posted by: Mr. Graber
Below are the schedule of the postings and the sixth 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
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
Success Strategy #5: Presence & use of effective support systems
Both successful and unsuccessful individuals with learning disabilities receive some form of support and assistance from others over the course of their lives. Guidance, support, and encouragement come from family members, friends, mentors, teachers, therapists, and co-workers. However, as successful individuals move into adulthood, they attempt to reduce their dependence on others. In fact, in many instances they are able to switch roles with people who had provided them with support in the past, finding themselves assisting and encouraging those who once helped them. In contrast, unsuccessful persons with learning disabilities frequently are unable to "cut the cord" as they transition into adulthood and end up remaining highly dependent on others.
Both successful and unsuccessful individuals with learning disabilities receive some form of support and assistance from others over the course of their lives. Guidance, support, and encouragement come from family members, friends, mentors, teachers, therapists, and co-workers. However, as successful individuals move into adulthood, they attempt to reduce their dependence on others. In fact, in many instances they are able to switch roles with people who had provided them with support in the past, finding themselves assisting and encouraging those who once helped them. In contrast, unsuccessful persons with learning disabilities frequently are unable to "cut the cord" as they transition into adulthood and end up remaining highly dependent on others.
The people who have provided support to successful individuals with learning disabilities generally held clear and realistic expectations regarding life goals and outcomes, guiding them to identify and achieve realistic goals without being harsh or critical. They were also able to help them change directions in attempting to achieve goals, or modify the goals, if necessary. They were consistent and steadfast in their functioning as sounding boards for reality testing. A successful adult with learning disabilities describes the support from a workplace mentor:
"I guess you could say he rescued me. I was working at this place and going nowhere. Probably getting canned and I only had a couple of more months of work and he was able to take me out of the division I was in and put me back working on minicomputers. That made me very happy. He taught me a new programming language to work in and really helped me out. He's one of the reasons I own this place."
"I guess you could say he rescued me. I was working at this place and going nowhere. Probably getting canned and I only had a couple of more months of work and he was able to take me out of the division I was in and put me back working on minicomputers. That made me very happy. He taught me a new programming language to work in and really helped me out. He's one of the reasons I own this place."
Successful individuals with learning disabilities also actively seek the support of others. They don't simply wait for someone to come to their aid when they need assistance. Rather, they take the initiative to get help. Furthermore, they are willing to accept help when it is offered. By contrast, unsuccessful individuals are not as likely to actively seek support or accept it when offered.
Presence & use of effective support systems Checklist
My child…
Knows when he/she needs help
Knows how to get help
Seeks help when needed
Is willing to use technological supports
Is aware of laws to help persons with learning disabilities
My child…
Knows when he/she needs help
Knows how to get help
Seeks help when needed
Is willing to use technological supports
Is aware of laws to help persons with learning disabilities
It is clear from research that individuals with learning disabilities need support in a number of areas including: education, employment, social relationships, psychological health, independent living, family relationships, and recreational activities. It is critical that individuals with learning disabilities are aware of, and know how to access and utilize, support services in each of these areas. Particular attention should be directed at helping children with learning disabilities:
Understand the benefits of using support systems;
Develop strategies for finding, accessing, utilizing, and maintaining support systems;
Recognize "triggers" indicating that help is needed;
Learn to accept help, give help, and develop trust in others;
Understand laws that mandate support/assistance for persons with disabilities;
Gain awareness of learning disabilities organizations and advocacy groups;
Learn to use technological help.
General activities for developing and using support systems
Model how to ask for help in daily family interactions.
Share stories (tell, read, see movies) about individuals who needed help from others, how they got it, and the benefits of receiving it.
Seize opportunities to analyze examples of individuals in need of help. Discuss possible sources and means of accessing support as well as possible outcomes with and without support (for example, news stories, TV sitcom crises, reports of friends in need of help).
Obtain information on federal laws related to individuals with disabilities and discuss it with your child.
Have your child try out technology that might be helpful in compensating for his/her difficulties, such as spell checkers, tape recorders, and word processors.
Develop strategies for finding, accessing, utilizing, and maintaining support systems;
Recognize "triggers" indicating that help is needed;
Learn to accept help, give help, and develop trust in others;
Understand laws that mandate support/assistance for persons with disabilities;
Gain awareness of learning disabilities organizations and advocacy groups;
Learn to use technological help.
General activities for developing and using support systems
Model how to ask for help in daily family interactions.
Share stories (tell, read, see movies) about individuals who needed help from others, how they got it, and the benefits of receiving it.
Seize opportunities to analyze examples of individuals in need of help. Discuss possible sources and means of accessing support as well as possible outcomes with and without support (for example, news stories, TV sitcom crises, reports of friends in need of help).
Obtain information on federal laws related to individuals with disabilities and discuss it with your child.
Have your child try out technology that might be helpful in compensating for his/her difficulties, such as spell checkers, tape recorders, and word processors.
