360-Degree Video: Progress Meeting

This engagement aims to help students learn their rights and responsibilities and develop self-advocacy skills in the process. To illustrate the process, check out the following video, an excerpt from a progress meeting with Ethan. To view or listen to the video, including auditory description and transcripts, click the link below:

Now, let's see how the counselor recorded notes from the meeting.

VR Progress Report-Self-Advocacy Training

Ethan was in today as scheduled. Since our last appointment, Ethan shadowed an aircraft mechanic at the local airport. He said it was fascinating and "scary." He realizes how safety is paramount when working on aircraft and is worried about making mistakes. I asked him if safety wasn't a consideration when working on motorcycles. He responded, "Yeah; good point." Ethan is still considering both occupations, and his parents are supportive of his options.

It is common for people who live with disabilities to underestimate their abilities. It's incumbent on all support team members to raise the bar of expectation when students lower it below their potential. In this exchange, we observe the counselor raising Ethan's bar.

Ethan also participated in a Job Club Class at school. Through the class, Ethan learned about employer expectations, the work habits that help us to get and keep a job. When asked today, Ethan was able to recite typical employer expectations without hesitation. The class also engaged in mock interviews. Ethan confided that he chose to observe only during the mock interview portion of the class; he was nervous about hearing the questions wrong and looking "dumb."

Ethan's response to sit out the mock interviews is a cue to the counselor that Ethan needs support in accepting his disability, explaining it to others with confidence, and requesting the accommodations he needs to succeed.

Ethan shared that many of the students chose to get their driver's license to use as their ID when applying for work. Ethan wants desperately to get his license and has his parents' support, but he's panicked about the test. This counselor explained that the DMV could provide an audio recording of the test, much like his books on tape. He was relieved to hear this but wanted to know if he'd have to ask for the accommodation. I explained that it is 1) the DMV's responsibility to provide the test in alternative forms to make it accessible to those with print disabilities, and 2) his responsibility to ask for accommodation. This counselor shared that a service provider, like the DMV, a college instructor, or an employer, would have no way of knowing about his accommodation needs unless he shares them. I asked Ethan to consider the consequences of not telling an instructor or an employer about his accommodations. I shared that the consequences would be two-fold: he would not perform his best, and it may give the wrong impression about him. In the past, when Ethan hasn't understood written or verbal directions, he felt "dumb," and others may believe that he's not paying attention or that he doesn't care about the task. Ethan responded, "Yeah, I know what that's like." After weighing the pros and cons of disclosure, Ethan decided that disclosure was worth it in these situations

Here we observe the counselor helping Ethan weigh the consequences of two choices, enabling him to make another informed choice.

Toward the end of our appointment today, Ethan shared that he recently got scolded by a substitute teacher who saw him using his phone in class. The school has a strict policy forbidding cell phone use in class. Ethan was too embarrassed to explain that the apps on his phone are his school approved accommodations for learning. This counselor suggested ways in which Ethan could respond in that situation in the future.

To build Ethan's confidence and his understanding of his disability rights and responsibilities, I suggested Ethan:

1. 1. Review the Disability History Timeline and
   2. Take the Disability History Self-Assessment
   3. Review information about celebrities with dyslexia.

Ethan agreed to use his accommodations to review the recommended materials and make an appointment when he's done so that we could continue working on his plan. As always, this counselor suggested Ethan discuss what he's learned with his folks.

In this exchange, we witnessed three situations wherein Ethan required self-advocacy skills. Specifically, he avoided the mock interviews, asking for accommodations at the DMV, and informing the substitute teacher about his permitted accommodations.

The counselor responds by helping Ethan develop the foundation he needs to be a strong self-advocate. First, he needs to understand his rights and responsibilities, and second, he needs to practice talking about such topics. Hence, the suggestion that he discuss it with his folks.