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Some Eminent People with Learning Disabilities

affliction – несчастье, бедствие
mortification - унижение
vesper service – вечерняя служба
thoroughly – до конца
humiliation – унижение
ingenious – искусный
addled – взбалмошный
to get along – преуспевать
dunce – тупица
scholarly - ученый
to persist – оставаться, продолжать существовать
to caution – предостерегать
initial – первоначальный

Nelson Rockefeller, who served as vice president of the United States and governor of the state of New York, suffered from severe dyslexia, which is extreme difficulty in learning to read. His poor reading ability kept him from achieving good grades in school, and the affliction forced him to memorize his speeches during his political career. In describing his feelings about growing up with a learning disability, Rockefeller (1976) recalled: “I was dyslexic . . . and I still have a hard time reading today. I remember vividly the pain and mortification I felt as a boy of eight when I was assigned to read a short passage of scripture at a community vesper service and did a thoroughly miserable job of it. I know what a dyslexic child goes through ... the frustration of not being able to do what other children do easily, the humiliation of being thought not too bright when such is not the case at all. But after coping with this problem for more than 60 years, 1 have a message of hope and encouragement for children with learning disabilities – and their parents”.
As a child, Thomas Edison, the ingenious American inventor, was called abnormal, addled, and mentally defective. Writing in his diary that he was never able to get along at school, he recalled that he was always at the foot of his class. His rather thought of him as stupid, and Edison described himself as a dunce.
Auguste Rodin, the great French sculptor, was called the worst pupil in his school. Because his teachers diagnosed Rodin as uneducable, they advised his parents to put him out to work, although they doubted that he could ever make a living.
Woodrow Wilson, the scholarly twenty-eighth president of the United States, did not learn his letters until he was nine years old and did not learn to read until age eleven. Relatives expressed sorrow for his parents because Woodrow was so dull and backward.
Albert Einstein, the mathematical genius, did not speak until age three. His search for words was described as laborious and, until he was seven, he formulated each sentence — no matter how commonplace — silently with his lips before speaking it aloud. School work did not go well for young Albert. He had little facility with arithmetic, no special ability in any other academic subject, and great difficulty with foreign languages. One teacher predicted that "nothing good" would come of him. Einstein's language disabilities persisted throughout his adult life. When he read, he heard words. Writing was difficult for him, and he communicated badly through writing. In describing his thinking process, he explained that he rarely thought in words; it was only after a thought came that he tried to express it in words at a later time.
Of course, we must recognize that interpretations of the learning problems of these historic figures are derived from biographical information. Adelman and Adelman (1987) caution about the vulnerability of posthumous diagnoses. Yet we do know that some children with learning disabilities are also gifted (Waldron & Saphire, 1990; Vail, 1989). These persons of eminence fortunately were somehow able to find appropriate ways of learning, and they successfully overcame their initial failures. Many youngsters with learning disabilities are not so fortunate.
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