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
Dear Struggling Student: I Failed a Test this Year
For those of us who work with students with dyslexia, and don’t have dyslexia ourselves, we have to be extremely observant of our students. We have to develop empathy. We have to understand the nuances of each and every one of our students. I never tell my students I know how they feel. I make a very conscious effort to never tell them, or insinuate, they aren’t trying hard enough. But I am human. I have gotten frustrated, but I pull it together quickly and I verbally let the student know the problem is my teaching, not their learning. But nothing seemed to connect me more with my students than what I shared with them this year.