I feel cheated. I feel robbed. I feel like those entrusted with my education did not trust my intellect. I feel like a major part of my world, which is my language, was taken from me and I was not permitted to fully understand it because someone decided that it wasn’t important for me to understand or study. And I know for a fact that, in public schools, this robbery is still going on because my own son is being robbed. It wasn’t until I was about 41 years old that someone showed me, in a matter of minutes, what I had been denied and that was how English is really organized, and yes, it is organized.
Are Dyslexia Advocates Misunderstood?
I don’t know if it is because it’s the end of the year and I am a little on the burnt out side or what, but I am a little sensitive right now. So, when I received the following reply to a blog post (For Those with Dyslexia, Whole Language is Not a Strategy) I felt compelled to respond. I thought I would share it because I know the poster is not the only one who thinks I should tone it down; however, I don’t think my tone is particularly ‘up.’ But I did think it was important to share what the education community may think about what we (I) do as an advocate/s. Continue reading
At the risk of being a Debbie Downer, I wanted to share with you some facts about special education that you should know to prevent any unnecessary delays or frustration. The Individuals with Disabilities Education Act (IDEA) was enacted to protect children from being denied an education because of their disability. What many people seem to overlook is the fact that this legislation was not set up to provide special education services to everyone with a disability, because not every disability interferes with learning. So, it is not as easy as, Michael has dyslexia, therefore he is entitled to special education services. It doesn’t work that way. Continue reading
Today the school psychologist walked into the room where we were having our IEP meeting, saw me sitting at the table, let out an audible sigh and turned around and walked out. I am not kidding, this really happened. Of course, we have a history and that history includes him not wanting to hear anything anyone has to say about scores, eligibility, goals or dyslexia. He is the fast-talking wordsmith (used car salesman?) in an IEP meeting. He is the kind of guy that talks in circles so most parents, who don’t have support at IEP meetings, are given very little opportunity to question his decisions because he won’t allow it. He is unable to think flexibly and does not like it when there is someone in the room who knows more than he does – he is the expert, no wait, he is the dictator.