Chapter 8: Lack of Opportunities Post-secondary School
14:20:10:06 - 14:24:35:11
Lisa: I wanted to go back, um, to Graynle's experiences immediately after high school. Was there something...
Dr. Edwards: Oh there was a real gap. A real gap, and that's where my sister, God bless her... She really stepped to the plate. Sonya, my sister, was a homemaker. She didn't work. Uh, but she did not have to allow Graynle to come to her house while we were at work. And, uh, that's what used to happen. I would put Graynle in the car and shoot down to... Mt. Airy, and West Philadelphia, drop him off, and then (smacks hand) scoot over to Norristown. The, uh, Norristown where I was a principal of a middle school. And so far about a, let me see... about the time he was 22, 25, or 26, my sister was basically the daycare worker for my son for about a four year period. And, uh, then, uh... I mean you're talking about a stroke of luck. By this time I'm now the principal of New Brunswick High School and I used to make the run again from Germantown to West Philadelphia and then shoot up the New Jersey Turnpike to New Brunswick, so our day would start around 5:30 in the morning. By 6 o'clock I'm on the road to West Philadelphia. I had to be in New Brunswick by the very latest twenty of eight. At the very latest twenty of eight. And, uh, I was able to pull that off because of my sister. So one day, I'm on my way to New Brunswick after dropping off my son. I decided I'm gonna stop off at McDonald's and get a coffee and a, uh, uh... egg sandwich of some sort. So I get my coffee and I'm on my way out, went to my car, suddenly a lady says "Mister... are you going to New Jersey?" I mean this is really strange. I said, I said "yes." "Are you going near New Brunswick?" I said, "In fact that's where I am going." "Can I get a lift?" I'm saying no way, this is - I'm not sure I can handle all of this that's going on right now. But then I thought she looked like she was in need. I said, "Yeah, come on, let's go." As we're driving, she says "My daughter goes to Rutgers and I have to drop some things off for her today - this morning." I said, "You're in luck, because I'm going right next door to Rutgers, you know, right over there to Piscataway You know that's right next door to - in fact, you can leave New Brunswick and not even know you're Piscataway. Okay? I said "Okay." So I drove her to the dorm, right up to her daughter's dorm and went to school. But at the same token, I had shared with her I was trying to get my son into some kind of workshop and, uh, having a lot of difficulty. Well she worked at, uh, the, uh, West Philadelphia's Elwood Center. Do you know about a month later, I got a call from JEVS, says "Graynle can enter?" Call it providence. I mean, you couldn't write a script like, you know, to prowl out something like that. But that's how it happened.
14:24:35:11 - 14:25:54:07
Lisa: If that hadn't happened, what would Graynle have been doing?
Dr. Edwards: Been on a waiting list. Yeah. He was on a waiting list for about four - between three to four years, yeah. It was a waiting list to get into a program. Yeah. So I don't know what she did, but she did something that was very affective. Never saw here again to this day. If someone said, "What was her name?" I couldn't help you. Could not help. I don't know who she was. She may have been angel (laughs). Haha, that's right. You didn't believe in angels before, you might want to start believing in them now (laughs).
14:25:54:07- 14:28:42:15
Lisa: So Dr. Edwards, tell me a little about what Graynle did when he got to JEVS. I mean did the work - what kind of work was he doing? Would he benefit financially from it?
Dr. Edwards: It's a funny story. It's really a funny story. When he got to JEVS, they said, uh, "Jevs has not been the same since he got there." 'Cause he's a social butterfly. He didn't talk at all - not at all. But he has a way with communicating with people. And they just loved him. He just kind of lights up a place. Yeah, yeah, yep. Could not speak for one clear English word. But his way that he interacts with folks, it takes about (snaps fingers) that much to get a smile out of him. Okay, so he had a work station and, uh, he would spend a little time with his work station with a zillion prompts - you know, you gotta do this, you gotta do that. And then it wasn't long before he's up from his work station, he's going to different people's work stations. He's not doing other things but socializing. And that went on for a few years. And uh, I used to always laugh when he brought his little paycheck home. Every two weeks he got a paycheck. One-twenty nine. One dollar - twenty nine. Two-twenty. The big check was like three something. That was the biggest. And I used to always tease him about it - "They make more money in Russia than you do, buddy. You know what I'm saying?" (laughs). So it was, we used to have a big joke about that. So he spent several years in the workshop until they reconfigured their program. Uh, they decided that they were going to emphasize world of work experiences for those individuals who could in fact go out in the real world and work with - they had to work - some individuals went to a continuous workshop program but many went into what you'd call world of work experiences with coaches. And uh, given Graynle's tendency to do little to no work, they decided they think Graynle needs to go to a social program and, uh, we agreed. And, uh, he's been enjoying himself ever since.
14:29:17:00 - 14;31:49:18
Lisa: I know parents had very strong feelings often one way or the other about workshops and I wondered ultimately where you came down on that?
Dr. Edwards: Yeah, yeah, yeah... The, uh... I could see that the work was monotonous. Ain't no question about that. And for someone to survive in that environment, um, they really had to want to be there to be successful. And there were some clients that were successful. They were really hard workers. But for someone whose, uh, tendency is to move about, socialize, that was, that was not a good place for him. In fact, he eventually, his job eventually became one of taking the trash bags around from one station to the next and I'm not sure whether it was to discard - I'm sorry, were they supposed to place products in the bag or just trash in the bag? I think it was trash. And, uh, he did that, of course, but he had to have an escort. Someone had to escort him to make sure that he did was he was supposed to do. Uh, that might have been his most productive work. You see, but uh, in terms of his own willingness to engage in that kind of work it just wasn't there. Just didn't want to do it. And, uh... and there were enough individuals who were trying to get him to perform. And of course one of the staples of the kind of work where Graynle was the prompts. You had to do the prompts, do the prompts. And with the prompts he would perform up to a certain point. Then he'd reach a point where even the prompts wouldn't get him to—to perform. So to suspect over a five hour period Graynle was going to be productive for four and a half or four of those hours, it just wasn't gonna happen. It did not happen. So we came to the conclusion that the social program may be the best for him, you know, given the fact that he's a social animal (laughs).
More Interview Chapters
- Childhood and Family
- Dr. Edwards as a Student | Professional Aspirations
- Birth of Graynle, Jr.
- Graynle Jr.'s Educational Experience
- Impact of Disability on Relationships
- Graynle Jr's Education and Impact of Least Restrictive Environment
- Joining a Community of Advocates
- YOU ARE HERE: Lack of Opportunities Post-secondary School
- Dr. Edwards Advocacy for Children and Adults with Disabilities
- Challenges for Parents Today
- Relationship with Graynle Jr. and Reflections on Advocacy
About Graynle Edwards
Born: 1936
Parent, Adjunct Professor in Environmental Sciences, Lincoln University
Philadelphia
Keywords
Fathers, Education and Least Restrictive Environments, PARC, Parents, Employment and Workshops, Waiting List
The Disability and Change Symposium is available as a free online learning module.
Combating Implicit Bias: Employment
About this year's theme
Employment statistics for persons with disabilities continue to be disappointing, ~19% compared to ~66% of peers without disabilities. (US Bureau of Labor Statistics, 2018). We ask ourselves, "is there something beyond overt discrimination and access that perhaps we need to address? Are there silent barriers such as those created by implicit bias?"
Most of us believe that we are fair and equitable, and evaluate others based on objective facts. However, all of us, even the most egalitarian, have implicit biases – triggered automatically, in about a tenth of a second, without our conscious awareness or intention, and cause us to have attitudes about and preferences for people based on characteristics such as age, gender, race, ethnicity, sexual orientation, disability, and religion. These implicit biases often do not reflect or align with our conscious, declared beliefs.(American Bar Association, Commission on Disability Rights, "Implicit Bias Guide," 2019)
This year's theme challenges us to each ask ourselves "What implicit bias(es) do we have and encounter, and how do we recognize them and move beyond them to create opportunities, welcome, and full participation for all?"
As always, this Symposium privileges first-person voices and experiences.
About the Disability and Change Symposium
The stated goal of the annual Symposium is "to create conversation that transcends any one-dimensional depiction of people with disabilities, and foregrounds the multidimensional lives of our speakers - as writers, educators, performers, and advocates."
The Disability and Change Symposium is a one-day, interdisciplinary conference focusing on cultural equity and disability. The event is free, accessible and open to the public.
Acknowledgments
Organized by the Institute on Disabilities at Temple University, the Symposium is an outcome of collaboration with the Interdisciplinary Faculty Council on Disability whose mission is "to foster collaboration across Temple University on disability-related projects including research, teaching, programming, publication, and grant-seeking. By connecting with one another, Council members help build community among the growing number of people at Temple whose work engages with disability."
Core funding for the Disability and Change Symposium is through a grant from the Center for the Humanities at Temple University (CHAT)
We extend our appreciation to Disability Resources and Services for providing Communication Access Realtime Translation (CART) and American Sign Language services for the day.
The Institute on Disabilities, Temple University College of Education is pleased to recognize some of our 2020 Symposium Partners/Sponsors from Temple University:
- Center for Bioethics, Urban Health, and Policy (CBHUP), Lewis Katz School of Medicine
- Center for Humanities at Temple (CHAT), College of Liberal Arts
- Dean of Libraries
- Dean of Students
- Delta Alpha Pi International Honor Society
- Disability Resources and Services (DRS), Student Affairs
- Division of Student Affairs
- Faculty Senate Committee on Disability Concerns
- First Year Writing
- Intellectual Heritage
- Interdisciplinary Faculty Council on Disabilities
- Office of Institutional Diversity, Equity, Advocacy and Leadership (IDEAL)
- School of Sport, Tourism, and Hospitality Management
This year we also want to recognize the contributions of students (Associate Professor Deb Blair, STHM 2114 - Leisure & Tourism in a Diverse Society), who contributed to shaping and supporting this symposium:
- Madeline Culbert, School of Sport, Tourism, and Hospitality Management; Bachelor of Science: Tourism and Hospitality Management (est. 08/2021)
- Jair Guardia, School of Sport, Tourism, and Hospitality Management, Bachelor of Science: Tourism and Hospitality Management. (est. 08/2021)
- Hallie Ingrim, School of Sport, Tourism, and Hospitality Management Bachelor of Science: Tourism and Hospitality Management
- Thomas Leonard, School of Sport, Tourism, and Hospitality Management Bachelor of Science: Tourism and Hospitality Management (est. 08/2021)
- Bryan McCurdy, School of Sport, Tourism and Hospitality Management, Bachelor of Science: Tourism and Hospitality Management (est. 05/2022)