Although there are a variety of school-based services available for children with learning, emotional, and social disabilities, one critical need often goes unfulfilled: providing guidance and strategies that instill self-advocacy.
Most students have only a superficial notion of the reasons they receive these special accommodations, and many children are completely uninformed. Resource teachers and specialists do not generally have the authority to label and enlighten students about their disabilities, the foundation for building self-advocacy. If children are to learn how to become better consumers of educational resources, especially as they grow older, someone must take the lead.
Parents of children with disabilities can fill this role by doing the following:
Introduce children’s diagnoses to them in elementary school so that they can make sense out of their struggles
Use a matter-of-fact tone of voice when explaining to children that they learn/behave/relate differently from other students and, therefore, need extra help to ensure that they can succeed just like their classmates
Don’t leave out the disability label—such as writing disability, ADHD, or Aspergers Syndrome—since labels are a reality of their educational life
Emphasize that the teachers and special staff at school who help them will be aware of this label and prepared to help in certain ways to make school a fairer place for them to learn and grow
It’s important to review with children the ways in which their school must provide special help and services. Emphasize that these accommodations are rules the school must follow. “You have the responsibility to do your best job, and teachers must follow the learning/behavior/friendship helping rules that make things fair for you,” is one way to put it. Explain how extra time on assessments, decreased homework, or social skills groups are examples of the helping rules that schools must follow. Discuss how there is a written promise called the individualized education plan (IEP), which includes all the helping rules and makes all of this clear.
Find child-friendly resources—such as books, websites, and videos—that explain in detail their specific disability and the ways other children have learned to cope and achieve despite these limitations. Use these materials as a springboard for deeper discussion about past times when their disability created significant stress or barriers to success. Reassure them that this was before their problem was known and that there is so much that can be done to build a plan for success now that it has been identified.
Point out that one of their most important responsibilities is to be able to discuss their disability with teachers and ask for extra help and accommodation when struggles are too great. Make sure that these discussions take place before middle school, when developmental factors make it harder to get such discussions started. Ensure that they know what practical steps are in their IEP at each grade so that they can respectfully remind teaching staff if necessary.
Having a disability is like having to wear glasses; students with glasses have accepted this fact as necessary to seeing clearly.
