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Brain Power Magazine: Issue 3
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OVERCOMING DYSLEXIA
Janet Cooke recalls her Experiences
Janet Cooke was diagnosed as dyslexic in 1994 at the age of 44. Here she charts the improvements she has made following this diagnosis, by following a specific learning programme which incorporates many of the Buzan methods.
When I was younger, if anyone ever asked what I thought of school, I would always answer 'alright'. Well I was lying, the truth was: I hated every minute.
My memories go back to infant school. I can remember the saga my mother had to endure everyday. It must have been a nightmare for her. On waking, dressing and having breakfast, I would devise as many obstacles as possible to the trip to school. If eventually my mother succeeded in getting me out of the safety of the house, I would start another ploy, which involved clinging to every tree or lamp post along the journey, forcing my mother to physically pull me off as I held on, frantically screaming, 'I don't want to go'. On eventually arriving at school, my mother would have to hand me over directly to the teacher, or I would just up and run away. Once in the hands of the teacher my mother would return home very upset and physically drained after her daily ritual.
Junior and senior school weren't any different, I just learned to put up with it. There were lots of subjects I enjoyed, e.g. Art, Games, Cookery, Music, Science and Biology. Unfortunately I found any written work hard. In class I could answer any question verbally, but putting pen to paper or reading was extremely difficult. I remember one particular teacher would always say "Janet put your hand down, you don't know the answer." This particular teacher took great pleasure in shouting and physically shaking me on numerous occasions, giving the other children something to laugh at and more ammunition with which to taunt me.
Story-time was something every child in class enjoyed, except me. The teacher would start off the story and every child in turn would stand up and read a section. When it came to my turn every child would start to fidget. I would stand and wait for the onslaught. Timidly I'd start to read, stumbling and stammering over every word, obviously made more nervous by the thought of what was coming next. The teacher, true to form, would start shouting. My friend at the next desk would desperately try to help by whispering the words, but to no avail, only succeeding in getting into trouble herself.
Unfortunately in all this time no one considered the possibility that I might be dyslexic. I used to wonder why I had this problem, as I felt sure I wasn't, as we say, 'thick'. After years of being told you are thick and useless, your confidence takes a battering; this in turn makes mixing with people very hard, for fear they will think the same.
My problems didn't only affect school life, but life in general. For instance, going to parties was a problem, because most games involved the need to read or write. I avoided things like dancing as I have two left feet. So at parties I would just sit there and wish that the floor would open up and I would disappear. If you did join in you would be the focal point of everyone's amusement and if you didn't you were being miserable. I just couldn't win.
Upon leaving school I took the first job offered, which was as a machinist, and I enjoyed it! I had a good work record, but deep down inside I wanted more. I used to watch people and think, 'I could do that', but applying for jobs was hard because of the paper work involved. I had various jobs before getting married and having two sons. When the boys were old enough I started work again, this time in a school kitchen. From there I moved on to work in an elderly people's home, whereupon I started college, with great trepidation of the unknown.
The first course I embarked upon was my hygiene certificate, without which I would be no longer be able to work in the kitchen. So off I went, pen and paper in hand. I succeeded in gaining my hygiene certificate - I don't know how but I did. From there I had to take a one year course in Hotel and Catering Studies. Now I was really nervous, because so far in my working life I had been able to keep my inability to read and write a secret.
On starting college I was terrified, not only about the course but about being found out. I was worried what the other students might think. Throughout the course I worked hard and again succeeded in successfully completing the course and gaining my certificate. Again through work I had to return to college, this time for two years, to gain my BTEC National Certificate in Hotel Catering and Institutional Management. At this stage it crossed my mind to give up work, because I wasn't sure I could achieve anything higher. This decision was taken out of my hands as I was then made redundant.
As work had already paid my college fees, I had a choice to leave well enough alone or to continue. I decided to continue, fearing I must be mad. This time I took another step and enrolled at Broxtowe College on a Adult English Course, where I found the staff extremely helpful.
During the following weeks my abilities were assessed and the tutor considered the implications of dyslexia. With the help of Broxtowe College I was assessed at the Dyslexia Institute and diagnosed as being dyslexic. With this news I embarked on a new, carefully stretched learning programme. With all this help I completed the course with flying colours which included 11 distinctions, six merits and one pass, and I also received the honour of being awarded 'Student of the Year'.
I would like to thank everyone for their encouragement and support. 'What's my next step?' Well at present I'm considering going on for a further two years to take my HNC in Hotel Catering and Institutional Management.
I hope this account helps to encourage people with a specific learning difficulty to understand that with determination, dedication and the will to learn, you will succeed. I'm not saying it's easy because it's not, but don't be afraid to try.
Nowadays dyslexia is more readily recognised, accepted and understood. There are also many approaches to teaching which specifically help dyslexics. The new Equal Opportunities Policy now in force, means that schools, colleges and places of work must offer as much help as possible and not discriminate against people with a disability. Many colleges have a learning centre which can offer courses of study to meet your individual needs.
USE YOUR HEAD - SUMMER 1996
Issue 3: Contents
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