As the leaves start to change and the excitement of a new academic year fills the air, E4Texas has been buzzing with activity! With the Fall Semester in full swing at The University of Texas at Austin, our 13 students in the 2024-25 cohort are juggling classes, career certifications, volunteering, and community events. It’s a whirlwind of learning and growth!

Diving into UT Coursework

A cornerstone of the E4Texas experience is engaging with the vibrant academic offerings at UT. Each student is required to enroll in at least one UT class this fall, and the variety is truly impressive! From Intro to Western Music to Cultural Anthropology and Contemporary Moral Problems, there’s something for everyone.

During the first week, our students met with their professors to outline goals for their audit classes, challenging themselves both academically and socially. They’re now diving into weekly classes and discussion sections, and many have already tackled their first exams or major assignments. To help them stay on track, students meet every Monday in small groups with E4Texas staff to discuss assignments, readings, and time management strategies.

Giving Back Through Volunteering

Fridays at E4Texas are all about giving back! Each student takes on the responsibility of finding and applying for volunteer opportunities that support individuals with disabilities in our community.

Some are making a difference with On the Moov, a program designed to assist disabled students in navigating campus life. Others are volunteering at the Lorraine “Grandma” Camacho Activity Center, providing outdoor recreation and cultural art programs for youth and adults in Austin.

Our students are also lending their hands to organizations like Meals on Wheels, Lifelong Learning with Friends, and Special Olympics, truly embodying the spirit of community service and mentorship.

Balancing Social Life and Studies

Even with their busy schedules, our students know how to have fun! From concerts at the Butler School of Music to thrilling UT football and soccer games, the social scene is vibrant. They’ve also enjoyed free film screenings and participated in outings like the ADAPT voter registration event, promoting disability voting rights.

For those looking to meet like-minded friends, there are clubs galore! Whether it’s the Anime Club, pick-up basketball at Gregory Gym, or adapted blazer tag and rock climbing in the Austin area, there’s always something happening.

Stay Connected with E4Texas

With so much going on, it’s an exciting time to be part of E4Texas! We’ll be sharing more updates in our newsletter and blog posts, so be sure to follow us on Instagram @E4Texas to keep up with all the incredible things our students are doing!

Here’s to a fantastic fall semester filled with learning, service, and unforgettable experiences!

Kathleen Hernandez

In today’s dynamic workforce, creating an environment where everyone feels valued and supported is essential for success. At E4Texas, we understand the importance of empowering individuals with disabilities to achieve their full potential in their chosen careers. In this post, we’ll explore the significance of providing equal opportunities for individuals with disabilities, and how our program prepares students for success as they go on to pursue meaningful careers.

Our program offers specialized career training tracks in areas such as personal care attendant, child care attendant, and paraprofessional. Through a combination of classroom instruction, hands-on volunteer experience, and internship opportunities, we equip our students with the knowledge, skills, and confidence they need to thrive in their chosen fields.

Despite facing various challenges, individuals with disabilities bring unique strengths and perspectives to the workplace. Through resilience, adaptability, determination, and first-hand experience, they demonstrate their ability to excel in diverse roles. Our curriculum focuses on harnessing a student’s individual goals and strengths, and empowering them to overcome obstacles and achieve their career goals.

Accessibility is a fundamental aspect of our program. We prioritize accessibility in all aspects, ensuring that our facilities and resources are fully accessible to individuals with disabilities. By removing barriers and providing accommodations, we create an inclusive learning environment where all students can participate and succeed.

In addition to technical skills, our curriculum emphasizes soft skills such as communication, teamwork, and problem-solving. These skills are essential for navigating the modern workplace and building successful careers. Through in-person engagement in out program including navigating campus and the community, completing team assignments, and getting introduced to the workplace setting, we help our students develop the confidence and professionalism needed to excel in any work environment.

Furthermore, research has shown that diverse teams are more innovative, productive, and profitable. By embracing diversity and providing equal opportunities for all individuals, organizations can gain a competitive edge and better meet the needs of their customers and clients.

In conclusion, providing equal opportunities in the workplace for people with disabilities is not only the right thing to do—it also makes good business sense! At E4Texas, we are committed to empowering our students and preparing them for success in the workplace. By harnessing their unique goals and strengths, and providing the necessary support, we can create a brighter, more inclusive future for everyone.

Kathleen Hernandez

Transitioning from high school to college can be an exciting–yet challenging– time for any student. For those with disabilities, there may be additional considerations and obstacles to overcome. In this post, we’ll explore 7 valuable tips and tools to help students and their families navigate this important transition period and set themselves up for success in their post-secondary education journey.

1. Start Early: Planning for the transition to college should ideally begin well before high school graduation! Encourage students to explore their post-secondary options early on, attend college fairs, and research colleges and universities that offer support services and accommodations for students with disabilities.
2. Know Your Rights: Students with disabilities are entitled to accommodations and support services under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. It’s essential for students and their families to understand their rights and learn how to advocate for themselves during the college application and enrollment process.
3. Connect with Transition Services: Most high schools have offices or departments dedicated to providing transition support services. Often called “transition specialists,” these professionals work with students, their families, and school staff to develop individualized transition plans that outline goals, services, and activities to support the student’s transition to adulthood. Transition specialists advocate for students with disabilities to ensure they receive appropriate accommodations, support services, and opportunities for post-school success. They also empower students to self-advocate and take ownership of their transition planning and decision-making. Encourage students to reach out to these offices early to learn about available resources and start creating a plan.
4. Develop Self-Advocacy Skills: One of the most important skills students can develop for college success (and life thereafter) is self-advocacy! Encourage students to learn how to communicate their needs effectively, ask for accommodations when necessary, and seek out support when facing challenges.
5. Get Involved: College is about more than just academics—it’s also an opportunity for personal growth and enrichment. Encourage students to get involved in extracurricular activities, clubs, and volunteer organizations that align with their interests and passions while looking into post-secondary options. This will help them build a strong support network, add valuable experience to a resume, and help them stand out in the application process.
6. Touch base with a TWC Counselor: The Texas Workforce Commission (TWC) plays a key role in assisting students with disabilities in finding and attending inclusive post-secondary education opportunities through various programs and initiatives. TWC’s Vocational Rehabilitation program provides comprehensive services to people with disabilities to help them prepare for, obtain, retain, or regain employment. This includes providing guidance and support to students with disabilities who are transitioning from high school to post-secondary education or employment. VR services may include career counseling, job placement assistance, assistive technology, vocational training, and support for higher education expenses. If you are not an existing TWC customer and think you may qualify, you can do a self-referral on the TWC website; click on “Start My VR” to do a self-referral.
7. Utilize ThinkCollege: ThinkCollege.net serves as a valuable resource and support network for students with disabilities (and their families) who are navigating the transition to post-secondary education. The website’s resource library contains a wide range of downloadable materials, including fact sheets, toolkits, and research reports, covering various aspects of inclusive post-secondary education. Students can access these resources to deepen their understanding of relevant topics and gain practical guidance.

Transitioning from high school to college with a disability may present unique challenges, but with careful planning, self-advocacy, and access to support services, students can overcome obstacles and thrive in their college journey. By starting early, knowing their rights, connecting with resources, and developing self-advocacy skills, students can set themselves up for success and make the most of their college experience!

E4Texas Senior Outreach Program Coordinator

Kathleen Hernandez

Join us in celebrating National Caregivers Day on February 16th, 2024! This special day, founded by the Providers Association for Home Health & Hospice Agencies in 2016, honors the dedicated healthcare professionals who provide long-term and hospice care.

As we commemorate National Caregivers Day, we want to shine a spotlight on the crucial work being done by organizations like ADAPT of Texas to advocate for fair wages for caregivers. Today, some of our E4Texas students are attending the ADAPT of Texas meeting to amplify the voices of caregivers and advocate for equitable pay.

Caregivers (personal care attendants) play a vital role in supporting the aging population and individuals with disabilities to lead independent lives. Many of our E4Texas students graduate from our Personal Care Attendant Career Track and go on to become personal care attendants themselves. Unfortunately, caregivers often face low wages and inadequate compensation for their essential work– in Texas, the starting wage for Personal Care Attendants is just over $8 an hour, with an average hourly pay of $12.38 an hour (ranking 40th out of 50 states nationwide). Advocating for better pay for personal care attendants who play such an important role in society is a cause that’s important to both our program and our students.

ADAPT of Texas is at the forefront of the fight for fair wages for caregivers. By advocating for better pay and working conditions, they are not only supporting caregivers but also ensuring that individuals with disabilities receive the quality care they deserve. Fair wages are not just about economic stability; it’s also about recognizing the value of caregivers’ skills and contributions, and enabling them to lead dignified lives.

As we celebrate National Caregivers Day, let’s stand in solidarity with organizations like ADAPT of Texas and continue to advocate for fair wages and better conditions for caregivers everywhere. Together, we can create a future where all caregivers are valued, respected, and fairly compensated for their invaluable work. #NationalCaregiversDay #FairWages #ADAPTofTexas #E4Texas 🌟💙

Senior Outreach Program Coordinator

Kathleen Hernandez

Join E4Texas as we recognize February as Black History Month. We’re hoping you’ll take some time to reflect on intersectionality to recognize and honor the rich tapestry of experiences within the Black community, including those with disabilities. Intersectionality is a concept that acknowledges the interconnected nature of various social identities (such as race, gender, and disability), and how they cross over to shape individuals’ experiences and opportunities. Throughout history, Black individuals with disabilities have made significant contributions to society, often in the face of at least two different levels of systemic barriers and discrimination. Their stories deserve to be celebrated and remembered, not just during Black History Month, but year-round.

A commonly talked about historical figure during Black history month is Harriet Tubman– a courageous abolitionist known for her role in the Underground Railroad. What is often less recognized is that Tubman also lived with a disability. As a result of a severe head trauma sustained during her enslavement, Tubman experienced seizures and other neurological symptoms throughout her life. Despite these challenges, she fearlessly led countless enslaved individuals to freedom, embodying resilience and determination in the face of adversity.

Another notable figure is the activist and scholar Audre Lorde, whose work explored the intersections of race, gender, sexuality, and disability. Lorde, who self-identified as a Black lesbian feminist poet, was also legally blind and living with chronic illness. Her writings, such as “The Cancer Journals” and “The Master’s Tools Will Not Dismantle the Master’s House,” offered profound insights into living with illness while navigating intersecting oppressions.

Claudia Gordon was advisor on disability matters to President Obama within the White House Office of Public Engagement. She holds the title of the first deaf student to graduate from American University’s law school, becoming the first Black Deaf attorney in the United States. Throughout her career, she has been (and remains) a vocal advocate for disability rights, serving in various prestigious roles such as at the National Council on Disability, Homeland Security, and the National Coalition for Disability Rights.

In addition to these individual stories, it’s crucial to recognize the broader historical context of disability within the Black community. Historically, Black individuals with disabilities have faced compounded discrimination and marginalization due to intersecting forms of oppression. From the eugenics movement to institutionalized racism within healthcare and education systems, systemic barriers have often limited opportunities for Black people with disabilities.

Despite these challenges, Black disabled activists and advocates have been at the forefront of movements for social justice and disability rights. Their activism has led to important strides in areas such as accessibility, inclusive education, and representation in media and public life.

As we reflect on Black History Month, let us honor the resilience, strength, and contributions of Black individuals with disabilities.

We’re thrilled to share a fantastic resource that aligns perfectly with our E4Texas program goals! The Center for Transition to Adult Health Care for Youth with Disabilities has just launched a website designed by and for young people with intellectual and developmental disabilities (I/DD). This user-friendly site, backed by ACL’s Administration on Disabilities, aims to support our students in their journey towards independent adulthood.

What makes this website special is its emphasis on empowering youth with I/DD to take control of their own healthcare needs. It provides practical tools and resources to help students, their families, and healthcare professionals navigate the crucial transition to adult health care. From understanding legal rights and responsibilities in healthcare settings to encouraging independence in managing health appointments and routines at home, this website covers it all.

Why is this important for our E4Texas learners? The website aligns perfectly with our mission to help our students with I/DD lead more independent lives. By offering resources that promote choice and control in their health care transition, this platform directly supports our program’s learning outcomes.

Here’s a surprising fact: only 14% of youth with I/DD currently receive guidance on health care transition from their doctors. This website aims to change that statistic. It’s not just about information; it’s about giving our students the tools to take charge of their health journey.

Plus, the website features contributions from partners like Family Voices, Got Transition, SPAN Parent Advocacy Network, and two University Centers of Excellence. These resources complement the excellent work happening at E4Texas, enhancing the support available to our students.

The Center for Transition to Adult Health Care for Youth with Disabilities initiative, running for five years and funded under the Developmental Disabilities Assistance and Bill of Rights Act, directly aligns with the E4Texas program’s commitment to empowering independence for our learners. Dive into the website and explore the wealth of information. Let’s continue working together to empower our students and make their transition to adulthood as smooth and independent as possible!

For more details, contact Dana Fink at Dana.Fink@acl.hhs.gov.

E4Texas Academic Enrichment Assistant

Meghan Schrader

As the Academic Enrichment Assistant at E4texas, I deeply appreciate the opportunity I’ve had to develop an Ethics curriculum for our students, and I thought a blog post about how that came about would help illustrate E4Texas’s commitment to empowering people with intellectual and developmental disabilities (IDD). 

All human beings have to make moral decisions in their lives, and that includes people with IDD. Choosing between right and wrong is a life skill that impacts the development of healthy relationships, self-respect and success at work. 

Secondly,  sometimes the powers that be express the desire to do horrible things to people with disabilities, including some ethicists with the power to influence social policy. I want our students to be aware of ethical issues that affect them, and to have a strong enough sense of integrity to say “no” to people who would like to oppress and abuse them. 

Thirdly, giving our students the opportunity to learn about morality promotes equality. Most young people who go to college receive practice in considering what they believe about right and wrong, such as by voting in an election for the first time, taking a philosophy class, having thoughtful discussions with peers, etc. I want our students to benefit from that same opportunity to develop critical thinking skills. People with IDD deserve to be as prepared to consider moral issues as their peers. 

Lastly,  I want to teach our students about ethics for much the same reason that I want to take them to hear renowned musicians at the School of Music – the world often tries to tell disabled people that we should have low expectations for what we will experience in life– that we shouldn’t bother exposing ourselves to fine music or having an opinion about important moral issues that impact what kind of world we live in. I hope that our discussions will empower our students to resist that trend and set high goals for themselves.  

Hence, my lessons give E4Texas students the opportunity to think about foundational moral skills, like following the Golden Rule. We talk about the fact that there’s a difference between moral rules that are in place to protect people’s rights, and social rules that may be less important, or may be unfair to people with disabilities. We talk about how having a strong moral identity promotes well-being and students create a Moral Vision Board featuring values that are important to them. My hope is that these lessons will instill a sense of integrity that will allow them to look in the mirror at the end of the day and be proud of the moral decisions that they made.

 In short, teaching our students about ethics is one of my contributions to our program’s mission of “educate, empower, employ, excel.” Our students deserve nothing less. 

Planning for college is happening for high school juniors and seniors right now! Some may have already applied, and some are already hearing back from schools they’ve applied to. Often, students with an intellectual disability (ID) are left out of these discussions and activities, thinking that college is not an option. Think College is determined to correct this misconception and spread the word that college IS possible for students with intellectual disabilities. So, if you think you might want to go to college after high school, here are some things you can do to get started on YOUR college planning.

Get to know the over 300 college programs that are designed for students with intellectual disabilities specifically.

They all have important things in common…

• They are located at a college, university, or community college. 
• They are non-degree programs. This means that students earn a certificate at the end of the program, not an associate or bachelor’s degree.
• There is an alternate admission process that differs from what is required to get into a degree program at the same college. 
• Supports for students with ID are provided.

But they can differ from each other in a lot of important ways…

• Programs can be anywhere from 1 – 4 years long
• Some programs offer campus housing and others do not
• Some programs are fully inclusive which means that they do not create any special classes or social experiences that are only for students in the program. Other programs have some separate learning or social experiences.
• Some programs have a general certificate that can be individually designed around the interests of students, and others offer certificates that prepare students for a specific career, such as early childhood education or hospitality, as just two examples.
• The amount and type of supports can vary. For example, some programs may have program staff available to students every day while others may not offer support on campus on weekends. Some may provide support prior to, during, and after college classes, others may provide limited support.
• Some programs accept students who are still in high school and they go to college as their transition program, and some programs accept students who are out of high school. At some programs, they may have both kinds of students attending.
• Admission processes and requirements are different at every program.
• Some programs offer access to federal financial aid, and others do not.

Just as college programs vary, so of course does every student. To begin to identify a college that is going to work, you have to start with discovering what matters to YOU.  Imagine yourself in college – what are you doing?

• What classes are you taking?
• What social events are you participating in?
• Where are you living?
• Are you close to home or far away?
• When you complete college, what do you want to do?

Visualizing college and talking to your friends and family about how you want it to be for YOU can help you learn what is most important. Now, armed with a list of things that matter to you, start exploring!

Think College Search gives you a place to start learning about the options. You can:

• Discover programs that offer the things that matter the most to you by using the “filters”.  Like for example, seeing only the programs that offer campus housing if you want to live on campus.
• Save the ones that look promising
• Compare programs on how they are the same and how they are different.

Finding the right fit takes time. College options for students with ID are a relatively new idea.

Because they are all different, it can take a bit of digging to learn enough about a program to really know if it is right for you. Use our How to Conduct a College Search Guideto review questions that were suggested by real students and families that you can ask to learn more about the college programs you are most interested in.

Here is the bottom line: students who are getting ready to finish high school start thinking about what they will do next. Lots of students begin to look at colleges and see if there is a good fit for them. Think College offers resources that can help students with intellectual disability look at lots of options. We want to make sure that if a student wants to go on to college, they can! 

Post author: Cate Weir is the project director for the Think College National Coordinating Center, a position she has held since the Center’s inception in 2010. One of her favorite parts of that job is talking to families and students as they embark on the journey to postsecondary education and finding the right college.

This blog was originally posted on ThinkCollege.net