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Dyslexia Workshop Focuses on Maryland Law & Effective Instruction

11/21/2017

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On Sunday, November 19, parents and teachers listened to presentations at the Chelsea School to learn more about dyslexia.  The Next Steps for Dyslexia Networking Forum featured experts and informed parents who know the challenges of trying to “figure it out.”  Just as every learning difference has its unique elements, each family’s journey is also unique.  However, there are laws and resources that can help educators and families find the best path forward.  

The Next Steps Forum featured Attorney Nicole Joseph, with Nicole Joseph Law who provided attendees with an overview of special education law and rights under both the Individuals with Disabilities Education Act and the Rehabilitation Act (Section 504).  Ms. Joseph covered the special education process including identifying a disability; school system and outside evaluations; developing IEPs; reviewing progress; and options when there is disagreement and also included specific advocacy strategies for students with learning disabilities like dyslexia.

The next presentation, by Laura Schultz, Parent and Decoding Dyslexia Maryland State Leader, provided an overview of the Maryland State Department of Education Technical Assistance Bulletin on Dyslexia, Dysgraphia and Dyscalculia. She provided information on how interested families and teachers can use this document to ensure that students are identified and receive instruction and accommodations for success in school.  See the Facts Sheets page for more resources for families and schools.

Amy Siracusano, Literacy Integration Specialist, Calvert County Public Schools explained to attendees exactly what early effective instruction should look like.  Ms. Sircusano is a firm believer in making sure teachers are trained using structured literacy to teach all students how to read using diagnostic and prescriptive approaches to teach foundational reading skills.

Laurie Moloney, CALT,  DCIDA President explained what effective instruction would look like for a student with dyslexia and said that the more severe the dyslexia, the more comprehensive and intensive the intervention typically must be. She provided an overview of the specific elements of instruction that can dramatically improve outcomes for severely dyslexic students who struggle even after receiving a targeted intervention, including those considered to be Orton-Gillingham-based. 

About the Presenters:
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Nicole Joseph: Nicole provides legal representation for children with disabilities in the special education process from eligibility and IEP development through administrative hearings. She is also the proud parent of an amazing dyslexic child.

Amy Siracusano is a Literacy Integration Learning Specialist in Calvert County Public Schools and a teacher member of Decoding Dyslexia

Laurie is an academic language therapist in private practice serving moderately to severely dyslexic students.
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Research Helps Those with Dyslexia: By Reps. Smith, Westerman and Brownley

11/15/2017

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Dyslexia differs from other learning disabilities. These differences are highly specific and readily identifiable. In dyslexic readers, these neural systems function inefficiently – the signature of dyslexia. There may be other indicators, as well.
With early identification and timely intervention, affected individuals can live productive lives and accomplish great things. Even Nobel Prize-winning scientists, some of the greatest and most creative individuals, have overcome dyslexia. 
Dr. Sally Shaywitz, one of the nation’s leading authorities on dyslexia, told a hearing of the House Science, Space, and Technology Committee, “The really good news is that science is there for those who are dyslexic. We have not a knowledge gap but an action gap.”

In order to close the action gap, we authored the Research Excellence and Advancements for Dyslexia Act – the READ Act. After winning unanimous Congressional support, the READ Act was signed into law in February 2016. The new law directs the National Science Foundation (NSF) to prioritize dyslexia research that supports action: “early identification of children and students with dyslexia, professional development for teachers and administrators of students with dyslexia, and curricula and educational tools needed for children with dyslexia.” 

Thirty states now mandate early dyslexia screening. More teachers and school administrators are receiving special training to recognize dyslexia and deliver individualized instruction and support for affected students. More schools are implementing proven new teaching methods and learning tools. These successes are encouraging. 

Nevertheless, millions of Americans with dyslexia remain undiagnosed and untreated. In thousands of public schools, children are not effectively screened. Even when a young student is identified as having dyslexia, many teachers do not have the training and learning support tools to deliver needed intensive reading skills intervention. 

Further, undiagnosed dyslexia leads to heart-breaking problems. More than eight million of our schoolchildren are affected, according to estimates. Children with undiagnosed and untreated dyslexia have reading struggles that make learning in every subject more difficult. They are more likely to drop out of high school and half as likely to go to college. 

As adults, individuals with untreated dyslexia face lifelong challenges and their reading difficulties are likely to be permanent. They have significantly lower lifetime earnings and much higher unemployment. They also experience higher rates of mental health issues and incarceration and lower life expectancy. Their children face substantial risks of the same problems. The accumulated costs of millions of cases of unfulfilled potential are an enormous burden and an ongoing tragedy that deserves our attention.

Last month, an NSF-supported conference about the READ Act brought together learning disability researchers from across the country. Information presented at the conference underscored the importance of timely, results-driven actions. Studies show that nearly three-quarters of children with dyslexia will attain their expected educational development if two practical actions are adopted in every school district: simple, standardized screening for reading difficulties among children in kindergarten and first grade, and explicit, comprehensive reading instruction for those who are identified as having dyslexia.

Changing the way we approach dyslexia will create opportunities for brighter, more productive futures for millions of young Americans. It also will help individuals follow in the footsteps of geniuses like Steve Jobs, the former CEO of Apple, who overcame dyslexia and achieved wonderful, helpful innovations for our country and humankind. 
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The READ Act was authored by Rep. Lamar Smith (R-Texas), chairman of the House Science, Space, and Technology Committee, and cosponsored by Rep. Julia Brownley (D-Calif.) and Rep. Bruce Westerman (R-Ark.). Chairman Smith and Rep. Brownley co-chair the bipartisan Congressional Dyslexia Caucus.
Chairman Lamar Smith leads a hearing on the Science of Dyslexia, US Congress Science, Space and Technology Committee, 2016
Then Rep. Bill Cassidy (now Senator) R-LA and Dyslexia Caucus Co-Chair, Rep. Julia Brownley, D-CA
National Science Foundation Symposium attendees from L-r: Dr. Eden, Kathy Stratton, Laura Schultz, Vicki Myers, Kristin Kane, Robbi Cooper and Deborah Lynam
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