DO-IT - DO-IT (Scholars)

How to Apply for the DO-IT Scholars Program - Clipped

wendy479 — Mon, 24 Mar 2025 18:06:35 +0000

Through this video, students, parents, and high school educators can learn about applying to the DO-IT Scholars Program. DO-IT Scholars is a college-preparation program for high school students with disabilities who reside in WA state.

Project:

DO-IT (Scholars)

Year:

2025

How to Apply to Scholars Program - Cutdown

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DO-IT Scholar profile: Anita

wendy479 — Mon, 24 Mar 2025 17:57:40 +0000

DO-IT Scholar Anita shares information about experiences at school, in the community, and with the DO-IT Program.

Project:

DO-IT (Scholars)

Year:

2025

DO-IT Scholar profile: Anita

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DO-IT Scholar profile: Kayla

wendy479 — Mon, 24 Mar 2025 17:39:12 +0000

DO-IT Scholar Kayla shares information about experiences at school, in the community, and with the DO-IT Program.

Project:

DO-IT (Scholars)

Year:

2025

DO-IT Scholar profile: Kayla

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Moving DO-IT Scholars Online

wendy479 — Thu, 28 Dec 2023 19:59:15 +0000

The DO-IT Scholars program prepares high school students with disabilities for postsecondary education. This video shares how this on-campus program transitioned online during the pandemic. Hear from students, mentors, and staff about the transitions.

Project:

DO-IT (Scholars)

Year:

2023

Moving DO-IT Scholars Online

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Snapshots 2022: A Yearbook for DO-IT Participants

eol — Mon, 10 Oct 2022 18:56:13 +0000

Welcome to DO‑IT Snapshots 2022!

The world has continued to change while the pandemic has shifted how we all live our lives. Normals continue to include social distancing, hand sanitizers, face masks, and constantly changing rules. At DO-IT, we have continued to mourn the loss of our in-person Summer Study program for DO-IT Scholars on the UW campus, but we continue to deliver engaging activities without meeting in person. Laptops have been delivered to homes, setup and tech support were provided remotely, participants and sta met via Zoom, activities, discussions, and social events occurred online, and, by the last day, sta and interns were exhausted as usual. Some things were lost, much was gained, but all Scholars took key steps in preparing for college and careers, expanding their network while using technology as an empowering tool, and networking. That is what DO-IT is all about!

This publication facilitates communication among DO-IT Scholars, Pals, and Mentors. Scholars are high school students with disabilities who are preparing for college and careers. They have interests in challenging fields that include science, mathematics, engineering, and technology. They attend our Summer Study program at the �r��, participate in internships and leadership activities, and take part in an e-community year-round. Additional high school students with disabilities, DO-IT Pals, join this e-community. When Scholars move on to college, they become DO-IT Ambassadors, sharing their experiences with younger students. This e-community is also supported by DO-IT Mentors, most of whom have disabilities themselves and are pursuing challenging postsecondary studies and careers.

Primary funding for DO‑IT is provided by the National Science Foundation, the state of Washington, and the U.S. Department of Education. These and other investors, listed in the DO‑IT Funding section of this publication, sponsor the many activities that DO‑IT undertakes. We appreciate their generous support. Those who wish to help fund continued efforts can submit their donation with the Support DO‑IT: How Can You DO-IT? form.

DO‑IT has received many awards, including the Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring. DO-IT was recently inducted into the Susan M. Daniels Disability Mentoring Hall of Fame. We have also received the National Information Infrastructure Award, the Golden Apple Award, the Association for Higher Education and Disability (AHEAD) Exceptional Program Award, the Trace Research and Development Center’s Catalyst Award, the �r�� College of Engineering Team Innovator Award, the Career Opportunities for Students with Disabilities (COSD) Robert S. Greenberg Innovation Award, and the AHEAD Professional Recognition Award. These awards document the achievements of the DO‑IT participants. Together, these young people are changing the world, making it a more welcoming and accessible place for all of us.

Sheryl Burgstahler, PhD
Founder and Director, DO‑IT and Accessible Technology Services, UW-IT
Affiliate Professor, College of Education
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Snapshots 2021: A Yearbook for DO-IT Participants

eol — Tue, 19 Oct 2021 20:49:50 +0000

Welcome to DO‑IT Snapshots 2021!

The world suddenly changed when the pandemic changed how we all lived our lives early last year. In a flash, new normals included social distancing, hand sanitizers, and face masks. At DO-IT, we mourned the loss of our planned Summer Study program for DO-IT Scholars on the UW campus, but wasted no time in figuring out how to deliver engaging activities without meeting in person. Laptops were delivered to homes, setup and tech support were provided remotely, participants and staff met via Zoom, activities, discussions, and social events occurred online, and, by the last day, staff and interns were exhausted as usual. Some things were lost, much was gained, but all Scholars took key steps in preparing for college and careers, expanding their network while using technology as an empowering tool, and networking. That is what DO-IT is all about!

This publication facilitates communication among DO‑IT Scholars, Pals, and Mentors. DO‑IT Scholars are high school students with disabilities who are preparing for college and careers. They have interests in challenging fields that include science, mathematics, engineering, and technology. They attend our Summer Study program at UW, participate in internships and leadership activities, and take part in an e-community year-round. Additional high school students with disabilities, DO‑IT Pals, join this e-community. When Scholars move on to college, they become DO‑IT Ambassadors, sharing their experiences with younger students. This e-community is also supported by DO‑IT Mentors, most of whom have disabilities themselves and are pursuing challenging postsecondary studies and careers.

Sheryl Burgstahler, PhD
Founder and Director, DO‑IT and Accessible Technology Services, UW-IT
Affiliate Professor, College of Education
�r��

Snapshots 2020: A Yearbook for DO-IT Participants

eol — Thu, 29 Oct 2020 22:13:03 +0000

Welcome to DO‑IT Snapshots 2020!

Who will ever forget 2020? In a flash, new normals included social distancing, hand sanitizers, and face masks. At DO-IT, we mourned the loss of our planned Summer Study program for DO-IT Scholars on the UW campus, but wasted no time in figuring out how to deliver engaging activities without meeting in person. Laptops were delivered to homes, setup and tech support were provided remotely, participants and staff met via Zoom, activities, discussions, and social events occurred online, and, by the last day, staff and interns were exhausted as usual. Some things were lost, much was gained, but all Scholars took key steps in preparing for college and careers, expanding their network while using technology as an empowering tool, and networking. That is what DO-IT is all about!

Sheryl Burgstahler, PhD
Founder and Director, DO‑IT and Accessible Technology Services, UW-IT
Affiliate Professor, College of Education
�r��

Meet the DO-IT Scholars

eol — Tue, 09 Jun 2020 10:04:47 +0000

This video features staff and students of the DO-IT Center, who share information about the DO-IT Scholars program and its impact on students with disabilities as they prepare for college and careers.

Project:

DO-IT (Scholars)

Year:

2020

Meet the DO-IT Scholars

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Profile:

Scholar

Snapshots 2019: A Yearbook for DO-IT Participants

muszkl — Wed, 13 Nov 2019 23:47:43 +0000

Welcome to DO‑IT Snapshots 2019!

The DO-IT Center, funded since 1992, has hosted annual Summer Study sessions for students with disabilities on the campus of the �r�� (UW) since 1993. The Center is celebrating 27 years of success, as measured by the achievements of our participants and their interest in staying connected with each other and newcomers.

This publication facilitates communication among DO‑IT Scholars, Pals, and Mentors. DO‑IT Scholars are high school students with disabilities who are preparing for college and careers. They have interests in challenging fields that include science, mathematics, engineering, technology, and business. They attend our Summer Study program at UW in Seattle, participate in internships and leadership activities, and take part in an e-community year-round. Additional high school students with disabilities, DO‑IT Pals, join this e-community. When Scholars move on to college, they become DO‑IT Ambassadors, sharing their experiences with younger students. This e-community is also supported by DO‑IT Mentors, most of whom have disabilities themselves and are pursuing challenging postsecondary studies and careers.

Primary funding for DO‑IT is provided by the National Science Foundation, the state of Washington, and the U.S. Department of Education. These and other investors, listed in the DO‑IT Funding section on pages 99-101 of this publication, sponsor the many activities that DO‑IT undertakes. We appreciate their generous support. Those who wish to help fund continued efforts can submit their donation with the Support DO‑IT: How Can You DO-IT? form on page 102.

Sheryl Burgstahler, PhD

Founder and Director, DO‑IT and Accessible Technology Services, UW-IT
Affiliate Professor, College of Education
�r��

Kirk and the GRE: A Case Study Regarding the Graduate Records Examination (GRE) and Chronic Pain

lylac — Thu, 28 Feb 2019 00:59:39 +0000

Date Updated:

05/23/22

Background

Kirk’s nervous system disorder causes him to live with chronic pain. In particular, fine motor tasks like writing, using a computer, or holding a pencil can be extremely painful. Assistive technology to circumvent these tasks and ergonomic workspaces that address his needs reduces pain and increases function. Kirk is in his senior year of his bachelor's program and preparing to apply to PhD programs.

Access Issue

Kirk found that he could not get adequate accommodations to take the Graduate Records Examination (GRE) without significant pain that might preclude him from being able to finish the test. To be successful, he determined that he would need a scribe, an ergonomic chair with flexible positioning, the option to lie down, a monitor that could be used in multiple positions, extended time, and permission to take the exam over multiple days. Even with these accommodations, taking the test could cause Kirk to have a flare up of his symptoms that could interfere with test taking.

Solution

Because of the likelihood of a flare-up combined with concerns that he would not be able to do his best work on the GRE even if he received his recommended accommodations, Kirk decided not to take the GRE. Instead, he asked schools to consider his application without GRE scores. He worked with his undergraduate academic advisor to draft an email message to send to program directors at schools where he applied for admission. The message explained his disability and asked if they would be willing to consider his application based on other criteria. He attached a copy of his vita because he felt that it would help program directors see that he had a strong background and was a serious applicant.

Every school Kirk emailed agreed to consider his application without GRE scores. He also found that through the replies he learned something about the programs’ attitudes towards disability issues and overall culture. Some of them were very respectful and invited further conversations about accommodations. Others were not as welcoming and suggested that Kirk might not be able to do the work their program would require.

Ultimately, Kirk was accepted to multiple programs and enrolled in one that is highly respected.

Conclusion

This case study illustrates:

Students with disabilities can learn more about the culture in a department and determine whether the department is a good fit for them by engaging in conversation about disability with prospective degree programs.
Students with disabilities should be creative in proposing solutions to access barriers and engage in conversations to determine whether there is flexibility in admission requirements.

You might also be interested in Case Study: Exam Accommodations and Anna’s Chronic Illness and How can students with disabilities get accommodations for the GRE, MCAT, LSAT, and other standardized graduate or professional entrance exams?