A Dyslexic Wonder

This is about Jennifer Smith, a finalist in 2010 for an Ann and Allegra Ford Scholarship, and her story of growth and pain. Terribly and typically teased, she persevered through language training and to the growth of her self-confidence. She enters college in the fall, speaks to students about dyslexia, has written a book, “Dyslexia Wonders”
and has created a non-profit group, Jenny’s Wish Foundation. This foundation provides scholarships to kids with learning disabilities, and provides grants to organizations who help them.

The Anne Ford and Allegra Ford Scholarships offer financial assistance to two graduating seniors with documented learning disabilities (LD) who are pursuing post-secondary education.  The Anne Ford Scholarship was first awarded in 2002; in 2009, with a generous donation from Anne’s daughter, Allegra, the award was renamed the Anne Ford and Allegra Ford Scholarship and granted to two students. Beginning 2012, we are offering two separate scholarships, the Anne Ford Scholarshipand Allegra Ford Scholarship.  To be considered, your complete application must be postmarked by December 31, 2011.

Notice that these are scholarships specifically awarded to students with documented a LD. However, also note that winners are selected by criteria above and beyond simply having a diagnosis of Learning Disabilities.
Here are examples from parts of the selection criteria.  Go to the NCLD website to read all the criteria.

The ideal Anne Ford Scholar is a student who:

• Articulates his or her LD and clearly demonstrates the importance of self-advocacy
• Is committed to completing a four-year college degree and has begun to set realistic career goals
• Excels as a role model and spokesperson for others who struggle with LD

To be eligible for the 2012 Anne Ford Scholarship, an applicant must:

• Be a graduating high school senior who will be attending a four-year bachelor’s degree program in the fall of 2012
• Have an overall grade point average (GPA) of 3.0 or higher on a 4-point scale (or equivalent)

Ben Shifrin, Head of The Jemicy School, in Owings Mills, MD, has been inducted into the International Dyslexia Association’s Hall of Fame. Frankly, I had no idea there was such a Hall of Fame. For me, this is another chance to bring recognition to what I’ve always thought of as a great school for kids who have learning disabilities, particularly dyslexia. I’ve not been to the newer High School but have spent time at the Lower and Middle School. Jemicy School does educate the whole child, in terms of developing strengths as well as remediate weaknesses, and as a result, kids just seem to feel good while they’re getting the help they need.

Jeremy Snyder and Julie Platt, students at Wesleyan University, are starting a university chapter of Project Eye-to-Eye, a national mentoring project for children with learning disabilities.

In this article from the Wesleyan Argus, the students describe their start-up process this summer and the goals of Eye-to-Eye.

They’re looking for about a dozen high caliber and dedicated Wesleyan University students to serve as mentors to students with LD/ADHD at a local middle school. Mentors meet weekly, engaging in Arts and other projects to build self-esteem and also to raise awareness in the community.

Project Eye-to-Eye was started in 1998, by two Brown University students with ADHD and LD. Years later, Project Eye-To-Eye is a national not-for-profit mentoring program “changing the lives of thousands of children and young adults across the U.S. Everyday we give “at-risk” students the feeling of empowerment and connection to a community that is built on understanding and compassion for differences. Project Eye-To-Eye’s program model is designed to build life skills for independence and improve self-esteem through the power of role modeling. Beyond the important work of building self-esteem, Project Eye-To-Eye also gives children with LD/ADHD the concrete skills necessary for independent living and academic success. Project Eye-To-Eye’s research based mentoring model is also designed to improve self-advocacy skills and meta-cognitive abilities, skills proven to be essential to the life success of LD/ADHD adults.”

He speaks to the inner and emotional turmoil many students go through.

Of course, you have to have a print disability of some type, such as dyslexia, in order to access the textbooks.

Now students won’t have to use those clunky (to them) Walkmen clones that one used to need to play the CD’s on.

Dick Bourgault send me a link to this video he made for the State of Michigan. It’s about 25 minutes long, slow moving but full of useful information.