 Major sponsors for Ableton on Air include Green Mountain Support Services, empowering people with disabilities to live home in the community, Washington County Mental Health, where hope and support come together. Media sponsors for Ableton on Air include Park Chester Times, Muslim Community Report, WWW, this is the Bronx.info, Associated Press Media Editors, New York Power Online Newspaper, U.S. Press Corps Domestic and International, Anchor FM and Spotify. Partners for Ableton on Air include the HOD of New York and New England, where everyone belongs, the Orthodox Union, the Division for the Blind and Visually Impaired of Vermont, the Vermont Association for the Blind and Visually Impaired, Center Vermont Habitat for Humanity, and Montpelier Sustainable Coalition, Montefiore Medical Center of the Bronx, Roosevelt Kennedy Center of Bronx, New York, Albert Einstein College of Medicine of the Bronx. Ableton on Air has been seen in the following publications, Park Chester Times, WWW, this is the Bronx.com, New York Power Online Newspaper, Muslim Community Report, WWW.H.com, and the Montpelier Bridge. Ableton on Air is part of the following organizations, the National Academy of Television, Arts and Sciences, Boston, New England Chapter, and the Society of Professional Journalists. Hello and welcome to this edition of Ableton on Air, the one and only program that focuses on the needs, concerns, and achievements of the differently abled. I've always been your host, Lauren Seiler. I'm Lauren Seiler. And on this particular program, we will talk about higher education and people with special needs. But before that, we would like to say special thanks to Washington County Mental Health, Green Mountain Support Services, and many others for sponsoring and partnering with us on this program. And one of our partners on this program today is Community College of Vermont, which we will be speaking about higher education and people with special needs. And with that, we would like to welcome Kelly Young, the ADA, America's Disabilities Act coordinator and coordinator for special needs services at Community College of Vermont. Welcome, Kelly. Wonderful. Thank you. Thank you, Lauren, and Arlene, for having me. Did I say it right, ADA coordinator? Sure. So the little bit of new terminology, our roles have shifted a bit. I am now a dedicated student advisor. I work with students in our TRIO program, which is students who are first generation from limited income means and or have a documented disability. I'm also an accessibility services coordinator. So yes, I work with students who have documented disabilities to access their education at CCB. Okay. So what are the missions and goals of Community College of Vermont and working with students with disabilities? Why is it so important for students with disabilities or special needs to go to college or pursue higher education? Yeah, great. Thank you for that question. So the college's mission for all of Vermont is to support students in accessing higher education, affording higher education, and being successful in meeting their goals. And that's for all Vermonters. And, you know, we certainly recognize that some Vermonters have different abilities and may have barriers to accessing their education created by a disability that we can and we can mitigate those barriers. And we want to mitigate barriers for all Vermonters. And so for Vermonters with special needs, we have specific ways of doing that at CCB. Yep. Okay. So explain some of the ways that you help students with special needs access those services and, you know, why are, and then the second part to this is why are students with special needs sometimes afraid to go to college? Yeah. Okay. Great. So I think, I think Vermonters, all different kinds of Vermonters can be afraid to go to college for various reasons. And sometimes that's messages they grew up with, you know, colleges and for people like me or, you know, somehow I've been told in my life, I'm not smart or good enough to do it, or I'm not the right kind of person to be in college or geez, I'm so busy managing, you know, work or appointments or other things on my plate. I don't know how to fit it in, or I'm not sure I can be successful, right? And so there's lots of reasons that students, including students with special needs, might be afraid to go to college. And I think, I think there's a culture shift happening right now in this country and in this state around seeing people with special needs as college students, just like anybody else might be a college student, right? That that might be a shift that's happening. And it's a, it's one that CCD values and would like to contribute to. So the ways, did I answer that part of your question? Okay, great. Okay. And then how we help students access the services. So right from the point of the application, we do ask students if they have a documented disability. And if they answer yes to that question, we send them out information about how to access and how to get started with accessing our services. There's a self disclosure form they can fill out. There's a list of who the accessibility coordinators are like me across the state and how to reach them to set up an appointment and to start the process of setting up accommodations. Again, to mitigate any barriers created by a disability. So if students don't say yes to that question, they might not realize they have a documented disability or they might not think it's important at the time they apply. If they, if they bring that up with a faculty member or a staff member or an advisor, then we also help them start that process of getting accommodation set up. So at any point that they disclose having a documented disability, then we kind of take it from there and get them the information and services they need. Okay. Arlene, did you start one of the ask questions? Go ahead. Yeah. Take your time. I'm trying to say, okay. I know a person needs to have challenges. Does that affect them from going to college? Sorry, Arlene. I didn't hear that question very well. I'll repeat it. Sometimes when a person has a disability, does it affect them sometimes going to college? Is it more difficult for them? Is it more difficult for students with disabilities to go to college or has CCB made it easier? Let's put it that way. Yeah. No, I think there can be some real, there can be some real barriers created by a disability, depending on what it is, right? So if somebody has visual impairment or is blind, right? Then we need to be providing accessible ways for them to access the courses and content. And we do that through, you know, the latest and greatest in online technologies for accessibility, as well as in-person. We hire interpreters for folks who have a hearing impairment or are deaf. We also, you know, students might have a mental health disability or a learning disability or, you know, another physical disability that has other needs associated with it. And so we meet with students regularly to discuss what their, you know, what their documentation says, what they know about their disability, what kinds of accommodations might mitigate those barriers so that they have equal access to learning. And then put those accommodations in place. And those can look like all different kinds of things, depending on what the disability issue is and how it's impacting the student in the learning environment. Okay, Arlene, go ahead with some other courses. Take your time, take your time. I know certain, why are, why are especially people afraid to go to college? Why are they afraid? Go ahead, Kelly. Yeah, I mean, I think what I, what I've heard from students is some of the things I mentioned before, which I think is some of the messages that, that folks with special needs might get growing up. Other, other Vermonters might get as well, you know, things like, I don't know if I can do it. I've never been told I'm college material. I don't know if I'm smart enough. I've been told I'm not smart. You know, those kinds of messages, nobody in my family's ever been to college and those kinds of messages are not unique to people with special needs, but I think they're common, unfortunately, for people with special needs. Okay, so let's, let's go through some of the new things. Your website is wonderful. Oh, good. It's a lot of websites. I mean, they're supposed to be, especially with a lot of colleges now going online, which is a little strange for people. If people are used to in person, now everything has been switched online. So two part question, how has your website changed? Personally, I think it's better for people with visual impairment because you can like zoom it in everything. But then how has CCV made the switch or how hard, if at all, how hard has it been during COVID? You know, because COVID, a lot of things were closed. People were afraid to go into buildings. So how has CCV kind of take that leap? Yes. So if taking that leap, if I'm saying it right, taking that leap and making it so much easier, because I know, I notice now CCV has a whole bunch of grants for students who want to pursue college and you don't have been afraid to, or they can't afford it, such and such. So go ahead. Yeah. I'm sorry for the big question. Well, it did all kind of come at once at CCV, right? So changes, there were planned changes to our website and our portal to, and honestly with our online canvas sites, to those were already planned to make the user experience easier for all everybody, including people with special needs. So that was already underway and then the pandemic hit. Fortunately, CCV has a long, long experience with teaching and learning online. We've been helping learners do that for, I don't know, 25 years or something a long time, right? And we were the first ones to head in that direction in Vermont and maybe the first, they don't know. And so, so there was a lot of experience already with teaching and learning online. The challenge was that a whole bunch of faculty and students, two years ago, had to mid-semester, What do you mean by mid? What do you mean by mid-semester? I'm sorry. Well, right. I think it was around this time, two years ago, that we learned about the pandemic really hitting hard in Vermont. And we had to tell everybody, hey, a week from today, there will be no more in-person classes and everybody's going to go online. So we had to shut everything down in person and a whole bunch of learners and a whole bunch of faculty who intentionally were taking classes in person, instead of online, because they learned better that way or they taught better that way, had to suddenly shift to be online. Now, what we did with most of those classes was provide a synchronous learning opportunity. Okay, define synchronous. Yeah. Yeah. So most classes up until that time were what we call asynchronous. So there were assignments and discussion forums and deadlines throughout the week, but you could post to those anytime up until the deadline. So you might have a discussion taking place all week, but you had to post your first post by the end of Wednesday and you had to post responses to five classmates by the end of Friday. And you had to read the rest of it and make one more post on Sunday or something like that. So people were posting at all different times, but they were reading and responding to each other, but all in a different days and times with a synchronous option. That means there are online components that are like that, but there's also a live class through zoom once a week. So most of those. Yeah. So most of those classes that had to go from in person to online, kept the same day and time of the meeting. They just moved it to zoom. So a lot of students and faculty had to get, well, a lot of faculty had to get zoom accounts. A lot of students and faculty needed equipment for zoom to work. And they didn't have computers. A lot of students taking in-person classes have computers and some don't. A lot of them have good internet access at home and some don't. Many don't, didn't at the time have computers with cameras. Right. So, so there was a lot, it was a huge learning curve, a lot of flexibility for faculty and students during that time and a lot of resources. How do we get computers, you know, cameras, et cetera, how do we get these resources into students' hands so that, and faculty hands, so they can be successful in this rest of this semester and provide flexibility through the end of the semester. So if somebody, you know, could only participate through audio phone on the zoom meeting. Well, that's how it had to be, right? So, so there was a big pivot during that time. And then classes stayed online. I think one of the big, I'm sorry, the big misconception about like online learning, you know, is there any misconceptions with that and students with disabilities? Like not being able, not being able to. Yeah, you know, it's interesting. I don't know how many students with disabilities were taking classes online before the pandemic. I don't know that. That's a really great question. I'm guessing, I mean, I think what happened for a lot of people who thought they needed to take classes in person once they moved online, because they had to, you know, we, we, first of all, we really supported faculty in making sure their online classes were really clear that, that they provided regular access to students who might have questions and, you know, that those, those experiences could be successful for all kinds of learners. And so there was a big push on the faculty side as well as, you know, supportive resources. So now all students, regardless of where, how they're taking classes, synchronous, asynchronous in person, whatever, they all get automatically registered their first semester at CCB, not only for an orientation, but for an orientation to how the online course experience works. And they all have an opportunity to meet with an advisor to talk about, you know, what their comfort level is with those things, but to check into their course sites before the semester starts to make sure they understand how to navigate them and use them. And then of course there are, there are advisors like, like me who are now dedicated to working with students with special needs who are using, we're accessing services, accessibility services. Because example, we're talking about internet. If you're, there's a lot of people that we've spoken to that are like up in rural Vermont and don't even have access to a computer or they might be low income or not realize, okay, I can get a computer from the school or get, or what they call lending library, you know. How do they get computers if they can afford it? Exactly. Yeah. So that's a great question. That first semester, we were sending out maps of hotspots in Vermont. So people could get their laptops and sit in the, you know, parking lot of the local store or library to be able to access internet. It was, you know, I'm sorry, people in Cabot for example, when you're like way up, you don't have access. So yeah, those students were driving down to the Marshfield store and using that stores internet to be able to access their classes. Right. Like that's what was going on. But then soon there, we did, we did have some resources just port right away. Again, making sure students had some ways to access computing resources. And then since then there've been more for, for anybody to be able to access what are called cares grants. And this is available, pandemic relief funding available for all students to request funds. And many students have used those funds for computing resources, whether it's internet in upgraded internet access, you know, any internet access at all or computing resources. They need those sorts of things. And then, and then also some students who have special needs joined the trio program. And that's a program. What is that? What is the tree? Yeah. That's another federally funded program. And it is primarily for first generation. People were the first in their families to pursue college. Their parents, people who raised them didn't, didn't earn bachelor's degrees at least. And they are also either low income or they have a documented disability or both. And we've got, you know, there's probably, I don't know, there's probably over a thousand students who are eligible for that program. We can only serve a couple of hundred. And so our 225, something like that. And so we, we really look for students who want to take advantage of a more dedicated advising relationship, a more engaged advising relationship through the college. And so we, we really look for students who want to take advantage of a more dedicated advising relationship, a more engaged advising relationship through the college. Because there are dedicated advisors like me as well as trio coaches. We make success plans with those students and follow them through. We make sure they're doing all right all the time in their classes and see, you know, how they can leverage, partnering with their advisor and coach and resources of the college to be successful. So some students with special needs join that program. And there are a couple of other programs as well for students with special learning needs. Do you have a mentoring program through CCB part of the trio? Or is the two different? Do you mean the learning center mentoring? No. College compass mentoring. College. Yeah. College. I'm sorry. Go ahead. Yeah. I'll talk. There's a, there's a few mentoring kinds of programs for actually that I can think of. So one is trio. So if you're a trio student and you are struggling with the content of a class, right? To understand the content of a class, you can get academic mentoring through trio. There's also academic mentoring through our learning centers. There are three learning centers in person. And some of us, some of those learning centers. That's Montpelier. That's Montpelier. When you ski and Rutland. Okay. And I believe at least in Montpelier, we are starting to also have students access those, those mentoring opportunities through zoom. So I've got a new court student who's going to, you know, log into the learning center later today through zoom in Montpelier. So that's starting to expand the reach of those. And that those, those are for all students, the learning centers are for all students. And we also have a 24 seven. Tutor.com program for all students. There are a couple of programs in addition to trio. There are a couple of programs specific to students with special needs. And these are partnerships with voc rehab. And in some cases, another partner you said before we began the show, you said voc rehab change names. Yeah. And I've been, I've been out on vacation for a week and a half. And I think I've missed some, some things, but my understanding is voc rehab is now called higher ability. Yeah. Yeah. And so I don't know much about that change. I'm sorry about that. But in any case, we've had for a number of years, we've had a program called linking learning to careers. I think it's a grant that's wrapping up. So we're just coming to completion of that. But that, that program provided some dedicated mentoring and additional funding for students who were just coming out of high school to begin college, to try out college. And in some cases, you know, I have a student who has been going full time and is going to graduate this semester with a degree and transfer on to another college to get a bachelor's. Wait a second. There are stories that I've seen on the news where students who were in high school and then they graduate with both their high school diploma and college degree. Is that what you're talking about? That's called early college. So there's a number of things. So students, all high school students in Vermont have access to two free classes through the dual enrollment program. In addition, students who are at career and technical education centers can get additional credits through what's, you know, through some other college credits. And then through linking learning to careers, students also had access to two additional vouchers for free classes. And some of those students then went on to enroll as a after high school in a degree program to complete. Now the early college program is doing your entire senior year at CCB or another college. And so you graduate and if you took some dual enrollment classes, you know, you might graduate your high school with 36 college credits, not a full degree, but pretty, you know, pretty well in your way. And many of those students stay. And some of those students are using accessibility services, right? But it's not dedicated for those, those students. The programs we have really dedicated for students with special needs is again that linking learning to careers, which is wrapping up, I believe, and also a program, a newer program called college compass. That is a partnership between CCB and higher ability formerly voc rehab and college steps. Now college steps provides real wrap around supports and services on residential campuses. So this was a new program to work with CCB. And I believe others in the Vermont state college system on a paired back, just the academic mentoring component because we're not a residential college. We're a commuter college, right? People either just zoom in or log into their online class or they show up once a week for a class on campus, right? Or a couple of days a week for a couple of different classes or classes in person or typically only one day a week. So this is a program that really just zeroes in on that, that mentoring piece, which might be academic support. It might be support with social communication and might be support with understanding and following what's, what's in that canvas site online in that class. But that's, you know, it's a four to 10 hours a week of support depending on, depending on what the student needs and how they class. Yeah. Okay. So, so let's talk about, but before we get to more questions, Arlene, did you want to ask anymore? Yes. Take your time. Take your time. Take your time. They have trouble accessing the text, but how do they do that? Yeah. How does, when, when working with students with disabilities, does CCB make it easier to, to get things from the bookstore? How does that work with students in online learning? Yeah. Yeah. Sure. And so there's a number of things that are available to all students and then something specific for students with special needs. So textbooks come in all different formats. Many faculty are using what's called open education resources, which are videos, articles, websites, et cetera, that they're posting to their canvas site and they're using closed captioning and they're using, you know, those sort of accessibility tools built in as they go. And so students don't have to purchase a textbook. They may or may not, depending on, on their experience, but students with special needs might need support with downloading a screen reader program. There are free ones available online or they can go to the technology tryout center through the state of Vermont and Waterbury and borrow a, you know, a natural reader souped up version of natural reader to, to have that kind of text to voice option. And so some students might need support with accessing those kinds of resources so that they can hear those, those online resources or otherwise access them. And then some, some books have an ebook option. And very often there's an audio option built into those. Yeah. And, and then, and then some are just, there's only a hard copy available. And sometimes students want to have a hard copy, but they also want the audio at the same time. And so when there's no ebook option or audio option regularly available or students want the hard copy plus the audio, then CCV can, can, can offer an alternative option to students. So we can sort of translate those. We either have relationships with a publisher where we can get an audio file or we can get a PDF to send to the student that run through a screen reader. Or we've got a program up in Winooski. We kind of have to get the textbook in advance and send it up to Winooski so they can run it through this program to create that audio file. But there are those options for students as well. No. Kelly, before we explain. You ever have a blind student? Yes. Yep. Yes. How does, so how does CCV help students with visual impairment? You know, more so. Yeah, you know, it's interesting. I have, I have had very little experience in this area. Um, because we just haven't had very many students who had some deaf students in that player, but while I've been here, there have not been students with visual impairment, very many visual impairments. Um, and so, but my understanding is for students with significant visual impairments. Um, and or who are blind that they're, you know, that part of our services are, uh, translating materials into Braille into an accessible format for people with visual disabilities. Many people with visual disabilities. Um, the online format works great because as you noted, um, Lawrence, you can really zoom in. You can zoom in. It's a lot of colleges are, or their systems are not, you know, I mean, no system is 100%. No computer is 100%. No, no computer program, computers crash like people sometimes, but you know, so nothing is 100%. And what I like about CCBs, um, everything is like huge. You can zoom in, you can zoom out. You can, you know, tweak videos. If you have to look at a video. So, yes, exactly. So I have had some students with actually pretty significant visual impairments, but they can, they can still access. They can zoom things enough to be able to access what's there. We've had to have some conversations that sometimes faculty have classes set up in ways that, you know, they might be technically accessible, but they're not the facto actually accessible. So sometimes there needs to be a conversation about how a class is working with that student. But most of the time things are working pretty well for for students with visual impairments. I just haven't, I haven't actually worked with translating materials to Braille, but I do know that service is available. Okay, now here's, here's something interesting. Since CCV has changed a lot with websites and things, what is, for those that don't know, what, and I hope this question is not far-fetched, but what is a flex class? Because I've heard about that. And, you know, a lot of colleges are eight weeks, 10 weeks, CCVs is 15 weeks, but what, what is a flex class? Great, great. I'm going to just start with an overview of all our options. Right. So there's the 15 week class that might be face-to-face in person. It might be hybrid, which is partly in person, partly online. It might be fully online asynchronous. Right. Everybody's logged in at different days and times, or it might be fully online that in addition has a synchronous live Zoom meeting once a week. Right. On top of that, there are classes that might be accelerated. So they might be seven weeks for the first half or seven weeks for the second half. Those are called accelerated online classes. And then, and then there's the flex format. So the flex format class takes place over the whole semester, but students can sign up for it up until I think, I don't know, week seven, week five, week seven or something as long as there's still room. So they're entering it all at different times. And they have the whole semester to complete that course, but they're doing it at their own pace. So I have a student right now who hasn't even logged into their flex class because they have three weeks off from work. And they're planning on doing that flex class during those three weeks. Right. And then there are other students who, there's 15 modules in that class. So they're just doing one a week. You know, but there's no discussions with other students or typically there's very little discussion with other students because people are all over the map in terms of when they're accessing it and when they're completing modules. So it's much more like an independent study with faculty engagement and support, but without sort of that other class. Like an independent study degree or, or. It's like an independent study or, or study at your own pace. Right. And talking about flex class, what is, and I was researching it because, you know, I liked finding digital badges or digital, certificate, digital badge. What the heck is that? Yeah. So this is sort of a new thing over the past, you know, bunch of years that has, has showed up. So a digital badge is a credential. So there's sort of outside organizations that say, okay, this set of content is something that, that we can badge. We can sort of say this adds up to X, Y, or Z skill. Right. And so if you take a workshop, there's a, there's a series of three workshops. I'm not going to get them right, but personal, personal professional effectiveness, critical and creative thinking and maybe effective workplace communication. There's a couple of three, maybe three one credit flex classes. And if you complete all three, you get a digital badge and 21st century learning because the skills demonstrated in 21st century learning, you know, things like collaborative learning and communication, leadership, working with all kinds of people, diversity, you know, a series of skills that add up to 21st century learning skills. And so if you complete all three of those, those one credit workshops, you get that digital badge. There's others like, I think it's internet marketing or something like that that has its own badge attached to it. And so some of these, there are some sort of micro credentials, right? It's not a full certificate. It's not a degree, but maybe it's a series of, you know, nine to 12 credits that have badges associated with them. So you can get sort of a micro credential that says, hey, I've earned these three digital badges with this title on it. And now I'm going to work towards that certificate next or now next I'm going to work towards that degree. So it's a way for students to build skills and micro credentials on their way to a larger credential or just, they want to stop there with that piece. And, you know, a digital badge is something you can post to a LinkedIn site. It's something you can link on to an online resume. It's something that demonstrates to employers and others. Hey, I have this skill set, right? And it's separate. It's sort of industry credentials rather than an academic. I mean, it's both, right? Because you've got through an academic institution. So you got some, you got some college credits for that. It also says, hey, here's this set of industry recognized skills that this person has as a result. Okay. Is there anything that we didn't, we have a couple of minutes left. Is there anything we didn't add that is important? Yeah, you know, I think the only thing else I would mention is that, you know, over the past couple of years, the other big shift at CCB has been in how we have dedicated our roles. And so you guys know my role used to include advising all kinds of students and working with faculty and setting up the curriculum and doing a little of everything. And now my role is really focused. So there are people who are just advised. And within that pool, there are people like me who are really dedicated to working with students with special needs and students in the trio program. Right. And so, and we've also gotten all gotten trained in a coaching model. And so we're really able to partner with all students. And in my case, students with special needs to think about how do I best prepare myself for this semester? What are the steps I need to take to make sure that on day one, I've got my textbooks. I know how to log in. I've got, I understand how my courses work. I understand what the resources are at CCB. And I know how to get help if I need it. Also, okay, I'm somebody who's always procrastinated. How do I get better at managing my time to make sure I meet those deadlines? Or geez, I'm, I'm balancing school and work and parenting or and lots of appointments. You know, how do I manage all that? Or gosh, I'm taking classes online. I sort of feel really distant from everybody. How do I bridge that gap? You know, so, so advisors are able to partner with students to meet their goals and to overcome all kinds of barriers, right? That might get in the way for them. Some of which might be related to special needs and some of which might be related to something else. So I think that's an additional first from the student side and additional piece. That's really great. And then on the, on the curriculum side, there's lots of great stuff happening. We've got a lot of two plus two arrangements where we have a, an agreement with another college like UVM or what technical college or any of, you know, lots of different colleges, especially. At one point in terms of your role, weren't you doing things with Johnson College? Did that change? Yeah, yeah. So that's, that's now all at, at Northern Vermont University, right? So I'm no longer directly advised those students. But so anyway, there's lots of transfer agreements with lots of schools, some of which are a two plus two agreement, like you complete an associate's degree in X here. And that translates all 60 credits towards a bachelor's degree in Y over at that college, right? So those kinds of transfer pathways, transfer agreements. And we also have canvas sites for every degree program and certificate program. So if you are in a healthcare related certificate or degree, or you just want to be in that canvas site and you're a non-degree student, but you're interested in healthcare, you can enroll in this canvas site and there's all kinds of webinars going on, faculty sharing their experience, or somebody talking about, you know, pathways at the hospital, coming to talk about the ways that they support their employees in going to college and earning credentials and pathways to nursing or things like that. So all kinds of stuff gets posted there, as well as how do I complete my degree? How do I transfer on to other schools? All it gets packaged into a canvas site for students. And there's also all kinds of online ways for students to interact with each other outside of classes now as well. Our student advisory and leadership council is putting on social groups and common interest groups. There's a coding corner for students who are all interested in coding, you know. So there's a lot of great stuff happening at CCB right now. Okay. So we would like to thank you for joining us on this edition of Ableton. Arlene, did you want to ask any more questions before we end? I can't think of one. Okay. So we would like to thank Kelly young and the community college of Vermont for joining us on this edition of Ableton on there. What is your role again? You are Kelly is the ADA coordinator and Trio. Yep. Trio and accessibility coordinator student advising is my title. Trio ADA coordinator and student advisor at the community college of Vermont. We would like to thank her for joining us on this edition of Ableton on there. And we would also like to add and thank our sponsors Washington County Mental Health Green Mountain support services and many others also including the division for the blind of Vermont, the association for the blind of Vermont and many, many other supporters and sponsors for Ableton on there. Thank you again Kelly for joining us on this edition of Ableton on there. I am Lauren Seiler. I'm Arlene Seiler. See you next time. Major sponsors for Ableton on there include Green Mountain support services, empowering people with disabilities to live home in the community. Washington County Mental Health where hope and support comes together. Media sponsors for Ableton on there include Park Chester Times, Muslim Community Report, WWW. This is the Bronx.info, Associated Press media editors, New York Power Online Newspaper, U.S. Press Corps, Domestic and International, Anchor FM and Spotify. Partners for Ableton on there include Yachad of New York and New England where everyone belongs, the Orthodox Union, the division for the blind and visually impaired of Vermont, the Vermont Association for the Blind and Visually Impaired, Central Vermont Habitat for Humanity and Montpelier Sustainable Coalition, Montefiore Medical Center of the Bronx, Rose of Kennedy Center of Bronx, New York, Albert Einstein College of Medicine of the Bronx. Ableton on there has been seen in the following publications, Park Chester Times, WWW. This is the Bronx.com, New York Power Online Newspaper, Muslim Community Report, WWW. H.com and the Montpelier Bridge. Ableton on there is part of the following organizations, the National Academy of Television Arts and Sciences, Boston, New England chapter and the Society of Professional Journalists.