In the LD Bubble: Discussion Post 2.2

A constant theme running through Lynn’s essay is how sure she was that she was stupid, less-than, worthless, and an outsider. Her self-perception led her to feelings of shame, isolation, and self-hatred. Much of this came from her being aware of having an LD, but not understanding it or being told about it. I think as educators or as parents, we want to protect our student(s) from pain and difficulty. If we really listen to Lynn’s pleading, we would not frame LDs as something negative, painful, or something to be protected from. Lynn instead implores us to “focus on the strengths or positive attributes” of LDs (p. 18).

Lynn writes that the most effective information her tutor gave her was information about her LD. This tutor treated Lynn as “normal,” and set “normal expectations” for her. The tutor exhibited patience, and taught Lynn in a step-by-step way, with lots of repetition. Lynn wasn’t made to move to the next step until she understood the current one. Lynn makes note that she was never “bored or idle” (p. 22). Part of being able to explain an LD to a student, spending lots of time working through problems, and holding a student with an LD to “normal expectations” would require building a trusting relationship with that student. All of these things take time - time to develop, practice and implement. Because these students often feel overlooked and aren’t always strong self-advocates, it is important for teachers to know who their students with LDs are and take initiative to build that relationship. As Lynn’s tutor put it, Lynn learned differently. That is certainly not the same thing as Lynn being unable to learn. As teachers of students with LDs, we must make certain to differentiate between the two and come prepared with ways to help students who learn differently.

Both Oliver (of Blake Academy) and Lynn found understanding their LD to be empowering. Oliver’s teacher Mr. Hoffman and Lynn’s tutor challenged them independently to meet high standards. The students appreciated being challenged and being treated like they were capable. Lynn showed success in her job gave her purpose and a sense of achievement. Students with LDs deserve to be respected as people who want to achieve, succeed, and feel proud about themselves - just like most everyone else does. By removing challenges and expectations, we remove the opportunity for students with LDs to attain success.

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As a teacher, I plan to treat all of my students as capable of success and achievement. It will be necessary for me to take the time to build relationships with my students, especially my students with LDs, to let them know I want to help them, that I care, and that I believe in them.

• A question I have after reading this chapter is one that I have had in my brief classroom experiences with students with LDs. We are supposed to set high expectations for every student, but are the expectations related to the capabilities of each student?

• As a classroom teacher, am I able to discuss a student’s LD with them or is that the job of someone in the SPED department? Where is the boundary, or are we all equally able to discuss a student’s LD privately with them?

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Originally posted to Canva Discussion Board 2/7/2023