ERIC ED374343: Self-Esteem: Issues for the Adult Learner.

13 Pages·1994·0.39 MB·English

by  ERIC

DOCUMENT RESUME
CE 067 331
ED 374 343
Self-Esteem: Issues for the Adult Learner.
TITLE
Academy for Educational Development, Washington, DC.
INSTITUTION
National Adult Literacy and Learning Disabilities
Center.
National Inst. for Literacy, Washington, DC.
SPONS AGENCY
PUB DATE
94
NOTE
13p.
Serials (022)
Collected Works
PUB TYPE
Linkages; vl nl Sum 1994
JOURNAL CIT
MFO1 /PCO1 Plus Postage.
EDRS PRICE
Adult Basic Education; *Adult Literacy; *Learning
DESCRIPTORS
Disabilities; *Literacy Education; Personal
Narratives; *Self Esteem
ABSTRACT
This issue of a newsletter on adult literacy and
learning disabilities focuses on self-esteem. Contributors include a
professional in learning disabilities, an adult basic educator, a
state literacy resource provider, and two adult students who tell how
they overcame struggles with low self-esteem to confront their
literacy difficulties and learning disabilities. The following
articles are included: "How Not to Feel Stupid When You Know You're
Not: Self-Esteem and Learning Disabilities" (Sally L. Smith);
"Breaking the Low Self-Esteem Cycle" (Judy-Arin Krupp); "Stacking the
Deck: Four Aces of Self-Esteem" (Linda Andresen); "Anger and
Frustration: Manifestations of Low Self-Esteem" (Cheryl Ashe and
Cammie Pisegna, as told to Charles W. Washington); "No More Pity
Parties" (Billie Kenner, as told to Kathy Copps); "Tim's Story" (Tim
King, as told to Neil Sturomski); and "Tips to Help Improve
Self-Esteem." (KC)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
*
from the original document.
***********************************************************************
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Learning Disabilities Center's
Learning Disabilities
Summer 1994
Vol. 1, No. 1
From the
Director...
SELF-ESTEEM: ISSUES FOR THE
ADULT LEARNER
I recently attended a national
conference with professionals in the
field of adult education and literacy.
I was amazed at the number of times
How Not to Feel Stupid When You Know You're Not:
that the issue of self-esteem came up
both in workshops and in individual
Self-Esteem and Learning Disabilities
conversations. It seems that more and
by Sally L. Smith
more practitioners are seeing how
crucial it is to address issues of self-
One of the biggest battles we have teacliing people with learning
esteem in adult education and literacy
programs, especially with students
disabilities is dealing with negative self-images. Many of them
with learning disabilities. Many
have been teased and taunted all of their lives, and they feel so
participants noted that when self-
they are not
rotten about themselves that, even when they succeed,
esteem was elevated, students made
comfortable with themselves.
greater progress in improving reading
skills.
Usually, as early as in kindergarten, children with learning dis-
The premiere issue of LINKAGES
abilities are smart enough to figure out that their peers are able to
focuses on self-esteem. It was our aim
recognize letters and play with symbols successfully and they are
to make the range of contributors as
defeats
not. This sense of inadequacy is nailed down by subsequent
broad as possible, including a
professional in learning disabilities,
and failure. Some individuals with learning disabilities have an all-
an adult basic educator, a state
pervasive feeling of not being on the same level as their peers.
literacy resource center director, a
They may feel that they are "stupid" and "dumb." And they fear
local literacy provider, and two adult
others feel the same way about them.
students who tell how they overcame
struggles with low self-esteem to
confront their literacy difficulties and
learning disabilities.
Table of Contents
The National ALLD Center, funded by
How Not to Feel Stupid When
the National Institute for Literacy,
You Know You're Not
1
hopes that this and future newsletters
3
Breaking the Low Self-Esteem Cycle
will serve as LINKAGES for students,
literacy providers, and learning
4
Stacking the Deck: Four Aces of Self-Esteem
disabilities specialists. Our mission is
Anger and Frustration
5
to raise national awareness about the
relationship between adult literacy
6
No More Pity Parties
and learning disabilities. We hope
8
Tim's Story
that this newsletter will help
practitioners, policy makers, and
10
Tips to Help Improve Self-Esteem
researchers better meet the needs of
I I
Selected Readings
adults with learning disabilities.
BEST COPY AVAILABLE
Page 2
done." When people like themselves, everything
They are constantly looking for any situation
seems possible. They can dare to risk a little
where they could possibly fail and be made fun of.
failure.
So much of their energy is consumed by fear of
failure that the learning disabled often don't have
Elizabeth Daniels Squire, author, says, "It cer-
much energy left to tackle their learning dis-
tainly is more inspiring to think of yourself as a
abilities and invent strategies that will help them
person with a problem you can get around by
to learn.
working a little harder, trying alternatives, and not
giving up, than trying to think of yourself as an
The image we have of ourselves as children often
awkward klutz who is jinxed and has bad luck..."
affects how we feel about ourselves as adults.
People with learning disabilities must not view
Children who feel overweight often turn into
themselves as victims of fate. They must see
adults who are obsessed with their weight even
themselves as agents of change and think of their
though they are thin. Similarly, children who feel
learning disabilities not as problems but as
like failures may turn into adults obsessed with
opportunities to problem - solve.
even if they are successful.
failing
Accomplishing what one wants to do can be done
There are many ingredients that contribute to
even if it is not done the way everyone else does
success in life that tests do not measure and that
Learning disabilities are simply one of the
it.
traditional teaching most likely does not reward.
part of the way in which some
facts of life
These include subtle ingredients that have to do
people operate. Being learning disabled doesn't
with drive and determination, the setting of reach-
have to keep a person from chasing dreams.
It
able goals, ingenuity, resourcefulness, and inter-
just means that he or she chases them differently.
personal skills.
No matter what we do, we are in charge of our-
selves as we chase our dreams. The responsibility
What we find with adults with learning disabilities
for learning and growing rests with us.0
is that often they have a wealth of untapped
potential. To photograph with an unconventional
eye, to build a beautiful boat, to compose a sonata,
A little advice to the learning disabled:
to organize a party, or to ease the last days of
these are the
someone who is terminally ill
* Recognize your strengths and weaknesses;
skills that humanize our civilization and make life
Know what accommodations you need;
worth ',lying. People with learning disabilities can
Invent your own strategies; and
realize that they are not stupid, or lazy, or bad, or
Be able to ask for help when you need it.
incompetent, but, rather, that they are intelligent
people with a mass of potential. They can begin to
I
prize their uniqueness and feel better about
Sally L. Smith is professor of education in charge of the
themselves.
graduate program
Learning
Education:
Special
in
Disabilities at the American University in Washington,
self-esteem, a person has to know his or
To buil
D.C., and founder and director of the Lab School of
her strengths and interests, at the same time
Washington. She is the author of Succeeding Against the
knowing wl..tt he or she has the most trouble with
Odds: Strategies and Insights from the Learning Disabled
help. As actor/director/
and what strategies
producer Henry Winker told children at the Lab
School of Washington, "The feeling of feeling
stupid when you are not is terrible. Your person,
your personality, your inner song is a lot more
3
important than the speed at which you get things
. .
`132.1iedlarruca....,4
.
Page 3
At some point, however, the pain of
to read.
faking it may become greater than the pain of
Breaking the Low Self-Esteem Cycle
learning to read. When that happens, the person
by Judy-Arin Krupp
may take the risk of joining a literacy program.
Conjure up the feelings that accompany low self-
Entering a literacy program requires modifying
esteem by thinking about some arena of life in
no easy task.
one's self-image
People with
which you repeatedly fail or receive negative
high self-esteem take risks more easily than those
Perhaps others taunt and tease you
feedback.
Most people who have
with low self-esteem.
about your inabilities. Maybe you never seem to
reading problems do not esteem themselves as
connect a bat with -I ball, or repeatedly have
readers. They take a huge risk when they decide
nonproductive interactions with a significant
to learn to read. What do these adults give up
person in your life.
Such events diminish
when they enter a literacy program?
They
confidence. They lead to avoidance as well as
relinquish the belief that they can't read. They
depression and fear of failure.
give up the face-saving
techniques they have lived
Individuals with reading
What literacy programs can and must
with for years. They give
difficulties often exper-
up pretending in order to
do is establish a climate in which adult
ience similar negative
maintain a sense of self.
learners can develop the confidence in
They
feelings. lack
They give up false security.
esteem as readers and
their own potential that underlies self-
In exchange for letting go
learners and often do not
esteem.
of
self-protective
these
themselves
prize
as
for
defenses
and
risk-
individuals. No wonder
rediscover
taking, they
many adults with low
capacities previously deemed unavailable. The
literacy skills have established an elaborate, self-
literacy program provides an opportunity to gain
protective system in hopes that others will not
a clearer self-concept and positive self-esteem.
perceive their inabilities!
Notice the word "opportunity" in the previous
What is self-esteem? Self-esteem means how you
sentence. No one can build the self-esteem of
feel about yourself. A person who has difficulty
another. What literacy programs can and must do
reading may derive high
self-esteem from
is establish a climate in which adult learners can
successful compensating strategies. For example,
develop the confidence in their own potential that
a person with reading difficulties may pride
underlies self-esteem. Such environments en-
himself on being such a good actor that others
courage learners to: make choices and hold them
don't realize he can't read.
responsible for the results of their decisions; set
clearly defined limits and achievable goals; and
Self-esteem creates self-image, the picture we
focus on strengths while reframing negative
We work hard in life to
have of ourselves.
an atmosphere optimizes the
thoughts. Such
The person in our
reinforce our self-image.
chances that adult learners will feel good about
example might claim to have forgotten the printed
themselves while learning to read. As they begin
materials for a meeting so someone else will read
to feel competent as readers, their sense of self-
the salient points, or he might cough when asked
esteem escalates. As esteem increases, their
to read so some other person at the meeting will
chances of achieving go up.
read. But if he pictures himself as an incompetent
reader and student, then he may do things in life
As confidence and competen: , develop, adults
that increase his feelings of ineptitude. He may
experience positive feelings about self, and they
not enter a literacy program. He may not even try
4
Page 4
will begin to have more faith in themselves, and
It is
gain a new picture of themselves and of life.
self-esteem will grow.
an affirmative image that enhances their quality of
existence.*
The next ace is assessment. Practitioners have to
he trained to use effective assessment techniques
Judy-Arin Krupp is a nationally and internationally known
consultant who helps individuals understand themselves and
such as personal interviews, observations, check-
others in order to increase productivity and quality of life.
Students are
lists, and in-depth questionnaires.
She is the author of Adult Development and The Adult
inclined to begin to trust someone who shows
Learner.
genuine interest in knowing more about them:
their past struggles, strengths, weaknesses, and
learning styles and helps them acquire greater
Stacking the Deck: Four Aces of Self-
self-esteem. As students reach a new under-
standing of how they can best learn by building
Esteem
upon their strengths, their feelings of self-esteem
by Linda Andresen
elevates.
In the game of solitaire, a player strives to find the
The third ace is accommodation. Depending
aces in each suit of cards upon which to place the
upon the results of the assessment, the practitioner
remaining cards of that suit in ascending order. A
helps each student set realistic goals and suggests
solid approach to training practitioners in adult
different accommodations to help reach these
education is similar to the principles of solitaire in
goals. Accommodations help the students put
that we have identified four "aces" upon which
some type of method to the madness they have
assessment,
awareness,
based:
is
training
been experiencing throughout their lives. The
accommodation, and advocacy.
student should implement accommodations at
home, in the community, and at work. As
The first ace in training is awareness. Every adult
students discover more about how they can learn
literacy provider, administrator, teacher, and tutor
best, successes begin to grow. As success grows,
must have a full understanding of learning
so does self-esteem.
differences. We must be aware that, many times
before students can even begin to move toward
The final ace is to get students to advocate for
their academie goals, we must first assist them in
themselves. As self-advocates, students inform
gaining confidence and building self-esteem.
others of the types of accommodations they need
Practitioners must provide the students with pos-
to complete a task. This is one of the most
learning experiences; perhaps the
first
itive
difficult steps for a person with a learning
positive experiences they have ever had. Many
Self advocacy
involves:
take.
disability
to
students come to adult education programs as
admitting to having a learning disability; speaking
casualties of life's circumstances: confused, full
for yourself; taking the risk of being ridiculed or
of self- doubt, and ostracized by others who don't
and willingly confronting
difficult
rejected;
understand them. It is essential to provide an
situations.
atmosphere in which wounds can heal and
students can move with confidence toward the
When students practice self-advocacy, they are
future.
sending out several messages. One message is that
they care enough about a task to inform people of
Given a supportive environment, over time the
the types of accommodations they will need to
student feels more comfortable with disclosing
complete it. Another message is that they are
past painful learning experiences and begins to
willing to trust someone to handle the information
lose some of the fear of failure. As practitioners
that they shared about themselves in a mature
show that they have faith in students, the students
Page 5
students about their learning experiences and
manner. The most important message is that the
difficulties so we can get a sense of the reading
students care enough about themselves to inform
level and the types of learning styles that may be
others of what they know works best for them.
effective. The interviews are usually educational
as well as liberating for the students. They
When literacy providers help students become
aware of how they learn best, assess their
discover that there are different learning styles
that may help them learn. The students also begin
strengths and weaknesses, find accommodations
to understand that it is not their fault that they
for their learning needs, and begin self-advocacy,
could not learn the way others around them could.
then the deck is stacked for their fliture success. 4,
With this knowledge, many of the students begin
Linda Andresen is the Adult Basic Education Development
Coorci;nator at Regional Education Service Agency III and
to redirect the self-contained anger and frustration
the Director of the West Virginia Center for Adult Literacy
they experienced as a result of their learning
and Learning.
differences. They look back over their educational
experience and question why no one explained to
them that they were not to blame for their repeated
academic failures. We try to help students under-
Anger and Frustration: Manifestations
stand, that similar to how a person who is blind
of Low Self-Esteem
may need braille, raised lettering, or taped books
by Cheryl Ashe and Cammie Pisegna as told to
to read, they, too, may need alternative methods to
Charles W. Washington
learn to read because of their learning disabilities.
Low self - esteem has many different mani-
As they deal with their anger and frustration,
festations. Withdrawal, depression, and lack of
many of our students seem to develop a level of
self-confidence are all symptoms of low self-
enthusiasm about the challenge of learning to
esteem. At the Literacy Program in St. Joseph
read. They begin to see their reading difficulties as
County, many of the adult students express anger
a problem that can be solved instead of a secret
and frustration, because they do not complete
that must be hidden. We have some students who
certain tasks easily or efficiently. When these
take their homework with them to work and
feelings are turned inward, they reinforce feelings
spread it out on the lunch table. Some of our
of low self-esteem.
students carry a bag with the Literacy Program's
emblem on it. One student,
At the Literacy Program,
11111=1:111iii
on his way to a work site,
sponsored by the
St.
had a truckload of his co-
...many of the adult students express
Joseph County Public
workers drop him off at the
anger and frustration because they do
Library and the Literacy
library so he could explain
not complete certain tasks easily or
Council of St. Joseph,
why he would be missing a
efficiently. When these feelings are
we help students deal
tutoring session.
anger
the
and
turned inward, they reinforce feelings
with
caused
frustration
by
What may
of low self esteem.
help these
their reading difficulties
deal with their
students
by introducing them to
11111111811111111111011111111MMIN
reading difficulties
with
different learning styles
such enthusiasm is the tone we try to set at the
and in some cases, by
educating them about
Literacy Program. We refer to the adults in our
learning disabilities.
program as students. We feel that terms like
"client" and "learner" suggest that they are
The first phase of the
Literacy Program is an
different than other people in the school system.
session. We ask the
extensive interviewing
Page 6
where she oversees a volunteer-based adult htcracy
is not much difference
We stress that there
program.
between students studying to get doctoral degrees
Cammie Pisegna is a Special Services Paraprofessional at
and students learning the alphabet. Regardless of
the Si. Joseph County Public Library in South Bend,
the subject mattei., they both have to study.
Indiana.
As administrators, we make an effort to get to
know the students. We try to let them know that
No More Pity Parties
they are treasured individuals who are worthy of
by Billie Kenner, as told to Kathy Copps
our attention and respect. We make a point of
knowing each of them by name and engaging in
When my cousin was twelve years old, she
social interactions with them.
wanted a boyfriend. When my best friend was
twelve years old, she wanted a new dress. When
Our tutors are also important factors in our
I was twelve years old, I wanted to die.
program. They relay the message that each student
is important and worthy of the time and energy
My desire to end my life at such an early age
spent with them. When some students slack off,
stemmed from the frustration and confusion I
often it is the tutor who encourages them to
experienced because of what I know now is a
continue.
learning disability. When I was growing up I
didn't catch on to things as quickly as other kids
It is important to provide the opportunity for the
my age. I could barely read, and I couldn't do
students to be aware of their accomplishments.
simple math functions. I turned to the teachers,
Every month the tutors write a report of student
and they couldn't help me. I turned to my family,
progress. We then report successes in a newsletter.
and they couldn't help me. I looked to myself, and
Some of the stories have even been covered in the
I couldn't help myself.
local newspaper. We have an annual awards
ceremony where a person with reading difficulties
At home, nobody understood what was going on
speaks about his experiences. All of the students
with me. I am sure my family sensed that there
are given certificates for the time completed. Even
was something wrong with me, but they just
minimal successes are rewarded. We let the
I would hear them
assumed it was laziness.
victories should be
students know that
all
whisper things about how simple I was or how
celebrated.
stupid I was. I knew I wasn't stupid or lazy, but I
didn't know what the problem was.
Low self-esteem is common among many adult
literacy students. Even though students are not
The schools weren't helpful at all in dealing with
wallowing in self-pity, the anger and frustration
I was 15 years old in the
my learning difficulties.
they have as a result of blaming themselves for
seventh grade and just didn't fit in. I remember
their reading difficulties may have a negative
.tting on the floor and crying for hours
once
effect on their self-image. These students do not
because I couldn't read.
need to feel sorry for themselves, nor do they need
pity from literacy providers. What they do need is
All my feelings and frustrations finally reached a
to be educated about their learning differences.
point where I couldn't deal with them anymore,
These students also need to experience how it
and I ran away from home and dropped out of
feels to know that someone cares about them.
school in the eighth grade. I was 16 but only able
When students see that others care about them,
to read things like street signs and a few words I
they are inclined to care more about themselves.+
had memorized.
Cheryl Ashe is a Special Services Librarian at the St.
Joseph County Public Library in South Bend, Indiana,
7
Page 7
and I
make change which he would count out
I lived with
I lived in the streets for a while. Later
of the
would count back to the customers. Most
job
friends or relatives. There weren't many
and generally
customers were repeat customers
lack of
opportunities for me because of my
there was the anxiety of
very nice, but always
training and lack of education.
learning
being found out and embarrassed by my
problems.
picked up any job
I was never afraid of work. I
developed my own
that was a challenge and
waitress, I
After working for over 10 years as a
afraid to
accommodations when I could. I wasn't
thought I
decided I wanted something more. I
thought people -would find
try anything, but if I.
applied to
would like working in a hospital so I
would leave.
out that I couldn't read I
for
the University of the District of Columbia
lied about
training as a Nursing Assistant.
I
When I was 29 years old, I admitted to someone
having a GED and was
for the first time in my life
accepted into the pro-
11101111111111
that I could not read. The
gram. Somehow, I man-
that
This has all been a slow process
director of a gospel choir I
aged to get through the
in. openly
was singing
began later in my life than for most
program with Bs and Cs.
asked if I had a problem
people, but the seed is now planted
I did the required reading
song
the
reading
with
and I know I will continue to grow.
by reading each word
my
admitted
book.
I
I joined
letter by letter.
difficulties with reading
groups and
en-
study
and he readily took on the
couldn't figure
couraged others to read things I
perceptive
challenges of teaching me. He was
intently as the text was
out, and I would follow
that interested
enough to choose reading materials
repeated
read. I made flash cards, I wrote and
felt about
The more I read, the better I
me.
remember
words hundreds of times until I could
myself.
learn what I
them, and I did what I had to do to
learn. I was able to keep my
was supposed to
when my choir
My lifeline to learning was cut
study
reading problem a secret, even from my
I was reading
director got married and relocated.
group.
by this time, and it
at about a third grade level
I made any more
would be a while before
problems followed
I passed the program but my
progress.
assignments. I was great with the
me to my job
It was
patients and the hands-on nursing duties.
club and through
I was working as a waitress at a
reading
the little things I couldn't do, such as
for about ten
sheer wit managed to keep that job
patient
schedules and charts and writing down
afraid from the day that I
years. I was always
information (blood pressure, pulse, temperature).
would find out
applied for the job that someone
couldn't read the
I had problems with numbers. I
able to write
that I couldn't read or write. I was
took the
schedule so I was late for work and I
memorized the first
down orders because I had
I had constant feelings of
wrong days off.
then able to
three letters of each drink and was
eventually
inadequacy and incompetency. I was
posted signs and
match the three letters to the
added up
fired because all of my little mistakes
and
prices over the bar. Receiving money
directions or
and I couldn't seem to take oral
which left me
counting change were nightmares
asked to do.
sequence the tasks I was
advantage of by a
feeling dumb and often taken
strategies for
few of the customers. I devised
for two
After I was fired, I became angry. I cried
the customers
managing the bills, such as having
finally got myself
days. I was pitiful. When I
the bill was over $20 I
count out the bill, or if
I told myself, "No more pity parties!"
I
together,
the cashier
would take it to the register and have
8
Page 8
decided that my inability to read would not make
themselves to seek the help that they need. I think
me lose another job. I knew I needed help, so I
about the poor who can't afford
to be tested. I
started calling people to find out how I could
get
think about the children with learning disabilities
help. I relied heavily on the telephone information
who are being abused and
are h _ginning to believe
service because I couldn't read the telephone
the things said about them because they can't
read.
book. I would call and say, "Who do
you call
when you get fired from your job because
you
Just as I was determined to help myself, I
am
can't read?" Eventually I contacted
a Vocational
determined to help those who
may not know how
Rehabilitation counselor who arranged for
me to
to help themselves. I will use that
same self-love
get a psychological evaluation. When the eval-
and determination to stay motivated
to study to
uation was complete, I was assigned
a therapist
get my GED so I can become a teaching assis-
who felt I needed to deal with my problems of
tant.+
self-esteem as well as my literacy issues.
My Vocational Rehabilitation counselor also
ar-
ranged for me to have an educational evaluation to
Tim's Story
determine if I had a learning disability. It
was one
by Tim King, as told to Neil Sturomski
of the happiest moments of
my life when the
tester informed me that I was normal and that I
"There is not a child who
we can't teach," the
could learn. This wonderful news put
an end to so
school principal told my mother. This
statement
much anxiety and frustration that I
was ex-
left my mother frustrated and
angry because I was
periencing. I began to feel good about myself.
not doing well in school. And it made me feel bad
about myself as I thought about how I couldn't
When I started taking classes in
a program for
catch on to school work like
my classmates in the
adults with learning disabilities, I had
a difficult
first and second grades. I thought about how
I
time opening up to the teachers and therapists. I
repeated the third grade. I thought about how I
had a hard time switching classes and getting used
was having problems keeping up in the fourth
to two teachers in one night.
I was making
grade. I felt like I was a child who couldn't be
progress at this time, but I still had a lot of painful
taught.
memories from my past to deal with. I had to heal
my emotional scars so I could ri.ove on with my
While in the fourth grade I
was diagnosed as
life.
having a learning disability. I started
to attend
special education classes to work
on reading and
And that's what I did and am still doing. Now, I
spelling skills, but I
still felt like a child who
can honestly say I feel good about myself. I am
couldn't be taught. I had a hard time in public
still attending classes. I have improved
my read-
schools because I felt like I was not normal. I had
ing and comprehension skills tremendously. This
to leave my classroom to attend special education
has all been a slow process that began later in
my
classes and I still wasn't doing well in the regular
life than for most people, but the seed is
now
class. I just couldn't keep
up.
planted and I know I will continue to
grow.
By the time I was in junior high school,
my
I was 40 years old when I was -vagnosed
as
learning disabilities really made
me feel like I was
having learning disabilities. Through
my own
an outcast. I didn't have many friends. I had four
tenacity and determination, I found out where I
special education classes that 1 would try
to slip i,
needed to go to get help. But now I wonder about
and out of without other kids seeing
me. The
those who are suffering some of the
same pains
teachers were pretty good, but they directed
most
that I have suffered and who can't find it within
of their attention
to students with behavior
Page 9
I was their equal on the wrestling mat or on the
problems. I wasn't really into school because it
football field. I felt good because I could do the
made me feel bad about myself.
same things that these kids could do.
the
was
When
in
I
While in high school
went
grade
I
seventh
I
I had never thought of telling any of
tried to lead a double life.
through one of the most
my employers about my learning
had special education
experiences
humiliating
I
classes that were apart
disabilities. I tried to hide the fact that
in school. The teacher
from the regular classes,
I had learning disabilities.
assigned each of us a part
and I didn't want any of
to read in a play while
the other athletes to see
being recorded on a tape
me going in and out of
recorder. When my part
these classes. I would bolt out of these classes
in the play came up, I couldn't read my lines. The
when the bell rang for dismissal and blend in with
teacher tried to help me sound out words. I felt
the other students. I know some of the other
really bad because the guy taping the play had to
keep stopping the recorder. To add to my
athletes knew I had special education classes but
they didn't say anything about it. I think some of
embarrassment, a girl I had a crush on was in the
the students in the special education classes kind
class.
of looked up to me as somebody with a learning
disability who did things that the regular students
It became obvious that I wasn't getting the kind of
could do.
help I needed in the public school system. My
mother looked into other types of education. She
I held several part-time jobs throughout high
learned about the Lab School of Washington, a
school. I worked as a cook, a stock clerk, and a
private school that deals with students with
furniture deliverer. After graduating from high
learning disabilities. She felt that the public
school, I held on to the job delivering furniture for
school system should pay for my tuition since
a while. After I left the job delivering furniture, I
they couldn't provide the type of help that
I
got a job delivering medical supplies. After that I
The public school system was a bit
needed.
started work as a shop man with a painting
reluctant, but they agreed to pay after my mother
company. I felt that all of these jobs were dead
threatened a law suit. I enrolled at the Lab School,
end jobs.
and I studied there for two years.
I found that in the jobs where I could advance, I
I made my biggest improvements while I was at
would have to do a lot of paper work. I would get
the Lab School. The teachers take you back to
very confused with the paper work and fall
square one. I got a chance to really work on the
was promoted to supervisor at a
behind.
fundamentals at a slower pace and with a lot more
I
furniture store and I fell so far behind with my
attention from the teachers. I also felt a lot better
paper work that they hired somebody to help me.
about myself because I was in a classroom where
I appreciated the additional help as well as how it
everybody was like me. We all had learning
was handled. My boss didn't make a big deal out
disabilities. I began to like school because I was
of it. One day a woman just walked into my office
learning things.
and said, "Tim, I was told to help you get caught
up on your paper work." When shy
was
At that time, the Lab School only went up to the
transferred to another position, I fell behind in my
ninth grade, so I had to return to the public school
paper work again.
system for the tenth grade. While in high school I
liked
was on the wrestling and football teams. I
competing with other students because I felt like
10