Putting the D in to the IEP: How Teachers Can Help
Kelli Sandman-Hurley, Ed.D.
Co-Founder of the Dyslexia Training Institute
Advocating for a child with dyslexia or suspected dyslexia can be tantamount to moving a cruise ship with a piece of string and your teeth. But if you pull hard enough and you give the ship enough fuel to move, you can make progress. Once you set sail the whole ordeal will be worth the struggle. So, why is it so difficult to get appropriate services or even recognition of a problem from most schools?
"If he would just try harder or we can increase his hours in the Resource Room." It is so important to remember that this is someone's child. It is really common for me to hear in an IEP meeting, "Well, we do this for all of our kids who struggle." Parents and their advocates do not want to hear this. The I in IEP is Individual. I have even advised parents to bring a picture of their child to remind everyone this is a person.
In response to 'try harder,' I highly suggest developing empathy via a dyslexia simulation. This is usually a quite emotional experience that can dramatically change a teacher's persective about struggling students. Dyslexia for a Day is one simulation kit that includes the materials to create your own simulation.
"Dyslexia is a broad term that covers a lot of different issues." If I had a dime for every time I heard this mantra that has been adopted by countless participants at IEP meetings, I would have a lot of dimes. I have to admit, I have had to control my smirk when I hear this mantra and wait for my turn to set the record straight. The fact is the opposite is true. Dyslexia has a very narrow definition and only includes those students with a phonological processing problem (www.interdys.org for a complete and official definition). It can be identified with the correct battery of tests that are correctly interpreted.
Solution: Brush up on dyslexia. Keep an open mind and find out what the experts are saying. If you don't have a lot of time, read the FAQ sheets at the International Dyslexia Association's website. Let the parents know you are willing to investigate the possibility that dyslexia could be the issue. This is where the humor comes in: Dyslexia is too broad, but it is listed as one of the eligible conditions. Specific Learning Disability encompasses every learning disability but it is not too broad? Think about this mantra, does it really make sense?
"We will provide the appropriate instruction in the resource room."Any parent's next question would be, "What does that instruction look like?" More times than not, the answer will include 'small' (I've seen 'small' groups as big as 5 kids) group instruction using a district-adopted textbook. The problem here is very significant when it comes to true intervention. To truly help a person with dyslexia, the instruction needs to be individualized (as it should be in an IEP) and it needs to start from the beginning. Many students will begin an IEP mid-year and they join another group, this is not going to be beneficial in most cases. There is a bigger problem which is the training of the teacher. Students with dyslexia need teachers who are trained in the Orton-Gillingham approach and are capable of using a program that is based on that approach. Don't get me wrong here. I love teachers and I love schools, but this is the cornerstone of a good program for a student with dyslexia. Herein lies the biggest challenge for a dyslexia advocate; how to get the child the appropriate intervention.
Solution (most of the time): Please, please, don't be offended by the question of your credentials. As a dyslexia advocate it is my job to make sure the student gets the intervention he needs. I am well aware that most teacher training programs do not include dyslexia in their curriculum. Be willing to become trained. Investigate Orton-Gillingham trainings
"We won't test him because he is getting A's and B's" While it is true that the student seems to be passing or even excelling in school, the truth may be that he is working four times as hard and four times as long on his homework than his peers. This may work in the earlier grades, but as school get harder and begins to get text-heavy, this student will begin to struggle. Many schools will argue that because they are not struggling they do not need extra help.
Solution: If a student has received Prior Written Notice (PWN) for the reason above, you can do two things: Begin to document how long it takes the student to complete work, collect writing samples from first drafts through final drafts, observe the child in the classroom then collect what he did in class. Once you have collected your data, approach this school with new information in a compelling letter and resubmit a request for assessment. You can supplement this letter with a meeting with the Principal to show them your data. Secondly, if you believe the student only needs accommodations to be successful, you can request a 504 instead of a full IEP. Again, expect resistance but offer examples of how this would help. Data is imperative this case.
I became an advocate because my students and their parents were so defeated by the time they figured out what was causing the school struggles and they did not where to go next. I knew there was a niche in this area. I went through the training to become a Special Education Advocate and thought I was going to save the dyslexic world. What I encountered was a world of misinformation amidst well-meaning and caring teachers and administrators. It is very difficult to be a dyslexia advocate, but it can be done. With a little finesse and a whole lot of preparation mixed with some sugar, it can be done. Just ask Zachary, who is now receiving services paid for by his school and thriving.
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