DO-IT News August 2026

Kayla’s DO-IT story spans across two decades. In high school, she joined the program as a DO-IT Scholar, an intern upon graduation, and staff soon after. More than twenty years later, she’s deeply connected to the program and its mission, helping the next generation understand their rights, find their voice, and achieve their goals.  

Kayla earned a bachelor’s degree in community psychology from University of Washington (UW) Bothell and a master’s degree in social work from UW Seattle. She went on to complete a doctor of education through Seattle University’s Educational and Organizational Learning and Leadership program, bringing together practice, research, and leadership in a way that shows up in everything she does. 

Kayla’s passion sits at the intersection of accessible education and disability activism, and she brings that energy directly to students. She loves working one-on-one to support goal setting, academic planning, and building the kind of support system that makes success sustainable. Students leave Kayla’s events and mentoring with a clearer sense of what’s possible and how to get there. 

She’s known for her in-depth knowledge and lively presentations on disability culture and history, along with interactive sessions that get people thinking critically about disability representation in the media. Kayla doesn’t just share information; she sparks memorable conversation and connection. 

Within DO-IT Scholars, Kayla leads the “Phase 3” program of Summer Study, helping students take meaningful steps forward at a pivotal point during their transition into college. She also coordinates “Staying Connected,” impactful UW campus gatherings that bring DO-IT students and allies together to build community and keep relationships strong. 

Her reach doesn’t stop there. Kayla contributes across multiple DO-IT projects, including DO-IT Scholars, AccessComputing, AccessUR2PhD, AiiCE, and Neuroscience for Neurodiverse Learners. Wherever she shows up, she brings the same combination of expertise, warmth, and contagious enthusiasm—helping people connect, grow, and lead.  

Please join the DO-IT community in celebrating this amazing staff member! 

My Experiences with autism and ADHD 

By Alex, Phase I Scholar 

Having autism and ADHD has presented me with various challenges, particularly related to retaining information, putting my thoughts into words, and concentrating for an extended period of time. Physically, I also have low muscle tone. As a result, I have found it difficult to work smoothly in class, finish assignments on time, and present my perspective clearly.  

I was diagnosed at age eight. Upon knowing the road ahead, I sought help both in and out of school, including speech therapy every other day, having a scribe, taking breaks, and extra time on tests and homework assignments to help me focus better. Initially, it felt extremely weird to think about these diagnoses—they were labels I did not ask for. But then I realized disabilities are not a bad thing; they are just opportunities to work on yourself. After about 1.5 years of receiving help from school and therapy, I started noticing significant improvements in my writing, speech, and social skills. 

A message I have for my fellow peers with autism and ADHD is that labels are not meant to strike you down. What I have done to learn and formulate this message is that having ADHD and autism is not a bad thing, and you can have all the accommodations you need if you just advocate for yourself  to get those accommodations for college. I have advocated for myself when I needed to take a break. Don't let others bring you down when you are having a hard time. 

How animals have helped me through my injury  

By Jessi, Phase I Scholar 

My name is Jessi, and I have a traumatic brain injury. I have a hard time controlling my movements, and animals have really helped me with that. I have always had a special connection with animals; they help relax me when my body's not cooperating.  

Each of my animals help me in multiple ways. I have two horses, and when my body feels like it can't stop moving, I go out and hug one of my horses, pet them, or go for a ride, and I can then relax. When I go for a walk, I need my dog because if I get unbalanced, she is there to help me get balanced again, and she provides emotional support.  

My pets also help me with strength training. It’s hard work to ride, clean stalls, and go on long walks. Grooming can take a lot of focus and fine, repetitive movements that help me focus and grow stronger. My dog has also helped me build strength by pulling me and making me walk faster—while these aren’t necessarily the actions of her being “good,” I do have to thank her for how she has tested my balance as well as stabilized me. I have gotten mad when I’ve fallen over, but I always get back up. And I love all my pets completely, and I know they love me too. 

My Favorites During Summer Study 

By Jeremiah, Phase I Scholar 

My first favorite thing about Summer Study is getting to have the snacks and chocolate candy that I like to eat. I like to eat snacks in the lounge with friends or get snacks from the vending machines. It provides a comforting element and helps bring joy to any activity. 

My second favorite thing is when we take a break, I can decompress in the ways that feel good to me. I can use my phone to watch videos or listen to music, and I like to draw if there is paper. I like to use pencils, and I usually draw monsters and sometimes stories to go with them. I also like to listen to anime openings, fan made songs, and some music that catches my attention with the right rhythm. 

My third favorite thing is that during lunch, I could get a chicken sandwich, fries, and a chocolate milkshake. I like the California chicken burger the most, but I also really enjoyed the Hellfire burger, because it tastes delicious. 

The Listening of Music 

By Patrick, Phase 1 Scholar 

Music has been around for as long as anyone can remember. It is the expression of art through tone and sound that can bring life to people’s thoughts. But, of course, not everything is perfect; people love to look into concepts like music and see what makes it tick. But is that a good thing? Sometimes investigation can lead to critique and judgment on what makes something “better.” 

I think it’s better to listen to music just for enjoyment. Each person’s experience and idea of music is different. For example, during the rise of the phonographs in the 1890’s, people began listening to music at home rather than out at a live concert. This brought joy to many, allowing people to dance and sing at home. However, others were annoyed with this, thinking that the only true way to experience music was through live performance. People claimed that only through live performance could music make you think of different places, different worlds, and travel into a world of creativity. But aren’t those listening to music at home still having fun? Is their way not valid? This idea that it has to be a specific way isn’t what art and music were made for in the first place. Close minded, elitist ideals like this are the reason people can’t share in compassion and empathy. Music is a prime example of something that can bring people together, but sadly, it can also tear people apart. 

Remembering My Taste 

By Wayne, Phase 1 Scholar 

I will admit, when asked to share something I learned during Summer Study, it was hard for me to zero in on one specific topic. It was in the dining hall that I came to “re-realize” something that was common from my childhood. For some reason, when I was little, I would always give comments about the food I just ate. When I bit the food, my comments were already out because of the emotions shown on my face. I re-realized my abilities as a food critic when I was tasting the drinks that came out of the soda dispenser. If you have semi-apt taste buds, you can tell that the ratio of carbonated water to the super-concentrated soda liquid was less than it was in a can or bottle. In other words, it was more watered down.  

Rediscovering this part of myself reminded me that our childhood interests often stay with us, even if we don't notice them. My attention to taste and food quality has always been there, and now I see that it is something I genuinely enjoy. Whether it's a fancy meal or a simple fountain drink, I'll probably always have an opinion to share. 

Learning to Be Independent During Summer Study 

By Xavier, Phase 1 Scholar 

When I started Summer Study, I was excited to try doing stuff on my own. I wasn’t really sure about the classes, but I was excited to prove that I could live on my own and try out my systems without other people getting involved. 

For example, I have a laundry system where I put all my dirty clothes in a bag so I know where they are when it’s time to do laundry. I follow specific hygiene routines where I shower twice a day, and I brush and floss my teeth. I also have other practices for staying active and taking care of myself. 

Most of these routines are pretty easy for me. The hardest ones are balancing other needs with finding time to work out and getting enough sleep. I learned that you can control what you do, but you can’t completely control your body. You can decide that you are going to go to sleep at a certain time, but you can’t just think, “I’ll go to sleep at this time,” and expect it to happen. You have to get ready and actually give yourself time to go to bed. 

Summer Study taught me to plan ahead, actively clean up, and take care of myself. It also helped me get better at following my own routines. For me, Summer Study was a chance to become more independent and see how well I could handle things on my own. 

Kindness Grows Confidence 

By Jake, Phase I Scholar 

I have always had certain mental illnesses and disabilities that have affected my behavior and interactions. People have judged me for what they have called weird or different.  

This has really hurt me and affected my learning, adding to my insecurity and feeling unequal to others. It greatly took a toll on my mental state, amplifying anxiety and depression, as it seemed like a never-ending loop of confusion and embarrassment. I found it hard to navigate and advocate whenever I felt offended or needed something.  

I want to clarify that being outcast is not directly a disability and not a result of doing something wrong. It’s people’s ignorant opinion on how we are seen as less or needing more help. These opinions aren’t always shown directly; sometimes ableism is shown through implication. People with disabilities are often viewed through an unfair lens. 

When others treated me differently because of my disability, I treated them poorly back. However, I eventually found I had to be a bigger person. That does not mean pretending I didn’t have and/or ignoring my disability. It actually meant using it as a strength. 

As I got older, from late middle school to my now senior year, I have found a sympathetic side and a relatable trait to others. As I matured, I began shifting my perspective and thinking about how I play a role in my relationships. I found that the more I used kindness and compassion toward others, traits I initially struggled with, people treated me similarly and seemed more grateful to be around me. I noticed others acknowledging me more, taking my side, and listening to my perspectives. But it wasn’t me who entirely had to change. I now advocate for all people to change and work towards kindness. 

It’s required by many educational standards to teach communication skills, but my disabilities created barriers to the methods most teachers seemed to be using. I had to teach myself the skills to communicate well, make connections, and build relationships. I am proud of the accomplishments I have made and the skills I now have. 

I have become an advocate for differences and disabilities at my current school, and I try to apply this wherever I go. I show others kindness, compassion, and empathy. At school I have stood up for others. Multiple times this has come up against a teacher—I’ve seen him bully students. In one instance I stood up and told the teacher that some people might process their words as insensitive, confronting, uncomfortable, or even triggering; for instance, it was triggering me as it reminded me of all the times others had treated me that same way. I also stood up for a student in the hall who was told off for reacting strongly to a loud sound. I kindly told the teacher how some people can be really sensitive to noises, and it can be hard to control that type of response. Both times, the teacher responded with thoughtfulness, and I haven’t seen it be an issue again. This is a great example of how talking calmly to people and advocating for kindness and understanding can make a huge difference for everyone. 

An issue I’ve had concerning personal advocacy was my insecurity. Being teased about my disability has led others to imply that I’m not very smart or worthy to speak out. I overcame this by gradually practicing with counselors and coaches, who have effectively helped. I had trauma from being called out or dismissed because my needs were considered less.  

But now, when I help others, I’ve learned to advocate for myself as well. I’ve grown more confident as I’ve learned to make myself and others' needs valid, and I spread the fact that we matter too. Being able to advocate for others doesn’t just make the world a better place; it helps build my confidence and plays a big role in my life. 

Disability does not mean you cannot create or do things others can.  We can create and learn just as effectively as someone without a disability. It can be challenging to not be believed in, to be torn down. But I’m a prime example of someone who has experienced condescending behaviors from peers and teachers, and who has continued to grow, create, and succeed.  

Sometimes it takes consistent hard work to build ourselves up and become capable. This can be exhausting. Some people think they can’t fight anymore, but realistically, the battle has just started. The best advice I have is to be kind, polite, and supportive of others. You are stronger when you treat others well and advocate for others and yourself. Constantly showing we care and supporting our community gives us moral strength; this isn’t about winning others over; it is about showing our best selves. 

When we set an example, we show and assert power and influence. This can be essential in our social life, with our family, and in our education and careers. I believe everyone can find a way to happiness and compassion; sometimes people with a lot of struggles end up being the best ones because they understand how hard life can be.  

As a community, we build each other up. Believe in ourselves, and we can do anything. You don’t need to change; advocate for who you are and for the rest of our community, and we can all achieve a better world. 

Local Teens Keep Track of Praise and Coddling (Disability Edition) 

By Ry, Andre, Natali, and Nishchay, Phase I Scholars 

In recent news, four social scientists are looking to start a study on biases and disabilities, interviewing local teens who were willing to give first person accounts on their experiences. Teens will give direct quotes on their discoveries and observations on biases, both unconscious and deliberate. The study founders will then summarize and analyze the findings. 

We are lucky enough to have each founder send me a short biography and description for why they want to start this work. 

Nishchay  

I want to start this study to look at the benefits I get from my disabilities, like noticing details, and combatting issues other people would not care about or notice, particularly in program code. For example, the switch to VS Code from the built-in system I used was a difficult accessibility issue at first since everything was different. People were impressed when it came to how I found solutions, like auditory success and fail noise of running snippets of the code. Despite this, people still sometimes assume I can’t spot dangerous links when installing software or similar tasks, and they want to do the work for me. People will try to eliminate the “Hard Work” by doing it for me, but oftentimes this makes it harder or causes me to fall behind on my other obligations, because I have to wait longer for the other person to do the install or run a program that I could manage just fine for myself. 

Andre  

When it comes to some of my disabilities, I have gained the ability to be good at sketching and designing, while also having a more creative mind within group projects and story making. However, exact wording, writing, and making can sometimes be challenging in the moment. I am interested in this study because of my history of work with teachers, who weren’t willing to provide guides or time to process and facilitate thinking. I often fell behind in my workload, and teachers would blame it on a lack of a work ethic. We need to look at what supports and accommodations can help students to succeed! 

Ry  

Sometimes people overlook my abilities because of other skills I have. Historically, when it came to group projects with writing, I have been left out and told I wasn’t needed. My team only wanted me for my graphic design skills, and I often felt overlooked otherwise. I think it was because they thought I couldn’t write because of my neurodivergent thinking. They just always said my graphic designs were really good. I want to start this study to help others who have experienced being valued for only one skill instead of the wealth of ability they bring. 

Natali 

I love to learn things, but one of my best skills is explaining things that people don’t necessarily understand. People noticed that I was good at this (because of my autism empathy) and have often taken advantage of my desire to help. Teachers put me in groups with challenging students so that I will do the teaching and they wouldn’t have to deal with it. The most annoying part about this is not the actual explaining or even trying to corral a difficult group—I actually can enjoy supporting and teaching my peers and classmates. The biggest issue came after. After a project or lesson, I would talk to the teacher and get told that I wasn’t qualified to help the other students. This was even though most of the students I helped had tried to ask the teacher for help first and came to ask me when they were ignored. It became one of my least favorite things, being expected to help, and then being told I wasn’t smart enough to help. I want to start this study to engage in the ongoing valuing and devaluing of what students with disabilities bring to the table. 

Conclusion 

When you review each founder’s motivation, it all boils down to one thing: People want the benefits from disabilities give (compassion, math skills, artistic ability, observation, empathy, etc), but don’t want to value other qualities as well, even when the preferred skillsets also come with different needs. People with disabilities can often get treated like small children, even as they age, learn, and grow.  

We are hoping to share more in a future newsletter! 

Contributors (in order of contribution): Elliot P, Salem S, Rena G, Miles F, Vi C, and Eric L.