Of these students, approximately 1 in 5 will also show up with a reading disability that requires expedient and effective interventions. At risk of sounding like a 1-string banjo, my reference is to dyslexia. Indiana Senate Law 217, a.k.a. “the new dyslexia law” is now officially implemented. In case you did not spend part of your summer reading Overcoming Dyslexia (Dr. Sally Shaywitz) or becoming an Orton-Gillingham-based scholar by other methods, do not feel discouraged. There is no shelf life to learning. And if you did spend time preparing for the requirements of this bill, kudos to you. As you know, there is an endless supply of knowledge on dyslexia to be gained.
Take every possible opportunity to learn something about dyslexia. Open the Yale Center for Dyslexia and Creativity, leave the website open and during the day whenever you have a moment of peace, read something. Share what you learn with your colleagues, ask questions, trade tricks and tips. As your understanding of dyslexia builds, so will your confidence and competence for guiding students’ paths to meaningful learning.
Become familiar with the information and resources that are posted on the IDOE: Dyslexia web page. Joseph Risch is the Reading Specialist trained in Dyslexia for the state and will make sure that guidance posted there is relevant and current.
Dyslexia is a reading disability from organic dysfunction but not all students in this category will qualify for ICAM services, which requires an IEP.
If a student has already been identified to receive special education services and has a current IEP, or if this identification is made in the future, then that student may receive specialized formats of learning materials through the ICAM. Please contact the ICAM team for details and support.
This will include a free subscription to Learning Ally audiobooks. Digital formats, particularly audio formats prove over and again to be a leveling tool for struggling readers. Before changing the company name to Learning Ally, it was known by RFB&D, Recording for the Blind and Dyslexic. Learning Ally by any name has always understood it's target, and the staff works to develop pertinent products that help students experience success.
Create more than one way to teach what you teach. Design lessons that work through multiple pathways to the brain. Teaching students with dyslexia fits perfectly in the UDL-Universal Design for Learning-- framework. Contact a PATINS Specialist for help in presenting your content through the lens of UDL.
Plan to use as much technology as is appropriate and possible—iPads, audiobooks, spell-check, text-leveling, text-to-speech, speech-to-text. Let AT and AEM help you help your students. Again, the PATINS team can offer suggestions and answer questions. All PATINS Specialist love technology and love talking about it-Just ask! Invite them to your school!
Know that if an approach or strategy is good for teaching students with dyslexia, it is useful and appropriate for all students. They may not need that extra support but it will not impede their own learning process in any way. For them it will be another layer to learning.
Know that there will be class periods or even days that you feel overwhelmed and impatient. Step back, take a break, use self-calming techniques. Look at the big picture, then move forward. The steps to implementation and understanding the nuances to IN SB 217 will not be easy. However this process will be rewarding to you, and life-changing for your students.
In your classroom, model acceptance, kindness and respect; require the same of everyone who enters. When students feel safe and know their input is valued, essential learning will happen.
Thanks so much!