Homeschool parents Self Advocacy

Parent Perspective: Self-Advocacy

Teachers tell me my dyslexic daughter is a good self-advocate, and I know it’s an important skill. By high school, self-advocating isn’t just knowing what you need and asking for it, which can be hard enough. It’s also planning and managing one’s self, teachers, specialists, the testing center, scheduling, technology, paperwork, and stress — all while being subject to skepticism and accusations of an unfair advantage.

Self-Advocacy and Accommodations

After all that, sometimes the requests are denied, deemed not to be “reasonable accommodations.” Some people ask, “Does she really need that? Can you prove it beyond a reasonable doubt?” Without accommodations, she’ll get by, some people say, as if merely getting by is a valid educational goal.

Self-advocacy at school is mentally and emotionally exhausting; it’s extra work for students in an area that can already be difficult. As a parent of a student with learning differences, it feels like the added burden of having to be your own advocate is just another barrier, another test of worthiness.

Eyeglasses Analogy

Consider the analogy of a student who is failing in school but just needs eyeglasses — a tool, an accommodation. With glasses, the student can see more clearly and begins to succeed. It’s accepted without question as to whether or not they really need the glasses, or if the glasses are a reasonable accommodation. Nobody says they’d “get by” without those glasses.

The Burden of Self-Advocacy

Students who can be accommodated with corrective lenses don’t have to self-advocate. Nobody asks for formal documentation, eye test results, or the qualifications of the optometrist. Nobody needs to know if the diagnosis is an astigmatism, myopia, or hyperopia. Nobody insinuates that the glasses give an unfair advantage or that the student should just practice seeing without glasses. Nobody would say the student can wear glasses sometimes, but not when taking a test or taking notes in class.

In order to “see,” my child needs tools such as voice-to-text and text-to-voice as well as other accommodations. Yet, she has to leap over many hurdles to get there. Yes, my daughter has learned to self-advocate at school, but I wish she didn’t have to.

  • Parent of LD High School Student

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focus Homeschool parents

Interviewing an EF Expert, Part 4

Top Tier Admissions(link opens in new tab/window), a company devoted to empowering students from around the world in the college and graduate school admissions process, recently interviewed ResearchILD’s very own Shelly Levy*, M.Ed., M.S., who is a leader in the field of learning development. Shelly’s interview is a rich resource on executive function, and we will be diving into pieces of it here on the blog over the next few weeks. Check out part 1, part 2, and part 3.

What can a parent do to help a teenager with executive function issues?

Shelly’s response: There are a number of ways you can support your teenager with executive function issues.

Open the lines of communication

Before getting to the learning, students need to feel safe and supported. Ask questions to show them you are on their team. It is important to approach the conversation with curiosity and demonstrate that you want to keep communication lines open, especially when the going gets tough.

Help create a comprehensive list of assignments

Some of the questions you ask your student can reveal how comfortable they are accessing their assignments (it might be different for each class). Once they know how to find and submit assignments, you can offer to help create a comprehensive list of assignments on a Google Document.

Help identify productive workspaces

It’s important to examine what spaces help your teen feel most productive. What seating and lighting do they prefer? What supplies and snacks are most helpful to have nearby? Help your student build their self-understanding by identifying things that help and hurt their ability to focus.

Break assignments into small, manageable parts

All long-term projects and papers are made up of multiple steps that occur in different stages. It can be difficult to know where to start and which steps need to be completed first. Help your student break down assignments into small, manageable parts and create a realistic timeline.

Recognize progress

Celebrate your teen’s efforts and successes along the way, no matter how small!

Seek external support when necessary 

Shelly also recommends that an executive function coach or educational specialist can support students and teach them the executive function strategies they need for success in high school, college, and beyond.

For more information, check out the SMARTS blog posts with resources for parents and homeschooling.

  • Caitlin Vanderberg, M.Ed., SMARTS Associate

*Shelly Levy is the Director of SMARTS Training & an Educational Specialist at The Research Institute for Learning and Development in Lexington, MA. She has been in the field of Special Education for over 30 years.

SMARTS Executive Function Curriculum:

Research Institute for Learning and Development:

The Institute for Learning and Development: