The Steps of Progress (19 years and Counting)!

For those of you who are parents, you know (especially when you have children with learning disabilities) progress is sometimes a slow crawl on a long journey towards adulthood. It’s hard to know if the decisions you have made in your child’s younger years are going to become the roadblocks or bulldozers that they deal with in their adult lives.

When I first discovered that my daughter was having difficulty learning, I admit to feeling apprehensive. I went to the people that I presumed where the experts (her teachers), but I found myself facing what I considered to be a brick wall. Most people thought that I should allow her to just be “happy” and let everything else (learning and education) go.  I don’t understand why we think that a child facing an obstacle should be forced to make the choice between learning and play. However, when it comes to learning disabilities, I find that is often the first response.

I can’t explain what that feels like.  I can only tell you that it is insulting.  It was so insulting to me that I determined in my own head that I wanted my daughter to have more than an enjoyable childhood – I wanted her to enjoy her life as an adult.  For that reason, we began writing and reading at home, tutoring over the summer and practicing those skills in other non-academic situations. What I mean by this is that I found a book and I scheduled our days, we would work for an hour or so and play for an hour or so.  If we took a trip to the zoo or the museum, we broke that trip down and wrote about it (wrote while doing it). We would walk to the library and read out loud.  If we saw a movie about something, we researched it to find out more.  When she was older, we took notes, practiced responding to questions and we dove into things that were unfamiliar.  It was not easy and sometimes she fought me, but we pushed on.

I recall other parents telling me that doing this was abusive. One parent told me that my daughter would grow up and become ‘wild’ because I had her practicing her writing when she could have been outside playing and enjoying her life like all the other kids her age. I cannot tell you how often I questioned my choices, especially those years when it seemed like my daughter was not making any progress or when she would take a test at school and come home feeling defeated and sad.

The only thing that kept me motivated during those times was the idea that my daughter was going to struggle as badly as I did if I did not find a way to help her. I thought about the insecurity she could face as an adult if she could not read and write and that was all that I needed to keep pushing forward.

This week, my daughter called and announced to me that after her graduation from college in May (with a BA in Business Administration), she will be moving on to a one-year graduate program. She is also hoping to spend part of her summer over seas. I leapt for joy – physically and emotionally.  I was so excited that I announced her good news over Facebook before she had the opportunity to share it herself.

When I look at her now, I still see that little bitty kiddo, struggling to hold her pencil. I see that kid who could not stay in her seat. I see that little one crying because the words in the book were hard to read. I see the kid who called herself stupid. I see the child who was picked on for being different. BUT, I also see an amazing and beautiful woman with hope and love and joy for any and every second that life provides.

I still question my choices. Maybe that is the price we pay as parents. However, I no longer question them as bad choices. I wonder what I could have done better, what would have made things easier, what skills can I develop to help parents in the same position I found myself in those years ago.

My advice at this point is – DON’T GIVE UP! People with limited vision will tell you that what you are doing is stupid, that your child should play instead of learn, that you are being mean for working for a future for your kid. Hold on to your vision! Do NOT let it go! Don’t let it drive you crazy, but use it to fuel your child to a lifetime of victories. I have faith in you all and I hope you have faith in yourselves!

I wish you a happy and Joyful THANKSGIVING!!!

Advertisements

Re-Learning Letter Sounds: The Almost Impossible Mountain Climb to American Sign Language

Over the last several months, I discovered that I do not have a letter-symbol-sound understanding. That is confusing, so allow me to try explaining another way. I do not necessarily recognize letters, which makes it difficult to teach the letter sounds. I discovered this while sitting in my literacy class. The teacher would say a sound and I would actually see an image – not a letter.

I then spent some time attempting to figure out what I was going to do to develop my special education skills. Teaching phonics is a key element of my job.

Like most days, I tried to paint. It was helpful in the fact that it allowed me to work through my feelings, but I did not miraculously find an answer – or maybe I did. Just after I painted my last piece, I remembered something that happened to me in the 4th grade. At that time, I joined City Wide Choir. I was struggling to really sing out and speak up for and myself. Mr. A., my teacher at that time, taught us how to sign our names. Mr. A. would play a note on the piano, sign it, and then have us sing it.

With the memory fresh in my head I signed, “My name is Rhonda.” Not fast – I am sure I made some big errors, but it was easier for me to use my hands then it was for me to use my voice.

I set out to try it in my class. I decided to use a sign, speak the sound, say the picture on the card, and finally speak the sound to my students. My first day was not miraculous by any means, but it worked. I was able to slow down, match the symbol to the sound and match the sign to the symbol.

Since, I have been taking a little time each week to dedicate to watching sign language (ASL specifically). I can state here and now that I have so much respect for the deaf/hearing impaired community. I do NOT say that as hero worship. I say that with the understanding that I wish I had been taught to sign earlier in my life. The body is so interesting. I used to move my hands without mission or purpose. Signing makes me feel like my hands have a purpose. And I appreciate the fact that there are not so many words. Most of my life English has been a challenge. I stumble over words, phrases, rules, sounds, and letters. I could cry right now – I just feel like I missed out on so much.

I have no idea if there is any research into teaching individuals with autism sign language in addition to their own native language. I would love to find out.

In the middle of full time work and full time school, I have realized that I do not have enough hours in my day to devote to learning sign the right way, but I at least plan to try. Now, I plan to put out a challenge to any reader that I may have, IF you have any resources that you would like to share – PLEASE DO! I am open.

Looking back at the title of this article, I would like to explain why I call this the almost impossible climb to American Sign Language. I only say this because it is a great challenge for me to force myself to move beyond finger signing. To date, I have never been able to learn another language other than English. My fear with sign language is that I might mess up and say the wrong thing and completely offend another person. I have some interesting hand to eye coordination issues that sometimes impacts me when I do things like walk (this might look like me trying to put the same foot forward twice – forcing me to trip – it also impacts me in other ways as well) and point or do anything at the same time. I could do each lesson and finger sign, but then what am I teaching myself??? How am I growing my students??? I want to show my children that having ASD and learning disabilities may present challenges, but with the right supports they can build new skills and become stronger people.

It is my hope to become the best special education teacher I can be. I hope that ASL might help me. I thank you all so much for your endearing support. May we all continue

Diffusion of Information and LD Students

{excerpt: Perceptions of Learning-Difference (LD) students on How their specific LD characteristics impact the post-secondary education experience: Tables removed but are embedded within the full text version}

Two questions that are often asked in school systems around the country are; “What are students learning?” and “How do we create an atmosphere that supports learning? (Brookhart, 2011, p. 4)”. These questions are asked at all levels of education, in relationship to all curriculum and teaching practices, and in the heat of political debates (Altbach, Berdahl, & Gumport, 2005). Rogers (1976) defines the diffusion process as the extension of a new ideas, thoughts, or innovations from its establishment to its adopters. Rogers (1976) differentiates the adoption process from the diffusion process in that the diffusion process occurs within society, as a group process; whereas, the adoption process pertains to an individual mental progression where a person moves from merely hearing the information to understanding it and being able to fully apply it in some way.

This is something with which Kelly struggles. Rogers (1976) is primarily speaking about new technology; however, his thoughts are applicable to education especially when he focuses in on the concept of innovation within an organization (p. 417). In this scenario, the students are in the school to learn new information and or ideas so that they can use it to gain new understanding and build better lives for themselves and their families (Honig M. I., 2006). Rogers (1976) highlights how organizations measure adoption of an innovation within an organization over a period of time like email systems and computer technology.

However, an LD student entering an undergraduate program is there to learn new tools and skills (Marzano & Kendall, 2007). These tools can be nursing technology, business technology, leadership skills, etc., but it is all new to the student and it is information that must be adopted or the student will not be able to advance in the program or have a career in that field after the program is completed (Cortilla, 2011; Rogers, 2003). Students with LD come to the learning environment with processing issues that put gaps in their ability to learn/adopt the new information (Opp, 1994). As noted earlier this gap in understanding has been equated to the appearance of Swiss cheese: the knowledge is there, residing in the spaces and pockets, but for whatever reason, the student is unable to access that information, rendering it useless to the student (Cooper, 2007; Cooper, 2005).

When the student enters the classroom, many times, they are entering “fresh”, new, ready to learn, because what was learned the day prior (a month prior, a year prior, years prior), has slipped away (Cooper, 2007). For this reason, the teacher, as the innovator or presenter of the innovation, is again needing to diffuse this new (or renewed) information to the LD student (Rogers, 2003). It’s a recursive process where the LD student learns and relearns until the innovation or new idea is fully adopted, though this is not copiously occuring for the LD student (Viel-Ruma et al., 2007). Cortiella (2011) noted that improved instruction, enhancement to disability planning, better application of programs, and greater skills assessments and training are needed to help students with disabilities understand themselves and grasp their educational process.

The ADA Amendments Act of 2008 has the potential to assist with disability planning efforts, because it allows individuals with disabilities to show their difficulties by documenting the disability and citing their problems (The United States Access Board, 2008). Regarding any future employer or post-secondary institution (PSI), it requires that “reasonable” modification be applied, without forcing changes or alterations that might be too difficult for the entity to implement (The United States Access Board, 2008). “Reasonable” is a problematic term, becausestudents with disabilities have had a great amount of difficulty in expressing, documenting, and receiving assistance for their disabilities as a direct result of their problems with communication (Cortilla, 2011). This makes it difficult for any employer or PSI to adequately identify what “reasonable accommodations” are, which is creating further gaps (in education and in employment) for the individual with LD (President’s Commission on Excellence in Education, 2002).

In their review of the history of change literature, Higgs and Wren (2009) discuss the complexities and failures of change models over time. They evaluate models that move from simple to sophisticated, and those that move from do-it-yourself models to emergent models (Higgs & Wren, 2005). Among the listed change literature historians is a theorist named John Kotter. Kotter (1996) believed that change required participation from the leader and that leaders needed a true sense of urgency in regard to the change. Others suggest that organizational capabilities and the cultures they impact are so disconnected, and that change cannot occur without structure and repetition (Beer & Nohria, 2000).

Some change literature theorists contend that institutional changes are difficult to conceptualize, because they ultimately have to apply in real world situations (UNPD, 2006). However, others state that the only way change can be effective is if one is willing to continually reshape one’s capacity to enhance one’s organization (Higgs & Wren, 2005; Jaworski & Scharmer, 2000). Altering a system and applying new standards is easy to theorize about, but research shows that changes, especially in educational systems are rarely executed as they are designed (Brugha & Varvasovszky, 2000). Thus, such changes do not spread throughout the entire organization and they are not sustainable in their ability to hold stakeholder or community interests long-term (Brugha & Varvasovszky, 2000).

Rogers (2003) noted that for an innovation to be effective it needs to have certain attributes: (1) it must be better then the innovation it follows, (2) it must be compatible with the current values, (3) it must not be preceived as being too difficult to use, (4) it must allow for experimentation, and (5) it must be transparent and observable so that results are clearly laid out. In the redesign of a new educational system, a stakeholder analysis (Brugha & Varvasovszky, 2000) and strategic plan that incorporate feasible living strategies (this is a method for making sure that a plan that is placed on paper can be effective in a real world situation) are key to a new innovation being successful (Marx, 2006, pp. 15-16).

It is important to determine who the stakeholders are and what role they will play in decision-making, organization policy, literature development and assimilation, and continuation of innovation practices (Rogers, 2003). While there is still some debate about who the stakeholders are (i.e are students stakeholders or are they customers), the majority of researchers find that educational stakeholders include a combination of stduents, parents, staff, community organizations, local governemtns, local businesses, retired citizens, citizens who no longer have students in school, institutions of higher education, media and educational agencies (Spector, Greely , & Kingsley, 2004; BFHE, 2009).

The question then becomes, Where do these stakeholders have buy-in and how does that buy-in impact the assimilation of information (Business Higher Education Foum BHEF, 2009). It might be easier to outline these stakeholders in a figure, by those who are outside of the organization versus those that are inside the organization and how their position in the structure determines their influence on decisions and information diffusion (Brugha & Varvasovszky, 2000). Understanding this relationship allows leaders to develop a proper analysis of whose interests are being considered and who is most impacted by any choice that is made when an educational system needs to be altered (Honig & Rainey, 2011).

Putting these stakeholders in a figure its clear to see that there are stakeholders that are influencers (Policy-makers, Administrators, Social groups, Professional Organizations) and stake holders are the influencees (Students and Instructors). Damanpour & Schneider (2008) might say influencers have “primary” adopter characteristics (those having intrinsic influence, dealing with value and policy) and they might note that influencees have “secondary” adopter characteristics (those having an internal value from the adoption process or that are requires to utilize the actual innovation).

Primary adopters focus on how innovation will be used by the organization from group to group. Secondary adopters focus on how the innovation will be put into practice (Damanpour & Schneider, 2008). Hord, Rutherford, Huling-Austin, & Hall (1987) stated that the most important element in creating positive and successful change was a leader’s willingness to work, push, support and participate in the process (p. 10). A leaders role is important because it does take a quality leader to get an entire stakeholder community to implement new change (Hord et al., 1987). LD students do not have the power to speak for themselves, so they are dependent on their leaders (Cortilla, 2011).

Dalitz, Toner, & Turpin (2011) state that innovation formulas incorporate a variety of different tactics and procedures, but most formulas include life cycle changes, training changes, and skill needs that are either the major primary consideration or they are a close second in the consideration process (p. 11). It is possible that this is why school systems struggle to make some changes to the PSI environment. The change is possibly seen as too expensive or too difficult to implement. In consideration of changing the PSI environment for the LD student, The Cervero Model was chosen because of its incorporation of all elements on a somewhat equal setting, see Figure 2.4. The Cervero Model (Hubbard & Sandmann, 2007). This is relevant because PSI need to understand that, even though modifications at all levels are ultimately desired, change methods do not require PSI to alter every aspect of the educational process to be successful.

Studies have found that there is interconnectedness between change success rates, change context, leadership and methodologies to change (Higgs & Wren, 2005). If stakeholders are not committed, they will not follow the new process and it will fail (Higgs & Wren, 2005). This evidence is reported in The President’s Commission on Excellence in Education (2002) when the reporting staff discovered that LD students were not effectively learning and educational institutions were not able to produce quality, stable learning environments for students with LD. When considering how to assist students with LD, especially when policy has been mandated by legislation that governs how much change can happen at the PSI level, and when considering that many stakeholders have had no choice in the learning formats that are chosen (Dunn & Mulvenon, 2009), LD students must be included in the implementation of any changes that may need to occur in the future as a result of the lived experiences of the mandated educational changes (Hord et al., 1987).

The President’s Council on Excellence in Education (2002) states that the innovation that will help LD students to become solid academic learners will be found by and through engaging with and researching LD students outside of the parameters of the traditional student. If language is not stationary, and if it is not relegated to the sign or symbol as Derrida (1997) supposes, and if it is ontogenetic as Chomsky (1998) believes, and as educators have indirectly implied (Bloom, 1956; Bruner, 1966; Eisner, 2000; Enfield, 2010; Gardener, 2006; Vygotsky, 1978), then researchers must ask how students use language. They must consider how the use of language interferes with learning, and what can be done at the post-secondary institution (PSI) level to help the LD student to better cope in educational settings without removing the “reasonable accommodations” requirement (GOA, 2009).

Marginalization and Learning Disabilities

Over the past several months I have had conversations with individuals with disabilities who have been marginalized on college campuses due to the actions and attitudes of their non-disabled peers regarding disabilities that cannot be seen with the naked eye.  Living with a disability, especially a disability that is considered “invisible”, is difficult for many people to navigate.  After all, we don’t LOOK like there is something wrong with us. This often leaves the door open to those who think that these conditions are either made up by therapists in order to give those therapists something to do, or “faked” by us to gain attention.

The hard issue is that many individual’s who do not have LD, do not appreciate how difficult it is to navigate the world when you have disabilities. I my own life, I am often told that I must not be disabled if I obtained a college degree.  This is the type of statement that would not normally be said to an individual who had a prosthetic limb.  One might presume that life with the prosthetic would be easier to navigate, but we would never presume that the limb had grown back or that the individual was better because they had a prosthetic (if you did make that leap – it would be because you had not experienced the issues that come with having to use a medical device such as a prosthetic).

I have to make a side note here.  When I use the word “disability”, I use it universally to describe a condition or set of conditions that interferes with or prevents one’s ability to participate in the world without accommodation.  This is a simple definition, because it incorporates all forms of disability, not specifically learning disabilities. Many people would say that a disability does not make one “disabled” – which is true.  Lots of people live life with disabilities and they are not limited in what they can achieve or do.  Others will try, but will be stopped by the disability itself. And others will be unable.  No one person copes with a disability in the same way and no one way is better.

But I have noticed a backlash from groups who are frustrated that so many new conditions are being identified – in their opinion.  I continually hear statements such as, “When I was a kid, there was no such thing as dyslexia/AHDH/”insert learning disability here”. It is as if the very idea is preposterous because someone had not seen it or had not recognized it in the past.

The fact is that unless you have it or your related to someone who has it, it’s hard to understand the impact.  In our society, people desire to live a life that is complaint free.  We pat those on the back who have pushed their conditions aside and beaten the odds – so to speak.  Unfortunately, in the disability community, when one does a great job of moving on with their lives, the rest are often seen as victims, bringing down the system or sucking it dry – which is not the case.

The people I spoke to over these last few weeks did not see themselves as victims, they only knew that to be successful they needed accommodation.

Accommodation is such a tricky word.  People think it means taking from what others need to give something to someone else. I venture to say that in some ways every person on the planet uses some type of accommodation.  The mother trying to feed her young combative toddler uses a restraining devise (commonly called a high chair) to help her to feed the child without incident.  A young boy painting the house for the first time uses a ladder to reach the higher parts of the house.  Neither of these individuals is disabled. They use these devices because they are acceptable forms of accommodation.  They might have found a way to cope without it, but it would have been much harder. This is no less true for individuals with disabilities.

This appears to be the sticking point. or requested accommodation for the disability, they received public backlash – backlash that lasted for weeks and ended with the person feeling broken for asking for something that was necessary, just like the ladder and the highchair (yes – these are very simplistic examples).

Before you speak about a condition or a situation you are not living with or in – THINK. The heart you break with you choice words could take a lifetime to heal.

H.Res. 456: “Calling on schools and State and local educational agencies to recognize that dyslexia has significant educational implications”

This weekend I took the time to begin discussing disability advocacy.  What does it mean? Why is it important? How do we address it?

It was my pleasure to discover that Congressman Bill Cassidy and Congresswoman Julia Brownley have written a resolution calling for the House to acknowledge that impact of dyslexia on students. Decoding Dyslexia- Co said that Congressman Cassidy said that

“the resolution is designed to urge schools and educational institutions to address the impact of (dyslexia) on students”  

In another quote posted by Decoding Dyslexia – CO, Congressman Cassidy says:

“Dyslexia affects millions of Americans, including many students. We know that many with dyslexia are among our brightest and most successful. If dyslexia is identified in elementary school and the appropriate resources are given to these children, America can produce more teachers, more scientists and more entrepreneurs. This resolution pushes schools and educational agencies to address this challenge and provide evidence-based solutions for dyslexic students.”

This bill currently only has a 2% chance of passing, but this is low because people do not know about it.  It is up to us as citizens and especially those of us who deal with the impact of dyslexia to encourage our Congressmen and Congresswomen to join the Bipartisan Congressional Dyslexia Caucasus.

Why is this important?

According to Dyslexia World:

A person suffering from dyslexia disorder experiences difficulty reading, writing, with letters, words, and numbers, as well as reversing letters and words. It is estimated that 10 to 15% of the children suffer from Dyslexia.”

But from personal experience, I understand that dyslexia is a life-long condition. It has taken me years to learn to learn and to teach my children to learn.  My hope, my call to my elected officials and to the rest of the United States is that you do not allow another student to struggle as hard as I did – as my children have/are.

If I could sit down with these men and women today – I would walk them through what it felt like to copy a text book cover to cover, to read – reread and reread information hoping to make it stick, to feel what it is like to confuse what is written and what is said – to have the thoughts get stuck, to feel stupid when you know your not and to wonder where on earth the information went that you spent so much time trying to remember.

If I could share a lunch with them, I would ask, if they understood that I have no desire to take something from another student in my quest to give students the same opportunity to learn.

I ask you now to reach out and write letters and ask your Congressmen and Congresswomen to stand up for these children and adults.

I will be posting this letter on all of my social media outlets and I ask you to consider posting it too.  Better yet, write your own and share it.  My voice is not the only voice that needs to be heard.

Special Thanks to:

Decoding Dyslexia – CO (https://www.facebook.com/DecodingDyslexiaCo)

Congressman Bill Cassidy (https://www.facebook.com/billcassidy)

Congresswoman Julia Brownley (https://www.facebook.com/RepJuliaBrownley)

May we continue the effort to build awareness!

Until Next Time,

Dr. Richmond

Visual Perception

In today’s post I decided to cover visual perception. For the past month or two I have been working with my sons on a project. The Dark Woods book project. We love the books we have written, but we would like to see them as a graphic novel. The idea came from the fact that my son thought it would be easier for other children to read his books if they were graphic novels. This was also important to him because the first book he read independently was a graphic novel.

Unfortunately, I am an abstract artist not a graphic artist/novelist. The writing of the books was difficult to say the least, now this. But, out of love for my son, and some strange desire to give something of myself back to him, I made the choice to try. It has not been easy. Transitioning from one art form to another is foreign; at least it is to me.

However, there is something that typically happens when you venture out of your comfort zone and learn something new. What happens is that you end up discovering something of value. For me, this something of value was that it helped me to take a really good look at my own visual perception and its given me some insights into my learning disabilities.

I have tried to explain before that I see things differently then others. But since a picture is worth a thousand words, lets look at a photo. This is my daughter (Say hello!):

Original Photo

Original Photo

My apologies the photo is grainy.

I did a free hand drawing of the photo without using lines or boxes (this is a tool used by artist to help with drawing faces). I wanted the photo to be the same size as the other one. But I had trouble  – see the photo:

My drawing without the use of the tools.

My drawing without the use of the tools.

Looking at the photo you can see the distortion immediately. To really evaluate it, I will apply lines and highlight a few of those lines.

Adding the lines with a ruler.

Adding the lines with a ruler.

Looking at the photo and the drawing close up.

Looking at the photo and the drawing close up.

Starting with line 1 you can see problems. However, look at likes 4 through 8. The eyes are too large, the nose is too long, and the mouth doesn’t seem to be where it should be. If you look closely you will also see that the shading is awkward (if you can use that word to describe art).  The shading of the lower eye in my drawing makes it look like I was giving my drawing a black eye. That is because I have difficulty understanding the color tones in the black and white photo that I used to create this drawing.

If I placed more lines on the paper, even more details and anomalies would show up. One might ask, how does this relate to reading and writing?

When I fail to see what is before me, I not only have difficulty modeling that thing, I also have difficulty describing what I do see. Anyone who has had difficulty with drawing would say that my art looks horrible not because I do not see well, but because I am not a good artist. And they would be correct; I am not a good portrait artist. Just like in school there are students who are not good in school because they are either not good students or they are not good in a particular subject.

What I am talking about are the students who actually see things in a distorted way. These types of distortions compound my difficulty with reading and writing. Are there other ways that things are distorted? Yes, there are. This was one way to actually show it. To highlight what things can look like when they are on paper.

Look again at the 3rd photo. If I was writing letters on a page, a teacher might notice something like very large letters that do not stay on the line (like the way my eyes and nose are falling into the next space). The teacher might notice that I may be missing details like a word or a letter (like how I miss the details in the shading). They might notice that I turn things backwards. This one is harder to spot in the drawing, but check out the bottom half of each earring, neither of them is facing the right direction. The earing on the left side of the face in my drawing is facing the neck. This earing should be facing away from the neck. The earing in the drawing on the right is turned towards the shoulder. This earing should be facing the viewer.

Now, how do I resolve these issues when I see things the way that I do? In regards to art, I have to start to use the tools that make artists better, like lines and rulers and shapes. These things are difficult for me to use because I am unfamiliar with them. I know a circle from a square, but I struggle with using the circle to create a face – so I have to practice this over and over until I can use it easier.  I have practiced at least one drawing per day for weeks now, and I am still struggling to remember tools I learned in the beginning. This is something we in the research community are working on – why do students like myself forget instructions, even though we might master them during the time we are being instructed?

When writing and reading, I have to practice reading and writing. I have to try various techniques and I have to keep using them until I learn to do them on my own.  Will I ever be a great portrait artist, I do not believe that I will, but the tools have helped me to create some art that I can be proud of.  Just like practicing reading and writing has helped me to be proud that I can communicate.

Attached, take a look at some of what I have been able to do when I have the right tools and some support from teachers and family.

You can still see visual issues appear and you still have distortions in things like the nose.

You can still see visual issues appear and you still have distortions in things like the nose.

But there is more of a natural look starting to show.

But there is more of a natural look starting to show.

It alters the graphic work too. Not perfect, but not where I began.

It alters the graphic work too. Not perfect, but not where I began.

When you are working with a student who has reading and or writing problems, try figuring out how they see and if they can describe it. Then try to figure out tools to assist them in practicing. I believe that the more you use your tools, the better you become with those tools.

Until Next Time.

Dr. Richmond

The LD Experience Continues

This week I had the pleasure of conversing with a great group of people online about how it feels to be dyslexic. This is such a great thing to talk about because we often hear clinical definitions about terms like dyslexia, but rarely do we experience the individual perspective.

When I first read the title of this discussion thread, I was nervous to express my opinion because I have more than one LD. Still, the only way for any of us to really dive into such an issue is for someone with the issue to share – eventually the bits and pieces will create some kind of picture.

In thinking about my experiences with my children and throughout my life, I began diving into this question.  I explained to the group how individuals in my home had issues with the following (these are not all of the issues – its a baseline to help continue the conversation):

  1. Word recognition – We would practice a word all week, pass the test on Friday and though we knew what the word meant, we were unable to spell it by Monday.
  2. Word and letter reversals – Though there is discussion in the field as to weather this is a left-right issue or dyslexia or whatever.  What this means to members in our house hold is that we typically start from the wrong end.  Which means if I need to use a letter like b, d, q, or p, I might not know which one is B.  It means we might start from the wrong end of the word when trying to sound it out or we might start from the wrong end of the sentence.  For my son however, this meant he wrote backwards entirely for many years.  One could hold his papers up to a mirror and read them.  He is now in his teens and finds that this still happens from time to time.
  3. Direction – Only one of us can go to a location one time and find our way back. The rest of us must use directions, landmarks, and or symbols to get back to that location.
  4. Wrong Word Usage – It is common to hear the wrong word used for any particular item.
  5. Hand Signals – There is a lot of finger snapping, pointing, hand movements (jazz hands), and jabbing because the words will not come out and this forces us to improvise. It’s like a huge game of Pictionary – the image of what you desire to say is at the tip of your tongue and you just can’t get past it. It is not that we do not know the information, it is there and that is one of the most frustrating parts.
  6. Lists  – Forgetting is common, so we attempt lists, but we often forget those lists if we sit them down.
  7. Vocabulary – We all have limited verbal vocabulary and often write using simple vocabulary, but we have a vast vocabulary in our heads that we struggle to utilize.
  8. Recall – We struggle to verbally recall – though we can often write what is missing since we developed the writing skills.
  9. Vocal Sounds – Grunting is also common in our house when we struggle to use our words.
  10. Clumsiness – At any given time one of us will hit a wall, fall down stairs, trip on nothing, fall out of a chair, or collide into one another.
  11. Headaches – Those of us with LD struggle with learning headaches, as I like to call them. This occurs from the strain that happens when you are trying to make sense of what you see.
  12. Difficulty reading the words on the page – there are many things associated with this one items, for now I will just say that it’s like the page and the words play tricks on you even though there is nothing wrong with your vision.
  13. Forgetfulness – We continually forget important details or how to follow through when writing things out. We may begin on a thought and never branch out to the other details. We might forget why those details are important or that we forgot those details at all.
  14. Mistaking – This is harder for me to describe today, but say I write a paper and I read it over in an attempt to edit. Because I know what I wanted to be there, I have actually read the paper via what is in my head and missed mistakes that were actually in the test.

What this tells you is the experience to some degree, but not specifically how we have felt. We have swung the pendulum from feeling “stupid” because we are dyslexics, to feeling “acceptance” because we cannot change this condition, to feeling “joy” because we have found something special about our selves as a result of dyslexia.  There are days when I am proud to say I have dyslexia and days where I long to read/write/think without problems.

With these types of issues, how then did we learn to read and write?

We began slowly. Taking things one-step at a time, often to the point of exhaustion.

Attached I am providing the layout for the  5-paragraph essay. I created this and have used it to teach my children to write. I use this layout during the school year, in the summer and on breaks to re-enforce what my children learn in school. This is not a stand-alone tool; there are other tools you need when working with your children on how to write, read, understand, and express.

I began using this tool when my children where in the 3rd grade. It took a very long time for it to sink in, but we continued to work on this until they got it right.  I hope it is as beneficial to you all as it has been for us.

I will try to post more of these tools as I work through this blog.

If you have tools that have worked for you, please share them or send them to me so I can share them with a link to your website or whatever profile you choose. The more we share our stories, the more we learn.

Until Next Time,

Dr. Richmond

Organizing Your Essay

Also, if you notice errors, please contact me. I am happy to fix them. I knew going into this experience that my LD might show and while it might be embarrassing sometimes, the only way you are going to understand what I am saying is to see those mistakes in my writing. I maintain this set of facts: (1) Writing is not my first language, (2) I write this blog to share information and to practice the skill. I hope each day to grow this part of my life. I will gladly make changes because it makes this a more efficient page. And I thank you in advance for your assistance.