Most individuals in our technologically complex society laud the advancements which provide the ability to more efficiently multi task, as well as live more isolated,yet independently connected, lives. There are citizens, however, for whom these improvements present actual obstacles to independent living. In fact,it could be argued that many individuals who are presently diagnosed as mildly to moderately intellectually impaired, would not even be considered recognizably disabled if they lived in a simpler society, which was grounded upon large extended family communities. Instead, these individuals find it increasingly difficult to even engage in the most basic of human activities, such as providing for themselves, or raising families.

 I believe that our society has an ethical responsibility to address these difficulties.  The complexity and fragmentally isolated nature of our culture will remain; however, we must meet the multifaceted challenge of providing marginalized individuals with the tools they need to effectively live autonomously. Solely providing disability checks so that the recipients can simply subsist, is an inadequate, if not patronizing solution. It is basic to human nature to need to work, but more importantly, to contribute to the community within which we reside. If these outlets are not present, we cannot fully actualize ourselves and flourish as human beings. Not only do we as individuals remain impoverished, but the community at large suffers without the benefit of our unique gifts. We, therefore, need to redesign our educational programs, our community resources, and the laws that affect both, in order to provide the necessary mastery tools.

My experience with Special Education issues began with the intensely personal educational challenges which two of our four children presented. One daughter was diagnosed as mildly to moderately intellectually impaired, yet additionally struggled with the symptoms of dyslexia, dyscalculia, and dysgraphia. One son developed schizophrenia at age 20. When we discovered that our daughter would not be welcomed as a full time student at the parochial school, and that the public school did not provide an Orton-Gillingham based reading program, or an effective direct instruction math program, we chose to homeschool our daughter and have her attend the parochial school part-time. I was .• subsequently, formally and informally trained in the Slingerland reading method, as well as in several direct instruction math programs. With our son, we needed to become adept at providing intensified scaffolding, which we were able to gradually reduce throughout the years. It was most difficult for this former honor student to retrain his mind in order to successfully overcome the disease's symptoms, as well as the effects of medication, so that he could continue his schooling and rebuild his life.

Both children are well on their way towards leading productive, independent lives. My daughter has graduated from high school, and is gainfully employed as a lifeguard and swimming instructor. My son completed two associate degrees with honors, and will complete his Bachelor's within a year. Through this process, I have learned much about the challenges that face the educational systems, the community resource networks, and have become very familiar with many of the laws which govern their frameworks. The familial journey ultimately led me to turn my energies towards the outside community. Five years ago, I sought out the Superintendent of Schools for the Catholic Diocese of WheelingiCharleston to request that we begin to provide resources for children with learning challenges within the parochial school system. What began with just a few of us providing part-time assistance to the grammar schools and two high schools in the Wheeling area has now become a statewide pilot program for all 32 schools within the Diocese. In order to better meet the needs of this new program, I also decided to commute weekly to Marshall University in order to obtain a Masters Degree in Special Education with a multi categorical emphasis.

The faculty and various resource programs at Marshall University provided what I needed to develop as an educator, and begin to discover some of my long term goals within this field. I gained first hand knowledge of a university program, Marshall's. H.E.L.P. program, through one of my first students who chose to go to Marshall when he graduated from WheelingCentral Catholic High School. This program, designed by Dr. Barbara Guyer, provides trained graduate students as tutors for Marshall's students who have been diagnosed with learning disabilities. I also became acutely aware of both the educational and community resource challenges that face individuals who struggle with autism through my work as a graduate assistant with Marshall's Autism Center. Lastly, I became familiar with the need for community based resources to access research-based training programs through my own final research project. This project observed the quality of instruction by several Instructor Trainers at a rural residential and day treatment facility for adult clients with developmental disabilities. There are, indeed, excellent and effective researched training programs available, but they are often not being utilized because community facilities are not aware of their existence.

My personal goal, which will be facilitated by a doctorate level education, must incorporate several complementary facets. As I stated above, my prime concern is for those individuals who are being marginalized in our society because of their inability to efficiently function independently in the midst of its fragmented complexity. Though I will certainly want to continue teaching, I would like the gathering and conducting of research, which could be utilized by both the educational and community resource systems, to remain a high priority. Furthermore, I would desire to work on establishing, revitalizing and maintaining local and statewide networking bridges, so that innovations could be put into practice, and fine-tuned by ongoing feedback. Lastly, since our laws provide the framework for both the educational as well as the community resource systems, I feel it would be extremely advantageous for me if I could incorporate some classes in Special Education law during my doctoral studies. Laws and legislation must be properly informed by those who practice and research in the field. I aim to be involved in such an educated dialogue on the state and perhaps even federal level.