A Different Lens: A Conversation on Dyslexia and NLD

Introduction

In this chapter, I sit down with my friend Jay, a bioengineer with dyslexia, to discuss our lives and experiences with learning differences. Through our open conversation, we shed light on the challenges and unique strengths that come with having brains that work a little differently. This is a story about finding your way, understanding your unique talents, and navigating a world that often expects everyone to fit the same mold.A Look at the Journey

Jen: So, I'm here today with Jay, and I'll talk to him about his life with dyslexia and have him introduce himself. Jay, where do you live and what do you do for a living?

Jay: I live in the Pacific Northwest, and I'm an engineer. I work in bioengineering and medical devices.

Jen: And I know you recently graduated with your master’s degree. How was that with dyslexia?

Jay: It was a lot easier than my undergrad. A lot easier, actually. It was more research-focused, and I didn't have to do timed exams, which was the worst part of undergrad for me. It was much easier to take the time I needed to read and do projects.

Jen: Yeah, that makes sense. I felt the same way about timed exams when I was at Berkeley. It was the hardest part of college for me.

Jay: Grad school was a completely different experience for me, and I actually enjoyed it quite a bit, even though it was a lot of work.

Jen: So, when were you diagnosed with dyslexia?

Jay: I was diagnosed back in first or second grade, so I was pretty young. It was obvious I was having issues with reading and math. My kindergarten and first-grade teachers noticed something was up and told my parents I needed to be screened. It was obvious to my teachers all the way through college, too. I'd even write letters backward on exams, and my TAs would ask, "Is this what you meant?"

Jen: Yeah, that makes sense. When I was diagnosed with NLD in college, I think part of it is dyslexia for me, too, because when I was little, I used to make handmade birthday cards for my family, and I'd have them open the wrong way. My mom didn't bother to tell me until I was older.

Jay: Oh, yeah, that makes sense. I tended to invert my letters a lot, and I still do sometimes, especially Greek letters in college on math assignments. When I was in a hurry or stressed, I’d flip them. I did that a lot as a kid, too. Learning to read and write was always a bit of a pain.

Jen: Yeah, I don't like writing either. My handwriting sucks. I try to avoid it. The work I do is a lot of CAD (computer-aided design) and graphic design, and that's much more my thing. Do you know if you were born with dyslexia?

Jay: I think so. It feels like it's always been this way ever since I've been aware of it.

Jen: I've noticed that when I write my podcast scripts, I have to underline them. Otherwise, I'll skip a line when I'm reading it.

Jay: Oh yeah, I do that, too. When I'm reading, I actually put my finger under the text and follow the words. If it's a long paragraph, my eyes will get lost. Using my finger or a piece of paper makes it easier than trying to read off a screen.

Coping and Finding Your Strengths

Jen: So, how did you know you wanted to do engineering?

Jay: I've always just loved building things ever since I was a kid. I wanted to do something where I could design, build, and solve problems because I really enjoy that. So, I figured engineering would be a good way to go. It's also less reading and writing than other majors, even though the math can be difficult. I understand the concepts and stuff; it's just getting it out on paper or absorbing it from a piece of paper that's the challenge. So, if I'm listening to a lecture and trying to understand a concept or designing something, that's not difficult for me.

Jen: That's good. It makes sense because it seems like the reading and writing are a little more challenging than the math.

Jay: Yeah, I think so. It's more time-consuming, too.

Jen: What are some of your coping strategies?

Jay: Things like following words with my finger when I read, using sans-serif fonts like Arial, and printing things off to read them instead of using a screen. I'm also still bad with my left and right, so if someone says a direction, I have to process it. My family and friends will often just point instead of saying "right" or "left." And I know that it takes me a little longer to read. So, in school, I would print off readings and highlight important sections before class to make it easier to find things.

Jen: Yeah, I can relate. I also mix up right and left. Sometimes when I'm looking at a picture with text next to it, it gets flip-flopped in my mind. It's tricky, especially with design work. For me, it's hard to read a book, and I’d rather listen to an audiobook.

Jay: Yeah, I do that, too. I listen to a lot of podcasts and audiobooks because I love learning. It's easier to go through the material when someone else presents it.

Jen: That makes sense. I have a lot of trouble with my finances and balancing my budget. I'm getting better at it, but it's still challenging.

Jay: Yeah. It helps to know where your challenge is and identify it. Then, you can say, "Okay, I'm going to need help with this," or "I'm going to need to use a particular strategy to deal with this." It's so different from when you're a kid and haven't figured that stuff out yet.

Jen: Do you ever feel like dyslexia is a burden?

Jay: More so when I was in school, especially in undergrad. It was just so time-consuming for me to read and do math. It does feel like a burden sometimes, but when I stick to things I'm better at, it's a little less frustrating.

Perseverance and Finding Your Community

Jen: What would you tell others who have dyslexia as motivation when they get discouraged?

Jay: I'd tell them it's something that can be dealt with, and people who have it can be really successful. It's about finding a way to deal with the particular issues it causes. You can be happy and successful, and everything can turn out well. I had a lot of doubts about whether I could get through school and be successful. I wish someone had told me, “It will be okay. You'll be able to come up with coping strategies that work for you.” I'd tell others to learn coping strategies, figure out what works for them, and ask for help if they need it.

Jen: I agree. I had doubts, too, about doing well in school. My mom kept asking me if I believed I could do it, and eventually, I did.

Jay: It would have been helpful to have more understanding and encouragement from my peers. It was particularly frustrating when people my age weren't nice about it.

Jen: Yeah, I can relate to that as well. Being made fun of and not being understood. It’s like, “I'm not stupid; I'm just different.”

Jay: Exactly. I think that's what society in general could know—that sometimes people's brains just work differently. It's not about being intelligent or capable; it's about processing things differently. And that's okay. The world would be a better place if we understood that everybody is different and those differences are okay.

Jen: What would you tell people who think they have dyslexia or a different learning challenge to encourage them to find out for sure?

Jay: I would encourage them to go to a professional who can diagnose them and help them sort through how to cope. These professionals have dealt with a lot of people with learning challenges and can suggest coping skills. They’ve seen what works for others and can help.

Jen: I think what's also important is for people to know they're not alone.

Jay: Yeah, you're right. It's helpful to know that this is something that some people deal with and that there are other people like you. It's more common than you think.

Jen: What is your proudest accomplishment?

Jay: I think finishing my engineering degree and my graduate degree. I never thought I would finish. There were times when I was really discouraged and frustrated. I think my proudest accomplishment is getting through that and being persistent enough to get through it.

Jen: That's true for me, too—finishing undergrad. I would look out at the UC Berkeley campus and remind myself, “There's a reason I got in here, and I can graduate.” A couple of people told me, "If you can get in, you can get out. Don't give up."

Jay: Yeah, just keep working your butt off, and you'll get through it.

Jen: Is there anything else you wanted to mention?

Jay: I just think it's a good thing to raise awareness about the challenges that you and other people have and to get it out there that there are ways to deal with things. There's a commun