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JENNY SICHEL:
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JENNY SICHEL:
It looks like we are still populating a little bit but I am going to get us started. Hello everyone and welcome back. Or welcome to the biennial living Institute. My name is Jenny and I am the operations director with the national Council on Independent living. I coordinate the logistics for this event. My pronouns are she/her/hers and I am a white female with Brown curly hair that is in a top not bond right now. I have on a green cut off kind of top. I have some lovely Brown two round blue light glasses on. I would like to welcome everybody to today's presentation which is brought to you by the IL-NET training project. It is operated by IL argue with collaboration with LinkedIn and support provided by the administration for community living at the US Department of health and human services. As we do each time for each new session. Captions are available in Zoom, click show subtitles. They are also running at AI media and the URL is a little long to read but I will put it in the chat as soon as I finish with the opening statement here.
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We will get started in the second part of our presentation today on Developing Leaders through Diverse and Inclusive Consumer-Directed Youth Leadership Opportunities.
This afternoon will be more of a panel but before we do that as promised in the first session, we are going to answer a couple of the questions. Kimberly and Aaron will answer a couple of the questions that you asked that we didn't have a chance to answer.
KIMBERLY TISSOT:
Thank you so much. I am Kimberly Tissot from ABLE South Carolina which served The estate. My visual description is I am a white female in my 40s with short blonde hair wearing tortoiseshell glasses and a floral shirt. My pronouns are she/her/hers and if I was presenting to you in person I am an individual who has a high level amputation and my style of mobility is to walk on crutches.
AARON BAIER:
Hi and I am Aaron Baier and I am (Indiscernible) of the Hudson Valley and my physical description is I am a young white male with short red hair, freckles and Brown eyes and I am wearing a white shirt with either blue or Black buttons, I am not sure because I am colorblind.
KIMBERLY TISSOT:
One of the first questions, and if you have questions from one of the other sessions, please feel free to put it in the Q&A box. We captured some of the questions and so Terry asked how do I get in touch with the youth leadership network. And can you answer that?
AARON BAIER:
The national youth leadership network like I had mentioned does not really exist anymore. It has disbanded. However, what I would recommend for people to do because there's nickel, April as major nationwide organizations but I would reach out to find out what youth initiatives are happening. What you might find is that there isn't really a youth movement happening in your local area. If there is not, I encourage people to get things started.
If you need support for that, obviously, Kimberly, myself, (Name) and April ILR you are happy to be resources for such a thing.
KIMBERLY TISSOT:
The next question is from and anonymous person. Traditionally those who are Deaf or hard of hearing are not included in these programs. What suggestions do you have too have them involved in this group. That is been something we have been continuing to work on improving and we work closely for our Association for the Deaf in South Carolina and there is a department within vocational rehabilitation that focuses on Deaf services. Within mental health services there is also a group that focuses on death services. We have done a lot of outreach. So, really going to the community that have not been included. Really looking at your unserved areas, within your youth population as well and reaching out to the community.
Youth and of course with Deaf culture, disability is not always... They do not see deafness as a disability as we all know so that is something that we do have to provide some education because that is how their rights are protected but understanding that we are going to understand and accept their cultural response to becoming part of the disability community as well. Lots of education but outreach. Did you have anything to add there?
AARON BAIER:
No, not particularly but I would say you know, find Deaf organizations in your local area and get to know people in those movements and organizations. Deaf culture is challenging beyond just the communication barriers. It is a matter of trust and it goes both ways. So the more we can reach out to that community, get to know the people in the community, they can help spread the word and help us with the outreach.
Like I said, it goes both ways.
KIMBERLY TISSOT:
And then Shannon (Name) I probably said the name wrong, I definitely understand because of my last name.... Self advocacy include understanding what self-determination means. Advocating for yourself is always the first step for becoming an advocate so we definitely include that and then also decision-making and how it is OK if you need support with decision-making. Not everyone, nobody is fully independent.
We consult with consultants to help us make decisions and that is absolutely normal. For some reason when the disability community can't make those decisions independently, then there is overreaction. People jump to guardianship and other ways to over react to situations. As centers we need to make sure that decision-making is included but also helping people understand that nobody makes 100% of all of their decisions without support from others. Good question. Very much-needed within all preemployment transition services but also youth programming.
The other question that we had is preemployment transition, it's vital especially for psychological and social aspects, discussions about suicide prevention is meaningful. When a young person is repeatedly told within a short timeframe of the day by different people he/she cannot do a job or learn, unable to do a skill, they will have suicidal thoughts.
Just to avoid talking about it is unacceptable. That is where a lot of people, a lot of nondisabled people are not understanding where the cause of living in an ablest world, how it can get to people with disabilities and how it can make us depressed and also have those suicidal ideations. Definitely making sure you are covering that within working with youth but often times as well, that topic will come up and will be a discussion. It does definitely take a toll on new but that is where centers can definitely help with that.
We have oftentimes experienced that as well.
There is an anonymous attendee: for a person with a disability can I offer help to people with disability without interfering with them. I've told you that not 100% of the staff are people with disabilities, we have some because it comes naturally. They are allies and nondisabled staff that we have our allies and that is significant. But you don't represent the disability community and that is where you definitely have to understand your place in all of this. By empowering people with disabilities to use, to advocate for themselves, to make decisions, to lead their own lives, that is something that you can empower and instill but you don't represent the disability community. I think sometimes people think that just because they learn disability or they have a family member with disabilities that they know everything about disability and that is not correct. The person you're working with knows what is best for them.
Let me see if I've got another question. Just comments people are having, similar struggles with VR stating that consumers are to disable so the eligibility requirement, not understanding their mandate too also serve people with significant disabilities. The definition is a little different from ours. Many people across the country are being denied services for that reason. I think that is where SILs have to stand up and advocate for consumers as well.
AARON BAIER:
If I could add to that, you know, unfortunately a lot of times VR agencies and the cancers within those agencies, the caseloads are huge. They literally do not have the time to do what they should be doing.
Again, that is where centers for independent living can be an and be the peer mentors and advocate for appealing decisions for denying services. So I feel like where independent living and VR can really collaborate, is pretty clear and pretty obvious. I do feel as though the barrier we are all trying to overcome in many states, even here in New York, is how does IL and VR work together better. It is difficult but it is going to take the advocacy of not only the centers but of those consumers of the centers. Those people with disabilities speak for themselves for there's agencies and say what is wrong.
KIMBERLY TISSOT:
Erin, you're a lot nicer than we are. We have to hold our feet to the fire if they are going to provide the type of service and they are not doing it appropriately, and not consulting the disability community, then I think it kind of roles. Remember that efficacy for service is pretty critical across the board with individual systems advocacy.
So, we are -- that was all of the questions, there are some questions we will ask the panel, so we will allow the panel to answer some of the questions that were youth focused, like social media. I have no idea what is cool anymore, but Jenny, can we go to the slide, so that we can introduce the panel?
And Jack, Wednesday, and Alexis if you can go and turn your cameras on, that's a great time. This is the second session of the youth presentation that both Aaron and I did earlier today. Now it is your time to hear from the youth with disabilities, and here what is going on with youth now, what attracts them to IL programs, and what needs to change, and some of the old-school vocabulary words and terminology that we are using to describe our services, how some of that can also be outdated.
But, I first want you to hear from them, and learn from them, so I am going to, if we can go to the next slide, I'm going to pass it to one state to introduce herself.
WEDNESDAY JONES:
Hi everyone, my name is Wednesday. I am a black person with Afro textured hair. I have my hair pulled back into a puff in the back of my head, wearing cat eye glasses that are rimmed, and purple, and gold. I have dark brown skin, and I am wearing a black and white striped shirt, with a rubber pendant around my neck that I used as a stem tool, because I am autistic.
My pronouns are they, them, there, she, her, hers, and my hobbies include swimming, and I like learning different things about medical science. So, kind of what brought me into IL was when I was younger, my disability was hidden from me, so I didn't really always know why I had trouble with things, or that I had rights that could get me the things I needed for school.
I remember going to a meeting one time, I think it was about accommodations, and I didn't know what accommodations were, I just knew that my parents were talking and now I recognize that I understand it's something important for you to understand. They should have a self-directed IEP.
When I got to college I had some difficulties, so I needed to go get assessed for quality services, had to figure out that for the first time and the support person that worked with me on campus showed me an advertising for the youth leadership form, and that is kind of how I got into IL.
I really have a focus on -- I have a lot of leadership experience, so I mention that form and that's where I learned about independent living for the first time and the disability community as well. I did hire me SC, which was done in South Carolina and was about hiring people with disabilities. I was a diversity educator at my school, so I taught -- facilitated discussions at my college with different students on different topics. My go twos were presentations on talks about disability, and LGBTQ+ issues, I also talked about black culture and black students on campus.
I was an equipped leader, if that is through able South Carolina, and I was employed part-time to do youth programming. It was very peer to peer, and that can be during hangouts, or if we are together and we have a chosen topic, the equipped leader comes up with a plan for the session, and it is very youth directed, and glad, that was very good. It was something that brought me into the IL world.
Another leadership experience was I was a part of the Obama leadership core. I worked on a project with two other students from my school, And wanted to bring social change to our campus, so we had pastors and staff take diversity training, and have professors have to do training on the ADA, and why they have to give students accommodations, because that was a problem on campus that we thought we needed to address, and just addressing the needs of different students on campus.
There are some reflections coming up, and so some things that are important to me in IL as disability justice, I like to use that framework to make sure that we are including everyone, and censuring on those who are more respected, and making sure that leadership comes from the people that are affected. Not about us. People with intellectual abilities that might need a long-term care facility, we might think that deinstitutionalization happens, but there are still many that are institutionalized, and we should centre people that don't have access to the rights as much as some of us may have.
So, I'm really passionate about serving disabled people who are in other marginalized populations. So disabled people from race minorities, LGBTQ+, people who are poor, those who have multiple marginalization's or accommodations that I listed. So I am also really passionate about youth with intellectual and developmental disabilities are included. It's important to really process disability, and people sometimes want to move themselves away from people disabilities and I think we are better working together.
So, I think I bring that perspective to wherever I go.
KIMBERLY TISSOT:
Awesome, great Wednesday. You also want to let people know where you are employed?
WEDNESDAY JONES:
Yes I work enable South Carolina and I am in employment and financial literacy specialist.
KIMBERLY TISSOT:
Wednesday started off just like how she said, she was in the youth leadership forum, and we adored her so much that we offered her a full-time position and she is now definitely a leader in IL. We will go --
WEDNESDAY JONES:
I guess I should finish my slide, I didn't finish my point. What I want to see in the disability community is to help the framework of disability justice and use it for advocacy so we can make sure everyone is included, and make sure that what we're doing is not harmful to anyone in the disability community. I just want us to move forward collectively.
KIMBERLY TISSOT:
Awesome, thank you so much. Alexis Rivers, do you want to introduce yourself?
ALEXIS RIVERS:
Hi can you hear me? My name is Alexis Rivers, I'm 21 years old and my pronouns are she, they. I've a puffy fro, with earrings and a striped shirt. My hobbies include watching Mongo, a new one is rollerskating. Leadership development I've been a part of three times, the third time I got an ability to interview Judy Heumann, it was amazing.
I have been a part of it for about five years, and what I really want to see in the future is to change some of the language, and bring awareness to intersection alley. I would like to spread the independent living philosophy with others by promoting and organizing events.
In one of those events, I actually am working on making events with people with autism at my church. It is called To Be Young, Autistic and Black. I don't know what else to say.
KIMBERLY TISSOT:
You are good, we have a million questions for you later. Next slide, and Jack, are you ready?
JACK:
Hi my name is Jack, my age is 21 might pronounce are he/ him my hobbies are video games. I work with equipped, in the Charleston security office, and I want to bring the independent living society to places that it has not traditionally been.
For example, in my job at the Charleston County Sheriff's office. So, like what that means is, right now I am the only person with a disability working there, and I would like to see more people with disabilities working there.
KIMBERLY TISSOT:
Awesome, thank you so much. So I'm going to pass it, and we can go off the slides because we are just going to go ahead and start asking questions. We have a set of questions that we are going to ask, and then we are going to open it up to you all to see if you have any questions for the youth panel. Aaron, do you want to kick us off?
AARON BAIER:
AARON BAIER:
All right everybody, the first question and probably the most difficult one of the presentation is leaders need a boost and we get drained after a while so for all three of you, coffee, tea or something else to give you a boost?
WEDNESDAY JONES:
This is Wednesday and I really do like coffee but I take ADHD medicine every day so you know, you have to be decaf or have caffeine so what gives me that is my (Away from mic)
ALEXIS RIVERS:
Mine is none of those, I prefer taking a break and blowing bubbles which gets me through the day.
AARON BAIER:
Love it.
JACK SYMONETTE:
I know this will sound funny but it happens at night and at daytime so at daytime, I will have maybe a Coke or Pepsi but at night I will have a couple of beers.
KIMBERLY TISSOT:
That sounds good Jack. I think we all can say we have a beer at the end of the day.
What for all of you, what attracted you to the Independent living movement? Whether it was through the YLF program or other youth programs, what kept you going within our movement?
ALEXIS RIVERS:
Mine was the supported decision-making between me and my mom. She told me a little about it and I didn't understand and she said to give it a try. So I went to EQUIP summer series in 2015 or 16. I was introduced to many different things I didn't know. I did know about what it was for, I didn't know there were meetings and after leaving that I took more charge of my independence and being more independent and learning more about my disability and learning about disability rights, history and continuing with YLF and then further on more stuff.
KIMBERLY TISSOT:
What keeps you coming back?
ALEXIS RIVERS:
I would say community. I want to make more friends. I want to learn more about other people.
KIMBERLY TISSOT:
Awesome.
WEDNESDAY JONES:
Can you repeat the question?
KIMBERLY TISSOT:
What attracted you to the IL movement and what keeps you going within the movement?
WEDNESDAY JONES:
Necessity attracted me to the IL movement. There were things that I wanted to do I guess the primary one when I first got involved was to graduate from college.
I was really, I was having a hard time in college living on my own and keeping up with classes and had professors who did not want to give me accommodations and I had one professor who not so indirectly told me that maybe I shouldn't be in college and I thought that is not right. That really push me into the IL philosophy. Wanting equal access to things so for a while it was like this is what I have to do to get what I want. I have to advocate or I am not going to get the degrees that I set out to get.
So I did that and then I had been involved in activism previously. I did some stuff with... Racial justice and in 2015 and throughout the community... With different groups and so I already had a taste for how to advocate and how to do activism so once I started learning more about the IL movement, critiquing it when I learned about disability justice and I am really critical when I form my opinions on things. And the community I found was supportive and I found that I was much better able to advocate and able to help other people advocate which felt really good and empowered other people. I see how much work there is to be done and I feel like I've got to see it through. Those are some of the things that attracted me, and keeps me going in IL.
KIMBERLY TISSOT:
Jack, what about you? What attracted you to the independent living movement? Organizations like the youth programs you are engaged in and what keeps you coming back?
JACK SYMONETTE:
So, actually it was my first time at YLF that made me want to start doing this. The funny thing is I saw most of my school friends the first time I went. And some new people I've never even met. I am one of those people that likes to meet new people.
KIMBERLY TISSOT:
yes you are really good at meeting new people as well.
AARON BAIER:
I already tell that Wednesday may have answered this but we will give her another chance but we want to hear from Alexis and Jack's thoughts. What do you think is needed in independent living. Are the things that need to change? Things we need to do differently?
WEDNESDAY JONES:
OK so I guess I will start this one out. I really think that a lot of the focus in IL is towards, in my experience, getting disabled people to work. I feel like that really... I see how practically for independence is important to have your own money and you only make so much on SII so I understand why that is there. But I feel like that is kind of centering how productive disabled people are. Proving disabled people's worth. Maybe not everyone can or can for 40 hours per week so I feel like we need to take a step back and focus on, to focus on... So one of the principles of disability justice is leadership of the most impacted and another principles is commitment and solidarity and collective liberation. I feel we need to focus on disabled people who are often forgotten about when we are doing our activism.
People think the institutionalization happened so many years ago but that is not true. There are many people with psychiatric disabilities and intellectual disabilities and development disabilities in institutions and we need to work towards making sure that all disabled people can live in the community and I want to mention that there are people living in institutions like prisons because that happens a lot because people didn't have the resources or care that they need and they don't get care in prison.
So we need to keep in mind that justice system in our work so I feel like those are basic things. We need people to have rights and freedoms and where do we notice that most? Prisons and institutions. So I feel like more focus needs to be going to that.
I think also changing maybe what independence means to people. Some people have a do it on your own kind of thing and I'm not saying that's how we do it but I think sometimes in IL it's the idea you have to be able to support yourself financially and do this. I think it is good you fend for yourself but it is also good to be interdependent and meet each other's needs and work towards solutions and maybe what one person is good at than they can help another. Those are all things that I wanted to change and in IL.
AARON BAIER:
Awesome.
KIMBERLY TISSOT:
Alexis and Jack do you have some ideas?
JACK SYMONETTE:
I do. So... My two things, my first thing actually goes towards what Wednesday was saying about the prisons. At my job at the Charleston County Sheriff's office, the sheriff that just got elected, she, somebody was having a seizure in a prison when the other sheriff was still sheriff and there was no law saying, he was able to get help, he died in the prison during her swearing in.
KIMBERLY TISSOT:
So focusing on some of the prison issues within people with disabilities is definitely needed. I love the suggestion because I think our folks get trapped in the prison system many times.
JACK SYMONETTE:
Even though if you have a disability, let them out and give them help and take them to emergency.
KIMBERLY TISSOT:
Yes especially if they are in a medical crisis, absolutely. Education and working with them. Yes.
JACK SYMONETTE:
Up for me, one thing that has helped me is working on things that I am not good at. Taking my own showers and stuff like that.
KIMBERLY TISSOT:
That is... And learning different ways to take a shower. And make sure that you are taking care of.
WEDNESDAY JONES:
Shower chairs give you a whole new world. You mentioned something that brought a thought to mind about... The prison system is definitely (Indiscernible) some places. I noticed this in the disability community, sometimes members of the disability community want to separate themselves out from people who have psychiatric disabilities that are more stigmatized like they will be like "the person who is in the jail for crazy people". They don't want to be considered in the same category as that but people who have psychiatric disabilities are often put in places like prisons or often spend time in institutions. I have spent time in institutions. They should be included in that disability movement and be kind to each other. I think that will go far as well. It will help with the prisons or at least our and and I can't say with the law but it would help if we would recognize that those are my people.
KIMBERLY TISSOT:
Absolutely. I hear, there is disability hierarchy within our movement as well so making sure that going back to the cross disability piece as well as making sure that everybody is our community who has a disability and it is important to make sure all of them have their rights and are being served. Great suggestions. Alexis did you have anything to add?
ALEXIS RIVERS:
I like what she said about independence versus interdependence. It is not always about being independent, being by yourself, living on your own, getting a job and working 9 to 5. Sometimes it is working in your house and cleaning it up and maybe having someone help you or something. Understanding that mental health matters and there is a lot of stigma in the disability community when it comes to mental health like schizophrenia and stuff like that. The whole thing with the mass murders and they say it is a mental health thing and people jump towards mostly schizophrenia or bipolar or something.
KIMBERLY TISSOT:
It is not the disability at all. People with disabilities are more likely to be victims of the mass shootings. There is a lot of education needed there.
WEDNESDAY JONES:
I don't know why they don't believe people. They will say I did it because I don't like Black people but you can say that a psychiatric disability played a role but the reason, the reason is on the paper. It doesn't have anything to do with disability.
KIMBERLY TISSOT:
For folks, we had a significant mass shooting several years ago within a Black church that a white person went into the church and killed nine people. So it was very much focused on mental illness in our state and so there had to be a lot of advocacy around that and education because it was not mental illness. Of course.
Another question, how can our organization, organizations like ABLE South Carolina and other centers for independent living, how can we do a better job with serving youth with disabilities? What can we all do better to make sure that youth are included?
ALEXIS RIVERS:
I would say honestly just meet them where they are at. If they are not ready to say I have a disability and I am proud. Give them the health two help and resources and the history behind the movement. It is not taught in school. I didn't know about (Name) until I went to YLF.
WEDNESDAY JONES:
I'm not going to apologize because this is an access meeting, can you repeat the question again, please?
KIMBERLY TISSOT:
Absolutely, let me remember the question. What can you centres due to better include disability into their organizations? What can we do?
WEDNESDAY JONES:
Yeah, so I will list some stuff that we do that I have been involved in because I think it's really important, and a lot of folks have not implanted something similar yet.
So, something I think that I think is, if you have an event for disabled youth, and the use don't want to say that they have a disability, they're not going to come. But, if you go into a school and you show up to a contained class, and you have your activity and stuff, and you will have a captive audience.
I'm not saying you have to lecture, but make it fun. Do not send older people, send appear, youth who are proudly disabled, and can tell the youth to their, "hey I am one of you," and a lot of them are like, "Whatever." But some are more excited and asked, "What you do?" And then you can tell them you are studying in school, and then you can turn that into -- "I use accommodations for that." Then you can move that into the talk about accommodations at school for IEP meetings. I think talking in schools can really build that disability pride, to really get to that extent that they want that. They can do the work too, but I know that schools are a way to disseminate it, and also a way to educate youth without disabilities. It can be both ways, And you get that consistent changing of what disability means from both ways. The set of a detriment it's a part of your identity.
So, I said schools, and then exposure. Exposing them to proud youth with disabilities in the schools. If they come out to an event, have people with disabilities. Even if you can do the one on one peer mentoring, spent time with youth. Don't just talk about disability, demonstrate disability pride. Asked for accommodations, and wheelchair users.
I have constantly seen people go through an open door that way, and they can learn how to be more confident in navigating myself. I think that peer aspect is very important, having someone there to model it. The important part is modelling the behaviour, and modelling the empowerment and pride, and the capability, and to be disabled and have that identity, and also, you know, living the life that you want to and seeing that aside detriment, it's just a part of them, like it is a part of me.
KIMBERLY TISSOT:
And absolutely. Jack, what could institutions across the community due to better improve institutions to be involved in our programs and organization?
JACK SYMONETTE:
Actually, I've had this idea for a while. For example, at my job you have to go through the Academy to be able to officially work there. That is one of the main reasons why I am the only person with the disability working there.
So, may be just would like to see more places that, even though you can't do it because you have a certain disability, they would allow you to work there.
KIMBERLY TISSOT:
Absolutely, making sure you are modelling inclusivity too, and diversity. I like that. Alexis, did you have anything to add to that too? I know you had some comments.
ALEXIS RIVERS:
I would just say, teach him that disability is not a death sentence. It is not 100% who you are, but it is a part of you that you live with, and that is just something.
Every day to me is like another adventure because I don't know what is going to happen. Sometimes I freak out because the light is bright, and that I remember all of these different things that I've gotten, that I have achieved and I understand that you can make it, and stuff.
KIMBERLY TISSOT:
I think that is a really key element of the Centre for Independent living does as a model. Showing that that is truly great information too, showing them what it's like to have a disability, and being honest, because it is not always peachy all the time and there is definitely transitions.
As I am aging there is disability progression that is occurring that we all start talking about, but not yet.
AARON BAIER:
Just before you jump into audience questions, I did have one more. Wednesday has been speaking a lot about finding her disability pride. So, to everybody, what help to find that pride in yourself?
We all have a lot of different identities these days, we identify as a race, or a gender identity, disabled or nondisabled, age. What helped to find pride in yourself? What was that moment for you?
ALEXIS RIVERS:
When I finally realize that hating myself was actually killing me, and understanding that I am a big hobbit person. I like the quote handoff, some people believe that there is only great power that can hold evil in check, but I have found that the small everyday deeds of everyday folk keeps the doctor said these, kindness and love. So I just find that in myself, I find kindness in others, and spread love. Even though I am autistic and schizophrenic that does not define me, I am Alexis.
They said that I could never graduate, but here I was, on stage graduating, and I dropped my tassel on my And actually ended up dropping it on stage, and went back to go get it.
So, you find the small joys, the small victories.
AARON BAIER:
Also.
KIMBERLY TISSOT:
That's a big victory I think. Nobody probably noticed it besides you. Awesome, when was that? Was that recently graduated?
ALEXIS RIVERS:
Graduated last year.
KIMBERLY TISSOT:
Jack, how about you? When did you find your disability pride?
JACK SYMONETTE:
I actually want to add this to what Alexis said. So, one thing that my dad always says this to me, because I liked to sit around the house and just do some stuff that I like to do, and not go outside and do stuff. He is like, "every single day you are wasting a part of your life and you cannot go back to it."
So, I'm like, "OK." And I'm starting to realize that I need to go and do more stuff before my life is over, even though I'm the only person with a disability in my family.
KIMBERLY TISSOT:
Absolutely, and not letting that stop you. That's important because I think a lot of times parents don't always push you to be independent, so that it's really cool of your dad.
Wednesday, did you have anything to add?
WEDNESDAY JONES:
No.
KIMBERLY TISSOT:
You talked a little bit about this, I think an ongoing piece of us -- just because you have disability as it mean you have disability pride automatically. I know having a disability, had one since I was two, and kind of struggling with finding that community that was so needed, where it's really valuable. I did not have disability pride probably until college, because it took a little while to get where I was because I did not learn about disability rights in school, and there is all of the barriers when you are a youth.
So, very good.
SPEAKER:
This is one of the sign language interpreters, we are going to go ahead and switch. Thank you.
KIMBERLY TISSOT:
Great. I did see a hand raised a second ago, but one of the questions we asked earlier was, "what is a social media platform that youth prefer?" I know that we talked earlier about how Facebook is not it for youth. Jack is shaking his head no.
So, tell us, what are the social media platforms that we should be looking to, to engage youth with disabilities. Do you want to start Jack? I saw you nodding your head.
JACK SYMONETTE:
For me, I have been chatting with a lot of YLF people on discord. It's like for gamers, but now it is starting to expand to non-gamers, for people that don't play games.
KIMBERLY TISSOT:
Very cool.
WEDNESDAY JONES:
I thought it was fun Microsoft teams.
KIMBERLY TISSOT:
Tell us more about that?
WEDNESDAY JONES:
Think about it like fun Microsoft teams, there are different channels and you can call people and pin things so everyone can see it.
So, a lot of its functionalities are similar to Microsoft teams.
JACK SYMONETTE:
Also too, people put rules on their. So let's say someone does someone bad, and I know I'm going to say this, but I have gotten banned from a couple of discord service for not obeying rules, and I am glad you can put rules, but on my discord server I don't use rules, I am fine with whatever.
I know that on certain servers they use rules, just to be safe, like if someone is mean to someone about their disability or something else, they can let the admin take care of it.
KIMBERLY TISSOT:
Can you tell us, I know EQUIP is on discord. Can you tell how the program is connecting with youth on discord?
JACK SYMONETTE:
It's... Well I know we have the global one and us so it could either be... And some friends from YLF have discords as well and they have been doing some gaming stuff and also movies and chit chatting.
KIMBERLY TISSOT:
I think it's called ABLE South Carolina youth discord right? What other things we need to know about?
WEDNESDAY JONES:
It's not new but if you want to get use into activism, twitter is a space. The use have something to say. There most likely are going to get themselves a Twitter because it is easy... Not really easy but comparatively easy to get your message out. I would say sometimes TikTok... You have to be careful with it because the message does get out. You want to be careful what you put out there but I think a lot of young people who are leaning towards activism use Twitter.
KIMBERLY TISSOT:
Alexis what about you?
ALEXIS RIVERS:
I don't really use social media. I am part of a Facebook group but it is old.
KIMBERLY TISSOT:
That is old-school (Laughs).
JACK SYMONETTE:
I want to go back to what Wednesday said. Another, I know this one is old, is youth YouTube. I've seen a lot of ABLE stuff on YouTube.
KIMBERLY TISSOT:
We use a little of everything to try to meet everybody somewhere. Very cool. I just learned about discord last week. Very cool. I will have to get on it. I am shaking my head no...
AARON BAIER:
Maybe you're still on MySpace.
KIMBERLY TISSOT:
...
JACK SYMONETTE:
Or Snapchat
WEDNESDAY JONES:
I definitely dropped it in high school.
JACK SYMONETTE:
Same thing with Instagram.
KIMBERLY TISSOT:
I thought snap chat was the thing but I guess not. This is why we need you guys.
WEDNESDAY JONES:
I think it is for people not in their 20s.
KIMBERLY TISSOT:
OK thank you.
WEDNESDAY JONES:
I think there is a phase... I think it might be popular with people in their early teens. When it started getting popular with us but I think people just fizzle out.
KIMBERLY TISSOT:
There is a question on, a couple of questions that I will start with and Jodi I am not going to try to say your last name but Jodi H, said question for Jack, I am in criminal justice and I'm wondering what you do at the Sheriff's office? And it was Selena from the Friedman center. Can you tell us what you do at the Charleston County Sheriff's department.
JACK SYMONETTE:
I just do whatever they need me to do. I am like their general helper. If they need me to shred papers, I will shred papers but if they need me to vacuum, I will vacuum. Right now, I am in training and I vacuum and wipe off the whiteboard for what meetings they put down and I have been in logistics cutting badges.
KIMBERLY TISSOT:
OK great. So you are in training right now. That was a process to get your foot in the door there right?
JACK SYMONETTE:
Yes even before I stepped foot in the office, before she became sheriff we did ride along's together. So I got to experience that a little bit as well before.
KIMBERLY TISSOT:
Awesome. And they have had a lot of incidents with people with disabilities so I think you are going to really be able to change some of their minds.
JACK SYMONETTE:
I think I already have. Many people that work there are really liking me.
KIMBERLY TISSOT:
I am sure. And then Kay asked I am curious with Jack, Alexis and Wednesday when was your first visit for is center for independent living and what brought you here? What was the first visit within our organization, ABLE South Carolina and what brought you to us? Did you go with someone else or did you self initiate it? Getting into the door is important for other IL centers as well. What got you to us, what brought you to us and then, did you, somebody? Or did you initiate it yourself?
ALEXIS RIVERS:
I would say it was a bit of a decision with me and my mom. In the end I was only 15 and my mom said "you need to learn more independence". She is disabled herself, she has some health problems and she said I'm not going to be here forever, you need to learn how to stand up for your self and take care of this and that. So sometimes your parents drag you to places and it's kind of a good thing.
KIMBERLY TISSOT:
How about you Jack?
JACK SYMONETTE:
For me, I don't know if this is exactly what happened but my mom saw something on the internet about it and also we have seen something about Clemson life where one of my friends are right now and that is how we heard about it.
KIMBERLY TISSOT:
Awesome. Wednesday?
WEDNESDAY JONES:
Sorry I was answering a question in the chat can you repeat that please?
KIMBERLY TISSOT:
This was a question: what was your first visit to a SIL and what brought you to us? Did you come with someone else or self initiate.
WEDNESDAY JONES:
I went with somebody else after YLF and I was on the alumni, I went with (Name) and drove to the ABLE office and I guess I was volunteering. No, I was doing the alumni thing and then because of that I went to the EQUIP meeting in Greenville but I had to get a ride because that was one and a half hours away.
KIMBERLY TISSOT:
Let me see. So Misty asks what sort of terminology do we need to change within the disability world? Within IL and I know Wednesday, you mentioned the word independence is troubling sometimes. And the word interdependence was a better word. What else can we change? What words are we using that are not connecting with youth or are hurtful towards the disability community?
ALEXIS RIVERS:
We are working with a member of the community to change special needs class. I would say some things that need to change is coming from special needs because everyone has needs and it doesn't mean mine are special because I need accommodation. Something I need in order to succeed in class.
KIMBERLY TISSOT:
That is not a word we came up with. Special needs is an issue that the disability community has not approved and it is not in any of our legislation. That was something developed by teachers and parents, not our community. Yes. We see that word all the time don't we?
ALEXIS RIVERS:
Yes and I am working hard with different people on getting it changed really soon.
KIMBERLY TISSOT:
Awesome. Jack or Wednesday?
JACK SYMONETTE:
For me, I was thinking at my job for example, maybe and I know this goes for the same thing at school, give people with disabilities their own separate office. I know at school you get your own separate classroom with other kids with disabilities. So maybe for a job, give people with disabilities their own office.
KIMBERLY TISSOT:
Or maybe somebody to assist with accommodations maybe?
JACK SYMONETTE:
Or maybe just build an office with accommodations in it that they need to say "I want this" and they will put that in there. Or I need this.
WEDNESDAY JONES:
Are you talking about a place where people could go and look at different accommodations?
JACK SYMONETTE:
And then put it in their office for the job.
KIMBERLY TISSOT:
like an assistive technology place to learn... That is a good idea. Many employers do not know about accommodations. I know there have been talks about how confusing it is about independent living words. We have often been confused with nursing homes.
WEDNESDAY JONES:
As far as terms, I guess, I feel like independence makes sense in some contents two context but interdependence makes sense in others. Like you mentioned. I think we do a good job of talking about our consumers like their people and the ones driving the service because they are. But, I guess some things that are important for IL is to remember it is consumer driven and it fits the consumer's goals they are working on. You might have your experience and advice to share from your experience, you know laying out the possibilities of the different options that there are but it is not your job to tell them what to choose. Even if you think it is a bad idea, it was an informed choice than that was your responsibility to provide information.
So, I got a bit off topic there but I think these are things to keep in mind for things that might need to change in some places. I think some places need to do a little less telling what to do and make sure that you keep the consumer driven part and also recognizing that one person's goals may not be another person's goals. One person's goals might be that they want to return to work full-time while they are on benefits. You might think that is the best option and that they can do 40 hours per week but if they say they don't want to, then that is what independence means to them so that is the goal I will help them to reach.
KIMBERLY TISSOT:
Absolutely, absolutely. There is another question and this is going to be, there are a couple of loaded questions that will be fun to answer. One of the questions is, what do you suggest instead of saying special needs? Wednesday to want to take that one first?
WEDNESDAY JONES:
No because when I hear special needs I say you mean disabled? So I don't want to veer to close into making it a euphemism but to be completely honest, the way classes are rated in school are euphemisms. They call honors classes... College prep classes are called general classes... I will be honest I was in CP two for my math classes and they weren't expecting us to go to college. So the titles are already euphemisms for what they are except for honors and AP. And in high school ID. If I was going to call it something, I would probably replace special needs with disability but there are plenty of use without disabilities in the general classrooms. I feel like maybe you should integrate the classrooms because maybe a separate class isn't needed. I understand a resource room or like maybe if there was a session set up outside for additional instruction but I think is much as possible, maybe kids in blank program or are in other classes are in the general classrooms and in the program that is formally known as special education. To give them extra resources they might need. I guess I wouldn't be replacing special education classroom because I don't think... If I was waving a magic wand I would have integrated classrooms.
KIMBERLY TISSOT:
Absolutely, what do you recommend?
JACK SYMONETTE:
So, what I would recommend honestly is for a high school and a middle school, they call a regular class, a regular ed class. So, what would you call a special needs classroom?
KIMBERLY TISSOT:
I think the terminology, yeah.
JACK SYMONETTE:
I think they should keep it the same, or call it a disability class, or make a whole school for disability, people.
WEDNESDAY JONES:
I think we should be in the public schools, because those are schools that are entitled to go to, under the law, and they have to serve students with disabilities, and give us the accommodations we need to go to public schools, because everyone has the right to go to public school.
I definitely agree with, that functionally, I understand when I waved the wand, integrated classrooms and changing them will be a more intermediate step. Hey, is this a class for people with intellectual disabilities?
The thing is, you can say disabilities but it means separate things in the school. Being in the resource room in general ed is special, to use the term they use, but also being in a self-contained classroom is as well, and there is different types of classes. So, I'm just trying to think of, should we have all of the students with autism in one class and intellectual disabilities in another class?
It gets messy, so maybe.
KIMBERLY TISSOT:
It's interesting because the question was, what would you say instead of special needs? It's interesting that you all connected the special-needs terms with the education system, because you guys aren't described as special-needs, are you?
WEDNESDAY JONES:
Not if that person is my friend.
KIMBERLY TISSOT:
Alexis, do people call you special-needs?
ALEXIS RIVERS:
I didn't answer the first question, I think there should be integration, and just hire some aids in that classroom and pay the teachers more. It should not be this hard to find teachers, because teachers are being paid. I have had teachers that have three other jobs.
One was her home business, and the other one was some restaurant. Just group them altogether and call that diverse learners.
KIMBERLY TISSOT:
My son is in a class, it is a resource class, and they just call it intensive studies, or academic seminar. So, it is not being separated as much, but I think too, that the word disability is not something that people are scared of. That is hard because of the school system it will still be seen as separate, because we still have a lot of advocacy to do, but we should not hide away from the word disability. Do you think that?
WEDNESDAY JONES:
You could call it -- this would brought an approved they would serve to, if it was a disability education program. I think that would broaden up who was able to use those resources.
KIMBERLY TISSOT:
Yes. Alexis, Jack?
JACK SYMONETTE:
OK, I will go back to what Wednesday was saying about schools. Here's an example, let's say, I know some people's disabilities are a physical disability where you can see it, and some are hidden. Why don't you just call it something like that, if you don't see your disability?
For me, you can see my disability, and I don't know, if for my brother, you cannot see his, because he has dyslexia, and you cannot see that.
KIMBERLY TISSOT:
I think with the word disability, it's important but for invisible disabilities too, it's an important word because it also shows that not everyone has a physical disability that you can see.
JACK SYMONETTE:
Yeah, let's say it's a regular ed kid, and someone says, "Oh, you have a disability," and they say, "What you talking about, I don't have one?"
KIMBERLY TISSOT:
This hits on something that we talked about two, Wednesday was not told that she has a disability. She had to figure out that she needed disability services at the colleges. Was that something, did you all learned that you had disability earlier on?
JACK SYMONETTE:
Well, for me I actually -- I don't know if I knew, but, man, I do not know what age I was but my mom and dad still tell me, and everyone they meet the story. I was born very, very early, and was possibly not going to be able to be alive, and my brain was not working too good, and that is why they had to put this shunt in my head and that's how I got cerebral palsy.
It is a long story that, now since they told me, I will now remember for a while.
KIMBERLY TISSOT:
Yeah, what about you Alexis?
ALEXIS RIVERS:
I remember walking to the doctor and I did all these tests. I remember a few weeks later she told me I had autism. She didn't know what it was, my dad didn't know, I didn't know what it was. I thought, "OK cool." I went to school and we had all of these meetings and I remember there were 14 people around the table. I was failing all my classes and my mom told them I need accommodations. It was weird growing up when I was younger.
KIMBERLY TISSOT:
Yeah, there's a lot of comments in here about, why does that even need to be a name? I completely agree with these guys because it should be inclusive in schools if schools are doing it right. They should be providing services, like accommodations to ensure that everyone is learning. So, there are a lot of initiatives on the national level.
I know in South Carolina as well they make sure there is people in inclusive classrooms. We call it General ed classrooms which why do we even have a term for that also? It provides accommodations and an assistant in the class that is in the general ed class.
WEDNESDAY JONES:
I was in a class. I don't think it was quite integrated, but it was in that direction, so when I was in school, for a couple of years one of the self-contained classes, and my class which was the advanced class, we were both in the special ed program and sometimes the classes were just one.
The students a lot of them were narrow divergent and fitted from having special ed instructors in the classroom. I think things went swimmingly, my grades are better because I was able to get accommodations to take tests and it seemed like everyone was pretty good with getting what they needed. I think everyone had people that they got along with well, let's be realistic, it's a middle school classroom but it wasn't necessarily a straight line with who had a disability and who doesn't.
I do think there was a line between them. You could physically see that those who had a disability, and those who didn't, I was not in that group, but it was a good experience so I'm a big advocate of integrate in classroom. I don't know if that counts as integrating classrooms, but it's similar.
KIMBERLY TISSOT:
Yes, there are efforts but does all schools believe this? No.
But we see with our use too, is that sometimes there is not of been enough movement within the school and there are segregated services happening. This is kind of the expectation for society, and that is where it can play a big role as well.
There is an issue, conversation and the question answer about self-contained classes? I think they have done away with that term, but still people are using it because that is what they know. But, the damage behind being segregated I think is significant. I think we still say that with some of our youth programs as well, because they were accommodated in a separate classroom, but not necessarily in society. So, that's where we have a lot of work to do with truly integrating.
JACK SYMONETTE:
I will go back to what Wednesday said about the classrooms. I honestly have to say, if people are going to call the classrooms special ed classrooms self-contained classrooms, stuff like that, and for normal people, regular classrooms and normal classrooms, just call them classrooms. Make it fair for everyone.
WEDNESDAY JONES:
So, my school had a college name. Everyone had a name that their team was and he went to all of the teachers in that team, except for my group which was called the earthscan group which was the least known college, it was just us students in the special ed hallway.
We won all of the (indiscernible), we were great. But there are ways to categorize students in similar circles without having to do that.
ALEXIS RIVERS:
Just because we are no longer in the basement doesn't mean there is still some structural things that keeps us.
WEDNESDAY JONES:
The teams again, earthskin team.
JACK SYMONETTE:
Same for colleges to, same for anything, honestly.
KIMBERLY TISSOT:
We say that for segregated classrooms it's the new institutionalization, because of the segregation it causes. So absolutely we should just collect class, same with honours. We should just call it a class, across the board. I definitely agree with you.
I think sometimes, how we are growing up and experiencing the world with a disability, we can really reflect later on how wrong we may have been treated, or have experience things. I appreciate that Jack, I saw you doing that too.
ALEXIS RIVERS:
I think it's important to have diverse teachers, teachers that are disabled and not what the normal thing is.
KIMBERLY TISSOT:
And what is normal? There is no normal. We have to remember that as well. There have been a lot of comments of other examples. I love Kay's question, Kay asks a question: how do we break the barriers of disability classification? It is a serious problem because you see in equity and I completely agree with that. So how do we break down the different... I call it disability hierarchies as well. The different classes of people with physical disabilities and intellectual disabilities and developmental but really we are one community. How do we break down the classification?
WEDNESDAY JONES:
You have to break down your internal biases and spend time with people with different disabilities then you and get to know them. Sometimes that can be painful. I remember I was at YLF and this was my first year there, one of the I won't give names but give the situation. One of the, we were going to the statehouse that year and one of the participants wasn't able to get onto the bus because I think the ramp was broken or something like that. We were out there waiting but I will get on the bus without you, I will stay here and wait while we are talking.
We are talking and it came up that this person didn't think people who needed accommodations to learn in school should be in school. And I was like, well I use accommodations to help me learn in school and I don't think it is an unfair advantage. It evens the playing ground. This person did use accommodations but didn't see accommodations like a ramp or notetaker would be the same as an accommodation to get more time on tests because you think slower rather than write slower. Or stuff like that. I forgot where I was going with that but I really do think through getting to know each other some of that has broken down.
So I do think spending time across disability spaces but unfortunately it does hurt feelings and so I do feel like things should be instructed first to avoid having that happen because people don't appreciate when you call them stupid. (Laughs)
KIMBERLY TISSOT:
Maybe setting the tone of the commonalities between (Indiscernible) across the disability piece.
WEDNESDAY JONES:
Be taught about the different cultures within disability because they all have different things and maybe... So learning in a formal setting like learning to ask people if you don't know. I do think some incidences are bound to happen because people have biases and I had biases that I had to unlearn. It wasn't as hard for me as other people because I'm surrounded by people who use mobility aids. Can really mac that happens with our consumer base as well. Having people understand that just because you Have a disability you don't understand other disability sometimes. It is important to understand the entire community. Just yesterday our header file, one person that had a psychiatric disability saw that she didn't have any hands and said "I'm so sorry you don't have any hands". Other people feel sorry for or have pity with other individuals with disabilities as well so it is interesting. Alexis and Jack how can we break down the classification of disability? What are your thoughts.
ALEXIS RIVERS:
Can you rephrase it or describe what that means?
KIMBERLY TISSOT:
How can we break down the different levels of disability? So disability classification can be being compared to people with psychiatric disabilities being compared to people with physical disabilities and how there are different classifications that people don't always understand but they don't see us as a community together.
ALEXIS RIVERS:
I think you are going to have to break the human nature of always comparing one thing to another. Seeing mostly what is different than what is the same. There is always going to be a hierarchy because people say "oh I don't have that many problems so I am above you". Or "you act a certain way or you stim differently than my son so you obviously don't have the same thing or suffer the same way."
I think the first thing we should do is try to change what the loudest speaker is saying. Try to be the person, tried to talk in a way that is inclusive and that brings more people together than separate. Then you see only, well this is classified as disability, not this, this is weird. Do you understand what I'm saying?
KIMBERLY TISSOT:
Yes I think I do. I think something that Wednesday said as well is kind of starting off with just explaining how all people with disabilities have the shared rights. Shared struggles, shared barriers and in the society. Lack of accommodations, disrespect of rights and helping connect to that. When I am presenting I always connect with other disabilities which are really important while it may look different, we still have significant barriers.
WEDNESDAY JONES:
Oh, language. I typed something in the chat or in the Q&A... Something to get rid of hierarchy sometimes you have to think of the words that you use to refer to other people or yourself. You want to be careful like words like high functioning or low functioning. Or there are words used to describe people but they really are limiting. I don't think it tells you very much about the person. I think sometimes it can create hierarchy itself with people who get specific labels. So making sure that we are not even if it is determined that the doctor uses, not necessarily using the term to describe them because that is not the (Indiscernible) that we have in the disability community perspective. I would hope not. When you consider someone has low functioning.
We would consider what their needs were and be aware of what accommodations they may need from listening to them or people who they choose to advocate for them. Avoiding terminology towards other groups while we are working together or towards an (Indiscernible) group. I've seen it happen with different people with CP who have more mobility. And it's like well, the hierarchy needs to go and it is individual conversations and it is in language being used to describe. Any language that thinks a disability is better or worse probably doesn't need to be used.
KIMBERLY TISSOT:
Jack did you have anything to add to that as well? How would we break down that ranking or classification of disabilities?
JACK SYMONETTE:
Maybe one thing I would say is just people like me with cerebral palsy... I will put it this way, let's say people with cerebral palsy hang out with people with cerebral palsy, don't do it that way. I would say everyone hangs out with everyone even if you don't have a disability.
KIMBERLY TISSOT:
Right.
JACK SYMONETTE:
I have noticed things like that. Even at YLF, people with disabilities hang out with other people with disabilities and mostly not non - ? I think it happens a lot in schools and unfortunately in the community and it's something that IL is forever going towards with changing and needing to change because it is not just about physical disabilities. That is something we have to look at and address.
KIMBERLY TISSOT:
I know when I went to YLF this year I think part of it, many times people aren't around other people with different disabilities and so they may be segregated in the classroom but the use were so fascinated that I had one leg and came up to me and asked me, oh goodness, asked me if I was good at a sport and I forgot what the sport was but it was really something that you have to have a leg and hopscotch. If I was good at hopscotch. I would break my hip if I did that. They had never, people don't always have the experience of being around people with all different disabilities. I think it is important for SILs to have events but making sure that we are educating as much as possible as well.
JACK SYMONETTE:
Yes and going back to when you were talking about the hopscotch. Like they probably did some accommodations to make it so people with disabilities... Things that normal people could do, they could make it so people with disabilities could play along and do it with them as well.
KIMBERLY TISSOT:
Yes making it more universally designed. I see a hand raise, Jenny can you help unmute the microphone? It is a 703 number.
JENNY SICHEL:
OK go ahead.
SPEAKER:
I want to say how proud I am of the use and the discussion you have been having. My name is Doris and I am a blind woman who have worked both inside and out of (Indiscernible) (audio issues) the independent living movement. I have been blind since birth and I went to a segregated school because we were forced to when I started school in first grade. But by the time I got to sixth grade, we moved into Montgomery county Maryland schools and the idea that you put forth, of a resource center or resource room are office and resource teachers, we had that there. Before there was ever individuals with disabilities education act.
So what I want to say as a lifelong person with a disability, when I first heard the term special needs it really irked me the wrong way because we were right in the middle of the disability rights movement. And really special needs? I considered myself a student with a disability who needed access. That is the way I think of it to this day so I am so intrigued and proud of the discussion I'm hearing here with regard to independent and independent living versus interdependence. Interdependence has always been the concept in the independent living movement but I think I want to say to you that the term Center for Independent living was coined because, by people who started CI L... When you went to vocational rehabilitation services, to get financial assistance for the education you might need to then go into the workforce and get competitive jobs with your able-bodied peers, many of the people with significant disabilities, Ed Roberts, the story came partly from that. They were told you can't live independently and until you have the ability to live independently, we are not going to allow you to come into regular classes and we are not going to allow you to go to the University because you have no vocational potential if you can't live independently. So think of it this way, it was a play on words to a defiance. Thank you for letting me say that and I appreciate so much having heard the conversation. Thank you.
KIMBERLY TISSOT:
Thank you.
AARON BAIER:
I have a question, finish her thought though.
KIMBERLY TISSOT:
I was sick, working with youth, and being a 40-year-old woman with a disability, there's been some change, but not as much as we would hope after some of these major pieces of disability legislation passed.
Having sometimes things have made improvements, but on the things make us go backwards, that are being led by nondisabled people. So, it also shows that there is so much left to do, and our approach has to be different within today's society. So, go ahead Aaron.
AARON BAIER:
So, I know we are coming up to the end, but I wanted to ask a videogame related question because I think our panelists are entombment that idea. So, let's say you are all given I found in XP to spend however you want. What is one skill that you would want to put that XP into, and why?
To become a better leader, what skill would you put that a thousand XP into to become a better leader.
WEDNESDAY JONES:
I think I'm pretty well rounded, do have to put it all into one thing?
AARON BAIER:
For this, yes. I will add a caveat, none of you can say the same thing, you'll left the say something different to make it challenging.
WEDNESDAY JONES:
So, I think strength, endurance. I guess endurance would be how long I could do something, advocate. I am tied, I could dump the point into charisma which would get me more of a following, but if I had endurance I could do more myself. I will go with charisma, because then I can delegate tasks and do what I can.
AARON BAIER:
I already thought you were very charismatic. Excellent choice. Alexis, or Jack, what skill would you put your XP into?
ALEXIS RIVERS:
What skill was that?
Mine would have to be...
AARON BAIER:
Wednesday said charisma.
ALEXIS RIVERS:
Resilience. I have a hard time getting back up when I fall down. When I fall down I tend to get mad, and want to stop or quit, or attack things aggressively, so I guess resilience.
AARON BAIER:
Excellent choice.
ALEXIS RIVERS:
To be like Bilbo.
AARON BAIER:
Alright, Jack, what about you?
JACK SYMONETTE:
I would probably say advocating. Doing stuff on my own.
AARON BAIER:
Using that voice.
WEDNESDAY JONES:
Is that a speech stat?
AARON BAIER:
I think it's important to note, there is no wrong answer to that. You know, everyone has to prioritize things little different, so it's cool to kind of hear that from each of you. I think in reality we would all try to spread that out, like Wednesday said, well-rounded.
JACK SYMONETTE:
Here is an example, I know our parents want us to do stuff on our own, and sometimes they like to help us, and sometimes they say, "I can do that on my own." You push them away, and say, "I can do that on my own."
AARON BAIER:
Alright, and to wrap up my questions I'm just going to say, where would you tell people to go so they can gain their own XP?
WEDNESDAY JONES:
Their local Centre for Independent living! (Laughs) Or advocacy groups.
ALEXIS RIVERS:
I would say to build yourself up, but I agree with Wednesday.
AARON BAIER:
I just want to say, I feel so much younger now that someone said the library, and not the internet. So, that is awesome, thank you for making me feel younger again.
(Laughs)
JACK SYMONETTE:
For me, I would say come to YLF, or EQUIP, or come to someone's house and hang out with someone with a disability.
KIMBERLY TISSOT:
Awesome. Do we have any other additional questions before we wrap up? You guys have been amazing, and so has the audience. You guys have had great questions, and of course the panel has been able to rock 'n' roll with their answers.
So, any closing remarks for everyone? I can start with my closing remarks, but I am just so excited for the future of independent living. I think we still have a lot of issues and barriers that we have to work together to be a powerful movement, but I think that the next generation is gearing up to help us knock those barriers down. So I really appreciate all of our staff that have been so active with running the youth programs, but also all of the youth that have been coming in and changing the world behind them. So really cool.
Aaron, any comments from you, and then we can go to the panel? Any closing remarks? Aaron, was that you, or are you thinking?
AARON BAIER:
I just un-muted. I think it's so incredible, Kimberly after chatting with you and having gone through a youth movement experience myself, I think one, it's incredible to see the similarities from the youth movement that I grew up through, but also how much it is changed in a good way. The deepness of the conversations that people are having right now.
I remember just having a conversation about whether or not we should be referring to ourselves as youth, because the stigma of youth typically meant lack of respect, and ageist things, but it's so great to see that conversation has broadened to a much bigger picture of independence, versus independence.
I think it's just incredible to see that thoughtfulness continuing.
KIMBERLY TISSOT:
Alexis?
ALEXIS RIVERS:
I have none, can think of any.
KIMBERLY TISSOT:
Jack, any closing remarks? Wednesday?
WEDNESDAY JONES:
Thank you all for coming to the session today. I appreciate you all took the time to come out and listen to us use talk about our experiences, and what we think. I think it's a great first step to listen to youth. I hope you start looking at your youth programs and I hope you bring youth on board to working with those programs. I look forward to seeing the effects of it in the future through the IL space.
KIMBERLY TISSOT:
Thanks so much everyone, Jenny do you want to close this out?
SPEAKER:
I will go quickly, thank you all for joining. Don't forget to fill out the survey, and I will see you tomorrow for the next day of the IL institute.
Have a great evening everyone. Bye.
Live captioning by Ai-Media
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