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>> ALL RIGHT, GOOD DEAL.
WELL, WELCOME TO THE LAST SESSION OF THE DAY.
I KNOW OUR LUNCH IS SETTLING IN AND WE ARE THINKING ABOUT
GETTING BACK TO OUR REST OF OUR LIVES.
BUT I WOULD LIKE TO INTRODUCE YOU TO OUR STUDENT PANELISTS
HERE IN A COUPLE MINUTES.
WHEN I FIRST APPROACHED THE PLANNING TEAM ABOUT OFFERING
TO DO A STUDENT PANEL FOR THIS DAY, YOU KNOW,
I IMAGINED A BREAKOUT SESSION-- 30 TO 40 FACULTY,
NOTHING TOO MAJOR THAT A STUDENT WOULDN'T SAY,
"ALL RIGHT, I'VE HAD SPEECH CLASS.
"I CAN DO THIS."
AND THEN, THEY CALLED ME TO TELL ME, "SARAH,
"THAT IS SUCH A GREAT IDEA
"THAT WE SHOULD DO THAT IN FRONT OF EVERYBODY."
SO, YOU CAN IMAGINE MY CONCERN ABOUT NOT FINDING SOME BRAVE STUDENTS
WHO WERE WILLING TO DO THIS IN FRONT OF ALL OF US,
BUT INDEED I DID.
SO, I WOULD LIKE TO START US OFF BY JUST HAVING EACH
OF THE PANELISTS INTRODUCE YOURSELVES,
TELL US HOW LONG YOU'VE BEEN HERE,
AND ALSO YOUR ACADEMIC OR CAREER PLAN HERE AT GRCC.
CORBIN, START US OFF.
>> MY NAME IS CORBIN ARMOCK.
I'VE BEEN GOING TO GRCC FOR TOO LONG NOW...
(audience laughing)
AND MY CAREER PLAN IS I WILL BE ATTENDING G.V.S.U.
IN THE FALL FOR A COMMUNICATIONS DEGREE.
>> SARAH... >> I'M SARAH STANFORD,
AND THIS IS MY THIRD YEAR AT GRCC,
AND I WILL BE ATTENDING MY SECOND SEMESTER STARTING NEXT WEEK,
AND I AM PLANNING ON TRANSFERRING TO WESTERN MICHIGAN UNIVERSITY
IN THE FALL IN ORDER TO GO AFTER
A HUMAN RESOURCES MANAGEMENT DEGREE.
>> GOOD AFTERNOON, MY NAME IS KENYA LEE,
I HAVE ONLY BEEN ATTENDING FOR ONE YEAR.
I AM GOING FOR TWO DIFFERENT DEGREES--
AN ASSOCIATE'S DEGREE IN BUSINESS MANAGEMENT/SUPERVISION,
AS WELL AS BUSINESS ADMINISTRATION.
I HOPE TO CONTINUE ON WITH A BACHELOR'S DEGREE
IN BOTH IN THE NEAR FUTURE.
HELLO, ANDREW JANKE.
I'VE BEEN HERE FOR ABOUT THREE YEARS NOW.
AND I'M PURSUING A DEGREE IN EITHER SOFTWARE DEVELOPMENT
OR COMPUTER ENGINEERING,
AND I PLAN TO TRANSFER TO MICHIGAN TECH
COMING THIS FALL SEMESTER.
>> OKAY, THANK YOU.
ALL RIGHT, CORBIN, JUST TO START BACK WITH YOU,
I'D LIKE YOU TO SHARE WITH US YOUR DISABILITY
AND WHY HE CHOSE TO REGISTER
WITH THE DISABILITY SUPPORT SERVICES OFFICE.
>> MY DISABILITY IS SEVERE/CHRONIC DEPRESSION,
AND SUICIDAL TENDENCIES.
I CHOSE TO REGISTER WITH THE D.D.S.
TO BASICALLY ALLOW MYSELF
TO ATTEND AT A PART-TIME LEVEL
WHILE MAINTAINING FULL-TIME CREDIT,
AND ALLOW MYSELF TO REGISTER EARLY
FOR CLASSES.
>> ALL RIGHT, SARAH?
>> UM, FOR 22 YEARS-- PRETTY MUCH ALL MY LIFE--
I HAVE BEEN DEALING WITH LEBER'S CONGENITAL AMAUROSIS,
WHICH IS WHAT CAUSED MY BLINDNESS.
AND I DECIDED TO REGISTER WITH THE DISABILITY SUPPORT OFFICE,
IN ORDER TO HAVE LONGER TIME ON MY TESTS
BECAUSE OF SOME OF THE ACCOMMODATIONS THAT I'VE NEEDED.
FOR EXAMPLE,
I HAVE NEEDED A PERSON TO WRITE DOWN
EVERY SINGLE ONE OF THE PROBLEMS
AND THE ANSWERS TO THE PROBLEMS FOR MATH,
EVEN THOUGH I DID HAVE A TEST IN BRAILLE,
AND ALSO TO HAVE LONGER TIME USING A SPEECH AT ADAPTIVE COMPUTER
FOR THE REST OF THE EXAMS AND TESTS THAT I'VE NEEDED TO TAKE,
AND ALSO TO REGISTER FOR CLASSES EARLY
SO THAT WAY I COULD GET A GOOD SCHEDULE
AND KNOW WHERE I WAS GOING WITH EVERYTHING.
>> OKAY, THANKS.
KENYA?
>> I SUFFER FROM BOTH PHYSICAL AND MENTAL DISABILITIES.
TO START WITH MY PHYSICAL IS PRIMARY LATERAL SCLEROSIS,
WHICH IS A FORM OF MULTIPLE SCLEROSIS,
DEGENERATIVE DISC DISEASE OF THE LUMBAR,
OSTEOARTHRITIS OF THE LOWER SPINE,
AND DEGENERATIVE JOINT DISEASE OF BOTH HIPS AND BOTH SHOULDERS.
AS FAR AS MENTAL, I SUFFER FROM M.O.D.,
WHICH IS A MOOD DISORDER KIND OF LIKE BIPOLAR,
POSTTRAUMA STRESS DISORDER, AS WELL AS...
ANTI-- I'M SORRY--
IT'S LIKE AN ANGER DISORDER
WHERE IF I GET VERY ANGRY, I CAN BLACKOUT AT POINTS.
REST ASSURED, IT'S UNDER CONTROL.
(audience laughing)
JUST IN CASE I'M IN ANY OF YOUR CLASSES.
(audience laughing)
>> AS I MENTIONED, BRAVE STUDENTS.
>> I DECIDED TO REGISTER JUST BECAUSE THERE'S SOMETIMES
WITH MY PHYSICAL DISABILITIES,
IT'S VERY HARD FOR ME TO GET OUT OF BED
AND TO EVEN BE ABLE TO MOVE,
AND I DON'T WANT MY PROFESSORS TO THINK
THAT I'M TRYING TO SKIP CLASS OR THAT I DO NOT CARE ABOUT MY EDUCATION,
BECAUSE MY EDUCATION IS THE SECOND MOST IMPORTANT TO ME
NEXT TO MY CHILDREN.
AND AS A BUSINESS MAJOR, I'M ALSO A BUSINESS OWNER,
SO I'VE LEARNED THAT DOCUMENTATION IS YOUR BEST FRIEND.
(audience laughing) >> ANDREW, SHARE WITH US.
>> ALL RIGHT, UM, I HAVE ASPERGER'S SYNDROME,
WHICH MEANS THAT IT'S MORE OF A HIDDEN DISABILITY.
AND THE REASON WHY I REGISTERED WITH THE DISABILITY SUPPORT CENTER
BECAUSE IT JUST SEEMED LIKE THE NEXT LOGICAL STEP TO TAKE
WHEN I WAS MOVING FROM HIGH SCHOOL TO COLLEGE,
AND THAT'S ABOUT IT.
>> OKAY, WERE YOU ENCOURAGED TO REGISTER WITH US
FROM YOUR HIGH SCHOOL?
OR DID YOU CHOOSE TO DO THAT ON YOUR OWN?
>> I JUST KIND OF CHOSE TO DO IT ON MY OWN.
I MEAN, IT JUST SEEMS LIKE THE NEXT LOGICAL THING TO DO
TO MAKE SURE EVERYTHING WAS IN PLACE,
AND I HAD HELP IF I NEEDED IT.
>> OKAY, THANKS.
ALL RIGHT, AS PART OF THE PROCESS THAT EACH STUDENT
WITH DISABILITIES GOES THROUGH,
THEY MEET WITH THE DISABILITY SUPPORT OFFICE
AND WE TALK OVER THEIR DOCUMENTATION TO DISCUSS ACCOMMODATIONS
THAT THEY'RE GOING TO HAVE,
AND THEN WE CREATE AN ACCOMMODATIONS AGREEMENT.
AS PART OF THE PROCESS, THE STUDENTS ARE REQUIRED
TO THEN COMMUNICATE THOSE ACCOMMODATIONS
TO THE FACULTY MEMBERS,
USUALLY BY SHOWING THEM THAT ACCOMMODATIONS AGREEMENT,
WHETHER IT'S IN PERSON OR THROUGH EMAIL
AND THEN A DISCUSSION FOLLOWING.
HOW DID EACH OF YOU APPROACH THAT CONVERSATION ABOUT NEEDING ACCOMMODATIONS
WITH YOUR FACULTY, AND HOW CAN WE, AS FACULTY,
HELP MAKE THIS STEP EASIEST FOR YOU?
UM, SARAH, WE'LL START WITH YOU.
>> UM... >> ACTUALLY, NO WE WON'T.
KENYA. (audience laughing)
I HAD TOLD HER SHE WASN'T GOING TO ANSWER THAT ONE.
SORRY, SARAH.
KENYA.
>> IN THE PAST, I NEVER BROUGHT IT UP
UNTIL IT WAS NEEDED.
WITH MY BACK INJURY, THERE'S TIMES WHEN I NEED TO SIT AND STAND AS NEEDED.
I MIGHT NEED A MORE COMFORTABLE CHAIR.
SO, IF MY CLASS IS ONLY AN HOUR, AN HOUR AND A HALF LONG,
I CAN DEAL WITH THE PAIN.
BUT FOR LIKE THE THREE-HOUR CLASSES, IT GETS VERY DIFFICULT.
YOU KNOW, AND IF WE DON'T GET BREAKS,
IT GETS EVEN MORE DIFFICULT.
SO, I ALWAYS TRY AND NOT SAY ANYTHING, AND MOST IMPORTANTLY,
I ALWAYS WAIT FOR A WEEK OR TWO UNTIL MY PROFESSOR
HAS A FEEL FOR ME
AND CAN TELL THAT I AM A SERIOUS PROFESSIONAL,
AND WE GET KIND OF A CONNECTION...
AND THEY CAN BELIEVE MY SINCERITY WHEN I TELL THEM
THIS IS WHAT'S GOING ON,
YOU KNOW, PLEASE HAVE A LITTLE BIT OF UNDERSTANDING
AND LENIENCY WITH ME.
I JUST NEED A MOMENT OF TIME HERE AND THERE,
AND I DON'T WANT TO DISRUPT YOUR CLASS.
THAT'S THE MOST IMPORTANT THING TO ME
IS THAT I SHOW YOU ENOUGH RESPECT TO SAY,
"LOOK, I'M NOT KIND TO DISRESPECT YOUR CLASS.
"I'M GOING TO SIT EITHER IN THE VERY BACK OR I'M GONNA SIT ON THE SIDE,
"THAT WAY I'M NOT DRAWING ATTENTION AWAY FROM THE OTHER STUDENTS,
"YOU KNOW, AND YOU.
"OR EVEN KIND OF DISTRACTING YOU FROM WHAT YOU'RE TRYING TO SAY."
>> THANKS.
ANDREW, SHARE WITH US HOW YOU APPROACH THAT CONVERSATION.
>> WELL, SOMETIMES, USUALLY-- WORST-CASE SCENARIO,
USUALLY IF I GET VERY NERVOUS
AND I DON'T NECESSARILY FEEL VERY COMFORTABLE
ABOUT DISCLOSING RIGHT THEN AND THERE WITH MY INSTRUCTOR,
USUALLY I'LL SEND AN EMAIL THROUGH THE DISABILITY SUPPORT CENTER,
AND I FOUND THAT TO WORK FOR ME PRETTY WELL.
BUT I THINK THE REASON FOR KIND OF THIS WHOLE PARANOIA,
IF YOU COULD CALL IT THAT, IS WELL, I DON'T WANT TO COME OFF
AS TRYING TO PROVIDE SOME SORT OF EXCUSE
FOR SOME SORT OF LACK OF SPEED WITH TEST-TAKING.
SO...
I DON'T WANT TO COME OFF THE FACULTY AS BEING EITHER LAZY OR SLOW,
BECAUSE SOMETIMES IT TAKES ME JUST A LITTLE BIT EXTRA TIME,
AND I THINK MY GRADES KIND OF REFLECT THAT.
YOU KNOW, I'M NOT JUST SLOUCHING OFF WITH STUDYING.
IT'S MORE OF A THING WHERE I NEED TIME TO PROCESS,
AND MOST OF THE INSTRUCTORS WHO I'VE HAD DEALINGS WITH,
I'VE USUALLY JUST DISCUSSED IT VERBALLY WITH THEM.
>> OKAY, THANK YOU.
ALL RIGHT, JUST SO YOU GUYS KNOW--
I SHOULD'VE DISCLOSED THIS EARLIER--
JUST OUT OF SAKE OF TIME,
BECAUSE I KNOW I HAVE TO BE DONE AT 2:15,
I WILL HAVE SOME OF THE STUDENTS SHARE SOME OF THE ANSWERS,
AND OTHERS SHARE OTHER ANSWERS,
JUST SO HE CAN KIND OF GET EVERYBODY'S PERSPECTIVE TODAY.
ALL RIGHT, BUT THIS ONE I AM GOING TO ASK EVERYBODY TO SHARE WITH US,
AND WE WILL START WITH SARAH ON THIS ONE-- I'M SORRY, SARAH.
LIST YOUR ACCOMMODATIONS THAT YOU REGULARLY USE,
AND HOW DO EACH OF THESE HELP YOU DO YOUR BEST?
>> MY ACCOMMODATIONS THAT I USE IS...
SOMETIMES, THERE'S TIMES WHEN I REQUIRE THE USAGE OF BRAILLE
IN THE CLASSROOM,
AND THAT IS MOST SPECIFICALLY FOR MATHEMATICS.
AND FOR THOSE PROFESSORS WHO HAVE HAD ME FOR MATHEMATICS...
KNOW ABOUT THIS, AND THEY SOMETIMES KNOW ALSO
THAT IT HAS BEEN SOMEWHAT OF A STRESS
TRYING TO GET THAT TEXTBOOK TO ME ON TIME.
BUT ASIDE FROM THAT, I USE A SPEECH ADAPTIVE COMPUTER,
AND WHEN I'M LOOKING AT YOUR GUISES SYLLABUS,
I SEE "NO USING ELECTRONICS IN CLASS."
I ALWAYS KIND OF GET NERVOUS AT THIS AND GO, "OKAY,
"HOW IS THE PROFESSOR GOING TO REACT
"WHEN I BASICALLY SAY,
"'I NEED TO USE MY COMPUTER'
"BECAUSE THAT IS WHAT I TAKE NOTES WITH,
"THAT IS WHAT I READ MY TEXTBOOKS WITH,"
AND FOR THOSE OF YOU WHO HAVE HAD ME IN THE CLASSROOM
KNOW THAT IT'S SOMETIMES A LITTLE BIT DIFFICULT TO HANDLE THAT,
BECAUSE QUITE OFTEN I AM ASKING, "WHAT PAGE NUMBER ARE YOU AT?"
AND THIS WOULD ACTUALLY HELP OUT A LOT IF THE PROFESSOR
ACTUALLY SAID, "OKAY, WE'RE GOING TO GO TO THIS PARTICULAR PAGE
"AND YOU NEED TO FIND THIS PARTICULAR HEADING ON THE PAGE
"SO THAT WAY, YOU CAN KEEP UP WITH US."
TWENTY-PAGE DOCUMENTS LIKE, FOR EXAMPLE,
SOME SYLLABI THAT I'VE SEEN...
(audience laughing) GUYS, GUYS...
IT WOULD BE REALLY NICE, BECAUSE YOU GUYS HAVE SIMPLE WAYS
OF WHERE YOU CAN SCAN THE DOCUMENT.
I DON'T HAVE THE SIMPLE WAYS, UNFORTUNATELY FOR ME.
BUT AN EASY WAY TO DO THAT IS IF YOU WERE ABLE
TO PUT HEADINGS IN THE DOCUMENT
RIGHT ABOVE WHERE YOU WERE DISCUSSING EITHER GRADES,
HOMEWORK ASSIGNMENTS,
ANYTHING OF THE SORT, SO THAT WAY,
I COULD EASILY FIND THAT PARTICULAR HEADING
AND WHAT I DO FIND IT,
I CAN LOOK AT THAT PART OF THE DOCUMENT
WITHOUT TOO MUCH OF A PROBLEM.
I ALSO USE MY SPEECH ADAPTIVE EQUIPMENT FOR TESTING.
YET AGAIN, THAT REQUIRES THE SPEECH ADAPTIVE COMPUTER
AND ALSO SOMETIMES BRAILLE,
AND FOR THOSE OF YOU WHO HAVE HAD ME FOR MATH,
YOU KNOW ABOUT THIS AS WELL...
AND IT DOES TAKE ME A LITTLE BIT LONGER THAN NORMAL,
SO I JUST KIND OF REQUIRE PATIENCE WHEN IT COMES TO THAT,
WHICH ALL THE PROFS THAT I'VE HAD HAVE BEEN PRETTY GOOD ABOUT THAT.
SO... >> OKAY...
THANKS, SARAH.
CORBIN?
DO YOU WANT THE QUESTION AGAIN? >> YES, PLEASE.
>> LIST THE ACCOMMODATIONS THAT YOU REGULARLY USE
AND HOW DO EACH OF THESE HELP YOU DO YOUR BEST WORK.
YOU KIND OF ALREADY MENTIONED THOSE A LITTLE BIT.
>> UM, I DON'T REALLY HAVE ANY ACCOMMODATIONS
OTHER THAN WHAT I'VE ALREADY MENTIONED.
THE-- I MEAN-- >> YOU ALREADY MENTIONED
THE REDUCED COURSE LOAD AGAIN, AND WHY THAT HELPS YOU.
>> THE REDUCED COURSE LOAD IS THE BIGGEST THING FOR ME,
BECAUSE IT ALLOWS ME TO MAINTAIN A CALMER ENVIRONMENT
BOTH AT HOME AND, YOU KNOW...
ALLOWING FOR LESS STRESS IN MY LIFE ALLOWS ME
TO MAINTAIN A MORE FOCUSED MIND,
AND KIND OF KEEP THE DEMONS--
OR WHATEVER-- IN CHECK,
AND I MEAN, THE PSYCHOLOGISTS OUT THERE CAN--
YOU CAN ASK THEM HOW IT WORKS, BUT FOR ME, BASICALLY,
IT'S YOU KNOW, A LESS STRESSFUL ENVIRONMENT.
IT'S NOT ADDING MORE WEIGHT TO MYSELF.
IT'S NOT DRAGGING ME DOWN AS MUCH.
IT'S, YOU KNOW, ALLOWING ME TO BITE OFF ENOUGH
THAT I CAN CHEW IT AND SWALLOW IT
AND TAKE ON THE NEXT BITE WHEN I'M READY,
AND KEEP ON GOING AT MY OWN PACE,
RATHER THAN TAKING ON A FULL-TIME THING, HANDLING IT,
AND AS SOMEONE WHO DOES REQUIRE FINANCIAL AID TO PAY FOR TUITION
AND BOOKS AND ALL OF THESE OTHER THINGS,
I DO NEED THAT FULL-TIME
IN ORDER TO MAINTAIN FINANCIAL AID.
SO, BASICALLY, THAT'S THE BIGGEST THING.
AND THE OTHER ONE I MENTIONED WAS EARLY REGISTRATION,
WHICH IS HELPFUL TO ANY STUDENT, I GUESS--
JUST PICKING OUT TIMES THAT ARE HELPFUL TO THEM,
THAT MAKES THEIR SCHEDULE EASIER,
AS SOMEONE WHO WORKS ON THE SIDE.
SO... >> KENYA.
>> I TRY NOT TO BE TOO DIFFICULT,
BUT I WOULD LIKE A MORE COMFORTABLE SEAT--
SOMETHING WITH MORE PADDING--
SO THAT I'M ABLE TO SIT LONGER.
SOMETHING AT THE END OF THE ROW,
SO I'M NOT DISTURBING YOUR CLASS.
THIS IS JUST SOMETHING THAT I WANT TO SHOW RESPECT FOR YOU,
YOU KNOW, BY BEING ABLE TO SIT LONGER.
I LIKE TO BE ABLE TO SIT OR STAND AS NEEDED,
OR EVEN LEAVE THE ROOM.
THAT WAY, I CAN SCRATCH OR TRY AND WALK OFF THE PAIN,
AND THIS IS SO THAT I DON'T DISRUPT YOU, AGAIN.
THE ABILITY TO BE ABLE TO USE MY COMPUTER IN THE CLASSROOM--
WITH MY ARTHRITIS THROUGHOUT MY BODY--
IT'S HARD FOR ME TO WRITE AT TIMES,
AND IT'S A LOT EASIER FOR ME TO TYPE.
SO, IF I'M ABLE TO TYPE DOWN MY NOTES.
AND THEN, ALSO, THE USE OF A TAPE RECORDER,
IS WHEN I DO NEED TO GO OUT AND TAKE WALKS
AND TRY AND TAKE MYSELF-- YOU KNOW, GET MYSELF TOGETHER,
I'M MISSING VITAL INFORMATION.
SO, IT'S STUFF THAT MIGHT BE ON TESTS OR YOU KNOW,
JUST STUFF THAT I MIGHT NEED FOR MY HOMEWORK.
SO, IF I COULD RECORD THIS THROUGHOUT THE WHOLE TIME,
I'M NOT MISSING ANYTHING.
AND THEN, ALSO, IT HELPS ME TO WHERE IF I'M AT HOME
AND I NEED TO REALLY STUDY,
I DON'T NEED TO HAVE TO BE SITTING DOWN AT MY COMPUTER
TRYING TO, YOU KNOW, REALLY TAKE A LOOK AT IT.
I COULD WALK AROUND MY HOUSE AND LISTEN TO MY EARPHONES.
AND THERE I SAY, YOU KNOW, WHEN YOU'RE SLEEPING,
YOU LISTEN TO RADIO-- OR YOU LISTEN TO SPANISH,
AND THE NEXT DAY, "HOLA, COMO ESTAS!"
(audience laughing) RIGHT, YOU KNOW?
SO, I'M HOPING THIS KIND OF WORKS FOR ME.
I HAVEN'T TRIED IT YET, BUT MAYBE THIS SEMESTER
IT'LL BRING ME SOME LUCK. (audience laughing)
SO, THERE'S JUST A LOT OF THINGS THAT I TRY TO--
I TRY TO UTILIZE,
BUT SOME OF IT IS OUT OF RESPECT FOR YOU GUYS AS WELL,
AND THAT'S THE IMPORTANT THING, IS THE MUTUAL RESPECT
BETWEEN THE PROFESSOR AND THE STUDENT--
AND THAT'S WHAT I TRY TO BRING TO IT.
>> ANDREW?
>> THE ONLY ACCOMMODATION THAT I'VE REALLY USED WAS A TESTING ACCOMMODATION--
GETTING THE EXTRA TIME-- BECAUSE ONE THING
THAT REALLY BOTHERS ME
ABOUT TIME PRESSURE IS THAT I GET A LOT OF ANXIETY,
FROM JUST BEING OVERLY CONCERNED
WITH NOT HAVING ENOUGH TIME.
SOMETIMES, IF I WERE TO REMOVE THAT FACTOR OUT OF THE TEST,
I COULD FOCUS ON THE CONTENT.
>> I THINK WE ALL HAVE THAT ONE. (audience laughing)
THAT'S THE ONE THING I FORGOT TO MENTION.
>> (chuckling) ALL RIGHT, THANK YOU.
>> I WOULDN'T MIND A COMFY SEAT. (all laughing)
>> THEY GET DEMANDING AFTER A WHILE.
(audience laughing) ALL RIGHT, THANK YOU, GUYS.
ALL RIGHT, WHAT DO YOU THINK IS THE BIGGEST MISPERCEPTION
THAT OTHERS HAVE OF YOU OR HAVE OF YOUR TYPE OF DISABILITY?
UM, WHO WANTS TO START US OFF ON THIS ONE?
CORBIN, START US OFF.
>> WELL, THE BIGGEST MISCONCEPTION I'VE SEEN
WITH PEOPLE WHO ARE DEPRESSED
OR ARE SUICIDAL IS THAT...
THEY ALWAYS SEEM TO BE GLOOMY OR FORLORN
OR ALWAYS DEPRESSED
AND DOWN IN THE DUMPS,
AND THEY ALWAYS SEEM TO ACT THAT WAY...
AND I'VE KNOWN A LOT OF PEOPLE
WHO ARE QUITE THE OPPOSITE.
I'VE SEEN A LOT OF PEOPLE WHO ARE VERY UPBEAT,
VERY MOTIVATED,
VERY POSITIVE AND EMOTIONAL PEOPLE
IN THE GOOD WAY,
AND THEN YOU COME TO FIND OUT
THAT THEY'VE TRIED TO TAKE THEIR LIVES SEVERAL TIMES.
AND IT'S VERY HEARTBREAKING ALMOST
TO SEE THAT THIS HAS HAPPENED,
AND IT'S VERY...
ALMOST SHOCKING AND VERY GRIPPING
BECAUSE I KNOW THAT I'VE DONE IT.
MANY PEOPLE HAVE COME UP TO ME AND SAY,
"YOU CAN'T BE DEPRESSED.
"I SEE YOU ALL THE TIME AND YOU'RE SO HAPPY
"AND YOU'RE ALWAYS CRACKING JOKES AND YOU'RE ALWAYS HAVING A GOOD TIME,"
AND I SAY, "WELL, YOU'RE NOT ALWAYS AROUND ME."
YOU KNOW, THERE'S TIMES WHEN I'M ALL BY MYSELF
AND THAT'S WHEN IT REALLY HITS.
>> OKAY, THANKS, CORBIN.
ANDREW?
YOU WANT THE QUESTION AGAIN? (chuckling)
WHAT DO YOU THINK IS THE BIGGEST MISPERCEPTION
THAT OTHERS HAVE OF YOU OR YOUR TYPE OF DISABILITY?
>> WELL, ONE MISPERCEPTION THAT SOMETIMES I'VE SEEN--
THAT SEEMS TO ARISE IS THAT BECAUSE MY DISABILITY IS A HIDDEN DISABILITY,
IS THAT SOMETIMES THERE IS THIS GROUP BE--
THERE'S THIS KIND OF--
SOMETIMES I'M GROUPED AS BELONGING TO OTHER,
AS HAVING A DIFFERENT DISABILITY
THAN THE ONE THAT I REALLY HAVE.
YOU KNOW, SOMETIMES PEOPLE MAY THINK THAT I EITHER...
>> THAT YOU HAVE LIKE A LEARNING DISABILITY
OR SOME OTHER TYPE OF DISABILITY THAT ISN'T ACTUALLY THE CASE?
>> YEAH, THAT ISN'T NECESSARILY RELATED
OR REALLY PROPERLY EXPLAINS WHAT SORT OF ISSUES I MAY HAVE,
AND ONE BIG PART
IS THE SOCIAL IMPACT
THAT THIS DISABILITY HAS,
WHICH IS REALLY HOW-- ALMOST HOW IT'S DEFINED,
IS THAT I COME OFF AS BEING KIND OF A LONER,
BUT EVEN THROUGH THE PAST THREE OR SO YEARS,
I'VE BEEN SORT OF TRYING TO PUSH MYSELF TO BE MORE OF AN OPEN PERSON,
EVER SINCE I STARTED GOING TO COLLEGE.
AND, UH...
I GUESS THAT MISPERCEPTION DOESN'T NECESSARILY HELP
WHEN THE PERSON MAY END UP DRAWING THE WRONG CONCLUSION.
>> ALL RIGHT, HE PUSHED HIMSELF THIS SUMMER TO GO DO A--
WHAT WAS IT-- WHAT WAS THE FULL TITLE OF THAT, ANDREW?
>> UNIVERSITY OF MICHIGAN UNDERGRADUATE RESEARCH OPPORTUNITY PROGRAM.
IT WAS PROBABLY THE BEST TEN WEEKS I'VE EVER--
THE BEST TEN WEEKS OF SUMMER I'VE EVER SPENT.
(applause)
KENYA, SAME QUESTION.
WHAT'S THE BIGGEST MISPERCEPTION THAT OTHERS HAVE OF YOU
AND YOUR DISABILITY?
>> WELL, WITH THE MENTAL, I DON'T THINK TOO MANY PEOPLE REALLY SEE IT--
MY DEPRESSION, I TRY TO HOLD BACK FOR WHEN I'M AT HOME.
I TRY AND REMAIN BRAVE OUT IN FRONT.
BEING A BUSINESS OWNER, I UNDERSTAND THAT IT'S ALL ABOUT PERCEPTION,
AND I WANT TO BE ABLE TO GET YOUR BUSINESS.
(audience laughing) AND SO, I ALWAYS TRY
AND BE HAPPY AND GO LUCKY AND ALL FRONT AND FORWARD,
BUT BEHIND CLOSED DOORS,
YOU KNOW, THINGS JUST KIND OF HIT YOU.
SOMETIMES WHEN YOU'RE SAD, PEOPLE THINK--
WITH ME, AT LEAST-- WHEN I'M SAD,
PEOPLE THINK THAT I'M MAD.
AND IT'S NOT ALL ABOUT THAT.
SOMETIMES, WE JUST HAVE THOUGHTS THAT WE JUST CAN'T GET AWAY.
AND AS FAR AS PHYSICAL-- AND A LOT OF PEOPLE SEE THAT,
"OKAY, YOU'VE GOT M.S. AND YOU'VE GOT OSTEOARTHRITIS,
"AND YOU HAVE ALL THESE DIFFERENT THINGS THAT SOMETIMES--
"YOU KNOW, SOMETIMES YOU HAVE TROUBLE WALKING,
"SO MAYBE YOU SHOULD JUST GIVE UP."
WITH ME, IT'S NOT ABOUT GIVING UP.
IT'S JUST PUSHES ME HARDER TO GET TO THE GOALS
THAT I WANT TO REACH.
I'LL SAY IF YOU LIVE YOUR LIFE LIKE YOUR DEAD,
YOU MIGHT AS WELL BE DEAD.
YOU KNOW, YOU CAN'T JUST GIVE UP ON LIFE.
YOU WANT TO BE ABLE TO EXPERIENCE EVERYTHING
THAT YOU CAN WHILE YOU CAN.
I KNOW WITH ME BEING A BUSINESS OWNER AND HAVING CHILDREN--
THAT'S WHY I STARTED MY COMPANY,
BECAUSE I WANTED TO LEAVE MY CHILDREN WITH A LEGACY,
AND NOT A DEBT.
SO, EVERYTHING THAT I DO NOW, I AM DOING
SO THAT I CAN BE A MENTOR FOR MY CHILDREN,
FOR THE PEOPLE THAT HAVE DISABILITIES LIKE ME,
AND SAY, "HEY, WE CAN STILL DO THINGS.
"WE CAN STILL BE A PART OF SOCIETY, YOU KNOW?"
AND JUST DON'T-- DON'T HAVE PITY ON ME,
BECAUSE I DON'T WANT YOUR PITY, I DON'T NEED YOUR PITY.
YOU KNOW, I NEED YOUR RESPECT,
AND I WILL GIVE YOU THE SAME THING.
>> THANKS.
SARAH?
>> I FEEL THE SAME WAY AS KENYA ABOUT THIS,
AND I'M SURE THAT MOST OF YOU, IF NOT ALL OF YOU,
SAW THE VIDEO YESTERDAY THAT I WAS A PART OF,
AND I'M GOING TO REPEAT SOMETHING THAT I SAID IN THAT VIDEO,
BECAUSE I FEEL THAT I JUST CAN'T HIT IT HOME ENOUGH.
IT'S NOT AMAZING WHAT I DO.
THERE IS SOME PEOPLE WHO HAVE SAID TO ME,
"THAT IS TOTALLY AMAZING-- HOW DO YOU DO IT?
"WHAT DO YOU DO TO FIGURE IT OUT?
"HOW DO YOU REMEMBER IT?"
IT'S SOMETHING THAT I'VE GROWN UP WITH.
IT'S SOMETHING THAT I'VE HAD TO DEAL WITH.
AND WITH THIS MISPERCEPTION, I KIND OF FEEL LIKE, "YOU KNOW WHAT?
THEY'RE A 76 PERCENT OF BLIND PEOPLE OUT THERE RIGHT NOW
IN THIS COUNTRY WHO ARE NOT WORKING
BECAUSE OF THE FACT THAT THEY JUST DON'T WORRY ABOUT IT.
THEY JUST DON'T THINK IT'S A BIG DEAL TO THEM.
WELL, I'M TRYING TO TURN EVERYBODY AWAY FROM THAT PERCEPTION
BECAUSE I'M LIKE KENYA.
I DON'T WANT PITY,
I DON'T WANT THE FACT OF PEOPLE TO BASICALLY
SAY, "HEY, SHE'S HERE FOR A REASON.
"SHE WANTS TO MAKE SOMETHING OUT OF HERSELF
"AND NOT NOTHING OUT OF HERSELF."
SO, I JUST CAN'T HIT IT HOME ENOUGH TO WHERE PEOPLE SAY,
"IT'S AMAZING, IT'S AWESOME, YOU ARE AN INSPIRATION."
YOU KNOW, I CAN BE AN INSPIRATION,
IF THAT'S THE WAY PEOPLE FEEL ABOUT ME,
BUT I WANT TO INSPIRE OTHER BLIND PEOPLE SUCH AS MYSELF
TO DO THE SAME THING THAT I'M DOING NOW-- GOING TO COLLEGE,
GETTING A DEGREE, AND MAKING SOMETHING OF MYSELF INSTEAD OF NOTHING.
(applause)
>> IF I CAN TOUCH ON THAT...
YOU KNOW, WITH SARAH, SHE'S BEEN THROUGH THIS FOR 18 YEARS,
SO SHE'S ABLE TO MANEUVER AROUND THINGS,
AROUND CAMPUS REALLY WELL
AND NOT HAVE VERY MANY DIFFICULTIES.
YOU KNOW, WHEN I GET MY CANE,
I GUARANTEE THAT I CAN WALK FASTER THAN NINE-TENTHS OF YOU.
(audience laughing) I'VE BEEN WALKING WITH IT
FOR 18 YEARS.
YOU KNOW, PEOPLE SEE ME WALKING DOWN THE STREET WITH MY CANE
AND I'M PASSING THEM AND THEY'RE LIKE, "HE DOESN'T NEED A CANE."
NO, IT'S LIKE A PERSON WITH A WHEELCHAIR.
WHEN YOU FIRST GET IN A WHEELCHAIR,
YOU'RE NOT GOING TO GO VERY FAST.
YOU'VE BEEN THERE FOR 18 YEARS, YOU'RE RUNNING THE OLYMPICS.
PRACTICE MAKES PERFECT.
SO, YOU KNOW, WHEN YOU SEE US WITH A CANE
OR WALKER OR CRUTCHES,
AND YOU SEE US BEING ABLE TO REALLY MOVE,
AND YOU SEE US BE ABLE TO WALK AROUND AS NEEDED,
IT'S BECAUSE WE STRIVE FOR THE BEST.
I ALWAYS TELL MY CHILDREN, "STRIVE FOR PERFECTION.
"YOU MIGHT NOT BE ABLE TO REACH IT,
"BUT SHE SHOULD NOT KEEP YOU FROM STRIVING FOR IT."
ALWAYS TRY TO BE THE BEST THAT YOU CAN.
>> HE IS A BUSINESSMAN. (applause)
ALL RIGHT, I THINK I'M OUT OF TIME-- AREN'T I, JEREMY?
OKAY, ALL RIGHT, I APPRECIATE ALL OF YOU LISTENING.
THANK YOU, STUDENT PANELISTS.
UM, I GUESS THE FINAL THING I JUST WANT TO SAY
IS WHEN I OFFERED TO DO THIS STUDENT PANEL,
THE REAL REASON THAT I OFFERED TO DO THAT
IS TO HOPEFULLY OPEN UP THE DIALOGUE
BETWEEN FACULTY AND STUDENTS,
AND REALIZE HOW VALUABLE IT IS TO GET THEIR PERSPECTIVE,
AND TO GET THEIR HELP IN THE SOLUTION, WHATEVER THAT MAY BE.
D.S.S. IS ALSO HERE TO HELP.
I KNOW THERE'S BEEN A LOT OF NEW INFORMATION,
AND SOMETIMES THAT RAISES A LOT OF ANXIETY, SO PLEASE USE US,
PLEASE USE THE STUDENTS.
WE'RE ALL VALUABLE RESOURCES AND WORK TOGETHER FOR THIS.
>> THE MOST IMPORTANT THING IS YOU GUYS ARE ALL OUR MENTORS.
YOU KNOW, THERE'S NO PROFESSORS THAT I REMEMBER
FROM WHEN I FIRST STARTED THAT REALLY HIT HOME,
THAT REALLY TOOK THE TIME TO TALK TO ME
AND TOOK THE TIME TO UNDERSTAND ME,
AND THOSE ARE THE ONES THAT STICK OUT THE MOST.
AND YOU KNOW, WHEN I TALK TO OTHER PEOPLE ABOUT GRCC,
I MENTION YOUR NAMES.
YOU KNOW, WHEN I LOOK FOR CLASSES, I LOOK FOR YOUR NAMES,
JUST BECAUSE I'VE CREATED A BOND WITH YOU GUYS.
YOU KNOW, I RESPECT YOU.
AND PLEASE, CONTINUE TO BE ABLE TO, YOU KNOW,
TOUCH US LIKE THAT.
THAT WAY, WE CAN CARRY THAT ON WITH OTHER STUDENTS
AND WITH OUR CHILDREN,
AND YOU KNOW, BE ABLE TO INSPIRE PEOPLE TO BE ABLE TO OPEN UP
AND BE ABLE TO COME TO THIS COLLEGE.
>> OKAY, THANK YOU, GUYS.
(applause)
>> OH, MY GOD.
NO WAY!
>> TURN IT OVER TO JEREMY...