It’s October. For the Learning Disabilities Association of Windsor – Essex County (LDAWE) this means a busy month with lots of activities, because October is Learning Disabilities Awareness Month. This year’s plans in Windsor – Essex have included:
ADHD Awareness Day on October 2, 2015 with Dr. Burey
Instruments of Change Gala on October 2, 2015
Instruments of Change Conference on October 3, 2015
A major focus of this year’s events have been a transition from focusing on the individual with learning disabilities’ weaknesses to focusing on their strengths. During the Keynote at the Instruments of Change Conference, Dr. Cory Saunders referenced Dr. Ross Greene‘s “Kids Do Well When They Can” model. Saunders asked the audience, “Why do we focus on the negative? Does this help the child?” Saunders left the audience with a to do list:
So what is strength-based learning? Here at LDAWE, we believe that strength-based learning allows people to participate and excel in activities that match their strengths. We began this process in our Summer Enrichment Camps by having weekly themes, which allow children to excel at drama, STEM (science, technology, engineering, and math), etc… During our Open House, we will be taking this one step further by announcing plans for our new 3D Printer.
We encourage you to bring your entire family (recommended for ages 6+) with you to LDAWE’s Open House on October 24, 2015 from 9:00am – 12:00pm at 647 Ouellette Avenue in Windsor, Ontario. The highlight of this free event will be the demonstration of our new 3D Printer; however, there will also be a child activity area, demonstrations of our assistive technology, and information about our programs, scholarship, etc… A short presentation will take place at 11:00am. A few lucky attendees will even win one of the items made by the 3D Printer during the event.
Making and maintaining solid social connections can be puzzling for kids who don’t understand non-verbal communication.
We communicate with one another in code. Somehow we’ve agreed that certain sounds and symbols in just the right sequence are going to represent specific things and ideas, and through the miracle of language we can share with each other what is in our minds.
But there’s much more to communication than just language. It has been estimated that anywhere from 60 to 90% of our daily communication is non-verbal. Think about that for a second; less than half of our communication comes from the words we use, while the rest comes from how those words are delivered. Now, imagine that you were never able to learn the secret code of non-verbal communication. Imagine that you are unable to receive any of the visual and non-verbal messages that are transmitted in a conversation, relying only on the words delivered in a robotic monotone with no inflection or emotion. Not only would you be missing most of the meaning behind attempts to communicate with you, but you would be severely limited in your attempts to express yourself to others. And if you can imagine that at all, then you have some sense of what social interactions might like for someone with a non-verbal learning disability (or any other condition that involves impaired non-verbal and social communication). You have imagined what it might be like to be Sheldon Cooper.
Dr. Sheldon Cooper’s obvious social awkwardness is due in large part his inability to understand non-verbal communication.
Fans of The Big Bang Theory will know that it’s probably a lot of work to be friends with the Asperger-ish Sheldon Cooper. He has extremely poor social skills, tends not to understand jokes or sarcasm, is very concrete in his communication, and is constantly misinterpreting the social behaviours that are happening around him. He seems not to be very good at the non-verbal communication that lubricates our social interactions and conversations. And although this can make for a funny and entertaining half-hour of television, the challenge of living with this kind of impairment in the real world is daunting to consider.
In another blog article (“The Loneliest Kid on the Bus”) we talked about kids with social skills deficits, and how that often involves difficulty with non-verbal communication. But what is non-verbal communication, exactly, and what are we actually doing (often without realizing it) to communicate with each other non-verbally? Well, it’s much more than just ‘body language’, and it involves things like:
our facial expressions (which can express emotion without our needing to say a word)
our eye contact (the length and intensity of which can express interest, boredom, hostility, affection, and which can be important for maintaining conversational flow)
our body movements and posture (the ways in which we walk, stand, sit, move, tilt our heads all say something about our mood and intentions)
our gestures (conversational hand gestures when we speak, symbolic gestures like a fist-bump or thumbs-up, and fidgeting or manipulating objects all convey information to our conversational partner)
our use of touch (a pat on the back, a touch of the arm, a strong/weak handshake, all contribute valuable information to a conversation)
our appropriate use of physical space (understanding the difference between public space, social space, personal space, and intimate space)
how we use our voice (including our use of volume, tone, inflection, timing, pace, pauses, and even our use of non-speech sounds to convey meaning)
our choice of words and phrases, and our understanding of the social context for using language
meta-communication (the use of any of the above to send a message about our message. For example, we might soften a sarcastic comment by smiling or winking)
So it’s not difficult to see how someone who constantly misunderstands or misinterprets this kind of information, and who may be missing more than half of the content that is being communicated, will be seen as having poor social skills. This might manifest in behaviours that can include:
a tendency to think and communicate literally and concretely (and therefore, a related tendency to misunderstand jokes, metaphors, idioms, sarcasm)
physical and social awkwardness
a tendency to miss or misunderstand social cues
a seeming ‘obliviousness’ to people’s reactions or feelings
a misunderstanding of appropriate social space (standing too close to people, making them uncomfortable)
a seeming inability to see the big picture, often getting lost in the details
poor conversational skills, changing the subject abruptly, or not using appropriate turn-taking in conversation
difficulty making friends
We all sit somewhere on the spectrum of non-verbal abilities, ranging from people with exceptional skills at understanding and using it in their interactions, to people who are completely unable to recognize or interpret this critical aspect of communication. There are a number of reasons why this might be. For someone on the autism spectrum, or with social/pragmatic communication disorder, or with a non-verbal learning disability, it may be that their brains are just not hardwired to learn these skills as readily as the rest of us. For someone with other kinds of learning disabilities or with ADHD, it may be that they are not able to consistently apply the non-verbal skills they may have learned, or that they lack the awareness and self-control to apply good social judgement. Whatever the case, there are strategies that can be learned and scripts that can be taught to help kids improve their skill set in this area.
It’s been suggested that the most important part of communication is hearing what isn’t said, and the research bears this out. Our words carry only part of the message, and understanding the non-verbal messages that support and augment language can go a long way toward enhancing our social/communication skills, and ultimately our relationships.
Click on this image to learn more about non-verbal communication
The Learning Disabilities Association of Windsor-Essex County (LDAWE) offers programs designed to build effective communication techniques for everyday situations (including sessions on social communication and understanding body language). They also offer recreation and support groups where people can practice the skills they are learning in comfortable ‘real-world’ settings. Contact the LDAWE for more information.
Every year, LDAWE likes to take a moment to thank our volunteers. What better time to do that, than National Volunteer Week?
LDAWE is fortunate to have amazing volunteers. We typically have between 50-60 volunteers on an annual basis who dedicate their time to improving the lives of people living with learning disabilities or ADHD. The people who volunteer for us include parents of children with learning disabilities or ADHD, youth or adults with disabilities, our current staff members, post-secondary students entering the fields of psychology or special education, and professionals such as educators, registered psychologists, etc…
The types of activities are volunteers participate in include:
being a member of our Board and various Committees (including the Special Education Advisory Committees for the local school boards and the Pay Attention and Learn Task Force);
providing administrative support;
developing program content or assisting with the facilitation of programs;
conducting low cost psychological assessments for our clients;
providing general maintenance services;
assisting at our various fundraising events, public awareness events, workshops, and conferences; and
sharing their thoughts and expertise on this blog!
Our volunteers often share with our staff members how rewarding it is to volunteer for LDAWE. One of our volunteers, Kayla Belanger, was recently featured in a special insert to the Windsor Star about her volunteer experience. In part, Kayla states:
“Originally, volunteering was simply a way to gain more experience for my future career, but it soon became much more. I love to see the students’ progress. I have the opportunity to see students form social relationships with their peers that they often do not have the ability to do in the regular classroom.”
This year, in order to recognize the contribution our volunteers make to the organization, we are hosting an Ice Cream Social on Thursday, April 16, 2015. Each of our volunteers are offered a complimentary ticket to the event as our way of saying thank you. The general public is also welcome to attend this event. Tickets are $10/adult and $5/child (10 years of age and younger). There are still a limited number of seats available, please click here for details.
If you are interested in volunteering for LDAWE, please go to our website and complete the Volunteer Application Form.
Parents of children with learning disabilities (LD) or ADHD often have many questions about their child’s future. These can include:
What kind of career / job should my child pursue?
Where will my child work?
Will my child be able to hold down a job?
In general, people with LD / ADHD have average or above average intelligence. This means that they should be able to secure and maintain meaningful employment. Despite this, many people with LD / ADHD struggle to find and keep a job. Sometimes this is due to a poor match between the individual’s strengths and the essential duties of the job, a lack of appropriate social skills, difficulty staying on task, etc… However, sometimes this may be due to employers having misconceptions about how having an LD / ADHD will affect an employee.
What can you do to help?
If you are a parent of a child with LD / ADHD, encourage your employer to hire people with disabilities. Every business can benefit from ensuring they have a diverse workforce. This is not charity; this is just good business sense.
At one of their distribution centers where more than 50 percent of the employees have disabilities, Walgreens has experienced a 120 percent productivity increase. Now they are expanding that successful model to retail locations across the state and country.
– Wisconsin Governor Scott Walker, 2014 State of the State Address
At LDAWE, approximately 30% of our 40 employees have disabilities, including LD, ADHD, autism spectrum disorders, mental illness, brain injuries, physical disabilities, and vision impairments. LDAWE does not create jobs specifically for people with disabilities. By ensuring that each of our employee’s strengths match their job duties the need for accommodations is minimized and employee moral and productivity has increased.
Melissa Donaldson, director of employee networks and communications of the Diversity & Inclusion department at Walgreens says:
Our guiding mantra is “same job, same performance.” Walgreens has no “special” jobs carved out especially for individuals with disabilities. Team members with and without disabilities assume the same job roles and responsibilities across the enterprise, earning the same pay and striving to meet the same job performance expectations.
LDAWE works with several individuals with LD / ADHD who are seeking employment through our Employment Supports program. If you are an employer who wishes to gain the benefits of having a more diverse workforce, please contact our office at 519-252-7889 or email@example.com.