I recently read an article about Dannel P. Malloy who is running for Governor of Connecticut. Although Mr. Malloy graduated magna cum laudi from Boston College and from Boston College Law School, as a child he had trouble learning to read, do math and master basic skills such as tying his shoes. As late as the fourth grade, his teachers thought he was retarded. However, his mother knew better and she encouraged him to concentrate on what he could do well. For instance, she knew Dannel had a good memory and gave him a radio so he could hone his oral listening skills.
It turned out, Mr. Malloy had a learning disability which thirty years ago wasn't as readily discerned as today. Mr. Malloy eventually learned to read although to speed the process, he listened to books on tape until he was a sophomore in college.
I find Mr. Malloy's story interesting in many ways. He was so lucky. First, his remarkable mother listened to her intuition about her son and not what she was told. She encouraged him to use the skills he had, while helping him overcome his weaknesses. Too often, we as parents overlook our children's strengths because we're so concerned about the implications of their weaknesses. In addition, he was lucky that he was in a mainstreamed learning situation where he could learn and be intellectually stimulated by listening. Mr. Malloy also learned what it takes to be successful. Learning disabled children have to work harder than anyone just to keep up. But that hard work, determination and perseverance pay off. It certainly has for Mr. Malloy.
We often tell children about famous people (e.g. Nelson Rockefelor, Tom Cruise) who also struggled with learning disabilities. To that list we should add Mr. Malloy (and his mother).
In my special needs consulting in NYC, Westchester and New Jersey, I often hear parents say that their pediatrician told them not to be concerned about the delays they saw- that all children develop differently. But, these parents listened to their intuition, had their children evaluated and had them receive early intervention special education services. Early Intervention made all the difference - many of the children are now in regular classes doing well.