Fear of Going to College

Education trauma is a phrase I have started to use to describe the experience of students who continually fail in school, due to a diagnosis that impacted their learning ability.  Although my students' IQ was high, they continually failed.  Failing every day in school from an early age is a huge reason to avoid higher education...until an injury occurs, a job layoff occurs, or new skills are needed to keep a job, and going to college is essential.  How does one manage that nightmare?  Listen as Crista Shaw brings real stories of success when college students are approved for 504/or/ADA civil rights in college.  College is possible.  Support is available and free when you qualify.  This episode brings the real experience of students across the U.S., today, who are not identified in      K-12 grades for accommodations.  We can turn this around as a nation.

Our publication will soon be released as a workbook for students, families, service members, veterans, case managers, doctors, counselors, teachers and advocates.   In the meantime listen to our podcasts to become a student advocate for college success! 

Transcript

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Good day, my listener. A warm hello to you. This is Krista Shaw with the Passport to Education Podcast Number Two. Thank you for listening to takeaway information that can help you, the student, or you, a mentor, for a prospective college student with a disability heading to college. Keep in mind that our podcasts include all ages of students going to college. Our mission is to inform you about civil rights for students in higher education. This does include students still in high school taking college-level classes and students of any age working or retired in college or vocational school that receives federal funding. So if you or someone you know is pursuing short-term training, a certificate or college degree, all can apply the information I am sharing. The goal of my podcasts is to empower college students with disabilities and navigate solutions for barriers related to symptoms of a disability as you start college, as you persist in college, as you graduate from college, and get a job. For example, I will be podcasting to train you in employment strategies, how to find the best employers, how to apply and stand out in resumes, suggestions for workplace accommodation, and great resources to support you. There is much to talk about, and in the next podcast, I'll be sharing free tuition programs. So focusing on today's topic fear of going to college. As a vocational rehabilitation counselor and transition to college navigator, my work has been to bust the barriers to college and employment for people with disabilities. Fear is a huge barrier, and we must look deeply at what causes those barriers to succeeding in college. Fear has many causes and many faces. Today we'll be guiding you about one of the many underlying causes of fear to start college, and that is education trauma. Have you heard that phrase before? In other words, continually failing in school. I'm calling that education trauma because that is how students experience that later in life by not enrolling in college and not going forward, because it is a real experience. Maybe you who are listening have had that experience, or you're currently experiencing this in high school or now attending college. It is an experience that causes a student to avoid asking for needed services because there isn't any trust of those services. The reason for this is your prior school did not identify you as a person who needed learning accommodations. You literally slipped through the cracks to be identified and accommodated. So why is that? It's tremendously frustrating. It's more than that. It causes tremendous harm to you. So let's look at where things start. So between kindergarten through twelfth grades, students may have had no support for their symptoms of a learning disability, a writing disorder, a math disorder, hearing impairment, vision impairment, focus, concentration, organization, memory, a health condition, any of these conditions and more. And this is because our school districts are challenged to reach every child that needs help. If that student is not receiving results, learning successes, and feeling accomplishment through their learning, they're experiencing the opposite, which is failure daily. At this point, school has become one of the hardest experiences in our young person's life, starting at age four or five. Think about this: there's a pressure in learning how to read, learning math, learning how to write. So the belief that more school, such as going to college, is a good thing, is not a positive, empowering thought. It equates to more punishment, more failure. It's a fearful idea. This is a seed that plants early in life, and it is driven home day after day in an environment of failure. So it's so important that we talk about this because there is a way to address this. So if you are considering attending college or you are an advocate for a student considering college, such as a doctor, a licensed mental health counselor, a human services professional, a teacher in K through 12, a college faculty member, an employer, a family member, a college staff member. I want to drive home the seriousness of the effect of the barrier of fear of progressing in school, specifically fear of progressing to higher education, and how federal civil rights laws offered to students are pivotal for them. So let me share the successful experiences of two of my students that had not been offered college accommodations before starting school, and that when federal civil rights laws were implemented for them, they literally transformed in confidence and success. Our first student was deeply embarrassed to explain to me that when they looked at a page in a textbook, they only saw one half of a sentence on one line and one half of the same sentence, the other half, on a line either directly below or several lines below. They never saw a whole sentence on the same line. They understood about 40% of their reading assignments and their grades reflected this. The result of this was that they had to read, reread, and reread multiple times every time to understand what they saw on a printed page. It took a long time to get an understanding. So because I was the college coordinator of access services working with this student, together we came up with a plan to support reading and writing barriers because they were able to learn by hearing. Hearing was their channel to memory. They were able to listen and remember what was being taught. So this is the 504 ADA civil rights plan, the free federal civil rights laws that we put in in action, that we created together. And after I received an evaluation that verified their disability diagnosis, this is what we created. All classes were recorded for them to listen back to the lecture to reduce reading time and improve comprehension. So basically, they could put a little tape recorder at the front of the class where the instructor was, and everything was recorded so they could listen back again after class. A copy of the lecture notes were provided for each class that they took as a reference. Textbooks were recorded so that they could listen to their textbook in lieu of reading, in lieu of reading, in lieu of reading the text. More time was approved to complete their assignments as it took longer to research and write using technology on their computer to write papers, projects, and homework assignments. At that time, we used JAWS, J A W S to speak what was on the computer screen, it would speak to them, and drag and dictate for writing assignments. Tests were set up in a quiet place with double the amount of time with a test reader and a scribe. Today, improved technology would use speech to text. I'll say that again. Speech to text, which means they would speak to their computer and the computer would write out their thoughts for them. That's very common software right now that's built into a computer or cell phone, alleviating a scribe to write out answers on tests. And they would use text to speech on the computer, would read the quiz or test questions for them, and recorded textbooks would still be created for them. And I also recommended a reduced classload to become acquainted with using the technology, which was new to them. They hadn't used this type of technology before, and this ensured that they could manage the requirements successfully. Along with sending instructors letters of accommodation for this student, I asked my student to follow up with me and check back in and to ensure that they were receiving the legal support that they qualified for. Prior to talking with me, this student had really not received guidance and mentoring for an accommodations plan that they needed as a student in K through 12. That would have been called an IEP, an individualized education plan or a 504 plan or special education. They just had not been identified. Speaking directly to students considering college, it is hard to believe you would have a different experience in college than in K through 12, right? You can't imagine that. You can't imagine that it would be enjoyable to learn, that it would be a relief to learn. You hope that being in college will be different this time, but there is nothing to prove this. I heard this comment for years from students any age with any disability that they hope that maybe it would be different this time, maybe maybe it would be different in college. And those are the exact words they used. Without knowing each other, my students they would say the same words. I heard them before we created their 504 ADA accommodations plan. Well, it can be very different this time if you know what's ahead. When you understand federal civil rights in college related to you, you prepare to request them and provide documentation of your diagnosis to support an accommodations plan with your college. It's free. It was very different this time for my students, and I watched them progress and graduate. I need to share that a significant number of adult college students with learning disabilities shared with me that they started using alcohol or drugs as early as age 9, 10, 11, 12, in grammar school as a way to self-medicate their constant failure in learning. They just were not experiencing any success. A lack of intervention and support for learning can result in not just one diagnosis, a learning disability, but also three diagnoses. The first or primary diagnosis is a learning disability, a specific learning disability. A secondary diagnosis can occur, which is depression and or depression and anxiety can result from constant shame, right? This makes sense. A tertiary or third diagnosis of substance abuse to manage the emotional pain of failure is a real experience for many students who cannot learn with the educational system we use in the U.S. So schools school districts nationwide are challenged to have enough staff to assess the needs of children being referred for learning accommodations. Schools like hydrists who provide evaluations cover requests for multiple schools. Waiting periods are common. Because of this, both children and adults need advocates to make schools aware of a student's learning challenge. Students will benefit from parent navigators, doctors, counselors, case managers, or friends who will not shame or demean them, but look for ways to bust the barriers to learn successfully. Think about being that mentor seriously. I want you to think about that. It would be wonderful if you who are listening would take that charge and go forward with it. It will really change a life. This um here's my second uh student example for you that's I think is really gonna make a lot of sense to many veterans. Um my second student was an honorably discharged, disabled veteran. They were working at a desk as an intern in an internship program at the Veterans Administration when I met them. On the day we met, I stopped to ask for directions and they offered to walk me outside and point out the location that I needed. And in the process of our short walk, I learned that this veteran was in college. And as I noticed them using a cane, I asked about college accommodations for their mobility impairment. Their answer was simple and clear. What's that? They hadn't heard about that, which is why I do this podcast because nobody's heard about these federal civil rights laws. As their story was shared with me, they had not been guided by their college transition mentor to ask for accommodations despite having multiple physical challenges and constant pain. And this is what they experienced on a daily basis during deployment. A severe back injury occurred, walking was impaired, pain was constant, it was difficult to sit for a 50-minute class because this increased pain. Pain slowed everything down, even though they were making fairly good grades at that time. I promised that I would mentor this veteran about 504 and ADA accommodations, and I provided an accommodations plan shortly thereafter. And this is a plan we created together. Keep in mind, these are examples of 504 ADA accommodations specific to this student. Permission to alternate sitting and standing during the lecture to alleviate the level of pain. It's not difficult to understand that when you have increased circulation, it can alleviate pain. If you have more circulation to the muscles and into the body, um, movement actually has a significant impact on decreasing pain. So we asked for permission for them to sit and stand as they needed to during the college lecture. The second thing we asked for was a comfortable chair assigned to them in the classroom. So you understand many of the furniture options are limited in a college classroom, and usually there's wooden chairs of some kind, or there are attached desks and chairs. Um, so we just asked for a surplus chair that they had at the college, and um they put his name on that chair. Um, and he knew that that was designated for him, and his colleagues in the classroom also knew that as well. Um, we asked for more time for tests, specifically time and a half, so that he could sit and stand and move around during test time. Um, we also asked for time, more time to turn in assignments. We asked for a copy of the lecture notes because he was sitting and standing, and we also asked permission for recording the class lectures. The veteran became a straight A student and graduated. They reported that the stress of chronic pain was reduced and it was a great help. Also, the college was extremely amenable to the accommodations that we requested and provided everything, everything that they requested. So, from these two examples of real students, understand that both had hidden disabilities. We cannot judge anyone who requests free civil rights aids and services. It's just impossible to know what someone really needs without sitting down and talking with them, which is what the College Services for Students with Disabilities office does at all colleges, receiving federal funding. That program is available at those colleges or vocational schools. So I want to bring up something to you that I think is important to remember during holiday times in the year. When you gather with family or friends, be aware that if you ask how are things going in school, you may be touching the surface of a very sensitive topic that is embarrassing or demeaning. About a third of residents in the United States have a disability or disabilities. Most are hidden. Think about our podcast today and be open to understanding that that's a sensitive area for many individuals and your family member, your friend, a colleague could actually be experiencing that, but not disclosing it, and they don't have to, they don't have to disclose that to you. But if you if you're checking up on them because you care about them, um I suggest this. Um, suggest ask them, hey, let me know how school is going, and if I can be of help to you in any way, just let me know. I'm here for you. You know, something simple. You know, just let them know you um you love them and you're ready to help. You might be surprised that they would ask. So, in summary, how does our Passport to Education mission to educate everyone about federal civil rights laws for college students address the fear of going to college? I think the most important thing is learning about 504 and ADA, these valuable civil rights laws, before starting college. You need to learn about them beforehand. And I'm going to invite you to bring your fear and your curiosity to the college and speak with services to students with disabilities way before classes begin to learn what they offer. Really, this should be planned way ahead of time to keep you comfortable and then make a decision if this is something that you'd like to pursue. Also prepare a request for 504 ADA civil rights. If that's what you want to do, don't delay, do that quickly, and then ask what your college requires from you. And make sure you are at the right college to prepare you for the job you want. I think this is really important that you ask to speak to employer partners of the college ready to hire you after graduation. Does this make sense? Um, if the college cannot provide any direct contacts to speak with, select another college. Your ultimate goal is employment. Make sure your college is invested in your job placement. Also, we need you, the student, to be the advocate for yourself. Colleges are not required to find and serve you. You choose to contact the College Services for Students with Disabilities office and request help yourself. So, to wrap up, this is a podcast about the path of education trauma that adults have walked and that children are walking. Unless we become informed advocates to accommodate how they learn best. I would like you to do This right now. I'd like you to go to the internet and search for this phrase. The word section S E C T I O N section 504 and the ADA. Let me say that again. The word section S E C T I O N the number 504 and the ADA. A is an apple, D as in David, A as an apple. Take five minutes and read the information from any of these sites that show up. The Equal Employment Opportunity Commission, the Office for Civil Rights, the U.S. Department of Education. Be the advocate. Be informed. Help your child, your neighbor, your student, your client, your patient. Help them to set up a meeting with K through 12 school counselor, the school counselor's office, or college services to students with disabilities at their college. Go with them. Break down that barrier, bust the fear. I'm very proud of you listening to the podcast today. Thank you for doing that. And in the next podcast, I will navigate you with strategies to attend college with free tuition. I truly look forward to busting the financial barrier to attending college in our next podcast. This is Krista Shaw with the Passport to Education podcast for college bound students with a disability, wrapping up my time with you today. I appreciate you listening. Look for the good in your day. Take care of yourself, and I will talk with you again soon. Bye for a while.