DOCUMENT RESUME

ED 304 583 CE 052 126

TITLE A New Beginning. Pennsylvania Department of EducationHonors Outstanding Adult Students in SuccessStories.

INSTITUTION Pennsylvania State Dept. of Education, Harrisburg.Div. of Adult Basic and Literacy EducationPrograms.

PUB DATE 89

NOTE 55p.; PDE Adult Educaticl 353 Special Project.Document contains colored paper and type.

PUB TYPE Historical Materials (060)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Achievement; Adult Basic Education; *Adult Literacy;

*Adult Students; *Literacy Education; Motivation;*Outcomes of Education; Persona) Narratives; StatePrograms; *Success

IDENTIFIERS 353 Project; Pennsylvania

ABSTRACTThis booklet contains 10 success stories of

Pennsylvania men and women who discovered adult education programsthat gave them the tools to create a new life for themselves andtheir families. Their stories affirm the ability of each adult to useeducation to overcome great difficulties. Some overcame physical andlearning disabilities. Some survived child abuse, abandonment, andprejudice. Some conquered drug and alcohol abuse. All had thepersonal courage to work hard to change their lives, with the help ofeducation programs in their communities. The stories also show thateducation has value beyond a paycheck: for these men and womeneducation has meant a greater sense of their own worth and potential.(The booklet is illustrated with photographs of the 10 personsselected to be honored as outstanding adult students.) (KC)

* Reproductions suppl'.ed by EDRS are the best that can be made *

* from the original document. *

2

U S DEPARTMENT OF EDUCATIONOffice Educational Research and improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC(

This document has been reproduced asreceived from the person or organizationoriginating it

r Minor changes have been made to improvereproduction quality

Points of view or opinions stated in inisdocument do not necessarliy represent officio(OE RI position or policy

"P=RMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

nrA

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

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Illp,s,.

A NEWBEGINNING

DIVISION OF ADULT BASIC AND LITERACY EDUCATION PROGRAMS

BEST COPY AVAILABLE 3

COMMONWEALTH OF PENNSYLVANIARobert P. Casey, Governor

Department of EducationThomas K. Gilhool, Secretary

Office of Basic EducationDonna D. Wall, Commissioner

Bureau of Vocational and Adult EducationJacqueline L. Cullen, Director

Division of Adult Basic and Literacy Education ProgramsJohn Christopher, Chief

Samuel Brinton, ABE DirectorEast Pennsboro Area School Dist.

Glenn Deaven, ESL TeacherHispanic American Center

Peggy Greene, InstructorHarrisburg State Hospital

Jane Hautzinger, Instructor

4 Dauphin County Prison

John Heisey, SupervisorLebanon Adult Learning Center

SUCCESS STORIESSELECTION COMMITTEE

Charlene McAbee, Dept. of LaborOffice of Employment Security

Annette McAlister, AdvancEPDE Resource Center

Dr. Kenneth Miller, Advisory ServicesPennsylvania Department of Education

Dr. Ralph Morgan, Assoc. Exec. Dir.Schuylkill Intermediate Unit

Irene Paul, Education DirectorRedland Community Action Program

Dr. Sherry Royce, Project DirectorSuccess Stories

Robert K. Taylor, CounselorUpper Dublin School District

Dr. G. Kip Bollinger, 353 AdvisorDaniel Partin, Advisor

PDE Division of Adult Basic andLiteracy Education Programs

vls

6

6

Dear Reader,

In SUCCESS STORIES: A New Beginning, youwill meet ten outstanding Pennsylvania men andwomen who discovered adult education programsthat gave them the tools to create a new life forthemselves and their families. Their stories affirmthe ability of each adult to use education toovercome great difficulties.

Some overcame physical and learning disabilities.Some survived child abuse, abandonment andprejudice. Some conquered drug and alcoholabuse. And each had the personal courage towork hard to change their lives, with the hel,)of education programs in their communities.

This administration and the General Assemblyhave more than tripled state funds for adultliteracy programs during the past two years.These stories show how the investment is alreadyshowing a return.

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We often talk about education as a means toobtain jobs. These stories also remind us thateducation has value beyond a paycheck. For thesemen and women and thousands more like them

education has given them a greater sense oftheir own worth and potential. They have newconfidence in their abilities and new abilities tomatch their confidence.

I hope you find this booklet as inspirational as Idid, and I ask you to join us in supporting adultliteracy programs. If you know someone whocan't read well, read them these stories andencourage them to join an adult educationprogram. If you have time to volunteer to teachadult learners, contact your local public library orliteracy council: they can train you.

With your help, we can create many more successstories like these.

Sincerely.

Robei t P. CaseyGover.lorComiionwealth of Pennsylvania

TABLE OF CONTENTS

ALLEGHENY COUNTYCandidate: Anna Mae KuchtaSponsor: Greater Pittsburgh Literacy Council

BLAIR COUNTYCandidate: Theresa L. RaihlSponsor: Altoona Area School District

CUMBERLAND COUNTYCandidate: Charles Lynch, Sr.Sponsors: Central Pennsylvania Literacy Council

Cumberland Valley School District 8

DAUPHIN COUNTYCandidate: Beatrice Lee FrealingSponsor: Omega Psi Phi Fraternity, Inc.

LUZERNE COUNTYCandidate: Thomas G. TrammellSponsor: Luzerne Intermediate Unit

MIFFLIN COUNTYCandidate: Inez Ortiz

4 Sponsor: Tunkhannock Area Khool District

MONTGOMERY COUNTYCandidate: Sandra LawrenceSponsor: Eagleville Hospital

PHILADELPHIA COUNTYCandidate: Lansford KnappSponsor: Inglis House

PHILADELPHIA COUNTYCandidate: Gayle PattersonSponsor: Library for the Blind

10 and Physically Handicapped

PHILADELPHIA COUNTYCandidate: Carmen Feliciano

12 Sponsor: Lutheran Settlement HouseWomen's Program

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9 8 9

2

ANNA MAE KUCHTA

excitedPout my progress.

I neverbe a fast reader,

ant so happyto be able to real

le directionsand information."

1 2

1#4114*ito

Greater Pittsburgh Literacy CouncilSponsor: Donald G. Block

Anna Mae Kuchta has representedliteracy students at student recognitionevents, the United Way's task force onliteracy, a national conference and avisit to Barbara Bush. She filmed asegment for the Job Help program andwas honored locally v ith an awardgiven by Atlantic Book Stores foroutstanding literacy students.

The enthusiasm and confidence thatenables her to serve as a role modelfor adult learners is a very recentdevelopment. Beginning in first grade,she had trouble with reading. Afterfailing first and second grade, schoolauthorities asked her mother to enroll her in a school sensitiveto students with learning problems. As a result, at age eight,Anna Mae was sent to a boarding school designed to meet theneeds of mentally retarded and emotionally disturbed children.

From the first day, she felt different from the others. She coulddress and feed herself and she wanted to learn to read.During her eight years at that school, she was drilledoccasionally in the same first grade reader, but therewas no progress. She was kept busy helping otherchildren dress and bathe. One teacher took the time toteach her some survival math skills which would helpher in later life.

When Anna Mae left school at sixteen, she wanted herindependence but found it very difficult to convinceher family she was competent enough to go out on her

14

own. Her first chance came through afriend who worked on a tray line at ahospital. The friend introduced her toa hospital administrator who told AnnaMae she would try her out for a weekwithout pay and then make a decision.After one day, she was hired. with pay,and proved her ability

In August of 1986, Anna Mae heardabout the Greater Pittsburgh LiteracyCouncil's Project Learn, held at theBrashear Association, and summonedup the courage co enroll. Through thisprogram, Anna Mae has learned tounderstand and compensate for her

learning disability. No longer teeling guilty for her reading per-formance, she sees her life goal in terms of a series of smallsteps leading from literacy to a GED to an associate degree insocial work. She understands the concept of independence, mak-ing decisions and setting realistic goals.

Anna

1 9 8 9

4

Mae shares her commitment to improving life with othersby participating in support activities offered by theliteracy council. She serves as part of the tutor trainingeffort, edits the student newspaper and counsels newand existing students. In 1987, she founded a supportgroup for literacy students which meets twice a month.Her enthusiasm and encouragement maintain it. Shesays, "It was important for me to know that 1 was !..)*alone in this program. I thought other people wo ,'like to share their experiences too."

1 5

THERESA L. RAIHL

think that I've ever enjoyed

note!"

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Altoona Area School DistrictSponsor: Gerald Valeri

A college student, secretary of theAdvisory Council for Domestic Abuse,and a trained adult literacy volunteer,Theresa Raihl has come a long wayfrom that day hi 1978 when she enteredthe Altoona Domestic Abuse Shelter.Then, divorced and living in anabusive relationship, she lacked thehigh school diploma and the skills tomake a living for herself and herchildren.

As a teen parent, Theresa left school inthe tenth grade. In the next decade, shehad four children, now ages nine r0.;,

through seventeen. Upon her divorce,she entered a relationship that turned out to be life threatening.In 1978, at the lowest point in her life, she and the children fledto the local Domestic Abuse Shelter.

The counseling and network of support agencies that assist theshelter residents went into motion. In Theresa's case, they enabl-ed her to acquire the skills and self-confidence to remake herlife. The Department of Welfare provided cashassistance and Aid to Families with DependentChildren provided funds while she was at the center.She was referred to the Altoona Area School District'sadult education GED program. When she enrolled inthe GED class, her counselor referred her to a voca-tional dislocated homemaker program. This program,called PROJECT CHANGE, offered her the careercounseling she needed to make a responsible decisionabout her future.

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In the fall of 1988, upon completingher GED, she enrolled in the IndividualFamily Studies degree program at thePennsylvania State University. Aftersuccessfully completing six credits ofundergraduate work as a provisionalstudent, her status has been changed tothat of full time student. Theresa islooking forward to graduating in 1991.She plans to return to work in thecommunity as a counselor, to "repayall those who helped me on my way."

v

Theresa exemplifies GED graduates'4/frizit21 who, upon receiving their diplomas,

are determined to become contributingmembers of society. She is both determined and articulate. Shecurrently serves as secretary of the Advisory Council forDomestic Abuse. As her nine year old son is deaf, she hasbecome very involved with the Advocates for the Deaf.

She also serves as a volunteer at the Domestic Abuse Shelterand was presented with their "Volunteer of the Year Award

1987." Theresa works as a trained, active volunteer

A NEWBEGINNING

6

adult literacy tutor at the Altoona Adult EducationCenter. This emphasis on the importance of getting aneducation as well as her active interest in herchildren's school work has paid off. Theresa's fifteenyear old daughter is an Advanced Placement honorsociety student.

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CHARLES LYNCH, SR.

20Cumberland Valley School DistrictSponsor: Samuel Gruber andCentral Pennsylvania Literacy CouncilSponsor: Nan Cavenaugh

Charles Lynch, Sr. left school ineleventh grade, unable to read abc;efirst grade level. Like many functionalilliterates of the early sixties, he hadbeen placed in special educationclasses. He was discouraged with hislack of progress and used the excuse ofhis mother's illness and family prob-lems to escape a "no-win" situation.Charles was ill prepared to face thefuture. He dreaded and tried to avoidany situation where he would need toread. It took him over a year just tomemorize the information requited topass the written driver's exam. Fortwenty years, this inability to read hasembarrassed him and cost him numerous jobs and opportunitiesfor advancement.

In the fall of 1986, while .vorking as a custodian for theCumberland Valley School District, Charles heard about thelocal adult program and sought help from an administrator heknew. After listening to his difficulties, the administrator con-tacted the Cumberland County Literacy Council andCharles was assigned a tutor. Charles worked theevening shift at the high school and, instead of goingto dinner, he would meet his tutor for reading instruc-tion. When they began working together, he wasreading at about a third grade level.

After two years of hard work, Charles can now read athigh school level. He has learned to enjoy different

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kinds of reading, from James Thurberto Reader's Digest to Greek Tragedy.In September 1987, he entered theschool district's competency-based highschool diploma program. Throughtremendous effort, he managed to com-plete an the requirements of this pro-gram, continue his tutoring, and workfull-time. On June 6, 1988, he receiveda district high school diploma.

The ability to read and receive a highschool diploma has improved his con-fidence, his self-concept, and his life.Charles has excellent mechanical skillsbut previously would not apply for any

mechanic's position because he could not read technicalmanuals. Recently, he got a job as a mechanic at a localautomobile dealership, increasing his earnings from $3.25 to$8.50 an hour. Now he can read complex service manuals. Hewas recently chosen by his employer to attend a General Motorscourse on transmissions and is confident that he has theacademic skills needed to be successful.

8

An active supporter of both the school district's adulteducation program and the local literacy -crincil,Charles is happy to be recognized and share his suc-cesses with others. He is looking forward to taking acomputer programming course at the high school. Asbusy as he is, he still finds time to give to his churchand serves as superintendent of their Sunday School.

Beatrice Lee Frealing was raised in ahome where education was valued,though unattainable. Black childrenwere not allowed to attend publicschool in the small town of Emmetts-burg, Maryland. The Catholic Schoolsdid provide one classroom for blacksrun by the Sisters of Charity. Therewas just one problem. Whenever a newchild a tered the class, everyone wasput back into first grade. When thenew student could move on to secondgrade, everyone else was promoted too.

?"' ttA's

After eight years in that school,Beatrice's mother enlisted the aid ofthe Sisters to help secure a position for Beatrice and her oldersister in a boarding school in Baltimore. High school for blackswas unheard of in their town. That boarding school turned outto be a home for orphan children. When the girls were notallowed home for Christmas, Beatrice's mother reclaimed them.She then made plans for them to travel eight miles northof their home to attend high school in Gettysburg. Butwhen they tried to enroll in Gettysburg High School,Pennsylvania authorities refused to educate Marylandresidents.

When Beatrice was fourteen, her mother had a heartattack and the two older girls found work as domesticsto support the family. When their mother died the nextyear, the girls moved their three brothers and sisters to

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Pennsylvania where they could securebetter domestic positions.

Beatrice married and had fourdaughters and a son. Her husband heldan excellent government position andmade a very good living. Until recent-ly, he saw absolutely no reason to sup-port her desire for more education. Byworking long, hard hours, first as adomestic, then as a nurse's aide,Beatrice earned enough to give herchildren all the educational benefitsshe had wanted music lessons,international travel and a collegeeducation. Her son now works in

industry, while her daughters hold professional jobs as acollege teacher, a nurse, an attorney, and a legislative assistant.

After her children were on their own, Beatrice entered a localGED program, but failed the test. In February 1988, sheenrolled in a small, individualized, tutoring program run by theOmega Psi Phi Fraternity. She was determined to do better this

time. Every Saturday for six months, she drove the

1"11 III '111111

-111111111111'11111'111miliminhiliIIIII

A NEWBEGINNiNG

10

100-mile round trip from her home in Gettysburg tothe class in Harrisburg. In July 1988, she was reward-ed by passing the GED test. Beatrice is currentlyevaluating which course of study to pursue in college.She has always devoted herself to helping people andso is leaning toward a degree in Social d/or HumanDevelopment.

THOMAS G. TRAMMELL

tny GED has given r

(teal of sOf-satisfaction,

a

great achievementand Inc

e

confidencetoward

futureendea

Luzerne Intermediate UnitSponsors: Frank Nardone and

Frank Wiscalis

When Thomas G. Trammell was intenth grade, his father needed anoperation to repair a back injury. Tom'spart-time job just wasn't providingenough money. In addition, he washaving trouble w 1 reading and math.He decided to leave school, work fulltime and contribute to the family in-come. Fifteen years later, Tom had toface up to the consequences of thatdecision. Injured on the job, with littlechance of ever doing manual laboragain, he realized that he would haveto complete his education to becomeemployable.

f t

In February 1987, when Tom entered the adult literacy programrun by Luzerne Intermediate Unit 18, his math skills were atthird grade level and his reading at about fourth. He also hadphysical and emotional problems to deal with. He was often insevere pain because of his injury and received therapy weekly.Because of his loss of income, his wife left him. Tom was veryupset about losing contact with his four year old son.Due to unemployment, he had to swallow his prideand go on public assistance. He felt that he was at thelowest point in his life.

Tom's attendance in the Literacy Program was almostperfect. He missed only one day out of forty-eight,despite the fact that he was in constant pain due to his

3 0

determination,was promotedthe branch, insupplies.

back injury. The pain made it verydifficult for him to concentrate butTom worked very hard and managed toincrease his reading by four gradelevels. He feels a great sense of prideand accomplishment in being able toread story books to his son.

Though it required three attempts, Tomfinally passed the GED test. After hereceived his GED, Tom began sendingout job applications, a task he hadformerly been unable to do withoutassistance. He was hired as a pizzamaker by Januzzi's Pizza in WestHazleton. After a few months, his

reliability and sincerity began to pay off. Heto assistant manager. Today, he is manager ofcharge of hiring, handling all money and ordering

Tom's goal is to continue improving his reading. He is determin-ed to attend a community college to pursue an associate degree

in Business Administration. He remains a strongproponent of Adult Literacy Programs. Pealizing the

1

12

xtent of his accomplishment, he encourages others toreturn to school to complete their education. He hastaken an active interest in helping to set up a GFDalumni association. In fact, in one corner of the pi7zashop, there is a display with adult education literatureand posters aavertising adult education classes.

31

INEZ ORTIZ

3N

Tunkhannock Area School DistrictSponsor: Terri O'Dea

Inez Ortiz did not have a happychildhood. Her father frequently lefthome, sometimes for a year or two.The family was often on publicassistance. The only girl of fourchildren, she was ignored and pickedon by her brothers. At six, she wasabused by a neighbor. Her mother'sway of dealing with this was to insistshe tell no one, not even her father.This constant chaos, compounded bya bout with meningitis, affected herconcentration in school. At thirteen,her father withdrew her from school,telling the authorities the family wasmoving. They did not relocate, butInez did not return to school. Instead, she took over thehousehold chores.

Involvement with drugs is common among inner city chldren.When Inez was twelve, she started sampling alcohol. At sixteen,a relationship with a man ied man resulted in her introduction tosubstance abuse. At seventeen, her parents told her to leavehome. Her marriage at eighteen lasted only two years.

Realizing her desperate situation, she enrolled in adrug and alcohol program; enduring the terriblephysical illness associated with detoxification becauseof her determination to change her life. To escape theinner city's drug environment, she moved her family torural Pennsylvania. Now, at twenty-nine, she has been

34

free of all substances for more thanseven years. She credits this to herfaith and trust in God's healing powersand a devoted commitment to her fourchildren.

Inez's limited education was anobstacle to employment. So, in June1987, she enrolled in the Bradford-Wyoming County Literacy Program.Amazed when her reading level wentfrom third to sixth grade in threemonths, she entered the TunkhannockABE program, October 1987. As asingle parent, she had babysittingproblems. She also had to pass a

driving test before she could borrow a car to go to class. Eventhough she had to travel twenty-four miles round trip on ruralroads, she missed only two classes; when the back roads wereclosed by snow drifts and when her four year old hadpneumonia. In May 1988, she passed the GED test.

Inez

1 9 8 9

14

is now taking college classes financed by Single Point ofContact (S.P.O.C.), a government program to helpsingle parents get off welfare. She hopes to completethe courses necessary for acceptance into an LPNcourse, pass the entrance examination and, inSeptember 1989, enroll in the fifteen-month program.Her long range goal is to return to school for herR.N., with a speciality in pediatric nursing.

,1 5

SANDRA LAWRENCE

36

,

Eagleville HospitalSponsor: Kathleen Marks

Once abandoned, abused, addicted andambitionless, Sandra Lawrence nowworks full-time as a travel agent, plan-ning corporate and group travel. Shealso helps out part-time in a NewHope crafts shop, hoping to learn moreabout the crafts she sells.

The mother of four children, Sandy isin her first year at Montgomery Com-munity College. She is working towardan associate degree in Physical Educa-tion. Her next goal is to attend a col-lege in Seattle, Washington, whichoffers a bachelor's degree in HolisticHealth. Toward that end, she is trainingto be an aerobics instructor at a fitness center associated withMontgomery Hospital.

Looking at this busy career woman, it is hard to envision herpast. Abandoned at two, farmed out from home to home, Sandywas thrown out of an Institute for Girls at fifteen. Pregnant atnineteen, she married and had four children in five years. Herhusband, an alcoholic and drug dealer, abused her.She took to drugs as a solution to her pain and yearsof rejection.

By the late 1970s, Sandy was divorced and laden withfinancial burdens. Her life was out of control. She wasfound wandering the streets by the police andhr pitalized briefly. She had several car accidents,

3 c0

program

dislocating her knee in one and frac-turing both arkles, her skull and ster-num in another. Because of her exten-sive drug history, she lost her work,friends, and family support.

In August 1986, her daughter broughtSandy to Eagleville Hospital. There, aspart of her treatment, she attendedGED classes. Unsure of herself, shewould question, question, question andthen absorb like a sponge. Her biggestobstacle, was her poor self-image. Shesaw herself differently when shereceived her GED diploma, September1986. Five months later, she left the

with a future her sobriety, her GED, a job and hope.

Now forty-four, Sandy enjoys her work at the travel agency andis looking forward to planning a tour for a NarcoticsAnonymous convention next July. Education helped her realizepeople do care and that she has a future. Sandy is now reachingout and influencing others. She is an active member of a college

support group for older people returning to school.She speaks to Alcoholics Anonymous and NarcoticsAnonymous groups whenever she is sought out and iscurrently sponsoring two recovering women. "AA ismy social life," she says. Three of her four childrenare back in school, one in college and two in nightschool. They see her as a role model and are proud ofher.

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3

LANSFORD KNAPP

"I always

the next a

40

Inglis HouseSponsor: Mark Silver

U

Confined to a wheelchair, his physicalmovement restricted, Lansford Knapphas struggled all his life to overcomethe difficulties caused by musculardystrophy. Lanny attended a school forthe physically disabled until the tenthgrade, when health problems causedhim to leave. Although he receivedhome tutoring, it was not consistent orthorough enough for him to earn ahie- school diploma or a GED.

He enrolled in a rehabilitation programand acquired skills in the field of elec-tronics. Blessed with a keen eye and afine aptitude for mechanics, hedeveloped his motor dexterity to its utmost and was hired as amaintenance man, repairing heating unit elements and air-conditioners. When Lanny moved to Pennsylvania in the late1970's, he was hired by an instrument company to assemble andsolder power supplies and control circuits. When cutbacks camein 1980, he lost his job.

In 1983, he was faced with multiple health problems,such as arthritis, frequent and severe winter colds, anddebilitating emphysema, as well as MD. Realizing thathis mother's back problems and cardiac conditionmade caring for him nearly impossible, Lanny becamea resident of Inglis House, a Philadelphia home fordisabled persons. There, he began GED studies and,

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in little more than a year, earned hisGED, with a 276, well over theminimum score in every section. In1986, he enrolled in a General Studiesprogram offered in the Home througha joint venture with a communitycollege.

In 19g7, when the Home purchasedcomputers, Lanny really found hisniche. Each weekend and two nights aweek, he tutors other students. Hehelps to maintain the computer equip-ment and has learned about adaptivedevices used to help the disabled usecomputers. Lanny has maintained a

3.6 grade average. He hopes to graduate with honors in DataProcessing and regain full-time employment.

Lanny joined the Home's Ham Radio Club and earned licensesat various levels. As a ham radio operator, he helps keep finesof communication open in times of crisis. During the Mexicanearthquake and the Jamaican hurricane, he e. oled people in his

community to contact family in those stricken areas.Lanny serves on the Home's Resident Council, actingas an advocate for residents and advisors. He alsodelivers the mail. For Exile residents, this is tl-eir onepersonal contact with people and concerns inside thehouse. In all these activities, Lanny has overcome vestdifficulties in health in order to succeed academical:yand as a person.

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41 4

GAYLE PATTERSON

Library for the Blind andPhysically Handicapped

Sponsor: Alysia Zee «5

Gayle Patterson remembers a hometerrorized by an abusive, alcoholicfather. The middle child among fivechildren, she was expected to comehome right after school to cook, cleanand tend to the household chores.Under this kind of pressure, she leftschool, even though she was a goodstudent. At seventeen, overwhelmed byresponsibilities and torn by dividedloyalties, she ran away from home.Later that year, Gayle became amother. Married at eighteen, she work-ed at part-time jobs while raising afamily of four.

In 1979, Gayle experienced alarming symptoms of weakness,nunioness, and clutasiness. Her doctor claimed these stemmedfrom poor circulation. Not satisfied with this analysis andfrightened by intermittent sensory losses, Gayle began readingabout neurological diseases and became convinced she hadmultiple sclerosis. This diagnosis was confirmed in late 1980.Frustrated by MS but refusing to be totally victimized, shehas fought the physical and mental lapses whichperiodically confine her to a wheelchair and limit lervision, memory, speech, reading and writing.

In 1985, she tried to progress in a large GED class butthe pace was too strenuous. Fear of failure and griefreplaced her determination and stoicism. Only her

46

children were able to pierce her shellof despondency. Then, in 1986, whileconfined in a rehabilitation facility,Gayle observed the struggle toward in-dependence of other severely disabledpeople. She became determined toregain some of her own musclestrength and cognitive ability.

Gayle sought out the GED program forvisually impaired and disabled studentsrun by the Free Library ofPhiladelphia. At the Library for theBlind and Physically Handicapped, shewas supplied with taped materials andlearned new study techniques that

strengthened her self confidence. Though initially plagued byanxiety about her ability, she eventually became a thoughtful,sensitive member of the group. She suggested ways to solveproblems, was inspiring and encouraging, but never waspatronizing.

After

20

graduating in June, 1988, Gayle was hired as a clerk ina major hospital's dialysis unit. She is currentlylooking forward to taking a computer course in dataentry management. Gayle studies music and is theorganist at her church Impressed with her mother'saccomplishments, her cieven-year old daughter wrotean award-winning essay honored by Secretary ofEducation Thomas Gilhool. She believes her actionshelped her children stay in school.

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CARMEN FELICIANO

Lutheran Settlement HouseWomen's Program

Sponsor: Carol Goertzel

Carmen Feliciano first appeared at theLutheran Settlement House (LSH)Women's Program in 1984 with `.wosharpened pencils, a notebook and herthree small children. Louis, who hascerebral palsy, was five at the time,and the twins, David and Daniel, werethree. Rejected by another GED programbecause she "couldn't comprehendenough," she had traveled on two busesto reach the class, afraid all the whilethat the bus doors would close on oneof the children.

This is not the first time, Carmen facedup to danger. A child of New York'sinner city, Carmen and her family fled to Newark to escape anabusive father. When her mother started beating the children,Carmen was placed in a foster home. There she attended schoolregularly for two years. Her education ended when she returnedto live with her mother and babysit her brothers and sistersbecause her mother was frequently drunk and often absent.

At eighteen, when her mother moved without tellingthe children where she was going, Carmen tried to killherself. She was taken to the hospital and survived.Only a year later, her brother died playing RussianRoulette, while drunk and high. At nineteen, Carmenmoved with her boyfriend to a farm where they work-ed as laborers picking peppers and tomatoes. Whenshe became pregnant, her boyftiend began abusing her.One day he kicked her in the stomach and she wentinto labor. Her son went into convulsions right after

50

birth but it was not until much late'that he was diagnosed as havingcerebral palsy.

When Louis was seven months old,Camen fled this abusive relationshipbut wound up, pregnant again, withanother man who tried to kill her.After her twins were born, CA-menmet her husband, who, at that time,was using drugs. She promised tomarry him only if he entered arehabilitation program. Her pastorarranged for a childless couple to

itch the children arid Carmen joinedher husband in the program. She

stayed for a year learning how to care for her boys and to knowwho she was. Her husband came out of the program in 1984and they were married in 1985. Since then, he has remaineddrug free.

Four years after she started the LSH Women's program, Carmenis within twelve noints of obtaining her GED. She inspires

everyone as she comes to class, pushing her oldest sonin his wheelchair with her baby in a backpack. Shehas become a community leader, teaching others toreport substandard housing conditions to theauthorities, forcing landlords to correct them. Afterthe birth of her fifth child (her last, she says), sheplans to complete her GED and become a tutor in theadult program. She has received the Parent of the YearAward from the local Development Center for Handi-capped Children.

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51

. I

Left to right, front row; Theresa Raihl, Lansford Knapp, Beatrice Lee Frealing, Sandra Lawrence.Back row; Carmen Feliciano, Inez Ortiz, Anna Mae Kuchta, Thomas G. Trammell, Gavle Patterson,Charles Lynch, Sr.

The Pennsylvania Department of Education will not discriminate in its educational programs, activities, or employment practices, basedon race, color, national origin, sex, age, religion, ancestry, handicap, union membership, or any other legally protected classification.Announcement of this policy is in accordance with state and federal laws, including Title IX of the Education Amendments of 1972,and Sections 503 and 504 of the Rehabilitation Act of 1973.

Employees and participants who have an inquiry or complaint of harassment or discrimination, or who need information aboutaccommodations for handicapped persons, should cont 'et Susan Mitchell, Affirmative Action Officer/Contract Compliance Officer,Pennsylvania Department of Education, 333 Market Street, Harrisburg, PA 17126-0333.

Sherry Royce, Project Director and EditorKathy Fasano, Field ManagerSUCCESS STORIES: A NEW BEGINNING#98-9002 FY 1988-89

ROYCE & ROYCE1938 Crooked Oak DriveLancaster, PA 17601

This booklet 1.) a PDE Adult Education 353 Special Project. However, the opinions expressed herein do not necessarily reflectthe position or policy of the Pennsylvania Department of Education or the U.S. Department of Education, and no officialendorsement should be inferred.

For additional copies of this publication, please contact Annette McAlister, telephone number 1-800-992-2283. Out-of-statetelephone number (717) 783-9541.

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