A Failure SYSTEM

I need to find a new place to live as soon as possible.  I am living with a relative but I can’t stay for a long period.

For years I have been receiving services from the Division of Development Disabilities in New Jersey (DDD). I contact DDD regarding to this problem and I asked them for help.  Unfortunately the process is taking too long.

I mailed the following letter that to my case manager from DDD back in the summer.  They were aware of the situation before the letter was written.

On September 1 20010, my parents will be moving back to the Dominican Republic (DR). Once they leave I will not have a place to stay.   Since the DR lack of resources for people with disabilities to attend school I can’t move back with my parents.   I also have student loans to pay. Financial aid doesn’t cover my entire tuition.

Since I moved to New Jersey at age fifteen, I have accomplished a lot of goals. Months after I moved, I was placed in Cerebral Palsy Center in Clifton.  The major focus of the school was to teach the students independent skills how to prepare a meal, clean a room, count money and so on.

At that time, my mother and I didn’t have any idea of what school I should go to. I was evaluated by the child study team of the district. According to them I should attend a special school.

Later on, my mother and I got involved in an advocacy group for parents with kids with disabilities. Five years later, thanks to my mother and the parents’ advocacy group we found out that I was placed in the wrong school. I transferred to a regular high school.

But my age was my biggest obstacle. I was already 20 years old and the limit age is 21.  We requested permission to the board education

In high school I had the opportunity to improve academically. Since the freshman year most of my reports cards were “As” and “Bs.” I graduated from high school on the honor roll.

After graduation I attended Passaic County College. I started taking ESL courses English As a Second Language because my English was a little poor. I had difficulties with class schedule, homework and I felt frustrated as a result, I dropped out of college.

Then I tried to find a job. The only job that I found was working in a workshop for people with disabilities but I didn’t feel happy to be working there. I wanted to do other types of work such as computer data, receptionist or file clerk. I was told that I didn’t qualify for that type of job. A year later I stopped working at the workshop.

I went back to college to complete the courses that I needed it. I took one or two courses per semester. One of my English professors became my mentor. Thanks to my family and his support I was able to success in college. While I was there my mentor encouraged to write personal essays, poems, articles and doing translations from Spanish to English. I didn’t know that my writing skills is strong. I also completed the ESL Program and took college level courses.

On May 2009, I graduated with an associate in liberal arts. On September first I transfered to William Paterson University. Now I am communication major. Also last year, I worked as intern for the state of New Jersey.

Dealing With Risk

Kayaking           If you read my other two blog entries Attitude, Attitude, Attitude and Attitude Adjustment, hopefully you are beginning to understand that it is a combination of your attitude and an ongoing process that are necessary to begin to deal with some of your daily frustrations. There is another barrier to some people’s efforts to think beyond traditional methods of accomplishing an objective. That obstacle is the concept of failure. Dealing with life’s adversities often involves risk and along with risk comes the idea of success or failure.  We are often reluctant to take a risk for fear we may not be able to accomplish what we are trying to do and that implies failure. First of all, nobody always achieves what they set out to do.  Secondly, many individuals have the misconception that failure is bad.  However, failure if approached with a positive attitude, provides opportunity for learning and hence for growth. In a “60 Minutes” interview LeBron James was asked what advice he would give to young kids, his response was not to be afraid to fail. LeBron James said, “Don’t be afraid of failure. “

Making adaptive equipment often involves a learning process that includes a change in attitude. If you have an idea for creating a piece of adaptive equipment, pursue it.  Remember for all of us, thinking out of the box is a strategy that can lead us down the road to success. When making adaptive equipment try to keep things simple. Use materials that are readily available and make the tools multifunctional if possible. Do not let yourself become discouraged for very few things happen quickly. Learning to approach a task with a new outlook will take time. However, success breeds success and after awhile you will look at things differently. Look at a new situation not as a problem, but as a challenge needing to be addressed. Set your mind free of the cultural restraints which may prevent you from finding a solution.  The following poem hung on the wall in my classroom for years.

ONLY A PERSON WHO RISKS IS FREE
by Author Unknown

To laugh is to risk appearing the fool.
To weep is to risk appearing sentimental.
To reach for another is to risk involvement.
To expose your ideas, your dreams,
before a crowd is to risk their loss.
To love is to risk not being loved in return.
To live is to risk dying.
To believe is to risk despair.
To try is to risk failure.
But risks must be taken, because the
greatest hazard in life is to risk nothing.
The people who risk nothing, do nothing,
have nothing, are nothing.
They may avoid suffering and sorrow,
but they cannot learn, feel, change,
grow, love, live.
Chained by their attitudes they are slaves;
they have forfeited their freedom.
Only a person who risks is free.

~ from page 147 of the book “Addiction by Prescription”  by Joan Gadsby

Texas Study Confirms Lower Autism Rate in Hispanics

Texas Study Confirms Lower Autism Rate in Hispanics

Author: john willow

Hispanic kids are less likely than their non-Hispanic white counterparts to be diagnosed with autism, and socioeconomic factors don’t seem to explain the difference, according to a new study in Texas schoolchildren.

“These findings raise questions: Is autism under diagnosed among Hispanics? Are there protective factors associated with Hispanic ethnicity?” Dr. Raymond F. Palmer of the University of Texas Health Science Center in San Antonio and his colleagues write in the American Journal of Public Health.

Other research has shown a lower risk of autism among Hispanic individuals, while one study found that Hispanics with autism were typically diagnosed later than autistic children of other ethnic backgrounds. Autism could be under diagnosed among Hispanics, Palmer and his team note, given that these children are less likely to have health insurance and more likely to have trouble accessing medical care.

To investigate the factors behind the difference in prevalence, the researchers looked at data on 1,184 schools in 254 Texas counties, calculating the number of children in kindergarten through 12th grade in each district who had been diagnosed with autism.

For every 10 percent increase in Hispanic schoolchildren in a given district, the researchers found, the prevalence of autism decreased by 11 percent, while the prevalence of kids with intellectual disabilities or learning disabilities increased by 8 percent and 2 percent, respectively.

The reverse was seen as the percentage of non-Hispanic white children in a district increased, with the prevalence of autism rising by 9 percent and the prevalence of intellectual and learning disabilities falling by 11 percent and 2 percent.

The observed relationships remained for Hispanic children after the researchers accounted for key socioeconomic and health care provider factors, although “urbanicity” of a district, median household income, and number of health care professionals did explain the increased percentage of autism among districts with more non-Hispanic white kids — a finding the researchers call “curious.”Whether lower autism prevalence in Hispanics is attributable to other, still-unexamined socioeconomic, health care delivery or biological factors “remains a crucial area for further research,” Palmer and colleagues conclude.

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