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Advocacy Blog: Advocacy Happens Anywhere

Susie Angel
CTD

November 12, 2014

When I started classes at Austin Community College, I had no idea that I'd be getting another crash course in self- advocacy (read more about my college experience). I thought things would be easier since it was a smaller school than the University of Texas. Through the Dean of Students with Disabilities Office, I received extra time and a scribe to write for me during tests/ quizzes, and they supplied me with packages of special paper that other students could put under their paper to make me a copy of the class notes. The office coordinator, Lynn, was my academic adviser. She also offered any emotional support that I needed in order to make it through school.

For the most part, my experience at ACC was easier -- until my last semester. After the first meeting of my Public Speaking class, I went to introduce myself to the instructor, Mrs. K. I let her know that she would need to send any tests to the Dean of Students with Disabilities Office. She said that it wouldn't be necessary because our final grade was based on 3 in-class presentations and class attendance.

Then, the conversation took an unexpected turn. She asked me if I wanted to get the class waived because my speech impairment would make it hard for me to participate. I declined the offer because it was mandatory for my degree plan, and I was confident that I could do whatever I needed to do. Next, she said that if I was staying in the class, she wanted me to put my presentations on videotape that only she would see and evaluate. I was stunned. That defeated the purpose of taking a PUBLIC speaking class, but there was no arguing with her.

With Lynn’s help, I managed to get Mrs. K to agree to let me do my first presentation in front of the class and just see how it went. I gave my speech on cerebral palsy and how it affects me. From the questions the other students asked me at the end of my presentation, it was obvious that I had delivered my message effectively. When some students came to the front of the classroom to congratulate me, I made sure that Mrs. K could hear them say that they did understand me. Mrs. K gave me an A; I thought I won her over.

But my victory was far from clinched. Over the next few weeks, Mrs K. seemed to object to everything I did to make class accessible! When Lori, a fellow student, voluntarily shared her notes with me, Mrs. K. demanded we stop the arrangement. Lynn advised me to let her find the perfect note taker provided by the Dean of Students with Disabilities Office. I didn't understand how bringing another person from outside the class to take my notes was a better solution than working with Lori. But Lynn said I needed to learn to “choose my battles”.

For the next class presentation, Mrs. K. continued to resist the idea of letting me participate like the rest of the class. Everyone else was assigned a partner, but she wanted me to pick a partner from outside of class and videotape it for her to watch. Again with the NOT public public speaking! Once more, Lynn and I had to work with Mrs. K. to address the conflict. This time, we had to remind her that the ADA guarantees equal access, and non-compliance could spell trouble for her job. Mrs. K finally compromised with us and said that I could do the presentation in class if I picked someone outside of class to be my partner. I didn't understand or like it, but I agreed to it. I got a B on that one.

The final showdown between Mrs. K. and me came when she assigned our last presentation, a group project. While she agreed to let me deliver the presentation in front of the class, she insisted I work with two friends from outside class as my group. I felt like I had proven myself and I deserved to do one presentation with my fellow classmates. Incredibly, she disagreed: “I have other students to look out for and I think you may bring down their grade.” I was furious.

The next day, I got to class early to talk to Lori and another classmate, Jessie, about what had been going on. After I finished explaining, they agreed to be my partners, even when I told them that they would have to stand up to Mrs. K. The three of us approached her when she got to class and presented our plan. For once, she agreed! I passed the class with a solid B.

I saw Lynn a couple years later, and she told me that Mrs. K had been a lot better with her students with disabilities. Apparently, she had given similar treatment to other students with disabilities. After having me in her class though, she changed her ways. I couldn't believe that all my frustration and determination ultimately helped other students after me. It felt so good!

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Here are a couple important points to remember about advocacy, whether you’re in the classroom, at the Capitol, or anywhere in between:

1. When getting involved in advocacy, start small. Advocacy work doesn't always mean working in large groups and talking to important legislators. Self-advocacy, speaking out for yourself in everyday situations, can be less intimidating and is a good start. Then, once you gain confidence in yourself, you can move to the bigger issues. And, if that’s all you ever feel comfortable doing, that’s fine too. As long as you are sparking change somehow, you are doing your part.
2. By fighting for yourself, you may be solving a problem for many others. In my case, all I wanted was to be treated like the rest of my classmates. In doing so, I changed Mrs. K’s opinion about students with disabilities and I paved a path for those who came after me.
3. Know where your support is. Consider who and what is there to help. By tapping into existing relationships (Lynn) and building new ones (Lori and Jessie), I wasn't fighting this one alone. By reading up on the ADA and learning about the services offered by the Dean of Students with Disabilities Office, I was in a better position to make my point with Mrs. K., and I knew what options were available when I had to compromise.

About Susie

Susie has an Associate's Degree in Communications from Austin Community College and a Bachelor's in Magazine Journalism from the University of Texas at Austin. She joined CTD as an Americorps VISTA in 2010 and joined the staff as a part-time employee in 2012. She edits and writes for the monthly e-newsletter, co-coordinates Pen 2 Paper, and heads up CTD's research department. Read Susie's full bio.