When I was five, a psychiatrist diagnosed me with Attention Deficit Hyperactivity Disorder (ADHD). My parents were told that I needed to take medication, but my parents had a traditional mindset and didn’t believe in western medication.
In school, I was extremely alert and overactive and coped well whilst exhibiting the typical behaviors of a child with ADHD. My results were consistent with my peers, though I thought in different ways often creating an alternate route to get to the same answer. I am a firm believer that teachers need to champion all students with varying abilities. That is why I have always wanted to explore the question, “How can teachers better support students with ADHD and other learning differences?”
I want to be part of a community that strives to make differences for the betterment of others and especially in the field of education. I am curious to explore methods that will support students with learning difficulties in finding their talent. From my own experience and readings, children that fall out of the ‘average band’ often put forth ideas, alternative solutions and are very focused on solving problems. However, stories prevail from many creative, brilliant people who have been deeply affected by the discrimination brought by society, deeming them to have learning difficulties or mental disabilities. This discourages people, limiting their potential, their talents and creativity.
In Barnard, I believe my thirst for learning and question would be fulfilled in the field of neuroscience. As I would be able to observe children’s behavior via the toddler center. I would want to employ an education minor in order to learn about pedagogical approaches that will help me to learn how educators can support children and advocate for them in every way in order for students to succeed in the mainstream.