JANUARY 2009
DYSLEXIA: READING DISABILITIES
By Kathy Davis and Pat Reilly
For many people, the term dyslexia is associated with the reversal of letters or seeing things backwards. While this is often a characteristic of dyslexia, it certainly is not the only component of this disability. The definition of dyslexia is much broader. Dyslexia is a type of learning disability that affects the ability to read and spell. The latest findings tell us that dyslexia has a neuro-biological origin. We now know, from very sophisticated medical research, that dyslexia is the result of variations in brain function (Note: Sally Shaywitz, M.D., in her book entitled “Overcoming Dyslexia”, provides the latest information on why some brains have more difficulty with reading than others).
People who are dyslexic typically have difficulty with accurately and fluently identifying and spelling words in the English language. A primary cause of this problem is poor phonemic awareness. Phonemes represent the many individual sounds of our language. Young children (grades K-3) who are demonstrating typical reading development are generally able to identify, blend and separate these sounds without great difficulty. Once exposed to words, word syllables and individual letter sounds through home and school experiences, they begin to understand and recall the rules associated with reading English words. For those students with dyslexia, this early stage of reading development is not nearly as easy to master.
One way that the Upper Township School District addresses the development of phonemic awareness in students is by providing school experiences that directly teach the sounds and rules of basic words. All students participate in language arts instruction dedicated to understanding and mastering these sounds and rules. The School District uses a basic language arts program and Fundations as the two primary teacher resources in grades K-2 to help students with early reading challenges. The School District utilizes a test instrument called the Dynamic Indicator of Basic Literacy Skills (DIBELS) to monitor student progress, and to identify students who may be struggling with early reading development. Those students demonstrating slow growth compared to their classmates receive extra reading support from trained specialists. These specialists may be part of the regular education remediation department or part of the special education department. In either case, there is an emphasis on phonemic awareness, the cornerstone for early reading development.
Another key factor in the development of a successful reader is fluency. Not only is it important for a student to be able to identify sounds, word parts, and words, it is critical that they be able to do it quickly and automatically. Research tells us that fluency is necessary because it allows the reader to focus more on the meaning of the words that he/she is reading. For those students who struggle with reading, a great deal of their brain energy must go into identifying sounds, word parts and words. They often spend so much energy on this process that they have little energy left to focus on what the words mean. The end result is that students with dyslexia begin to fall behind in their vocabulary development and comprehension skills. Research also tells us that struggling readers who have not developed good fluency will read less because reading is not easy or fun. This is a problem because in order to build fluency, it is necessary to practice often. Though it sounds overly simple, the best practice for reading is to read. For the struggling reader, this practice typically works best when the reading material is at a level that the reader can read comfortably and without frustration.
Overall, we find that dyslexia is a complicated problem that has no quick or easy fixes. No student wants to have a reading disability. This is a problem that has to do with how the brain is functioning. Some of the brightest and most creative students in the school district are affected. Many very famous, creative and highly successful people are known to be dyslexic. Some familiar names are Thomas Edison, Albert Einstein, George Patton, John Lennon Leonardo DiVinci and Robin Williams. The job of the School District is to recognize who may have a reading problem as early as possible, and then provide instruction that helps the brain to organize itself so that good reading is possible. The School District has found that students vary in the severity of their reading difficulties, and the rate that they respond to interventions. Some respond to simple and brief interventions while others require long-term intervention that is very specialized and offers a great deal of repetition and practice. We know that we have to focus on the basics (phonemic awareness) during the early stages of reading development, and that we have to build reading fluency as early as we can in order to insure that vocabulary and comprehension skills do not lag. We have learned that the road to quality reading will be different for many students. Our mission is to provide each student with reading experiences that are consistent with the latest research, make sense for the student, and that help build reading skills at the highest rate possible.
For more information regarding dyslexia, the following web sites may be helpful:
1. www.interdys.org (International Dyslexia Association)
2. www.reading.org (International Reading Association)
By Bob DiDonato, Supervisor of Special Education
7/01/2008
The Child Study Team (CST)
is an important and necessary component of the
Child Study Team personnel
are required to follow the rules and regulations set down in the special
education code developed by the State of
The Child Study Team is involved in addressing the needs of all district students who display a learning need. CST personnel act as consultants for regular education as necessary. This consulting occurs with administrators and teachers. CST personnel also may act as consultants to bulding level Intervention and Referral Service teams. These teams are designed to assist regular education teachers in addressing the learning and behavior needs of students who are not keeping pace with grade level peers. The hope is that early intervention in general education will result in preventing the need for special education services for some district students.
The Child Study Team recognizes its responsibility to conduct Child Find activities to insure that students demonstrating academic and/or behavioral need are considered for special education services. The school district assumes this role for students ranging from pre-school age to the eighth grade. The CST responds to referrals from teachers and administrators, outside agencies and physicians, and parents of district students. For young children cared for through the Early Intervention Program (EIP), the district participates in meetings to insure that children are evaluated and if eligible, placed in an appropriate program prior to their 3rd birthday.
The Child Study Team recognizes that its responsibility is to educate students in the least restrictive environment to the greatest extent possible. The CST actively works with regular education to insure that inclusion and mainstreaming opportunities are available. Students are provided with access to the general education curriculum and program when it is determined that this is appropriate. Instructional supports, modifications and accommodations are developed and delivered to insure that special education students have realistic opportunities to be successful in regular education placements.
The Child Study Team recognizes that it can have a positive effect on the teaching methods and strategies that are utilized in regular education. Students identified as eligible for special education often present with unique learning and/or behavioral issues that affect their performance in regular education settings. CST members can provide information, support and encouragement to regular educators as they participate in the instruction of students with disabilities.
The Child Study Team meets
State of
April 2008
PARENT PARTICIPATION IN THE IEP PROCESS
The spring of every school
year is the time when the
Parents are a very important part of the IEP development process. They can provide information about their child's functioning that may influence how a child performs in school. This is particularly true with regard to student strengths. For example, it may be beneficial for a teacher to know that a student is very mechanical, artistic, athletic, dramatic, humorous, etc. By having this information, the teacher could develop some instructional activities where the student could utilize or display their talents and abilities. This would be helpful information for a parent to present when participating in an IEP conference.
Parents also get to see their children complete homework and prepare for tests. They have an opportunity to see where the child is having difficulty and where the child's learning is smooth and relatively effortless. It is helpful for a parent to share this information with school personnel, particularly at an IEP meeting during the discussion of a child's school performance. School personnel may be able to provide suggestions on ways to address problems that exist. They may be able to modify the work so that the child can be more successful and enjoy their work to the greatest extent possible. Some of these ideas can be included in IEPs so that all personnel involved are aware of ways to assist the child to learn and to accommodate for specific areas of weakness.
IEP meetings can be intimidating for parents. It may seem as if the professionals are there to dictate what is going to happen, and parents are just spectators. This is not what we want to occur. We will do our best to help you to feel comfortable. IEP meetings are generally conducted by a child's Child Study Team case manager. That person will insure that you have an opportunity to participate as a member of the IEP team. A parent can always speak with the case manager prior to the IEP meeting if they are more comfortable with sharing information in this way. We encourage parents to use whatever form of communication works for them.
Overall, IEP development time is a wonderful opportunity for all those involved with a child's school life to share thoughts and ideas, and to plan for the future. I hope that you will participate with us, and be part of your child's educational future.
January, 2008
ATTENTION: A KEY FACTOR FOR SCHOOL SUCCESS
By Bob DiDonato, Supervisor of Special Education
Our ability to focus our attention on a task is usually a very important factor in whether we successfully accomplish that task or not. This is especially true for children when they are involved in school learning. Without efficient attention regulation, learning becomes scattered and inconsistent. Students with weak attention function will typically only experience parts of instruction rather than experiencing the whole. This often leads to them being a "step or two behind" most of the time. As we all have experienced, most situations become challenging, if not impossible to manage, when we are "out of step" with those around us.
Not all children with weak attention regulation look the same. Some have typical activity levels, but simply cannot keep their minds focused for adequate amounts of time. They may be very attentive for a brief period, but then have difficulty sustaining their attention. They often allow other, unrelated thoughts to interfere with their attention. It is as if their brain cannot "filter out" those thoughts that are unrelated or less important in the situation. An important skill to be successful in school is to recognize the information or activity that is most important, and to stay focused on that information or activity.
For some other students with weak attention regulation, they find it difficult to regulate their body activity as well as their thoughts. These students are often overactive. Teachers and parents report that the students are fidgety and always on the move. Many of these students are also impulsive. They seem to do things without really thinking them through. It is as if their brain has not had the time to think about all the things that could go wrong if they behave a certain way. As you can imagine, this makes participation in a classroom quite challenging, but it also often makes social relationships and interaction difficult as well.
Medical research has found that not all brains function the same way. For students with weak attention regulation, there seems to be less activation of one particular area of the brain that contributes to the attention difficulties. Medication is sometimes an alternative for a student because the medication helps the brain to manage attention more efficiently. We also know that students with weak attention function benefit from behavioral training. This often includes feedback to help students recognize when their attention systems are working well and when they are not working well. Reinforcers, both positive and negative, are frequently included in behavioral training. It is essential that the student recognizes the importance of efficient attention, and is motivated to improve their attention function.
Students with weak attention regulation create unique challenges for teachers. Because students with attention difficulties are often "out of step" with the learning activities and events in the classroom, teachers are challenged to find ways to keep them actively engaged to insure that learning takes place. We find that students generally have the ability to learn, but their weak attention regulation does not allow them to learn the same way or at the same pace as others. The challenge for the student is to channel their mental and physical energies into learning within the structure and rules of traditional classroom settings. Parents and school personnel can help by setting clear and realistic expectations, providing a consistent environment where rules for behavior are clearly stated, recognizing students for their talents and gifts, and providing unconditional love and support on a regular basis. The challenge is for the student and the adults in their lives to find a working balance that respects the student, but also encourages attention functioning that will eventually lead to school success.
October, 2007
THE IMPORTANCE OF LANGUAGE IN LEARNING AND SCHOOL FUNCTIONING
By Bob DiDonato, Supervisor of Special Education
There are many different brain functions involved in being a successful student. Just as children develop and grow physically, we also know that it is important that their brain functions develop so that they can handle more and more complex learning situations. As parents and educators, we get to watch our children progress through the different phases of brain development. We hope that their brain development keeps pace with the changing demands of the education experience so that our students can meet with success.
There are situations where students struggle with school demands from their very first day. There are other situations where students are successful early in their school experience, but begin to find things increasingly difficult and frustrating as they encounter more complex learning.
As educators, we know that there are several key functions that affect learning and school success. One of these key functions is language. Classrooms require a considerable amount of language processing during every school day. It is important that students can both receive and express language so that communication occurs easily and accurately. Many students who have difficulty with school achievement have difficulty in one or more areas of language. They may not hear sounds as accurately as they need to. This often affects early reading development. They may not understand what they are hearing. This affects vocabulary development, and listening and reading comprehension. Some students struggle to express their thoughts in an organized and understandable way. This typically affects their writing ability.
School personnel use teaching methods and strategies to help students to improve their language skills so that they can become proficient readers. Teachers at the early grades stress the sounds (phonemic awareness) of the English language, and how sounds correspond to the letters of the alphabet (phonics). They use activities to help students understand the structure of language so that they can read and spell with accuracy and fluency. Teachers at all grade levels use literature and text to help students develop both vocabulary and comprehension. These areas indicated in bold letters are the key areas of reading , and the areas addressed through your child's daily instruction.
For students who acquire these skills more slowly, instruction is used that provides plenty of practice and repetition. Instruction also tries to get as many parts of the brain working so that learning and mastery will occur. This is often referred to as multi-sensory learning, and may include visual (seeing), auditory (hearing) and tactile (touching) learning experiences.. Different activities are used so that students have an opportunity to experience language skills in different ways.
As parents, you can help your child's reading and language development in many ways. One is to enjoy literature together. When you are reading, it gives your child a chance to hear what good reading sounds like. When your child reads to you, it provides a chance for them to practice their developing reading skills. Keep in mind that you want your child to enjoy the reading experience, particularly when they are reading to you. It helps to select reading passages that they can read independently or with very little assistance. If you need assistance in choosing reading materials for your child, your child's teacher may be able to provide suggestions.