My Statement: A Look Into My Legal Case, Life, and Events

Buckle up and grab a snack, this first post is a long one but an important one. Below you will see my official Witness Statement from my current Human Rights case. This was written by me and is my personal account of how things started such as my Dyslexia diagnosis, and where things went in my grade 9 and 10 years and beyond. It details the difficulties I faced, the struggles I went through, and the success I found.

Use the drop-down menu to read about my grade 9 and 10 years and the failures of my former school and school board.

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Victoria Jones v. Former School Board

HRTO File No. 2016-25164-I

September 21, 2022

Page 1 of 19

STATEMENT OF VICTORIA JONES

It is anticipated that Victoria Jones will provide the following testimony at the Hearing in this matter scheduled to take place October 5–7 and 12–14, 2022:

Witness Statement to be Adopted

1. I intend to adopt the contents of this Witness Statement under oath during the Hearing of this matter. I reserve the right to provide additional oral evidence and answer any questions my legal counsel asks of me.

Background

2. I am the applicant in this matter.

3. On August 3, 2016, my family and I commenced this Application. At this time, I had recently completed Grade 10 at my former high school, which is part of my former school board.

4. My family and I filed this Application because I was not receiving the accommodations and the support I needed from my former school board.

My Learning Disability-Background

5. From a very young age, I exhibited difficulty with reading, writing, and mathematics. 6. I began completing assessments for possible learning difficulties around the age of seven. At this time, I was struggling in class with skills like reading and spelling, and a teacher mentioned this to my parents. 7. The assessments done by various professionals since the age of seven have confirmed my learning disabilities related to reading, writing, and math. 8. My first psychological evaluation took place on February 27, 2007, when I was less than a week away from turning seven years old. I was assessed by Dr. Aileen P. Utley (“Dr. Utley”), who was at the material times a psychologist licensed to practice in the states of Kansas and Missouri. Dr. Utley’s assessment included administration of the Wechsler Intelligence Scale for Children-IV and subtests thereunder. Dr. Utley found that “[my] Standard Scores in reading and spelling are not commensurate with [my] ability.” 9. On January 28, 2010, I was assessed by Dr. Utley again, and this assessment again included administration of the Wechsler Intelligence Scale for Children-IV and subtests thereunder. Dr. Utley noted that Victoria's achievement in Reading and Arithmetic is below her verbal abilities (a better predictor of her academic achievement than the Full Scale IQ), although she is above grade level in both subjects. As compared with her Verbal Composite Score or her Full Scale IQ, Victoria evidenced a significant discrepancy in her Spelling achievement. This discrepancy is above that required to diagnose a Learning Disability in this area and she will continue to require additional assistance with written language.

10. On December 17, 2011, I was assessed by Dr. Deborah Reitzel-Jaffe (“Dr. Reitzel-Jaffe”), who was at the material times a psychologist licensed to practice in Ontario. This assessment was required because, when I enrolled at my former elementary school, which is part of the school board, my parents were told that I needed to have a psychoeducational assessment administered in Ontario. 11. Dr. Reitzel-Jaffe’s assessment included administration of the Wechsler Individual Achievement Test, Third Edition (“WIAT-III”). Dr. Reitzel-Jaffe noted my difficulties with reading and writing and also identified struggles “with fluency of basic math facts”, which Dr. Reitzel-Jaffe stated was “an area to target for remediation. 12. Dr. Reitzel-Jaffe ultimately concluded that “[my] profile is consistent with a diagnosis of a Learning Disability”: Victoria's cognitive abilities were assessed in early 2010 by Dr. Aileen Utley. The results of that assessment indicated a Full Scale IQ score at the 77th percentile in the high average range with the following Index scores: Verbal Comprehension Index at the 90th percentile, Perceptual Reasoning Index at the 55th percentile, Working Memory Index at the 61st percentile and Processing Speed Index at the 66th percentile. Because of the significant and meaningful difference between the Verbal Comprehension Index and the Perceptual Reasoning Index which occurs in only 9% of the normed sample group, it is most relevant to view Victoria's Verbal Comprehension Index as the score that best reflects her overall cognitive abilities. Although Victoria's academic skills generally fall in the average range, a significant gap exists between her cognitive ability level and her skills particularly in the composite areas of Basic Reading, Written Expression as well as in Math Skills. When these relative deficits are coupled with processing deficits in the area of Executive Function as well as Phonological Memory, it becomes dear that Victoria's profile is consistent with a diagnosis of a Learning Disability. Because of this it is recommended that formal identification of Victoria as a student with a Learning Exceptionality take place at the school level. As well continued review and development of an Individual Education Plan is recommended to offer ongoing support as Victoria moves forward academically. 13. On that basis, Dr. Reitzel-Jaffe made a number of recommendations to “the school team” in order to accommodate me and “support [my] academic progress.” 14. On October 17, 2014, at my mom’s request and in connection with seeking accommodations for me at my former high school, Dr. Reitzel-Jaffe provided a Psychological Assessment Report Addendum. Dr. Reitzel-Jaffe stated that terms dyslexia and dyscalculia as defined in the DSM-5 were both “consistent with [my] presentation when assessed.” 15. Dr. Reitzel-Jaffe also noted that I “presented as a very bright girl who was underachieving in the areas of reading, writing and mathematics due to deficits in phonological memory and executive function.” 16. My learning disability does not mean I have low intelligence, and it does not mean I am incapable of learning and being successful in both a school setting and in my future.

Seeking Accommodations at my former high school – General Background 17. The school board recognized that I do, in fact, have a Learning Disability, and an Individual Education Plan (“IEP”) was developed for me in accordance with the school board’s Special Education Plan. 18. The Special Education Plan sets out the school board’s role, obligations, and fundamental guiding principles when accommodating students like me. This is a lengthy document, but some of the key parts are as follows:

a. The school board commits to “Keeping the needs of all students at the forefront during the decision making process” and “Seeking input and communicating effectively with parents in a transparent and timely fashion”. b. They also commit to “Providing access to resources, technology and experiences that meet students' strengths and needs”. c. The school board’s position regarding the provision of Special Education includes the statement that “Programs shall be designed to assist exceptional students with special needs to develop their maximum potential”. d. They also commit to “Use evidence-informed practice” and “Collect data to evaluate success criteria”, as well as to provide “Timely and individualized interventions” and “Reflect student and parent voice in the intervention process”. e. The school board espouses a number of Guiding Principles, with the first being that “All students can succeed”. f. The school board commits to “Update the IEP as appropriate” and to provide parents with the “a copy of the assessment report” when a WIAT-III is administered to their child. g. The school board explicitly refers to dyslexia under the broader category of Learning Disabilities. 19. Ultimately, the school board makes the following to its students and their families, including me and my family: “All students in our schools, regardless of background or ability, will have the opportunity to develop the skills, attitudes and knowledge required to live up to their full potential.” 20. I reasonably expected that the school board and school would treat me in accordance with these principles and would do everything possible to ensure that I maximized and realized my full potential—which my medical professionals have all noted was greater than my academic output. 21. However, the words and actions of administrators and staff at the board and high school made it clear to me that they believed my family and I should be content with my average performance (which, in the case of some school subjects, was barely average).

My Grade 9 Year at My Former High School

22. For the academic year of 2014–15, which was my grade 9 year, an IEP was developed by the high school and agreed to by my parents. 23. The IEP ostensibly took into account the assessments of Drs. Utley and Reitzel-Jaffe, and it provided for a number of accommodations that I was meant to receive, including use of assistive technology, longer time and quiet settings for assessments, and the provision of exemplars (i.e. examples of what a completed assignment, like an essay, ought to look like). I understood that all of the accommodations would be implemented and followed by my teachers and the staff at my former high school. 24. When I started my first year of high school, I was very excited to take science and art, meet new people, and work towards post-secondary education. 25. However, within the first two weeks, everything went downhill for me. While I was excited to be starting high school, I was also riddled with anxiety and fear related to my accommodations: I worried about what would happen if my IEP was not followed, or that my teachers would find me to be a nuisance because of my accommodations, or—worst of all—that people would think I was stupid and weird. Unfortunately, these fears soon became my reality. 26. Before starting at the high school, I wanted to go to a good university and study science but, within the first weeks of grade 9, it was clear that the school and the school board did not care about my future and my ability to grow as a student. 27. The first issue arose in math class. My math teacher was concerned about my grades on the first math quiz of the year, and he told my mom that I declined to go to the Resource Room (the quiet setting offered to me on my IEP) to write the quiz. 28. I did not go to the Resource Room because I was nervous about this being my first ever test in high school, and I was worried that I might miss my next class while I was still learning my way around the school. No high school staff or teacher spoke to me about this or offered support or guidance about the benefit of using the Resource Room. 29. Again, I had just started high school. I felt like I did not quite understand what I needed and I was unsure how to advocate for myself because it was only the second week of school. I was still adjusting to a totally new environment. 30. Throughout my Grade 9 year, I faced a lot of pressure to advocate for myself to make sure I received the accommodations required by my IEP. 31. For example, if I was not given a copy of notes, did not receive electronic copies of my tests, or did not get some other accommodation specified in my IEPS then the Resource Teacher would tell me that it was my “job” to do this and that the real issue was with me not asking for what I needed (as opposed to the fact that the teachers did not follow my IEP). This occurred approximately once every week or two. 32. Oftentimes when I did speak to my teachers and try to advocate for my accommodations, my teachers were not immediately cooperative and would tell me I did not actually need what I was asking for—even though it was in my IEP. 33. For example, I always encountered difficulties when trying to get an electronic copy of the notes for my math classes during both Grade 9 and Grade 10. My teacher in Grade 9 would write solutions to problems on the classroom’s Smartboard and would be noticeably annoyed when I asked for him to save the notes on my USB drive; he would question how these notes would benefit me every time I asked for them and speak to me as if these notes were not important for my learning. As a result, both my mom and I would need to request assistance via email. 34. Looking back, this strikes me as extremely unfair and inappropriate. I was a new high-school student trying to find my way in a new environment, and I already had an IEP stating clearly to my teachers what accommodations I required. That ought to have been all that was needed for me to receive all of my accommodations. 35. In March 2015, I truly began to realize how little regard the school board had for my potential growth and academic achievement. This realization was upsetting and debilitating, even to this day. 36. On March 25, 2015, the LST sent an email to my mom in which she suggested moving me from Academic math to Applied math. My mom and I soon learned that Applied math is generally suited to students in a college rather than university stream, and that most students in Applied math do not go to university. 37. As I stated in my high school application, I wanted to attend a good university and study the sciences—but taking Applied math would most likely not allow me to do that. Once we learned this, it became clear that the school board was more interested in trying to make things “easier” rather than accommodating me so that I could reach my full potential and realize my goal of attending a good university. My former high school was more intent on convincing me and my family to limit my aspirations and accept my fate as an unsuccessful student. 38. During my Grade 9 year, I also did not receive exemplars, even though these were required to be provided to me under my IEP. My mom and I did not even know what exemplars were during my Grade 9 year, and nobody from my high school or school board explained these to us. 39. We later learned that exemplars are examples of what a completed assignment ought to look. Having exemplars shown to me would help me to better understand my assignments and what was being asked of me, while having oral instructions and no visual representation of what I should be doing can make it difficult for me to start tasks. 40. While exemplars were not optional, teachers at my former high school seemed to be treating them as if they were optional—when they should have been treated as something that was essential and required for me to be successful. Teachers often preferred to give me written instructions and written work, which came in various forms, including Smartboard writing that was barely legible. I found this very difficult and it inhibited my ability to complete work successfully and to the best of my ability. 41. I recall a specific example, in March/April 2015, when I had a major math assignment that consisted of creating an image out of lines. I did not even receive written instructions; instead, all the instructions were given to me verbally, and I received no exemplar showing what I should be doing for the assignment. 42. I struggled to complete this assignment the first time and had to have the teacher check my work to see if I was completing the assignment correctly (the teacher would not respond to me via email for help until my mom followed up). This made me feel stupid, and it likely would not have happened if the teacher followed my IEP. 43. Ultimately, I experienced significant difficulties with math and reading during my Grade 9 year, which was reflected in my first-term marks (61 in English, 52 in Principles of Mathematics) and my final marks (54 in Principles of Mathematics, which is “much below the provincial standard). 44. This resulted in me having to take math again in the summer, and I was able to achieve an improved mark. This improvement was, I believe, the result of being taught by an educator who was aware of my needs and accommodations, was compassionate towards them, and truly did her best to provide me with a level playing field in the classroom. 45. That said, I was very discouraged overall by my Grade 9 marks, which were not good and were not satisfactory to me. I was frustrated because my potential is much greater than what I was able to achieve; my first year of high school was a constant struggle because of the high school’s unwillingness to follow my IEP and support me as a student. 46. During the summer of 2015, the school board raised the possibility of having me transfer to another school. However, my family and I decided against this, based on a number of factors that included a medical opinion. 47. The suggestion that I transfer was a blow to my confidence: it made me feel (and still makes make me feel) like my former high school had given up on me. Despite the difficulties, there were things I loved about the high school—such as the friends I had made during Grade 9, and the opportunity of playing in Orchestra (which the school the board suggested for a transfer did not have)—and giving these up would have meant giving up the only things that made me feel confident and welcome within the high school.

My Grade 10 Year and My Former School Board's Failure to Accommodate

48. From the start of the 2015–16 school year, the school board and and high school continued to be aware of my disability-related difficulties with math and reading, but their approach and lack of understanding did not change. 49. On October 14, 2015, a school board employee administered, a partial WIAT-III assessment to me. I remember taking only some of the subtests, which seemed odd to me because I had been given all the subtests when the WIAT-III had previously been administered to me. 50. In October 2015, the high school renewed my IEP, without changes, for my Grade 10 year. 51. I am aware that, in November 2015, my parents met with staff from the high school and school board to discuss the results of my most recent WIAT-III test. While I did not attend these meeting, I understood (based on discussion with my parents) that the school board did not want to do further tests or re-assess my accommodations. 52. On November 26, 2015, my former school board (through counsel) confirmed to me and my family what they had already communicated to my parents at the meetings: “the Tier I WIAT results from Victoria's 2015 testing indicated that no further testing need be completed and that a Tier II WIAT would not be conducted. … further testing would most likely not inform the writing of future revisions of Victoria's IEP.” 53. This was highly upsetting and inexplicable to me. I continued to struggle with reading, writing, and math—yet the school board's position was that my IEP was sufficient (despite my continued struggles with an IEP in place) and they would not even consider collecting further data to inform potential changes to my IEP. 54. As a result, my mom arranged for me to be assessed by a psychologist in private practice, Dr. Debra Klein (“Dr. Klein”), which was ultimately done on March 3, 2016. 55. In February 2016, the high school again confirmed it would not make any changes to my IEP, despite my continued struggles under my existing IEP, as reflected by my grades as of February 17, 2016. 56. In April 2016, my family and I received Dr. Klein’s report, which confirmed my continued struggles with math, science, and English. Dr. Klein concluded “it seems likely that a diagnosis of a Specific Learning Disorder, with impairments in reading (i.e., dyslexia), written expression, and math (i.e., dyscalculia) continues to apply.” Dr. Klein highlighted the need for me to receive continued academic accommodations and, to this end, she provided a lengthy list of recommendations. 57. On June 7, 2016, my mom finally received a copy of the Clinician Report from my WIAT-III assessment by the my former school board, which I understand she had requested numerous times since October 2015. 58. We were shocked to see that I had been assessed as having Reading Comprehension at a Grade 5.2 level and Pseudoword Decoding at a Grade 7.6 level—at a time when I was just about to finish Grade 10. 59. The idea that I was reading at a Grade 5.2 level still makes me feel sick to my stomach. I knew I was not stupid, but seeing this number certainly made me feel like I was. Even more upsetting was the fact that, despite having this information, the school board refused to do anything else to support and accommodate me. 60. It was impossible to feel anything other than that the school board had no real interest in doing what was needed to help me succeed and realize my full potential, and that they did not care about my future or even think that I had much of future. 61. This was not the only difficulty I experienced during my Grade 10 year. I had to ask to be trained on certain programs for things like flow charts and brainstorming programs that I needed to use to help me succeed on writing assignments. I also did not have a quiet place to take tests, which was one of the most important things for me to receive; instead, I was put in a health office with distracting posters, or in a Resource Room full of other students, or even in a glass box of an office with no desk space for me to take a test. 62. On top of all that, I was still being forced to advocate for the accommodations my IEP required, which my teachers often made difficult for me. For example, in November 2015, I arranged to meet with my English teacher during lunch time so I could get assistance on an assignment but, when I arrived for this appointment, there was a line of students waiting for help. I waited in line for most of the lunch period but eventually had to leave to go eat before my afternoon classes. 63. My mom later contacted the teacher, who responded in what I found to be an unnecessarily hostile tone; his response blamed me for my struggles and for not getting help, even though that is what I was trying to do. This teacher blamed my failing grade on me not getting help—even though I tried but found the teacher was occupied and there were no other opportunities he was providing to get extra help. 64. These types of experiences and generally being forced to advocate for the accommodations in my IEP caused me a great deal of anxiety and self-consciousness. 65. I felt like everything going wrong for me at my former high school was my fault. I was scared and felt helpless every single day I stepped foot in the school’s halls. 66. The final blow came in June 2016, when vice-principal confirmed to me and my family that, despite my obvious disability-related struggles, the school board was not prepared to do anything more or differently to help me succeed: "Within the high school setting, Victoria's Individual Education Plan continues to provide the necessary supports and accommodations to meet her learning needs. A number of accommodations (e.g. use of assistive technology, extra time for processing) may directly support Victoria's reading skills as needed, while other accommodations may be used in ways to support her needs related to math and executive functioning skills (including access to the Learning Support Teacher for support as required)". 67. It was astonishing to be told that my IEP was providing me with “the necessary supports and accommodations” when I continued to struggle academically, was apparently reading at a Grade 5 level, and was about to fail my Grade 10 math course. 68. At this time, it became abundantly clear to me and my family that the school board had no interest in ensuring I reached my full potential, or that they erroneously believed that this was my full potential—notwithstanding that my that medical reports consistently identified a gap between my capability and academic output (which the school board’s own special education documents also recognize typically exists for students with dyslexia). 69. My family and I remained adamant that I was capable of much more and that I could realize my full potential if I received suitable academic accommodations. However, since the school board had already explicitly stated that it would not explore or consider further or different accommodations, despite my ongoing struggles (including a mark of 44 in Grade 10 math), our family was left with only one realistic option to secure my future.

The Gow School

70. Given the school board’s unwillingness to further accommodate me in my Grade 10 year, my family and I began exploring other options. 71. I was not heavily involved in the search for other education options, as my mom was primarily the one who looked into other opportunities for me when I was still completing Grade 10 at my former high school. 72. Other options we had used but which were not sustainable included tutoring, specifically for math, but there was no Learning-Disability-based tutoring (e.g. Orton Gillingham) offered in close proximity to London. I was also turned away from the London Learning Centre due to a waitlist of over a year and the fact that I was already in high school. 73. My mom also looked at other schools (i.e. Claremont School in Toronto, Landmark East in Nova Scotia, and Maplewood Alternative High School in British Columbia) but they were not viable options because they were too far away and/or not within our family’s financial means. 74. These options also included The Gow School (“Gow”) in South Wales, New York. Gow is a private boarding school that specializes in education for students with dyslexia and similar language-based learning differences. 75. By June 2016, the school board had left no doubt that it would not provide me with the accommodations I obviously needed to maximize my potential and have a chance of attaining my goal of being accepted to university. I had just failed Grade 10 math for reasons directly connected to my disability, yet the school board insisted that my IEP was providing the accommodations I required and that nothing needed to be changed. 76. Accordingly, after much discussion within our family, I accepted an offer of admission to Gow. This was a difficult decision that meant leaving my home, my friends, and my family in London to attend a new school with new classmates and teachers in an entirely new place—but I knew that my future and my goals depended on this decision. I needed the support of educators who were willing and able to support my needs, and Gow assured me that that is what I would receive. 77. My high school experience to this point was the most difficult time in my life. After my grade 10 year, I was left with no confidence in myself and my abilities. I had nothing left to believe in and felt like I had no future to look forward to. 78. Attending Gow allowed me to re-build my confidence, piece by piece. Academically, Gow fostered my strengths and taught me in ways that made learning more accessible in light of my language-based learning disabilities. I soared academically and made connections with my teachers that made me confident enough to advocate for myself after many years of being afraid to do so. 79. While I thrived academically and regained the confidence I once lost, Gow was very difficult for me in other ways. Moving to Gow was a big change in my entire way of life. I was unable to do some of the things I loved, like playing my cello in Orchestra and competing in volleyball and track and field. I also lost some friends from London who were my support systems during my time at my former high school, I did not get to see my family very often, and I got something very different from the typical high school experience I had once dreamed of.

80. However, I developed new passions during my time at Gow, such as golf and leadership. I made new friends from all over the world and, ultimately, I thrived both academically and socially at Gow. 81. It is still heartening for me to read the words of support from Gow’s Director of College Counselling Charles K. Brown: In her time here, Victoria's writing, analytical skills and linguistic facility have all improved markedly. One has only to look at her GPA growth since coming to Gow to see this. … In all her classes, teachers note that Victoria is not shy about discussing and developing ideas. Victoria is clearly capable of challenging work and critical thinking in college. In the end, it is clear that Victoria Jones is a singularly talented young woman with many shining qualities and enormous promise. She has already shown this here at Gow, and I am confident that she will continue to do so beyond graduation. 82. In May 2018, I graduated from Gow with Honours and many leadership awards for my work and devotedness to the campus and community. 83. I also applied to universities, which I had been highly anticipating since starting high school. I truly felt that going to university would not have been possible if I had remained at my former school board, and the newfound feeling that I could actually succeed was indescribable—especially after spending two years being treated like I could not and would not succeed. 84. I chose to attend Mount Allison University, one of the top and most established schools in Canada. In May 2022, I graduated with a Bachelor of Arts in Psychology, with an emphasis on child and educational psychology, and with a minor in political science. In my second year, I was the president of my residence building and president of a popular club on campus. 85. I am now in my first year of a Bachelor of Education at Mount Saint Vincent University, and the next step is to become an elementary school teacher, which has been a dream of mine since I was five years old. My journey and experience have given me the power to strive for success and to remain passionate about my education.

The Impact of my former school board's Failure to Accommodate

86. It is difficult for me to put into words how the school board’s failure to accommodate me has made me feel. Even now, I find it upsetting to see the the board documents talking about how “[a]ll students in our schools, regardless of background or ability, will have the opportunity to develop the skills, attitudes and knowledge required to live up to their full potential.” I never had this opportunity, which was denied to me for no other reason than the fact I suffer from a Learning Disability.

87. I wanted to live up to my full potential at my former high school. I tried my hardest to do so, but this proved impossible with little-to-no support from the professional educators who should have helped me develop and maximize my skills, attitudes, and knowledge.

88. During my Grade 9 and Grade 10 years, I was at the lowest emotional point that I have ever experienced in my life. The school board not only failed me, but they failed my family. There was often fighting and arguing about me, to the point that our home life at times felt downright toxic. My entire family was suffering and I wanted to make it better, but I was helpless to do that.

89. The school board’s failure to accommodate me resulted in me struggling every day at school, and made me feel like I was stupid every single day. I felt worthless, as if I was not good at anything I tried to do, and like I was just a nuisance to my former high school's teachers and staff.

90. Teachers would treat me differently; they would be annoyed by me in front of other students, which was humiliating. The fact that my former high school and school board were not interested in providing me with the proper support I needed, after the Grade 9 year in which I was obviously struggling academically, was very discouraging.

91. As a result, I was unable to trust the educators who I had hoped would care about my success and my future; the reality is that I felt like most staff and teachers did not care about me.

92. There were many things I was told in my Grade 10 year, like that I was “not trying enough”, or that the solution was “maybe switch classes”. This made me feel like I lacked the intelligence to succeed—which, even though I knew deep down was not true, I began to believe.

93. Had I listened to what the high school and school board was telling me by, for instance, transferring to Applied math, I would not have been able to take the university math I needed (and in which I received ‘A’ grades) to complete my Education Degree. Had I agreed to switch to Applied math, I would not have my degree in psychology and I would not be studying to become an educator.

94. This is just one of the many examples of how the school board’s failure to accommodate me risked thwarting my success and not allowing me to reach my full potential—and, ultimately, my life goals.

95. My experience at my former high school caused me anxiety, stress, and self-esteem issues. Every day, I felt like they did not care about me, my grades, my mental health, or my future. They spoke to me and treated me like I was doing fine “for a kid like me”—the words of the resource teacher in Grade 9.

96. It was heartbreaking to realize that the school board did not have my best interests in mind and was not going to provide me with the opportunity to maximize my potential that the school board so proudly advertises.

97. Gow gave me that opportunity, but at a financial cost that my family could not easily afford and struggled to pay. Going away to boarding school was expensive and emotionally difficult—but my former school board made clear that they were not going to support me by accommodating my Learning Disability, and I had no other choice but to go somewhere that would do so.

98. I hope that no student ever has to feel the way I did during my two years at my former school board. For that reason, this matter continues to be important not only to my family and me but also for students like me, who I hope will see that they are not stupid or worthless simply because they are not receiving the accommodations they need to thrive.

Thank you for reading!

~Victoria