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UWO alumnus turns struggle with dyslexia into scholarly success #dyslexia

Each time someone takes their disadvantages and uses them as advantages to succeed in life, a miracle is witnessed. The drive that struggling learners have keeps them on track while students with no learning issues often waste their perceived advantage.

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How many people do you know that have dyslexia? The truth is, there are probably more than you know struggling with dyslexia. However, some of those with dyslexia are finding new ways to succeed and use dyslexia as a gift rather than an obstacle. One man from the University of Wisconsin is doing just that.

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Turning a learning obstacle into the highest of successes brings us all hope for the future.

Shawn Robinson overcame his dyslexia, receiving awards and a doctorate.

Shawn Robinson is a man who not only struggled with dyslexia but made great success in despite of it. Back in October he received the 2016 Outstanding Young Alumni Award from his previous institution and he has also gone on to achieve his doctorate. To learn more about Dr. Shawn Robinson and his success, read more in this article.

Throughout high school, Robinson’s frustrations with literacy resulted in negative behaviors, which led many to believe he wasn’t college material. Instead of accepting that misguided fate, he focused on his dream—attending college.

Laura Lurns · Learning Success expert

Key takeaways

  1. Shawn Robinson graduated college with a degree in human services despite his struggle with dyslexia, and now works as a Hdyslexia consultant and researcher.
  2. His research focuses on the links between race and illiteracy, and he is proud of beating the odds as a black man who came from special education to get a college degree.
  3. He has already received numerous awards during his career, and will receive the 2016 Outstanding Young Alumni Award at the UW Oshkosh Alumni Association’s Alumni Awards Celebration
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· Learning Success expert Writes about the learning brain for parents who want plain answers. Every article is grounded in current neuroscience and classroom practice.