I have spent a great majority of this blog, providing definitions, discussing characteristics and outlining some interesting behaviors, all in an attempt to explain what having an LD is like. The problem is that having an LD is a highly individualized experience. It’s like sharing a dream, you can describe what happened, but, it is harder to help another person fully experience that dream in the exact way that dream made you feel.
Over the last few months I have been in the editing stages of my dissertation. During this time, I have worked with my Chair on the appropriate edits for my topic. A Chair (not the one you sit in) is a person who is an expert in your field of study. This person checks your work for quality and validity. Not every Chair helps in the editing process, but some will. I was lucky enough to have a Chair who participated with me through the editing process.
Editing a dissertation means that you will go over each chapter and determine if you are using the correct voice (your final will be written in past tense), if you are using the correct format, if your table of contents is correct, if your references are clear, if you got everything done up to the standard that is required for this degree. It’s pretty grueling process for many people, not just people with learning issues.
This was complicated for me due to the LD, so let’s discuss what that really meant.
Throughout my educational career, I have had a hard time reading black text on the white background. When computers began to be used by schools, I discovered that reading from the computer proved to be more problematic then reading from a book. Something about the color of the words on the screen made it hard for me to read and understand what was written.
I had difficulty tracking the line. This meant that I would be reading on the computer and find myself on a different part of the page a few lines down. If I was holding a book, I could use a ruler to help me track the page or I could underline the text so that I could see if I was having tracking problems by the marks moving from one line to another. I could hold a paper to the screen to try to mimic a ruler, but found that the computer screen would light the paper in such a way that it made it more difficult for me to remember the text. As a result, I was printing my entire dissertation.
Printing was the easiest way to see what could not be seen on the computer. However, once the document was printed, I had the other problem of trying to find mistakes while also having trouble reading black words on white paper. I found some errors, but not all and I had to mark those errors with a bright color so I could see them and go back and edit them on the computer.
At some point, my husband bought me an iPad because he thought it would be helpful. I sent the document to my iPad one day out of curiosity. The iPad proved to be a good tool, but it was not a stand-alone. I could change the color of the background to Sepia and that allowed me to see some of the errors that I had missed on the computer and in the printed text. I am not advocating that the iPad was better than the computer or the written text. I used a combination of all three throughout the process. I would start on the computer; switch to the printed text and the load the document to my iPad.
Visually, when I am reading, what I see is something like blinders on the sides of my eyes. The blinders close off parts of the text. If I try to see around the blinder, the page becomes a white space without any words. Alternating colors helps me to see more of what is on the page, but not always. It’s like having a pair of spyglasses, and reading disappearing ink. If you use the glasses you can see the text, but if you raise your head and look around the room, the world looks strange. Now imagine using different pairs of glasses, some designed to help you see disappearing ink, some designed to make letters bigger, some designed to make letters smaller and consider all the various other ways glasses can alter your vision. Now, imagine moving from one set of glasses to another and that would be close to what I see when I am reading and writing. What I see at any given moment determines what I find on the page, the number of errors I miss, and/or my perception of the text itself.
When reading, I get segments of the text, which forces me to go back and re-read the text. When re-reading, I attempt to get all the way through the paragraph to make sure I have understood what I have read. This process, in combination with writing/editing makes me fatigued. So, I pull away from the text, take a deep breath and start again. Is this a complaint – no – it is really a statement of fact. Reading and writing are difficult to me because I experience them in this way. Having these difficulties does not make it impossible to learn, it complicates it. This is part of what I deal with when I am reading and writing. This is also why I read my favorite books over and over – I find that I learn so much with each new reading.
Over the years I have developed strategies for helping me to cope with these issues. I firmly believe that I should use every tool within my grasp to assist me with these kinds of struggles. But notice that I did not say that these tools would assist me “through” my struggles. I have heard some people proclaim that people “grow out” of their learning disabilities. This ideology gives people the impression that learning disabilities are a childhood problem. That is not my experience and it is not the experience of many who suffer with an LD. I am happy for those who experience something different – I just don’t happen to be one of those people.
I am not on the other side of the bridge looking back at and evaluating my journey through the land of Learning-Disabilities. Nope, I am dangling over the Grand Canyon, standing on a thin rope, in slippery shoes, as I hold a 3-ton weight on my shoulders. The thing that has kept me from plummeting to the bottom of the canyon is a solid support system, a drive to want to get the other side, and a tempter that could light a thousand torches. I am not a single individual working on my own to learn – I have had a lot of mentors, a wonderful support system, tools to help me help me, and I made the choice to want to push for something I presumed was outside of my reach.
Not everyone with an LD has these types of resources. Some are not able to articulate these problems. I am just learning to articulate them and I have been in school for a very long time. As other individuals come forward and share their experiences with LD, I am confident that our community will find the specific tools we need to deal with the types of issues I have described above.