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Going for the Extra Point: Graduating with a Learning Disability
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Remember when the New York Giants were supposed to lose Super Bowl XLII? The New England Patriots were supposed to come away with an easy win, trouncing the Giants in a blowout.
Remember when the New York Giants won Super Bowl XLII?
The term “learning disability” is complex and often emotional. Students who eschew labels tend to avoid it altogether. Many replace the term with “learning difference” or “learning challenge.” Earlier this year, I worked with a high school student as she applied to the university. When we discussed her learning disability, it became clear that we had ventured into difficult territory. She immediately and adamantly stated that she doesn’t consider herself disabled. She focused instead on what makes her unique, describing in great detail her learning difference. When I explained that the law requires a student to have a documented learning disability in order to receive accommodations under the Americans with Disabilities Act (ADA), she was shocked. She attended a small school where differences were accepted; accommodations were not necessary since students designed their own curricula.
Not every student has such an emotional reaction to the term “learning disability.” The students I worked with tended to have dyslexia or some form of written expression, and most had been aware of it since elementary school. I had many conversations with frustrated, tired, and nearly defeated students who wanted to find a quick way out of an assignment. When they ventured into “learned helplessness,” - the idea that they couldn’t do the work, so why try? – I refocused the conversation.
Instead of seeking ways around requirements or getting extensions on assignments, we sought out resources on campus, such as tutors, study groups, TAs, peer mentors, and writing labs. We discovered each professor’s office hours and formulated questions to ask. We created timelines for projects so they were completed in small steps and built on success.
I remember dozens of projects. I remember dozens of panicked and aggravated students. I even remember dozens of angry initial reactions (How can you insist I work harder when I’m already working so hard?). But what I remember most vividly is the look of self-esteem students had when they completed their projects on time. Each completion was a victory, and each victory built more self-esteem.
The student who stands out most vividly is a young woman I met as a freshman. She told me she “couldn’t write” and that she would needs lots of help on all her writing assignments. She worked extremely hard and graduated four years later with a dual psychology and sociology degree. A graduate degree later, she is an accomplished psychologist.
And writer.
The New York Giants have Super Bowl rings to remind them for the rest of their lives that they accomplished the seemingly impossible. A diploma doesn’t fit very well on a finger, but it looks mighty nice hanging on the wall.
