Heller Service Corp.: A Case Study

I have been a part of Best Buddies here at WKU since my first semester of college. Best Buddies is an organization that pairs college students with people who have intellectual and developmental disabilities. Best Buddies gives people with IDD the opportunity to get involved with things happening on campus. It also allows them to build different friendships. Through Best Buddies, I have had the opportunity to start volunteering my time at the Buddy House. The Buddy House is a place where people with Down syndrome can go to hang out with their friends. The Buddy House offers classes for all ages. They have literacy classes for elementary and middle grade students, adult skills classes, fitness for teens and adults, Zumba classes, and much more.

For two years I worked as a camp counselor for the Western DuPage Special Recreation Association (WDSRA). In this time, I have worked day camps, inclusion camps, social program,s and even an overnight camp for children, teens, and adults with special needs. My responsibilities were to plan crafts and activities that were inclusive to the various needs and abilities of the campers. Most of all, being a camp counselor meant creating a safe and fun environment for each

“I am learning every day to allow the space between where I am and where I want to be to inspire me, and not terrify me”. This quote, by Ellis Ross, paints a very good image of how I want to take on these next few weeks of the Summer Transition Program. I have always wanted to be a better student than I actually am, but my disabilities influenced my studies immensely. I am currently diagnosed with dyslexia, dyscalculia, depression, and anxiety. Struggling in high school has only encouraged me to continue my education at UW-Whitewater to reach my goals. After graduating college, I hope to work with adolescents who have the same issues as me, or to work in an area similar to child protective services. My disabilities have held me back in high school in multiple ways, but I am very grateful to have the opportunity at UW-Whitewater to work past my difficulties in more areas than just education. Although I have weaknesses, I take pride in my reading skills, writing ability, and social dexterity.

For my service learning project, I had the pleasure of volunteering at both Hope Haven and Brooks adaptive sports. Both organizations are great places known for helping people with disabilities. Hope Haven is an institution that focuses on education and therapy for children and families in need. Their sole mission is “to ensure that children and families realize their full potential by providing specialized services and individualized educational opportunities” (Mission). Hope Havens whole vision is to shape individuals into independent, educated people who are able to function in community life (Missions). Brooks adaptive sports has a very similar mission to Hope Haven, but is more geared toward recreational activities. Their mission is to “Provide individuals with physical disabilities the inspiration, education, training, access and opportunity to participate in a world class adaptive sport and recreation activities” (About).

In addition to working as a Residential Direct Support Professional, I am a senior at Queens College, majoring in Psychology. Currently exploring new opportunities, my objective is to further my career in an organization that offers the opportunity to assist those with developmental disadvantages. My desire is to bring about a difference in someone’s life, to aid and support them in their decision-making and daily life skills, and to facilitate changes in the community on their behalf so they can live meaningful lives.

I always wanted to have a positive impact on my community, as well as facilitate positive change. Joining W.H.Y and being a part of my community through my church has allowed me to expand and have a say in what goes on. As a part of W.H.Y I am privileged with the opportunity to expose myself to different things including classrooms with toddlers who happen to be autistic. These visits to our local preschool are meant to help the children to socialize and become used to people they do not encounter every day, as well as help the teachers with their respective loads in terms of classroom maintenance.

The Federation for Children with Special Needs (FCSN) was one of the AT resources that caught most my attention meanwhile reading for this assignment. The FSCN specializes in providing information, support, and assistance to parents of children with disabilities, their professional partners, and their communities. They also seemed to be committed to listening to and learning from families, and encourage full participation in community life by all people, especially those with disabilities. This entity believes that individual differences in people are a natural part of life and that disabilities provide children and adults with unique perspectives, insights, and abilities which contribute to the overall well-being of society. The Federation

My first experience with volunteering at a soup kitchen when I was twelve impacted me enormously, and I sought out different programs that I could be involved in, knowing that the little time I put in could tremendously affect another person’s life for the better. As equal as my passion for helping the homeless, I also care deeply for those who suffer from mental disabilities. I can continue carrying my passion for others through a few of the John Hopkins clubs, such as Hopkins Helping the Homeless and the Active Minds @ JHU.

Inspired by my volunteering as camp counselor at Autism Pensacola’s summer camp, I hope to study to become an occupational therapist specifically treating autistic children following my undergraduate degree in genetics at Clemson University. I will be continuing my volunteer work in college, as I have applied for residency in one of Clemson’s Living-Learning Communities: Civics and Service House. This community houses students that will be sponsoring the predominant service projects that will occur throughout the year at the

I worked in the corporate world for 28 years and left to work with families with children with developmental disabilities. When my son was diagnosed, I considered it a starting point. I came to The Autism Project and they helped me in so many ways and I always said, “Once I can get my son situated and successful, I want to give back”. Now, I can do just that and it is such a great feeling.

Throughout high school, I was never too sure about what I wanted my future to look like. I knew that I wanted to go to college and that I had always hoped to have the opportunity to study at West Virginia University, but I had no idea what I was going to major in. This year I was chosen to take a class called Eagle’s Nest at my school. In this class we learn about the importance of service and, a large portion of the class involves going to interact with grade school children. In the class room I am assigned to, there are five out of the nine-teen students who have speech impediments; some being more severe than others. In working with these children, I saw that I have a strong desire to work with children and people needing speech therapy.

Curious about the kind of support available to 64 million Americans living with disabilities, I decided to explore this cause and community. I applied to mentor kids as part of the Athletes for Kids’ program and was accepted. I was soon working with Michael, a 13-year-old, who was nothing like my preconception of someone with Autism Spectrum Disorder (ASD). As I came to know him over the next two years, Michael’s enthusiasm and energyzest for life and innate curiosity had a profound effect on my views.

Experience by doing is a critical lesson to learn in high school. My passion for working with students that have special needs has given me training vastly beyond the realm of books and lectures. Since my junior year, I have been volunteering to bowl and play basketball with the Special Olympics team in a club called Unified Sports. I have obtained vital skills through helping and understanding how these amazing people conduct their lives. My interactions with the students have instilled motivation, trust and confidence in them and with me.

As a volunteer for the Autism Society of North Carolina, I had responsibilities and obligations not only to my supervisor but to the children I was accountable for. Those children deserved my full attention, respect, and patience: they deserved a person who would treat them with dignity, just as if they were a child without a mental or physical condition. When working with special needs children, two crucial talents one must have are patience, and the ability to look past the disability and see the child for who they are as a person. This is simpler in theory than in practice. My first year working at Camp Sunshine Developmental Day Camp was challenging in the fact that although I tried not to, I always arrived at a feeling of empathy towards the children because of their disease. While it is admirable to empathize with the children, no one, especially people at a disadvantage, desire to be pitied.

Growing up with a mild case of Cerebral Palsy has allowed me to develop an understanding and appreciation for the importance of diversity. Disability is not always thought of as a form of diversity, but it is the largest minority group in the world. I am interested in attending COSD FULL ACCESS Student Summit because the companies that are attending this summit recognize the importance of recruiting and retaining students with disabilities. I want to work for a company that will value my differences because I know the value of having different voices with different experiences sitting at the leadership table. This summer, I had the opportunity to travel with Vanderbilt University to South Africa and volunteer in a local school. I saw that