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Alone on a Crowded Sea

February 18, 2013 in Community Wisdom, Featured by Robert Rummel-Hudson

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I can remember the first time the Internet became part of my life as a special needs parent.

The afternoon that Schuyler was finally diagnosed with polymicrogyria, her neurologist warned us. “I know when you get home, the first thing you’re going to do is go online and look this up,” she said. “I just want you to be ready. It’s going to be pretty rough.” She wasn’t kidding. At that time, the only information online was very clinical. Most of it was written in that horrible medical moon-man language, but the parts that were comprehensible were very scary boo. Worst case scenarios, mostly.

If Schuyler had been diagnosed a few years later, I might have found the world to be a little more comforting, and informative. I would have found at least one support group LISTSERV, and a few years after that, I would have found groups for polymicrogyria families and groups for apraxia and other related neurological disorders on Facebook. Most of all, I would have discovered other parents sharing their experiences.

I would have found what would feel very much like community.

I can also remember, all too vividly, when I discovered how fragile that sense of community can be, and how quickly it could devolve into factionalism and tribalism. I learned how extreme the disability community can be, and how eager it can be to devour its own. How it’s often much less a community and much more a collection of interests, self-protective and nearsighted.

It’s a lesson that many of us discover, whether we are parents or family or persons with disabilities. We find that the idea of community means very different things to different people, and that it is much easier to insist on our positions and to shout down those with other perspectives, ones that we don’t share and therefore don’t value.

I remember when I learned that the disability community can be so insular, so walled off, so protective of its spot on a perceived high ground that it’s honestly not much of a community at all.

I’ve been watching that community eat itself again recently, although honestly, it’s never hard to find a fight. In the past year, I’ve retreated from that larger community, and have stayed away from the parts that don’t concern me or my daughter. If it were just me, that would be fine, I’d write it off as a product of my own bad personality or whatever. But when I talk to the friends I’ve made in that community, I find the same observation, the same retreat. And among both parents and persons with disabilities, I’ve found something very much like a commonality, small but real.

When enough people feel that they are alone again, alone in the midst of a large and diverse community that is hell bent on self-immolation, then I’m not sure that “community” is still the correct term to use.

But here’s the thing that has happened, for myself and others, and if I were advising parents who are new to this whole world, it’s the thing I would advise them to concentrate on. Even as I’ve discovered how isolating the larger disability community can be, I’ve found that the individual friends I’ve made have become stones on which I can build something. We’ve also found real lasting value in those communities that have very real connections to my own family, in our case those built around assistive communication technology and neurological conditions like polymicrogyria and microcephaly.

Mostly I’ve come to realize that the individual advocacy in which I engage on on my daughter’s behalf is the most important work I can set myself to. More than that, it is through that small advocacy that I can build something larger, something better and more lasting.

I once believed that a larger sense of community would benefit us all, that the rising tide raises all the boats, etc. I don’t think I believe that anymore, not entirely. The Internet makes it feel like there are a lot of us in the same boat, but perhaps it’s more like there are a great many little boats bobbing around in the same dark sea. And perhaps that’s the best we can hope for. Tend your little boat, and find the friends with whom you can tie onto for a time and help each other.

And remember that we really aren’t alone. Not entirely, and not in the ways that matter.

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Listening and Learning

March 1, 2012 in Featured, From Julia by Julia Roberts

I made the decision to run a piece from a regular contributor on Monday. I have to be honest, I wasn’t prepared for how some people reacted to it. I’m sorry, but that’s my truth. This is because I read the piece and interpreted it one way (as many other people did, who left comments) and some people in the self-advocate community read it completely differently. I understand why. It doesn’t change that I read it and still read it in a way that is not literal, but more metaphorically. However, I absolutely don’t dismiss there are people who do read it literally and I appreciate that more than I did three days ago. Some people read it as if the writer was saying, “I don’t care where you are coming from, you should not be offended by anything I say!” and I read it was “Wouldn’t it be nice if we were all not offended when discussing these issues!” The writer included himself in that description and I thought the same about me, “wouldn’t it be nice if I weren’t offended by what some people say.” I’m not being glib when I say this; but I have literally tried to put this into practice the last three days.

I could back away, stay where I feel comfortable, but in the end, I don’t think that is the right thing to do. So I take responsibility for running the piece and also for shutting down comments. It’s important that I say I still stand by the writer, Rob and I stand by the piece in how I and others interpreted it. I will say, I wasn’t prepared to address the issues as if the piece was literal, and I very much see and understand that now. I wasn’t prepared and I’m so sorry about that. I panicked and I didn’t want people to get hurt (more) and so I shut comments down, which I realize is ironic. I stand by that decision too. I think I wasn’t clear where to intervene in the comments and when not to, because I’m human. I’m leaving the piece up because taking it down would be trying to erase that it happened and I won’t do that, even though that request has been made.

When I shut down the comments I wrote that I would welcome discussions privately and a few people reached out to me and I thank those people. I can’t say I’ve agreed with everything that was said, but I can tell you that I have learned and my mind has opened, which I see as a good thing. Both for our community and for me personally. The discussions were civil, pleasant even, and I couldn’t help but long for that for everyone is our community. For the chance to really be heard (this was not a one-way street, I also felt like people listened to me). I thank the people who reached out to me respectfully. I thank you for the dialogue and your collective promises to help me understand things from your perspective again in the future, which I am sure to need some day.

I’d also like to say that someone who has been conversing with me helped me understand that while my pain in parenting children with differences is mine to have and they respected it, their pain is from the basis of being the person who is the target of constant marginalization — their pain is greater. And I get it. I get it because my children also suffer that and will in the future when they become their own advocates. Their pain isn’t mine but it does have a certain level of importance over mine. I get that in a way I didn’t a few days ago.

Where do we go from here? 

It think it would be a disservice to the disability community to just let this post be it and so I’d like to make an offer. In an effort to make this space a place where people can learn, I’d like to make an open invitation for essays from people who identify as self-advocates. I’d like to make it a regular series and not just a shot this month because this happened. I like it to be once or twice or more times a month if there are enough essays and especially if some people would like to contribute regularly. If you think you might like to share your experiences with orignal essays around 600 words, I would welcome a discussion with you to see if it might be a good fit, so please email me at julia AT supportforspecialneeds DOT com. I’m still open to private emails regarding any of this situation.

In the meantime, I’d like to link to a blog of a very articulate self-advocate, Rachel Cohen-Rottenberg. In our discussions, we’ve not agreed with everything, but in our communications, I’ve found her to be respectful and kind, and passionate about the issues that impact her every single day. I’m linking because if you’d like to learn more about what she faces in the world of being a self-advocate, her blog is a great place to start.

Thank you again for your patience as I navigated how to handle this situation and I thank you for the extra time I needed in order to figure out the best way to proceed. Even in that, I am sure to make mistakes. Just know that I am still listening and learning.

It was an oversight to leave a link out, so this is edited to add the link to the original post: No Offense

Edited (again) to add an omission, there were people without disabilities who did not like the piece as well and I did not note that.

No Offense

February 27, 2012 in Community Wisdom, Featured, Featured Member by Robert Rummel-Hudson

So imagine, if you will, a grand new conference consisting of members of the disability community of all stripes. At our conference, we would have parents of children with disabilities, we’d have both kids and adults with disabilities, we’d have teachers and therapists and doctors. We would have writers and journalists who have written about disability issues, and we’d have politicians and policy makers as well. This conference of ours would welcome all, and it would be a model of inclusion.

This mythical conference of ours would have only one rule.

No one would be allowed to be offended.

Now, of course, that’s not strictly possible. Of course people would be offended; if the exchange of opinion were to flow freely, someone would be almost certain to find offense at something. But at this conference, no one would be allowed to stand up and say “That is offensive, the thing you just said!” No one would be able to clothe themselves extravagantly in their their hurt feelings. If you didn’t like what someone had to say, you would be free and in fact strongly encouraged to debate the merits of their position. But our conference’s one rule would mean that standing on the marble platform of deep and personal offense would not be allowed. The first person to express outrage and offense would be booed out of the hall, and their box lunch privileges would be revoked.

Imagine it. No one silenced, no one dismissed as ableist or privileged or entitled without being truly heard. No one would be called out for the way they made their argument, for the tone they used or the words they chose to represent themselves. No self-advocate would be allowed to rally their troops to have a parent’s words removed from the public record because they didn’t agree with them, and therefor would be deemed offensive. No parent would be allowed to hide their attitudes and choices behind a hallowed wall of “how dare you” indignation. No one at this conference would be allowed to mock someone else’s pain because they found it offensive, and therefore fair game for abuse.

No one’s perspective would be dismissed because their history renders them privileged and therefore inherently offensive. No one’s opinions would be ignored because of a neurological stumbling block or social impediment that might render their presentation to come across as, well, you know. Offensive. No one would be silenced because of who they were and what they might psychologically represent to another person, before they ever said a potentially offensive word.

No sputtering outrage. No gasping expression of deep injury. No “Well, I never!”, scented hanky lifted dramatically to the forehead.

And most of all, nothing would be prevented from being expressed out of fear of what our kids might think when they read them one day. These kids, the strongest and most pragmatic human beings any of us have ever known, they wouldn’t be protected from offense. They’ve fought big battles. Protecting them from possible offense isn’t like keeping them away from rattlesnakes. At the No Offense Conference, we would grant them the courtesy of deciding for themselves what they think of what parents and self-advocates alike say about them. At this conference, we might even assume that most of them already know.

It sounds impossible, I know. (When you arrive at the conference, take care not to step in the unicorn poop outside the convention center.) And yet, in this atmosphere of raw expression without fear or threat of offense, what might we learn? What might happen to the avenues of communication that could open up when we all stopped building walls and entrenching our positions, and instead just listened to each other? It’s possible that the whole thing would degenerate into chaos. That’s probably where the safe money would be bet. But it’s also possible that, stripped of our armor and our defensiveness and our haughty insistence that we are absolutely right and whoever disagrees with us is ignorant or a bigot or hateful or abusive or any of the other things that are thrown around so much these days, in this environment we might actually begin to understand.

There is so much offense in the disability community. It’s the one resource we never run out of. It’s flows from the bitterest parts of ourselves, the most sanctimonious and isolated regions of our souls. We’ve all been hurt so much by so many things, and only some of them stem directly from disability. It’s an impractical waste of time and effort to be offended by a seizure, or a developmental delay, or a crippling social anxiety. Getting indignant with a wheelchair doesn’t accomplish a thing. But that guy on that website who said that thing we didn’t like, and used that language that we disagree with? We can sure as hell choose to be offended by THAT.

But just imagine if we didn’t.

My Own Private IEP

December 27, 2011 in Community Wisdom, Featured, Featured Member by Jennifer King

My 8-year-old son, Max, has autism. That means every year I get to attend IEP meetings, sometimes two or three. I’ve been very lucky with Max’s school. They have been great with services and very kind to me. Every year I go in expecting a battle that never happens.

I guess the truth of the matter is I’m probably still carrying around a lot of baggage from attending my own IEP meetings so many years ago.  Yeah, in my case I think it’s pretty safe to say the quirky doesn’t fall far from the tree.

As a parent, IEP meetings still aren’t fun, but as a student? I’d rate it as a mild form of torture. You may think I exaggerate, but a room full of people discussing what was wrong with Jenny? Pretty much the opposite of a good time. Actually, it’s hard for me to imagine a room full of people talking about you in the third person and it not being horribly awkward at the very least, but I digress.

I’m not sure when they started to have me sit in on the meetings, maybe the third or fourth grade, but I don’t think any good came from having me there. I’m sure everyone meant well and that they were frustrated, but they didn’t seem to understand that I was frustrated too. I’m not trying to blame  anyone else for my academic failings, but I can’t help but feel if they were actually trying to help me, they went about it in all the wrong ways.

So as someone who has been both the subject of, and a parent at an IEP meeting, here is my list of helpful hints for how to treat a student in an IEP meeting.  (Although I guess it’s more of a ‘what not to do list!’)

Don’t assume the student isn’t trying. I doubt the phrase, “If you would only just apply yourself,” has ever had the intended effect on anyone. I actually had a teacher tell me that she wasn’t sure if I actually had a learning disability or I was just lazy. Nice!

Don’t do tests and then ignore the results. Definitely don’t mention tests the student spent hours taking and say you aren’t going to pay attention to them because you don’t agree with the results, or you just don’t know what to do with them. I was tested so much I started to feel like a lab rat from whom they always withheld the cheese. If you aren’t going use the results, you are just wasting everyone’s time.

Don’t underestimate the impact bullying has on a student’s ability to focus on schoolwork. This one is a biggie. Imagine you have a job where you feel like everybody dislikes you. You feel unsafe and wake up in dread every morning you have to go to work. Do you think you are going to be be able to focus on your work very well? I don’t think so.

Try to learn a little bit about the student. Don’t just assume. One year my high school guidance counselor showed up at my IEP meeting with all these pamphlets on teen pregnancy. She actually said she thought it was just a matter of time. She said this right in front of my mother and what felt like half the school’s staff. Not only was it deeply embarrassing, but if she had ever gotten to know me she would have realized how painfully shy I was with boys. At that point I’d had about as many dates as Laura from the Glass Menagerie.

Finally, don’t downplay the student’s gifts or  dismiss their interests.  These will be the very things that keep the student in school and motivated, and who knows… could lead to a future career!

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A single mom to two boys, one with autism and one neurotypical living smack dab in the middle of Minnesota. She blogs at http://www.jitteryplanet.com/ and is on Twitter as @jitteryplanet

ABCs on the Avenue to Advocacy

December 26, 2011 in Community Wisdom, Featured, Future Glimpse by Erin Breedlove

Advocacy, in terms of a special need, is hard work. It’s a skill that is developed with time, but it’s a vital skill for your child with special needs to learn at a young age. Why? Because as hard as it may be to grasp, you, as the parent, won’t always be with him or her to make sure that his or her needs are being met. Especially when they get to be my age and independent during their time away at college, they are their own best advocate and know their needs, at times, better than you do as their parent.

One of the most common questions surrounding the concept of self-advocacy is the question of age. How young is too young? My answer to that is simple. It’s never too early to teach your child the ins-and-outs of dealing with people, coping with the condition, and the art of being grateful for the services that they are provided.

The second, and perhaps the most important, question asked is that of how you teach self-advocacy. Admittedly, it’s not an easy concept to teach, but it’s an even harder concept to learn. So, three steps should get you on the right track to having an advocacy superstar!

Activate. Let your child take a small role in their care and management from a young age. Activate that interest within them by showing them what’s involved in drafting the IEP before the meeting, e-mailing the doctor to verify medication dosages, and preparing morning medications. Ask them, depending on age, how you should word e-mail or which medications they should take at the time. Give them an active role in the process of their own self care, and when self- advocacy transfers to the school setting, the fears and anxieties associated with asking questions to have needs met will be minimal. Just watch. They’ll start to want to help you manage their care, and some of your burden as the parent will be alleviated.

Believe. Let your child know that you trust him or her with understanding and knowing his or her needs.  This comes with a warning, however.  Believing may require your child to take risks that may cause them to fail, and you, as the parent, may look on in agony, but that’s the only way your child, just as anyone else, will learn right from wrong or will learn what works best in their situation and what might not work as well. By allowing these risks, you’re showing your child that you believe that they are capable of living a productive, happy, and healthy life while successfully managing their needs and their care. If you believe in them, they’ll believe in you!

Charge. Once your child is of age, and in most states, that means that they are fourteen, charge them with one new advocacy responsibility per year until the age of 18 or 21, depending on what is required of them.  For the first year, many students run their IEP meetings with the assistance of the team, just as you do.  You may need to assist with writing and making appropriate phone calls and other contacts, but ultimately, especially in the school setting, your child is the expert on his or her academic and social needs.  The expression and vocalization of those needs and desires may be difficult; however, part of the road to advocacy is identifying the weak points for your child in an effort to strengthen them and creating and molding a self-advocate that can’t be shaken.

As always, if you can share any of your personal experiences with training your child to be the best self-advocate possible, feel free to sound off in the comments!

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Editor notes: Erin is a college student with cerebral palsy who is passionate about advocacy, educational psychology, creativity among students with disabilities, and gifted students with disabilities. She is a regular blogger and social media activist and enjoys writing about her experiences as a young adult, twin, student, and future professional with a disability. Follow her on Twitter at @ErinRBreedlove

 

Students with learning disabilities must advocate for themselves, say experts

August 11, 2010 in Special Needs News by Admin Dawn

When Dean College junior Peter Diabakerly began his school search a few years ago, he knew he had to be his own advocate. Though he has a learning disability, he wasn’t going to let that stop him from finding success in college. Now, the business major is urging students who may be in a similar boat to become their own self-advocates to achieve success.

“Your professor will never know you have a learning disability unless you tell them,” Diabakerly said. “At the beginning of each semester, you have to have a sheet filled out with your accommodations requests and hand it to the professor.”

As many students gear up to begin college this fall, others are just beginning their college search process. Dr. Paula Rooney, president of Dean College, has tips for high school students on Individual Education Plans or with learning disabilities, on what they need to know to help them find the best college to meet their needs.

via Taking charge – BostonHerald.com.

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