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Ukazujem Revíziu 1 vytvorenú 08/06/2020 od Stephanie Requena.

  1. My name is Natalia Rivera.
    I'm a doctoral student.
  2. And well, doctoral graduate, actually.
    And in the Department of Hispanic
  3. Languages and Literature at the
    University of Pittsburgh.
  4. I'm also a Spanish Instructor and I
    specialize in Latin American,
  5. Italian literature and
    critical disabilities studies.
  6. So my interests, my academic interests
    are intimately tied to my personal
  7. experience as a student and
    now instructor with
  8. a learning disability and co-occurring
    anxiety.
  9. So, the first memory that I remember,
    just on a personal level,
  10. recognizing that there was some access
    issues or some degree of
  11. especially in the high school level.
    Some degree of
  12. a lack of knowledge, really, of
    different types of learning styles
  13. and different types of processing speeds
    because of my diagnosis of Attention
  14. Deficit Disorder. One of the key
    components of how that,
  15. you know, how ADD affects me is that
    I have a slower processing speed.
  16. So while my reading comprehension is
    strong,
  17. my processing speed affects my
    writing speed so I'm not always
  18. able to produce a paragraph in a
    timely manner. So, we often
  19. had problems in English class. This
    was in tenth grade and
  20. the expectation was that we would be
    able to write a paragraph in half-hour.
  21. And often times I would need double
    amount of time. I would need an hour.
  22. And sometimes I wouldn't even be able
    to finish one simple paragraph
  23. in an hour.
  24. And I remember my English instructor,
    at the time,
  25. after class when I sort of approached her
    and said,
  26. "Uhm, hey. Not withstanding the
    original time. I wasn't
  27. really able to finish my paragraph."
    And I remember she looked at me
  28. incredulous and said to me,
    "If you can't even write a paragraph,
  29. a simple paragraph in one hour,
    I don't know what to tell you.
  30. So, I remember that moment. I
    also remember later on
  31. when I was preparing for her AP Exams.
    This also happened in high school.
  32. This was my junior year. I was taking
    an AP World History class
  33. And I remember that I approached my
    instructor, already knowing on my own
  34. 'cause I had already had plenty of
    experience advocating for myself since
  35. I was a child. I already knew that
    all standardized testing
  36. had a process for requesting
    accommodations.
  37. So, I remember approaching my AP
    World History Exam and-
  38. I meant, my AP World History teacher
    and explaining to him
  39. that I was registered with disability
    resources, that I had a documented
  40. disability and that these were
    the particular accommodations I needed
  41. time and a half. It was a very common
    accommodation.
  42. And I remember him telling me, "I don't
    have a problem providing you
  43. classroom accommodations. I'm just not
    sure that
  44. that extended time is provided on the
    AP Exam." And I was just
  45. flabbergasted that an instructor would
    actively misinform me that way
  46. because even I knew at the tender age
    of, I don't know, sixteen!
  47. that ATS always provided a process
    for requesting
  48. accommodation. So, I was stunned
    that an adult felt that he could
  49. just misinform me that way. And I
    know
  50. that misinforming me not necessarily
    with a negative intent, but he
  51. genuinely had no notion of the
    process. And
  52. yeah. So, it's un-willful misinformation,
    but
  53. the effect is similar. Because imagine
    had he said something like that
  54. to a student who had no idea how
    to request accommodations.
  55. You know, how to attain an
    evaluation to substantiate
  56. the need for accommodations. So
    it's just a lot of misinformation
  57. Enabled with ignorance, not so much
    malice.
  58. But just the complete lack of information
    out there just really compromises
  59. student's ability to advocate for
    themselves
  60. In my personal work with the
    disability rights
  61. community because I worked two
    and a half years at a disability
  62. rights organization called Autistic
    Self Advocacy Network
  63. and meeting a lot of people my age
  64. a lot of students don't find out that
    they have a diagnosis until much later
  65. in life. Once they start noticing, picking
    up on their own symptoms they seek
  66. out individually supports. So I
  67. certainly, on a personal level, benefited
    from my
  68. mother's knowledge and from her
    experiences as a parent advocate.
  69. I think my awareness of a level
    of discrimination