Barriers for Children with Dyslexia in Public Education (NYS)

Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge. (International Dyslexia Association 2002)

Author: Debra A. Rafferty debrarafferty@yahoo.com

Barriers for Children with Dyslexia in Public Education (NYS)

Dyslexia is a language based disability that has a vast array of symptoms which result in students having difficulty in specific language skills, particularly reading. Approximately 10% to 20% of children have Dyslexia. This equates to two to five children per classroom depending on class size, yet most are not diagnosed. Dyslexia is the most common learning disability, as 85% of children with a learning disability have Dyslexia. Unfortunately, many of these children do not receive adequate, meaningful instruction in the public school setting. As requested by legislators, I have briefly provided some of the common barriers Dyslexic children and their families face in New York State, whereas potential legislation may provide the necessary support for needed progress. I. Lack of a clear and descriptive definition of Dyslexia in New York State statute. A universal definition and understanding of Dyslexia in the state education code is needed. Dyslexia or the definition is not clearly listed in New York State Legislation. Due to the amount of research on Dyslexia and considering the fact that the treatment is educational, it is imperative to clearly define Dyslexia so that those diagnosed may be given the appropriate and necessary instruction. There is a tremendous amount of research, namely thousands of papers over a few decades, utilizing brain scanning, functional MRIs, etc. In the medical field, if new research was found to save lives or ameliorate certain symptoms, professionals would expeditiously implement these procedures. Yet our public schools are severely lagging in utilizing present day - scientifically based, evidence based research that would significantly improve the lives of so many children that have Dyslexia or Dyslexia characteristics. Due to the way the laws are written, many students with Dyslexia are broadly labeled as learning disabled and therefore
Debra Rafferty 4.24.2012 (debrarafferty@yahoo.com) Page 1

Barriers for Children with Dyslexia in Public Education (NYS)

do not receive the appropriate remediation for their specific disability. Sadly, this brings a broad variety of instruction that may not be meaningful or appropriate for the Dyslexic child. The consequences of not providing an appropriate education for these children have a tremendous impact on Dyslexic children and for society. The ability to read and write is a tremendous factor in having our children become successful and contributing members of our society. The beginning of wisdom is calling things by its correct name. If you had a sore throat and went to the Doctor, an assessment would be given to determine what is causing the pain. If the testing came back positive for Strep, you would be diagnosed with Streptococcal Sore Throat. An antibiotic would be prescribed based on present day research, evidence and patient history. Treatment (medicine) may vary depending on each person (penicillin, amoxicillin, etc.). Although Strep Throat is broadly based as a sore throat, treatment for Streptococcal Sore Throat (prescribing an antibiotic) varies quite differently than the common sore throat (throat lozenges). I give this comparison since children in NYS that are diagnosed with Dyslexia and have an IEP (Individual Education Plan) are typically listed as Learning Disabled. This term covers a vast array of disabilities and treatment (remediation). A more accurate and specific label (such as Dyslexia, Dyscalculia, etc.) would aid in fostering the correct educational instruction based on the childs needs. Clarification is needed as Dyslexia treatment is educational. II. There is a lack of procedures and standards for assessing and evaluating students that have characteristics of Dyslexia in public education. Early intervention is critical for children with Dyslexia. Protocol and standards for early identification, intervention and support for students that have characteristics of
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Debra Rafferty 4.24.2012 (debrarafferty@yahoo.com)

Barriers for Children with Dyslexia in Public Education (NYS)

Dyslexia should be implemented, documented and reported to parents, starting in Kindergarten and later grades. Too often in our school settings, there is a lack of awareness and understanding of Dyslexia. This lack of awareness may have a profound and negative affect on the child. Sadly, many children are never diagnosed and go through their school years not getting the adequate or appropriate instruction to address their needs. Dyslexia is not proven or disproven based on one singular test but a battery of tests and evaluations are utilized to see what areas are impacted by Dyslexia. Too often, schools may not test a child for Dyslexia and may tell parents: o Dyslexia is just a catch all term for reading struggles and testing is not needed o A child is too young to test o There are not any qualified specialists in the area to test for Dyslexia o Students will receive the correct instruction whether diagnosed or not These statements are often inaccurate and misguide parents in getting the necessary diagnosis and early intervention. Typically, children do not outgrow difficulties in reading, writing or spelling. Dyslexia affects each person differently. Dyslexia also forms a continuum from mild to severe. In often cases, children with Dyslexia are not serious or severe enough to warrant a legal definition of a learning disability. This clearly gives an example of why Dyslexia is not the same as a learning disability. This also explains why most Dyslexic children are not receiving special education services warranted. Unfortunately, these

Debra Rafferty 4.24.2012 (debrarafferty@yahoo.com)

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Barriers for Children with Dyslexia in Public Education (NYS)

children that do not qualify for services severely struggle throughout educational setting without proper remediation. III. Lack of present day, evidence and research based reading instruction, taught by a highly trained or certified teacher in that particular reading methodology. Is learning to read a right or a privilege? I will leave that question for thoughtful perspective. Teaching reading to a person with Dyslexia is a job for an expert. Reading is a fundamental skill and all formal education depends upon it as well as future employment and independent living. There is a lack of teachers trained in evidence based programs showing successful results for children with Dyslexia. Typically, a hodgepodge of programs are used by non-trained or noncertified teachers in a particular evidence-based program. While so many hard-working teachers attempt to help these children resource, time, energy and money are spent without meaningful progress and results. For example, a 6 year old boy was given 240 hours of pull-out intervention, yet was severely behind his grade mates in his second year of Kindergarten, particularly in literacy. Remediation and instruction involved a mlange of reading programs taught by a teacher non-trained or certified in any particular method. Due to lack of success and progress for this 6 year old in the public school setting, his parents found a reading center located 60 minutes from their house. After 4 months at this center which uses a reading programs shown to have efficacy in students with Dyslexia, he was able to read at a highly respectable level, increased WIAT-III test result scores (from severely deficient percentages to average or high average range) in comparison to his grade mates.
Debra Rafferty 4.24.2012 (debrarafferty@yahoo.com) Page 4

Barriers for Children with Dyslexia in Public Education (NYS)

In fairness to our hardworking teachers and students, if we are spending an exorbitant amount of time, energy and resources shouldnt we make progress meaningful and cost effective? Often times, universities do not explicitly teach the science of reading instruction based on present day research. School districts must provide specialists and teachers trained in Dyslexia or related disorders. IV. Lack of Accountability and/or vague laws to protect children Based on the laws that we adhere to, the burden of proof is on the families to show that the schools teaching plans or methodologies are failing. Sadly, this is at the expense of the child, as precious years are lost. Special Education is padded with procedural safeguards and due process rights to inform and protect parents and students. The system is set up to work but in practice the system is often manipulated, disregarded and abused. Special Ed is often convoluted and procedurally complicated. Unless you have a highly skilled advocate, legal representation and the child has a variety of outside experts that understand the childs medical history, behavioral and psychological impacts, due process cases are extremely difficult to win. This is time consuming, costly, impractical and impossible for many families. In an attempt to obtain the proper instruction for their child, parents must often request a due process hearing, hire a lawyer and have in-depth knowledge of education law. Due process hearings have become increasingly sophisticated, complex, stressful and costly. When (or if) the outcome of a due process hearing is successful, many times this only aids
Debra Rafferty 4.24.2012 (debrarafferty@yahoo.com) Page 5

Barriers for Children with Dyslexia in Public Education (NYS)

that particular student and the next family must fight for the appropriate education for their child. Many of the laws to protect our children in school are vague and nebulous and are open to many interpretations. Committee of Special Education (CSE) meetings are often intimidating and the power of decision making or presence is severely imbalanced. Many families or single parents are not equipped to fight the school to gain an education for their child that is appropriate and based on the abundance of present day research and evidence based methodologies. Summary The cost of not providing meaningful help and instruction by highly trained specialists (or teachers) in Dyslexia has a huge impact on the child, families and society. Proficiency in reading and writing allows each child to become successful contributors to society and have an equal opportunity in learning.

Debra Rafferty 4.24.2012 (debrarafferty@yahoo.com)

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