Profile: John Chambers, CEO Cisco

We reached out to John Chambers, CEO of Cisco, and received appreciation for our efforts at camp and a few words about John's success. Read below to hear what his executive assistant shared with us: "John has personally asked me to relay to you his appreciation for extending this invitation to participate in your [blog] project. It certainly is a worthy cause. We would like to extend these notes: John is just one of many individuals who have been able to have a successful career even with a disability such as dyslexia. One attribute which has led to John’s success is his infectious attitude about life. From a young age, John had a very optimistic outlook on everything. He had a wonderful teacher in his early years who recognized his challenges and worked with him to overcome it. His parents, both being doctors, also supported and encouraged him throughout his childhood. John’s attitude and emotional insight has proved to be one of his most powerful tools, coupled with his perseverance, John has not let his learning disability be an excuse. He hopes the campers will find his words and suggestions encouraging."

John Chambers is Chairman and CEO of Cisco. He has helped grow the company from $70 million when he joined Cisco in January 1991, to $1.2 billion when he assumed the role of CEO, to record revenues of $48.6 billion in FY13. In 2006, Chambers was named Chairman of the Board, in addition to his CEO role. Chambers has received numerous awards for his leadership over his past 18 years at the helm of Cisco, including the 2012 Bower Award for Business Leadership from the Franklin Institute, Time Magazine's "100 Most Influential People," one of Barron's' "World's Best CEOs," the "Best Boss in America" by 20/20, one ofBusinessWeek's "Top 25 Executives Worldwide," "CEO of the Year" by Chief Executive Magazine, the Business Council's "Award for Corporate Leadership," and "Best Investor Relations by a CEO" from Investor Relations Magazine three times. Read more.

Interview: Steve Walker (Get Ready for Incredible)

Today's interview is with inspiring individual Steve Walker. We're not even going to introduce you to him. We're just going to let him speak for himself. Read on...you'll see why... Camp Spring Creek: We enjoyed your interview on HBO’s Journey Into Dyslexia. Your story is very moving. For our readers who have not seen the documentary, could you briefly tell us about the positive learning experience you had working in the machine shop in high school?

Steve Walker: It was the only thing as a young adult that I could get a result from that was positive and also created something that had immediate, tangible purpose. I had one teacher, Joe Pasenka, and he saw me checking out from life in general and I think it was a really honorable thing he did by letting me play in that machine shop. The school was shutting the machine shop down, so you weren’t technically supposed to be there. He really let me do my thing which, as it turns out, is the correct way to think. He knew I pushed back against traditional learning, so he didn’t push instructions at me. He let me work until I came across a problem and then I’d ask a question. If you think about it, a person is much more motivated to learn when they have a need to understand.

CSC: That reminds me a little of the Montessori teaching method or some of the research discussed in Flow by Mihaly Csikzentmihalyi. What have you been learning about education methods today?

SW: I went on an educational tour of my own recently, because I wanted to understand education. I was a little horrified by how everything was going. I felt shameful about what had happened to me as a child--being made to feel stupid, being so misunderstood--and I felt despair about how little people know about learning. There are places where great things are happening, of course, but the general system is really antiquated and needs spiffing up. So I went on this tour...I talked to some teachers who were threatened with getting fired if they used the word “dyslexia.” It was quite an eye-opener and frustrating enough that I’ve joined a number of university boards and have met with leaders of schools or superintendents and tried to have exchanges about about how we can make changes in the system.

On my end of things, I hire a lot of engineers and so I've been talking to engineering schools about what they teach. Teachers are teaching math...but you don’t do math in engineering. Computers do the math. It’s creative thinking that needs to be taught and that’s what employers like me look for. I’m trying to tell people that if you back off on the math a little, which is so automated, the engineers don’t need it and they will be fine. I don’t discourage people from learning math, of course. But we need to look at the content that we’re teaching as well as the way we teach it. It's great if you can spell correctly. But some things have pretty limited applications to a job and I’m having conversations with people, especially in engineering schools, about this. These conversations are powerful; sometimes people are blown away by my perspective. After thinking about it, they’re usually quite open. Look at the TED Talk on self-teaching. It’s about a global initiative to examine how we teach and it’s a little extreme, but it’s also very enjoyable and funny. I just like to try and challenge people’s minds a little. I don’t know all the solutions but I do know that a lot of what we’re doing right now doesn’t make sense.

CSC: You built a successful, multi-million dollar business by solving a simple problem: Certain wood stoves being sold in the United States required wood pellets for fuel. At the time, the pellets were only available overseas. From scratch, you built the machines and designed the company—starting in your own basement—that is now New England Wood Pellet, the largest manufacturer and distributor of clean, renewable wood pellet fuel in the Northeastern United States. What is it about the “dyslexic brain,” as they say, that enables you to think outside the box more effectively than others?

SW: I think there are two things. First, if you’ve had to struggle a little or if you’re dealt some challenges or if you’re not “normal," especially when you're younger, then you automatically get a different perspective and I think that perspective is extremely helpful. What seems daunting and impossible as a kid going through school, possibly turns out to be the best lesson you’re going to get.

Second, there's neurology and the physics of the brain. Dyslexics do think differently and in my own experience and research, the dyslexic mind in general is lacking in reading. Not always, but often. Some of society’s most pressing issues have been solved by dyslexic brains. There are some true, honest to goodness, neurological differences that make us better at certain things than the majority of other people. Of course, running or starting a business requires you to be the ultimate multi-tasker and synthesizer. We can do that. We have very cluttered files in our brains, which makes it very difficult to organize, but that can work out okay in the end. Think about solving crimes: It’s all these little things that seem completely irrelevant and we’re used to that. We can work with that. We’re constantly being bombarded by things that seem irrelevant so, eventually, we find things we weren’t even looking for…and solve the crime. The military is especially looking for dyslexics for this exact reason.

I know I’m a little jaded because I had such a profoundly tough time in school, so I understand that. I’m only now linking a lot of challenges in my life back to those challenges in school. Dyslexia was not commonly identified then. It was not a familiar term. Kids today aren’t alone, at least. This is where I see that places like Camp Spring Creek are just great. You can get these kids together and they all feel it, it’s a good thing. Everyone’s got their head around it and they’re working together. What you’re doing at camp is probably an exception to the rule, because so many people still get lost in the system and don’t get help. Let’s keep the pressure on people and say that our work isn’t done yet. We need more of this, we need people who really do get it.

CSC: Can you tell us your personal story of embracing dyslexia?

SW: Four or five years ago, if you had asked me if I was dyslexic I wouldn’t have gone there. It reminded me of school and I was done with that. I wasn’t going down that route and I wasn't talking about it. Later on, what changed is that there was an in-depth study by the Kauffman Foundation done on entrepreneurs. They found there was an earth-shattering number of dyslexics who succeeded as entrepreneurs. Then, they wanted to find more people to study from around the world and all kinds of professions. The Kauffman Foundation called and said, “We heard you’re dyslexic,” and I had to stop. The call had to do with my brother, who has a dyslexic child. The Kauffman Foundation was studying my nephew and they got to talking. I met the profile and they placed the call.

I agreed to the study and I got over the shame because they’d already “found me out” anyway. Besides, it was the Kauffman Foundation, which has an incredible reputation. As it turns out, it was life-altering. It led to the HBO documentary Journey Into Dyslexia and numerous speaking events. You name it. It was all very good...but quite frankly, it’d probably be more fun to hang out with you guys at Camp Spring Creek for a week.

Once I learned how screwed up our education system was, there was a lot of anger that came out of that. Anger is a great motivator, unfortunately, but steered in the right way it can do great things. I came out, I talked about it, I told the world. I realized that it was important for kids and other adults to see that and I got fan letters from both. Appropriately, there’s a huge emphasis on kids, but I also think that our whole society would do well knowing that this is in your DNA. It is what it is. You are who you are. It doesn’t go away for adults and so many of them need to hear that, too. People don’t like talking about it. It’s very, very hard. I’ve had to learn to be gentle when I’m talking to people I don’t know very well because you have to treat these things delicately.

At the end of the day, once we get our education system figured out, I don’t think the word “dyslexia” will even be necessary. It’s about recreating how people learn, but ultimately it’s no different than remembering that we’re all physically different. We’re tall, we’re short, we’re fit, we’re not. Our brains are different from one to the next to the next, too. The beauty of all of this is that there’s just so, so, so much that can be done and that’s inspiring. Places like Camp Spring Creek are what need to happen now, until someday in the future we can just make education work for everybody.

Wrightslaw: An Interview with Peter Wright

Pete Wright is an attorney who represents children with special educational needs. In second grade, Pete was diagnosed with learning disabilities including dyslexia, dysgraphia and ADHD. He was fortunate—his learning problems were identified early. His parents obtained intensive Orton-Gillingham remediation for him by Diana Hanbury King. Pete's determination to help children grew out of his own educational experiences. While attending Randolph Macon College, Pete worked in a Juvenile Training School as a houseparent. After graduation with a degree in Psychology, he worked in another Juvenile Training School and ultimately was honored as Virginia's "Juvenile Probation Officer of the Year." During that time, Pete was also attending evening college in a graduate psychology program at Virginia Commonwealth University. In 1977, Pete graduated from T. C. Williams Law School at the University of Richmond. In 1993, Pete successfully represented Shannon Carter, a child with dyslexia, before the U. S. Supreme Court. (510 U.S. 7) This landmark, 9-0 decision, resulted in the Carters, and many parents since, being able to recover the cost of their child’s private, Orton-Gillingham, special education tuition. We were honored to interview him. Camp Spring Creek: It’s been so moving for us to review and share your story over the past week and half with our readers, so let us begin by saying “thank you” on behalf of all parents, children, and advocates in the learning differences field. We’re thrilled that your grandson will be joining us at camp this summer. We know that dyslexia is genetic and that both you and your grandson have been diagnosed with it. Were you the first to recognize this learning difference in your grandson? What do you hope he will gain from Camp Spring Creek?

Pete Wright: No. Both my son and daughter-in-law recognized these issues early on, in part because of knowing my history and my son’s own personal experience with LD in his early elementary years. My grandson’s biggest issue is more dysgraphia than anything. He is very, very bright and yet, because of the dysgraphia, and being so far behind his peers, he feels very inadequate and it’s having an adverse impact on his self-esteem and perception of self. I’m hoping that, as his written language skills improve and increase, the self-esteem and emotional issues that relate to that will dissipate.

I can tell you from my own personal experience and having worked with so many kids since the ‘60’s, that children with dyslexia, dysgraphia and dyscalculia, often feel stupid because of their inadequate skills and they get depressed. When that happens, many individuals recommend counseling and therapy. I disagree. I have always taken the position with my clients that we have to teach the youngster how to read, write, spell, and do arithmetic and the self-esteem will improve, the depression will go by the wayside, and things will turn around. Almost always, that has been the case.

CSC: You were diagnosed with dyslexia before it even had an official name in the United States. Now, as a result of your work and Wrightslaw, “dyslexia” is much more of a household word and many parents of children with learning differences now understand that their children have a legal right to equal education opportunities. We’ve come a long way. That said, you’re still hard at work. What do you see as some of today’s greatest remaining challenges in the LD advocacy and legal rights world?

PW: I was actually diagnosed with Strephosymbolia, also known at that time, as Word Blindness. (See my YouTube video about Strephosymbolia and Dr. Orton.) Strephosymbolia was the word used by Dr. Samuel T. Orton on July 25, 1925 when he presented the concept to the American Neurological Society. Strephrosymbolia later became known as dyslexia, dysgraphia and dyscalculia.

From a legal perspective the word “dyslexia” has been in the special education statute since 1975 when the Education for All Handicapped Children Act was passed. (It is now known as the Individuals with Disabilities Education Act, i.e., “IDEA 2004.” The last revision was in 2004.) Even though it has been in the law as a part of the definition of a learning disability since 1975, some special educators and school psychologists around the country deny that it exists or assert that it’s a medical issue, not an educational issue, and it’s not covered by the federal special education law. This tells you that they have not looked at either the law or the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) which identifies it under “Specific Learning Disorder” subtype, “Impairment in Reading.”

Because of resistance in some school districts, parents have formed Decoding Dyslexia groups nationwide and approached their state legislatures to put the word in the state statute, define it, and also define the nature of services that children with dyslexia are supposed to receive. As a result, a number of states have since passed statutes that define dyslexia and spell out what needs to be done. The definition used by most of these states, word for word, tracks the definition used by the International Dyslexia Association (IDA).

The big challenge will be to change the outdated beliefs of many special education administrators and school psychologists in the bureaucratic sector and also those in the trenches working with the kids—getting them to accept that they do have to teach children with dyslexia the proper way so that the children will learn how to read, write, spell, and do arithmetic. Using talking books, having others read textbooks aloud to the child or having others write for the child,  becomes the focus, that is to provide modifications and accommodations, rather than teaching the critical reading, writing, arithmetic and spelling skills. Sadly, it is often rooted in the belief that, because the child has dyslexia, the child cannot learn how to read or write, spell or do arithmetic. The heavy reliance on modifications and accommodations does not help the child in later years, once they’re out of school and employed.

CSC: Many famous dyslexics have been interviewed about their struggles with early education and have moving stories to share about how they finally moved past their learning differences and were able to see them as learning advantages. Did you experience a similar pivotal turning point in your own education? If so, please tell us about that moment or realization:

PW: In 1952, at the beginning of my second grade year, I was totally illiterate. I could not read, write, spell, or do arithmetic. My parents were told that I was uneducable and that nothing could be done. They were also told that I was mentally retarded and emotionally disturbed. Fortunately a private evaluation identified me as having “Strephosymbolia" and my parents were told to find someone skilled in teaching children using the approach created by Dr. Orton and Anna Gillingham. They found Diana Hanbury King who tutored me, every day, one-on-one, after school, using the Orton-Gillingham approach, for two years. Her goal was to get me two years above my age and grade level. Several years later, when I was in the sixth grade, I was tested and my scores were at the eighth grade level.

The changes in me were slow, over two years, during almost all of the second and third grades. Thus there was not a pivotal turning point, or “eureka” moment or realization. I simply learned how to read, write, spell and do arithmetic, at a level surpassing that of my peers.

Diana Hanbury King is now considered to be one of the top experts in the world. Years after working with me, she founded The Kildonan School in Amenia, NY. Last year my grandson spent several days with her as she worked with him and my daughter-in-law. Since then, every day, he works on the exercises Diana created for him and we have seen great progress. It is hard work for him. I remember my own experiences with her and how hard the work was. She is a task-master and has very high expectations. My grandson has become quite aware that putting in the time and working hard is generating great benefits. As expected, at first he complained, but as he saw his own changes in legibility of the written letters, numbers and words, and increased typing speeds, he has become self-motivated.

On another note, there’s a lot of talk about the gift of dyslexia and that dyslexics think outside the box and I agree. But Diana Hanbury King has a different stint on that and she has absolutely nailed it! In December 2012, she spent several days with me and my wife Pam at our home in Deltaville, VA and I did a YouTube interview of her  in which she discusses her theory. All parents of children with dyslexia need to see it. It will surprise you and you, too, will agree. I won’t give away her theory here. Seeing it is believing.

CSC: There are so many resources online that are helpful, but the Internet can also be a dizzying place for a parent looking into his or her LD child’s educational rights. For a parent just starting out, what top three links can you share to help them understand their rights and options?

PW: In all honesty, there is nothing that is comparable to our website. We have more traffic than the US Department of Education. We have almost 100,000 subscribers to our online newsletter. If you research something related to special education law, so often Google will take you back to our wrightslaw.com website. Between our Wrightslaw: Special Education Law book, our Wrightslaw: From Emotions to Advocacy book, and our Wrightslaw: All About IEPs book, we have sold almost a half million copies. In my Wrightslaw training programs, (about 25 per year), I tell parents that they have to read our From Emotions to Advocacy book three times. The first read is an emotional roller coaster for the parents. The second read they can digest it and highlight and take notes. The third read is the synthesis of the second read and putting it all together.

Interview: Sara Hines

We are delighted to announce that today’s inspiring individual interview features educator and advocate Sara Hines. Sara grew up in Washington DC and earned a PhD in Special Education from the University of Maryland. She has taught at public and private schools in the DC area, was a professor at Hunter College in Manhattan, and currently serves as the Lower School Head at the McLean School of Maryland. Many students at McLean have learning differences, ADHD, or had school anxiety when they entered. Read more: Camp Spring Creek: As Head of Lower School at McLean School, we’ve read that your personal motto is “Children first!” You’ve been described as “vibrant” and “driven.” What is it about your work on behalf of children with learning differences that fills you up with such inspiration?

Sara Hines: I find students with learning differences incredibly interesting and filled with potential. I think that allowing any student to reach their full potential is a very rewarding and important aspiration. Each child, in my opinion, is unique, and educators are responsible for investigating those unique gifts and qualities to design accessible instruction. Teachers must be creative and flexible in designing instruction.

CSC: Tell us more about the importance of early intervention for children with learning differences. For instance, for the parent who is reticent to have his/her child “singled out,” what advice might be good to keep in mind?

SH: The older the child, the harder it is to remediate in academic as well as social areas. A child with LD in a regular classroom often develops self-esteem issues that are hard to reverse. Also, to compensate for, or pretend that they do not have academic issues, children develop maladaptive approaches that are hard to unlearn. At our school, parents usually tell us that their child “is a different person” after entering McLean.

CSC: What were your own classroom experiences like as a child? Did you struggle in a traditional setting, were you nurtured above and beyond by a particularly gifted teacher, did you cruise right on through, or struggle daily? We’re curious how whatever you experienced as a youth informs the work you do today.

SH: I was a strong student but I usually earned “fair” in effort. I day-dreamed all day and only paid attention when I needed to respond. I never was engaged or motivated in school until I earned my PhD. I believe that I had several learning differences that were undiagnosed because I was able to do well enough in a very traditional, language driven curricula. There were 36 students in my class in Elementary School, so I was able to stay under the radar. It is only through my studies in LD that I realized my very uneven learning profile.

Interview: Van Westervelt

Camp Spring Creek: Please tell us briefly how you become involved with the Learning Assistance Center at Wake Forest University and what your role is there:

Van Westervelt: Sure. I’m in my 16^th year as the Director of the LAC and Disability Services. It has been a great experience here and I am highly engaged in providing academic support services for the undergraduate, graduate and professional school student body as well as disability services for any students who disclose a disability. We serve only Wake Forest students. To understand what we do, our mission statement best represents that. Here’s an excerpt: “…Our purpose is to strike a balance between providing direct assistance for skill building, while facilitating each student’s own discovery process for their individual learning and achievement style in and beyond the classroom…We strive to assist students in receiving accommodations that improve their ability to learn while assisting them to better understand their disability and realize that disability can co-exist with outstanding talents and outcomes.”

CSC: What fueled your interest in psychology and specifically in learning disabilities and dyslexia?

VW: My grandmother, Helene Durbrow, in the mid 1930’s had one son who in the 4^th grade was struggling significantly with reading and getting very frustrated despite being quite bright in other areas.  From her educational connections as a kindergarten teacher, she was referred to Samuel Orton MD, a neurologist at Columbia in NYC, who was working on intervention approaches for children with dyslexia, so she took her son to him for a consultation.  Dr. Orton instructed her in a remediation plan for her son that was based on what is now known as the Orton-Gillingham Multisensory approach.  He responded well and she was so good at applying this methodology that Dr. Orton began referring other students to her and that became her educational specialty.  She received extensive training from Anna Gillingham, Mrs. Orton and Bessie Stillman as she started remedial programs at several private schools including  Sidwell Friends in DC and Phillips Academy in Andover, MA.

Spurred on by encouragement from Dr. Orton and Anna, in 1946 she started a camp in Vermont at the foot of Mt. Mansfield and called it Camp Mansfield.  Dr. Orton and his team realized that his students often lost significant ground over the summer and also the summer could provide an opportunity to focus on specific skills in need of remediation.  Along with the educational focus at times in the day for peak attention, the camp had an array of recreation and outdoor challenge activities.  My mother happened to be the Camp nurse, so from infancy my two brothers and I were able to escape the humidity of Baltimore city each summer and be fully involved in the nature and outdoor activities that Vermont had to offer. Helene took a position at Children’s Hospital in Boston training teachers there and continued to run the camp for 16 years.  I remember the large wooden plaque that had the camp motto carved in it “A Strong Mind in a Strong Body.”  I think that life style and philosophy must have really imprinted on me because first I became a physical therapist and then a child-adolescent psychologist!

Helene recruited a faculty of teachers who would reside at camp or commute from local towns for the whole 8-week session.  One British teacher from the DC area, Diana King, was so impressed with the remedial approach that she learned from my grandmother that she would go on to establish her own school, Kildonan, and summer camp, Dunnabeck, both originally in PA, geared for bright students with dyslexia. My brother, Mark, would also go on to establish camp programs in the Baltimore area and become the Assistant Head of the Jemicy School for dyslexic students in Baltimore.

CSC: Your area of expertise is assessment and intervention. What would you say to a parent who does not have extra time, energy, finances, or community resources…but has a hunch that “something’s up” with their child’s learning style? How can this parent get his or her child what is needed within the family’s means?

VW: I think the first step would be to consult with the child’s teacher and see what his/her current school has to offer as far as assessment and intervention.  A next option, if there is not insurance or funding for a private evaluation, would be to see if a local university has an evaluation clinic for learning difficulties.  For example in our area, UNCG has two clinics, one for LD and the other for ADHD (336-334-5662), that offer evaluations on a sliding scale basis as far as costs.  The testing is carried out by a doctoral student under the supervision of a faculty member.  The assessments are quite thorough and the students from Wake Forest who I have referred there have found the results to be very helpful.

CSC: If you could help dispel one myth or stereotype about children with dyslexia, what would it be and how would you address it?

VW: Some of the early descriptions of difficulties experienced by children with dyslexia focused mainly on letter reversals and writing backwards.  Through multiple research studies we now know the primary core deficit is in “phonemic awareness,” which for children without dyslexia is the rather automatic process involved in learning that words are comprised of particular component sounds that can be related to letters.  Visual process difficulties that may show up as letter reversals can be associated with dyslexia but that is not the primary problem to focus on in remedial efforts.

Parents are sometimes told by well-meaning physicians or teachers  “Oh he’ll grow out of it” but, as my grandmother used to advise, “You will either pay now or pay later!” This I took to mean that it was important to rally your resources early on to address the problem because addressing it later in a student’s life can be more complicated and require greater resources.

Interview: Henri Brown

This week, we're very excited to feature Henri Brown in our Inspiring People interview series. Henri Brown is the Director of the Augustine Literary Project/WS, a literacy project that trains and pairs volunteer tutors with low-income children and teens who struggle with literacy skills. She graduated from UVA undergrad and got her Master's from WFU. She lives in Winston-Salem with her husband, Royall Brown, and has two children. Read more about why she thinks "dyslexia" isn't the best word-label for our children, who she views more as "da Vinci Kids."

Camp Spring Creek: Please tell us briefly how you become involved with Augustine Project and what your role is there.

Henri Brown: Like many folks who get interested in Orton education, I had a child who had reading issues. As a family, we were fortunate to be able to  afford a private tutor. As we gratefully paid our tutor, week after week, I kept thinking about those moms who loved their children as much as I did, but who could not afford a tutor. About that time, the Augustine Project in Winston-Salem held their first training. I signed on for their second training in 2002, and I've been here ever since. I started as a volunteer and founding Board member, served as Board Chair in 2006, and became Director of the Winston-Salem project in 2008.

CSC: Currently, Austine Project is serving 124 schools or after school programs. This must work out to be thousands of children! In what ways does Augustine Project serve those children: Through individual tutoring? In-class assistance? Group lessons? Help us "see" things in action from afar:

HB: In Winston-Salem, we serve over 100 children in over thirty schools and after school locations. Our tutors work one-to-one, and each tutor agrees to tutor twice weekly for approximately 45 minutes to an hour. As our tutors are volunteers, most take just one student, although several of our over 100 tutors have  2 or more students. Usually, our tutors go to school, remove the child from class, tutor, and then return the student to class. The schools have great confidence in our tutors. This is why the schools are willing to let us remove a child from class for tutoring twice weekly.

We are also seeding tutors in some after school locations. These are usually homework or feeding ministries. It is extremely valuable to have trained volunteers in these locations.When they encounter a child with a reading problem in one of their programs, hopefully someone there will know how to help.

CSC: If you could help dispel one myth or stereotype about children with dyslexia, what would it be and how would you address it?

HB: First, I'd change the word dyslexia. We've got to get rid of the 'dys' label for children with reading and/or language problems. Take any meaning of 'dys' you like--ill, bad, abnormal, diseased, faulty-- these children don't qualify. Personally, I'd rather call them "da Vinci Kids." This reflects much more of who they really are.

CSC: Please share an "ah-hah" moment that you have experienced as an educator or advocate in your years working with children with learning differences. HB: In the Augustine Project, we get lots and lots of "ah-ha" moments. As a tutor, I loved the recent moment when my teenage student wrote a list and then turned it into a good, solid paragraph--and she knew it. As Director, I love knowing the profound difference that our tutors make in the lives of the children they serve. Recently, our tutor Deb went to meet with the principal at the new school that her student was attending. Out of the school bus window she heard, "Ms. Deb, Ms. Deb, You found me! You found me!" Another student--one who used to say reading was his enemy--is now reading poetry and learning about birds. Another tutor is moving to his 3rd school this year, as he follows his student with unstable housing. I could go on and on.

CSC: What is one thing that you often hear parents say they "wish they had known" as they discover their child has dyslexia or a learning difference? How can other parents be more aware of this in their own children?

HB: I think most parents who discover they have a 'DaVinci Child'--and I was one of them--wish they had figured it out earlier. I knew my child was extraordinarily frustrated in school. I just didn't know why. To that end, the WS Augustine Project has just published a piece on early warning signs for reading difficulties in both English and Spanish. This piece, supported by the Women's Fund of Winston-Salem, focuses on early identification of reading problems in girls.

A Message from Vice President Nelson A. Rockefeller

I was one of the “puzzle children”—dyslexic, or “reverse reader”—and I still have a hard time reading today. But after coping with this problem for more than 60 years, I have a message of encouragement for children with learning disabilities-and their parents. Based on my own experience, my message to dyslexic children is this: Don’t accept anyone’s verdict that you are lazy, stupid or retarded. You may very well be smarter than most other children your age.

Just remember that Woodrow Wilson, Albert Einstein and Leonardo da Vinci also had tough problems with their reading.

You can learn to cope with your problem and turn our so-called disability into a positive advantage.

Dyslexia forced me to develop powers of concentration that have been invaluable throughout my career in business, philanthropy and public life. And I’ve done an enormous amount of reading and public speaking, especially in political campaigns for Governor of New York and President of the United States.

No one had ever heard of dyslexia when I discovered as a boy, along about the third grade, that reading was such a difficult chore that I was in the bottom one-third of my class. None of the educational, medical, and psychological help available today for dyslexics was available in those days. We had no special teachers or tutors, no special classes or courses, no special method of teaching—because nobody understood our problem. Along with an estimated three million other children, I just struggled to understand words that seemed to garble before my eyes, numbers that came out backwards, sentences that were hard to grasp. And so I accepted the verdict of the IQ tests that I wasn’t as bright as most of the rest of my class at the Lincoln School in New York City.

Fortunately for me, the school (though it never taught me to spell) was an experimental, progressive institution with the flexibility to let you develop your own interests and follow them. More to the point, I had a wise and understanding counselor in Dr. Otis W. Caldwell, the headmaster. “Don’t worry,” he said “just because you’re e in the lower third of the class. You’ve got the intelligence. If you work harder and concentrate more, you can make it.”

So I learned, through self-discipline…which is essential for a dyslexic. While I could speak better French than the teacher, because I had learned it as a child, I couldn’t conjugate the verbs; I did flunk Spanish- but now can speak it fluently because I learned it by ear, later, at the Berlitz School. My best subject was mathematics; I understood concepts well beyond my grade level. But it took only one reversed number in a column of figures to cause havoc. When I came close to flunking out in the ninth grade—because I didn’t work very hard that year—I decided that I had better follow Dr. Caldwell’s advice if I wanted to go to college. I even told my high school girlfriend that we would have to stop dating so I could spend the time studying in order to get into Dartmouth.

And I made it by the skin of my teeth.

I made it simply by working harder and longer than the rest—eventually learning to concentrate sufficiently to compensate for my dyslexia in reading. I adopted a regimen of getting up at 5am to study and studying without fail. And thanks to my concentration and the very competitive nature I was born with, I found my academic performance gradually improving. In my freshman year at Dartmouth, I was even admitted to a third-year physics course, and in the middle of my sophomore year, I received two A’s and three B’s for the first semester. My father’s letters were filled with joy and astonishment. I owe a great debt to my professors and to the President Ernest M. Hopkins. I had met Dr. Hopkins earlier and was so impressed that I made Dartmouth my goal. Most of all however, I think I owe my academic improvement to my roommate Johnny French.

Johnny and I were exact opposites. He was reticent, and had the highest IQ in the class. To me, he was that maddening type who got straight A’s with only occasional reference to books or classes. He was absolutely disgusted by my study habits- anybody who got up at 5 in the morning to hit the books was, well, peculiar. Inevitably, Johnny made Phi Beta Kappa in our junior year, but my competitive instincts kept me going. We were both elected to senior fellowships and I made Phi Beta Kappa in my senior year. Johnny, of course had the last word. He announced that he would never wear his PBK key again—that it had lost all meaning.

Looking back over the years, I remember vividly the pain and mortification I felt as a boy of 8, when I was assigned to read a short passage of Scripture at a community vesper service during summer vacation in Maine—and did a thoroughly miserable job of it. I know what a dyslexic child goes through—the frustration of not being able to do what other children do easily, the humiliation of being thought not too bright when such is not the case at all.

My personal discoveries as to what is required to cope with dyslexia could be summarized in these admonitions to the individual dyslexic:

Accept the fact that you have a problem—don’t just try to hide it.

Refuse to feel sorry for yourself.

Realize that you do not have an excuse—you have a challenge.

Work harder and learn mental discipline—the capacity for total concentration

and

Never Quit!

If it helps a dyslexic child to know I went through the same thing…

But can conduct a press conference today in three languages and can read a speech on television though I may have to rehearse it six times

with my sentences broken into segments like these and long words broken into syllables

And learned to read and communicate well enough to be elected Governor of New York four times

And to win congressional confirmation as Vice President of the United States

Then I hope that telling my story as a dyslexic could be an inspiration to the “puzzle children”—for that’s what I really care about.

Interview: Nicole Baker

This week we interviewed inspiring individual Nicole Baker. Nicole has a Master of Arts in Psychology and is also a Specialist in Education with a concentration in Special Education. She’s also a Licensed Psychological Associate. Nicole founded and runs the Academic Assessment Center in Asheville, NC where we frequently refer families. Enjoy her thoughts on educational environments, parent advocacy, and more--including her own experiences being diagnosed with dyslexia. Camp Spring Creek: What is your area of specialty?

Nicole Baker: My specialty is children, reading, education, and implementing interventions within school systems. I assess children with standardized tests, but at the same time I look at their behaviors when performing academic tasks. We talk about school (what is fun, what is hard, what is easy, etc.) and I compile a report with my findings and suggestions for curriculum planning and accommodations. I also consider modifications that I think will be most helpful for the student. When doing this, I like to reference current literature and research and draw upon my individual experience as a learner with dyslexia. I use a multifaceted approach that is individualized to each student and takes into account their needs and applies best practices. In the end, my job is to identify a child’s needs and create a plan for them to succeed academically.

CSC: What are the most common psychological difficulties that children with dyslexia face and why do you suppose that is the case?

NB: I believe that ALL preschool and kindergarten education programs should be multisensory and developed around the Montessori/multisensory methodology of education. It is my belief that this type of education will do two things. First, it will help with early identification of students with learning differences. Second, it will help kids that may not be 100% LD make the early gains necessary to not go down the LD path. Strong, early multisensory education that is peace-centered and based in imaginary/play while also fostering independent learning ultimately builds the strong, early skills needed to form an exceptional backbone for future learning.  Quality early childhood education is ESSENTIAL.

I also find that, in most cases, learning differences are being identified too late. I often get students in my office at the 3^rd and 4^th grade levels that are just being flagged as struggling in the classroom. Parents will often say that they asked teachers early at the kindergarten or 1^st grade level, and they were told “it is too early to tell; you need to wait.” This is incorrect!

CSC: Recognizing that you respect the confidentiality of your clients, is it possible for you to tell us in general/anonymous terms about a particular moment of "ah-hah" or realization that you had with a child in your practice? What did you learn in that moment and what corner do you think the child turned?

NB: I work with a lot of high school and college age kids who are frustrated that their LD (dyslexia, ADHD, Executive Dysfunction, etc.) makes learning “hard.” I tell kids all the time: “Life is hard, but worth the work.” I think we are setting kids up for failure by letting them believe life is going to be easy or by protecting them from failure. I tell clients that my failures and struggles as an undiagnosed dyslexic have made me a tough, hard, worker who will almost never give up. If you want something bad enough, then it is worth working for. Beat the challenge and see how good it feels. I know better than anyone how hard your struggle feels, but if you find the one thing that you are passionate about (in my case psychology, reading, children) I call it a “hook,” then you can read higher than your reading level, comprehend better than any of these tests say, and “beat the odds” because that’s what LD kids do. We/dyslexic kids are great at thinking outside of the box and making things happen. Find your “hook” and make it happen!

CSC: If you could give one message to parents and educators of children with dyslexia, what would that message be?

NB: I would say to surround your children with books, music, art, and love. Turn off the darn TV and put down the cell phone (advice I should follow myself). All of these things will make he/she well-rounded, develop their vocabulary and experiential knowledge, and give them a sense of peace and well-being. Reading to your children and exposing them to books and print increases print awareness, love of reading, and general reading skills. Homes and schools filled with books, poetry, music, and art are fun, peaceful places where children can learn and grow happily.

Also, follow your parental intuition. If you feel early on in your child’s development that there is an issue or a need that your child has, listen to your gut and pursue answers. Further, pursue multiple opinions and work with people you are comfortable with and that you trust. If an answer, report, or finding from an expert feels wrong or off and doesn’t reflect what you honestly see in your child on a day-to-day basis, then dig deeper. Always be your child’s biggest advocate!

Interview: Nancy Burleson

Camp Spring Creek is delighted to welcome Nancy Burleson to our Board. Nancy brings decades of educational and literacy experience to the Board, not to mention an affinity for Western North Carolina. Camp Spring Creek: Please tell us a little bit about yourself.

Nancy Burleson: I grew up in Spruce Pine, NC and have lived here all my life, with the exception of the four years I spent in college at UNC-Greenboro. I am a retired teacher with thirty years of experience in the Mitchell County School System. During that time, I spent most of my career in the fourth and fifth grades. For the last six years, I served as the Reading Coordinator for the county and worked in all of the schools. I have enjoyed being a part of the community and currently serve on the boards of the Spruce Pine Public Library, Spruce Pine Montessori School, and the Foundation Board of Blue Ridge Regional Hospital, in addition to that of Camp Spring Creek.

CSC: Can you share an early education memory of your own with our readers?

NB: I was fortunate to grow up in a home where education, and reading in particular, were valued and encouraged by my parents. I had a great uncle who lived with us when I was a child who read to me constantly. My mother told me that he enjoyed the experience so much himself that he would often read to me until he had no voice left. My parents were also avid readers, and I am sure their example had an early impact on my love for books.

CSC: What inspired you to volunteer for the Camp Spring Creek board?

NB: I am very interested in the mission and the entire experience of Camp Spring Creek. I have always had a passion for the importance of reading, especially in the early years, and feel that success in reading is necessary for success in school and in life. By meeting the needs of struggling readers, Camp Spring Creek is preparing children for success in both.

CSC: What part of the Camp Spring Creek mission or experience do you find most inspiring or important?

NB: I believe that the most inspiring and most important part of Camp Spring Creek is their genuine concern for education of the whole child in a rewarding and fun-filled experience. The desire of the directors to connect with the public schools is also commendable. Their commitment to the constant improvement of every area of their camp is truly inspirational.