Use Your Voice When Talking About Learning Differences

By Karen Kaplan

LATELY, I HAVE BEEN OFFERING PROFESSIONAL SUPPORT ON SEVERAL SPECIAL NEEDS FACEBOOK GROUPS TO HELP CONNECT FAMILIES AND PROFESSIONALS. MUCH TO MY SURPRISE, WHEN I MENTION LEADING RESOURCES AND STRATEGIES I ASSUME PEOPLE ARE FAMILIAR WITH, IT TURNS OUT THEY ARE NOT, IN FACT, AWARE OF THEM.

There appears to be a plethora of information for parents of children with learning differences, such as autism, attention-deficit hyperactivity disorder (ADHD), cognitive challenges, sensory issues, and anxiety. But, for some reason, many people with different abilities are not being connected to the supports they need.

Top supports are available

We know more about learning differences and neurodiversity than ever before. Schools in the USA must follow the 504 plan or the individualized education program (IEP) when supporting students. Each state has a department of education and a special education branch. Parents can connect to these supports to ask questions and get some guidance.

Parent networks, including Matrix Parents and Parents

Helping Parents (PHP), have been created in California. These are parent-to-parent connections that are free to access. In addition, the Autism Society has branches all over the USA in almost every state, as well as research centers such as Stanford Medicine, the UC Davis MIND Institute, and UCSF Star in California which can be found in most large cities. The US Autism Association offers an extensive library of resources.

How is it that parents are not told how to connect with what is available?

Exceptional Needs Today magazine offers FREE resources in its quarterly magazine, newsletters, and special projects. In addition, there is the United Cerebral Palsy (UCP) and The ARC to connect to for resources. What about the ADD and ADHD Association? What about the Epilepsy Foundation? They all provide research, information, and guidance.

Pediatricians must encourage parents to learn everything they can about their affected individual’s differences, strengths, capabilities, interests, hopes, wants, needs, and desires first and foremost. This can only be genuinely accomplished through thorough assessments. Those with students in schools need to develop their voice and, with conviction, request— perhaps even demand—that their individual be assessed through a multi-dimensional team (reading specialist, vision specialist, speech therapist, behavior specialist, psychologist, neurologist, occupational therapist, etc.). Each looks at the individual from a different perspective. Their combination of findings can lead to the most effective program of supports for the tested individual.

First Five California can help families of exceptional children in the early years. The Regional Center system may also help, a little in youth and then all the way through adulthood. Parents, you may have to use your tough professional voices to get people to listen to you. You must be able to identify your individual’s challenges and hold people accountable for finding ways to support them. Connect with other parents who have been through this journey. They can be beneficial. Those parent networks I mentioned do help.

Parents, you will have to carve out time, especially when securing early intervention, as knowledge of your individual’s differences helps to identify adequate supports.

Conversation and learning your rights

You will also need to have crucial conversations with people. There will be a great deal of emotion surrounding these conversations. Cost may be challenging for families when it comes to identifying knowledgeable and effective specialists. Solutions will come when everyone prioritizes reaching an agreement—and there may need to be some negotiations.

Parents, remember the educational system identifies you as a key member of the education team. You have been given the right to a voice. You are your individual’s best advocate. Take time to learn their rights as well as your own as a parent. Do not let anyone silence your kind, professional, and meaningful questions and requests. They can be crucial in helping the professional explore, evaluate, identify, and implement effective strategies to address the learning differences of your child, grandchild, or dependent.

Remember to also hold yourself accountable. Again, this is about you, the parent, doing everything in your power to mentor and coach your individual so they can be as independent as possible. This is about you expecting your child to participate in their own life, if possible. You may have to break learning down into manageable steps and then celebrate every try. You might have to learn all the strategies specialists have identified and use them in your home, neighborhood, and community. You may have to insist on being taught by those specialists.

When everyone works together, success happens. When everyone faces up to their own accountability, the individual with a difference benefits. When everyone hears each other’s voices, everyone can be validated. This is about evaluation and assessment, collaboration, teamwork, prioritizing, and implementing effective strategies. This is about everyone nurturing the independence of an individual who learns differently. So, use your voice, make time, and hold everyone accountable!

Karen Kaplan, MS, is a native San Franciscan. She completed her Bachelor’s and Master’s degrees at Arizona State University, Tempe, Arizona, in speech pathology and audiology. She minored in special education and obtained her speech therapist and special education credentials in California. Karen worked as a speech therapist for both public schools and private schools for 20 years before opening her own residential and education program for students with autism spectrum disorders. She worked in credential programs at Sacramento State University as well as UC Davis and spent 20 additional years directing private schools for those with autism and similar learning challenges. Karan founded a small non-profit, Offerings, which travels globally helping other cultures understand those with developmental challenges. For seven years, she founded and facilitated an autism lecture series and resource fair in Northern California. Karen still facilitates an Autism Awesomeness event yearly, showcasing the strengths and talents of those who live on the spectrum. She is currently consulting, helping families, schools, and centers for children, teens, and adults. She has published articles to help bring ideas and strategies to families and professionals, providing hope. Karen authored Reach Me Teach Me: A Public School Program for the Autistic Child; A Handbook for Teachers and Administrators in the early 70s and published her second book, On the Yellow Brick Road: My Search for Home and Hope for the Child with Autism, in 2017. Her third book, Typewriting to Heaven… and Back: Conversations with My Dad on Death, Afterlife and Living, is not about autism but about having important conversations with those we love. Be sure to connect with Karen—she is always ready to listen and think of the possibilities.

Website: www.karenkaplanasd.com