college essays on dyslexia

How I owned it: 3 college application essays

By The Understood Team

Many students (and families) wonder if it’s a good idea to disclose their learning and thinking differences in their college application essay.

Whether to disclose is a personal decision. But for these three students, all mentors with Understood founding partner Eye to Eye , it was a positive move. Here are portions of their essays, and their thoughts on how the process of writing about their differences changed how they see themselves and their challenges.

1. Brittain Peterson, senior at University of Denver

Like most people with dyslexia , I have had the inevitable moment of feeling powerless and unintelligent. But I have also had the positive moments of feeling successful and capable.

Compassionate teachers made the reward of being successful so much greater that I came to love school, while the unaccommodating teachers showed me the importance of advocating for myself. My learning difference also taught me to embrace differences in others. Because I have learned to find my own strengths in unconventional places, I have learned the importance of doing the same for others.

Currently, the most challenging part of dyslexia is overcoming the logistics: scheduling extended time for tests, arranging computer access for in-class essays, planning ahead to source books on tape when necessary. I know that I will have to navigate the logistics of college just as I have navigated the logistics of high school.

But, now it won’t be a question of whether I can do it, just of how.

“I think writing my application essay boosted my confidence. It reminded me that dyslexia didn’t define me, but that it described me. It helped me grasp the idea that my dyslexia had taught me a great deal. It also forced me to picture how I would use accommodations in college , which allowed me to picture myself in college.

My essay also helped me to choose which college to attend . I wanted college to be a place to enjoy learning and not be frustrated with it.”

2. Scott Thourson, bioengineering PhD candidate at Georgia Institute of Technology

In college, at age 19, I was diagnosed with attention-deficit hyperactivity disorder (ADHD). In grade school, my intelligence was masked by my low reading comprehension. I neither fit in with the top students (I could not read) nor with the bottom students (I excelled in mathematics).

Firing spitball guns, among other mischief, was my way of protecting my self-esteem and allowing me to focus on coping with my learning differences in school.

When I was 12 years old, my mother gave me an Electronics Learning Lab. I observed that when I could apply knowledge from my electronics projects to new concepts in school, I overcame my ADHD and enhanced my academic performance.

“One of my mentors told me to always be thinking about my life as a coherent story that can explain and tie together everything I have ever done. Making lists, writing journal entries, creating mind maps, or any way of organizing thoughts and ideas can help bring that story to light.

I chose to disclose my ADHD because I was finally proud and confident in my story. I’m a very open person, so I was already comfortable with putting it out there. What made me feel good was how I put it out there. Having enough confidence in my accomplishments and coherence in my story made me feel a lot better about being me and having ADHD.

I wasn’t nervous about what the reviewers might have thought; I was excited. This was definitely a turning point in my life. It wasn’t until this point that I actually started thinking that I was smart.”

3. Carolyn Todd, sophomore at McGill University

Dyslexia is both a blessing and a curse. I struggle every day, working twice as hard as other students. I get stereotyped as stupid by people who do not understand what it means to have a learning difference. However, I refuse to give up. I have learned the importance of standing up for myself and others.

Being dyslexic makes me able to look at the world and see the amazing potential that exists in diversity. Dyslexia has given me the tools to see the beauty in difference and the passion to change the way we define intelligence.

I want to show the world what I see.

“I chose to disclose in my essay because I believe it’s important to raise awareness about different learners. I’ve noticed that topics of disabilities and mental illness are quite taboo. Not enough people take the time to become educated on what they are and can make false assumptions on how they affect someone. I thought that I could, in a small part, help the movement of trying to change this.

Disclosing in my essay felt empowering. Growing up I had learned to hide my dyslexia, and it felt good to be able to embrace the positivities associated with it and share that with others.

It changed the way I saw myself because it gave me more confidence and helped to reinforce the truth that having a disability doesn’t make you any less ‘smart’ or capable.”

Hear from six students in the Eye to Eye mentoring network on the accommodations that helped them succeed in college .

Read how self-advocacy helped a college student with dyscalculia fight for her accommodations.

Find out how another student uses dictation technology to handle college writing.

Explore related topics

How to Write a College Essay When You Have Learning Differences

Should You Address Your Learning Difference in Your Common App Essay?

It’s a valid question! But in the end, the answer is probably not.

Your personal statement is your chance to speak to admissions officers in your own voice. It should focus on your strengths, background, or goals. We understand why writing about your learning difference might be important to you. But does it define you?

Try to brainstorm a few other ideas before you make your final decision. Is your learning difference the one thing that you want admissions to remember about you? What else drives, motivates, or inspires you? We bet you’ve got a secret skill or passion, too!

Maybe you will decide that your learning disability* is so important for admissions to know that you want to write 650 words about it. Then you have to make another decision…

Should You Write A Personal Statement or Additional Information Essay about Your Learning Difference?

If you want admissions officers to know about your learning disability, you don’t have to write about it in your personal statement. You can write an additional information essay instead. This is an optional essay that you can add to your Common App.

The additional information prompt reads: “Please provide an answer below if you wish to provide details of circumstances or qualifications not reflected in the application. You may enter up to 650 words.”

The additional information essay is the perfect space to explain personal difficulties like:

• learning differences
• low grades or test scores
• special accommodations like extra time on exams
• disciplinary issues

If your learning difference hasn’t had a negative effect on your life, we suggest skipping the additional information section.

If you choose to write an additional information essay, you won’t have to choose between writing about your learning disability* or a different topic. You can save your personal statement for a more unique topic. Maybe your knack for knitting sweaters for penguins , love for Papa John’s pizza , or deep knowledge of Costco !

What If You Really Want to Write Your Personal Statement about Your Learning Difference?

As we have said, you should only write your personal statement about your learning difference if you absolutely can’t think of another topic! But at the end of the day, it’s your choice.

If you decide to write about your learning difference, then the Common Application’s Prompt 2 is a great option to back your essay into.

That prompt reads: “The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?”

This prompt asks for a story about resilience, which is exactly how we think you should write about your learning difference.

How Should You Address Your Learning Difference in a College Essay?

If you decide to write about the learning disability* in your application (preferably the additional information section), you should tell a story of success. Write about a struggle you overcame.

You don’t want your essay to present you as a victim. You also don’t want admissions officers to question your ability to keep up with college-level work. So do not dwell on your struggles or setbacks. Instead, celebrate your solutions and achievements!

A few questions to think about as you write your essay:

• How do you make lemonade out of the lemons that life has given you?
• How has your learning disability* affected the way you understand the world?
• How has overcoming your challenge made your more confident or assertive?

Whatever you write about your dyslexia, ADD, or LPD, we would recommend getting a second opinion before you submit your application. Ask a trusted friend, family member, teacher, or essay expert for honest feedback. At the end of the day, it is most important to tell a story that shows who you really are!

*You might have noticed that we used the terms “learning difference” and “learning disability” interchangeably in this article. The reason we did so is because the Federal Individuals with Disabilities Education Act (IDEA) doesn’t count learning differences or learning challenges as disabilities. In order to receive support, services, and equal access to employment, people need to be classified as having a Specific Learning Disability (SLD). More information on this here.

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Category: Admissions , advice , College Admissions , Essay Tips , Essay Writing , Tips , Topic Selection , Uncategorized

Tags: add , additional info , additional info essay , additional information , additional information essay , adhd , Admissions , admissions essay , admissions help , application , applications , applying to college , college admissions , college admissions essay , college applications , college essay , college essay advice , college essay advisors , college essay tips , common app essay , dyslexia , learning challenges , learning differences , learning disabilities , personal statement , writing about add , writing about dyslexia , writing about learning differences , writing about learning disabilities

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Home — Essay Samples — Life — Overcoming Challenges — Overcoming Challenges In My Life: Dyslexia

Overcoming Challenges in My Life: Dyslexia

• Categories: Dyslexia Overcoming Challenges Personal Experience

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Published: Sep 1, 2020

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College Admissions Advice for Students with Dyslexia

Applying to college tests all students’ writing, reading, and attention. However, for students living with dyslexia, the college application process can seem especially challenging and even overwhelming, given how many linguistic demands it makes of them.

Nevertheless, it is entirely possible to be a successful college applicant if you are a student with dyslexia! Below, we’ve compiled some of our best advice to make the college application and admissions process as manageable and stress-free as possible for these students.

Make a Plan

If you have dyslexia, you know it can sometimes take you longer to do things than it takes other students. For that reason, it’s important to make a clear and comprehensive plan for the college admissions cycle and to give yourself enough time to complete all the tasks on it. Knowing when each element has to be done will ensure that you have enough time to prepare and develop all your materials.

As you put together this plan, make sure to get advice from parents, teachers, your guidance counselor, and others who are knowledgeable about the admissions process and can help you understand when various tasks need to be completed and how much time they’ll require. Having a comprehensive plan will ensure that the entire process will be smooth and successful.

Get Accommodations for Standardized Tests

Depending on the colleges to which you plan to apply, you may need to take one or more standardized tests, such as the SAT or ACT. Students with dyslexia often find these tests to be a particularly onerous element of the application process. Fortunately, the makers of these tests realize that and thus offer special accommodations for students with dyslexia, including extra time, larger-print testing materials, and someone to read the test aloud to you.

Getting accommodations for standardized tests is not as easy as showing up and asking for them, however. You’ll need to provide documentation of your dyslexia from your school or neuropsychologist in advance, as well as fill out a brief application. In general, your accommodations must be approved before you can even sign up for a test date, so don’t wait!

Start Your Essays Early

If you’re a high school student with dyslexia, you already know that it can take you longer to develop, draft, revise, and complete written assignments. Applying to college involves a variety of skills and processes, but the most time-consuming feature for any applicant is the writing of the applications themselves, often including a long list of essays.

Staying on top of these essays, including knowing how much you need to write and when the drafts need to be finished and revising them to make sure the writing is as effective as possible, will likely be the greatest challenge students with dyslexia face in the college admissions process. As such, starting the work early will ease the associated stress and enable you to succeed.

Get Help with Your Writing

Making a plan to get all the writing and revising done on your applications is essential, but students with dyslexia should also consider getting additional help from an experienced and knowledgeable advisor. Whether that’s a parent, teacher, guidance counselor, or other adult, someone to guide you in the process can help to alleviate your unique challenges.

College essays are likely to be unlike anything most high school students have written before, and those with dyslexia may find the process of self-reflection through writing to be particularly challenging. Having someone on your team to read through your materials, make concrete suggestions for improvement, and proofread everything will be an enormous help.

Find the Right Schools

Transitioning from high school, where you may have particular support systems or even an individualized education plan (IEP), to college can be daunting for some students with dyslexia. For that reason, it’s important that you take into consideration not only how to apply to college, but what schools will best support your learning style.

We’ve written at length about what students with learning challenges should look for in a college. Make sure you know what academic resources you need, and don’t be afraid to ask questions as you look at colleges. Finding the right fit is a challenge for all students, but it’s even more important for those with dyslexia and related challenges to do their research carefully before selecting schools.

Final Thoughts

Applying to college is an enormous and challenging undertaking; for the majority of students, it’s the biggest project they’ve ever completed. Students with dyslexia will encounter many of the same challenges they face in school, but magnified to an unfamiliar degree.

At the same time, students who successfully live and learn with dyslexia are in some ways well prepared for this challenge. By using the same coping mechanisms for this process that they do to succeed in school—including making a plan, getting the right accommodations, and getting the right support for writing essays—they can have a manageable and successful application experience and minimize the stress typically associated with the college admissions process.

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Preparing for college with dyslexia.

Tools and strategies that, if they're mastered in high school, will help kids with dyslexia succeed in college.

Writer: Elizabeth C. Hamblet

Clinical Experts: Elizabeth C. Hamblet , Caroline Mendel, PsyD

What You'll Learn

• What is dyslexia?
• How can dyslexia make schoolwork difficult for college students?
• What tools can help college students with dyslexia?

Dyslexia is a learning disability that makes it hard for kids to read. The workload in college can be challenging for kids with dyslexia, but they can prepare by practicing using reading strategies and tools while they’re still in high school.

College students with dyslexia need to be especially careful about managing their time. Keeping a detailed schedule and blocking off time to study can help kids make sure that they don’t get behind. It also helps them learn how much time tasks really take them and plan accordingly.

Reading comprehension can also be a challenge for college students with dyslexia. To keep up with more challenging reading, a technique called the SQR3 method can help. A student using this method starts by looking over the text to preview what’s coming. Then, the student writes out the questions they expect the text to answer and reads with the goal of finding those answers. This active reading tool can help students understand what they read more easily. Parents can encourage kids to start using the SQR3 method in high school.

There are also tools that help students who have learning disabilities. For example, students can get software that reads assigned reading material aloud or helps with spelling in written assignments. Disability services offices at some colleges provide students with software and even training in how to use it. And again, it’s important for students to practice using these tools before college starts so that they’re ready when the work gets more challenging.

When children are diagnosed with dyslexia , our initial focus is to get them effective reading instruction. Later, when they’ve gotten some help with decoding, we begin to think about how they will do when they are older. As parents, we worry: Will they ever be good enough readers to make it through college ?

The good news is that even though kids with dyslexia will always have to work harder at reading than other kids, for most of them college will be within reach. By law, students with disabilities are guaranteed the right to appropriate accommodations in college, and there is technology that can be a great help to them.

Here are some of the challenges they may face, and some of the tools and strategies that will help them be successful. It’s important that students learn to use these tools in high school, so that when they are under more pressure in college, they’ll already be comfortable and adept at them.

Time management  

The transition to college requires all students to adjust to a new environment. In the mostly-unstructured daily life of college students, one of the biggest challenges can be time management . This is because students only have a few hours of class a day and there usually aren’t daily assignments or checks to make sure they are keeping up with their work.

All students can find it hard to discipline themselves to get work done each week when they don’t have any immediate assignment due and the exam is a month away. So many fall behind. But while their typical classmates may need just a few days to catch up with their reading before a test or do the research they need to write a paper, students with dyslexia who have procrastinated may find they can’t get everything done because they read more slowly than their classmates. This is why — though it might not seem like the most obvious challenge — students with dyslexia need to be aware of the need to manage their time very carefully.

As parents you won’t be there to monitor study habits in college, but you can help your child prepare for effective time management while they are still at home. The key is to get them in the habit of completing a weekly grid showing all of their daily commitments and scheduling study times as well as chores. Students using this system for an extended period of time can see whether they have set aside enough time (or too much) for various tasks. Doing this can make them aware of how they use their time and of how much time they actually need for assignments, and it can provide them with a strategy that they can use to structure their time at college.

College-level reading

Students with dyslexia may find college reading material challenging, just as their classmates do. First, the difficulty level of many texts can be a leap from what students are accustomed to in high school — some can be very abstract. Second, the vocabulary may be more sophisticated and unfamiliar.

While in high school teachers might have provided students with a list of vocabulary terms (and their definitions) ahead of time, college professors generally don’t. Additionally, college reading material is often not from textbooks that provide comprehension questions, and professors don’t typically provide these, either. This can make it hard for students with dyslexia to monitor their own comprehension. A commonly used strategy called SQ3R can help with this challenge.

In the Survey phase of SQ3R, students preview the text for unfamiliar words that they should put into a list and look up before they begin reading so that they’ll have the definitions handy. This should make reading less disrupted. They also look over any visuals and the headings and subheadings. This preview gives students a sense of what they’ll read, which can help them “warm up” for what they’ll be learning and may bring to mind other information they know on this topic, which can make learning more efficient.

The Question phase begins while students are doing their preview. They turn any headings into questions that they’ll answer when they’re done with a particular section (e.g., “What is osmosis?”). If they have been provided with comprehension questions, students review them before reading so that they know what to look for as they read.

The first R phase is simply Reading. While they do this, students should be thinking about their questions. The second R phase is Reciting, which simply means that they answer their comprehension questions. If they find they can’t, they need to do targeted re-reading until they find their answers. And the final phase is Review, which means regularly looking over the answers to their comprehension questions so that the information stays “fresh” for exams and requires less intensive studying.

Some readings, such as plays or philosophical essays, may lack structure and not be well-suited to the SQ3R strategy. In these cases, students may find it helpful to search the internet for summaries or use Sparknotes to help them preview what they will read.

While students are in high school, parents can show them how to do this with any reading assignments they get that aren’t in a traditional textbook. Even when a teacher has provided their student with a study guide for a play or even a poem, parents can first have them look online to see if they can find a quick summary to get an overall picture of what they’re about to read. This will help them have a sense of the overall plotline, in the case of a play, or of the author’s meaning and any important symbols, in the case of a poem. Such a “foothold” may serve as a comprehension aid.

Technology supports

Technology can help, too, so students should request technological supports as an accommodation. For their reading challenges, text-to-speech software can be a big help. Many of the software programs allow students to highlight the text on the screen and send these highlights to a document that they can use as a study aid. They may also have built-in dictionaries that allow students to click on unfamiliar words and instantly get a definition. There can be other helpful features, too.

Colleges are not required to provide a copy of such software to students (the law says that they don’t have to provide “personal devices” — and such software is interpreted to fall under that heading). However, many colleges do purchase these programs, though there is a lot of variation across schools in how widely available they are.

At some schools, the software may be loaded onto some computers in the disability services office (meaning that students can only access it during the office’s regular business hours) and on some computers at the library (which tend to be open a lot longer). At other schools, they have a site license that allows them to offer it to students registered with the disability services office for use on their own computer. And at other schools, the programs are available to anyone with a student ID — they don’t have to have a disability to qualify.

Once they have access to the software, students need a PDF copy of their reading assignment, which they load into their computer so that the software can read the text aloud to them. In some classes, professors will assign readings (such as journal articles) that are already PDFs, which makes things easy for students who want to use the text-to-speech software. If professors assign textbooks, publishers sometimes make electronic versions of them that are available only to individuals with disabilities (meaning that they’re not available for purchase to the general public). The disability services office will order these e-versions from the publisher for students so that they can use them with their reading software. In these cases, students still have to pay for a copy of the book (no one gets free texts!).

In situations where a textbook or other kind of reading material is not available as a PDF or e-version, colleges are only obligated to provide students with a way to get their texts into the format they need, but they are not obligated to do the conversion themselves. At some schools, the disability services office will provide a scanner that students can use to convert their textbooks, but students will be responsible for doing the job themselves. At other schools, a member of the disability services staff will do the scanning for students.

Parents should try to make sure that students are fluent in the use of such technology while they are still in high school so that they don’t have to get used to it while they are also adjusting to the increased academic demands at college. Some school districts have embraced technology — they provide students with an assistive technology evaluation (or recommend certain programs themselves) and then teach them to use whatever tools are recommended. Parents whose district doesn’t do this but who want to get their student started can contact their state’s assistive technology center to ask about an evaluation and any possible sources of funding (you can look up your state’s resources here ).

Once your child gets access to the software, it’s important that they use it regularly so they will be prepared to work with it independently at college. Keep in mind that no matter how widely available the software is, colleges are not required to provide students with any kind of training in how to use it effectively, though some schools have someone available to help students.

Spelling challenges

Students with dyslexia often have weak spelling skills. While their high school may have directed teachers not to penalize them for spelling mistakes, colleges may instead offer students the accommodation of a laptop with a spellcheck feature for exams. Students may balk at this, but it is important that parents emphasize to them how the use of such a tool may actually help to present work of the highest possible quality. To demonstrate this point, a study done at the University of Georgia several years ago of students with learning disorders that affect their spelling found that even when the content of their responses was of equal quality, the work that contained spelling and other errors received lower ratings than those of the general population. Parents should get their student accustomed to using a laptop with a spellchecker for high school exams so that they are ready to work this way in college.

Parents also may want to invest in software programs designed to catch the errors of individuals with dyslexia (e.g., Ginger or Ghotit ) or word-prediction software (e.g, Co-Writer ) or enable the built-in feature of their word processing program that can help them to spell the words they want to use correctly in the first place. These can be very helpful for papers completed outside of the classroom, because even if students are accommodated for spelling on exams (i.e., if they are not penalized for spelling errors) they are unlikely to receive such dispensation for papers completed outside of exam settings.

Getting accustomed to these strategies and tools in high school may seem like a lot of work to students with dyslexia who may be holding their own without them. But it’s important to let them know that the challenges they will face in college are different, and the more prepared they are before they get there, the more confident and comfortable they will be. With preparation and an understanding of what the college environment is like, they should be able to learn effectively and be successful at showing what they know.

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Should I Disclose Learning Differences on the College Application?

Jared hobson.

• February 6, 2023

Disclose Learning Differences on College Application…or Not?

Nearly every week a student or two will ask me if they should disclose learning differences on the college application. Generally speaking, students don’t want to give a college any reason to generate any preconceived notions about them. Even though colleges have come a long way in terms of understanding and accommodating learning differences. Most people don’t understand the varied range of learning disabilities, such as dyslexia, processing disorders, or ADHD. As a result, some students simply don’t want to risk the possibility that an uninformed individual will review their applications.

Other students, however, see a good reason to disclose learning differences. They want to actively pursue accommodations at the college level, and they may view disclosing their learning difference as an opportunity to provide an explanation of something unusual on their transcripts.

Learning Disabilities and College Success

Should a student with a learning disability share that information on the college application? This is a tough call. In some ways, a learning difference is a sort of “secret identity” that might best be kept secret. But for some students, it is essential that they disclose their learning difference in the admissions process.

A 2007 survey from the Association on Higher Education and Disability reported that just 28% of students with learning disabilities graduate from college. And only 25% of students with an identified learning difference take advantage of the services available to them on campus. Perhaps this is because many students want to shed the label and stigma of “special education” and are unwilling to ask for the help they need. Or maybe they believe that because they have entered the college arena they need to be completely independent. Even the decision to initially disclose a learning disability is tough. Should students disclose this information or keep the diagnosis private?

High school vs. college

During the school-age years, a student with a learning disability is identified formally so that she can receive appropriate instruction and services. In this environment, school faculty and staff understand the complexities of managing life with a learning disability. Therefore, opportunities for the student to practice self-disclosure of her disability are rare and infrequent. Then again, it is illegal for colleges or universities to directly ask if a student has a disability. And because the Individuals with Disabilities Education Act (IDEA) no longer applies after high school graduation, a student no longer has to be identified as learning disabled if she doesn’t want to be. Obviously, students who are applying for a specific program targeted towards LD students will disclose a learning disability without hesitation, but others may feel more hesitant.

When deciding whether or not to disclose a learning disability, consider the following questions:

• Why would my student want to disclose his learning disability?
• What are the short and long-term risks and benefits of his decision?
• What’s in it for my student?

Determine Whether to Disclose Learning Differences on the College Application

Students may want to disclose learning differences, however, if they meet the following criteria:

• The student enrolled in some special education classes in high school. Official transcripts will list all resources, support, or special education classes.
• The student did not take all of the high school classes that a college requires for admission, such as a foreign language, and the college is willing to waive those requirements for LD students.
• The student’s grades were consistently lower as a result of a learning disability .
• The learning disability was identified later in his high school career, and the student’s grades noticeably improved after it was identified.
• The student’s learning disability dictated the classes and activities he pursued in high school.
• An explanation of the choice of classes will help an admissions officer better understand the student’s circumstances, abilities, and motivations.

If you’re hesitant to disclose your learning difference on initial applications. Be sure to weigh the pros and cons because the ramifications of your decision can result in dire consequences.

A Whole New World: Disability Laws at the Post-Secondary Level

One of the biggest issues facing students with learning challenges and their families is the difference in laws that govern schools that service K-12 versus schools at the post-secondary level. In this section. Our aim is to help you better understand the transition from the laws and procedures in IDEA to the legal protections that apply to college students.

Until a student goes to college or until the semester he turns 21, he is protected by IDEA. IDEA specifically requires that K-12 schools actively seek out students with learning challenges and provide them with the services and assistance they need to be successful in the classroom. Once a student enters college, however, the Rehabilitation Act of 1973, or Section 504, and the Americans with Disabilities Act (ADA) take over.

FAPE: the K-12 standard

Section 504 requires a school district to provide a “free appropriate public education” (FAPE) to each student with a disability. Students are evaluated at no cost to families and Individual Education Plans, or IEPs, are formulated. As a result, students may receive tutoring and other academic services and aids during the school day as dictated by their IEP. Transition services are also required by IDEA, and it is this plan that helps to ensure that students have taken the appropriate courses for college entrance and received the necessary accommodations when completing college entrance exams, such as the ACT and SAT if they qualify.

How do things change in college?

Students with a disability leaving high school and entering post-secondary education will see differences in their rights and how they are addressed. Unlike high school, the college or university is not required to provide FAPE. Rather, a college is required only to provide appropriate academic adjustments or accommodations as necessary to ensure that it does not discriminate on the basis of your disability. In other words, the focus shifts from academic success  to academic access .

Therefore, colleges are not required to seek out students with learning challenges and are not required to provide any diagnostic services. They are also only required to provide “reasonable accommodations.” Students with learning disabilities or ADHD, however, may be entitled to reasonable academic services and aids based on the Rehabilitation Act of 1973, Section 504, and ADA. These laws mandate that all colleges and universities in the United States that receive any federal financing cannot discriminate in the recruitment, admission, or treatment of students with disabilities. This law allows your student to request modifications, academic support, and auxiliary aids that allow him to participate in and benefit from all of the programs and activities that colleges offer.

More Legal Considerations: What Accommodations MUST Colleges Provide?

Because there are no guidelines under IDEA, Section 504, or ADA that require colleges and universities to accept documentation that does not meet their guidelines, each college has the right to develop its own guidelines and adhere to them. For that reason, campus attitudes and services can vary greatly. However, under the provisions of Section 504, colleges and universities cannot:

• Limit the number of students with learning challenges that can be accepted for admission
• Ask questions on applications that require a student to disclose a disability
• Ask students to complete pre-admissions tests without academic assistance when eligible
• Exclude a qualified student from a particular course of study or major
• Counsel a student with a disability out of a particular program due to the disability
• Limit eligibility to students with disabilities for scholarships, internships, assistantships, or financial aid

Remember, each college will determine appropriate academic adjustments based on the area of disability and individual needs. Some services, however, are mandatory.

Examples of mandatory services for learning differences colleges must provide

• Extra time on exams
• Allowing tests to be individually proctored, read orally, dictated, or taken on the computer
• The use of a system to provide notes
• Adaptive technology that includes computer hardware and software that allows students to access materials
• Note takers who take notes in your classes for you
• Access to specialized, professional tutors

Keep in mind that many colleges offer services beyond what the law dictates. Most college campuses welcome students with disabilities and have existing policies and procedures in place that make requesting accommodations an easy, worry-free process. For instance, schools may provide access to learning centers and learning specialists and offer developmental courses, tutoring services, and study skill workshops. To learn more about the specific services a college provides, ask the Office of Disability Services about all of the services and aids offered on campus.

Students with Learning Differences: Getting Started with the College Search

Whether or not you decide to disclose a learning difference, choosing the right college for a student with a learning difference can be tough. So many factors enter the conversation. But one of the most difficult issues is to connect past struggles and successes with predictions of the sorts of environments that will minimize those struggles and maximize those successes in the future.

Some students yearn to “be like everyone else,” to not stand out. They spend energy and effort trying to make it without any special accommodations. Some students succeed, although typically at a considerable cost in time and energy. Others simply fail. Some students spend lots of time worrying if their grades are deserved or if they are being graded too liberally. They want to make it in spite of their disability, not because of it. Some students come from sheltered high school settings where many things were done for them. When they arrive at college, they have many unfulfilled expectations and feel angry and bitter about the perceived lack of support. Some students are able to adjust to the rigors of college; many others, unfortunately, are not.

The Importance of Self-Advocacy

Most students who have difficulties in postsecondary education, however, do not fall into any of these categories. They experience difficulties because they are not good at letting others know what they need in order to be successful. In other words, these students have poor self-advocacy skills.

There are many different reasons why students may not be good at communicating their needs. Some feel shy about approaching professors. Others are reluctant to ask for needed accommodations because they do not want to be a burden or because they do not want to be treated differently. Some do not know what to say and what not to say to professors. Others fear that their request will not be honored or respected. Regardless of the reason, research shows that when students get assistance from their professors, they feel more positive about themselves and their professors, and they increase their chances of academic success.

Advocacy starts with honesty

Your student can become her own advocate by becoming proficient at realistically assessing and understanding her strengths, weaknesses, needs, interests, and preferences. The first step is to sit with a professional and review the documentation to be sure your student understands and can effectively communicate her area of disability. Be sure she is comfortable and confident in communicating her areas of strength and weakness as well as all accommodations she has benefitted from in the past. 

Assess motivation and independence in deciding whether to disclose learning differences on the college application

The next step is to complete a self-assessment and examine critical questions involving your student’s level of motivation and independence. Author Michael Sandler identifies six questions to assess self-motivation and independence in students with ADHD that can be adapted to students with any learning difference.  These questions can help identify specific attributes that you and your student must consider in researching an appropriate college setting. Do you..

• …need support and structure in high school?
• …routinely need help from others to keep you motivated and focused?
• …thrive on individual attention from teachers?
• …prefer to immerse yourself in a subject?
• …need a high-energy environment?
• …have trouble falling asleep?

Career goals, college selection, and learning differences

When selecting a college, you and your student should consider what it is your student hopes to obtain from attending college, so identifying a long-term goal is critical in the selection process. Most students decide to pursue a college education in order to seek professional employment or move forward in career planning, However, many students change their minds and their majors in the first, second, or even third year of college. Keeping this in mind, it’s important to recognize your student’s long-term individual goals and to select colleges that offer the educational programming to meet them.

Let’s consider the following career-oriented questions:

• What degree is needed in order to reach the career path your student has selected?
• Does the college offer a program of study that matches your student’s career goals?
• Do your student’s academic skills and interests match her career goals?
• Are these interests identifiable with a career or are they better suited for a hobby?
• Will specific learning disability-related obstacles prevent your student from reaching her career goal?

Choosing the right college location: How independent are you?

Students with learning challenges must not lose sight of the fact that college life extends beyond academic needs. Rather than basing your decision solely on whether or not the college has a strong disability services office, be sure the college can meet all of your needs and preferences. Examining needs and preferences, the location of the campus, and career goals will help your family select a college that best matches individual needs. Remember, there are a variety of resources available to students with learning differences.

Moving away from home can be challenging for students regardless of whether or not they have a learning disability. However, some students with specific challenges may experience higher levels of anxiety and may not yet be prepared to live independently. Determining whether the location of the college campus should be a priority in college selection is dependent on several factors.

Measures of independence

• How independent is your student? Does she independently manage her responsibilities or does she need adult guidance? Does she independently manage things like cooking, laundry, and managing finances?
• Is the college located in a small town or a large city? How will this impact your student’s decision?
• If your student chooses to live at home, how far of a commute is it? Is public transportation available? Can she access it independently?
• Does your student want to live with a roommate or does she prefer to live alone?
• Is your student able to say no to peer pressure?

Your answers to these questions will help you evaluate your student’s level of academic and social independence. Beyond this, also consider things like accessibility to medical providers and your student’s ability to maintain relationships with family and friends within a specific mile radius.

Assess other student needs

Once you have examined your student’s needs and preferences, consider other elements of the college decision, including finances, prestige, student life, availability of academic programs beyond the major and disability services (such as study abroad or specialized facilities), and the activities the student enjoys or wants to explore in college. In this way, the college search is no different than for any other student.

However, it is vital that students with learning disabilities—and their families—place that learning disability squarely at the center of the decision.

As we highlighted above, students with learning differences graduate at less than half the rate of neurotypical students. You must fully discuss and decide what services, facilities, technologies, and personnel you will need to be successful in college. 

College graduation is the key

This is the key consideration: do not think so much about college admission; instead, think about college graduation. What do you need to be successful so that you can graduate from college with the major you want—on time and on budget? 

Of course, every student is different. But we have seen students with learning differences who have failed to graduate because they were in denial about the importance of putting their learning differences front and center in thinking about how to choose the right college. 

Fortunately, we have also worked with many, many students with learning differences of all types who have successfully chosen colleges that have matched every aspect of who they are as a student and a person. You do not need to limit your college choices just because you have a learning disability. However, you ignore your own learning challenges at your peril. 

The Disability Services office – how much help do you need?

High school students who have typically relied on the support of their parents and other adults when it comes to negotiating accommodations will find themselves in the driver’s seat when they get to college. Most parents and professionals involved with preparing students with learning disabilities for college would agree that independent decision-making and the ability to express one’s needs are two critical elements of self-advocacy. However, success in making decisions and communicating one’s needs can be intimidating. In the college classroom, for example, a student with dyslexia who processes written material more slowly will need to step up and do some self-advocating. If he doesn’t, it can mean the difference between passing and failing.

Given that self-advocacy is equated with success, establishing a positive relationship with the disability services office needs to be a top priority. And remember, you have the right to access these services whether or not you disclosed your disability on your application to college. Whether or not the admissions office knew of your dyslexia or ADD or other challenge before you were admitted, you are eligible to take advantage of those services—as long as you have the right documentation of your diagnosis. We will discuss documentation requirements below, but first, let’s look at the different levels of support that different colleges may provide. 

Finding the right fit – levels of support for LD students at the post-graduate level

The level of support for learning differences varies greatly from college to college. In this section, we will summarize these different levels of support. As you review them, consider which level of support would be best for you or your student. 

Students with learning disabilities and ADHD are applying to colleges and universities at increased rates. And while colleges and universities are making progress in leveling the academic playing field for qualified students, campus attitudes and special services programs continue to vary. Unlike public schools, colleges and universities are required by law only to make “reasonable accommodations” for qualified students with learning challenges. To find programs that are a good fit, it is helpful to think about disability support programs in terms of three main categories.

Basic Programs

“Basic” programs are also referred to as limited, self-directed, or decentralized programs, and they only offer accommodations required by law, such as note-taking assistance and un-timed testing. Most colleges and universities fall into this category and are best suited for students who received consultative services only at the high school level. For students with on or near-grade level reading, writing, and math skills, strong self-advocacy, and consistent time management skills. The assistance of basic programs provides the necessary accommodations for academic success.

Coordinated Services

At the next level of support are programs described as “coordinated” services. These programs provide services beyond the required level. Students will have access to at least one specially trained staff member who may have input on admission decisions and offer study skills classes, tutors, and other support services at no additional charge. These programs are typically best for students who demonstrated on or near grade level skills in high school but needed support in requesting needed accommodations and in effectively managing their time.

Structured Services

Programs offering the highest level of support are described as “structured” or “proactive” programs. They often require students to sign a contract and charge additional fees ranging from $2,000 to $8,000 a year. They offer modified coursework and specially trained staff that monitor individual student progress. Fewer than 100 schools fall into this category.

To determine the best program for your student, students and their families should schedule a meeting with the disability services program on campus. Sitting down with staff from the disability services program, which every college and university should have, will give you an opportunity to learn more about the program, the staff, and the services available to students with learning challenges. Once your family has had the opportunity to see the program and meet its representatives. You and your student will be better able to evaluate the college’s academic and extracurricular activities, college climate, and its disability supports for getting you into – and out of – college.

Documenting Your Learning Disability

Let’s assume that you have decided to disclose your learning disability. Before filling out that application, you really should contact the disability services office by phone or by email and request all materials you will need to start the application process. Colleges love to send out information, and among the materials they will send your family are the documentation guidelines.

Something you’ll notice right away is that families (not high schools) are responsible for verifying that existing documentation meets the college or university’s requirements. To be safe, request additional copies of your student’s evaluation results from your high school or testing service provider. You might also need to schedule an appointment to complete additional testing or to provide some supplementary information. Be advised: preparing this documentation can take time, so complete this step as early as possible in the application process. Also, allow the disability services office sufficient time to review the information and become familiar with your student’s accommodation needs. Any delay can mean a postponement in receiving appropriate accommodations.

Documentation: How much is enough?

Colleges typically use your student’s age, the evaluator’s assessment approach, and the level of detail provided in the last eligibility evaluation to determine the level of support she will receive at the college level. The U.S. Department of Education’s Office for Civil Rights, which is the primary enforcement agency for college access under Section 504 and ADA. Makes the following points about documentation in their booklet Students with Disabilities Preparing for Post Secondary Education: Know Your Rights and Responsibilities:

Recommendations from the US Department of Education regarding documentation

“ Schools may set reasonable standards for documentation. Some schools require more documentation than others.They may require you to provide documentation prepared by an appropriate professional, such as a medical doctor, psychologist, or other qualified diagnostician.The required documentation may include one or more of the following: a diagnosis of your current disability, the date of the diagnosis, how the diagnosis was reached, the credentials of the professional, how your disability affects a major life activity, and how the disability affects your academic performance.The documentation should provide enough information for you and your school to decide what is an appropriate academic adjustment.  “Although an Individual Education Plan (IEP) or Section 504 Plan, if you have one, may help in identify services that have been effective for you, it generally is not sufficient documentation.  This is because post-secondary education presents different demands than high school education, and what you need to meet these new demands may be different. Also, in some cases, the nature of a disability may change. If the documentation that you have does not meet the postsecondary school’s requirements, a school official must tell you in a timely manner what additional documentation you need to provide.You may need a new evaluation in order to provide the required documentation.”

So, how much documentation will be enough? 

Documentation: Six Core Elements

Based on a review of decisions of the Office for Civil Rights, the following six core elements should help you evaluate your current documentation:

1. Documentation should contain a clear statement identifying the area of disability

Classification codes from the Diagnostic Statistical Manual (DSM) or the International Classifications of Disease (ICD) are helpful. Specifically, be sure the documentation includes the dates of the original diagnosis and any evaluations performed by referring professionals, along with a date and description of the most current evaluation.

2. Documentation should contain information regarding the current functional impact of the disability

A psycho-educational battery of tests consisting of standardized tests that measure aptitude, achievement, and cognitive processing is the most common approach for identifying and quantifying a learning disability. And it is likely to meet the minimum requirements for documentation at any college or university. Current functional impact on physical, perceptual, cognitive, and behavioral abilities should be described in the narrative, and when formal or informal testing was used, the details of the results should also be included.

3. Documentation should include information about treatments, medications, and assistive devices and services

While it is important to specifically describe treatments, medications, accommodations, assistive devices and assistive services that your student is currently receiving, it is also important to include a description of their estimated effectiveness in minimizing the impact of the disability.

4. Documentation should provide a description that provides information about the expected progression or stability of the disability over time

Include a description of any expected change in the functional impacts of the disability over time. Also, include information about any recommendations concerning the need for re-evaluation of the disability. Especially if your student experiences flare-ups or episodes.

5. Documentation should include recommendations

Because recommendations must be reviewed and approved by the college or university, all recommendations should be directly linked to the impact of the disability. When connections are not specific, they should be explained in detail.

6. Documentation should contain the credentials of the evaluator

If your student’s documentation does not contain a letterhead or form, be sure to include the credentials of the evaluator. Furthermore, if the credentials of the evaluator are not typically associated with the diagnosis of the disability, be sure to include a brief description of the evaluator’s experience with this type of diagnosis.

Remember, in order to receive accommodations at the post-secondary level, documentation must demonstrate that your student has a disability as defined by the ADA and Section 504. Colleges grant accommodations when existing documentation clearly links the current impact of the disability to the requests your student is making. To avoid complications, always investigate the specific documentation requirements for the colleges your student is likely to attend by either visiting the college’s website or contacting the college’s disability services office.

Your “Secret Identity”:  how and when to disclose learning differences on the college application

Once you’ve decided to disclose your learning difference, the question shifts to how and when you should disclose it. Regardless of the application and the college, you should definitely disclose your learning difference in writing. Generally, there are three different ways to disclose your “secret identity.”

In your college essay

Oftentimes, students will address the main essay prompt by describing how their learning challenge impacted their academic careers over time. One of the essay prompts on the Common Application , for example, asks about a “background or identity” that is important to the applicant. Many students for whom their learning challenges have been front and center throughout their lives may be tempted to write about this aspect of their lives.

Another Common Application prompt, in fact, asks students to discuss a challenge or setback that they have experienced and to write about how they overcame it. This prompt is also a favorite of students with learning challenges because it becomes a way to spin the challenge in a positive manner. 

Despite the centrality of a learning difference to a student’s experience, we actually advise our students against using the main college essay as a way to disclose a learning difference.  

Why you shouldn’t disclose  learning differences on the college application in your essay

Our recommendation is based on the idea that a student with a learning disability generally doesn’t want that difference to be the defining characteristic of their personality. Furthermore, a learning disability by itself is not an “achievement.” Rather, it is something that the student must deal with day in and day out. While a learning difference can have a HUGE impact on a student’s daily academic routine, it is not necessarily the thing that makes the student most proud, or for which the student wants to be remembered in the admissions office.

The personal essay offers all students an opportunity to share with the admissions office something that is enormously important to that student. It allows the student to give a three-dimensional portrait of who they are not only as a student but as a human being. Thus we recommend that our students use this valuable piece of their application to share their values, ideals, and personal insights.

Our recommendation about where to disclose learning differences on the college application

At Great College Advice , our recommendation is that students share the facts of their learning differences in a different way. Remember that applicants are usually asked if they want to add any additional information. If so, write a personal statement consisting of 150-200 words and attach it to the application packet. Regardless, remember that your statement should not be presented as an excuse for academic difficulties. Be confident, honest, and positive. Also, don’t forget to include current, professional documentation of your disability and your need for accommodations.

Disclose learning differences on the college application as “Additional Information”

Both the Common Application and the Coalition Application offer an “additional information” section in which the student can offer supplemental information that is not otherwise addressed. This could be an excellent place to describe the learning disability briefly and explain the impact it has had on your learning.

This description and explanation should be clear, concise, and matter-of-fact. It should have a clear, positive tone. Don’t make it whiny. Moreover, it should not be written as some sort of “excuse” for poor grades or other difficulties in school. Nor should not drone on for a long time. 250 words should be plenty to get the main points across.

And what is your main point? The central theme of this essay should be that you have a diagnosed learning disability and that it has an impact on how you do your schoolwork. If there is a connection between the disability and your grades or the courses you decided to take, simply point it out. For example, a dyslexic student might point to generally lower grades in language-based courses or to the decision to avoid a foreign language in high school.

You are not defined by your learning difference

Understandably, some students find it ironic that the disclosure of something that looms so large in their day-to-day life can be summarized in only 250 words. This is partly because of the feelings that the learning difference can evoke. For some students, it is really like a beast that must be slain every day. 

Nevertheless, “disclosure” is a revelation of the facts. It is not the place to discuss the ways in which this beast has made you feel frustrated or angry or lonely. It is not the place to talk about the emotion you felt—after years of struggle—when you were finally given a formal diagnosis and the commensurate accommodations.

Rather, focus on a general theme: I have a learning difference. It affects me academically in the following ways. I’m doing the following to adjust to this difference. I use the following accommodations. I’m improving, or I continue to do well, or I continue to struggle in the following ways (as the facts suggest).  Finish with a sense of pride and accomplishment that while you will always have to wrestle your own particular beast, you know you will accomplish your academic goals.

Simple. Factual. Concise. No embarrassment, no shame, and a positive view of your future.

Another possibility: disclose LD in a separate written communication with admissions

The same writing guidelines above apply to writing a separate communication to the admission office. However, why would you want to send a separate communication?

No space on the application

Many application platforms neither require nor give space for writing essays of any sort. In this case, you cannot disclose your learning difference on the application itself. If you feel that disclosure will help your chances of admission, then you should connect directly with the admissions offices of the universities to which you are applying. We recommend you try to connect with the member of the admissions staff who is responsible for handling applications from your school or region or state. Often, you can look up the admissions staff on the website and learn which staff member would be most appropriate. 

Sometimes, however, you may be unable to find such information. You can try calling the main admissions number, but even then, you may not be able to get the contact information of a specific person. If that is the case, ask the person answering the phone how you should handle your intention to disclose your learning difference. You may be instructed to send your email to the main admissions address. In this instance, do these three things.

How to send your disclosure in an email

First, submit your completed application prior to writing your disclosure email. Second, make sure the email subject line has your application number or identifying code on it. This will make it easier for the admissions office to match your email with your completed application. Third, make sure that the body of your email includes enough identifying information to ensure that the email is matched to your application file. At a minimum, include your home address, your phone number, your high school, and your date of birth. 

Emailing is possibly the best use of space on the application itself

Even if your application does provide an “additional information” section in which you can disclose a learning disability, it may be in your interest to do so in a separate communication. You want to make sure that the additional information section provides as much high-quality information about you as possible. If you have more important things to share in that section, then use the space for those important things. For example, if you have research abstracts or publication lists or music awards or other achievements that do not fit elsewhere on your application. Then the “additional information” space is where you should describe and amplify those accomplishments.

Once again, you are more than your learning disability. While it looms large in your daily life, it does not define you.

Your LD is a fact

Think of it this way: your learning difference is an interesting fact about you, just as your ethnicity, citizenship, and parentage are interesting facts.

Of course, the whole reason for disclosing your learning difference is to give context to your academic performance. The admissions officer needs to know this fact in order to interpret your course choices and grades.

Whether the admissions officer learns this interesting fact about you on the actual application or in some other communication will not really matter. Instead, use every opportunity to give a full 360-degree view of who you are as a person. You want to demonstrate all your accomplishments, positive attributes, interests, plans and ambitions for the future.

Your learning difference may provide crucial context to all those things. However, a learning disability is not your primary, defining characteristic. Your disclosure is a strategic choice to help you in the college admissions process. But you are much more than that.

Whether to disclose learning differences on the college admission:  a summary

Disclosing a learning disability in the college admissions process can be a difficult decision. However, as you make this decision, keep in mind these basic considerations:

• Will disclosure help or hurt your chances for admission? In most cases, disclosure helps more than it hurts.
• Understand how your learning difference will be accommodated while you’re in college. Specifically, understand legal changes.
• Assess your own learning needs. Err on the side of planning for more accommodations than you think you need right now.
• Ensure that the documentation that identifies your learning disability is no more than three years old  before  you enter college. Whether or not you disclose in the admissions process, you will need proof of your diagnosis if you are to receive any accommodations at all. Even if your diagnosis is mild or doesn’t present great obstacles now, you should have this documentation just in case.
• Make sure considerations of your learning disability are factored into your college choice. It doesn’t need to be the leading factor, but your academic success—and eventual graduation from college—requires that you include your learning difference in your decision-making.
• Carefully consider  how  to disclose. Do so in a way that presents you in the best possible light. Your learning difference is an important fact that gives context to your academic achievement, but it probably isn’t the most important thing about you.

You can do it!

Your learning difference is an important part of who you are as a student. However, it does not need to define you as a person. It doesn’t limit your ability to succeed in life. Embrace your difference, just as you embrace your hair color, your skin tone, your hometown, and your family circumstances.

Or, as the French would say, “Vive la difference!”

What if you still can’t decide whether to disclose learning differences on the college application?

Every case is different.  Every student is different. And the questions you may have about your personal circumstances may still not be answered by all the information in this article. 

Never fear. The expert college counselors at Great College Advice are very experienced in helping students to make this difficult decision. We would be happy to walk you through your options in light of your unique experiences so that you can present yourself in the best possible light on the college application.

Give us a call or contact us via our website. We’d be more than happy to talk to you.

Mark Montgomery College Admissions Counselor

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Living With Dyslexia — Essay From Desiree

By Geoff Nixon

This is part of a series related to our scholarship here .

In her essay, “ Living with Dyslexia ,” Gemm Learning’s 2016 Winter Dyslexia Scholarship recipient, Desiree’ McHellon, describes her early struggles with dyslexia, how she built confidence, and what she has learned from living with the disability.

One of my most significant life challenges has been overcoming dyslexia. I recall being diagnosed while in the second grade. At the time, I did not quite understand what being dyslexic meant or that I would now be branded with a label of a learning disability. However, I understood the way I learned was different from other second graders. Other kids teased me due to my struggle with reading so much that I grew to disliking books and school. Reading aloud triggered emotions such as shame, embarrassment, and fear, fueled by watching the reaction of people as I stumbled and stuttered trying to interpret the words. Writing elicited feelings of frustration, anger, and overwhelming anxiety because my thoughts were not usually communicated due my tendency to misspell so many words. Friends who attempted to help only increased my complex emotional storm. My schoolwork consisted of a repetitive reading and writing cycle, which I found frustrating, because I wanted to get it all right the first time around.

My memories are full of people reassuring that I was such a bright kid, but I never felt that way. For a long time, I believed people were wrong about my intelligence and that they were looking for ways to enhance my self-esteem. Success and confidence walked into my life in the fourth grade when I attended a private school for children with learning disabilities. I was able to receive the help I needed through the hard work and additional efforts from parents and teachers. By the time I reached my mid-year seventh grade, I had acquired a ninth grade reading level, which was quite a big accomplishment for me.

However, my junior year of public high school brought many challenges. I was constantly seeking ways to improve myself, so I elected to enroll in an advanced placement English class, which involved my favorite subject in school. I received a “D” on my first course paper. Devastated, I began to question my intelligence again. Since being enrolled in private school, I had never received anything below a “B” on my essays. I was extremely upset, so I began to wonder if the problem was my dyslexia. The teacher began to challenge us to write all our essays in class while being timed. I struggled with thoughts of giving up, because I felt like I could not keep up or pass her class. In the end, I did to stick with the class, and I began to work harder to receive a better grade in her class. By the end of the semester, I was receiving high grades on my essays, and there was no question in my mind that despite my dyslexia I could do advanced course work.

Today, I am a college student who mentors other students and provides motivational talks about living with disabilities. I always mention its effects on the lives of people who have dyslexia and how to overcome barriers related to their disability. As part of a mentoring group, I found sharing helps increase my confidence. My disability brings challenges, because I still struggle with reading out loud, and I utilize accommodation in order to meet the demand of my course load. I do not mind, because my dyslexia does not define me. My dyslexia has taught me resilience, perseverance, and endurance, because the best things in life are a challenge.

Desiree’ McHellon is a sophomore at Auburn University at Montgomery studying psychology.

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Tips From Students

Nobody can fully appreciate what it’s like to be a student with dyslexia as well as another student with dyslexia. Here are some strategies we compiled from conversations with the real experts — dyslexic kids with papers due, tests next week and books to read.

Use Time Wisely | Embrace Simple Tools | Make the Most of Technology | Ask for Help | Embrace the Power of Dyslexia

Use Time Wisely

If you’re dyslexic, you already know that extra time on tests is critical to demonstrating your actual knowledge of a subject. But don’t stop there. If you need extra time for tests, there’s a good chance you need extra time on homework assignments as well. These tips should help:

• Break up big projects into smaller, less intimidating pieces. Have a three-page paper due in a week? Set dates for working on little tasks related to the paper, like picking a topic, doing research and writing a first draft. Don’t be afraid to ask a teacher, parent or tutor to assist you.
• Give yourself enough time to work slowly and carefully. You don’t want to rush or end up skipping part of a task.
• Do what’s due first. If you’re faced with a long list of short assignments, it’s easy to just grab them all at once and start working in random order. But that’s not the most effective approach. Take a minute to prioritize your work according to what’s due first and what is likely to take you the most or least time to complete. Study tonight for the French test you have tomorrow, not the vocabulary test that’s coming up next week.
• Don’t fall into the “no homework tonight” trap. If your calendar is clear, look ahead to see what’s coming up: an earth-science quiz at the end of the week or a math worksheet due Thursday? Use this free time to get a head start on the work you need to turn in later.
• Outline a task before you start. For a science project on plant growth, what materials will you need to gather? How many days will you have to allow for the beans to sprout? How long will it take you to write up your results? Think it through in your head and figure out what steps you’ll have to take so you know what you’ll need — and how much time to allow — to get it done.
• Don’t do more than you have to. For instance, you don’t have to research everything on the Civil War to write a few paragraphs on the second Battle of Bull Run.
• Preview reading to identify words you can’t pronounce and talk through the material with your teacher or tutor on a one-to-one basis. Avoid multiple choice-tests; instead request tests that are based on short essays.

Embrace Simple Tools

• Make flash cards to help you remember everything from math formulas to historic facts to vocabulary words. Breaking down content into these smaller chunks rather than trying to tackle everything on an entire sheet or in a book chapter will make studying far less overwhelming. And you can use your flash cards as a portable study guide to keep on hand and quiz yourself whenever you have a few minutes to spare.
• Work in a quiet place with few distractions. Ear plugs or noise-canceling headphones can help to block out noises that compete for your attention.
• Give yourself visuals and models to work from. Examples: Use diagrams for capturing the structure of a story or for remembering the animal kingdom; use highlighters or color-coding to bring out the main ideas in your notes, drafts or worksheets; create symbols, initials or doodles to help you remember concepts.

Make the Most of Technology

• Create a PowerPoint presentation of the material you’ll need to know for a test. (Think of it as a high-tech version of flash cards.) Some computers, like Macs, also have a computerized voice that can read your PowerPoint slides back to you.
• Compose written work on a computer, which can be more efficient and easier to read than messy handwriting. Using a computer allows you to focus on the content rather than your handwriting so you can get your thoughts out in the first draft. And when you make edits, you won’t need to write the entire essay over again.
• Consider using dictation programs like Dragon dictatation software . Alternatively, on many newer computers with a microphone, you can enable the “start dictation” feature directly in Microsoft Word. Some students find that dictation allows them to be more creative and capture the details all at once.
• After you complete a writing assignment, whether it’s a paragraph or a longer paper, read it aloud and record it on your cell phone. (You can also have a member of your family read it to you.) Several free apps make recording easy and convenient. Listening to what you wrote as you read it over several times can help you spot errors and identify edits you’d like to make. Listening as you read your notes also helps you understand and remember what you’ve learned.
• Listen to assigned books in audio form, reading along in the hard copy. As an added bonus, you’ll feel much better prepared if you know you’re going to be called on to read out loud in class the next day.
• Ask your parents or a teacher to help you sign up for access to recorded books and other written materials.  Bookshare , Audible and Learning Ally are just a few companies that make tens of thousands of audio recordings from text. Each service offers different types of literature, textbooks and reference materials, so if you can’t find what you need on one site, chances are it will be available through another service. Additionally, Amazon has teamed up with Audible to link up audio recordings with Kindle books, so you can read along with the text. The program is called Whispersync.
• If you have access to a newer computer, tablet or other electronic device, set it up to read your papers, notes and a range of other materials back to you. Macs do this within their accessibility settings, but there are many other options for software and apps that read text for both Macs and PCs. One of the oldest and most popular is Read & Write Gold .
• Consider investing in a Livescribe SmartPen if you take a lot of notes in class and are stressed about not getting it all down on paper. The device can eliminate note-taking anxiety because it captures everything the student hears and writes. You can transfer notes and recordings to a computer, and easily search and organize them for homework study. The audio recording can be slowed down or speeded up as needed, and a specific section of any recording can be played back simply by tapping that part of your written notes.

Ask for Help

• If you’re a college student struggling with a paper, take advantage of your campus writing center. If you’re not in college, ask your peers, teachers or parents to help you talk through your ideas and get them on paper. If you already have a draft written, the extra pair of eyes is helpful to catch typos, spelling mistakes, or incomplete details and ideas.
• Your teachers and peers can be great resources for solidifying topics you are learning. Talk with your teachers to be sure you understood the material, and talk through the main ideas of the lectures with your peers to help form your own thoughts and understanding.
• Request extra time on tests. Extra time on examinations is a necessity. The amount of extra time cannot be determined from testing but should be based on your own experiences. The first time you request this accommodation, you might want to request double time.

Embrace the Power of Dyslexia

• Believe in yourself. Dyslexia teaches you to budget your time and work hard, and that work ethic will help you no matter what you decide to do in life.
• Talk to others who are dyslexic and listen to success stories from other dyslexic individuals. They will inspire and encourage you. If they did it, you can, too!
• Remember that just because something takes you longer to do, doesn’t mean you can’t do it well. And sometimes because it takes you longer, you remember it better.
• While it’s hard to feel different or singled out if you need extra help or tutoring, try to remember that you’re learning the skills to overcome dyslexia—and that you are smart and have abilities no one else does!

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8 Overcoming Challenges College Essay Examples

The purpose of the Overcoming Challenges essay is for schools to see how you might handle the difficulties of college. They want to know how you grow, evolve, and learn when you face adversity. For this topic, there are many clichés , such as getting a bad grade or losing a sports game, so be sure to steer clear of those and focus on a topic that’s unique to you. (See our full guide on the Overcoming Challenges Essay for more tips).

These overcoming challenges essay examples were all written by real students. Read through them to get a sense of what makes a strong essay. At the end, we’ll present the revision process for the first essay and share some resources for improving your essay.

Please note: Looking at examples of real essays students have submitted to colleges can be very beneficial to get inspiration for your essays. You should never copy or plagiarize from these examples when writing your own essays. Colleges can tell when an essay isn’t genuine and will not view students favorably if they plagiarized. 

Essay 1: Becoming a Coach

“Advanced females ages 13 to 14 please proceed to staging with your coaches at this time.” Skittering around the room, eyes wide and pleading, I frantically explained my situation to nearby coaches. The seconds ticked away in my head; every polite refusal increased my desperation.

Despair weighed me down. I sank to my knees as a stream of competitors, coaches, and officials flowed around me. My dojang had no coach, and the tournament rules prohibited me from competing without one.

Although I wanted to remain strong, doubts began to cloud my mind. I could not help wondering: what was the point of perfecting my skills if I would never even compete? The other members of my team, who had found coaches minutes earlier, attempted to comfort me, but I barely heard their words. They couldn’t understand my despair at being left on the outside, and I never wanted them to understand.

Since my first lesson 12 years ago, the members of my dojang have become family. I have watched them grow up, finding my own happiness in theirs. Together, we have honed our kicks, blocks, and strikes. We have pushed one another to aim higher and become better martial artists. Although my dojang had searched for a reliable coach for years, we had not found one. When we attended competitions in the past, my teammates and I had always gotten lucky and found a sympathetic coach. Now, I knew this practice was unsustainable. It would devastate me to see the other members of my dojang in my situation, unable to compete and losing hope as a result. My dojang needed a coach, and I decided it was up to me to find one.

I first approached the adults in the dojang – both instructors and members’ parents. However, these attempts only reacquainted me with polite refusals. Everyone I asked told me they couldn’t devote multiple weekends per year to competitions. I soon realized that I would have become the coach myself.

At first, the inner workings of tournaments were a mystery to me. To prepare myself for success as a coach, I spent the next year as an official and took coaching classes on the side. I learned everything from motivational strategies to technical, behind-the-scenes components of Taekwondo competitions. Though I emerged with new knowledge and confidence in my capabilities, others did not share this faith.

Parents threw me disbelieving looks when they learned that their children’s coach was only a child herself. My self-confidence was my armor, deflecting their surly glances. Every armor is penetrable, however, and as the relentless barrage of doubts pounded my resilience, it began to wear down. I grew unsure of my own abilities.

Despite the attack, I refused to give up. When I saw the shining eyes of the youngest students preparing for their first competition, I knew I couldn’t let them down. To quit would be to set them up to be barred from competing like I was. The knowledge that I could solve my dojang’s longtime problem motivated me to overcome my apprehension.

Now that my dojang flourishes at competitions, the attacks on me have weakened, but not ended. I may never win the approval of every parent; at times, I am still tormented by doubts, but I find solace in the fact that members of my dojang now only worry about competing to the best of their abilities.

Now, as I arrive at a tournament with my students, I close my eyes and remember the past. I visualize the frantic search for a coach and the chaos amongst my teammates as we competed with one another to find coaches before the staging calls for our respective divisions. I open my eyes to the exact opposite scene. Lacking a coach hurt my ability to compete, but I am proud to know that no member of my dojang will have to face that problem again.

This essay begins with an in-the-moment narrative that really illustrates the chaos of looking for a coach last-minute. We feel the writer’s emotions, particularly their dejectedness, at not being able to compete.

Through this essay, we can see how gutsy and determined the student is in deciding to become a coach themselves. The writer shows us these characteristics through their actions, rather than explicitly telling us: To prepare myself for success as a coach, I spent the next year as an official and took coaching classes on the side.

One area of improvement of this essay would be the “attack” wording. The author likely uses this word as a metaphor for martial arts, but it feels too strong to describe the adults’ doubt of the student’s abilities as a coach, and can even be confusing at first.

Still, we see the student’s resilience as they are able to move past the disbelieving looks to help their team. The essay is kept real and vulnerable, however, as the writer admits having doubts: Every armor is penetrable, however, and as the relentless barrage of doubts pounded my resilience, it began to wear down. I grew unsure of my own abilities.

The essay comes full circle as the author recalls the frantic situations in seeking out a coach, but this is no longer a concern for them and their team. Overall, this essay is extremely effective in painting this student as mature, bold, and compassionate.

Essay 2: Starting a Fire

Was I no longer the beloved daughter of nature, whisperer of trees? Knee-high rubber boots, camouflage, bug spray—I wore the garb and perfume of a proud wild woman, yet there I was, hunched over the pathetic pile of stubborn sticks, utterly stumped, on the verge of tears. As a child, I had considered myself a kind of rustic princess, a cradler of spiders and centipedes, who was serenaded by mourning doves and chickadees, who could glide through tick-infested meadows and emerge Lyme-free. I knew the cracks of the earth like the scars on my own rough palms. Yet here I was, ten years later, incapable of performing the most fundamental outdoor task: I could not, for the life of me, start a fire. 

Furiously I rubbed the twigs together—rubbed and rubbed until shreds of skin flaked from my fingers. No smoke. The twigs were too young, too sticky-green; I tossed them away with a shower of curses, and began tearing through the underbrush in search of a more flammable collection. My efforts were fruitless. Livid, I bit a rejected twig, determined to prove that the forest had spurned me, offering only young, wet bones that would never burn. But the wood cracked like carrots between my teeth—old, brittle, and bitter. Roaring and nursing my aching palms, I retreated to the tent, where I sulked and awaited the jeers of my family. 

Rattling their empty worm cans and reeking of fat fish, my brother and cousins swaggered into the campsite. Immediately, they noticed the minor stick massacre by the fire pit and called to me, their deep voices already sharp with contempt. 

“Where’s the fire, Princess Clara?” they taunted. “Having some trouble?” They prodded me with the ends of the chewed branches and, with a few effortless scrapes of wood on rock, sparked a red and roaring flame. My face burned long after I left the fire pit. The camp stank of salmon and shame. 

In the tent, I pondered my failure. Was I so dainty? Was I that incapable? I thought of my hands, how calloused and capable they had been, how tender and smooth they had become. It had been years since I’d kneaded mud between my fingers; instead of scaling a white pine, I’d practiced scales on my piano, my hands softening into those of a musician—fleshy and sensitive. And I’d gotten glasses, having grown horrifically nearsighted; long nights of dim lighting and thick books had done this. I couldn’t remember the last time I had lain down on a hill, barefaced, and seen the stars without having to squint. Crawling along the edge of the tent, a spider confirmed my transformation—he disgusted me, and I felt an overwhelming urge to squash him. 

Yet, I realized I hadn’t really changed—I had only shifted perspective. I still eagerly explored new worlds, but through poems and prose rather than pastures and puddles. I’d grown to prefer the boom of a bass over that of a bullfrog, learned to coax a different kind of fire from wood, having developed a burn for writing rhymes and scrawling hypotheses. 

That night, I stayed up late with my journal and wrote about the spider I had decided not to kill. I had tolerated him just barely, only shrieking when he jumped—it helped to watch him decorate the corners of the tent with his delicate webs, knowing that he couldn’t start fires, either. When the night grew cold and the embers died, my words still smoked—my hands burned from all that scrawling—and even when I fell asleep, the ideas kept sparking—I was on fire, always on fire.

This essay is an excellent example because the writer turns an everyday challenge—starting a fire—into an exploration of her identity. The writer was once “a kind of rustic princess, a cradler of spiders and centipedes,” but has since traded her love of the outdoors for a love of music, writing, and reading. 

The story begins in media res , or in the middle of the action, allowing readers to feel as if we’re there with the writer. One of the essay’s biggest strengths is its use of imagery. We can easily visualize the writer’s childhood and the present day. For instance, she states that she “rubbed and rubbed [the twigs] until shreds of skin flaked from my fingers.”

The writing has an extremely literary quality, particularly with its wordplay. The writer reappropriates words and meanings, and even appeals to the senses: “My face burned long after I left the fire pit. The camp stank of salmon and shame.” She later uses a parallelism to cleverly juxtapose her changed interests: “instead of scaling a white pine, I’d practiced scales on my piano.”

One of the essay’s main areas of improvement is its overemphasis on the “story” and lack of emphasis on the reflection. The second to last paragraph about changing perspective is crucial to the essay, as it ties the anecdote to larger lessons in the writer’s life. She states that she hasn’t changed, but has only shifted perspective. Yet, we don’t get a good sense of where this realization comes from and how it impacts her life going forward. 

The end of the essay offers a satisfying return to the fire imagery, and highlights the writer’s passion—the one thing that has remained constant in her life.

Essay 3: Last-Minute Switch

The morning of the Model United Nation conference, I walked into Committee feeling confident about my research. We were simulating the Nuremberg Trials – a series of post-World War II proceedings for war crimes – and my portfolio was of the Soviet Judge Major General Iona Nikitchenko. Until that day, the infamous Nazi regime had only been a chapter in my history textbook; however, the conference’s unveiling of each defendant’s crimes brought those horrors to life. The previous night, I had organized my research, proofread my position paper and gone over Judge Nikitchenko’s pertinent statements. I aimed to find the perfect balance between his stance and my own.

As I walked into committee anticipating a battle of wits, my director abruptly called out to me. “I’m afraid we’ve received a late confirmation from another delegate who will be representing Judge Nikitchenko. You, on the other hand, are now the defense attorney, Otto Stahmer.” Everyone around me buzzed around the room in excitement, coordinating with their allies and developing strategies against their enemies, oblivious to the bomb that had just dropped on me. I felt frozen in my tracks, and it seemed that only rage against the careless delegate who had confirmed her presence so late could pull me out of my trance. After having spent a month painstakingly crafting my verdicts and gathering evidence against the Nazis, I now needed to reverse my stance only three hours before the first session.

Gradually, anger gave way to utter panic. My research was fundamental to my performance, and without it, I knew I could add little to the Trials. But confident in my ability, my director optimistically recommended constructing an impromptu defense. Nervously, I began my research anew. Despite feeling hopeless, as I read through the prosecution’s arguments, I uncovered substantial loopholes. I noticed a lack of conclusive evidence against the defendants and certain inconsistencies in testimonies. My discovery energized me, inspiring me to revisit the historical overview in my conference “Background Guide” and to search the web for other relevant articles. Some Nazi prisoners had been treated as “guilty” before their court dates. While I had brushed this information under the carpet while developing my position as a judge, i t now became the focus of my defense. I began scratching out a new argument, centered on the premise that the allied countries had violated the fundamental rule that, a defendant was “not guilty” until proven otherwise.

At the end of the three hours, I felt better prepared. The first session began, and with bravado, I raised my placard to speak. Microphone in hand, I turned to face my audience. “Greetings delegates. I, Otto Stahmer would like to…….” I suddenly blanked. Utter dread permeated my body as I tried to recall my thoughts in vain. “Defence Attorney, Stahmer we’ll come back to you,” my Committee Director broke the silence as I tottered back to my seat, flushed with embarrassment. Despite my shame, I was undeterred. I needed to vindicate my director’s faith in me. I pulled out my notes, refocused, and began outlining my arguments in a more clear and direct manner. Thereafter, I spoke articulately, confidently putting forth my points. I was overjoyed when Secretariat members congratulated me on my fine performance.

Going into the conference, I believed that preparation was the key to success. I wouldn’t say I disagree with that statement now, but I believe adaptability is equally important. My ability to problem-solve in the face of an unforeseen challenge proved advantageous in the art of diplomacy. Not only did this experience transform me into a confident and eloquent delegate at that conference, but it also helped me become a more flexible and creative thinker in a variety of other capacities. Now that I know I can adapt under pressure, I look forward to engaging in activities that will push me to be even quicker on my feet.

This essay is an excellent example because it focuses on a unique challenge and is highly engaging. The writer details their experience reversing their stance in a Model UN trial with only a few hours notice, after having researched and prepared to argue the opposite perspective for a month. 

Their essay is written in media res , or in the middle of the action, allowing readers to feel as if we’re there with the writer. The student openly shares their internal thoughts with us — we feel their anger and panic upon the reversal of roles. We empathize with their emotions of “utter dread” and embarrassment when they’re unable to speak. 

From the essay, we learn that the student believes in thorough preparation, but can also adapt to unforeseen obstacles. They’re able to rise to the challenge and put together an impromptu argument, think critically under pressure, and recover after their initial inability to speak. 

Essay 4: Music as a Coping Mechanism

CW: This essay mentions self-harm.

Sobbing uncontrollably, I parked around the corner from my best friend’s house. As I sat in the driver’s seat, I whispered the most earnest prayer I had ever offered.

Minutes before, I had driven to Colin’s house to pick up a prop for our upcoming spring musical. When I got there, his older brother, Tom, came to the door and informed me that no one else was home. “No,” I corrected, “Colin is here. He’s got a migraine.” Tom shook his head and gently told me where Colin actually was: the psychiatric unit of the local hospital. I felt a weight on my chest as I connected the dots; the terrifying picture rocked my safe little world. Tom’s words blurred as he explained Colin’s self-harm, but all I could think of was whether I could have stopped him. Those cuts on his arms had never been accidents. Colin had lied, very convincingly, many times. How could I have ignored the signs in front of me? Somehow, I managed to ask Tom whether I could see him, but he told me that visiting hours for non-family members were over for the day. I would have to move on with my afternoon.

Once my tears had subsided a little, I drove to the theater, trying to pull myself together and warm up to sing. How would I rehearse? I couldn’t sing three notes without bursting into tears. “I can’t do this,” I thought. But then I realized that the question wasn’t whether I could do it. I knew Colin would want me to push through, and something deep inside told me that music was the best way for me to process my grief. I needed to sing.

I practiced the lyrics throughout my whole drive. The first few times, I broke down in sobs. By the time I reached the theater, however, the music had calmed me. While Colin would never be far from my mind, I had to focus on the task ahead: recording vocals and then producing the video trailer that would be shown to my high school classmates. I fought to channel my worry into my recording. If my voice shook during the particularly heartfelt moments, it only added emotion and depth to my performance. I felt Colin’s absence next to me, but even before I listened to that first take, I knew it was a keeper.

With one of my hurdles behind me, I steeled myself again and prepared for the musical’s trailer. In a floor-length black cape and purple dress, I swept regally down the steps to my director, who waited outside. Under a gloomy sky that threatened to turn stormy, I boldly strode across the street, tossed a dainty yellow bouquet, and flashed confident grins at all those staring. My grief lurched inside, but I felt powerful. Despite my sadness, I could still make art.

To my own surprise, I successfully took back the day. I had felt pain, but I had not let it drown me – making music was a productive way to express my feelings than worrying. Since then, I have been learning to take better care of myself in difficult situations. That day before rehearsal, I found myself in the most troubling circumstances of my life thus far, but they did not sink me because I refused to sink. When my aunt developed cancer several months later, I knew that resolution would not come quickly, but that I could rely on music to cope with the agony, even when it would be easier to fall apart. Thankfully, Colin recovered from his injuries and was home within days. The next week, we stood together on stage at our show’s opening night. As our eyes met and our voices joined in song, I knew that music would always be our greatest mechanism for transforming pain into strength.

This essay is well-written, as we can feel the writer’s emotions through the thoughts they share, and visualize the night of the performance through their rich descriptions. Their varied sentence length also makes the essay more engaging.

That said, this essay is not a great example because of the framing of the topic. The writer can come off as insensitive since they make their friend’s struggle about themself and their emotions (and this is only worsened by the mention of their aunt’s cancer and how it was tough on them ). The essay would’ve been stronger if it focused on their guilt of not recognizing their friend’s struggles and spanned a longer period of time to demonstrate gradual relationship building and reflection. Still, this would’ve been difficult to do well.

In general, you should try to choose a challenge that is undeniably your own, and you should get at least one or two people to read your essay to give you candid feedback.

Essay 5: Dedicating a Track

“Getting beat is one thing – it’s part of competing – but I want no part in losing.” Coach Rob Stark’s motto never fails to remind me of his encouragement on early-morning bus rides to track meets around the state. I’ve always appreciated the phrase, but an experience last June helped me understand its more profound, universal meaning.

Stark, as we affectionately call him, has coached track at my high school for 25 years. His care, dedication, and emphasis on developing good character has left an enduring impact on me and hundreds of other students. Not only did he help me discover my talent and love for running, but he also taught me the importance of commitment and discipline and to approach every endeavor with the passion and intensity that I bring to running. When I learned a neighboring high school had dedicated their track to a longtime coach, I felt that Stark deserved similar honors.

Our school district’s board of education indicated they would only dedicate our track to Stark if I could demonstrate that he was extraordinary. I took charge and mobilized my teammates to distribute petitions, reach out to alumni, and compile statistics on the many team and individual champions Stark had coached over the years. We received astounding support, collecting almost 3,000 signatures and pages of endorsements from across the community. With help from my teammates, I presented this evidence to the board.

They didn’t bite. 

Most members argued that dedicating the track was a low priority. Knowing that we had to act quickly to convince them of its importance, I called a team meeting where we drafted a rebuttal for the next board meeting. To my surprise, they chose me to deliver it. I was far from the best public speaker in the group, and I felt nervous about going before the unsympathetic board again. However, at that second meeting, I discovered that I enjoy articulating and arguing for something that I’m passionate about.

Public speaking resembles a cross country race. Walking to the starting line, you have to trust your training and quell your last minute doubts. When the gun fires, you can’t think too hard about anything; your performance has to be instinctual, natural, even relaxed. At the next board meeting, the podium was my starting line. As I walked up to it, familiar butterflies fluttered in my stomach. Instead of the track stretching out in front of me, I faced the vast audience of teachers, board members, and my teammates. I felt my adrenaline build, and reassured myself: I’ve put in the work, my argument is powerful and sound. As the board president told me to introduce myself, I heard, “runners set” in the back of my mind. She finished speaking, and Bang! The brief silence was the gunshot for me to begin. 

The next few minutes blurred together, but when the dust settled, I knew from the board members’ expressions and the audience’s thunderous approval that I had run quite a race. Unfortunately, it wasn’t enough; the board voted down our proposal. I was disappointed, but proud of myself, my team, and our collaboration off the track. We stood up for a cause we believed in, and I overcame my worries about being a leader. Although I discovered that changing the status quo through an elected body can be a painstakingly difficult process and requires perseverance, I learned that I enjoy the challenges this effort offers. Last month, one of the school board members joked that I had become a “regular” – I now often show up to meetings to advocate for a variety of causes, including better environmental practices in cafeterias and safer equipment for athletes.

Just as Stark taught me, I worked passionately to achieve my goal. I may have been beaten when I appealed to the board, but I certainly didn’t lose, and that would have made Stark proud.

While the writer didn’t succeed in getting the track dedicated to Coach Stark, their essay is certainly successful in showing their willingness to push themselves and take initiative.

The essay opens with a quote from Coach Stark that later comes full circle at the end of the essay. We learn about Stark’s impact and the motivation for trying to get the track dedicated to him.

One of the biggest areas of improvement in the intro, however, is how the essay tells us Stark’s impact rather than showing us: His care, dedication, and emphasis on developing good character has left an enduring impact on me and hundreds of other students. Not only did he help me discover my talent and love for running, but he also taught me the importance of commitment and discipline and to approach every endeavor with the passion and intensity that I bring to running.

The writer could’ve helped us feel a stronger emotional connection to Stark if they had included examples of Stark’s qualities, rather than explicitly stating them. For example, they could’ve written something like: Stark was the kind of person who would give you gas money if you told him your parents couldn’t afford to pick you up from practice. And he actually did that—several times. At track meets, alumni regularly would come talk to him and tell him how he’d changed their lives. Before Stark, I was ambivalent about running and was on the JV team, but his encouragement motivated me to run longer and harder and eventually make varsity. Because of him, I approach every endeavor with the passion and intensity that I bring to running.

The essay goes on to explain how the writer overcame their apprehension of public speaking, and likens the process of submitting an appeal to the school board to running a race. This metaphor makes the writing more engaging and allows us to feel the student’s emotions.

While the student didn’t ultimately succeed in getting the track dedicated, we learn about their resilience and initiative: I now often show up to meetings to advocate for a variety of causes, including better environmental practices in cafeterias and safer equipment for athletes.

Overall, this essay is well-done. It demonstrates growth despite failing to meet a goal, which is a unique essay structure. The running metaphor and full-circle intro/ending also elevate the writing in this essay.

Essay 6: Body Image

CW: This essay mentions eating disorders.

I press the “discover” button on my Instagram app, hoping to find enticing pictures to satisfy my boredom. Scrolling through, I see funny videos and mouth-watering pictures of food. However, one image stops me immediately. A fit teenage girl with a “perfect body” relaxes in a bikini on a beach. Beneath it, I see a slew of flattering comments. I shake with disapproval over the image’s unrealistic quality. However, part of me still wants to have a body like hers so that others will make similar comments to me.

I would like to resolve a silent issue that harms many teenagers and adults: negative self image and low self-esteem in a world where social media shapes how people view each other. When people see the façades others wear to create an “ideal” image, they can develop poor thought patterns rooted in negative self-talk. The constant comparisons to “perfect” others make people feel small. In this new digital age, it is hard to distinguish authentic from artificial representations.

When I was 11, I developed anorexia nervosa. Though I was already thin, I wanted to be skinny like the models that I saw on the magazine covers on the grocery store stands. Little did I know that those models probably also suffered from disorders, and that photoshop erased their flaws. I preferred being underweight to being healthy. No matter how little I ate or how thin I was, I always thought that I was too fat. I became obsessed with the number on the scale and would try to eat the least that I could without my parents urging me to take more. Fortunately, I stopped engaging in anorexic behaviors before middle school. However, my underlying mental habits did not change. The images that had provoked my disorder in the first place were still a constant presence in my life.

By age 15, I was in recovery from anorexia, but suffered from depression. While I used to only compare myself to models, the growth of social media meant I also compared myself to my friends and acquaintances. I felt left out when I saw my friends’ excitement about lake trips they had taken without me. As I scrolled past endless photos of my flawless, thin classmates with hundreds of likes and affirming comments, I felt my jealousy spiral. I wanted to be admired and loved by other people too. However, I felt that I could never be enough. I began to hate the way that I looked, and felt nothing in my life was good enough. I wanted to be called “perfect” and “body goals,” so I tried to only post at certain times of day to maximize my “likes.” When that didn’t work, I started to feel too anxious to post anything at all.  

Body image insecurities and social media comparisons affect thousands of people – men, women, children, and adults – every day. I am lucky – after a few months of my destructive social media habits, I came across a video that pointed out the illusory nature of social media; many Instagram posts only show off good things while people hide their flaws. I began going to therapy, and recovered from my depression. To address the problem of self-image and social media, we can all focus on what matters on the inside and not what is on the surface. As an effort to become healthy internally, I started a club at my school to promote clean eating and radiating beauty from within. It has helped me grow in my confidence, and today I’m not afraid to show others my struggles by sharing my experience with eating disorders. Someday, I hope to make this club a national organization to help teenagers and adults across the country. I support the idea of body positivity and embracing difference, not “perfection.” After all, how can we be ourselves if we all look the same?

This essay covers the difficult topics of eating disorders and mental health. If you’re thinking about covering similar topics in your essay, we recommend reading our post Should You Talk About Mental Health in College Essays?

The short answer is that, yes, you can talk about mental health, but it can be risky. If you do go that route, it’s important to focus on what you learned from the experience.

We can see that the writer of this essay has been through a lot, and a strength of their essay is their vulnerability, in excerpts such as this: I wanted to be admired and loved by other people too. However, I felt that I could never be enough. I began to hate the way that I looked, and felt nothing in my life was good enough. I wanted to be called “perfect” and “body goals,” so I tried to only post at certain times of day to maximize my “likes.”

The student goes on to share how they recovered from their depression through an eye-opening video and therapy sessions, and they’re now helping others find their self-worth as well. It’s great that this essay looks towards the future and shares the writer’s goals of making their club a national organization; we can see their ambition and compassion.

The main weakness of this essay is that it doesn’t focus enough on their recovery process, which is arguably the most important part. They could’ve told us more about the video they watched or the process of starting their club and the interactions they’ve had with other members.

Still, this essay shows us that this student is honest, self-aware, and caring, which are all qualities admissions officer are looking for.

Essay 7: Health Crisis

Tears streamed down my face and my mind was paralyzed with fear. Sirens blared, but the silent panic in my own head was deafening. I was muted by shock. A few hours earlier, I had anticipated a vacation in Washington, D.C., but unexpectedly, I was rushing to the hospital behind an ambulance carrying my mother. As a fourteen-year-old from a single mother household, without a driver’s license, and seven hours from home, I was distraught over the prospect of losing the only parent I had. My fear turned into action as I made some of the bravest decisions of my life. 

Three blood transfusions later, my mother’s condition was stable, but we were still states away from home, so I coordinated with my mother’s doctors in North Carolina to schedule the emergency operation that would save her life. Throughout her surgery, I anxiously awaited any word from her surgeon, but each time I asked, I was told that there had been another complication or delay. Relying on my faith and positive attitude, I remained optimistic that my mother would survive and that I could embrace new responsibilities.

My mother had been a source of strength for me, and now I would be strong for her through her long recovery ahead. As I started high school, everyone thought the crisis was over, but it had really just started to impact my life. My mother was often fatigued, so I assumed more responsibility, juggling family duties, school, athletics, and work. I made countless trips to the neighborhood pharmacy, cooked dinner, biked to the grocery store, supported my concerned sister, and provided the loving care my mother needed to recover. I didn’t know I was capable of such maturity and resourcefulness until it was called upon. Each day was a stage in my gradual transformation from dependence to relative independence.

Throughout my mother’s health crisis, I matured by learning to put others’ needs before my own. As I worried about my mother’s health, I took nothing for granted, cherished what I had, and used my daily activities as motivation to move forward. I now take ownership over small decisions such as scheduling daily appointments and managing my time but also over major decisions involving my future, including the college admissions process. Although I have become more independent, my mother and I are inseparably close, and the realization that I almost lost her affects me daily. Each morning, I wake up ten minutes early simply to eat breakfast with my mother and spend time with her before our busy days begin. I am aware of how quickly life can change. My mother remains a guiding force in my life, but the feeling of empowerment I discovered within myself is the ultimate form of my independence. Though I thought the summer before my freshman year would be a transition from middle school to high school, it was a transformation from childhood to adulthood.

This essay feels real and tells readers a lot about the writer. To start at the beginning, the intro is 10/10. It has drama, it has emotions, and it has the reader wanting more.

And, when you keep going, you get to learn a lot about a very resilient and mature student. Through sentences like “I made countless trips to the neighborhood pharmacy, cooked dinner, biked to the grocery store, supported my concerned sister, and provided the loving care my mother needed to recover” and “Relying on my faith and positive attitude, I remained optimistic that my mother would survive and that I could embrace new responsibilities,” the reader shows us that they are aware of their resilience and maturity, but are not arrogant about it. It is simply a fact that they have proven through their actions!

This essay makes us want to cheer for the writer, and they certainly seem like someone who would thrive in a more independent college environment.

Essay 8: Turned Tables

“You ruined my life!” After months of quiet anger, my brother finally confronted me. To my shame, I had been appallingly ignorant of his pain.

Despite being twins, Max and I are profoundly different. Having intellectual interests from a young age that, well, interested very few of my peers, I often felt out of step in comparison with my highly-social brother. Everything appeared to come effortlessly for Max and, while we share an extremely tight bond, his frequent time away with friends left me feeling more and more alone as we grew older.

When my parents learned about The Green Academy, we hoped it would be an opportunity for me to find not only an academically challenging environment, but also – perhaps more importantly – a community. This meant transferring the family from Drumfield to Kingston. And while there was concern about Max, we all believed that given his sociable nature, moving would be far less impactful on him than staying put might be on me.

As it turned out, Green Academy was everything I’d hoped for. I was ecstatic to discover a group of students with whom I shared interests and could truly engage. Preoccupied with new friends and a rigorous course load, I failed to notice that the tables had turned. Max, lost in the fray and grappling with how to make connections in his enormous new high school, had become withdrawn and lonely. It took me until Christmas time – and a massive argument – to recognize how difficult the transition had been for my brother, let alone that he blamed me for it.

Through my own journey of searching for academic peers, in addition to coming out as gay when I was 12, I had developed deep empathy for those who had trouble fitting in. It was a pain I knew well and could easily relate to. Yet after Max’s outburst, my first response was to protest that our parents – not I – had chosen to move us here. In my heart, though, I knew that regardless of who had made the decision, we ended up in Kingston for my benefit. I was ashamed that, while I saw myself as genuinely compassionate, I had been oblivious to the heartache of the person closest to me. I could no longer ignore it – and I didn’t want to.

We stayed up half the night talking, and the conversation took an unexpected turn. Max opened up and shared that it wasn’t just about the move. He told me how challenging school had always been for him, due to his dyslexia, and that the ever-present comparison to me had only deepened his pain.

We had been in parallel battles the whole time and, yet, I only saw that Max was in distress once he experienced problems with which I directly identified. I’d long thought Max had it so easy – all because he had friends. The truth was, he didn’t need to experience my personal brand of sorrow in order for me to relate – he had felt plenty of his own.

My failure to recognize Max’s suffering brought home for me the profound universality and diversity of personal struggle; everyone has insecurities, everyone has woes, and everyone – most certainly – has pain. I am acutely grateful for the conversations he and I shared around all of this, because I believe our relationship has been fundamentally strengthened by a deeper understanding of one another. Further, this experience has reinforced the value of constantly striving for deeper sensitivity to the hidden struggles of those around me. I won’t make the mistake again of assuming that the surface of someone’s life reflects their underlying story.

Here you can find a prime example that you don’t have to have fabulous imagery or flowery prose to write a successful essay. You just have to be clear and say something that matters. This essay is simple and beautiful. It almost feels like having a conversation with a friend and learning that they are an even better person than you already thought they were.

Through this narrative, readers learn a lot about the writer—where they’re from, what their family life is like, what their challenges were as a kid, and even their sexuality. We also learn a lot about their values—notably, the value they place on awareness, improvement, and consideration of others. Though they never explicitly state it (which is great because it is still crystal clear!), this student’s ending of “I won’t make the mistake again of assuming that the surface of someone’s life reflects their underlying story” shows that they are constantly striving for improvement and finding lessons anywhere they can get them in life.

Where to Get Your Overcoming Challenges Essays Edited

Do you want feedback on your Overcoming Challenges essays? After rereading your essays countless times, it can be difficult to evaluate your writing objectively. That’s why we created our free Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays. 

If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools. Find the right advisor for you to improve your chances of getting into your dream school!

Related CollegeVine Blog Posts

Five Things Dyslexic Students Need to Know Before Applying to College

There are many lists of colleges that are reputed to provide adequate accommodations to students frustrated by dyslexia and other “learning disabilities” or “learning differences” including ADHD, dysgraphia, and ASD. One of the most comprehensive can be found at Dyslexic Advantage ’ s website .

If you’re dyslexic, applying to college can be an anxiety-filled and time-consuming process.

Yet even among the “dyslexia-friendly” colleges that appear on these lists, there is a lot of variation, school to school, in how the need for accommodations is interpreted and how accommodations are implemented.  In addition, there are many colleges, including Skidmore College, that are reputed to provide adequate accommodations but whose names do not appear on most lists of “dyslexia-friendly” colleges. And, of course, there are also all the colleges you want to apply to whose names don’t appear on any “dyslexia-friendly” college lists.

So how do you know where to apply?

Should I talk about dyslexia in my college essay? (Twice Exceptional)

Im a high school junior and I am dyslexic but I’m also a twice exceptional student, meaning I’m gifted and have a learning disability. I am near the top of my class, valedictorian, and have a good SAT score so I plan on applying to some very competitive schools. I am wondering if I should talk about being dyslexic in one of my essays because it is a big part of who I am and something that I am proud of but I am worried that colleges may see it as a negative. I would love to write about how I have overcome my dyslexia and it taught me to be accepting of everyone and to be hard working. However, my essay won’t be about how I don’t use extra time or any accommodations, like the one example essay I have seen for a competitive college about dyslexia because I have an IEP and use accommodations and I think that they are really important. I am really passionate about the idea that everyone with a learning disability should have access to accommodations and try to encourage other dyslexics in high school to get an IEP. At the same time, I know that being 2e is not well known and I worry that a college would count that as a negative towards me, especially if its a toss up between me and someone else but then I think that it could possibly put me over the edge because I have overcome it. I would love any opinions about whether it would be a negative.

It would be fine to write about it. Just keep it positive – about what you learned, how it impacted you, how it made you who you are today, shaped your views etc. Don’t let it turn into a “poor me” essay.

I definitely think you should talk about that in your essays. And I think that any college that does not see that as an asset, and/or does not understand what 2E is is not a college you want to go to anyway. Have you read the book The Dyslexic Advantage? I suggest reading that, although it sounds like you already understand the flipside of dyslexia. Concepts in the book, combined with your own experience, will make for a really great essay.

Maybe write about how you being dyslexic and using accommodations has spurred you to be an advocate for others?

Because “I have dyslexia and use accommodations and worked hard” is not interesting, but “I used accommodations to level the playing field for me and think everyone else should have the same chance and did something about it” is very interesting.

Agree with bopper, this can either be a very boring topic or a very interesting topic depending on how you write it. I would suggest coming up with a couple of other ideas as well to use as back ups.

87 Dyslexia Essay Topic Ideas & Examples

🏆 best dyslexia topic ideas & essay examples, 🥇 most interesting dyslexia topics to write about, 📌 simple & easy dyslexia essay titles, ❓ dyslexia research questions.

• Personality and Life Quality of Children with Dyslexia The findings of the investigation revealed that dyslexia is a common mental problem that affects a significant number of school-going children.
• Multilingual and Monolingual Children with Dyslexia Contextualization of dyslexia as a language-based learning difficulty that compromises single-word decoding signifies gaps in the phonological development of a child. In addition, phonological growth in one language reverberates across metalinguistic development in the other, […]
• Dyslexia Program Review The determinants of dyslexia and the procedures for its evaluation are described in the TEA Handbook, which is based on the Rehabilitation Act of 1973 Section 504, the Individuals with Disabilities Education Act, and the […]
• “Neurogenetics and Auditory Processing in Developmental Dyslexia” by Giraud The authors propose that general alteration of the human cortical neuroanatomy and the dyslexia relation genes contribute to difficulties experienced in reading by rather intelligent people.
• Personality and Life of Children with Dyslexia To answer the research questions, it is necessary to collect information about the peculiarities of the life of children with mental problems and dyslexia.
• Dyslexia in White Females Ages 5-10 According to the article, Learning difficulties are one of the many consequences of Dyslexia. Children with Dyslexia are more likely to experience learning challenges if their siblings and parents suffer from the same condition.
• Dyslexia Tutoring and Assessment Reflection Thus, a detailed study of this course, analysis of student assessment tools and special training programs allowed me to rethink my approach to teaching children in many ways and realize the problems of children with […]
• Kurzweil-3000 for Students With Dyslexia The user can then opt to read through the text continuously or at a comfortable pace with the help of the voice features.
• Dyslexia Disorder: Characteristics and Services Primary dyslexia is a kind of dyslexia disorder which is caused by dysfunction of cerebral cortex of the brain and the condition is not normally affected by change in growth development.
• “The Big Picture: Rethinking Dyslexia” by James Redford One of the strengths of the movie is the incorporation of medical professionals, Sandra and Bennet, who work at the Yale Center for Dyslexia and Creativity, and they bring the positive aspects of the mental […]
• Role of Behavioral Science in Treatment of Dyslexia and Dyscalculia The goal of this area of psychology is to understand the processes of perception of information for the treatment of diseases and disorders associated with their impairment.
• Dyslexia Students and Their Inclusion Needs Carrington highlights the need to foster a culture that allows students with special needs to function optimally in the mainstream education system.
• Dyslexia and Intervention in American Schools According to Enns and Lafond, learning to read and write for the students with ear problems is a big challenge not only to themselves but also to the teachers themselves.
• Learning Disability: What Is Dyslexia? As noted in this paper, many aspects of dyslexia are unknown, and thus further research is needed to address the problem.
• Assistive Technology for High School Students with Dyslexia The study query being dealt with is, “Can assistive technologies meet the requirements of dyslexic high school students when it comes to writing assignments?” The first part of this proposal details the underlying literature to […]
• Dyslexia: Definition, Causes, Characteristics It is also supposed to be genetic and those with the history of the condition are supposedly a 23-65 percent likelihood of having a child with dyslexia.
• ADHD and Dyslexia: Supporting Children and Adults With Learning Difficulties
• Categorical and Dimensional Diagnoses of Dyslexia: Are They Compatible?
• Children With Dyslexia and Familial Risk for Dyslexia Present Atypical Development of the Neuronal Phonological Network
• Developmental Dyslexia and Dysgraphia: What Can We Learn From the One About the Other?
• Dyslexia and the Problem of Awareness Training for Teachers and Managers
• Dyslexia: Educational Psychology and Modern Imaging Tools
• Varieties of Developmental Dyslexia
• Understanding Developmental Dyslexia: Linking Perceptual and Cognitive Deficits to Reading Processes
• Education Provision for Adolescents With Autistic Spectrum Disorders, Asperger’s Syndrome, Dyslexia and ADHD
• An Evaluation of the Discrepancy Definition of Dyslexia
• Cytoarchitectonic Abnormalities in Developmental Dyslexia
• Defining and Understanding Dyslexia: Past, Present and Future
• From Genes to Behavior in Developmental Dyslexia
• Neurobiology of Dyslexia: A Reinterpretation of the Data
• On the Bases of Two Subtypes of Development Dyslexia
• Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level
• Developmental Dyslexia in Women: Neuropathological Findings
• Early Identification and Interventions for Dyslexia
• The Neurological Basis of Developmental Dyslexia: An Overview and Working Hypothesis
• Theories on the Development of Dyslexia: An Analysis of Several Cases of Dyslexia in Adults
• How Do the Spellings of Children With Dyslexia Compare With Those of Nondyslexic Children?
• Neuroanatomical Markers for Dyslexia: A Review of Dyslexia Structural Imaging Studies
• Characteristics of Developmental Dyslexia in a Regular Writing System
• Lesioning an Attractor Network: Investigations of Acquired Dyslexia
• Prevalence and Clinical Characteristics of Dyslexia in Primary School Students
• Functional Disruption in the Organization of the Brain for Reading in Dyslexia
• Dyslexia: A New Synergy Between Education and Cognitive Neuroscience
• Evidence for Major Gene Transmission of Developmental Dyslexia
• Developmental Dyslexia in Different Languages: Language-Specific or Universal?
• Predictors of Developmental Dyslexia in European Orthographies With Varying Complexity
• Recent Discoveries in Remedial Interventions for Children With Dyslexia
• Phonology, Reading Development, and Dyslexia: A Cross-Linguistic Perspective
• Developmental Dyslexia in Chinese and English Populations: Dissociating the Effect of Dyslexia From Language Differences
• Paying Attention to Reading: The Neurobiology of Reading and Dyslexia
• Disruption of Posterior Brain Systems for Reading in Children With Developmental Dyslexia
• Tackling the “Dyslexia Paradox”: Reading Brain and Behavior for Early Markers of Developmental Dyslexia
• Dyslexia as a Phonological Deficit: Evidence and Implications
• Grammatical Spelling and Written Syntactic Awareness in Children With and Without Dyslexia
• Inhibition and Updating, but Not Switching, Predict Developmental Dyslexia and Individual Variation in Reading Ability
• Dyslexia and Inclusion: Classroom Approaches for Assessment, Teaching and Learning
• What Is the Impact of Dyslexia on Academic Performance?
• What Subtypes of Dyslexia Exist?
• What Causes Orthographic Dyslexia?
• Are Categorical and Dimensional Diagnoses of Dyslexia Compatible?
• What Are the Causes of Dyslexia?
• What Is the Treatment for Dyslexia?
• What Are the Difficulties Associated With Dyslexia?
• What Part of the Brain Is Responsible for Dyslexia?
• What Are the Learning Strategies for Children With Dyslexia?
• What Controversial Dyslexia Treatments Are There?
• What Examples of a Research Paper About Dyslexia Can You Give?
• How Does Eye Tracking Machine Learning Detect Dyslexic Readers?
• What Are Collective Screening Tools for Early Detection of Dyslexia?
• What Are the Things in Common Between Dyslexia, Dysgraphia, and Dyscalculia?
• How Do Genetic Mutations Lead To Developmental Dyslexia?
• What Are the Behavioral Characteristics of Dyslexia?
• What Strategies Can Be Used to Help People With Dyslexia?
• What Are the Teaching Methods for Students With Dyslexia?
• How Does Dyslexia Affect Learning?
• Is Dyslexia a Barrier to Learning Languages?
• Can Music Be Used as a Rehabilitation Method for Dyslexia?
• How Does Dyslexia Affect Quality of Life?
• What Problems Do Teachers Have When Teaching Children With Dyslexia?
• What Are the Symptoms of Dyslexia?
• How Are Orthographic and Phonology Related to Dyslexia?
• What Are the Misconceptions and Myths About Dyslexia?
• What Is the Latest Research on Dyslexia?
• What Are the Most Common Problems of Children With Dyslexia?
• Who Is the Most Famous Person With Dyslexia?
• What Kinds of Jobs Are Good for Dyslexics?
• Bilingualism Research Topics
• Child Labour Research Topics
• Brain-Based Learning Essay Titles
• Classroom Management Essay Topics
• Brain Titles
• Learning Styles Essay Topics
• Emotional Development Questions
• Cognitive Psychology Topics
• Chicago (A-D)
• Chicago (N-B)

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Applying to College: Use the Essay

To Divulge or Not to Divulge

For students with learning disabilities, there’s the added challenge of whether or not to use the essay to divulge your disability. What if the essay reader has inaccurate notions about LD? Does talking about your disability look as if you’re making excuses?

There are no right or wrong answers. If there are inconsistencies on your transcript due to your disability, the admissions committee is going to notice. Your job as an applicant is to inspire confidence by showing that you are academically prepared and, if accepted, will be an asset to the incoming class.

One way to do that is by using the essay to address how your brain works to your advantage (see below for other alternatives); for example, relate how your dyslexia causes you to “think outside the box” using specific examples.

Should you discuss how you’ve overcome your challenges? Some admissions officers say this impresses them, others say it is hackneyed. Perhaps if you have a particular theme to your compensatory strategies, such as a combination of various technologies, it would make a favorable impression.

Obviously, if you’re applying to a school that specializes exclusively in students with disabilities, divulging your challenges in your essay is safe. Still, forget self-pity, excuses, doom and gloom; keep your essay upbeat.

Essay-Writing Tips

Colleges receive thousands of essays. Your goal is to distinguish yours from the pack. Below are some helpful tips from college admissions officers:

• Formulate your essay long before the application is due. You don’t want the pressure of having to muster extraordinary creativity during a hectic school year. Always start with an outline, then write. Put it away for a few days then read it aloud from a fresh perspective. Now, either edit or re-write it.
• Be honest. Taking an idea off the internet and tweaking it is not original, yet colleges frequently receive plagiarized essays. Many colleges use software to detect plagiarism.
• Be real. Show your personality and passion.
• Be sure your essay answers the question and has a strong thesis statement.
• Make your essay so personal that no one could have written it but you. Its purpose is to allow the admissions committee to see beyond your numbers and get a peek at the positive qualities that make you a student they’d want to accept.
• Use an opening paragraph that is unusual, humorous, or thoughtful—but not overly dramatic. Hook the reader and make her want to read more. Rather than using the concluding paragraph as a summation, show reflective analysis that tells the reader what you’ve learned.
• Stay laser-focused on a particular topic. Admission officers don’t want to read a laundry list of accomplishments, most of which likely appear in other sections of the application.
• Take a risk in your subject matter, but at the same time, make sure it passes the grandmother test: If it’s something you wouldn’t want her to read, don’t send it to a college!
• Use ordinary language. Essay readers are proficient at sniffing out candidates who use the thesaurus to impress.
• Proofread! Remember, you can’t always rely on software for grammar and spelling checks. Ask someone you trust to review your grammar, sentence structure, spelling, and tone.

Finally, while you want to submit your finest writing, know that even students with superb essays can be rejected. Remember, admissions officers are looking at an entire package, and a well-crafted essay can only exert so much influence.

• Use the “Additional Information” section to address your disability and its impact on your grades. Discuss how the accommodations you’ve received, as well as the extra effort you’ve put forth, have helped you compensate. This avoids the scenario of having an essay reader unschooled in the field of disabilities hurt your admission chances.
• Disclose your disability in an interview, assuming the college provides the opportunity.
• Ask that your learning challenges be revealed in one of your letters of recommendation. Someone with whom you’ve worked closely and who has a longstanding relationship with you is a good person to ask. He can address your work ethic and can-do attitude in spite of your challenges, thus inspiring confidence in your application.

Joan M. Azarva is a college learning specialist who focuses on the transition from high school to college for students with LD and ADHD.

Related Smart Kids Topics

• College Application: Choosing An Essay Topic
• Demystifying the College Application Process
• The College Interview

Dyslexia demystified: Challenges, misconceptions and realities 

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Dyslexia is often discussed as a catch-all explanation for reading difficulties, affecting millions of children worldwide. Despite its common use, the term is surrounded by misconceptions and varied interpretations, making it a complex and sometimes controversial diagnosis. The question remains: what exactly does it mean to be dyslexic, and how does this label influence the way we approach reading difficulties?

Imagine this scenario – one that is unfolding not just across the United States, but in cities, towns and clinics around the world.

Sarah’s parents had grown increasingly concerned about their daughter’s reading. Now, at age 10, she was reading at an age level equivalent to that of a normal 6-year-old. Each year at school, there were few signs of visible progress, and the parents witnessed their daughter change from an outgoing, lively youngster who enjoyed school in the early years to one who became increasingly withdrawn, anxious and tearful. As her confidence as a reader eroded Sarah’s willingness to attempt to read, or even share books with family members, declined. Parental attempts to help her were now met by protestation and avoidance. Consultations with school staff, who had long sought to help her improve her reading, had proven largely fruitless.

Wondering whether Sarah might have dyslexia, her parents paid for a private assessment from a neuropsychologist. After an extensive testing procedure, they were informed that she was dyslexic. Sarah’s parents were delighted by this confirmation. As they later explained to friends and family, “At last, we know what’s the matter with Sarah. Now, she will be able to receive the right form of intervention, one that is geared for dyslexic children. With this diagnosis, she will be able to receive the additional resources and help that she needs. Finally, we can confirm to her that her reading difficulties are not her fault.  We can impress upon her that she is dyslexic and assure her that she isn’t stupid, and she isn’t lazy.” 

• Why are dyslexia diagnoses problematic?

Perhaps the greatest difficulty with the term is that it is understood by researchers, clinicians, teachers and the general public in a variety of different ways. Most researchers employ this term to describe those with a severe and persistent problem with reading and spelling that is not caused by a severe sensory or intellectual disability. Accordingly, dyslexic participants in genetic, neuroscientific, psychological and educational research are typically selected based on their low performance on standardized measures of reading and spelling.

For many practitioners and clinicians, a diagnostic assessment of dyslexia involves a differing understanding of the construct. In this scenario only some individuals with complex reading difficulty are dyslexic, and underlying cognitive tests are required. Some also consider that those with dyslexia can be identified based on their biological profile.

“The Dyslexia Debate Revisited,” demonstrates that there are no scientifically valid criteria or assessments, whether involving genes, brain structure/function or cognitive processes, that can validly differentiate between a so-called dyslexic and a non-dyslexic poor decoder. While a long list of indicators of dyslexia can be found on the internet and in print, it is important to understand that these are merely common features of poor readers generally. When a struggling reader is assessed, it will be highly unlikely that some ‘typical features of dyslexia’ will not be observed. Unfortunately, many assessors simply ignore the science and continue to employ inappropriate measures for dyslexia diagnosis.

• Why is the belief that a dyslexia diagnosis will indicate appropriate intervention problematic?

As our book demonstrates, there are no forms of intervention more appropriate for diagnosed dyslexic individuals than for others with similar levels of reading difficulty; the diagnosis offers nothing extra to guide intervention.

• Why is the belief that a dyslexia diagnosis opens access to additional resources problematic?

What is problematic here is not the accuracy of the belief but, rather, the injustices that typically arise when resources are targeted to those who have the means and wherewithal to obtain a dyslexia diagnosis. “The Dyslexia Debate Revisited” explains how clinical diagnosis can only be applied to a small number of children, and consequently, large numbers of struggling readers, often those more economically disadvantaged, are excluded from the diagnosis and the resources and services that may result.

• Why is the belief that a dyslexia diagnosis helps the individual feel better about themselves problematic?

The importance of the diagnosis for increasing a positive sense of self is frequently cited as a key reason for providing a dyslexia diagnosis. However, if a child is told that their reading difficulties are not the result of being lazy or stupid but, rather, a consequence of their dyslexia, and thus not their fault, what are the implications for struggling readers who are not so diagnosed? Essentially, this is a zero-sum scenario in which diagnosed dyslexics may benefit while other struggling readers will be subject to inappropriate and unhelpful attributions.

We need to communicate a powerful and consistent message to practitioners and the public alike that no child (or adult) with a reading disability or their families should be seen as culpable for their reading difficulty.

“The Dyslexia Debate Revisited” argues that while continuing to use the term dyslexia to describe a severe and persistent difficulty with reading, we should dispense with its use as a formal, clinically assessed diagnostic condition. Rather than waiting for years before assessing a small number of children, we should seek to identify and address the needs of all children with reading (and language) difficulties from as early an age as possible.

Effective intervention for such children largely involves sound literacy teaching, which is often structured, explicit, comprehensive and intense. Additional resources and support should be introduced to those who continue to fail to respond. By operating in this way, the inequitable and scientifically questionable process of diagnosing dyslexia as a condition separate from other types of severe reading difficulty can no longer be justified.

By Elena Grigorenko, adjunct professor, Department of Molecular and Human Genetics/Brendan Lee Lab at Baylor College of Medicine and professor of psychology and director of the GENES:IS (Genetic and Neurobehavioral Systems: Interdisciplinary Studies) Lab at the University of Houston

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Dyslexia College Essays Samples For Students

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Free Essay About Dyslexia: Definition And Support By Educators And Medics

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When we hear the word dyslexia, the first thing that comes to mind is that, “Oh, Tom Cruise had it!” We also mention other celebrities such as Orlando Bloom, Cher, Steven Spielberg, etc. Oh yes, Steve Jobs also suffered from it (Famous Dyslexic People, p, 1). We often thought that they have had an insurmountable amount of disability yet we really never know what it is. At best, we often feel the admiration for these people because despite the disease, they have become successful. However, what exactly is dyslexia? Is it really difficult to overcome? How could people overcome it?

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Dyslexia is one of the most common learning difficulties. It was first introduced in 1884 by R. Berlin, a German ophthalmologist. He used it to describe a particular reading disturbance in the lack of a pathological condition in the visual organs to contain it. In his publication three years later, Berlin defined that dyslexia is caused by a left-sided cerebral lesion (p. 1). He presumed right handedness and spoke of "word-blindness."

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The purpose of this research is to aces the familiarity and perception of the people with dyslexia condition and understand dyslexia itself in both medical and educational standpoints. To assess the information, an open-ended questionnaire was used. Prevalence of the disease, its symptoms and management plans where the key concepts sought in the survey.

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What is the ways educator and medical professionals define dyslexia and support What is the ways teacher and medical professionals define dyslexia and support individuals who suffer from the effects of these learning disabilities?

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University News

Dyslexia conference to celebrate mc’s 20 years of training educators to help students overcome written language challenges.

In July 2004, the Mississippi College School of Education, in cooperation with the Academic Language Therapy Association and with support and encouragement from the Scottish Rite Masons of Mississippi, launched the first graduate credit Dyslexia Therapy Program in the state of Mississippi.

The M.Ed. in Dyslexia Therapy Program is a two-year, research-based training platform that prepares therapists and educators to meet a community need and assist students struggling with dyslexia and written language challenges.

It is fitting that on the 20th anniversary of this landmark achievement, the Mississippi College Dyslexia Education and Evaluation Center will conduct its fifth joint two-day Dyslexia Conference with the Mississippi Chapter of ALTA on Thursday-Friday, Sept. 26-27, in Anderson Hall in the B.C. Rogers Student Center. The theme of this year’s conference is “Knowledge Is Power!”

Jan Hankins director of MC’s Dyslexia Education and Evaluation Center, said the conference aligns with part of the center’s mission to “provide information and resources for parents, therapists, teachers, and other professionals” about the neurobiological learning condition that primarily effects reading and writing skills.

“The conference allows attendees to visit the Mississippi College Dyslexia Education and Evaluation Center, to experience MC’s unique campus, and to explore Olde Towne Clinton,” Hankins said. “It is also an opportunity to spotlight Mississippi College and the excellent programs of study, including the M.Ed. in Dyslexia Therapy offered here.”

For two decades, MC has been preparing graduates to hold an AA traching license with a 203 K-12 Dyslexia Therapy Endorsement. Based on the Orton-Gillingham approach, a scientific, universally successful, specific teaching approach that combines auditory, visual, and kinesthetic learning modalities, the course trains students to enjoy a rewarding career as a therapist.

MC’s M.Ed. in Dyslexia Therapy Program is accredited at both the Therapy and Instructor of Therapy levels by the International Multisensory Structured Language Education Council and is also an International Dyslexia Association-accredited program. The M.Ed. in Dyslexia Therapy at MC has been approved by the State Board of Education as a graduate degree meeting all requirements for an advanced degree for elementary and secondary licensed teachers.

The Dyslexia Conference will offer invaluable information for academic-language therapists, educators, administrators, psychometrists, college students, parents, and all interested individuals eager to learn about best practices when working with students who have language-learning differences and other learning challenges.

“Attendees will hear from experts in the field of dyslexia who will discuss the latest research and strategies for implementing that research,” Hankins said. “Attendees will also have the chance to network with other attendees from all over Mississippi and from surrounding states.”

Andrew Magers, Psy.D., founder of the Renewal Health Group in Madison, an outpatient clinic providing holistic and strategic mental health care, and Coretta Doss, a Ph.D. student in reading education and language arts and an R2D2 fellow at Florida State University who has more than 20 years of experience as an elementary and middle school teacher, will serve as the conference’s keynote speakers on Sept. 26.

A Clinton native and a graduate of Clinton High School and Mississippi College, Magers completed his doctorate of psychology at Wheaton College in 2016. His Renewal Health Group provides therapy, testing, medication management, and dietary counseling to the public. Magers’ areas of specialty include psychological testing, the holistic treatment of trauma, and the integration of psychology and spirituality.

Magers will present “Why Diagnosis Matters.” Within the realm of mental health concerns, it is common to hear the expression, “I’m not interested in getting a diagnosis, but . . .” Magers will explain the “what, why, and how” of differential diagnostics and argue for the benefit of diagnostic categories in people’s everyday lives.

Originally from Brooksville, Doss began her journey in education and service by joining the military in high school through the Delayed Entry Program. She earned her undergraduate degree from Texas State University and her graduate degree from the University of Michigan. She taught in the Oxford and Jackson Public School Systems and worked as a regional literacy coordinator and literacy coach for the Mississippi Department of Education under federal and state grants and with the Reading-Based Promotion Act Initiative.

Her commitment to advancing literacy led to her being awarded an R2D2 fellowship training grant by the Office of Special Education, which enabled her to pursue a Ph.D. in curriculum and instruction at FSU, specializing in reading disabilities and dyslexia. She has a Master’s degree in dyslexia therapy from Mississippi College and is a Certified Academic Language Therapist.

During her presentation, “The Power of Knowledge Stewardship,” Doss will explore the power of knowledge in various roles. The knowledge that can help individuals flourish as readers is a sacred gift. How we steward that gift is important: one should never underestimate how he or she can add value and influence others when knowledge is stewarded responsibly on the road to helping develop readers.

Additional sessions on Sept. 26 will cover math, writing, and movement activities for student success; transition/maintenance plans for the MC Dyslexia Therapy Program and its students; a dyslexia simulation; activities to enhance executive functioning; multisensory activities for middle and high school students; Dyslexia 101; writing instruction that works; and expressive/receptive language, among other topics.

Ben Foss, founder of Headstrong Nation, a national organization for dyslexic adults and parents of dyslexic children, will serve as keynote speaker on Sept. 27. During his morning presentation, “The Dyslexia Empowerment Plan,” and his afternoon talk, “Choosing Strength, Not Shame,” Foss will explain how, after years of battling with a school system that did not understand his dyslexia, he became proud of his condition.

Foss earned his J.D./M.B.A. from Stanford University and invented the “Intel Reader,” a mobile device that takes photos of text and immediately recites it aloud. He is the author of “The Dyslexia Empowerment Plan: A Blueprint for Renewing Your Child’s Confidence and Love of Learning.”

Additional sessions on Sept. 27 will include an update from the Mississippi Department of Education and a breakout session, “AI and You: Keeping True in an Algorithm World,” by Sarah Willis.

The conference costs $150 for the Thursday sessions, $150 for the Friday sessions, and $275 for both days. Costs include meal tickets for lunch in the MC Cafeteria. Registration will begin each day at 7:15 a.m. with the program to follow at 8. Continuing education is available.

Registration will end on Friday, Sept. 20. For more information or to register for the conference, click here .

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Thursday, September 5, 2024

Institute for southern storytelling’s latest documentary explores prolific southern writer’s life, loves, losses, parents, siblings learn what choctaw student life is all about during family weekend at mc, wednesday, august 28, 2024, white coat ceremonies mark mc school of nursing, pa students’ passage into direct patient care, tuesday, august 27, 2024, mississippi blood services’ fall drive helps mc faculty, staff, students ‘give the gift of life’.

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