FOSTERING LEADERSHIP IN STUDENTS WITH LEARNING DISABILITIES: THE DI/LI THEORY

Presented By: Tory Atkins, Brittany Vytal,

and Megan Purcell

Why?

We need to know how to support student leaders with learning disabilities

We need to make opportunities available for students with learning disabilities to become student leaders

There is a lack of knowledge in the field about fostering leadership in students with learning disabilities

Population & Needs

Students leaders who have disabilities Needs

Support Mentors Faculty/Staff Administration

Inclusion into social and academic areas of institutions

Leadership development Interpersonal competence Self-awareness

Theory Explained

Student leaders with learning disabilities go through two types of identity development, Disability and Leadership, each are broken down into 3 separate processes

Explanation cont’d…

Disability Identity Development Process 1: Overcoming

Marginalization Process 2: Self-Advocacy Process 3: Acceptance

Leadership Identity Development Process 1: Awareness Process 2: Engagement Process 3: Effective

Communication

Model

Student

Leaders

Disability Identity, Process 1: Overcoming Marginalization

Students with disabilities are marginalized in an academic community

In order to overcome this they need to feel like they matter By implementing Schlossberg’s four aspects of mattering (as

cited in Evans et al, 2010, pg. 32), these students can overcome the feeling of marginalization. These aspects are:

Attention: The feeling that one is noticed Importance: Belief that one is cared about Ego-extension: The feeling that someone will be proud of what one does

or will sympathize with one’s failures Dependence: A feeling of being needed

During this process, students with disabilities begin to transition from feelings of not fitting in and self-consciousness into the consciousness of mattering

Disability Identity, Process 2: Self-Advocacy

During this stage, students with disabilities should be able to express their needs and ask for those needs to be met

They need to feel comfortable advocating for themselves with faculty, staff, friends, administration, etc.

In congruence with students self advocating, student affairs professionals must identify optimal dissonance and thus encourage growth through equal balance of support and challenge Sanford’s (1966) Challenge and Support (as cited in

Evans et al, 2010, pg. 30)

Disability Identity, Process 3:Acceptance

Students can come to college at different levels of acceptance with their disabilities (Gibson, 2006).

They have to reach acceptance of their disability before they can become effective leaders

Students cannot go into the leadership development without the acute sense of self-awareness

Leadership Identity, Process 1:Awareness

Students in this stage should be able to identify characteristics in successful leaders They should also be able to

identify different leaders based on their understanding of these characteristics

Also, they should be able to identify leadership characteristics within themselves

Leadership Identity, Process 2: Effective Communication

Student leaders will be able to communicate with their peers on a engaging level

Also be able to successfully formulate ideas

Being able to talk to different populations including faculty, staff, administration, etc.

Chickering’s 4th vector, developing mature interpersonal relationships (as cited in Evans et al, 2010, pg. 68).

Leadership Identity, Process 3:Engagement

Kolb’s Theory of Experiential Learning (Evans et al, 2010, pp. 136-152).

In the engagement process, students put what they have learned into practice and embody the role of a leader. This could include becoming involved in

extracurricular activities, signing up for student leadership positions on campus, actively encouraging the leadership development of others.

Becoming a Student Leader! Students should be able to:

Identify how their disabilities impact their leadership abilities This can include recognizing how others relate to them and

how they relate to others Effectively manage the social and emotional impacts of

their disability They will be able to grow from these impacts to become a

strong leader in their organization or activity Communicate effectively with their resident faculty/staff

and advocate for their peers Being aware of the process of leadership with their disability,

these students can better identify and encourage their peers in similar situations to become a student leader.

How to Apply This Theory Practically

STUDENTS Gain better knowledge of how their two

different identity developments impact becoming student leaders

Helps these students see that they have the ability to be leaders on their campuses and that their disabilities will not hinder them

Provides students with a better sense of self and how it can benefit them as a student leader

Allows for the development of leadership trainings and programs supporting these students

How to Apply This Theory Practically

STUDENT AFFAIRS PROFESSIONALS Able to gain better knowledge of how

two different identity developments impact them becoming leaders

How to better advertise to these students to become leaders

It will help to tailor leadership programming and trainings to support students with disabilities

Plan and implement unique opportunities that engage students into becoming leaders

Learning Outcomes

Civic Engagement Students are will learn how to become effective leaders Students are encouraged to take leadership positions

in student organizations Students can take part in emerging leaders programs

and leadership courses Interpersonal and Intrapersonal

Students will gain a realistic understanding of self Students will identify personal attributes: identity, self

esteem, confidence Students will be able to work with people different than

themselves

Learning Outcomes cont’d

Humanitarianism Students will understand

and appreciate how they are different from others and vice versa

Practical Competence Students will learn how

to communicate with others effectively

Knowledge acquisition, integration, and application Students will learn what it

means to be a leader and be able to integrate leadership skills into their lives

Cognitive Complexity Students will learn how to

reflect on their identities and think critically about how their identities in a broader context

Resources

Carter, E. W., Sweeden, B., Walter, M. J., Moss, C. K., & Hsin, C. (2011). Perspectives of Young Adults with Disabilities on Leadership. Career Development for Exceptional Individuals, 34(1), 57-67.

Evans, N. J., Forney, D. S., Guido, F., Patton, L., & Renn, K. (2010). Student development in college: theory, research, and practice. San Francisco: Jossey-Bass Publishers.

Gibson, J. (2006). Disability and Clinical Competency: An Introduction. The California Psychologist. Retrieved from http://www.disabilitypsychology.com/wp-content/uploads/2010/11/ Disability-and-Clinical-Competency-Article.pdf

Huger, M. S. (2011). Fostering a Disability-Friendly Institutional Climate. New Directions for Student Services, 134, 3-11.

Kornives, S. R., Longerbeam, S. D., Mainella, F., Osteen, L., Owen, J. E., & Wagner, W. (2009). Leadership identity development: Challenges in Applying a Developmental Model. Journal of Leadership Education, 8(1), 12-47. Retrieved fromhttp://www.leadershipeducators.org/Resources/Documents/jole/2009_summer/JOLE%208_1_Komives_Longerbeam_Mainella_Osteen_Owen_Wagner_2009.pdf

Learning reconsidered: A campus-wide focus on the student experience. (2004). Washington, DC: NASPA and ACPA.

Martin, J. E. & Williams-Diehm, K. (2013). Student Engagement and Leadership of the Transition Planning Process. Career Development and Transition for Exceptional Individuals, 36(1), 43-47.