Posted by: Mr. Graber
Every two weeks I will be posting a section from this article here on Inside Bodine. I think you will find it quite interesting. It is a wonderful piece on life success for students with learning disabilities. It originally appeared on LD online.
Below are the schedule of the postings and the second installment:
September 6: introduction
September 21: self-awareness
October 5: proactivity
October 19: perseverance
November 2: goal-setting
November 16: presence and use of support systems
November 30: emotional coping strategies
December 14: conclusion and resources
Life Success For Students With Learning Disabilities: A Parent's Guide By: Marshall H. Raskind and Roberta J. Goldberg (2005)
Success Attribute #1: Self-awareness
"As I said, I have dyslexia. I have never not had dyslexia, so it always has, and always will, affect my life. I don't know what it's like not to have dyslexia. I don't know that I want to do life over again without it. It's part of me. It will hinder me, as it has, and it will push me into places where I never would have gone."--Thirty-three-year-old male
Successful people with learning disabilities are aware of the types of problems they have, including academic problems like reading and math, academic-related problems such as attentional or organizational difficulties, and non-academic difficulties such as motor deficits or emotional/ behavioral problems. They are open and specific about their difficulties and understand how they affect their lives. Most important, these individuals have the ability to compartmentalize their disability. That is, they are able to see their learning difficulties as only one aspect of themselves. Although they are well aware of their learning limitations, they are not overly defined by them. As one successful individual states:
"You know, everybody comes with a package. And yeah, there are things that I am good at and things that I am not so good at. Some of my limitations are reading and writing. But boy, when it comes to putting things together, reading plans, and chasing down problems, those are some talents, some skills that I was born with…I carved a different path and my whole life has been that way."
Successful individuals with learning disabilities recognize their talents along with accepting their limitations. This idea is expressed particularly well by one adult who stresses, "We all learn differently; we all have strengths and weaknesses."
Another adult with a learning disability shares, "It's still there and I compensate…I think the problems that I had were no different than anybody else who is conscious of their weaknesses, and then some of their strengths. Some people are not conscious at all."
In addition to recognizing their strengths, weaknesses, and special talents, successful adults with learning disabilities are also able to find jobs that provide the best fit or "match" with their abilities. For example, an individual with severe reading problems, but exceptional skills in woodworking might find a successful career in cabinet making rather than as a copy editor. A person with math deficits, but excellent writing abilities might shy away from a career in accounting, yet find success in journalism. And, the individual with poor reading and writing, but strong oral language skills might pursue sales and avoid jobs requiring substantial written language abilities.
Unsuccessful people with learning disabilities, on the other hand, often fail to recognize both their strengths and limitations, accept their difficulties, compartmentalize their learning disability, and find employment that provides the best fit for their abilities.
Self-awareness Checklist
My child…
Is aware of his/her academic strengths
Is aware of his/her academic weaknesses
Is aware of his/her non-academic strengths
Is aware of his/her non-academic weaknesses
Is aware of his/her special talents and abilities
Is aware of his/her feelings, opinions, and values
Is able to match activities to strengths
Understands his/her specific learning disability
Accepts his/her learning disability
Is able to "compartmentalize"
Uses strategies to work around the learning disability
Research suggests that self-awareness is made up of a number of components. These components must be addressed in any effort to enhance the self-awareness of children with learning disabilities. Note they deal with both general self-awareness and awareness related specifically to the learning disability.
General self-awareness
In order to develop self-awareness, persons with learning disabilities need to:
Understand what self-awareness is and its importance;
Develop awareness of personal strengths, weaknesses, and talents in various settings (not only school);
Gain awareness of their feelings, opinions, and personal values and how they relate to those of others;
Develop their own definition of success;
Develop "niche-picking skills" (matching their abilities to specific settings).
Learning disability awareness
In order to develop self-awareness, persons with learning disabilities need to:
Develop an understanding of their specific learning disability and how it may affect their life;
Develop awareness of successful coping strategies to compensate for their learning disability;
Learn to accept and compartmentalize their learning disability.
Far too often, the development of self-awareness focuses almost entirely on academic performance at school. However, in order to gain the highest level of self-awareness and acceptance, an individual must understand his or her strengths, weaknesses, special talents, desires, fears, and beliefs in a number of areas. These include:
Psychological/emotional;
Physical;
Social;
Educational;
Communicative;
Philosophical (personal values, ethics).
General activities for fostering self-awareness:
Work with your child to develop and discuss lists of his or her individual strengths, weaknesses, and special talents or interests. Consider all areas, not just school-related.
Use the words "strength," "weakness," "limitations," and "special talents" to describe the behavior of all members of your family.
Arrange for your child to talk to adults with learning disabilities about their experiences -- both struggles and triumphs. If you have a learning disability yourself, share your own feelings, experiences, and thoughts.
Help your child choose potential jobs and careers that best match his or her abilities and discuss relevant choices.
