Corrections or additions?

This article by David McDonough was prepared for the October 4,

2000 edition of U.S. 1 Newspaper. All rights reserved.

The ABCs of LD & ADHD

You know these kids. They used to say, "He doesn’t

test well." Or, "She’s disorganized." Or, "He has

a lot of energy — try to cut down on his sugar intake." Today,

we know a lot more about learning disabilities and attention

disorders,

but we are still in the beginning stages of creating strategies to

enable those millions of students to succeed scholastically.

Jonathan Mooney and David Cole aren’t sitting around waiting for

things

to improve. They have written "Learning Outside the Lines: Two

Ivy League Students with Learning Disabilities and ADHD Give You The

Tools for Academic Success and Educational Revolution," a unique

guide to learning, which has a good chance of becoming a standard

in the world of special education. The book was published last month

by Fireside Books, a division of Simon & Schuster.

Mooney will be the featured speaker at the final meeting of the

Newgrange

Outreach Center’s three-part program on "Life After High School:

Preparing the Adolescent with Learning Disabilities and/or Attention

Deficit Disorder for College, Work, and Independence," on Tuesday,

October 24, at 7 p.m. The three-part series begins on Tuesday, October

10, and also meets October 17 and 24.

For Mooney, writing his first book was anything but an academic

exercise.

Mooney, now 23, is dyslexic, and did not learn to read until he was

12 years old. His early struggles in school were the stuff bad

television

movies are made of, and yet, with incredible grit and creativity,

he graduated from Brown University with honors in English, and is

now a Truman Fellow in the field of education.

Mooney’s co-author, David Cole, has ADHD (attention deficit

hyperactivity

disorder), and dropped out of high school at 15. He received an honors

degree in visual arts from Brown earlier this year. What Mooney and

Cole had in common was tenacity and a determination not to be denied

the education of their choice. Now they are passing on what they have

learned to others.

"We had two main goals with this book," says Mooney.

"First,

I want people to realize that school, in a broad sense, is often a

limited learning environment that doesn’t embrace all the ranges and

intelligences and ways of thinking about the world, and it often

imposes

one way of thinking on the whole. Some kids can be successful in that

environment, but most have to make some sacrifices. In my case, I

was marginalized — I dropped out of school. There is more to

learning

than what is represented there."

Mooney was a classic case, an extremely bright child for whom the

system held no promise, and for every teacher who vaguely sensed how

much he had to offer, there was always another who insisted that there

be no exceptions to the accepted learning process. Even in grade

school,

Mooney was clinically depressed, angry, and ashamed of himself,

convinced

that he was the obstacle.

"The biggest problem," he recalls, "was that I was in

a school that was incapable of understanding cognitive diversity.

So the message was always `Something’s wrong with you, you’re stupid.’

I remember listening to my mom screaming at these teachers, telling

them that I didn’t have to take the spelling test. She used to take

me out of school on spelling test days; we called them `mental health

days.’"

A talent for soccer might have saved him — it did,

in fact, earn him a scholarship to Loyola Marymount University, but

it also threatened to consume him. If he could succeed at soccer,

he reasoned, he and his family would have reason to be proud. Trouble

was, the joy went out of playing because of the pressure, and when

he was injured, his depression mounted. He also continued a pattern

of self-destructive substance abuse, releasing the energy that was

never allowed out.

But there was a epiphany coming. Mooney had not identified himself

to the school as dyslexic until a final exam turned out to be an

in-class

essay. No accommodations for spelling and grammar, Mooney’s toughest

challenges. He failed the course. Eventually, that failure ignited

a cold anger in Mooney. He pushed himself academically, and, a year

later, applied to transfer to Brown, but with a difference. On his

application, and in his interview, Jonathan Mooney told just who he

was. He was accepted. But Brown presented new challenges for Mooney

and another transfer student, David Cole — the challenges, as

they put it, of "truly using education to redefine ourselves and

find personal empowerment."

"The second theme of the book," explains Mooney, "is that

often we are disabled by the environment. We are trying to hold and

balance the idea that we do have very specific weaknesses, that, under

the letter of the law, do impair major life function. Yet at the same

time we can have strengths and gifts that deserve actualization within

the educational environment. We do a really good job in our culture

of understanding and diagnosing and labeling the disorder part, but

we don’t do a good job at all of understanding the good part of it.

That’s where the book intervenes. We are presenting study skills that

often will access some alternative learning styles to allow you to

mitigate a weakness, and at the same time you are learning in a way

that is good for your mind. This is not a remediation guide, it’s

an empowerment guide."

Mooney and Cole divide their book into three parts: "Deviant

Minds,"

"Schooled," and "Beyond Beating the System." The

second

section could be described as the book’s practical, "how-to"

section: tips and strategies for taking notes, organizing your tasks

and thoughts, participating in classroom discussion, getting through

the required reading, writing, studying, and taking tests. All their

strategies are based on using the strengths of the learning disabled

students, and they are so well thought out that any student, LD or

not, could benefit from their approach. In fact, the ideas expressed

could be applied in many aspects beyond school, especially the

business

world.

"Our work force is way ahead of our schools," Mooney points

out, speaking of the varied strengths and skills that are used in

today’s high-tech business world. "But the perception of LD is

still stupidity. There’s lots of diversity training in the business

world, but none of it involves LD. It’s not yet entered our perception

of diversity."

Mooney is also uneasy about current calls for more standardization

in the educational system, particularly in an election year. "The

concept that we need to uphold and improve the standards of our

schools

is great, but the implementation is relying primarily on standardized

tests," he says. "Kids develop at different paces. George

W. Bush’s brother is dyslexic, and he is, too. All the red flags are

there: the class clown, the chummy guy, the drinking. If he was a

kid now, he’d be referred right away. But it’s typical Republican

hypocrisy that he can’t integrate his own experiences into any of

his policies. We are at a crucial moment. Novartis, the manufacturer

of Ritalin, is being sued. College education courses do not address

inclusion. The only teachers trained to deal with LD students are

special education teachers so classroom teachers don’t know what to

do with these kids who are put into their classes."

In 1998 Mooney started Project Eye-To-Eye, in which LD/ADHD college

students are matched with elementary school children with similar

learning profiles. The college students are brought in as role models,

tutors, and mentors in both mainstream and special ed classrooms.

The program has met with great acclaim, and raising money for the

project, and lecturing, have become a full time occupation for Mooney.

"We’ve recently incorporated," he says, "and in addition

to the original program at Brown, we have seven other chapters in

development, in Providence, Rhode Island, New York, and New Jersey.

The demand is so far ahead of our ability to implement the program.

I must get 25 E-mails a day from parents, counselors, administrators.

My challenge is to build a program that focuses on kids on a

one-on-one

basis, not teachers or parents. For the first time in their lives,

they are being presented with a program that focuses on their

strengths,

and when that happens, it’s unbelievable."

There is real passion in Mooney’s voice when he says, "You see,

the first big step is that emotional step away from `There’s something

wrong with me,’ to `I’m going to work around my weaknesses, and I’m

going to find my strengths.’"

— David McDonough

Life After High School: Preparing the Adolescent with

Learning

Disabilities , Newgrange Outreach Center, Pennington School,

112 West Delaware Avenue, Pennington, 609-924-6204.

Www.thenewgrange.org.

Series begins Tuesday, October 10, at 7 p.m.; and also meets October

17 and 24. Mooney’s talk is on October 24, at 7 p.m. Preregister;

$45; $75 family.


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