Though their areas of focus within the field are different, Erika Liljedahl, Psy.D., department chair of Forensic Psychology at the Online Campus, and Patricia Perez, Ph.D., associate professor in the International Psychology Department at the Online Campus, have found common cause in their work on behalf of children with special needs.
“International psychology and forensic psychology share the same core values,” Dr. Liljedahl says. “The common theme is advocacy for social justice.”
Request infoDrawn Together By Advocacy
Dr. Perez has been an advocate for children with special needs since 2005. Her interest grew from a practicum in her master’s in Child Development studies, in which she was a child development screener providing families services for infants and toddlers diagnosed with a range of disabilities, including Down syndrome, spina bifida, and autism. That experience led her to recognize the importance of supporting not just the children but also parents and caregivers as they grapple with their child’s diagnosis. In the context of her work in international psychology, that commitment means approaching the issue in terms of diversity, equity, and inclusion, and understanding laws pertaining to children with disabilities from country to country.
“So, I’ve been an activist, or an advocate, an ally, someone who really champions this cause personally and professionally,” Dr. Perez says.
Dr. Liljedahl’s background is as a neuropsychologist whose career has revolved around disability from childhood to adulthood. Having seen firsthand in clinical settings—from rehabilitation centers to nursing homes—the obstacles that people with disabilities face in getting necessary services, she has carried on this work on a volunteer basis and in her personal life.
“In the last 11 years,” she says, “I’ve been an advocate for children with special needs—supporting colleagues, friends, with regard to the grueling process of navigating resources and support.”
Dr. Liljedahl credits her father, an attorney who supported clients with disabilities in Social Security, Worker’s Compensation, and Personal Injury claims, as an inspiration for her work on behalf of those who struggle to find and secure needed resources.
Drs. Perez and Liljedahl have worked together internationally and nationally, including presenting on the topic of children with special needs at a mental health conference hosted by The Chicago School Washington, D.C. campus. Also, when Dr. Perez was a visiting professor at a university in the Philippines, Dr. Perez invited Dr. Liljedahl to be a guest speaker on the topic of special needs in the United States.
Championing Advocacy
Their advocacy begins with an understanding that the needs of children with disabilities are not broadly discussed among the public at large. That means much of the burden for standing up for their needs falls upon parents and educators. A first step in empowering parents is to give them an understanding of their rights, particularly in relation to their local school system.
“Parents are always given this big booklet of parental rights, but parents can struggle with how they can advocate for their children,” Dr. Liljedahl states. “Parents know their kids best and need to learn how to navigate working with a school team that may not have the same priorities or goals.” For example, during the pandemic, remote learning was a challenge for children who need special education. These students are accustomed to getting the attention and rigor they require from a trained professional. In those situations, parents must teach their children themselves, which can be exhausting on top of day-to-day parenting.
Supporting Legislation in Colorado
Another area of focus for Dr. Liljedahl and Dr. Perez is public advocacy. Dr. Liljedahl testified in hearings in the Colorado legislature to support a House Bill that aims to increase training for law enforcement in how to identify and approach individuals with “invisible disabilities” in order to minimize risk due to miscommunication during encounters. The legislation passed, and Dr. Liljedahl has been named to the commission tasked with developing and approving a curriculum to be considered and presented annually to Colorado police officers and other first responders.
Dr. Liljedahl sees her participation as a member of the commission and in her academic role as an opportunity to elevate her voice as a psychologist and advocate in the field of disability to really make an enduring difference.
“I want to make sure we provide the best strategies to first responders to prevent trauma, to prevent death, and to prevent liability on their part,” Dr. Liljedahl says.
Request infoOutlining Principles for Quality Education
Dr. Perez has also been involved in public policy as part of the American Psychological Association’s Coalition for Psychology in Schools and Education. The coalition advocates on Capitol Hill for incorporating American Psychological Association guidelines, recommendations, and standards for pre-K to 12th grade, as well as a broader range of issues related to psychology’s role in schools and education.
She is currently part of a task force that is producing an advisory publication outlining 20 principles for teaching and learning for educators and parents of students in special education. She has also presented at the annual Middle East Psychological Association and Expo for the past four years, addressing strategies for children with special needs for caregivers, educators, and professionals.
“As an international psychologist, much of our mission and vision is looking at inequities and, really, addressing people who are marginalized,” Dr. Perez says.
Assessing Progress
Both Dr. Liljedahl and Dr. Perez agree that progress has been made when it comes to disability rights, education, and care in the U.S. There is increased awareness—especially regarding invisible disabilities, such as autism, and that creates an opportunity for education.
From the perspective of international psychology, Dr. Perez agrees that the legal protections in the U.S. are important because they provide the organization and systemic implementation on a state and federal level, including federal and state mandates. There is a blueprint for best practices to support this population in public and private schools, and the U.S. leads in access.
“There are definitely more resources here,” she says. “People come to the U.S. from all over the world to access services available here that are not in their home countries.”
Seeing More Needs To Be Done
Dr. Liljedahl agrees and stresses that there’s more to do. The major obstacle remains resources: More are needed. The law requires that schools place students in the least-restrictive setting, but how schools manage that is often dependent on available support, which can vary greatly from state to state.
There are times when some children with disabilities might require one-on-one attention when it is available; however, educators have also learned that many students with special needs function best in mainstream classrooms, which can be a challenge when teachers do not have paraprofessionals to assist with children who have disabilities.
“That lack of consistency leads to having more segregated classrooms for children that aren’t necessarily the best settings,” Dr. Liljedahl says.
Having much of education policy implemented at the state level adds flexibility, but not every state is created equal. And the interpretation of the implementation of laws pertaining to children with special needs are not created equal. There are haves and have-nots. This can lead to parents, and even educators, moving around the country in search of resources.
In advocating for the rights of children with special needs, Drs. Perez and Liljedahl view their work for parental rights and the broader struggle for human rights as ongoing and one they are committing to imparting upon their students.
Expanding Horizons
For Drs. Perez and Liljedahl, the three important lessons they hope others learn from their experience are the value of collaboration, the importance of not limiting yourself within your discipline, and the importance of working on behalf of human rights and social justice, both in the U.S. and abroad. They don’t want students thinking myopically. For example, international psychology students can apply the concepts they learned in domestic settings, with asylum seekers, refugees, and immigrants.
“We don’t always have to stay in our lane. We can reach out and learn from each other because that actually allows us to be holistic professionals,” Dr. Perez says. “The beauty of it all is that we were able to find some great commonality that feeds what we do because we’re so passionate about that social justice piece.”
Dr. Liljedahl agrees.
“Don’t limit yourself. Be open and brave to asking questions, and even difficult questions, because you will grow, as well as the other person as well,” she says, pointing to her professional and personal friendship with Dr. Perez. “We have different backgrounds, we have different cultural upbringings, we learn from one another. So, it’s really been a wonderful developing collegial shift.”