Heather Walton is a bright, beautiful, talented and active member of the freshman class at Southern Connecticut State University. At age nineteen, she is taking a full courseload, coordinates a number of fund raising activities through the Disability Resource Center and takes advantage of every opportunity to heighten awareness about the capacities of people with disabilities. When time permits, she continues to work part-time at the Big Y.

It sounds like life has been perfect for Heather – but the journey has often been a long, exhausting and challenging one. Heather was born with Albinism. She is legally blind, has a blood clotting disorder and must be extemely careful when being out in the sun. “Everything just takes so much longer for me to accomplish. It’s not just the academics and needing assistance with note-taking and reading regular textbooks – it’s the everyday things most people take for granted – crossing the street, looking for a building number or just going swimming in the summer with my friends”.  Perhaps one of Heather’s biggest regrets is that she will never be able to drive. Despite the challenges Heather has faced, she has a clear sense of who she is and what she wants to be.

When asked to remember how it was growing up with a disability, Heather is quick to remember many experiences in elementary, middle and high school. One of Heather’s earliest memories was during Fourth Grade when her peers would taunt her. They frequently called her names ranging from a “red-eyed devil” to a “vampire”. Heather went to her counselor to express her distress, and together they put together a small disability awareness session about Albinism that Heather presented to her class. A small step that laid the foundation for how Heather would manage the challenges she would face in middle school and high school.

When asked what her parents did to support her throughout her educational experience and what skills students need to begin to plan for their eventual transition from high school to college or work, Heather was quick to come up with a concrete list of suggestions:

• Your parents always need to be your best and strongest “supporters”, but they need to understand that eventually you will need to speak and do for yourself.
• Attend your PPT’s as early as possible. Heather started to attend her PPT’s in the 3^rd grade. She readily admits she played a passive role at this age, but she began to learn a lot about herself – her strengths and abilities, as well as the supports and accommodations she needed to be successful and what her school was responsible for.
• As early as possible, take an active vocal role in your PPTs. Heather began to vocalize as early as middle school. She knew exactly what accommodations she needed as well as what she was entitled to under special education law. PPT meetings were not always a smooth and positive experience, but she was confident that her “voice” was beginning to be heard. She was able to clearly articulate her learning strengths and weaknesses – a skill that she has nurtured and embraced since an early age.
• Go into your PPT’s with a list of questions. As simple as the questions may be, be prepared to ask for help in any areas you are having difficulties.
• Be assertive, but not aggressive. It comes down to “being nice” and getting teachers and friends to want to help you.
• Accept yourself for who you are – know that you have a lot to give and there are  people who are willing to help.
• Be proactive – even at an early age, talk to all of your teachers about how you learn best, and what supports you need to be successful in their class. Don’t wait for them to come to you – it may never happen.
• Surround yourself with people who accept you for who you are and create a support network that is available to help you academically and socially. While “fitting in and being popular” is a strong desire for every middle and high school student, having a network of caring, supportive adults and peers will lay a foundation for a greater sense of self worth.
• Become involved – if you can’t actively participate in sports (as Heather couldn’t), become the team manager and feel a part of something larger than yourself.

As Heather transitioned from middle school to high school, her strong sense of self and self-advocacy became even more important. She took advantage of every opportunity that came her way; attending leadership forums, presenting disability awareness workshops and participating in school and community activities.

Perhaps Heather summarized her life-long challenges with these simple words “Know what you need to succeed” – and don’t be afraid to seek anyone or anything to help you reach your goals