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“Though I had these problems with languages in high school, I was unaware that they could be attributed to a learning disability. It was not until I went to college that my learning disability was identified…. When I saw a pattern of problems developing in my language courses, I told my parents first. Their initial reaction was to tell me I should work harder and not give up. They instructed me to get a tutor, go to my professor’s office hours, and check with the Academic Skills Center to see what I could do to improve my study habits, memory, and performance on exams. What they did not know was that I had long since done all of these things… They, like my teachers, told me that I didn’t do well because I didn’t work hard enough. The fact that they blamed my difficulties on my supposed lack of hard work troubled me, but I know my parents were caring people and wanted the best for me. I know that they were trying just as hard as I was to sort this out and that my lack of effort was the only reasonable explanation for them. I don’t think they meant to be insensitive or to burden me—I just think their lack of knowledge made them less likely to respond as I needed.”

By Michael Sanders “Trusting my Strengths” in Learning Disabilities and Life Stories (Rodis, Garrod, and Boscardin, Allyn & Bacon, 2001)