Send this message to the e-community of protégés and mentors.

---

Subject: Share your views: Define success for yourself.

Send your views on one or more of the following to [email address]. Some of the responses may be compiled and shared anonymously in [a program newsletter/publication/website].

[name]
E-mentoring Administrator

1a) Define what "success" means to you.

1b) What advice would you give teens with disabilities about defining and achieving success?

1c) What advice would you give to parents and other adults to help them help kids with disabilities define and achieve success?

1d) Share your views about the importance of maintaining a positive attitude.

Send this message to the e-community of protégés and mentors.

---

Subject: Share your views: Set personal, academic, and career goals.

Send your views on one or more of the following issues to [email address]. Some of the responses may be compiled and shared anonymously in [a program newsletter/publication/website].

[name]
E-mentoring Administrator

2a) Tell how you set personal, academic, and/or career goals.

2b) Tell how people have helped you set goals.

2c) What advice would you give to parents, teachers, and mentors as they try to help young people with disabilities set personal, academic, and/or career goals and keep their expectations high?

Send this message to the e-community of protégés and mentors.

---

Subject: Share your views: Understand your abilities and disabilities, and play to your strengths.

Send your views on one or more of the following issues to [email address]. Some of the responses may be compiled and shared anonymously in [a program newsletter/publication/website].

[name]
E-mentoring Administrator

3a) Tell how you understand your abilities and disabilities and how this understanding helps you plan for success.

3b) What advice would you give to parents, teachers, and mentors as they try to help young people understand their abilities and disabilities and play to their strengths?

Send this message to the e-community of protégés and mentors.

---

Subject: Share your views: Develop strategies to reach your goals.

Send your views on one or more of the following issues to [email address]. Some of the responses may be compiled and shared anonymously in [a program newsletter/publication/website].

[name]
E-mentoring Administrator

4a) Describe a specific strategy you use to reach your goals.

4b) What advice would you give to parents, teachers, and mentors as they help young people with disabilities develop strategies to reach their goals?

4c) What advice would you give teens with disabilities about strategies for reaching their goals?

Send this message to the e-community of protégés and mentors.

---

Subject: Share your views: Use technology as an empowering tool.

Send your views on one or more of the following issues to [email address]. Some of the responses may be compiled and shared anonymously in [a program newsletter/publication/website].

[name]
E-mentoring Administrator

5a) Tell what technology, including computers, adaptive technology, and the Internet, helps you maximize your independence and productivity in school or work.

5b) What advice would you give to parents and teachers about encouraging students with disabilities to use computers in school?

5c) Tell how computer technology supports your personal and social life and helps you give and receive help from others. For example, have you made friends on the Internet? Have you received help from someone, such as a mentor? Have you been a peer helper or mentor to someone else?

Send this message to the e-community of protégés and mentors.

---

Subject: Share your views: Work hard; persevere; be flexible.

Send your views on one or more of the following issues to [email address]. Some of the responses may be compiled and shared anonymously in [a program newsletter/publication/website].

[name]
E-mentoring Administrator

6a) Share your views on the need for people with disabilities to work hard, persevere, and be flexible.

6b) What advice would you give to parents, teachers, and others about how they can encourage children with disabilities to work hard, persevere, and be flexible?

6c) Tell about a situation where you were willing to take a risk in order to achieve a goal. What was the outcome?

Send this message to the e-community of protégés and mentors.

---

Subject: Share your views: Develop a support network.

Send your views on one or more of the following issues to [email address]. Some of the responses may be compiled and shared anonymously in [a program newsletter/publication/website].

[name]
E-mentoring Administrator

7a) Tell how relatives, neighbors, teachers, church members, and/or other caring adults have helped you achieve success personally, socially, academically, or otherwise. You can also share stories about how adults in your life hindered your ability to succeed.

7b) What advice would you give to kids about the importance of developing positive relationships with caring adults in their lives?

7c) Tell about some of the activities you have been involved in and why they have been important in your life.

7d) What advice would you give parents, teachers, and mentors about encouraging young people with disabilities?

7e) Share your views on the importance of a satisfying social life. What special issues face students with disabilities interested in developing a social life? What strategies can be used to create a successful social life?

Complete the form below, attaching additional pages if necessary.

Name:
Postal Address:
City:
State:
Zip Code:
Home Phone:
Email:

1. Are you currently a college student? If yes, what institution do you attend? What is your year in school and field(s) of study?
2. What is your occupation? Are you currently employed? If so, who is your employer? What is your position?
3. Please list any postsecondary degrees you have completed.
4. Have you ever been a mentor before? If so, please describe your experience(s).
5. Have you had personal or professional experiences with disabilities that you could share with participants? If yes, please describe.
6. Do you have any hobbies or special skills that you think will benefit our participants?
7. Do you speak a language other than English? If yes, please list.
8. Mentoring a young person is a big responsibility and can change the lives of both the mentor and the protégé. What do you hope to gain from the experience? What do you hope the protégé will gain?

List names and contact information for three references.

I have read and agree to the expectations listed for mentors as outlined in the Guidelines for Mentors publication. I authorize you to contact my references and process a background check.

Signature: ___________________________________________________

Congratulations on being accepted as a participant in the [name of program]! This program [description of program activities].

Mentoring

You will learn to use the Internet to explore your academic and career interests. You will communicate electronically from home using a computer, modem, software, an Internet network connection, and, if necessary, special adaptive technology. Frequent electronic communications and personal contacts will bring you together with mentors, who will promote your academic, career, and personal achievements. Mentors are college students and professionals in science, engineering, math, technology, and other fields, many with disabilities themselves.

Peer Mentoring

You will develop and practice communication and leadership skills by becoming a peer mentor for incoming participants. You will also recruit students into the program.

After you graduate from high school, you have the option of becoming a mentor. Mentor responsibilities encompass those of other participants, with the addition of the following:

• Share college experiences with new participants and give college and career transition advice based on these experiences.
• Mentor younger participants, and help monitor the mentoring discussion list to make sure all participants stay active and netiquette rules are followed, mainly by setting a good example.

Mentors

I'm sure you can think of one or more people in your life who have supplied information, offered advice, presented a challenge, initiated friendship, or simply expressed an interest in your development as a person. Without their intervention you might have remained on the same path, perhaps continuing a horizontal progression through your academic, career, or personal life.

Mentors are valuable resources to you. As guides, counselors, teachers, and friends, they inspire and facilitate academic, career, and personal achievements. Relationships developed with your mentors become channels for the passage of information, advice, opportunities, challenges, and sup-port with the ultimate goals of facilitating achievement and having fun.

Mentors offer the following:

• Information
  Mentors share their knowledge, experiences, and wisdom.
• Contacts
  Mentors provide valuable opportunities by facilitating academic, career, and personal contacts.
• Challenges
  Mentors stimulate curiosity and build confidence by presenting new ideas, opportunities, and challenges.
• Support
  Mentors encourage growth and achievement by providing an open and supportive environment.
• Goal Setting
  Mentors help you discover talents and interests and define and attain your goals.
• Advice
  Mentors guide you in reaching academic, career, and personal goals.
• Role Models
  By sharing their stories of achievement with you, mentors can become your role models.

To get to know mentors:

• Ask them about their personal interests and their interests and experiences in academics and careers.
• Introduce yourself. Share your personal, academic, and career interests and plans.
• Seek their advice about college preparation, entrance, and success. Ask about career options. Discuss disability-related accommodation issues.

Safety

Safety is an important issue for anyone using the Internet but even more so for minors. It is important that you learn how to identify potential danger and avoid it. Read Kids' Rules for Online Safety, published at SafeKids.com, www.safekids.com/kids-rules-for-online-safety.

Our program promotes group mentoring, in which groups of mentors and protégés discuss ideas and a staff member is always part of the discussion. You should not give out personal information to people you do not already know. Do not respond to electronic messages that you receive from anyone if you are not comfortable with the content. Immediately report offensive or troubling electronic mail messages to your parents and program staff.

"Netiquette"

Follow these electronic mail guidelines.

• Keep paragraphs in your messages short, and separate paragraphs with blank spaces.
• Avoid covering several topics in one message. Instead, send several messages. Then the receiver can respond to each topic separately.
• Use mixed upper- and lower-case letters. Avoid using control characters or special keys.
• It's friendly to begin a message with the real name of the person with whom you are corresponding. End the message with your real name.
• When replying to a message that was sent to you, include the email message to which you are replying. You may want to delete parts of it that do not relate to your reply.
• Do not use words others might find offensive. Avoid personal attacks. Don't engage in name calling.
• Do not participate in conversations that would not be acceptable to your parents and/or program staff.
• Do not engage in conversations that you are not comfortable with. Immediately report offensive or troubling electronic mail messages that you receive to [name and email address].
• Remember that an electronic mail message is easy for recipients to forward to others and, therefore, is not appropriate for very personal messages—it's more like a postcard than a sealed letter.
• Take advantage of the spell check feature.
• Review your message BEFORE you send it.

What Is an "Active" Participant?

We encourage you to pursue your interests in college studies and careers. Program activities are to help you in these efforts. To remain on the program team you must be "active." You are considered active if you do, at the minimum, all of the following:

• Read and respond to electronic mail messages at least once per week.
• Respond to every personal message sent to you by a mentor, participant, or staff member (response may be as simple as "Thanks for the information").
• Regularly communicate with participants. Send email messages to the group list at least once every two weeks.
• Send greetings to new participants and to other students with disabilities upon request.
• Use the computer and electronic resources in your regular academic classes (for example, use word processing software to write papers, or use electronic resources to obtain information to use in class papers, projects, or discussions).
• Attend program on-site events when possible.

Acknowledgment: These guidelines were adapted from the DO-IT publication Guidelines for DO-IT Scholars and Ambassadors at www.washington.edu/doit/guidelines-do-it-scholars-and-ambassadors. Permission is granted to reproduce this content provided the source is acknowledged.

What is a Mentor?

Most of us can think of people in our lives, more experienced than ourselves, who taught us something new, offered advice, presented a challenge, initiated friendship, or simply expressed an interest in our development as a person. They helped us negotiate an uphill path or find an entirely new path to a goal in our academic, career, or personal lives. They showed us a world larger than our neighborhood. They pointed out talents that we hadn't noticed in ourselves and stimulated ideas about what we might be able to accomplish. They nudged us when we needed a nudge.

Adult mentors are an important part of the [name of program] team. Mentors are college students, faculty, and professionals in a wide variety of career fields, many with disabilities themselves. Protégés are participants in the [name of program]. Most mentoring takes place on the Internet. Electronic communication eliminates the challenges imposed by time, distance, and disability that are characteristic of in-person mentoring. Frequent electronic communications and personal contacts bring participants together with mentors to facilitate academic, career, and personal achievements.

As a mentor you offer the following:

• Information
  Mentors share their knowledge, experiences, and wisdom.
• Contacts
  Mentors provide valuable opportunities by facilitating academic, career, and personal contacts.
• Challenges
  Mentors stimulate curiosity and build confidence by presenting new ideas, opportunities, and challenges.
• Support
  Mentors encourage growth and achievement by providing an open and supportive environment.
• Goal Setting
  Mentors help protégés discover talents and interests and define and attain their goals.
• Advice
  Mentors guide protégés in reaching academic, career, and personal goals.
• Role Models
  By sharing stories of achievement with protégés, mentors can become role models.

How to Be a Mentor

Program staff facilitate communication in small groups through the use of electronic discussion lists. For example, one group includes both mentors and protégés who are blind. They discuss common interests and concerns such as independent living, speech and Braille output systems for computers, and options for displaying images and mathematical expressions. Introducing protégés to mentors with similar disabilities is a strength of the program.

As a mentor, you are a valuable resource to your protégés. As a guide, counselor, and friend, you inspire and facilitate academic, career, and personal achievements. The developmental transitions faced by young people in each of these areas are enriched by your experience, wisdom, and guidance.

Your role as a mentor is a mix of friend and teacher. Relationships developed with your protégés become channels for the passage of information, advice, challenges, opportunities, and support, with the ultimate goals of facilitating achievement and having fun.

How is this accomplished? There are probably as many mentoring styles as there are personality types, and no one can be everything to one person. Each protégé benefits from contact with several mentors. The challenge and fun of mentoring is developing your own personal style for sharing the special strengths and skills you have to offer.

Following are a few suggestions for getting started and staying active as a mentor. Program staff welcome your ideas for suggestions to pass on to future mentors. Happy mentoring!!

Getting Started

To get started as a mentor:

• Introduce yourself and get to know each of your protégés. Mention personal, career, and education interests; disability; and involvement with science, technology, engineering, and math.
• Explore interests with protégés by asking questions, promoting discussion, and providing resources (especially those accessible on the Internet).
• Facilitate contact between students and people with shared interests or resources (e.g., professors, professionals).
• Encourage participation in our program's on-site events. Mentor-protégé relationships benefit from face-to-face contact!
• Remember that developing meaningful relationships takes time. Give yourself and your protégé ample room to get to know each other.

Staying Active

All DO-IT mentors are volunteers, and we know that mentoring takes a lot of time. The following are some guidelines to follow when considering whether you have the time and the willingness to be a mentor.

• Log on at least once per week and read and respond to electronic mail messages.
• Respond to every personal message sent to you by participants or program staff.
• Send a greeting to new participants.
• Communicate with other mentors; act as a resource when possible.
• Attend other program events whenever possible, and encourage other participants to attend events.

"Netiquette"

Follow these electronic guidelines.

• Be respectful of your protégés and their communication/personality styles. Ask if there is a way to accommodate them in the way you communicate.
• Avoid covering several topics in one message. Instead, send several messages so the receiver can respond to each topic separately.
• Use mixed upper- and lower-case letters. Avoid using control characters or special keys.
• Begin the text of your message with the real name of the person to whom you're writing, and end the text with your real name.
• Include all or parts of a mail message to which you are replying.
• Do not use words others might find offensive, and avoid personal attacks or name calling.
• Do not participate in conversations that would not be acceptable to the parents of your protégé and/or staff. Remember that program participants are minors!
• Do not engage in conversations that you are not comfortable with. Immediately report offensive or troubling electronic mail messages that you receive to [name and email address].
• Remember that an electronic mail message is easy for recipients to forward to others and, therefore, is not appropriate for very personal messages—it's more like a postcard than a sealed letter.
• Take advantage of the spell check feature.
• Review what you've written BEFORE you send it.

Keeping Our Young People Safe

The Internet is a sea filled with adventure. By sailing the waters we can explore the world, unlock mysteries, and meet new people. But like any sea, it has dangerous elements as well. Safety is an important issue for anyone using the Internet but even more so for minors. It is important that we teach our young people how to identify potential danger and avoid it.

Our program promotes group mentoring, in which groups of mentors and protégés discuss ideas and a staff member is always part of the discussion. Participants are told not to give out personal information to people they do not already know and not to respond to electronic messages that they receive from anyone if they are not comfortable with the content. They should immediately report offensive or troubling electronic mail messages to their parents and/or program staff.

For more information about the safety of minors on the Internet we suggest you read Kids' Rules for Online Safety, published at SafeKids.com, www.safekids.com/kids-rules-for-online-safety.

Acknowledgment: These guidelines were adapted from the DO-IT publication DO-IT Mentors: Helping Young People Prepare for Their Future at www.washington.edu/doit/do-it-mentors. Permission is granted to reproduce this content provided the source is acknowledged.

Name of Participant:

Parent/Guardian Name:

Parent/Guardian Postal Address:

Parent/Guardian Email Address:

Parent/Guardian Telephone Number(s):

I wish to participate in the [program name] online community. I have read the Protégé Guidelines, understand the information presented, and agree to the conditions for participation.

Signature of Participant and Date: ______________________________/____________

I have read the Protégé Guidelines, understand the information presented, and give permission for _____________________ [participant name] to participate in the [program name] online community. I understand that it is my responsibility to supervise my child's use of the Internet and enforce safety guidelines such as Kids' Rules for Online Safety, published at SafeKids.com, www.safekids.com/kids-rules-for-online-safety.

Name of Parent/Guardian: _________________________________________________

Signature of Parent/Guardian and Date: ___________________________/_________

The following resources provide a good place to start as you continue your exploration of ways to encourage college-bound young people to reach their highest potential in school, in careers, and in other life experiences.

ABLEDATA [Seems to now be defunct]

AccessCAREERS
www.washington.edu/doit/programs/accesscollege/employment-office/overview

AccessCollege
www.washington.edu/doit/programs/accesscollege

Adolescent Health Transition Project
depts.washington.edu/healthtr

Alliance for Technology Access
http://www.icdri.org/community/ata.htm

American Association of People with Disabilities
www.aapd.com

ADA & IT Technical Assistance Centers
adata.org/

The Arc
www.thearc.org

Be a Mentor
www.beamentor.org/wp

CAST: Center for Applied Special Technology
www.cast.org/

Center for Self-Determination
www.self-determination.com

Child Safety on the Information Highway National Center for Missing and Exploited Children
www.safekids.com/child_safety.htm

College Preparation Resources for Students
www.washington.edu/doit/programs/accesscollege/student-lounge/college

DO-IT (Disabilities, Opportunities,Internetworking, and Technology)
www.washington.edu/doit

DisABILITY Information and Resources
www.makoa.org

e-Volunteerism
www.evolunteerism.com

Family Village: A Global Community of Disability-Related Resources
www.familyvillage.wisc.edu

Got a Good Mentor? Hold Up Your End of the Bargain
www.esight.org/index.cfm?x=1319

HEATH Resource Directory
www.heath.gwu.edu/HEATH_DIR/index.php

Institute on Community Integration
ici.umn.edu

International Center for Disability Resources on the Internet
www.icdri.org

Internet Safety: A Note to Parents, Guardians and Teachers World Kids Network
www.worldkids.net/school/safety/internet/guidance.html

JAN: Job Accommodation Network
askjan.org/

KASA: Kids as Self-Advocates
www.fvkasa.org

Kids Together, Inc.: Information and Resources for Children & Adults with Disabilities
kidstogether.org/

Kidz Privacy: Adults Only Federal Trade Commission
www.ftc.gov/bcp/conline/edcams/kidzprivacy/adults.htm

LD Online: Kid Zone
www.ldonline.org/kidzone/kidzone.html

The Librarian's Guide to Cyberspace for Parents & Kids American Library Association
archive.ala.org/parentspage/greatsites/guide.html

Mapping Your Future
mapping-your-future.org

MENTOR
www.mentoring.org

MentorNet: The E-Mentoring Network for Diversity in Engineering and Science
greatmindsinstem.org/mentornet/

National Center on Secondary Education and Transition (NCSET)
www.ncset.org

National Council on Disability (NCD)
ncd.gov/

National Council on Independent Living (NCIL)
ncil.org/

National Mentoring Center
www.nwrel.org/mentoring

National Organization on Disability (N.O.D.)
www.nod.org

National Youth Development Information Center
www.nationalyouthdevelopment.org

NICHCY: National Dissemination Center for Children with Disabilities
www.nichcy.org

NYLN: National Youth Leadership Network
nyln.org/

OHSU Center on Self-Determination (SD)
www.ohsu.edu/oidd/CSD

PACER Center (Parent Advocacy Coalition for Educational Rights)
www.pacer.org

A Parent's Guide to Internet Safety Federal Bureau of Investigation
www.fbi.gov/publications/pguide/pguide.htm

People First of Oregon
www.peoplefirst.org

Self-Advocacy and Self-Determination Synthesis Projects
www.uncc.edu/sdsp

ServiceLeader.org: Virtual Volunteering
www.serviceleader.org/new/virtual

Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities
U.S. Department of Education Office for Civil Rights (OCR)
www2.ed.gov/about/offices/list/ocr/transition.html

Think College U.S. Department of Education
www.ed.gov/thinkcollege

U.S. Department of Labor Employment & Training Administration
www.doleta.gov/

What a Mentor Can Do for You
www.esight.org/index.cfm?x=1198

Winners On Wheels!
www.wowusa.com

World Friends, Resources, and Disabilities
www.seattleschools.org/schools/hale/friends/wf_home.htm

World Institute on Disability
wid.org/

Yes I Can! Foundation for Exceptional Children
yesican.sped.org

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Beck, L. (1989). Mentorships: Benefits and effects on career development. Gifted Child Quarterly, 33,(1), 22–28.

Benz, R. B., Yovanoff, P., & Doren, B. (1997). School-to-work components that predict post-school success for students with and without disabilities. Exceptional Children, 63,(2), 151–165.

Blackorby, J., & Wagner, M. (1996). Longitudinal postschool outcomes of youth with disabilities: Findings from the National Longitudinal Transition Study. Exceptional Children, 62, 399–413.

Bremer, C. D., Kachgal, M., & Schoeller, K. (2003). Self-determination: Supporting successful transition, National Center on Secondary Education and Transition Research to Practice Brief, 2,(1), 1–6. Retrieved September 1, 2006, from http://www.ncset.org/publications/viewdesc.asp?id=962.

Burgstahler, S. (1997). Peer Support: What role can the Internet play? Information Technology and Disabilities, 4,(4). Retrieved September 1, 2006, from http://itd.athenpro.org/volume4/number4/article2.html

Burgstahler, S. (2001). A collaborative model promotes career success for students with disabilities: How DO-IT does it. Journal of Vocational Rehabilitation, 16,(3-4), 209–216.

Burgstahler, S. (2002a). Mentoring on the Internet. Exceptional Parent, 32,(8), 73–75.

Burgstahler, S. (2002b). The value of DO-IT to kids who did it! Exceptional Parent, 32,(11), 79–86.

Burgstahler, S. (2003a). DO-IT: Helping students with disabilities transition to college and careers. National Center on Secondary Education and Transition Research to Practice Brief, 2,(3), 1-6. Retrieved September 1, 2006, from http://www.ncset.org/publications/viewdesc.asp?id=1168

Burgstahler, S. (2003b). Opening doors: Mentoring on the Internet. Seattle, WA: DO-IT, University of Washington. Retrieved September 1, 2006, from www.washington.edu/doit/opening-doors-mentoring-internet

Burgstahler, S. (2003c). The role of technology in preparing youth with disabilities for postsecondary education and employment. Journal of Special Education Technology, 18(4), 7–19. Retrieved September 1, 2006, from https://sites.uw.edu/sherylb

Burgstahler, S. (2006a). Creating an e-mentoring community. National Center for Secondary Education and Transition Information Brief, 5,(4), 1–5. Retrieved September 1, 2006, from http://www.ncset.org/publications/viewdesc.asp?id=3170

Burgstahler, S. (2006b). A model technology–rich transition program: How DO-IT does it. Closing the Gap, 25,(3), 16, 40.

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Burgstahler, S., & Cronheim, D. (1999). Opening doors through mentoring: One program's experiences using the Internet. Journal of Information Technology and Disabilities, 6 (1–2). Retrieved September 1, 2006.

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DO-IT. (n.d.). Mentor Application. Seattle, WA: University of Washington. Retrieved September 1, 2006, from www.washington.edu/doit/programs/do-it-mentors/do-it-mentors-application-intro

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DO-IT. (2005). DO-IT Mentors: Helping young people prepare for their future. Seattle: University of Washington. Retrieved September 1, 2006, from www.washington.edu/doit/do-it-mentors

DO-IT. (2006a). DO-IT Pals. Seattle: University of Washington. Retrieved September 1, 2006, from www.washington.edu/doit/programs/do-it-pals

DO-IT. (2006b). Guidelines for DO-IT Scholars and Ambassadors. Seattle: University of Washington. Retrieved September 1, 2006, from www.washington.edu/doit/guidelines-do-it-scholars-and-ambassadors

DO-IT. (2006c). DO-IT Scholars. Seattle: University of Washington. Retrieved September 1, 2006, from www.washington.edu/doit/do-it-scholars

DO-IT. (2006d). Snapshots. Seattle: University of Washington. Retrieved September 1, 2006, from www.washington.edu/doit/snapshot/snapshots-2006-yearbook-do-it-participants

Field, S., & Hoffman, A. (1994a). Steps to self-determination. Austin, TX: PRO-ED.

Field, S., & Hoffman, A. (1994b). Development of a model for self-determination. Career Development for Exceptional Individuals, 17, 159–169.

Field, S., & Hoffman, A. (1996). Increasing the abilities of educators to support youth self-determination. In L. E. Powers, G. H. S. Singer, & J. Sowers (Eds.), On the road to autonomy: Promoting self-competence in children and youth with disabilities. (pp. 171–187). Baltimore: Paul H. Brooks.

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