ERIC ED413719: Self-Advocacy: Empowerment for Adult Learners with Learning Disabilities.

22 Pages·1997·0.52 MB·English

by  ERIC

DOCUMENT RESUME
EC 305 993
ED 413 719
Bates, Belinda, Ed.
AUTHOR
Self-Advocacy: Empowerment for Adult Learners with Learning
TITLE
Disabilities.
National Adult Literacy and Learning Disabilities Center,
INSTITUTION
Washington, DC.
National Inst. on Disability and Rehabilitation Research
SPONS AGENCY
(ED/OSERS), Washington, DC.
1997-00-00
PUB DATE
NOTE
21p.
Academy for Educational Development, National ALLD Center,
AVAILABLE FROM
1875 Connecticut Ave., N.W., 9th Floor, Washington, DC
20009-1202; telephone: [phone]; toll-free telephone:
800-953-2553; fax: [phone].
Non-Classroom
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Collected Works - Serials (022)
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LINKAGES, Linking Literacy & Learning Disabilities; v4 n2
JOURNAL CIT
Fall 1997
MF01/PC01 Plus Postage.
EDRS PRICE
*Access to Education; Adult Learning; Adult Literacy; Adult
DESCRIPTORS
Students; *Learning Disabilities; Postsecondary Education;
*Self Advocacy; Self Disclosure (Individuals); *Student
Empowerment; *Student Rights; *Work Environment
*Academic Accommodations (Disabilities)
IDENTIFIERS
ABSTRACT
This issue of "Linkages" addresses skills that literacy
programs can include in their curriculum to teach self-advocacy to adult
learners with learning disabilities. Articles include: "Consumers Empowering
Consumers" (Noel Gregg and Cheri Hoy); "Self-Advocacy: Practical Advice to
the Adult with LD" (Pat Boyd); "Disclosure: It's a Matter of Choice"
(Winnelle D. Carpenter); "Accommodations: Just What Is Reasonable?" (Linda
Andreson); "Support, Care, and Accommodations: David Cameron's Story" (Kathy
Martin); "Tips for Self-Advocacy in the Workplace" (Dale S. Brown); and
"Learning through Accommodations" (Cindy Knight). The final article,
"Self-Advocacy in Educational Settings" (Lydia Block), discusses the need to
document a disability and identify the office that serves students with
disabilities. Tips are provided to help students negotiate with professionals
to get the academic support and accommodations they need, including:
understanding your learning disability well enough to describe it; being able
to explain how a specific accommodation will help you; explaining that an
accommodation helps you accomplish the same tasks as your peers; and talking
to learning disabilities or special education professional if you are working
with someone who is reluctant to provide you with what you need. The
newsletter includes a list of resources for individuals with learning
disabilities.
(CR)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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EDUCATIONAL RESOURCES INFORMATION
NATIONAL
CENTER (ERIC)
his document has been reproduced as
ADULT LITERACY AND
received from the person or organization
originating it.
LEARNING DISABILITIES
0 Minor changes have been made to
improve reproduction quality.
CENTER
° Points of view or opinions stated in this
Learning Disabilitt
A PROGRAM OF THE
document do not necessarily represent
official OERI position or policy.
NATIONAL INSTITUTE FOR LITERACY
Fa111997
Vol. 4, No. 2
FROM THE DIRECTOR
.
.
.
This issue of LINKAGES deals with
self- advocacy - -a critical issue for
SELF-ADVOCACY: EMPOWERMENT FOR ADULT
adults with learning disabilities (LD)
as well as for literacy education pro-
LEARNERS WITH LEARNING DISABILITIES
these
grams which provide services to
adults. Self-advocacy means speaking
out on one's own behalf. The ability
and
to self-advocate is mentioned again
again in the literature on learning dis-
CONSUMERS EMPOWERING CONSUMERS
abilities as a key factor contributing to,
and even predicting, success at work
by Noel Gregg, Ph.D., and Cheri Hoy, Ph.D.
and in school. Persons who have learn-
ing disabilities and who need specific
understanding and improving
accommodations to ensure their suc-
A great deal of attention has been devoted to
settings
disabilities (LD) from high
cess in educational and work
the transition of young adults with learning
must be able to state their needs to
limited information
school to adult life. Despite such attention, relatively
teachers and employers.
LD on personal and ca-
is available to describe and explain the impact of
of success is the ability of consumers
Persons with LD, however, may have
reer choices. A critical component
difficulty in effectively advocating for
be self-advocates.
(persons with LD) to express their own service needs, to
themselves. Many have a history of
of
Self-advocacy strategies can help adults with LD become more aware
'ng passive learners with inefficient
requirements for educa-
.dy skills and a lack of facility in
their own strengths and weaknesses, as well as the
monitoring their own learning. Many
individual's ability to
tional or job success. Indications suggest that an
have been poor goal setters, often re-
and career processes
self-advocate may be a powerful influence on personal
sisting asking questions, making
choices, and taking risks. Some lack a
and success.
strong locus of control, and others
struggle on a daily basis with poor self-
resilience of the adult popula-
The issue of success, as well as the risk and
concept and limited social skills. Such
(Spekman, Goldberg
tion with LD, has been a recent interest of professionals
behaviors are not consistent with skills
1993). In a review of this
required for effective personal advo-
& Herman, 1993; Reiff, Gerber & Ginsberg,
cacy.
of the characteristics
literature, Hoy and Manglitz (1996) suggest, "Many
associated with the risk and
of successful adults and the protective factors
Literacy education programs can help
self-awareness, the
LD to
resilience literature are virtually identical, including
empower their students with
advocate for their needs in a direct,
and decision to use
proactive orientation of these adults, and the ability
persuasive manner. This newsletter ad-
family support systems and mentors."
PERMISSION TO REPRODUCE AND
dresses self-advocacy skills that lit-
DISSEMINATE THIS MATERIAL
HAS BEEN GRANTED By
in their
eracy programs can include
curriculum to teach individuals with
LD to (1) identify their strengths and
CONTENTS
TO THE EDuCATLON.N. RESOURCES
weaknesses along with potential com-
INFORMATION CENTER (ERIC)
pensatory strategies; (2) understand
oneself as a learner; (3) set goals and
monitor progress toward these goals;
FROM THE DIRECTOR
I
by Noel Gregg, Ph.D., and Cheri Hoy, Ph.D.
and (4) practice techniques for effec-
CONSUMERS EMPOWERING CONSUMERS
I
LD by Pat Boyd
tive communication. All these skills
5
SELF-ADVOCACY: PRACTICAL ADVICE TO THE ADULT WITH
the
can be taught. More importantly,
by Winnelle D. Carpenter M.A.
8
WS A MATTER OF CHOICE!
DISCLOSURE:
'uisition of these skills ultimately
Linda Andresen
0 ACCOMMODATIONS: JUST WHAT IS REASONABLE? by
I
to the empowerment of adults
by Kathy Martin
STORY
2
SUPPORT, CARE, AND ACCOMMODATIONS: DAVID CAMERON'S
I
with LD, promoting success in their
by Dale S. Brown
I 3
TIPS FOR SELF-ADVOCACY IN THE WORKPLACE
roles as workers, learners, family mem-
Cindy Knight
15
LEARNING THROUGH ACCOMMODATIONS by
bers, and citizens.
by Lydia Block
16
SELF-ADVOCACY IN EDUCATIONAL SETTINGS
18
SELECTED RESOURCES
Corley, Ph.D.
- Mary Ann
MAO
LE
BEST COPY
Page 2
nal writing, group activities, and interactive feedback.
The Learning Disabilities Research and Training Cen-
The goal of this self-advocacy training is to have con-
ter (LDRTC), located at The University of Georgia,
sumers who have become empowered turn around and
has conducted three years of research and training,
assume the role of the empowerer.
funded through the National Institute for Disability
Rehabilitation Research (NIDRR), designed to inves-
The LDRTC has, as a culmination to three years of
tigate the impact of self-advocacy training led by con-
research and training, developed a training package
Consumer
sumers on individual empowerment. This
designed to qualify consumers around the country to
Empowerment Training was drawn from concepts
disseminate Consumer Empowerment Training. The
associated with collaboration models and the self-help
package consists of a training manual that details ev-
movement.
The self-help movement stresses that individuals with
An
individual's ability to self-advo-
challenges are not isolated in their experiences. By
sharing experiences and supporting members in tak-
cate may be a powerful influence on
ing action to solve problems, participants can break
personal and career processes and suc-
cycles of dependency which can be limiting. How-
ever, the essentialist exclusion of the insider-outsider'
cess.
attitude found in some self-help groups can be detri-
mental to the goal of removing barriers (Gregg &
Phillips, 1996). This potential difficulty was addressed
cry section of Consumer Empowerment Training and
in the development of Consumer Empowerment Train-
gives complete guidelines for getting started, helpful
ing by pairing a consumer and a service provider in
dialogue suggestions for the trainers to ensure smooth
delivering the training sessions.
flow from section to section, and a video which ac-
companies the training manual.
The consumer and service provider team provide two
sessions of approximately three hours each. Core ar-
Literacy providers can be instrumental in the success-
eas of emphasis include:
ful self-empowerment of adults with LD. A large per-
awareness of strengths and weaknesses;
centage of those individuals served at literacy centers
awareness of vocational goals and support services
are reported to have LD, most likely one that has been
to obtain those goals;
undiagnosed. Therefore, the literacy provider be-
knowledge of the Americans with Disabilities Act
comes the catalyst for encouraging self-advocacy strat-
(ADA) and consumer rights within the school or
egies and goals for the adults with LD. The time has
workplace;
about
strategies to obtain appropriate work for a
come to put knowledge, research, and theory
adults with LD into what Hooks (1994) calls a "holis-
consumer's ability through proper interviewing
tic framework of liberatory activism."
and disclosure skills;
knowledge of appropriate accommodations and
It became evident from the voices of the adults
modifications possible in the school or workplace;
throughout the Consumer Empowerment Training that
and
service providers are challenged to question the prac-
maintaining employment through conflict avoid-
tice of focusing on academic skills, perhaps to the det-
ance and resolution skills coupled with stress re-
riment of the self-advocacy strategies needed by adults
duction strategies.
with LD. It is difficult for us as service providers to
look at long-term issues because so much of our time
Numerous activities are used to address these areas,
is given to helping adults reach theirshort-term goals:
including modeling, role playing, lecturing, group
getting an accommodation, passing the GED Tests,
discussion, video presentations, graphic displays, jour-
3
"'getting
a job. It also is difficult for us-to grapple with
to assume all modifications are due them because
the internal world of individuals with LD as they ne-
they have a disability. Similarly, literacy provid-
gotiate their lives. What is meant by self-advocacy
ers can help adults who are overfocused on weak-
and self-reflection? How difficult is it to witness and
nesses identify and start using strengths.
really listen to pain without minimizing, trivializing,
Learn from other voices: Two very important
or over-intellectualizing (Gregg & Ferri, 1996)? What
points have emerged from the training and re-
can a literacy provider do to encourage self-advocacy
search. The first is that adults with LD have dis-
for adults with LD? A few suggestions identified from
the Consumer Empowerment Training research in-
covered many useful coping strategies; sharing
clude:
these strategies and listening to strategies others
have used successfully empower both parties.
Listen: Provide time in a busy and hectic world
Another important point which has emerged is the
to listen to the stories of the adult with LD.
need for adults with LD to try to better understand
the perspective of their service providers. At
Shakespeare (1995) notes that, "having the space
to tell them [stories], and an audience which will
times, service providers cannot respond to con-
All starts with having a voice." Re-
listen
sumers for a variety of legitimate reasons. Ser-
. .
.
member that, to engage in active dialogue, one
vice providers must then make an effort to com-
also must listen carefully to gaps, silences, or even
municate honestly with consumers about the rea-
contradictions (Chase, 1992).
son for their delay in responding to situations.
Consumers and service providers must work to-
See through the masks: Many adults with LD
gether as a team, being both open and honest so
that available options to solve situations can be
have worn masks for so many years that they ques-
tion their own authenticity. These masks are the
identified and put into action.
attempt to cover painful feelings of fear, obses-
Learn about resources: Literacy providers can
sive thoughts, lack of self-confidence, self-doubt,
and extreme self-criticism.
work with adults in developing lists of local re-
sources and procedures for accessing them. Ulti-
mately, such lists of resources can be updated by
adults with LD, providing further opportunities
The goal of this self-advocacy train-
for empowerment.
ing is to have consumers who have be-
Support the formation of self-help groups: Af-
come empowered turn around and as-
ter adults have gone through Consumer Empow-
sume the role of the empowerer.
erment Training, literacy providers can encour-
age them to continue meeting and supporting one
another. For some groups, verbal encouragement
may be all that is needed. Other groups may need
Find a realistic balance: Some adults with learn-
guidance in locating a meeting place, setting a
e
time, or publicizing the meeting. Literacy pro-
ing disabilities often perceive weaknesses as mi-
nor inconveniences rather than deficits.
Other
viders can consult with the group on these issues
adults cannot see any strengths because of an
until the group is self-sustaining.
overfocus on weaknesses. Literacy providers can
help adults with LD find a realistic balance. Adults
For more information concerning The University of
with LD require accommodations and modifica-
Georgia Consumer Empowerment Training, optional
tions. They should be encouraged to use appro-
training programs, or the results of the research con-
priate modifications for their learning profile, not
ducted by LDRTC, call [phone].
Cain AVAIRABILE
4
Page 4
LINKAGES
Learning Disabilities
LAnIdng literacy &
References
& A. Gay (Eds.) Adults with Learning Disabilities: Theoretical an
Practical Perspectives (pp. 208-231). NY: Guilford Press.
Chase, 1 (1992). The self and collective action: Dilemmatic identities.
In G. M. Breakwell (Ed.). Social Psychology, Identity and the Self Con-
Reiff, H. B., Gerber, P. J. & Ginsberg, R. (1993). Definitions of learn-
cept (pp. 101-128). London: Surrey University Press.
ing disabilities from adults with learning disabilities: The insiders' per-
spectives. Learning Disability Quarterly, 16, 114-125.
Gregg, N. & Ferri, B. (1996). Paradigms: A Need for Radical Reform.
In N. Gregg, C. Hoy, & A. Gay (Eds.) Adults with Learning Disabili-
Shakespeare, T. (1995). Disability, Identity and Difference. Paper pre-
ties: Theoretical and Practical Perspectives (pp. 21-54). NY: Guilford
sented at the Chronic Illness and Disability Conference. Leeds Univer-
Press.
sity, UK.
Gregg, N. & Phillips, C. (1996). Adults with learning disabilities:
Spekman, N.J., Goldberg, R. J. & Herman, K L. 0993). An explora-
Empowering networks of inclusion, collaboration and self-acceptance.
tion of risk and resilience in the lives of individuals with learning dis-
In N. Gregg, C. Hoy & A. Gay (Eds.) Adults with learning disabilities:
abilities. Learning Disabilities Research and Practice, 8, 11-18.
Theoretical and Practical Perspectives (pp. 1-20). NY: Guilford Press.
Noel Gregg, Ph.D., is director of The University of Georgia
hooks, b. (1994). Teaching to transgress: Education as the practice of
Learning Disabilities Center, Athens, Georgia.
freedom. NY: Routledge.
Cheri Hoy, Ph.D., is head of The University of Georgia
Hoy, C. & Manglitz, E. (1996). Social and affective adjustment of adults
Department of Special Education, Athens, Georgia.
with learning disabilities: A life-span perspective. In N. Gregg, C. Hoy,
The National ALLD Center now has a homepage
What you'll find:
on the National Institute for Literacy's LINCS
Information on the National ALLD Center
WWW site at:
National ALLD Center Publications
Postings from the NIFL-ALLD Listsery
http://novel.nifl.gov
Stories from students as told to Archie Willard
Links to Other LD Resources
5
Page 5
SELF-ADVOCACY:
I PRACTICAL ADVICE TO THE
Issues related to LD are not commonly understood
by the general public, but they are common to those
wrn-i LD
ADULT
of us who have LD. I have such a hard time spelling
By Pat Boyd
the words I use in speaking that I avoid handwriting
If I am forced to write by hand, I must
anything.
limit myself to words I can spell correctly or carry
an electronic speller to avoid the embarrassment of
As an adult with specific learning disabilities (LD)
juvenile grammar or bizarre spelling. I prefer to rely
and director of a national organization committed to
the management of LD and attention disorders in
on greeting cards and my computer for printed mes-
I know my limitations with spelling, and I
adults, I am profoundly aware of the need for indi-
sages.
know my shame. I also know a variety of strategies
viduals to master the "art of self-advocacy." Far too
and accommodations I can use to reduce the ap-
often, newly diagnosed adults are in awe of the pro-
pearance of the limitations and enhance my strengths
fessional who has provided their diagnosis. For adults
with the use of words.
who were diagnosed as children, the LD label often
is perceived as the cause of their school-related mis-
Remember that specific learning disabilities make up
ery and as an issue belonging to the parent/advocate.
When the issue of LD needs to be addressed, nei-
a category of disabilities with various limitations de-
ther the professional nor the parent is the appropri- pending on the individual. A qualified professional
can look at your test scores and determine your areas
ate representative in the adult world. Each individual
of strengths and weaknesses. But to tell anyone in
with LD must learn to be his/her own representa-
ive.
the general public, "I have learning disabilities, dys-
lexia, central auditory processing deficits, or atten-
tion deficit disorders" tells the listener nothing about
To be an effective self-advocate requires a high level
of knowledge about yourself in any situation. For
how this affects you. You are truly the expert on the
effects of LD for you.
example, Mark wants to buy a new car; he needs to
know in advance the features he wants and the price
If Mark knows what his financial
Signs of Trouble
he can afford.
limits are and how much he values each feature, he
When you try to read
can negotiate a purchase with the confidence that he
. . .
do the words appear distorted?
has made the best possible deal for himself. On the
do you read the words and not know the content?
other hand, if Mark is not clear about his own needs
can you figure out the words and content, but it
and desires, the car dealer will likely control the out-
takes you a long time?
come of the sale.
is your handwriting very large or very small?
Anyone can become a self-advocate; in fact, most
do you scribble words?
do you have trouble distinguishing between a
Success comes
of us already are self-advocates.
lower case "b" or "d" when writing?
from knowing yourself so well that there is no doubt
regarding your likes and dislikes, your strengths and
your weaknesses. You know whether you enjoy
When you are with other people
. .
.
do you have trouble hearing what people say?
eating cabbage, and you have no problem with your
do you not "get" jokes?
response when cabbage is offered to you. You know
do you have trouble hearing the syllables when
dithe type of movies you like, the clothes you're most
asked to sound out a word?
wcomfortable in, and the lifestyle you enjoy. Exercis-
ing these preferences as an adult is common and
are you distracted in a lecture, seminar, or meet-
therefore acceptable to the general public.
ing?
.
Page 6
Learning Disabilities
Linking Literacy &
do you have trouble recalling a specific word
or
the general public can understand. Respect and capi
phrase?
talize on your comfort zones.
do the words get jumbled in your mouth
or mind
when you try to speak?
Face the fact that you must be able to use the word
do you have difficulty expressing yourself in
a
"disabled" if you want the right to an accommoda-
group or do you recall a response an hour or
tion. While you may feel that you have only
a "dif-
more after it was needed?
ference," the laws that protect your right to accom-
modations at work and on campus are "Disability
When working with math
Rights Laws." These laws were passed to allow
.
. .
do you have trouble writing the number?
individuals who have a disability the right to be
do you have trouble with simple calculations?
productive using their own methods.
even when given a calculator, do you have trouble
with the mathematical concepts?
Both the individual with a disability and the entity
covered under the law have rights. The employer
Take the time to identify your specific problem in
and educational institution have the right to set stan-
words that the general public can understand. Then
dards. Individuals with disabilities have the
respon-
also identify the specific strategies that help
you at-
sibility to be qualified to meet the established stan-
tend to the task at hand.
dards. They also have the right to use strategies and
aids to accommodate for the effects of their disabili-
Strategies That Work
ties. Know what the standards are and how
you can
qualify to meet those standards.
You may find that you learn more easily when an-
other person shows or tells you what to do than when
When you can say, "I have a disability," and
you can
briefly define the immediate problem and solution in
words that are familiar to the general public,
you are
ready to be a successful self-advocate in disability-
Although we are profoundly
related situations. You are prepared with skills to
re-
aware of our limitations, our assets
quest and receive accommodations on an LD issue.
Do not tax your listener by trying to define the broad
are more important to the boss.
spectrum of learning disabilities in general; stick to
the immediate issue that you are facing at the time.
In the beginning, limit your statement to, "I have
a
you read the instructions. You might highlight the
disability." You may or may not be asked to provide
printed instructions or rewrite them in your
own short-
documentation of the specific disability.
hand. You might use a tape recorder so that
you have
a record and refresher of the verbal instructions. For
Keep in mind that your needs might be met without
some people, graphs, charts, and/or pictures truly are
identifying your disability in an employment situa-
worth a thousand words. If you work best at home,
tion, because employers are concerned with produc-
you may consider telecommuting. You may handle
tivity. Therefore, you may be able to get what
you
multiple tasks well, or you may prefer to focus
on
need by saying, "I can be more productive if
." Fill
one thing at a time. You may use an appointment calen-
in the blank with your needs, such as, ".
if we moved
.
.
dar and answering machine to control interruptions.
my desk to an area with less traffic," or ".
if I had
. .
Computers and calculators are common tools in the
some clerical help for an hour each week." Although
workplace; even electronic spell checkers
are accept-
we are profoundly aware of our limitations, our as-
able. Take the time to identify strategies and solu-
sets are more important to the boss. Most employers
tions that minimize your weak areas in words that
are willing to invest effort and money to enhance an
7
Page 7
LINKAGES
Learning Disabilities
Linidng Literacy &
mployee's
productivity. After all, you were hired
Assertiveness Is..
for your skills and talents.
.
Assertiveness Is Not..
.
Cooperation and effective communication are vital
elements in maintaining a relationship and achieving
Assertiveness is..
.
expressing your needs clearly and directly.
expressing your ideas without feeling guilt
An
assertive person shows confi-
or intimidated.
sticking up for what you believe you need- -
dence that is rarely challenged, while
even though professionals may not agree.
an aggressive person provokes anger
knowing your rights and how to get them.
documenting what you need and all facts
that will be fought or avoided.
pertaining to your case.
effective communication.
your goals. While you are not required to disclose
conveying your feelings of self-confidence
your disability, it is in your best interest to disclose
when you communicate with others.
when you have exercised all other options and be-
self reliance and independence.
This can be
fore you are faced with termination.
analyzing a problem and pinpointing the
tricky in that many of us have trouble recognizing
area of responsibility before you act.
that our positions are at risk. Pay attention to peri-
having a positive attitude at all times.
odic performance reviews. Then monitor your atti-
"Pude. How you communicate can say more than
Assertiveness is not..
.
what you communicate.
beating around the bush before stating your
needs.
When you know your qualifications, limitations,
feeling too guilty or afraid to express your
rights, and responsibilities, you can express your re-
needs.
quest to have your needs met with a positive state-
ignorance about your rights.
ment plus an attitude of cooperation. It is extremely
ineffective communications.
An assertive
important to monitor your attitude.
abdicating to others your right to self-ad-
person shows confidence that is rarely challenged,
vocate.
while an aggressive person provokes anger that
acting precipitously before you get all the
will be fought or avoided. With no effort or em-
facts.
phasis, you will be assertive when you are confident
giving in to defeat.
that you are qualified and entitled to have your needs
met. A successful self-advocate is, in fact, a person
The National ALLD Center extends its appreciation to
who can advocate in a manner that promotes his/her
the Family Resource Center on Disabilities in Chicago,
Illinois, for permission to reprint a portion of the
ability to get the job done, whether at home, at school,
. ."
article
., Assertiveness I s Not .
"Assertiveness I s .
or in the workplace.
.
from the publication, "How to Get Services by Being
Assertive" (1993).
Pat Boyd is Executive Director of The Rebus Institute in
Burlingame, CA, a national organization committed to the
study and dissemination of information on adult issues related
to learning disabilities and attention deficit disorders.
Sue Macus, Program Coordinator for The Rebus Institute's
Program,
Self-Advocacy"
through
"Empowerment
contributed to this article.
8
COIPT
11 A
Page 8
DISCLOSURE: ITS A
eryone learns differently.
But, generally speak-
ing, most people, without learning disabilities, do
MATTER OF CHOICE!
not REQUIRE the accommodations we request.
By Winne lle Carpenter, M.A.
A person with a disability may have needs requir-
ing time and effort from other people or funds from
society. For this reason, the concept of disability
is crucial. If I have a learning "problem," why
Deciding to disclose a learning disability is a per-
can't I solve it? If I have a learning difference,
sonal, individual decision. There is extreme anxiety
why am I asking for extra time and attention or
in telling a teacher, employer, or friend about a learn-
for changes in the rules that "must be followed"?
ing disability because the individual fears that disclo-
The concept of a disability is more important for
sure may place him/her in a vulnerable position. Al-
people with learning disabilities than for people
though sensitivity and awareness have increased over
with other disabilities, because so many of the ac-
the years, individuals with learning disabilities still
commodations they need are also desired by oth-
feel a sense of anxiety and must exercise caution in
ers.
deciding to whom they disclose because it is still com-
mon to be:
Many people with learning disabilities choose not to
misunderstood;
disclose but refer to themselves in other ways, such
placed under suspicion (Because a learning dis-
as:
ability is not a visible disability, many persons
learning abled;
hear, "If you'd just try harder.
.");
learning different;
.
humiliated;
different learner;
perceived as less than equal;
unique learner;
labeled a troublemaker;
learning disAbilities;
alienated;
differently abled; and/or
isolated; and/or
disabled.
stigmatized.
If a student makes academic accommodation requests
Dale Brown, an adult with a learning disability, has
(time extensions, modified tests) to a college profes-
taught others about learning disabilities for 20 years.
sor on the basis of being "learning different," his/her
In the following excerpt from an article she wrote
request may not be honored. If the same student makes
for LDA Newsbriefs (Vol. 24, No. 1, Jan. 1989), she
academic accommodation requests because of a learn-
presents a rationale that encourages individuals to
ing disability (verified through appropriate officials),
disclose.
the request must be honored under law (Section 504
of the Vocational Rehabilitation Act, 1973, P.L. 93-
Many people with learning disabilities declare
112). The same holds true in the workplace.
proudly "I'm not learning disabled, I learn dill
ferently." This seems to cast off the negative
If an individual chooses not to identify him- or her-
stereotypes that can go with the label of learn-
self as having a learning disability, he/she cannot
ing disabilities.
We are not denying the dis-
expect to receive accommodations. Yet individuals
ability; we are only denying the incorrect be-
also can experience abuse as a result of disclosure
liefs that sometimes accompany the label.
(there is potential to be treated differently, to be the
target of lower expectations, or to face fewer chances
I believe that being considered "disabled" helps
for advancement). It is not always easy to know whom
us to receive reasonable accommodations and
to tell, how much, and when. Literacy teachers, ad-
help from others. Everyone is different and ev-
ministrators, and advocates for persons with LD may
9
Page 9
find
the following suggestions helpful in encouraging
ability, was able to give practical information
adults to disclose when appropriate.
about how the supervisor could provide accom-
modative services without reducing work expec-
Suggestions to the Adult with LD Regarding
tations.
Disclosure
If
1. Become the expert.
Increase your knowledge
an individual chooses not to iden-
about learning disabilities. Practice and rehearse
tify him- or herself as having a learn-
stating your specific learning disability, listing the
ing disability, he/she cannot expect to
important accommodations you will need to learn
and perform successfully both in school and on
receive accommodations.
the job. Self-advocates choose to become respon-
sible for educating themselves. You cannot suc-
cessfully advocate if you do not know what is in-
terfering with your learning or job performance. 6. Know your rights!
Educate yourself and build confidence. Confi-
The Americans with Disabilities Act of 1990
dence encourages risk-taking, which will enable
(P.L. 101-336) and Section 504 of the Voca-
you to educate others.
tional Rehabilitation Act of 1973 (P.L. 93-112)
are civil rights laws that protect the rights of adults
2. Know your strengths as well as your challenges
with disabilities in both educational and employ-
and practice verbalizing them. Can you read
ment settings. With increased awareness of these
well, take notes, or follow multiple complex di-
laws, employers are becoming more willing to
rections? Do you have difficulty listening, writ-
provide reasonable accommodations. Your dis-
ing, or doing simple math? Knowledge of your
closure of a learning disability cannot exclude you
specific abilities will help you to successfully com-
from any course, degree, or program. You are
municate your strengths and minimize your chal-
entitled to academic accommodations.
lenges when you decide to disclose your disabil-
ity.
7. Know when to disclose and to whom; share and
discuss this topic with others with learning dis-
3. Disclose only what is necessary to those who
abilities. Continue to become your own expert.
need to hear it.
State what you need to be suc-
Practice expressing your own learning disability
cessful at a task (not why you can't do it) in a
and needs. These activities build confidence and
positive, assertive way.
self esteem, and you will be well on the road to
being your own best advocate.
Collect articles, books, handouts, and pam-
4.
Winnelle D. Carpenter, MA., is an educational consultant who
phlets on learning disabilities. Handouts give
specializes in developing and implementing educational
credibility to what you are saying and, because
programs for children and adults with specific learning styles,
the information is provided in written form, can
learning disabilities, and ADD. She is both the researcher and
be left with others.
author of the curriculum manual, "Become Your Own Expert!"
This article has been adapted from a section of that manual.
5. Use your resources. You may need to ask for
assistance. Recently, a woman had a colleague
accompany her while she disclosed her learning
disability and made a request for accommoda-
tions. The colleague, who had already received work-
place accommodations for a similar learning dis-
10