In the first issue of the WCPS Post-Secondary Digest, Tracey Francis, Susan Godman, and Conner Richardson told the origin story of how Woodford County High School (WCHS) students became involved in a collaborative project between local community, public education, and private sector. The project is the first of its kind in the nation. Representing the private sector is Parker Hannifin, a global manufacturing company. Public education is demonstrated by the significant involvement of WCHS, Berea Community High School (BCHS), and the Kentucky Department of Education (KDE). Lastly, community is another critical factor in this project. Although Parker Hannifin is a global company, one of its locations is Lexington, Kentucky, a city very close to and containing many ties with Woodford County. It hits close to home. Additionally, the Berea Makerspace is an essential community partner in this effort as the members of the makerspace are providing a place in which students can carry out many vital aspects of the project. In short, the project involves students working together with Parker Hannifin, KDE, and Berea Makerspace to design a workstation that will be accessible to the company’s employees with disabilities.
One might assume that a project of this scope came together through meticulous planning; however, Lynn Petrey, Ed.D, Post Secondary Transition Specialist at KDE, describes the process as quite organic. The basis for the project is United We Learn, which is KDE’s vision and initiatives for the future of public education. Dr. Petrey says, “The project is a result of United We Learn morphing with projects we were working on funded by the American Rescue Plan.”
According to an article in January 2022 from Kentucky Teacher, a KDE publication, “The Office of Special Education and Special Learning is using the federal funding to take steps to support local districts in improving the outcomes for students with disabilities after they leave high school. The purpose of these services is to ensure a smooth transition from high school to adulthood. This can include assistance with schooling, aid with employment, and support for college or career and technical education.” Dr. Petrey adds, “We wanted to involve students with disabilities in STEAM and Career and Technical Education. We wanted them to have more visibility in these classes and exposure to these classes.”
Essentially, the heart of the project is to create more opportunities for students with disabilities and to improve working conditions for people with disabilities. It is no wonder the project is having such a profound impact on all involved — it will be life-changing for many people!
A student assigned to the workstation project, Weslee Strugill, describes the work he and his classmates are doing. He says, “Parker Hannifin tasked us to help them become more accessible as well as more efficient in their inspection and production processes.” The product this location makes is called an O-ring, which is a rubber seal used to prevent the loss of a fluid or gas from an object. Weslee explains, “Right now how they inspect the O-rings is they have a physical desk like you would see in school. People sit at them looking through a magnifying glass with a light inspecting each individual O-ring. It’s very time consuming.”
Weslee continues, “Parker Hannifin wants us to help them establish more of a semi-automation standard in their process but also make their facility more accessible to anybody. Let’s say an amputee could come in and work comfortably or someone who only has movement in one arm.” Essentially, WCHS students are helping to make Parker Hannifin a place where anyone can work pleasantly and effectively.
One of the necessary steps in improving the workspace and workstation for people with disabilities is understanding the issues with the current facilities. This aspect of the project is the most crucial and also the most beautiful because of whose voices it brings into the collaboration. Students at WCHS with disabilities have agreed to be a part of the project and provide insight and feedback as the Agriculture Structures and Design students build the prototype of the workstation.
Hunter Davis, another student working on the project, was present the first time WCHS students toured Parker Hannifin, and he was involved in the smaller group when students with disabilities were touring the facility. Hunter says, “When I was first there, I didn’t notice many of the things that were difficult for students with disabilities. When we went with Gavin, Gabby, and Andres, we found out that they felt uncomfortable in the facility. Turns were too narrow and doors were too heavy to open for someone in a wheelchair.” He pauses, “It was definitely an eye-opener.”
Without some of our students being willing to provide their input as to what would make the workspace and workstation more accessible, this project would not have as powerful of an impact as it is gearing up to have. Thankfully, WCHS has students who are willing to provide their perspectives and experiences, and the group involved in this project is more than eager to listen.
Two of the students who have joined the Parker Hannifin project are Gabby Villarreal and Gavin Barrows. Both Gabby and Gavin use wheelchairs, and both Gabby and Gavin are not afraid to use their voices to help improve situations for other people with disabilities.
This involved a visit to Parker Hannifin. The company and the students and adults involved in the project were made aware of countless things that would not cross your mind if you were not using a wheelchair. Gabby and Gavin enlightened the group on doors that were too heavy to open from a seated position, corners that were too sharp, levers to move objects that should be buttons, ramps that need to be added, and more. Instead of becoming aggravated conveying things that need to be addressed, Gabby and Gavin maintain remarkable positivity. Although there were frustrations in the process, these two are keeping the goal in mind: long-term change is coming and this company is ready to implement change. Gabby says, “It rarely happens that people care so much that they would make things accessible for people in certain positions. I feel this is a very good start and a lot of things can change for people who have disabilities.”
Gavin agrees with Gabby and adds, “We should have the same opportunities as people who can walk, see, and use all of their extremities. We still have good things up here [and he points to his mind]. It’s all about how we can exercise that and how companies can let us do it.”
Gabby and Gavin are very happy to be included in this project. Gabby says it feels good that all throughout the project, adults are looking to teenagers for help, ideas, and innovation. She notes, “We are the next generation.” Gabby is excited about using her voice and ideas to help others. Both Gabby and Gavin put aside the fact that this process may be uncomfortable, hard, or frustrating at times and decided to embrace a project where they could help others. In addition to helping the workspaces for people with disabilities, they are also providing students and adults without disabilities with a raw insight into their daily lives. It is extremely gracious on their part to share so willingly and candidly.
Gavin says, “I’m honored to be included. We have something to offer.” He pauses. “Times are changing, and I’m so glad this is finally happening.” Gabby adds, “We deserve to have our voices heard. We deserve to have the same opportunities as people who don’t have these types of things. People will actually see what we can do. They finally see us.”
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