On any normal day, school was challenging for my 6th grader, who was diagnosed with dyslexia and dysgraphia. He exceeded expectations in other subjects, but written expression and handwriting were always a point of frustration. His performance in these areas was a painful contrast to his otherwise strong grades. Over time, his self-esteem became impacted by his desire to strive in all areas and we made the decision to enroll him in a private school. This decision was based on researching the additional support and resources that would be available to aid his performance in the classroom, such as the ability to type and print his assignments versus handwriting them.
Things were beginning to stabilize before COVID-19 caused schools closures. Schools were scrambling just to begin classes online, so custom-designed programs for kids with 504 plans couldn’t be easily accommodated. This was very overwhelming for him. As a parent and psychologist, I knew that I had to look for other options and turned to the National Institute for Learning Development (NILD), which has a tool to identify local therapists for providing services that address his areas of need and, in this case, even virtually.
The additional support has been instrumental for my son to continue his progress, but the reality is that not everyone is able to secure private help for a variety of reasons. In fact, I know others who have sought help, only to get stuck in circuitous paths because of limited, even misguided, direction. It is imperative to understand your student’s rights so that you can be empowered to support them. Turn to resources from organizations like the NILD and International Dyslexia Association (IDA) to explore their services, such as lessons on how best to work with your child or to take advantage of state-run programs.
Here are some questions I recommend that you ask your school or local Department of Education when evaluating your students’ options:
- Are the teachers trained in structured literacy and evidence-based interventions for children with diagnoses like Dyslexia onsite at the school?
Every child is unique and, as such, they have their own set of strengths and weaknesses. It’s important that interventions recognize a student's strengths and weaknesses and target specific areas of need, such as phonological processing skills. When it comes to determining the right course of action, one size does not fit all and we must strive to find the right intervention for each student and not just any intervention. - What types of progress monitoring tools does the school implement to ensure that adequate growth is occurring not just for students with Dyslexia, but for all students?
Monitoring the academic growth and progress for all students, not just those with IEPs and 504 plans, is crucial. When we do a good job of monitoring a student's progress, we can make better and more informed decisions for students regarding the frequency and intensity of interventions in all academic areas. - What types of supports/services does the school offer that address the social-emotional needs for children diagnosed with learning disabilities?
At times, students diagnosed with learning disabilities have certain social-emotional needs that should be addressed and included in their IEP or 504 plan.
For example, a student with a learning disability may exhibit anxiety when taking tests and would benefit from mindfulness training and/or relaxing techniques that can help them cope with these anxieties. They may also benefit from accommodations such as frequent breaks during testing to help alleviate frustration and anxiety. Social-emotional learning activities are beneficial for all students, as they often act as academic enablers.
Comorbidity is often the rule rather than the exception, in many cases, and we need to support the social-emotional needs of students who have been diagnosed with learning disabilities.
As Learning Disabilities & Dyslexia Awareness Months come to an end during an unprecedented time for education and continued learning, it’s critical that we continue to look out for and advocate on behalf of students who are at an even greater risk of falling behind due to changing circumstances. And I hope for my son and other students that these lessons are forcing accelerated positive changes for students diagnosed with learning differences in a post-pandemic world.
For professional dyslexia resources, visit PearsonAssessments.com/Dyslexia
