Hope and Remediation: Russell's Story
Russell received a dyslexia diagnosis in first grade, and his vibe towards school immediately changed. Self-doubt began to creep into young Russell’s mind, but little did he or his family know the hope and change Russell would experience at Swift School.
“In the beginning, I was doing okay, but after my diagnosis, I began to feel like I was behind and that I was not smart,” Russell explained.
The following year, Russell enrolled at Swift School, and he quickly realized that dyslexia, a neurologically-based learning difference that affects the skills associated with word reading and spelling, is not a disability. Instead, students with dyslexia learn differently and are right-brain dominant.
Russell’s time at Swift began in second grade, and the remediation process started on day one. In fourth grade, Ms. Rachel Grade was his teacher, and he recalled the outstanding academic instruction coupled with the nurturing, compassionate space that Ms. Grade provided.
“[When I think about my time at Swift], Ms. Grade sticks out the most,” Russell mentioned. “She still helps me today; she has taught me many life lessons outside of school.”
In Middle School, Russell began to see “amazing changes” in himself and felt he could better prioritize things in and out of the classroom. Strong executive functioning skills help support academic success. At Swift School, students learn to prioritize, organize, and execute tasks, which carries over into extracurricular activities.
Russell is nearing the conclusion of his junior year at a private high school where he has had success in the classroom and on the football field. As he ponders his future, he knows he wants to study finance in college before pursuing a sales career. Russell credits Swift School with preparing him for his career.
“I plan to work in sales,” he said. “Swift School has given me amazing social skills which will help with finance and sales pitching.”
His message to Swift School students is simple and encourages them to unlock confidence. “Dyslexia is not a disability,” he told students, “it’s your different ability.”
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