Strengths

Photo of Nancy J. Hammill Cooper Learning Center With teeshirt which says This is what dyslexia looks like


As a dyslexic adult, Nancy Hammill makes a difference in the lives of others everyday. Here’s her story.


The Cheese Stands Alone

My earliest memory of school is from kindergarten when we played the Farmer and the Dell. I was chosen last, so I had to be the cheese. I stood alone in a circle as my peers holding hands, skipped around me singing


“The cheese stands alone.

The cheese stands alone.

Hi-ho, the derry-o.

The cheese stands alone.”


It turned out to be a metaphor for my school career and how I felt around others during those years. I always felt awkward, frustrated, filled with self-doubt, and standing alone.


I only made marginal progress with reading and writing throughout second, third, fourth, and fifth grade. I had trouble telling time and learning math facts. I mispronounced sounds and words, and went to speech class. I failed spelling tests and math tests. I had poor fine motor skills and sat in the lowest reading group everyday. Although I wasn’t formally diagnosed with dyslexia and ADHD until graduate school, my father (who is dyslexic) was aware that my learning difficulties were not a result of IQ or motivation. The school’s position was that I wasn’t trying hard enough.


Kept Back


At the end of fifth grade, my parents decided to have me repeat the grade in hopes to have me catch up with my peers. This was an extremely difficult decision for my parents, but after years of battling with the school and seeing their child struggle they felt like it was the only option. I was devastated. All summer long, I would wait until we were in the car and would let loose about how they were ruining my life. I was a beast. Honestly, I am surprised I made it to the fall without them wringing my neck.

Mrs. Mary Jane Nauss, my fifth grade teacher, was dynamic, creative, and was the first teacher to ever like me. My parents felt like she was my only hope, lucky they were right! She formed the exclusive Phonics Club, membership one - me. I met with her after school everyday for two years. Mrs. Nauss with her high-heels, diet coke and quirky humor, armed with a bounty of snacks, taught me the code. Although I wasn’t cured, not even close, Mrs. Nauss’s nurturing put me on the path of success.


Pressure to Succeed

During high school and college, I became hyper-focused on succeeding, a quest to prove I was smart. Succeeding at school defined my self-worth and my intelligence. It was extremely difficult. I did not receive any services, supports, or accommodations. I had a lot of shame and self-doubt. I feared that people would see me as defective if I came out needing help. I did it all with flashcards, hours of studying, and hounding my professors. I put a great deal of pressure on myself. I wasn’t emotionally healthy, suffering from perfectionism and anxiety attacks. However, I performed well. I even became a National Officer of the Phi Theta Kappa honor society and traveled around the United States talking to college students. It was like living a double life.


Inclusion Benefits All

In the 1990’s, I became involved in the Inclusion movement during a college internship. Its philosophy was embedded in Civil rights – that the general education system needed to be more inclusive, to better serve all students. It was empowering. It flipped the script for me. Instead of believing in a one-size fits all classroom, the inclusion movement embraced the idea that schools could accommodate and educate differences. I marched on Washington D.C.. I decided I should become a teacher. I accepted a job in education and went to graduate school at night. At 24 years old, I mustered the courage to get formally tested. I was diagnosed with dyslexia and ADHD. I received my first accommodation on my teacher state exam.

Strength from Weakness

I think many of my strengths, like my weaknesses, are directly linked to my learning disabilities. My struggles have made me empathetic, organized, and a constant problem-solver, whether I want to be or not. However, I think my greatest strength is my tenacity and “stick to it- iveness”. I am like a dog with a bone when I put my mind to something. I never quit on a goal. I totally believe that if you work long enough and hard enough there isn’t a goal you won’t eventually meet. To believe is a power that no force on earth can stop. That being said, I still struggle with self-doubt – that I am not smart enough. It is something that I need to frequently put into check.

Effective Life Hacks


The luxury of being an adult is that you can craft your life to your strengths and interests – and I have done just that. Also, technology really helps my organization and writing. However, I still frequently stump spell check. I think my most effective life hack is good old-fashioned kindness. I learned long ago that people are more forgiving and more likely to help people they like. At work, I am a team player. I give freely, try to support others, and reserve judgment. It creates the type of relationships that allows me to ask for help. Let’s face it, if you are dyslexic there are times you need an editor!

A Message to Adult Dyslexics

Accept yourself and the beautiful brain that has been given to you. Take the time understand your strengths and vulnerabilities. With your team, prepare a list of reasonable accommodations that support you, bring the list with you to college and pursue these accommodations. It will take self-advocacy skills and confidence to effectively get the help you may need. Don’t be ashamed! Accept that you may have different educational needs than your friends without learning and/or attention problems, and that is okay. Then go for your dreams…


Photo of Nancy J. Hammill, Cooper Learning Center, from Linkedin photos


My Work at Cooper Learning Center


After receiving a Master’s degree in Elementary Education from Bank Street School of Education in New York City, I began teaching in Montclair, New Jersey. I taught grades 3 through 5, both inclusion team teaching and resource room. When my husband and I relocated to Southern New Jersey, I accepted a job as a learning therapist for the Cooper Learning Center. As part of Cooper University Hospital’s Department of Pediatrics, the Cooper Learning Center is distinguished as the region’s only child-learning program affiliated with a university-level medical center. I have developed extensive training in Orton Gillingham, Lindamood-Bell®, Project Read, a certified Teacher Expectation Student Achievement (TESA) trainer, and a Certified Self-Regulation Alert Program Leader. For the last decade, I have provided literacy remediation in public and private schools. I was honored to be the recipient of the 2016 National Learning Disabilities Educator of the Year Award, presented by the Learning Disability Association of America, as well as asked to serve on the New Jersey Board of the International Dyslexia Association. It’s been a remarkable year.




Nancy J. Hammill Cooper Learning Center Read Across America Day pictured from Left Elliott Sikes, Nancy J. Hammill and Liam Gonzalez

Pictured from left, Elliott Sikes, Nancy J. Hammill, and Liam Gonzales - Read Across America Day.




I love that my position allows me to draw upon my professional expertise and my firsthand experience with dyslexia to help people of all ages overcome their learning challenges to achieve success. With time my responsibilities evolved to include adult education. As Cooper Learning Center’s Professional Development Coordinator, I design and facilitate research-based literacy trainings and coaching opportunities for schools and educators. I also develop community programs, making a difference for families navigating their own educational journeys. One of my proudest accomplishments with Cooper Learning Center has been designing and implementing a professional conference, Facets of Dyslexia, in my region of New Jersey on Dyslexia. The goal for establishing the conference was to provide access to quality information and promote a deeper understanding of Dyslexia and other language-based learning disabilities to my community. I feel extremely lucky to be doing the work I do… everyday I work with people making a difference in the lives of others. It doesn’t get better than that in my opinion.

Thank you, Nancy, for sharing your story with us!



“Clay Cousins is an organizational change leader and visionary entrepreneur. He uses his distinctive facilitation style and collaborative model in leadership coaching to support individuals and organizations in reframing their perspectives to effect sustainable change. Clay’s abilities to connect seemingly unrelated ideas and identify innovative solutions have been shaped by his dyslexia, which was identified in early childhood. This out-of-the-box thinking and his natural ability to build and maintain relationships have emerged as his greatest strengths.”

Clay agreed to share his story with the Headstrong Nation community. Because of dyslexia, his early years in school were difficult, intensifying in college. However, the challenges he experienced as a student helped him to discover the skills and strengths that he relies on as an entrepreneur today. Clay uses this unique experience to assist businesses and individuals in reaching their full potential.

I Thought I Was Doing Great

My parents were initially made aware that I was not reading at grade level in the second grade. I was placed in a remedial reading class. Since I had no reference point to identify how I was supposed to be reading, I personally didn’t see a problem and thought I was doing great. However, in the fourth grade I was formally diagnosed with dyslexia.

I’ve always had a huge thirst for knowledge, and thought I was moving forward in school. However, I was receiving feedback from my parents and teachers that I wasn’t quite making it. Elementary school was a confusing time for me. I came to the conclusion that the formality of school didn’t inspire me and seemed to hold me back creatively.

One of my outlets during this period was Physical Education – but not the typical PE class. The PE teacher was really ahead of the curve and had created an indoor ropes course in our school. I had two friends at the time who also had an interest in the ropes course. (It turns out that they too had dyslexia.) The PE teacher allowed the three of us to come in and set up the ropes course during the week and even on weekends. The course and other activities in the gym allowed us to escape the day-to-day stress of the classroom. This PE teacher influenced many of my choices during my elementary school years.

My Special Education resource teacher was also a strong advocate for me in elementary school. However, because of their lack of understanding of dyslexia, many of my other teachers were not very helpful. I believe they were very invested in trying to help me, but often said to me, “You need to try harder and focus more.” I wanted to reply, “You don’t know how hard I AM focusing;” but, I didn’t have the language or ability to share with them what I was experiencing.

Hitting the wall in middle school.

By middle school, the only aspect of school that I enjoyed was socializing. I enjoyed the process of learning but I wasn't able to demonstrate what I knew, so I checked out more and more. However, I did have advocates. My parents attended all my annual IEP meetings and always asked questions.

During one meeting, while reviewing my IEP, my mother noticed that another child’s name was used throughout the document, although my name was on the cover. It was apparent to her that no one was reading, much less implementing the plan. She confronted the IEP team about this and threatened to sue the school because they weren’t providing me with the appropriate resources. The school agreed to reimburse my parents for all the outside tutors they had hired to help me stay at grade level. I actually only learned of this about five years ago.


It is interesting talking with my mother now. I’ve learned that back then, it was a difficult period for her because nobody had any answers as to how to help me learn and she couldn't relate to what I was going through. She tried to find tutors who could help me. I struggled with the tutoring. They used different methods than the school’s approach, but it still wasn't effective for me. I wasn’t confident that I was making any progress. The one bright spot that was emerging, with some help and observations from my father, was my self-awareness. Through this self-awareness, I was able to start advocating for myself.

Working the System in High School

When I moved onto high school, my mom was worried about what I would do, how I would manage. I didn’t think anything of it. Since academics were hard for me and I wanted to graduate, I looked for alternatives to the traditional school day and realized the school was made up of systems.

I figured out how to work the system to my benefit. I knew my weaknesses were reading and writing. I was decent in math, if I had the right teacher. I creatively scheduled my courses to include study hall in the resource room. There I got much of my homework done using the school’s tools to my advantage. I used my social skills to get what I needed from the resource teachers. My needs appeared minimal compared to the more severe disabilities they had to deal with.

My greatest challenge in high school was my friends. They were a relatively intellectual group. Because I compared myself to them and wasn’t performing at their level, I bought into the idea that I wasn’t very smart, since I wasn’t performing at their academic level. They were accepted to college with scholarships in programs that I felt I could never attain. That was my mindset

.

College Bound

My parents were adamant that I go to college because they believed I had the ability and could succeed. (They also believed that I would always regret it if I didn’t try.)

I was accepted to the University of Northern Colorado in Greeley. They had a very good program and an understanding of dyslexia, so I received support there. Despite the resources available, college was very difficult for me. Up to this point, I had intentionally worked hard to get out of doing much of what was required of me in school (by working the system).

On top of this, I didn’t know what to major in; what I wanted to do for a career. I barely made it through the first semester and wondered why I stuck with it. I had a better attitude the second semester, however. Ireached out to one of my professors in recreation management to discuss this field and she helped me to set up an appointment with an advisor to explore what the program offered.

On the weekends, I hung out with my high school friends who were attending Colorado State University (CSU) in Fort Collins. I shared this information with them and they encouraged me to transfer to CSU.

In my second year, at CSU, I decided that I wanted to do more than survive, so I put all my effort into it. I was gaining confidence, knew I was smart enough to succeed, and pushed myself to do the best that I could.

However, I once again experienced a lack of understanding of the accommodations needed for one with dyslexia. While the University recognized my need for more time on projects and/or tests, professors did not, resulting discouragement rather than support. I resorted to what worked for me: working the system using my inherent skills.

I realized that I had strengths that I could use to my advantage in the classroom. I was an auditory learner, and had good negotiation skills. I rarely missed class, as listening to lectures was something that I could do easily to learn information. I had good presentation skills that enabled me to obtain high grades in group projects. This balanced out the lower grades I may have received on multiple choice or written exams.

I met with each of my professors to introduce myself and to discuss my disability and abilities. Once I shared the accommodations essential to my success in college (a list from the college’s office of disability programs) they were more than happy to help me achieve my goal: a college degree.

Reading was difficult for me and the resources were few and outdated. The disability office was stretched thin, with staff helping students with many types of disabilities. Although they did want to help, I found that many of their resources didn’t really work well for me. I had difficulty finding my rhythm. However, I realized over time that I am pretty high functioning, so I believe I developed strategies drawing on talents I didn’t even know I had.

I have to admit that I was kind of disillusioned in college. My major wasn’t exactly what I thought it would be, and I had felt like I was not going to pursue a career in it. However, I realized the value in getting a college degree, and I did learn important life skills. They have helped me hone my social and interpersonal skills, which I use in my work today.


Early Career – Finding my way and understanding my strengths

During college and after, I worked at a ski shop renting equipment. I was later offered a position as a snowboard buyer and assistant manager. My transition from college to work was a pleasant one in comparison to that of my friends who had difficulty finding work after college.

Then, I started looking around for different career opportunities, but I wasn’t sure of what I wanted to do. The area I had majored in (Recreation, Natural Resources and Tourism) no longer interested me. I saw a myriad of other possibilities, which is both a strength and curse of mine: too many choices and not idea how to choose one.

I got a few leads and ventured into construction, then the oil and gas industry. Through these, I discovered my greatest asset: big-picture thinking. This enabled me to objectively see and evaluate the needs of business owners: what was working, what was not and what they might do differently to be more successful. Although, the jobs were temporary, and not very satisfying, they were the start of my self-journey.

In these positions, I was given very diverse responsibilities: act as liaison between departments, manage PR events and other projects, coach department heads in change management. Because of the variety of tasks and my unconventional approach to achieving the desired outcomes, it was difficult to measure my value through established metrics.

These various responsibilities helped me to see what I was good at, what my true strengths were, and how I might leverage these strengths in a different way. I realized that I was very intelligent (I just expressed it differently) and I understood how to connect with people. These experiences gave me an understanding of my skill sets and placed me on a new trajectory.


I Started my Own Business - Changing the Status Quo

I took the plunge and started a consulting business with my wife and life partner. We focus on Coaching, Group Facilitation, and HR advisory work (my wife’s specialty). Our whole business is built on developing self-awareness and mindset. This is a natural outcome of the work that I had to do around my own self-awareness.

A message that I’d like to share with others with dyslexia is that just because the past may have been filled with negative experiences, it doesn’t mean the future has to be the same. The status quo can be changed and this awareness opens up a whole new world of possibilities.

If I believe in the status quo: that I have to read a book in a certain amount of time, then write a report on it, I feel like a failure from the get go. But if I can listen to a book and present my knowledge of the material in another way, then I have accomplished the same goal. If you carry this book analogy into your personal and business life you can open up all sorts of possibilities, increasing your level of success.

The thought of unlimited possibilities really gets me fired up! Looking at work through the lens of “This is how we’ve always done it” can be very limiting. I would hear this a lot in the corporate world. Many limiting beliefs and ultimately processes and can be improved. It’s important to understand why things work. If they don’t work, you have an opportunity to innovate. I look for that deeper meaning and that’s what excites me.

Another thing that excites me is being able to give people the language and tools to recognize and maximize their abilities. I’ve seen people stuck in a role that was defined for them. They think they are limited by that definition. Helping people understand that there is “transferability” of their skill sets across industries is a really exciting part of my role as coach. I thrive on giving people the tools and ability to develop their inherent leadership skills to guide others. In this way you can model leadership to others on many levels and help change outcomes.

I believe we are seeing an exciting entrepreneurial movement and this is inspiring! People are rethinking their current situation, assessing their strengths, and moving forward boldly and creatively. However, one does not have to be an entrepreneur to realize one’s potential. In addition to having a positive mindset, resilence, and authenticity, possessing an understanding of one's strengths, and how to best use them, will help a person to achieve any goals he sets for himself.

CLAY’S COMPANY INFO:

Websites

www.rdigrp.com

www.launchingideas.co

www.elevatemomentum.com

Facebook – Follow our company pages

Launching Ideas

Elevate Momentum

Twitter

@launching_ideas

@elevatemomentum

LinkedIn – Follow our company pages

Launching Ideas

Elevate Momentum


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Photo of Kellie Green by photographer Kellie Elmore

My Teachers Didn’t Think There Was Anything Wrong with Me.

It was always hard for me to keep up with other students but all my teachers didn't think there was anything wrong with me because I was a good student. I turned my work in on time, I listened in class, and I answered questions when called on.

Kellie Green with family

I was told I had dyslexia.

Things started to get really bad in the 4th grade when I was told that I had Dyslexia. I think my mom (who is an occupational therapist) knew before I was diagnosed but she wanted to be sure. We also learned that my dad and little brother have dyslexia as well. I was evaluated and given the diagnosis of "learning disabled". I have an ISP which stands for Individualized Service Plan because I go to a private school. The schools that I have been in haven't really helped me. My grade school tried but they didn't really understand what was going on but they did try hard to help.

 Photo of Kellie and three friends dressed up for dance/occasion


Middle School was Hard. My last year of High School is the Hardest.

My middle school years were hard but I pushed through. The hardest year is my last year of high school (this year) because they do not want to help me. When I have offered to do whatever it takes to help them understand my dyslexia they haven't been open to listening. They keep telling me to read more and I should get better. They also do not understand what ear reading is, at all. My high school has changed the resource teacher that was working with me to another person that they make work at lunch and not help other kids. They also don't try to help me when I really need it. They are really set in their ways and they are not open to little changes.

Photo of Kellie and classmates, group shot


My Challenges, Tools, and Strengths

Texting and emailing people is challenging for me. Emailing is more for people like places I would like to work and teachers. Texting is hard for any person I am texting. My close friends usually understand what I am trying to say. Some of the tools I use which help me are Read 2 Go, Notability, Textgrabber, Voice Dream, and istudiez pro. My IPad and iPhone have been life savers! One of my strengths is my ability to understand people. I have helped a lot of friends’ work through hard times. Also, my creativity is a strength. My hobbies and passions include acting, music, reading, being with people, my pets and so much more.

Photo of Kellie Green and a friend sitting at table


Moving Forward

I plan on getting my degree in Mortuarial Science at Kansas City Community College.

My message to others? Know that it does get better, and if you fight for what you need you will get it.

Many thanks to Kellie for sharing her story with us! All the best to you Kellie, Class of 2016! Keep us posted on your progress in college and beyond!

A special thank you to Kellie's aunt, also a "Kellie", Kellie Elmore, Professional Photographer from When I Grow Up Photography, for permission to use the great photos submitted! - http://www.whenigrowupphotography.com/

Do you have a story to tell? Want to share it with us? If you are an adult dyslexic age 18+ and would like to share your story living as an adult with dyslexia please contact us at info@headstrongnation.org. You can discuss your strengths and your struggles, any dyslexic hacks you'd like to share, your favorite assistive technology, and how you "Own" your dyslexia. Your story may inspire another person to share theirs too!

We'd like to invite you to donate to Headstrong Nation. We need your help to fulfull our mission for the adult dyslexic. DONATE HERE

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Self Advocacy part one know thyself headstrong nation #weownit www.headstrongnation.org/membership


Self-Advocacy in Three Parts

Part One – Know Thyself

What does self-advocacy mean to you as an adult with dyslexia/LD? Self-advocacy can be defined as the ability to represent and speak up for yourself, to be actively involved as a voice in decision making in matters involving you. In an article on Wrightslaw.com, author Nancy Susanne James states “This journey of self-education is an ongoing process, as individual needs change over time. There are three parts to becoming an effective self-advocate: knowing yourself, knowing your needs, and knowing how to get what you need.”

The slogan used by various disability rights activists, “Nothing about us without Us” points to the need for the individual to be at the center of all discussions involving himself and his life. Getting in touch with and knowing yourself is the first part of becoming an effective adult self-advocate.

Knowing yourself involves know your strengths and weaknesses. It involves identification. There are many informal inventories and checklists which can help you to uncover your particular pattern of strengths and weaknesses such as Headstrong Nation’s Potential Indicators of Dyslexia and our Strength and Attitude Assessments. Inventories like these can give you some valuable information to share with a professional licensed to formally evaluate dyslexia and other related learning disabilities, and may serve as a starting point for conversation. Below are the sample results of a Strength Assessment showing high social and visual skills.


Example of Headstrong Nation Strength star generated after taking inventory, Showing high social and visual skills

A formal psycho-educational evaluation performed by a licensed Neuropsychologist or other professional trained in working with adults with dyslexia/LD can be quite costly, so it will be helpful to inquire if any of the cost might be covered by your insurance carrier if you are determined to pursue formal identification for yourself. Other avenues to explore qualified professionals include local university departments of psychology or clinics, community mental health centers, and local rehabilitation services agencies (State Agencies - https://rsa.ed.gov/people.cfm - Then click on "Other Useful Contacts > State Agencies/Contact Information ). It is important to remember that obtaining a formal diagnosis of a learning disability permits you to certain rights under federal law in higher education and in the workplace.

In Self-Advocacy in Three Parts: Part Two, Know Your Needs, I'll discuss knowing your needs and how this information can enable you to become a more effective self-advocate in life, school, and career.

Read Nancy Susanne James’ article Self-Advocacy: Know Yourself, Know What You Need, Know How to Get It HERE.


Recommended Resources:

Self Advocacy: Know yourself, Know What You Need, Know How to Get It. Nancy Suzanne James (Wrightslaw) http://www.wrightslaw.com/info/sec504.selfadvo.nancy.james.htm

Rehabilitation Services Adminstration - ED/OSERS/RSA - https://rsa.ed.gov/people.cfm

Self-Advocacy in Three Parts: Part Two - Know Your Needs - http://headstrongnation.org/community/blog/self-advocacy-three-parts-2-k...

Self-Advocacy in Three Parts: Part Three - Getting What You Need - http://headstrongnation.org/community/blog/self-advocacy-three-steps-3-g...

We'd like to invite you to Donate to Headstrong Nation to help us to fulfull our mission for the adult dyslexic. DONATE HERE

Like us on Facebook, Follow us on Twitter, Pinterest, YouTube, and Instagram. Thanks for your support! - The Headstrong Nation Team

poster - see it another way - Change our perspective of dyslexia from disability to gift

A graphic challenging us to change our perspective on dyslexia - © Patrice Steele

Patrice Steele, Graphic Designer, contacted Headstrong Nation to share her story as a young adult dyslexic. As a child, Patrice had much difficulty in school and couldn't figure out why she struggled in reading, writing and mathematics. In the 10th grade she was held back and needed to take evening classes to make up for lost time. She credits her mother for doing things for her, but acknowledges that both her parents and others close to her did not truly understand her struggles with dyslexia and dyscalculia. Her teachers would tell her parents that she was not paying attention or trying hard enough, and like so many adults with dyslexia, she was a child whose learning issues weren't properly identified and she therefore "Fell through the cracks" and didn't get the assistance and support that she needed. In school, Patrice felt like an "Outsider". She felt her teachers were judgmental and not supportive. They assumed that Patrice didn't want to go to school, that school wasn't for her and her struggles were her problem.

Graphic of peace of a face with words on it  - Serene, tranquil, centered, peace

A graphic about Peace - © Patrice Steele

Patrice had viewed some episodes of the TV shows 20/20 and Nightline which featured other individuals with the issues that she was experiencing, including difficulties with reading and writing, poor memory, difficulty telling time and counting money. She wondered if she too, might have dyslexia, but since she wasn't getting much support at home or in school she felt alone and was scared to bring up the subject. It took Patrice an additional two years to pass the standardized testing needed for her to obtain her high school diploma. She experienced great difficulty and had to re-test many times before passing the ACT and finally obtaining her diploma in 2007.

Despite her struggles with school, Patrice applied to and attended the CBT College for Graphic Design. At CBT, she experienced success in her art courses, receiving A's and B's. She still obtained C's and D's in Math and English, however. Patrice persevered, worked hard, and graduated. She's currently dealing with student loan debt and continues to seek employment, but it has so far been difficult for her to find a job in her chosen field of graphic design.

Patrice recently obtained a formal evaluation to confirm her dyslexia in Fall, 2015 at age 28. Evaluation results indicated that her reading had improved but continues to be low for her age, and that her performance in math is low. Patrice is tired of feeling embarrassed over not reading on a higher level that she feels an adult of her age should be reading. She’s worked to understand basic information, but she still mixes up words and describes her math skills as "horrible". She feels lucky that she has found other ways to obtain higher education, but acknowledges that it wasn't easy to do so and feels that no one should have to struggle like this. She's come this far, but has other challenges ahead of her, and she hopes that she'll have the strength to tackle these challenges and find her true place in life, pursuing her passion as a graphic designer.

A graphic of a man sitting with words - sit, think, be creative

A graphic telling others to be creative - © Patrice Steele

Patrice has created a website of her creative graphic design work here: http://steelepatricegd.wix.com/minimal-designer-por

She's also filmed and uploaded a series of videos to her YouTube channel to describe her experiences of feeling fed up from being "jerked around" by the school system where she felt she was unfairly judged and misunderstood during most of her schooling. She also shares some beautiful examples of her art and design work. Below we’ll share the first of Patrice’s videos on her dyslexia, and you are welcome to view the others at the YouTube channel link above.

My Talk About Dyslexia. Learning to Have No Shame 1

Many thanks to Patrice for sharing her story and beautiful, inspirational art work with us!

We would like to invite you to donate to Headstrong Nation – DONATE HERE. Like us on Facebook and Follow us on Twitter. Thank you very much! The Headstrong Nation Team

Call for Stories Headstrong Nation


Stories Matter.

Headstrong Nation is holding a "Call for Stories". We want to hear about your experiences as an adult living with dyslexia/LD. Stories are important. They inspire and inform us. They influence us. We relate to them. They help us to feel connected with each other. They don't have to be perfect, and they don't have to be finished. They are forever evolving.

How do you manage the challenges associated with your dyslexia on a daily basis? What are your particular struggles? Have you developed effective work-a-rounds in your career and life that you'd like to share with others? What types of apps or assistive technology help you to thrive? Have you discovered your unique strengths? What keeps you going? What frustrates you? What do you need that you aren't getting? What does success look and feel like to you?

If you have a story to tell as an adult with dyslexia and would like to share it with the Headstrong Nation community, please contact us at info@headstrongnation.org. We may be able to feature your submission in our community blog and through our social media channels so your story will inspire others to possibly share theirs too.

Tell your story... Looking forward to hearing from you! Thanks! - The Headstrong Nation Team

Please consider donating to Headstrong Nation - DONATE HERE. Follow us on Facebook and Twitter, Pinterest and subscribe to our YouTube Channel.

Photo of Artist Mary Radcliff-Harnetiaux

Mary Radcliff-Harnetiaux, Artist, www.mariauxart.com

Mary Radcliff-Harnetiaux is a Saint Louis, Missouri Artist who creates large-scale abstract paintings in acrylic on wood. Her work is ornate and full of life and movements. Mary is an artist who likes to tell stories, and many of her paintings are inspired by poetry, literature or iconic figures. Each painting has an original handcrafted frame which is built by Mary's dad, Michael Radcliff. Mary agreed to share her story, her work and experiences as an adult dyslexic with Headstrong Nation.

Painting by Mary Harnetiaux

"Four & Twenty" - Acrylic on Wood - By Mary Radcliff- Harnetiaux

Photo by Robert Bullivant/Bullivant Gallery www.bullivantgallery.com


Dyslexia as a child

I struggled in school. I never received support as a student nor was I understood by my teachers. I was unable to connect to my work, which made me feel helpless and isolated. I was viewed as lazy and unmotivated. When I look back at my educational journey, I remember all the things my parents had to do in order to protect me, and I'm incredibly grateful they never gave up on me.

Painting by Mary Harnetiaux

“The Kaleidoscope” – By Mary Radcliff-Harnetiaux


Discovering Art and the Creative Process

I discovered I was an artist when I was six years old. I won a coloring contest in my community and that smidgen of recognition felt so right and reaffirming that I gave myself the title, “artist.” At the start, my creative process with painting served to pacify my feelings of inadequacy in other areas. I always looked to tell a story and the stories in my heart inspired me the most. During a typical school day, or later in life while working at my job, I would see the painting I wanted to paint in my head and I would come home and try to capture it. I intuitively knew that I had this other “thing” that I was really good at. I’d dive into my paints and I would find myself.

Painting by Mary Harnetiaux

“Eve” – Acrylic on Wood - By Mary Radcliff-Harnetiaux

Photo by Robert Bullivant/Bullivant Gallery www.bullivantgallery.com


What My Dyslexia Looks Like

I forget passwords all the time and find myself locked out of accounts—very frustrating. When I put things away, I can’t find them. I stack things neatly and within sight. I get rid of clutter. I have large glass apothecary jars that I keep pencils and crayons and paint brushes in. I would say that my days of working in retail actually helped me learn how to “display” items in an “artistic” way around my house—no one would know that I have problems with organization.

Paperwork/forms in doctor’s offices (or anywhere) is very hard for me to fill out. I have trouble staying on the right line and I always have to draw arrows indicating that I reversed lines. My dyslexia also reveals itself at times through my speech. People who know me well will attest to hearing me say on occasion, "I can't get my words out." If you have ever seen me in a yoga class or witnessed me dance, "The Electric Slide," during a wedding reception—you’ll notice that I have profound left and right issues. I work around these problems directly, without apology, and through humor.

Painting by Mary Harnetiaux

“Unexpected Journey” – Acrylic on Wood – By Mary Radcliff-Harnetiaux

Photo by Robert Bullivant/Bullivant Gallery www.bullivantgallery.com


Tools Which Help Me to Be my Personal Best

GPS is my closest friend. Voice to text is also a close companion. Spellcheck is my secret weapon. I ear read like a fiend. I have a voracious appetite for books and information. Ear reading is by far the most important tool in my life. People ask me if I miss the feeling of a book in my hand—like I’m missing out on something. I’m just fine with my Learning Ally or Audible apps, and tech. I wonder if a typical reader can paint their bathroom while eye reading? You see, my reading experience is pretty 3D. For instance, I planted all of my tulip bulbs while ear reading the novel, “The Signature of all Things.” I completed my most recent painting as I listened to, Neil Gaiman, narrate his own book, “The Ocean at the End of the Lane.” I would never view my ear reading experience as lacking in any way. These tools help me live a better quality of life as they help me accomplish more than I ever thought possible.

Success and How I own my dyslexia

To me, success as a dyslexic adult is understanding how I work—how I tick—knowing my areas of weakness and strength. My success is not about success in other people’s eyes. I've spent years battling that internal dialogue that constantly tells me I can’t do something, that I’m not good at anything, or that I shouldn't be a part of something important. Success is learning to control that negative narrative. It is being brave and curious enough to do that thing that fills me with a sense of accomplishment and purpose. It’s writing without worrying about the red line that highlights my errors. It’s painting that story inside of me without asking anyone for permission. To me, success is understanding that struggle and failure are a learning curve and that the bigger picture is owning it all while honoring my true nature in the process.

“Your road may be a jagged uphill trek, but you have heart, brains, and courage. If you look closely, you'll realize your purpose in life has been with you all along—sort of like Dorothy and her ruby slippers.”


Words for the Young Adult Dyslexic

Understanding your limitations is a form of intelligence, it's not a weakness. Own your personal story—even if it's not a success story right now. Believe it or not, your failure story is a blueprint for your success story to follow. Own it all. Find your joy and creativity. Don't allow others to fill in the blanks of what they think you are capable of. Fill every blank with your own personal narrative. You are no longer that voiceless, powerless child in the classroom. You are supposed to be here, and your perspective is wanted and valued. As long as you're trapped in a place of silence and shame, you are missed. Surround yourself with other adult dyslexics whom you feel are positive mentors. Never give up.

“Your road may be a jagged uphill trek, but you have heart, brains, and courage. If you look closely, you'll realize your purpose in life has been with you all along—sort of like Dorothy and her ruby slippers.”

You may visit Mary's website at http://mariauxart.com/ to enjoy her beautifully intricate artwork and read her personal blog.

Headstrong Nation is a movement dedicated to a radical new approach to dyslexia. We empower adult dyslexics to own their dyslexia, to understand it, and to develop new ways of learning and working based on their individual profiles.

We would like to invite you to help us to fulfill our mission for the adult dyslexic through a tax-deductible donation to Headstrong Nation. Please consider donating through our RAZOO PAGE HERE: https://www.razoo.com/us/story/Headstrong-Nation. Like us on Facebook and follow us on Twitter. Thank you very much! - The Headstrong Nation Team

photo of a half full glass of water on surface

Dyslexia - Half Full or Half Empty?

Dyslexia... It's all in how you look at it. It's all in how you look at you. What's your perspective as an adult with dyslexia? Is your glass half full or half empty? Do you see limited or unlimited possibilities for yourself? Are you a victim or a victor? What responsibility might you take in improving your situation and changing your destiny, and how might you, as an adult dyslexic, raise awareness as a voice for change for other adult dyslexics?
The choice is yours... You have more power than you know.
photo of trees in fall, beginning to change

Dyslexia Awareness Month

October has been designated as Dyslexia Awareness Month. Many dyslexia organizations and individuals are rallying together and raising their collective voices to create change for the number of children who struggle with dyslexia/LD in public schools. The momemtum builds. Proclamations are announced. T-shirts are donned, screenings are viewed, visits to elected officials are scheduled. Legislation is drafted, walks are held, and bridges are lit up red. There is a flurry of activity and initiatives surrounding our youngest ones, the 1 in 5. The celebration goes on!

So, What About Us? What about the Adult Dyslexic?

For those of us who live with dyslexia or another LD every day, we truly understand the reality that dyslexic children grow into dyslexic adults. We fully appreciate and can relate to the phrase, "Once a dyslexic, always a dyslexic." Depending on where we are in our individual journeys, we may or may not be OK with the word dyslexia. Some of us don't like the label dyslexic, and prefer the word difference. Some prefer to be referred to as neurodiverse. One individual may view their profile as a gift or advantage, another as a disability. On those days when we feel that our challenges seem to outnumber our strengths, we may wish we had never heard of the word dyslexia. We may want to trade in our troubles vs. embrace them, work with them, or work around them. Dyslexia is personal. Some days really stink for the dyslexic, and on those days for those of us who are also parents of children with dyslexia or other learning and attention issues, we get to live some days twice, through seeing how dyslexia plays out in our kids' daily lives as well.

What It Is and What It Isn't

Dyslexia is not something to be overcome or beaten. Nor is dyslexia something to run away from. We get this. Many of us have spent much of our lives attempting to hide our disability from others, living in shame, feeling less than. We also realize that however frustrating the challenges related to our dyslexia might be, our dyslexia is part of the fabric of who we are as individuals. If we choose to embrace our dyslexic identities, to accept the good, the bad and the ugly of our dyslexia, we stand a better chance to live more successful and happier lives. Dyslexia is not something to sugar coat. Dyslexia is neither a gift nor is it a curse. It is a trait. It is a difference which is neurobiological in origin, and it does have it's advantages in addition to it's disadvantages. And, like it or not, it is a disability in some contexts in daily life, in educational systems, and in the world of work. Dyslexia represents the cards which we are dealt. We can't change the cards we are dealt, just how we choose to play our hand. We have some choice in the matter.

"Comparison Is the Death of Joy" - Mark Twain

Comparing oneself to the newest most famous "dyslexic du Jour" in the media may not be all that healthy for the adult dyslexic who is under or unemployed. If might not be beneficial for the high school kid who barely scraped by and has little direction, or for the college student who has four or more years to go in a system where many continue to be ignorant of or to doubt the existence of dyslexia, or of the potential of the person who has it.
Not all dyslexics will be able to achieve the high levels of success of the latest entrepreneur, Nobel Laureate, or blockbuster movie star, and this is OK. Success and satisfaction will look and feel different for each person. It's important to have a starting point, however, to identify individual strengths and attitudes surrounding dyslexia, to set reasonable goals, and to strive to be the best version of yourself, for yourself.

Not All Dyslexics are Self-Aware

Some dyslexics may never know that they are dyslexic. This unidentified and underserved group may go through life never reaching their full potential. This dyslexic may feel perpetually out of place, out of sync, in life and in work, with a gnawing feeling that something is missing, and somehow he'll never be good enough. The issues arising from unidentified and unsupported adult dyslexia are numerous and may have serious consequences. The dyslexic may feel defeated, have a low self-esteem, and may not have that chance to show what he knows in the workplace or educational setting. Unrecognized and unaddressed difficulties on the job or in school for the adult dyslexic may contribute to a loss of employment, dropping out, financial issues, mental health issues and in a worst-case scenario, substance abuse or a life of crime.

What Dyslexia Looks Like in The Adult

Dyslexia may look like this in the adult:
  • The adult dyslexic 16+ may continue to be a slow reader, and will therefore avoid reading tasks in general, reading for pleasure and may hide their struggles.
  • Handwriting may appear messy with many spelling errors.
  • Organizing ideas in the written form may be difficult. Jobs requiring heavy written communication may be difficult and tiring, requiring much time to complete.
  • Directionality, left right, up and down orientation, sense of time, reading from a clock, remembering passwords, and following multi-step directions may be compromised.
  • Time management may be an issue.
  • Anxiety, stress, and feeling overwhelmed on the job or in school is common.
  • The individual may opt for jobs which are lower paying which do not require a high amount of heavy reading, writing, mathematics abilty, or other tasks they find challenging, although the person is of average or above average intelligence, and might be able to master a more complex job if provided the right support.
Photo of tree with leaves changing, many colors, red, yellow, orange

Fall Is A Season Of Change. Working To Become Our Best Dyslexic Selves.

For those of us who are in touch with our dyslexic identities, it is important that we focus on being our best selves. Success is relative, and it is never too late to re-evaluate and make positive change in our own lives to reach new levels of success we hadn't thought possible. Advocating for yourself and asking for help is important. By serving as role models through speaking up about our own challenges and also the strengths associated with dyslexia, we may inspire others to raise their voices too. That's how movements are started. That's how change begins.
For those of us whose geography permits us to view the changing of the leaves in this season of fall, we are treated to a variety of colors. Fall is a great time to reflect on the past, to evaluate the present and to plan for the future. During this month of October, of Dyslexia Awareness, it might be helpful to take some time to do this for ourselves.
In the coming weeks, we'll discuss some thoughts on how to guide your steps to be your best dyslexic self.

Any questions? Contact us at our Facebook page at https://www.facebook.com/headstrongnation. We're not experts, but we’ll do what we can to point you to resources and to answer any questions that you may have. You may also follow us on Twitter, https://twitter.com/headstrongnatio and on Pinterest.

Headstrong Nation is a movement dedicated to a radical new approach to dyslexia. We empower adult dyslexics to own their dyslexia, understand it, and develop new ways of learning and working based on their individual profiles.

If you'd like to help support us in fulfilling our mission for the adult dyslexic, please consider donating to Headstrong Nation by clicking on the DONATE BUTTON at the top of the page. Thank you! - The Headstrong Nation Team

Headstrong is a California Nonprofit Public Benefit Corporation, and is tax exempt under Section 501(c)(3) of the Internal Revenue Code. Federal Tax ID 47-0925290.

Note: The following letter was submitted by a member of the Headstrong Nation community who would prefer to remain anonymous at this time. The writer discusses personal experiences living with a learning disability, and the desire to be a part of an inclusive and supportive community of other adults with dyslexia/LD. We appreciate this writer's honesty and willingness to share with us. - Eileen, Headstrong Nation

Photo of cloud with text: The learning disability I didn't understand

(Photo Credit: Eileen Tait-Acker)


Hi Eileen,

So I feel like I need to start with this; I hope this doesn't change anything but I need to clear something up. I am not Dyslexic. I have an auditory information processing disability. Whether it is appropriate or not other LD's get lumped into Dyslexia quite often (my guess is because it's the most common LD). One of the things I have learned through reading or listening to other people with an LD is that we all share similar "symptoms", experiences and feelings.

It has never been easy for me to talk about my Learning Disability (as I'm sure others have found the same) so know that I have taken a breath and am walking really far out of my comfort zone in doing this.

Although my mother was aware of my Learning Disability (and a speech impediment) when I was a child and teenager I did not know about or understand it the way I believe I should have. I was in my twenties before I got another diagnosis and then fully learned about and understood my LD. We could have an entire conversation about the negative feelings I have about that. But it is definitely why I'm so adamant about parents telling and helping kids to understand theirs as young as possible.

My inquiry to you about including personal stories to the website came about for two reasons; first because over the years since my (adult) diagnosis I have found that many LD organizations, 'experts', people giving LD advice usually talk about us instead of to us. To parents instead of the child with the LD. Speaking to adults with an LD seems to be even rarer (Or letting them speak for themselves). To me it seems the LD adult experience on any topic has been rare. (That is one of the reasons I like Headstrong Nation so much). :) Or everyone written about is a success story. Do A, B and C and your Learning Disabled child's school and later life will be a breeze. (Oh ok…) I have never understood those things. And I have always hated them. The other reason I asked about direct personal stories came out of frustration. Feeling frustrated one day last week I wrote my history on one topic. I've attached that experience about my life.

I always find it interesting and a little troublesome that LD organizations and others in the LD community concentrate so much on school. It’s important of course, and when you’re a child or to parents it seems like everything but the truth is more of our lives are spent as adults than the twelve (or sixteen with college) years that we spend in school. A learning disability (of any type) doesn’t go away; you just become an adult with a Learning Disability. And “symptoms” come with you (along with long held thoughts and feelings about yourself). Those things don’t seem to be addressed much.

Lower grade school through high school were difficult and trying and awful in numerous ways for me (yes I’ve got several ugly stories just like other LD adults do) but believe it or not college was much easier (academically anyway). I was in high school before I was placed into any type of consistent “special ed”. I didn’t understand what was “wrong” with me and I didn’t know what the adults thought I was supposed to get out of the “resource” class I was in. It didn’t feel like there was “a goal”. It would be another eight years before I got the diagnosis that changed anything for me.

It was the one that actually provided information to me. The one that helped me to understand “what was wrong”, that I had strengths just as I had weaknesses, that I wasn’t dumb, stupid, damaged or just always wrong. It was the one that let me be able to starting standing up for myself. It was the diagnosis that gave me accommodations in classes (I was in college when this happened). And It was the one that allowed me to gain some self-confidence, to believe that I might be successful in something, the ability to feel a little tiny bit less confused, ashamed, guilty and hopeless. I have no way to tell you if I would have felt and looked at school, myself or life differently if I had grown up knowing about and understand my Learning Disability, I can tell you that learning it as an adult was at once comforting, heartbreaking and devastating.

Looking back now somehow challenges and hardships in the school years look different; it’s not that you forget them or even necessarily feel different about yourself but they get blurry as the years go by. The importance of school somehow changes. As an adult I know that all grades levels in all schools are regimented in what they teach in subject and that it is done in a regimented way; it is not made for a student with any Learning Disability. It may never be. I suppose this is why all of the emphasis is on the school years though. It’s probably also why I was more successful in college.

What I know about my living with my learning disability is that the cliché isn’t true; in school all the focus was on what I couldn’t do (because curriculums are designed for “normal” students) and once I was an adult and out of school…The myth says that once we’re out of school an LD child will no longer fail all the time. Only it’s not true because I haven’t changed, I still have the same Learning Disability and I still struggle with the same processes I did in school. The difference is it no longer has to be the focus of your life. If you go into a career where your weaknesses are minimized and the things you are good at are the things you do, your learning disability will only be 50% of your daily struggle instead of 100% of it. (Calculations may vary by person). Haha.

With my Learning Disability I still have constant frustration, constant distraction, frequent times of information overload, and constant doubt and failure.

I wish I could tell you I felt like my learning disability has had some type of benefit or strengths. I have never felt that way. I have never understood calling it a “difference” or “gift”. That has not been my experience with it. In the years after my (adult) diagnosis I wanted to find a way to share my negative experiences and hard lessons. Not for sympathy but for others lives or the people in them. I hope that one day I will be able to say that became the benefit of it.

So, this is the overview of my life with my learning disability. I have left the details and feelings out on purpose; they are difficult to get across in writing.

Thank you for listening to my ideas and experiences. I appreciate and have enjoyed our conversations very much.

Thank you, Anonymous, for taking the time to share your experiences and thoughts!

Please visit the Headstrong Nation Facebook Page, follow us on Twitter at @headstrongnatio, and check out our videos on our YouTube Page. Thanks for being a part of our community!

- The Headstrong Nation Team

Photo of Sunset with text - Moving Beyond the Shame


This is dedicated to Natasha, Ben, and Larry for seeing beyond my limitations while enabling me to focus on my strengths. For this, I thank you.

Strengths, Guilt, and Shame

There has been a lot of talk about the inherent strengths related to dyslexia, the spatial ability, creative and artistic talents, out of the box thinking, and entrepreneurial skills. This is all very empowering and wonderful to see. However, there seems to be less conversation about the shame associated with dyslexia and this concerns me. Shame isn’t something we generally want to discuss, but until we confront our shame by revealing ourselves and sharing our fears with others, it will be very difficult to move forward. The shame associated with dyslexia will rear its ugly head at times throughout our lifespan even when we feel we are at the “top of our game”. Some individuals experience more feelings of shame than others, based on their individual experiences. Shame is toxic, and it affects how we relate to ourselves, to others around us, and how we approach situations daily. As an adult, the events of the past come to visit me on occasion as painful memories, and they can affect my perspective, beat me down, and wreak havoc with my self-confidence. What goes on in between my ears can be very powerful, and at certain times, won’t be easily silenced.

Shame is not guilt. Guilt is an emotion that you may feel when you do something morally or ethically wrong. When a young child takes a toy from a friend, and stuffs it in his pocket because he wants it for his own, he knows that his actions are wrong, and he may feel guilt as a result. Guilt is linked to an inappropriate action or behavior. Shame, on the other hand, is an emotion stemming from the behavior or action of a person that is often judged negatively by another. This emotion is one of deep humiliation. As the behavior often cannot be changed, the person feels wrong to his core, for something that he may not have any control over. He feels powerless. Shame occurs when you personalize an action or behavior and attribute it to who you are inside, in your soul, your heart, the fiber of your being. You give yourself permission to become “IT”. "IT" may be translated into stupid, incapable, or a failure. “I have failed a test, therefore I am failure”.

Some Experiences with Shame:

Reading - Were you made fun of when you read aloud in class? Did you dread this activity? Did you count the number of seats ahead of yours to figure out which paragraph would be assigned to so you could attempt to practice it before it was your turn? Then, when you fumbled through it, did your ears turn beet red and you couldn’t feel your feet on the floor? Did you re-read passages over and over again and still not understand what you read? Did most of your peers seem to have an easier time of it in the classroom? Did you find homework looming on forever? Did you feel alone in this?

Shame – I am wrong. Something is wrong with me. I am stupid.

Writing – Did you feel like you wanted to form the letters neater but that your hand wouldn’t cooperate? Did you secretly envy others with neat handwriting? Did you make so many erasures that you made holes in the paper? Did the thought of answering a prompt or short essay send you into a panic? Were you at a loss on how to start? Did you have a lot of ideas in your head but couldn’t get the right words to move from your brain, down your arm, and onto the paper? Did your teacher’s frowns and the big red “D” or "F" on this paper make you feel worthless?

Shame – I am worthless, I am deficient. I'm no good.

Spelling – Did spelling words make you crazy? Did you practice over and over and still get them wrong for the Friday test? Or if you got them right on Friday, did you forget them by Monday? Did your flash card pile get bigger and bigger? Did you do some of your best writing and still get marked down because of poor spelling or punctuation?

Shame – My brain does not work, I’ll never get this, I want to give up.

Directions and organization – Do you get lost easily, even with the GPS? Do you lose your place, do you fight with your computer and can’t find files? Is your left the “other left” and your right your “other right”? Do you struggle to read a map, figure out which way to turn the key in the lock, figure out where you stored the file, which way to open the faucet, and so on. Do you move in circles? Do you spin your wheels?

Shame – I am so incapable, so frazzled. Why can’t I get this?

How many self-defeating statements continue to be part of your repertoire, the tape that continues to play in your head? Do you find that this negative “self-talk” continues to limit you? In an attempt to move beyond it, do you also engage in self-defeating behaviors, like retreating, stuffing emotions inside, overeating, or other quick, self-soothing, yet destructive actions that serve to keep you down? Do you blame others or play the victim?

Have you had the desire to apply for a particular job, but feel fear at the thought of completing certain aspects of the job due to your challenges with dyslexia/LD? Have you passed over these types of jobs because the thought of disclosing your weaknesses to your employer in an interview petrifies you? Do you find yourself “quitting” before you even accept the job? I have engaged in this thinking numerous times and it has cost me many missed opportunities and limited my potential. However, I know that my situation won’t change unless I make the decision to change from the inside. It starts with me... letting go of my shame.

Picture of a sky

So how can you begin to move beyond the shame? As I can only speak from my own experience, I’ll tell you what I'm determined to do, one day at a time, to work through the complex emotions that occur as a result of dealing with the shame that rears its head in my life: It's time to re-write my script, to reinvent myself. One step at a time.

What Helps Me:

I share. I talk about my dyslexia/LD with friends and family I know and trust (My dyslexia/LD community). I am upfront about what works and doesn't work for me and I keep no secrets about this. I let my guard down and let myself be vulnerable, and open to feedback.

I listen. I listen to others’ stories of how they’ve risen above the paralyzing effects of shame related to their dyslexia/LD. I ear-read or eye read articles and books that inspire and encourage.

I watch and Learn, viewing webinars, talks, and videos from experts in the field on topics like letting go of shame, and letting myself become vulnerable. I explore ways to tap into my strengths and to increase my self-confidence. I also learn much from my son, who is way less serious and intense about life and his dyslexia. His youthful wisdom helps to keep me in check!

I engage with and help others in any way that I can. It’s in our relationships where we can truly flourish, learn and grow, through our shared experiences. In a supportive community, of others who “get me”, I know I am not alone, and this is very empowering.

I redirect myself in healthier ways. I work daily on avoiding ineffective coping methods. I reach out and talk to trusted friends who know how hard I can be on myself. This is much better than keeping it all inside, over eating, or engaging in other self-defeating behaviors.

Letting go of shame isn't easy, but it is possible. Accepting yourself, confronting fears, finding a supportive community, and changing your negative self-talk and behaviors, are all positive steps in the right direction. Releasing the shame in your life will leave you open to embrace your strengths so you may begin to live your life to the fullest!

Eileen

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Thanks! - The Headstrong Nation Team

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