A CCEPTANCE , A CCOMMODATION , AND A TTITUDE Supporting the Dyslexic Maura L. Malone, Ph.D. Dyslexia Consultant 1
Agenda What is Dyslexia Supporting the Dyslexic Learning Profile Acceptance Accommodations Attitude “Whatever It Takes” Discussion Maura L. Malone, Ph.D. 2 Dyslexia Consultant
What is Dyslexia? Dyslexia Explained Video Produced by Kids in the House Sandra Loo, Ph.D. et al https://youtu.be/yLMbjWwp4ZI Maura L. Malone, Ph.D. 3 Dyslexia Consultant
Dyslexia… Is an inherited trait Can be observed as a structural brain difference Affects language processing Reflects confusion with directions Compounds memory weakness Source: Susan Barton, Barton Reading Systems Maura L. Malone, Ph.D. 4 Dyslexia Consultant
Typical Reader Dyslexic Reader Parietal Temporal Broca’s Area Broca’s Area Lobe Interior Frontal Gyrus Interior Frontal Gyrus ① Word Analysis Articulation and Word Analysis Articulation and Word Analysis Occipito- Temporal Lobe Word Form Development as a reader starts with Broca’s Area lights up first but gets stuck -- Broca’s Area then Parietal and referred to as a “neural disruption” Occipito-Temporal Lobes mature Maura L. Malone, Ph.D. 5 Dyslexia Consultant
Supporting the Dyslexic Learner Maura L. Malone, Ph.D. 6 Dyslexia Consultant
Acceptance Maura L. Malone, Ph.D. 7 Dyslexia Consultant
Expectation Acceptance The act of looking To agree or consent to; forward to or anticipating to reconcile oneself to Neurodiversity in children can lead you to change ideas about your child and to reflect on your own academic experiences Maura L. Malone, Ph.D. 8 Dyslexia Consultant
Acceptance ≠ Passivity Many parents start with an idealized view of the parenting journey Acceptance doesn’t mean lowering expectations about your child Acceptance does open the opportunity to reconstruct expectations Maura L. Malone, Ph.D. 9 Dyslexia Consultant
Acceptance ≠ Passivity Discover your child’s “learning profile” WISC (Weschler Intelligence Test for Children) assesses several characteristics: Verbal Comprehension, Visual Spatial, Working Memory, Processing Speed Understand strengths, resources and constraints Useful educational background, time, money, patience Focus your decisions and actions Traditional school/classroom or specialized school Advanced curriculum with extra support or slower path to advanced classes Robust schedule of extracurriculars or more limited participation Maura L. Malone, Ph.D. 10 Dyslexia Consultant
Learning Profile Working Memory Cognitive system with limited capacity responsible for temporarily holding information available for processing Processing Speed Cognitive attribute defined as time it takes to do a mental task; may interfere with executive functions Executive Function Cognitive processes necessary for the cognitive control of behavior. Include attentional control, cognitive inhibition, inhibitory control, working memory, cognitive flexibility Brain has taken in more information than it is able to process Memory Overload Social Emotional General feelings of distress or well-being and includes quality of peer relationships Maura L. Malone, Ph.D. 11 Dyslexia Consultant
Dyslexia Delays Neural Connections Development Cable axons in brain slower to develop which shifts development timeline to the right Maura L. Malone, Ph.D. 12 Dyslexia Consultant
Dyslexia Requires Changing How to Think About Timeline College and Elementary School Middle School High School Early Career Vocational Training Support can continue through Memory overload Workload demands first appears new study skills college and early career Building academic Recipe for success changes Learning to read → dramatically with transition from endurance reading to learn college to early career Unique skills of dyslexics offer Organizational skills, punctuality, advantages that emerge and become relevant in their career more complex writing Parents can play critical role in identifying and encouraging unique strengths Maura L. Malone, Ph.D. 13 Dyslexia Consultant
Dyslexia Support Model Source: Fumiko Hoeft, MD, Ph.D N EUROBIOLOGICAL L ESS S EVERE AND E NVIRONMENT P OSITIVE O UTCOME D YSLEXIA R ISKS Literacy Interventions Accommodations Simultaneous multisensory explicit Choice of academic environment and systematic Formal academic support Acceptance Family, mentor, and peer relationships phonics training Resilience Socio-emotional and cognitive resilience Self-reliance, self-esteem, grit, motivation Maura L. Malone, Ph.D. 14 Dyslexia Consultant
Literacy Intervention Research-based Instruction Techniques Observation Conclusion Hypothesis Experiment Prediction S CIENTIST (P H .D. OR M.D. IN R ANDOMIZED CLINICAL TRIALS AS T RANSLATE SCIENTIFIC NEUROLOGY , PSYCHIATRY ) OFTEN THE BASIS FOR TESTING FINDINGS INTO TECHNIQUES ASSOCIATED WITH A UNIVERSITY EFFECTIVENESS OF A INTERVENTION AND PROGRAMS Maura L. Malone, Ph.D. 15 Dyslexia Consultant
Accommodations Maura L. Malone, Ph.D. 16 Dyslexia Consultant
Dyslexia Support Model Source: Fumiko Hoeft, MD, Ph.D N EUROBIOLOGICAL L ESS S EVERE AND E NVIRONMENT P OSITIVE O UTCOME D YSLEXIA R ISKS Literacy Interventions Accommodations Simultaneous Choice of academic environment multisensory explicit Formal academic support and systematic Family, mentor, and peer relationships phonics training Resilience Socio-emotional and cognitive resilience Self-reliance, self-esteem, grit, motivation Maura L. Malone, Ph.D. 17 Dyslexia Consultant
Formal Accommodations are Available 504 Refers to Section 504 of the Rehabilitation Act of 1973 Guarantees certain rights to people with disabilities Shorthand for accommodations granted by a school district to a student IEP Individualized Education Program Established in 1975 with Public Law 94-142 or EAHCA Provides educational goals, with specialized instruction and classroom accommodations to help achieve them ILP Individual Learning Plan Student specific program that takes into account student’s weaknesses “ILP” commonly used in private schools to refer to IEP- or 504-like document Wrightslaw (www.wrightslaw.com) is a source of comprehensive information on special education law Maura L. Malone, Ph.D. 18 Dyslexia Consultant
However… You Will Know More About Dyslexia Than Most Teachers Parents will know more about dyslexia than the professional teachers Teachers are often generalists in elementary school and subject matter experts in secondary school rarely experts in dyslexia But almost all have preconceived idea of dyslexia and support Maura L. Malone, Ph.D. 19 Dyslexia Consultant
Reading Wars : How We Arrived Here Phonics versus Whole Word/Language debate has been ongoing for 150 years Early 1800s 1890 - 1910 1930 - 50 1970-1990s 2000s Horace Mann starts Classic books written Meaning Based Curriculum Whole Language approach the Common School Whole with only one syllable Movement to promoted reading whole continued to de-emphasize Language words used to engage students , words by sight phonics through 1980s and 1990s “engage” students read whole words NIH studies show that reading McGuffey Readers depends on making connections published in 1836 between sounds and letters Rudolf Flesch published “Why Rebecca Smith Pollard Johnny Can’t Read” and National Council on developed intensive reading argued for phonics based Teacher Quality finds The Electric Company program using synthetic phonics approach to teaching reading most elementary Phonics popularized phonics- teaching programs based instruction 1930s: Samuel Orton and Anna have still not adopted Gillingham create program to teach the phonics best practice way letters and sounds correspond Maura L. Malone, Ph.D. 20 Dyslexia Consultant
Tailoring Your Communications Your goal is to support …and not to win arguments with your child… teachers and administrators Teacher Perception of Dyslexia Accept dyslexia Perceive dyslexia as diagnoses on prima uncommon and over- facie basis diagnosed condition Support children regardless of formal Teacher IEP/ILP; proactively partner w/ parents Ideal Willingness and or formally follow the IEP/ILP Ability to Proactively Consider Making Maintain traditional approach due to Work with Teacher to Accommodate Changes to Classes, lack of time, resources, other factors Address Resources Students Environment Maura L. Malone, Ph.D. 21 Dyslexia Consultant
Tips for the IEP and 504 Process IEP/504/ILP is the official record – verbal agreements are easily forgotten PREPARATION Request material/records prior to the meeting Collect samples of your child’s work audio of reading, video of reading or writing, writing samples, log of schoolwork incl difficulties/tutoring AT THE MEETING Bring a spouse or friend (gender balance helps) Record the meeting (notify administrators ahead of time) Stay calm and professional Know your rights FOLLOW THROUGH Keep notes and put communication in writing Insist on the use of Orton-Gillingham based programs Wilson, Slingerland, Barton, Lindamood Bell, Project Read, Nessy, Source: DyslexiaLand: A Field Guide for Sonday, Reading Horizons, Take Flight, Read Well Parents of Children with Dyslexia by Cheri Rae Maura L. Malone, Ph.D. 22 Dyslexia Consultant
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