doctors advice and told me that in time I would adjust. By the end of second grade I had made great strides according to my teacher; I no longer wrote my numbers or letters backwards, I was improving in English and math, and I was more focused in class. My handwriting still needed improving but, overall, everyone involved seemed to think I had improved.
             As I moved into third and fourth grade, I continued to improve, especially in math, and, by most standards, I hardly qualified as having a disability anymore. Despite my improvements, I had been labeled.
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