RiSE is proud to introduce the

These 5 students were especially able to convey the RiSE Scholarship Foundation, Inc. mission which is was established in 2010 to reward students with learning disabilities, who have shown determination, self advocacy and success in overcoming their difficulties and are pursuing post secondary education.

RiSE Scholarship Foundation, Inc. offers meaningful scholarships to award the success of students, to bring awareness, and education to the subject of learning disabilities.

The 5 Award Recipients will receive $2500.00 payable to the college that they attend in the fall of 2012.

• Sedona Tuss- Davis, California – Davis Senior High School
• Chandler Cook- Tyler, Texas- Chapel Hill High School
• Cole Little- Abbott, Texas- Abbott School
• Charlie Robertson- Atlanta, Georgia – Holy Innocents Episcopal School
• Leah Gilbertsen- Camp Lake, Wisconsin- Wilmot Union High School

2012 Honorable Mentions:

• Jimmy Draper   – Long Beach, Ca.-Woodrow Wilson High School
• Victoria Dorrian  -Arlington, Va.-The Lab School ( D.C.)
• Roland Castellanos III   – Marietta, Ga.-Mount Paran Christian School
• Anthony Georgetti   – Milford, CT.-Joseph A. Foran High School
• Katie Stone   -Flagstaff, Az. -Primeravera Online
• Joseph Anthony  -Yardley, Pa. -The Hun School of Princeton
• Colin Hollow  -Butte, Mt.-Butte Central High School
• Austin Wielansky  -St. Louis, Mo. -Bhrem Prep School
• Claudia Miles – Atlanta, Ga.. -Ben Franklin Academy
• Julia Philips  – Oakland, Ca.-Bayhill High School

For further information, or to donate or volunteer, please contact us.

Leah is a talented writer with a gift of expressing herself beautifully. She is graduating this spring from high school and headed to a large university in the fall. Below are her encouraging words and advice for students that have learning differences.

Leah is one of 5 winners of the 2012 RiSE Scholarship Awards.

Thanks Leah, for allowing us to share!

A letter to another with a different kind of mind:

So, you have just been labeled…diagnosed with a learning difference. You are probably wondering, “How does this change me?”  Well it doesn’t. You are still you and this new label is just one more adjective that you can use to describe yourself. Do not be ashamed…let this new diagnosis be an explanation for the struggles that you have been facing. This difference doesn’t simply cause you difficulties however; that is that part of you that is perceptive, creative, and complex. Now that you are aware of your learning difference, you must learn to embrace it.

Relax…there is no need to be embarrassed. You are intelligent and capable in ways unique to you. Maybe the things that your whole class excels at are things that really challenge you, but don’t let bring you down. Sometimes there will be moments when everyone else is stumped and then it will be your time to shine. This is why learning differences are often referred to as a gift; because they give people the advantage of a different perspective. Sometimes, however, learning differences are mistaken for a disability. This is when you have to step up (for yourself).

Find the courage to explain to others who you are and what you need. You can’t simply expect others to understand you. You must first understand yourself and then understand how to help you. It is really okay to ask for assistance, because there will be plenty of times when you will be there to aid others with your specialized talents. Learn to accept the support that may people will be ready to give you. You have what it takes to really grow and succeed, but a little help never hurts.

It is very important that you become aware of your greatest challenges. (Avoid the temptation to say “everything.” That’s just not true. ) Enjoy what you are good at. There will always be certain things that remain difficult, but they can often be approached in different ways to make them easier. Figure out how you learn best, because you still need to learn, and then use that as you’re very-own-secret-strategy. Don’t worry if no one else makes up songs to learn spelling words. If it works for you, do it. When you do face struggles always try, no matter how hard, to forgive yourself. Find within yourself a personal strength or a passion to keep you going. Setting long term goals can help keep you focused and positive. Knowing that you are working toward something that excites you can make the difficulties seem worth it.

People with learning differences always have unique talents. Often they are highly aware of their environment or are very observant and curious. Some of us have a strong sense of creativity and imagination. Many see the Big Picture in situations around them and in life. If you can identify where you are strongest and what feels the best to you, you can embrace it. Leaning into your strengths will really help overcome your weaknesses. Define yourself by what you can do easily, not by what you find hard to do.

My friend, always remember that you are not your label. Your mind is unique and spectacular. If people don’t appreciate how amazing you are, show them. Change their attitude about students like you. Be your own advocate and ask for help. Empower others like you to do the same. We need to support one another. Accept your differences and your difficulties, but always remember to let your talents thrive. Make yourself available. The world needs minds just like yours.

38 % percent of American school children, 20 million children, are unable to read grade level material.[1]

35% of children with learning disabilities drop out of high school, despite the fact that many are above average in intelligence.[2]

Up to 60% of adolescents in treatment for substance abuse have learning disabilities.[3]

Dyslexia affects at least 1 out of every 5 children in the United States, and is the most common learning disability.[4]

62% of students with LD were not fully employed one year after graduating from high school.[5]

Only 13% of students with learning disabilities (compared to 53% of students in general population) have attended a 4-year post-secondary school program within two years of leaving high school.[6]

Approximately 85% of all individuals with learning disabilities have difficulties in the area of reading.[7]

Only 13% of students with learning disabilities attended a 4-year post-secondary school program within two years of leaving high school.[8]

We all can make a difference and Rise above these facts!

With self awareness, determination, education and persistence, we can make a difference in the statistics!

[1] National Center for Educational Statistics

[2] National Longitudinal Transition Study

[3] Hazelton Foundation, Minnesota.

[4] NIH

[5] National Center for Learning Disabilities

[6] National Longitudinal Transition Study, 1994

[7] National Institute of Child Health and Human Development

[8] National Longitudinal Transition Study, 1994

Click here to access the full article on gap year and bridge programs.

Recently many students have been considering an alternative to going straight to college after high school. This is especially true for students with specific learning disabilities. These programs are often times called a gap year or “bridge programs”. Though these programs tend to be more expensive than a typical community college, or state school tuition, they are very focused on preparing the LD student to have a successful college career. Often they will help with life skills, essay writing, adaptive technology and self advocacy. Many allow the students to live in a dorm setting to become comfortable before taking on a typical course load at college.

A recent interview with Kylie Cyr, the admission director of SOAR, a camp for children with ADHD and learning disabilities in North Carolina gave RiSE a little insight to the idea of a gap year. In her professional position Kylie knows children with LD exceedingly well, in addition she attended the Options Program at Brehm. After realizing her learning differences in high school, the Options Program was a tremendous benefit to her confidence, academic success, and career.

RiSE: You have spoken about the benefits of attending the Options program at Brehm, on a video. http://www.youtube.com/watch?v=FHDlwVMdsL Can you elaborate?

KC: The benefit for me attending one of these programs is that the staff gets to know me and they really take the time to help. It gives teachers an opportunity to see how you learn and teach you how you learn. It also helped provided me with the structure that I desperately needed with school, study hall, and free time.

RiSE: Did you receive credit for college while attending the Options Program?

KC: Yes, the Options Program introduced me to the college environment with guidance and support. I was able to attend the local community college, where I earned college credits towards a degree and I also had one-on-one tutoring and instruction from the Options staff and teachers which helped me successfully complete my classes with passing grades.

RiSE: Can you explain the benefit of a Gap year or bridge program for students?

KC: It is always good to have something to do over summer break to keep up the momentum you’ve gained over the school year. Most programs will run a regular 9 month school year and then students will go home for summer break. SOAR offers a fabulous summer program call the “Postgraduate Program” which provides a bridge between spring and fall Semesters for young adults. This summer program provides structure, support, life skills training, social skills training and an opportunity for students to be supported over the summer and to still be gaining valuable skills along the way.

RiSE: Did you attend college after attending the Options Program?

KC: I went on to attend Boise State University and majored in Communication and also attend Ohio State University and took a 2 year program in Food Science.

RiSE: Do you have any advice for high school students with LD, who are considering college

KC: Yes, college can be an amazing experience if you know your limits! You have to set yourself up for success from the beginning, find an advisor that understands that not everyone learns the same, find the resource room AND USE IT! Don’t worry about what other people think, 9 times out of 10 you will never see your classmates again anyway, and your real friends you make in college won’t judge you anyhow! NEVER be afraid to ask for help! Structure your days….design your class schedule to best suit you! Communicate with your family! Communicate with your professors, if you keep them in the loop they will be more willing to work with you in certain areas! Don’t over extend yourself with classes…take a few classes at a time and volunteer locally or get a part-time job at a coffee shop in town, find a balance, designate yourself study hall time (I used to go to the library after my last class for 2 hours Monday, Tuesday and Wednesday’s).

A list of Gap/ bridge programs: 

• University of Iowa –REACH program (Realizing Educational and Career Hopes)
• University of Arizona – SALT program ( Strategic Alternative Learning Techniques)
• Landmark College- Summer Programs & Bridge Semester
• Curry College
• Step Forward
• Options Program at Brehm- post secondary program with focus on transition to college
• Academy at SOAR Middle/High School and students up to age 20

 To reach Kylie or to find out more information about the programs at SOAR’S website: www.soarnc.org

The RiSE Scholarship Foundation Award is not applicable toward gap year or bridge programs at this time.

The Five Rs of College Paper Writing

By Stefanie Weisman.

There are few tasks in college that demand such a wide variety of skills as writing a research paper.  It requires time management, research skills, creativity, logic, persuasive writing, and much, much more.  Intimidated?  Don’t be.  By following the five Rs below, you’ll be well on your way to writing a grade-A paper.

1. Read the instructions.  Most professors will give you a written assignment as the basis for your paper.  I can’t tell you how many students throw points away by not following these instructions to the letter.  Remember: read, don’t skim – and then read it again.  Look out for things like how many pages and what types of sources are required.  Don’t disqualify yourself from an A before you’ve even started!

2. Restrict your focus.  If your professor hasn’t told you what to write about, choose something you’re interested in, but keep your focus as narrow as possible.  I recommend choosing a topic that’s accessible but still fairly obscure – this way, you won’t be overwhelmed by all the material out there, and you’ll avoid writing on a subject that’s been done to death.  That’s how I chose a topic for my senior thesis.  I wrote about the English Peasants’ Revolt of 1381 (ever heard of it?) because there were only a handful of primary sources to contend with and the secondary sources weren’t too extensive. 

3. Research actively.  Many college papers require you to do independent research and come up with a thesis.  (A thesis, by the way, is the statement you’ll be proving in your paper.)  Start by searching your school’s online library catalog to find the general location of your topic.  Then, go to that bookcase or shelf and tear it apart!  Look at all the titles and skim through the ones that pique your interest; you’ll find stuff you never would have known existed with an online search alone.  If your school provides you with access to it, use the database JSTOR to get a sense of the latest scholarship on your topic.

As you read through your sources, write down any quotations, facts, and ideas that strike you, with page numbers.  This is critical for two reasons: (1) reviewing these notes will help you come up with a thesis; and (2) when you’re writing the paper, you’ll be able to cite your sources without going on a wild goose chase for half-remembered quotes.

If you’re lucky, a light bulb will go off and you’ll find the perfect thesis.  For the 99% of the times when this isn’t the case, here are some tips on how to force inspiration:

• Challenge statements that are overly conventional, contradictory, or controversial.
• If your teacher posed a question in class and didn’t answer it, he or she is practically giving a thesis away.  You just have to come up with an answer.
• Look in the footnotes of academic texts for the authors’ half-finished ideas and unproven theories.  Footnotes are the great untapped resource for students in search of a thesis.
• Keep reviewing your research notes until a theme or pattern starts to emerge.  Sometimes it takes a while to see the connection between things, but then – wham! – you’ll wonder how you ever missed it.
• Go to the prof’s office hours if you’re stuck, but come prepared with an account of what you’ve done so far.  Your teacher won’t be pleased if you walk in demanding a thesis for free.

4. Reinforce your argument.  Before you start writing your paper, you should make an outline.  For a short paper (under 5 pages), write down how each paragraph is going to support your thesis.  For a longer paper, just sketch out the flow of your argument.  This is when having taken detailed research notes really pays off; use them to find quotes, facts and figures to back up your thesis.  Now that you’ve laid the foundation for a successful paper, it’s time to start writing!  In general, your first paragraph should end with a clear statement of your thesis.  Every succeeding paragraph should begin with a sentence that links the previous paragraph to the point you’re making in the current one.  Don’t make your professor guess where you’re going.  Words like however, moreover, while, nevertheless, in addition, and although can really help get your point across.  Your final paragraph should summarize your argument and address its broader implications.

5. Revise, revise, revise.  Make sure you leave plenty of time to edit your paper!  No matter how good your thesis is, your professor probably won’t take it seriously if your writing isn’t polished.

Stefanie Weisman was valedictorian of Stuyvesant High School and graduated first in her class from Columbia University.  She has a B.A. in History, a B.S. in Computer Science, and an M.A. in Art History.  Her senior thesis won Columbia’s Lily Prize for the best thesis in history on a non-U.S. topic.  Stefanie is currently writing a book on how to achieve academic success called The Valedictorian’s Guide to High School and College.  For more information or to send her an email, go to her website at http://valedictoriansguide.com/

Stefanie’s paper is featured on the website of http://www.studentadvisor.com

It is their mission to: Empower students of all ages to confidently determine which college is the right fit for their personality, academics, budget, career path, and future.

How did I do this?  By using techniques familiar to many learning disabled students: hard work, perseverance, and playing to my strengths.  Ironically, my learning weakness may have contributed to my academic success.     

I learned at an early age that my reading ability was far better than my listening comprehension.  Since I didn’t absorb much during class, I took extremely detailed notes so I could review them at my own pace.  I became a speed-writer by using my own brand of shorthand to record every tidbit of information, while most of my classmates were satisfied with a skimpy outline.  I think this really worked to my advantage.  According to a 1968 study by John McLeish, students remember only 42% of the information in a lecture by the time it ends, and only 20% a week later.  My classmates may have understood the lesson while it was being given, but when test-time rolled around, most of that understanding had evaporated.  I, on the other hand, knew the lecture better than ever because I had reviewed it several times. 

I also relied on textbooks and other written material to explain what I had failed to grasp in class.  Books were my primary teachers, especially in high school.  I read complex passages over and over again until they were permanently etched in my brain.  I also took extensive notes on reading assignments to reinforce what I read.  These notes became invaluable for things like participating in class discussions and writing papers.  Whenever I wanted to support an argument, I could quickly look at my notes instead of desperately flipping through books to find some half-remembered fact or quotation.  All of this reading and note-taking was time-consuming, of course, but it forced me to develop a strong work ethic. 

I also turned down offers to join study groups, since I knew I wouldn’t absorb information in such an environment.  I believe that this made me a more independent learner.  While many of my classmates asked one another for explanations and clarifications (and were often given faulty information), I would examine my books and go to the teacher’s office hours for help.  In college, I often took courses that complemented my learning ability.  For example, I took Latin classes to fulfill my language requirement because they focused on reading instead of oral comprehension; and I majored in history in part because it emphasized the analysis of written texts.

I believe that by compensating for a weakness, I became a stronger student overall.  I sincerely doubt I would have been at the top of my class if my listening comprehension had been better.  There are two things I hope you take away from this: (1) everyone’s needs are different, and you must find the method of learning that works best for you; and (2) learning disability comes in all shapes and sizes, and may be found in those you least expect.

Stefanie Weisman was valedictorian of Stuyvesant High School and graduated from Columbia University with the highest GPA in her class.  She has a B.A. in History, a B.S. in Computer Science, and an M.A. in Art History.  Stefanie is currently writing a book on how to achieve academic success called The Valedictorian’s Guide to High School and College.  For more information or to contact her, go to her website at http://valedictoriansguide.com/

I have a non-verbal learning disability. This means that I struggle with visual-spacial relationships, my working memory and processing speed are slower than most people’s, and I have I hard time with some math concepts. But the part of my disability that affects me the most is having problems with visual-spacial relationships, because this makes driving very hard for me. If I have to drive to a place I’ve never been to, even if it’s not that far from me, my mom has to ride with me so she can tell me where to go and help me at difficult intersections. This can be very frustrating because I have my full license, yet I can’t drive as many places as most people my age. However, with time and practice, driving has gotten easier. The more I drive, the better I get at it, and my parents got me a GPS for my birthday, so I don’t have to rely on my mom as much when I go somewhere I ‘ve never been. In fact, I’ve come so far with driving that I was able to drive myself and my younger sister to my grandma’s house in Lake Hartwell, mostly by myself. My mom rode with me part of the way there, and my grandma rode with me part of the way back, and I used my GPS, but I was able to drive by myself with confidence. I have not let my learning disability completely define what I can do.

  So I challenge you, don’t let your learning disability completely define you. Know that you are so much more than that, and let this inspire you to become better at the one thing your learning disability makes most difficult. For me, it was driving, and for you, it may be something else, but do whatever you can to make yourself better at that particular skill. Practice it, and enlist the help of friends and family to help you and encourage you in your goal. Be persistent, and you’ll surprise yourself by how much you are capable of, and how you are so much more than the label of a learning disability.

Taylor Heffner is the winner of the Georgia 2011 RISE Scholarship Foundation, Inc., award. Taylor’s accomplishments are quite impressive. He maintained a high GPA at the Howard School, played varsity soccer, participated in track and field, and organized school volunteers for Habitat for Humanity. He has volunteered for many Atlanta service projects including Trinity Soup Kitchen, Open Door Community, Atlanta Community Food Bank, and the Atlanta Humane Society. Taylor will attend Andrew College in the fall.

Taylor’s positive attitude about his learning differences has enabled him to excel. He wants other kids to know that“The most important thing to remember is that this is just about the way you learn. You still learn, and you are just as smart and capable as everyone else, plus you will find that you have a lot more common sense and problem-solving abilities than most people.”

Kids Enabled presents Taylor’s success story:

Kids Enabled: What were your biggest struggles growing up? What were your toughest challenges in the classroom?
Taylor Heffner: My biggest struggle inside and outside of the classroom is understanding what is being explained or taught. I have come to understand that with some things, I need a great deal of repetition in order to fully grasp a concept. So I may have to ask for multiple explanations so that I can hear them in different terms and make practical connections. Because I didn’t want to feel different from my peers, who understood on the first go round, it took a while to become comfortable and realize that it is ok to ask questions.

KE: How old were you when you were diagnosed with a learning difference? What is your earliest memory of struggling in school?
TH: When I was in kindergarten my mom realized that I was learning at a different pace than my classmates, but the teacher reassured her that with time, I would catch up. She didn’t feel comfortable with this response and started some research on her own.

Looking back I can say my earliest memory of struggling with school came during the first months of first grade. I hated going to school. I would wake up during the middle of the night on school nights not feeling well and crying not to have to go school. I couldn’t really articulate what was going on, but I knew I hated it. Luckily, I had a very caring speech teacher who had seen and heard the way my teacher interacted with me and alerted my mom, who immediately met with the principal and pulled me out of public school. I went back to kindergarten at our church preschool and kindergarten where my mom was the director. I loved it there and started to enjoy school again. This gave mom a chance to continue researching learning differences and to find a school that would better fit my needs.

KE: How did your challenges change as you progressed through elementary, middle school, and high school?
TH: The following year I started school at Mt. Carmel Christian School. They had small class sizes, caring teachers and their philosophy was that we are all unique gifts of God. There I could continue to learn in a safe environment. Even though they did not have a specific program for students with learning differences, they did offer extra help for students that needed it. After much research Mom felt like I was probably dyslexic and found the Schenck School, who after testing confirmed the diagnosis. That was in second grade. I tutored there two times a week for a couple of years and stayed at Mt. Carmel through fourth grade.

It was such a struggle to keep up academically. I would come home from school and work on homework and study for tests for hours each day. I did well but it was incredibly hard, time consuming and frustrating. Mom realized I needed more specialized help where I could learn about how I learn so that I would be successful in the future. Luckily, we found The Howard School.

KE: Were there any particular interventions or teaching methods that helped you make gains academically?
TH: At The Howard School, teachers utilized different teaching methods to accommodate different learning styles. They taught me how I learn best. I learned that the more I can use my senses, the easier it is the comprehend things. I record my classes on my computer as I take notes so that I can go back and listen as I read. I also found that I retain more if I physically manipulate the material around, so I will print my information and move it, matching things up. When I was in elementary school I would practice spelling using shaving cream on the shower door or in a sand table. It was fun and actually let me touch what I was doing.

KE: Did your struggles ever cause your self-esteem to suffer?
TH: I think the only time my self esteem suffered was during those first few months of first grade. I was fortunate that my parents supported and encouraged me, and that they put me in schools that were good fits and helped me. My parents have also encouraged me to try new activities, exposing me to a lot of different things, so that I could find where my gifts are talents are.

KE: Do you feel prepared to go to college?
TH: I just graduated from high school and feel totally prepared for college. I know that it will be a huge transition in terms of expectations, work load, and being away from home, but I feel I have all the necessary skills to make it work. I understand that I will have to study harder than most of my peers and continue to find ways to make difficult classes more understandable. I have learned that perseverance pays off. I have learned that most worthwhile things in life do not come easy; you have to work at them. Because of Howard I have the confidence to advocate for myself and understand how important it is to do that.

KE: What advice would you give to parents of children who struggle with learning challenges?
TH: Advice that I would give to parents; love, support and encourage your child. He or she learns differently, but they still learn. It will take patience; you will often need to repeat steps in many different ways and you will need to be their advocate until they learn to advocate for themselves. It can be tough on your child’s heart and mind realizing that he is different from his friends, that things don’t come as easily. I also realize from my parents that it is hard on them, too. They have hopes and dreams for us. Together we can make those dreams come true; we will just go down a different path to get there.

KE: What advice would you give a child who is struggling in school?
TH: To a child struggling in school, who may be going through the diagnoses process or is newly diagnosed, I would tell him that it is not the end of the world; actually, it is a new beginning to learn how you learn. There are many successful people out there who have learning differences and you will be one of them too. The most important thing to remember is that this is just about the way you learn. You still learn, and you are just as smart and capable as everyone else, plus you will find that you have a lot more common sense and problem-solving abilities than most people.

• It is important to build strong relationships at school with your teachers. They want you to succeed and will help you to figure out how to do just that, if you show them that you are willing to work hard.
• Perseverance is a word that you will learn, and it will stick with you all of your life. Sometimes you will find that no matter how hard you study and prepare for a class, you just don’t get the results you wanted, but the ability to shrug it off and keep going despite the challenges will take you far in everything you do.
• Also, there are many assistive technology resources available now to help you with school work like computers and special software programs.
• Another valuable resource is your parents. I have been lucky to have extremely supportive parents to help, encourage, and guide me through the years. Parents are always on your side, and remember, they know you better than anyone. They can help you learn different ways to study. For me, the more hands on the better.

Remember, each of us is a unique gift from God. You have many talents; push yourself, even if it takes you out of your comfort zone to find them. You will have a successful and fulfilling life.

KE: Is there anything that you would do differently or think should have been done differently for you during your childhood education?
TH: As far as anything being done differently during my earlier education… I wish that all teachers understood that students don’t all fit the same mold, but that we have the desire and right to learn in a safe environment. I also wish that all teachers had the resources, knowledge, and desire to learn how to make a difference in our lives.

KE: How do you define success at this point in your life?
TH: Success at this point in my life means being happy, healthy, being loved and loving back, sharing my talents with others and on my way to a positive college experience!

The RISE Scholarship Foundation, Inc. has a mission to recognize and reward students with learning disabilities, who have overcome learning challenges, achieved academic success in their formative school years and will continue their educational journey by pursuing an undergraduate degree at a college or university. For more information about RISE Scholarship Foundation, Inc. please visit risescholarshipfoundation.org.

More than 1,000 to graduate this spring

By Lucy Weber
lweber@mcherald.com
http://www.mcherald.com/apps/pbcs.dll/article?AID=/20110512/CLASS/105120313

Kendall Moore’s parents never complained about the hours he spent playing computer video games.

After all, those games unlocked his future.

In the coming days, 19-year-old Kendall will be one of over a 1,000 students graduating from schools in Madison County. He ranks in the top 14 percent of the 463-member senior class at Madison Central High. With a 3.76 GPA and a 31 on the ACT, Kendall is headed in the fall to the University of Southern Mississippi, where he will be a Presidential Scholar and major in computer science. He wants to become a video game designer, and his parents, Kendall Sr. and Beth, believe he’ll make it.

“Kendall can do anything he sets his mind to,” his dad says.

Madison Central High School senior Kendall Moore plays a his favorite video game, Megaman 10, on Monday. Kendall has a language processing disorder, but he's graduating with a 3.76 GPA and will be a Presidential Scholar at the University of Southern Mississippi. Kendall wants to become a video game designer. (Greg Jenson/The Herald)

“If anybody can do it, Kendall can,” his mom says.

Thanks, in part, to those games he played at age 7.

“I thought I was just playing games,” he said.

But, those interactive games laid the foundation for Kendall to learn, overcoming a laundry list of challenges and diagnoses that don’t fit a single label. “As far as I can tell I was diagnosed with symptoms of all kinds,” he said.

His mother said the simplest explanation, despite the complexities of the issues, is that Kendall has a language processing disorder. “He learns differently from the rest of us.”

In a scholarship-winning essay, he wrote: “Imagine a message entering the brain and not taking a direct path to be understood and acted upon. Instead, the message is a spider web and scatters. Eventually, part of the message fit back together but it takes a little longer.”

Twelve years ago, at the recommendation of his speech therapist, his parents opted to try a new technology through a computer program where Kendall played interactive games two hours a day, five days a week for eight weeks. When he started, the 7-year-old Kendall tested at the level of a child at 5 years, 7 months. Two months later, he tested at the 7 year, 5 month level.

“It’s like we unlocked him,” Beth said.

“Learning seemed easy after that,” Kendall said.

Kendall didn’t talk much before the videogame therapy, but after those lessons there were times he couldn’t stop as all the things he wanted to say but couldn’t came flooding out, Beth said. “We discovered this very bright child.”

Now, a section leader in percussion with the Jaguar band, Kendall takes Advanced Placement Studio Art, Calculus and Government at Madison Central. He has achieved a senior first degree black belt in taekwondo and he has volunteered in numerous community services projects, including a camp to help inner-city children.

By his own admission, Kendall has to work very hard to succeed in school. He needs additional time to read and re-read information to make sure he understands it.

Kendall Sr. calls his son one of his heroes “because nobody works as hard has he works to the results he gets. I’ve never seen anybody like that.”

Results this graduation season for Kendall include numerous scholarships from agencies and groups in addition to a full scholarship from USM. One of his scholarships comes from the Rise Scholarship Foundation that recognizes students with learning disabilities who have overcome challenges to achieve academic success.

“Kendall’s ability to express himself and his learning difference set him apart initially from the other applicants. He has been able to identify his toughest challenges, and in doing so, he has found the areas that he excels in and enjoys,” said Jena Young, co-founder of the Atlanta-based foundation that awarded Kendall one of its first scholarships ever this year.

“His application was rich with details of how his learning differences have affected him, and he wrote, ‘Everyone has some challenge, and I am thankful that I know how to deal with mine.’ His ability to self advocate will serve him well at college this fall,” Young said.

In another essay on what advice he would give to someone recently diagnosed with a learning disability, Kendall wrote:

“Basically he needs to look past the bad and look for the good. He needs to realize just because someone says he has a challenge, or a disability, it doesn’t mean he is limited by it. I was diagnosed with my learning challenges at a young age. I didn’t let those define me. I didn’t use them as excuses. Instead, I learned to accept myself as I am, to not back up from what I wanted to do or become, and to not let my learning challenges stop me from striving to be my best.”

His parents describe Kendall as creative, thoughtful, kind and gentle, among many other adjectives. Kendall, however, has only one, “adventurous.”

“I guess I want to explore different ideas and different areas of interest.”

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