OPPORTUNITIES FOR

EMPOWERING STUDENTS WITH

DISABILITY PRIDE &

21ST CENTURY SKILLS

Based on the book

“Empowering Students with Hidden Disabilities:

A Path to Pride and Success”

Margo Vreeburg Izzo, Ph.D, and LeDerick Horne

Brookes Publishing Co.

WHY WRITE A BOOK ON

HIDDEN DISABILITIES?

Both realize that expectations

for students with hidden

disabilities are too low

“Nothing about us without us.”

WHO ARE STUDENTS WITH HIDDEN DISABILITIES?

Students with hidden disabilities lack those visual

signs that shout “DISABILITY”

Students have the option to either hide or disclose

Far too many students exit school never really

understanding:

Why they had an IEP

What their disability means regarding skills and deficits

ADHD

Neurological condition marked by persistent

inattention, hyperactivity and impulsivity

Trouble paying attention, easily distracted

Disorganized

Restless hyperactivity

Impulsive behaviors – talking before

thinking

Over 11% of children ages 4-17 receive

ADHD diagnosis (CDC, 2013)

40% of students with ADHD also have LD

GROWING UP WITH ADHD

Margo’s daughter identified as ADHD

Margo Joins ADHD Club

When learning environment is organized,

structured and relevant, students with

ADHD can bring

Positive energy

Willingness to work hard

SPECIFIC LEARNING DISABILITIES

Neurological condition that alters students’

ability to

Listen, speak, read, write, or spell

Calculate mathematical problems

Includes dyslexia and aphasia

Largest category of disability

Over 40% of students on IEPS have SLD

Over 2.3 million students across the U.S.

Pete Denman, UX Designer, Intel

“There is no wheelchair for dyslexia” Road Trip Nation Documentary: Being You

LEDERICK SHARES ABOUT GROWING

UP WITH LD

LeDerick - poet with LD

Co-author of book

Shares experiences as

Elementary student

High school student

College student

Professional speaker

OTHER HIDDEN DISABILITIES:

THE HIDDEN MAJORITY

Autism Spectrum Disorder

Emotional disturbance/Behavior

Disordered

Mild Hearing and Vision Disabilities

Intellectual Disabilities

Speech-Language Disabilities

OTHER HIDDEN DISABILITIES:

THE HIDDEN MAJORITY

Co-morbidity occurs among

hidden disabilities

Often students act out to-

Avoid work that they find difficult

Gain attention from peers

Avoid failing in front of others –

it’s easier and safer not to try

We need to teach all students to

“Make your brain work”

OTHER HIDDEN DISABILITIES:

THE HIDDEN MAJORITY

Helping students and educators to

understand disability can be seen as a form of

diversity training

Helping to build this kind of cultural

competency for students and educators in

your school benefits everyone

HOW MANY STUDENTS HAVE HIDDEN

DISABILITIES?

The true number of people with hidden

disabilities will never be known.

Approximately 85% of the 5.8 million

students… have hidden disabilities –

Over 4.9 million students!!

(U.S. Department of Education, 2014)

WHAT ARE TRANSITION OUTCOMES FOR

STUDENTS WITH HIDDEN DISABILITIES?

40% of students with disabilities drop out of high school

30% of students with ED reported using drugs within the past 30

days

A third of young adults with hidden disabilities were arrested after

high school

Young adults with hidden disabilities engage in maladaptive

behavior at higher rates than peers with visible disabilities

(U.S. Department of Education, 2014; Newman et al., 2011; Yu, Huang, & Newman, 2008)

WHY DO STUDENTS WITH HIDDEN

DISABILITIES STRUGGLE?

Lack disability awareness – what does it mean to have LD, ADHD,

etc.

Lack information on how they learn – do not use the

accommodations to level the playing field

Low expectations – teachers and parents have low expectations

Stigma - Not accepted by “successful peers” so they lean toward

those engaging in maladaptive behaviors

The stigma of having a disability is so

strong that approximately 60% of

students who had IEPs during high

school indicated that they did not

have a disability the year after they

exited high school.

(Newman, Wagner, Cameto, & Knokey, 2009).

Andy Imparato, Executive Director of the Association of University Centers on Disability (AUCD)

“I think it is helpful for kids and young adults

to have disability pride. So, I do not have

any problem with people getting a label, if

along with that label they get pride, and a

cultural identity, and a connection to a

community, and a connection to a history

of this community of accomplishing

amazing things...”

Defining Disability in Positive Terms

WHAT CAN WE DO?

Educators need to learn more about disability

Many general educators have not had the professional

development needed to understand how to support

students with disabilities within inclusive classrooms

Students need to understand their assets and strengths,

as well as

Functional limitations of their disability

How accommodations balance their limitations

Students need DISABILITY PRIDE!!

FAMOUS PEOPLE WITH LEARNING DIFFERENCES

AND BIG IDEAS

Tom Cruise

Thomas Edison

Albert Einstein

Temple Grandin

Andy Imparato

Steve Jobs

Daymond John

Whoopi Goldberg

Tim Tebow

… And YOU!!!

Empowering Students with Hidden Disabilities

Strategies to

Empower students with hidden disabilities

Reduce the stigma associated with disabilities

Support students as they connect “Disability” to their

Identify

Help students claim disability as a “Positive Identifier

THE PATH TO DISABILITY PRIDE

Is a framework to help students with hidden

disabilities develop and maintain disability

pride.

Disability pride helps support a student’s

transition to education, career and meaningful

relationships

PATH TO DISABILITY PRIDE

Disability Pride

Acceptance

Self-disclosure

Using supports

Self-advocate

Connect to disability community

Disability Pride

Disability Shame Non-acceptance

Disability shame

Rejecting supports

Maladaptive behavior

Risk of underachievement

People bounce across the stages. Even people with disability pride reject

supports or engage in maladaptive behaviors (drinking, striking-out, etc.).

LEDERICK’S PATH:

First grade – challenges with reading

Third grade- evaluated for a learning disability

Feels shame about being placed in special ed class

Middle school – refusal to do work, thoughts of suicide

High school IEP team – discussion of college programs

Learned about has assets and accommodations

Learned to self-disclose and began self-advocating

Formed friendships with other students with disabilities

Began speaking and writing about his experiences

THE PATH TO DISABILITY PRIDE

Acceptance

Self-disclosure

Using Supports

Self-Advocacy

Connect to Disability Community

Disability Pride

ACCEPTANCE: UNDERSTANDING ASSETS,

STRENGTHS AND LEARNING STYLES

Knowledge of Self

Reviewing the file with student

Give students a meaningful understanding of their

disabilities

Asset based approach to disability vs deficit based

SELF-DISCLOSURE

A process of communication by which one person reveals

information about himself or herself to another

One of the most valuable set of skills

Role playing to practice

The 411 on Disability Disclosure

www.ncwd-youth.info/411-on-disability-disclosure

USING SUPPORTS –

College students who used supports were significantly more likely to

graduate, as opposed to students who did not use supports.

Accommodations

Technology/Assistive Technology

Medication

Teachers, Friends, Study Buddies, Mentors

Tutoring Services

Families Newman, L.A., & Madaus, J.W. (2015).

USING SUPPORTS Supportive teachers with high expectations

Knowledge of all available supports

Teacher prompts to assist students take

responsibility for learning by using supports

Teacher to student:

“You need to tell your brain to…..”

SELF ADVOCACY

“Self-advocacy is a skill that people who are self-determined use

to request the supports they need”

Four components

1. Knowledge of self

2. Knowledge of rights

3. Communication of one’s knowledge of self and rights

4. Leadership

Shogren, 2013; Test, Fowler, Wood, Brewer, and Eddy, 2005

CONNECT TO DISABILITY COMMUNITY

Share positive role models of other adults with hidden

disabilities to promote disability pride

Share how disability has touched your life

Be a mentor

MARGO’S PATH TO DISABILITY PRIDE

Margo is unaware that she has ADHD

Margo is challenged by many procedures.-

reprimanded

Anna is diagnosed and is challenged with stigma

Margo is identified – accepts ADHD

Uses medication

Joins an Executive function support group

Both Margo and her daughter are on Path to Disability

Pride

DIGITAL AND BLENDED LEARNING

Every Student Success Act requires schools to integrate

technology to strengthen a students’ learning experience

Save money on textbooks by teaching teachers to use digital

content that is often free on the Internet and on Learning

Management Systems’ repositories

Invest in professional development to assist teachers integrate

technology in blended learning classrooms that make learning

more personalized

More info about EnvisionIT: go.osu.edu/eit

ACCEPTANCE: UNDERSTANDING ASSETS,

STRENGTHS, AND LEARNING STYLES

VARK: 4 Learning Styles

Visual

Aural

Reading/Writing

Kinesthetic

www.vark-learn.com

THE POWER OF MENTORING

Youth Leadership Forums

Eye to Eye

Thinking Differently

by David Flink

www.eyetoeyenational.com

THE POWER OF MENTORING

Margo’s programs:

Student learning communities – STEM or other focus

The E-Mentoring Program

An online curriculum in which students learn about

information technology and transition skills with the

support of mentors who are either college students or

professionals.

HOW DO WE DEVELOP MENTORING

PROGRAMS?

Reach out to the community

Entrepreneurs: 35% of entrepreneurs report having LD*

Local college students

Build a mentoring program within your district

Have high school students with disabilities mentor

students in lower grades

* Logan (2009)

HOW DO WE SUPPORT PRIDE? Assist students avoid the stage of disability shame

Nonacceptance

Disability shame from failure, poor performance

Rejecting supports

Maladaptive behavior

Risk of underachievement

Connect students to a community of others with

disabilities

Pride will not happen on its own - Community is the

prerequisite for Pride

Part 3: Evidence-based practices

3. We will share evidence-based practices to improve

learning and transition outcomes

EVIDENCE-BASED PRACTICES

Key skills and experiences that assist students prepare

for positive transitions to college and careers

Transition Assessments

Self-Determination

Executive Function Skills

Leadership Development and Mentoring Programs

High Expectations from Parents, Teachers and

Ourselves

TRANSITION ASSESSMENTS

Designed to assist students and their IEP teams develop realistic

postsecondary goals so transition services are designed to help

students graduate to a future that they help plan and is based on

their interests, strengths, and needs.

“Age Appropriate Transition Assessment Toolkit” (Walker,

Kortering, Fowler, Rowe & Bethune, 2013), posted at the National

Technical Assistance Center on Transition (NTACT)

http://transitionta.org/

ASSESS AND TEACH SELF-DETERMINATION

Components Of Self-determination

Self-understanding & Awareness

Self-efficacy

Choice Making

Problem Solving

Decision Making

Self-advocacy (Knowledge, Individual Or System)

Goal Setting & Attainment

Self-regulation

ACCEPTANCE: UNDERSTANDING ASSETS,

STRENGTHS AND LEARNING STYLES

EnVisionIT is an online curriculum for students with and without disabilities

Teaches key literacy and career skills needed for the 21st century workplace

Increased students’ technology literacy skills, transition skills, and reading skills

students prepare a presentation to use at their IEP meeting

their college and career goals

annual goals

http://nisonger.osu.edu/specialed-transition/envisionit

17.7 18.5

26.0 25.8

36.6

30.4

15.0

20.0

25.0

30.0

35.0

40.0

Pre Post

Sc

ore

AIMS web 8th grade MAZE

10th grade Intervention (n = 35)

9th grade Intervention (n = 17)

9th grade Comparison (n = 22)

CT sample from Fall

2015 represented

in this graph

EIT features embedded literacy strategies, which might make a difference in maintaining

reading levels into the high school grades

PRE-POST MEAN INCREASE OF INFORMATION LITERACY BY GROUP,

READING LEVEL, AND SETTING

-2

0

2

4

6

8

10

Total Sample

SwD

SwoD

10th-12th Graders

AIMS Intensive

AIMS Strategic

AIMS Benchm

ark

Suburban

Rural

Experimental

Control

Results for 2007-08 (N=287)

Experimental: n=153

Control: n=134

-Statistical significance (p < .05) for all

categories except

SwD and AIMS Intensive

Raw data gains suggests that

EnvisionIT increased IT literacy

23 This presentation and related EIT products were produced under the U.S. Department of Education (USDOE), Office of Special Education

Programs Grant H327S120022.

Three phases and each phase is directed by a separate question for students to answer:

Phase 1. What is my goal?

Phase 2. What is my plan?

Phase 3. What have I learned?

THE SELF-DETERMINED TRANSITION MODEL

EXECUTIVE FUNCTION SKILLS

Assess, Teach and Practice Executive Function Skills

Many people with hidden disabilities, especially those with ADHD, have

trouble with executive function skills such as time management,

planning, and organization (Solanto, 2011).

Using supports to help with planning and organization

LEADERSHIP: THE IEP OPPORTUNITY

Self Directed IEP

James Martin, Ph.D, Director, Zarrow Center for

Learning Enrichment at The University of Oklahoma

http://www.ou.edu/education/centers-and-

partnerships/zarrow.html

“…Disabilities occur when human

beings interact with society and

when the society hasn’t thought

about it and planned for it and

embraced all forms of human

diversity. I find it very

empowering” (p. 26)

Andy Imparato, Executive Director of the Association of University Centers on Disability (AUCD)

FAMOUS PEOPLE WITH LEARNING DIFFERENCES

AND BIG IDEAS

Thomas Edison

Albert Einstein

Temple Grandin

Andy Imparato

Steve Jobs

Daymond John

Whoopi Goldberg

… And YOUR STUDENTS!!!

AND YOUR

STUDENTS!!!

DARE TO DREAM BY LEDERICK

HORNE We are gathered here today

to bear witness,

to bear witness to the union

of two beautiful people

Yes, today is the day that we merge

who you are

with who you want to be,

making the vision

and the reality – one

An integration

born of communication

and made tangible

by your commitment to yourself

YOUR ROLE:

DARE STUDENTS TO DREAM

Now, I know some of you might be afraid

but don’t let cold feet

stop you from jumping the broom,

from taking the first step,

from beginning a journey

that will transform your life

Yes, I know some of you might be afraid,

But see, it’s my job

- to show you that better days are coming

EMPOWERING STUDENTS

WITH HIDDEN DISABILITIES:

A PATH TO PRIDE AND

SUCCESS Margo Vreeburg Izzo, Ph.D

Margo.Izzo@osumc.edu

www.margoizzophd.com

LeDerick Horne

www.lederick.com