with Disabilities - Center on Disability Studies

CENTER ON
DISABILITY
STUDIES
ANNUAL REPORT 2005-2006
UNIVERSITY OF HAWAI‘I
Advocates who made a difference in 2005-2006!
Justin Kapono “Pono” Tokioka
and Parents, Beth and Jimmy Tokioka
• Pono was born with a profound bilateral hearing loss.
• Since he was five, Pono has excelled in baseball,
playing second base.
• In the summer of 2005, while playing in an All-Star
Tournament, he was denied access to a signlanguage interpreter in his dugout.
• He and his parents objected to this denial of accommodations which limited his ability to participate fully
as a member of the baseball team, and, when direct
discussions with PONY failed to rectify the situation,
they filed a complaint with the U.S. Department of
Justice
• A year later, in August 2006, the Department of
Justice negotiated a settlement with PONY Baseball,
Inc., which ensures that in the future appropriate
accommodations are made for young athletes with
disabilities to enable them to participate in this
important community recreational activity.
• This story is currently publicized on the federal
Americans with Disabilities Act website,
www.ada.gov.
Pono, who was fitted with a
cochlear implant at the age of six,
attends Chiefess Kamakahelei
Middle School. He is a sixth
grader in an inclusive classroom,
with the services of a signlanguage interpreter. His Mom,
Beth, serves on the CDS
Community Advisory Council. His
Dad, Jimmy, is a member of the
Easter Seals Board of Directors.
Aloha,
2005-2006 has been an exciting, eventful, pivotal year in the history of the University of Hawaiʻi
Center on Disability Studies (UH-CDS). Substantial progress has been made through advocacy,
capacity building, and systemic change to further our mission to support the quality of life,
community integration, and self-determination of all persons with developmental disabilities
and their families.
The UH-CDS has been successful in leveraging an all-time record of funding, $11,543,961, to
fund a number of new projects in interdisciplinary education, community training and technical
assistance, research and dissemination. This funding supported 45 different projects and
created 80 products that will be described in this report.
The year began with the announcement of the awarding of a six-year, nine-million dollar grant
to build a system of care for transitioning youth with mental and behavioral challenges. This
grant, funded by the Substance Abuse and Mental Health Services Administration, continues
the partnership between the UH-CDS and the Department of Health’s Child and Adolescent
Mental Health Division that began with the ʻOhana Project more than a decade ago.
The year ended with a tragic fire on our campus that totally destroyed
a building housing a number of our projects. Over the next year we
will be engaged in planning for new on-campus facilities for the
UH-CDS. The year also ended with announcements regarding
the funding of several exciting new projects which will unfold
over the next year.
Thus, this year of pivotal accomplishments has created vast
new opportunities and challenges for the year ahead. On
a more personal note, during the past year I decided to
challenge myself mentally and physically by training for and
attempting to summit the 15,000 foot peak of Mt Rainer.
Having grown up in the Seattle area and many times seeing the
mountain summit high above the clouds, it always presented
itself as the impossible challenge. Not knowing what dangers
and risks the challenge would bring made it even more
exciting, especially when the goal was accomplished – six
of the nine members of our rope line made it to the summit at
7:05 AM following more than twenty hours of steady climbing
– definitely the most difficult thing I have ever done in this
life. I challenge each of you to take that big step over the
next year and live your life to the fullest.
Thank you for allowing us to share this report with you.
Robert Stodden, PhD
Director
1
The Center on Disability Studies
The Center on Disability Studies (CDS) at the University of Hawaiʻi is a Center of Excellence
in Education, Research, and Service. The CDS works to accomplish its mission to support the
quality of life, community inclusion, and self-determination of all persons with disabilities and
their families through education, training, service, research, evaluation, and dissemination
activities. The CDS, a research unit within the College of Education (COE), receives core
funding from the Federal Administration on Developmental Disabilities.
Interdisciplinary Disabilities and Diversity Studies. The Interdisciplinary Certificate
in Disability and Diversity Studies is a 15 credit graduate level program approved by the
University of Hawaiʻiʼs Board of Regents. The certificate program offers students in the masters
and doctoral programs in disciplines such as education, social work, psychology, public health,
nursing, law, medicine, and political science, an interdisciplinary approach to disability and
diversity studies.
Initiative Areas. The CDS conducts local, regional, national, and international activities in the
five initiative areas shown below. For the past year, these activities have included training for
63 long-term and 32 intermediate-term trainees. More than 7,700 individuals participated in
more than 9,000 hours of training. Faculty members produced 22 products.
• School and community inclusion
• Special health needs
• Transition, postsecondary education, and employment
• Mental health
• Pacific outreach
An International Journal. In 2003, the CDS created a new publication, Review of Disability
Studies: An International Journal, to provide a venue for the sharing of scholarly writings
related to disability studies. This publication addresses issues of concern to persons with
disabilities around the world.
Governance. The CDS participates in shared governance activities within the academy.
The CDS Assembly convenes twice a year to discuss issues of mutual interest to the staff
and community, and to disseminate information regarding evidence-based practices. The
Assembly elects delegates to the CDS Council that meets monthly to address issues of
concern to the staff.
As faculty members of the College of Education, the CDS elects representatives to the COE
Faculty Senate, the Manoa Faculty Senate, and the University of Hawaiʻi Professional Assembly.
A CDS faculty member has served as Chair of the COE Faculty Senate for the past two
years and a member of the All Campus Council of Faculty Senate Chairs for the University of
Hawaiʻi System. These appointments have provided opportunities for infusing disability issues
throughout the university community.
2
Table of Contents
Advocates
inside cover
Director’s Message
1
The Center on Disability Studies
2
Pacific Rim Conference on Disabilities
4
Art Enabled
6
Health & Ready to Work Conference
8
National and Local Honors
10
CDS Faculty Council Honors
11
Tri-Agency Partnerships
12
CDS Advisory Councils
13
Funding
14
Community Partnerships
15
Projects
17
Professional Dissemination Activities
by CDS Faculty
47
Acknowledgments
60
3
Pacific Rim Conference
on Disabilities
• In March 2006, 1,000 people came together
to celebrate, “Growing through Diveristy,
Strengthening Communities”, theme of the
22nd Annual Pac Rim Conference.
• 200 presenters shared cutting-edge research
and evidence-based practices with selfadvocates, professionals, and families.
• Keynote speakers such as Roger Crawford,
Tony Coelho, Lois Ann Yamanaka, Patricia
Morrissey, and Michael Mayer entertained,
inspired, and enriched the lives of those who
attended.
• 23 exhibitors shared products and resources
relevant to lives of people with disabilities
and their families.
• Artists with disabilities had opportunities
to showcase their talents and market their
products to the public.
• Pre and post events provided further
opportunities for the sharing of information.
4
5
6
Art Enabled
• “Thinking outside the box – what fun
that can be!”
• Art Enabled celebrated the 16th
Anniversary of the Americans with
Disabilities Act.
• This third festival to promote inclusion
in the community, created a welcoming
environment in which everyone could
participate in ALL activities.
• 75 volunteers, led by self-advocates,
hosted this event.
• 30 performers entertained over 400
persons showcasing the talents of
people with disabilities.
• Local artists with disabilities had a
venue for displaying and selling their
products.
• Distinguished guests included the
Mayor of Honolulu, the Honorable
Mufi Hanneman, Miss Hawaiʻi 2006,
Pilialoha Gaison, and Na Hoku Award
winning singers, Na Leo Pilimehana.
7
Health & Ready to Work
Conference
• Medicaid Infrastructure Grant (MIG) hosted 500
people on October 24, 2005.
• Conferees welcomed Pattie Hackett and Larry
Abramson as keynote speakers.
• Breakout sessions included: Make it Simple: The
Benefits of Working; Make it Possible: Make it
Grow: The Benefits of the Business Leadership
Network; and Make it Pay: The Benefits of Hiring
Persons with Disabilities.
Governor Linda Lingle presented the Family of the
Year Award to Isaac and Tammy Lau, emerging
artists/entrepreneurs and their parents, Norrin and
Joann Lau.
Senate President Robert Bunda presented the
Employee of the Year Award to Cassilly Woll,
employee of Consolidated Theatres at Kahala Mall.
Dr. Betty Lou Williams presented the Small
Business Owner of the Year Award to Daniel Wang,
renowned deaf Chinese watercolorist.
Thomas Hester, MD., Director of Adult Mental
Health, presented the Micro-Enterprise Business of
the Year to Jason’s Candles and Soap – Jason and
his Mother, Susan Rocco.
8
9
National and Local Honors
Peter Dowrick, PhD, Professor
Award for Distinguished
Contributions to Practice in
Community Research and Action
from The Society for Community
Research and Action during the
Annual Convention of the American
Psychological Association
Kelly Roberts, PhD, Assistant Professor
Mary Switzer Post-Doctoral Fellowship
from The National Disability Institute of
Disability Research and Rehabilitation
Chuan Chang, PhD,
Junior Specialist
Post-Doctoral Fellowship,
University of Pittsburgh
Martha Guinan, MPH,
Educational Specialist
Ten Years of Service to CDS
College of Education Faculty
Senate Honors to CDS Staff:
Lifetime Achievement Award:
Steven E. Brown, PhD,
Assistant Professor
Leadership Award:
Jean Johnson, DrPH,
Associate Director
Thinking Outside the Box:
James Skouge, PhD,
Assistant Professor
10
CDS Faculty Council Honors
Jeffrey Okamoto, MD, MPH
2006 Award for
Outstanding Community
Contribution to Persons
with Disabilities
Jean Johnson, DrPH
2006 Award for
Outstanding Faculty
Contribution
to Persons with
Disabilities
11
Tri-Agency Partnerships
The federal Administration on Development
Disabilities funds three state agencies to provide
leadership in policy development, protection
and advocacy, and education, research and
service for persons in Hawaiʻi with developmental
disabilities. These three, the State Council on
Developmental Disabilities, the Hawaiʻi Disability
Rights Center, and the Center on Disability
Studies work jointly to strengthen the community
by providing choices and improving the
quality of services provided to individuals with
developmental disabilities. Over the past year the
three agencies jointly accomplished the following
activities.
• Developed a brochure to describe the
relationship of the agencies.
• Implemented the 360 Project – “no door is the
wrong door.”
• Addressed issues related to Olmstead, the
Makin decision, and services for persons with
autism.
• Raised programmatic issues related
to dental services for persons with
disabilities.
• Met with Dr. Patricia Morrissey,
Commissioner of the Administration
on Developmental Disabilities to
discuss issues of mutual concern.
• Coordinated planning efforts across
the three agencies.
12
CDS Advisory Councils
The CDS has two external councils to create community and university partnerships to assure
that programs and services are responsive to national initiatives, priorities of advocacy groups
and state agencies, and the university’s academic program objectives. Members of these two
groups are listed below.
The Community Advisory Council (CAC) is composed of persons with disabilities, family
members of persons with disabilities, and representatives of key community agencies. The
CAC meets at least twice a year to review the work of the CDS, and provide input for strategic
planning and agenda setting. Research on evidence-based practices is also shared with
members of the CAC during these sessions.
The University Coordinating Council (UCC) is an internal university partnership that assures
CDS programs are responsive to national initiatives and university’s academic program
objectives. UCC membership consists of representatives from departments, colleges, and
programs at the University of Hawaiʻi at Manoa, which interface with training and research
activities focused upon persons with disabilities and their families. The UCC meets quarterly
and supports the recruitment for and expansion of the Interdisciplinary Certificate in Disability
and Diversity Studies.
Community Advisory
Council
University Coordinating
Council
Sue Brown, 0-3 Hawaiʻi Project (IDEA
Part C)
Waynette Cabral, Developmental
Disabilities Council
Sandie Dela Cruz, Parent
Bob Ellis, Parent
David Fray, Developmental Disabilities
Division
Jean Johnson, Center on Disability
Studies
Roger Keller, Parent
Haʻaheo Mansfield, Parents and
Children Together, Parent
Mindy McConnell, Parent
Susan Rocco, Special Parent
Information Network, and Parent
Gary Smith, Hawaiʻi Disability Rights
Center
Garrett Toguchi, Board of Education
Beth Tokioka, Parent
Cassie Woll, Self-Advocate
Amy Agbayani, Student Equity, Excellence, and
Diversity
Elaine Bailey, Business Administration/
Management and Industrial Relations
Steven Brown, Disability Studies
Dana Davidson, Human Resources
Lillian Gonzales-Brown, Institute for Disability
Studies
Richard Johnson, Education and Curriculum
Studies
Ron Matayoshi, Social Work
Linda McCormick, Education/Special Education
Clifford O’Donnell, Psychology
Jeff Okamoto, Pediatrics
Gay Gaylord Reed, Educational Foundations
Susan Rocco, Special Parent Information Network
James Skouge, Education/Special Education
Norma Jean Stodden, Center on Disability Studies
Robert Stodden, Center on Disability Studies
Alice Tse, Nursing
Randy Weirather, Speech Pathology and
Audiology
Sylvia Yuen, Center on the Family
13
Federal Funding
Corporation for National and Community Service
(CNCS)
Department of Health and Human Services
(DHHS)
Administration on Developmental Disabilities
(ADD)
Centers for Medicare and Medicaid Services
(CMS)
Maternal and Child Health Bureau (MCHB)
Substance Abuse and Mental Health Services
Administration (SAMHSA)
Funding Breakdown
Other 8%
State 14%
Federal 78%
Department of Education (DOE)
Fund for the Improvement of Postsecondary
Education (FIPSE)
Native Hawaiian Education Program
Office of Elementary and Secondary Education
(OESE)
Office of Postsecondary Education (OPE)
Office of Secondary Education Programs
(OSEP)
Office of Vocational and Adult Education (OVAE)
Rehabilitation Services Administration (RSA)
National Science Foundation (NSF)
State Funding
Other
Department of Education
ALU LIKE, Inc.
American Samoa Department of
Education
Commonwealth of the Northern
Marianas
Public School System
Fagaitua High School
Farrington High School
Halau Ku Mana New Century Charter
School
Ohana Komputer
Palama Settlement
Parents and Children Together
Pohnpei State Department of Education
SRI International
Susannah Wesley Community Center
Department of Health
Child and Adolescent Mental Health Division
Children with Special Health Needs Branch
Developmental Disabilities Division
Family Health Services Division
Department of Human Services
Department of Labor and Industrial Relations
Office of Community Services
State Council on Developmental Disabilities
14
Community Partnerships
The CDS faculty and staff participate in numerous local and national disability-related groups
providing leadership in non-profit and community organizations. Faculty and staff also
participate in other non-disability related groups, providing an opportunity to insert disability
issues into these organizations.
ARC of Hawaiʻi Board of Directors: Leolinda
Parlin
Aging and Disability Resource Center,
Advisory Council: Rebecca Ozaki
Alakai Jaycees: Board Chair, Chin Lee
American Speech-Language-Hearing
Association Legislative Council: Jean
Johnson
Assistive Technology Resource Center,
Advisory Council: Rebecca Ozaki
Association of University Centers on
Disability
Legislative Committee: Robert Stodden
International Committee: Chairperson,
Robert Stodden
Program Technical Assistance Team: Robert
Stodden
Cathedral Catholic Academy School Board
Chair, Leolinda Parlin
Developmental Behavioral Pediatrics,
Advisory Council: Martha Guinan
Developmental Disabilities Division, Quality
Assurance Committee: Chair, Jean Johnson
Children’s Action Network: Robert Stodden
Disability Access and Communication Board:
Brian Kajiyama
Disability Action Group, Society for
Community Research and Action, American
Psychological Association: Peter Dowrick
EPSDT Advisory Council: Leolinda Parlin
Easter Seals of Hawaiʻi:
Board Chair, Jean Johnson
PICL Advisory Committee, Kevin Dierks
Family Voices National Health Information
Center Advisory Board: Leolinda Parlin
Family Voices National Center on Family
Professional Partnerships Advisory Council:
Leolinda Parlin
Fetal Alcohol Task Force: Martha Guinan
Good Beginnings Alliance Board of Directors:
Jean Johnson
Insitute on Disability Culture: Steven Brown
Hawaiʻi Disability Rights Center Board of
Directors: Leolinda Parlin
Hawaiʻi Early Intervention Coordinating
Council: Jean Johnson; Co-Chair, Leolinda
Parlin
Hawaiʻi Junior Chamber of Commerce:
District 5 Director Chin Lee
Hawaiʻi State Pediatric Council:Leolinda Parlin
Healthy Mothers, Healthy Babies: Jeff
Okamoto
International Council for Exceptional Children
Policy Committee: Robert Stodden
Teaching Exceptional Children: Adviser,
Robert Stodden
Kua O Ka La Public Charter School Board of
Directors: Kelly Roberts
Lanakila Foundation Board of Directors:
Rebecca Ozaki
Learning Disabilities Association of Hawaiʻi
Board of Directors: Jean Johnson
Learning for a Lifetime Board of Directors:
JoAnn Yuen
Medicaid Task Force for Medically Fragile
Children: Leolinda Parlin
Miss Hawaiʻi Scholarship Pageant: Steve Potts
Oʻahu Workforce Investment Board,
Executive Committee: Rebecca Ozaki
Program Committee Western Insititute of
Nursing: Alice Tse
QUEST Expanded Access Advisory Council:
Leolinda Parlin
Reach out Pacific, Board Secretary: Denise
Uehara
Responsive Caregivers of Hawaiʻi Board:
JoAnn Yuen
Special Education Advisory Board: Jean
Johnson
State Council on Developmental Disabilities:
Vice-Chair, Martha Guinan
Chair, Health and Early Education
Committee, Jean Johnson
The Movement Center Board of Directors:
Martha Guinan
The Whitney Academy Board: Steve Potts
15
16
Projects
17
Ace for Teachers: Konawaena TeenACE
Purpose
• Enhance instructional practices and boost teen literacy.
• Provide at least 9 teachers and 14 paraprofessionals with
technology and project-based literacy strategies
• Improve the literacy of teens (80 in special education) who are
2+ years below grade level.
• Improve self-efficacy and self-sufficiency of teachers and
students.
• Improve performance of youth in special education by boosting
the most-needed literacy skills and creating positive learning
experiences.
• Create positive learning experiences for teens through new methods.
• Provide accountability through data.
Staff
Peter W. Dowrick
Elisapeta Alaimaleata
JoAnn Yuen
Alice Ehmes
Julie Holmes
[email protected]
Activities
• Developed ACE for teachers to address the growing needs of professional development
in the areas of projected-based learning, student-directed learning strategies, and ways to
integrate multimedia technology into literacy instructions.
• Conducted survey of participating teachers at a school on the Big Island of Hawaiʻi.
• Improved students’ writing abilities significantly as measured by Pre and Post Scores on the
Hawaiʻi State Achievement Rubric (p=.03).
Alliance for Inclusion Advancement
Purpose
• Increase the number of youth over 14, adults and veterans with
disabilities to become involved in community volunteer service.
Staff
• Establish three Local Inclusion Network Collaboratives (LINCs)
Steven E. Brown
to build the capacity of service programs and disability
Robert Stodden
organizations to entice people with disabilities in service.
Madeline Harcourt
• Facilitate nine matchmaking meeting between national service
Alice Ehmes
programs and local disability organizations to place individuals
[email protected]
with disabilities in service.
• Engage 550 adults, veterans and youth over 14 in national and
community service positions in episodic and ongoing calendar projects and special events.
• Improve accessibility of 37 service programs.
• Develop an evaluation system for the project.
Activities
• Assisted with Ability House and Habitat for Humanity in their build of an accessible home
on Oʻahu. Helped provide publicity, linked volunteers to the project and assisted in
implementation of the build.
• Developed and implemented Oʻahu LINC (Local Inclusion Network Collaborative),
18
a collaborative community effort that included volunteers with disabilities in general
community volunteer activities.
• Developed and implemented Climate Assessment instrument to be used by all four entities
in the overall Alliance for Inclusion Advancement Project.
American Samoa Project
Purpose
• Collaborate to deliver 10 to 12 University of Hawaiʻi
undergraduate courses in the Cohort Teacher Training Program
Staff
for teachers enrolled in the dual preparation program.
Kate Moran
• Focus on training teachers to work in the related services areas.
Victoria Pratt
• Support three specific areas of educational need in American
[email protected]
Samoa: (1) Teacher training culminating in a B.Ed. degree; (2)
Special Education Certification Programs at the local level
for teachers working with low incidence disabilities and areas unserved; and, (3) Special
Education Program Development concentrating on development for the deaf, blind and
Resource Room programs.
• Support the development of local certification programs for teachers in the areas of assistive
technology and speech and language.
• Provide ongoing program support and teacher training to the local educational programs for
the blind and for the deaf.
Activities
• Provided 15 Special Education classes required for obtaining a teaching degree (B.Ed.) that
emphasized teaching special needs students (dual preparation).
• Developed and implemented a local special education certification program to prepare 15
Assistive Technology Teachers/Evaluators.
• Maintained the local special education certification program (second year) to prepare 15
Speech and Language Teachers.
• Developed a third Special Education Resource Room on island to support inclusion into
village schools.
Arts @ Work for Teens
Purpose
• Use the arts to build vocational job-skills for youth with and
without disabilities.
• Provide problem-solving decision-making and interpersonal skills
to 7th to 12th grade students.
• Enable adolescent novice artists to develop a heightened sense
of cultural identity, enhance self-esteem and the realization that
their newly developed skills could lead to promising careers in
the arts.
Staff
Susan Miller
David Asato
Cavin Castaneda
[email protected]
19
Activities
• Held an Arts @ Work for Teens Workshop for 24 youth in June 2006 at Pahoa High School on
the Big Island of Hawaiʻi.
• Worked with youth apprentices and professional artists to create high quality fine art and
cultural craft, to be sold at the Maku’u Markets in July 2006.
• Developed and mastered creative arts and marketing skills and knowledge that led to sales
opportunities at a Big Island public farmers market sale.
Commonwealth of the Northern Mariana Islands
(CNMI) State Improvement Grant
Purpose
• Increase statewide capacity to foster high standards and provide
Staff
quality school-wide services and supports to children with
Dotty Kelly
disabilities.
Mellanie Lee
• Improve student transitions supporting improved learning and
Richard Chea
performance.
[email protected]
• Improve statewide accountability by addressing barriers that
prevent children with disabilities from participating in statewide
assessments and other performance measures.
• Encourage committed involvement of partnering family members, educators, relatedservice providers and others interested in improving educational and transitional services for
children with disabilities.
• Improve the quality of educational services and supports by providing the knowledge and
collaborative skills that in-service and preservice personnel, as well as other partners, need
to support improved educational performance and post-school outcomes for children with
disabilities.
• Integrate personnel development and system improvement outcomes to build local capacity
to meet the needs of students with disabilities.
• Provide training to all special education teachers who need certification in special education
and interpreter training.
• Collect evaluation data and provide feedback to policy level work groups for system-wide
changes.
Activities
• Identified needs of teachers serving deaf and hard of hearing students and developing and
delivering training and technical assistance activities to support the teachers to develop/
enhance their skills using ASL and instructional strategies in the classroom.
• Worked with the Project Director, Coordinator and Navigators to identify informational
topics that parents need access to in the CNMI to assist them in obtaining the services and
supports needed for their children and youth with disabilities.
• Convened and worked with the Professional Developmental Council to plan and implement
a needs assessment process using the Profile of School Achievement with schools to gather
data on teacher training and technical assistance needs.
• Provided technical assistance to the Northern Marianas College in planning and
implementing a Special Education Teacher Certification Program that is aligned with the
certification courses specified by the Board of Education to ensure that all the special
education teachers are highly qualified.
20
Community Personal Assistance Services and Supports
(CPASS)
Purpose
• Pilot and demonstrate consumer-directed systems and services
Staff
by helping individuals with disabilities to explore personal
Sandy Kofel
support services and by linking them to supports offered by
Kevin Dierks
intermediaries.
Sandy Shitanishi
• Combine best practice methodologies for developing
[email protected]
community connections, person-directed planning, community
awareness, and the development of social equality.
• Facilitate and build community connections through
interventions (trainings) and methodologies.
• Make available community resources, including the development of sustainable selfadvocate, parent-identified stakeholder councils at the three demonstration sites and
development of a system of natural supports for participating project self-advocates.
• Pilot consumer-directed services including person-centered planning, individualized budgets,
fiscal intermediary supports, and Personal Support Agents/Brokers referred to as Community
Support Guides.
• Lay a framework and make recommendations for a systems change promoting consumer
directed services and supports.
Activities
• Staffed 4 CPASS Councils, each with a majority of self-advocates.
• Enhanced capacity of individuals to make informed choices about the delivery and
management of their personal assistance services and supports.
• Provided statewide training to support the implementation of the Consumer Directed
Personal Assistance (CDPA) waiver option.
• Held demonstrations in all three sites on person-centered training, individualized budgets,
and a new support service called “Community Support Guide” to achieve personal goals in a
self-directed environment.
• Coordinated statewide summits in 2005 and 2006.
• Brought council members and stakeholders together from all target sites as well as the
statewide council.
• Conducted training, as well as facilitation of participant sharing and visioning and planning
for future and sustainability of CPASS efforts.
21
Disability and Diversity: Demonstrating Effective
Practices for Improving Access to, Retention in, and
Completion of Postsecondary Education by Culturally
and Linguistically Diverse Youth with Disabilities
Purpose
• Address critical needs of CLD youth with disabilities through a
Staff
replicable package of primary and complementary strategies.
Kelly D. Roberts
• Empower CLD youth with disabilities by helping them acquire
Robert Stodden
self-determination and self-advocacy skills, which are particularly
Kawehi Napeahi
critical in postsecondary settings.
Antoinette Kealoha
• Develop collaborative teams, consisting of family members
[email protected]
and disability and diversity personnel (secondary, transition,
postsecondary, related services), to support CLD youth
with disabilities to develop and implement individualized
postsecondary education plans.
• Develop peer and adult mentor relationships providing CLD youth with disabilities with
educational, social and emotional supports.
Activities
• Developed a culturally responsive transition curriculum.
• Improved self-advocacy and self-determination skills of participants.
• Achieved sustainability at all three sites.
• Improved access to and retention in postsecondary education by CLD youth with disabilities.
• Worked successfully to institutionalize curriculum materials into both secondary and
postsecondary education institutions.
Early Assessment, Screening, and Intervention (EASI)
Purpose
• Improve the effectiveness and efficiency of Early Hearing
Detection and Intervention tracking systems to support program
monitoring and evaluation.
• Enroll approximately 60 children from 7 birth cohorts and use
existing records as well as project instruments to describe their
status and analyze influences on developmental trajectories.
• Enroll approximately 100 children with congenital hearing loss
and perform genetic testing to examine the influence of genetic
and other factors on hearing loss.
Staff
Beppie Shapiro
Lisa Nhomi-Koza
Nikki Battad
[email protected]
Activities
• Improved tracking of children from newborn hearing screening through audiological
evaluation.
• Improved understanding of genetic bases of hearing loss.
• Collected and recorded information about 75 participants.
• Recruited and enrolled 400 study participants.
22
23
Evidence-Based Prevention Programs
Purpose
• Research effective programs.
• Develop a rigorous methodology for evaluating programs.
• Code research of evidence-based prevention programs.
Activities
Staff
Jean L. Johnson
Cassian B. K. Kimhan
[email protected]
• Established Committee of University and Community Members.
• Activated a web site containing work and resources of the
Committee.
• Reviewed work of three prevention sites.
• Developed prioritized areas for review.
Family Service Center 360 – Commonwealth of the
Northern Marianas Islands (CNMI)
Purpose
• Enable families to receive information and coordinated services
Staff
in the commonwealth.
Dotty Kelly
• Build partnerships between family organizations and service
Martha Guinan
agencies to develop a Family Service Coalition to implement a
Kathy Ratliffe
Family Service Center.
[email protected]
• Develop parameters for services and supports for the Family
Service Center.
• Serve at least 50 families.
• Provide training for staff members and other services providers.
• Provide information and referral for additional families and persons with disabilities in CNMI.
Activities
• Worked with the Director and Coordinator of the 360 Parent Support Project/Hope Center to
effectively implement the goals, objectives and activities of the grant.
• Established a Family Service Center, called the Hope Center.
• Served families from all of the islands.
• Trained the Project Coordinator and Navigators.
• Developed informational modules for information dissemination.
Family Service Center-American Samoa
Purpose
• Build partnerships between family organizations and service
agencies to establish a FSC.
• Identify needs for evaluation /monitoring criteria for FSC
activities.
• Identify training needs for staff members and other service
providers.
• Develop parameters for services and supports for FSC.
Staff
Tafaimamao Mamea
Dotty Kelly
[email protected]
24
Activities
• Provided onsite training on interagency collaboration and transition services.
• Established the FSC.
• Networked with various government agencies and organizations on collaborative projects to
deliver a collaborative model of service provision.
• Developed follow up procedures to ensure services are not left forgotten and to eliminate
individuals from falling through the cracks of the system.
• Leveraged resources and minimized duplication of services.
Freely Associated States Education Grant ProgramTerritories Evaluation Project
Purpose
• Evaluate the program’s effectiveness to enhance teaching and
learning for all students by establishing high standards.
• Provide professional development experiences to better prepare
teachers and educational leaders.
• Provide flexibility to stimulate local school-community initiative
and accountability.
• Promote partnerships among families, communities, business
and schools.
Staff
Dotty Kelly
Richard Chea
Denise Uehara
[email protected]
Activities
• Developed a comprehensive plan for personnel development.
• Developed strategies to ensure school success and school completion for at-risk students.
Full Teen Literacy through Technology (Community
Technology Centers)
Purpose
• Boost education and literacy for all Kalihi Valley area residents,
especially teenagers, through improved technology access in the
Staff
community.
Peter W. Dowrick
• Improve performance of youth with previously low academic
JoAnn Yuen
achievement by boosting much-needed English literacy skills
Elisapeta Alaimaleata
and enjoyment of learning.
Cory Cook
• Use a new ACE (Adolescent Computer Empowerment) Reading
Alice Ehmes
program that incorporates Intellitools to improve literacy of
[email protected]
youth by 2-5 years.
• Teach computer literacy to disengaged youth, and re-engage
them in the educational process.
• Double awareness and participation in Community Technology Centers, thereby significantly
increasing computer literacy, technology skills, and derived value.
25
Activities
• Enrolled 773 students in the program.
• Implemented the following 10 elements including in-school time, before/after-school,
transportation, financial or other incentives, work/internship, service learning, peer-to-peer
tutoring, mentoring, parental involvement and teacher training.
Full Teen Literacy through Technology (Community
Technology Centers) 2
Purpose
Staff
• Boost literacy and math skills for Asian and Pacific Island
JoAnn W.L. Yuen
adults and teenagers through improved technology access in
Elisapeta Alaimaleata
communities.
Alice Ehmes
• Expand into schools in rural communities and confront issues of
Jennifer Kunihiro
significant education disadvantage.
Cory Cook
• Improve performance of youth with previously low academic
[email protected]
achievement, by boosting much-needed English literacy and
math skills, and creating positive learning experiences.
• Use a new ACE (Adolescent Computer Empowerment) Literacy program that incorporates
Intellitools software to improve literacy skills.
• Engage teens in project-based activities and improve math skills.
• Implement program in regular, charter and alternative high school classrooms and expand to
three new sites located in diverse rural communities.
• Teach computer literacy to disengaged youth, and re-engage them in the educational
process.
• Double awareness and participation in Community Technology Centers serving communities
where 31-46% of the population has less than a high school degree, significantly increasing
the value of computer literacy and technology skills.
• Improve self-efficacy and self-sufficiency, individually and culturally, through technology and
technology competence.
Activities
• Increased participation in existing CTCs from 480 to 1571.
• Achieved 85% competency in mastery of technology skills.
• Replicated and sustained programs.
Ha‘awina Ho‘opapau Project
Purpose
• Re-engage Native Hawaiian students in learning through the
development, field testing, and dissemination of culturally
responsive high school science curricula.
• Teach through (rather than just about) Native Hawaiian culture,
incorporating Native Hawaiian cultural values while also
providing the knowledge and skills students need to meet the
Hawaiʻi Department of Education’s Performance and Content
Standards for science.
Staff
David Leake
Kelly Roberts
Lisa Galloway
Janelle Akuna
Scott Bowditch
Jennifer McLaughlin
[email protected]
26
• Focus on improving outcomes for Native Hawaiian high school students of greatest need
(those at-risk of dropping out or already dropped out, or placed in special education or
alternative educational programs).
• Use culturally responsive instructional strategies (such as experiential learning activities),
differentiated approaches that support different learning styles, universal design allowing for
adaptation across a range of intellectual capacities, and assistive technology.
Activities
• Developed a fully differentiated, culturally responsive 9th grade science curriculum through a
collaborative process that brings together kupuna (respected elders), local cultural experts,
educators, and curriculum development professionals.
• Trained 25 teachers on how to use the curriculum.
• Increased student engagement in science.
Halau Ku Mana Public Charter School for Native
Hawaiians
Purpose
• Improve services and staff skills through curriculum development
and in-service training.
• Provide up to 5 consultations per week of the school year for
special education staff.
• Establish database, review portfolios, and advise on federal and
state requirements.
• Extensive project based learning and blending modern with
indigenous (Hawaiian) educational practices.
Staff
Peter W Dowrick
JoAnn Yuen
Neil McCullough
Alice Ehmes
[email protected]
Activities
• Offered assistance with special education capacity for a small, rigorous public charter school,
which resulted in better identification of the needs of youth (grades 6-12).
• Improved educational outcomes and quality of life of 50 children with special needs.
• Used TeenACE Reading, writing, and ACE Puzzles (math) both in class and afterschool.
• Began training for 12 teachers and educational assistants in supplementary literacy and
mathematics.
Hawai‘i Family Support 360 Project
Purpose
• Ensure the involvement and participation among all stakeholder
groups (participants, agency and service provider personnel,
local workforce investment board) in a collaborative systems
change improvement process to develop policies, procedures,
and practices for a One-Stop Center for persons with
developmental disabilities and their families.
• Provide comprehensive information on services and multiple
programs for which transitioning youth and their families may be
eligible.
Staff
Rebecca Rude Ozaki
Marcus Hayden
Martha Guinan
Dawn Skaggs
[email protected]
27
• Provide outreach and education to stakeholders, families, agencies, and service organizations
regarding the development of a One-Stop Center for persons with disabilities and their
families.
• Train staff to meet the Navigational One-Stop System criteria to become certified partners.
• Serve fifty families with transitioning youth with developmental disabilities annually tracking
and ensuring that they receive a minimum of three new services per year.
Activities
• Conducted 2 workshops in February 2006 on the differences between diploma and
certificate tracks in education, and the importance of early planning and decision-making.
Workshops were attended by families and agencies and presented in collaboration with the
Department of Education.
• Provided introductory training on Entitlement vs. Eligibility in transition from school-to-work
environments.
• Introduced participating families and community members to Hawaiʻi Family Support 360
Project.
• Conducted two natural supports workshops in February 2006 in collaboration with the
Special Olympics leadership conference and with Family Voices Nevada.
• Conducted a Power of Attorney/Guardianship Workshop which provided information on
Power of Attorney options and Guardianship to participants. Literature and community
contacts were distributed and participant questions were addressed.
Hawai‘i Fetal Alcohol Spectrum Disorders (FASD)
Initiative
Purpose
• Conduct a statewide initiative to prevent FASD in Hawaiʻi.
Staff
• Reduce the prevalence of FASD by eliminating alcohol
Martha
Guinan
consumption during pregnancy.
Jean Johnson
• Improve and standardize the surveillance system to reduce
Jeffrey Jay
misdiagnosis and underdiagnosis of FASD in children.
[email protected]
• Develop a broad-based task force that will examine aspects of
the system of care (e.g. training, best practices, resources, data
collection).
• Focus on prevention activities, intervention (through screening and detection), public
awareness and education efforts, training of health and human service workers, and the
incorporation of FASD into the State’s existing Early Intervention system of care.
Activities
• Worked on a replicable and sustainable model for prevention of FASD in an integrated
manner, as well as a statewide surveillance system.
• Conducted comprehensive needs assessment of FASD in the state to identify system gaps.
• Developed a broad-based task force to examine aspects of the system of care (e.g. training,
best practices, resources, data collection).
• Developed a seven-part report on the activities of the FASD Initiative including the needs
assessment and strategic plan for the state of Hawaiʻi on prevention of FASD, in coordination
with the State of Hawaiʻi Department of Health, Maternal and Child Health Branch and the
Hawaiʻi FASD Task Force.
28
29
Hawai‘i Maternal and Child
Health Leadership Education in
Neurodevelopmental and Related
Disabilities Program
Purpose
Staff
Louise Iwaishi
Leolinda Parlin
Ron Matayoshi
Aileen Hiramatsu
Debbie Gabe
Marge Wada
Jeffery Okamoto
Melinda Kohr
Julee Omori
Carol Waslien
Alice Tse
Jean Johnson
Lisa Hiraoka
[email protected]
• Train students in understanding the principles of family-centered
care, concepts of community systems of care, financing of
services and major legislation for children with special health
care needs.
• Review and improve the administrative infrastructure of the
program to assure the effective functioning of the program
components.
• Develop leaders for Hawaiʻiʼs health services system for children
with special health care needs at all levels.
• Conduct research and program evaluation that will advance the field to better serve
and improve the health status of infants, children, and adolescents with or at risk for
neurodevelopmental and related disorders.
• Provide consultation and technical assistance for health professionals to develop
comprehensive, integrated, community-based, high quality, family-centered, and culturally
appropriate systems of health care for children with special needs and their families.
• Provide continuing education for families and health professionals to develop comprehensive,
integrated, community-based, high-quality, family-centered, and culturally appropriate
systems of health care for children with special needs and their families.
• Develop collaborative special projects with agencies and programs within the State of
Hawaiʻi and in the region.
• Partner trainees with families, physicians, public health nurses, early intervention case
managers, teachers, and therapists to coordinate and optimize care.
Activities
• Long-term trainees completed interdisciplinary curriculum.
• Five case managers of the Developmental Disabilities Division participated as long-term
trainees.
• Provided consultation and established a working relationship with State Title V agencies to
allow co-supervision of trainees during their advanced clinical practicum.
• Held a Natural Supports Training Workshop for health professionals on how to support
families of children with special health care needs to develop their own natural support
system and to lessen the dependency on paid supports.
• Conducted interviews of students from grades 3 to 5 at the Hawaiʻi Center for the Deaf and
Blind about their oral hygiene habits, took plaque surveys and conducted dental lessons.
• Convened focus groups as a service-learning activity on Oʻahu, Hawaiʻi and Molokaʻi to
assist the State Medicaid QUEST Expanded Advisory Council in developing their outreach
activities in converting the current beneficiaries from fee-for-service Medicaid to Medicaid
Managed Care.
• Analyzed focus group responses, identified themes, and presented their findings to
stakeholders.
• Held RESPECT Training for dental residents, covering concepts such as people-first
language, self-determination, and Oral Health Plans for individuals with developmental
disabilities.
30
Hawai‘i Project for Children and Young Adults who
are Deaf-Blind
Purpose
• Enhance the outcomes for children and young adults who are
deaf-blind and their families to live, go to school, play, work and
have friends in their communities.
• Increase identification of children who are deaf-blind.
• Increase the knowledge and skills of personnel.
• Build local capacity and produce effective outcomes for children
and young adults who are deaf-blind and their families.
Staff
Jessica Lundblad
Melissa Papalii
Dotty Kelly
Mellanie Lee
Richard Chea
Marlene Nonaka
[email protected]
Activities
• Held the Hawaiʻi Deaf-Blind Project Workshop in February 2006 on topics such as Sensory
Development and Communication. Participants included 60 teachers, related service
providers, administrators, family members and project staff.
• Conducted the Hawaiʻi National Deaf-Blind Census via facsimile and email transmission.
Participants included persons who completed the 2004 National Deaf-Blind Census forms.
• Disseminated the 2005 Hawaiʻi Deaf-Blind Census.
• Conducted the Pacific Partnership for Deaf-Blind TA Services Summer Institute in June 2006.
Trained 23 teachers, administrators, paraprofessionals and parents from the Pacific Island
nations of Federated States of Micronesia, Commonwealth of the Northern Marianas Islands,
American Samoa and Guam, and project staff.
Hawai‘i Real Choices ACCESS
Purpose
• Design and implement a virtual one-stop information system
<www.RealChoices.org> in response to community needs, state
Staff
legislations, and federal court decisions.
Rebecca Rude Ozaki
• Provide information on website about community options for
Marcus Hayden
people of all ages with a disability and those with long-term care
[email protected]
needs, a single entry point (SEP) system designed for consumers
by consumers and service professionals.
• Provide in-depth, up-to-date information about private and public services, and products,
and resources statewide for consumers and service providers.
• Use universal design concepts to create a “user friendly” website.
• Address continuous quality assurance with the establishment of a consumer-driven
committee (Governing Council) with industry representation to continually monitor the
Project’s progress and promote policies that will enable people to have choices about their
home and community-based living options.
• Provide statewide training to consumers, family members, and agencies on using the webbased information system.
Activities
• Used by more than 300,000 persons during the year.
• Designed website to be replicated; now it is the foundation for other information systems in
five states.
31
• Met and exceeded all project goals.
Hawai‘i State Improvement Grant for Professional
Development in Special Education
Purpose
• Increase the quality-of-system capacity to foster improvements
in learning and performance of children with disabilities
Staff
consistent with the state educational standards and BOE vision
David Leake
for a public school graduate.
Denise Uehara
• Enhance the quality-of-system capacity to consistently ensure
Robert Stodden
the provision of an array of school-wide services and supports.
Shannon Simonelli
• Improve the quality of system capacity to consistently ensure
William Rems
smooth transitions or pathways leading to realization of the
Joshua Fouts
vision of a public school graduate.
[email protected]
• Improve the quality-of-system capacity to consistently support
partnering family members and others to apply evidence-based
knowledge and skills which improve early intervention, educational and transitional services
and outcomes for children with disabilities.
• Increase the quality-of-system capacity to train and retain a highly qualified workforce
linked to improved educational performance and post-school outcomes for children with
disabilities.
Activities
• Conducted evaluation and reporting activities.
• Conducted workshops on evidence-based practices throughout the State, which impacted
1,500 educators and family members.
• Demonstrated a school-based learning community approach to professional development in
schools in one of Hawaiʻiʼs highest-need communities
• Developed and disseminated materials on evidence-based practices via print and Internet.
• Hired a parent to promote family participation in all project activities and in the education of
their own children.
He Upena O Ke A‘o Project
Purpose
• Implement a 9-credit focused certificate in designing culturally
conscious, inclusive classrooms to improve the educational
outcomes for Native Hawaiian students, including students with
disabilities, within a culturally responsive learning environment.
• Recruit and retain 75 teachers (three cohorts of 25 teachers) on
all islands to attain competencies to meet the unique needs of
Native Hawaiian students.
• Develop a multi-use Digital Library on Culturally Conscious,
Inclusive Classrooms to support and provide models (existing
and developed Native Hawaiian curricula) for Department of
Education (DOE) teachers.
• Disseminate/sustain certificate courses (preservice and
inservice).
Staff
Norma Jean Stodden
Jeanne Bauwens
Sara Banks
Randee Golden-Scalise
Martha Guinan
Sheryl Saito
Jea Won Lee
[email protected]
32
• Target trainees are teachers (K-12) working in Hawaiʻi DOE schools with concentrations of
Native Hawaiian students.
Activities
• Recruited trainees in this first year of the project.
Ho‘opa‘a: Technology, Language and Basic
Educational Successes for Hawaiian Children and
Youth with Disabilities
Purpose
• Boost literacy, math, technology skills, and use of Hawaiian
language through evidence-based methods in order to improve
Staff
education and outcomes.
Peter Dowrick
• Increase self-efficacy of children and youth so they can enjoy
JoAnn Yuen
their educational experiences.
Elisapeta Alaimaleata
• Infuse Hawaiian culture and language into currently proven and
Alice Ehmes
promising educational supplements.
Cory Cook
• Implement a menu of programs in six sites, including technology,
[email protected]
reading and writing, mathematics, and Hawaiian language.
• Apply a Community Response Model to improve outcomes and
to increase the extent to which Hawaiian culture drives the processes.
• Improve self-efficacy and self-determination, individually and culturally, through the discovery
that education can be enjoyable, with a sense of high rates of success.
• Ensure adequate training and materials of teachers and paraprofessionals.
Activities
• Served 390 participants (357-Hawaiian; 60 students classified as having a disability, and 200
at-risk participants), in school settings.
• Served 2,748 participants (1,279 Hawaiian and 237 classified with a disability) in non-school
educational settings, such as a community technology center that has after school programs.
• Incorporated Hawaiian Language as much as possible during tutoring activities, with tutors
speaking Hawaiian to give simple instructions when the session begins and ends.
• Offered ACE tutoring from Monday to Friday at the library of the Boys and Girls Clubhouse
and provided reading assistance to some of the students that are reading below grade level
in the regular classroom setting
33
Innovative and Sustainable Teaching Methods and
Strategies to Enhance outcomes for Students with
Disabilities in Postsecondary Education
Purpose
• Provide professional development workshops for faculty at UHManoa and all other University of Hawaiʻi Campuses.
• Focus on technology, universal design for learning strategies,
and mentoring.
• Improve postsecondary education outcomes for students with
disabilities by increasing faculty members’ skills and knowledge
associated with disabilities.
• Develop a mentoring component to increase faculty awareness
of disability issues as well as their skills in working with
individuals with disabilities.
Staff
Kelly Roberts
Steven E. Brown
Katharina Heyer
Velina Sugiyama
Brian Kajiyama
Andrew Warrick
[email protected]
Activities
• Conducted a capacity building institute in March 2006 to gather and disseminate information
on research-based effective strategies for improving postsecondary education outcomes for
students with disabilities.
• Held a retreat in November 2005 to formulate the framework for overall project
implementation.
Jobs Med: Hire Abilities
Purpose
• Develop a work incentives outreach and education infrastructure
Staff
to promote the value of work to people with disabilities and
Robert
Stodden
heighten awareness of the federal and state government
Susan Miller
initiatives that support employment without the loss of
William Mihalke
healthcare benefits.
Leolinda Parlin
• Address work incentives, school-to-work transition planning, and
Eddie Suarez
vocational rehabilitation.
Jim Mihalke
• Expand access to a larger range of employment and selfLaura
Mizuha
employment options, including Native Hawaiian cultural and
Chin
Lee
creative industries as a recognized and viable cultural tourism
[email protected]
business industry.
• Promote the usage of Medicaid waiver supported employment
as a PAS service.
• Develop a workplace Personal Assistance Services training and certification academy for
personal assistants across Medicaid waivers.
• Continue to engage public-private employer community to expand access to a broader
range of career and self-employment options including cultural and creative industries.
• Encourage youth and adult consumer and self-advocate collaborations to build a Work
Incentive information network to support federal and state healthcare work initiatives.
• Convene roundtable discussions with healthcare providers and state healthcare agencies
and stakeholders on the topic related to competitive employment and the implications and
impacts of moving the Medicaid waiver services into a managed care healthcare system.
34
Activities
• Conducted the “Making Work! Work for People with Disabilities Employment Summit”
in March 2006, which featured panels on various employment-related issues, followed by
testimony at the Hawaiʻi State Capitol for members of the legislature.
• Held the Healthy & Ready to Work Conference in October 2005 with 450 participants
attending.
• Developed guidelines for the expansion of the state Medicaid program to include Personal
Assistance Services in the workplace for persons with disabilities meeting eligibility criteria
defined in this project.
• Developed Medicaid work incentives to support people with disabilities to obtain and retain
employment opportunities leading up to employer mandated pre-paid health benefits.
Ka Hana ‘Imi Na‘auao
Purpose
• Serve up to 400 Native Hawaiian students in grades 10-12 by
Staff
developing a science curriculum, grounded in Native Hawaiian
Kelly
Roberts
values and teaching styles, that prepares them for scienceJanelle Akuna
related college programs.
Sara Banks
• Work closely with teachers and students in eight or more schools
Barbara
Bruno
where the Native Hawaiian population is high, where more
Lisa
Galloway
Native Hawaiian students are at-risk and/or have special needs,
Velina Sugiyama
and that are in rural areas.
Scott Bowditch
• Develop a science curriculum, evaluate and integrate culturally
[email protected]
responsive Native Hawaiian curriculum, developing and piloting
numerous meaningful and locally relevant learning experiences
that link state content standards (including math and technology
readiness, literacy and Native Hawaiian language, culture and traditions) to college/career
prerequisites and opportunities.
• Assess the curriculum, use and develop valid qualitative and quantitative measures to assess
success of the project for Native Hawaiian students.
• Field test the curriculum, adapt and revise materials and make them web accessible.
• Disseminate and sustain the curriculum, support use of the final products across the state
and sustain indefinitely through website interactions and direct teacher support.
Activities
• Established curriculum format with input from Kupuna and community members.
• Developed first quarter lessons.
• Completed videos and incorporated into the curriculum.
• Established community partnerships.
35
36
Kalihi Community Technology Centers
Purpose
• Bring technological access to all Kalihi Valley area residents,
Staff
where major ethnic groups are Filipino, Samoan, Caucasian, and
Peter W. Dowrick
Hawaiian, and 40% speak English as a second language.
JoAnn Yuen
• Create or consolidate viable Centers “within walking distance” of
Elisapeta Alaimaleata
all Kalihi residents through a consortium of project collaborators,
Alice Ehmes
which includes schools, agencies, and non-profit organizations
[email protected]
with strong commitment to improve access to quality technology
education for their neighborhoods.
• Focus the experience and resources to develop curricula
and training for staff, establish on-going paid internships (Americorps, Vista), implement
appropriate new software, and create organizational sustainability.
• Unify and rationalize all the different efforts in Kalihi to provide open-access technology labs
that teach computer and English literacy and work/employability skills.
• Build capacity locally to sustain the viability of the Centers.
• Develop networking, train local community partners, and establish other self-sustaining
resources, such as college credit opportunities, paid internships, agency budgets, saleable
product development, and innovative legislation.
Activities
• Produced self-guiding manuals, videos, webpages, and protocols for future trainers and
coordinators.
Kukulu Na Uapo (Native Hawaiian Curriculum Grant)
Purpose
• Meet the need of engaging or re-engaging Native Hawaiian
Staff
students in learning with culturally responsive, high quality
Norma Jean Stodden
academic curriculum aligned to standards, leading to improved
Sheryl Saito
outcomes in grades, attendance, and reduced absenteeism,
Sara Banks
suspensions, and dropouts for Native Hawaiian students.
Landry Fukunaga
• Teach interconnections through a concept entitled Ka ʻUpena o
[email protected]
ke Ola, A Net of Life.
• Develop curriculum through a participatory process that
generates consensus around a new paradigm through a
collaboration process involving na kupuna (elders), local cultural experts, educators,
scientists, and curriculum specialists.
• Provide Native Hawaiian students the knowledge and skills needed to master a subject
(science) and develop critical supportive skills (math and literacy), while gaining a greater
depth of understanding of their culture and the contributions of Native Hawaiian scientists,
past and present.
Activities
• Developed a culturally responsive, standards-based 6th grade science curriculum, which
integrates math and literacy skill outcomes, that focuses on teaching/learning through the
local culture.
• Produced several supporting videos and WebQuests.
37
Mana Maole: Ko Kula Kai
Purpose
• Contract with Halau Ku Mana Charter School (HKM), which
Staff
needs curriculum development support to document
JoAnn Yuen
interdisciplinary, project/place-based learning.
Peter Dowrick
• Review curricula, visit classrooms to evaluate teacher
Alice Ehmes
implementation of curricula, and manage production and
Jennifer Dover Mylett
distribution of products.
[email protected]
• Support standardized testing system, identify staff to train
and implement system, and monitor integrity of standardized
assessment system.
• Document and package Kaikaina I, Kaikaina II and Lo’i curricula for use by HKM and other
Native Hawaiian Charter Schools as appropriate.
Activities
• Worked on the development of Kaikaina Year 1 Curriculum Package for 2007.
• Provided professional development training to HKM staff so they can continue to document
curricula consistent with HKM goals and objectives and Hawaiʻi DOE standards.
National Center on Secondary Education and
Transition (NCSET)
Purpose
• Identify and promote successful models for curriculum and
Staff
practices that facilitate self-determination, enhancing individuals’
Megan
Conway
ability to pursue and maximize postsecondary opportunities.
Robert Stodden
• Identify, improve and promote access to and use of technology,
Velina
Sugiyama
through researching the current and potential roles of
Coty
Ishitani
technology in the preparation of youth with disabilities for
[email protected]
successful employment.
• Contribute to the national knowledge base on potential
applications of technology in the transition process.
• Identify and promote models that successfully coordinate and manage educational,
independent living, and employment supports and services.
• Identify and promote models that yield successful outcomes for youth with disabilities
through exploring how public policy, practice, and research are implemented across the
different environments of secondary education, transition, postsecondary education, and
employment.
Activities
• Shared communication, collaboration, and information through the NCSET Community of
Practice on Transition and Postsecondary Education.
• Conducted a Capacity Building Institute in March 2006.
38
National Technical Assistance Center for Asian
Americans and Pacific Islanders (AAPI) with
Disabilities
Purpose
• Develop a National Technical Assistance Center to increase
Staff
employment opportunities for Asian Americans and Pacific
Soon
Kim-Rupnow
Islanders with disabilities nationwide, in both rural and urban
Christine Su
areas.
David Baker
• Develop and provide technical assistance that will result in
James
Brightman
increased culturally relevant vocational rehabilitation services for
Robert Stodden
Asian Americans and Pacific Islanders with disabilities.
Jean Johnson
• Respond to the changing needs for technical assistance by the
Richard Chea
population being served.
William
Rems
• Establish collaborative linkages for strategic planning, technical
[email protected]
assistance, training, outreach and service delivery, and
dissemination.
• Identify solutions to barriers for AAPI access and participation in
vocational rehabilitation process.
• Provide information to employers and industry organizations.
• Provide culturally and linguistically relevant training on legal provisions.
• Provide educational and vocational outreach to AAPIs with disabilities.
• Assist stakeholders to better understand related issues.
• Develop a corps of AAPI leaders with disabilities.
Activities
• Distributed semi-monthly e.News to meet the information needs of consumers and
vocational rehabilitation to over 3,000 subscribers.
• Conducted more than 50 training workshops/presentations in various locations and online,
and reached more than 2,000 individuals nationwide.
• Developed products, which included one information brief, two success story briefs, one
employment brief, one Promising Practices Brief, two journal articles, one CD, one DVD, and
3 PowerPoint presentations.
• Conducted a capacity building institute designed to gather and disseminate information on
research-based effective strategies for improving postsecondary education outcomes for
students with disabilities in March 2006.
• Held the Disability Leadership Institute: Increasing Employment Opportunities for AAPIs with
disabilities to share the best practices, employment success stories, and tools for improving
employment for persons with disabilities, and to develop action plans.
• Conducted two offerings of an online AAPI culture, disability and rehabilitation course.
39
Northwest Alliance for Access to Science, Technology,
Engineering, and Mathematics (STEM)
Purpose
• Support and encourage students with disabilities to study and
Staff
work in the STEM fields with peer and mentor interaction, work
Chuan
Chang
experiences, computer and network training, and other activities
Robert Stodden
as they transition to college, graduate school, and employment.
Susan Mrazek
• Work with precollege and postsecondary educators and support
[email protected]
staff to create more inclusive programs for students with
disabilities, where they are encouraged to pursue STEM studies
and careers.
• Recruit students with disabilities each year, and hold a two-week summer camp at the
University of Washington.
• Establish mentorship for students.
• Provide year-round computer and technology support for students to connect with mentors,
project staff, and each other through an E-community.
Activities
• Conducted evaluation activities.
• Assisted with online survey data collection and manage database.
• Contributed short articles to the AccessSTEM Knowledge Base website at the University of
Washington.
• Conducted statistical analyses of the tracking-survey data and wrote report.
• Reviewed and summarized disability statistics conducted by research centers, federal and
state agencies.
• Located, catalogued, and disseminated best practices designed to increase the success of
individuals with disabilities in STEM careers.
Pacific Basin University Center for Excellence in
Developmental Disabilities
Purpose
• Establish a supplemental program of the Hawaiʻi UCE with sites
in the Commonwealth of the Northern Mariana Islands (CNMI)
at the Northern Marianas College and in American Samoa (AS)
at the American Samoa Community College.
• Create a Consumer Advisory Council for each site to provide
direction in planning, implementing and evaluating project
activities.
• Develop an Interagency Leadership Councils support crossagency collaboration for people with disabilities in CNMI and
AS.
• Coordinate Family Support Alliance Conferences in
collaboration with the Developmental Disabilities Council and
parent organizations in the CNMI and AS.
• Assess the needs of persons with disabilities through consumer
and family forums.
Staff
Dotty Kelly
Robert Stodden
Mellanie Lee
David Attao
Josephine Ferjeran
Tafa Mamea
Keleofa Lafitaga
Rina Siaosi
Richard Chea
[email protected]
40
Activities
• Organized Autism Spectrum Disorders Institute in March 2006, with 45 participants from the
Department of Education, Early Childhood programs, and parents.
• Held CNMI Parent Consumer Forum in April 2006 in Saipan to obtain input from families and
consumers on the needs of persons with disabilities in the CNMI.
• Held computer training for parents of children/youth with disabilities to support them in
gaining employment and education, in collaboration with the Small Business Development
Center.
• Conducted three Deaf Education and American Sign Language Workshops in AS and CNMI.
• Presented “Faces of Abuse: Victims with Disabilities” to the community and legislators.
• Addressed issues on trafficking of deaf girls for sexual exploitation and the financial
exploitation and physical abuse of children with disabilities.
• Held Leadership Seminars on Tinian on training service providers, advocates and consumers
to achieve new skills in empowerment, team work, communication, motivation, resolving
conflict and problems.
• Held three TriAgency Retreats, in Honolulu, CNMI and AS.
• Provided reciprocal mentorship training to Northern Marianas College.
• Conducted “Secondary Transition Workshop: Employment and Post-secondary Options” in
AS, focused on IDEA, training modules on creating a transition plan, training for parents, and
transitioning into the community.
• Held “Serving Consumers with Disabilities at One-Stop Shop Centers” workshop in AS.
Addressed employment training and services for individuals with disabilities at One-Stop
Shop Centers and trained service providers on the ADA, Accommodations, Transition
Services, Ticket To Work, Accessible materials, and Workforce Investment Act.
Pacific Partnerships for Deaf-Blind Technical
Assistance Services
Purpose
• Increase capacity of educational agencies to improve the results
Staff
for children and young adults who are deaf-blind and their
Jessica Lundblad
families to live, go to school, play, work and have friends in their
Melissa Papalii
communities.
Dotty Kelly
• Increase identification of children and young adults who are
Mellanie Lee
deaf-blind or at-risk for becoming deaf-blind.
Richard Chea
• Increase the knowledge and skills of personnel.
[email protected]
• Produce effective outcomes for children and young adults who
are deaf-blind and their families.
• Develop child-focused Participatory Action Teams and culturally
responsive process to empower and support families and consumers.
• Provide training and technical assistance to 80 family members and 100 service providers
on research-based effective practices to meet the needs of this culturally and educationally
diverse population of children and their families.
Activities
• Conducted the Pacific Partnership for Deaf-Blind Services National Deaf-Blind Census via
facsimile and email transmission.
41
• Disseminated 2004 Deaf-Blind Census for updating.
• Held the Pacific Partnership for Deaf-Blind TA Services Summer Institute in June 2006 for 23
teachers, administrators, paraprofessionals and parents.
Pacific Related Services and Educational
Paraprofessional Training Project
Purpose
• Develop further capacity by expanding the geographic area of
Staff
training.
Kathy
Ratliffe
• Incorporate distance-learning technology, train previously
Mellanie Lee
trained personnel as mentors, and support jurisdictions that
Kelly
Roberts
need additional help to sustain their own programs.
Richard
Chea
• Expand upon, deliver and institutionalize a one-year 32-credit
[email protected]
paraprofessional training program that will build on lessons
learned from the Related Services Assistant (RSA) Training
Program.
• Adapt existing curriculum to accommodate the needs of education paraprofessionals, and
mentor local faculty to build training capacity.
• Use previously trained RSAs as mentors to new trainees.
• Support 125 participants, with as many as 400 graduates over the five years.
• Serve 25-50 children per year in the practicum portion of the curriculum.
Activities
• Taught the following classes: ED 113 Intermediate Related Services; ED 114 Practicum II in
Related Services; ED 115 Advanced Related Services; ED 116 Practicum in Related Services
III; ED/RS 302 Introduction to Related Services; and ED/RS 306 Practicum in Related Services
I.
Project Ho‘omohala
Purpose
• Prepare and support youths and young adults with emotional
and behavioral challenges between the ages of 15-21 living
in the Kalihi-Palama Community, in their movement into
employment, educational opportunities, living situation, and
community life functioning.
• Utilize the Transition to Independence Process (TIP).
• Engage families and youth as active partners in the governing
structure and evaluation process.
• Establish a Youth Community Center.
• Train and assign transition specialists to each youth.
• Develop a comprehensive life-skills program.
• Create a range of supportive services.
• Develop peer mentoring services.
Staff
Carol Matsuoka
Jean Johnson
Ranilo Laygo
Lauren Kam
[email protected]
42
• Partner with the the Hawaiʻi Department of Health’s Child and Adolescent Mental Health
Division, Susannah Wesley Community Center, Dr. Hewitt B. “Rusty” Clark, Hawaiʻi Families
as Allies, and Wai Aka.
Activities
• Held TIP Training in April 2006. Provided an introduction to the TIP system.
• Gave 82 participants opportunities to practice planning and intervention strategies.
Project TACT: Teaching All Children Together
Purpose
Staff
• Prepare pre-service and in-service personnel at post-bachelor
Norma Jean Stodden
and master’s levels to educate children with high-incidence
Jean Johnson
disabilities to address the state educational standards in the
Sheryl Saito
general education classroom.
Landry Fukunaga
• Develop the competencies to work with children and youth with
[email protected]
diverse learning styles and challenging behaviors.
• Include a 15-semester credit graduate level Interdisciplinary
Certificate in Disability and Diversity Studies for educators and
related service personnel to improve outcomes for students with high-incidence disabilities.
• Enhance skills through integrated training grounded in evidence-based practices to educate
students with high-incidence disabilities to achieve the state educational standards in the
general education classroom.
• Provide skills to work with students with diverse learning styles and challenging behaviors,
many of whom are from culturally and linguistically diverse populations.
• Provide training for 75 general and special education teachers and related service personnel
at the pre-service and in-service level in three consecutive cohorts.
Activities
• Completed all 5 certificate courses by the first cohort of 23 trainees who received the
Certificate in Disability and Diversity Studies from the University of Hawaiʻi at Manoa in
Summer 2005
• Completed 2 of the 5 certificate courses in Fall 2005-Spring 2006 by the second cohort of 26
trainees.
Promoting Self-Determination
Purpose
• Promote arts education as a tool of self-advocacy/selfdetermination and a means of transition to inclusive and
community settings.
• Creative employment for individuals with developmental and
other disabilities.
Staff
Susan Miller
David Asato
[email protected]
Activities
• Participated in small business development, career exploration through the arts, community
43
arts exhibition and arts and cultural education opportunities.
• Enabled enrollment in adult education classes that promote literacy through the arts.
Statewide Youth Support System
Purpose
• Develop a statewide youth network of self advocates among
youth with emotional and behavioral challenges.
• Provide training and mentoring for youth who will recruit other
youth as mentors and self-advocates.
Staff
Jean L. Johnson
[email protected]
Activities
• Sent four youth to a national leadership conference.
• Selected name for organization.
• Held a youth summit.
Strategies for Efficient and Efficient Keiki (SEEK)
Find
Purpose
• Demonstrate a model process for evaluating and describing
Staff
current ways in which infants and toddlers are identified,
Beppie
Shapiro
assessed, and enrolled in early intervention services; and
[email protected]
evaluating the equity, effectiveness, friendliness, and efficiency
of the Child Find system.
• Develop, pilot, revise, demonstrate, and evaluate innovative
strategies to improve Child Find based on evaluation findings.
• Design effective strategies to improve primary care physician’s identification of babies with
special needs and their referrals to the Part C program.
Activities
• Implemented SEEK in two communities; showed strong and significant increases in the
number of referrals to Part C by primary care physicians.
• Prepared publications, and gave presentations to local EI programs.
• Conducted 500 hours of SEEK data analysis and reporting.
Study of Cultural and Linguistic Diversity & Disability
(CLD) Factors Related to Successful Transition to
Postsecondary Education & Post-school Adjustment
Purpose
• Increase understanding of key factors supporting CLD youth with disabilities to achieve
postsecondary education success, and to use this knowledge to develop effective support
policies and strategies.
44
• Maximize consumer participation through a participatory action
research approach.
Staff
• Review and synthesize the relevant literature.
David Leake
• Conduct a national survey of 200-250 CLD youth with
Brian Kajiyama
disabilities.
Meiko Arai
• Explore factors underlying successful transition through 10 focus
[email protected]
groups.
• Investigate factors underlying success at a more fine-grained
level through 10 case studies.
• Conduct prospective follow-along research by repeating the survey, focus groups, and case
studies.
• Disseminate research findings and products.
• Evaluate the process and outcomes of the project.
Activities
• Conducted research through interviews, focus groups, and case studies on factors
influencing transition to and success in postsecondary education by culturally and
linguistically diverse persons with disabilities.
• Disseminated library and project research findings via article in TASH Connections,
monograph for transition personnel (NCSET Essential Tools Series), and two conference
presentations.
• Completed follow-up telephone interviews with young adults with disabilities and began
analyzing data.
• Completed follow-up focus groups with young adults with disabiliites and began analyzing
data.
• Initiated case studies on CLD young adults who have experienced success in postsecondary
education.
What Counts: Measuring Benefits of Early
Intervention
Purpose
• Assist the State of Hawaiʻi Department of Health to develop,
implement and evaluate methodologies for responding to the
new federal requirement for data on child and family outcomes
of Early Childhood Special Education.
• Develop consensus among agencies and other stakeholders
on the process for measuring early intervention outcomes for
children and families.
Staff
Beppie Shapiro
Teresa Vast
[email protected]
Activities
• Developed instrument for measuring EI outcomes for children and families.
• Developed training materials and strategies to support implementation of the early
intervention Outcome Measurement system.
• Conducted “What Counts” provider training for 480 professionals and paraprofessionals.
• Held “What Counts” stakeholder meetings throughout year.
45
46
Professional
Dissemination
Activities
by CDS Faculty
47
Publications
Brightman, J. D. (2006). Coordination of services. In C. Su (Ed.), Promising practices brief,
7(2), 1-4. Honolulu, HI: National Technical Assistance Center for Asian Americans and Pacific
Islanders with Disabilities.
Brightman, J. D. (2006). Hiring diverse providers. In C. Su (Ed.), Promising practices brief, 7(3),
1-4. Honolulu, HI: National Technical Assistance Center for Asian Americans and Pacific
Islanders with Disabilities.
Brightman, J. D. & Seo, M. W. (2006). Daniel K. Inouye: A man to be admired. In C. Su (Ed.),
Success story brief, 5(6), 1-4. Honolulu, HI: National Technical Assistance Center for Asian
Americans and Pacific Islanders with Disabilities.
Brightman, J. D. (2005). Japan. In Brown, S.E. (Ed.), AAPI culture brief, 2(6), 1-4. Honolulu,
HI: National Technical Assistance Center for Asian Americans and Pacific Islanders with
Disabilities.
Brightman, J .D., Kim-Rupnow, W. S., & O’Brien, M. D. (2005). Bilingual support. In C. Su (Ed.),
Promising practices brief, 7(1), 1-4. Honolulu, HI: National Technical Assistance Center for
Asian Americans and Pacific Islanders with Disabilities.
Brown, S. E. (2006). “The trouble with inspiration,” in “Disability culture, Part I,” Breath &
Shadow: A Journal of Disability Culture and Literature, 3(5) http://www.abilitymaine.org/
breath/.
Brown, S. E. (2006). An outline guide for the development and implementation of a partnership
demonstration team. Available http://www.ist.hawaii.edu/downloads/pdf/PDTGuide2006.pdf
Brown, S. E. (2005). Book Review of The Difference Disability Makes, by Rod Michalko. Review
of Disability Studies: An International Journal, 1(4), 68-69.
Brown, S. E. (2005). Book Review of Homebound: Growing Up with a Disability in America, by
Cass Irvin. Review of Disability Studies: An International Journal, 1(4), 67-68.
Brown, S. E. (2005). Book Review of The Hospital Poems, by Jim Ferrris. Review of Disability
Studies: An International Journal, 1(4), 64-65.
Brown, S. E. (2005). Book Review of Lights! Camera! Attitude! Introducing Disability Arts
and Culture, by Ryerson Institute for Disability Studies Research and Education, Ryerson
University (Toronto). Review of Disability Studies: An International Journal, 1(4) 65.
Brown, S. E. (2005). Book Review of Making Self-Employment Work for People with Disabilities,
by Cary Griffin and David Hammis. Review of Disability Studies: An International Journal,
1(4), 76.
Brown, S. E. (2005). Book Review of Queer Crips: Disabled Gay Men and their Stories, [Eds].
Bob Guter and John R. Killacky. Review of Disability Studies: An International Journal, 1(4),
71-72.
48
Brown, S. E. (2005). Book Review of Replaceable You: Engineering the Body in Postwar
America, by David Serlin. Review of Disability Studies: An International Journal, 1(4), 72-73.
Brown, S. E. (2005). Book Review of Alive, by Sax as Sax Can. Review of Disability Studies: An
International Journal, 1(4), 65-66.
Brown, S. E. (2005). Review of Nick’s Gallery by Gill James II. Review of Disability Studies: An
International Journal, 1(4), 88-89.
Christ, T. W. & Stodden, R. A. (2005). Advantage of developing survey constructs when
comparing educational supports offered to students with disabilities in postsecondary
education. Journal of Vocational Rehabilitation, 22(1), 23-31.
Conway, M. (2005). Introduction: Special education meets disability studies. Review of
Disability Studies: An International Journal, 1(3), 1-8.
Cothren, S., Cook, C., Yuen, J., & Dowrick, P. W. (2005). Improving literacy, improving behavior-the no longer missing link. Community Psychologist, 38(1), 26-29.
Dowrick, P. W. (2006). Back to the future: Video modeling using feedforward. Intellectual
Disability Australasia, 27(2), 3-6.
Dowrick, P. W., & Yuen, J. W. L. (in press). Literacy for the community, by the community.
Journal of Prevention and Intervention in the Community.
Dowrick, P. W., Kim-Rupnow, W. S., & Power, T. L. (2006). Video feedforward for reading.
Journal of Special Education, 39, 194-207.
Dowrick, P.W., & Crespo, N. (2005). School failure. In T. P. Gullotta & G. R. Adams (Eds.),
Handbook of adolescent behavioral problems: Evidence-based approaches to prevention
and treatment (pp. 589-610). New York: Springer.
Dowrick, P. W., Anderson, J. W., Heyer. K., & Acosta, J. (2005). Postsecondary education across
the U.S.A.: Experiences of adults with disabilities. Journal of Vocational Rehabilitation, 22,
41-47.
Dowrick, P. W., Kahapea, A. B., McCulloch, N., Yuen, J., & Crespo, N. (2005). Diversity-based
learning, achieving multiple standards. Community Psychologist, 38(3), 16-19.
Dowrick, P. W., & Yuen, J. W. L. (2005). Fostering self-determination (Rev. ed.). Kaneohe, HI:
Creating Futures.
Gravel, J. S., White, K. R., Johnson, J. L., Widen, J. E., Vohr, B. R., James, M., Kennalley, T.,
Maxon, A. B., Spivak, L., Sullivan-Mahoney, M., Weirather, Y. & Meyer, S. (2005). A multisite
study to examine the efficacy of the otoacoustic emission/automated auditory brainstem
response newborn hearing screening protocol: Recommendations for policy, practice, and
research. American Journal of Audiology, 14, 217-228.
49
Guinan, M. (2006). Early communication skills for children with Down syndrome by Libby
Kumin. Review of Disability Studies: An International Journal, 2(1), 90-91.
Guinan, M., Nobrega, M. & Segal, L. (2005). Pacific Voices: Curriculum Manual. Honolulu, HI:
Pacific Resources for Education and Learning.
Guinan, M., Skouge, J. R., Nobrega, M. & Segal, L. (2005). Pacific Voices: Administrator’s Guide
to Multimedia in the Pacific. Honolulu, HI: Pacific Resources for Education and Learning.
Heyer, K. (2005). Book Review of Independent living and self-help: A snapshot of a social
movement. Review of Disability Studies: An International Journal, 1(4), 89.
Heyer, K. (2005). “Rights or quotas? The ADA as a model for disability rights.” In Handbook of
Research on Employment Discrimination: Rights and Realities. New York: Springer.
Johnson, J., Guinan, M., Brown, S. E. & Shearer, V. (2005). Disability, culture, and health
disparities. Impact, 18(1), 6-7.
Johnson, J. L., White, K. R., Widen, J. E., Gravel, J. S., James, M., Kennalley, T., Maxon, A.
B., Spivak, L., Sullivan-Mahoney, M., Vohn, B. R., Weirather, Y. & Holstrum, J. (2005). A
multicenter evaluation of how many infants with permanent hearing loss pass a two-stage
otoacoustic emissions/automated auditory brainstem response newborn hearing screening
protocol. Pediatrics, 116(3), 663-672.
Johnson, J. L., White, K. R., Widen, J. E., Gravel, J. S., Vohr, B. R., James, M., Kennalley, T.,
Maxon, A. B., Spivak, L., Sullivan-Mahoney, M., Weirather, Y. & Meyer, S. (2005). A multisite
study to examine the efficacy of the otoacoustic emission/automated auditory brainstem
response newborn hearing screening protocol: Introduction and overview of the study.
American Journal of Audiology, 14, 178-185.
Kim-Rupnow, W. S. (2005). Disability and Korean culture. In J. H. Stone (Ed.), Culture and
disability: Providing culturally competent services (pp. 115-138). Thousand Oaks, CA: Sage.
Kim-Rupnow, W.S., Park, H. C. & Starbuck, D. E. (2005). Status overview of vocational
rehabilitation services for Asian Americans And Pacific Islanders with disabilities. The Journal
of Vocational Rehabilitation, 23(2). 21-32.
Leake, D. W., & Black, R. S. (2005). Cultural and linguistic diversity: Implications for transition
personnel (Essential Tools Monograph Series). Minneapolis, MN: National Center for
Secondary Education and Transition.
Leake, D. W., & Black, R. S. (2005). Implications of individualism and collectivism for the
transition of youth with significant disabilities. TASH Connections, Nov-Dec, 12-16.
Ozaki, R. R., Reinhard, S., & Bemis, A. (2006). Sustaining Systems Change in Hawaiʻi – Real
Choices Access Website Project. Rutgers Center for State Health Policy, State Policy in
Practice Community Living Exchange. Available http://www.cshp.rutgers.edu/cle/.
50
Park, H. C., Kim-Rupnow, W. S., Stodden, R., & Starbuck, D. E. (2005). Disparity of closure
types in VR services between AAPIs and European Americans with disabilities. The Journal of
Vocational Rehabilitation, 23(2). 33-38.
Roberts, K. D. & Stodden, R. (2005). The use of voice recognition software as a compensatory
strategy for postsecondary education students receiving services. Journal of Vocational
Rehabilitation, 22(1), 49-64.
Smith, G. J., Edelen-Smith, P. J. & Stodden, R. A. (2006). Effective practice for generating
outcomes of significance: The complexities of transformational change. Austin, TX: Pro-Ed.
Stodden, R. A. (2005). Introduction: supporting persons with disabilities in postsecondary
education and life long learning. Journal of Vocational Rehabilitation, 22(1), 1-2.
Stodden, R. A. (Ed.) (2005). Transition and support of youth with disabilities in postsecondary
education. Journal of Postsecondary Education and Disability, 8(1).
Stodden, R. A., Brown, S. E., Galloway, L. M., Mrazek, S. & Noy, L. (2005). Essential Tools:
Interagency Transition Team Development and Facilitation. Minneapolis, MN: National
Center on Secondary Education and Transition.
Stodden, R. A. & Conway, M. (2005). Information brief: Preparing students with disabilities for
postsecondary education through the provision of supports in secondary school implications
for IDEA. Minneapolis, MN: National Center on Secondary Education and Transition.
Stodden, R. A., Conway, M. & Chang, K. B. T. (2005). A guide for families and practitioners:
Provision of supports, accommodations, and services to individuals with disabilities at the
secondary school and postsecondary school level (Essential Tools Issue). Minneapolis, MN:
National Center on Secondary Education and Transition.
Stodden, R. A., Conway, M. & Chang, K. B. T. (2005). Understanding and utilizing services,
supports, and accommodations for youth with disabilities as they transition from secondary
to postsecondary school (Essential Tools Issue). Minneapolis, MN: National Center on
Secondary Education and Transition.
Stodden, R. A., Roberts, K. D., Picklesimer, T., Jackson, D. & Chang, C. (2005). An analysis of
assistive technology supports and services offered in postsecondary education institutions.
Journal of Vocational Rehabilitation, 22(2), 1-10.
Tagayuma, A., Stodden, R. A., Chang, C., Zeleznik, M. E. & Whelley, T. (2005). A two-year
comparison of support provision for persons with disabilities in postsecondary education.
Journal of Vocational Rehabilitation, 22(1), 3-11.
Whelley, T. (2005). Maricle becomes her own person within her family, culture, and community.
TASH Connections, 1, 11-12, 18-19.
White, K. R., Vohn, B. R., Neyer, S., Widen, J. E., Johnson, J. L., Gravel, J. S., James, M.,
Kennalley, T., Maxon, A. B., Spivak, L., Sullivan-Mahoney, M. & Weirather, Y. (2005). A
51
multisite study to examine the efficacy of the otoacoustic emission/automated auditory
brainstem response newborn hearing screening protocol: Research design and results of the
study. American Academy of Audiology, 14, 186-189.
Widen, J. E., Johnson, J. L., White, K. R., Gravel, J. S., Vohr, B. R., James, M., Kennalley. T.,
Maxon, A. B., Spivak, L., Sullivan-Mahoney, M., Weirather, Y. & Meyer, S. (2005). A multisite
study to examine the efficacy of the otoacoustic emission/automated auditory brainstem
response newborn hearing screening protocol: Results of visual reinforcement audiometry.
American Journal of Audiology, 14, 200-216.
Yuen, J. W. L., Dowrick, P. W., & Alaimaleata, E. T. (2006). Community responsive model in
literacy education. Research on the Education of Asian and Pacific-Americans, 3, 89-140.
52
Presentations
Brown, S. E. (2005, July). Disability culture. Presented at the Access Living Center for
Independent Living, Chicago, IL.
Brown, S. E. (2005, July). Unity builds community. Keynote address at the 2nd Annual Disability
Pride Parade, Chicago, IL.
Brown, S. E. (2005, August). Freedom of movement. Presented at Disability Rights History
Workshop, CALCASA (California Coalition Against Sexual Assault), Louisville, KY.
Brown, S. E., Kajiyama, B. & Skouge, J. (2005, October). Talk Story: Technologies for
community-building from next door to across the globe. Presented at APRIL (Association of
Programs for Rural Independent Living), Honolulu, HI.
Brown, S. E., Chang. K. B. T. & Heyer, K. (2006, March). Innovative and sustainable teaching
methods and strategies: An overview workshop. Presented at the 22nd Annual Pacific Rim
Conference on Disabilities, Honolulu, HI.
Brown, S. E. (2006, March). Innovative and sustainable teaching methods teaching all students,
reaching all learners: Innovative ways to address disability and other forms of diversity.
Presented at the National Capacity Building Institute, Honolulu, HI.
Brown, S. E., Kajiyama, B. & Skouge, J. (2006, March). Technologies for voice and inclusion:
Using “digital story telling” as a means to empower college students with disabilities.
Presented at the 22nd Annual Pacific Rim Conference on Disabilities, Honolulu, HI.
Brown, S. E., Kajiyama, B. & Skouge, J. (2006, May). Disability culture. Presented at the Center
on Disability Studies Assembly Meeting, Honolulu, HI.
Chang. C. (2006, March). The factorial structure of Chinese children’s temperament. Presented
at the Hawaiʻi Educational Research Association Conference, Honolulu, HI.
Christ, T. W. (2006, April). Longitudinal cross-case analysis of support services for students with
disabilities. Presented at the AERA Conference, San Francisco, CA.
Dierks, K. (2006, March). CPASS: Hawaiʻi systems change for community living. Presented at
the 22nd Annual Pacific Rim Conference on Disabilities, Honolulu, HI.
Dowrick, P. W. (2006, April). Productive and fun activities in struggling communities: Bringing
the future into the present. Presented at the 10th Trans-Tasman Conference in Community
Psychology, Sydney.
Dowrick, P. W. (2006, April). Full circle: Self modelling, 1979-2006. Invited address, Sydney
University School of Health Sciences, Sydney.
Dowrick, P. W. (2006, June). Video self modelling and feedforward: Refreshing observational
learning and practice. Keynote address at International Research Conference--Video
Interaction Guidance, Dundee, Scotland.
53
Galloway, L., Roberts, K. & Crabbe, V. (2006, March). Na Hana Ma Ka Ahupua’a Curriculum
– A culturally responsive science curriculum. Presented at the 22nd Annual Pacific Rim
Conference on Disabilities, Honolulu, HI.
Guinan, M., Baxter, M., Miyasaka-Guishiken, D., Anderson, J., Luehrs, S., & Nakamura, L. (2006,
March). Looking at successful high school transitions. Presented at the 22nd Annual Pacific
Rim Conference on Disabilities, Honolulu, HI.
Guinan, M. & Jay, J. (2006, March). Fetal alcohol spectrum disorders - The Hawaiʻi initiative.
Presented at the 22nd Annual Pacific Rim Conference on Disabilities, Honolulu, HI.
Heyer, K. (2005, June). Disability and the politics of analogy. Presented at the Law and Society
Association Conference, Las Vegas, Nevada.
Heyer, K. (2006, March). Disability rights beyond the ADA: Discourse and strategies in
Germany and Japan. Presented at the 22nd Annual Pacific Rim Conference on Disabilities,
Honolulu, HI.
Johnson, J. L. (2005, September). The next frontier of newborn hearing screening-identification
of mild hearing loss. Presented at the 2nd International Conference on Birth Defects and
Developmental Disabilities, Beijing, China.
Johnson, J. L. (2006, March). Public health implications of identifying mild hearing loss in
newborns. Presented at the 22nd Annual Pacific Rim Conference on Disabilities, Honolulu, HI.
Johnson, J. L. (2006, June). The public health policy implications for identification of mild
hearing loss. Presented at the 4th International Conference on Newborn Hearing Screening,
Diagnosis and Intervention, Cernobbio, Italy.
Kim-Rupnow, W. S. (2005, July). Tools and resources for persons with disabilities from
linguistically and culturally diverse background. Presented at the Annual Training Conference
hosted by National Association of Multicultural Rehabilitation Concerns, San Antonio, TX.
Kim-Rupnow, W. S. (2005, August). Rainbow of talents: Employment success of culturally
and linguistically diverse persons with disabilities. Presented at the 8th Annual RSA Project
Directors’ National Conference, Washington, D.C.
Kim-Rupnow, W. S. & Brightman, J. D. (2006, March). Promising practices for increasing
employment opportunities. Presented at the 22nd Annual Pacific Rim Conference on
Disabilities, Honolulu, HI.
Kofel, S. (2006, March). Catch the wave: Self-advocacy and self-determination. Presented at the
CPASS Hawaiʻi Summit, Honolulu, HI.
Leake, D. W. (2005, October). Multicultural perspectives on self-determination and transition
to postsecondary education. Presented at the Biannual Convention of the Division for Career
Development and Transition (Council for Exceptional Children), Albuquerque, NM.
54
Leake, D. W., Izzo, M., Applequist, K., Burgstahler, S., & Kea, C. (2006, March). Results of focus
groups composed of young adults with disabilities and with experience in postsecondary
education. Presented at the 22nd Annual Pacific Rim Conference on Disabilities, Honolulu,
HI.
Matayoshi, R. (2006, August). Family centered care and interdisciplinary education and training:
Hawaiʻi best practice. Presented at the Prefectual College of Nursing, Okinawa and Miyako
Island, Okinawa, Japan.
Matayoshi, R. (2006, March). Role of social work. Presented at the Association of University
Centers on Disabilities Annual Conference, Washington, DC.
Matayoshi, R. (2005, December). Family centered care & interdisciplinary education and
training: Hawaiʻiʼs best practice. Presented at the Rainbow Center, Japan Information and
Training Center for Problems related to Child Abuse and Adolescent Turmoil, Yokohama,
Japan.
Ozaki, R. R. (2005, August). Hawaiʻi Family Support 360 Project: A one-step system. Presented
at the Administration on Developmental Disabilities Conference, Washington, DC;
Ozaki, R. R. & Parlin, L. (2005, September). Hawaiʻi Family Support 360 Project: A one-stop
system. Presented at a Community Meeting, Kaneohe, HI.
Ozaki, R. R. (2005, October). Guaranteeing sustainability through collaboration: No project is
an island. Presented at the Aging and Disability Resource Centers Conference, Arlington, VA.
Ozaki, R. R., Skaggs, D., Parlin, L. & Guinan, M. (2006, March). Family 360 Support - Where
every door is the right door. Presented at the 22nd Annual Pacific Rim Conference on
Disabilities, Honolulu, HI.
Ozaki, R. R., Parlin, L., Smith, G., Matayoshi, R., Burrows, L., Minatoya, K., Robertson, T., &
Whitford, D. (2006, March). Family Support 360 Project Hawaiian Style. Presented at the 22nd
Annual Pacific Rim Conference on Disabilities, Honolulu, HI.
Ozaki, R. R., Skaggs, D., & Guinan, M. (2006, April). Hawaiʻi Family Support 360 Project –
Getting started. Presented at the Department of Education – Windward Transition Teachers,
Kaneohe, HI.
Ozaki, R. R., Skaggs, D., & Guinan, M. (2006, June). Hawaiʻi Family Support 360 Project – A
one-stop system. Presented at the EPIC Surrogate Parent Foster Care Association, Honolulu,
HI.
Roberts, K. & Hawes, M. (2006, February). Disability and diversity-improving transition
outcomes for students with disabilities from culturally and linguistically diverse backgrounds.
Presented at a National Forum hosted by the National Center for Culturally Responsive
Educational Systems, Denver, CO.
Roberts, K., Guillermo, M., Atkins, B. & Hawes, M. (2006, March). Disability and diversityimproving transition outcomes for students with disabilities from culturally and linguistically
55
diverse backgrounds: Project outcomes. Presented at the 22nd Annual Pacific Rim
Conference on Disabilities, Honolulu, HI.
Shapiro, B. J. (2005, December). Making progress on measuring progress: Measuring child
outcomes. Presented at the National OSEP Early Childhood Conference, Washington, DC.
Shapiro, B. J. & Battad, N. (2006, February). Children with hearing loss in Hawaiʻi: Early and late
identified. Presented at the Early Hearing Detection and Intervention Annual Conference,
Washington, DC.
Shapiro, B. J. & Battad, N. (2006, March). Children with hearing loss in Hawaiʻi: Early and late
identified. Presented at the 22nd Annual Pacific Rim Conference on Disabilities, Honolulu, HI.
Shapiro, B. J. & Okamoto, J. (2006, March-April). Hawaiʻi sexuality curriculum. Presented at the
MCHB Developmental-Behavioral Pediatrics Fellowship Training Annual Meeting, Boston,
MA.
Shapiro, B. J. & Jackson, B. (2006, April). Measuring child progress: Two states’ journeys.
Presented at Measuring Child and Family Outcomes, Albuquerque, NM.
Shapiro, B. J. & Vast, T. (2006, April). What counts: Measuring the benefits of early intervention
in Hawaiʻi. Presented at the SPIN Conference, Honolulu HI.
Skaggs, D. & Guinan, M. (2005, May). Hawaiʻi Family Support 360 Project. Presented at the
SPIN Conference, Honolulu, HI.
Skaggs, D., Minatoya, K., Whitford, D., & Robertson, T. (2005, November). Hawaiʻi Family
Support 360 Project- A community resource. Presented at the Department of Health
Windward Division, Honolulu, HI.
Stodden, N. J., Bauwens, J., Golden, R. & Banks, S. (2006, March). Project TACT: Teaching
all students together. Presented at the 22nd Annual Pac Rim Conference on Disabilities,
Honolulu, HI.
Stodden, R. & Roberts, K. (2005, December). Issues in access and retention for diverse
populations. Presented at the Fund for Improvement in Postsecondary Education (FIPSE),
Washington, DC.
Stodden, R. & Roberts, K. (2006, February). Development and implementation of culturally
responsive health and science curricula. Presented at a National Forum hosted by the
National Center for Culturally Responsive Educational Systems, Denver, CO.
56
Products
Banks, S. (2005). An introduction to renewable and non-renewable energy. [VHS]. Honolulu, HI:
Center on Disability Studies.
Banks, S. (2006). Birth of our islands. [VHS]. SciHi Science video series. Honolulu, HI: Center on
Disability Studies.
Banks, S. (2005). Buoyancy-beneath the surface. [VHS]. Honolulu, HI: Center on Disability
Studies.
Banks, S. (2005). Controlling the coqui. [VHS]. Honolulu, HI: Center on Disability Studies.
Banks, S. (2005). Food is fuel for the body - Lokelani McMichael. [VHS]. Honolulu, HI: Center on
Disability Studies.
Banks, S., & McBride, L. R. (2005). The Kahuna versatile masters of old Hawaiʻi. [VHS]. Recited
by Kupuna Audrey Veloria. Honolulu, HI: Center on Disability Studies.
Banks, S. (2005). Looking back at the Stars - telescopes with Paul Coleman. [VHS]. Honolulu, HI:
Center on Disability Studies.
Banks, S. (2005). Mana’o of Kupuna. [VHS]. Honolulu, HI: Center on Disability Studies.
Banks, S. (2005). Native Hawaiian Scientists. [VHS]. Honolulu, HI: Center on Disability Studies.
Banks, S. (2006). Parallel minds – Hawaiian and science protocols. [VHS]. SciHi Science video
series. Honolulu, HI: Center on Disability Studies.
Banks, S. (2005). Science & culture - working in Lokahi. [VHS]. Honolulu, HI: Center on
Disability Studies.
Banks, S. (2005). Science of sport. [VHS]. Honolulu, HI: Center on Disability Studies.
Banks, S. (2005). The water cycle - the flow of life. [VHS]. Honolulu, HI: Center on Disability
Studies.
Banks, S. (2005). Waters of Kane. [VHS]. Recited by Kupuna Audrey Veloria. Honolulu, HI:
Center on Disability Studies.
Banks, S. (2005). Wet wave: Energy conversions. [VHS]. Honolulu, HI: Center on Disability
Studies.
Dowrick, P. W. (2006). Video futures: A collection of information and training videos. [DVD].
[First edition coauthors M. E. Connor, K. Ben, & J. Caires (1998) Anchorage: Center for
Human Development.]. Kaneohe, HI: Creating Futures.
Johnson, J. L. & Banks, S. (2002). Cassilly: How I Got to College. [DVD]. Honolulu, HI: Center
on Disability Studies.
57
Johnson, J. L. & Banks, S. (2002). Cassilly: How I Got to College. [VHS]. Honolulu, HI: Center
on Disability Studies.
Johnson, J. L. & Banks, S. (2003). Families With Autism: Let Them Stand Tall. [DVD]. Honolulu,
HI: Center on Disability Studies.
Johnson, J. L. & Banks, S. (2003). Families With Autism: Let Them Stand Tall. [VHS]. Honolulu,
HI: Center on Disability Studies.
Kim-Rupnow, W. S. & Baker, D. (2006). NTAC-AAPI Products CD 2006. [CD]. Honolulu, HI:
Center on Disability Studies.
Skouge, J. (2006). Stories of self-advocates: Living with choice, flexibility, and control [DVD].
Honolulu, HI: Center on Disability Studies.
58
Web Sites
ACE Reading http://www.creating-futures.org/
American Samoa Partnerships: CSPD http://www.asp.hawaii.edu/
Center on Disability Studies http://www.cds.hawaii.edu/
Community Personal Assistance Services & Supports (CPASS)
http://www.hawaii.gov/health/disability-services/deveopmental/cpass-grant
Creating Futures http://www.creating-futures.org/
Cultural Influences on Self-determination http://www.cisd.hawaii.edu/
Culturally and Linguistically Diverse Individuals with Disabilities http://www.cld.hawaii.edu/
Disability and Diversity: Demonstrating Effective Practices for Improving Access
to, Retention in, and Completion of Postsecondary Education by Culturally and
Linguistically Diverse Youth with Disabilities http://www.fipse.hawaii.edu/
Efficacy of the OAE/ABR Protocol in Identifying Hearing Loss http://www.nbhs.hawaii.edu/
Haʻawina Hoʻopapau Project http://www.scihi.hawaii.edu/
Halau Ku Mana http://www.creating-futures.org/
Hireabilities Hawaiʻi, Medicaid Infrastructure Grant http://www.hireabilities.hawaii.edu
Kukulu Na Uapo Project (Building Bridges): Native Hawaiian Curriculum Grant
http://www.nhc.hawaii.edu/
Maternal and Child Health Leadership Education in Neurodevelopmental and Related
Disabilities Program http://www2.hawaii.edu/~mchlend
National Center on Secondary Education and Transition http://www.ncset.hawaii.edu/
National Technical Assistance Center for Asian Americans and Pacific Islanders with
Disabilities http://www.ntac.hawaii.edu/
Northwest Alliance for Access to Science, Technology, Engineering, and Mathematics
http://www.washington.edu/doit/
Pacific Basin University Center for Excellence for Developmental Disabilities
http://www.pbuce.hawaii.edu/
Pacific Outreach Initiative http://www.poi.hawaii.edu/
Pacific Partnerships for Deaf-Blind Technical Assistance Services
http://www.pdb.hawaii.edu/
Pacific Related Services and Educational Paraprofessional Training Project
http://www.rsa.hawaii.edu
Pacific Rim Conference on Disabilities http://www.pacrim.hawaii.edu/
Pacific Voices: Pacific Regional Technology in Education Consortium
http://www.prtec.hawaii.edu/
Pohnpei Community Learning Centers Consortium http://www.cclc.hawaii.edu/
Real Choices Partnership Project: Accessibility for Consumer Choice Entry Support
System http://www.rca.hawaii.edu/
Review of Disability Studies: An International Journal http://www.rds.hawaii.edu/
State Improvement Grant http://www.sig.hawaii.edu/
Strategies for Effective and Efficient Keiki (Child) Find http://www.seek.hawaii.edu/
VSA Arts http://www.vsarts.hawaii.edu/
Workforce Investment Partnership with Persons with Disabilities
http://www.wip.hawaii.edu/
59
Acknowledgments
Mahalo to all CDS Faculty and Staff.
Your efforts throughout the year resulted in these
accomplishments to enable the Center on Disability
Studies to fulfill its mission.
Coordinator: Valerie Shearer
Editor: Jean Johnson
Design: Vanessa Oshiro
Photography:
Romeo Collado
Tom Conway
Bob Johnson
Chin Lee
Mellanie Lee
Vanessa Oshiro
Trip Rems
Beth Tokioka
Production: CDS Media Center
60
A University Center for Excellence in
Education, Research, and Service
Telephone | 808-956-9199 | 808-956-2653
Fax | 808-956-5713
E-mail | [email protected]
Web Site | www.cds.hawaii.edu
College of Education
University of Hawaiʻi at Manoa
1776 University Avenue, UA 4-6
Honolulu, Hawaiʻi 96822
Director: Robert A Stodden, PhD