Analysis Of Blake Academy And The Green Arrow

In chapter one titled Blake Academy and the Green Arrow we are introduced to a man named Oliver Queen. Oliver has dyslexia and was diagnosed at the early age of thirteen and sent to Blake Academy. Oliver is filled with anxiety as he goes from school system to school system, while his relationship with his mother spirals downhill. Although they wage war against each other in text, his mother shows a great deal of care for Oliver’s education. This is shown in her battle with the school system in order to pay for Oliver’s tuition. He was caught in the middle of his mother suing the school and finding his place in the school system. His mother belief in a solid education plays a role in her son’s education, showing him that you must fight to get

As the reader, we are allowed to walk in his shoes and experience the growth in his character. At the start of the narrative he speaks with fear and anger, but he remains hopeful. As stated in the text “ Over the course of a year , he pushed all of us, myself especially, to broaden our minds and cast aside the notion that being LD in some way limited our capacity to experience life to fullest ” (Rodis, Garon & Bascardin 2001, pp. 9). Oliver is inspired by his teacher Mr. Hoffman who challenged him to go beyond how others viewed him. In the aspect of learning, Oliver adjusted well throughout his years after Blake Academy. He learned how to read at a normal level and accepted his learning disability. Although Oliver struggled through the educational system, he shows great promise. He overcame his battle socially with the Dixon kids and academically in the classroom and he will continue to overcome

Lynn has been through the special education system and was diagnosed with dyslexia in her twenties. During her elementary years, Lynn could not quite put her finger on it but she was different from the other children. She had difficulty reading and writing and could not keep up academically with her peers. Around this period of time, Lynn began taking special education classes where she would receive instruction, which would help her get on task. As she moved through junior high to high school, her LD became more apparent. Lynn felt alone and different from the other children, which was shown through her voice as she felt ashamed for having to go to summer school. Lynn comments specifically on the academic difficulty she had to undergo with the state tests by stating “My eyes would puddle up, my body temperature would rise so high that my ears would be on fire” (Rodis, Garon & Bascardin 2001, pp. 20). Lynn’s difficulty with reading and writing had an adverse effect on her ability to take tests. Her performance in the state tests dragged her down and filled with her with shame and anxiety. She represents her LD as a bubble which acts as a barrier between her and the other children, such as her failure to perform in extracurricular