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IF
YOU COULD QUALIFY FOR HELP BY BEING "DISABLED"... WOULD YOU?
My name is Crista L. Shaw, M.S. I am writing this article because I
believe people must fully know and love who they are to be free to live
life. Sound reasonable?
What if you had to say to Yourself “I have a disability” in
order to be fully free to live life? And, why would you do such a thing?
The two concepts have no clear relationship to each other.
The last person you’d want to convince would be Yourself…at
least this is my experience.
A New Life
I remember at age 18, waking up in a hospital feverish and totally paralyzed
from my diaphragm to my toes from spinal meningitis. There were doctors
everywhere. My parents were in my room. I remember telling my mother,
emphatically “Mom, don’t worry! I’ll be back in college
in two weeks..!”
When I returned to college the following Fall, I needed a single room
in order to get enough rest because my body was worn out from this assault
on my brain. I could not feel my feet. If I concentrated on walking
I could maintain my balance. Over the next nine months I learned that
residuals from my brain injury included a loss of my photographic memory,
deficits in short term memory, problems transferring visual information
into memory and impaired auditory memory. It was 15 years later when
I acquired my master’s degree in vocational rehabilitation that
I put these words to my experience.
I was in a new life with a different brain and different abilities.
I want you to understand that I wasn’t “disabled” at
the time. There weren’t any federal laws that could name me that.
And my family didn’t name me that.
Besides, why would I want to convince myself that I was “disabled”
anyway? More than anything I wanted to be like my friends… endless
energy, really living every minute. I wanted to be included like every
other 19 year old.
At that time, I had great difficulties. I spoke to no one about them.
They were both physical and cognitive. My studies took much more time.
To read, understand and remember took three times longer than before.
I also had to learn using other ways than reading. To learn I had to
use all pathways to my memory…or I could not remember what I was
studying.
My grades were average. I got better grades where professors used alternatives
to straight lecture. I scraped through college with a 2.8 GPA.
It took me until age 35 to accept that I had a condition related to
my illness at age 18. It has taken 10 more years to admit it to anyone
else. In that 10th year I stated out loud to a professional colleague
that I had a “condition”. And I have received help beyond
my expectations.
What happens when you say the truth about yourself? Spiritually, I believe
you open to a part of you that has just been waiting to be included.
You are wrapping your arms around another part of you that exists. You’re
allowing: “Okay, I guess you can join the team too. Hey gang, here’s
the new guy and he’s got guts!”
When we take all of ourself out onto the ball field of living…
it’s a rich game. When we leave a part of ourself on the bench…
we’ve excluded a key part of the team.
For six years I worked as a vocational rehabilitation counselor and
program manager in a Seattle area community college. My job involved
helping college students with “conditions/diagnoses/disabilities”
to graduate. After a review of the medical data we created a contract
together which we implemented to accommodate each class and instructor
for the duration of their time in school.
Ninety-nine percent of my students graduated. They attained a vocational
certificate, AA Degree, or completed a few classes to improve employability.
I estimate that during those six years I assisted, or guided over 3,000
students with disabilities. They taught me what I very much want you
to learn about in this article. I honor them here.
Know Thyself
Can you guess what the biggest obstacle was for each student? One thing
threatened to undo any effort on my part or any effort on the student’s
part.
The biggest obstacle to success was the person’s understanding
of him or herself. The student did not understand how the diagnosis
they carried related to him or herself. There was no understanding of
how the diagnosis affected learning.
I learned to empower the student. Empowering him or her meant to help
shed light on their experience…to guide the student through their
own medical report or psychological report and discuss it. We talked
about what the report meant to them personally in their learning, in
their relationships. We discussed how they could meet their goals with
this new understanding.
To look at diagnostic information that seemed impossible to understand
and tear it apart was a very empowering experience. It brought the light
of understanding…and offered solutions.
For most of my students school had been an unpleasant experience. They
reported feeling discouraged, isolated, ashamed or stupid (their words).
“This time it will be different” (their words). I understood
this. After my experience with meningitis, there were no college services
to help students with disabilities. None of the federal laws had been
passed yet.
So with my students, we peeled back old beliefs in unworthiness to see
the truth of how the diagnosis had been affecting learning all this
time. It was common for any-age learner to have tears of understanding
and acceptance. That understanding was powerful and freeing. Self knowledge
was present finally, and what a relief it was.
It was also a loss to them that they didn’t understand this before.
Many of my students had abused alcohol and/or drugs between grammar
school and college because they could not cope with their lack of success
in school. It was too devastating. And some of my students had the disease
of alcoholism or drug addiction and were working a program of recovery.
I think it will be helpful to you to get an inside look at what these
students experienced as learning barriers. At least 30% of you reading
can relate. If you aren’t part of the 30%, you know someone who
has these difficulties. Here are examples from a student’s perspective:
Example 1: “I have problems having the attention span to
listen and write notes at the same time. If I could just listen I would
remember more.”
Learning barrier: Possible head injury, ADD or ADHD, Post Traumatic
Stress or Depression
What the school could provide: A copy of the class notes, taped
textbooks, more time for testing in a quiet location, etc.
Example 2: “My eyes are seeing different parts of the page
at the same time. I read things many times to understand.”
Learning barrier: Vision impairment related to eye coordination,
a Learning disability related to perception, dyslexia.
What the school could provide: A test reader and scribe with
reasonable time to complete testing or other alternatives to testing.
Taped textbooks. Copy of class notes, computer software or adaptations,
etc.
Example 3: “I have anxiety attacks and occasionally have
to leave the classroom, or miss class completely.”
Learning barrier: Anxiety attack , or panic disorder, or PTSD/
Post Traumatic Stress disorder.
What the school could offer: Additional time to complete assignments
with an agreed upon due date. Class notes. More time for quizzes and
tests to reduce stress, etc.
Example 4: “I am chronically tired, frequently have pain
or swelling, and have medication side effects. It’s hard to concentrate
and complete assignments, etc.”
Learning barrier: Physical Disability or Health Impairment such
as HIV/AIDS, Fibromyalgia, Cancer, Lupus, Arthritis, Cardiac conditions,
etc.
What the school could offer: The ability to change positions
during lecture: sit/stand/move. Class notes, tape the lecture. More
time for tests, or complete assignments, etc.
These examples are very, very common. And, they are not perceivable
from a person’s appearance, they are “hidden disabilities”.
Would you or a family member have been one of my students? Would you
have had the courage to come forward and say that you have a disability?
The problem, you see, is how You perceive this word related to
you or others. If “disabled” to you means damaged, less than
or not normal… it should be hard to admit this. So don’t.
This definition of disabled is not the truth of any of us.
May I help you understand what the federal government means when it
uses the word “disabled”? When Uncle Sam uses this word it
means: “condition” or “diagnosis”. Uncle Sam puts
it together this way: “A physical or mental condition that impairs
the activities of daily living, etc…”:
In the “thought soup” of our culture, our thoughts hold us
apart from what is true. As magnanimous as we are, our mis-guided mind
leads us to believe that we are “less than” when we are more
able and powerful than we can measure.
Now that you understand that “disabled” means: condition or
diagnosis, are you willing to see a bigger picture of yourself, your
child, your relative? Good. Begin now.
Recently, in the last 20 years, individuals who encountered the same
experiences as the students in this article, gathered together. On behalf
of their children, their friends or themselves, they resolved to build
a bridge of understanding. The foundation they built are laws that open
doors to education and employment. These laws offer an equal chance
to all Americans. Here is what they created:
The Americans with Disabilities Act of 1990 (ADA):
1. “That if a person had a condition that impaired daily living…they
could receive assistance or “accommodation”. Activities of
daily living include:
Learning
Caring for yourself
Performing manual tasks
Walking, Seeing, Hearing
Speaking, Breathing
Working
The Individuals with Disabilities in Education Act (IDEA):
2. That “…programs, services, or specially designed instruction
is offered at no cost to families for students aged 3 – 21 who
have a diagnosis that impacts learning.
(IDEA: The Individuals with Disabilities in Education Act of )Section
504 of The Rehabilitation Act (504):
"No otherwise qualified individual with a disability in the United
States…shall, solely by reason of…disability, be denied the
benefits of, be excluded from participation in, or be subjected to discrimination
under any program or activity receiving federal financial assistance."
Assistance is available in all 50 states for school children in Kindergarden
through 12th grades. ALSO, Assistance is available for adult learners
going to community college or vocational school, undergraduate, graduate
and post graduate institutions.
Today there are 6.1 million students with disabilities in school. There
are many more that experience difficulty in school but are undiagnosed
and not receiving assistance.
Reasonable help in school can be provided. You have to ask. You will
need a current diagnosis and knowledge of the kinds of offerings schools
can provide. These offerings are called “reasonable accommodations”.
Consult with the school about what type of medical evaluation will be
needed to receive help.
It is my experience that learning assistance levels the playing field
of school. Students are very matter of fact about a diagnosis when they
understand it and receive support for the way they learn best. Here
are examples of school accommodations that may relate to you or your
child:
Textbooks on tape
A tutor
The ability to tape record classes
Alternatives for testing: more time, use of a computer
Registering for school early to set up accommodations
More time to complete assignments
A copy of class notes and blackboard work
*These are a few examples of many.
Please visit my Webclassroom for ideas. There is a button just for you
to learn more about how to receive help in the United States if you
have a diagnosis/condition/disability that affects learning.
My publication, “The Passport to Education” is a guide you
can use to ask for help in school – for all ages. Check the website
if you are interested in purchasing it at: www.passport2education.com.
The Passport to Education creates a partnership between the student,
the doctor or mental health professional, the school and the teachers
who accommodate the student. So, inside each booklet there is a place
for all to communicate. Each booklet has a place for a diagnosis, related
learning traits and related accommodations for school. There is also
a place for a signature and date that the teacher received a copy of
what the student needs.
The Passport to Education is numbered on the outside instead of having
a title. The number relates to the student’s primary diagnosis,
the condition which presents the greatest challenge to succeeding in
K-12 or college:
#1 The Passport to Education for ADD/ADHD
#2 The Passport to Education for a Confidential Disability
#3 The Passport to Education for an Undisclosed Disability
#4 The Passport to Education for Hearing Impairment or Deaf
#5 The Passport to Education for a Learning Disability
#6 The Passport to Education for a Mental Health Disability
#7 The Passport to Education for Physical or Health Impairment
#8 The Passport to Education for Respiratory Disability
#9 The Passport to Education for Seizure Disorder
#10 The Passport to Education for Visual Impairment or Blind
All booklets have a place for a diagnosis by a qualifying professional
There are two exceptions: Booklet #2 states no diagnosis. It does state
learning challenges and ideas for school accommodations. Also, Booklet
#2 combines learning traits for 4 categories: ADD/ADHD, Learning Disability,
Mental Health Diagnosis, Physical or Health Impairment.
Booklet #3 gives only ideas for school accommodations; no learning barriers
and no diagnosis are stated in the booklet.
Medical or diagnostic evaluations are required by all schools for students
to receive help. We only give these evaluations into confidential care
at the school. Students do not legally have to disclose their experience/condition/diagnosis
to teachers. Legally, teachers must not require disclosure.
I wrote the #2 and #3 booklets having no diagnosis so that the student
can freely take this booklet to all teachers with confidence if he/she
chooses not to disclose a diagnosis.
On a human level, letting the K-12 teacher or college instructor understand
the learning barriers is immensely helpful…we do this without telling
the diagnosis in Booklet #2. Many times educators can come up with ideas
we’ve never thought about ourselves…if we will just tell them
our barriers to learning.If your hospital, school, or agency would like
me to provide assistance or CEU credits, contact me at: consult@passport2education.com
or call me at (206) 418-0107 in Seattle, for a chat.
Thanks for reading this article. You now have a ticket to the game of
learning: knowledge. You are welcome to enter the gate!
Access to Education Seattle, Washington
Passport2education.com
(Thanks to: Greg Morris: fapeonline website, NCEO and The U.S. Dept.
of Education Office of Special Education Programs)
© 2003
Crista L. Shaw
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