The struggle is real for parents of students with dyslexia who are tirelessly trying to get public schools to acknowledge the existence of dyslexia and then understand and/or acknowledge what an appropriate remediation is for a student with dyslexia.
In most cases, parents often look to IDEA to use as a reference point in school meetings to support their requests and this often includes using the word appropriate when describing a remediation approach. The problem is that when Congress enacted IDEA they did not define what is appropriate and instead left that determination up the school personnel, but why?
So, how is the concept of appropriate defined for students with dyslexia?
These days there is no shortage of advice about how to advocate for a student who is dyslexic (or has dyslexia, or with dyslexia – whichever term floats your boat). Some of it is good and some of it is…well…it is what it is. When I started writing about this topic there was little to no advice about how to advocate for students with dyslexia. Today most of the advice out there is about what to do and how to do it, but how about what not to do? Here are some brief tips of what you want to try, really hard, not to do.
Dr. Kelli was interviewed about her journey with the English language. This interview originally appeared on another website.
Dyslexia and the IEP. The heart of any meeting, including IEP meetings, is communication. But good, productive, cooperative communication is hard.
In many situations comments and words can be taken out of context and twisted to fit the narrative of someone else’s point. Sometimes secondhand accounts of what was said is fun to use to make a point, but it isn’t always an accurate reflection of what was actually said. Continue reading