Over the past few months, I have been connecting with dyslexia organizations, hoping to get an understanding of the similarities and challenges different organizations face today.
As I spoke to each person, I noticed several similar themes:
Those who can afford to get help, do. Such philosophies lead to creating further inequity. Parents with power are driving change in literacy and education. Some parents have both the power and knowledge to address the situation for their students; many parents don't. These parents need to be supported, as many in the education system are still "blaming" a student for lack of success.
Those who can afford to force schools to provide appropriate services, do. Those who cannot do either of the above are often left behind.
First, I spoke with a member of Dyslexia Ohio, and, I wasn’t surprised to hear that they said schools of education have to change to meet the needs of all students. So far, teacher education has changed little over the past decades. School children, particularly those who have learning difficulties, have been left behind, as weak or inadequate teacher education fails to equip teachers with the necessary knowledge and skills. Some schools of education are working on changes, but it appears too little is still being done.
Organizers with whom I spoke expressed dismay over comments from school administrators such as: "We have never had a dyslexic child in our school." Dyslexia organizers described such statements as "willful denial." Yes, we are now in the 22nd century, where literacy rates have stagnated and, worse, fallen over the past years, and I am in shock that such words should ever be heard. It also gives us an inkling of the mindset. Undiagnosed dyslexic parents must fight for their children's education: “Not every program will work for every child."
All interviewees expressed doubt on teacher knowledge to teach all children. We (parents & the public) assume teachers know how to teach children to read – they know how to teach those who learn with ease. They don't know how to teach those who struggle, which is now some 20% of the population.
Ginny, from North Carolina Dyslexia, found challenges with having her daughter read effectively. She told me: I was made aware that the system is currently setting children up to fail. The process in place is that all children who struggle receive services through RTI (Response to Intervention.) This response places children in small groups, hoping to address their literacy needs. If they fail through the RTI process, then they are assessed for Special Education. By the time this intervention is in place, students are 1-2 years behind their peers before they have access to Tier two intervention. It appears that the system involves: Delay, delay, and further delay. Each day such children are being left behind. Many years of pain were lost before finding appropriate solutions. Parents pay for private tutoring, send children to summer schools, or have students attend private school. All along the way it's a battle – to find the right educational fit and pay for additional tutoring or private school (sometimes out of state.) Delivery of effective instruction is haphazard.
Several people expressed this same thought. They are right – in fact, for programs to be effective, teachers need the knowledge to implement them. We cannot ignore the child sitting in front of us. We must ask, "Is the child learning?" If the child is not progressing, then what should we do?
Rhode Island Dyslexia was happy to inform me that their governor brought to life the plight of the dyslexic student today. "How are we going to have been teaching for every child?" He put dyslexia on the table at the top levels. No longer are parents the only ones who are complaining. Everyone I interviewed was aware of the cost to our children's and adult's mental health; there is much more at stake than failing to read in school.
Students are not only left behind in reading but also in all areas of education - content, vocabulary, and social-emotional. Sometimes scars from poor education last a lifetime, leading to mental health difficulties.
Many parents are pushing for screeners to screen for dyslexia early in children's lives as we know they identifiable. The research is clear, that for children who receive appropriate intervention early on in life have a much higher chance of success in school, both in the short- and long-term.
The goal of every person I spoke with was to make a long-lasting impact on education by improving the educational outcomes for all students. And what’s one main takeaway? Parents must hear positive stories and success stories so they, too, can limit the "excuses" and teach many more students to read.
Cheers,
Lois
