Post by misty on Jan 6, 2007 23:17:10 GMT -5
Thread Started on Nov 30, 2005, 4:46pm
This is a rather LONG article soo I will just post a bit of it & provide a link at the end...its VERY interesting!
Self-disclosure of Learning Disabilities in the Beyond-School Years:
When a young adult with learning disabilities (LD) leaves school and begins to experience the demands of adulthood, she faces a major decision: Whether or not to disclose her LD in a post-secondary education, training, or employment setting. In the school-age years a student with LD is typically identified formally so that appropriate instruction and services can be identified. In this environment, the complexities LD are largely understood. As a result, opportunities are rare during school years for a teenager to practice self-disclosure of her LD.
Conversely, the beyond-school years present a young person with many situations where she must decide whether or not to self-disclose her LD. Since the Individuals with Disabilities Education Act (IDEA), the mandatory federal special education law which requires the “label” of LD, no longer applies after high school, a person with LD no longer has to be identified as learning disabled if they do not want to be! The young adult with LD must grapple with two central questions: Why would I want to disclose my LD? What are the risks and benefits of that decision? If her high school has offered little transition preparation and practice in the strategies of self-disclosure of LD, a young person might feel that it’s easier just to forget about being learning disabled altogether. It might seem more convenient to think of her LD as a condition that’s only relevant until high school graduation, having little to do with her future in college, job training, or employment.
To disclose or not to disclose: that is the question..................
Before the young adult makes the decision about whether or not to disclose her LD, she must consider carefully the pros and cons. There are many reasons why a young adult might think that self-disclosure of her LD is not an option:........................
Self-awareness promotes successful self-disclosure
Research supports the important roles of parents and educators in helping a young person build the foundation for successful self-disclosure during the school-age years by engaging the child in the processes of “demystification” and “reframing” of her LD (Gerber & Price, 2005). Demystification involves taking the mystery out of the term “learning disabilities” by recognizing its manifestations in daily life. Reframing is a related process in which introspection and self-reflection guide the young person to make decisions that make use of her strengths, to create a fit between her LD and a task, a job, or an environment...............
www.schwablearning.org/articles.asp?r=1059
This is a rather LONG article soo I will just post a bit of it & provide a link at the end...its VERY interesting!
Self-disclosure of Learning Disabilities in the Beyond-School Years:
When a young adult with learning disabilities (LD) leaves school and begins to experience the demands of adulthood, she faces a major decision: Whether or not to disclose her LD in a post-secondary education, training, or employment setting. In the school-age years a student with LD is typically identified formally so that appropriate instruction and services can be identified. In this environment, the complexities LD are largely understood. As a result, opportunities are rare during school years for a teenager to practice self-disclosure of her LD.
Conversely, the beyond-school years present a young person with many situations where she must decide whether or not to self-disclose her LD. Since the Individuals with Disabilities Education Act (IDEA), the mandatory federal special education law which requires the “label” of LD, no longer applies after high school, a person with LD no longer has to be identified as learning disabled if they do not want to be! The young adult with LD must grapple with two central questions: Why would I want to disclose my LD? What are the risks and benefits of that decision? If her high school has offered little transition preparation and practice in the strategies of self-disclosure of LD, a young person might feel that it’s easier just to forget about being learning disabled altogether. It might seem more convenient to think of her LD as a condition that’s only relevant until high school graduation, having little to do with her future in college, job training, or employment.
To disclose or not to disclose: that is the question..................
Before the young adult makes the decision about whether or not to disclose her LD, she must consider carefully the pros and cons. There are many reasons why a young adult might think that self-disclosure of her LD is not an option:........................
Self-awareness promotes successful self-disclosure
Research supports the important roles of parents and educators in helping a young person build the foundation for successful self-disclosure during the school-age years by engaging the child in the processes of “demystification” and “reframing” of her LD (Gerber & Price, 2005). Demystification involves taking the mystery out of the term “learning disabilities” by recognizing its manifestations in daily life. Reframing is a related process in which introspection and self-reflection guide the young person to make decisions that make use of her strengths, to create a fit between her LD and a task, a job, or an environment...............
www.schwablearning.org/articles.asp?r=1059
