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Impact of a Higher Degree for Student Parents

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Using a Strengths-Based Approach with ELs: Supporting Students Living with Trauma, Violence and Chronic Stress

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Using a Strengths-Based Approach with ELs: Supporting Students Living with Trauma, Violence and Chronic Stress

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Using a strengths-based approach allows educators to draw upon students' internal strengths and capacities, and it can be a particularly powerful practice for English learners who have experienced trauma, violence, or chronic stress. In this article adapted from Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress (ASCD, 2017), ELL experts Debbie Zacarian, Lourdes Álvarez-Ortiz, and Judie Haynes offer some concrete strategies for shifting to a strengths-based approach in the classroom, as well as numerous student examples.

Overview

Who are the nation's students experiencing trauma, violence and chronic stress?

One in every two of the total student population in the U.S. come to our schools having experienced or still experiencing some type of trauma, violence, or chronic stress - many of them at a very young age. This startling statistic presents a challenge to all of us as educators - especially since the available professional literature focuses almost solely on the therapeutic aspects for providing counseling supports and services to students who have experienced one or more of the following:

Physical, sexual, or verbal abuse;

Physical and emotional neglect;

A parents who is an alcoholic (or addicted to other drugs);

Witnessing a mother who experiences abuse;

A family member in jail;

Loss of a parent due to death or abandonment, including abandonment by parental divorce; or

Mental illness or a depressed suicidal person in the home

Source: (Data Resource Center for Child and Adolescent Health, 2011/2012).
What make these realities particularly relevant are the distinct circumstances of many English learners who experience violence, trauma, and chronic stress. Consider the following:

In 2015, U.S. Department of State reported that 69,930 refugees were admitted to the United States, with the largest groups coming from African, South Asian, Asian, and Latin American countries.

4.1 million children born in the United States have at least one parent who is undocumented (American Psychological Association, 2016).

Many of the nation's children of undocumented immigrants experience high levels of chronic stress from fear of deportation, living in extreme poverty, and being isolated from peers (Yoshikawa, 2011).

60 percent of English learners' families had incomes that were 185 percent below poverty level (Grantmakers in Education Report, April 2013).

In addition, very little professional literature has been written about teaching this particular population and doing so from a strengths-based perspective.

Why use a strengths-based approach?

The absence of any formal training in this area, understandably, has led many educators to feel quite unprepared to teach and work with the epic numbers of students, including English learners, who experience trauma, violence and chronic stress. Further, many teachers believe that some students' experiences are so extreme that there is little hope for them, despite all of their efforts and good intentions. This perception often puts limits and restrictions on them in terms of how they teach and interact with students as well as how they work with families. In a real sense, it has almost forced many teachers to look at students and their families as "broken" instead of as individuals who already possess inherent strengths and who can make great contributions to their classrooms, their communities, and the world. Indeed, for too long, teachers have found themselves using language to name their perceptions in terms of what they believe are impossible situations for students living with trauma, violence, and chronic stress.

Student vignette: Javier

Here is an example from Chris Homiak, a middle school English and mathematics teacher of English learners in Kansas City, Missouri. He tells us about Javier, a 7 th grade student.

Javier is a 7th grade student who joined our class after being out of school for six months. He is a n English learner whose home language is Spanish. Prior to enrolling in our school, he had recently moved across the country and was in transition, living in homeless shelters with his large family. At first, Javier answered questions very quietly, and his eyes often looked toward the floor or quickly around the room. Also, he often got out of his seat without permission and walked in a small circle near his desk.

In this example, it would be easy to pinpoint the adverse conditions and behaviors that would make Javier's ability to learn and our ability to teach him to be very difficult. However, it is important to take it a step further and look beyond "what is lacking" to find "what is already there". To accomplish this, we need to begin with a shift in mindset from what we believe is not happening and impossible to what is happening and possible. To do this we must take time to:

Identify students' existing strengths.

Honor, value, and acknowledge these strengths.

Help students become aware of their strengths.

Build instructional programming that boosts social ties and networks by drawing from students' strengths.

Let's take a look at Javier's story. What strengths can you see in Javier? At first glance, getting out of his seat without permission may seem to be an unacceptable behavior and, indeed, difficult to view as an asset. But adopting an asset-based perspective requires us to find evidence "in what students do; in what they don't; and in their intentions, hopes, successes, and even failures" ( Grove and Glasser, 2007). In this example, Javier didn't disrupt class by yelling or screaming, or by going to other students to talk to them. He contained himself in a small area, trying not to disrupt the class. This is the behavior we focus on, and the one that we want to acknowledge and reflect back to him to make it visible and transparent. Among Javier's assets is his ability to understand what he needs to turn his classroom environment into a favorable learning experience for him. In this case, it is an environment that will allow him the opportunity to engage in movement like standing, stretching, and moving his body. (Think of yourself during those long professional development trainings!) It is also evidence of Javier's good judgment, consideration, and respect for other people's spaces and time for learning because his behavior was contained and not disruptive. The goal is for Javier to see his strengths, value his own self-worth, create a personal account of his strengths, and begin to operate by drawing from it.

Let's look at what Chris Homiak did to identify Javier's strengths and what this understanding led to:
Observing him during independent work time, I saw that he had a deep capacity for abstract thinking and that he was strong in algebra. I shared my observation by saying: "Javier, you are such a strong problem-solver and algebra-thinker! I noticed that you can see patterns and break down the parts until you solve the problem." As his trusting relationships grew in our small group, I pushed him to explain his answers in more detail and to explore alternative ways for solving the same problem. Initially, he wanted to share his answers first and fast; I supported him to wait for others to catch up, and to see if he could help find their mistakes. I often turned to him to provide constructive feedback or error correction, handing over the document camera or whiteboard for him to play the teacher role.
It is greatly helpful to take time to identify students' strengths and teach by drawing from this understanding.

What strategies support a strengths-based approach?

In this article, we discuss some strategies for using a strengths-based approach in our classroom practice so that English learners, like Javier, and all students living with trauma, violence and chronic stress experience a real sense of being safe, valued, capable of learning, and worthy contributory members of their classroom communities. We consider these four essential experiences to be the basis for creating a strengths-based classroom that is inclusive and responsive to all students, and particularly to those living with trauma, violence and chronic stress.

Take time to build positive, asset-based student-teacher relationships

Working with students living with trauma, violence, or chronic stress requires us to be empathetic educators who care about our students and seek to support them. Nevertheless, we must take it a step further and strive to be asset-based teachers as well. That is, seeking, reflecting back, and honoring the many inherent attributes, values, and qualities our students (and families) possess. But it doesn't stop there. We must support them in drawing from these strengths and capacities to develop the skills, competencies, and confidence to be active learners, independent and critical thinkers, and contributory members of their learning community.

Gather as much information as we can about our students.

Use this background information to build and strengthen our relationships with students by personalizing our interactions using the strengths and assets that we continuously identify.

In Javier's story, his teacher was able to cultivate a positive relationship by helping Javier see his intrinsic assets and strengths and by capitalizing on them to engage Javier in learning. He observed Javier's curiosity and eagerness to solve problems and drew from these qualities to cultivate self-monitoring and leadership skills.

Use consistent positive, asset-based language when communicating with students.

There are many strategies that we can use to identify students' strengths and assets and build trusting relationships with them based on these, including:

An example, that can be adapted with support in a students' home language, is a high school teacher who asks students to complete questions on an index card during their first day of school. The front of the card asks them to write their name and nickname. The back asks the following, "What activities, such as sports, music, and work, are you involved or would like to be involved outside of our high school?" He meets first with individual students who leave the activity question blank and supports them in joining an after-school club, obtaining work, and/or engaging in an activity of their interest. He also takes time to visit students after school where they are participating in a sport or are at work. His sole goal is to help them see that they belong to a classroom community and that they are valued and capable individuals who have many personal strengths and assets worthy of recognition.

An example is a teacher who greets a student with personalized messages such as "Good morning, Lilliana, great to see you after that tough basketball game last night. I heard you were very determined on the court" shows that he understands what is important to the student, and at the same time, he's naming the attribute she is demonstrating (determination) which is one of her strengths. Or, in the case of Javier, his teacher took the opportunity to observe him during independent work and noticed that he had a solid capacity for abstract thinking and that he was strong in algebra. The way he reflected back these personal assets to Javier was by saying, "Javier, you're such a strong problem solver and algebra thinker! I noticed that you can see patterns and break down the parts until you solve the problem." This type of positive energy and language is one of the biggest assets that those of us that work with English learners and all students living with trauma, violence and chronic stress can bring to the classroom.

Create a physical environment that encourages students' sharing, participation and ownership of their physical classroom space.

Co-create (with students) an environment that facilitates their empowerment and voice and reinforces the skills necessary to be successful in a global society that demands constant communication, collaboration, teamwork, and innovation.

Foster unconditional acceptance, a sense of being safe, and of feeling valued and capable of learning.

Construct a physical environment that is conducive for communication and cooperation

Learning spaces have the ability to positively or negatively affect students' learning and morale. From the selection and arrangement of desks, tables and chairs, to the attention we pay to what we place on the classroom walls, every detail counts toward our efforts to keeping students engaged and maximizing their cooperation and creativity. To do this, we have to consider how to:

Students living with traumatic situations, including those who may be English learners, are likely to experience loss of control and sense of powerlessness to various degrees. As such, regaining control is crucial to coping with traumatic stressors ( Perry & Szalavitz, 2006). In the classroom, this translates to implementing practices that value and encourage all students' participation in decisions that matter to them.

For example, some groups of students may wish to work at their desks in the corner of a room, others may prefer to work on the floor, and others may want to stand at the white board. What's key is co-creating a space where students have a voice in arranging their desks, tables, and chairs and displaying (e.g., on classroom walls or tablemats) their shared ideas, opinions, and concepts to demonstrate a shared ownership of learning.

Classroom environments that promote this type of empowerment do so by building the confidence and capacity of English learners and all students to speak up, to present and address issues of their concern, to make changes, and to take risks. Students are more likely to encounter success in this process when adults become partners and provide active support.

Use predictable classroom routines and practices

What time does school actually start and should they arrive?

What should students do if there is a delayed opening or closing of school (e.g., a delay due to inclement weather)

If there is a delay, should students go directly into the school or wait on the playground?

Where should students go if they arrive at school late?

Where do they put their coats and backpacks when they enter their classroom? Where does their homework go?

What should they be doing while they are waiting for the rest of the class to arrive?

Who will be my teacher and what's his/her name?

Using routines and practices that are consistent and predictable have been found to be essential when working with students living with trauma, violence, and chronic stress ( Blaustein, 2013).

Start class

Start the lessons

Sequence the lessons

Transition students from one task to the next during the lesson

End the lessons

Support students during non-instructional time

The following questions help to form the routine responses that students need at the beginning of the school year or when a new student enrolls in our schools:

Welcome students positively by letting them know that they are welcomed and valuable members of our classroom community.

Engage students in a sharing activity about special news such as the arrival of a new sibling, an event, and/or occasion such as a birthday or a school event or sports, performance, or curricular activity. Create routines for this sharing activity to help it to be a predictable social activity.

Provide information about the day or class' schedule so that students know what to expect during the school day or class period.

Conduct a short academic or social learning experience. For example, during one meeting, a teacher asked for a student volunteer to share with his/her peers the process that students should follow when leaving from and returning to the classroom for small group instruction. His teaching goal was to support his students in making transitions and empower students in making good choices.

Support students to transition from the opening meeting to the next classroom activity by noticing and acknowledging those who show readiness.

According to Blaustein (2013), using the same routines and rituals in our classroom activities allows students living with trauma, violence and chronic stress to downshift from a fearful state where unpredictability takes control, to a calmer and more positive one where events happen in a predictable manner. These include the ways in which we:

Here are some suggestions:

Listening skills

Empathy

Social and emotional language that is needed to express their feelings to their peers and others

Attention to their own and their peers' values, assets, and strengths

Mediating their own emotions

Resolving conflict in a productive way.

Apprentice students in social and emotional communicative skills

While paired and groupwork are important methods in any classroom, an important means to support the method working more successfully is the level of trust that we create with and among all of our students. Classroom settings are ideal places for students to acquire the social and emotional communication skills that they need to work cooperatively. All students need this type of instruction so that everyone feels safe, competent, valued, and a sense of belonging. Our instruction must involve supporting students in the development and use of the following:

Design pair and group work with plans that explicitly and intentionally support students in the development and strengthening of these skills. Look for opportunities within these groups to recognize the many ways in which students, overtly or covertly, demonstrate their personal assets. Some examples of the type of language/communication that is helpful to acknowledge students' efforts and help them acknowledge others is the following:

Asset-Based Language to Describe Students' Qualities

Focusing on student strengths: Sample feedback

That is excellent use of logic.

You are being wise. That is a great quality that is coming across in your responses.

That was a very insightful thought you just shared.

That was a solid educated guess. That is an important skill.

I appreciate your willingness to collaborate.

You seem to be getting the picture after showing so much hard work analyzing this idea!

That was a great deduction you just made to figure out a possible answer. Well done!

You are showing great curiosity, which is a great way to learn.

The way you put these two ideas together shows how you are using great analytic skills in your problem solving.

I can see how much you are enjoying sharing and defending your unique ideas.

I really like how you are showing respect to your partner by listening carefully to what he is saying.

You are using your great mind to figure out an answer. Well done!

Student attributes, strengths, and values

Many English language learners who have experienced or are experiencing trauma, violence, or chronic stress are demonstrators of great tenacity and determination. Despite the many horrendous and traumatic experiences that many have experienced, living through civil strife, natural disasters, war, extreme poverty and more, they still find the energy to show up in our schools and classrooms every day. This energy reflects one of the many attributes, strengths, and values that they possess. How many other intrinsic qualities and values hidden under adversity can you identify in the students and families you serve? Although not an exhaustive one, this list can help you identify them.

Adapted from Glasser, 2011, p. 64-65.

Final Thoughts

Adopting a strengths-based approach allows us to draw from our students' internal strengths and capacities. It also supports the academic and social-emotional growth of all students - including English learners like Javier.

The strategies and the ideas found in this article are a small sampling from our book Teaching to Strengths: Supporting Students Living with Trauma, Violence and Chronic Stress. It is our hope that by using these our classrooms can be transformed into safe, productive, and positive places where all students can see their many strengths and unlimited human potential.

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Using a Strengths-Based Approach with ELs: Supporting Students Living with Trauma, Violence and Chronic Stress

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Using a strengths-based approach allows educators to draw upon students' internal strengths and capacities, and it can be a particularly powerful practice for English learners who have experienced trauma, violence, or chronic stress.

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Focused on entrepreneurship resources for immigrants

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Searchable Job Listings for undocumented and DACA 

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Searchable Job Listings for undocumented and DACA 

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Read the stories of undocumented professionals who have overcome obsticles to reach their professional status. Join the Undocuprofessinals network to read more about professionals in the undocumented community.

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Regular clinic (via phone or in-person) that provides free legal advice on all areas of employment law, including: unpaid wages, unpaid overtime, family and medical leave act (FMLA) violations, unemployment compensation, workers’ compensation, unlawful discrimination and harassment, barriers to employment based on arrest and conviction record, and wrongful termination.

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Workers’ Rights Clinic - The Washington Lawyers’ Committee

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For workers that need help with employment law problems, the Washington Lawyers’ Committee holds a Workers’ Rights Clinic where low-income workers can walk in without an appointment and have a one-on-one consultation with a trained Intake Volunteer who will provide legal advice and assistance with brief services, under the supervision of an experienced employment law attorney.

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Requirements and Steps for Obtaining DC ID

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LAYCCA - DC Limited ID Flyer Eng and Span.pdf

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Individual Taxpayer Identification Number Flyer (Requirements and Application Process)

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Individual Taxpayer Identification Number Flyer (Requirements and Application Process)

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An Individual Taxpayer Identification Number (ITIN) is a tax processing number issued by the Internal Revenue Service. This flyer outlines requirements and steps for application. (IRS Website outlines who needs one and why: https://www.irs.gov/individuals/individual-taxpayer-identification-number)

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A new digital platform that integrates data, policies, and resources about DACA and undocumented, other immigrant, international, and refugee students

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AU Dream Initiative: Higher Education Legal Services

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AU Dream Initiative: Higher Education Legal Services

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Provides free immigration legal services to undocumented and other immigrant undergraduate and graduate students who are currently enrolled in colleges or universities in the DC metropolitan area. Their website is: https://www.american.edu/wcl/academics/experientialedu/clinical/theclinics/ijc/audream/

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Pathways to US Citizenship & Family-Based Petition Graphic

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Pathways to US Citizenship & Family-Based Petition Graphic

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Provides a graphic on how US Citizenship can be obtained and who can petition for families to receive citizenship.

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UDC offers the Child Development Associate certificate program in Spanish (From Vita Soto)

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University of the District of Columbia |

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Pathways | University of the District of Columbia

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Workforce Development WDLL – Senior Staff Academic Calendar WDLL – CASAS Assessment Reporting Pathways Admissions Class Schedules Campus Locations Partners FAQs What’s New Program Pathways These pathways are your roadmap to earn stackable credentials. View the full course catalog for all pathways → Construction Pathway Build a successful career in construction! Our comprehensive training program

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AU Resources for DACA & Undocumented Students

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AU Resources for DACA & Undocumented Students

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From Vita Soto: Includes resources related to financial aid for undocumented students.

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American University resources for DACA and undocumented students.

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Trinity Washington University Supported for Undocumented Students

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Trinity Washington University Supported for Undocumented Students

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From Vita Soto: Includes financial aid information and local legal services.

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Support and Services for Undocumented Students | Student Success

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From Vita Soto: Includes financial aid information & FAQ for applying

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From Vita Soto: Construction Program with support for Spanish speakers. Does not require US citizenship, but does require DC residency.

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Pre-Apprenticeship Green Construction Training - Catholic Charities DC

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The Pre-Apprenticeship Green Construction Program prepares students for a career in green building. The course is open to D.C., Maryland and Virginia residents over the age of 18 and is taught in English with assistance for Spanish speakers. There is a $150 registration fee.

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From Vita Soto: Training programs in Baltimore and Alexandria that are conducted in Spanish.

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Adult Education: ESL & GED in English & Spanish

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Carlos Rosario: Adult Education for Immigrants

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Carlos Rosario: Adult Education for Immigrants

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The Carlos Rosario School delivers high-quality education, career training, and supportive services that enable adult immigrants to realize their dreams while strengthening our community and economy.

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The Carlos Rosario School offers a cutting edge, uniquely effective education model combining adult education with life skills & support services.

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LAYC Career Academy engages and empowers older youth and young adults by providing a college preparatory education, career training in high-growth occupations and/or college-credit classes.

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Tuition-free charter school serving D.C. students ages 16-24 years old. Students receive FREE training & certifications for IT, Medical Assistance and more.

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Scholarships and Advising

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Support for teen parents: mentoring, financial assistance, and wrap-around supports

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The Generation Hope Scholar Program surrounds teen parents with mentoring, tuition assistance, a peer community, and other vital, wrap-around services to help them earn their degrees. Students admitted into our Scholar program who have children younger than 6 years old are also eligible for our combined college support and early childhood program, Next Generation Academy.

Throughout the year, Scholars receive trainings on topics such as life balance and academic planning, as well as free tutoring, mental health supports, and career preparation. Scholars will also have access to family-friendly events and our annual Hope Conference, which provides life and career advice from experts within the community.

"Every time I think about Generation Hope, it gives me so much happiness."

- Briana, Scholar alumna, George Washington University '18

Mental Health Support
Generation Hope's Mental Health Coordinator is available to provide free virtual support - both individual sessions and group sessions - for you and your children.

Career Readiness Support
Our College and Career Success Manager provides one-on-one support to help you think through your career path, review your resume, apply for jobs, access internships, and prepare for interviews.

A Hope Coach
Support of Generation Hope staff, who can help you access resources, manage crises, navigate college, and more.

Academic Support
Free tutoring as necessary.

Tuition Assistance
$1,200/year in scholarship money if you are attending a 2-year college, $2,400/year in scholarship money if you are attending a 4-year college

Mentoring
Each Scholar is matched with a caring, adult mentor who works with you one-on-one until you graduate, providing you with emotional support, guidance, and friendship.

Emergency Funding
Access to an Emergency Fund for financial crises.

Trainings and Events
Scholars receive trainings on topics such as parenting and financial literacy, our annual Hope Conference, and family-friendly social events.

A Hope Coach: Home visiting and case management to support your parenting and provide resources as you juggle raising a little one and college.

Early literacy support: Hope Coaches bring culturally-relevant, age-appropriate books to every monthly home visit for you and your little one to keep and read.

Mental health support: Generation Hope's Mental Health Coordinator is available to provide free virtual support - both individual sessions and group sessions - for Scholars and their children.

A Resource Family: In addition to your mentor, you'll be matched with a family in the community who can support you with resources and connections to assist with family needs.

Childcare support: Next Generation Academy Scholars receive up to $200 per month towards enrolling your child in high-quality childcare or other enrichment activities.

Teen Parents
Be a teen parent ( any gender; defined as pregnant/expecting by age 19) and 25 or younger at the time of application.

Attending or Planning to Attend a Non-Profit College
Attend a non-profit college starting the Fall 2023 semester in the Washington, D.C. Metro Area (within 50 miles of DC) and seeking a two- or four-year (Associate's and/or Bachelor's) degree.

Minimum Credits
Be taking or planning to take a minimum of 6 credits each semester, working towards an Associate's or Bachelor's degree.

Submit a Copy of Student Aid Report/FAFSA
If a U.S. citizen or Permanent Legal Resident, submit a copy of your Student Aid Report (SAR) or proof of FAFSA submission.

Actively Involved Parents
Raising or actively involved in your child's life (defined by regular support and care of your child).

U.S. Citizen, Permanent Legal Resident, or have DACA status
Be a U.S. citizen, permanent U.S. resident, have Deferred Action for Childhood Arrivals (DACA) status, or any other status that provides in-state tuition and work eligibility. Email applications@generationhope.org with eligibility questions.

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The Generation Hope Scholar Program provides college support, surrounding teen parents with mentoring, tuition assistance, a peer community, and other vital, wrap-around services to help them earn their degrees.

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DCPS: Financial Aid Resources for Undocumented Students

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DCPS: Financial Aid Resources for Undocumented Students

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Undocumented students are not eligible to receive federal student aid, including loans and grants. However, Undocumented students CAN go to college! There are some financial aid and scholarship opportunities available.

Who Is Eligible

Check out this chart for an overview of what financial aid opportunities are available.

FAQ

Who are undocumented students?
Undocumented students are students who are not U.S. citizens, U.S. nationals, or "eligible noncitizens."

Who is an eligible noncitizen?
An eligible noncitizen is one of the following - U.S. Permanent Resident (green card holder); - Conditional permanent resident (I-551C); - Has an 1-94 from USCIS that shows "refugee", "Asylum Granted," or "Cuban-Haitian Entrant" or - Holds a T nonimmigrant status for victims of human trafficking ("T-visa").

Is need-based financial aid available for undocumented students?
Undocumented students are not eligible for federal student aid. (i.e., Pell Grants, student loans, Federal Work Study). However, a few colleges and universities DO offer some institutional financial aid and/or make merit scholarships available to undocumented students.

Which colleges offer need-based aid and merit scholarships to undocumented students?
Click here for the list of schools.

Should undocumented students use the online FAFSA?
It is not advisable for undocumented students to complete the online FAFSA. There are a few schools that may ask you to complete and print out a paper version of the FAFSA and mail it to the college nevertheless, with the sole purpose of determining your income and expected family contributions.

Does my parents' citizenship status affect my eligibility for federal student aid or DC state aid?
No. Your parents' citizenship status does not affect your eligibility for federal student aid or DCTAG. In fact, the FAFSA doesn't even ask about your parents' status.

What should I do if my parents are undocumented and I need to complete the FAFSA?
If you are a US citizen or eligible non-citizen and are completing the FAFSA but your parents do not have a social security number they should fill out 000-000-000 as their social security number. Do not put in an ITN (individual taxpayer number). If your parents do not have Social Security numbers, you must print out the signature page from the online FAFSA so that your parents can sign it and send it in.

Scholarships For Undocumented Students.

Colleges That Provide Financial Aid For Undocumented Students
https://getmetocollege.org/financial-aid/info-for-undocumented-students/school-policies-towards-undocumented-students
Resources

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Financial Aid Resources for Undocumented Students - DCPS Goes to College

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Undocumented students are not eligible to receive federal student aid, including loans and grants. However, Undocumented students CAN go to college! There are some financial aid and scholarship opportunities available. Who Is Eligible Check out this chart for an overview of what financial aid opportunities are available. FAQ Who are undocumented students?

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Includes links to a variety of resources in different areas to support direct clinical care of children and to identify community resources for families in the DMV region

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Immigrant Health Toolkit | Physician Toolkit for Immigrant Health

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A Comprehensive Guide for Physicians and Health Care Professionals

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Disability: Asset based thinking: Shifting from deficit to valuable difference

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Disability: Asset based thinking: Shifting from deficit to valuable difference

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Disability: Asset based thinking: Shifting from deficit to valuable difference

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‘Normal’ smiling face, ‘disabled’ frowning face. I usually get widespread nods to the idea of focusing on skills and insights (assets), rather than limitations (deficit) when considering disability in the workplace.

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Explores the performance indicators that are connected between WIOA, IDEA, and Perkins

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Includes resources for students, parents, and educators to build student self-determination

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Learning Environments

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Having a Learning Disability Can Be a Career Asset

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Having a Learning Disability Can Be a Career Asset

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Article describing learning disabilities as assets

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People with learning disabilities (LDs) are succeeding in school, and at work, in increasing numbers. Today, more is known about the factors that contribute to the success of this population. High profile leaders with LDs are speaking publicly about their difficult pasts and the strategies that assisted them in achieving career success. Betsy Morris (2002) not only reviewed the stories of dyslexic CEOs in her May 13th, 2002 Fortune Magazine article, but she also presented the names of high achieving scientists, actors, artists, lawyers, and activists who share the commonality of having LDs. Morris (2002) cited Sally Shaywitz, a neuroscientist who is co-director of Yale's Centre for Learning and Attention, who said, "Dyslexics are overrepresented in the top ranks of people who are unusually insightful, who bring a new perspective, who think out of the box." (p. 56)

Despite their success, persons with LDs often share traumatic pasts. One graduate from York University said that her time at public school was so painful that it was like, "having a root canal without anesthetic." Other successful York graduates with LD described their childhood with words like, "tortured", "hell", "humiliating", "frustrating", and a "time of lost hope". Morris (2002) described dyslexia as a "crucible". She quoted Craig McCaw, the billionaire dyslexic pioneer of the cellular industry, who said, "people are either defeated by it or they become more tenacious." (p. 58)

What helps some succeed, while others are destroyed?

Gerber (2001) reported that "learned creativity" was one critical factor in predicting employment success. Morris (2002) remarked, "If you could survive childhood, dyslexia was a pretty good business boot camp. It fostered risk taking, problem solving, and resilience. School was a chess game that required tactical brilliance." (p. 62.) Bill Samuels Jr., the dyslexic President of Maker's Mark, said that people with LDs are "always expecting a curve ball." (p. 62)

Rapidly evolving new technologies have become one of the creative solutions for those with LDs in 2002. Screen readers and voice dictation software/hardware options are more readily available than ever before. Pocket computers such as Palm Pilots, Jornadas, and IPACs have brought laptop computer power down to calculator-sized devises that can be inconspicuously carried in pockets or purses. Many of these devises include built-in tape recorders, allowing the user to record information they might otherwise forget or are unable to write out at the particular time. They can also include reading technology that allows the users to hear entire downloadable books. Although technological solutions are not for everyone, and can be expensive, career counsellors should be aware that money is available to assist those with LDs in purchasing useful devises. For post-secondary students who are eligible for government student assistance programs, such as OSAP, the Bursary for Student with Disabilities can be used to purchase needed aids and services. For those seeking employment help, programs such as the Ontario Disability Support Program, Employment Support Program, can also be used to purchase needed aids.

Lisa Allan, a recent Masters degree graduate in Environmental Studies, decided that technology had been such a critical, liberating force in helping her overcome her LDs that she would make it her life's mission to share technological solutions with others with LD. She co-founded Global E-text (www.globaletext.com), a company devoted to providing innovative technological solutions to learners with LDs. With her pocket PC by her side (storing maps, pictures, voice notes, and files that can be read to her), she is much more confident. Now, she seldom gets lost, confused, and overwhelmed by the visual spatial organizational difficulties that haunted her in the past.

The human touch is also invaluable in helping those with LDs persevere through the difficult times. Gerber (2001) identified social supports as a critical variable that was common to highly successful adults with LDs. Recent research of York University graduates with LDs revealed that positive social supports were the most important factor in the successful career development of these graduates (Greene-Black, 2002). Support systems build confidence, provide emotional support, give information, and teach strategies that can be useful in helping those with LD achieve success.

Career counsellors and job developers are an important part of this social support network. By not underestimating the abilities of those with LDs, career development professionals can play a critical role in boosting the self-confidence of this population. Gerber (2001) indicated that "reframing" was an important task for the client with LDs. Career professionals can assist at each of the four stages of "reframing" that have been described by Gerber (2001): recognition, understanding, acceptance, and setting a plan of action. Through assisting the client to positively "reframe" their experience and develop creative action plans, career counsellors can become critical agents in facilitating employment success.

Career professionals also need to know what school and community supports are available to those with LDs. Often, the supports at higher levels of education are more comprehensive and easier to access than they are at the elementary and high school levels. Currently, most post-secondary institutions have disability offices for students with LDs, however, some programs offer more services and individual attention than others do. For example, programs like the Learning Disabilities Program at York University provide diverse options such as: on-track coaches, advisors, tutors, exam accommodations, and mentors. Career mentorship programs link students with industry representatives who can act as safe confidants and enhance the career knowledge and planning skills of participants.

After graduation, some adults with LDs benefit from the services offered by community agencies specializing in assisting those with LDs. Specialized community support services like the ALDERcentre (www.aldercentre.ca) work closely with job seekers with LDs to help them achieve employment success. The ALDERcentre ensures that all participants receive a thorough psycho-educational and psycho-vocational assessment in order to help their clients understand their LDs. With this detailed knowledge, the comprehensive plans and strategies can be developed to build on the participants' strengths and help them overcome their weaknesses. Despite legislation, those with LDs often fear employment discrimination. The ALDERcentre also focuses on helping those with LDs deal with the sensitive and difficult issue of when, what, how, and if to disclose to employers.

Much can be learned about job accommodations for those with LDs. Resources like the Job Accommodation Network ( http://janweb.icdi.wvu.edu) provide free advice to job seekers and career counsellors. This website includes useful information about common job accommodations for people with different disabilities. Many case examples of accommodations useful to persons with LDs are provided.

Those with LDs can succeed at a variety of careers. Despite this fact, those with LDs are often underestimated in childhood. In the booklet, " Secrets for Success " (available at www.yorku.ca/cdc/ldp), profiles of 10 university graduates are provided who succeeded in entering professional, managerial, and technical fields. All ten graduates reported that they were told by at least one important adult in their lives that they would never be able to go to university or obtain their desired career goals.

As career professionals, we need to be careful not to underestimate the potential of this population. As Betsy Morris (2002) reported, the top echelon of society can often come from the "out of the box" thinking that is typical of those with alternative learning styles. Career professionals can play a critical role in the support system helping those with LDs positively reframe their experience and develop creative coping strategies that can foster success.

The Internet can be a valuable source of information for career counsellors wishing to assist clients with LDs become more successful. The resource list below provides links to useful services and websites.

References:

Gerber, Paul (2001) Employment of Adults with Learning Disabilities and ADHD: Reasons for Success and Implications for Resilience. ADHD Report, 9 (4), 1-5.

Greene-Black (2002) Secrets of Successful Career Development for those with LDs. Unpublished qualitative research study.

Morris, Betsy (2002) The Dyslexic CEO. Fortune. May 16, 2002, 53-70.

Resources for Persons with Learning Disabilities
Jayne Greene-Black is a career specialist with the Learning Disabilities Program at York University. She has more than 20 years of experience working with special needs populations, but her focus over the last 17 years has been with university students who have learning disabilities. She coordinated the publication, "Secrets for Success: Profiles of University Graduates with Learning Disabilities" (available on-line at www.yorku.ca/cdc/ldp/success). Jayne can be reached at jayne@yorku.ca.

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Having a Learning Disability Can Be a Career Asset

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By Jayne Greene-Black People with learning disabilities (LDs) are succeeding in school, and at work, in increasing numbers. Today, more is known about the factors that [...]

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Disability is an asset, ft Sara Minkara, Empowerment Through Integration #DisabilityDemandsJustice

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Univeral Design for Learning (UDL) Resource: CAST

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Univeral Design for Learning (UDL) Resource: CAST

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Multiple of resources to understand UDL and ways to implement

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7 Steps to Lesson Planning with Universal Design for Transition

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7 Steps to Lesson Planning with Universal Design for Transition

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Strategies for Culturally Sustaining Universal Design for Transition

Includes link to the Universal Design for Transition book: https://products.brookespublishing.com/Universal-Design-for-Transition-P1525.aspx

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7 Steps to Lesson Planning with Universal Design for Transition - Brookes Blog

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Educators learn to understand the needs of historically marginalized racially and ethnically diverse students and create culturally responsive supports.

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Resources available for employees and employers around reasonable accommodations, including a tool that allows users to search by disability to understand potential accommodations.

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JAN provides free consulting services for all employers, regardless of the size of an employer's workforce. Services include one-on-one consultation about all aspects of job accommodations, including the accommodation process, accommodation ideas, product vendors, referral to other resources, and ADA compliance assistance.

Private businesses can access JAN services in a variety of ways:

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JAN provides free consulting services for all employers, regardless of the size of an employer's workforce. Services include one-on-one consultation about all aspects of job accommodations, including the accommodation process, accommodation ideas, product vendors, referral to other resources, and ADA compliance assistance.

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Community Mapping as a Tool for Teachers and Students

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Community Mapping as a Tool for Teachers and Students

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Student-Driven Secondary Transition Planning: This course consists of five asynchronous foundational courses, each focused on a different aspect of the secondary transition planning process. By the end of this course, educators will gain foundational knowledge and increased capacity in developing and implementing high-quality Individualized Transition Plans (ITPs) with secondary transition-age students. Available on demand for DCPS and DC Public Charter Employees.

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Culturally Sustaining Universal Design for Transition (UDT) Course

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Culturally Sustaining Universal Design for Transition (UDT) Course

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Culturally Sustaining Universal Design for Transition (UDT): This course, inspired by "Universal Design for Transition: The Educators’ Guide for Equity-Focused Transition Planning," consists of three modules designed to help educators apply Universal Design for Learning (UDL) principles in transition planning. It aims to equip teachers and school staff with the knowledge and skills to integrate culturally sustaining practices into the transition process, promoting equity and inclusivity.Available on demand for DCPS and DC Public Charter Employees.

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Secondary Transition Newsletter Sign Up Link

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Secondary Transition Newsletter Sign Up Link

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A biweekly newsletter connecting youth and families to DC secondary transition opportunities.

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DC Secondary Transition Community of Practice

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DC Secondary Transition Community of Practice

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The D.C. Secondary Transition Community of Practice supports D.C. youth with disabilities as they transition into a self-directed life. We are a citywide, cross section of stakeholders who come together to strengthen our individual and collective ability for action. This community of practice is led by SchoolTalk’s InclusiveDC and funded by the D.C. Office of the State Superintendent of Education.

Sign up link: https://lp.constantcontactpages.com/su/6lUv9eB

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Secondary Transition Community of Practice

The D.C. Secondary Transition Community of Practice supports D.C. youth with disabilities as they transition into a self-directed life. We are a citywide, cross section of stakeholders who come together to strengthen our individual and collective ability for action. This community of practice is led by SchoolTalk's InclusiveDC and funded by the D.C. Office of the State Superintendent for Education.

School Year 2023-24 Schedule

The Secondary Transition Community of Practice convenes regular monthly meetings, as well as small group solution-oriented opportunities on specific transition-related topics. Most activities occur via Zoom or in a hybrid format. Come back soon for updates on the 2023-24 schedule!

Interested in informing our work? Complete this survey to help us identify secondary transition needs in D.C.
Upcoming Meetings
All sessions are Tuesdays from 10:30 a.m. - 12:00 p.m. Register today!
Previous Meetings Sign up for our email list!

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Secondary Transition Community of Practice

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The D.C. Secondary Transition Community of Practice supports D.C. youth with disabilities as they transition into a self-directed life. We are a citywide, cross section of stakeholders who come together to strengthen our individual and collective ability for action. This community of practice is led by SchoolTalk's InclusiveDC and funded by the D.C.

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Waldon Knowledge Network Presentation 2.26.25

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Impact of a Higher Degree for Student Parents

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Processing through D.C.’s criminal justice system: Agencies, roles, and jurisdiction

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Processing through D.C.’s criminal justice system: Agencies, roles, and jurisdiction

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Processing through D.C.’s criminal justice system: Agencies, roles, and jurisdiction - D.C. Policy Center

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Processing through D.C.’s criminal justice system: Agencies, roles, and jurisdiction - D.C. Policy Center

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D.C. Voices: Juvenile Justice - D.C. Policy Center

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D.C. Voices: Juvenile Justice - D.C. Policy Center

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National Summit on Youth Homelessness + Hill Day: Feb 27 & 28

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National Summit on Youth Homelessness + Hill Day: Feb 27 & 28

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Virtual Conference Tickets Available

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The Georgetown Pivot Program is a professional development program for career-oriented individuals who have previously been incarcerated.

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Georgetown's Prisons and Justice Initiative

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Georgetown's Prisons and Justice Initiative

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Three available programs: Wrongful convictions, prison education, and reentry programming

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Variety of information and webinars related to supporting returning citizens in the workforce.

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Employability Skills: Workshop Series to Level Up Your Job Search

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Employability Skills: Workshop Series to Level Up Your Job Search

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National Reentry Workforce Collaborative (NRWC)

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National Reentry Workforce Collaborative (NRWC) on LinkedIn: Welcome! You are invited to join a meeting: Employability Skills Series:…

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Employability Skills: A Workshop Series to Level Up Your Job Search Navigating the job market can be challenging, but the right tools and strategies can make…

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Webinar: Increasing Access to Quality Jobs

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Webinar: Increasing Access to Quality Jobs

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Collaborating to catalyze equity in the workforce field.

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This is the organization that Dr. Waldon mentioned as a potential model for a business that prioritizes employing people with a criminal background.

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THE PURPOSE BEHIND EVERY LOAF

At Dave's Killer Bread, we believe in Second Chance Employment: hiring the best person for the job, regardless of criminal history. We have witnessed it's transformative power, and that giving someone who is ready to change their lives a chance - a Second Chance - gives people an opportunity not only to make a living, but to make a life.

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Second Chance Employment - Dave's Killer Bread

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At Dave's Killer Bread, we believe in Second Chance Employment: hiring the best person for the job, regardless of criminal history. We have witnessed it's transformative power, and that giving someone who is ready to change their lives a chance - a Second Chance - gives people an opportunity not only to make a living, but to make a life.

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What Colleges and Universities Can Do to Support Student-Parent Success

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What Colleges and Universities Can Do to Support Student-Parent Success

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Located within the DC Department of Human Services (DHS) Family Services Administration (FSA) Youth Services Division (YSD), the Teen Parent Assessment Program (TPAP) works to empower youth who are pregnant or parenting to move toward self-sufficiency and decrease additional unintended pregnancies.

TPAP works in partnership with The Department of Human Services Economic Security Administration (ESA) to promote self-sufficiency by increasing educational attainment levels for youth who do not possess a high school diploma or a general equivalence diploma (GED).

As an active participant in TPAP, pregnant, or parenting teens will receive case management services using the Transition to Independence Process (TIP) model, an evidence-based intervention that aids youth in successfully transitioning into adulthood. With the use of TIP, TPAP provides the following services:

Support with school enrollment and/or maintaining school attendance

Obtaining a daycare voucher and locating childcare

Applying for TANF, WIC benefits, Health Insurance, and vital documents

Referral to behavioral and physical health services for teen and child

Education on parenting, sex education, and personal enrichment

Linkage to other Social Service Organizations to address any other identified needs

Eligibility

To be eligible for TPAP services you must be:

A DC resident,

18 years of age or younger who is pregnant or parenting,

In need of supportive services,

Have not (but are willing to) complete your high school diploma/GED, and

Receiving Temporary Assistance for Needy Families (TANF) or eligible for TANF benefits.

How to Make Referrals

Anyone can submit a referral to TPAP by completing this  referral form
or sending an email or by calling 202-698-4334 (TTY 771)
Monday to Friday 8:15 am to 4:45 pm.

Please note: If capacity is reached, a waitlist is maintained, and priority is given to referrals from the DHS Economic Security Administration (ESA) Office of Work Opportunity (OWO)

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Located within the DC Department of Human Services (DHS) Family Services Administration (FSA) Youth Services Division (YSD), the Teen Parent Assessment Program (TPAP) works to empower youth who are pregnant or parenting to move toward self-sufficiency and decrease additional unintended pregnancies.

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Healthy Generations Program | Children’s National Hospital

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The Healthy Generations Program is a “teen-tot” program that provides medical care, family planning, case management, social work and mental healthcare for young parents and their children in the Washington, D.C., area. Learn more about this program.

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Teen Alliance for Prepared Parenting - MedStar Washington

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Teen Alliance for Prepared Parenting (TAPP) is a community service initiative within the division of Women’s and Infants’ Services at MedStar Washington.

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Our Knowledge Networks — DC Postsecondary Success Collaborative