LD/ADHD Proud to Be:
Eye to Eye’s Different Thinkers

Eye to Eye's "Different Thinkers" celebrating LS/ADHD Awareness Month

As the month of October and Learning Disabilities / Attention Deficit Hyperactivity Disorder (LD / ADHD) Awareness Month draws to a close, I have been thinking a lot about how our teams here at OSERS are strengthened by people who have different skills, different knowledge, and different approaches to problems. We don’t all think alike which brings strength to our work. I’d like to introduce some amazing students with LD / ADHD who think differently and bring strength to our society.

Recently, David Flink, Founder and Chief Empowerment Officer of Eye to Eye, authored a guest blog on the OSERS blog spot. In his post, David emphasized the importance that awareness plays in breaking stigma and building understanding around diverse learning needs. David frames learning disabilities and LD / ADHD awareness in the following terms, “We like to think, ‘It’s not a learning disability, it’s this ability to think differently.’” In his post, David talked about his own 5th grade reading struggles. Over the years, stories from his teachers and others who had LD and ADHD helped him succeed. He knew youth with learning disabilities needed hope, and they needed strategies for success. They needed mentors.

David founded Eye to Eye as a national mentoring organization run by people with LD / ADHD for people with LD / ADHD. The organization recently launched a National Share-Ability Campaign, which highlights the authentic experiences of students with LD / ADHD. If you’ve been in Times Square lately, you might have seen a giant screen “spectacular” sharing a story. Or maybe you know a student who has had a quiet, personal, one-on-one conversation: many have happened in classrooms and homes across the country.

As part of their Share-Ability Campaign, Eye to Eye asked their college-aged mentors across the country, “What would you like to share about your abilities as a different thinker?” OSERS features those kids’ inspirational answers here—positive messages by self-advocates who wanted to help others by telling their own story.

We welcome you to read their experiences and invite you to share your own.

 

 


Chelsea Bennett, Knox CollegeChelsea Bennett, Knox College

As a different thinker, I have been able to learn more about myself. Not only have I learned how to navigate my ADHD and explore how I learn best, I have also been able to learn great things about myself. My ADHD may be a challenge, but it has also taught me to enjoy the quirky, hyper, fun-loving person that I am because that is what makes me unique!


Katy Demko, University of PittsburghKaty Demko, University of Pittsburgh

Some people think my ADHD should hold me back, but I think it pushes me even more! It took me a while to figure out how I learn and it was a lot of trial and error. But I have come to realize that it is not a learning disability—I just learn differently.


Josh Dishman, Radford UniversityJosh Dishman, Radford University

My disabilities actually give me strength to work even harder towards a goal. Growing up, I was labeled as the wild, energetic kid who could never pay attention in class, which led many to believe that I was an idiot. As I grew up, I learned that having ADHD didn’t make me stupid, it just meant I had to work a little harder. I may have not been attentive enough to read a book, but if I listened to the book on audio, I was able to lead the class discussion on the novel.


Chris Gorman, Hobart and William Smith CollegesChris Gorman, Hobart and William Smith Colleges

I think that having ADHD allows me to approach problems differently. While most people would look to reach point D by going from A to B to C and then D, I always bounce around the problem. This lets me approach problems from a different angle and look at something in a totally different light than most people would.


Caroline Lee, Boston CollegeCaroline Lee, Boston College

As a different thinker, I can get lost on the way to class, forget where I put my textbook, and mix up my 10 AM class with my 12 PM class. But I still know that I have a valuable mind that can learn and approach things in interesting and meaningful ways.


Luz Madrigal, UC IrvineLuz Madrigal, UC Irvine

My ADHD brain is like a computer with a lot of different windows open all at once, and they are all functioning at the same time. I am a bit slow at learning new things just because I pay attention to too many details, but once I learn the task at hand, I tend to be above average in speed at that same job that took me longer to learn. I make sure I slowly learn everything, and once I do, WAM…I am extra efficient because I am a great multi-tasker! ADHD is pretty cool if you ask me.


Brianna Malin, University of Illinois at Urbana-ChampaignBrianna Malin, University of Illinois at Urbana-Champaign

I am a different thinker and I am very proud of it. Living with an LD and ADHD has helped me gain confidence and motivation to succeed in anything I do. I have determination, drive, and dedication to always do my best to reach my goals. This has also helped me to be resilient in the face of any obstacle. I am very grateful to be different and to think different because it makes me, me!


Georgia Mavrogeorgis, SUNY BuffaloGeorgia Mavrogeorgis, SUNY Buffalo

My learning disabilities provide me with the gift of being able to understand and see the world from a different perspective.
I’m more open-minded and accepting of individuals and their differences.


Becca O’Hea, ECUBecca O’Hea, East Carolina University

Having dyslexia has given me immense patience in having to spend extra hours completing reading assignments, and taught me to be a strong listener to compensate for being a slow reader and writer. I make it a point to tell others about my difference and how it has help me in furthering my career as a student and as a future school psychologist.


Brandon Odenheimer, University of DenverBrandon Odenheimer, University of Denver

I have been classified as LD and ADHD since 1st grade. Now I’m in my senior year of college, and I have been able to use my way of learning to succeed in my studies all the way. The ability to share my experiences with others is very rewarding.


Arthi Selvan, Temple UniversityArthi Selvan, Temple University

I’ve struggled a lot with being a different thinker, especially as a science major. To me, being a STEM major means you must be the type A personality: organized, efficient, a linear thinker, competitive. However, my learning difference benefits me. I have the ability to see and approach problems differently than most STEM majors do. I sometimes feel like I have a secret super power because of my ability to think differently.


Sam Solomon, University of WyomingSam Solomon, University of Wyoming

Nobody ever told me bluntly, that I was doing it “wrong.” But after a lifetime of little corrections and criticisms about how you think and live, you start to hear it. It takes a lot of courage, a lot of self-love to truthfully tell yourself that your habits and flaws and quirks are wonderful. It isn’t about fixing yourself. You have to form an alliance with your learning style.

 


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Raising Awareness on Specific Learning Disabilities

This blog was cross posted from HOMEROOM, the official ED.gov Blog, and  originally appeared on Medium.


Last year I learned about Jade, a dynamic 8th grader who struggled to learn to read when she was in elementary school.

In recalling her challenges, Jade described trouble recognizing letters and difficulty linking them together to form sounds. She just couldn’t read. The worst feeling in the world, Jade said, was starting to believe the names her classmates called her.

For a long time Jade kept her struggle to herself, feeling alone, and like she had to find her own way to deal and cope with this challenge. Fortunately, Jade’s family and teachers stepped in to help her get special education services. These services provided her with individualized strategies to help her read—strategies that she still uses today as she advances through middle school and sets her sights on high school and beyond.

We know that Jade is not alone. Approximately 2.5 million students receiving special education services in schools have learning disabilities, making it the largest disability population in our country. And, while research demonstrates that learners with disabilities who struggle in reading or math can most certainly succeed at rigorous, grade-level coursework with high-quality instruction and appropriate services and accommodations, too many young people don’t get the support they need to succeed. Sadly, and unnecessarily, students with learning disabilities lag far behind their peers in a host of academic indicators.

Too often, children with learning and attention issues are defined by their limitations rather than their strengths. Jade’s story shows us what is possible when educators and families work together to build on the strengths of a child while identifying and addressing their challenges.

By raising awareness of the needs of children with learning and attention issues, we can all make certain that no child falls through the cracks.

That’s why I am proud to highlight October as the month of awareness for Learning Disabilities, Dyslexia, and Attention Deficit Hyperactivity Disorder (ADHD). By raising awareness of the needs of children with learning and attention issues, we can all make certain that no child falls through the cracks.

Today, the Office of Special Education and Rehabilitative Services (OSERS) released guidance to state and local educational agencies. This guidance clarifies that students with specific learning disabilities—such as dyslexia, dyscalculia, and dysgraphia—have unique educational needs. It further clarifies that there is nothing in the federal Individuals with Disabilities Education Act (IDEA) that would prohibit the use of the terms dyslexia, dyscalculia, and dysgraphia in a student’s evaluation, determination of eligibility for special education and related services, or in developing the student’s individualized education program (IEP).

It is our hope that this guidance will help families and educators work together on behalf of children. We acknowledge that there could be situations in which the child’s parents and the team of qualified professionals responsible for determining whether the child has a specific learning disability would find it helpful to include information about the specific condition (e.g., dyslexia, dyscalculia, or dysgraphia) in documenting how that condition relates to the child’s eligibility determination. Additionally, there could be situations where an IEP team could determine that personnel responsible for IEP implementation would need to know about the condition underlying the child’s disability (e.g., that a child has a weakness in decoding skills as a result of the child’s dyslexia).

Specifically, this guidance:

  • Clarifies that the list of conditions in the definition of “specific learning disability,” which includes dyslexia, is not an exhaustive list of conditions which may qualify a child as a student with a learning disability;
  • Reminds States of the importance of addressing the unique educational needs of children with specific learning disabilities resulting from dyslexia, dyscalculia, and dysgraphia during IEP Team meetings and other meetings with parents under IDEA;
  • Encourages States to review their policies, procedures, and practices to ensure that they do not prohibit the use of the terms dyslexia, dyscalculia, and dysgraphia in evaluations, eligibility, and IEP documents.

This guidance can be found by visiting the Department of Education’s webpage.

The Department is committed to ensuring students with specific learning disabilities—such as dyslexia, dyscalculia, and dysgraphia—receive a high-quality education. The month of October is as an opportunity to raise awareness about these critical issues. But we all must remember that helping students, like Jade, to thrive happens not just today, but every day.

Michael Yudin, Assistant Secretary for Special Education and Rehabilitative Services at the U.S. Department of Education.
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Assistant Secretary for Special Education and Rehabilitative Services at the U.S. Department of Education.