July 2024, by Dyscalculia.org Intern, Annie Shan

Kendal Cladek is a recent college graduate from Washington with a Bachelor's degree in Behavioral Health Science. She spent her first two years of college majoring in Early Childhood Education with an emphasis in Special Education and obtained a paraeducator certificate. Outside of her work at Vine Maple Place, a social services organization, Kendal also interns at Dyscalculia.org, where she helps raise awareness about dyscalculia. In this interview, Kendal shares her journey with dyscalculia, from the difficulties she overcame to the life lessons she learned along the way.

AS: Can you start by telling us a bit about yourself? Where do you live, and what do you do for a living and for fun?

KC: I live in Washington State. After graduating from college, I started working at a social services organization called Vine Maple Place as a child and youth intern. We work with lower-income families and children on the spectrum, helping them with secure housing and other challenges. I've been in this job for about a month, and I love it. It’s definitely the career path I want to take. For fun, I love spending time with my two dogs, a German shepherd and a pit bull. When I'm not working, I just like to hang out and watch TV.

AS: That's great! Now, can you share more about your journey with dyscalculia? How did you first realize you had it, and what was the process of getting diagnosed like?

KC: Ever since I was younger, it was evident that I struggled in certain areas, especially math. I wasn’t at the same grade level as my peers, and no one really knew what it was back then. People thought I had behavioral problems or couldn’t focus. I also have mild dyslexia, but my math difficulties were more severe. I knew that I had learning disabilities at a young age, but it wasn’t until middle school that I got an official diagnosis.

AS: How has dyscalculia impacted your education journey?

KC: Math was always the biggest area of concern for me. I mixed up numbers and didn’t understand math concepts like my peers. I was placed in special education classes but didn’t see much improvement. It took a while for me to get to grade level or to feel more confident about math. I think the best way to describe it is like trying to learn a different language. It takes a lot of time and effort, and for those with dyscalculia, it takes even longer.

AS: How did you feel about being different from your peers, especially when it wasn’t well understood?

KC: When I was younger, it was definitely negative. I felt stupid and slower compared to others. Some kids were not very nice. If I didn’t understand something the way that they did, they just pointed that out. It was hard explaining to my peers why I had to go to a special class. Even I didn’t fully understand it at the time. It was tough feeling different, especially in elementary and middle school.

AS: How did your teachers react when they first realized you had learning disabilities?

KC: I've had a mix of experiences with teachers. Unfortunately, I had more bad experiences than good ones because a lot of people just didn’t know what dyscalculia was. It’s frustrating that dyscalculia is not commonly spoken about or diagnosed as frequently as dyslexia or other learning disabilities.

Something I’ve always gotten is, "Oh, you don’t look like someone who would have a learning disability," because I’m articulate and strong in certain areas. Many inconsiderate teachers would brush off my struggles as me simply being a little slower.

When I fought for accommodations to do better in classes, like adjusted testing and assignments, the teachers couldn't grasp why I couldn’t do the same work as other kids. It wasn’t that I didn’t want to do the work; I just learned differently and needed help.

I’ve had a few good teachers who followed my accommodations and were more helpful. But overall, teaching a child with a learning disability is a challenge many teachers aren’t prepared for.

AS: Were there moments in your life when someone spoke up for you, helping others understand your condition? What is your support system like?

KC: My mom was a huge support system. She has always helped me through everything, whether it was getting accommodations from teachers or explaining things and getting me tested. Eventually, we found Ms. Newman when I was in high school. I needed help with accommodations and some tutoring. Ms. Newman completely understood not only what it felt like to have dyscalculia but also exactly what I needed. She would even attend virtual Individualized Education Plan (IEP) meetings to support me. She became a big part of my support system, too. 

AS: I’m glad that there are people behind your back and giving you all the support! What strategies or tools do you use in daily life to manage dyscalculia?

KC: Technology helps a lot. I use apps on my phone to scan and solve problems step-by-step. My calculator is my best friend. Thankfully, math isn’t a huge part of my daily life, but for financial math, these tools are indispensable.

AS: What are some of the biggest challenges you’ve faced due to dyscalculia, and how have you overcome them?

KC: The biggest challenge has been self-confidence. It's tough thinking that something's wrong with you and wishing you could understand things better. Also, a lack of understanding from schoolmates and teachers aggravated such feelings. However, over time, I’ve learned to accept that my brain works differently, and that’s okay. Focusing on my strengths and working hard has helped build my confidence.

AS: What are some interesting facts or strengths about you that you wish people knew more about other than your dyscalculia?

KC: People skills and empathy are my biggest strengths. That’s why I decided to work with a diverse population of people who have all sorts of different struggles. My learning disability has actually helped me develop these strengths because I understand how it feels to go through difficult times and feel misunderstood.

AS: Just by talking to you, I can sense that you're a really empathetic and kind person! How else has dyscalculia empowered you?

KC: It’s made me look at the way I learn differently. It’s made me realize that I’m a stronger learner who can grasp certain things really easily, like reading, writing, and science. It’s also made me work harder to get to where I want to be.

AS: I totally resonate with that! The hard work that you put into constant self-improvement is much more important and praiseworthy than the inherent ability or disability that you're born with. Effort is what really determines who you're going to be, not the starting point. The next question is, what are some misconceptions about dyscalculia that you’d like to address?

KC: Many people don’t realize how common and serious it is. They think if you’re bad at math, you’re not intelligent, which isn’t true. Dyscalculia is about processing numbers differently. It's crucial to understand that it’s not a reflection of intelligence.

AS: Exactly! What are some suggestions to make educational institutions more inclusive for people with neurodiversity?

KC: Individualized education plans (IEPs) are crucial. They allow students to learn in ways that suit them best. However, a big issue is that teachers don’t always follow these plans. It’s important that accommodations like fewer problems on assignments, extra time on tests, and one-on-one tutoring are properly implemented.

AS: That’s true. Customized learning is essential because having a learning disability can be so different for each person. What are your current or future goals related to dyscalculia or other areas of your life?

KC: I’d love to spread more awareness about dyscalculia. I want to write articles about my experiences and learn from others. Hosting a support group for people with learning disabilities is also something I’m interested in! Furthermore, I want to provide kids who have learning disabilities with the support that I needed when I was younger. Social work is my biggest goal because I love helping people from different backgrounds and supporting them in any way I can.

AS: That’s fantastic. The last question is, what advice would you give to someone who has just been diagnosed with dyscalculia or a learning disability?

KC: I think it's very normal to feel like something's wrong with you when you're diagnosed, and to worry that it will limit you in many ways. But the biggest advice I can give is to remember that it doesn’t have to be difficult all the time. Capitalize on what you can do, not what you can't. It's not even that you can't do things; you're just on a different journey and path. Being diagnosed doesn't make you any less than anyone else. You are still capable of achieving success. Take the time to process the diagnosis and get the help you need. Building self-confidence is crucial, and once you have that, you can overcome anything. 

AS: Thank you so much, Kendal, for sharing your story and insights. It’s been incredibly inspiring!

KC: Thank you for having me. I’m glad to be part of spreading awareness about dyscalculia!

If Kendal's story resonates with you or if you have a story to share, we invite you to join the conversation in the comments below and follow us for more insightful interviews and articles on Dyscalculia.org. Don't forget to share this article with friends and family to spread awareness about dyscalculia!