字幕列表 影片播放 列印英文字幕 [APPLAUSE] BRIAN THOMAS: Really grateful for Debbie for offering us this platform in some ways, but also just to have the opportunity for kids to talk about themselves and about what we do. Just a little background-- in 2006, 2007, we started as a group. And we were launched in someone's house, one of our board member's house on Clipper Street in San Francisco. And it was basically in her kitchen and living room for a number of years. And we've now moved to the San Francisco Friends School. But it starts usually at the beginning of the school year. And it's once a month. And these kids have-- many of them have been coming over and over and over again during that time. And just a little bit of a background from there, that very first meeting, there were maybe about 15 kids in a room. And Jonathan Mooney, who is a LD advocate extraordinaire, went to Brown, has an incredible story of not just overcoming, but using his strengths, and as someone who probably reads at a third or fourth grade level right now. So he talks a lot about that. But he turned to the kids, and said so what do you want to do? And there was a little bit of a hubbub in the room. And they said we want to speak on panels. We want to make a film. And we want to write a book. And at the end, he turned to the woman whose house it was, Julie Tran, and myself, and said mm, I don't think that's going to happen. Not that he was doubtful, but it was a lot to bite off. And these kids have over time and time again shown great resilience, great fortitude, and they're very, very ambitious. So I'm going to turn it over to-- we're going to start all the way down at the end. I want you to introduce yourselves. Tell us what grade you are in, what school you go to. Tell us a little bit about when you were first diagnosed with your LD. TAMARA: Hi, I'm Tamara. And I'm a senior at the Bay School, which is in San Francisco. I was first diagnosed in seventh grade. And it actually wasn't really that revolutionary, I guess, when I was diagnosed, because I didn't really understand what learning differences were at the time. And I didn't really understand until around ninth grade. So maybe I'll talk about that later. Yeah, thank you. FRANKIE: Hi, I'm Frankie. I am a junior at Gateway High School in San Francisco. I was diagnosed in first grade. That was a long time ago. I don't really remember. But what my mom has told me is that when I was first diagnosed, I went around walking down the street telling everyone I was dyslexic. And I didn't know what that meant. I just thought was a good thing. But other than that, I don't really remember. SEAN: I'm Sean. I go to Riordan High School in the city. I was diagnosed in third grade, but it wasn't really that big a deal because learning disabilities were like diseases so, yeah. ANNIE: I'm Annie. I go to school in Marin County. I technically go to three schools right now. I have four independent study classes, a class at Redwood High School, and a class at College of Marin. I have dyslexia and something called Scotopic Sensitivity Syndrome, which is kind of a reading disability. It's basically like-- you know the salt and pepper on a TV when the cable box is unplugged. It's kind of like that, only everywhere. And so on pages, it makes it a little hard to read. I was identified in the end of sixth grade. And prior to that, I really thought I was stupid, thought I was going nowhere. I was failing classes. I could not read. I didn't know my math facts, couldn't spell. And school was my least favorite thing in the world. And so when I was identified, it was definitely a relief to know the cause to all of my school struggles. But it was also a little bit scary because I thought dyslexia just meant oh, you're kind of not as good as everyone else. But it turns out that wasn't right. MIA: Hi, I'm Mia. I'm a freshman year at Redwood High School, and I have ADHD and dyslexia. And when I was first diagnosed in the end of fourth grade, beginning of fifth grade, it was kind of a relief because I always had a lot of trouble with spelling and math facts. And I could not memorize anything. But I also thought it was kind of this really cool special club, because like my sister Annie, she had gotten diagnosed, and I figured anything that Annie had, that was awesome, so-- dyslexia, oh my gosh, that's so cool. FIONA: Hi, I'm Fiona. I have quite a few learning disabilities, ADHD, dysgraphia probably, and sensory integration disorder and some processing disorders with my memory and stuff. Oh, and I'm a senior at the Bay School with Tamara. Hi, Tamara. TAMARA: Hi, Fiona. FIONA: And I was diagnosed, I think, when I was in fourth grade? Is that right, mom? She nodded. So that means that I'm good. I mean, I was in fourth grade at the time, so I don't really remember it. But I do remember it really kind of changing when I went to sixth grade, and then I started taking ADHD medication, and that really helped. But I've really gotten improved with my learning in terms of my learning disability by going to SAFE. BRIAN THOMAS: I want everybody to answer this one as well. Talk a little bit about school challenges, sort of when you first noticed-- if you did, because maybe some of you have not-- but when you first noticed through your learning difference, learning disability, how school was challenged for you. TAMARA: So I think for me the main thing is just taking a lot longer to do work than other people. And I notice that already in-- I guess when I was in middle school, because we always had classwork to do. And I always had to finish during lunch or finish after school. So that was kind of frustrating. Another thing is that I have a hard time memorizing math formulas. So even though I would say it to myself again and again or write it out again and again, it just wouldn't stick. I think those are the two main things. FRANKIE: Well, I was first diagnosed in first grade, so I don't really remember, but what I do remember from that time it is I remember I couldn't really read in first grade. So people, even my parents, and I think even my nanny, came to school to help me read, because I couldn't do it. So someone had to sit next to me and help me read. Also, people would take me out of class and do these certain exercises, things like that. And I didn't really know why. I just thought-- I was like oh, time out of class. That's OK with me. Anything to get out of class. And then I started taking ADHD medication when I was in maybe second grade, maybe first. And I've been taking it ever since then. So I do definitely notice when I haven't taken my medication and when I have taken it, because I just-- I'm a lot more-- when I do take my medication, I'm a lot calmer, and I can concentrate. But if I don't, I'm off the walls. And I don't even usually recognize myself, because I'm just so used to myself on this medication. And then also I start to notice when I started to get into higher and higher levels of math, I started having more and more problems. Math is probably my worst subject. I get OK grades, but I have test anxiety, especially in math. So when I'm at a test, and I look at the test, I forget everything. Or that's not always usually the case, but sometimes, I will forget everything and will completely fail a test. SEAN: My learning disability is where the most trouble would come for me was basically in grammar school. I have a hard time remembering. And the difference for me is that I didn't really get any help from teachers. The playing field wasn't leveled. So I had to basically do the subjects like everyone else had to, but they were like at a different level, so it was difficult for me. ANNIE: Let's see. Well, I first remember struggling in first grade, where I would just sit in the corner with a book, looking at the pictures, scared, on the verge of crying, because I just couldn't understand the words. I used to pretend I was sick to the point where my mom took me to get blood tests because she thought something was medically seriously wrong with me. And school was just-- it was horrible. It was probably one of the worst experiences I've had was having to go to school without knowing that I was dyslexic and without knowing that there were strategies to help with it. MIA: My main struggles have definitely been through spelling and math. I remember in second grade, Antarctica was the bane of my existence. I remember in first grade, we had this game where everybody would start on the line at the edge of the classroom, and then they would ask you an addition fact. And you would hop forward if you got it right. And I just remember being stuck back at the starting line. And it was just horrible. I did not understand what was going on. And it was the same thing when we started multiplication in third grade. I wasn't able to figure out multiplication until around fifth or sixth grade. And I'm still not good at it at all. And I still can't spell at all, although with spell check, it's helped out. But I remember, in sixth grade, we had a lot of spelling tests. And our teacher would go around and you would get-- she would draw you a special picture if you got 100%. And I remember being the only person in the class who had never gotten that. And she thought it was funny. She'd be like oh, you're so bad at spelling. I'll have to throw you out the window. But that was not very funny from my perspective. FIONA: Well, I kind of had a similar experience. Spelling is basically a lost cause with me. And math facts are just-- no, don't even try. But I really didn't-- I don't remember really hating school that much when I was younger or even when I-- I mean, I just really didn't like the people at my school. Because I was really weird. I mean, we kind of already knew that there was something not quite right. I couldn't not hit people and stuff. So there was something wrong, but we didn't know exactly what it was. But I don't know why, it just didn't-- I mean, I just was happy. I didn't feel like I had a terribly negative experience. But yes.