Question:

Dear Ms. Harvell,

I teach students with Learning Disabilities who will one day graduate from high school, get a job and perhaps marry and have children. We work a lot on developing self-determination and self-advocacy skills. One of our more "heated" discussions occurs when we define "disability" and the importance of "disability awareness." Students don't like labels (unless their wearing them) and often say things like "I'm not retarded" or "I don't have a learning disability." I want to guide them towards an acceptable understanding of the term and also show its connection with possible accommodations needed to equal the academic and career playing field. Sorry for the long scenario! Hope you can help. L. O., SDC/LH teacher.

Answer:

The whole area of self-determination, self-advocacy is a life-long process that one becomes more proficient in through problem solving, choice making and evaluating consequences. Your typical Resource Program and many SDC/LH students fear that a special education disability label will identify them as retarded to their peers and family. They do not like the negative connotation so they try to ignore it and believing that it will go away. When I work on disability awareness with special education students, I find the following strategies very useful:

First, it is important to allow the students to express their feelings regarding the term. Try using discussion via brainstorming or mapping techniques. Be sure to establish the ground rules regarding brainstorming, e.g., accepting each other's comments, being non-judgemental, etc.

Second, spend time discussing and defining the term "Disability Awareness" with the students and explain the importance of understanding one's disability. Students need to know just because someone has a disability:

• this does not mean they can not reach their goals or dreams in life
• it does not mean they are "retarded"
• others will still appreciate who they are
• there are accommodations to help "level the academic and career playing fields."
  Find out more about test accommodations at http://www.cde.ca.gov/statetests/cahsee/Article3finalregs.pdf)

Third, have the students look at their IEP's and their eligibility label and provide brief definitions throughout the discussion. Guide the students through the IEP with the following questions:

• Does the IEP identify the student as "Learning Handicapped" with a description of below grade level reading comprehension, poor math and written language skills?
• Are the accommodation listed necessary for "Johnny" to succeed? What are they?

Make sure the students understand these and other relevant terms in the IEP. Have them complete activities that guide them towards understanding, e.g., develop a glossary of terms, write a paragraph about their disability, interview their parent/guardians, and research famous, and not so famous individuals, who have succeeded despite their learning disability.

Fourth, have your students respond to the following questions and then share their responses with a partner and later with another trusted peer or adult:

• How would you describe your disability?
• What is your attitude about your disability?
• Which Special Education program are you enrolled in? Why?
• Does this program meet your needs? How?

Next, if your students are developing an academic/transition portfolio, make sure this information on disability awareness is included. If you have access to the Internet, send your students to the following website for information and links to other sites to learn more about various disabilities: http://www.nichcy.org/general.htm. Once at this site, they can link with other websites for additional publications. They can also get in touch with various disability-related organizations in your area.

In conclusion, an additional website resource can be found at http://www.sopriswest.com/swstore/product.asp?sku=627. Please let me know how these strategies work and if any new ideas are generated from this activity that may benefit other teachers. Good luck!