When I was six years old, I was diagnosed with severe amblyopia due to the drastic eyesight difference between my right-nearsighted and left-farsighted eye since birth. The doctor explained to my parents that my brain systematically ignored all images from the right eye which led to the corresponding brain area underdeveloped. His prognosis had a slight chance of visual restoration if I were to exercise my right eye persistently and adamantly to retain brain-eye connection. Not only that, underdeveloped brain eventually would negatively affect all areas of academics. Because I saw everything perfectly the same way ever since I can remember, forcing me to perform these exercises by patching my good eye only blinded me and hindered my way
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However, my grades were above average to be under the radar. As the curriculum difficulties and the amount of reading materials increased during the middle school, my academic struggles quickly unraveled. I was not surprised that my reading and writing assessment resulted in 4th grade level, but the assessment and the low test scores triggered my English teacher’s arranging meeting with my parents and counselors to address my substandard skills. In short, after visited various specialists and many tests performed, amblyopia was the root cause of the inadequate development of my visual tracking, eye focusing, and eye teaming skills caused impediment in reading, copying from the board, taking notes, filling in scantrons, and maintaining concentration. Since the 7th grade, the school provided me with a 504 plan for my vision impairment with accommodations, such as, providing additional time for tests, large prints, audio books, class notes, scantron substitutes, etc. I hated having these accommodations, because they did not help me to read longer or faster, improve depth perception to see 3D and catch baseballs better, and prevent headaches after prolonged readings. My being treated specially would only vilify me as teachers’ favorite and would not make me smarter. My lackluster study habit carried on leaving grades up and
However, my grades were above average to be under the radar. As the curriculum difficulties and the amount of reading materials increased during the middle school, my academic struggles quickly unraveled. I was not surprised that my reading and writing assessment resulted in 4th grade level, but the assessment and the low test scores triggered my English teacher’s arranging meeting with my parents and counselors to address my substandard skills. In short, after visited various specialists and many tests performed, amblyopia was the root cause of the inadequate development of my visual tracking, eye focusing, and eye teaming skills caused impediment in reading, copying from the board, taking notes, filling in scantrons, and maintaining concentration. Since the 7th grade, the school provided me with a 504 plan for my vision impairment with accommodations, such as, providing additional time for tests, large prints, audio books, class notes, scantron substitutes, etc. I hated having these accommodations, because they did not help me to read longer or faster, improve depth perception to see 3D and catch baseballs better, and prevent headaches after prolonged readings. My being treated specially would only vilify me as teachers’ favorite and would not make me smarter. My lackluster study habit carried on leaving grades up and