May 3, 2024 • 16 mins
In this episode, we are picking up where we left off with JR Stevens. Join us as we illuminate the strengths and potential of individuals like Mike, who has Williams syndrome, and show the world how tailored education and employment can significantly enhance their lives. Mike's story is one of perseverance and the remarkable impact of aligning work with one's innate abilities, underscoring the need for long-term, stable employment pathways that not only embrace but celebrate the unique talents of those with disabilities. We advocate for change, raising expectations, and fostering a sense of self-worth that comes from meaningful societal contribution.
We also want to highlight the intersection of innovative approaches in curriculum to meet student individual needs by highlighting Functional Academics by Specially Designed Education Services, and author Suzanne Fitzgerald, we spotlight innovative educational strategies that are reshaping the future for young adults with moderate to severe disabilities.
Our discussion ventures into how skill programs bridge the gap between education and meaningful work, offering insights into the transformation these initiatives bring at a personal and societal level. We explore the tech industry's role in setting an example for inclusive hiring and reflect on the collective responsibility we all share in nurturing an environment where every individual has the opportunity to thrive. Join us for a heartfelt dialogue that champions inclusion and the incredible potential within the developmental disabilities community.
Barbara Beck is the host of the FAST 15 Podcast. She is a highly dedicated Disability Advocate and Special Education Consultant specializing in IEP Transition Services. Barbara has an extensive background as a special education teacher spanning nearly 30 years. She has dedicated her career to empowering transition-age youth and fostering positive post-school outcomes.
Barbara's expertise lies in providing comprehensive support and guidance to students with disabilities, ensuring their successful transition from school to adult life. She possesses a deep understanding of secondary services and possesses the skills to develop tailored strategies that maximize individual potential.
For more information and resources on special education school-to-adulthood transition planning and independent living, visit www.mykeyplans.com. Join us on social media for updates, behind-the-scenes content, and discussions about special education, inclusion, and disability advocacy. Follow us on Facebook, Instagram and LinkedIn and use #IEPLaunchpadPodcast to join the conversation. Thank you for tuning in to the IEP Launchpad Podcast! 🎧🎙️#IDD #teaching #specialed #specialneeds #InclusionMatters #DisabilityAdvocacy #EmpowerVoices #edtech, #education #edtech, #teachers
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:01):
Welcome to part two of our conversation with JR
Stevens.
In this episode we delve deeperinto the inspiring journey of
JR and his perspective onempowering individuals with
disabilities.
Join us as we continue toexplore his experiences,
insights and advocacy efforts increating inclusive
opportunities for allopportunities for all.
(00:28):
I think when the expectation israised and capitalizing and
really focusing on astrengths-based approach with
people with disabilities, thatbecomes the number one benefit
is really personal self-worthand feeling that, that
confidence that you have a place, that you are welcomed, that
supported employment opportunityreally highlights the
importance of those things.
Speaker 2 (00:48):
Yeah, no, and I'll give you just kind of not to
fast forward a bit, but one ofthe individuals that's been a
lifelong friend and I considerhim a brother, we'll call him
Mike is a gentleman withWilliams a disability.
It's a very interesting,challenging, but I had begun
tutoring Mike back in highschool and I don't know if
(01:09):
you've had the opportunity towork with folks with Williams,
but one of the great attributesabout them is their social
skills are off the chart.
In some ways they're moredeveloped and have greater
aptitude than we do.
I'll give an example my friendMike.
Anytime he hears a song once, hewill immediately remember all
the lyrics, who that artist was,whether it's something he was
passionate about or not, andnever forget it amazing skills
(01:34):
that way, and also a big room ofstrangers, and in comes the
cocktail party personality mikewould immediately will have
engaged 50 people in the roomand already have a bunch of new
friends.
Speaker 1 (01:43):
I love it, I want to hang out with mike mike in the
room and already have a bunch ofnew friends.
I love it.
I want to hang out with Mike.
Mike is the best.
Speaker 2 (01:46):
And so I watched him originally and I didn't capture
his life story in mydissertation because it was more
personal and that was just kindof Mike and I.
We have our own historytogether and we're great friends
and I wanted to kind of keep myresearch outside of him but
take what I learned to see how Icould help benefit him.
(02:09):
But anyway, he was I guess thefirst example I saw, someone
that clearly would have beenbetter suited with a more
individual, customizedcurriculum, starting in
elementary school, junior highhigh school, much higher
aptitude, somebody that could gointo trades right away, that's
a hard worker, that's verydedicated, never misses a day of
work, and but oftentimes ifthey were paired in a group with
(02:30):
folks farther more into, morecomplex in the spectrum, with
not as much capability as he, asI would say, the tide would
rise or lower depending on whohe was around at what time.
And I saw Mike needs more.
He can't be stuck here foreverwith a real low bar for
expectation, because youmentioned a moment ago, if you
(02:52):
don't challenge them, thenthey'll still stay right at
whatever that minimum standardis that you're giving them or
they may regress.
And I saw that too.
Right, when we graduated highschool, mike went to a academy
down in Arizona.
That was kind of a transitionalexperimental program where it
was basically folks with variousdevelopmental disabilities
(03:15):
would live together in a homedorm room.
I would say Okay, and generallyhigher on spectrum, but not
necessarily the case.
But they clearly did not need,you know, hour to hour to minute
physical attention and supportto do what they were doing.
But anyway, it was not a goodexperience for Mike.
Speaker 1 (03:36):
And.
Speaker 2 (03:37):
I think in his circumstance, just being far
away and isolated from hisfamily and good friends was hard
for him.
Individually I'm not by anymeans judging the program.
It might've been a great thing,but he clearly figured out
early on.
I want to come back.
I want to be near my family andmy friends and I just want to
get the job and work hard andhave fun and do whatever.
(03:57):
So I've watched Mike over theyears in various supported
employment opportunities.
He worked at Microsoft for manyyears in the cafeteria.
He worked for a bunch of othersmall startups, generally doing
cleanup and sometimeslandscaping and just tremendous.
I mean clearly happiest when atwork more than anything else.
But the challenge was all ofthese programs and I did not
(04:19):
have access to all the detailsand the agreements and the
duration and what therequirements of these supported
employment ops were.
But they were alwaysintermittent, never more than
like a year, and then Mike wasunemployed or in transition and
struggling to move to the nextopportunity and it was very has
been very hard on him becausehe's very dedicated, could never
(04:41):
understand why suddenly his jobthat was a great thing was
there one day and then gone thenext, and that's always troubled
me.
So I've kind of monitored thatand been a big advocate in his
life, along with his family, andprovided coaching and whatnot.
But he is a classic example ofsomeone that can truly benefit
from this.
But I guess the learnings forme is how do we make these
(05:03):
opportunities more long term,right when they literally work
up the ladder like any otherfunctioning person, instead of
them being little interludesthat have an end date, because I
think change is very disruptive.
Speaker 1 (05:15):
Oh, incredibly difficult for many people Right.
Speaker 2 (05:19):
Especially my friend Mike.
Oh, incredibly difficult formany people Right, especially my
friend Mike, and it's verytroubling every time.
He's told well, this project'sgoing to end soon and I know
there are advocates and agenciesthat work with his family to
help bridge him to the next one.
But you know he's currently nowworking at a Fred Meyer and
loving it, and he's fully incharge of all of the shopping
cart retrieval out which we allbenefit from.
(05:41):
Yeah, but I go back to hiswhole capability.
I mean, he will do anything youask him to and he will work
very hard to the best of hisability.
But I also think, given hisinnate nature, with that
cocktail personality, that heshould be in customer service.
Speaker 1 (05:55):
Right, right, and his skill set is in that area.
You know that's where he shines, and so let's tailor the
employment to those things thatare his best skill.
I think a lot of kids just goto college to go to college
without knowing what they want.
Speaker 2 (06:10):
It's very expensive, they rack up a bunch of debt,
they don't necessarily learn anyjob skills and they spend many
years after graduation trying toland.
That happens all around ustoday, all the time.
(06:34):
I'm a big and this is a guythat's never worked in trades,
although my son is a commercialplumber and I've watched him
develop and he's doing very well.
We need to be better aboutintroducing young people to
trades, yes, but we especiallyneed to do it for people with
special needs that are higherfunctioning on the spectrum,
because there's, I mean, we seeall the help wanted signs out
(06:55):
there.
I mean everybody needs help nowand I would say and I'm
probably going to sound old andcranky here a bit, but I think
there are a lot of young folkstoday they're quote-unquote lazy
that don't want.
They want to play their xbox,sit on the couch and and do that
, and whereas I look at myfriend mike, who happens to be
developmentally disabled withliam's disease, but he'd give
(07:16):
his you know, right arm to havea shot at some of those jobs,
and I think, despite thepressure and the subsidies from
the federal and the state andthe local governments for a lot
of these corporations to makedoors open for these folks and
hire them.
We have more opportunity and Ithink that starts with the
(07:42):
skills and the training.
If we could create betterskills programs for people with
developmental disability and getthem, you know, skill sets they
need to middly hit the groundrunning as soon as they get out
of high school everybody wouldbenefit across the road because
there's a, you know, there's atransitional period and, you
know, oftentimes, you know, theprograms aren't necessarily
where they need to be.
I gave you my frustrationsearlier with where they often
end and, I think, much moreefficient as a society, not only
(08:06):
in getting these people to becapable and productive, but
allowing them to pay their ownway, allowing their families to
not have to supervise them andbe with them in finance, and
then I think it also and Ivalidated this in my research
when I was in school it greatlyimproves their perception.
In the past, I mean, we used tohear all the slang terms or
(08:29):
joking terms that people woulduse for folks in this space and
that always really hurt mebecause I knew that you know how
mean that was and how.
You know how brutal that wouldbe for someone to be on the
receiving end of that.
But I think a lot of that wasjust ignorance and perception
that just because they have somechallenges and complications,
are never going to be able tonormally function like you or I.
(08:50):
But that's not the case.
And may not ever be 100% on alllevels.
But you know what?
Speaker 1 (08:56):
With the right support and the right programs
maybe they can do it 65% or 70%of the time, and that's a hell
of a lot better than being atzero, of great dedicated workers
(09:19):
that with the right supports,like you're saying, with the
right kind of conditions to helpthem be successful.
I know many students and youngadults who they will not miss a
day.
They will be on time to workand that is where they shine.
And it's like, yes, they mightneed some accommodations, they
(09:40):
might need some supports thatare outside of the typical.
You know, it just takes somevision Right and I think, yeah,
it's a.
It's amazing to just get yourperspective from somebody who's
out in the industry, out doing,you know, product development
and and all kinds of different,really amazing background that
(10:00):
you have in business.
But you also have thatcompassion, that long-term
friendship and history thatstems back all the way to those
early days when you're just socompassionate as an elementary
school student.
I would love to ask you I knowwe have to wrap it up kind of
(10:22):
quickly here, but I wanted toask you just for a closing
question If you could go back tothose early days when you were
in elementary school, even justas a young adult, getting into
your post-secondary youary.
Any of those points in time foryou, what advice would you give
yourself?
(10:42):
I know you didn't choose to gointo special education, but is
there anything you would tellyour younger self or somebody
who's just getting into thefield?
Speaker 2 (10:52):
That's an excellent question and obviously
hindsight's, 20-20 or whatever.
But I would say I made myselfavailable to do more earlier on
Um.
I tried to maximize that.
But I also have my schoolworkand my sports and my friends and
my social life and everythingUm.
You know, I would say, did I,did I leverage any and all
(11:13):
opportunities to expand what Icould give and learn in this
space?
would be the first one.
You know perhaps a little mesome regret that I may not have
gone into this full-time as acareer to do it a hundred
percent of the time.
I mean, I had other callingsand other opportunities and
leads and you know thatbasically I'm always thinking
(11:33):
that through what might'vehappened if I, you know, could
have I been within the industrya big voice that could make a
change systemically to improvethese programs and acts, access
to them.
Not regret, but more.
What is there right?
Speaker 1 (11:48):
Sure.
Speaker 2 (11:49):
Yeah, um, I mentioned I was a little concerned that
you know my experience, althoughvalid and real, were you know a
long time ago in many cases,other than Mike and some of my
other friends I stay in touchwith you know been more directly
, stayed engaged with theevolution of all these programs.
I mean, maybe at some point I'dlove to pick your brain about
(12:09):
the curriculums and how they'vechanged and where you see
opportunities and all that justfor my own interest, right
Opportunities and all that justfor my own interest Right.
You know, and I followed in themedia in some cases, due to some
of the legislative changes, alot of programs that directly
finance and benefit this spacehave been at risk or pulled back
and I've always done a headscratch Like how could you
possibly even think about doingthis for so many reasons?
(12:32):
We need this Society, so needsthis.
So, you know, maybe even been,you know, involved with lobbying
or something, even at thepolitical level, to be a voice
for these folks behind thescenes.
Um, yeah I think there'sopportunities.
Even as I left this world youknow, with daily interaction, as
(12:52):
an advocate to going into thebusiness world after I graduated
, you know, I think there weresome opportunities where I could
have talked to the companies Iworked for, knowing where we
needed to hire folks and I knewthere were gaps with these
skills.
Could this community?
Maybe I had opportunity to be avoice.
Well, have you guys thoughtabout this?
I mean, certain industriesgenerally have been leveraged
(13:14):
more than others, but I alsothink the technology world may
be a have been leveraged morethan others, but I also think
the technology world may be alate adopter for this.
Right Now, my friend Imentioned has worked for various
tech organizations in theircafeterias, in support roles and
all.
But I think that could beexpanded upon, especially with
corporate responsibilitystandards A lot of companies
have today.
T-Mobile is very big on givingback and I think you know
(13:38):
opportunities where we couldbring people like my friend,
mike and others that could workin you know T-Mobile stores,
whether they're doing you knowmerchandise stocking or
receiving you know phones in theback or whatever, especially
when they have these great Danwith these cocktail party
personalities or whateverthey're primed to be in a sales
(13:58):
or social setting.
So I think that would be myfeedback on that.
Speaker 1 (14:02):
Okay, Well, JR, I think we need more people like
you in our society.
You have such amazing hearts,such great perspectives, and I'm
just really grateful to you forbringing your compassion, your
relationships and your view forinclusion of people who live
life with disability intocommunity settings.
(14:23):
I love, love hearing from youtoday.
Thank you so much for your timeand for taking this opportunity
to talk with me and with ourlisteners, and we're just really
grateful Well thank you so much.
Speaker 2 (14:34):
Thank you for the opportunity.
I'd love for anotheropportunity one day soon, and
this has been a great experiencefor me as well, and it's such a
genuine issue that more peopleneed to understand and there's
so much more work to do insociety.
So thank you.
Speaker 1 (14:48):
Right?
Yeah, well, we do.
I know SDES and FunctionalAcademics.
We have some really innovativethings coming up that Suzanne
Fitzgerald and her team areworking on.
That really will highlight someof the things that you had
hoped for Mike to really tailorthe individualized education
planning and programming foryoung adults in school.
(15:09):
So it'd be fun to share thatwith you at some point, because
you're really good at all thatbusiness and marketing kind of
realm.
Speaker 2 (15:16):
So sounds great.
Speaker 1 (15:17):
Okay, all right, well , take care, and hopefully we'll
talk soon.
Speaker 2 (15:21):
Great.
Have a great day, thank you.
Speaker 1 (15:23):
You too.
A heartfelt thank you to ourgenerous sponsors.
Specially Designed EducationServices.
Publishers of the FunctionalAcademics Program, please take a
moment to learn more about theonly true, comprehensive
functional academics programthat enables students with
moderate to severe disabilitiesto improve their ability to live
(15:45):
independently and showmeaningful growth both
academically and personally,while creating accountability
with data-driven, evidence-basedresults.
Visit sdesworkscom to learnmore.
Welcome to part two of our conversation with JR
Stevens.
In this episode we delve deeperinto the inspiring journey of
JR and his perspective onempowering individuals with
disabilities.
Join us as we continue toexplore his experiences,
insights and advocacy efforts increating inclusive
opportunities for allopportunities for all.
(00:28):
I think when the expectation israised and capitalizing and
really focusing on astrengths-based approach with
people with disabilities, thatbecomes the number one benefit
is really personal self-worthand feeling that, that
confidence that you have a place, that you are welcomed, that
supported employment opportunityreally highlights the
importance of those things.
Speaker 2 (00:48):
Yeah, no, and I'll give you just kind of not to
fast forward a bit, but one ofthe individuals that's been a
lifelong friend and I considerhim a brother, we'll call him
Mike is a gentleman withWilliams a disability.
It's a very interesting,challenging, but I had begun
tutoring Mike back in highschool and I don't know if
(01:09):
you've had the opportunity towork with folks with Williams,
but one of the great attributesabout them is their social
skills are off the chart.
In some ways they're moredeveloped and have greater
aptitude than we do.
I'll give an example my friendMike.
Anytime he hears a song once, hewill immediately remember all
the lyrics, who that artist was,whether it's something he was
passionate about or not, andnever forget it amazing skills
(01:34):
that way, and also a big room ofstrangers, and in comes the
cocktail party personality mikewould immediately will have
engaged 50 people in the roomand already have a bunch of new
friends.
Speaker 1 (01:43):
I love it, I want to hang out with mike mike in the
room and already have a bunch ofnew friends.
I love it.
I want to hang out with Mike.
Mike is the best.
Speaker 2 (01:46):
And so I watched him originally and I didn't capture
his life story in mydissertation because it was more
personal and that was just kindof Mike and I.
We have our own historytogether and we're great friends
and I wanted to kind of keep myresearch outside of him but
take what I learned to see how Icould help benefit him.
(02:09):
But anyway, he was I guess thefirst example I saw, someone
that clearly would have beenbetter suited with a more
individual, customizedcurriculum, starting in
elementary school, junior highhigh school, much higher
aptitude, somebody that could gointo trades right away, that's
a hard worker, that's verydedicated, never misses a day of
work, and but oftentimes ifthey were paired in a group with
(02:30):
folks farther more into, morecomplex in the spectrum, with
not as much capability as he, asI would say, the tide would
rise or lower depending on whohe was around at what time.
And I saw Mike needs more.
He can't be stuck here foreverwith a real low bar for
expectation, because youmentioned a moment ago, if you
(02:52):
don't challenge them, thenthey'll still stay right at
whatever that minimum standardis that you're giving them or
they may regress.
And I saw that too.
Right, when we graduated highschool, mike went to a academy
down in Arizona.
That was kind of a transitionalexperimental program where it
was basically folks with variousdevelopmental disabilities
(03:15):
would live together in a homedorm room.
I would say Okay, and generallyhigher on spectrum, but not
necessarily the case.
But they clearly did not need,you know, hour to hour to minute
physical attention and supportto do what they were doing.
But anyway, it was not a goodexperience for Mike.
Speaker 1 (03:36):
And.
Speaker 2 (03:37):
I think in his circumstance, just being far
away and isolated from hisfamily and good friends was hard
for him.
Individually I'm not by anymeans judging the program.
It might've been a great thing,but he clearly figured out
early on.
I want to come back.
I want to be near my family andmy friends and I just want to
get the job and work hard andhave fun and do whatever.
(03:57):
So I've watched Mike over theyears in various supported
employment opportunities.
He worked at Microsoft for manyyears in the cafeteria.
He worked for a bunch of othersmall startups, generally doing
cleanup and sometimeslandscaping and just tremendous.
I mean clearly happiest when atwork more than anything else.
But the challenge was all ofthese programs and I did not
(04:19):
have access to all the detailsand the agreements and the
duration and what therequirements of these supported
employment ops were.
But they were alwaysintermittent, never more than
like a year, and then Mike wasunemployed or in transition and
struggling to move to the nextopportunity and it was very has
been very hard on him becausehe's very dedicated, could never
(04:41):
understand why suddenly his jobthat was a great thing was
there one day and then gone thenext, and that's always troubled
me.
So I've kind of monitored thatand been a big advocate in his
life, along with his family, andprovided coaching and whatnot.
But he is a classic example ofsomeone that can truly benefit
from this.
But I guess the learnings forme is how do we make these
(05:03):
opportunities more long term,right when they literally work
up the ladder like any otherfunctioning person, instead of
them being little interludesthat have an end date, because I
think change is very disruptive.
Speaker 1 (05:15):
Oh, incredibly difficult for many people Right.
Speaker 2 (05:19):
Especially my friend Mike.
Oh, incredibly difficult formany people Right, especially my
friend Mike, and it's verytroubling every time.
He's told well, this project'sgoing to end soon and I know
there are advocates and agenciesthat work with his family to
help bridge him to the next one.
But you know he's currently nowworking at a Fred Meyer and
loving it, and he's fully incharge of all of the shopping
cart retrieval out which we allbenefit from.
(05:41):
Yeah, but I go back to hiswhole capability.
I mean, he will do anything youask him to and he will work
very hard to the best of hisability.
But I also think, given hisinnate nature, with that
cocktail personality, that heshould be in customer service.
Speaker 1 (05:55):
Right, right, and his skill set is in that area.
You know that's where he shines, and so let's tailor the
employment to those things thatare his best skill.
I think a lot of kids just goto college to go to college
without knowing what they want.
Speaker 2 (06:10):
It's very expensive, they rack up a bunch of debt,
they don't necessarily learn anyjob skills and they spend many
years after graduation trying toland.
That happens all around ustoday, all the time.
(06:34):
I'm a big and this is a guythat's never worked in trades,
although my son is a commercialplumber and I've watched him
develop and he's doing very well.
We need to be better aboutintroducing young people to
trades, yes, but we especiallyneed to do it for people with
special needs that are higherfunctioning on the spectrum,
because there's, I mean, we seeall the help wanted signs out
(06:55):
there.
I mean everybody needs help nowand I would say and I'm
probably going to sound old andcranky here a bit, but I think
there are a lot of young folkstoday they're quote-unquote lazy
that don't want.
They want to play their xbox,sit on the couch and and do that
, and whereas I look at myfriend mike, who happens to be
developmentally disabled withliam's disease, but he'd give
(07:16):
his you know, right arm to havea shot at some of those jobs,
and I think, despite thepressure and the subsidies from
the federal and the state andthe local governments for a lot
of these corporations to makedoors open for these folks and
hire them.
We have more opportunity and Ithink that starts with the
(07:42):
skills and the training.
If we could create betterskills programs for people with
developmental disability and getthem, you know, skill sets they
need to middly hit the groundrunning as soon as they get out
of high school everybody wouldbenefit across the road because
there's a, you know, there's atransitional period and, you
know, oftentimes, you know, theprograms aren't necessarily
where they need to be.
I gave you my frustrationsearlier with where they often
end and, I think, much moreefficient as a society, not only
(08:06):
in getting these people to becapable and productive, but
allowing them to pay their ownway, allowing their families to
not have to supervise them andbe with them in finance, and
then I think it also and Ivalidated this in my research
when I was in school it greatlyimproves their perception.
In the past, I mean, we used tohear all the slang terms or
(08:29):
joking terms that people woulduse for folks in this space and
that always really hurt mebecause I knew that you know how
mean that was and how.
You know how brutal that wouldbe for someone to be on the
receiving end of that.
But I think a lot of that wasjust ignorance and perception
that just because they have somechallenges and complications,
are never going to be able tonormally function like you or I.
(08:50):
But that's not the case.
And may not ever be 100% on alllevels.
But you know what?
Speaker 1 (08:56):
With the right support and the right programs
maybe they can do it 65% or 70%of the time, and that's a hell
of a lot better than being atzero, of great dedicated workers
(09:19):
that with the right supports,like you're saying, with the
right kind of conditions to helpthem be successful.
I know many students and youngadults who they will not miss a
day.
They will be on time to workand that is where they shine.
And it's like, yes, they mightneed some accommodations, they
(09:40):
might need some supports thatare outside of the typical.
You know, it just takes somevision Right and I think, yeah,
it's a.
It's amazing to just get yourperspective from somebody who's
out in the industry, out doing,you know, product development
and and all kinds of different,really amazing background that
(10:00):
you have in business.
But you also have thatcompassion, that long-term
friendship and history thatstems back all the way to those
early days when you're just socompassionate as an elementary
school student.
I would love to ask you I knowwe have to wrap it up kind of
(10:22):
quickly here, but I wanted toask you just for a closing
question If you could go back tothose early days when you were
in elementary school, even justas a young adult, getting into
your post-secondary youary.
Any of those points in time foryou, what advice would you give
yourself?
(10:42):
I know you didn't choose to gointo special education, but is
there anything you would tellyour younger self or somebody
who's just getting into thefield?
Speaker 2 (10:52):
That's an excellent question and obviously
hindsight's, 20-20 or whatever.
But I would say I made myselfavailable to do more earlier on
Um.
I tried to maximize that.
But I also have my schoolworkand my sports and my friends and
my social life and everythingUm.
You know, I would say, did I,did I leverage any and all
(11:13):
opportunities to expand what Icould give and learn in this
space?
would be the first one.
You know perhaps a little mesome regret that I may not have
gone into this full-time as acareer to do it a hundred
percent of the time.
I mean, I had other callingsand other opportunities and
leads and you know thatbasically I'm always thinking
(11:33):
that through what might'vehappened if I, you know, could
have I been within the industrya big voice that could make a
change systemically to improvethese programs and acts, access
to them.
Not regret, but more.
What is there right?
Speaker 1 (11:48):
Sure.
Speaker 2 (11:49):
Yeah, um, I mentioned I was a little concerned that
you know my experience, althoughvalid and real, were you know a
long time ago in many cases,other than Mike and some of my
other friends I stay in touchwith you know been more directly
, stayed engaged with theevolution of all these programs.
I mean, maybe at some point I'dlove to pick your brain about
(12:09):
the curriculums and how they'vechanged and where you see
opportunities and all that justfor my own interest, right
Opportunities and all that justfor my own interest Right.
You know, and I followed in themedia in some cases, due to some
of the legislative changes, alot of programs that directly
finance and benefit this spacehave been at risk or pulled back
and I've always done a headscratch Like how could you
possibly even think about doingthis for so many reasons?
(12:32):
We need this Society, so needsthis.
So, you know, maybe even been,you know, involved with lobbying
or something, even at thepolitical level, to be a voice
for these folks behind thescenes.
Um, yeah I think there'sopportunities.
Even as I left this world youknow, with daily interaction, as
(12:52):
an advocate to going into thebusiness world after I graduated
, you know, I think there weresome opportunities where I could
have talked to the companies Iworked for, knowing where we
needed to hire folks and I knewthere were gaps with these
skills.
Could this community?
Maybe I had opportunity to be avoice.
Well, have you guys thoughtabout this?
I mean, certain industriesgenerally have been leveraged
(13:14):
more than others, but I alsothink the technology world may
be a have been leveraged morethan others, but I also think
the technology world may be alate adopter for this.
Right Now, my friend Imentioned has worked for various
tech organizations in theircafeterias, in support roles and
all.
But I think that could beexpanded upon, especially with
corporate responsibilitystandards A lot of companies
have today.
T-Mobile is very big on givingback and I think you know
(13:38):
opportunities where we couldbring people like my friend,
mike and others that could workin you know T-Mobile stores,
whether they're doing you knowmerchandise stocking or
receiving you know phones in theback or whatever, especially
when they have these great Danwith these cocktail party
personalities or whateverthey're primed to be in a sales
(13:58):
or social setting.
So I think that would be myfeedback on that.
Speaker 1 (14:02):
Okay, Well, JR, I think we need more people like
you in our society.
You have such amazing hearts,such great perspectives, and I'm
just really grateful to you forbringing your compassion, your
relationships and your view forinclusion of people who live
life with disability intocommunity settings.
(14:23):
I love, love hearing from youtoday.
Thank you so much for your timeand for taking this opportunity
to talk with me and with ourlisteners, and we're just really
grateful Well thank you so much.
Speaker 2 (14:34):
Thank you for the opportunity.
I'd love for anotheropportunity one day soon, and
this has been a great experiencefor me as well, and it's such a
genuine issue that more peopleneed to understand and there's
so much more work to do insociety.
So thank you.
Speaker 1 (14:48):
Right?
Yeah, well, we do.
I know SDES and FunctionalAcademics.
We have some really innovativethings coming up that Suzanne
Fitzgerald and her team areworking on.
That really will highlight someof the things that you had
hoped for Mike to really tailorthe individualized education
planning and programming foryoung adults in school.
(15:09):
So it'd be fun to share thatwith you at some point, because
you're really good at all thatbusiness and marketing kind of
realm.
Speaker 2 (15:16):
So sounds great.
Speaker 1 (15:17):
Okay, all right, well , take care, and hopefully we'll
talk soon.
Speaker 2 (15:21):
Great.
Have a great day, thank you.
Speaker 1 (15:23):
You too.
A heartfelt thank you to ourgenerous sponsors.
Specially Designed EducationServices.
Publishers of the FunctionalAcademics Program, please take a
moment to learn more about theonly true, comprehensive
functional academics programthat enables students with
moderate to severe disabilitiesto improve their ability to live
(15:45):
independently and showmeaningful growth both
academically and personally,while creating accountability
with data-driven, evidence-basedresults.
Visit sdesworkscom to learnmore.
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