empowering students with hidden disabilities preface.pdf

Empowering Students with Hidden Disabilities

by
Margo Vreeburg Izzo, Ph.D.
Program Director, Special Education and Transition Services
The Ohio State University Nisonger Center
Columbus

and
LeDerick Horne

About the Authors

Margo Vreeburg Izzo, Ph.D.

Margo Vreeburg Izzo, Ph.D., is Program Director for Transition Services at The Ohio State University Nisonger Center. She has extensive experience designing and directing projects that improve the transition from high school to college and careers with funding from the U.S. Department of Education, National Science Foundation, and numerous state and local agencies. Dr. Vreeburg Izzo has developed educational curricula for students with disabilities; conducted numerous trainings, focus groups, and interviews with teachers and students; managed the development of websites, videos, and other dissemination products; and published more than 35 peer-reviewed articles, books, or book chapters on disability and transition issues. She believes that people with hidden disabilities are more likely to succeed when they can exercise self-determination in choosing their path to college and careers.

LeDerick Horne

LeDerick Horne, labeled as neurologically impaired in third grade, is a dynamic spoken-word poet, a tireless advocate for all people with disabilities, an inspiring motivational speaker, and a bridge builder between learners and leaders across the United States and around the world. His workshops and keynote speeches reach thousands of students, teachers, legislators, policy makers, and service providers each year.

About the Contributor

Bill Bauer, Ph.D.

Bill Bauer, Ph.D., is Professor of Education at Marietta College. He has a sensorineural bilateral hearing loss, yet a severe hearing impairment has not held him back. His doctoral degree is in rehabilitation counseling, and he has served as a consultant to many disability-related organizations regarding transition and life span development.

Foreword

In 2003, the author sat at their son Samuel’s hospital bedside in a UCI, documenting the experience inspired by a neurologist's suggestion to become a photojournalist. This led to understanding inclusion and the stark differences between children with visible and hidden disabilities. The narrative touches on the challenges faced by children with hidden disabilities like ADHD and how societal perceptions often misconstrue their actions.

Key Points

  1. Hidden Disabilities Are Prevalent: Over three million students in the United States have diagnosed hidden disabilities, and one in every 10 youth experiences a mental health disorder that limits daily functioning.
  2. Punitive Approaches Are Disastrous: Policies like zero-tolerance do not address root causes of behavior and disproportionately impact students with disabilities and students of color.
  3. Dismal Post-School Outcomes: Many students with emotional and behavioral disabilities face severe struggles post-graduation, including increased likelihood of incarceration.
  4. Behavior as a Form of Communication: Often, when students act out, they communicate distress or unmet needs rather than intent to misbehave.
  5. Support Strategies: Simple actions from parents and educators can make significant impacts on students with hidden disabilities.
  6. Inclusive Education Benefits All: Inclusive settings result in enriched experiences for all students and improved outcomes for those with disabilities.

Preface

Insights from LeDerick

Since graduating, LeDerick has worked with various organizations to improve the lives of people with disabilities. He focuses on promoting youth leadership and believes in empowering young people with learning disabilities through mentoring and storytelling.

Overview of Chapters

Each chapter aims to broaden educators’ understanding of disability from an asset-based approach. Highlights include: