Dyslexia

Never Tell Me The Odds

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My son’s prized book collection hidden behind a clay tank he created and his Pop characters

Dyslexia. For most of my life, the word conjured in me a sense of doom. Like so many people, I imagined a dyslexic person would be sentenced to a life without reading, a life without higher education, a life being thought of as a dummy. I never imagined dyslexia would touch my life. And then I tried to teach my sons to read.

Joe struggled with simple character reversals, consistently transposing b and d and 2 and 5. He couldn’t say his alphabet, always leaving letters out, skipping from p to v. His first grade teacher gave him a failing grade in reading during the first trimester that year, and I could not figure out how a child in first grade who was learning to read could be failing at it. We later discovered Joe had ADHD and mild dyslexia. Luke’s reading issues were worse than Joe’s. Luke not only transposed letters but couldn’t seem to stop confusing entire words, like what and that and the and who. When we tried to get him to read to us, he had every excuse imaginable. When he hit third grade, he began falling behind and we had him tested. Luke was diagnosed with moderate to severe dyslexia. We were told he needed to be taught to read in an entirely different way from his classmates and would either need to enter an intensive reading program for three months, which meant taking him out of school for that period, or be moved to a remedial school. I was crushed.

At that point, we made the decision to put both boys into a private school for children with learning disabilities. There they received not only reading instruction delivered in a way that allowed them to catch up to their peers, but also individualized math lessons and time with occupational and speech therapists. They began to blossom. We all began to see their strengths more than their struggles and started feeling hopeful about their prospects despite their dyslexia.

People often speak of their heroes: brave soldiers, firefighters, police officers, and selfless volunteers. I have never believed heroism belonged solely to people who save other’s lives or make immense sacrifices. I choose to find heroism in those who face adversity and rise above. My sons are my heroes. They started out behind their peers and have been working to catch up since birth. They’ve never given up. They’ve never accepted less for themselves. They’ve figured out how to embrace their strengths while working to overcome their struggles. It’s been a gift watching them develop and grow and push beyond the limitations inherent in the way their brains are set up. They inspire me.

Luke reads every day in his free time. He is not a fast reader, but he soldiers on. He challenges himself. He never quits. In seventh grade, he got 100 pages into self-chosen Mein Kampf before deciding he might not be mature enough for it yet. Last year in eighth grade Honors literature, he read White Fang, 1984, Watership Down, Of Mice and Men, as well as Jon Krakauer’s Into the Wild and Into Thin Air, and in his spare time he also read the 650-page biography of Steve Jobs and The Man in the High Castle. This summer he chose to read Homer’s The Iliad and then followed it with The Odyssey. On his Christmas list is a rare book about World War II written in 1948 by a Jewish soldier in the British armyHis teacher this year assigned Bless Me, Ultima and then said she was hoping they could compare that to Like Water for Chocolate, which she hasn’t yet assigned but he has finished reading anyway. I have no idea how this is the same kid who fought us when we asked him to read Don’t Let the Pigeon Drive the Bus.

A few weeks ago Luke said something I have been turning over in my mind since. He said, “Dyslexia is not a reason not to read. It is a reason to read.” And that sums up Luke. He’s Han Solo who says, “Never tell me the odds” or John Locke from television’s Lost when he exclaims, “Don’t tell me what I can’t do.” I’ve thought a lot about his attitude, about taking what is difficult and turning it to your advantage, about being told who you are and proving them all wrong. As a child, it’s easy to take what you are told about yourself and believe it. I know I did. But I think it’s time I start looking at life through Luke-colored lenses. Maybe all the things I was told I can’t do should become all the things I have to do. By my side will be the child who has shown me what it means to believe in yourself, naysayers be damned.

Out Of My Hands

The other day I was sitting in the car with my youngest while we waited for the high school to let out. I glanced over at Luke who, per usual, was already busy scribbling responses in a vocabulary notebook. As he worked diligently to get ahead on his homework for the evening, my eyes were drawn to his hand. I don’t normally notice the boys while they are ensconced in their school work. But, sitting in the car without much to amuse myself, I got curious to see what he was working on. As I looked over, this is what caught my eye.

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How does he even do that?

Luke has one of the most unique ways of holding a writing implement I have ever seen. This visual sent me tripping down memory lane, thinking of all the teachers and aides and tutors who were flummoxed by it. It was labeled maladaptive. When he was young and spent hours drawing and coloring, his grip constantly broke crayons. Beginning in preschool, teachers pointed it out as if it made him a freak, the Hunchback of Handwriting. I was told he’d never be able to get through school with that grip. His hand would tire. His writing would be illegible. Quelle horreur! Occupational therapists spent hours working with him to redirect it, to bring it in line with what is considered “normal.” For my part, I consistently deferred to their assessment that the situation was untenable and needed to be corrected because, well, what did I know? I was no expert. So Luke continued to do therapy and classroom work and tutor time in an effort to fix it, even though he didn’t see it as broken. In the end, no matter the effort that went into ameliorating it, he reverted back to what was natural for him.

Eventually, I found a reason to stop thinking about his odd pencil grip. When his third grade teacher mentioned it in our first conference with her, I told her we really could not care less. It was a non-issue. She looked at me like I had three heads and rattled off the reasons I’d heard myriad times as to why this was, in fact, a huge deal. I slid his psychoeducational evaluation across the desk and told her improving our dyslexic son’s reading skills was our only focus. Nothing like a bigger problem to make a smaller problem diminish. His pencil grip and handwriting blipped off the radar screen. It became nothing more than an extension of Luke’s character: creative, unbridled, and charmingly quirky. Nothing wrong with that.

Years later, I one day noticed my own pencil grip. It also would be considered maladaptive. It too would make preschool teachers cringe. Maybe if I’d considered it sooner, I could have saved Luke all the hassle of hours in occupational therapy, knowing I’d survived school and life with my own weird grip. Like mother, like son? Sorry, buddy.

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Apparently I owe Luke an apology

The little things aren’t always the big things we imagine them to be. Our fruitless attempts to remediate Luke’s pencil grasp taught me to choose my parenting battles more wisely in the future, to listen to experts but to weigh their advice against the bigger picture and my own gut feelings. With time and practice with my Little-Miss-Rule-Follower self, I’ve started to recognize I don’t always have to follow common procedure. Some things will improve with time and some things aren’t worth the trouble. My son who, despite his dyslexia, struggled his way from two years behind reading level in third grade to become the kind of kid who at 12 was reading adult, historical non-fiction books like Band of Brothers for fun, never needed help getting a grip. He needed help teaching the adults to let go of one.

People ponder the question of nature versus nurture. I posit it’s a bit of both. Sometimes one wins out, sometimes the other. We would like to be in control, to manage, to create order from perceived chaos, but the universe seeks to teach us otherwise. Maybe it would be better if we accepted that sometimes things are simply out of our hands.

The Inchworm in the 200 Meter

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On your mark

Our oldest son, a high school freshman, joined the track team last month. For most people, having their child participate in an extra-curricular sport is no big deal. But our kids, while not being completely unusual (well, except for Joe’s inexplicable obsession with K-pop), have struggled with sports. We provided and paid plenty for opportunities in activities like swimming, baseball, soccer, and golf, but nothing has stuck. I decided to accept that they were geeks, and sports were not their passion.

As winter gave way to spring this year, Joe expressed an interest in joining either baseball or track. We had been trying since the fall to steer Joe toward running for two reasons. First, he has these crazy long legs (he’s five inches shorter than his father right now but has the same inseam). Second, baseball requires mad hand-eye coordination while running requires, well, legs. We felt track would be a much better fit as a first sport for him, but no kid wants to be told what to do by his lame parents so he had been resistant. When he told me he was set on baseball, I gently reminded him that track is a co-ed sport where the uniforms are tank tops and short shorts. Ding. Ding. Ding. Winner, winner, chicken dinner! We were suddenly track parents.

I had no idea what that entailed, honestly. If I had known that track was going to require Saturday morning alarms set for 6 a.m. and meets in distant towns that ran from 8:30 a.m. until 4:30 p.m. in unpredictable and often downright cold spring weather, I might have given baseball a second thought. Still, a couple weeks ago we headed out for his first track meet and got to be spectators as our child participated in something.

Joe is our little inchworm. With his ADHD and his sensory issues and learning disabilities, he’s been a bit behind the pack from the beginning. His growth and development in most areas has been slow, steadily moving an inch at a time while other kids leapt forward in great strides. Joe approached the meet with the laissez-faire attitude and lack of competitive spirit he’s always shown knowing himself to be that inchworm. He ran his three events and finished last in each heat. We decided to count our blessings as they were. He was attending daily practices, taking responsibility for his uniform and gear, talking to different students, and committing to weekend events that encroached on his precious free time. Those are impressive feats for a teenager whose typical weekend events include marathon texting sessions, non-stop You Tube video viewing, and competitive carbohydrate consumption.

Toward the end of the meet, a fellow teammate backed out of the Men’s 200 Meter. The coach dropped Joe into the event in his stead. We had planned on cutting out a bit early, but bellied up to the fence to witness his last race. The starting gun popped and he was off. It looked like we were headed for another participation-ribbon run but, as he rounded the last turn, something clicked. Maybe he was tired of finishing last. Maybe he just wanted to be done more quickly. But, for whatever reason, he turned it on. We watched and cheered as he passed two other runners to finish 6th out of 8. It might not seem like much, but to me it was everything. I was teary eyed. He blew me away. I could not have been more proud if he had placed first in the fastest heat against the best runners at the event. It didn’t matter. He had progressed before my eyes, and it was beautiful.

After that race, I caught up with him. He was tired, but I had to ask. What was behind the change in that last 100 meters in his last race at the end of a long day? What was up with the afterburners? He told me he just decided to push himself and see what happened. He had his answer. His swagger had increased tenfold. He had found his motivation. Running with people is fun. Passing people every once in a while while doing it is more fun.

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Not in 8th anymore

Since that first meet, Joe has made continual improvements. His coaches have him working on his stride and pacing. He’s learning to use his upper body to add momentum. He’s using the starting blocks to his best advantage. He’s finished heats in second place, not eighth, and he’s done well enough to advance to more difficult heats where he is now finishing in the middle of the pack. My kid, who a few weeks ago told me he would finish out the season but didn’t think this was his thing, told me yesterday that he may do track and cross-country next year. I smiled inside but didn’t let on because, well, I wasn’t born yesterday and am not stupid.

Full disclosure. There have been times in Joe’s almost sixteen years when I wished he would hurry up and reach his stride. When would our inchworm start moving a little more quickly? I reasoned that at some point he would have to go at breakneck speed to catch up. Well, he’s running now, but he’s still an inchworm. He’s making incremental gains in his own time on his own schedule because an inchworm moves the only way he can, the way he does it best, slowly. He’ll never be a jackrabbit or a cheetah. It’s not his deal. I’ll never be able to speed Joe up to reach the milestones I had met by his age. It’s not happening. Instead, he’s teaching me to slow down, to be patient, and to trust that everything will work out as it should. I believe the world gives you what you need. I’ve spent most of my life running around without purpose in large circles and getting nowhere. It took an inchworm who runs track to show me how to gain ground with intention.

The Book Without Pictures

ImageFew things are as burdensome to a child with dyslexia as required reading. At least, this is what I have discerned over years of working with Luke and watching him battle with text. Because the only way out is through, Luke has to work twice as hard as typical children to make half the progress in reading. With a couple years of personalized instruction in decoding (phonics for children with dyslexia) and comprehension, he has made huge strides. He has jumped four grade levels in reading in two years. He is now a sixth grader reading at fifth-grade level. Things are getting easier, but they are still not easy.

And so, reading continues to be Luke’s least favorite activity. It’s the last bit of homework he chooses to attack each night. On the rare occasions that I can convince him to read aloud so I can track his progress, I swear the process is more difficult for me than it is for him. He is painfully slow, stumbling over words most children his age would not blink twice at. He continues to interchange “what” with “that” and “why” with “who” often enough that I find myself unable to follow along with the story in places. But, along he plugs, undaunted, while I do my own decoding to keep up.

For a couple months now, I’ve watched Luke carrying around this hardback book and pulling it out during his reading period. I never really thought about it much. I knew the title, had a vague idea what the story was about and that his teacher had chosen it for him, and that was where my brain came to rest on it. It was a book about a soldier in Afghanistan who felt compelled to save the stray dogs he found there. And it combined two of Luke’s favorite topics: war and puppies.

The other day, a little disheartened to see him still lugging around and reading the same book, I asked him about it.

“Luke…how many pages do you have left in that book? It seems like you have been reading it forever,” I said.

“About fifty, I think,” he replied easily.

“How long have you been reading that book now?” I asked.

“Since October sometime, I think. I can’t remember.”

“What page are you on?” I inquired.

“249” came the reply.

I sat with this number for a while, letting it slowly seep its way into my understanding like water filtering into sand. Two hundred forty-nine pages. Two hundred. Plus forty. Plus nine. Holy crap. That is a lot of pages for Luke.

“Can I take a look at it?” I asked.

“Sure,” he said, handing me Pen Farthing’s One Dog at a Time. All 308 pages of it. I flipped to the book’s center expecting to see a slew of photographs. There were none. Next, I paged carefully through the book. Twenty five chapters. Twelve point font. No drawings. No graphics. Adult vocabulary. War theme. Full of acronyms, foreign place names, and soldier-driven terminology. Then, it hit me. My eyes grew wide. This is a grown up’s book.

“Luke, this is a serious book. I’m really proud of you for sticking with it,” I praised.

“I’ve been going extra slowly because I want to make sure I’m not missing anything,” he told me.

“If you’re going to have this book at home over Christmas Break, I’d like to read it,” I told him. “I’m thinking we can share it and then when we’re both done we can have a book club meeting about it. Maybe we can go to Red Robin, just the two of us, and talk about it?”

“Sure,” he said. “It might take me a little longer to finish it, though,” he acknowledged.
“No worries,” I replied as I handed the book back to him so he could finish up his required twenty minutes of painstaking work.

I stood there, watching him for a few minutes, reveling in how tough he is. He is a warrior. Every day as a student he goes into battle, fighting to size up, outmaneuver, and slay the beasts that would diminish his opportunities for success. He knows more about himself and about what he can and cannot do than most adults I know. He struggles. He problem solves. He strategizes. He adjusts. And, most importantly, he perseveres. While reading a 300-page book at 12 might not be a tremendous effort for many children, it’s a Herculean task for Luke. So, I hope you’ll excuse me if I appear to zone out while you remind me again about your child’s sixth consecutive semester on the Dean’s List. I mean, that’s great and all, but my dyslexic son is nearly finished reading a three-hundred page book without pictures. Clearly, I win.

Check This Box

Cutest note ever

Spring is in the air. The songbirds have returned to my bird-feeder welfare state. Tulips are in blooming underneath our spring snow. The flowering trees have kicked my allergies into overdrive. We’re solidly entrenched in the season of new beginnings and hope, which is why I was not at all surprised when the other day my youngest climbed into my car after school smiling quite sheepishly, holding in his hand a folded paper note with a smiley face painted on the outside.

He was whispering rather excitedly to his brother and his brother, in turn, was whispering back. Their hushed conversation was both animated and intense. I had a good idea what was going on based on conversations we’d been having for weeks, but I waited to be included. Finally, Joe’s excitement spilled over.

“Luke got a note from Maddy,” he gushed. Then he added, “It’s depressing.”

“How is it depressing exactly?”

“It just highlights my many failed attempts with girls,” Joe said.

“How many attempts?” I asked. This was all news to me.

“Eight,” he replied instantly with complete assurity.

“Okay. Can we talk about that in a minute? This isn’t about you. It’s about Luke. Let him tell his own story,” I chided. “What’s going on, Luke?”

“Well, after school I found this note in my locker,” he replied, handing me the piece of paper.

It was your garden variety, grade-school note. With carefully chosen words, the author was attempting to ascertain Luke’s level of interest in her. The innocence of the note made me smile. Any note with a “check this box” format wins my heart every time, and this note had two different questions with corresponding boxes. Add to it the charming spelling irregularities of dyslexia and you’ve got about the sweetest correspondence ever. I handed it back to Luke.

“So, how are you going to respond?” I asked

“I’m not sure,” he said.

“I thought you like Maddy,” I replied.

“I do. I’m just nervous. What if I tell her I like her and she doesn’t like me?”

“She wouldn’t have bothered to write the note if she didn’t like you,” I told him. “Girls generally don’t bother with guys they don’t like. We try to avoid them. Trust me.”

“Well, then, I think I will answer yes to the liking her question. But I don’t know what to say about the question of if I have a girlfriend,” he said.

Do you have a girlfriend?” I inquired knowing full well the answer.

“No, but…,” he paused.

“You are afraid to put yourself out there?” I asked.

“Kind of,” he said.

“I can tell you this. If you like her, you shouldn’t play games. Be honest.”

“Okay. I will tell her I don’t have a girlfriend then.”

“Or…or you could make a third box to check that says Not Yet. That would let her know you’re hoping she will be your girlfriend,” I suggested, digging way back into my memories of flirting protocol. “That puts the ball back in her court,” I said, “but still keeps you safe because it’s not a definitive answer.”

“Yes. I like that,” he replied with clear relief that there was a way to respond that didn’t leave him completely vulnerable.

He folded up the note, put it away, and Joe used the opportunity to begin his lamentation about his 12-year-old brother’s third success in dating while he still only had one success, way back in kindergarten, and he’s almost fourteen. It’s hard to be Joe.

I’m grateful that my sons are willing to talk to me about girls, at least thus far. The world of interpersonal relationships is a minefield. I hope to keep the lines of communication open with them as they negotiate their way through it. They know I am an old lady, but they also know I dated plenty before I married their dad. I have shared some of my stories of heartbreak, embarrassment, rejection, and shame so they know I have been there and can commiserate. It will be difficult to stand by during the tragedy of their first broken heart but, for now, I’m enjoying the check-this-box phase of newly sprung love or, in this case, like.

A Belated Holiday Letter For All The Late Bloomers

On their way to becoming awesome…someday

On their way to becoming awesome…someday

I was rifling through a stack of papers on the counter yesterday and came across a holiday letter that arrived in a card from some friends of ours around Christmas. Okay. I feel your sneer of judgment. Yes. I still have holiday mail on our kitchen counter. Guess what? We still have a broken, faux Christmas tree lying on the floor in the rec room too. I’m leaving it there at least until Easter to prove how very zen I can be in the face of ridiculous things. So there. Anyway, I opened the letter and reread it. It was, as most family holiday letters are, a beautifully composed, loving tribute to our friends’ apparently flawless, exceptional, decorous, loving children. I’m a natural skeptic, so I’ve always assumed children like the ones outlined in those letters are figments of fantasy, like Santa Claus, the Tooth Fairy, and men who multitask…a charming idea, but a complete fabrication. Still, we get many letters just like that one every year, rife with phrases like Eagle Scoutstraight A honor studentVarsity letter, State championships, class president, volunteer hours, and first place, which are aimed at making me believe that children like this exist in families all across this nation. It must be reality for some people.

Friends have asked me why I do not send out a letter with our Christmas cards. They figure that a writer should be at the top of the list of Persons Most Likely To Write A Holiday Letter. But I don’t because comparison is an ugly thing. We don’t have the kind of children who look good on paper. They’re off schedule and complicated and not in line with many other children their ages. In terms of learning, our children are classified as “atypical” and that doesn’t play well without lengthy and exhausting explanations. Even though we don’t write holiday letters, we think they’re awesome. We’ve just accepted that their beauty sometimes gets lost in the comparison game.

If I were to write a holiday letter, it realistically might contain paragraphs that read something like this:

Joe is thirteen and in seventh grade this year. He’s completely immersed in Pokémon and adores Japanese culture. He keeps asking when we can go to Tokyo. He used most of his Christmas money to buy Pokémon plush toys that he and his brother use in elaborate stop-motion video stories they are creating for their YouTube channel. Despite his ADHD and dyslexia, he’s making great progress at school. We are so proud that he’s using capitals and periods in his schoolwork on a more consistent basis these days. He’s still reversing his Bs and Ds, but we are hoping that he’ll have that mostly figured out by the time he’s writing college entrance essays. Joe has finally mastered the coordination and multiple steps to tie his own shoes now, which has taken one thing off my plate. He uses about 400 knots to make sure they don’t come untied, though, and that has created a different hassle as I now have to unknot his shoes each morning. Be careful what you wish for! After two years of private ski lessons, his core strength and coordination have improved enough that he has a mastery of most beginner slopes. We hope to have him exclusively skiing intermediate slopes by the end of next season. His favorite books are graphic novels, his favorite food is pasta, and his classmates call him “Puppy.” He never misses his nightly spa time, which mainly involves sitting in the bathtub while watching a continuing stream of Netflix videos on his iPad from across the room. Thank heavens he was gifted with great eyesight and the brains to know not to bring the iPad into the tub with him.

Luke is eleven now and in fifth grade. He is a talkative, class clown, and his teachers have initiated a rewards system to keep him reined in during class. So far it seems to be working because our last parent/teacher conference went off without tears. This year his decoding skills have gone off the charts and he is reading at a beginning of fourth grade level. He’s still struggling with fine motor skills and his pencil grip is downright bizarre, but his handwriting is bafflingly lovely. He loves to draw, write stories, build Legos, and watch episodes of Parks and Recreation. And, this year he began catching footballs successfully. He’s still two inches shy of being tall enough to ditch the booster seat in the car, but he’s getting there! His latest career aspiration is to be an entrepreneur/architect/engineer, but he’s planning to author books in his free time, which we think will make him quite well balanced. His sensory issues force him to sleep in a nest of blankets, pillows, and plushes, but he showers regularly, doesn’t eat in bed, and sleeps on the top bunk so we are reasonably sure there are no rodents up there with him.  All is well and we are grateful. 

Now, this holiday letter fodder might seem a bit hyperbolic, but overall it’s an accurate account of life with our exceptional sons. They are not straight A students. They are not athletes. They are not overachievers. They’re not on the Dean’s List. They’re not first chair in orchestra. They struggle a lot, work hard to catch up with other kids their age, and keep plugging away. They are, in every way I can see, damn near perfect human beings, emphasis on the human part. And I may never be able to write a holiday letter extolling the impressive scholastic or athletic achievements of their youth, but I could not be more proud of my young men.

I don’t begrudge any of our friends the joys of having children who are achieving at a high level already. After all, it’s a lot of work being a parent, and a smart, capable child who is excelling in many things can only do so with personal support and chauffeur services. My friends have earned the right to brag about their offspring. As for our boys, I suspect they are simply late bloomers. Sooner or later, all their hard work and dedication will pay off. And someday I’ll send out a holiday letter to share how far they have come. Our Christmas card with personal letter in 2035 might just blow your socks off.

I Got My Report Card

So proud of these little monkeys

So proud of these little monkeys

A bunny can only learn what he has the humility to admit he doesn’t know. ~Bunny Buddhism

About five days ago we received a large and rather heavy envelope from the Havern School. From the cumbersome nature of the package, I sort of figured it was something dull (like an Annual Report) and I have no energy to deal with things like that. I’m lucky if I read all the way through the weekly email newsletters that have information I need to know (the same information, incidentally, that gets printed out and sent home in our sons’ backpacks but that I don’t get for three months because they forget to share anything that’s not a cold, a booger, or a piece of trash ). On the counter that large envelope sat while I went about my usual routine of ignoring the mail until it overwhelms the space and I am forced to reckon with it. Last night I finally opened that bad boy. Lo and behold, it was an annual report of sorts. It was the boys’ annual Academic and Therapy Reports.

As I’ve mentioned before, the boys’ school doesn’t provide traditional letter grades because students with learning disabilities typically struggle with standard assessments. Included in this large envelope was a cover letter from the Head of School explaining that “the faculty at Havern takes delight in the many other ways we observe and experience a student’s growth during the year — academically, emotionally, and socially.” In place of an online report card comprised of impersonal and mostly comment-free letter grades, I held 58 printed pages of precise information on my sons, what they have been studying, their strengths, their struggles, strategies that have helped them to improve, and recommendations on what we can work with them on over the summer. Fifty-eight frigging pages. I started to imagine that perhaps their school knows them better now than we do.

This was the first report card that reflected our sons back to me. Sure. Letter grades can offer a sense of a child’s success, but they can also mask problems. Luke had mostly A and B grades last year despite the fact that he was in third grade and had tested somewhere around a first grade reading level. These new reports, while overwhelming at first glance, provide an accurate picture of how far they’ve come and what’s next for us to tackle. The Havern School prides itself on seeing the whole child and, after flipping through the report pages, there is no doubt that the boys’ teachers, speech therapists, and occupational therapists understand and appreciate them as individuals. If you’re lucky, this is what a private education affords you.

For years while our boys were struggling and coming home with less than stellar grades, I felt like I was failing too. I mean, this is my job. I don’t work outside the home. I have no paying job. The boys are my job and, dammit, I take my job seriously. Letter grades don’t accurately reflect the amount of effort a parent puts into raising their child. Last night, though, as I leafed through the pages of the boys’ reports, I felt some validation because in with the information about how our boys are doing were words about who they are: respectful, well-mannered, reliable, hard-working, good sport, and conscientious. Admittedly, there were also some things in the reports to have a good giggle at. Luke’s report, in particular, mentioned his “enthusiasm” quite a bit. Enthusiasm is a teacher euphemism for talks-too-much-and-can’t-sit-still. And I had to smile at Joe’s occupational therapist’s mention of his  “mild gravitational insecurity” when it came to climbing the school’s rock wall at the beginning of the school year. I too suffer from mild gravitational insecurity. Joe’s classroom teachers mentioned what a deep thinking young man he is. Luke’s teachers mentioned his affinity for “cute, fluffy puppies” and his tendency toward being too hard on himself.

While I may not possess the unique neurological differences that our sons have, after reading the reports there’s no mistaking that these apples fell right under their family tree. I’ve often felt sorry for our boys. Having a hyper-critical, tough-minded, perfectionist mother when you’re struggling with dyslexia probably seems like a cruel joke. I see now, though, that my drive and determination to conquer whatever I attempt has filtered into my children in a way that might actually help them in the long run. These days, I make accommodations for my sons when they reach their threshold with school work, but along the way our boys learned from me that their issues are not an excuse for lack of effort or a bad attitude. I’m beyond proud of them for coming as far as they have this school year. It seems like just yesterday I left them on the school steps in August and crossed my fingers. All year I’ve been telling them to work hard and to believe in themselves and they will land squarely where they need to be. Turns out I should have taken my own advice.

I got my report card this year and I finally believe it’s one worth celebrating.