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Olive Stewart, a 16-year-old who lives in Boulder, will be a junior at Niwot High in the fall. She’s in her second year as a member of the St. Vrain Valley School District’s Yes! Ambassadors chapter. YES! — Youth Examples of Self-Advocacy — Ambassadors are middle and high school volunteers with dyslexia who speak about their learning differences, self-advocacy and assistive technologies.

Olivia also volunteered this summer and last summer in St. Vrain’s Dyslexia Basecamp that’s part of the district’s Project Launch summer school program. As a mentor in the program, she taught elementary students about self-advocacy, positive self-talk and how to have a positive outlook about their learning through activities, videos and games. Her experiences have her considering teaching as a career after high school to continue supporting students.

The Daily Camera talked to her about dyslexia advocacy work.

Why did you join YES Ambassadors?

A senior friend of mine told me about the program. I came to a meeting to learn more. I felt welcome and that I was finally somewhere that I could be myself, talk about my difficult past experiences, and learn about myself and how my learning differences have impacted my academic journey. I joined YES! because I wanted to be the support I did not get when I was younger, and I wanted to be involved in my community. I strive to relate to the students I work with to show them that they can overcome their challenges.

What’s been your favorite part of the program?

I have many favorite parts, including witnessing young students experience success. I also enjoy educating parents and teachers in ways that they can best support students with dyslexia. I love seeing parents witness my success and realize that their young children will be okay despite some challenges. This feels like it gives them a vision for success.Why help with the Dyslexia Basecamp?

I can provide support to these young, growing minds. Having support from others has made a big difference for me, so I want to make a difference for these students, too. I want to ensure that they are seen. Teaching young students self-advocacy skills is important. I have learned these skills through YES! And I want to pass this on. Self-advocacy skills are essential both in and out of the school setting.

Do you have any funny stories you can share about working with younger students?

So many funny things happen during base camp. The young students always try to guess my age, and there have been some interesting guesses. I always play with them on the playground, and they create some really unique games to play. I sometimes have to remind them about being safe. Often at the end of camp, I get swarmed and they all want me to be their babysitter. It’s very special that they want to continue our relationship. This means that we have developed trust. I look forward to seeing them at our YES! events during the school year. At one of our community events this summer, I saw students that I worked with last year, and it was great to have that familiarity. This is how we build a community of support.

What is something schools or teachers can do to create a more even playing field for students with dyslexia?

Teachers can help by being understanding. It does not have to be just for students with dyslexia. Sometimes, when teachers treat learning differences as a secret, we miss the chance to problem-solve together. Having conversations about what’s difficult levels the playing field because we can face challenges as a team. Adults must know that students with dyslexia are very capable. We are trying! We are motivated, and we are putting forth more effort than can be seen. For students, use your learning challenges as a super power by understanding that having difficulties allows you to develop many strengths. Just because it may take you longer to learn something, it does not mean you are less than.