In junior high, I was still placed in special education classrooms, except I had a teacher who looked past my diagnoses and gave me higher level assignments so I could demonstrate my newfound intelligence. With her advocating on my behalf, by the time I was a freshman, I was then able to be in the general education classes. However, it became clear that I had knowledge gaps from my earlier placements. I knew that I processed information differently, so needed to work more hours than others; but also now understood that this was definitely not a reflection of my intellect or potential. So, I took it upon myself to learn what I needed to know in order to catch up with my peers. My goal was to get to the same level as those who were allowed to take the Honors courses, which I had been denied. I ended up learning more than what was needed, including teaching myself curriculum well beyond my grade level.
Starting with my sophomore year, I was able to prove my abilities to be really successful, again because of how my teacher advocated for me to be challenged, enabling me to take college level courses in Computer Science at DigiPen Institute of Technology. I then followed that up by taking Calculus and Japanese at a local community college the following year (through Running Start). I earned 4.0’s in all the college level courses and challenging high school classes. At the community college, I was invited to join their Phi Theta Kappa Honor Society. In addition to being a member of that honor society, I was also accepted into the National Honor Society at my high school. I regularly participate in community service activities in Key Club and Earth Club; I am the Treasurer for Earth Club and also a Link Crew Leader. Lastly, I am an AP Calculus tutor for the general student body in my high school.
My extracurricular activities and all of my educational experiences, even that of being kept back, were extremely meaningful to me. I learned that I could ‘choose’ to be involved and successful despite any disabilities or lowered expectations others might have. Most importantly, having been encouraged by one special teacher, I learned what a difference helping others can make. Because of her influence, I always try to assist disabled students in my classes. I also volunteer in the junior high school to encourage others in the same situation I was in, those placed in special education classes. I learned that no one should feel limited, regardless of what their challenges are.
As for me, I learned to treat my disabilities the same way I would treat any personal attribute or characteristic. There are abilities and traits in everyone that will make certain tasks easier for some and more difficult for others. But passion and willpower are the great equalizers. I have big dreams that I believe I can achieve, and know that I will not be hindered by any diagnoses. In fact, my disabilities, and any hardships thereof, have actually helped me to become a stronger, more determined, and a more compassionate person.”
This powerful essay, for the National Merit Scholarship Finalist award program, was shared with me earlier this week. It speaks volumes about resilience and the extraordinary path which can be found within the Autism Spectrum. I am very proud to have shared a small segment of this young man’s life as his parent’s education advocate: His insights and ability to teach us through hard work and perseverance says more than I can ever conjure up myself. Please share this with everyone walking a similar path for his message transcends many Autism books, websites, and resources for it offers an extraordinary level of honesty, authenticity, and inspiration. It is so encouraging to know that our world will soon be in the hands of such compassionate and resilient individuals such as this.
Thank you.
Larry Davis
www.specialeducationadvocacy.org