This flowchart is a visual aid to help a parent and/or advocate of a child with dyslexia navigate the special education process. It is meant only as a general guide. It has been adapted from the forthcoming book: Dyslexia: Decoding the System by Dr. Kelli Sandman-Hurley of The Dyslexia Training Institute.
by Dr. Kelli Sandman-Hurley
I love a good success story about a child with dyslexia as much as the next person. Unfortunately, my job is to fix wrongs and I spend most of my time with my mouth hanging open and my hand covering it. I spend my time in total and utter disbelief at either what I am reading on an IEP, school testing or listening to yet another story about the downright negligent behavior by the schools when educating of a child. I sit in IEPs silently while I allow the school to showcase their lack of training about dyslexia and patiently wait my turn. If you’ve ever met me you know I am not a particularly loquacious person, so I keep my comments short and sweet, but meaningful and I try to show little to no emotion. Today was different. Today I was moved to tears and moved to share the story of one family with you so that you can begin to forgive yourself or lend support to a parent who is struggling with this process. Continue reading
When it comes to dyslexia, you are doing a terrible job, downright awful and some days I want to say you are dreadful at teaching and identifying children with dyslexia. By doing so, you are negatively affecting the lives of these children, their families and those trying to help them for years to come. All in the face of a mountain of research.
What could I possibly mean this time? A disappearing goal? Was the goal written with a special pen? Did the goal disappear when the student met the goal? Nope and Nope. What happened was really a brilliant and quite creative way for a school district to solve the problem of failing to teach a child with dyslexia to improve his reading and spelling. Below is the story of the incredible missing goals and other IEP magic tricks that every parent and/or advocate should be on the lookout for.
I would like you to meet Jason. He is entering the fifth grade and has had an IEP since the middle of third grade. His initial assessment included documentation of teacher comments from each grade who reported that Jason had difficulty with phonemic awareness, fluency and spelling. He has dyslexia. His initial IEP included two goals, fluency and spelling high frequency words. His fluency goal was to read a third grade passage (he would have been in 4th grade by the next IEP) with 90 CWPM – not a terrible goal, right? Now, I am not going to get into the fact that there only two goals and no baselines…yadda yadda yadda (for more about goal writing and dyslexia: http://www.specialeducationadvisor.com/dyslexia-its-all-about-goals-goals-goals/.) What I have to tell you is much more interesting.