A 3-part series by Christina Potter, COTA

When answers to challenges come in the form of a formal diagnosis, it can feel very overwhelming and emotional. At the same time, a diagnosis often comes with a wealth of information, resources, and treatment options which can provide relief, hope and excitement for the future! As with any conflicting or overwhelming feeling, it's okay to take a step back to process what is going on. Doing so helps prepare for the next step after diagnosis – building a toolbox of resources and supports that accommodate disability-related challenges.

It is important to emphasize that learning disabilities present differently in everyone. While disability related difficulties may appear similar on the outside, no two individuals will have the same experience. This means not everyone with Dyslexia or Irlen syndrome will have the same challenges, nor will they benefit from the same tools or supports. To overcome the challenges associated with a disability, each individual must find the unique strategies, accommodations, and adaptations that work best for them. Developing this toolbox of the right support may take a while, and its success depends on the collective collaboration of all moving parts – the person with the disability, their family, the school system, and community resources. A good starting point for discovering new tools and strategies is through therapy! Occupational therapy (OT), speech therapy (ST), and vision therapy (VT) are great resources for navigating any disability, they can be utilized at any age or stage of life, and can occur in a variety of settings including schools, in the home, and in the community.

In my early years, the tools that I found helpful to my success were morning school tutoring, dyslexia class, afternoon school tutoring, and one-on-one studying at home with a parent. I also benefited from accommodations in the classroom which included extra time for assignments and tests, having PowerPoint slides printed on colored paper to help with visual processing, accessing electronic devices for spelling, wearing headphones with classical music during independent work time, and having an aide assist me in the classroom with reading assignments. My parents also made the major decision to hold me back a grade during elementary school. Though I had passed the academic requirements, repeating the 4th grade gave me time to catch up on the skill areas I was severely behind in and to grow in life skills such as time management and organization. Even though I still felt like I was running that marathon with my peers, my toolbox of accommodations made my shoes start to feel a little lighter, and it felt easier to keep up with them.

The accommodations I have needed and utilized throughout the years have changed as I’ve grown and learned more about myself. When I was younger, I relied heavily on my parents to identify tools and strategies for me because I did not understand that my own brain made it harder to learn. It wasn’t until high school that I started to understand which accommodations worked best for my needs and how to confidently advocate for myself. I continued to use extra time on tests, colored paper, electronic assistance for spelling or reading, and my trusted classical music to complete homework. I also found it helped me to sit in the front of the classroom to decrease distractions and make it easier to take notes. At this stage in my life I noticed a positive shift: decreased parent involvement and increased independent advocacy! While this was a positive aspect of my adolescence, I noticed that many of my peers that had previously used accommodations at a younger age were no longer using them and slowly started to fall behind and get overwhelmed. It was also true that many of my peers took note of my accommodations, labeled me as “different,” and would directly ask me questions, tease me, or just talk behind my back.

The ways in which my parents educated and presented my disabilities and accommodations at a young age positively shaped how I perceived myself in the face of peer scrutiny and curiosity. I started to have the confidence to educate others and advocate for myself. I was able to answer my peers' questions and learn to brush off the hurtful comments. Perhaps most importantly, I became empowered to speak up when my accommodations were not being met by my teachers and I learned to collaborate with them if I was having difficulty in the classroom. I was starting to become more independent in time management and organizational skills which also meant that new things like driving, working, and college were going to be in my near future!

My toolbox of accommodations had worked so well for me up to this point, but I had to wonder: What happens to my accommodations once I graduate high school? Can I carry my toolbox with me into adulthood?

Accommodations for Students with Dyslexia

Accommodations for Students With Dyslexia | Help in the Classroom

Christina Potter graduated from St. Philip’s College in 2019. She has worked at Pediatric Therapy Specialists (PTS) ever since obtaining her license to become a Certified Occupational Therapy Assistant (COTA) in July 2019. She is passionate about using the power of music as an effective tool to improve brain function, emotional control and sensory processing. She is certified in Safe & Sound Protocol (SSP), Remote Facilitation of SSP, and The Focus System through Unyte and Integrated Listening System. The SSP is a music based tool to help improve emotional control, behavioral organization, hearing sensitivity and listening skills. The Focus System is the core product for improving brain function through the implementation of Unyte-iLs’ methodology: Brain and body integration through multisensory input.