Newsletter

An Official Publication of the New Hampshire Learning Disabilities Association Volume 6 | Spring 2011

NHLDA Newsletter | Spring 2011

A Message from Our President

Self-Esteem/ Self-Advocacy/ Self-Determination.By Beverly W. Boggess, Ph.D. 2010-11 President

It is a great honor to head NHLDA this year. I rejoined as a way to “pay it forward’ in grati-tude for a treasured Excellence in Education Award which arose from a parent nomina-tion back in 1991 from the NH Learning Disabilities Association. Who knew I would be privileged to serve as President in 2011? First, I would like to thank Gale Cossette for her exceptional leadership for the past three years. We are especially grateful to Ellen Dokton for her many years of service. We also appreciate Dot French’s contributions to the organization.

Thanks in part to Nancy Charron’s network of colleagues and friends, we are fortunate to have a gifted, enthusiastic set of new Board members come forward. As you will see from their profiles, we are blessed with many talented, energetic individuals. Together we jumped right in, rolled up our sleeves, and began work to revitalize our state organiza-tion. Our goal is to focus on sustainability by

promoting new memberships, renewals and student chapters; reactivating our website as NHLDA and disseminating information to our members, schools, agencies, policy makers and the general public. This year we’ve planned that both our newsletter and conference will feature the same theme, Self-Esteem/ Self-Advocacy/ Self-Determination.

We need you! We are eager to respond to your suggestions and needs. You are invited to attend a Board meeting. We meet at SNHU on selected Saturday mornings. Contact me for the current schedule.

NHLDA Annual ReportIn 2009-10 President Gale Cossette led the NHLDA Board to accomplish many exciting activities. Our organization is now officially designed as a Nonprofit Organization in the State of New Hampshire with the new name NHLDA. This is a major accomplishment toward our continuation as a vital organiza-tion. Thus the previous website was reviewed for revision. The Board approved plans for

student chapters at Southern NH University and Franklin Pierce University. A new trifold display board was prepared and unveiled at the Transition Summit IV in November. Our Spring 2010 Newsletter focused on articles and resources about “Transition from High School.” The annual Fall Conference focused on “Evidence-Based IEPs.”

Meet Your New NHLDA Board Members 2010 – 2011

Nancy Charron

Deborah Russo Jameson

Tatiana Lassonde

Jennifer Spara

Trish Stanfield

Read more on page 4

“Our goal is to focus on sustainability by promoting new memberships, renewals and student chapters…”

in this issue

3 Report of NHLDA 2010 Conference

LDA of America Conference

4 NHLDA New Officers

5 NHLDA New Board Members

7 LDA’s Healthy Children Project

Promoting Self-Esteem Through Children’s Literature

8 Some Thoughts From a Middle School Special Educator

9 Self-Determination and Success Outcomes of Two-Year College Students with Disabilities

11 Dr. Robert Brooks’ “The Power Of Mind-sets:

12 List of References

15 Join Us!

Teaching your child to be one’s own advocate

NHLDA Newsletter | Spring 2011 2

Contact the NHLDA

NHLDAPO Box 127Concord, NH 03301info@ldanh.org

NHLDA Officers 2010-2011

Beverly Boggess, President

Nancy Charron, Secretary

Tatiana Lassonde, Treasurer

NHLDA Board Members November 2010 – October 2011

Cheryl Annal, Membership Committee

Beverly Boggess

Nancy Charron

Deborah Russo Jameson

Tatiana Lassonde

Krystal E. Miller

Carol Shapira

Jennifer Spara

Trish Stanfield

IN THIS ISSUE

Self-esteem, Self-advocacy and Self-determinationIn this issue, the focus is on self-esteem, self- advocacy and self-determination. How can par-ents and professionals enhance the development of these attributes in individuals with learning disabilities?

In my work with college students, I enjoy recounting the story of Jonathan Mooney with his permission. Jonathan co-wrote his first book, Learning Outside the Lines, with David Cole. When Jonathan spoke at our campus as the first Convocation speaker NHTI- Concords’ Community College, cheers erupted from the audience. In his early years he struggled in school and did not learn to read until age twelve. He also experiences ADHD. Jonathan said his mother instilled in him a strong sense of self-worth. She stood up for him with school administrators and teachers over the years. She allowed him opportunities to try skills and learn from his experiences. Jon went on to become an honors graduate of Brown University and a renowned author. He sees learn-ing disabilities as a gift in that he is able to see life from a unique perspective as he explains in his chapter “Living a Life Less Ordinary.” Fortunately for us, he continues to share his thoughts in his publications and website www.jonathanmooney.com .

How can we, as parents and professionals, serve as a positive presence in the lives of our children, youth and adults with learning disabilities? How can we help them discover what they are good at? How can we inspire them to persevere through obstacles on their journeys through school and career? Is it by doing things for them, by modeling problem-solving or teaching them skills while being there to support their growth? How can we offer choices and experiences at their levels of development to build in each person a reservoir of belief in self?

In this issue of our newsletter, learn about the proven techniques that parents Cheryl and Chuck Annal recommend. Read more from Dr. Deborah Russo Jameson who shares her study of college students and self-determination. Find out from Trish Stanfield her best suggestions for strate-gies during the middle school years. Peruse some children’s literature that addresses self-confi-dence. Consider Dr. Robert Brooks’ assertions that our influence can be optimized if we think in terms of “islands of competence” and “positive mind-sets.” Watch for more resources on our rede-signed website which will launch later this Spring. Check LDA of America www.ldaamerica.org for more ideas.

Newsletter Design by Craig Spara

NHLDA Newsletter | Spring 2011 3

News from LDA of America

LDA of America ConferenceThe national conference was held February 23 – 26 in Jacksonville, Florida. I was honored to represent New Hampshire and take the opportunity to learn about the many initiatives that LDA of America is pursuing on behalf of individu-als with learning disabilities. It was particularly helpful to meet the other state presidents.

The presentations were awesome, especially Don Deshler’s moving talk from the heart about “Building Bright Futures by Doing What Matters Most.” In these challenging times, for personal and professional sustenance, Dr. Deshler recom-mended these sources: Surpassing Ourselves by Bereiter and Scardemalia; Better: A Surgeon’s Notes on Performance by Atul Gawande; Visible Learning: A Synthesis of Over 800 Meta Analyses Relating to Achievement by John Abbey; Vital Behavior by McMillan and Switzer; and Influencer: The Power to Change Anything by Kerry, Patterson, Grenny and Maxfield. He recommended that we look beyond outward manifestations. Do we see students as what they can become? He reminded us that Seymour Sarason stated “…Most people are capable of more than they do and more than they are.”

I discovered that the LDA of America has an outstanding advocate in Washington, D.C., Myrna Mandlawitz, our Public Policy Director. Myrna strives to keep the interests and needs of individuals with learning disabilities in the forefront, especially during these challenging budgetary and legislative times. These are difficult times for government budgets at the national, state and local levels, and funding priorities are in flux. Please know that we have strong leadership from LDA and all of us need to be involved in these dis-cussions and decisions which will affect current and future services to children, youth and adults with learning disabilities.

I was especially impressed with our point person on the Healthy Kids Project, Maureen Swanson. The LDA is at the cutting edge with like-minded organiza-tions to work on environmental health issues related to learning disabilities. In January LDA of America called together a group of health organizations to work on the most current science, policy and advocacy training. Maureen continues to make our case with policy makers and the public for concerns about toxic chemi-cals and brain development.

Report of NHLDA 2010 ConferenceThe NHLDA Annual Conference was held on November 18, 2010 as a Dinner Presentation at the Common Man Restaurant in Concord. Gale Cossette presented on the topic “Evidence-Based IEPs.” Resources about Parent Advocacy from Dot French of Education-A-Must were also shared.

At the Annual Meeting portion of the confer-ence, resignations were accepted from Board Members Ellen Dokton, Dot French and Gale Cossette. All were thanked for their service and dedication. Nancy Charron was ac-knowledged for joining the board earlier in the Fall. Cheryl Annal was recognized for her diligent work on the Membership Committee. Two new members of the Board were approved: Deborah Jameson and Tatiana Lassonde. The following officers were elected for 2011: Beverly Boggess, President; Nancy Carron, Secretary; Tatiana Lassonde, Treasurer.

“…Most people are capable of more than they do and more than they are.”

NHLDA Website NewsOur website committee, Dr. Nancy Charon and Trish Stansfield, are looking forward to reconfiguring the NHLDA website with the expertise of Craig Spara to make some fantastic improvements which we think you’ll find very helpful.

New National Membership FeesThe LDA delegates voted in a dues increase for the national portion of the dues beginning April 1, 2011 to $25. With the NH LDA dues of $15, membership in NHLDA will be $40 per year.

NHLDA Newsletter | Spring 2011 4

Nancy N. Charron, Ed.D.Nancy N. Charron attended the University of Michigan and received a Bachelor of Science degree in Elementary Education and Deaf Education. She received a Masters degree in Teaching Reading from Western Michigan University and a Doctorate degree in Language Arts and Literacy from the University of Massachusetts. She has worked in different capacities at the elementary, middle school, and high school levels with jobs encompassing being a general education teacher, a special education teacher, and a reading specialist. She is currently working as an assistant professor at Southern New Hampshire University. She is passionate about working with prospective teach-ers. Her professional interests include teaching reading as well as working with special needs students and second language learners.

Tatiana Lassonde, M.Ed., MS.Since the summer of 2005 Tatiana Lassonde has worked for Franklin Pierce University in the College of Graduate and Professional Studies. She is currently the Assistant Director of the Graduate Teacher Education Programs and a student in the Doctor of Arts Transformational Leadership program at Franklin Pierce University. Her Master of Education degree is in General Special Education with Learning Disabilities, her Master of Science degree is in Management and she is a NH certified Elementary teacher as well. Her previous careers include, among other things, being a full time parent, a paraprofessional and a Programmer Analyst. As the Treasurer and a Board Member of NHLDA she looks forward to continuing to create opportunities for suc-cess for NHLDA and all of its members.

“Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.”

- Margaret Mead, US anthropologist (1901 - 1978)

NHLDA New Officers

NHLDA Newsletter | Spring 2011 5

“Blessed is the influence of one true, loving human soul on another.”— George Elliott

Deborah Russo Jameson, Ph.D.Since the fall of 2002 Dr. Deborah Russo Jameson has worked for Franklin Pierce University in the College of Graduate and Professional Studies. She was the Director of a Teacher Conversion Program and since 2005 has been the founding Director of the Graduate Teacher Education Program which offers an M.Ed with or without certification in numerous concentration area. She is an Associate Professor, Graduate Teacher Certification Officer, and founding Chair of the Institutional Review Board. She was formerly the Associate Dean of the Center for Teaching, Learning and Assessment at Hesser College in Manchester, New Hampshire. She holds a B. A. in English/Middle-Secondary Education, and an M.Ed. in Reading (K-12). She received her Ph.D in Education with concentrations in Administration/Supervision in Higher Education, Disabilities Studies, and Teacher Education from the University of New Hampshire. Her dissertation and recent publication in the Journal for College Reading and Learning was in the area of disabilities studies and was entitled “Self-Determination and Success Outcomes of Two-Year College Students with Disabilities.” She may be contacted at: 603-505-2371; Drdjameson@comcast.net; or jamesond@franklinpierce.edu.

Jennifer D. Spara, M.Ed.Since 2004, Jennifer Spara has taught in the Hillsboro-Deering School District, first as a Special Educator and Learning Disability Specialist in the Elementary School and now as a Reading Specialist in the High School. Prior to teaching in Hillsboro-Deering, Jennifer spent four years as a classroom teacher in New York, where she taught classes in full day kindergarten, second grade, and third grade. She received her Bachelor of Science degree in Elementary Education from West Virginia University and her Masters of Education degrees concurrently in Reading and Learning Disabilities from Rivier College. To date, Jennifer has taught regular and special education stu-dents from grades K-12 in classroom and individual settings. Jennifer is passionate about helping her students overcome their reading difficulties and revels in each success, no matter how small, achieved by her students.

NHLDA New Board Members

NHLDA Newsletter | Spring 2011 6

Patricia (Trish) Stansfield, M.Ed.Trish is employed by the Nashua School District where she works as a special educator at the Elm Street Middle School. Her educational background includes a B.A. in Psychology from Southern New Hampshire University and a Master’s Degree in Education from Rivier College. She is a member of several professional organizations including the Asperger’s Association of New England (AANE), Psi Chi, the National Honor Society for Psychology, and Alpha Chi, the National College Honor Scholarship Society.

Currently, Trish is pursuing additional graduate credits from Rivier College through the develop-ment of a professional portfolio and membership within a Nashua School District Cohort Group where she collaborates on a monthly basis with other educators. She volunteers her time to mentor student teachers and attends educational workshops and conferences in order to stay current with effective teaching practices.

Her career has given Trish many years of experience supporting students with Autism, Asperger’s Syndrome, and other learning differences. She is looking forward to serving on the NHLDA Board where she can continue her mission of supporting individuals with learning disabilities and their families.

NHLDA New Board Members (Continued)

“Trust yourself. Create the kind of self that you will be happy to live with all your life. Make the most of yourself by fanning the tiny, inner sparks of possibility into flames of achievement.”

  — Golda Meir

NHLDA Newsletter | Spring 2011 7

Promoting Self-Esteem Through Children’s LiteratureProfessor Gale Hall, Department Head of the Child and Families Studies Department at NHTI, Concord’s Community College recommends the chil-dren’s literature offerings featured by The Center for the Social and Emotional Foundations for Learning at www.csefel.vanderbilt.edu . Here is an excerpt:

Self-Confidence

• ABC I Like ME by Nancy Carlson (Ages 4-6)

• Amazing Grace by Mary Hoffman (Ages 4-6)

• Arthur’s Nose by Marc Brown (Ages 3-8)

• The Blue Ribbon Day by Katie Couric (Ages 4-8)

• Can You Keep Trying by Nita Everly (Ages 3-6)

• I Can Do IT Myself (A Sesame Street Series) by Emily Perl Kinglsey (Ages 2-4)

• I’m in Charge of Me! By David Parker (Ages 3-5)

• I Am Responsible! By David Parker (Ages 3-5)

• The Little Engine that Could by Watty Piper (Ages 3-7)

• Susan Laughs by Jeanne Willis (Ages 4-7)

• Too Loud Lilly by Sophia Laguna (Ages 4-7)

• Try and Stick With It by Cheri Meiners (Ages 4-8)

• 26 Big Things Little Hands Can Do by Coleen Pratore (Ages 1-6)

• The Very Clumsy Click Beetle by Eric Carle (Ages 3-7)

• Whistle for Willie/ Sebale a Willie by Ezra jack Keats (Ages 4-7)

• You Can Do It, Sam by Amy Hest (Ages 2-6)

Retrieved April 13, 2011, from http://www.csefel.vanderbilt.edu/

Note: The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is a national resource center for disseminating research and evidence-based practices to early childhood programs across the country. CSEFEL is focused on promoting the social emotional development and school readiness of young children birth to age 5. To support this goal, we have developed a concep-tual model of evidence-based practices for promoting young children’s social emotional competence and preventing and addressing challenging behavior.

LDA’s Healthy Children ProjectLDA’s Healthy Children Project started with a small group of affiliates that have since devel-oped great expertise in children’s environmental health issues and in conveying LDA’s concerns to policy makers and the public… LDA mem-bers reduce toxic risks to children’s brain devel-opment by:

• Raising awareness among teachers, parents, health care professionals and elected officials;

• Advocating at the state legislature to pass laws that safeguard children’s developmental health;

• Working in coalition with other public health and environmental groups;

• Creating and disseminating guides for healthy homes, families and schools.

In the last five years, LDA affiliates and mem-bers have helped to win passage of state legisla-tion to keep toxic chemicals out of children’s products, require testing and prioritizing of toxic chemicals, create green chemistry and green purchasing programs, and limit or ban pesticide use in and around schools. LDA mem-ber have held environmental health forums, produced guides to healthy homes and schools and educated thousands of people about toxic threats to healthy brain development.

We need you to join us in this crucial effort. LDA is building a nationwide network of members and affiliate offices working to protect children’s health and reduce the incidence of learning disabilities in future generations. You don’t need to be a science expert to join this effort. You just need to believe that kids deserve to play, grow and learn in a healthy environment. To find out more or join the HCP list serve, contact Maureen Swanson at mswanson@ldaamerica.org.

NHLDA Newsletter | Spring 2011 8

Some Thoughts From a Middle School Special Educatorby Trish Stansfield, M.Ed.

Teachers can help to instill self-determination and resilience among their students. The following is a list of strategies that can promote self-esteem and self-advocacy for elementary, mid-dle, and high school students. Some of these strategies, however, can (and should) be used for students of all ages.

Praise effort, not intelligenceAccording to Dweck (2007), praising intellectual ability can be detrimental to children who believe their intelligence is unalter-able. They can become anxious about how smart they are and stick to academic tasks they know they can do well and that will confirm their intelligence. They avoid risk-taking and more challenging work for fear they will fail. On the other hand, praising effort encourages students to take on new demands helping to develop self-determination.

Provide only necessary supportsStudents who are supplied with too much assistance can become victims of “learned helplessness” and/or apathy. Some students can become overly dependent upon adult support and automati-cally ask for help on tasks they may be perfectly capable of doing themselves. Other students may use their supports as a reason not to complete their academic work; i.e. “I don’t need to study for the quiz. If I don’t do well, I can take it over again.” Students with learning disabilities definitely DO NEED assistance in order to succeed, but too many supports can hinder, rather than help them.

Don’t assume students cannot achieve challenging tasksCurrently, there is more evidence than ever to suggest that intelligence is malleable and ever-changing. Learning can grow neural connections in the brain, so do not automatically assume that a student cannot learn just because a specific number has been affixed to his or her IQ.

Encourage independenceStudents learn to be autonomous by exploring on their own. Respect their ideas and allow them the freedom to make mistakes. Mistakes can lead to new discoveries, and success can come as a result.

Focus on positive gainsFoster self-esteem by focusing ONLY on student achieve-ment. Negative comments regarding past work completion/non-completion discourage motivation, creativity and self-advocacy.

Show students that you careMake connections with students and take an interest in their lives. Have an open-door policy and encourage them to stop by for a quick chat. Small things such as a pat on the back or a quick “hello” in the hallway can make a big difference in how students perceive themselves.

Believe that ALL students can learnStudents have an innate ability to “size up” true feelings. They know immediately whether or not a teacher really believes in their capacity to achieve. Having confidence in students’ abili-ties can speak volumes. The reward for being a “believer” is increased academic achievement.

References

Dweck, C. S. (2007). The perils and promise of praise. Early Intervention at Any Age, 65, 34-39.

Muhammad, A. (2009). Transforming school culture: How to overcome staff division. Bloomington: Solution Tree Press.

“praising effort encourages students to take on new demands helping to develop self-determination.”

NHLDA Newsletter | Spring 2011 9

Two major movements have occurred in the last 20 years in the name of equality of opportunity in a democratic America. One is the Disabilities Movement in higher education (Adelman & Vogel, 1990); the other is the Self-Determination Movement (Wehmeyer, 2000; Ward & Meyer, 1999). To date, the Self-Determination Movement has made little impact in higher edu-cation. As such, there has been limited examination of whether a relationship exists between the success of college students with disabilities and self-determination.

Throughout the history of our country, young adults with dis-abilities have maintained minority status on college campus-es. Nonetheless, the passages of numerous acts and laws have led to increases in the percentage of freshmen entering college with reported disabilities and requests for “reasonable accom-modations.” These students and their parents, like others, are in search of the American Dream. Yet, despite efforts in this di-rection, are students with disabilities in higher education expe-riencing real success and a real chance at the American Dream? The emergence of self-determination research has attempted to respond to the challenge of understanding positive and nega-tive success outcomes in disabled populations (Wehmeyer, 1997; Durlak & Rose, 1994).

The primary goal of this study, which took place at a private, primarily two-year, open-access, career-oriented, post-second-ary institution, was to investigate success outcomes of two-year

college students with disabilities and determine whether or not self-determination might be linked to positive success outcomes (Wehmeyer, 1997). Although there is not universal agreement on the meaning of self-determination, the following definition was used:

The attitudes and abilities required to act as the primary causal agent in one’s life and making choices and deci-sions, regarding one’s quality of life, free from undue external influence or interference… An act or event is self-determined if:

a. The person acted autonomously; b. The behaviors were self-regulated; c. The person initiated and responded to events in a psy-

chologically empowered manner; d. The person acted in a self-realizing manner (Wehmeyer,

1995b, p. 17).

Success outcomes were defined in both measurable and expe-riential terms. Measurable outcomes (Quantitative) in Phase I were defined as retention success in college, successful GPA at the time of the study, and employment success (for partici-pants who had either graduated or departed from college). A researcher adapted version of the Arc Self- Determination(ARC) Scale (Wehmeyer & Kelchner, 1995) was used to measure the four characteristics of self-determination as described above. The Demographic and Outcomes Survey, which was researcher developed, was also used to collect background information. The experiential outcomes section in Phase II (Qualitative) was based on follow-up interviews that focused on selected participants’ descriptions of their post-secondary experiences within the construct of Wehmeyer’s framework for self-determination. The interviews were based on the following question: How do two-year college students with disclosed dis-abilities and varying degrees of self-determination describe their post-secondary experience within the construct of Wehmeyer’s

Self-Determination and Success Outcomes of Two-Year College Students with Disabilities(…In Pursuit of the American Dream…)by Deborah Jameson, Ph.D.

“The primary goal of this study…was to investigate success outcomes of two-year college students with disabilities and determine whether or not self-determination might be linked to positive success outcomes.”

NHLDA Newsletter | Spring 2011 10

framework? Seidman’s (1998) “Three Interview Series” was used: Interview One: Focused Life History, Interview Two: The Details of the Experience; Interview Three: Reflection on Meaning.

Results of Phase I clearly indicated that students with more posi-tive post-secondary outcomes possess higher degrees of self-de-termination. Given these results, four participants were selected for the interviews. The goal in participant selection was not only to tap into what students with degrees of high and low self-determination understood about their degree of success, but also to gain an understanding of those participants who could be de-scribed as Low Self-Determination with success (LSD w/ S) and High Self-Determination with no success (HSD w/ NS). Within the two High Self-Determination groups, students with the high-est scores were selected. Within the Low Self-Determination groups, students with the lowest scores from each were selected.

Overall, the broader findings showed that those with low self-determination, as measured on the ARC, shared stories of behaviors that were less autonomous, less self-regulating, less psychologically empowering, less self-realizing, and generally, more negative than the stories of the two interviewees with high self-determination, who described experiences in more positive, hopeful terms. Further, it became clear that although the quan-titative phase showed that college students with disabilities and more positive success outcomes have higher self-determination, the qualitative profiles, told us a lot more about the complex-ity of the relationship between self-determination and suc-cess. For example, one student had retention success, but very low self-determination, (LSD/S), thus representing a seemingly negative case in terms of the quantitative analysis. However, the

qualitative phase showed that despite surface retention success, overall success leading toward graduation seemed bleak. The participant described that she did not “feel successful” at all and had the worst semester ever. Conversely, a participant who did not have college retention success, (she dropped out), but did have high self-determination (HSD/NS), described herself in very positive terms and at the time of the study had success regarding full-time employment.

There is little doubt that American schools and colleges, and society, in general, need to look at the link between self-deter-mination and success, particularly among those in the disabled populations. Such attention could lead to the exploration of better advising systems and programs to assist individuals not only in the development of self-determining behavior, but also in crafting a clear path for their future based upon their strengths and limitations. Such systems must include multiple environments across the life span and should begin in elemen-tary school, continue through middle, high school, and post-secondary environments, and include all aspects of the individ-ual’s environments. No matter what, the ultimate goal would be to provide equality of opportunity in a democratic America for our future generations, disabled or not, as they strive for the American dream!

Adelman, P., & Vogel, S. A. (1990). College graduates with learning disabilities employment attainment and career patterns. Learning Disability Quarterly, 13, 154-166.

Arc Website. www.thearc.org

Durlak, C.M. & Rose, E. (1994). Preparing high school students with learning disabilities for the transition to post-secondary education: Teaching the skills of self-determination. Journal of Learning Disabilities, 27 (1), 51.

Seidman, I. (1998). Interviewing as qualitative research, 2nd ed.. New York: Teachers College Press.

Ward, M.J. & Meyer, R.N. (1999). Self-determination for people with developmental disabilities and autism: Two self-advocates’ perspectives. Focus on Autism and Other Developmental Disabilities. 14 (3), 133-140.

Wehmeyer, M. L., & Kelchner, K. (1995). The ARC’s self-determination scale. Arlington TX: The ARC.

Wehmeyer, M. L. (1995b). The ARC’s self-determination scale. Procedural Guidelines. Arlington TX: The ARC.

Wehmeyer, M.L. (1997). Whose future is it anyway? Final report and field -test results. Arlington, TX: The ARC.

Wehmeyer, M. L. (2000). Riding the third wave: Self-determination and self-advocacy in the 21st century. Focus on Autism and Other Developmental Disabilities. 15 (2), 106-116.

Wehmeyer, M. L. (2001). Permission to use ARC Self-Determination Scale.

References

“…the qualitative profiles, told us a lot more about the complexity of the relationship between self-determination and success..”

NHLDA Newsletter | Spring 2011 11

What is the mind-set of adults who work with students? Consider a strengths-based model or “islands of compe-tence.” Asking “What is it I could do to make things better?” is a sign of resilience. Mind-sets are the assumptions and ex-pectation that we have for ourselves and others that guide our behavior.

Dr. Brooks posed these essential questions:What is the mind-set of:• adults who touch the hearts and minds of children who

struggle with learning?

• many children and adolescents who struggle with learning?

• children and adolescents who are more hopeful and resilient?

How do we nurture a “resilient mind-set” in youngsters who are burdened with a negative mind-set?

The features of a positive mind-set are:• To recognize the day-to-day courage displayed by children

with learning problems and to believe in their capacity to overcome adversity and become resilient; the importance of a

“charismatic adult.”

• To believe that all children from birth want to learn and be successful.

• To believe that all children are motivated.

Unfortunately, some are dominated by “avoidance motivation” as a way of protecting themselves from situations that they be-lieve will lead to failure and humiliation. Why punish a suffer-ing child? The words “lazy and unmotivated” should be out-lawed! Start with the assumption that people are well-meaning. Helping others is a powerful motivator.

Think about: Who were the charismatic adults in your life? What words would you use to describe them? What do you want

these words to be?

A teacher once commented: “I hope you will see the good I see in you someday and know how competent you really are.” This illustrates the power of unconditional love/concern.

The main features of the mind-sets of resilient children and adolescents can give us guideposts for reinforcing this mind-set in all of our interactions.

To feel comfortable with and appreciate that others can be of support and help. Consider: How do I make each person feel welcome in my presence? Signs of caring include smiling and greeting students by name. Recommended resource: Seasons of Life by Jeffrey Marks.

To believe that one can solve problems and make decisions which promote a sense of personal control and owner-ship. Recommended resources: Raising a Thinking Child and Raising a Thinking Pre-Teen by Myrna Share. Give choices and encourage active participation.

• To define and reinforce one’s strengths or “islands of compe-tence” without denying or running from problematic areas.

• To believe that one can contribute to and make a positive dif-ference in the world.

• To possess self-discipline and self control.

• To believe that mistakes are experiences from which to learn rather than feel humiliated.

Visit www.drrobertbrooks.com for monthly articles, books and other resources.

2011 LDA of America Conference Special Event Presentation by

Dr. Robert Brooks’ “The Power Of Mind-sets:Strategies For Nurturing Motivation And Resilience In Youngsters Who Struggle With Learning” Summary by Beverly Boggess included by permission of Dr. Brooks

“The words ‘lazy and unmotivated’ should be outlawed!”

NHLDA Newsletter | Spring 2011 12

Americans with Disabilities Act (1990). Titles II. (42 United States Code Section12132); Title III (42 U.S.C. Section12182 (a)).

Adelman, P., & Vogel, S.A. (1990). College graduates with learning disabilities Employment attainment and career patterns. Learning Disability Quarterly, 13, 154-166.

Arc Website. www.thearc.org

Astin, A.W. (1993). What matters in college: Four critical years revisited. San Francisco: Jossey-Bass

Aune, E. (1991). A transition model for post-secondary-bound students with learning disabilities. Learning Disabilities Research & Practice, 6, 177-187.

Baker, H. (May, 1972). Famous people who have been handicapped: A critical analysis. Paper presented as the Distinguished Lecture Series in Special Education and Rehabilitation, University of Southern Ca., Los Angeles.

Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.

Brint, S., & Karabel, J. (1989). The diverted dream: Community colleges and the promise of educational opportunity in America, 1900-1985. New York: Oxford University Press.

Brinkerhoff, L.C. (1994). Developing effective self-advocacy skills in college-bound students with learning disabilities. Intervention in School and Clinic, 29(4).

Bruck, M. (1987). The adult outcomes of children with learning disabilities. Annals of Dyslexia, 37, 252-263.

Campbell, D.T., & Fiske, D. (1959). Convergent and discriminant validation by the multitrait-multi-method matrix. Psychological bulletin, 56 (2), 81-105.

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Join Us! The NH Learning Disabilities Association is a private, non-profit, volunteer organization of parents and professionals dedicated to promot-ing better understanding, education and ser-vices for individuals with learning disabilities.

NHLDA is the State affiliate of LDA of America, Inc. A grassroots organization, NHLDA provides programs, practical infor-mation and support for parents, professionals and individuals with learning disabilities.

NHLDA Membership offers:

• Annual state conference with outstanding speakers and workshops

• State and national newsletters and publications

• Legislative advocacy at federal, state and lo-cal levels for improvements in education

• Public awareness programs to increase un-derstanding of learning disabilities.

PARENTS are important! When parents become involved as full members of the educa-tional team, students with learning disabilities have a greater opportunity to reach their full potential.

PROFESSIONALS are important! When caring professionals are involved in supplying the appropriate remediation and methodology, students will be able to reach their full potential.

NHLDA PO Box 127, Concord, NH 03301info@ldanh.org

From a Parent’s Perspective

Teaching your child to be one’s own advocateby Cheryl and Chuck Annal

I believe that self-advocacy needs to be taught early in life and it’s no different for a child with a learning disability. But to advocate for yourself, you have to know what it is that you need. As a parent, there’s no point holding back the fact from your child that he/she has a learning disability. Your child will know early on that there’s something different about how they see, hear and remember things. The best strategy is to tell your child specifically what the problem is and what needs to be done to make things easier. Stress that this is not the child’s fault. It’s just something that he/she will have to learn to deal with - like a person with a physical disability.

When our son was young, we used to call a meeting in September with all our son’s teachers. I did a presentation explaining what Ed’s problems were and what he needed from them to be successful. I believe this made it easier for him to go to them when he needed something. He always attended these meetings and by the time he was 16, he wanted to be the one to speak about his disability. This was a great step forward as it prepared him to advocate for himself in college. Being one’s own advocate is a slow process. Your child will need your help more when young but should be a self-advocate by the later teen years.

As a parent, you need to ensure that your child ultimately has the tools to be able to be independent. With these tools and you in your child’s corner providing encouragement, your son or daughter will slowly gain the self-esteem needed to be successful.

“Six points to keep in mind from www.more–selfesteem.com are: “Face your fears. Forget your failures. Know what you want and ask for it. Reward yourself when you succeed. Talk. Don’t be defeated.”