SCHOOL ‘MATTERS’

(A student’s experience navigating the special needs landscape from elementary to university)

Self-Advocacy Part II

            Last time, I examined how to disclose special needs to teachers at both the secondary and post-secondary levels.  Today’s post is going to cover the empathy inherent to any form of self-advocacy.  Again, much like last week, you need to be mindful of others and their responsibilities in order to effectively self-advocate.  Empathy is an important tool for both the special needs and general student populations, and is a cornerstone of academic success.

            I believe it prudent to start with what not to do, namely, believing that your teacher is largely responsible for your success.  Granted, some teachers are simply poor teachers, but my experience has shown such cases to be in a minority.  As both a tutor and former teaching assistant I have been confronted by students that fail to respect my time while simultaneously viewing me as the sole arbiter of their success.  I experienced instances where a particular student disclosed their special needs in a highly curt and impersonal way that served to act against their best interests.  Far too often did I encounter a late night email that both outlined a special need or learning disability and asked for my input on a rough draft.  Such actions end up working against you as it leaves a negative impression with the teaching assistant or teacher regarding your work ethic and, although not always, ends up engendering a lower grade.  Remember that the people in charge of teaching and marking have lives with concerns wholly separate from school and you as a student need to respect that in order to forge a healthy relationship.

            Next time we will discuss organizational skills and the role they play in self-advocacy, but empathy for your teacher facilitates all the other steps.  If you are unsure about a particular assignment then take the time needed to prepare a rough draft or arrange a meeting with your teacher well before the due date.  Demonstrate the fact that you use your time wisely and respect the time of others even if their job is to teach you.  Not only will this generally result in a better final product and assist the student/teacher relationship, but it also helps reduce the near constant anxiety of school.  Realizing that you shoulder the burden of responsibility for your academic success is an incredibly important lesson to learn as you mature as a student, and I speak from a place where I have experienced the importance of empathy from both ends of the relationship.  Just because someone makes a living teaching does not mean they have to wait on your beckon call, and it certainly does not mean that their lives are devoid of the same distractions you endure.

            Hoping everyone had an enjoyable Easter.

SCHOOL ‘MATTERS’

(A student’s experience navigating the special needs landscape from elementary to university)

Self-Advocacy Part 1

           

            Self-advocacy can be a difficult thing to undertake, especially if an individual feels anxious about their disability.  I have an intimate understanding of the anxiety that arises from the mere prospect of not only divulging a disability, but also advocating for one’s strengths and weaknesses.  Feelings of inadequacy and questions surrounding the understanding of both your teacher and peers can have a dissuasive effect.  These feelings however, are not indicative of reality.

            

            The most important thing you can do when advocating for yourself is developing a good working relationship with your teacher.  In my experience, teachers at every level of education are more than willing to work with and listen to students who approach them.  Obviously, there are outliers, but for the most part, your teacher will be empathetic if you approach them earnestly.  Just explain your situation in a fashion that imparts your commitment and work ethic instead of appearing to want special treatment.  This is a difficult tightrope to walk, but if you approach the initial conversation maturely then you have made a good first step.

           If you are in elementary or high school, I would recommend asking your parents or guardians for assistance when approaching a teacher.  This should not be seen as a mark of weakness, but instead a simple fact that no matter how mature you may seem, age can still act against you.  However, if you are a special needs university student, I would strongly recommend approaching your Professor independently.  This initial meeting does not have to be long or overwrought, but instead a quick and simple statement of facts.  Introduce yourself, your condition, and ask your Professor if you could stop by every other week to clarify reading and assignment details.  In my experience, a Professor has never been anything but willing to work with me on points of weakness.  If anything, this initial meeting is a fantastic way to start a strong working relationship with any Professor and can make all the difference in your success.

SCHOOL ‘MATTERS’

(A student’s experience navigating the special needs landscape from elementary to university)

Two of my closest friends maintain fantastic blogs.  I blame them for what follows .

 I have never blogged before, but I believe that now is as good a time as any to start. The first order of business, aside from settling on some banal title, is outlining the scope and focus of this blog and its author.   I feel I have something to say regarding my lifelong experience and ultimate academic success as an identified special needs student.  I have experienced the best and the worst of the system that exists for students in Ontario in public, private and post-secondary education. 

As a post-secondary student I studied history at Brock University, eventually completing undergraduate and graduate degrees with peers that I am glad to call friends.  Although I chose not to pursue a career in academia (more due to the employment landscape than my personal desires), education remains my passion and an avenue for self-fulfillment moving forward.  I trust my past experiences and future endeavors to continue my life-long pursuit of self-education will help others on the same journey.  Herein lies the focus of my blog.

Doing well in school was something I had to work very hard at.  This is not to suggest that others lack a strong work ethic, but simply to state the reality of my experience with education from the elementary to university level.  I was not bestowed with my sister’s intellect, who, to be fair, has worked incredibly hard to achieve what she has, but she also seemed to do well with the utmost of ease.  I was very much consigned to deal with my educational limitations however possible, but things changed drastically in March of 1994.

When I woke up in Toronto’s Hospital for Sick Children I was told that my family’s car had veered into a snowdrift and crashed into a Ministry of Transportation utility truck.  No one in the car escaped injury and I eventually learned that I had suffered an acquired brain injury, although my 6-year old self could scarcely make sense of such a seemingly complex term.  In many ways, the events of March 1994 were, and continue to be, the definitive moments of my life.  That day placed restrictions on my existing capabilities while simultaneously providing the tools needed to be the person I am today.

Being a student with special needs, be it dyslexia, brain injury, depression, or otherwise, is, at times, difficult to accept.  Educational assistants, IEPS (individual education plan), and the odd impatient teacher appear to mark you as the black sheep of the herd and make an already anxiety-ridden experience that much more so.  However, as years of experience have taught me, such a view tends to limit an individual’s potential to, not only cope with, but flourish under new circumstances.  Specifically, instead of seeing your special needs as something to be embarrassed of, you need to embrace your perceived limitations and learn how to work within a new framework.  Self-advocacy and an honest work ethic are the cornerstones of being a successful special needs student.

Join my here every week as I share my experiences as a successful special needs student and, hopefully, help others feel more confident in dealing with what is an understandably sensitive issue.