school

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…

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.

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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Early Years

I found school to be very hard. I didn’t get good grades.  I would read the work that was given to me, but not really understand what I was reading. When I was in high school my grades were C’s and D’s. I would try so hard to study and memorize but it was a waste of time, I would not remember.  In fact, it took me three times taking my history class before I passed it. Of course it didn’t help that I was not interested in that class at the time.  But you can’t pass high school without history class. Doing so made me miss my graduation.  I passed high school in summer school of my last year. And being the oldest of my siblings I really embarrassed my mother. She never saw me graduate.  When I got married she told my husband-to-be that I was “special” and to have patience with me, meaning I was sort of stupid or semi-retarded or something.

Higher Education with a Desire to Help Others

I became a beautician and had a talent for fixing hair. My only problem was charging people. I didn’t have the heart to charge like everyone else so I was pretty cheap.  I lived in Norman, Oklahoma when the when the Oklahoma City bombing happened. I drove to the site to help the wounded but was turned away from the National Guard since I didn’t have any credentials proving I was in the medical field.  I cried so hard.  It was then I had the idea that I needed to go back to school. I initially fought the idea. I remember how hard school was and told myself I would never go back to school again. 

I really think God was calling me to go back and I fought with this idea for a few weeks before I finally gave in. I chose to study to become a Paramedic.  When I was in my EMT class and took one of my tests, I questioned the teacher as to why she was asking questions about “police” on our tests. She had me read the questions to her and then corrected me that the word was “policies”, not police.  She asked me if I was dyslexic. I had no idea what she was talking about. Well it happened to be, that she was dyslexic and she saw the signs in me that she once had. She made an appointment for me to see her doctor.

When I found out I was dyslexic, they had me read with many overlays until I found one that would calm my mind. That was really all that happened.  They may have told me that I needed to see another doctor, but, if they did, I didn’t pursue it anymore.  I already knew I had trouble learning, and I had five children at home which I was responsible for, and I was working at the beauty shop, had a husband, and I didn’t have any more time in the day for anything else nor the money to put down.

NOTE: In a literature study of the efficacy of colored overlays in the dyslexic, authors Arcangelo Uccula, Mauro Enna, and Claudio Mulatti, found that the use of colored overlays as a remedy for difficulties in reading experienced by the dyslexic individuals as controversial - http://journal.frontiersin.org/article/10.3389/fpsyg.2014.00833/, and that American Academy of Pediatrics has claimed that there is not empirical evidence toward the efficacy of colored overlays in reading, reading acquisition, or dyslexia, and did not recommend their use. However, this is what Marie used as a tool so we share this within the context of her story. - HSN

“I lived so many years thinking I was stupid.”

I lived so many years thinking I was stupid, so I decided that I had to find a way to help me learn.  So when I went to paramedic school, I actually lived at Denny’s Restaurant.  For that year or a little longer, I went to work and school and studied. I missed my kids, because I was not home, but I already knew how hard it was for me to learn and I had to just concentrate. I would read, and write down what I read, and highlighted what I was reading and then I would make myself tests to take. You have no idea how many hours I spent trying to learn all the information. When we finished and was supposed to graduate, my teacher had me stay after by myself and he had me go through many scenarios, and what I would do for the patient, before he would pass me. When I took my National Registry Test, and I walked in with my green overlay, the inspectors all took turns looking at my green overlay to make sure I wasn’t cheating. 

I know that I need a light green overlay to help me read, settle down my mind and keep the words from moving so I can understand what I am reading. I was astonished to find out that I actually had a learning difference and I wasn’t just stupid or special like my mom would say. 

 
Dyslexia on the Job

I became a paramedic and the dyslexia really didn’t bother me since I was doing hands-on skills. My partner did the driving, and I was responsible for patient care. However, when I changed jobs and was required to work on a computer looking at social security cards and entering these numbers in the computer, I found I had trouble. After I mixed up a couple of numbers a few times my boss put me on a performance improvement plan and I was not allowed to work on the computer. I became scared because I had looked at these numbers at least three times and didn’t notice that I had mixed them up. I felt like I was experiencing dementia or Alzheimer’s.  My boss told me I had to get a medical evaluation/diagnosis for my dyslexia.  The hard part about this was that the doctors I was looking for, worked with children, not a 61year-old woman. 

I found that I had to leave that job and stay away from working with a computer for work. To work for a company where I can mess things up because of mixing up numbers or letters, that kind of job is not for me. I found a new job. I am now working at a behavioral center with adults that have drug and alcohol problems.  I can use my paramedic skills as I triage these people, and help them get the treatment they need, whether it is letting them sit while they are coming down from the liquor or drugs, or having them go into the back for treatment with our nurses or calling 911.  I became a paramedic to help people so even though I am not on an ambulance now I feel like I am still helping people. 

I also write books and have an editor that catches my mistakes.  At the age of 61, I feel like I have learned to live with my learning disability and I am not going to go for any more testing. It would be a good thing for the young to get tested and help for this disability, but it won’t do anything to help me now. Hobbies, Passions, and Strengths My kids and grandkids are my life. For the longest time my hobby was photography. I entered many contests and won or placed in few. The last few years I have been writing books. It is not the easiest but I enjoy it. When I would look at my work, I think, boy did I do a great job. But then I would give it to my editor and when I got it back to make corrections, I would be amazed at how much I mixed up.

Feel free to check out my books on Amazon and Barnes & Noble. I’m on Facebook too.

Many thanks to Marie for sharing her story with us! 

Uccula A, Enna M and Mulatti C (2014) Colors, colored overlays, and reading skills. Front. Psychol. 5:833. doi: 10.3389/fpsyg.2014.00833 -http://journal.frontiersin.org/article/10.3389/fpsyg.2014.00833/full

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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.

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.

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.

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.

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!

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Self Advocacy in Three Parts: Part Two - Know your Needs

If you are an adult with dyslexia or another LD,  and you've obtained a formal evaluation, you may have a very clear idea of what types of supports you may need in an academic setting or on the job.  If you have not obtained a formal evaluation, you may still have a pretty good idea based on the struggles you experience and how they impact on your life.  Are you overwhelmed with the amount of text and reading requirements that you have on the job?  Do you struggle with spelling or getting your thoughts down on paper in email correspondence or in report form?  You may have developed some daily work-a-rounds too, in an attempt to manage at home, but perhaps you haven't explored using these same tools at the workplace or in your college classes.  

Assistive Technology can help

Many dyslexics find the use of assistive technology valuable.  Assistive Technology, or AT, may be defined as any item, piece of equipment software product or system which is used to increase, maintain, or improve the functional capabilities of an individual with a disability. It does not include a medical device which is surgically implanted or the replacement of such a device.  Assistive technology can be low tech, moderate or high tech.  A highlighting pen is an example of a low tech choice, a moderate or high tech tool might be an electronic spell checker or speech recognition software.

Some adults are unsure of where to start with assistive technology and are reluctant to embrace it.  If you are interested in exploring assistive technology and learning how it may be of help to you on the job or in the higher ed setting, visit Jamie Martin's Assistive Technology website HERE.  

Try this exercise.  Jot down any tools that you currently use that help you to manage on a daily basis. This might be a spell checker, a built in text to speech on your phone or another item.  Also jot down any tools you may have seen or heard about but havent tried yet that you'd like to explore.  A sample list might look like this: 

• I find it easier to record notes in the class or at business meetings.
• I find I work best with digital notes in doc. form that I can refer to and a text to speech product with.  
• If notes are in PDF form, the use of an OCR (Optical Character Recognition) app or scanner is helpful to me to prepare text for text to speech.
• I find it easier to jot down key points and graphics when I take notes in meetings or in lectures so a note taking device like a note taking pen might be helpful.
• I need to sit in the front of the meeting room close to the presenter or in the front of the class during a lecture for better focus.
• Background noise really bothers me, so the use of noise cancelling ear-buds or headphones would help me to concentrate on my work. 
• A Screen Reader and/or text to speech software program would help me to access text more efficiently. 
• Calendar apps on my phone and desktop help me to stay organized. 
• A voice to text program for professionals might help me to effectively keep up with email and written correspondence on the job or to write papers for class. 
• Spell checkers, word prediction software and grammar checkers would help me to function best. 
• Apps to help me to stay on task (timers, etc...) might help to increase my productivity. 

Recommended Resources: 

Jamie Martin's Website - http://www.atdyslexia.com/assistive-technology/

Headstrong Nation's Strength and Attitude Assessments - http://headstrongnation.org/adults/map-your-dyslexia

Self-Advocacy in Three Parts: Part One - Know Thyself - http://headstrongnation.org/community/blog/self-advocacy-three-parts-1-k...

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

Originally published November 23, 2015 on MariauxArt.com

I loved books, I loved stories and I wanted to read—I just couldn’t read like other kids. I worked so hard to read that I lost the meaning of what I was trying to read. My book larva gnawed away at me while sat there stuck in an easy-reader—even when others had put their books away—I still labored over words.

Normal readers had a cute little bookworm friend that had little round glasses that were too big for its pudgy little face. It had a nerdy, feeble but kind warble in its voice that politely reminded them to, “read more books.” My bookworm was more like botfly larva. It bored into my head the significance of reading and every time I tried to read, it fed off my delicious inadequacies and bore deep into my sub-conscience that, “books aren’t meant for you.” The teachers said my only cure was to, “read more books.” In those days, no one knew I was dyslexic, but they did recognize that I had a different learning style

I was outwardly intelligent, social, and likable. Eventually I was labeled, “unteachable”—” lazy”—” unmotivated.” I struggled with reading in first grade. In second grade it became apparent that I had a learning disability. Third grade, I hit a wall. The school wanted to send me to a mobile home that sat on the school grounds. I’d sit with a teacher and a few severely disabled children. There was no help for me, and the environment was devastating to my self-esteem. My mom took me out of school and homeschooled me. My parents had no money, and no other educational alternative.

My homeschool years were hardly perfect, but they were liberating years for me. I spent a great deal of my time outdoors. We lived on five wooded acres in the rural countryside of Missouri. I was sure I was going to become an artist someday. I painted pictures, wrote short stories and plays. My mom read me book after book—all the classics. When she wasn’t reading, I was listening to the BBC book of the week on the radio. My little brother and I would lay on the floor and listen. I often drew pictures, painted and colored while listening to books. We were ear reading. Our ability to comprehend was phenomenal. I didn’t feel my limitations, I only felt that all was possible in my isolated world of Narnia, The Hiding Place, Lord of The Rings, Great Expectations, Roll of Thunder Hear My Cry—my little brother, and my loving and supportive parents.

 Eventually, I was put into a small school in our church. My parents were open to trying other options and they were always hopeful that something would work. My little brother and I were publicly humiliated (my brother was physically disciplined) by our teachers. They didn’t know about our dyslexia and neither did we. We took the licks and just assumed we were the problem. This was a big burden for small backs. Back then humiliation was a tactic used to motivate. The educators in this school simply believed we weren’t trying. Try as we might, we just didn’t fit. We were abruptly taken out of this school and homeschooled again. My mom wasn’t a teacher and never intended to be. She did her very best. She inspired me—helped me keep my chin up. Only now do I understand her full-time dedication.

After taking an independent drivers education course, I decided I wanted to try and go back to school. I wanted to be around my peers—normal kids. I felt like I was missing out on the world. I was curious and very naive. I went into public high school my sophomore year. I struggled and failed. The shame I felt was unbearable, but I kept a poker face and most of my friends never knew my struggles. At first, teachers looked at me to be a nice addition in their classroom. I was very bright, forthcoming and effervescent about my willingness to learn. I sat in the front row and made eye contact. “Teach me—I want to learn.” I let them all down. Worksheets got the better of me as did and timed testing. The daily anxiety was a shock to my senses. One by one, each teacher stopped making eye contact with me. They looked through me, and I knew they had given up on me. While on my way to the place where the “D” word goes, I slid through the cracks and into a horrible gray world that whispered, “you’re nothing. Why even try? You’ll let them all down. You’ll let yourself down. You’re not normal, you’re not kidding anyone.”

The day I left school for good, I was told by my guidance counselor that, “school wasn’t for everyone.” I believed him. I always took his final words as a warning to stay away. I was an impostor who was trying to steal an education, an education that belonged to the “normal kids.” It was a relief to finally walk away from it all.

I have always carried my ignorance like a bag of stones around my neck, hidden under my clothes, disguised by my outward appearance and layered beneath my god given talents. In school I suffered—horribly. No teacher proved me wrong. No one teacher became my hero or my mentor. My profound and confusing ignorance was never refuted—so it must be true. I presented a problem, and they had no solution. The “experts” didn’t even have a solution.

Even though there wasn’t any help for me back in those days, I still took solace in the possibility of a small identity, a word that kept me from taking it all into my inner-self. That word was, “dyslexia.” It was a word that was merely said to me in passing, but I intuitively latched onto it. Here’s why the word dyslexia was so important to me, it became a “thing” it wasn’t me. It wasn’t my fault. It was this thing and it had a name. Once I had a name, I was able to begin to pull the shame away from myself—I pulled it right out my chest like a ball of unraveling kite string. It was in this way that I attempted to bury my school years and move forward with my life.

I discovered myself, my hidden secret talents that I had always had—sort of like Dorothy and her ruby slippers. I began to focus on my life and not my struggle. I started painting, and through a lot of incredibly hard work, my surroundings filled with large scale abstract paintings. I found my joy and creativity. I didn’t know or care how my work would be perceived. I didn’t ask for permission. I focused on one thing, and that was my art.

My paintings eventually reached a man I had known for years, and it brought him home from his world travels. We got married. We had a little boy. Little did I know that I was going to have to unearth my dyslexia and my painful school years all over again—only this time through my son’s educational experiences.

Thirty-four years after hitting my own academic wall, I found myself advocating for my son. There I was, sitting in a blue plastic child-sized chair in front of two educators who were were trying to decide if they believed dyslexia even existed. As they sputtered and groped to use any word other than dyslexia, a curious thing happened—I began to disappear. First I couldn’t see my hands, then I watched my lap go up in a thin veil of vapor. I believe for a moment that I was only a pair of blinking eyes. No one noticed, but I almost disappeared into that place where the “D” word goes—that place that exists in all teacher’s lounges—that secret place all “unknowns” and “unteachables” go. I went into the dark locker of library-silent oblivion and neglect. Luckily for me, I had done my homework. I had a great deal of science, evidence and over thirty years of research to back my position. I also carried with me, a formal dyslexia diagnosis. Almost as quickly as I had disappeared, I returned to my tiny seat in front of two very serious educators who seemed oddly threatened that I might know something that they did not.

Red-faced and flustered, they spoke without relevance, “look at you! You’re fine! You had an LD and turned out okay! What are you worried about?” Unfiltered myths and misinformation came flowing out of their mouths, “we don’t hear that word nowadays, they diagnose better now.” I realized they only knew dyslexia to be a term they shouldn’t use, but they didn’t know what it was. They would never admit that. You see, by admitting that they didn’t know something, they would inevitably disappear into a thin veil of vapor starting with their fingertips until nothing would be left but their blinking eyes. If they admitted they didn’t know something, they would lose their power. They would never want to be in that vulnerable position—because truth be told, losing one’s power is painful. It’s damning. It’s demeaning. It’s dark. They wouldn’t like this.

Not long into my son’s fourth grade year, there came this soft suggestion, “maybe this school isn’t the right fit for your child.” They were right, it wasn’t. We pursued other possibilities.

I didn’t know quite what to do, but promised myself that my child’s dyslexia story would not be mine. I promised myself that his story wouldn’t have unnecessary sadness, or soul crushing adversity when it came to his education. I promised to find the teachers who knew that dyslexia is real—who would see him—and teach him.

One cold January morning, I lead my son up to a new pair of double doors. He anxiously opened one and hesitated in the doorway. Then, I watched him bravely step over a threshold and into a story of his own.

Read Mary’s personal blog and view her beautiful and inspiring art at MariauxArt.com. 

Headstrong Nation Mission Statement - 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 join us as a member, as we need your support to help us to fulfill our mission for the adult dyslexic. Please consider donating to Headstrong Nation HERE: https://www.razoo.com/us/story/Headstrong-Nation.  Please like us on Facebook, follow us on Twitter and Pinterest and visit our YouTube Channel.  Thank you very much!  - The Headstrong Nation Team

Dyslexia - Half Full or Half Empty? 

Dyslexia Awareness Month

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

What It Is and What It Isn't

"Comparison Is the Death of Joy" - Mark Twain

Not All Dyslexics are Self-Aware

What Dyslexia Looks Like 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.  

 

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. 

 Photo Credit - David Acker, 2015

Decoding Dyslexia National representatives will be joining with other organizations for Hill Day, 2015, at the US Capitol, in Washington, DC, July 14-15.  DD Representatives will be advocating for positive change for dyslexic children and their families. They will meet with legislators, and will tell their stories. Moms will speak, and dads will speak. Children will speak. They will discuss their individual stories of struggle.   They will raise awareness on dyslexia and will self-advocate.  They will discuss their strengths and the resiliency that they have developed as a result of their dyslexia.  They will ask congressmen and senators to help all dyslexic children in schools through supporting dyslexia legislation regarding the early screening and evidence-based intervention that can help them thrive in the classroom.   They will call for teacher training programs and professional development on how to screen and effectively instruct students with dyslexia.  They will discuss the need for assistive technology and how it levels the playing field for children with dyslexia/LD, so that kids like themselves can keep pace with their peers and thrive as successful students.  They will discuss the challenges that the dyslexic individual may experience beyond the K-12 years, into college, and as adult dyslexics in the workforce.  

DD reps, their families, and others will come together as a united community, a movement, with a message for change.   

Headstrong Nation supports the efforts of Decoding Dyslexia National and other organizations at this year's Hill Day 2015, and although we cannot be beside you physically as you advocate this year, we are behind you,  and support your collective efforts as a force for positive change. 

Wishing you all the best in "Taking it to The Hill".  Let your voices be heard! -   Headstrong Nation

Note: In Dec, 2013, Decoding Dyslexia Oregon hosted Headstrong Nation Founder Ben Foss, for a personal talk about dyslexia, his book, The Dyslexia Empowerment Plan, and the tremendous growth and power of the Decoding Dyslexia movement.  If you are interested in viewing the entire talk, you can do so HERE.  Below is an excerpt entitled:  "A Message for Change" - Get Empowered! 

Headstrong Nation Mission Statement:

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

Please visit our Headstrong Nation Facebook Page, and like and share our content with your friends and family.  Follow us on Twitter @Headstrongnatio. We are glad that you are part of our community!  

Thank you! - The Headstrong Nation Team

When I sit and reflect about my experiences growing up in school, it is far from funny. I know what it's like to endure the entire class in high school laughing at you because of your inability to read aloud. I know the feeling of embarrassment and shame when a friend gives you a spelling dictionary as a gift because your spelling is so atrocious. I know what it's like to be a dyslexic who was not identified until adulthood. The weight of finding out about your learning difference so late in life carries a heavy load and really messes with you. I carry a lot of baggage from my past and it has taken a lot of work and perseverance to iron it all out. I knew early on that I had two paths I could take to deal with my new friend called "Dyslexia." One path was to harbor anger and resentment while continuing to bury my shame and pretend everything was great on the outside. Or I could choose the road less traveled, take a deep breath and face the demons of shame, and arrive at a place where dyslexia is hysterical. I chose to do the heavy lifting and face my dyslexia head-on.

Two years ago I might have traded my dyslexia in to be "normal." What I didn't know then is there is no such thing as "normal." Who decided what normal is, anyway? Today I live a very funny life and it provides endless comic relief. A few months ago while browsing Facebook, I saw a friend's status that said something about a gopher eating the grass in her backyard. For about 10 minutes I was trying to figure out why a golfer would be eating the grass in her backyard. Trying to rationalize this, I figured she lived on a golf course. Although this still didn't answer the question why a golfer would be eating the grass, I suddenly realized it was a GOPHER! It's like a scene out of Caddyshack but this is my real life! I spent the entire day laughing over this.

Shortly after this incident yet another prolific event sent me into hysterics. I was reading aloud a list of cities. I read placenta for Placentia. This might seem like a minor error that could happen to anyone; seriously that "I" seems pretty sneaky to me, but when your friend bursts out laughing and your daughter asks, "What's a placenta?", there is nothing more to do than laugh. How about the time I showed up to a dyslexic support group meeting when it was over? I had read the end time as the beginning time. Oh, the irony of it all is just too hysterical! These funny little things happen to me almost daily. It's so bad that my now 11-year-old tells me, "Mom! It doesn't say that!" when I read to her. Good thing the endless hours of tutoring for her dyslexia are paying off. Maybe she should start reading to me now!

Sure, I could go for self-loathing and embrace a shame storm, and yes, I do find myself there sometimes. However, I try not to allow myself to wallow there for too long because I recognize nothing positive can be created from that space. To be quite honest, it's just way more fun finding the humor in my mistakes. With two dyslexic children learning to come to terms with their own dyslexia, it's vital that they learn to have a sense of humor about it as early as possible. In our family we spend a lot of time laughing. Out of all the disabilities one might have, dyslexia has got to be the funniest. That being said, would I trade my dyslexia today to be "normal?" The answer is no. Sure, there were some really difficult and discouraging times in my life, but I don't have to live in that space forever. I can move beyond the past and embrace that who I am today is a result of what I have experienced in my life. Through my weaknesses I can find strength and perseverance. I am still a work in progress and have a lot of ironing out to do in my life, but I know I have a choice of which path I want to take. I choose humor, because if I don't it's a slippery slope to self-loathing and despair. The next time you head to the city of Placentia, I know you'll be thinking of the city "Placenta" and will laugh!

Dyslexia: It's a funny life I lead and I wouldn't change it for anything!

Stacey

You are 9 years old. It’s Monday morning. You walk into class and see a tall man with glasses instead of your teacher, Mrs. Taylor. You see a fat folder of paper handouts sitting on his desk. 

You take a deep breath, march to the front of the room, and introduce yourself to the new sub. You pull a worn ID card from your pocket that tells him you are dyslexic and lists, on the back, the key components of your IEP. 

The sub pauses for a moment and takes it in. Understanding, he nods and hands you back the card, before going to his desk and emailing you a PDF of the handout.

You take a seat, open your laptop and get ready to ear-read along with the rest of the class. 

Headstrong Nation: You've mentioned that you selectively give individuals with dyslexia a card that identifies them as experiencing difficulty with reading and spelling. Tell us the history behind the card. 

 

Dr. John Frauenheim: As one simple step toward self-assertiveness and empowerment we give dyslexic individuals an ID card that identifies them as experiencing dyslexia and looks rather official, i.e., hospital title and signed by a licensed psychologist. We do this for elementary school aged children as well as adolescents and young adults. 

 

The use of the card can be very helpful at all of these levels. Elementary students, for example, will at times write the elements of their IEP on the back of the card to be able to present to teachers when they make a request for accommodations.  

 

It can be very helpful, for example, when a substitute teacher comes in and wants students to individually read aloud in class. The dyslexic student can produce their card quickly and ask to be excused from that activity. The card can also be helpful for college students, for example, when they have a need to discuss certain issues or accommodations with an instructor. The card breaks the ice and allows for meaningful discussion. 

 

We have had others where a formal statement given had to be signed, i.e., in the police department, and they are uncomfortable with what the printed version of their comments state. Examples are endless. The availability of an ID card for dyslexic individuals was something we saw a need for 25 years ago. The card has been in use since that time and, to my knowledge, we are the only facility that utilizes this particular support strategy.

 

HN: What kind of changes have you seen in the medical community around dyslexia and other specific learning disabilities?

 

JF: Cases of dyslexia have been well-documented for over 100 years. Research has steadily increased to a level where we now have a much greater understanding of dyslexia and how it impacts life. This has led to a growing awareness in the medical community.  

 

Schools, however, have been slow to recognize dyslexia, feeling that it is some type of "medical condition." 

 

On the plus side, programs for children with learning differences have improved over the years. Most recently, at least here in Michigan, school districts are approaching the concept of learning differences within the context of a "response to intervention" (RTI) approach, which implies that a young child in elementary school, where problems are noted, should have appropriate resource strategies available to them to address those concerns. 

 

The importance of understanding dyslexia includes the fact that it is more than simply an eye-reading problem. We frequently note, for example, an extension into the area of math where dyslexic individuals find it difficult to memorize basic math facts, such as the times tables, that can impact functioning. 

 

There is a frequent finding associated with immediate auditory memory/working memory that may affect the consistency with which one retains directions, multitasking, etc.  More subtle language issues have also been described such as naming, word finding, and language organization, or the expression of ideas in an organized fashion.  Spelling, of course, is affected with further impact on written expression.

 

HN: How important is early identification?

 

JF: Early identification, of course, is important. It may be difficult to specifically identify a very young person as experiencing dyslexia; however, risk factors should be closely examined and where there is some difficulty experienced, then appropriate intervention should be provided.  

 

Dyslexia does not go away. It does, however, present on a continuum that may range from severe to least severe. At the severe end of the continuum, we see adults whose eye-reading skills have not progressed above an elementary level. These individuals are often ignored in the literature on learning differences/dyslexia.

 

Specific treatment for dyslexic individuals must be approached along at least four avenues:

 

1. Specialized instruction in language arts areas should be provided utilizing appropriate and well-documented evidence-based strategies such as the Orton-Gillingham Method.

 

2. We must introduce assistive technologies* very early in a child's education. As we work at improving eye-reading skills, we also provide ways to work around the interference of skill weaknesses. 

 

Textbooks, for example, should be made available through some type of audio format to assist with reading fluency and, subsequently, comprehension (e.g. Learning Ally, Bookshare). The use of a computer with word processing becomes important with regard to written expressive language activities. Other computer programs that are available include those that allow for dictation as well as provide reading assistance. Another example would be the Intel Reader.

 

*Check out Headstrong Nation's Tools page page for a list of current assistive technologies. 

 

3. We must review curriculum requirements as they might impact the dyslexic individual.  The learning of a foreign language, for example, in the presence of dyslexia tends to be quite difficult. The frequent recommendation is to waive such requirements. Some school districts will allow sign language to replace a formal language requirement. The waiving of a foreign language can be accomplished even at the college level in many instances. Other accommodations, such as increased time for testing becomes important. Oral testing should be allowed as indicated, etc.

 

4. Universally, young dyslexic individuals entertain the notion of being "dumb." They compare themselves with their peers and/or siblings and realize that they are not achieving at the same level, which produces concern. They worry that they are not meeting the expectations of significant others. Early efforts at assisting in understanding dyslexia and how it impacts functioning are very important.  

 

Dyslexic individuals need to become "experts" and learn how to appropriately assert themselves in terms of the accommodations that will be meaningful for them. Empowerment starts at an early age. It is extremely important to assure that success experiences occur both academically and non-academically.

 

HN: We believe that finding community and being honest about one's dyslexia is the key to becoming empowered. How do you support individuals that are struggling with coming to terms with their dyslexia?

 

JF: Recognizing that one has dyslexia is the key to becoming empowered.  

 

In our setting we provide "demystification" sessions for those with a diagnosis of dyslexia and at times ongoing counseling to assist in looking at compensatory strategies and to address other issues related to self-concept. 

 

It also becomes very important for "significant others" to have a full understanding of dyslexia. This not only includes parents, but also grandparents and others in the community where dyslexia may impact functioning, i.e., religious lessons, etc. At times, we offer small group counseling sessions for students with dyslexia to be able to learn from one another strategies that have been helpful. 

 

Ongoing peer mentoring should be available. In the past we have had group counseling sessions for dyslexic adults. This has been extremely helpful as, in adulthood, dyslexics find themselves generally to be quite isolated, not knowing others, etc., and feeling that they lack any "power" to change life circumstances. 

 

The areas of self-concept and empowerment must be addressed on an ongoing basis.

 

Dr. John Frauenheim

Associate Director, Center for Human Development at Beaumont Children's Hospital, Berkley, MI