Manchester senior shows what students with disabilities can do

There were doubts that he would graduate from high school, much less attend a four-year college.

But Thomas Allen, a senior at Manchester High School in Chesterfield County, has come so far from being born two months premature and struggling to sit up as a toddler because of his cerebral palsy.

He has diminished hearing and a mild speech impediment, and he uses a walker to support his weak legs. But his optimism and drive have won the hearts of an entire school, which elected him homecoming king this year.

"They never look at my disability," he said. "They look at my personality. I feel like my disability is out of my way."

After eight years of high school, Allen, 22, will graduate next month with a standard diploma and will attend Liberty University in the fall.

"What works with Thomas is that he himself is determined," said Judy Averill, lead transition job coordinator who oversees transition services for students with disabilities in Chesterfield schools.

The program places about 60 students with disabilities in competitive jobs every year and helps many others transition to college. Every year, about 500 students with disabilities graduate, drop out, age out or leave for other reasons.

"He's able to make choices because he knows his strengths and his needs. He has a drive that we don't see very often," Averill said.

Virginia's on-time graduation rate for students with disabilities is 81.8 percent, with a dropout rate of 13.5 percent. Overall graduation rate is 82.1 percent, and the dropout rate is 8.7 percent.

While the state doesn't yet have data to show whether more students with disabilities go into the job market or get a post-secondary education now than in the past, public schools play an important role in helping them in their post-high school transition, Averill said.

"Nationally, students with disabilities are still at a higher rate of dropping out of college, they still have a higher rate of unemployment, and they are still underemployed," she said.

The federal government is taking a closer look at transitional services, requiring school divisions to collect data on students with disabilities' careers and their education after they graduate from high school, she said.

"Transition has come to the forefront," she said.

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Getting a standard diploma and attending a four-year university are great accomplishments for Allen, said Paul Wehman, director of the VCU Rehabilitation Research and Training Center on Workplace Supports. The center studies effective supports for helping individuals with disabilities maintain employment and advance their careers.

"It is equally, if not more, incredible that the school is embracing this type of inclusionary philosophy and attitudes," he said. "There was a time in the not-too-distant past that persons with significant disabilities were relegated to the last room in the hallway. So this type of acceptance and performance is deeply worthy of a celebration."

The state is active in developing schools to be more sensitive to the importance of transition planning for students with disabilities and connecting them to adult and vocational rehabilitation programs, Wehman said. But a wide disparity among school districts continues.

"There are some school systems which have really invested resources into making transition planning an important aspect of students' education," he said. "Others have chosen to treat this area with less attention, leaving the responsibility to fall completely upon the adult programs."

Some school districts focus on placing students in jobs before they graduate, Wehman said. Those schools that provide "real work for real pay tend to yield better transition outcomes for their students not only in Richmond but nationally," he said.

Marianne Moore, instructional specialist on middle and secondary transition for the Virginia Department of Education, said she hopes the data that school districts collect will bring more consistency and improve transition programs for students with disabilities. The districts compile information on students' careers, postsecondary education and on courses the students wish had been offered in high school.

"We hope the collection of data not only will help high schools prepare students better for college but that it will also help schools look at their own programs," she said.

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After being rejected by three colleges and universities, Allen was accepted at Liberty. His mother, Gail Allen, said he chose schools to apply to based on their football teams.

"He loves the sport, but he can't play sports," she said.

Though he doesn't play sports, Allen has left his mark on Manchester High's football and basketball teams.

Football coach Tom Hall saw Allen assisting the basketball team, and he was impressed he didn't use his disability as an excuse.

"He was out there doing things, giving out water, cheering and being into the game," he said. "He always has a smile on his face. He's always optimistic and positive. I thought the kids could benefit from that."

Hall recruited Allen as a manager eight years ago. He was at every game and practice, Hall said.

"The kids love him," he said. "He's their best friend."

Tyler Henderson, the football team's quarterback, said he and Allen have become close this year.

"He inspires me to do better," Henderson said during a workout. "He just wants to be your friend and help you out and be your best. He's like an extra coach."

Allen has been showered with accolades, too. He received the Manchester High Spirit Award in 10th grade and the Virginia High School League's Spirit of Sport Award in 12th grade. The Virginia Division on Career Development and Transition chose him as the state's Student of the Year recently.

He went to the prom, too.

"I did not have a date, but I had five cheerleaders with me," he said with a wide smile.

Allen has a 3.7 grade-point average. He had to take one SOL test three times, he said. His motto has been "to never give up."

"I push myself hard every day," he said. "It doesn't matter if it's easy or hard. I just go for it. Whatever the teacher asks me to do, I just do it.

"I want to make the whole school do their best."

Allen wants to pursue a major in sports management, Gail Allen said. Liberty football team's head coach has agreed to have Allen do the prayer during some practices and games, she said. Based on how Allen performs academically and adjusts to college life, the coach might involve him more.

Allen's focus is on college now, said his mother, watching him during a recent workout. He scrunched his face to complete a third set of 10 repetitions on a chest-press machine with 145 pounds.

"Weightlifting is my favorite hobby," he said in between sets. The day was humid, and his face was dripping with sweat.

"When I go to college, nobody is going to help me. It helps me be strong and [in] shape so I can be more independent."

Contact Juan Antonio Lizama at (804) 649-6513 or jlizama@timesdispatch.com.