By Adria Nassim
As kids prepare to start the school year, most students with documented disabilities can expect that they will experience a case conference at some point during that year. A case conference is a prime opportunity for students to practice self-advocacy skills and realize that self-advocacy does not end after high school—it is just the beginning.
A case conference is a meeting involving school administrators, teachers, and staff such as physical therapists, speech language pathologists, occupational therapists, aides, and others who regularly work with the student to give them the best educational experience possible.
During the conference, the assembled party will discuss the student’s goals and needs for accommodation support, both in the special and regular education classrooms, if applicable. During the meeting, the participants will agree upon a plan for how to render this support.
Individuals at the case conference may also discuss the student’s progress toward specific goals, or lack thereof, and new goals may be developed. Participants often discuss the plan for the student over the next year or few years in school as well.
14-year-olds can participate
Under Indiana law, students are allowed to take part in their case conferences at age 14. (Some states begin the transition process out of high school at 16.) I started participating in my case conferences at 14, and this was a good opportunity for me to practice self-advocacy skills. The administration and the teachers would talk for a while, and then I would give my opinion on things like any changes I might want to see made to my schedule in the upcoming year as opposed to the current year.
In this way, case conferences were an excellent opportunity for me to advocate for myself—but they weren’t my only chance. I continued to use and develop these skills as I grew older, and I hope other young people will as well.
For example, as I went through college, every semester I would meet privately with each professor early in the year and let them know of my disabilities and what sort of accommodations I would need in class. I would meet with them privately during office hours usually toward the beginning of the semester. I would say something like:
“I just want you to know I’m really excited for this year. I have a learning disability and autism, so it helps if I have a note taker in class and extended time on testing. I usually go to Disability Services to take tests because I do better when there is not as much distraction.”
All my professors were really accommodating and helpful. I don’t think I would have done as well in college if I hadn’t felt comfortable advocating for myself.
Self advocacy continues throughout life
I’m not in college anymore, but I do spend a lot of time around college students as part of my job giving talks about my experience with disabilities, and I still find plenty of occasions where—like anybody—I need to speak up for myself.
For instance, sometimes people will ask me about my service dog Thomas and why I have him or what he does for me. Sometimes people will also ask to pet him. I will explain to people what his tasks are and that petting is usually not a good idea, particularly in public places because his attention should be on me and not other people.
In young adulthood, it is critical that parents and members of a support team provide ample opportunities for individuals with disabilities to practice and develop self-advocacy skills as much as possible. This may also involve having caring, trusted adults advocate in their best interest where applicable, as I do for Thomas.
When you find it time for a case conference, as the parent, begin early to ensure that your child has as much active participation in the planning process as possible. As the individual, take the leap and speak up for yourself, because you know your needs better than anybody else. While advocacy was your parent’s role when you were younger, as you grow older, the responsibility should transfer to you.
Whichever situation may fit your life or the life of your loved one, the future belongs to that specific individual—if they can learn to advocate for themself.