Would dyslexia be considered a hook, or the opposite?

Parents Forum
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@compmom -

I mentioned my story so that others could see what obstacles I had to face to get accommodations for the standardized testing for my son in the hopes that someone browsing the post who has a child with an LD might benefit from it. The OP’s child is applying for college, as was mine when I had the experience that I wrote about. I also mentioned that I am already starting the process with his college and not waiting until orientation so people can see that it is okay to start early. If i hadn’t been able to resolve the issue with ACT, he might not have gotten into the college he’ll be going to.

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Thank you calmom . . . “A hook is something that benefits the college in some way – some sort of value added to the college. So a student who has some quality that the college is seeking more of has a hook.” I was thinking it was something that made the child stand out to them, or made the child unique in the school’s view . . . I am new at college research (my daughter is in 9th grade), so I appreciate you explaining the concept to me :). I do know that she may need retesting and that I will have to communicate with prospective colleges’ LD offices . . . my daughter’s counselor has told me he will be helping with that and that most colleges are very receptive and will follow her 504 (she has minor accommodations, only 2 of which I think she will need in college, so he said it should be easy). Here’s hoping . . .

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Many colleges have an early deadline for applying for accommodations, so it is necessary to do it right after admission at those schools. Technomom I just wanted to clarify because you addressed me specifically :slight_smile: I am sure your experiences are helpful to others. Good luck!

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I think both interpretations are true, in the way that a college needing more oboe players sees playing the oboe as a hook or a college seeking to expand its income diversity sees Questbridge as a hook. What makes the student stand out is that they have a quality the school wants to add to its class. And I do think some colleges are seeking neurodiversity, if you will.

I’m a high school autistic support teacher, and I encourage my high-functioning students to highlight their differences in their college applications and I try to give specifics of the kind of obstacles they have overcome in my letters of recommendation. We are often pleasantly surprised at the high number of acceptances received, considering their stats are often not stellar. Not sure whether the admissions people see their ability to overcome obstacles or just their uniqueness as the hook–probably a little of both, I’d guess.

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Keyword: overcame. (Or tackled and contunues to, with success.) Too many think just having a difficulty is an “it” or an excuse. Adcoms need to know a kid can take on the college challenges.

Just dyslexia, maybe accommodations, isn’t it, for a competitive college. Let them see the various strengths the college needs to see.

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Overcoming an obstacle and discussing what skills are learned from it is an essay topic. It’s not a hook.

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I agree with @jym626. But I think if done right it can make for a good essay. Students with LD’s like dyslexia and or ADHD can present as kids that are barely keeping their heads above water with lots of support and accommodations from parents and the school. (And as the parent of a dyslexic ADHD 10th grader that is sometimes what it feels like.) Or the kid can present as someone who “thinks different” and finds unique ways to solve problems. Think of the Star Trek scene with the Kobayashi Maru, where Kirk solves the no-win scenario by reprogramming the simulator. That’s my kid, who’ll sometimes go miles out of her way to work around an obstacle in a convoluted way that usually seems inefficient to me but sometimes seems brilliant.

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Well, Kirk’s change to the program for the Kobayashi Maru test was cheating, so perhaps not the best analogy to draw upon for a college application essay.

I think @jym626 nailed it – overcoming an obstacle is an essay, not a hook.

Unfortunately it may also be something of a cliche or hackneyed essay – there are a lot of kids with diagnosed LD’s, many of whom receive accommodations – this article gives a good sense of the numbers: http://www.northjersey.com/story/news/education/2017/01/26/record-numbers-students-seeking-accommodations/96162464/

I understand the impulse. My son is dyslexic but became a straight A student in high school and a NM Finalist, and eschewed accommodations-- (so no 504 plan, no extra time on exams). So I was quite proud as a parent and also thought “overcoming dyslexia” would have been a great essay topic.

But I’m glad my son had the insight to realize that there were much better (and more memorable) essay topics he could choose. I think after a parent has weathered years of struggle and anxiety through early school years, the student’s success seems remarkable and certainly worthy of special recognition.

But the college has a different perspective – they want to be able to assess the student’s current strengths, what the student will bring to the campus, what the student will do and become, what the student will contribute. If the essay isn’t showing that, then it is not helping with admissions.

Sometimes it is absolutely necessary to include an essay somewhere to shed light on issues that could otherwise hurt the applicant – for example, a record of poor grades followed by improved grades might need to be explained; or if a student did not take expected coursework such as a foreign language because of waivers given based on an LD. In those situations the ad com needs to know the “why” part, although it is often better if the guidance counselor rather than the student explains.

I think that in some circumstances, “overcoming my disability” could make a good essay topic, but I think it is probably best reserved for students who have achieved something particularly impressive in light of the disability, who did something that showed a unique level of initiative or resilience, or whose dyslexia became the motivating factor for another achievement (such as an award-winning science project or involvement in community service related to literacy).

That is, something more than a diagnosis and a 504 plan, because the whole point of the 504 plan is to level the playing field – so the student who does well in school once the plan is in place is doing exactly what is expected at that point.

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This extra explanation could carefully go in Addl Info.