Guest Blog post by Caida Mendelsohn
In early elementary school, I was aware that I was different from my classmates. I would get pulled out of class to work with and reading specialist. I took longer to finish worksheets in math class. I would stumble over words and make more mistakes than my classmates when reading out loud.
Eventually, I was diagnosed with dyslexia and Attention Deficit Hyperactivity Disorder (ADHD). My parents made the choice to move me to a local school that specialized in dyslexic remediation. This school would help build skills that I could use to be successful, even with dyslexia. The teachers there understood dyslexia and tailored their lessons to meet our needs.
I was no longer self-conscious when reading out loud and I no longer worried about how long it took me to finish a worksheet. All of the other kids in my class were dyslexic. For the first time, I didn’t feel different or weird.
When I went back to a general education classroom, I was given basic accommodations for my dyslexic and ADHD. In my 6th grade earth science class, I began to feel different from the rest of my classmates again.
Every night for homework, we had to read and take notes from our texted book. In reality, the reading was probably only 10 pages but it felt like 100 pages. It took me so long to do my homework every night. I would get frustrated and cry over my text book, then cry to my mom, and then cry over my textbook some more.
None of my friends in class seemed to have the same problems doing the reading and taking notes. Everyone else had organized notes with highlighter and bullet points just like the teacher taught us to do. My notes were messy and almost incoherent.
Then one night, while doing earth science homework, I had an aha-moment. I stopped taking notes on lined paper and started taking notes on printer paper. I started organizing my notes graphically and using colored pencils. When I began taking notes like this, homework became less hard and I started retaining and understanding more of what I was reading.
I realized that I think and learn differently than my peers because of my dyslexia. So why I was trying to study and learn in the same way they were? I needed to use my creativity and try a different ways of studying and figure out how best I learn.
As a junior in college, I still take notes this way. Being able to think differently, be creative, and adapt is what has made me a successful student. And the challenges I’ve faced have helped me become the advocate I am today.
Having ADHD and a learning disability like dyslexia has been a challenge in some ways, and a great teacher in other ways. I have learned to accept myself and the way I learn. I have learned to speak up for what I need. And I have learned the importance of encouraging others to do the same.
On the nights I cried over my earth science textbook, I never imagined I’d be where I am now. I never imagined I’d be living in Washington, DC, or that I’d have two amazing internship opportunities—first with the National Center for Learning Disabilities and now with the U.S. Department of Education.
But anything is possible.
My experiences have inspired within me a desire to ensure equity in education for all students, including students with disabilities. I want to ensure they, too, have access to the same opportunities as other students. Because one thing I’ve learned is that what you are given in life – even dyslexia or ADHD—does not determine who you are. But what you do with that determines everything.
Caida Mendelsohn is a junior at Smith College in Northampton, Massachusetts, and is originally from Decatur Georgia. At Smith, Caida is majoring in Government and minoring in Education and Child Studies. Additionally, Caida is working towards the teaching certificate for elementary education. It was Caida’s personal struggle with her learning disability that first sparked her interest in education and disability rights and advocacy.