In college

My son is safely delivered to college and just finished his first week.

The good news is that the support does continue in college.  It is very important to look at the learning differences support services when looking at colleges.  It doesn't do any good to get your heart set on a college and the find out that it does not have good support.  There are some colleges that are known for specific programs and support for these types of learners - be sure to do the research but here are a couple:

University of New Haven
University of Arizona
Landmark College in Vermont (where I would have wanted to go to!)
University of Conneticut

College

My oldest child is now a senior in high school with less than 3 weeks left.  And I am pleased to announce that his going to a PAC 12 college. 

I recently told a mom who has an 11 year old daughter who was just diagnosed with dyslexia about his pending college career and she cried. 

She does not even know my son and she cried. 

She cried because it gave her hope.

I know what she felt like.  I remember being in that space.

Don't give up, focus on the whole person, not just their learning differences.

These kids have bright futures and exciting journeys!  Enjoy it!

Main Goal for Mom and Dad

If you are a mom or dad of a kid with dyslexia you need to make this your main goal:

Get this child to adulthood with their self confidence and self esteem in tact.

This is much more important to their overall success then the perfect spelling of any word.

Everything you do should have this end goal in mind.

Learning Ally

Learning Ally is a known great resource for audio books.  But I have been finding that they have been really great with Webinars on dyslexia - including diagnosis and accommodations.  I just recently attended a great session on accommodations specifically for dyslexics and it was presented in a very succinct and organized way.  Well worth the time of watching it.

Beyond the Bear by Dan Bigley

Beyond the Bear is a book that adults or young people with dyslexia should read.  When they think life is tough, this guys life will put things into perspective.  A lot of it reminded me of the strategies that dyslexic students discover, test and use in their academic careers.

Here is my review on this book on Amazon:

I want to carry cases of these books around and hand them out to people who are negative and complain about their lives that are NOT hard.  This book is an easy to read, heart warming lesson on how to live your life - with humility, humor and love.  A nurse who worked with Dan shortly after the attack called him an inspiration -- she had no idea how truly inspirational he would become in the years following the mauling.  Thank you to Dan for telling this compelling and moving story.

Need an Ed Therapist

Here is a great resource to find an education therapist:

 http://aetonline.org/

Trying to explain the tip of the dyslexic iceberg

This is a great article which tries to give you and idea of some of the struggles of a dyslexic:  http://www.mamasagainstdrama.com/2013/03/its-more-than-a-twister-auntie-em/

Accomodations for SAT

For those who have kids starting to think about college, here are some tips:

Make sure you have up to date testing as you will need it to get accommodations for the SAT and/or ACT.

Consider which test - the SAT or the ACT is best for your child's learning differences

Consider what accommodations you want for SAT/ACT testing:

•  extra time

• a reader

• use of a computer

• use of a calculator 

• taking the test at your school with a counselor instead of in a giant auditorium with tons of other kids

Start early considering what you need and apply early as it take a little longer to apply and get the approval

Personal Qualities and Dyslexia

Being the parent of two kids with dyslexia has allowed me to relax a little.....I know that sounds weird but it is true.  I am way more relaxed about school work, grades and tests then I ever imagined I could be.  The reason is I see that stressing about it is a losing battle - dyslexic kids are NOT made to fit the normal mold of taking tests and getting good grades.  So I have had to completely shift my thinking and just be sure that they are learning.  And the other thing is it has allowed me to focus on their other qualities which are just as -or more important - then the ability to take a test.  Consider this:

Personal Qualities NOT Measured by Tests

Creativity

Resilience

Motivation

Curiosity

Persistance

Humor

Endurance

Reliabilty

Enthusiasm

Civic-mindedness

Self-awareness

Self-discipline

Empathy

Leadership

Courage

Compassion

Spontaneity

Humility

I would argue that these qualities are much more important for long term success than than speed at which you recall 5 x 9!

Suspect Dyslexia?

This is an awesome article for parents who just starting to think that their child might be dyslexic.

Suspect Dyslexia? Here are some tips to prove it.

By Kelli Sandman-Hurley, Ed.D. Special Education Articles Add comments

You’ve suspected it since your child was three. You were quite sure of it when your child was five and now your child is in school and you are convinced and unwavering about it. The school is not quite as convinced and they are slow to react to your suspicions. Be prepared; the road to the diagnosis may not be easy or cheap, but in the long run it will be worth it. The steps to diagnosis below make the assumption that you have done your research about dyslexia and you understand the symptoms. If you are still at that stage, you can visit www.interdys.org for more information.

Step One: Start collecting data and buy a notebook
Does it take your child an inordinate amount of time to complete homework? Is the classwork of homework too difficult for your child’s current level? Is your child being kept in at recess or after school to complete work they cannot complete during class? Document all of this. Keep a chart of the homework assignment, how long it takes and why it took so long, as well as what grade or comments they received from the teacher.

Stop doing your child’s homework. Many parents will help with homework so that their child does not fall behind or come home with a paper filled with red marks. In order to prove that dyslexia is present, the school needs to see how the child is truly performing independently. If they continue to receive completed homework they will not have any evidence that an intervention is needed.
Keep every report card, every test, every written assignment, spelling test and note/email from teacher and place into the notebook you are going to buy.
Start a conversation with the school. Let them know you are collecting data and that you are concerned. Do everything via email and document their responses.

Step Two: Request an assessment from the school
Remember all that information you gathered for the step above? Now you are going to take that information and write a compelling letter to the school requesting that your child be evaluated. You can find a template at http://www.specialeducationadvisor.com/request-for-special-education-assessment-including-sample-letter/. Do not be afraid to use the word, dyslexia, and use it often. Under IDEA, dyslexia is listed as one of the eligible conditions under Specific Learning Disability, so do not back down from this term. If they tell you they do not test for dyslexia, then without removing the word, just agree to have his academic skills tested. This is not to time to argue about terminology, you are just trying to get the testing. There are two directions this can go: they can test and they can deny. The next two steps deal with both scenarios.
If the school tests: how to interpret the results and how to find dyslexia (if it is present).
Most schools will test all areas of concern and this usually includes (but it not limited to) cognitive testing (aka intelligence testing), visual processing, auditory processing and reading and writing skills. If you learn nothing else from this article, learn this, dyslexia is not an auditory processing problem nor is it a visual processing problem, it is a phonological processing problem that often shows up in the subtests of the reading and writing assessments.
Scenario One: They deny services based on test results. When the IEP team reviews the test results with you and states your child does not qualify because his or her reading, writing and/or math scores are in the average or low average range, ask to see the subtests. Dyslexia often hides in the subtests. Many times the child will have done very well in the comprehension or writing of ideas and that score is pulling the composite into the average range. Yet, almost every time, a look at the subtests will reveal significant difficulty with word reading, spelling, and fluency – all signs of dyslexia. We already know these children are smart enough to comprehend, but how difficult is it to get them to that point? Pay particular attention to any writing samples that you bring with you – they often tell the story all on their own. A knowledgeable advocate will point this out (if it exists) and usually be able to get services. The final step is to have the term dyslexia noted in the notes at the very least.
Scenario Two: They agree with you and offer services. Wonderful news! Now it is time to make sure the goals are responding to the needs. Recently, I have seen far too many IEPs with three or less goals. Just last week I saw a goal that included decoding, fluency and comprehension. This is absurd and highlights the lack of knowledge not only about dyslexia, but about the reading process. There should be a separate goal for fluency, decoding and comprehension. Also often left out are spelling and sight words. These also need goals. Don’t be shy; ask for as many goals as the child needs to succeed. Because we are talking about getting a diagnosis, in this scenario, the term dyslexia also needs to be in the IEP somewhere. If need be, bring a copy of the definition of SLD and highlight the word dyslexia.
The bad news: Although this is an article about diagnosis, it is very important to keep in mind that even if your student is identified by the school or another professional, they are often not equipped to remediate it. This is beyond the scope of this article, but important to remember.
Advocate Involvement: If it is possible, it may be extremely important for your advocate to also be knowledgeable about dyslexia. If they are not, if will be difficult for them to make the case that dyslexia is present. Check with your local branch of IDA for advocates in your area.

Step Three: The Independent Educational Evaluation (IEE)
Unfortunately, all roads usually lead to an IEE in the case of dyslexia. You may be able to have the school financially sponsor this evaluation or may need to pay for it out of pocket (fees range from 800.00-2000.00), but either way, it is worth its weight in gold – if done correctly. In order to make this a solid evaluation, you must do your homework. The person you choose to do this evaluation needs to be completely independent of the school district. A Ph.D. or Ed.D. is not enough; they need to have expertise in the area of dyslexia. They should test ALL of the following areas:

• Phonological Processing
• Oral Reading
• Silent Reading
• Single word reading
• Processing speed/rapid naming
• Spelling
• Vocabulary
• Writing sample
• Evidence of cognitive ability
• Review of school records
• Thorough review of family and school history

This person should provide a very thorough report and be available for IEP meetings to discuss the results. Once you have this report in your hands, you can go back to the school to discuss a review if services were previously denied and insist it is placed in the student’s educational record. If the testing is done correctly, it is very difficult to repudiate these evaluations.

Do you really need a diagnosis?
In my experience a diagnosis does three things: 1) gives the child the evidence he or she needs to know he or she is not ‘stupid,’ and removes that emotional stress, 2) places evidence in the student’s file so that he or she can receive accommodations in high school and college, 3) gives everyone involved a clear path to the correct intervention so everyone can move forward.
Last but certainly not least, a child only needs to be diagnosed with dyslexia once.

Dr. Kelli Sandman-Hurley is the co-founder of the Dyslexia Training Institute (www.dyslexiatraininginstitute.org and www.dyslexiadr.com.) She is currently writing Putting the D in to the IEP and you can read excerpts at www.dyslexiadr.blogspot.com. She received her doctorate in Literacy with a specialization in reading and dyslexia from San Diego State University and the University of San Diego. Dr. Sandman-Hurley a Certified Special Education Advocate assisting parents and children through the Individual Education Plan (IEP) and 504 Plan process. She is an adjunct professor of reading, literacy coordinator and a tutor trainer. Kelli is trained by a fellow of the Orton-Gillingham Academy and in the Lindamood-Bell, RAVE-O and Wilson Reading Programs. Kelli is the Past-President of the San Diego Branch of the International Dyslexia Association, as well as a board member of the Southern California Library Literacy Network (SCLLN). She is a professional developer for California Library Literacy Services (CLLS) as well as a Literacy Consultant for the San Diego Council on Literacy. She was awarded the Jane Johnson Fellowship and the Commission on Adult Basic Education (COABE) scholarship. Kelli has presented at numerous conferences as well as provided professional development for k-12 teachers. She is currently working on her book, Putting the D in IEP: A guide to dyslexia in the school system. Join the Dyslexia Training Institute at www.facebook.com/dyslexiatraining

Coping with Dyslexia

This is a great article on coping with dyslexia:

http://www.lexable.com/Dyslexia-Coping-Strategies

Education Revolution

I have never attended this but it looks like great resources are available:

http://www.edrevsf.org/

The Whole Child

All of us are made up of three parts: spirit, soul, and body. It’s good to remember this as you work thru issues with your children. You are not just working on the mind. You are working on the development of your child’s spirit, body, and soul (emotions).

Often parents of kids with learning disabilities spend so much time focused on getting the child to learn, that they lose focus of the rest of the child and the abilities associated in those areas.

Take the time to step back and have a “come to think of it” moment. For example, as you step back and look at the total person who makes up your child, you might say, “Come to think of it, he is so perceptive to other peoples needs.” Or, “Come to think of it, he is having fewer ‘meltdowns’ when struggling with a new concept.” Or, "come to think of it, he really rocks it on the soccer field."

Not only is it important to just recognize these different "parts" of your child, but you should also realize that your child’s energies may be going toward the development of another, less academic area right now, and that’s OK. Spiritual, emotional, and physical growth is just as important as academic growth.

Keep your end goal in mind and you will begin to see that those non-academic areas definitely have their place.

Celebration Time

My daughter is receiving an award next month for kids who have overcome tremendous obstacles to learn! She is the only child in her school who is receiving this award. It is a great culmination of years and years of hard work.

We are going to make a big deal over it - award ceremony, special gift and dinner out!

My Dyslexia Diagnosis

http://dyslexia.yale.edu/Stu_HopesStory.html

This is a great story and a great website.

A good resource

http://www.helpguide.org/mental/learning_disabilities_treatment_help_coping.htm

I wish I had seen this nice concise listing of tips 6 years ago.

If I can point out any of these as most important, I would pay attention to looking at the big picture of life with a learning disability - this is not something that can be cureed, but something that you must live with, so accept that and learn strategies for dealing with the challenges you have.

October is Dyslexia Awareness Month

Frequently Asked Questions About Dyslexia

What is dyslexia?

Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties with other language skills such as spelling, writing, and pronouncing words. Dyslexia affects individuals throughout their lives; however, its impact can change at different stages in a person’s life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment, and in its more severe forms, will qualify a student for special education, special accommodations, or extra support services.

What causes dyslexia?

The exact causes of dyslexia are still not completely clear, but anatomical and brain imagery studies show differences in the way the brain of a dyslexic person develops and functions. Moreover, most people with dyslexia have been found to have problems with identifying the separate speech sounds within a word and/or learning how letters represent those sounds, a key factor in their reading difficulties. Dyslexia is not due to either lack of intelligence or desire to learn; with appropriate teaching methods, dyslexics can learn successfully.

What are the effects of dyslexia?

The impact that dyslexia has is different for each person and depends on the severity of the condition and the effectiveness of instruction or remediation. The core difficulty is with word recognition and reading fluency, spelling, and writing. Some dyslexics manage to learn early reading and spelling tasks, especially with excellent instruction, but later experience their most debilitating problems when more complex language skills are required, such as grammar, understanding textbook material, and writing essays.

What Are the Signs of Dyslexia?

The problems displayed by individuals with dyslexia involve difficulties in acquiring and using language--reading and writing letters in the wrong order is just one manifestation of dyslexia and does not occur in all cases. Other problems experienced by dyslexics include:
Learning to speak
Organizing written and spoken language
Learning letters and their sounds
Memorizing number facts
Spelling
Reading
Learning a foreign language
Correctly doing math operations

Journey into Dyslexia

We watched the documentary and WOW - it was powerful! Here were my take aways:

* LOTS of super smart and super creative people with dyslexia.

* We have only been reading as a culture for the last 5000 years. Before that there were people with dyslexia and it did not matter because they were not asked to use the part of the brain that is best suited for understanding symbols that turn into words. They were probably the leaders of those times because they could see the big picture!

* Dyslexia can be seen in brain scans - a complete different part of the brain lights up when people with dyslexia read.

* No two people have the same kind of dyslexia - how it affects a person is different in everyone. So there is no one way to tackle the issue.

* Dyslexia is truly a gift if you can learn to manage it enough to make it thru school with your self esteem in tact.

Journey into Dyslexia

Journey into Dyslexia

I have been waiting for this documentary to come out on DVD. I just purchased it and can't wait to see it.

JOURNEY INTO DYSLEXIA presents profiles of dyslexic students and adults who share their experiences of struggling in school and then succeeding in life. Academy-Award winning filmmakers Alan and Susan Raymond examine the complexities of this differently structured brain and debunk the myths and misperceptions about dyslexia.

Dyslexia is a specific leaning disability that is neurobiological in origin and typically manifests through difficulty in reading, writing, spelling and math. It has nothing to do with intelligence, birth defects, or a mental illness of any kind, the home environment, level of education or economic status.

Dyslexia persists throughout one's lifetime and is prevalent in every culture in the world. In the U.S. it affects as much as 10% of the population.

Surprisingly, however, Journey into Dyslexia reveals that many adult professionals who once struggled to learn in school consider their dyslexia a unique gift and the defining reason behind their success.

For more info: http://videoverite.tv/pages/film-JID-about.html

New type face for Dyslexia

A team from the University of Twente, in the Netherlands, has developed a new 'Dyslexie' typeface, designed to help dyslexic people read more easily.

It's based on the notion that of the 26 letters in the standard Latin-based alphabet, as used in English, many of the letters look similar - such as v/w, i/j and m/n - thus people with dyslexia often confuse these letters. So by creating a new typeface where the differences in these letters are emphasized, it was found that dyslexic people made fewer errors.

Video (no audio):
http://thenextweb.com/shareables/2011/06/30/dyslexie-a-typeface-for-dyslexics/

Project website (in English):
http://www.studiostudio.nl/en/project-dyslexie/