AITA for writing so bad my teacher couldn’t read it because he didn’t let me use my support?

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When a Teacher’s Doubt Turns into a Test of Patience

A 14-year-old girl with severe dyspraxia faces a frustrating challenge when her teacher refuses to acknowledge her need for a laptop during a crucial history test. Despite being on the list for accommodations, she is forced to write by hand, leading her to take a stand in a rather petty yet justified way. As she navigates the fallout from her actions, the story raises questions about understanding disabilities and the importance of proper accommodations in education. This relatable scenario highlights the struggles many students face when their needs are overlooked, making it a thought-provoking read for anyone who has ever felt dismissed in an academic setting.

Family Drama and Conflict Resolution in School

A 14-year-old girl, living in the UK, is facing significant challenges as she prepares for her upcoming GCSEs. The situation escalates during a history test, leading to a conflict with her teacher. Here’s a breakdown of the events:

Background: The girl has severe dyspraxia, which affects her motor skills, particularly her ability to write. Despite appearing “normal,” she struggles with tasks that require fine motor control.
Previous Education: At her old school, students were only taught to write in cursive, which hindered her ability to write quickly and efficiently. She has since received accommodations, including the use of a laptop for longer writing tasks.
Test Situation: During a history test that required extensive writing, the girl attempted to use her laptop. However, her teacher, Mr. S, insisted she put it away, claiming she was not on the list of students allowed to use such devices.
Response to Authority: Feeling frustrated, she complied but decided to write her answers in a way that would not exhaust her. She wrote loosely and quickly, knowing that exerting herself would lead to burnout.
Aftermath: After submitting her test, she reported Mr. S to the head of counseling and welfare, explaining the situation. The counselor intervened, intending to address Mr. S’s misunderstanding of her condition.
Escalation: Mr. S retaliated by reporting her for being “disrespectful” and accused her of attention-seeking behavior due to her handwriting. This led to further complications, as the school administration suggested she should have communicated directly with him.
Support from Peers: Despite the conflict, her friends have rallied behind her, supporting her claims about her condition and the unfair treatment she received.

The girl is now left questioning her actions and whether she was in the wrong for reporting her teacher. This situation highlights the complexities of family drama and conflict resolution within the school environment, particularly when it involves misunderstandings about disabilities and accommodations.

In conclusion, the girl is seeking advice on whether she is the “asshole” in this situation, as she navigates the challenges of her condition and the tensions surrounding her education.

This is Original story from Reddit

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Story

I, 14f, live in the UK and therefore have to do my GCSEs next year. In preparation for these tests, we must do “mini” tests with our chosen subjects beforehand. I also happen to have severe dyspraxia.

I can talk and “look normal,” but only as a result of years of OT. I can’t run properly or move quickly, and the one thing I can’t do is write. My old school didn’t teach students to write normally, and we were scolded if our handwriting wasn’t in cursive joined up, so I never learned to write like the other kids quickly.

All my writing is in cursive, and I only learned to write with a fountain pen. The school also didn’t allow us to carry non-fountain pens. I manage just fine as I have had a laptop concession and word processor for any writing task that takes longer than 30 minutes, and I recently took it up full time as my condition worsened with puberty.

Here’s where my story starts. My teacher, we’ll call him Mr. S, gave out the test papers for a history test—a test that requires eight essay-style questions. Naturally, I pulled out my device, which I don’t normally use in history because there’s not a lot of writing; it’s mostly sheets and bullet points, but Mr. S stopped me.

He said he didn’t see my name on the list of students allowed, even though I am definitely on the list as the only student there with a concession and extra time, and demanded I put my device away or he’d give me a detention. Begrudgingly, I put it away and decided if he wanted to play, then I’d shoot too. I’m rather petty, and this was one of those instances, but I feel it was justified.

I opened my paper, and while writing my answer, I didn’t exert myself. This was an hour-long assessment, and I knew I’d burn out if I did my “bestest girlies neatest calligraphy,” so I didn’t. I just wrote loosely and didn’t clench my hand to the point of cramping.

By the final question, I was exhausted and practically scrawling away, so I handed in my sheet and went directly to the head of counseling and welfare. I told her everything, and she went to give Mr. S a slap on the wrist and reload my name on the god-protected list. Soon after, Mr. S reported me to a teacher I’m under for being “disrespectful” after my writing was “unacceptable” and basically accused me of attention-seeking.

I have cc’d in the welfare department, who have my records in the email he sent me, and made sure to keep up my teacher’s pet act I’ve been building my reputation around for the past four years in front of teachers anyway. Now I’m having the office tell me it was unfair on Mr. S, who didn’t know the severity of my condition, and I should’ve just talked to him. I tried; however, my friends are backing me up.

It’s been weighing on my mind, so tell me, Reddit. Am I the Asshole?

TL;DR

My teacher didn’t believe I had a real problem and forced me to handwrite a test. I reported him and scrawled my essay.

View the Original Reddit Post Here

Summary of Reddit Comments

The top Reddit comments indicate a strong consensus that the original poster (OP) is not at fault (NTA) for the situation involving their teacher, Mr. S. Users emphasize that OP was denied reasonable accommodations for their disability, and they followed the proper channels to address the issue. Many commenters suggest that the responsibility lies with Mr. S and the school administration for not accommodating OP’s needs, highlighting the importance of advocating for oneself in such situations.

Verdict: NTA

Expert Advice for Resolving the Conflict

Conflict in educational settings, especially involving disabilities, can be challenging and emotionally charged. Here are some practical steps for both the student (OP) and the teacher (Mr. S) to help resolve the situation amicably and constructively.

For the Student (OP)

Document Everything: Keep a detailed record of all interactions with Mr. S and any other school staff regarding accommodations. This includes dates, times, and the content of conversations.
Request a Meeting: Schedule a meeting with the school counselor or a trusted teacher to discuss the situation. Bring your documentation and express your feelings about the conflict and your needs clearly.
Advocate for Yourself: Be prepared to explain your condition and the specific accommodations you require. Use clear examples of how these accommodations help you perform better academically.
Seek Support: Continue to lean on your friends for emotional support. Consider involving a parent or guardian in discussions with school staff to strengthen your position.
Follow Up: After any meetings or discussions, follow up with an email summarizing what was discussed and any agreed-upon actions. This creates a paper trail and shows your commitment to resolving the issue.

For the Teacher (Mr. S)

Reflect on the Situation: Take time to consider the student’s perspective and the impact of your actions. Understanding the challenges faced by students with disabilities is crucial for fostering an inclusive environment.
Communicate Openly: If possible, reach out to the student to discuss the situation. Acknowledge any misunderstandings and express a willingness to learn more about their needs.
Engage with Administration: Work with school administration to better understand the policies regarding accommodations for students with disabilities. This can help prevent future misunderstandings.
Professional Development: Consider participating in training or workshops focused on teaching students with disabilities. This can enhance your skills and improve your interactions with all students.
Foster a Supportive Environment: Create an atmosphere in the classroom where students feel safe to express their needs and concerns. Encourage open dialogue about accommodations and support.

Conclusion

Conflict resolution in educational settings requires empathy, understanding, and effective communication from both parties. By taking proactive steps, both the student and the teacher can work towards a resolution that respects the needs of the student while fostering a positive learning environment.

Join the Discussion

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What do you think? Would you have handled this differently?
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