Day #5 of the 30 Day Film Challenge

[shadowkat]

Day #5 of the 30 Day Film Challenge - A Film where a Character has a job that you want.

Oh dear, this is hard.

Watch on YouTube

I actually tried to go in this direction in school when I was 18. I took anthropology, I minored in Epic, Myth and Folklore. I traveled to another country and collected ghost stories. But alas - it wasn't meant to be. The Universe had other plans. Probably a good thing - I get claustrophobic (due to exploring one too many tunnels as a kid) and issues with arachnids.

Comments

[cactuswatcher]

One of my nieces who is around your age had dyslexia so bad it showed early on in grade school. I don't know if it was diagnosed. But everyone knew she had no worse than average intelligence, but hated reading because she couldn't do it very well.

I learned my compensating before I ever got to school. It may have been just from being read to a lot. I got very good at guessing what should come next for sentences in context to make sense, which was a giant help in learning to read foreign languages. I never was in the 'slow group' for reading in school but there were hints about my problem all along. Reading the wrong word out loud in class. Terrible trouble getting my hand writing to look like anything. Having to read and reread everything as long as a sentence I wrote in class to make sure I hadn't left something out or written the wrong word. I just thought it was the same for everybody, till a woman who was my professor and my friend kidded me about it.

[shadowkat]

It presents differently for everyone apparently. My family members have various versions of it. My brother and I compensated in different ways. He learned to read faster than I did, but I had less problems reading over time. I just had to figure out how to do it - once I did, I could read anything and fairly quickly in some respects.
He reads slowly and hated reading, but learned it faster. And is better at math and measurements, which make little sense to me.

It's very hard to compare - and I think the reason that a lot of educators miss it in some students - is they are look for definitive symptoms. One size fits all. When that doesn't exist. I remember the psychologist I saw at the premiere psychological testing clinic in Topeka, Kansas -it was actually nationally known. The Menninger Foundation which moved from Topeka to Houston in 2003. I saw them in 1993.

She told me not to call it dyslexia - because that wasn't really it, it's a visual and auditory coordination disorder. They don't really understand it completely. But she told me that I'd managed to come up with all the compensation techniques she'd advise someone to use on my own. And I was doing very well - until I went to law school - where I hit the proverbial wall.

The compensation? I got extra time, someone else would fill out the computer score sheet, I would just circle the items in the test booklet. They'd discovered that the transference of the answer to another sheet was what was causing issues.

I have to do that at work a lot - it's why I hate spreadsheets. But I've come up with compensation techniques now - I check it five times. If I make a mistake, I'll ask someone else to look at it - if I can't find the error. It's made me a bit of a perfectionist and very detail oriented as a result.