| abstract |
This dissertation will provide a map to help parents, educators, and students to identify and protect the rights of students with disabilities K-12, while also growing student agency, so that after age 18, they can self advocate to legally secure disability assistance at college, trade school, or work. Through the literary structure of the hero's journey and personal memoir, I aim to shed light on my experiences and lessons learned as dyslexic, educator, and mother of two dysgraphic children. This dissertation aims to inform, shed light, and bring awareness to this disability; as well as empower students and families to gain legal protection under such laws as Individuals with Disabilities Education Act, and Family Education Rights and Privacy Act. Learning accommodations are an essential guide for parents to advocate; educators to deliver appropriate instruction to disabled students; and students to continue into adulthood with agency.
I believe it is unnecessary for these learning disabled students to struggle in silence with shame and frustration. My hope is this dissertation can serve as a guide for parents to learn the legal process of developing an education plan with school districts for these communication impaired students. Additionally, my writing serves as a warning to monitor disabled children's mental health from both expected and unexpected challenges and ordeals that can arise during a K-12 education journey in American schools. While retelling my journey, I will emphasize how crucial it is to collaborate with teachers, specialists, and doctors when devising and updating education accommodations and plans. Finally, I aim to empower dysgraphic students to develop the confidence and agency to self advocate once 18 years of age and older.
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