
Decoding Dyslexia Maryland acknowledges that too many learners, beyond those who have dyslexia, are not being taught to read. Whether a learner has a dyslexia diagnosis or not, the harmful and profound impacts of difficulties with reading acquisition are similar.
Good reading instruction is good reading instruction and it benefits all learners. Guided by Decoding Dyslexia's national diversity and equity committee, DDMD's focus goes beyond dyslexia to include literacy initiatives that support racially, culturally and linguistically diverse learners through collaborations and partnerships with local community based organizations.
Good reading instruction is good reading instruction and it benefits all learners. Guided by Decoding Dyslexia's national diversity and equity committee, DDMD's focus goes beyond dyslexia to include literacy initiatives that support racially, culturally and linguistically diverse learners through collaborations and partnerships with local community based organizations.
Literacy is a human right and dyslexia is often a reason why many children and adults struggle to read and spell. Dyslexia has largely remained misunderstood and under identified in the public-school setting. Legislation, awareness, and advocacy are occurring nationally on this important topic to help increase dyslexia awareness.
Decoding Dyslexia was created to take on this urgent right to read as one of the civil rights issues of our time. We have made important steps forward but admittedly have come short of addressing the literacy needs of Black and brown students whose dyslexia and learning disabilities are disproportionately unidentified or misidentified as being attention issues or emotional disturbances.
This means their literacy needs are being overlooked, or they are left with little to no access to services or appropriate structured literacy approaches that address dyslexia with fidelity. Often times, false narratives like a lack of parental involvement, care or concern, and false blame that perpetuates that Black and brown children are not being read to as much as their white counterparts are suggested as the sources of their reading issues and they are labeled secondary dyslexics.
These false narratives further separate the educational inequities that Black and brown children experience within the current education system. Decoding Dyslexia has fallen short in imagery, advocacy, support and partnerships, although dyslexia crosses all racial boundaries and does not discriminate. Our imaging and movement for the most part has unconsciously portrayed dyslexia as a white literacy issue, and that could not be further from the truth.
This means their literacy needs are being overlooked, or they are left with little to no access to services or appropriate structured literacy approaches that address dyslexia with fidelity. Often times, false narratives like a lack of parental involvement, care or concern, and false blame that perpetuates that Black and brown children are not being read to as much as their white counterparts are suggested as the sources of their reading issues and they are labeled secondary dyslexics.
These false narratives further separate the educational inequities that Black and brown children experience within the current education system. Decoding Dyslexia has fallen short in imagery, advocacy, support and partnerships, although dyslexia crosses all racial boundaries and does not discriminate. Our imaging and movement for the most part has unconsciously portrayed dyslexia as a white literacy issue, and that could not be further from the truth.
Diversity TeamDiversity, Equity, Inclusion Team
Clarice L. Jackson, Winifred A. Winston, Sheila Carr, Brandi Graham, DeJunne' Clark Jackson, Sandra Chittenden, Jamie Crenshaw, Karla Witt-Reid and Katie Ballard. |
Our PledgeOur PledgeDecoding Dyslexia disavows racism, hatred, discrimination, police brutality, systematic, institutional and implicit biases.
Decoding Dyslexia pledges to diligently work to learn, listen and become aware of the effects of racism, biases, disparities in resources and programs and its impacts on Black and brown students who are dyslexic. We pledge to become conscious and intentional of our messaging, campaigns, imagery, advocacy, support and partnerships to ensure that Black and brown students and families are represented. We pledge to genuinely support, raise awareness and hold accountable the systems that overlook their needs and advocate on behalf of Black and brown students who not only have to overcome the effects of dyslexia but racism, educator bias, educational and systemic bias, access to services and information. We stand in accountability of the growth and changes we need to take, and we understand and stand in solidarity that Black lives matter, too. |
Call to ActionCall to Action
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