President: Tim Snyder Treasurer: Margret Carter

Vice President: Robert Parish Secretary: Alan Chase

2013 Envisioning Youth Empowerment Retreat Program Evaluation Report Alan Chase, M.Ed., Program Coordinator December 23, 2013 Abstract The Governor Morehead School Alumni Association is a nonprofit organization that aims to improve the educational opportunities afforded to visually impaired children and adults throughout the State of North Carolina and support the student body at The Governor Morehead School for the Blind. The Envisioning Youth Empowerment (EYE) Retreat is an initiative of the Alumni Association to promote higher education opportunities for youth with visual impairments. The EYE Retreat is in its 5th year of serving youth with visual impairments. The EYE Retreat was held Sunday, July 28th to Saturday, August 3rd, 2013. Throughout that week, participants engaged in numerous learning opportunities to experience college life, employment options, and recreational activities. Thirty four participants from South Carolina and North Carolina attended with a variety of visual impairments ranging from blindness to low vision represented. The results of the 2013 EYE Retreat evaluations indicate that the programming increased participant knowledge in college familiarity, accessible sports, and assistive technology. Introduction The Envisioning Youth Empowerment Retreat (EYE Retreat) began informally in the summer of 2009 as a means to train youth with disabilities from the State of North Carolina on topics related to disability history and advocacy. The purpose of this informal gathering was to help develop a curriculum to aid in the implementation of the North Carolina Disability History and Awareness Act, signed into law by Governor Michael F. Easley in 2007. Demand for a summer youth program to allow for prolonged teaching of advocacy skills, rather than just a brief class period presentation, increased and by the summer of 2010 the EYE Retreat was formally established. The EYE Retreat Leadership Team identified students with visual impairments as the focus group based upon a review of research materials that indicated disproportionate numbers in both employment and educational attainment when compared to both other disability categories and nondisabled peers. The program developed was based on research that provides guidance as to what makes for a successful transition for students from high school to post secondary settings.

The EYE Retreat curriculum is based on three main principles: 1) mentoring, 2) real world experiences, and 3) developing advocacy skills. These three areas all correspond to areas of research that help students with visual impairments be successful at institutions of higher learning. Unfortunately, research specific to students with visual impairments is limited. Most research addresses topics generalized to students with all types of disabilities (McDroom). Nonetheless, some useful information is available and serves as the basis for the program developed by the EYE Retreat leadership. A summary of the data reviewed is offered below. 1. About 6% of fulltime freshmen self-report a disability in higher education. (Belch, 2004) 2. 32% of students with disabilities dropout of college. (McDroom) 3. In 1994, 16% of students with disabilities enrolled in higher education completed a bachelor’s as compared to only 12% in 2000. (Belch, 2004) Research supports use of the following activities to make transition more effective for students with disabilities. (Belch, 2004 & McDroom) 1. Mentoring 2. Self-determination training 3. Sense of belonging (physical and emotional accessibility) 4. Sense of purpose 5. Campus involvement 6. Work experiences throughout high school and college 7. Higher education 8. Use of assistive technology and/or devices 9. Orientation and mobility training 10. Social skills A qualitative study of upperclassmen students with visual impairments sought to identify the most important activities students themselves could engage in to increase their likelihood of successful completion of college (McDroom). 1. Preregister for classes 93.0% 2. Communicate with teachers 87.2% 3. Decide on college to attend 85.3% 4. Apply for financial aid 84.7% 5. Locate transportation 82.3% 6. Learn how to manage money 81.0% 7. Receive campus O&M instruction 80.8% 8. Make housing arrangements 78.3% 9. Order textbooks early 77.3% 10. Visit college during orientation 76.0% 11. Work with vocational rehabilitation services 75.3% 12. Communicate with disability services office 75.2% 13. Find and schedule readers 70.1% 14. Decide on college major 57.4% 15. Meet or talk with roommate 53.8%

16. Attend

college preparatory program 42.3%

Literature Review A review of research and literature related to college transition for students with visual impairments was difficult. Searches of popular databases yielded primarily results for students with disabilities, rather than students with visual impairments. McDroom noted in his article that research on transition for students with visual impairments was lacking. Nonetheless, articles related to transition, higher education retention, and employment outcomes were located and used as the foundation for the EYE Retreat. The articles can be classified into two distinct categories. First, some articles address the reasons for which students with visual impairments have difficulty accessing higher education or employment opportunities. Second, other articles propose strategies to remediate and expand the skill sets of students with visual impairments so that they may be successful in any post secondary environment. Two articles by Reed and Curtis examined the perceived barriers to higher education with one article focusing on the student perspective and the other centered on high school teachers. The study was conducted in Canada and included special education and regular education teachers as well as students with visual impairments in both high school and college settings. They noted that many universities lack transition programs specifically designed for the visually impaired. Of the respondents, only about 28% believed that universities did a sufficient job of communicating to high school teachers and students about available disability services (Curtis & Reed, 2011). Additionally, only about 18% of high school teachers were aware of the accommodations, technology, and services available (Curtis & Reed, 2011). Interestingly, 24% of teachers reported that students with visual impairments oftentimes refused accommodations so they would not appear different than their peers (Curtis & Reed, 2011). Furthermore, 72% of the respondents indicated that trips to university campuses and peer mentoring support were needed prior to high school graduation (Curtis & Reed, 2011). Overall, the respondents indicated that assistive technology and accommodations expectations differed so much between high school and college that students with visual impairments are not prepared for the shift (Curtis & Reed, 2011). Another important perspective is how students with visual impairments feel they perform in the higher education environment. 40% of students with visual impairments noted that they struggle academically because most material is presented visually (Curtis & Reed, 2012). Further, about 16% had difficulty accessing assistive technology on campus because it was limited to specific locations. Additionally, about 30% of students responded that they felt they could not participate in campus activities (Curtis & Reed, 2012). Additionally, a study of students with visual impairments at institutions of higher learning in the United Kingdom indicated a split between student identities (Bishop & Rhind, 2011). Some students felt the need to not register with disability services for fear of any stigmas associated with it. However, others felt that registering for services helped them to avoid having to explain their disabilities to others on campus (Bishop & Rhind, 2011). Students did not report any significant negative impacts related to campus navigation (Bishop & Rhind, 2011). Further, the campus environment including accessible signage, various forms of lighting, and

transportation were notable difficulties. In particular, lighting and identifying the correct bus to board were inconsistent throughout the campuses (Bishop & Rhind, 2011). Aside from personal experiences and narratives, other studies examined more objective data in terms of student success once enrolled. McDroom noted in his study of 102 college students with visual impairments that about 32% of students with disabilities dropout of college. This typically occurs during the freshmen and sophomore years. McDroom sought to identify what resources current students with visual impairments utilize to be most successful in college. He began by mailing letters to disability services offices at sixty six colleges and universities around the country seeking participants for telephone interviews. These offices made the letters available to their students. A total of 102 students from all geographic regions of the United States responded and are represented in the sample. All of the respondents held junior or senior classifications. The sample included an almost equal number of males and females. A majority of the respondents had been born with their visual impairment, while about a quarter developed their visual impairment during high school. 42% of the respondents felt it was important to participate in a college preparatory program and 76% stated visiting prospective campuses was important. 75% stressed the importance of working with both disability services and vocational rehabilitation agencies. 77% of the respondents indicated that ordering books early was important and 93% emphasized communicating with professors. 82% thought identifying transportation options was important too. In addition to narrative responses and actual experiences, yet more studies sought to identify how to remedy the gaps identified by the previous studies. Belch examined two college transition programs to identify what role those programs play in graduation rates for students with disabilities. He reports that in 1994 16% of students with disabilities graduated with an undergraduate degree, but that percentage later decreased to 12% in the year 2000. His examination revealed that self-advocacy training, campus involvement, mentoring, and practical application of skills best increased the chances for a successful college experience for students with disabilities. At the University of Washington, high school students attend a summer long program in which peers serve as mentors and all students attend classes on self-advocacy and independent science exploration. About 80% of the students who attend this program go on to graduate from college. At the University of Georgia, an annual orientation for freshmen with disabilities focuses on study skills, assistive technology, career planning, and leadership development. 46% of the freshmen who attend this specialized orientation graduate from the University of Georgia within four years, whereas about 51% of students with disabilities nationally typically graduate within six years. Upon graduation, students ought to be prepared for entering the workforce. However, a study by Crudden found that in order for students with visual impairments to be successfully employed career planning must begin early as well. Respondents, who were students with visual impairments, indicated that starting career exploration as early as elementary school was important (Crudden, 2012). Utilizing opportunities to explore careers and build skills during summer camps and after school programs is preferred (Crudden, 2012). This included helping parents to understand the fine line between doing things for their child verses helping them to learn to do something. Further, social skill development was noted as one key predictor of a successful transition (Crudden, 2012).

Overall, the findings of these studies serve as the foundation for the core programming of the EYE Retreat. An important distinction to note here is that these studies incorporate both quantitative and qualitative data so that we can be absolutely sure that application of the research is effective. Method The EYE Retreat sought participants through mailings, internet sites and e-mail, and advocacy organizations of the blind. Mailings through the United States Postal Service were directed to all high schools in the states of North Carolina, South Carolina, and Virginia. Announcements were posted on the EYE Retreat blog, various Facebook pages, and websites of several blind advocacy organizations. Applications from individuals residing in South Carolina and North Carolina were received. Additionally, the EYE Retreat formally partnered with the North Carolina Rehabilitation Center for the Blind’s college transition program so that their students could participate in selected EYE Retreat activities. The EYE Retreat accepted a total of thirty four participants, including eight group leaders and three students from the North Carolina Rehabilitation Center for the Blind. Further, the EYE Retreat accepted two interns from the Rehabilitation Center’s SAVVY work program. These interns were tasked with preparing mailings, organizing registration materials, supporting group leaders, and developing materials to be used in various workshops. Group leaders differed from participants only in that they carried the additional responsibility of supervising and escorting groups of participants during the day. Otherwise, group leaders and participants equally engaged in all scheduled activities. Since the three Rehabilitation Center students did not participate in all EYE Retreat activities, they are not included in demographic or evaluation data. Of the thirty one EYE Retreat participants, ten were Braille readers and twenty three were print readers. Fourteen were current high school students, two was employed, and fifteen were current college students. The twenty three participants ranged in age from 14 to 26 years old. The eight group leaders ranged in age from 20 to 47. Each represented various experiences with higher education, employment, and advocacy. One group leader was a recent college graduate and one was a nontraditional student. The remaining three were current community college students. Participants were asked to self-report their level of visual ability. No documentation was required and no verification of information provided was conducted. The EYE Retreat schedule was intentionally designed to simulate a college experience. While every effort was made to make the experience as realistic as possible, some aspects of the schedule may not be representative of a true college experience. Despite this, a balance between program operational needs and offering a college experience were found. Key Aspects of the Schedule  Downtime was spread throughout the schedule to promote time management, priority setting, and the unstructured nature of dorm life.

    

Dining hall meals were offered at the same time each day and at times similar to college cafeterias. Some evening activities were structured and others were unstructured to simulate the many social demands on a college student. The mock class was offered both during a morning time and afternoon time. Activities associated with academics, athletics, and social life was included. Varies forms of transportation, including walking, taxis, and buses were promoted.

The weeklong Retreat aimed to condense six years of schooling into one week. The week began with group leader and volunteer orientation on Sunday and Monday. At the Monday orientation, policies and procedures were reviewed and the schedule for the week explained in detail. Expectations for behavior, responsibilities, and roles were described as well. Blind Girl Vision, another nonprofit, provided training on icebreakers, communications, and leadership. Group leaders were provided with general guidance on how to engage their participants in icebreakers and discussions, but specific lesson planning was at the discretion of each leader. The afternoon was dedicated to moving into dorm rooms, getting to know each other, and welcoming participants to the program. Monday evening aimed to begin building community amongst the group leaders and participants through a friendly game of Goal Ball. Many participants had not heard of the sport and thus a great learning opportunity was secured. Tuesday began with participants boarding Capital Area Transit buses and learning to swipe a bus pass in order to travel to the campus of North Carolina State University. Participants heard a presentation on the difference between high school and college accommodations, the process to apply for college accommodations, and resources available to students with disabilities on a typical college campus. Following that, participants heard from a member of the NC State University faculty about how to initiate a conversation regarding classroom accommodations. Further, the faculty member also discussed how to advocate for accommodations when a faculty member may not be willing to provide those that are requested. After that, they ate lunch at one of the campus dining facilities. The mock class was divided into two sessions, with each session occurring on a different day and at a different time. This was done to demonstrate the various class schedules a student may encounter at a college. Next, participants returned to Governor Morehead School by way of Capital Area Transit bus and were given some free time to demonstrate the downtime that often occurs between classes, activities, and responsibilities on a college campus. The evening time was structured with various activities from which participants could select. Participants could choose from going off campus, going to the gym, or just relaxing in the dorms. It was emphasized that participants experience the freedoms associated with college life and make decisions about their priorities. Wednesday participants returned to NC State University to hear a presentation from the career services office and the many resources that are available on campus. Next, session two of the mock class was held in a similar manner as it was the previous day. Then, participants were provided with a bag lunch as the schedule did not allow much time for a lunch break. This was intentionally organized to demonstrate to participants the importance of making time for meals and time management. Following that, participants rode Capital Area Transit buses to the RLCB, which is a major employer of blind individuals in Raleigh. There they heard from current employees about how they came to be employed and ways in which they can access resources to

prepare for the future. Next, participants returned to Governor Morehead School to participate in a chair yoga class. Thursday, participants along with the general public were invited to Freedom Scientific’s Vision Awareness Day. Vision Awareness Day is a daylong technology presentation with half of the day dedicated to low vision items and the other half focused on auditory items. Following that, participants joined the Rehabilitation Center for the Blind students for an end of week dance. Friday, participants began the day by learning about and practicing forms of accessible sports, such as Goal Ball and Beep Ball. Next, they traveled to the North Carolina Museum of Art for a touch tour of selected exhibits. Following the tour, the EYE Retreat formally presented the museum with a tactile map of the exhibits so that other patrons with visual impairments could access and enjoy the museum. Finally, participants enjoyed dinner with members of the North Carolina Association of Blind Workers. Here they networked and heard the experiences of many successfully employed and retired blind workers. The EYE Retreat continuously strives to improve its programming and policies to meet the demands of 21st century learners. To this end, two assessments were administered to evaluate the structure of the EYE Retreat and the content that is presented. Each participant was randomly assigned a number to track their pre and post assessment responses. First, each participant was provided a pre-test that included fourteen statements related to essential components of the program curriculum. Each participant was asked to rate their ability to perform each stated task by using a sliding scale of one to five, with one indicating they needed another person to perform the task for them and five meaning they could independently perform the task. A post-test with identical statements was administered at the conclusion of the week so that responses could be graphed and evaluated for trends. Secondly, a program evaluation was administered at the conclusion of the week that consisted of written responses to statements about their experiences at the EYE Retreat as they related to facilities, programming, policies, and satisfaction. Results Table one depicts the sum of all responses to each question for the pre and post assessments as well as the corresponding overall change. Three areas of focus saw a regression from the pre to post assessment. Questions one and eleven focused on riding and accessing public transportation. Question five focused on career exploration. Questions six and eighteen were on accessing and participating in recreational activities. Recreational activities saw the largest regression followed by accessing public transportation and career exploration, respectively. On the other hand, three areas observed a positive trend from pre to post assessment. Questions three and four addressed college familiarity and question seven and seventeen focused on assistive technology. Question eight related to accessible sports. Overall, college familiarity had relatively the same increase in both of its areas assessed. Also, assistive technology

experienced increases that were similar. The largest increase was in that of accessible sports based on the responses to question eight. Table 1: Breakdown by Topic Item Pre Post Number Assessment Assessment Total Total 1 85 64 2 93 99 3 71 99 4 83 103 5 99 92 6 93 71 7 65 97 8 47 107 9 94 107 10 75 94 11 94 82 12 106 109 13 101 115 14 75 79 15 104 117 16 99 111 17 80 106 18 98 72

Growth or Regression Total -11 6 28 20 -7 -22 32 60 13 19 -12 3 14 4 13 12 26 -26

Table two displays the overall change from pre to post assessment for each participant who submitted both assessments. Eighteen participants saw a positive growth ranging from 4 to 28 from pre to post assessment. Two participants regressed based on their responses. These two regressed by -2 and -14. Table 2: Breakdown by Participant Participant Pre Post Growth or Random Assessment Assessment Regression Number Total Total Total 1 65 80 15 2 81 89 8 3 73 80 7 4 81 79 -2 5 79 66 -14 6 68 82 14 7 81 89 8 8 53 81 28

9 10 11 12 13 14 15 16 17 18 19 20

65 72 56 81 65 77 67 62 74 60 75 71

83 82 71 89 78 81 72 74 83 77 80 82

18 10 15 8 13 4 5 14 9 17 5 11

Table 3 depicts a summary of the written responses submitted by each participant in each of six major areas addressed during the EYE Retreat. Each response was reviewed for key vocabulary to identify whether their experience in the program had a positive, neutral, or negative impact based on their prior experiences. Table 3: Summary of written responses Topic Number of Key vocabulary used to identify response type Responses Transportation 16 Positive 12 Ride by myself, more comfortable, different types, never knew, valuable, easier, less intimidating, more confident, and ask questions. Negative 0 Neutral 4 Not changed (4) College Familiarity 16 Positive 10 Improved, available, eye opener, more services, understand more, refresher, has changed, increased, and no IEP. Negative 0 Neutral 6 Not changed (5) Career Opportunities 16 Positive 11 Learned (3), available, resource, advice, grown, opportunities, different, and has changed. Negative 1 Didn’t learn Neutral 4 Not changed Assistive Technology 16 Positive 12 Available, access, opened my eyes, realized, interesting, advanced (2), options, has changed, new, greatly increases, and learned. Negative 0 Neutral 4 Hasn’t changed (3) and already aware (1)

Social Interaction 16 Positive 12 Negative Neutral Adaptive Sports Positive

0 4 16 16

Confidence (5), less shy, new people, interactive, spread, meeting, increased, and bond. Not changed, already, and no problem (2) Know (4), learned (4), exposed, grown, always ways, new (2), confident, experience, and increased.

Negative 0 Neutral 0 Total Positive 73 Negative 1 Neutral 20 Discussion The results of the qualitative and quantitative section of the pre and post assessments seem to offer conflicting results. There appears to be differing results for public transportation, college familiarity, and accessible sports. However, results are consistent for social interaction, assistive technology, and career opportunities. According to the quantitative data, public transportation and accessible sports experienced a regression. However, when compared to the qualitative section, it appears that a logical explanation is that many of the participants had already experienced forms of public transportation and our experience wasn’t a new concept to them. Additionally, the wording on the survey between the quantitative and qualitative sections differed and this may have lead to the conflicting results for accessible sports. The quantitative section referred to “leisure activities” in a broader context, while the qualitative section referred directly to “accessible sports.” This should explain why all respondents had positive written reviews of the accessible sports components. Career opportunities saw a regression on the quantitative section and also had the only negative response in the qualitative section. This seems to indicate that consistently this area was not as well addressed as it could have been. Furthermore, assistive technology and social interaction both received positive increases in the quantitative section and no negative feedback on the qualitative portion. A review of the written comments by each respondent offers the most powerful language to describe their experiences. For instance, five respondents used the term “confidence” to describe how their social interactions had changed over the week. Additionally, respondents used terms like “opened my eyes” and “advanced” to describe their experiences with assistive technology over the week. This indicates that assistive technology and social interactions were a capstone of the week. College familiarity had an increase on the quantitative portion, but had the most neutral responses of any category on the qualitative section. This appears to indicate inconsistent

results, but in reality may shed light on the population served. Generally, as noted in the literature review, many students with disabilities experience some form of transition training and this may account for the higher neutral responses. Further, the EYE Retreat programming for college exposure has remained consistent throughout the past several years and many participants have returned. Therefore, their experience is not all that entirely different. However, some aspects of 2013 were unique and this may account for the increase in terms of the quantitative data. This highlights the need for more individualized and varied programming from year to year that is different from the typical offerings of a transition program that participants may experience elsewhere. Finally, as a result of the inconsistencies, additional methods of distinguishing various data sets might be helpful in better pinpointing areas of success and improvement. Additionally, streamlining survey questions to align better with program objectives as well as specific program components may help. The current survey has duplicate questions that are worded slightly different, but essentially ask for the same information that this might have contributed to variations in responses. Overall, while inconsistent, the data seems to suggest accurate patterns and information when put into context. Conclusion The Envisioning Youth Empowerment Retreat is a weeklong summer camp held July 28th to August 3rd, 2013 to help students with visual impairments prepare for higher education. The EYE Retreat programming is based on three main principles. They include 1) peer mentoring, 2) real world application, and 3) identification of available resources. Research suggests that students with visual impairments struggle in accessing academic and social aspects of college life. Additionally, students with disabilities often graduate college at different rates then their nondisabled peers. Teachers and students with visual impairments have reported mixed experiences with college transition programs. The EYE Retreat programming is modeled after the research and aims to squeeze six years into six intensive days of programming. Overall, in 2013, all participants, except two, observed gains in their pre and post assessments. The highest gains were observed in social interaction, college familiarity, and assistive technology. Areas for continued improvement include career exploration, transportation, and accessible sports.

References Belch, H. (2004). Retention and Students with Disabilities. Journal of College Student Retention. 6(1), 3-22. Bishop, D. & Rhind, D. (2011). Barriers and enablers for visually impaired students at a UK higher education institution. British Journal of Visual Impairment. 177-195. Crudden, A. (2012). Transition to employment for students with visual impairments: Components for success. Journal of Visual Impairments and Blindness. 389-399. Curtis, K. & Reed, M. (2012). Experiences of students with visual impairments in Canadian higher education. Journal of Visual Impairment and Blindness. 414-425. Curtis, K. & Reed, M. (2011). High school teachers' perspectives on supporting students with visual impairments toward higher education: Access, barriers, and success. Journal of Visual Impairments and Blindness. 548-559. McDroom, L. Making the grade: college students with visual impairments. Journal of Visual Impairment and Blindness, (91)3.

Appendix A Written Responses Person 1  My perception has not really changed.  I feel as though my knowledge of programs in the college setting has improved. I am even more aware of.  I learned that I am not the only one who is struggling with getting a job.  I now know what is available.  I was already confident in this matter.  I now know that beep kickball exists. Person 2  I now know how to ride by myself and know that I can ask the driver for help.  I now know that accommodations are available. I can ask for them.  I now know more about what is available.  I know how to access more technology.  I have more confidence in myself in interaction with others.  I know now that more sports are available to me. Person 3  I’m more comfortable taking the bus. Even though I went to GMS I still felt uneasy before.  I’ve been through college and graduated.  I now know about how to get a job. Raleigh Lions Club is a good resource.  Hasn’t changed too much but learned new key strokes for Jaws.  Meet and talk to new people. I became less shy as the week progressed.  Charged because I learned about different sports and the camp. Person 4  Because I was quite knowledgeable of riding public transportation prior to this week. My perception hasn’t changed.  I did not change due to prior experience.  The advice given about resume writing was helpful.  The Freedom Scientific Technology Day opened my eyes to new technology I can use if/when my vision begins to get worse.  I am already a very social person but being in a leadership role has pushed me to begin conversations with new people.  I have been exposed to some of them before but this week I actually participated in playing. Person 5  Learning public transportation has let me experience different types of transportation.  I’ve experienced it before so it didn’t change.  It hasn’t changed because of past experience.

  

I was already aware of the technology discussed this week. It has helped me feel more interactive. I learned more about how they were played than I knew before.

Person 6  It’s different because I never knew about the public bus.  I actually know how to get the service.  It didn’t change much because I didn’t know much about it in the first place. Sometimes you end up having to walk after you miss the bus. Also, sometimes the bus can have some issues and you have to be flexible.  I didn’t realize the difference between ADA and 504. Also, I didn’t know about the IDEA.  I did see that the blind people can do jobs such as sewing without sight.  I didn’t realize there was so many assistive technology for blind people such as SARAH, a text to speech reader.  I have learned I need to spread myself in the sighted world. Many people are not used too.  I didn’t know there was a beeper baseball as a sport. It was very difficult. Person 9  It helped me realize how valuable they are. It improved some.  No, I have been in college and have been fine but definitely beneficial for others.  It has grown and it is helpful to learn about opportunities.  I don’t use a lot of it but it was interesting to learn about.  It was great meeting new people and hearing their experiences.  It has grown. Definitely didn’t know of all the opportunities. Person 11  I was very worried about safety issues but I’ve learned there are things you can do.  I thought I knew a lot about this topic the beginning of this week but truly I didn’t. And going through the experience was an eye opener.  I thought being visually impaired was a disadvantage at first but its really not. We have many career opportunities that we don’t know of.  Now that technology has advanced, I believe being visually impaired won’t be a problem in the future.  My confidence has changed tremendously, because I’m now learning to stand with pride about my vision problem.  Being blind doesn’t mean you have to sit out when it comes to sports. There are always ways to get around it. Person 12  I believe that it is much easier than I expected and I will try to continue.  There is more services and options that I didn’t know about that I do now.  I realized that the population is much higher.  I now have more options to choose from to use on-the-go or at home.

 

Camp has given me the confidence to explain my disability to those who are unaware. I know now options I can give to my school for my P.E.

Person 13  I am less intimidated by it.  I understand more about how it works.  I learned that it will be harder to get a job than I previously thought.  It hasn’t.  Increased.  Learned goalball. Had no previous experience. Person 14  I normally wouldn’t take transportation by myself but now I feel more confident.  Since I have been in college for the past 2 years, most of the information was a refresher.  I don’t really have a comment on this matter. I feel I didn’t learn much about it.  I have no changes in what I already knew on the matter.  I had no previous problems with doing so before.  I was introduced to many new interesting sports and look forward to learning more about them. Person 15  It helped me by asking questions.  Being more independent.  Looking at different careers.  How the technology advanced.  We bond like brothers.  Learning new sports. Person 16  My experience with it has changed my knowledge. I now know how to interact with the driver, what to say to the driver and such.  It has changed. I know how to address my Professors and how to get up with DSO.  It has changed because I know that it can be difficult for VIP’S. Hopefully, it won’t be too hard.  It has changed because I am able to access JAWS better and I know the meaning.  I feel more confident to advocate with my peers. Self advocacy techs!  I am more confident to participate in accessible activities. Person 18  No change.  No change.  Learned you don’t have to put your disability on paper.  “Open Book” was new to me and pro “Sarah”.  No change.



Learned about goalball.

Person 19  The experience has helped change my thought that riding transit is difficult when the experience showed me it wasn’t.  My knowledge was greatly increased just due to seeing all the accommodations available.  My knowledge wasn’t really changed when it came to careers. I more or less saw what I could really do as a career.  Knowledge of A.T. was greatly increased. Just seeing what types of tech was available was just amazing and exciting.  I didn’t really have a problem socializing. If I had to be changed, I would have to socialize less.  The experience help show me what type of sports were available to me. Person 21  It has changed my view of how accessible public transportation.  I learned that your IEP does not go with you to college.  My knowledge of career opportunities to people with disabilities has not changed.  I have learned there are desktop magnifiers.  It slightly increased my confidence for engaging in social interactions with my peers.  My knowledge has increased about adaptive sports.

Appendix B Staff Directory Leadership Team Alan Chase, M.Ed., Program Coordinator Brice Smith, B.A., Assistant Coordinator Preston Johnson, Assistant Coordinator Eric Galindo, Operations Supervisor Kevin Currin, Senior Group Leader Group Leaders Ashley Coleman Lacey Coward, MSW Tyler Forsythe Joanna Jones Jonathon Kirk Bobbi Pompey Grayson Potter Tevin Price