December 9, 2025 • 30 mins
The loudest voices told Michelle Steiner that college wasn’t an option and meaningful work wouldn’t be in reach. She proved them wrong, and then turned that hard-won confidence into a career helping students with disabilities claim their voice, their tools, and their future. We sit down with Michelle, writer, photographer, and paraeducator, to unpack how perseverance, accommodations, and everyday advocacy can transform doubt into durable progress.
We explore the practical side of equity: using Vocational Rehabilitation to graduate debt-free, requesting extended time and note takers, and replacing shame with strategy. Michelle breaks down the myths around accommodations (“cheating” vs. leveling the playing field) and offers clear, repeatable scripts for disclosing needs at school and work without oversharing. For parents and caregivers, we map how to partner with teachers, IEP teams, and pediatricians, and why a strengths-first mindset builds accountability without crushing a child’s spirit.
Michelle also shares how her hidden disability reshaped her creativity. Walking instead of driving became a pathway to photography; journaling became a way to process stigma and educate others. Inside the classroom, she teaches seventh graders the advocacy habits that fuel independence: ask early, be specific, and celebrate what you do well. If you’re navigating learning differences, supporting a neurodivergent student, or rethinking your own path, this conversation offers tools, hope, and a fresh definition of success that fits real life.
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Episode Transcript
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SPEAKER_00 (00:01):
You're listening to the Off Balance Podcast, where
faith, family, and businesscollide, hosted by Brooke
Stemming, Doctor of BusinessAdministration, Business Coach,
and Resilience Expert.
Each episode features real-lifeconversations to help
entrepreneurs like you buildresilience and lead with
(00:22):
confidence.
SPEAKER_02 (00:32):
Welcome back to Off Balance.
I'm your host, Zocna Brooks.
Today's conversation is allabout perseverance and purpose
in the face of doubt.
We're joined by MichelleSteiner, a writer, photographer,
and passionate advocate forpeople with hidden disabilities.
Despite being told early in lifeabout college and meaningful
work, those things were notpossible.
(00:52):
Michelle refused to accept thoselimits.
Now with a degree in communityprogramming from Slippery Rock
University, she works as aparaeducator, supporting
students with disabilities, andshares her journey through her
platform, Michelle's Mission.
Her story reminds us thatlimitations don't define who we
are.
Michelle, welcome to OffGallage.
(01:13):
Oh, hello.
I am so excited to have you.
Before we dive into ourconversation, I shared a little
bit about you, but can you telllisteners who you are and what
it is that you do?
SPEAKER_01 (01:25):
Sure, I would be happy to do that.
My name is Michelle Steiner, andI live in Pennsylvania with my
husband Ron and our two cats,Jack and Sparrow.
I am a writer, I'm a speaker,I'm a photographer, and I'm a
paraeducator.
I work in a school with studentswho have disabilities and some
who don't.
And I also have a learningdisability myself.
(01:48):
And I have a blog calledMichelle's Mission where I write
about my life with a learningdisability and get the feature
my photography that I take on mywalks.
SPEAKER_02 (01:57):
What prompted you to start your mission of helping
others with disabilities?
SPEAKER_01 (02:03):
I always knew that I wanted to work with other people
in the helps, like definitelylike working with students.
And I can remember, I wonderedif I would be able to do it with
having a disability, but I wasable to go to college.
I struggled a lot.
I had a lot of people who toldme I couldn't do it.
And I faced a lot of stigma.
(02:24):
But it was right after I got mybachelor's degree that I started
to have a lot more confidencewithin myself.
And I thought, oh my goodness, Iwas able to get this degree
despite being told I couldn't doit.
And I just wanted to be able togo and to be able to pay it
forward and help other peoplethat have disabilities to be
able to thrive.
SPEAKER_02 (02:46):
So being told that you couldn't learn, that you
would never go to college, whatprompted you to decide, I'm
going to give this a try.
SPEAKER_01 (02:55):
One of the things that I was really lucky to have
was I had a learning supportteacher.
Actually, I had a studentteacher who told me, Michelle,
you can go to college.
You're really smart.
You know how to study and youknow how to work hard.
And I cannot remember thisteacher's name.
But when things got reallydifficult, I can just remember
(03:15):
just going to with that andthinking, okay, this is that was
the voice that I heard.
That is what helped me to beable to be able to get through
going to what I was goingthrough.
SPEAKER_02 (03:27):
So as you transitioned from high school to
college, what were some of thestrategies that you used to help
yourself prepare for thattransition?
SPEAKER_01 (03:36):
Some of the things that I did was I got connected
with an agency called Office forVocational Rehabilitation.
And they will pay for thingssuch as going back to school.
I was able to graduatedebt-free.
They also pay for if you needjob accommodations or workplace
assistance.
I didn't have much with that,but I have a lot with school.
(03:59):
Another thing that they'll do isthey will also just be able to
advocate for you.
And I also used accommodationswhen I was at school.
I had a note taker and I thatperson took notes for me in
class.
I had extended test time so I mybrain could process the
information.
And I had tutoring when I neededit so I could get that extra
(04:21):
help that I needed to besuccessful in school.
SPEAKER_02 (04:23):
You stated that once you were able to obtain your
bachelor's degree, it can helpyou with your confidence.
In what way would you say?
SPEAKER_01 (04:31):
I think it really helped me because before that
point, I was really negative.
I thought, oh, I can't doanything.
Or I thought, I'll be completewhenever my disability goes
away.
And it wasn't until I finallywas that the point where I
graduated that my disabilitydidn't go away, but I still had
success and I felt complete.
(04:51):
And that just really boostedthat.
I was starting to see thepossibilities in what I could do
and not so much of the of what Icouldn't.
SPEAKER_02 (05:01):
So after you graduated and your confidence
was built, what did you do nextto help you stay kind of on the
positive?
SPEAKER_01 (05:09):
One of the things I went and I was able to find a
job.
It took me a while to find onethat was disability friendly.
A lot of places said they were,but they weren't.
And I've been with my employerfor over 15 years and I love
working with the students.
I think that's a great way to beable to give back.
And I also have developed a lovefor photography.
(05:30):
I am not able to drive becauseof my disability.
So when I go on my walks, I getthe chance to take pictures of
flowers and to stop and smellthe roses.
And people say, Well, you bringout the details of a flower that
I would miss.
And I get that up and I get topost them.
And I think to myself, if I wasin a car driving, there are so
many things that I would miss.
(05:51):
I wouldn't be able to see thoseflowers or those other things
that were up close.
So that is one of the ways thathelps me to feel confident.
I post those on my blog.
And I also writing has also beenhealing for me, too.
I've been writing ever since Iwas a young child.
I can remember my dad found astory about a dinosaur that I
wrote in second or third gradeand said, wow, this is really
(06:12):
good.
And I didn't think I had anytalent up until that point.
And it was just that growing.
And when I engage in thoseactivities such as reading and
writing and photography, I don'tfeel like I'm disabled.
I feel empowered.
SPEAKER_02 (06:27):
That's really beautiful.
And when it comes to your blog,it's titled Michelle's Mission.
So what is your mission?
SPEAKER_01 (06:35):
Michelle's mission is to encourage, empower, and
educate people with and withoutdisabilities.
I think a lot of times there's alot of misinformation that goes
around having this learningdisabilities, especially.
And I provide a lot ofinformation about that.
I also want to empower peoplethat have disabilities to live
the life that they want andaccording to what their
(06:58):
interests are.
And I also want to encouragepeople.
I want to encourage people withand without disabilities to go
after their dreams.
SPEAKER_02 (07:06):
So looking back on your journey, what is something
that you wish you could havelearned faster that could have
helped you kind of move thingsalong?
SPEAKER_01 (07:15):
I think what could help me learn a lot faster was
that it's okay to useaccommodations.
It's okay to do that because Ican remember that stigma that
surrounded me, especially incollege, that disability
accommodations were cheating.
And I felt guilty with that whenI used them.
And I didn't want to bestigmatized, so I didn't use
(07:36):
them.
And I wish I would have becausethat would have made a lot of my
life easier.
I also wish I knew it was okayto have a disability because for
I for so long I just wanted tomake it go away, disappear, and
it would be whole.
And that didn't happen for me,and that's okay.
I think it has actually helpedme a lot of my life.
SPEAKER_02 (07:55):
So if you have someone that's listening and
they have a disability, whatadvice can you give them to help
them embrace their journey andjust move forward with their
disability?
SPEAKER_01 (08:05):
I would say the first thing is you got to know
what you want, and you have tobe able to find a way to do
that.
I think that is the biggestthing.
And it's embracing having oneand just finding those ways to
make that possible and to livethe best life that you can
possibly.
SPEAKER_02 (08:21):
That's good advice.
And you are a paraeducator.
Can you kind of explain what isthat and what do you do on a
day-to-day basis with yourstudents?
SPEAKER_01 (08:30):
A paraeducator is a teacher's aide.
I work in a school with studentsand I'm in the classroom.
And this year I'm working withseventh graders in learning
support and general ed classes.
And I get a chance to take astudent aside and maybe help a
student that's struggling tolearn.
I get that chance to assist ateacher where they need that and
(08:52):
to meet the students where theyneed that help.
Today I read a test to a studentthat has a disability, and that
was paying it forward for mebecause somebody read a test to
me all those years ago, and thatreally made a big difference in
my life.
And all the kids know, do notask me for help with math.
I'm pretty clear about that.
SPEAKER_02 (09:12):
Look, I am not afraid to admit that I am not a
fan of math either.
So I would have to be in thesame boat as you when it comes
to map.
So what has surprised you aboutyour experience as far as being
a paraeducator?
SPEAKER_01 (09:27):
I think just maybe some of the surprises or how I
can see this working in theclassroom because I used to
worry, oh, how am I going toteach children with having a
disability myself?
And I think sometimes thesurprises is that it all does
work out.
And I think also it'sinteresting, even though it's
been a long time since I was aseventh grader, it's like
(09:49):
hearing a recording myself atthat age.
I hate my disability.
I wish it would go away.
And I get that chance to tellthem it's not a bad thing to
have a disability.
And you're, I think it's soimportant we teach them now how
to manage this because for somany of our students, they're
going to all of them one dayleave me.
And I hope they achieve everysingle dream they have.
(10:10):
And I think it's, but theirdisabilities are going to stay.
So I think it's so important toteach them how to advocate.
So I'll be in the room withthem.
And if they have a question,I'll say, raise your hand, ask
the teacher, especially if it'smath, I'll tell them to ask him
or her, whoever's teaching.
And I just, those are some ofthe lessons.
I think that just reallysurprises me that it the
(10:31):
students still struggle with thesame questions with disabilities
that they did all those yearsago, too.
SPEAKER_02 (10:38):
And that's very interesting because you would
think as time has progressed,that the way that we integrate
children with disabilities andtheir needs would have evolved.
But unfortunately, it hasn't.
And so, where do you see theeducation system in the next
five years as it relates tohaving better opportunities for
(10:59):
children with disabilities?
SPEAKER_01 (11:00):
I definitely hope with the education system that
we're able to educate everystudent based upon their needs.
If I had one wish, it would beto have that funding that we
could have enough staff thatcould be there to provide that
support.
And I also would wish that theycould provide a more customized
approach to education, because Ithink sometimes students need
(11:23):
that.
I think they they need to havethat approach and so they it's
so they're able to learnaccording to their needs.
SPEAKER_02 (11:33):
Yeah, I think it's very important that we eliminate
that one size fits all becausewe are definitely different and
we learn different.
So if you have a parent that'slistening and they have a child
with a disability, can you speakto the importance of
accommodations and advocacy?
SPEAKER_01 (11:48):
I think what it's the best piece of advice that I
could say is to work with theschool.
If you notice that your child isstruggling at home, or if you
also, or if your teacher saysthat they're really struggling,
I think that's just so importantthat parents work with the
teacher.
Be give them a call.
Working with maybe your child'spediatrician or birth to three,
(12:08):
if you have very young children.
And I think that is just soimportant to have that
connection because that reallyworks for the benefit of the
child.
SPEAKER_02 (13:10):
And then if you have someone that's listening and
they are not sure aboutaccommodations, what are some of
the misconceptions that you havecome across when it comes to
accommodations?
SPEAKER_01 (13:21):
I think sometimes people think that accommodations
are cheating.
And that's really not the case.
That's to even the playing fieldfor students.
I've even had people that wouldtell me that's cheating, that
you get to use a calculator inschool.
And what they don't understandwhen I'm using a calculator on a
test is it's a little help forme.
It's better than nothing, but Ican still mess things up with
(13:44):
the calculator.
So I think that's a bigmisconception.
I think another misconception isthe student is going to be too
dependent on accommodations ortheir teacher with using them.
And that is not necessarilytrue.
I think if a student finds thecan use the accommodations, then
(14:05):
they can grasp the subjectmatter and they're not going to
be discouraged and they might beencouraged, okay, I might be
able to go to college because Iknow what I need to do to be
successful with this.
And I think sometimes peoplethink another thing is if they
have accommodations, then youknow they're just going to get
used to everything being reallyeasy for them.
(14:26):
And it's not easy.
Even when you haveaccommodations, it still is a
challenge.
I can remember going throughcollege-level math courses with
accommodations and not doingwell in the class.
And it was tough.
SPEAKER_02 (14:40):
Yeah, so I know accommodations is definitely not
cheating.
We all need to be accommodatedin some way or form.
And so I'm glad that you saidthat.
So your entire journey from achild to an adult, what do you
think that experience revealedabout you as a person?
SPEAKER_01 (14:57):
I think what helped develop me as a person was
definitely the relationships Ihad with other people.
My my mom and dad never gave upon me, and that was just such a
blessing.
And they were there to encourageme.
And I had some great friends.
I was really lucky.
I have an adult writing groupthat I started hanging out with
when I was a teenager.
And 20 some years later, westill meet to talk about our
(15:19):
writing.
And whenever I was struggling,they couldn't fix the problem,
but they could be a friend.
And I think that's just soimportant.
SPEAKER_02 (15:26):
Yeah, community is definitely important.
So when it comes to you, you area very resilient person because
you were able to beat the oddsand get a college education.
And that can be difficultregardless of, you know, if you
have a disability or not.
College is hard.
So that means that you are veryresilient.
(15:46):
So how do you define andcultivate resilience in your
life?
SPEAKER_01 (15:50):
I think one of the most important things is just
knowing that things are going toget better.
I can remember when I was young,I thought things were always
going to be hard and difficult.
And sometimes I wish I had acrystal ball to go and tell
myself it's not going to be thisbad.
You're going to have success.
And I try to remember that whenI hit a rough patch in my life,
that things have gotten betterbefore.
(16:12):
They will get better again.
It may not come how I think it'sgoing to, but it's going to get
better.
And I think that is important tohave that resilience.
And I think another part of thatis not chasing a cure for the
disability, but also chasingthings that can work, finding
different solutions and havingthat creative problem solving
does a lot of things to make youfeel like you're resilient.
SPEAKER_02 (16:36):
Yeah, that's good advice because I know sometimes
we do wish that we can rewriteour story and that we can remove
all the things that we don'tlike, but those things are what
makes us great.
Those are the things that makeus stand out and to have our
personalities.
And so I'm glad that you saidembrace it and not try to run
from it.
For listeners who might beraising children with a learning
(16:58):
disability or navigating one forthemselves, what encouragement
or advice would you want toshare as it relates to your own
journey?
SPEAKER_01 (17:07):
One of the first things that I would say is to
focus in on strengths.
Everybody has something thatthey're good at.
And I think if you can focus onand you can find what those
things are somebody does is goodat and enjoys doing, that'll
give them that sense ofaccomplishment and also that
sense of pride and someenjoyment with that too.
Because when I engage in theactivities that I love, I don't
(17:29):
feel like I'm disabled.
I feel empowered, I feel happy.
SPEAKER_02 (17:33):
And you also say that you are a photographer.
So when you take your photos, doyou sell your photos or are your
photos more therapeutic for you?
SPEAKER_01 (17:42):
I it's both.
I do sell photos, usually, likeit shows.
I may have been featured in workin different magazines as well,
and on my blog, but it's alsotherapeutic.
I get that chance to just be inmy own little world, my own
little bubble when I take thosepictures and to see all that
beauty that a lot of peoplemight miss.
SPEAKER_02 (18:01):
And how did you discover that you were into
photography?
SPEAKER_01 (18:05):
That was actually a surprise.
I can remember in my adultwriting group, there was an
older woman in the group, and wewere looking at I took pictures
from prom and I took a pictureof a tree at a venue.
And this older woman said, Wow,this shows perspective.
Now, when I showed this to myother peers, they said, Oh,
why'd you take a picture of atree?
But somebody could see thattalent in me.
(18:26):
Years later, but I put it on theshelf.
I thought, I'm not an artist, Ican't draw a straight line.
I'm I'm not into art.
And years later, my husband andI were in a cemetery, and there
were these beautiful angelstatues.
And I took a picture of one ofthem, and one of my friends saw
that, and she was a realparticular person, and she said,
Wow, this is really good.
And I thought, well, she likesit, it must be good.
(18:49):
And I entered it into a show andI got an honorable mention, and
that just encouraged me towrite, take more pictures.
SPEAKER_02 (18:55):
That's really good.
So over the years, how have youcultivated that gift of
photography?
SPEAKER_01 (19:01):
I love to be my husband and I love to go to
adventures like to parks andmuseums and gardens.
We think that's wonderful.
And I also love to do that on mywalks.
I'm not able to drive because ofmy disability.
So when I'm I don't have a ridesomewhere, I get a chance to
take a picture of a flower orsomething, other pretty thing
that I see.
SPEAKER_02 (19:21):
You also mentioned that you are a writer.
What sparked your interest inwriting?
SPEAKER_01 (19:28):
I think what really just sparked my interest was I
just felt I love reading, I lovewriting.
My dad would read me a storyevery night when I was little,
and that just really sparkedthat interest in me.
SPEAKER_02 (19:39):
And so, how has writing helped you to change
your mindset and embrace yourdisability?
SPEAKER_01 (19:45):
It's giving me a voice because sometimes if I'm
work if I have a problem and Ican write about it, I'm able to
have that voice where I can beable to talk about that.
And it's not inside me, it's outthere and I'm able to be able to
deal with the issue.
SPEAKER_02 (20:00):
I know a lot of people like journaling or they
write books to help themselvesto be able to get through
situations, didn't see anythingwrong with you.
SPEAKER_01 (20:10):
I think some of the challenges, especially when I
was at college, was peoplethought she can do anything.
And that's something I've facedwhen I'm at a job, too.
People will say, will think I'llcome in and I'll tell them I
need an accommodation or I'm notable to do math.
And people would just look at melike, why can't you?
What's wrong with you?
You're an adult, you have a youhave an education, you should be
(20:33):
able to do this.
And I have to explain to themthat I can't do that.
And that's where the advocacycomes in.
Because I have to be the onethat can explain my disability.
And not only explain the thingsI can't do, but also explain the
things I can do and how thatmakes me a valuable asset to the
place.
SPEAKER_02 (20:51):
And if someone is listening and if they are
uncomfortable with talking abouttheir disability, how can they
share their limitations orchallenges without disclosing
their actual disability?
SPEAKER_01 (21:03):
One of the things it's important to do is to
practice before you go in withhaving that.
I always think that's reallyhelpful.
And it's also about definitelysharing with the right people.
So if I'm at work and I'm havinga difficulty at my job, I might
go to the teacher that I workwith and explain I have a
(21:24):
disability and this is why Ican't do that.
And if I'm still having issuesor I'm not getting accommodated,
I've had to talk to staff.
I've had to go to ourprincipals.
And what I try to do is I'll setup a time to talk with them.
And I will say that I had to getcomfortable with saying my the
disability that I have.
(21:45):
And I'll say, I have a learningdisability.
These are some of the things I'mstruggling with, these are the
accommodations that that I need.
And a lot of times that'simportant because people can't
obviously can't see that.
But people also have a lot ofmyths around accommodations too.
They think that they'reexpensive.
And sometimes it's justsomething as easy as a schedule
(22:06):
change.
I've worked in an office beforewhere I could not put straight
holes in it with a hole punch.
And we got an electric holepuncher, and I think it was
under$100 for that.
So it's not necessarily this bigaccommodation that I'm going to
need.
I might just need something verysmall.
(22:27):
But I also think it's showingwhat the things you are good at.
So you might want to tell them,oh, I I might struggle with
this, but I'm okay with that.
And I think it's also notsharing every detail too.
I think that's really importantbecause you want to just stick
to the problems that you'rehaving at your work or at school
(22:48):
and not to get into every singlething with that.
And because I think you have tostay focused on what you need to
be successful in thatenvironment.
SPEAKER_02 (22:58):
And how did you learn in the workplace not to
let your disability define youor your ability to perform?
SPEAKER_01 (23:06):
I had a I my dad was a manager for a number of years.
So we practiced a lot of theseconversations of how to have
them so they're productive.
And I think what that was one ofthe things too.
I had to learn also, maturitywas really big.
Sometimes when I was younger, Iwould hear people say things and
I'd be afraid I was going tolose my job, or I didn't think
(23:28):
that I was performing up to whatother people were.
And I had to learn that I needto do my best.
And that I also have to go outthere with a positive attitude.
And it's okay if I make amistake, everybody makes them.
It's about how we handle them.
And it's also about finding theright employer, too.
(23:49):
I think I've worked for onesthat maybe didn't quite
understand and that was hard.
But I've also worked for somereally great ones too that
really get it.
And I think it's just findingthat that recipe, that for that
secret sauce where you havewhere it works, where you have
that level of challenge, but youalso have that level of
(24:09):
competent competency and abilitytoo.
And you're being accommodatedand you're being an asset to the
workplace or the school.
SPEAKER_02 (24:20):
And I can imagine having a disability, you have to
know about different laws andresources that's available for
you.
So what tools or resources didyou use to learn your rights in
your particular state?
SPEAKER_01 (24:33):
One of the things was I, when I was in college, I
studied community programmingfor Americans with disabilities.
So there was a lot ofinformation on ADA and the
impact that it does have anddifferent cases that come up
with special ed.
They still happen, irregardlessof how many years we passed many
(24:54):
of these laws.
And I also think I one of myjobs that I worked with was a
grassroots agency that was aCenter for Independent Living.
And while it didn't work outlong term at the job, what it
did, it gave me a betterunderstanding of what was
possible because I was seeingpeople that were coming in that
had disabilities and they wereable to be independent, living
(25:17):
in their own home.
So I think that really opened myeyes up to what was possible.
SPEAKER_02 (25:24):
That's interesting because when I saw the title of
the degree, I was trying tofigure out what is community
programming.
So, what are some of the toolsthat you took away from your
education that you apply day today?
SPEAKER_01 (25:36):
Some of the things that I have definitely applied
is how we deal with peop withother people.
It's opened my eyes up todifferent disabilities.
I think that patience is anotherthing that I might apply.
And just using those advocacyskills to point them in the
direction of having the bestlife possible and just giving
(25:58):
them that direction.
SPEAKER_02 (26:00):
And you use the word advocate a lot and advocacy.
So if someone is listening andthey haven't quite mastered
that, what would advocating foryourself look like on a
day-to-day basis?
SPEAKER_01 (26:12):
It can depend on what the day is.
If I am at work, I might have tosay what I I always have to tell
the kids I cannot help you withmath.
That is a form of advocating.
I if I get a new teacher that Iwork with, I have to tell them I
cannot help with math.
I also it's also with justspeaking up for yourself.
(26:33):
If I'm out and I can't figureout a tip particular to give to
the waitress, I have to pull outmy phone.
I have to pull out the tipcalculator.
I may not be saying the words,but I am definitely using that
that skill.
And I think it's just aboutbeing able to say what you want
and being able to express thoseneeds.
SPEAKER_02 (26:53):
What do you hope sharing your story will do for
our listeners today?
SPEAKER_01 (26:59):
What I hope that the listeners will leave with is
knowledge about disabilities,but also with being able to how
to help themselves.
And I think that's so importantthat our listeners, that people
know how that, how to be able toadvocate, how to be able to
speak up for themselves.
And I also like to say thesuccess doesn't always come in
(27:20):
the package that we all weexpect, but sometimes it comes
in something even better.
SPEAKER_02 (27:25):
Oh, that's good, Michelle.
So when it comes to parents, ifthey're listening, what advice
can you give them about thathealthy boundary of helping your
kids, but also allowing them tobe able to navigate things
themselves so that they can bemore independent as they grow
up?
SPEAKER_01 (27:43):
I think one of the things that we want to do is
focus on strengths.
Everybody has something thatthey're good at.
And I think it's finding thosethings and encouraging their
child to go in that direction.
I think it's also encouragingaccountability too for a lot of
our kids.
My parents never expected me tohave perfect grades, but I had
to try.
So I think it's important thatwe really look and we encourage
(28:05):
people to become happy, healthy,successful adults.
SPEAKER_02 (28:10):
And what's next for you?
So how do you see your workimpacting people in the future?
SPEAKER_01 (28:15):
I would definitely love to expand my blog and I
would love to share my story inmore places.
And someday I would like to alsowrite a book about my life and
possibly a children's book.
And so when it comes to yourblog, you can find me at my
website,www.mishellesmission.com.
SPEAKER_02 (28:32):
And I will make sure that I have that information for
listeners in the show notes sothat you guys can check her blog
out.
So as we wrap up, what's onemessage or piece of advice that
you want to leave with ourlisteners who may be navigating
their own journey with theirdisability?
SPEAKER_01 (28:49):
One of the things that I would say is to
definitely know what you wantand be able to find a way to do
it.
And it may not always look theway that you expected it to, but
it will work out.
SPEAKER_02 (29:02):
It's been an amazing conversation.
And I will make sure that wehave all your contact
information so that people canread your blog and reach out to
you.
And again, thank you so much forjoining us here on Off Balance.
Thank you so much.
SPEAKER_00 (29:18):
Thanks for listening.
Please rate this episode andshare it with your family and
friends.
To learn more about your host orto book a coaching session,
visit www.brooksdemming.com.
Until next time, rise.
You're listening to the Off Balance Podcast, where
faith, family, and businesscollide, hosted by Brooke
Stemming, Doctor of BusinessAdministration, Business Coach,
and Resilience Expert.
Each episode features real-lifeconversations to help
entrepreneurs like you buildresilience and lead with
(00:22):
confidence.
SPEAKER_02 (00:32):
Welcome back to Off Balance.
I'm your host, Zocna Brooks.
Today's conversation is allabout perseverance and purpose
in the face of doubt.
We're joined by MichelleSteiner, a writer, photographer,
and passionate advocate forpeople with hidden disabilities.
Despite being told early in lifeabout college and meaningful
work, those things were notpossible.
(00:52):
Michelle refused to accept thoselimits.
Now with a degree in communityprogramming from Slippery Rock
University, she works as aparaeducator, supporting
students with disabilities, andshares her journey through her
platform, Michelle's Mission.
Her story reminds us thatlimitations don't define who we
are.
Michelle, welcome to OffGallage.
(01:13):
Oh, hello.
I am so excited to have you.
Before we dive into ourconversation, I shared a little
bit about you, but can you telllisteners who you are and what
it is that you do?
SPEAKER_01 (01:25):
Sure, I would be happy to do that.
My name is Michelle Steiner, andI live in Pennsylvania with my
husband Ron and our two cats,Jack and Sparrow.
I am a writer, I'm a speaker,I'm a photographer, and I'm a
paraeducator.
I work in a school with studentswho have disabilities and some
who don't.
And I also have a learningdisability myself.
(01:48):
And I have a blog calledMichelle's Mission where I write
about my life with a learningdisability and get the feature
my photography that I take on mywalks.
SPEAKER_02 (01:57):
What prompted you to start your mission of helping
others with disabilities?
SPEAKER_01 (02:03):
I always knew that I wanted to work with other people
in the helps, like definitelylike working with students.
And I can remember, I wonderedif I would be able to do it with
having a disability, but I wasable to go to college.
I struggled a lot.
I had a lot of people who toldme I couldn't do it.
And I faced a lot of stigma.
(02:24):
But it was right after I got mybachelor's degree that I started
to have a lot more confidencewithin myself.
And I thought, oh my goodness, Iwas able to get this degree
despite being told I couldn't doit.
And I just wanted to be able togo and to be able to pay it
forward and help other peoplethat have disabilities to be
able to thrive.
SPEAKER_02 (02:46):
So being told that you couldn't learn, that you
would never go to college, whatprompted you to decide, I'm
going to give this a try.
SPEAKER_01 (02:55):
One of the things that I was really lucky to have
was I had a learning supportteacher.
Actually, I had a studentteacher who told me, Michelle,
you can go to college.
You're really smart.
You know how to study and youknow how to work hard.
And I cannot remember thisteacher's name.
But when things got reallydifficult, I can just remember
(03:15):
just going to with that andthinking, okay, this is that was
the voice that I heard.
That is what helped me to beable to be able to get through
going to what I was goingthrough.
SPEAKER_02 (03:27):
So as you transitioned from high school to
college, what were some of thestrategies that you used to help
yourself prepare for thattransition?
SPEAKER_01 (03:36):
Some of the things that I did was I got connected
with an agency called Office forVocational Rehabilitation.
And they will pay for thingssuch as going back to school.
I was able to graduatedebt-free.
They also pay for if you needjob accommodations or workplace
assistance.
I didn't have much with that,but I have a lot with school.
(03:59):
Another thing that they'll do isthey will also just be able to
advocate for you.
And I also used accommodationswhen I was at school.
I had a note taker and I thatperson took notes for me in
class.
I had extended test time so I mybrain could process the
information.
And I had tutoring when I neededit so I could get that extra
(04:21):
help that I needed to besuccessful in school.
SPEAKER_02 (04:23):
You stated that once you were able to obtain your
bachelor's degree, it can helpyou with your confidence.
In what way would you say?
SPEAKER_01 (04:31):
I think it really helped me because before that
point, I was really negative.
I thought, oh, I can't doanything.
Or I thought, I'll be completewhenever my disability goes
away.
And it wasn't until I finallywas that the point where I
graduated that my disabilitydidn't go away, but I still had
success and I felt complete.
(04:51):
And that just really boostedthat.
I was starting to see thepossibilities in what I could do
and not so much of the of what Icouldn't.
SPEAKER_02 (05:01):
So after you graduated and your confidence
was built, what did you do nextto help you stay kind of on the
positive?
SPEAKER_01 (05:09):
One of the things I went and I was able to find a
job.
It took me a while to find onethat was disability friendly.
A lot of places said they were,but they weren't.
And I've been with my employerfor over 15 years and I love
working with the students.
I think that's a great way to beable to give back.
And I also have developed a lovefor photography.
(05:30):
I am not able to drive becauseof my disability.
So when I go on my walks, I getthe chance to take pictures of
flowers and to stop and smellthe roses.
And people say, Well, you bringout the details of a flower that
I would miss.
And I get that up and I get topost them.
And I think to myself, if I wasin a car driving, there are so
many things that I would miss.
(05:51):
I wouldn't be able to see thoseflowers or those other things
that were up close.
So that is one of the ways thathelps me to feel confident.
I post those on my blog.
And I also writing has also beenhealing for me, too.
I've been writing ever since Iwas a young child.
I can remember my dad found astory about a dinosaur that I
wrote in second or third gradeand said, wow, this is really
(06:12):
good.
And I didn't think I had anytalent up until that point.
And it was just that growing.
And when I engage in thoseactivities such as reading and
writing and photography, I don'tfeel like I'm disabled.
I feel empowered.
SPEAKER_02 (06:27):
That's really beautiful.
And when it comes to your blog,it's titled Michelle's Mission.
So what is your mission?
SPEAKER_01 (06:35):
Michelle's mission is to encourage, empower, and
educate people with and withoutdisabilities.
I think a lot of times there's alot of misinformation that goes
around having this learningdisabilities, especially.
And I provide a lot ofinformation about that.
I also want to empower peoplethat have disabilities to live
the life that they want andaccording to what their
(06:58):
interests are.
And I also want to encouragepeople.
I want to encourage people withand without disabilities to go
after their dreams.
SPEAKER_02 (07:06):
So looking back on your journey, what is something
that you wish you could havelearned faster that could have
helped you kind of move thingsalong?
SPEAKER_01 (07:15):
I think what could help me learn a lot faster was
that it's okay to useaccommodations.
It's okay to do that because Ican remember that stigma that
surrounded me, especially incollege, that disability
accommodations were cheating.
And I felt guilty with that whenI used them.
And I didn't want to bestigmatized, so I didn't use
(07:36):
them.
And I wish I would have becausethat would have made a lot of my
life easier.
I also wish I knew it was okayto have a disability because for
I for so long I just wanted tomake it go away, disappear, and
it would be whole.
And that didn't happen for me,and that's okay.
I think it has actually helpedme a lot of my life.
SPEAKER_02 (07:55):
So if you have someone that's listening and
they have a disability, whatadvice can you give them to help
them embrace their journey andjust move forward with their
disability?
SPEAKER_01 (08:05):
I would say the first thing is you got to know
what you want, and you have tobe able to find a way to do
that.
I think that is the biggestthing.
And it's embracing having oneand just finding those ways to
make that possible and to livethe best life that you can
possibly.
SPEAKER_02 (08:21):
That's good advice.
And you are a paraeducator.
Can you kind of explain what isthat and what do you do on a
day-to-day basis with yourstudents?
SPEAKER_01 (08:30):
A paraeducator is a teacher's aide.
I work in a school with studentsand I'm in the classroom.
And this year I'm working withseventh graders in learning
support and general ed classes.
And I get a chance to take astudent aside and maybe help a
student that's struggling tolearn.
I get that chance to assist ateacher where they need that and
(08:52):
to meet the students where theyneed that help.
Today I read a test to a studentthat has a disability, and that
was paying it forward for mebecause somebody read a test to
me all those years ago, and thatreally made a big difference in
my life.
And all the kids know, do notask me for help with math.
I'm pretty clear about that.
SPEAKER_02 (09:12):
Look, I am not afraid to admit that I am not a
fan of math either.
So I would have to be in thesame boat as you when it comes
to map.
So what has surprised you aboutyour experience as far as being
a paraeducator?
SPEAKER_01 (09:27):
I think just maybe some of the surprises or how I
can see this working in theclassroom because I used to
worry, oh, how am I going toteach children with having a
disability myself?
And I think sometimes thesurprises is that it all does
work out.
And I think also it'sinteresting, even though it's
been a long time since I was aseventh grader, it's like
(09:49):
hearing a recording myself atthat age.
I hate my disability.
I wish it would go away.
And I get that chance to tellthem it's not a bad thing to
have a disability.
And you're, I think it's soimportant we teach them now how
to manage this because for somany of our students, they're
going to all of them one dayleave me.
And I hope they achieve everysingle dream they have.
(10:10):
And I think it's, but theirdisabilities are going to stay.
So I think it's so important toteach them how to advocate.
So I'll be in the room withthem.
And if they have a question,I'll say, raise your hand, ask
the teacher, especially if it'smath, I'll tell them to ask him
or her, whoever's teaching.
And I just, those are some ofthe lessons.
I think that just reallysurprises me that it the
(10:31):
students still struggle with thesame questions with disabilities
that they did all those yearsago, too.
SPEAKER_02 (10:38):
And that's very interesting because you would
think as time has progressed,that the way that we integrate
children with disabilities andtheir needs would have evolved.
But unfortunately, it hasn't.
And so, where do you see theeducation system in the next
five years as it relates tohaving better opportunities for
(10:59):
children with disabilities?
SPEAKER_01 (11:00):
I definitely hope with the education system that
we're able to educate everystudent based upon their needs.
If I had one wish, it would beto have that funding that we
could have enough staff thatcould be there to provide that
support.
And I also would wish that theycould provide a more customized
approach to education, because Ithink sometimes students need
(11:23):
that.
I think they they need to havethat approach and so they it's
so they're able to learnaccording to their needs.
SPEAKER_02 (11:33):
Yeah, I think it's very important that we eliminate
that one size fits all becausewe are definitely different and
we learn different.
So if you have a parent that'slistening and they have a child
with a disability, can you speakto the importance of
accommodations and advocacy?
SPEAKER_01 (11:48):
I think what it's the best piece of advice that I
could say is to work with theschool.
If you notice that your child isstruggling at home, or if you
also, or if your teacher saysthat they're really struggling,
I think that's just so importantthat parents work with the
teacher.
Be give them a call.
Working with maybe your child'spediatrician or birth to three,
(12:08):
if you have very young children.
And I think that is just soimportant to have that
connection because that reallyworks for the benefit of the
child.
SPEAKER_02 (13:10):
And then if you have someone that's listening and
they are not sure aboutaccommodations, what are some of
the misconceptions that you havecome across when it comes to
accommodations?
SPEAKER_01 (13:21):
I think sometimes people think that accommodations
are cheating.
And that's really not the case.
That's to even the playing fieldfor students.
I've even had people that wouldtell me that's cheating, that
you get to use a calculator inschool.
And what they don't understandwhen I'm using a calculator on a
test is it's a little help forme.
It's better than nothing, but Ican still mess things up with
(13:44):
the calculator.
So I think that's a bigmisconception.
I think another misconception isthe student is going to be too
dependent on accommodations ortheir teacher with using them.
And that is not necessarilytrue.
I think if a student finds thecan use the accommodations, then
(14:05):
they can grasp the subjectmatter and they're not going to
be discouraged and they might beencouraged, okay, I might be
able to go to college because Iknow what I need to do to be
successful with this.
And I think sometimes peoplethink another thing is if they
have accommodations, then youknow they're just going to get
used to everything being reallyeasy for them.
(14:26):
And it's not easy.
Even when you haveaccommodations, it still is a
challenge.
I can remember going throughcollege-level math courses with
accommodations and not doingwell in the class.
And it was tough.
SPEAKER_02 (14:40):
Yeah, so I know accommodations is definitely not
cheating.
We all need to be accommodatedin some way or form.
And so I'm glad that you saidthat.
So your entire journey from achild to an adult, what do you
think that experience revealedabout you as a person?
SPEAKER_01 (14:57):
I think what helped develop me as a person was
definitely the relationships Ihad with other people.
My my mom and dad never gave upon me, and that was just such a
blessing.
And they were there to encourageme.
And I had some great friends.
I was really lucky.
I have an adult writing groupthat I started hanging out with
when I was a teenager.
And 20 some years later, westill meet to talk about our
(15:19):
writing.
And whenever I was struggling,they couldn't fix the problem,
but they could be a friend.
And I think that's just soimportant.
SPEAKER_02 (15:26):
Yeah, community is definitely important.
So when it comes to you, you area very resilient person because
you were able to beat the oddsand get a college education.
And that can be difficultregardless of, you know, if you
have a disability or not.
College is hard.
So that means that you are veryresilient.
(15:46):
So how do you define andcultivate resilience in your
life?
SPEAKER_01 (15:50):
I think one of the most important things is just
knowing that things are going toget better.
I can remember when I was young,I thought things were always
going to be hard and difficult.
And sometimes I wish I had acrystal ball to go and tell
myself it's not going to be thisbad.
You're going to have success.
And I try to remember that whenI hit a rough patch in my life,
that things have gotten betterbefore.
(16:12):
They will get better again.
It may not come how I think it'sgoing to, but it's going to get
better.
And I think that is important tohave that resilience.
And I think another part of thatis not chasing a cure for the
disability, but also chasingthings that can work, finding
different solutions and havingthat creative problem solving
does a lot of things to make youfeel like you're resilient.
SPEAKER_02 (16:36):
Yeah, that's good advice because I know sometimes
we do wish that we can rewriteour story and that we can remove
all the things that we don'tlike, but those things are what
makes us great.
Those are the things that makeus stand out and to have our
personalities.
And so I'm glad that you saidembrace it and not try to run
from it.
For listeners who might beraising children with a learning
(16:58):
disability or navigating one forthemselves, what encouragement
or advice would you want toshare as it relates to your own
journey?
SPEAKER_01 (17:07):
One of the first things that I would say is to
focus in on strengths.
Everybody has something thatthey're good at.
And I think if you can focus onand you can find what those
things are somebody does is goodat and enjoys doing, that'll
give them that sense ofaccomplishment and also that
sense of pride and someenjoyment with that too.
Because when I engage in theactivities that I love, I don't
(17:29):
feel like I'm disabled.
I feel empowered, I feel happy.
SPEAKER_02 (17:33):
And you also say that you are a photographer.
So when you take your photos, doyou sell your photos or are your
photos more therapeutic for you?
SPEAKER_01 (17:42):
I it's both.
I do sell photos, usually, likeit shows.
I may have been featured in workin different magazines as well,
and on my blog, but it's alsotherapeutic.
I get that chance to just be inmy own little world, my own
little bubble when I take thosepictures and to see all that
beauty that a lot of peoplemight miss.
SPEAKER_02 (18:01):
And how did you discover that you were into
photography?
SPEAKER_01 (18:05):
That was actually a surprise.
I can remember in my adultwriting group, there was an
older woman in the group, and wewere looking at I took pictures
from prom and I took a pictureof a tree at a venue.
And this older woman said, Wow,this shows perspective.
Now, when I showed this to myother peers, they said, Oh,
why'd you take a picture of atree?
But somebody could see thattalent in me.
(18:26):
Years later, but I put it on theshelf.
I thought, I'm not an artist, Ican't draw a straight line.
I'm I'm not into art.
And years later, my husband andI were in a cemetery, and there
were these beautiful angelstatues.
And I took a picture of one ofthem, and one of my friends saw
that, and she was a realparticular person, and she said,
Wow, this is really good.
And I thought, well, she likesit, it must be good.
(18:49):
And I entered it into a show andI got an honorable mention, and
that just encouraged me towrite, take more pictures.
SPEAKER_02 (18:55):
That's really good.
So over the years, how have youcultivated that gift of
photography?
SPEAKER_01 (19:01):
I love to be my husband and I love to go to
adventures like to parks andmuseums and gardens.
We think that's wonderful.
And I also love to do that on mywalks.
I'm not able to drive because ofmy disability.
So when I'm I don't have a ridesomewhere, I get a chance to
take a picture of a flower orsomething, other pretty thing
that I see.
SPEAKER_02 (19:21):
You also mentioned that you are a writer.
What sparked your interest inwriting?
SPEAKER_01 (19:28):
I think what really just sparked my interest was I
just felt I love reading, I lovewriting.
My dad would read me a storyevery night when I was little,
and that just really sparkedthat interest in me.
SPEAKER_02 (19:39):
And so, how has writing helped you to change
your mindset and embrace yourdisability?
SPEAKER_01 (19:45):
It's giving me a voice because sometimes if I'm
work if I have a problem and Ican write about it, I'm able to
have that voice where I can beable to talk about that.
And it's not inside me, it's outthere and I'm able to be able to
deal with the issue.
SPEAKER_02 (20:00):
I know a lot of people like journaling or they
write books to help themselvesto be able to get through
situations, didn't see anythingwrong with you.
SPEAKER_01 (20:10):
I think some of the challenges, especially when I
was at college, was peoplethought she can do anything.
And that's something I've facedwhen I'm at a job, too.
People will say, will think I'llcome in and I'll tell them I
need an accommodation or I'm notable to do math.
And people would just look at melike, why can't you?
What's wrong with you?
You're an adult, you have a youhave an education, you should be
(20:33):
able to do this.
And I have to explain to themthat I can't do that.
And that's where the advocacycomes in.
Because I have to be the onethat can explain my disability.
And not only explain the thingsI can't do, but also explain the
things I can do and how thatmakes me a valuable asset to the
place.
SPEAKER_02 (20:51):
And if someone is listening and if they are
uncomfortable with talking abouttheir disability, how can they
share their limitations orchallenges without disclosing
their actual disability?
SPEAKER_01 (21:03):
One of the things it's important to do is to
practice before you go in withhaving that.
I always think that's reallyhelpful.
And it's also about definitelysharing with the right people.
So if I'm at work and I'm havinga difficulty at my job, I might
go to the teacher that I workwith and explain I have a
(21:24):
disability and this is why Ican't do that.
And if I'm still having issuesor I'm not getting accommodated,
I've had to talk to staff.
I've had to go to ourprincipals.
And what I try to do is I'll setup a time to talk with them.
And I will say that I had to getcomfortable with saying my the
disability that I have.
(21:45):
And I'll say, I have a learningdisability.
These are some of the things I'mstruggling with, these are the
accommodations that that I need.
And a lot of times that'simportant because people can't
obviously can't see that.
But people also have a lot ofmyths around accommodations too.
They think that they'reexpensive.
And sometimes it's justsomething as easy as a schedule
(22:06):
change.
I've worked in an office beforewhere I could not put straight
holes in it with a hole punch.
And we got an electric holepuncher, and I think it was
under$100 for that.
So it's not necessarily this bigaccommodation that I'm going to
need.
I might just need something verysmall.
(22:27):
But I also think it's showingwhat the things you are good at.
So you might want to tell them,oh, I I might struggle with
this, but I'm okay with that.
And I think it's also notsharing every detail too.
I think that's really importantbecause you want to just stick
to the problems that you'rehaving at your work or at school
(22:48):
and not to get into every singlething with that.
And because I think you have tostay focused on what you need to
be successful in thatenvironment.
SPEAKER_02 (22:58):
And how did you learn in the workplace not to
let your disability define youor your ability to perform?
SPEAKER_01 (23:06):
I had a I my dad was a manager for a number of years.
So we practiced a lot of theseconversations of how to have
them so they're productive.
And I think what that was one ofthe things too.
I had to learn also, maturitywas really big.
Sometimes when I was younger, Iwould hear people say things and
I'd be afraid I was going tolose my job, or I didn't think
(23:28):
that I was performing up to whatother people were.
And I had to learn that I needto do my best.
And that I also have to go outthere with a positive attitude.
And it's okay if I make amistake, everybody makes them.
It's about how we handle them.
And it's also about finding theright employer, too.
(23:49):
I think I've worked for onesthat maybe didn't quite
understand and that was hard.
But I've also worked for somereally great ones too that
really get it.
And I think it's just findingthat that recipe, that for that
secret sauce where you havewhere it works, where you have
that level of challenge, but youalso have that level of
(24:09):
competent competency and abilitytoo.
And you're being accommodatedand you're being an asset to the
workplace or the school.
SPEAKER_02 (24:20):
And I can imagine having a disability, you have to
know about different laws andresources that's available for
you.
So what tools or resources didyou use to learn your rights in
your particular state?
SPEAKER_01 (24:33):
One of the things was I, when I was in college, I
studied community programmingfor Americans with disabilities.
So there was a lot ofinformation on ADA and the
impact that it does have anddifferent cases that come up
with special ed.
They still happen, irregardlessof how many years we passed many
(24:54):
of these laws.
And I also think I one of myjobs that I worked with was a
grassroots agency that was aCenter for Independent Living.
And while it didn't work outlong term at the job, what it
did, it gave me a betterunderstanding of what was
possible because I was seeingpeople that were coming in that
had disabilities and they wereable to be independent, living
(25:17):
in their own home.
So I think that really opened myeyes up to what was possible.
SPEAKER_02 (25:24):
That's interesting because when I saw the title of
the degree, I was trying tofigure out what is community
programming.
So, what are some of the toolsthat you took away from your
education that you apply day today?
SPEAKER_01 (25:36):
Some of the things that I have definitely applied
is how we deal with peop withother people.
It's opened my eyes up todifferent disabilities.
I think that patience is anotherthing that I might apply.
And just using those advocacyskills to point them in the
direction of having the bestlife possible and just giving
(25:58):
them that direction.
SPEAKER_02 (26:00):
And you use the word advocate a lot and advocacy.
So if someone is listening andthey haven't quite mastered
that, what would advocating foryourself look like on a
day-to-day basis?
SPEAKER_01 (26:12):
It can depend on what the day is.
If I am at work, I might have tosay what I I always have to tell
the kids I cannot help you withmath.
That is a form of advocating.
I if I get a new teacher that Iwork with, I have to tell them I
cannot help with math.
I also it's also with justspeaking up for yourself.
(26:33):
If I'm out and I can't figureout a tip particular to give to
the waitress, I have to pull outmy phone.
I have to pull out the tipcalculator.
I may not be saying the words,but I am definitely using that
that skill.
And I think it's just aboutbeing able to say what you want
and being able to express thoseneeds.
SPEAKER_02 (26:53):
What do you hope sharing your story will do for
our listeners today?
SPEAKER_01 (26:59):
What I hope that the listeners will leave with is
knowledge about disabilities,but also with being able to how
to help themselves.
And I think that's so importantthat our listeners, that people
know how that, how to be able toadvocate, how to be able to
speak up for themselves.
And I also like to say thesuccess doesn't always come in
(27:20):
the package that we all weexpect, but sometimes it comes
in something even better.
SPEAKER_02 (27:25):
Oh, that's good, Michelle.
So when it comes to parents, ifthey're listening, what advice
can you give them about thathealthy boundary of helping your
kids, but also allowing them tobe able to navigate things
themselves so that they can bemore independent as they grow
up?
SPEAKER_01 (27:43):
I think one of the things that we want to do is
focus on strengths.
Everybody has something thatthey're good at.
And I think it's finding thosethings and encouraging their
child to go in that direction.
I think it's also encouragingaccountability too for a lot of
our kids.
My parents never expected me tohave perfect grades, but I had
to try.
So I think it's important thatwe really look and we encourage
(28:05):
people to become happy, healthy,successful adults.
SPEAKER_02 (28:10):
And what's next for you?
So how do you see your workimpacting people in the future?
SPEAKER_01 (28:15):
I would definitely love to expand my blog and I
would love to share my story inmore places.
And someday I would like to alsowrite a book about my life and
possibly a children's book.
And so when it comes to yourblog, you can find me at my
website,www.mishellesmission.com.
SPEAKER_02 (28:32):
And I will make sure that I have that information for
listeners in the show notes sothat you guys can check her blog
out.
So as we wrap up, what's onemessage or piece of advice that
you want to leave with ourlisteners who may be navigating
their own journey with theirdisability?
SPEAKER_01 (28:49):
One of the things that I would say is to
definitely know what you wantand be able to find a way to do
it.
And it may not always look theway that you expected it to, but
it will work out.
SPEAKER_02 (29:02):
It's been an amazing conversation.
And I will make sure that wehave all your contact
information so that people canread your blog and reach out to
you.
And again, thank you so much forjoining us here on Off Balance.
Thank you so much.
SPEAKER_00 (29:18):
Thanks for listening.
Please rate this episode andshare it with your family and
friends.
To learn more about your host orto book a coaching session,
visit www.brooksdemming.com.
Until next time, rise.
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