High school was more than classes and exams; it was a battleground where each day I felt both draining and humbling, with the classroom offering refuge not from subjects but from the fear of falling behind. Tailored support over four years meant countless hours in resource rooms, with lesson plans meeting my unique learning needs. It was a lifeline, a bridge connecting academia to my specific challenges. But as I tossed my graduation cap, a question lingered: What happens next? As the tassel swung, I moved beyond high school's cocoon, and reality hit. The safety net of accommodations began to fray, and challenges, once overcome with support, took a new form. It wasn't just academic hurdles; it was navigating a society where opportunities were shaped by socioeconomic class. This journey, from high school to broader societal expectations, fuels my curiosity. How do those with learning disabilities fare in the long run, especially when framed by varying socioeconomic classes? My research project aims to untangle the connections between education, economic standing, and the trajectories of those who, like me, faced educational barriers because of my learning disability. (Word Count 276)

This imagine to me represents a child looking at the big learning curve and journey ahead of them because of their disabilities.

This image shows the process of academic intervention with new techniques of learning.

This image shows the education process of a normal child vs a child with a learning disability