Olivia Carofano, Editor-in-Chief
For some of us, words blur together on a page, letters seem to shift, lines somehow disappear, and what should be a simple paragraph turns into something confusing and exhausting to read and write. While other students move quickly through assignments, finishing readings and answering summary questions with ease, some students are left rereading the same sentence over and over again, trying to make sense of its meaning.
For students with learning disabilities, specifically dyslexia, ADHD (Attention-deficit, hyperactivity disorder) and ADD ( Attention Deficit Disorder), school isn’t just about effort and achieving academic success, it’s about navigating learning; figuring out what works best for you as a student and what skills or tactics can promote success in and out of the classroom. What could appear like a lack of focus, organization or motivation from the outside, is often something more complex that is occurring internally that prevents a student from understanding content and hinders their learning.
According to Judith Moskowitz, a specialist who evaluates and works with students and young children, a “learning difference” is a broad term that describes individuals who “learn differently from others, and therefore may have difficulty with the given curriculum.” These differences can appear in many forms, some students struggle with language, either expressing their ideas clearly or understanding spoken and written information.
Others experience visual-spatial challenges, making it difficult to track lines of text or break down visual information. Dr. Moskowitz also said, “Executive functioning weaknesses are problems with organization and time management, for example students express memory problems, dyslexia which is an inability or difficulty decoding the words in a text, dyscalculia which are problems with math facts and calculations and ADHD which is limited ability to sustain attention. The problems may not be discrete, and some students may have co-existing difficulties like ADHD and dyslexia.”
Despite how common learning differences are in today’s society, they are frequently misunderstood and often have negative connotations. “Some people with learning difficulties may be viewed as less intelligent, and their strengths may be overlooked,” Dr. Moskowitz says. This misunderstanding can be especially damaging in a school environment where performance is often measured through reading, writing, and timed tests. “Sometimes, individuals are misinterpreted by parents or teachers as ‘lazy’ or unmotivated, when in actuality, they do not know how to interpret tasks or figure out what to do,” Dr. Moskowitz said.
For students themselves, these challenges are not uncommon; they show up in everyday moments in the classroom. Nessa, who has ADD and ADHD, describes how her learning experience is shaped by her difficulty focusing. “Because I have ADHD, I find it hard to focus in school,” she said. “It’s like at the most inconvenient times I lose focus and struggle to get my work done.”
Even when Nessa understands the material taught by the teacher, staying engaged long enough to complete assignments can be difficult for her and she often gets distracted. She also explains that procrastination plays a role in her struggles. “I often feel like I understand everything that the teacher has taught in the lesson and then when it’s time to do the work I struggle because I seem to have pushed off my reviewing for a later date because I feel confident in my abilities.”
Another student, Emily, has dyslexia. She describes a different kind of challenge, one that centers around reading and processing written information. “One of the biggest challenges I face is how long it takes me to read and fully understand written material,” she says. “Sometimes I accidentally mix up letters, skip lines, or have to reread things multiple times when I am working.”
Beyond academics, these challenges can also affect confidence in and out of the classroom. “Even if I understand the material, sometimes it does not translate because I struggle to fully summarize the material and put it into words,” she said. “When I work in group settings, sometimes I worry about other students holding me back because I get easily distracted and am not able to complete all of my work or study effectively.”
However, both students emphasize that the right teaching methods and strategies can make a significant difference in their success in the classroom. Nessa finds that repetition is key to her learning and processing of material. “When the teacher constantly gives review or practice sheets, I understand the material more,” she says. Furthermore, repetition helps her build familiarity and confidence in her learning, allowing her to strengthen her understanding of concepts over time.
She also takes an active role in her learning outside the classroom, studying independently and then collaborating with friends. “Facetiming friends and working through material with them has always helped in my learning because it gave me the ability to ask questions outside of a school setting,” she said.
Emily benefits most from approaches that reduce reliance on heavy reading. “The teaching methods that help me the most are ones that don’t rely only on reading,” she says. “Visuals like diagrams and charts, as well as hands-on activities, allow me to better understand and remember information.” She also finds verbal explanations extremely helpful, especially when teachers break concepts down step-by-step. Tools such as audiobooks and text-to-speech have been especially impactful in her academic success. “I can listen while following along with the text, which improves my understanding,” she said.
For many students with learning differences, formal support systems in schools provide essential accommodations that make learning more accessible and easier. Two of the most common are IEPs (Individualized Education Programs) and 504 plans. An IEP is typically designed for students who require specialized instruction in addition to accommodations. It includes specific learning goals and often involves support from special education teachers or structured learning environments.
A 504 plan, on the other hand, focuses on providing accommodations within the general classroom setting. These accommodations might include extra time on tests, preferential seating, access to audiobooks, or modified assignments. While both plans aim to support students, the key difference is that an IEP involves specialized instruction, while a 504 plan ensures access by adjusting how the student learns within a standard curriculum.
Nessa has experienced both types of support throughout her high school career. “Throughout freshman and sophomore year, I had an IEP where I was given accommodations like extra time on tests, preferential seating, guaranteed study guides, and advanced notice on tests,” she said. As she became more independent in managing her ADHD, she transitioned to a 504 plan. “I feel like I know myself well enough that I don’t need as much support as I did before,” she says. “I am proud of myself that I have managed my ADHD and ADD so that I can become successful inside and outside the classroom.”
Emily, on the other hand, has had an IEP since 3rd grade. “Throughout my entire life I have always had my accommodations at school,” she said. “This spring, I have now lessened my time in the learning center, now going once a rotation whereas before I had class every other day which is a huge accomplishment for me.”
Gaining these accommodations is a detailed and often lengthy evaluation process that considers multiple parts, Dr. Moskowitz explains that students are usually referred for testing when they show consistent academic struggles or behavioral concerns. “I generally begin my evaluation with a parent intake – in which the parents provide history as to the current problems, their unfolding over time, and early developmental and health background factors,” she said. “With the student, I begin with an intelligence test, which I view as a “smorgasbord” because it has many sub-tests that tap different cognitive areas. In subsequent sessions, I methodically give neuropsychological tests that tap specific domains for example language, visual-perceptual skills, memory, attention, and executive functioning. The testing is usually 9-12 hours which usually translates to 3 to 4 three-hour sessions.”
While administering the assessment, Dr. Moskowitz looks for a variety of factors that signify that a child has a learning difference. “I look for strengths as well as weaknesses, as the strengths can be used to help a student compensate. I also administer a range of academic tests that assess reading like decoding the words and comprehension, for math I focus on concepts and calculations, and writing i mainly work on spelling, story or essay writing. After rapport has been established, I give personality tests like Rorschach inkblots, telling stories about emotionally evocative pictures, and figure drawings,” she said.
Without proper identification and support, the effects of learning differences can extend beyond academics. “Students generally want to do well,” Dr. Moskowitz said, but when their struggles are not understood, “they may feel stupid and inadequate, and begin avoiding their assignments.” Some students may act out in frustration, becoming disruptive or confrontational in class due to their lack of understanding with material. Others may internalize their struggles, developing anxiety or physical symptoms like headaches and stomachaches. Even students who receive support may continue to doubt their abilities, especially if they have spent years feeling behind.
Support from adults plays a crucial role in shaping how students respond to these challenges. Dr. Moskowitz notes that parents who are “open-minded” and willing to understand their child’s needs are better equipped to support them. Rather than focusing solely on academic performance, these parents help their children build confidence by encouraging strengths in other areas, such as sports, the arts, or extracurricular activities. Teachers also play a key role by creating inclusive classrooms, offering clear instructions, and providing accommodations without making students feel singled out or embarrassed.
Both Nessa and Emily share moments that highlight how meaningful support and persistence can lead to success. Nessa recalls studying for a week for her AP Calculus BC test, seeking help from teachers, visiting the library, and working with friends. “When my teacher handed the test back and I saw my score, which was a 93, I was so proud of myself,” she says. For her, the achievement represented more than just a grade, it was proof that her effort and strategies were working.
Emily describes a similar sense of accomplishment after completing a difficult reading assignment. By using an audiobook alongside the text, she was able to fully understand the material and participate in class discussions. “I actually felt confident sharing my ideas,” she says. That experience showed her that with the right tools, she could succeed just as much as anyone else.
As a person who has dealt with dyslexia my entire life, I have gone through so many memorable moments; some that have led to failure and some to succession, but both contributing to my growth not only as a student but as a person. Throughout first grade, I would constantly get pulled out of the classroom to complete separate testing with teachers from the Special Education Department and I was having trouble in class; I was often distracted and when a new concept was presented to me in class, I recall having small tantrums and moments where I would just disassociate.
It was after first grade that I began my testing for diagnosis of dyslexia and ADHD with Dr. Moskowitz. “You were an adorable, well-related girl with a “big personality”, who was driven to accomplish goals in areas where you excelled (e.g. ice skating, dance),” she said. “You had trouble learning how to read and did not like going to school, and you sometimes got in trouble in class because you would scowl and frown, or make impulsive remarks.”
Throughout this testing, Dr. Moskowitz was able to diagnose me with a learning difference while also revealing qualities about myself that became present due to my inability to understand concepts and material. “You were fidgety and easily distracted because of your ADHD, and needed reminders to do independent work. Testing showed that you became anxious and easily confused, and you would rush and make careless errors, and not completely examine complex situations,” she said.
After this diagnosis, I attended the Windward School, a school for children with dyslexia and other language based learning disabilities, where I became proficient in my reading and writing. I learned techniques that help me understand basic math concepts i.e using touch points for numbers (each number, 1-9, has a touch point corresponding to the digit’s value). I learned how to make flashcards, and worked on my decoding and summarization skills.
After leaving Windward, confident in my abilities to push through any issues I encountered in the classroom, I was finally faced with the daunting task of entering a classroom filled with students who maybe had or did not have a learning difference.
At NCHS and beyond, I have become more than successful and capable of figuring out who I am as a student and as a person. I have struggled, failed, been told “No”, and wanted to give up so many times, but the one thing that I have realized is that being a person with a learning difference was a test to see if I can get back up and try again. Having dyslexia and ADHD is not something that puts me at a disadvantage from my peers, it just takes me more time than some to digest material and learn new concepts. It doesn’t mean that I am any less proficient than a standard student, it just means that I am nuanced and to me that is never a bad thing. That extra baggage that I carry (my learning difference) is something that makes me who I am, it makes me the type of student I am in the classroom, the type of ballerina I am in the dance studio, the type of peer I am when helping someone and it is nothing to hide, rather something to be proud of.
Today, I am confident in myself and my ability to succeed inside and outside the classroom and I am more than grateful for all the help that I have received in my academic journey because without that support and consistent guidance, I would never be this accomplished in my learning. However, I think that my drive to push past my disability and constantly try to be the most authentic version of myself has ultimately contributed to my success throughout my academic career.
Ultimately, learning differences are not a reflection of intelligence or potential, they are simply different ways of processing the world. As Dr. Moskowitz explains, “I wish people would be less judgmental and try to recognize their strengths.” School, while important, is only one part of a person’s life, and success can take many forms. Students who face these challenges often develop resilience, determination, and empathic qualities that extend far beyond the classroom. With greater awareness, understanding, and support, schools can move closer to creating an environment where all students, regardless of how they learn, have the opportunity not just to succeed, but to feel confident in their ability to do so.
