Just as I encourage my clients to advocate for their needs, so do I try to actively advocate for my clients and all people at the personal, institutional, state, and national level when appropriate. I most often raise my voice in supporting those who experience Misophonia (sensory intolerance condition), Giftedness/2e+ (twice or multi-exceptionality), or AD/HD and Anxious wiring. From writing letters for clients in support of their individual needs for accommodations at work or school (some have rights protected by the American with Disabilities Act, and Individuals with Disabilities Act); attending professional meetings with international participants; providing local and national in-services for scholastic institutions or organizations; to engaging with statewide organizations such as Compassion & Choices, and Death with Dignity, Massachusetts Association for Gifted Education, I try to bring a clear, assertive voice to the cause of focus.
Advocacy is complicated by the issue of diagnosis. Giftedness/2e/3e or Misophonia are not diagnoses or disorders listed in the DSM or ICD nomenclature. Some might argue they should not be as they reflect exceptional capacities rather than deficits. Others pursue diagnosis to facilitate reimbursement by insurance, legal protections and accommodations, to receive research funding or to use as a short hand to understand a cluster of traits. It is my preofessional perspective that neurodiversities, and their accompanying sequelae, ought to be recognized and supported as necessary to meet one’s potential to live an actualized life.
If you are seeking an advocate for your child’s 504 or IEP meeting please turn to an educational advocate. I can be of help in documenting need based on clinical assessment; provide an in-service to your organization or school; consulting to teachers, principals, other health care providers such as MDs, therapists; or to educate about and navigate family dynamics. But at this juncture, I do not attend team meetings.
While schools have been making headway in trying to meet student social, emotional, sensory, and learning needs, there is room for improvement. The state of MA has no definition, identification of, teacher or clinician training, in Giftedness. Massachusetts falls in the 48th place of 50 states in meeting the academic, social, and emotional needs of its gifted students. I have experience navigating this dilemma and am available for consultation. Adults who have psychological, academic, or otherwise neurological variations, are gifted or have some other exceptional wiring, are plagued with even fewer resources who understand the co-existence of strengths with challenges, especially as they impact work and their social lives. I welcome into my practice adults seeking a sympatico companion on their gifted journeys.
Contact our office to get started.