the extra effort required forplanning discourage you from joining inactivities with friends. Remember that themore experience you have in dealing withchallenging situations, the less frighteningthey becomeand the more independent youbecome. You will find that things will beeasier as you become more familiar with avariety of situations.

Going out with friends is a rewardingexperience. If you are not able to go out,and/or cannot get into your friends' housesbecause they are inaccessible, invite themover to your house. Explain that it.is easierfor them to visit you. They will probablyunderstand and be happyto come to yourplace.

Dating and Parties"Dating is an activity that causes'a lot of

excitement and anxiety for all teenagersduring the growing up years. As a disabledteenager, you might not have the sameopportunities and freedom as otherteenagers. Therefore you may not be able togo out on as many dates. This does notmean that you are not appealing andattractive to other people. You might feelhesitant to go on dates because of the natureof your disability. For instance, if you havea speech impairment, you may be concerned

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about having to repeat yourself when peopledon't understand you.

Doi be-worried if you're not going outon dates at all. Many teens, both disabledand non-disabled, don't date until muchlater on. Join in as many activities aspossible. Marie, who uses a wheelchair, feltself-conscious about going to school dancesbut also hated sitting home and feeling leftout. She decided to start volunteering to taketickets or work at the refreshment stand. Itwas a good opportunity to be with herclassmates and Socialize in a non-threatening way. Gradually she feltcomfortable enough to get out on the dancefloor. -_-

Some disabled teenagers feel that goingto parties is too much trouble, tooembarrassing or too uncomfortable. One badexperience can have you saying, "I'm nevergoing to a party with non-disabled teensagain." Don't be so hasty. Think about thedifferent people you have met and the goodtimes you have had at parties.

You may want to examine your ownfeelings as well as other people's reactionsand their attitudes toward you. You can tryto be understanding, but at the same timeyou can try 0 be assertive in pointing out toyourself, and others, that you are a humanbeing just like they are. Be yourself. Havefun. When Nick goes to a party, he's the firstone out on the dance floor: "I dance in mywheelchair or on my knees. I love to party."

It's important not to go into a shell whensomething goes wrong or things are nothappening as fast as you would like.Remember that many non-disabled teens areexperiencing similar frustrations anddisappointments. You're not the only onewho has endured an embarrassing moment.A non-disabled young woman recalls thetime in high school that she slid down aflight of stairs and ripped the hem of herdress at the first dance of year. Herclassmates laughed and kidded her aboutbeing clumsy. She was so embarrassed thatshe went home immediately and didn'tventure out to a dance for the rest of theterm.

Be as open as you can to experiences.Being involved in activities is the best wayto develop social skills. All teens hate feelingleft out. Don't make the mistake of leavingyourself out!

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.How You Look and FeelEveryone is concerned about how they

look: People of all ages worry about beingtoo fat or too thin, their hair being too shortor too curly, having too long a nose or earsthat stick out. During the teen years concernwith appearance is a major preoccupation.For disabled teens the concern is even moreintense. Is my body normal-looking? Is mybody as good as the next person's, eventhough I have short legs, or have an armmissing, or cannot walk, or see or hear?

It is true, your appearance may bedifferent, but you have the same needs andfeelings as every human being. Otherpeople's reactions to you might make youangry or sad. It is okay to feel that way. Butit may not be good to let those feelingscontrol how you relate to yourself and otherpeople. You are a full human being with anindividualized body and mind. No twopeople have the same mind or body. You areno exception to the rule.

Good grooming habits and exercise canhelp you feel healthy and self-confident.Arlene, who has an orthopedic disability,started doing yoga: "Yoga relaxes me andgives me a good feeling about my body. I doit almost every night." Getting your hair cutin an attractive style, wearing the latestperfume, buying a pair of cowboy boots aresome small ways that may help you feelgood about yourself.

Your body is going through changes.During adolescence everyone goes throughthe same changes. You may find that youhave a drive that attracts you to otherpeople. You may have a strong desire tomake yourself physically attractive to othersand live your own life. These are healthysigns. You probably have questions aboutyour sexual feelings and about your body. Ifyou have an open and comfortablerelationship with your parents, you may beable to talk with them. Talking to otherteenagers, both disabled and non-disabled,and to disabled adults can be very helpful.

The goal of most people, disabled or able-bodied, is to someday meet a person withwhom they can share their life and bephysically intimate. The best way to worktoward that goal is to develop your body andmind to their fullest potential. Reach out topeople and share your thoughts andfeelings. Trust and believe in yourself.

School Is ImportantSchool is important to everyone: School

means social life, athletic activities, beingpart of the group. It's a big part of life and isespecially meaningful for someone who isdisabled and may have difficulty getting outand being with friends in the neighborhood.

One of the questions you may face iswhether to be fully mainstreamed into aregular junior high or high'school; to attenda special school, either day or residential; orto be partially mainstreamed into a regularschool that has a special program forhandicapped students. Your choice will bebased on your own needs and on yourpreferences.

There are more opportunities forteenagers with disabilities to go to regularschools today than ever before. Laws passedduring the last decade affirm your right tothe learning opportunities you need tobecome as self-sufficient and prodtctive aspossible.

Learning about your rights can be anadventure. It is not always easy; sometimeslaws and regulations are difficult tounderstand. However, knowing your rights.8-an-important part of becoming.ndependent.

Special SchoolsYou and your parents may decide that a

special school best serves your needs. Indiscussions with other disabled youngpeople, we have found that some feel verycomfortable associating exclusively with

disabled teens and sharing the experiencesthey have in common. They point to theadvantages of being in a special schoolwhere physical therapy, other specialservices, aids and specific kinds ofassistance are available from a specially-trained permanent staff`that is fully awareof the needs of physically handicappedindividuals.

However, there can be disadvantages toattending a special school. Some teenagestudents who attend special day schools findthat they must take long bus rides whichmay shorten their school day or leave littletime for relaxation or enjoyment afterschool. Those who go to residential schoolstell us that.they feel cutoff from family lifeand neighborhood activities, since they onlycome home on weekends or on holidays.

If you have chosen a special school, youwill want to make an effort to meet peopleand join activities outside the schoolenvironment. We suggest that you contactlocal agencies for disabled people to find outif there are recreational and social programsthat you can join 'ear your school or athome when you'rem vacation.

More and more disabled teenagers talkabout wanting to be part of regular classesin their neighborhood schools, wantingespecially to belong to social groups wherethey live. It's natural to Want to be part of agroup that has lived through similarexperiences, and it's also very natural towant to be in th/mainstream.

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Coping in a Regular SchoolIf you are in a special school, you may be

thinking about transferring to a regularschool. You may want very much to be partof the same school as your sisters andbrothers and other teenagers in yourneighborhood. You have that right. Manydisabled teenagers gre now attendingregular schools,'are enjoying the experienceand are succeeding in their studies.

It's a hard transition to change schools.It takes courage to leave familiar faces anda comfortable environment. Making newfriends can be a real challenge. Most teenswho go to.a new school have feelings ofworry and fear. When you are disabled, youmay worry about reactions to yourdisability. Carl shared his feelings abouttransferring to a regular school: "I wasafraid people wouldn't accept me. I wasafraid they were thinking, 'Why is he in awheelchair? Why can't he walk?' " Youradjustment can be a little easier if you knowwhat other teenagers have discovered in theprocess of going from a special school fordisabled students to a regular school.

Getting B yond the DisabilityCarl so learned that most non-disabled

teenage" have had little or no experiencewith disabilities. Staring is common at first.Your fellow students may have never seen aperson who wears braces or uses awheelchair or a cane to get around. If youhave a hearing or speech disability, theymay feel uncomfortable talking to you. Theirreactions may make you hesitant to talk tothem.

This is an awkward period that can beovercome as you begin to join in everydayactivities. As non-disabled students becomefamiliar with you, they will feel morerelaxed. As you get to know each other, youwill be able to accept each other asindividuals.

'Non-disabled people often havestereotyped attitudes about disabilities. Tryto deal with their attitudes in a way that'scomfortable for you. This may meanexplaining your disability right away, orsaying that you would rather wait until youknow them before talking about this aspectof your life. It is irritating sometimes, whenthe first thing a non-disabled person says is,

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"What's wrong with you?" At times youmight feel like saying, "First of all, nothingis 'wrong' with me. And secondly, I am ahuman being. I am a person with adisability."

Try to be understanding. Yourclassmates may be trying to get to know youbetter. Their lack of contact with people withdisabilities may cause them to askinsensitive questions unintentionally. Youmay not realize it, but they probably feelnervous about saying the wrong thing.

ParticipatiOn is ImportantYou may feel that your disability makes

you stand out as too different from otherstudents. This feeling may make you keep toyourself and try to attract as little attentionas possible. You may be afraid to answer aquestion or give a presentation in front ofthe class.

It helps to realize that most teenagestudents feel self-conscious about having tospeak before the whole class. It does takecourage. Everyone is afraid of giving anincorrect answer or appearing foolish. Lookat it as an opportunity for you to let yourclassmates know you better and see that youhave many abilities.

If you have speech problems or use signlanguage, it can be difficult to communicatewith students and with teachers. Yourreaction may be to avoid contact withothers. Don't make this mistake. Rememberthat your classmates and teachers do wantto understand youbut it may take time.Patience helps in these situations.

Cindy, who has a severe speechimpairment as a result of cerebral palsy,realizes that she made it very difficult forother students to get to know her. Sherecalls: "When I was in school, I didn't talkvery much. I hated the sound of my voice. Ifigured no one would understand what I wassaying anyway, so I avoided people. Boy,those were lonely years."

Don't isolate yourself. If you want tomake friends you will have to reach out andshare yourself with others. Friendsgradually get very good at understanding .

what you're saying. At times, you may wantto ask a close buddy to interpret your words.That's a considerate thing to do, and canhelp put everyone at ease.

It Helps to be OpenIt's important to learn to be open and

honest about your disability. If you try tohide it, to pretend that it really isn't there,you'll put too much pressure on yourself.Some disabled teens who are anxious to beaccepted by. others try to play down theirdisabilities and avoid contact with otherdisabled teens. This can make you feel tenseand uneasy. The more natural you can beabout the facts of your disability, the better.

Sally, who has spina bifida and uses awheelchair, was often kidded by classmateson those unfortunate occasions when herurine bag leaked. Her initial way of dealingwith this was to turn inward and avoid theother students. She realized that thisbehavior did not help her enjoy school or tomake friends. She decided to explain herdisability and its effects to the class. It tooka lot of courage to do this. Afterwards, herclassmates were more understanding andsympathetic with her embarrassment whensomething went wrong.

You may be tired of answering questionsabout your disability, explaining why youmust use a wheelchair or a hearing aid. Butit's helpful. Non-disabled students arecurious. If you can answer some questionsabout the way you get around and do thingsin a matter-of-fact way, you will help themfeel more at easebetter able to get to knowyou as a person.

Breaking the IceMaybe you feel that you will not know.

what to,talk about with non-disabledteenagers, and that you have little incommon with them:When you give it a try,you'll be surprised to find out how manyinterests you do share, and how much youcan learn from each other. .

Whatever your special hobbies or favoriteactivities are, you will probably be able tofind someone who enjoys the same things.For instance, if you're a baseball fan, you'resure to -find- non - disabled classmates whoroot for the same team. That can be thebasis for striking up a conversation and afriendship. School clubs are good places tomeet people who enjoy the same things youdo, and schools usually have clubs for justabout every kind of interest from electronicsto chess, to art appreciation and lots of otheractivities.

Non-disabled teens are usually surprisedto find out that there are excellentbasketball players who play in wheelchairs.Perhaps you play wheelchair basketball orhave a friend who does. You can share thiswith your non-disabled classmates. Theywill probably be interested in the way youplay, and you can help them see that it isjust as challenging as a regular game. Invitea non-disabled teenager to come to one ofyour games and try shooting a ball from awheelchair

Remember the more you join in regularactivities, the easier it is to gain theacceptance you are seeking. Sometimesjoining in may feel embarrassing. Forinstance, if you cannot eat in the usual way,can't help being a little messy, or needsomeone to assist you, you may think it'sbetter not to eat in the cafeteria witheveryone else. But if you don't eat withstudents who are not disabled, you will beshutting yourself off from the chance tomeet and talk with them. The schoolcafeteria is a social meeting place and lunchhour is a time to relax with classmates.People will soon get used to having youaround and they'll react to you as you.

Expectations Can Be a TrapMany disabled teenagers push

themselves too hard in order to excel in aregular 'school. They sometimes feel thatthey have to prove that they are not onlyequal to, but better than non-disabledstudents. They may neglect friends andsocial activities and spend all their extratime doing school work. If this is true ofyou,stop and think about what you're doing. Tryfor a more balanced outlook.

When Betty, a straight "A" student whouses a wheelchair, graduated from highschool, she realized that she had a lot ofbook knowledge but still felt very ill at easeand uncomfortable around other people. It'simportant to be able to relax and kid around,to feel confident about talking with someoneof the opposite sex and to know how tomanage the give and take of a groupconversation. These are skills you learnbeing with others and participating inactivities.

You may also find you have to deal witha teacher's expectations of you. Classroomteachers in regular schools often have

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limited experience with disabled studentsand they may not realize your capabilities.They may expect less frorri_a disabledstudent and may allow you to get away withdoing less work. You may receive a bettergrade than you deserveand in the longrun, end up being cheated becaui.e you arelearning less. Resentment from otherstudents in the class can also lead to serious ____

problems if you really aren't being requiredto live up to the same academic standards asthey are.

Bob, who is legally blind, went throughthree years of high school taking easycourses and doing the minimum amount ofwork. His teachers never confronted himwith his lazy study habits and gave himpassing grades. When he decided at the endof his junior year that he really did want togo to college, he found out that his academicrecord wasn't good enough. Don't kidyourself. If you are not really doing yourschoolwork and just "getting by," you willbe the loser.

Getting What You NeedSome disabled students confuse being

"super" people with being independent; theyfe_el-that they riust be able to do everythingby themselves. It can be very difficult toadmit that you need help, but it's importantto learn how to ask. You will probably findthat u can do more (and do it a lot better)by requesting and accepting assistance fromother people when you need it.

Everyone needs help at some time orother. Maybe you can arrange a trade-off: anon-disabled classmate may need help witha particular subject you are good atlikemath or English. Reaching out to otherpeople, accepting that you do sometimesrequire help, is actually a way to becomeincreasingly independent.

You can help yourself, too, by talking toyour regular teachers about your needs. Forexample, you should ask for a seat in thefront of the room if that will help you seewhat's written On the chalkboard or tospeech-read when the teacher-is lecturing. Ifyou are blind, or visually impaired, it's agood idea to ask the teacher to readaloud what he or she writes on the board. Ifyou have difficulty taking notes, explainwhy you would like to use a tape recorder orhave a note-taker assigned to you. Or,

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another student may be happy to give you acopy of his or her notes.

Remember that teachers and classmateswill not always be understanding andcooperative. It's important to be honest withyourself about the kind of help you need,and be clear and polite in asking for it. Inmost cases people will respond in a positivemanner.

Stepping-stone to a JobSome students feel that they want to

move right into a paying job after highschool. Careful planning and propertraining can pave the way to employmentafter graduation. Remember, you will needskills that are in demand-by employers toqualify for a job.

If immediate work is your preference, orif you are interested in exploring your work-related abilities, vocational education is anoption that you will want to talk about withthe guidance counselor early in your highschool career, even in junior high. The rangeof programs differs in each community andmay include training in office work, automechanics, appliance repair, homeeconomics or health occupations, in additionto programs in many other career fields. Ifyou plan to get into a vocational educationprogram, you should find out what coursesare required in order to be admitted. Yourcounselor, or an interested teacher, can helpyou.

Remember that you have a right to anappropriate vocational education. You alsohave the right to find work you like to doand are able to do. Beware of stereotypes. Aguidance counselor may suggest thatbecause of the nature of your disability, youare suited to work only in certain careerfields. Cheryl, whose disability limits herfinger movements, was discouraged frompursuing a career in office work. A handsplint enabled her to learn typing and otheroffice skills. At the end of the trainingprogram, Cheryl was able to qualify for anentry level job in a library, a field thatinterested her.

You need to be realistic, but don't sellyourself short. Think about modificationsthat would make it possible to do the kind ofwork that appeals to you. Speak up if youfeel you are being guided into an area oftraining that doesn't interest you.

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Beyond High SchoolSchool counselors, teachers, and parents

often expect disabled teenagers to makeplans in advance for what they will do whenthey get out of high school. The fact that youmay be expected to know exactly what youwill do and how you will do it may make youfeel resentful. Many teenagers (whetherthey're disabled or not) don't have clearideas about what they will do in the future.

As a disabled teen, you may feel youdon't yet know enough about yourself andyour capabilities, or about the opportunitiesthat will be available to you when you finishschool. You have probably been advised that'you must be "realistic" and that you mustmake plans that are possible for you ta.carryout. You can become confused because youreally don't know what's realistic for you,and you may feel put-down when you aretold what you can and cannot do.

Sometimes, adults feel that they have toprotect a disabled person from failure andtry to limit choices of goals to those they feelcan be achieved. It's fair for you to have theopportunity to set your own goals andattempt to fulfill them, and if things don'twork out, the right to try something else.

This can be one of the best ways to learnabout yourself, and grow in strength andmaturity. You don't need to know exactlywhat you want to do right now, but it's agood idea to start thinking about goals andhow to achieve them.

Choosing a CareerTake advantage of every opportunity

during your school years to learn aboutyourself and your abilities and to exploredifferent career fields that interest you. Askquestions about jobs, read about them,watch people performing them if you can.Find out about the kind of training that isrequired and the availability of jobs in avariety of fields.

Start with your interests. Then, thinkabout possible work options. Ifcommunication is one of your strong points,you may want to explore teaching, possiblecareers in broadcasting, or positions thatrequire good writing skills or strengths insales. A strong desire to be of servi,.-ct toothers may be a clue that you shouldresearch the helping professions: medicine,

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social work, counseling. The variety ofpossible jobs is mind-boggling! Don't limityourselfto the rhvious choices.

Talk to the school guidance counselorand the librarian at your local public libraryabout reference books that could be helpfulin investigating careers. Take some time tolook at the Occupational Outlook Handbookpublished by the Department of Labor. Thisis a real eye-opener about literally hundredsof careers. It tells you the kind of trainingrequired to do the work and the prospects forfuture growth in the field.

It may seem that investigating jobs andcareers is hard work. It is. However, the timeand energy you invest now will pay highdividends after graduation. Only you canmake the important decisions that can bringyou job satisfaction and fulfillment. Isn'tyour happiness worth the extra time andeffort? Remember, your future will be muchbrighter if you plan for it.

Have You Thought AboutCollege?

Is college for you? It's an importantquestion that is certainly worth thinkingabout. Margie, who is a paraplegic as aresult of a horseback- riding accident, andnow works as a speech therapist, remembersmaking the decision to1continue hereducation: "I was afraid that I wouldn't beable to handle collegethe heavycoursework, problems with accessibilitybut I decided to give it a try. Sure it washard work, but I also had a lot of fun times. Ican honestly say that it was worth all thehassles."

A college education can offer manystimulating growth experiences and canopen doors to careers that require advancedtraining. Until recently, students withhandicaps were almost completely excludedfrom college programs. However, this haschanged. Qualified disabled students arenow exercising their right to equalopportunities to participate in post-secondary education programs. As a result,over the past few years, many colleges andother post-secondary learning programshave made changes and adaptations so thattheir curriculums, buildings, laboratories,dormitories, student centers, gyms and all

is

other facilities can be used by disabledstudents.

It's never too early to start thinkingabout college and discussing your ideas andplans with parents, teachers and guidancecounselors. Your grades, interests andfinancial situation will all influence yourdecision and the selection of a particularschool. You will want to write for catalogues,compare programs, Investigate resources forfinancial aid and evaluate the accessibilityof different campuses. If possible, try to visitschools that interest you to see for yourself -

how accessible campuses are. Mostimportant, you will want to plan your highschool program to include the coursesnecessary for college admission.

When you decide to take the collegeentrance exam, be sure to check into specialaccommodations for your disability.Arrangements car. be made to take the ,

exams under conditions that will accuratelytest your abilities. High school counselorscan tell you more about this, or write to:Admissions Testing Program, Services forHandicapped Students, Box 592, Princeton,New Jersey 08541.

Many colleges have a disabled studentservice office, run by disabled studentsthemselves. This service may be able toprovide information, counseling andreferrals to trained personal care attendants.Some outstanding programs will train youin self-management of an attendant andmay even provide a training program forattendants. Be sure to ask about thisimportant resource when you write todifferent schools.

If you are not sure you want to go to atraditions ur-year college or university,you may want onsiglma communitycollege or a two-year college program.Tuition at community colleges is generallylow or free to residents, and these schoolsmay be close to your home. You can train ina variety of skill areas, including computerprogramming, retail marketing, hotelmanagement and childcare. Some studentsdecide to continue their education after thecompletion of the two-year college program,and transfer to a four-year college tocomplete their last two years. A word ofcautionbe aware that most colleges haverules about the number and type of creditsthey will accept from a transfer student.

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Is college for you? Before you decide, besure to do some serious thinking. Gatherinformation and talk to college students,disabled and non-disabled, about theirexperiences. If you are afraid or nervous,remember that these feelings are naturaland share . by many high school students.

Vocational Rehabilitation CanHelp

Chances are you've heard of VocationalRehabilitation. If not, keep reading! You willcertainly want to learn more about thisnationwide program which could be animportant resource for you.

The purpose of Vocational Rehabili-tation, a federal-state program, is toprovide services that will enable people withdisabilities to enter the job market. There isa vocational rehabilitation agency in eachstate, and local offices exist in or near mostcities. Services may include evaluation,counseling, placement, training, follow-upand many other types of assistance. To beeligible, a person must have a physical ormental disability which is a substantialhandicap to employment, and there must bea reasonable expectation that he or she willbenefit from these services and becomeemployed. Many states offer services for thevisually impaired through a separateagency, the State Commission for the Blind.

If you need special equipment, readers,interpreters and other aids to enable you toattend college, your state agency may beable to help with the costs for these services.Sometimes, partial or full funding for tuitioncan be provided. Mark, who hopes to becomea radio broadcaster, is completing his degreein communications with financialassistance frcm the State Commission forthe Blind.

It's a good idea to get in touch with yourstate agency during high school to find outif you are eligible for services. A vocationalrehabilitation counselor will be able todiscuss your future job and career planswith you. In talking with a counselor, it'simportant to express your interests andgoals in a clear and assertive way.Remember that you are a full participant inMaking these important decisions that willaffect your life.

Your school guidance counselor, the localoffice of the State Employment Service, orthe "State Government" listings in thephone directory may be of assistance inobtaining the address and phone number ofyour state agency or State Commission forthe Blind. If you have difficulty finding thisinformation, write to Closer Look for a list ofstate agencies.

The transition from school to the world ofwork is not easy. There may be manydifficulties and disappointments along theway. The vocational rehabilitation agencymay be able to help you overcome obstaclesand reach your employment goal. It's aresource worth investigating..

Getting Work ExperienceYou've probably heard the story of the

recert graduate looking for a job. Employerskeep saying, "Yes, I'm sure you would do agood job for us, but we're looking for aperson who has some experience." In

. exasperation, the applicant exclaims, "Howwill I ever get experience if no one will hireme?"

There is a lot of competition for jobstoday. An employer may have dozens ofapplicants for a single position. Often, theylook for someone who has alreadydemonstrated that he or she is capable andhas good work habits, such as reliability,punctuality and the ability to get along withco-workers. Part-time and summer jobs candevelop skills and behavior that will makeyou attractive to potential employers andcan provide you with employmentreference's. Even more important, they willgive you an opportunity to learn aboutdifferent types of work and to meet newpeople.

Remember that most teens, includingnon-disabled teens, go through a series of .

part-time jobs. Often this kind of work istemporary or seasonal. Being laid off is to beexpected under these circumstancesit's notthe end of the world, so don't let it affectyour self-confidence.

Participation in school clubPand otherextracurricular activities is anotherexcellent way of gaining valuable experiencewhich can be helpful when you are lookingfor a job. Were you a member of the studentcouncil or an officer of a club? Did you

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volunteer at the school radio station orschool store? These activities candeinonstrate leadership qualities, as well ascapabilities.

A Word About Job InterviewsEveryone gets "stage fright" at the

thought of sitting across the desk from apotential employer. You may feel thatinterviews are extra hard for you because ofyour disability. In some cases, this may betrue, and this is part of your reality.

A fun technique that may help you is roleplaying interview situations. Find someone(maybe a brother or sister) who has beenthrough a number of job interviews and islikely to know the types of questionsemployers will' ask. Imagine that this is areal interview and that your friend is thepotential employer. Notice your reactionsand the questions that give you difficulty.

Afterwards, talk with your friend. Whatkind of impression did you make? Were youranswers to questions concise andinformative? Was your explanation ofnecessary accommodations clear? How canyou improve? Now do it again. Practice willprobably decrease your nervousness and willalso help you become more assertive. It maybe a good idea to role play with differentpeople and to vary the mood and attitude ofthe interviewercurious, pleasant, hostile,nervous. You may want to switch roles andsee how your friend handles an interview.Role playing is a learning experience, but itcan also be fun. Enjoy yourself!

An Independent LifeYou need to think carefully about what

independence means for you. How can youtake charge of your life? How can youminimize the effects of your disability?Remember that all people have limitations.Those who lead full and active livesconcentrate on their abilities and learn howto work around their limitations.

Julie, who uses a wheelchair as a resultof polio, majored in jourrudism in collegeand now works as a newspaper editor. Sheloves her work and is good at it. Julie admitsthat she faced many difficulties in reachingher career goal and is still overcomingobstacles. She has a very definite idea of

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what it means to be independent: "I want toset my own goals and make the decisionsthat will affect my life. To me, that's whatindepef:dence is all about."

Making your own choi "es and decisionsis a big part of independence. Right now,your parents probably give you guidance,and may even have the final aay in manythings. However, as you grow older, yon willbe able to assume more and moreresponsibility for your life. If you want to beready for the really big decisions, like choiceof a job or marriage partner, you need tostart now with other issues.

Does independence mean being able todrive a car? If you need the assistance of apersonal care attendant, can you still beindependent? Dan, a quadriplegic whoworks as a clinical psychologist, has someopinions on these issues:

"I need the assistance of an attendantand I can't drive, yet I still feel that Iam living an independent life. To me,independence doesn't mean being ableto do everything, or not needing otherpeople. I've been able to organize mylife in a way that is very satisfying tome. I have a successful career, traveland enjoy cultural events in my city. Ilove being with people and have a lot offriends. Sure, T. have some limitations,but who doesn't?"

Eric, a high school student who hasspeech and hearing disabilities, has aslightly different view of what it means to beindependent:

"Independence means being fully me. I.have a lot of feelings, abilities anddreams. Independence means freeingwhat's inside of me and letting it comeout. I love to work on cars and I'mreally good at it. When I graduate Iwant to work as a car mechanic. I alsoenjoy writing poetry for fun. Because ofmy speech problems, I can expressmyself a lot better in writing. Whoknows, someday, I might even write abook! I feel I have a lot to contribute tothe world I live in."

Like Eric, you have a lot to contribute.You have talents and abilities that arewaiting to be developed. It's up to you. Theroad will probably not be easy. It never is.

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But remember, you have the inner strengthnecessary to reach your goals. Throughoutthis booklet, we've suggested ways in whichyou can assert yourself and participate inthe decisionmaking that affects your life.It's your life! You may not realize it, but youare preparing for your future independenceright now.

You Are Not AloneThere are many people and organizations

that can assist you as you grow toward amore independent life. National and localorganizations exist for just about everydisability you can think of, and these groupscan often provide you with importantinformation and guidance. Finding theseresources in your community may notalways be easy. It may take some time, sodon't get discouraged. Start by checking theyellow pages under the "Social ServiceOrganizations" section, or contact the localvocational rehabilitation agency and ask forthe names of organizations that arespecifically concerned with your disability.If you live in a small town, there may not bean organization in the immediate area.However, keep searching and you willprobably find that there is a group in anearby city.

Many of these organizations publishnewsletters that come out periodically; oftenthere is a charge. These publications usuallycontain valuable information that can keepyou up-to-date oil a variety of topics,including items on new or improvedauxiliary aids and equipment, legalinformation regarding your rights andstories about disabled people working in themainstream. You may want to think aboutsubscribing to a newsletter; it can be a wiseinvestment of your money and reading time.

We've talked about the Center forIndependent Living in Berkeley, California.This Center is one of many programs thatprovide services to help disabled people liveindependently in the community. There maybe a center in your area. You can request alist of independent living programs bywriting to: Department of Education,Clearinghouse on the Handicapped, 400Maryland Avenue, S.W., Room 3106, SwitzerBuilding, Washington, D.C. 20202.

This is the BeginningWe hope this booklet has answered some

of your questions and given you ideas ofhow you can plan for a more independentlife. We would like to leave you with thereminder that we have experienced thefeelings and difficulties described on thesepages, and have been able to find solutionsto many of the problems. Some problems arenet solved easily. We are always searchingfor ways to eliminate or modify physicalbarriers in our environment so that we canmeet our personal needs. Changingstereotyped attitudes toward people withdisabilities takes time and requires patienceand persistent effort.

We believe that disabled people have thesame rights as other individuals,particularly the right to enjoy fullparticipation in the life of the community. Inspite of many obstacles, we are now livingindependently in the city of Berkeley. Weknow that independent living for peoplewith disabilities can be a reality.

This is the end of our booklet, but wehope that for you it is just the beginningthe beginning of a satisfying andindependent life. It's a goal worthstriving for!

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Scinie AdditionalReading

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There are many books, some of themspecifically concerned with disabled people,that can be helpful as you begin to thinkabout and plan an independent life. Alibrarian, teacher or guidance counselor canprobably help you develop a reading listsuited to your needs. Here are a few booksthat we think you won't want to miss:

Don't Say Yes When You WantTo Say Noby Herbert Fensterheim, Ph.D., and JeanBaer. New York, New York: Dell PublishingCompany, 1975. 304 pp.

This book can help you recognize yourstrengths and express yourself in a clearand direct way. Examples and exercisesdemonstrate how you can learn to beassertive in your everyday life.

See Me More Clear yby Joyce Slayton M. chell. New York, NewYork: Harcourt Br e Jovanovich, 1980.284 pp.

This is a care r and life-planning bookwritten y for teens with physicaldisabilities. I presents important andpractical information on a variety of topicsincluding: getting around, making friends,dealing with parents, sports participationand knowing your rights. '

What Color Is Your Parachute?A Practical Manual For Job-Hunters& Career-Changersby Richard Nelson Bolles. Berkeley,California: Ten Speed Press, 1981. 320 pp.

This book can be a valuable guide as youdecide on job objectives and career goals. Itcontains many practical exercises that will.help you explore your interests and skillsand use this knowledge to plan your future.

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