Having a Learning Disability Can Be a Career Asset

By Jayne Greene-Black

People with learning disabilities (LDs) are succeeding in school, and at work, in increasing numbers. Today, more is known about the factors that contribute to the success of this population. High profile leaders with LDs are speaking publicly about their difficult pasts and the strategies that assisted them in achieving career success. Betsy Morris (2002) not only reviewed the stories of dyslexic CEOs in her May 13th, 2002 Fortune Magazine article, but she also presented the names of high achieving scientists, actors, artists, lawyers, and activists who share the commonality of having LDs. Morris (2002) cited Sally Shaywitz, a neuroscientist who is co–director of Yale’s Centre for Learning and Attention, who said, “Dyslexics are overrepresented in the top ranks of people who are unusually insightful, who bring a new perspective, who think out of the box.” (p. 56)

Despite their success, persons with LDs often share traumatic pasts. One graduate from York University said that her time at public school was so painful that it was like, “having a root canal without anesthetic.” Other successful York graduates with LD described their childhood with words like, “tortured”, “hell”, “humiliating”, “frustrating”, and a “time of lost hope”. Morris (2002) described dyslexia as a “crucible”. She quoted Craig McCaw, the billionaire dyslexic pioneer of the cellular industry, who said, “people are either defeated by it or they become more tenacious.” (p. 58)

What helps some succeed, while others are destroyed?

Gerber (2001) reported that “learned creativity” was one critical factor in predicting employment success. Morris (2002) remarked, “If you could survive childhood, dyslexia was a pretty good business boot camp. It fostered risk taking, problem solving, and resilience. School was a chess game that required tactical brilliance.” (p. 62.) Bill Samuels Jr., the dyslexic President of Maker’s Mark, said that people with LDs are “always expecting a curve ball.” (p. 62)

Rapidly evolving new technologies have become one of the creative solutions for those with LDs in 2002. Screen readers and voice dictation software/hardware options are more readily available than ever before. Pocket computers such as Palm Pilots, Jornadas, and IPACs have brought laptop computer power down to calculator–sized devises that can be inconspicuously carried in pockets or purses. Many of these devises include built–in tape recorders, allowing the user to record information they might otherwise forget or are unable to write out at the particular time. They can also include reading technology that allows the users to hear entire downloadable books. Although technological solutions are not for everyone, and can be expensive, career counsellors should be aware that money is available to assist those with LDs in purchasing useful devises. For post–secondary students who are eligible for government student assistance programs, such as OSAP, the Bursary for Student with Disabilities can be used to purchase needed aids and services. For those seeking employment help, programs such as the Ontario Disability Support Program, Employment Support Program, can also be used to purchase needed aids.

Lisa Allan, a recent Masters degree graduate in Environmental Studies, decided that technology had been such a critical, liberating force in helping her overcome her LDs that she would make it her life’s mission to share technological solutions with others with LD. She co–founded Global E-text (www.globaletext.com), a company devoted to providing innovative technological solutions to learners with LDs. With her pocket PC by her side (storing maps, pictures, voice notes, and files that can be read to her), she is much more confident. Now, she seldom gets lost, confused, and overwhelmed by the visual spatial organizational difficulties that haunted her in the past.

The human touch is also invaluable in helping those with LDs persevere through the difficult times. Gerber (2001) identified social supports as a critical variable that was common to highly successful adults with LDs. Recent research of York University graduates with LDs revealed that positive social supports were the most important factor in the successful career development of these graduates (Greene-Black, 2002). Support systems build confidence, provide emotional support, give information, and teach strategies that can be useful in helping those with LD achieve success.

Career counsellors and job developers are an important part of this social support network. By not underestimating the abilities of those with LDs, career development professionals can play a critical role in boosting the self–confidence of this population. Gerber (2001) indicated that “reframing” was an important task for the client with LDs. Career professionals can assist at each of the four stages of “reframing” that have been described by Gerber (2001): recognition, understanding, acceptance, and setting a plan of action. Through assisting the client to positively “reframe” their experience and develop creative action plans, career counsellors can become critical agents in facilitating employment success.

Career professionals also need to know what school and community supports are available to those with LDs. Often, the supports at higher levels of education are more comprehensive and easier to access than they are at the elementary and high school levels. Currently, most post–secondary institutions have disability offices for students with LDs, however, some programs offer more services and individual attention than others do. For example, programs like the Learning Disabilities Program at York University provide diverse options such as: on–track coaches, advisors, tutors, exam accommodations, and mentors. Career mentorship programs link students with industry representatives who can act as safe confidants and enhance the career knowledge and planning skills of participants.

After graduation, some adults with LDs benefit from the services offered by community agencies specializing in assisting those with LDs. Specialized community support services like the ALDERcentre (www.aldercentre.ca) work closely with job seekers with LDs to help them achieve employment success. The ALDERcentre ensures that all participants receive a thorough psycho–educational and psycho–vocational assessment in order to help their clients understand their LDs. With this detailed knowledge, the comprehensive plans and strategies can be developed to build on the participants’ strengths and help them overcome their weaknesses. Despite legislation, those with LDs often fear employment discrimination. The ALDERcentre also focuses on helping those with LDs deal with the sensitive and difficult issue of when, what, how, and if to disclose to employers.

Much can be learned about job accommodations for those with LDs. Resources like the Job Accommodation Network (http://janweb.icdi.wvu.edu) provide free advice to job seekers and career counsellors. This website includes useful information about common job accommodations for people with different disabilities. Many case examples of accommodations useful to persons with LDs are provided.

Those with LDs can succeed at a variety of careers. Despite this fact, those with LDs are often underestimated in childhood. In the booklet, “Secrets for Success” (available at www.yorku.ca/cdc/ldp), profiles of 10 university graduates are provided who succeeded in entering professional, managerial, and technical fields. All ten graduates reported that they were told by at least one important adult in their lives that they would never be able to go to university or obtain their desired career goals.

As career professionals, we need to be careful not to underestimate the potential of this population. As Betsy Morris (2002) reported, the top echelon of society can often come from the “out of the box” thinking that is typical of those with alternative learning styles. Career professionals can play a critical role in the support system helping those with LDs positively reframe their experience and develop creative coping strategies that can foster success.

The Internet can be a valuable source of information for career counsellors wishing to assist clients with LDs become more successful. The resource list below provides links to useful services and websites.

References:

Gerber, Paul (2001) Employment of Adults with Learning Disabilities and ADHD: Reasons for Success and Implications for Resilience. ADHD Report, 9 (4), 1–5.

Greene-Black (2002) Secrets of Successful Career Development for those with LDs. Unpublished qualitative research study.

Morris, Betsy (2002) The Dyslexic CEO. Fortune. May 16, 2002, 53–70.

Resources for Persons with Learning Disabilities

Jayne Greene-Black is a career specialist with the Learning Disabilities Program at York University. She has more than 20 years of experience working with special needs populations, but her focus over the last 17 years has been with university students who have learning disabilities. She coordinated the publication, “Secrets for Success: Profiles of University Graduates with Learning Disabilities” (available on-line at www.yorku.ca/cdc/ldp/success). Jayne can be reached at jayne@yorku.ca.