By, National Center for Learning Disabilities (NCLD), GRAD Partnership Organizing Partner
October 25, 2024
In honor of Disabilities Awareness Month, we’re sharing the story of Elle, a junior at the University of Texas at Austin. Her academic journey has been shaped by resilience but, more importantly, by the power of advocacy and connectedness. Elle was diagnosed with dyslexia in her freshman year of high school, and her story is a testament to the strength that supportive relationships and a drive to excel can have in overcoming challenges.
In her freshman year of high school, Elle noticed she was struggling with tasks that others seemed to complete quickly. “I was in honors classes and had always been a top student, but freshman year hit me hard,” she recalls. Even though she was in honors classes and maintained high grades, Elle and her family realized she was struggling.
Despite her difficulties, the school administration was reluctant to provide support because her grades were so strong while in honors classes. They told her mom there was no real need to test her for a learning disability since her grades were so good. However, Elle’s mother, a strong advocate for her daughter, eventually took matters into her own hands and arranged for private testing, which confirmed Elle’s learning disability. Her mother’s unwavering support was pivotal in Elle’s journey. She was finally diagnosed with dyslexia at the end of her freshman year. The diagnosis brought clarity but also its own set of challenges. Even after her diagnostic testing, school accommodations were not quick or automatic. Elle still faced resistance from some teachers and administrators.
A key turning point came when her honors English teacher stepped in. This teacher recognized Elle’s potential and the school’s delay in reacting and began offering her support and accommodations even before the official diagnosis. “That teacher set the precedent for how other teachers should treat me,” Elle reflected. More than the formal accommodations, this personal teacher-student connection significantly impacted Elle’s academic success. It is a testament to how one person can make a world of difference in not only the educational journey of someone living with a learning disability, but their trust in others as well. And this impact is precisely why strong, supportive relationships are one of the four key components of student success systems.
Initially, not all of Elle’s teachers were as supportive. Some questioned her diagnosis or were hesitant to provide the accommodations she needed. However, these negative experiences only made her more determined to succeed. “In a way, the pushback motivated me. It made me want to prove them wrong,” Elle says. Once again, that incredible teacher stepped in and met with Elle’s other teachers to coordinate their support. When it came time for college, some counselors advised Elle that applying to competitive colleges, such as UT Austin, may be unrealistic. However, Elle moved forward and persevered and was accepted into one of her top choices.
Once she reached college, Elle found a much more accommodating environment regarding her learning disability. “The moment I submitted my 504 Plan, everything fell into place,” she says. The university provided the necessary resources, and she regularly meets with staff to ensure her needs are met. The difference between high school and college was night and day. “In college, people listen, and I don’t have to fight for the help I need.”
Elle’s story underscores the importance of advocacy—self-advocacy and the support of family, teachers, and peers. Elle admits she doesn’t know where she would be today without her mom’s strong support and encouragement and that English teacher’s advocacy. Through their efforts and her drive to persevere, Elle has succeeded academically. She has grown into a strong advocate for herself and others.
Now she uses her voice to raise awareness about learning disabilities and participates in advocacy events like the National Center For Learning Disabilities (NCLD) LD Day of Action, where she speaks to legislators about the importance of educational support for students with disabilities. Her message to others facing similar challenges? “Don’t give up. The pushback can be hard, but it only makes you stronger.”
Elle’s story is a reminder that although we have come a long way in advocating for those with learning disabilities, there is still more work to be done to remove the stigma and ensure all students have the supportive relationships they need to succeed. It also shows that when the path seems difficult, with the proper support, determination, and connectedness, success is within reach.
For more information about how student success systems can help students with disabilities succeed, read “A Pathway to Change: Building Student Success Systems to Support Students with Disabilities.”