by Linda G. Tessler, Ph.D., Psychologist, Bryn Mawr, PA

Continued from previous page

I was finally diagnosed as severely dyslexic at age 33. The brain presents learning opportunities which, by the time my dyslexia was discovered, were long past for me. I'm not remediate like my son who was diagnosed with dyslexia early and reads quite well; although, as with many people with dyslexia, reading is not an enjoyable process for him.

Now I'm a licensed psychologist specializing in helping individuals with learning disabilities. I earned a doctorate when the university didn't really understand what a learning disability was and students didn't receive accommodations for these disabilities. How did I do it? I took the maximum amount of time allotted to earn my degree, even though I went to school every semester. I took one course at a time. This was the only way I could handle the caseload. The only true accommodation accorded me was that

I was able to become a member of Recording for the Blind & Dyslexic and received my textbooks on tape. I also had someone edit every paper I handed in.

But I still don't fit the mold. Colleagues often assume I can do things I cannot do. When I wanted to submit a workshop proposal to the Philadelphia Branch of IDA, they suggested I simply put it in writing. For me, there's nothing simple about writing. I asked if I could come and present the proposal at a board meeting. Speaking is always easiest.

Yet, professional standards must be maintained. With or without a learning disability, in the end I must perform as well as my colleagues. It is up to me to fill in the gaps of the mold I do not easily or completely fit. Psychological reports need to be read, patient records must be kept, I have to stay current in my field. Professional articles are waiting to be written.

Success is so sweet after knowing so frequently what failure feels like. To succeed, we must learn how to accommodate. This issue is dedicated to answering the question, "How do people deal with a learning disability after they've been

With or without a learning disability, in the end I must perform as well as my colleagues.

Remediated to the fullest extent possible? The answer is accommodations. I finally finished this article and it's published in Perspectives. This is proof that accommodations make success possible. I know it can work for you.

The psychological accommodations I used in writing this article can be applied to most situations in order to deal with a learning disability:

1. Slow down – give yourself permission to take the time you need.
2. Create obtainable goals.
3. Break each task down into small, manageable steps.
4. Be willing to work very hard.
5. Recognize and accept the fact that only extra effort will get you the success that others achieve with much less work.
6. Don't quit, especially when the going gets tough. Take a break instead.
7. Establish a timetable that is realistic and leaves as much room for error and re-doing as possible.
8. Anticipate and prepare for problems.
9. Take a chance. Do something you're not sure you can do well. It's the only way to grow and find your full potential.

Dr. Linda Tessler is a licensed psychologist who specializes in helping individuals struggling with learning disabilities and related emotional difficulties. Over the past decade, she has been a frequent speaker at academic institutions and civic organizations and has been interviewed numerous times on radio and television in an effort to increase public awareness and sensitivity to learning disabilities. Dr. Tessler is a member of the Board of Trustees of the Philadelphia affiliate of RFB&D, and has served on its National Advisory Council. She has also been a long time member of IDA, and will be a presenter at this year's Conference in San Francisco in November.

©Copyright Tessler, Summer, 1998

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