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Support Groups for Adults with Learning Disabilities
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Contents Introduction
Introduction In 1997-98 The Learning Disabilities Council established support groups for adults with learning disabilities in Harrisonburg, Richmond, Roanoke and Virginia Beach. The groups were led by professional facilitators with the goal of developing lay leaders within the groups to take over facilitation. This pilot project was funded by The Jackson Foundation in Richmond. This handbook was developed based on the information and experiences of the facilitators, participants and project coordinators. The handbook also includes information from literature research, but does not attempt to cover general group facilitation in great detail. This handbook is geared primarily for use by lay people who would like to start support groups for adults with learning disabilities. However, counselors, therapists, pastors and other professionals can benefit from this how-to approach. The Learning Disabilities Council thanks The Jackson Foundation, Robin Hawks, Paige Tucker, and the facilitators, Lou Hedrick (Harrisonburg), Dr. Jeffrey Katz (Virginia Beach), Jason O'Brien, L. P. C. (Roanoke) and Dr. Eric Oritt (Richmond), for their assistance. Thanks also to James Madison University, The Achievement Center, Tidewater Clinical Associates and The Westwood Group for providing meeting space at no charge. For 25 years, The Learning Disabilities Council has provided information, support, and referrals for people with learning disabilities and their families. The Learning Disabilities Council has been a leading organization in helping people with learning disabilities in the Greater Richmond area and across the nation by sponsoring community conferences on learning disabilities, producing a graduate-level TV course, publishing eight editions of the Learning Disabilities Directory, publishing and selling nationwide Understanding Learning Disabilities: A Parent Guide and Workbook, and offering a hot-line telephone service for information and referral. Founded as a coalition of organizations, parents and professionals in the Richmond area, the Learning Disabilities Council has now expanded to be the only statewide network of organizations and agencies with interest in learning disabilities. The mission of The Learning Disabilities Council is to address issues affecting children and adults with learning disabilities by heightening public awareness, affecting public policies and providing a statewide forum for discussion, communication, and action. By uniting the many groups and organizations across the state, The Learning Disabilities Council will foster more information sharing, expand opportunities for collaboration, and speak with a collective voice on important issues relating to learning disabilities. 1997-98 Board of Directors: Robin Hawks, president; Jack Torza, vice president; Carol Fruhwald, secretary; Bill Bridenstine, treasurer; Candace David, Pat DeOrio, Nancy Finch, Julia Ann Greenwood, Inge Horowitz, Edie Whiteman, Harley Tomey III. Staff: Paige Tucker, executive director What Is a Support Group? Purpose and Characteristics Support groups (sometimes called "self-help" groups in the 1970s) have been popular in the United States for over 30 years. Announcements are common in newspapers for various kinds of support groups related to divorce, death of children, job loss, single parenting, recovering from addiction, and numerous other topics. The name itself gives a good indication of what participants expect to obtain from these groups: support in a variety of ways. The following list gives some characteristics of support groups. Participants: With similar problems and needs come together to provide mutual aid. Develop and depend on a sense of self-reliance. Have control over how the group functions and what they want to accomplish. Demonstrate mutual caring by listening and sharing related experiences. Provide information and advice that might be helpful to others facing similar situations. Seek a feeling of community among people who understand them, better perhaps, than those in their everyday lives. Initiate personal growth and change through inspiration, persuasion and support of the group. Feel safe expressing their emotions, frustrations and fears. What a Support Group IS NOT While support groups are generally very helpful, they are not cure-alls and are not substitutes for individual or group psychotherapy. In the case of support groups for adults with learning disabilities, the group meetings should focus on issues related to the general topic of learning disabilities. In therapeutic groups, a professional facilitator often focuses on group process and interaction, and less on a particular theme. Generally, support groups are not led by professional facilitators. A support group for adults with learning disabilities may not be appropriate for every adult with learning problems. Some adults may have emotional problems or other disorders which override the learning issues and need to be addressed in a different setting. A support group is not merely a time to complain about the problems of life. It is a good outlet for expressing frustrations, but the group leader needs to translate those frustrations into a discussion about dealing with the problems. Is There a Secret to Success? Not really. However, based on the experiences of the groups that were formed during this project, there is an important point to consider. Facilitator Dr. Eric Oritt observed that groups made up of people at similar functioning levels were more cohesive, and attendance tended to be more consistent. For example, a group made up of college students with various learning disabilities may have more in common than a group of adults with the same learning disability but whose age, education level and occupation vary greatly. This is not to say that rigid screening is necessary, but it is important to keep this issue in mind when setting up the group and seeking members. Getting Started Use of a Volunteer Consultant Although a lay person can start a group without any help from a mental health professional, there are some advantages to consulting with one during the process. A licensed therapist, social worker, psychiatrist or psychologist who has experience working with support groups, particularly groups for adults, can serve as good sounding boards about all the topics that will be discussed in this section. The mental health professional could provide additional resources, suggest guest speakers and help publicize the group among his/ her colleagues. If problems arise within the group, the professional could provide tips to the group leader on how to handle them. The lay leader should be clear that the consultant is serving as a volunteer, that he/ she cannot seek clients through the group and that all information is confidential. Most larger cities have associations or academies for the professionals mentioned above. Check the phone book for association listings. Facilitator Every support group needs a facilitator or leader. It may not be the person who initiates the group, and when appropriate, leadership may be rotated among those members who feel comfortable with the role. Some characteristics of a good facilitator are: Attuned to other people and the process of interaction within the group Good listener Good at expressing themselves, but know when to stop talking Cares about other people Able to refocus people who get off the topic Can tell when a person's problems go beyond the scope of the support group The individual who initiates the group may or may not feel comfortable being the ongoing facilitator. The group may meet initially and discuss how it wants to manage the group. One person may agree to facilitate for the duration of the group, or there may be more than one person who feels capable of leading the sessions. Duties of the facilitator may include: Helping the group establish "group rules" like: 1) Confidentiality. information that is shared during the group meetings is not disclosed to other people, and group members do not gossip about each other; 2) Meetings begin and end promptly; 3) If a member cannot attend, call the facilitator in advance; 4) What is discussed in group sessions relates to learning disabilities; 5) When a new member joins the group, current members explain the rules. Opening and closing the meetings. Discussing with the group the kind of meeting format they prefer. Discussing with the group the kinds of topics they would like to discuss and developing a schedule for covering the topics, but remaining flexible to accommodate issues that come up. Introducing guest speakers and being sure they are thanked in some way. Helping to make new members feel welcome. Keeping track of paperwork like release forms and a list of participants including phone numbers and addresses. Location and Meeting Times It is best for the group to meet at the same time and place so that there is less opportunity for confusion. Support groups generally meet once a week. Depending on the schedules of the group members, the group may want to meet in the morning, afternoon, or evening on weekdays or weekends. After the initial meeting, the group will need to decide on a regular schedule that suits the majority. If possible, it is preferable that the location be convenient, easy to find, and accessible to public transportation. And of course, it is helpful if the space is provided at no charge. A room where chairs can be placed in a circle is best, and facilities for coffee or refreshments adds to the opportunity for breaking the ice and welcoming new members. Be sure there is access to rest rooms and consider whether the building and room are accessible to people with physical disabilities. Some practical options for meeting locations are: Churches and synagogues Community and civic centers Colleges, schools and libraries Conference room at a mental health office or private practice YMCA, YWCA Club house in a neighborhood or apartment complex Format Options As mentioned earlier it is best for the group to decide collectively on a preferred format, rather than the facilitator making the decision. It is good to make that decision during the first or second meeting so that time is not wasted trying to figure out what to do when people get there each week. The group can organize its time in a variety of ways. Both initially, and as new people enter the group, there will need to be a time of welcome and introductions. Each person can introduce him/ herself and share two to three specific details about themselves. Participants can choose to say whatever they would like or specific questions (where they are from, what they do in their leisure time, their job or college they attend, why they came to the group, etc.) could be listed on a flip chart or blackboard. Sometimes people are paired, interview each other and then introduce the other person to the group. However, this could be a problem if a person has short-term memory problems. perhaps provide pencil and paper for those who want it. For most adults, it is best to keep introductions simple and move on. The group initiator and/ or the facilitator should then welcome the participants and explain the purpose of the support group. Writing the purpose of the group on a flip chart is very helpful. The participants could then talk about other goals and purposes that the group might serve. Rules can be developed for all of the members to abide by. Confidentiality must always be stressed. Copies of the Participant Agreement should be passed out. (refer to Sample Materials) Next, the group should discuss the meeting day, time, and location to determine if any changes need to be made. It would be useful for members to tell how they learned about the group. The facilitator should then lead a discussion about the different formats the support group could use. The group may want to use a variety of formats instead of a set approach each time. Some options include: Establish a list of topics that will be discussed during a certain time period, perhaps two to three months. Facilitator, guest speakers or group members provide information about the topic, followed by discussion. Have open sessions where a topic is chosen at the beginning of the meeting based on the group's interest at the time. Have sessions where there is no set topic, but gives participants a time to talk about problems or successes that happened during the week. Use a video or audio series, book or articles to provide a framework for discussion. Members may decide to use different formats or choose one approach and stick with it. It is important for the facilitator and the group to feel comfortable with how the meetings are organized. Topics The list of topics that can be discussed in a support group for adults with learning disabilities is extensive. Some topics involve sharing feelings and experiences; while others might require a guest speaker to provide information, answer questions and identify resources for help. The following suggestions make up a list of topics that might be appropriate for discussion. The group can decide which ones are of interest and in what order they should be addressed, or, after some discussion, the group may delegate the final selection to the facilitator. What is a learning disability? What is not? LD and ADD/ ADHD. Diagnosis, testing, assessment. in childhood and as an adult Adjusting to the diagnosis; self-esteem; counseling options Learning styles. auditory, visual, tactile Self-advocacy Educating people (teachers, employers, etc.) about learning disabilities Options after high school. college, job, post-secondary program, vocational training How to be successful in college; accommodations Career options. looking for jobs; vocational counseling Tips for on-the-job success; accommodations Rights of people with learning disabilities Time management and organizational skills Household management Relationships with friends and roommates Living with parents as an adult with learning disabilities Dating and marriage Family life Helpful technology Learning disabilities and creativity Publicity. Targeted and Mass Media The publicity for the support group can vary from targeted announcements to mass media appeals. The makeup of the group may be very different depending on publicity methods. If one wants to start a support group for college students with learning disabilities, the best methods for targeted publicity would be the college newspaper and radio, flyers around campus and distribution to the student services coordinator, student activities center, tutoring center, etc. Another targeted approach might be to develop a group of mid-level professionals with learning disabilities. The publicity then would be focused on employers within a certain area, the chamber of commerce, civic groups, business and professional organizations, etc. In these two examples, the groups are more likely to have members with similar backgrounds and functioning levels. Targeted publicity can be used to develop a more homogeneous group whether it focuses on construction workers, nurses, stay-at-home parents or any combination of characteristics. A general appeal for group members would rely mostly on sending information to radio and TV stations, newspapers and other community publications. The group makeup is likely to be more varied in terms of background, education level, employment and functioning levels. A group with people functioning at many different levels can be frustrating for participants because they may feel they have something in common with only one or two members. The following list gives you an idea of ways to publicize a support group for adults with learning disabilities. You can pick and choose depending on how broad or narrow you want the publicity to be. Newspapers (daily, weekly, community). Health and science section, education writer, weekly calendar Radio stations (AM and FM) TV stations (network and cable). Community calendars, feature reporters Department of Rehabilitative Services. Offices are located around the state. Colleges and universities. Newspaper, radio station, student activity center, student services coordinator, professors, counseling center, gathering places Places of worship and organizations for clergy. Inserts for bulletins, flyers, letters YMCA, YWCA, community centers Literacy centers Virginia Employment Commission. Offices are located around the state. Adult education programs in cities and counties Mental health professionals. psychotherapists, psychologists, social workers, counselors Health and social services departments Civic and neighborhood organizations. Short announcement for newsletter Professional organizations. Short announcement for newsletter, flyer or attend a meeting Libraries and bookstores Internet Workplace. flyers and information in corporate newsletters Private employment agencies and temporary employment services Word of mouth. Ask group members to spread the word to others Some general publicity tips to consider: Keep text on flyers simple and easy to read. (See Sample Materials) Keep news releases/ public service announcements short and simple. (See Sample Materials) Send information to media two to three weeks in advance. Check on deadlines for calendars in publications and try to have your group meeting listed on a regular basis. Make follow-up calls when possible Screening Determining whether a person is a good candidate to include in a support group for adults with learning disabilities may be one of the most difficult tasks of forming the group. Some people have difficulty learning because of injury or disease, medication side effects or other conditions like autism, depression, anxiety and many others. Participation could be limited to those who have been formally diagnosed, but then that excludes people who have not been diagnosed and are seeking information and help. The facilitator will have to use his/ her judgment in helping participants decide if the group is a good "fit." If not, the facilitator should try to have suggestions for other groups or sources of help. Sometimes after attending the group a few times, a participant may realize the group is not appropriate for he/ she. Screening someone out of the group must be handled carefully because a person looking for support does not need to experience rejection from the group. If a mental health professional is serving as a volunteer consultant, take advantage of that individual's expertise to get advice on how to handle the situation. Retention Once the group gets started, some members will attend sporadically and others will decide to drop out. If someone leaves the group permanently, it would be a good idea for the facilitator to follow up with that person to find out his/ her reason( s) for departure. This could be helpful in working with others in the future. Confidentiality The quickest way for a support group to fail is when confidentiality is not upheld. Group members need to feel safe sharing their feelings, emotions and experiences and be able to trust that their comments will not be shared outside the group. Group members should also be encouraged not to discuss other peoples' situations among themselves outside group meetings. Group Size While there is no magic number for a support group, it seems that at least five participants are needed to make the group viable. With fewer people, individual members may feel pressured to talk or lengthy lulls could occur during the meeting. However, it could take several months to build the group up to five participants, so people need to be encouraged to keep attending as the group develops. Often, new groups face a "Catch 22" situation. people want to wait for the group to get larger before attending and then the group never grows! How many is too many? Again, there is no magic number. A support group of fifteen members is probably about the maximum. If the group is larger, participants may be reluctant to talk in front of so many other people, and sub-groups may tend to form. Attendance and Reminders Most adults find it difficult to get all of their tasks completed each day, and this may be in actuality, even more difficult for adults with learning disabilities. They may tend to take on more activities than they can handle, mismanage their time, or forget to put the group meeting on the calendar. Group members should be encouraged to attend as often as possible, but not be chastised for missing meetings. Preferably, the facilitator could call a participant who has missed several meetings and say that the group has missed the person. Some members might like to have a reminder phone call each week. Group members can discuss how to help each other remember meetings and schedule time so that they can attend. Evaluation Ongoing feedback Seeking feedback and input from group members is an important way to make sure the group is helpful and can identify problems that affect retention. At the beginning or end of each meeting, the facilitator might ask a general question about how people feel about the group and how they are benefiting from participation in the group. The facilitator should note those comments in his/ her notes, particularly if an issue needs more attention. Formal versus informal Generally, support group evaluation is fairly informal, a discussion session rather than a written form. The group may decide to spend one meeting every other month talking about how things are going. However, a group could choose to use a written evaluation, particularly if participants want to express concerns about the facilitator. A group might also choose to develop a self-evaluation form. The following questions could be used in an informal discussion or developed into a written form. They are adapted from forms by Kirschenbaum and Glaser. Self-Evaluation: What sessions were most helpful to you? Which were least helpful? Why? Does the group experience meet your needs, expectation? What do you contribute to the group? Would you like to provide a topic for a meeting? What would you like to change about the way to participate in the group? What one change would make the group better for you? Group Evaluation: What do you most appreciate about the support group? What do you like best and least about the facilitator's style? Does everyone get a chance to talk? Do people talk to each other and listen to each other? Would you like to make any changes in the group's format, meeting day, time or place? Are there specific topics or issues that you would like to talk or learn about? Whether the evaluation is an informal discussion or written comments, it's important for the group as a whole and individual participants to evaluate the quality of the experience. Developing Leadership Skills As the group develops, one clear leader may emerge or there may be several individuals who have the skills to serve in leadership roles. The group may be comfortable with one person serving as the facilitator or the group may wish to have people take turns leading sessions. Other leadership roles include finding meeting space and making sure the room is ready each week, making reminder phone calls to group members and helping to locate guest speakers and resource materials. The group members should discuss early on how they want to handle leadership. Libraries and bookstores are good sources for materials on developing leadership skills. The Jepson School of Leadership Studies at the University of Richmond is another good source of information. The phone number is 804/ 289-8008. Other leadership institutes around the country may be good resources to access for information. Group Dynamics You have most likely observed that people often behave differently in groups than they do in one-on-one situations. Pitfalls, Tips and Troubleshooting In Developing Support Groups: A Manual for Facilitators and Participants, by Kirschenbaum and Glaser, they offer pitfalls that often occur in support groups relating to particular professions. A number of their observations are applicable to support groups for adults with learning disabilities as well. The authors suggest that by being sensitive to these pitfalls, the group can reduce the likelihood of them happening and be able to identify and address the pitfalls more quickly if they do occur. 1. The Dominator This person takes too much of the group's attention, talks excessively, asks too many questions and generally dominates the topic that is being discussed. To avoid being a Dominator, each group member needs to pay attention to his/ her participation and try not to over-participate. However, this may be difficult for some group members to do. The Dominator may need a friendly comment from the facilitator or another group member like, "Bob, your comments have been really interesting, but I'd like to hear more from some other people." Possibly, within the full group or in sub-groups, each person could be given a certain amount of time to talk. 2. The Imposer The Imposer believes that everything he/ she says is the only or best answer or opinion. This can be very intimidating for other group members who do not want their feelings or opinions to be judged or discounted. All group members need to watch their own behaviors to try not to overwhelm the group with their "rightness." Group members may need to speak up and express their feelings courteously by saying that they don't feel comfortable sharing their thoughts for fear of being criticized. The group facilitator may also need to tone down the Imposer by saying, "That is certainly one point of view. Let's see what others think." 3. The Blocker During group meetings there will be times when participants do not agree. The Blocker is the person who persists in stating his/ her opinion to the point that the discussion goes around in circles and gets bogged down. Someone who is a consistent Blocker may be in the wrong group or may have some need to get his or her way. Kirschenbaum and Glaser suggest a statement by the facilitator like, "We seem to be going around in circles now, how about going along with the group on this one and see how it works out?" to help break the cycle. 4. The Low-Risk Group The Low-Risk Group gets in a comfortable rut and cannot get out. The group meetings may have a sameness to them that keeps members from getting much out of the experience or from making positive changes. The best way to avoid this is to have some variety in the meeting format and encourage all group members to participate. 5. The Bull-Session Group The Bull-Session Group relies solely on discussion as a means of growth and learning. To avoid this pitfall, try using guest speakers, videos, oral and written exercises, role plays, etc. Keep in mind the members' learning disabilities when planning these activities and consider what accommodations some members might need to fully participate. 6. The Socializing Group People in this group have so much fun together that they start every meeting late! Breaks last longer than they are supposed to, and refreshment time (if there is one) is the highlight of the meeting. Generally, reminding members what the group is all about will get them back in focus. If people continue to avoid the meaning of what the group is about, the facilitator needs to help them figure out why. Are the members anxious about talking in a group? Do they feel that the group is not being helpful? 7. The Over-dependent Group This type of group may rely too much on the facilitator or on certain members to carry the ball at each meeting. In this case, members need to be reminded that they are all expected to participate and help with tasks in which to strengthen the group. Some members may rely too much on the facilitator or each other outside the group. It is acceptable and appropriate for group members to seek support from each other outside the group. However, there need to be limits concerning how much contact members want. Such contact can be worked out between individuals, but if problems arise, the whole group may need to address the issue and set limits. 8. The Sub-group Syndrome This phenomena occurs when members of the support group start forming smaller sub-groups within the group. Sometimes conversation is directed to one's sub-group more than to the group at large or members of the sub-group try to influence the focus and direction of the larger group. While clustering is not unusual, it can splinter the group and make some people feel like outsiders. It is best for all group members to try to reach out to everyone instead of just a few people. The facilitator may want to ask members to sit next to different people each week. If the problem persists, the group needs to explore what is taking place. Perhaps some people feel they have things in common with only a couple other people; they may need to branch out and form a group of their peers with whom they are more comfortable. Ending the Group There will most likely come a time when the group is no longer meeting the needs of the members. This may be indicated by people attending sporadically, people quitting the group, a sense of low energy in the group or people actively calling for the group's termination. Many people have had unpleasant experiences when someone has left them or when situations have changed abruptly, leaving them little time for preparation or discussion about the impact. People often feel a sense of incompleteness when this occurs. Individuals attending a support group need the opportunity to discuss their thoughts and feelings about the group ending to help create a sense of completeness or closure. Every member should be encouraged to participate actively in this discussion, even if the person's typical role was to listen to the remarks of others. Some group members may be reluctant to participate, but their involvement in the discussion should be encouraged. The group itself should decide how it wants to talk about the group ending. Discussion about ending the group should include: Reviewing the group's history: (1) How the group got started; (2) Who entered when; (3) What phases the group went through in its evolution; and (4) What problems occurred in the group and how they were addressed Talking about how group members benefited from group attendance and participation Discussing group members' feelings about the group ending Talking about individual plans for the future Referral to other groups or services for members who request it Finally, some sort of closing exercise should be considered. A sense of ritual often helps people make a transition from one phase to another in their lives. All cultures have rituals of passage, such as baptisms, bar mitzvahs, weddings and funerals. Suggestions for an ending ritual for a support group include: Each person expressing appreciation to the group for at least one benefit received A group thought or statement recited in unison by the group members Refreshments served at the close of the group session to acknowledge the end of the group Sample Materials The following forms and documents may be helpful in developing and facilitating a support group for adults with learning disabilities. These may be modified to suit the needs of the group. Participant Agreement I, ________________________________________, agree to participate in the Support Group for Adults with Learning Disabilities that meets on _____________________ at ________________________________. I agree to follow the rules established by the group as stated below: Be on time for meetings. Call the facilitator if I can't attend a meeting. Participate in group discussion as much as is comfortable for me. Treat other group members with courtesy and respect. Keep all information confidential that is shared during meetings I understand that this support group is intended to provide emotional support, promote self awareness and improve coping skills and that it is not considered to be a substitute for psychotherapy. I understand that the group facilitator is a lay leader, and I do not hold him/ her responsible for my emotional, mental or physical well being or any outcomes, positive or negative, that I may experience through participation in this support group. Name ___________________________________________________ Signature ________________________________________________ Date ____________________________________________________ Support Group Attendance Sheet Date: ___________________________ Name Phone Number (optional) _____________________________________________ __________________________ _____________________________________________ __________________________ _____________________________________________ __________________________ _____________________________________________ __________________________ _____________________________________________ __________________________ _____________________________________________ __________________________ _____________________________________________ __________________________ _____________________________________________ __________________________ _____________________________________________ __________________________ _____________________________________________ __________________________ Facilitator's Notes Date: __________________________________________ Location: ______________________________________ Attendance sheet attached. Publicity: How did the participants find the group? ___ Newspaper ___ Radio ___ TV ___ Referral by professional ___ Friend ___ Flyer ___ Other _____________________________________________________________________ Is there need for additional promotion of the group? ___ Yes ___ No If yes, what needs to be done? _____________________________________________________ Location/ Time:Were the times and/ or locations convenient for most? ___ Yes ___ No How long did the meeting last? _____________________________ Was the meeting room suitable for the group? ___ Yes ___ No Group Introduction:What method was used for introductions? ____________________________________________ How did the current group react to newcomers? Any problems? __________________________ ______________________________________________________________________________ ______________________________________________________________________________ Topics: What topic( s) was discussed? _____________________________________________________ ______________________________________________________________________________ Did the discussion seem to be helpful? ___ Yes ___ No Why or why not? ___________________ ______________________________________________________________________________ What materials/ equipment were used? ___ Flip chart ___ Blackboard ___ Overhead projector___ Video ___ Audio cassette ___ Articles or handouts Was there a guest speaker? ___ Yes (Name:_______________________________) ___ No Retention: Did group member( s) leave the group temporarily or permanently? ___ Yes ___ No If so, why? ____________________________________________________________________ ______________________________________________________________________________ Does something about the group need to be changed? __________________________________ _____________________________________________________________________________ Communication: How did the group communicate? ___ Mostly talked to the facilitator ___ Talked to each other Did anyone dominate the group? ___ Yes ___ No Did some people participate? ___ Yes ___ No Self-evaluation: As the facilitator, how would you evaluate your leadership of the group? What were your strengths? What skills do you need to improve? ______________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Things to do to prepare for the next group meeting: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ (It is recommended that the Facilitator's Notes be completed immediately after the session while information is remembered more easily.) NEW! Support Group for Adults with Learning Disabilities Who: For adults who have or think they may have a learning disability. Diagnosis not required. What: Group is intended to provide emotional support, promote self awareness and improve coping skills in a confidential setting. No charge for participation. Where: The Achievement Center 615 N. Jefferson St. Roanoke, VA 24016 When: Tuesdays, 7-8: 15 p. m. For information and to register, call 540/ 982-0261 DATE FOR IMMEDIATE RELEASE Contact person: Phone number: New Support Group for Adults with LD A new support group for adults with learning disabilities is starting in the (city or town) area. The group will meet at (location) on (date and time). The group is open to adults who have or think they may have a learning disability. Diagnosis is not required. The group is intended to provide emotional support, promote self-awareness and improving coping skills in a confidential setting. There is no charge. For more information and to sign up, call (contact name, optional) at (phone number).
Resources Publications Aslett, Don, Not for packrats only, Penguin, 1991. Cordoni, Barbara, Living with a Learning Disability, Southern Illinois University Press, 1990. Davis, Ronald, The Gift of Dyslexia, Souvenir, 1997. Gerber, Paul J. and Reiff, Henry B., Learning Disabilities in Adulthood: Persisting Problems and Evolving Issues, Andover Medical Publishers, 1993. Guyer, Barbara P., The Pretenders, High Tide Press, 1997. Hallowell, Edward M. and Ratey, John J., Driven to Distraction: Recognizing and Coping with ADD from Childhood through Adulthood, Simon & Schuster, 1995. Hartmann, Thom, ADD Success Stories, Underwood Books, 1997. Hayes, Marnell L., You Don't Outgrow It: Living with Learning Disabilities, Academic Therapy Publications, Inc., 1993. Hedrick, Lucy H., Five days to an organized life, Dell, 1990. Kelly, Kate and Ramundo, Peggy, You Mean I'm Not Lazy, Crazy or Stupid: A Self Help Book for Adults with ADD, Simon & Schuster, 1993 . Kirschenbaum, Howard and Glaser, Barbara, Developing Support Groups: A Manual for Facilitators and Participants, University Associates, 1978. (NOTE: This book focuses on development of support groups related to professions; however, much of the information is applicable to other kinds of groups.) Lakin, Martin, The Helping Group, Addison-Wesley, 1985. Learning Disabilities Association of Canada, Job Interview Tips for People with Learning Disabilities, 1990. Available from the Canadian LDA at 323 Chapel St., Suite 200, Ottawa, Ontario K1N 7Z2 or from the American LDA at 4156 Liberty Rd., Pittsburgh, PA 15234. McEwan, Elaine, Managing Attention and Learning Disorders: Super Survival Strategies, Harold Shaw Publishers, 1997. Nadeau, Kathleen G., Survival Guide for College Students with ADD or LD, Magination Press, 1994. Scheiber, Barbara, and Talbers, Jeanne, Unlocking potential: College and other choices for learning disabled people, Adler & Adler, 1987. Simpson, Eileen, Reversals: A Personal Account of Victory Over Dyslexia, Houghton Mifflin, 1979. Smith, Corinne, Learning Disabilities: A to Z, Free Press, 1997. Smith, Sally L., Succeeding Against the Odds: Strategies and Insights from the Learning Disabled, Jeremy P. Tarcher, Inc., 1991. Solden, Sari, Women with Attention Deficit Disorder, Underwood Books, 1995. Vogel, Susan A. and Adelman, Pamela B., Success for College Students with Learning Disabilities, Springer-Verlag, 1993. Organizations ADDult Support Network 2620 Ivy Place Toledo, Ohio 43613 E-mail: MJJ4ADD@ AOL. COM ADD and Related Disorders Outreach Newport News 757/ 930-1931 ADHD Challenge PO Box 2277 West Peabody, MA 01960-7277 1-888/ 535-5366 Alliance for Technology Access (ATA) 2175 East Francisco Blvd., Suite L San Rafael, CA 94901 415/ 455-4575 E-mail: atainfo@ ataccess. org The Attention Deficit Information Network, Inc. (AD-IN) 475 Hillside Ave. Needham, MA 02194 617/ 455-9895 E-mail: adin@ gis. net Children and Adults with Attention Deficit Disorder (CHADD) 499 Northwest 70 th Ave., Suite 101 Plantation, FL 33317 1-800/ 233-4050 CHADD of Arlington, Alexandria, Falls Church 703/ 979-0820 CHADD of Central Virginia 804/ 672-1308 CHADD of Fairfax 703/ 642-6697 Contact Center, Inc. National Institute for Literacy Hot-line PO Box 81826 Lincoln, NE 1-800/ 228-8813 Council for Learning Disabilities (CLD) PO Box 40303 Overland Park , KS 66204 913/ 492-8755 Division of Adult Education and Literacy Clearinghouse US Department of Education 600 Independence Ave., SW Washington, DC 20202-7240 202/ 205-9996 E-mail: Tammy_ Fortune@ ed. gov Web site: http:// www. ed. gov/ offices/ OVAE/ ERIC Clearinghouse on Adult, Career and Vocational Education Ohio State University 1900 Kenny Rd. Columbus, OH 43210-1090 800/ 848-4815 E-mail: ericacve@ magnus. acs. ohio_ state. edu HEATH Resource Center One DuPont Circle, NW, Suite 800 Washington, DC 20036-1193 202/ 939-9320 E-mail: heath@ ace. nche. edu International Dyslexia Association (IDA) The Chester Building 8600 LaSalle Rd., Suite 382 Baltimore, MD 21286-2044 1-800/ 222-3123 E-mail: onfo@ ods. org International Dyslexia Association/ Virginia Branch PO Box 5362 Richmond, VA 23220 1-800/ 988-8336 Job Accommodation Network (JAN) West Virginia University 918 Chestnut Ridge Rd. PO Box 6080 Morgantown, WV 26506 1-800/ 232-9675 E-mail: jan@ jan. icdi. wvu. edu Web site: http:// janweb. icdi. wvu. edu Learning Disabilities Association of America (LDA) 4156 Library Rd. Pittsburgh, PA 15234-1349 412/ 341-1515 E-mail: ldanatl@ usaor. net The Learning Disabilities Council PO Box 8451 Richmond, VA 23226 804/ 748-5012 www. ldcouncil. org The Learning Disabilities Network 72 Sharp St., Suite A-2 Hingham, MA 02043 617/ 340-5605 Literacy Volunteers of America (LVA) 635 James St. Syracuse, NY 13203 315/ 472-0001 E-mail: LVANAT@ aol. com National Association of Vocational Education Special Need Personnel (NAVESNP) Special Needs Division, American Vocational Association 614 Pennridge Rd. Pittsburgh, PA 15211-1420 National Association for Adults with Special Learning Needs (NAASLN) 808 17 th St., NW, Suite 200 Washington, DC 20006 202/ 223-9669 E-mail: 75250.1273@ compuserv. com National Attention Deficit Disorder Association (ADDA) 9930 Johnnycake Ridge Rd., Suite 3E Mentor, OH 44060 1-800/ 487-2282 E-mail: natladda@ aol. com Web site: http:// www. add. org National Center for Law and Learning Disabilities (NCLLD) PO Box 368 Cabin John, MD 20818 301/ 469-8308 National Center for Learning Disabilities (NCLD) 381 Park Ave., South, Suite 1420 New York NY 10016 1-888/ 575-7373 Website: http:// www. ncld. org National Adult Literacy and Learning Disabilities Center 800 Connecticut Ave. NW, Suite 200 Washington, DC 20006-2712 Hot-line: 1-800-228-8813 National Library Services for the Blind and Physically Handicapped (NLS) 1291 Taylor St., NW Washington, DC 20542 202/ 707-5100 E-mail: nls@ loc. gov Peninsula ADD Association (PADDA) Adult Chapter Newport News 757/ 874-2343 Recording for the Blind and Dyslexic (RFB& D) 20 Roszel Rd. Princeton, NJ 08540 609/ 452-0606 E-mail: info@ rfbd. org Virginia Council for Learning Disabilities PO Box 341 Salem, VA 24153 Website: wwwl. winthrop. edu/ cld Virginia Department of Rehabilitative Services 8004 Franklin Farms Dr. Richmond, VA 23288-0300 1-800-552-5019 Virginia Department for Rights of Virginians with Disabilities Client Assistance Program (CAP) 202 North 9 th St., 9 th Floor Richmond, VA 23219 1-800-552-3962 Web Sites http:// www. interdys. org http:// www. ldanatl. org/ articles/ SupportGroups.html http:// www. ldresources. com http:// novel. nifl. gov/ nalld/ technique. htm http:// novel. nifl. gov/ nalld/ resource. htm# checklist http:// novel. nifl. gov/ nalld/ 800numb. html http:// www. healthfinder. gov http:// www. nimh. nih. gov/ publicat/ learndis. htm http:// www. rit. edu/~ easi/ easisem/ noelbw. html# ldorgs http:// www. muskingum. edu/~ cal/ database/ attention. html
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Learning Disabilities Council
P.O. Box 8451, Richmond, Va 23226  legal |