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learning backwards

written, designed, and photographed by Karly Osborne

Dedication This book is dedicated to Thomas and Pierce Caldwell. I would like to thank them for being my inspiration to write this documentary, and for helping me with the process. Thomas and Pierce have been amazing friends of mine for about six years and I couldn’t feel more blessed to have met them. All the hard work and time that I devoted to making this book the best that it could be was all for these boys.

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Acknowledgements  I  would  like  to  start  by  thanking  Freestyle  Academy  for  providing  all  the  materials,  REHMFWLYHV DQG VSHFLÅ FDWLRQV IRU WKLV GRFXPHQWDU\ SURMHFW :LWKRXW KDYLQJ EHHQ DVVLJQHG this  project  at  Freestyle,  it  is  unlikely  that  I  would  have  taken  advantage  of  an  oppor-­ tunity  to  research  dyslexia,  and  come  up  with  as  much  knowledge  as  I  have  now.  All  of  WKH SUHOLPLQDU\ ZRUN WKDW ZH GLG SULRU WR FUHDWLQJ WKH Å QDO ERRN JXLGHG PH WR WDNH D position  on  the  topic  and  develop  it  throughout  this  book.  For  all  of  their  support  and  guidance,  I  would  like  to  acknowledge  Mr.  Greco,  Ms.  Parkinson,  and  Mr.  Florendo.

:H ZHUH WKHQ IRUWXQDWH HQRXJK WR UHDG Freakonomics  in  English  class  which  acted  as  a  relevant  and  supportive  model  for  the  research  paper  that  we  would  then  write  on  our  own.  Freakonomics  was  such  an  interesting  novel  whose  style  was  especially  inspiring  towards  the  writing  of  my  own  paper.  I  would  also  like  to  attribute  much  of  my  knowledge  and  interest  on  the  topic  to  another  book  I  read,  The  Dyslexic  Advantage  which  opened  my  eyes  to  a  new  perspective  on  the  subject  and  overall  provided  much  of  the  information  that  I  use  to  support  my  argument  throughout  the  documentary.

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 I  would  also  like  to  thank  all  those  that  I  interviewed  for  the  book,  all  of  whom  provided  me  with  ample  evidence  and  perspectives  in  which  I  could  base  and  support  my  claims.  These  people  include  Thomas  and  Pierce  Caldwell,  US  History  AP  teacher,  Ms.  Yick,  and  fellow  Freestyle  student,  Max  Carrillo.  Finally,  I  would  like  to  thank  close  friend  Jakky  Portelli  for  supporting  my  writ-­ ing  and  work  during  the  entire  process  and  providing  input  and  guidance  towards  the  DHVWKHWLFV DQG ORJLVWLFV RI ERWK WKH GHVLJQ RI WKH ERRN DQG WKH OLWHUDWXUH WKDW Å OOV WKH SDJHV RI WKH ERRN :LWKRXW KHU FRQVWDQW VXSSRUW DGYLFH DQG RSLQLRQV , ZRXOGQ¡W KDYH had  such  a  smooth  ride  in  the  creation  of  this  book.

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Table of Contents Foreword...................................................................................................... 8 Introduction............................................................................................. 10 Chapter 1: Public Schools For A Unique Brain................... 12 Chapter 2: Charles Armstrong School....................................... 18 Chapter 3: Those Left Behind....................................................... 23 Chapter 4: Dyslexia As An Advantage ................................... 26 Conclusion ............................................................................................. 28 Bibliography .......................................................................................... 30 7

Foreword  Before  I  begin,  I  would  like  to  establish  a  few  disclaimers.  First,  I  realize  that  WKH SXEOLF VFKRRO V\VWHP LV FRPSOH[ DQG D GLIÅ FXOW RQH WR PDQDJH :KLOH LW LV JRYHUQ ment  funded  and  controlled,  I  believe  that  public  voice  and  activism  can  lead  to  im-­ SURYHPHQWV WKDW ZLOO EHQHÅ W D ODUJH SRSXODWLRQ RI VWXGHQWV WKRVH ZLWK VSHFLDO QHHGV , think  it  is  safe  to  state  that  a  person’s  education  is  a  student’s  most  powerful,  important,  DQG LQÆ XHQWLDO WRRO LQ WKH IXWXUH RI KLV RU KHU OLIH DQG WKHUHIRUH LW LV QRW WR EH WDNHQ lightly.  There  is  a  copious  multitude  of  students  that  suffer  from  learning  disabilities  who  are  left  at  a  disadvantage  as  they  struggle  constantly  to  keep  up  with  their  peers.  It  is  my  hope  that  teachers,  not  only  in  the  state  of  California,  but  around  the

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world,  take  the  time  to  learn  about  these  disabilities,  offer  moments  of  their  spare  time  to  work  with  students  individually,  and  ultimately  allow  each  student  an  equal  op-­ portunity  to  achieve  academic  success  because  each  one  of  them  has  the  ability  to  do  so.  Secondly,  this  research  paper  isn’t  meant  to  evoke  sympathy  among  its  readers  for  the  dyslexic  population.  Even  though  they  brave  hardships  that  many  don’t  face,  dyslexic  SHRSOH KDYH WKH VDPH SRWHQWLDO DQG FDSDFLW\ WR VXFFHHG :LWK KDUG ZRUN DQG GHGLFD tion,  many  dyslexic  students  have  overcome  the  preliminary  educational  hardships  and  IRXQG VXFFHVV LQ YDULRXV Å HOGV PDQ\ RI ZKLFK GRQ¡W UHTXLUH PXFK UHDGLQJ RU ZULWLQJ

:LWK WKH KRSHV RI LPSURYLQJ WKH HGXFDWLRQDO V\VWHP DV D ZKROH , ZULWH WKLV SDSHU from  the  perspective  of  a  dyslexic  student,  hoping  to  open  the  eyes  of  many  Americans  to  the  faults  and  troubles  that  our  public  school  system  exhibits.  Finally,  I  hope  that  af-­ ter  reading  this  paper,  you  understand  more  clearly  the  struggles  of  dyslexia,  you  notice  WKH Æ DZV LQ RXU SXEOLF VFKRROV DQG \RX IHHO PRWLYDWHG WR FRQWULYH VROXWLRQV IRU FKDQJH

“I  don’t  get  this,  help  me�

-­Thomas

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introduction :KDW GR $OEHUW (LQVWHLQ 7KRPDV (GLVRQ DQG 7RP &UXLVH KDYH LQ FRPPRQ" 7KH\ are  all  dyslexic  (Kuwana).  Dyslexia  affects  about  15%  of  Americans,  yet  many  are  ignorant  to  how  this  learn-­ LQJ SURFHVV DOWHUV WKH OLYHV VSHFLĂ… FDOO\ WKH HGXFDWLRQDO VXFFHVV DQG DFKLHYHPHQWV RI people  diagnosed  with  it  (“The  Upside  of  Dyslexiaâ€?).  Even  before  school  begins,  chil-­ GUHQ OHDUQ WR UHFLWH WKH $%&V EXW LPDJLQH KRZ LW ZRXOG IHHO WR VWDUW WKH Ă… UVW JUDGH still  unable  to  put  the  letters  together  in  order.  Some  begin  to  feel  intimidated  by  their  peers,  while  others  experience  failure  and  feelings  of  incompetence  at  the  very  start;Íž  ultimately,  one’s  educational  journey  commences  with  a  challenge  unlike  many  others.

7KH WHUP G\VOH[LD ZDV FRLQHG E\ : 3ULQJOH 0RUJDQ D JHQHUDO SUDFWLWLRQHU LQ 6XV sex,  England  in  1896.  It  was  described  as  a  problem  with  written  words,  rather  than  speech,  and  was  thus  assumed  to  be  a  visual  problem  (Kantrowitz  and  Underwood).  Over  the  past  one  hundred  years,  researchers  have  encountered  many  problems  with  this  learning  process.  There  is  not  yet  a  cure  for  dyslexia,  although  scientists  across  the  na-­ tion  have  spent  thousands  on  research  and  experiments  in  the  search  of  the  cause  of  the  problem  for  which  a  solution  could  be  developed.  These  projects  often  include  vol-­ XQWDU\ EUDLQ VFDQV DQG KDYH UHVXOWHG LQ šUHZLULQJÂş SURJUDPV VXFK DV )DVW )RU:RUG /DQ guage  (“Dyslexia  Teacherâ€?).  But  in  my  opinion,  this  is  not  the  problem  that  our  nation  needs  to  focus  on;Íž  rather,  it  is  the  harsh  educational  system  that  does  not  provide  for  this  neurological  disorder.  It  is  the  shocking  statistic  that  about  20%  of  students  with  learning  disabilities  drop out  of  the  education  system,  and  only  about  67%  graduate  with  a  regular  diploma 10

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(“The  Reality  of  Dyslexia:  Millions  Struggleâ€?).  It  is  the  heartbreaking  struggle  of  mil-­ lions  of  American  families  that  have  dyslexic  children  but  can’t  afford  to  send  them  to  private  school.  I  would  like  to  turn  the  light  on  to  this  tragedy.  Thomas  and  Pierce  Caldwell  were  diagnosed  with  dyslexia  in  the  same  year  af-­ ter  having  struggled  through  the  third  and  second  grades  at  Springer  Elementary  School  respectively.  They  aren’t  dumb,  they  aren’t  lazy,  yet  they  were  having  a  hard  time  grasp-­ ing  preliminary  foundational  concepts  with  little  extra  attention  from  their  teachers.  In  2006,  Thomas  and  Pierce’s  mother  brought  them  to  see  a  psychologist,  Mr.  Pratton,  in  order  to  search  for  answers  for  her  intelligent  sons,  with  the  common  goal  of  executing  WKH VDPH HGXFDWLRQDO VXFFHVV WKDW WKH\ ZLWQHVVHG LQ WKHLU SHHUV :LWK 0U 3UDWWRQ WKH\ took  several  tests  that  involved  matching  patterns,  identifying  sound  beeps  (to  analyze  how  their  brains  process  sound),  and  arranging  blocks.  After  examining  the  results  of  the  tests,  the  psychologist  declared  both  boys  dyslexic  (Caldwell,  T).  Thomas  stated  that  one  his  hardest  challenges  was  “communicating  with  the  teachersâ€?  at  Springer.  Pierce  shared  that  he  had  trouble  “trying  to  focus  because  ev-­ eryone  was  always  talking,â€?  (Caldwell,  P).  Now,  their  parents  ZHUH IDFHG WKH GUHDGHG TXHVWLRQ ZKDW GR ZH GR QRZ" $OWKRXJK Springer  Elementary  School  is  one  of  the  best  public  elementary  schools  in  the  state,  it  was  not  a  school  for  Thomas  and  Pierce.  They  then  began  to  look  for  alternative  schools  at  which  the  boys  could  receive  the  proper  attention  they  needed  which  was  when  they  found  Charles  Armstrong  School  in  Belmont.  Thomas  and  Pierce  are  fortunate  boys  who  were  lucky  enough  to  have  the  opportunity  to  attend  an  excellent  school  like  Charles  Armstrong.  Later  on  in  this  book,  we  will  further  explore  their  experiences  at  the  school  and  how  it  changed  their  educational  progress  forever.  But  this  anecdote  begs  the  question:  what  DERXW WKH RWKHU WKRXVDQGV RI G\VOH[LF VWXGHQW WKDW GRQ¡W KDYH WKLV RSSRUWXQLW\" :KHWKHU LW LV WKH Ă…QDQFLDO VXSSRUW WUDQVSRUWDWLRQ FKDOOHQJHV RU HYHQ GLIIHULQJ VRFLDO HQYLURQ-­ ments,  there  are  thousands  of  dyslexic  students  who  have  to  prolong  through  the  public  school  system  without  any  extra  help,  constantly  forced  to  face  the  mental,  social,  and  HPRWLRQDO HIIHFWV RI IDLOXUH 'R \RX WKLQN LW¡V IDLU"

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chapter  1:  public  schools  for a  unique  brain  Twenty-­year  old  George  Ndagu  runs  an  incredibly  talented  and  successful  photog-­ raphy  studio  in  Nairobi.  There  is  no  doubt  that  he  has  a  special  eye,  and  he  expresses  artistic  talent  in  his  paintings  as  well.  Although,  this  successful  adulthood  did  not  come  easy  to  him  as  he  has  suffered  from  severe  dyslexia  from  childhood.  To  this  day,  he  still  has  trouble  with  reading,  writing,  and  speech.  Ndagu  describes  his  child-­ KRRG HGXFDWLRQ H[SODLQLQJ WKDW šULJKW IURP NLQGHUJDUWHQ , IRXQG LW GLIĂ… FXOW WR UHDG DQG write.  I  could  not  even  recite  the  alphabet  or  pronounce  sounds...Teachers  would  often  cane  me  for  this,  while  other  children  would  make  fun  of  me,  making  me  dread  school...  Some  of  the  teachers  called  me  dumb,  lazy,  and  stupid  -­-­  one  even  called  me  a  cab-­ bage.  They  assumed  that  I  just  did  not  want  to  learn.  I  did  not  tell  my  parents  what  was  going  on  but  my  poor  academic  performance  gave  me  away.â€?  Ndagu’s  fear  of  his  own  failures  and  disappointment  hurt  him  more  than  the  ac-­ tual  effects  of  his  dyslexia.  It  is  this  demonized  mentality  that  hurts  dyslexic  students  most,  and  it  wasn’t  until  Ndagu  was  admitted  to  a  private  school  for  special  attention  that  success  entered  his  horizon.   “Used  to  rejection,  I  was  pleasantly  surprised  when  , JRW D ZDUP ZHOFRPH IURP ERWK WKH WHDFKHUV DQG WKH SXSLOV Âş H[SODLQV 1GDJX UHÆ HFWLQJ RQ KLV Ă… UVW GD\ DW WKH QHZ VFKRRO $OO KH QHHGHG ZDV WKH WLPH RI GD\ D OLWWOH H[WUD help,  as  he  then  went  on  to  a  fashion  and  design  college  in  the  United  States  where  he  achieved  excellence.  His  success  in  fashion,  design,  and  photography  have  led  him  to  start  his  own  businesses  that  he  runs  with  the  help  of  his  older  brother  who  manages  15 WKH Ă… QDQFLDO DQG SDSHUZRUN DVSHFWV RI WKH FRPSDQLHV 1GDJX

 Public  schools  face  a  multitude  of  challenges  and  it  is  unrealistic  to  expect  them  to  be  able  to  provide  an  adequate  learning  environment  for  all  students.  But  when  there  are  over  2  million  students  a  year  who  struggle  with  reading  in  our  public  schools,  it  seems  appropriate  that  some  sort  of  program  be  established  or  substantial  train-­ ing  be  required  of  teachers  to  work  with  students  with  different  learning  processes  (“The  Reality  of  Dyslexia:  Millions  Struggle�).

(YHQ WHDFKHUV DGPLW WR KDYLQJ LQVXIĂ…FLHQW WUDLQ-­ ing  for  dealing  with  students  with  learning  disabilities.  Ms.  Yick,  currently  an  AP  United  States  History  teacher  at  Mountain  View  High  School,  taught  at  Gateway  High  School  LQ 6DQ )UDQFLVFR IRU RYHU WZR \HDUV D VFKRRO VSHFLĂ…-­ FDOO\ GHVLJQHG WR KHOS WKRVH ZLWK VSHFLĂ…F QHHGV DQG ZKR require  extra  attention.  This  government  funded,  public  school,  welcomed  all  kinds  of  students  with  learning  abilities  at  all  different  levels,  including  various  students  who  were  battling  dyslexia.  Ms.  Yick  taught  a  Spanish  1  in  which  she  worked  with  two  different  dyslexic  students.  She  described  the  experience  DV EHLQJ šHVSHFLDOO\ GLIĂ…FXOWÂş DV VKH ZDV LQH[SHULHQFHG LQ RQH ZRUNLQJ ZLWK G\VOH[LF students,  but  two,  she  had  “no  true  way  of  knowing  what  it  was  really  like  to  have  dys-­ lexiaâ€?.  The  most  exposure  she  had  ever  had  towards  dyslexic  students  was  a  convention  in  which  they  were  shown  jumbled  letters  and  numbers,  and  the  generic  representation  of  the  disability  (Yick).  But  this  conven-­ tion  was  not  one  that  she  needed  to  attend  in  order  to  earn  her  teaching  credentials.  Thus,  we  can  infer  that  there  are  thousands  of  teachers  out  there  who  know  very  little  about  the  disability,  making  it  even  more  GLIĂ…FXOW RQ WKH VWXGHQWV ZKR DUH IRUFHG WR VXIIHU WKHVH conditions  alone.       16

  One  of  the  hardest  challenges  that  public  VFKRROV DUH EXUGHQHG ZLWK LV WKH Ă… QH OLQH EH tween  special  education  and  the  mainstream  ed-­ XFDWLRQDO SDWK :KLOH G\VOH[LD FRPHV DW GLIIHU ent  levels,  if  a  student  is  labeled  as  a  “special  education  studentâ€?  at  a  young  age,  they  are  barred  from  the  opportunity  to  succeed  like  the  rest  of  their  peers.  Ms.  Yick  contested  to  this  observa-­ WLRQ DV VKH VWDWHV šLW PDNHV LW YHU\ GLIĂ… FXOW IRU students  to  get  off  that  track  if  they  were  ever  to  feel  as  though  they  were  ready  for  more  inde-­ pendence,â€?  (Yick).  Even  George  Ndagu  acknowl-­ Ms.  Yick  at  her  desk edges  the  problem  as  he  declares,  “Our  education  system  also  needs  to  change  because  it  alienates  children  with  learning  disabilities.  Children  with  a  disability  like  mine  cannot  excel  in  such  a  structureâ€?  (Ndagu).  On  the  other  hand,  if  a  student  isn’t  grouped  with  the  spe-­ cial  education  teachers  and  courses,  they  may  struggle  more  than  ever  to  keep  up  at  the  mainstream  pace  and  might  face  neglect  and  failure.  It  is  a  constant  battle  for  not  only  the  students,  but  also  the  public  school  system,  but  if  all  teachers  were  trained,  patient,  and  open  to  dedicating  extra  attention  to  each  individual  child,  every  dyslexic  achiever  would  experience  an  equal  opportunity.

“teachers  from  my  old  school  don’t  really  know  how  dyslexic  learn.  And  how  they  should  be  taught  to  learn,  like  anything.�

-­  Pierce

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Chapter 2: Charles armstrong school

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courtesy of www.charlesarmstrong.org

 Thomas  Caldwell  graduated  from  Charles  Armstrong  in  Belmont,  California  in  2010.  Hav-­ ing  successfully  passed  the  fourth  grade  all  the  way  to  the  eighth  grade,  and  then  passing  high  school  entrance  exams  to  earn  an  accep-­ tance  into  Serra  High  School,  Thomas  Caldwell  had  numerous  boastful  educational  achieve-­ ments  to  say  the  least,  but  he  admits  himself  that  the  preparatory  work  he  completed  while  attending  Charles  Armstrong  helped  him  get  where  he  is  today.  In  third  grade  Thomas  tested  positive  for  dyslexia  with  a  specialist  and  then  trans-­ ferred  to  Charles  Armstrong  School.  Charles  Armstrong  is  a  private  school  based  in  San  Francisco’s  bay  area  designed  to  help  stu-­ dents  with  language-­based  differences,  such  as  dyslexia.  The  school  offers  a  smaller  teacher-­student  ratio  in  order  to  allow  more  dedicated  time  to  each  individual  learner,  DV WKH\ VWULYH WR RIIHU D šZDUP VXSSRUWLYH HQYLURQPHQW Âş 7KHLU WHDFKHUV DUH VSHFLĂ…FDOO\ WUDLQHG WR ZRUN ZLWK FKLOGUHQ ZLWK VXFK OHDUQLQJ GLIĂ…FXOWLHV ÆDXQWLQJ YDULRXV VWUDWH-­ gies  and  techniques  to  help  each  of  their  students  succeed  (“About  CASâ€?).  There  is  no  doubt  in  the  minds  of  the  Caldwells  that  CAS  dramatically  assisted  and  promoted  the  educational  success  of  these  boys.  They  got  more  one-­on-­one  attention  with  their  teachers,  the  homework  load  was  more  bearable,  and  the  pace  at  which  the  material  was  taught  was  reasonable  and  doable.

,Q DQ LQWHUYLHZ ZLWK 7KRPDV KH H[SODLQHG WKDW WKH PRVW GLIĂ…FXOW WKLQJ DW 6SULQJHU Elementary  school  was  “communicating  with  the  teachers.â€?  His  greatest  obstacle  to  over-­ come  was  his  fear  of  asking  for  help.  He  describes  that  after  overcoming  that  fear,  he  was  more  comfortable  with  asking  for  “extra  help.â€?  Furthermore,  Thomas  exclaims  that  his  favorite  memory  from  CAS  was  realizing  that  the  teachers  were  always  “willing  to  help  you.â€?  He  acknowledged  that  the  teachers  at  Springer  were  willing  and  open,  but  they  were  used  to  teaching  a  certain  way,  and  he  didn’t  feel  like  that  style  of  teaching  19 was  helping  him  learn  in  the  way  that  it  should  (Caldwell,  T).

Pierce, 2nd from the left, and Thomas, far right, with Charles Armstrong classmates in Disneyland 2010

20

 Pierce  Caldwell  had  a  similar  experience  with  the  move  from  Springer  to  CAS.  As  a  second  grader,  he  met  with  the  psychologist  who  also  determined  that  he  was  dyslex-­ ic.  In  recounting  his  experience  at  both  schools,  he  expressed  that  the  hardest  element  about  learning  at  Springer  was  being  able  to  focus.  The  large  classroom  and  the  constant  FKDWWHU RI NLGV ZKR ZHUH DEOH WR Ă…QLVK WKHLU ZRUN PRUH TXLFNO\ WKDQ 3LHUFH ZDV DEOH to,  made  it  hard  for  him  to  focus  on  his  own  work  and  progress.  After  moving  to  CAS,  the  class  size  was  not  only  smaller,  limiting  the  amount  of  chatter  among  students,  but  in  addition,  the  slower  pace  made  it  easier  for  Pierce  to  feel  on  track  with  his  work  progress  and  ethics.  In  comparing  the  two  schools,  Pierce  stated  that  one  of  his  fa-­ vorite  aspects  about  CAS  was  that  “the  teachers  had  much  more  patience  with  the  kids,â€?  and  “the  homework  load,â€?  was  more  bearable,  and  not  as  much  as  it  used  to  be.  His  favorite  teacher,  Ms.  Bose,  worked  with  Pierce  in  sixth  and  seventh  grades.  She  was  especially  helpful  to  Pierce  when  VKH UHDOL]HG WKDW 3LHUFH ZDV VSHFLĂ…-­ cally  “disgraphic,â€?  so  she  shared  extra  patience  with  Pierce  and  printed  out  class  notes  for  him  to  make  sure  he  under-­ stood  the  material  that  she  sought  to  teach  (Caldwell,  P).  Ultimately,  the  environment  that  CAS  provides  for  its  students  leads  them  towards  success.  The  elements  of  this  environment,  although,  are  just  as  attainable  for  public  schools  as  well.  Providing  and  requiring  that  teachers  pass  certain  training  for  common  learning  disabilities  such  as  dyslexia,  insisting  that  teachers  have  more  patience  with  WKHLU VWXGHQWV DQG XOWLPDWHO\ RIIHULQJ VSHFLĂ…HG WLPHV WR ZRUN ZLWK VWUXJJOLQJ VWXGHQWV individually  are  all  tactics  and  strategies  that  any  teacher  at  any  public  school  can  strive  to  practice.

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Thomas in his very own car just after receiving his California Driver’s Learning Permit

22

Chapter 3: those left behind

Freestyle Academy student, sixteen year old Max Carrillo, was declared dyslexic midway through Kindergarten. His teachers were frustrated with his high energy and eagerness, and even called him “out of control.” They soon realized that he wasn’t pick-­ ing up reading skills as swiftly as his peers and suggested to his mother that he enroll in a program in which he could receive individual attention. “I was given 2 options in public school, stay in a ‘normal’ classroom and continue to struggle, or be placed in a special-­ed classroom and possibly get the help I needed, but be labeled as ‘different’.

My other options were to attend a more specialized school like Charles Armstrong,” explains Max. His mother was hesitant towards pursuing any of these options, worried DERXW WKH VRFLDO FRQÆ LFWV WKDW 0D[ PD\ KDYH IDFHG VR HQUROOHG KLP LQ DQ ,QGHSHQGHQW Study Program (Carrillo).

These worries are problems similar to that of many other American families.

These are the kids left behind, forgotten. The public school teachers didn’t give him the individual attention that he needed, a similar experience that both Thomas and Pierce articulated as well. A pattern of faults and holes in the system is thus determined. In an attempt to avoid excluding students who need special attention, it is necessary for teachers to embrace a new mindset. They must be willing and open to dedicating addi-­ tional individual time with each of these students so they can excel in their 23

education at the same rate their peers do. It is the responsibility of teachers to pro-­ vide this open, warm, and patient environment for all students with learning disabili-­ ties.

Max describes a public school teacher that exhibits and provides this kind of environment in which he has felt exceptionally accommodated. Carrillo exclaims that “to be honest Mr. Greco has been the most accommodating teacher I’ve had to date... he speaks individually with me to make sure I completely understand the assignment, and understands and answers my questions without making me feel different than any-­ one else. I guess his best teaching quality is that he’s fair,” (Carrillo). Not every public school teacher is impatient and ignorant towards the needs of students with special needs, although it must be our goal to enforce this approach amongst all educators.

Max Carrillo hard at work at Freestyle Academy 24

:KDW ZDV \RXU IDYRULWH WKLQJ DERXW &KDUOHV $UPVWURQJ"

willing to help you.”

“The teachers were

-­ Thomas

How did learning at Charles Armstrong differ from WKDW DW 6SULQJHU"

patience with

“The teachers had... us kids.”

-­ Pierce

“The teachers would complain that I was... close to

out of control... I knew that I was different.”

-­ Max

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Chapter  4:   Dyslexia  As  An advantage

'\VOH[LD LVQ¡W DOO EDG QHZV WR D \RXQJ EORRPHU :KLOH LW GRHV KDPSHU D SHUVRQ¡V ability  to  read,  write,  articulate  speech,  and  grasp  large  concepts,  the  other  sides  of  these  challenges  are  advantages  that  many  dyslexics  are  aware  of  and  use  them  to  their  advantage.  The  list  of  the  advantageous  qualities  of  a  dyslexic  brain  is  lengthy,  but  there  are  a  few  common  specialties  that  scientists  have  noted  among  years  of  research.  Fre-­ TXHQWO\ IRXQG LQ DUWLVWLF RFFXSDWLRQDO Ă… HOGV G\VOH[LFV DUH SURQH WR EH PRUH DUWLVWLFDOO\ talented  with  their  unusual  perceptual  abilities.  These  mental  functions  include  “three-­ dimensional  spatial  reasoning,â€?  and  “visual  memoryâ€?  (Eide).  Thus,  “many  studies  have  VKRZQ WKDW WKH SHUFHQWDJH RI G\VOH[LF SURIHVVLRQDOV LQ Ă… HOGV VXFK DV HQJLQHHULQJ DUW and  entrepreneurship  is  over  twice  the  percentage  of  dyslexic  individuals  in  the  gen-­ eral  population,â€?  (Eide).  Famous  names  such  as  singer-­songwriter  John  Lennon  and  actor  Anthony  Hopkins  fall  under  this  category.  Furthermore,  while  many  dyslexics  struggle  with  grasping  the  “big  picture,â€?  or  major  concepts  in  a  lecture  or  lesson,  they  are  prone  to  noticing  the  smaller  details.  Carrillo  says  that  he  pays  so  much  attention  to  detail  that  he  often  ends  up  over  analyzing  things  which  is  “incredibly  helpful  in  something  like  editing.â€?  This  attention  to  small  detail  is  found  to  be  very  useful  in  occupations  such  as  architecture,  in  which  a  person  must  be  precise  in  each  of  his  drawings,  but  also  make  use  of  his  spatial  awareness.

26

 Finally,  the  dyslexic  mind  process  offers  a  new  kind  of  thinking  in  a  world  of  practicality.  Rather  than  following  instructions  step  by  step,  these  brains  practice  “pro-­ cedural  learningâ€?  which  involves  individual  experimentation.  As  a  result,  researchers  have  found  that  “individuals  with  dyslexia  often  innovate  and  experiment,â€?  making  en-­ WUHSUHQHXULVP D Ă… HOG DWWUDFWLYH WR PDQ\ G\VOH[LF EUDLQV (LGH 3LHUFH QRWLFHV KH WKLQNV about  methods  of  “solving  a  problem  in  a  way  that  no  one  else  would  think,â€?  (Caldwell,  P).  The  “hidden  potentialâ€?  of  the  dyslexic  brain  is  vast,  and  to  evaluate  all  of  them  would  be  tedious  and  lengthy.  Rather,  these  few  common  advantages  are  meant  to  explain  that  a  different  kind  of  learning  SURFHVV LVQ¡W DOO WHUULEOH DQG WKHUH DUH Ă… HOGV LQ WKLV world  in  which  these  special  brains  excel  beyond  that  of  a  “normalâ€?  brain.  Nevertheless,  there  is  no  under-­ mining  the  extra  work  dyslexic  brains  go  through  in  order  to  complete  the  standard  path  of  education.

Dyslexic  Student,  Max  Carillo (above) Peers  offering  a  helping  hand (left) 27

Conclusion

Two million students every year. Fifteen percent of the national population. These are large numbers, large statistics, that shouldn’t go unnoticed. Scientists research ways to help “resolve” dyslexia, or “improve” a dyslexic brain, but there is no way of know-­ ing that a “cure” will ever emerge. Brains are such a complex system, and exercising them in elite environments may affect, change, and/or improve a person’s ability to learn, but ultimately, such an environment promises nothing and is therefore something that shouldn’t be the focus of our thoughts and actions.

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 Instead,  there  is  something  that  will  immediately  change  the  lives  of  those  two  million  and  that  is  the  support  for  change  in  the  public  school  system.  Simply  including  VSHFLÅ HG WUDLQLQJ IRU WKH WHDFKLQJ RI G\VOH[LF VWXGHQWV DV D UHTXLUHPHQW IRU WHDFKHUV WR earn  their  teaching  credentials  could  potentially  have  huge  effects  on  a  vast  number  of  VWXGHQWV :H VKRXOG Å JKW WKH IDLOXUH WKH IHHOLQJV RI XQZRUWKLQHVV DQG WKH ORZHUHG H[ pectations  for  success.  Some  of  our  most  successful  people  are  dyslexic,  and  it  should  EH LQ QR PHDQV D VRXUFH RI GLVFULPLQDWLRQ DJDLQVW OHDUQHUV :KHQ DVNHG šKDYH \RX HYHU IHOW KHOG EDFN EHFDXVH RI G\VOH[LD"º ERWK 7KRPDV DQG 3LHUFH LPPHGLDWHO\ UHSOLHG š1R º  Dyslexia  is  a  learning  disability  that  affects  about  15%  of  America’s  children.  Unfortunately,  because  it  is  not  recognized  as  a  serious  disability,  the  public  school  system  fails  to  cater  to  students  that  suffer  from  these  challenge,  and  families  with  dyslexic  children  are  left  with  only  two  options:  spend  thousands  of  dollars  on  the  tu-­ ition  for  a  private  school  specialized  in  teaching  dyslexic  children,  or  force  their  kids  through  the  brutal  public  school  system  in  which  they  are  vulnerable  to  taunting,  shame,  disappointment,  and  failure.  In  order  to  practice  proper  American  patriotism,  there  are  reforms  that  need  to  be  enacted  to  provide  the  full  equal  opportunity  that  we  preach.

“I  wish  my  teachers  would  treat  me  the  same  as  other  people,  no  better  no  less,�  -­  Max

Bibliography “About  CAS.� &KDUOHV $UPVWURQJ 6FKRRO :HE 0DU “Brain  Scans  Used  to  Find  Dyslexia  Clues.� '\VOH[LD $GXOWV /LQN :HE )HE  2012.

Caldwell,  Thomas.  Personal  Interview.  4  Mar  2012.

Caldwell,  Pierce.  Personal  Interview.  4  Mar  2012.

Carillo,  Max.  Personal  Interview.  27  Mar  2012.

Eide,  Brock  and  Fernette  Eide.  The  Dyslexic  Advantage:  Unlocking  the  Hidden  Potentinal  of  the  Dyslexic  Brain.  New  York:  Hudson  Street  Press,  Aug  2011.  Print.

Kuwana,  Ellen.  “Unraveling  Dyslexic  Brains.� 1HXURVFLHQFH IRU .LGV 6WDII :ULWHU

'HF :HE )HE “Learning  Disabilities�. 1DWLRQDO ,QVWLWXWH RI 0HQWDO +HDOWK :HE )HE  2012.

Ndagu,  George.  “My  Learning  Disability  Didn’t  Stop  Me.�  Africa  News  Service.  7  Dec.  2011.  Opposing  Viewpoints  In  Context :HE )HE Paul,  Annie  Murphy.  “The  Upside  of  Dyslexia.�  The  New  York  Times.  5  Feb  2012.  Opposing  Viewpoints  In  Context. :HE )HE “The  Reality  of  Dyslexia:  Millions  Struggle.�  New  York  Times.  13  Feb.  2012.   Opposing  Viewpoints  In  Context. :HE )HE The  Right  to  Read. $XGLEOR[ :HE )HE Training  Helps  Dyslexic  Brain  Work  ‘Normally.’ '\VOH[LD 7HDFKHU :HE )HE  2012.

Yick,  Julie.  Personal  Interview.  7  Mar  2012.

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“dyslexia affected

my FRQÅ GHQFH most of all,” -­ Max

32