self advocacy

Self Advocacy sign in Three Steps Part three - Getting What you Need

Self Advocacy in Three Steps: Part Three - Getting What you Need

In Self-Advocacy Part Three: Getting What you Need, I will discuss some tips on how to communicate your needs and request accommodations in college and the workplace as a student or employee with a disability.

 

Disclosure and Request for Accommodations in The College Environment

If you have disclosed to your college office of disability services, you will be asked to fill out paperwork to request accommodations and will be required to submit documentation (an example would be a psycho-educational evaluation assessment) indicating proof of disability. It is best to initiate this process as early as you can. Visit the website of your college and contact the office directly to see what is offered in terms of assistive technology, learning support, tutoring, etc. Once you are approved for accommodations it is a good idea to set up meetings with your professors during their office hours. This is a time to review your accommodations and specific needs with your instructor. It is important to establish a collaborative relationship by reaching out, discussing your interests, your strengths, and your desire to perform at your best as a student in the course. Keeping the lines of communication open between you and your instructors and doing your part by knowing your rights and keeping informed goes a long way. You may read more on your rights and responsibilities from Ed.gov HERE 


Disclosure and Request for Accommodations on the job  

Have you disclosed your disability to your employer? The decision to disclose your disability to your employer is a personal one. According to the ADA (Americans with Disabilities Act), in order to benefit from the ADA and the Rehabilitation Act, you must disclose your disability since an employer is only required to provide work-related accommodations to those who disclose their disabilities to the appropriate individuals in the workplace. To read more on disclosure, visit the US Department of Labor website HERE.  Your employer may request that you provide him with proof of your disability, (psycho-educational evaluation) or other documentation, so it is important to find out which types of documentation your employer is willing to accept as proof and which type of provider you'll need to seek out to obtain this documentation if you have not yet done so.  

As you begin to broach the subject of accommodations with your employer, it may be helpful to understand the ways in which he best communicates. Does your employer generally prefer face to face conversations, e-mail memos, or phone calls?  Think about your own preferred style of communication.  What are you most comfortable with?  Have you researched and are you clear about the requests you would like to make?  Are they reasonable? It is important to convey your message in an organized and respectful way.  Preparing a list of talking points in advance can help you to prepare yourself.  It will be helpful to maintain a positive and professional manner as you seek to inform your boss about your need for accommodations.  Framing your requests in a way which indicates that the accommodation will help you to function at your best is more positive than merely complaining about your struggles and how you cannot manage your job well.  Focusing on your strengths and communicating them throughout the conversation is key.  Asking your employer to outline his expectations of you and requesting that he help you to explore possible solutions is a more proactive and collaborative way to communicate with him.

Ask JAN (Job Accommodation Network), offers a guide to help you with this process.  You may read and download the guide HERE  

When it comes to requesting accommodations in college or on the job, it’s important to be an effective self-advocate.  Knowing yourself, focusing on your strengths, effectively communicating what you need, and describing how these supports will help you to be the best that you can be in school or on the job will help to position you for success!


Recommended Resources:

Department of Education Website: Students with Disabilities Preparing for Post-Secondary Education -  http://www2.ed.gov/about/offices/list/ocr/transition.html 

Department of Labor Website - Youth, Disclosure, and the Workplace. Why, When, What, and How - http://www.dol.gov/odep/pubs/fact/ydw.htm

Job Accommodation Network Website (JAN) - Employees' Practical Guide to Negotiating and Requesting Reasonable Accommodations Under the Americans with Disabilities Act (ADA) - https://askjan.org/EeGuide/IIRequest.htm

We'd like to invite you to donate to Headstrong Nation to help us to fulfull our mission for the adult dyslexic.  DONATE HERE

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Self Advocacy Part two banner know what you need Headstrong Nation #weownit  www.headstrongnation.org/membership

Self Advocacy in Three Parts: Part Two - Know your Needs

If you are an adult with dyslexia or another LD,  and you've obtained a formal evaluation, you may have a very clear idea of what types of supports you may need in an academic setting or on the job.  If you have not obtained a formal evaluation, you may still have a pretty good idea based on the struggles you experience and how they impact on your life.  Are you overwhelmed with the amount of text and reading requirements that you have on the job?  Do you struggle with spelling or getting your thoughts down on paper in email correspondence or in report form?  You may have developed some daily work-a-rounds too, in an attempt to manage at home, but perhaps you haven't explored using these same tools at the workplace or in your college classes.  

Assistive Technology can help

Many dyslexics find the use of assistive technology valuable.  Assistive Technology, or AT, may be defined as any item, piece of equipment software product or system which is used to increase, maintain, or improve the functional capabilities of an individual with a disability. It does not include a medical device which is surgically implanted or the replacement of such a device.  Assistive technology can be low tech, moderate or high tech.  A highlighting pen is an example of a low tech choice, a moderate or high tech tool might be an electronic spell checker or speech recognition software.

Some adults are unsure of where to start with assistive technology and are reluctant to embrace it.  If you are interested in exploring assistive technology and learning how it may be of help to you on the job or in the higher ed setting, visit Jamie Martin's Assistive Technology website HERE.  

Try this exercise.  Jot down any tools that you currently use that help you to manage on a daily basis. This might be a spell checker, a built in text to speech on your phone or another item.  Also jot down any tools you may have seen or heard about but havent tried yet that you'd like to explore.  A sample list might look like this: 

  • I find it easier to record notes in the class or at business meetings.
  • I find I work best with digital notes in doc. form that I can refer to and a text to speech product with.  
  • If notes are in PDF form, the use of an OCR (Optical Character Recognition) app or scanner is helpful to me to prepare text for text to speech.
  • I find it easier to jot down key points and graphics when I take notes in meetings or in lectures so a note taking device like a note taking pen might be helpful.
  • I need to sit in the front of the meeting room close to the presenter or in the front of the class during a lecture for better focus.
  • Background noise really bothers me, so the use of noise cancelling ear-buds or headphones would help me to concentrate on my work. 
  • A Screen Reader and/or text to speech software program would help me to access text more efficiently. 
  • Calendar apps on my phone and desktop help me to stay organized. 
  • A voice to text program for professionals might help me to effectively keep up with email and written correspondence on the job or to write papers for class. 
  • Spell checkers, word prediction software and grammar checkers would help me to function best. 
  • Apps to help me to stay on task (timers, etc...) might help to increase my productivity. 
 
Getting clear about how you learn best and which supports and tools can help you perform best is extremely valuable.  As adults with dyslexia/LD, we may need some assistance in the form of accommodation and tools, for those areas in which we struggle, but we must also remember that we have great strengths too.  One way to get in touch with your particular strengths and attitudes surrounding dyslexia is to complete Headstrong Nation's Strength and Attitude Assessments .  Below is a graphic of a sample strength star showing high social and visual skills based on responses to the assessment. 
 
Graphic example of Headstrong Nation Strength Star result  showing skills such as musical, verbal, mathematical, spatial, etc...
 
In Self Advocacy in Three Parts: Part Three, Getting What you Need, I'll discuss some ways to start a conversation with your employer or your professors, to help you to get what you'll need to be a successful employee or student.
 

Recommended Resources: 

Jamie Martin's Website - http://www.atdyslexia.com/assistive-technology/

Headstrong Nation's Strength and Attitude Assessments - http://headstrongnation.org/adults/map-your-dyslexia

Self-Advocacy in Three Parts: Part One - Know Thyself - http://headstrongnation.org/community/blog/self-advocacy-three-parts-1-k...

Self-Advocacy in Three Parts: Part Three -Getting What you Need - http://headstrongnation.org/community/blog/self-advocacy-three-steps-3-g...

 

We'd like to invite you to donate to Headstrong Nation to help us to fulfull our mission for the adult dyslexic.  DONATE HERE

Like us on Facebook,  Follow us on TwitterPinterestYouTube, and Instagram.   Thanks for your support!  - The Headstrong Nation Team

 

 

 

Self Advocacy part one know thyself headstrong nation #weownit www.headstrongnation.org/membership


Self-Advocacy in Three Parts

Part One – Know Thyself

What does self-advocacy mean to you as an adult with dyslexia/LD?  Self-advocacy can be defined as the ability to represent and speak up for yourself, to be actively involved as a voice in decision making in matters involving you.  In an article on Wrightslaw.com, author Nancy Susanne James states “This journey of self-education is an ongoing process, as individual needs change over time. There are three parts to becoming an effective self-advocate: knowing yourself, knowing your needs, and knowing how to get what you need.”

The slogan used by various disability rights activists, “Nothing about us without Us” points to the need for the individual to be at the center of all discussions involving himself and his life.  Getting in touch with and knowing yourself is the first part of becoming an effective adult self-advocate.

Knowing yourself involves know your strengths and weaknesses. It involves identification. There are many informal inventories and checklists which can help you to uncover your particular pattern of strengths and weaknesses such as Headstrong Nation’s Potential Indicators of Dyslexia and our Strength and Attitude Assessments. Inventories like these can give you some valuable information to share with a professional licensed to formally evaluate dyslexia and other related learning disabilities, and may serve as a starting point for conversation. Below are the sample results of a Strength Assessment showing high social and visual skills.  


Example of Headstrong Nation Strength star generated after taking inventory, Showing high social and visual skills

A formal psycho-educational evaluation performed by a licensed Neuropsychologist or other professional trained in working with adults with dyslexia/LD can be quite costly, so it will be helpful to inquire if any of the cost might be covered by your insurance carrier if you are determined to pursue formal identification for yourself. Other avenues to explore qualified professionals include local university departments of psychology or clinics, community mental health centers, and local rehabilitation services agencies (State Agencies - https://rsa.ed.gov/people.cfm  - Then click on "Other Useful Contacts > State Agencies/Contact Information ).  It is important to remember that obtaining a formal diagnosis of a learning disability permits you to certain rights under federal law in higher education and in the workplace. 

In Self-Advocacy in Three Parts: Part Two, Know Your Needs, I'll discuss knowing your needs and how this information can enable you to become a more effective self-advocate in life, school, and career.

Read Nancy Susanne James’ article Self-Advocacy: Know Yourself, Know What You Need, Know How to Get It  HERE.


Recommended Resources: 

Self Advocacy: Know yourself, Know What You Need, Know How to Get It. Nancy Suzanne James (Wrightslaw) http://www.wrightslaw.com/info/sec504.selfadvo.nancy.james.htm

Rehabilitation Services Adminstration -  ED/OSERS/RSA - https://rsa.ed.gov/people.cfm 

Self-Advocacy in Three Parts: Part Two - Know Your Needs - http://headstrongnation.org/community/blog/self-advocacy-three-parts-2-k...

Self-Advocacy in Three Parts: Part Three - Getting What You Need - http://headstrongnation.org/community/blog/self-advocacy-three-steps-3-g...

 

We'd like to invite you to Donate to Headstrong Nation to help us to fulfull our mission for the adult dyslexic.  DONATE HERE

Like us on Facebook,  Follow us on Twitter, Pinterest, YouTube, and Instagram.   Thanks for your support!  - The Headstrong Nation Team

 

 

photo of a half full glass of water on surface

Dyslexia - Half Full or Half Empty? 

 
Dyslexia... It's all in how you look at it.  It's all in how you look at you.  What's your perspective as an adult with dyslexia?  Is your glass half full or half empty?  Do you see limited or unlimited possibilities for yourself? Are you a victim or a victor? What responsibility might you take in improving your situation and changing your destiny, and how might you, as an adult dyslexic, raise awareness as a voice for change for other adult dyslexics? 
 
The choice is yours... You have more power than you know.
 
photo of trees in fall, beginning to change
 

Dyslexia Awareness Month

 
October has been designated as Dyslexia Awareness Month.  Many dyslexia organizations and individuals are rallying together and raising their collective voices to create change for the number of children who struggle with dyslexia/LD in public schools.  The momemtum builds.  Proclamations are announced.  T-shirts are donned, screenings are viewed, visits to elected officials are scheduled. Legislation is drafted, walks are held, and bridges are lit up red.  There is a flurry of activity and initiatives surrounding our youngest ones, the 1 in 5.  The celebration goes on! 
 

So, What About Us?  What about the Adult Dyslexic?

 
For those of us who live with dyslexia or another LD every day, we truly understand the reality that dyslexic children grow into dyslexic adults.  We fully appreciate and can relate to the phrase, "Once a dyslexic, always a dyslexic." Depending on where we are in our individual journeys, we may or may not be OK with the word dyslexia. Some of us don't like the label dyslexic, and prefer the word difference.  Some prefer to be referred to as neurodiverse. One individual may view their profile as a gift or advantage, another as a disability.  On those days when we feel that our challenges seem to outnumber our strengths, we may wish we had never heard of the word dyslexia.  We may want to trade in our troubles vs. embrace them, work with them, or work around them.  Dyslexia is personal.  Some days really stink for the dyslexic, and on those days for those of us who are also parents of children with dyslexia or other learning and attention issues, we get to live some days twice, through seeing how dyslexia plays out in our kids' daily lives as well. 
 

What It Is and What It Isn't

 
Dyslexia is not something to be overcome or beaten.  Nor is dyslexia something to run away from.  We get this. Many of us have spent much of our lives attempting to hide our disability from others, living in shame, feeling less than.  We also realize that however frustrating the challenges related to our dyslexia might be, our dyslexia is part of the fabric of who we are as individuals.  If we choose to embrace our dyslexic identities, to accept the good, the bad and the ugly of our dyslexia, we stand a better chance to live more successful and happier lives. Dyslexia is not something to sugar coat. Dyslexia is neither a gift nor is it a curse.  It is a trait.  It is a difference which is neurobiological in origin, and it does have it's advantages in addition to it's disadvantages.  And, like it or not, it is a disability in some contexts in daily life, in educational systems, and in the world of work. Dyslexia represents the cards which we are dealt.  We can't change the cards we are dealt,  just how we choose to play our hand.  We have some choice in the matter.
 

"Comparison Is the Death of Joy" - Mark Twain

 
Comparing oneself to the newest most famous "dyslexic du Jour" in the media may not be all that healthy for the adult dyslexic who is under or unemployed.  If might not be beneficial for the high school kid who barely scraped by and has little direction, or for the college student who has four or more years to go in a system where many continue to be ignorant of or to doubt the existence of dyslexia, or of the potential of the person who has it. 
 
Not all dyslexics will be able to achieve the high levels of success of the latest entrepreneur, Nobel Laureate, or blockbuster movie star, and this is OK. Success and satisfaction will look and feel different for each person. It's important to have a starting point, however, to identify individual strengths and attitudes surrounding dyslexia, to set reasonable goals, and to strive to be the best version of yourself, for yourself.
 

Not All Dyslexics are Self-Aware

 
Some dyslexics  may never know that they are dyslexic. This unidentified and underserved group may go through life never reaching their full potential. This dyslexic may feel perpetually out of place, out of sync, in life and in work, with a gnawing feeling that something is missing, and somehow  he'll never be good enough.  The issues arising from unidentified and unsupported adult dyslexia are numerous and may have serious consequences.  The dyslexic may feel defeated, have a low self-esteem, and may not have that chance to show what he knows in the workplace or educational setting. Unrecognized and unaddressed difficulties on the job or in school for the adult dyslexic may contribute to a loss of employment, dropping out, financial issues, mental health issues and in a worst-case scenario, substance abuse or a life of crime.  
 

What Dyslexia Looks Like in The Adult

 
Dyslexia may look like this in the adult:
 
  • The adult dyslexic 16+ may continue to be a slow reader, and will therefore avoid reading tasks in general, reading for pleasure and may hide their struggles.
  • Handwriting may appear messy with many spelling errors.  
  • Organizing ideas in the written form may be difficult. Jobs requiring heavy written communication may be difficult and tiring, requiring much time to complete.
  • Directionality, left right, up and down orientation, sense of time, reading from a clock, remembering passwords, and following multi-step directions may be compromised.
  • Time management may be an issue.  
  • Anxiety, stress, and feeling overwhelmed on the job or in school is common. 
  • The individual may opt for jobs which are lower paying which do not require a high amount of heavy reading, writing, mathematics abilty, or other tasks they find challenging, although the person is of average or above average intelligence, and might be able to master a more complex job if provided the right support.  
Photo of tree with leaves changing, many colors, red, yellow, orange 

Fall Is A Season Of Change. Working To Become Our Best Dyslexic Selves.

 
For those of us who are in touch with our dyslexic identities, it is important that we focus on being our best selves.  Success is relative, and it is never too late to re-evaluate and make positive change in our own lives to reach new levels of success we hadn't thought possible.  Advocating for yourself and asking for help is important.  By serving as role models through speaking up about our own challenges and also the strengths associated with dyslexia, we may inspire others to raise their voices too.  That's how movements are started.  That's how change begins.
 
For those of us whose geography permits us to view the changing of the leaves in this season of fall, we are treated to a variety of colors.  Fall is a great time to reflect on the past, to evaluate the present and to plan for the future.  During this month of October, of Dyslexia Awareness, it might be helpful to take some time to do this for ourselves. 
 
In the coming weeks, we'll discuss some thoughts on how to guide your steps to be your best dyslexic self. 
 
 

Any questions?  Contact us at our Facebook page at https://www.facebook.com/headstrongnation.  We're not experts, but we’ll do what we can to point you to resources and to answer any questions that you may have.  You may also follow us on Twitter,  https://twitter.com/headstrongnatio and on Pinterest.

Headstrong Nation is a movement dedicated to a radical new approach to dyslexia. We empower adult dyslexics to own their dyslexia, understand it, and develop new ways of learning and working based on their individual profiles.

If you'd like to help support us in fulfilling our mission for the adult dyslexic, please consider donating to Headstrong Nation by clicking on the DONATE BUTTON at the top of the page.  Thank you! - The Headstrong Nation Team

Headstrong is a California Nonprofit Public Benefit Corporation, and is tax exempt under Section 501(c)(3) of the Internal Revenue Code. Federal Tax ID 47-0925290.   

Ben Foss Photo

Author and entrepreneur Ben Foss is dyslexic and empowered. He understands the importance of accepting his own dyslexia, embracing it, and owning it. He wants dyslexic kids to do the same. Ben wants kids to see the strength in their dyslexia and understand it is not something to overcome or hide, but something to celebrate. It is a part of who they are; there is no shame.

Ben had the opportunity to speak candidly with Laura Kusnyer-Key of Understood on November 21, 2014 via live webinar. He spoke on why it's important for kids to own their dyslexia, use their tools, and play to their strengths. His message that he wants kids to experience less shame, and have more joy and confidence in their day to day lives resonated throughout the conversation. Focusing on what they can do, versus what they cannot, and learning effective self-advocacy skills, was at the core of his message.

Watch Ben describe his own experiences and offer some thoughts on how we can help our children to own their dyslexia.

 

 

Be sure to check out many other great articles and resources on www.Understood.org.

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