Before James Hermus started elementary school, he was a happy, curious kid who loved to learn. By the end of first grade, however, all that started to change, he says. As his schoolbooks became more advanced, Hermus could no longer memorize the words on each page, and pretend to be reading. He clearly knew the material the teacher presented in class; his teachers could not understand why he was unable to read and write his assignments. He was accused of being lazy and not trying hard enough.
Hermus was fortunate to have parents who sought out neuropsychology testing - which documented an enormous discrepancy between his native intelligence and his symbol decoding and phonemic awareness. Yet despite receiving a diagnosis of dyslexia, Hermus and his family encountered resistance at his school. According to Hermus, the school's reading specialist did not "believe" in dyslexia, and, he says, the principal threatened his family with truancy charges when they took him out of school each day to attend tutoring.
Hermus' school, like many across the country, was reluctant to provide accommodations for students with learning disabilities who were not two years behind in two subjects, Hermus says. For this reason, obtaining and maintaining accommodations, such as extended time and a reader, was a constant battle from first through 12th grade: Students who performed well lost their right to accommodations. Only through persistence and parental support did Hermus succeed in an educational system which he says all too often fails students with learning disabilities.
