>> to watch the rest of heaven jennifer hall's talk visit our website at booktv.org and search for her name or the title of her book. grace will lead us home. using the search box at the top of the page. >> .>> .. >> host: now on booktv we want to introduce you to author haben girma. she is also a lawyer. ms. girma, what kind of law do you practice?

>> guest: i focus on using my skills to advance operatives with people with disabilities. >> host: why did you choose that type of law? >> guest: i was born deaf blind. most of a rope is designed for people who can see and hear, and will ask for accommodations, for example, getting materials, all of society refuses, putting up barriers and hertz hearts is ga job and that's not fair. i experienced a lot of those barriers and i realized the law is one way we can create change. i wanted to create change and

remove barriers for people with disabilities. my own personal story is discrimination and struggle inspired me to become an attorney. >> host: and here is her book, "haben: the deafblind woman who conquered harvard law." first deaf blind person to graduate from harvard, is that correct, from harvard law school? >> guest: that's -- >> host: what was that experience like? >> guest: we had a lot of unknowns. i couldn't reach out to another deafblind harvard law graduate and ask them, how did you do this? how did you do oral arguments? how did you take your exams? i had to figure a lot of it out, and it actually started way back in elementary school when i had to learn to advocate for my needs and to navigate the school

system. one of my early chapters in my book is an experience where a a teacher told me i was failing a class, and this was in middle school. and i was extremely surprised because i did all my assignments. how could i be failing a class when i'm doing all the assignments? and we investigated what was going on. the teacher talk to the mainstream teacher. this was a middle school in oakland, california, a mainstream public school. so i was attending classes with nondisabled students. it was a nonspecialist school. and after the teacher for the blind talk to the mainstream teacher, they realize the teacher was writing assignments on the board and i wasn't seeing them. so i was missing homework because i didn't see that it was

assigned. and sometimes instructors would read the assignment from the back of the room, and i wouldn't hear him. i i did no homework was being assigned. so i realized if i just tried to be a student, i'll never be successful. i had to both the student and my own teacher advocate. that's when things change. i started advocating for my rights. i started checking in, what are the strategies to get up close to the assignments if you can't see or hear the assignments? i would go to the teacher after every class and ask, what did i mess? what assignments are there? and and i continued doing that o high school. my grades went up. i started getting straight a's when i i took responsibility fr my education. and the school actually was more accessible than most schools. most schools throughout the

united states don't even provide blind students braille. so once i heard the assignment, they would miss out on the opportunity to do the reading and stand top of classes. and those types of barriers force students to fall behind, which then affects the ability to get good grades and get a job later. so even though i had barriers in my school, i was getting more opportunities than most students, which allowed me, once i had advocacy skills, start doing well in school which then helped me go on to college and go on to law school. and when i faced all those unknowns at harvard law school, i had advocacy skills to fall on, that i access to reading materials, and could participate in all aspects of the program. >> host: at what point in your

life were you aware that you saw in her things differently than the majority of people? >> guest: that's a good question it. i was born deafblind. deaf blindness is a spectrum. so even though i had limited vision and hearing when i was younger, i had more than i do now, and it slowly deteriorated over time. it probably will continue to deteriorate over time, and i just adapt and come up with solutions so that i can access what i need. when did i noticed that i'm deafblind? i don't have an exact date, but when i was in middle school i remember i was surprised that i was missing information. i didn't realize that the teacher was riding on the board and i was missing step, or that

he was saying things on the back of the room and i was missing information. i kind of assume that the way that i experienced the world was almost kids and adults experience the world. so when i had that meeting with one of my teachers, the teacher for the blind, and the mainstream teacher, that's when i started to realize how i experienced the world is different than others. and other students could just go to school and expect the teachers to teach them. i couldn't do that. i had to think about what might i be missing, what are the potential unknowns here, how can i find those unknowns. and all my life has been this process of trying to identify unknowns and figured them out and come up with solutions. a lot of detective work. >> host: from your book, ms. girma, you write, the blind

community has poor stories of blind kids who never contribute around the house because their parents tell them they can't. my parents expect me to do chores, and i do. >> guest: that's true. the truth is, as a kid i didn't want to do chores. what kid wants to do chores? likely, my parents expected me to do chores. -- luckily. so i learned to do chores. i learn nonvisual techniques for everything from vacuuming to doing dishes. other parents are like, oh, you can't do that if you're blind. you tell a kid with the disability to sit in a corner and not participate. that grows up he into an adult and never develops independent

skills. that is extremely limiting. so it's important for parents to encourage their kids to participate around the house. if you're not sure how they will do it, research, try. there are a lot of disability organizations that can help you come up with solutions or how to do activities with your child in an accessible format. my parents had high expectations, but they were also very afraid and protected. there was one time when i wanted to go and travel to molly west africa and help build a school, and my parents told me no, that's not safe. i told them, you guys are from africa. my dad grew up in ethiopia here my mom grew up in eritrea. how can you tell me africa is not safe? but they were responding based on being parents and wanting to

protect their child and being afraid of the unknown. then they brought up by disability, how can you build a school if you can't see? and i told them the other american students also don't know how to build a school. we'll learn together, we'll figure it out. and they still said no. i was frustrated but i wouldn't give up. i told them that i could do this activity, and they wouldn't believe me. often it's the person with the disability understands their abilities best, not people outside that experience, but the person with the disability. and they were avoiding me so i brought in an ally to help advocate. i went to the program manager for the program that takes kids to developing countries to help build schools. this organization is called build on. and with the build on program

manager and i and my parents sat down for lunch, and then expressed their fears to the program manager and she was able to address their fears. they asked her, how can she built a school if she can't see? and the program manager answered honestly, i don't know, but she'll find a way, she'll figure it out. it's okay if you don't have an answer, as long as you try, as long as you go out there, pick up the shovel, start digging. you will find strategies. you will find alternative techniques. and when it went to build the school, we did find alternative techniques. i knew how to handle a shovel, how to dig, move bricks, , and learned all those activities. even elting the latrines. after that when i came back to the united states, my parents felt slightly more confident

about my abilities. they still had fears. all parents have fears and have the desire to keep their child safe at home, and we continued to have that struggle. even now there still a little bit of that struggle of them wanting to keep me safe and me wanting to explore the world. >> host: haben girma, we're sitting here in a in a bright t with lots of lights on. what -- and -- what do you hear or see right now? what are the images or the sounds? >> guest: it's really hard to explain. i never had 2020 vision, so i don't know what you are experiencing, nor do i know if you have 2020 vision. what do you see? >> host: well, i think i see

everything. my vision is 2020, so i can see your face and your hands typing, and i can see claire over here typing, and we will explain why she is here as well in just a minute. but is it opaque? is that a term that works for you? >> guest: ? are you aware of light? let's put it that way. >> guest: i can answer that question. yes, i'm aware of light. i can tell when the lights are on and off. everything is blurry. i can sometimes see the outlines of objects. if someone is really close to me i can see them. i can't see you at the moment, but if you were closer, i would see the outline of you but not details like eyes or facial

expressions. so everything is very blurry. >> host: can you understand any of my words at this point? you write in your book about being able to hear higher tones rather than lower tones in voice. >> guest: i can hear a little bit of the high frequencies. if someone is near me i can usually tell when they are speaking. i can't catch any of their words. so i don't know what you are saying until claire, the caption or, types what you you are say. she's typing on a keyboard that's wirelessly connected to my braille computer. as you speak she types what you are saying and i read it in braille. my fingers went over the dots on the braille machine, and i'm reading the words and then i know what you are saying.

>> host: you also have another assistant here with you. who is that? >> guest: that is my low. milo is my seeing eye dog. he's a small german shepherd dog. well, he small for a german shepherd are probably considered a big dog, and he was trained at the scene in new jersey. >> host: he is your second dog? >> guest: he is my second dog. my first dog, who i talk about in my book, there's a chapter in my book when i talk about what it was like to go to the seeing eye and training with a dog. if you want to have a good relationship, whether with an animal or human being, you need to invest in that relationship. so i stepped away from college, stepped away from family to spend three weeks entirely focused on developing a

relationship with my seeing eye dog. at first it was incredibly awkward. i was a stranger to her. her name was maxine and she was a stranger to me. we didn't understand each other, so sometimes she would walk me into chairs, not stop at stairs. she was fully trained, but she didn't have a relationship with me. and we had to work on a relationship, and overtime we learned to understand each other. her guiding improved dramatically. for nine years we worked together, traveling all over the country. when i graduated from college she was with me. when i was climbing icebergs and alaska, she was with me. and when i went to law school at harvard, she was there by my side to my classes, walking across the stage. last year she passed away from cancer, and it was really,

really hard to lose a partner of, not just a dog, but a partner who was by my side through so many big moments. >> host: haben girma, you talk about the techniques that you've used, , and one of those small techniques was you lift your toes when you are walking with the dog to keep from tripping. how does that change how you walk? >> guest: you're a very observant reader. that's a small detail in my book, but you pick it up. so throughout my life i came up with strategies to help me be more aware of the world. one strategy is i like wearing flats, very thin shoes, so i can feel the environment more easily when i'm walking. they shipped from wood to

carpet, pavement, i can feel all of that to my shoes because i wear flats. i also killed my toes upwards when i'm walking -- tilt -- so if i did smash against something, it's easier to maintain your balance if your toes are slightly pointed upwards. so i rarely fall, partly because i have the balance, partly because of the way i walk, and also because i'm a dancer. dancing helps to develop really good balance. >> host: let's talk about lewis and clark college and one of your first advocacy is there. >> guest: that's a good one. one of my favorite chapters in the book is about my time at lewis and clark college in portland, oregon. it's a small liberal arts school

who did a fantastic job giving access to my classes. i had all of the materials for my textbooks, my exams. everything was going well in my classes. there was just one issue, the cafeteria. in the cafeteria they had maybe six different food stations. students would walk in, browse the print menu and go to the station of choice. i couldn't read the menu. blindness wasn't the problem. blindness is never the problem. the problem was format of the menu. some went to the manager and asked, can you read -- make the menu accessible? you could e-mail it to me or braille the menu, or post it online. i have software called screen reader, called the screen

reader, and will convert graphical information on websites or e-mails into accessible formats digital braille. and the manager told me, sorry, we have over a thousand students. we don't really have time to assist you with the service. for the first few months i tolerated the situation. i told myself, at least i have food. at least i'm getting my textbooks for my classes. at least i'm getting an education. sometimes we engage in the oppression olympics. we compare ourselves and we tell ourselves, so what else has it worse, stop complaining, at least you don't have as bad as someone else. but that kind of thinking is not helpful. we will never remove barriers and advanced society if we are constantly comparing forms of oppression. i realized if i wanted the

system to change, i had to do something. so i researched the americans with disabilities act. i talked to advocates. then i told the university. i told the food service at the cafeteria that they have a legal obligation to make the menu accessible to people with disabilities. and if they don't, i'm going to pursue legal action. i had no idea how i would do that. i was just 19. i couldn't afford a lawyer. now i know there are nonprofit legal centers that will help students with disabilities. but back then i didn't know that. all i knew is that it had to try. i had to do something. and in this case the very next day the manager apologized and promised to make the menus accessible. they did.

they started sending the menus. back then i was a vegetarian and it's much easier to eat vegetarian when you know what the food choices are, when you know which one of the stations is serving a vegetarian meal. i finally could more easily eat vegetarian. life became delicious. and the next year and you blind student came to the college. he didn't have to fight for access to the menus. he had immediate access to the menus. that taught me that when i advocate, i'm removing barriers for an entire community. that inspired me to become an attorney and continue advocating for people with disabilities. >> host: your book is written in a series of vignettes. why did you choose that model? >> guest: i feel stories are

really powerful to help teach people a lesson. i did want to lecture to people. no one wants to be lectured at, so instead i offered a series of engaging, humorous stories that will help the lessons stick. each story teaches us something about legalism. ableism is a set of beliefs that people with disabilities are inferior to the nondisabled. they are not inferior. ableism teaches society that we are. so the stories in my book help identify ableism, and at the end of the book there's an accessibility guide. if you feel inspired, if you feel moved, to take steps to remove access to ability, if you feel inspired to take steps to remove barriers and work towards

accessibility, then that guide can help. >> host: what is your reaction if somebody tells you you're an inspiration to them? >> guest: i tell them what are you inspired to do? >> host: that's not a word you like, is it? >> guest: i -- it really depends on how people use it, and i try to be patient because i'm an advocate. my role is to teach people about accessibility. so i asked people, what do you mean when you say i am inspiring? do you know you're going to take steps to remove barriers? are you inspired to make your website accessible? or is the word inspiration a disguise for pity? sometimes it is.

the word is used so often for people with disabilities when they are not even doing anything productive. we want to ask people, be aware of what you are actually saying. try to use a different word. maybe role model, maybe motivation. so ask yourself, what are you really feeling before use a word. >> host: haben girma, you write in your book that only 10% of blind people can read braille, in 70% of blind people are unemployed. >> guest: only about 10% of the blind community reads braille because a lot of teachers of the blind are not teaching braille. there's an assumption that they can just listen to books on tape, or they can just listen to

information on their computers. there's no use for braille, is the assumption. but if people don't learn braille, it blind people don't learn braille, they don't develop literacy. it's important to know how words are spelled, how sentences are formed. if you only listened to stories, you will think once upon a time is one word. so it's important for more people to learn braille, and we should make sure that our schools are teaching braille to blind students. and if adults become blind later in life, we should ensure that there are services to teach braille to adults, because of braille is a really powerful tool to connect with the world, to access information, and especially when it comes to employment. braille readers have an advantage over non-braille

readers. about 70% of the blind community experiences unemployment, and that's because a lot of employers assume that blind people can't do lots of different tasks. when i was in college i wanted to get a summer job just like so many other college students who want to get a summer job. and a friend of mine told me, i know a place where there are lots of summer jobs. alaska. and so i said, okay, let's go up to alaska. and he was right. there were lots of summer jobs in alaska. juno has a large tourism industry, so lots of jobs by their meet the needs of taurus. i applied to tons of jobs. employees would see my resume and get excited. i was valedictorian in high school.

i had really good grades in college, lots of volunteer experiences. so employers would get excited with my resume but once they met me for the interview, they realized i had a disability and they would come up with all kinds of excuses. actually, we just fill the position. sorry, , we're looking for different fit. that was incredibly frustrating. people told me, work hard and you will be successful. i worked hard, and i still faced barriers. working hard alone is not enough. society needs to remove barriers. employers need to remove barriers. eventually, after a long search i found an employer who was inclusive. it was at a small gym and alaska, and i worked as as a ft desk clerk. my responsibility was making

sure -- was be responsible for the cash register, making sure that equipment in the gym work, cleaning the changing rooms. one day a woman walked in and she told me one of the treadmills is not working. i followed her to one of the treadmills. i tried hitting the on button. it wouldn't work. i tried the other buttons. it wouldn't work. i felt that treadmill from top to bottom, and on the bottom it was a switch. i i flicked the switch and the machine went to life. the lady told me, oh, my goodness, i didn't see that switch. i told her, i didn't see it either. sometimes nonvisual techniques are equal in value and surpass visual techniques. >> host: just to go back to that story, was your hearing better at that time that you could understand the woman

speaking to you? >> guest: yeah. my hearing -- yes. i could hear more back then. i was still deaf ear deafness is a spectrum. so if someone was close to me i could understand them. >> host: i saw earlier when i spoke to you you couldn't hear me, but when claire spoke to you, you could hear her very clearly, or more clearly. >> guest: claire has a slightly higher voice then you do. you have a lower voice. so claire is a little easier to hear. i still don't hear claire very well. i catch it in pieces of what she says. >> host: you describe yourself in your book as ultra visible

and invisible. >> guest: it's complicated. i stand out as a black woman, deafblind, with a guide dog and a funny computer. so people see me, that at the same time i don't see me. because they see all the stereotypes of blindness. they see the blind beggars which are the stereotypes of blind people that we most often see in the media. and all the stereotypes about deaf people. for so much of our history, the words deaf and dumb have gone together, and a lot of people assume that we are less intelligent because -- which is not fair. i want people, i want society to change and get rid of those assumptions. let's move away from the charity model and start seeing people

with disabilities as talented, with valuable contributions for society. >> host: haben girma, you arrived here in our building at our students by yourself with my elbow. what's your system? if you've never been to this building -- milo -- what is your system for writing? >> guest: -- arriving? >> guest: we had a system called structured discovery, which means use your skills, use your navigational, organizational skills. when i was in high school and after high school i received a lot of training from organization and mobility professionals. they taught me how to navigate

through spaces i had never expressed before. a lot of spaces have patterns, sidewalks, streets, buildings. so when i arrived here, milo and i moved to the lobby until we found a reception area, and one of your staff members help identify the seating area, and i used my keyboard and braille to help communicate with your staff members. >> host: claire, what do you do for a living? is is a full-time job for you? >> working with haben girma, , . but i'm a caption or so i caption tv, college classes, plays, musical come sporting event for the deaf and hard of hearing. >> host: how long have you been doing that?

>> i been doing that for three years. >> host: this is a question for haben. is this system, is this something you came up with, or who invented what we are doing here? >> guest: so this is a braille computer, and devices like this have been around since about the '80s. but for the most part they don't have bluetooth. this model came out with bluetooth, and i start asking myself, would it be possible to connect it to a keyboard? and if i connected it to a keyboard, could i better communicate with people? braille is my strongest way to communicate. i'm not fluent, and most hearing people don't know sign language. most hearing people can type.

so if i had someone -- most likely they can type and i'll be able to read what they're saying in braille. so i spent time looking for different keyboards, testing it with the braille computer to try to find out which ones work, which ones are most portable and resilient. because you have to have them and all kinds of environments. sometimes people accidentally spill things are drop things, and so i carry a keyboard and i also carry a backup one just in case. >> host: haben girma, , you tell the story in your book about the party after your first semester at law school. >> guest: that's a good story. so for the most part, i have

avoided loud, noisy environments and parties because before i had this keyboard and braille computer, i had no way to communicate with people in loud, noisy environments. so i i would miss out and be excluded in those settings. then in 2010 just before i started law school, i found this system, and i started slowly using it in different environments. at the end of my first semester in law school, several of my classmates got together at a bar to celebrate the end of classes. when i arrived i was extremely nervous because i wasn't sure how it would work, how would i be able to communicate and interact at a bar. it actually worked out really well. in bars people strain their voices to be heard, to be understood, and my classmates enjoyed the opportunity to rest

their voices and just type. they didn't have to shout to communicate with me. they could take a break and just type, and i was able to read. that worked out well, until someone had too much to drink. then his words turn to gibberish and i could not understand him. i asked myself, what would i want if i were in his shoes? what would i expect from a friend? so i offered to walk him home, and we were struggling to communicate, heidi really, really admired maxine, my seeing eye dog. so through vaccine i was able to convince him, to help guide him home and follow us home. he kept trying to go off in the wrong direction and had to keep in mind him, follow maxine, she will help you get home.

and eventually we made it. >> host: you write in your book that the world is a steaming sensory stew. >> guest: there's always something going on, even if your cited in here, there's something going on in the world that you are not seeing and hearing. you are constantly expensing sensory experiences that were missing out. it's really important to be able to focus and be present on what you can access because there are so many things you can experience and feel. i find that touch is a skill and ability that very few people pay attention to. they have different levels of tactile intelligence. some people are really good at picking up environmental

information through skin here if somebody walks by me, i can feel the air change as they walk by. you are lots of little signals you can pick up. so that's one of the stories in my book where i discover tactile intelligence. and i start building up that skill. >> host: who is gordon and his he still a part of your life? >> guest: gordon is one of my best friends, and i have a team of maybe ten people who take turns traveling with me two different events and typing. and gordon is really good at typing and describing the world, and identifying changes. so i think it's really important for everyone to every to have n

who can help you identify able listen or sexism or racism. sometimes the world gets overwhelming and we feel tired and lose the ability to advocate for ourselves. but if you have a network of friends who can help cheer for you and help you advocate when you struggle to advocate for yourself, it's really, really important. >> host: you talk about the loneliness sometimes. >> guest: yeah. i don't really have a community that automatically gets me. blind people don't automatically get someone who is deafblind. the deaf community, the ethiopian community don't automatically understand me. so i have to work to build

bridges and help explain, this is how i communicate. this is how i access information. i find middle ground we can all communicate and understand each other. that takes work. it's a process. and sometimes it gets exhausting. >> host: your brother was born deafblind as well, correct? >> guest: yes. and that's interesting. one of my brothers is also deafblind and he is a completely different experience than me. his deafness and blindness is different. his communication style is different. he was born and raised in eritrea. i was born and raised in the united states. so we had some similarities, but we also differences. we have had to work to find a way to communicate. sometimes we use the braille computer and keyboard, sometimes we use sign language.

>> host: haben girma, july 20, 2015. >> guest: i love that date. >> host: why? >> guest: july 20, 2015, is an amazing date because that's the date i met president obama. the white house celebrated the 25th anniversary of the americans with disabilities act, and they invited disability rights advocates to come and celebrate. they also invited me to introduce president obama and vice president joe biden at the ceremony. and that was an incredible honor. >> host: what was your interaction with the presidents like? >> guest: it was amusing.

at first i wasn't sure what to expect -- amazing. some people when i meet them don't want to interact with me because they are nervous or uncomfortable. people, a lot of people don't like stepping outside of their comfort zone. typing is familiar but also so different to some people. some people refuse and say no. president obama graciously switched from voicing to typing so i could access his words. and he typed. he was a slow typist, but i can read slowly so we were still able to communicate. >> host: you write in your book that you did not bring maxine to the white house. why not? >> guest: sometimes when i

travel with maxine or milo, the conversation shifts to the dog. i thought i would only have maybe two minutes with president obama, and i was concerned that we would not talk about disability rights and accessibility if my dog stole the show. so i chose not to bring my dog because i was concerned that the conversation would be about dogs. it probably wouldn't have. i'm sure he still wouldn't talk to me about accessibility and inclusion, but that was one of my concerns. >> host: when you decided to write the book and go on book tour, what were your biggest concerns? >> guest: i think a lot of

authors are concerned that readers will not get the message. and that's really a common fear among authors. every reader interprets a story differently. i have gotten feedback from readers, and there have been all kinds of different feedbacks. some stories really stick with readers. other stories, readers entirely miss the message, so it's been really fascinating for me to hear back from readers. i love hearing back from readers, and people can send me messages through social media, on twitter, facebook and instagram. my name is at haben girma people can send it back. what was your favorite part of the book, peter? [laughing] >> host: i enjoyed all of the book, i'll just say that. but, ms. girma, when people go to your website or to your

social media sites and the type a message to you, what's the process that it gets to your keyboard? how does that work? >> guest: so the social media companies, facebook, twitter, instagram have accessibility teens that help ensure that the websites and apps are accessible. it's not perfect, but someone sends me a message to twitter, software called screen reader, usually that's voiceover on my iphone, will convert the images on the screen, the graphical information on screen to speech. the only time, text is really easy to read, but images and videos are difficult. some people include image

description. a lot of people don't include image descriptions. for me to access the video, there needs to be a transcript of the video, and captions of individuals who are deaf and cited. i can't actually see captions but i still encourage people to add captions so that deaf people who can see can use those captions. >> host: haben girma, , my favorite part of your book is the fact that you like to have your situation described to you, if you're unaware of it. tell me about the bar. who is in here? what is she wearing? questions like that seem very important to you. >> guest: you know, people are really important to me, and i can learn a lot about a person when i asked them to describe the setting.

sometimes if i i ask them to describe the setting, the community describe the food. of the friends will tell me about the animals they see, like the dogs are the cats that are in the room. other friends focus on jewelry. so how someone describes the setting tells me a lot about that person. >> host: where our mom and dad now? >> guest: mom and dad are in the bay area. >> host: do they live close by to you? >> guest: relatively, yes. yes, they live close by. >> host: are they still worried about you? >> guest: yes. [laughing] they are still concerned, and want me to be seen, which is understandable. they will always be my parents -- to be safe. >> host: let's close with this. this. you write in your book, i like my deafblind world.

comfortable, familiar. it's all i know. it's my normal. >> guest: yeah. i don't wish to be cited and hearing. i'm comfortable and happy with what i have. i do love increasing my skills and abilities and talents. so if someone were to offer a solution that would allow me to hear, all the information about me, i'll take it. if someone offered me the ability to fly, i'll take it. until then, i can be content taking airplanes. but i'm always happy to improve and advance my skills and abilities. >> host: here's the book, "haben: the deafblind woman who conquered harvard law" and she has been our guest on booktv along with claire and milo. thank you all for being here.

>> booktv continues now on c-span2, television for serious readers. [applause] >> all right. welcome everybody to today's commonwealth club meeting. my name scott shafer, , senior editor for politics and government at kqed. i'm pleased to be a moderator. joining us today is u.s. senator and democratic presidential candidate michael bennett senator bennet as represented colorado in the u.s. senate since 2009. 2009. before that he served as superintendent of public schools in denver where he worked to improve accessibility and quality of education