In school programming
Scene 1: High school students assemble in a large meeting room. They smile and talk. Camera shows students exchanging comments while using a portable microphone. The microphone is a cube about the size of a toaster which is tossed from speaker to speaker. The students’ faces express comfort and enjoyment with the experience of being asked to describe what it’s like to have a physical, mental health or learning disability.
Accessful Symposia was like a springboard. It allowed the students to have a voice to discuss some of the barriers they face because of their disabilities, whether invisible or not, and maybe just as important, it allowed them to feel like they’re not alone in this journey towards independence to learn we’re going to be there to support them.
Scene 2: Teachers record students’ comments notes on paper. They transfer “stickie notes” to a large chart is on a wall in the meeting room.
Narrator says: During the breakout session, students were able to identify what they really needed in terms of helping them find employment, and as a result of these rich conversations, we created resources for all of the stakeholders.
Scene 3: The Accessful co-ordinator presenting to a co-worker in an office setting followed by close-ups of a computer screen and paper documents.
Narrator says: This process guided the support our team provided based on individual needs.
Scene 4: The Accessful co-ordinator walking to the door of a high school followed by a several photos of student participants. We then see full screen titles that says:
“The unemployment rate for youth with disabilities in Ontario was reported to be about 3o per cent in 2012. This is almost two times higher than that of youth without disabilities. Source: Statistics Canada.”
Narrator says: We know the unemployment rate for youth with disabilities in Ontario to be about 30%. That’s almost two times higher than that of youth without disabilities. We want to empower these students to not only develop their pre-employment skills, but to help them know how to advocate for their own particular needs and accommodations, and to build confidence so they see themselves being successful. So often students are quick to point out what they feel they can’t do well rather than recognize the many talents and strengths they do have.
Scene 5: Full screen titles say: “Research indicates having one paid job in high school is the number one predictor of future employment for people with disabilities.”
Scene 6: The Accessful co-ordinator sits in an office and appears to be speaking to someone off-camera.
Speaker/Narrator: So when I walk into schools and see all the great lead-up work that’s happening, I know they’re going to be successful. In fact, I know they’re going to be Accessful.
Scene 7: A series of slow dissolves feature the faces of the students as black and white style portraits.
Their names are: Angel, Daniel, Japkirat, Isabella, Stephan and James.
Scene 8: Titles on screen say: “Everyone deserves to be Accessful.”
Scene 9: The video ends with logos associated with: Accessful, The Ontario Secondary School Teachers’ Federation and the Government of Ontario.