Overcoming Special Education Classroom Challenges wtih Leanne Pritchett

Episode 031: Overcoming Special Education Classroom Challenges with Leanne Pritchard

What if the problem was never the child, but the way they were being taught?

In this episode of Overcoming Anything, Anne Vryonides sits down with Leanne Pritchard to discuss her journey of overcoming a learning disability, navigating school struggles, and turning her pain into purpose. From feeling misunderstood and underestimated as a child to earning her bachelor’s and master’s degrees, Leanne’s story is a powerful reminder that different does not mean less capable.

Now an Orientation and Mobility Specialist working in special education, Leanne helps students who are blind or visually impaired build confidence, independence, and life skills. In this conversation, she shares what learning disabilities can really look like, how they can affect far more than reading and writing, the difference between learning disabilities and ADHD, and practical advice for adults, parents, and educators navigating these challenges.

This episode is for anyone who has ever felt behind, misunderstood, or doubted—and needs a reminder that success is still possible.

In this episode, we discuss:
• What it was like growing up with a learning disability
• The emotional impact of feeling different in school
• How supportive mentors changed Leanne’s life
• Why breaking tasks into smaller steps can make all the difference
• The overlap between learning disabilities and ADHD
• How parents can advocate for children in the school system
• Why self-advocacy, resilience, and compassion matter so much

If you or someone you love is facing learning challenges, this episode offers hope, practical insight, and encouragement.

Connect with Leanne Pritchard:
Podcast: Swellcast / The Ms. Leanne
Email: themsleanne@yahoo.com

Connect with Anne Vryonides:
Host of Overcoming Anything — the podcast sharing stories of resilience, transformation, and growth.

#overcominganything #learningdisabilities #specialeducation #adhdawareness #neurodiversity #resilience #educationpodcast #selfadvocacy

Transcript

Speaker 0:00

Welcome to Overcoming Anything, the podcast where we dive deep into stories of resilience, transformation, and growth. I'm your host, Anne Vryonides and today we have an incredible guest who is going to share insights on how she overcame a learning disability. Joining me today is Leanne Pritchard. She was diagnosed with a learning disability and had a difficult time in school and always felt like she was different. She was able to overcome it and found coping mechanisms to go back and get her bachelor's degree, her master's degree. And today she is an orientation and mobility specialist in a special needs classroom. So welcome to the show, Leanne.

Speaker 2 0:37

Hi. Thank you for having me. It's my pleasure.

Speaker 0:40

Oh, pleasure to have you here. Thank you. So before we dive in, I always love to ask, what's one quote or mantra that keeps you going in tough times?

Speaker 2 0:47

There's a few, and it's funny'cause now that I'm on the spot, one of'em left my head, but it was by Jane Goodall, personal hero. And then another one of mine is by John F. Kennedy. I don't like the word should, but I do like this quote. One person can make a difference and everyone should try, and that keeps me going through tough times because no matter what I'm going through, I know I can help someone else and help them with whatever they're going through. So that helps me a lot.

Speaker 1:10

I love that. I love that. Because if you wanna achieve anything, you have to try. So if you don't try Exactly. You can't even win.

Speaker 2 1:16

Yep, exactly. Yeah.

Speaker 1:17

So very inspiring. Thank you.

Speaker 2 1:19

Sure.

Speaker 1:19

So let's start at the beginning. So tell us, your story from the beginning when you found out you had a learning disability and, the challenges that you experienced in school.

Speaker 2 1:28

Yeah, so it's very interesting'cause I always knew I was different. School was always hard for me, but I never quite knew why. It was hard, not only reading and writing, but emotionally too, because I was very angry.

Speaker 1:41

Mm-hmm.

Speaker 2 1:42

I, I was five years old and I was angry and I was acting out. How do you express yourself at that age? So again, I knew I was different. I didn't know why, like all my friends could, like they understood what was going on in class. They could understand three to four step directions. I couldn't, I couldn't tie my shoes. I couldn't cut, I couldn't zipper, cause learning disabilities affects a lot of things, not just, reading and writing. Okay. You're neurologically different. You're not, neurotypical by any sense. And it does affect everyone differently. You meet one person with a learning disability, you meet that one person. For me, my mom noticed it too because I would be very quote clumsy. I would drop things and as I was talking with you before we got on air, like I would walk around and there'd be nothing in my way, and all of a sudden I trip. And fall because the things just weren't coordinating between my brain and my body. And my mom noticed that a lot too. But she talked to the pediatrician and he recommended I get testing done by a psychologist, which I did. And at that time, there wasn't a lot known. But I was fortunate enough, the psychologist that my mom took me to had some behavioral tutors that were working under her. So I started working with them in a place called the Dubin Learning Center in Santa Barbara. They're no longer here, but they were instrumental, from when I was five until I was 17. I saw them.

Speaker 2:55

Oh, wow.

Speaker 2 2:55

Yeah, and they literally, oh my God. I would've never gotten through school ever, without them because they understood, okay, she learns differently. It doesn't mean I was any less abled. I just needed people to understand how I learned.'Cause especially back then, education was so cookie cutter.

Speaker 3:10

Right.

Speaker 2 3:11

You know, and this is the way you do it. So it was really cool to have people go, all right, you don't learn this way. Let's try it this way. You know, and understanding to give me. A few things to do instead of five things at once, maybe one. And then when I get that done, maybe two and just different things. And, I had no sense of my body, my orientation, which is probably why I do what I do now. Like where I was in space, like you asked me where my arm is or it is just this whole thing. It was amazing. And they worked with me on so many different levels all the time. After school I'd go there.

Speaker 3:41

Okay.

Speaker 2 3:41

They would help me. So reading and writing, and then interestingly enough, and I don't know how the hell I did this learning two languages at the same time. One English goes from left to right and Hebrew goes right to left.

Speaker 3:55

Mm-hmm.

Speaker 2 3:55

And even though this is an auditory program, I am holding up a book, a Hebrew book, a Dr. Se, Dr. Seuss. Oh, the places you'll go.

Speaker 4:02

Mm-hmm.

Speaker 2 4:03

And so I was learning how to write in two languages, going different directions.

Speaker 4:07

Oh wow. So was that like a way for you to, to learn by seeing it both ways left to right and right to left, or you just happened to learn'em at the same time?

Speaker 2 4:16

Well, I, okay. Very, stubborn independently. Ann insisted that I, cause there used to be in Santa Rapid, not anymore. An Orthodox Hebrew day school here, and I insisted my mom send me there. So part of their curriculum was learning how to write Hebrew and English, so I was doing both at the same time and being directionally challenged. That was interesting. But at one point, I don't know how I did it, but maybe it was a good thing for my brain. I don't know. I just know that I did it. And they're very, that's amazing. Yeah. It's not easy for anybody, so I'm just like, whoa. Okay. So yeah, it's definitely been a journey. But getting back to your question, I know, so when I was younger, I was a kid. A lot of teachers didn't believe it. Now my parents believed in me. Yes. Because they knew I was an intelligent young little girl. But I just. I wasn't being given that opportunity. My mom also had me do swimming, ballet, a lot of other things to help with my coordination.

Speaker 5:07

And

Speaker 2 5:07

with that respect. So I had at home, I was very cheered on, but not in the outside world at all.

Speaker 5:14

That must have been so hard.

Speaker 2 5:15

Yes, it was. And I even had one teacher,'cause I was modeling when I was a little girl and. One teacher basically told my mom that is something I should pursue versus education wise, because educational, yeah. She didn't encourage education at all. She's no, just have her keep being a model. She's pretty? And I'm like, yeah. Oh my

Speaker 5:31

gosh. Ouch.

Speaker 2 5:32

Yeah. That a horrible thing to say. Yeah, it did. And yeah. My teachers that were always talking down to me, mostly I didn't, my fifth grade teacher was pretty cool. But for most part they did. And it was also challenging because I have a brother who's brilliant, got into every Ivy League except one.

Speaker 5:48

Wow.

Speaker 2 5:49

Yeah. So he's brilliant. And I'm two years younger, and so when we tended to go to the same schools, have the same teachers, small town type thing. So that was challenging, but. Having those tutors and that belief system helped me because again, they would find ways to help my learning process no matter what it was at that point in time. And that's how I got through. Interestingly enough, when I was in college, I knew I wanted to help out. I wasn't sure where.

Speaker 6:15

Mm-hmm.

Speaker 2 6:15

I went to school to be a speech language pathology assistant or speech language pathologist actually. My first year, I almost flunked out. I didn't understand anything. It was awful. And I didn't even know that I could ask for help, go to the college learning center and ask them,

Speaker 6:29

oh, okay.

Speaker 2 6:29

I didn't even know that was available to me, which you think I would, but I didn't, never asked for help. And yeah, I almost flunked out my first year. But, I was determined. I said, Nope. I'm gonna make it, I'm gonna come back. And so I retook my classes the next year and I did it and I graduated. Oh, that's amazing. Not the highest GPA, but I did do it. And, then I got out in the working world for a while, started as an instructional assistant at my local schools. When I was living in Sacramento. I was up there for a long time. I loved it. And when I was an instructional assistant, I'm like, yeah, I like the day to day, I like helping, but I wanna do more for me. I want to be the teacher. I wanna be the one that's really in it. And just doing everything. So yeah, I started and I worked my way up the chain basically. And in, I first went back to school in 2010 to be a speech language pathology assistant. I got my credential for that and I did that, my license, excuse me, for a year or two, but again, I wasn't enough and I wasn't fulfilled. So I said, okay, I'm gonna go back to school again in 2013, which I did.

Speaker 7:29

I love your drive. You're so passionate. You're like, I'm gonna do this. I'm gonna

Speaker 2 7:32

master it. I have to do that. Yeah, I'm gonna do it. And. It's interesting because in 2050, so this is 10 years ago now, when I went back to, get my master's in special ed, I was very nervous at first and I went back to my alma mater and I was scared to have to death. I'm like, gosh, I'm not in my twenties anymore, is ever gonna make fun of me being an older student? And, nope. Almost everyone in there. We were on the same boat.

Speaker 7:52

That, that's perfect.

Speaker 2 7:53

You're like, okay. Yeah, it was cool. We'd all been in the working world. I'm like, fantastic. So yeah, I went back in 2015 and, again, it's interesting because I first went to be an orientation mobility specialist, which if people don't know, we help out with the blind and visually impaired. But with the white cane and white cane training, know where your body is, know how to independently get from point A to point B. Some of my lessons, I do help out in the kitchen with some of my students helping them. Yes. Cook, believe it or not, now make a 20 course meal. No, but helping them with the basic understanding how to get around, it's really cool. And I went back to school for that. And as I was going through my program I was in, because we have two internships. One working with adults and the second one with children. My one working with children. And again, this was someone not believing in me because the minute she found out that I am learning disabled, and yes, at times I do flip directions in my head, but everybody does.

Speaker 8:48

We all do.

Speaker 2 8:49

Yes. Yeah, exactly right. Yeah. She basically told me to do something else.

Speaker 8:52

Oh.

Speaker 2 8:52

Right.

Speaker 8:52

That's so hurtful because first of all, growing up, I'm sure being different. Yeah. It was hard with, the kids, but adults should know better, and

Speaker 2 9:00

Exactly.

Speaker 9:01

Intentionally erode someone's self-esteem like that. I

Speaker 2 9:04

did,

Speaker 9:04

I'm sorry.

Speaker 2 9:05

Yeah, it did at first. And then in my head and I won't swear here, but I had a cuss word go on in my head. Something you and I went. Okay. You think I can't do it? Guess what lady?

Speaker 9:15

Yeah.

Speaker 2 9:15

Step aside. Because I, my stubborn streak in a way, it's been a hindrance in a way. It's been a blessing. I'm a blonde-haired woman, so people make the assumptions that way too. And I just said, Nope, I'm gonna do it and I'm gonna prove you wrong. And I did. And what I did is not only orientation mobility, but you can also be a teacher of the visually impaired, which. Makes curriculum accessible for blind and visually impaired individuals. Yes, I know Braille very well. I taught braille, but I got that credential too. I have two credentials.

Speaker 9:42

Good for you. So

Speaker 2 9:44

amazing. Certified because again, the minute you tell me I can't, I go really? I can't, can I? I do. Again, in a way it's been good in a way sometimes. No, but in this case, yes. Because I'm my own advocate and I've always had to be Right. And it's made me stronger and it's really helped me with, teaching my students and my clients, because I, they'll say I can't do this. I said, what's the challenge? We break it down. Miss Leanne, I can't cut, I don't know, a piece of cheese. I'm gonna make it easy here.

Speaker 10:10

Mm-hmm.

Speaker 2 10:10

And I go, okay, so what's the challenge? What's the thing? And we'll break it down. I emphasize someone's strengths and go, okay, this is how we're gonna do it and this is how we're gonna tackle it. You may not be able to do it in a certain way, but why can't you? You're just as able, you have strength, it just might not be what you think they are. Or somebody else's are. So I definitely want people to reframe it. But yeah, in terms of with me, yeah, it's always been some people believe in me and some don't, and so I've always tried really hard to say, yes, I can do it. It just might be differently. So that's okay.

Speaker 10:42

Absolutely. So help me understand,

Speaker 2 10:44

yeah,

Speaker 10:44

if you have a learning disability, so like you said, it's hard to tackle a big project, but if you break it down into little bits, it's easier to do in bite size because it's what, it's too overwhelming or

Speaker 2 10:55

Yeah. Yes, pretty much. And again, everyone's different. I'm just talking from my experience for me and some of my students as well.

Speaker 11:01

Okay.

Speaker 2 11:01

And it's very interesting'cause people listening to this, there's a huge crossover with A DHD as well. It does affect the same parts of the brain. So yes, we call it chunking in education, where you chunk it and you make little chunks, and you do maybe one to two steps because that way you're sure that the tension is given to what either and some people learn differently. You might have to say it. You might have to say it and write it down. You might have to do more than that. You might have to record it. But yes, it's been proven that smaller areas, smaller information, it's easier to absorb. And then it isn't so over daunting. You're like, oh my God, you have some big task coming up. And I still do it that way in my life where I don't look at the big picture. I look at the little one. Okay. And then I build on the little one. Because if I, for me, it doesn't work to gimme like this huge, humongous picture or something, I'll be like, oh my God, no.

Speaker 11:48

I think we're all like that. It makes

Speaker 2 11:50

it easy for

Speaker 11:50

all of us to,

Speaker 2 11:51

to chunk it

Speaker 11:52

down. So,

Speaker 2 11:52

but it is easier. And even, like little ads or lip things, they do it in bite-sized chunks, as they say. Or bite-sized bits. For that reason, because they know people pay attention, especially now because people's attention spans are shorter than they used to be.

Speaker 12:04

Yes.

Speaker 2 12:04

So yeah, it's definitely better if you do it in little ones.

Speaker 12:07

You mentioned something that was very interesting just a moment ago when you said A DHD is very close to learning disabilities and it's like the same part of the brain. Yeah. For someone that might be listening, could you just on a high level, explain maybe what the difference is?

Speaker 2 12:21

Okay. So there is some crossover and there's a lot of crossover with a lot of things. But a DHD goes one step further where yes, they might have learning challenges as well.'cause you can have, more than one thing going on with your body at the same time.

Speaker 12:33

Okay.

Speaker 2 12:33

It's called comorbid so you can have a comorbid diagnosis. But with a DHD learning disabilities, it is hard as well to pay attention, but a lot of the times you can find a way to focus even for a little bit with A DHD, that focus component is a lot harder and it's. Sometimes, and again, I'm generalizing. Okay. But it depends if the hyperactivity is there as well, but especially with the hyperactivity component, their brains hung, you need to move right now. You can't sit still. I gotta go. Boom, boom.

Speaker 13:02

Got it.

Speaker 2 13:02

And same with, with a DD without the hyper hyperactivity, they might be doing five things at once. They won't complete a task. It's very hard to, oh, I'm gonna write a sentence. The girl is so pretty and they might get to the girl and then, oh look, there's a squirrel outside. Oh yeah. Let me look at the squirrel and look. Read about squirrels. Oh, wait, here's this cool book on Harry Potter. I'm not the big on Harry Potter anymore, but here's a cool book. Okay. Let's read about this. Oh, yeah. And here's this over here. And it's hard to stay in it, to stay right there. It's like boom, boom, boom.

Speaker 13:28

Okay.

Speaker 2 13:29

And, and again, with learning disabilities, it is difficult as well, but a lot of time with help, you can at least get one task done usually. And again, not everybody, but it is easier.

Speaker 13:40

Okay. That's a good explanation. So could you share a framework or some simple process that maybe if someone is listening and maybe they were recently diagnosed or they feel like they may have one and they didn't get the help that, that you got, what would you suggest they do?

Speaker 2 13:55

Depending on the age. But since we're talking about it, it sounds like you're asking more adult. Right now? Yeah. I'm an adult. Okay. All right. So if it's an adult, what I would do, and again, I would actually, believe it or not, they could either call their local school a special education department at a school

Speaker 14:10

mm-hmm.

Speaker 2 14:11

And ask them, or a college or university, actually college or university might be better.

Speaker 14:15

Mm-hmm.

Speaker 2 14:15

And talk to them there. This the, student services area. cause they'll have a lot of insights and a lot of information available that maybe is not on the internet, is not on the web. And find out if you can talk to, usually it's a psych, I think a psychologist. I think a psychologist who would then diagnose you because there is a series of tests and things that they would do. To assist you with that, to get a diagnosis and to help you understand. But definitely the starting point I would say is a college or university and going to student services. Again, there's different things online.

Speaker 14:53

Okay.

Speaker 2 14:53

I don't know how reputable all of'em are. I really don't. And at least with a college or university, you're gonna know it's reputable. And you're gonna know, and they can point you in a direction to go. There may be agencies in your local area, I don't know, but at least that's a starting point,

Speaker 15:08

okay. That's fantastic. And then if a parent noticed these tendencies in a child, then they could just make, contact the guidance department and talk to a guidance counselor, or maybe talk to a pediatrician.

Speaker 2 15:20

I would actually recommend a lot. All of it. I would recommend talk to the pediatrician. I would also start with your teacher.

Speaker 15:26

Oh,

Speaker 2 15:26

okay. With the child in school. And because there are some students who even though they might have some learning challenges, they can do what's called a student success team. Student Success team. Let's try that again. Where. People meet and this is before like they get into an individual education plan before they totally get into the special ed system. You can have teachers and everybody meet on the teaching team about a student and the parent too, and talk about it. Maybe the child just needs more time. Maybe all the noise in the classroom is way too gosh darn distracting. So they take tests in a different room. Certain things like that they can do within the classroom, that would help. Great. Now if it, if that's not enough and you need to go further.'cause especially in the school system, you have to make sure to go up the chain of command.

Speaker 16:10

Okay.

Speaker 2 16:10

And I don't mean this to put anybody down, but having worked in the schools for a long time, if you jump the gun or you go above somebody's head, as with any job, it doesn't tend to go well.

Speaker 16:20

Okay.

Speaker 2 16:20

Good point. Be honest here. Teachers are human too.

Speaker 16:22

Yeah.

Speaker 2 16:23

And it shouldn't be taken out on the child. It really shouldn't.

Speaker 16:26

Mm-hmm.

Speaker 2 16:26

But I have seen that happen. So again, make sure to talk to the teacher first. If you feel that's not going anywhere, you can at least have it, doc. And write it down. By the way, parents write everything down. Document every gosh darn thing. Everything.

Speaker 16:37

Okay? Good to know.

Speaker 2 16:37

And have it there with you. And then you'd be like, all right, I talked to teacher. I'm not getting response. Then you can go up and either talk to the principal at the school, and then if not superintendent, and then from there, after the superintendent, then you can ask where to go from there on the special education department, but make sure to keep going up the chain of command. So that way, you're doing everything on your end that you're supposed to do. Sorry, I just gotta type something real quick. No, that's okay. Here. So if anyone hears my keys, I'm sorry. Something going on with my parents at home, but I promise you I'm not trying to be rude or anything.

Speaker 17:09

It's okay. Life happens. Yeah. We still have to be laughing.

Speaker 2 17:12

Yeah, exactly. So I just did it so we're good. But Yeah. But my point is, with your child, make sure to document everything. Go up the chain of command. Start with the teacher and go the way up from there. Okay. Start with the vice principal, superintendent, talk to the special education department, but just make sure too, yes, advocate for your child, do a great job, but don't be so difficult that. People don't wanna and again, teachers are human, but I'm telling you this'cause I've seen this don't be so difficult when people go, oh my God, that's so-and-so's parent. Dear God, I don't wanna deal with them. And they will find an excuse not to get back to you for three or four days. They'll get back to you.

Speaker 17:46

Mm-hmm.

Speaker 2 17:46

It's not gonna be right away. And in their mind they're going, oh, sh I don't wanna deal with this person. They're such a pain in my bum. Sorry. But it's true. You gotta, and it's a fine line to cross.

Speaker 17:55

Okay.

Speaker 2 17:55

But yeah. Yeah.

Speaker 17:56

Okay. So that's some great insights for navigating the system if you realize there's a problem. So, going back to you, what has been the most challenging thing about having a learning disability for you? And what does that internal struggle look like?

Speaker 2 18:11

It never really goes away. Reading and writing, yes, I know how to do those. I'm literate, but I don't think people realize how much of the neurology part of it. Cause I'm not neurotypical, I still drop things. I still re if I'm very, this comes about more when I'm really tired. I will, let's say turning a doorknob and you have to turn it to the right to get into a room. Sometimes I have to stop myself and go, okay, what way do I turn it? If I'm exhausted when I come home, I've had this happen. Which way do I turn the key in the door to open it? Things like that, that we take for granted. My brain just goes it's out the window and I really have to stop and think and I've, incorporate a lot of breathing exercises just to like, almost like a reboot,

Speaker 18:49

okay.

Speaker 2 18:49

And be like, alright, brain, come on, let's go. This is what we're doing. So that's what I do. Because it does affect a lot of things. Or even, not so much tying my shoes anymore. That used to be a big one. And buttoning. And zipping. Zipping. I still drop things a lot, or even, it's really weird too, this morning I'm getting ready, putting on my makeup, and I not only drop things, but like I flung a brush outta my hand. And I went, whoa, okay. So then I said, all right Leanne, you need to slow down. And I made myself take a break and I sat in a room and I just breathed for a few minutes, and then I came back and I was fine. But I don't think a lot of people realize how it affects the entire person, not just your reading and writing, not by a long shot.

Speaker 19:24

I was gonna say, how do you stay positive? Is it your self talk? Like you referenced that you're just like, okay, it's all right. So it's like you're coaching yourself through it to just have compassion for yourself, right?

Speaker 2 19:36

Yes. Yes. And that's big because, and it's not easy for me, I'm not gonna lie. But I need to be the example I wanna see. And I need to, if I don't walk the walk. How are my students gonna do it? There's no way. So I need to do it. And, so yeah, I've even made like sticky notes I put on my mirror in the morning when I get ready and things that I see hey, cool, just to make me feel better about me. Because it is hard and you are different, but it doesn't mean, again, like I was saying, it doesn't mean you're any less able or you're any less than you're not. You just need to do things differently. That's it. That's all it is.

Speaker 20:06

So, yeah.

Speaker 2 20:07

Mm-hmm.

Speaker 20:07

So this is gonna be a weird question, but how has your life been better since you've had this challenge?

Speaker 2 20:13

Let me tell you, it has made me really compassionate and I really understand my students with their learning struggles. I haven't mentioned this so far, but I actually started teaching, unofficially at the age of 13 Wow. In synagogue here in town after my bat mitzvah. And, student teacher. But it's really again, helped me understand people and their challenges. And I'm not so quick to judge because I know we all have challenges. Years ago, America's Funniest Home Videos when Bob Saget hosted it. So yes, I'm aging myself, people I know. But when he hosted it, everyone thought it was so funny. Ha ha ha. Those videos are so funny when people slip and fall and those were like really big back in the day. I don't find them funny at all because I'm like, oh my God, that poor person. Right? It's helped me with my students, with their learning challenges. I, cause, again, I've been a religious school teacher too, off and on for years at different synagogues and it, a lot of parents have been appreciative of that because it's hard enough to learn as it is no matter what you're learning. You have these kids learning a different language coming in half the time on a Sunday morning after they've had a full week of school. Yes, I had a couple kids with A-D-D-A-D-H-D. I had a deaf child and a lot of them parents did request me specifically as a teacher because they knew I'm gonna set your child up for success. I'm gonna base their lessons on their, how they learn, what they need to do, and then I will do the lesson from there. I am not cookie cutter.

Speaker 21:35

That's

Speaker 2 21:35

good. Be

Speaker 21:35

amazing.

Speaker 2 21:36

And I understand people and I try to really. Understand how I can help them. I had someone today who had stomach issues and couldn't do their lesson, and I'm like, okay. I didn't judge'em nothing. I said, Hey, it's a health issue. No worries. And we just came up with something else we could do, I had one student one time, just couldn't emotionally regulate, so we played in the planner box outside the classroom and we built our own fort and that was our lesson and we incorporated turn taking and everything else I said. There you go. Oh, that's great. Yeah, it's actually, yeah, it's been a blessing for me in many ways actually.

Speaker 22:06

That probably means so much to the parents and students knowing that you have the compassion, the understanding to be with them, because they must be sometimes at a very frustrating point where they're just like, Ugh, what am I gonna do? And so to have you to just be this calm, guiding light Yeah. Must be so powerful.

Speaker 2 22:24

Exactly. Exactly. So yeah, and I try to be, I'm not perfect. But I try really hard'cause I love what I do and no matter what capacity, whether it be when I was instructional assistant, no matter what, when I'm around my clients and my students, that's when I'm the happiest. When I have to do paperwork and I'm back here doing office work, I'm like, ah, man,

Speaker 22:43

yeah. Yeah.

Speaker 2 22:43

But, not as much.

Speaker 22:45

No, I get that. So if one of our listeners is struggling with a learning disability, like right now, what advice would you give them?

Speaker 2 22:51

First and foremost, love yourself. Understand that you have a challenge and there is help out there. Don't be like, oh my gosh, what the heck do I do? Oh, local libraries too is also a good resource. They might have some ideas as well, but again, do what I said. Call up the universities, talk to your local libraries. If you have friends, hey, because they're gonna know locally what's available versus me. Of course. Just accept yourself and be like, all right, so I have this cool. I just need to handle life differently, but I can do it. Don't give up on yourself and don't let the world tell you. You can't be like, be a stubborn ass. I know this sounds horrible, but you really need to be and be like, all right, I may not be able to do it this way, but you know what, I'm gonna do it this way and I'm gonna do it. And you will. You just, you cannot stop believing in yourself. You are your biggest advocate. You are your biggest ally, and you need to do it. That's

Speaker 23:38

right, that's right. So is there a book that helped you on your journey that you can recommend to our listeners?

Speaker 2 23:44

There isn't no. I never really read like one book in particular. But just people in general that have influenced me a lot. And I always did this with my students, other people who have learning challenges. I always found it interesting that like Tom Cruise share, God, I'm blanking on it now. A lot of people have learning challenges where back in the day it was very hush. It was very ashamed. You didn't talk about it. It was behind closed doors. Now it's not.

Speaker 24:08

At

Speaker 2 24:08

all. There are a lot of great books. I don't have one in particular. You can talk to a local librarian about it, but,

Speaker 24:14

That's okay. Maybe people could read some biographies or go on

Speaker 2 24:17

YouTube and find some inspiring stories. There's a lot of really inspiring stories of so many people who are learning challenged and some of'em have a lot of money now. Virgin Atlantic, I forgot his name, but

Speaker 24:29

Branson.

Speaker 2 24:30

Yes. He's learning disabled. Yes. Look at him now, right? Yes. A lot of us who people didn't believe in, guess what world we proved you wrong.

Speaker 24:37

That's right.

Speaker 2 24:37

So yeah. No, just do it,

Speaker 24:39

that's right. Awesome. Thank you so much for this authentic, conversation and really sharing your. Your journey with us. So definitely. Where can people connect with you, follow your work or learn more about what you do?

Speaker 2 24:50

Yeah, you can always email me, the, I think it's at the Miss leanne@yahoo.com. I also have two podcasts on my own, but they're micro podcasts and they're done through an app. Okay, so the first one is again, at the Ms. Leanne at Swell Cast. L-L-C-A-S t.com. And the second one is also on, swell as well. But it's a community, podcast where I put up. I might put up a topic, but then other people can record their responses to it. And it's a very kind and, respectful community. But swell cast.com/the Ms. Leanne is the best one. I talk about a lot of these issues, advocate for special needs community, and I throw in some other things as well. Okay. But, yeah, it's pretty cool and you can definitely catch me there.

Speaker 25:32

Great. We will link all of those down below in the show notes. Yeah. And, thank you again and if you found this episode helpful, please share with someone who might be facing a similar challenge and needs to hear this message of hope and inspiration. So don't forget to subscribe and I'll see you next time on overcoming Anything.