Working with the Media

If you are a parent advocate, you are also an activist. Working with the media is a powerful and enduring tool in my special education toolbox. Remember, the media is there to tell the news or a story. My voice and pen are my greatest obligation and opportunity. When I have something to say or want to educate the public I am relentless in my pursuit to be heard on behalf of our children. I write blogs, letters to the editor, guest columns and call/email the education editorial staff and staff-writers to pitch an idea for a story or pass along important news about legislative action and special education policy.  

Believe in your heart that your child’s school experience is a story waiting to be told. The media is nothing to be intimidated by. I am a recognized and reliable resource whether I am the writer or the source of information. Write a letter to the editor or contact an education staff-writer with a story. I promise the media is waiting for you. 

-Marcie Lipsitt, parent advocate, Michigan

Think of the media as a tool. Getting media coverage can help you draw attention to specific issues regarding learning disabilities, educate the public, and influence policymakers by drawing attention to their actions. The media wields a lot of power in society today, but behind all the newsprint and sound waves, reporters are people like you who want to inform the public. With a good angle and the right timing, you can bring a lot of attention to the needs and rights of children with learning disabilities.

Working with the media can take a few different forms:

• Writing letters to the editor
• Writing op-ed pieces
• Approaching editorial boards
• Calling a radio show
• Preparing press releases

Keep these basic principles in mind when working with your local newspaper, radio station or even a television program:

• Know exactly what it is you want to say and how to say it. Be concise, and keep your message to two or three strong points that you can express in a few different ways.

• Whenever you contact any media outlet or specific reporter, be sure you find out who is in charge of education and/or disability issues, and get that person’s direct phone number, fax number and email address.
• Use the simplest, plainest language possible. Reporters may or may not know as much as you do about learning disabilities, but your words are for the public the reporter is reaching, whom you should assume are not at all familiar with the issues you are discussing. On the other hand, don’t be condescending, either.
• Become thoroughly familiar with any newspaper, radio show, or television program with which you will be communicating. Be sure that you understand the style and general angle of the outlet, and that you are familiar with the work of any particular editor, reporter, or producer with whom you might be in contact. This way you’ll know how to approach them or, perhaps to push back when he or she writes something with which you disagree. Frequently, you will find that reporters are drawn to the issue of learning disabilities because of some personal connection, such as a child or relative who has a learning disability such as dyslexia. Just as often, the reporter might ask about LD when in fact they are seeking information about other disabilities such as ADHD or autism spectrum disorders. Be prepared to use those kinds of connections to your advantage — you can build a relationship by offering yourself as a resource.
• Never assume that anything is “off the record.” It’s a reporter’s job to take what you say and turn it into a story that sells papers. The only way you can make sure they are telling your story is by sticking to it. Don’t throw in little commentaries, even if you think you’re just lightening up the conversation, unless you are prepared to see them in print.
• “No comment” is a comment. It doesn’t imply that you don’t know; it implies you know, but don’t want to talk about it because it might be a weakness in your argument or go against your point.
• It’s okay to say, “I don’t know.” The best thing to say is, “I don’t know, but I can get back to you on that.” Then, find out quickly, and contact the reporter promptly.
• Don’t let a reporter get to you. It’s a reporter’s job to ask questions and sometimes even play devil’s advocate. Always be polite, calm and collected, and make sure you stay on topic.
• Don’t let reporters put words in your mouth. It’s dangerous to agree with a statement they make for you (i.e., “So would you say that....”) The quotes should come from you, not them. If you’re not sure he or she got it right, it’s okay to ask a reporter to read back what you just said.
• Preparation is the best way to ensure that you come away from any one-on-one situation having clearly and effectively communicated your message.
• Always thank the person with whom you are dealing, and follow up to make sure your messages are being used. 
• Ask when the story will run and request notification when it goes live.

Letters to the Editor

The Letters to the Editor section is always one of the most popular sections of any paper or magazine. This section is an easy way for you to let policymakers know your opinions and to educate readers about issues that concern you. Letters can be used to correct or respond to the facts in an article, to praise or criticize opinions expressed in the publication, or to simply bring attention to the issue you want to address.

Study the publication you’re writing to before you begin. Know the name of the appropriate editor to write to, and become familiar with the format that published letters take. Some newspapers have written guidelines for their letters. Following these guidelines closely is the best chance you have of getting published.

Here are a few more tips to help you get your message across in a letter to the editor:

• Timing is everything.

  Respond to an article or news item right after it happens; or even better, if you know a bill is passing or an article is being printed, send your letter to the editor before readers know anything about it.

• Short and sweet.

  Just as when writing to a legislator, keep your letter clear and concise. Make one strong point and leave it at that. It’s a good idea to write a draft of your letter, take a break, and then look at it again. That way you can make sure that you are saying exactly what you intend.

• Check your facts.

  Both your credibility and that of the publication hang on the accuracy of your letter, and credibility is everything. If it turns out you didn’t have your facts straight, it’s unlikely your letters will be published again.

• Make it relevant.

  If you are writing to a small, local paper, explain how your issue affects the community (i.e., “If Councilman Who’s resolution passes, one in every four third graders at Whoville Elementary School will be ... ”) If you are writing to a larger publication, adapt your tone and scope to its audience. Local connections for papers based in metropolitan areas are still important, even for large papers.

• Name names.

  Don’t be afraid to mention policymaker’s names — this is an easy way to make a letter relevant to a local area. If you are addressing a specific person’s policies or intentions, be sure to send a copy of the letter to that person. Politicians need to know you are paying attention to what they are doing that will have an impact on children with LD.

• Let them know who you are.

  Any letter to the editor should include all your contact information. The publication may not print it, but an editor may need to get in touch with you to verify some information or to ask you questions. Just as with policymakers, one of your goals is to become a source of information for them. Also, if you have any credentials that make you more of an authority, mention them. Your expertise will make it far more likely that your letter will get printed.

• Follow up.

  Call the publication to make sure they received your letter and offer to help them with any stories they have planned on learning disabilities. They might have feedback for you on your letter or might take the opportunity to ask you a few questions about the issue.

• Keep trying.

  Even if your letter doesn’t get published, write another one the next time it’s appropriate. There can be many reasons why a publication doesn’t print any one letter and educating the editorial staff of the publication is an important task, too.

• Contrary point of view.

  Letters to the editor which propose a view contrary to the view in an article are more likely to be published than letters which agree with the paper’s point of view.