Category: advocacy

Department of Education

In light of recent events, I wanted to take a minute to cover the important role of the Department of Education in direct relation to my experience as a parent, teacher, and professional educational advocate. As I was once told, I have a unique background with unique experiences which in turn puts me in a unique position to comment on such decisions like defunding and dismantling the Department of Education.

There is a lengthy history to the development of the Department of Education. This department has existed by other names and in other forms since 1867. Its original intent was to collect data about schools and their effectiveness. However, within a year there was concern that the department would wield too much power, and limits were placed upon it. (Which is similar to the argument we are in today.) It took on various titles and had different leadership over the years, but it did lead us to the current organization. It wasn’t until 1979 that it was actually formed as we know it today.

The Department of Education oversees a number of programs, grants, initiatives, and projects. I will review and list the ones I am most familiar with and utilize on a daily basis. Some of the offices they oversee are the Office of Special Education Programs, the Office of Civil Rights, and the Office of Special Education and Rehabilitative Services, all of which issue guidance and policy as well as established procedural safeguards for parents. These offices are valuable to my efforts to maintain the concept that ALL children have a right a free and appropriate public education. (I realize there are those that disagree with me on this basic concept and statement, but that is a different post.)

The Department of Ed. also oversees the implementation of the Rehabilitation Act of 1973, which for me, was a turning point in public policy in education. This reflects the fight to maintain basic rights for people with disabilities. (If you want to dive into this further, I highly suggest the documentary “Crip Camp”.) The other key pieces of legislation overseen by the department are the Individuals with Disabilities Education Act, and the Americans with Disabilities Act. There is alarm, concern, and panic all over social media that if the department is dismantled all of these protections will go away. That is oversimplifying the situation. All of these will remain in effect regardless of an executive order. An executive order cannot override federal laws and statutes. It would require an act of congress to dismantle the Department of Education and subsequent federal laws and statutes. It cannot violate the constitution or a federal statute.

However, prioritizing funding or funding them at all is well within the control of the current administration. Closing offices and firing employees is also well within the control of the current administration. There is also a pending lawsuit that could potentially dismantle section 504 of the Rehabilitation Act of 1973. This is not covered by the ADA. It is a precursor and its own law. (Again, watch “Crip Camp”.) I also realize some of these will be shifted to different offices like Health and Human Services, which I have serious reservations about. This shift has only been proposed-not accepted. Currently no fail safes are in place.

Now, if these offices are defunded or the staff were cut to the point where it would be difficult for them to function, the consequences for our children would be dire. That is not an exaggeration. I do not think the public is aware of what parents of children who have disabilities face every day in public education. Those calling for the dismantling of the department of education do not understand the hard-fought battles to move past the “short bus” and separate schooling. They do not understand we lived in a country that did not think wheelchair ramps were necessary or that Dyslexia didn’t mean “dumb”, or that cognitive impairments did not mean “retarded”. This has been addressed over the years through the courts, legislation, protest, and advocacy.

Without these laws or these guiding organizations, a district is not legally required to intervene, provide educational access, or even establish a child is receiving a meaningful educational benefit. Many states have codified law in place that is the exact wording in IDEA, which offers some solace. Yet, I believe that past history predicts future behavior. This is why understanding the road to disability rights is important. Our past history, as a nation, tells me if a district is not required to do it, they won’t. Our present status continues to tell me if a district is not compelled to do something either by an advocate, an attorney, or a court of law, they won’t. Our future is still being established and right now it is putting a great deal of trust in states and districts who have mismanaged public education for decades. Did you know we even had to establish through court rulings that providing the bare minimum educational benefit for our students is unlawful? It is Endrew F. v. Douglas County School District from 2017. Look it up. I use this case in my practice every single day because often, the bare minimum is the only offer made to a family who doesn’t know their rights. Those rights are establish through legislation that is implemented by the Department of Education.

On top of this, the districts do not have the funding or the staff to provide services either, which seems to be the basis of many arguments I have heard. Give the funding back to the states! Again, I differ to the question of what are they doing with the funding they already have? Do you think that is going to the students or teachers? It is not. Do you think they are already following the codified state law in place? Many are not. Do you think they are funding those state laws even when given the opportunity due to surplus? They are not.

It’s not that I do not understand the concept of bringing it back to the states. I understand the concept of local control and in some cases wholeheartedly support it. Unfortunately, in my experience, the powers at those levels often see things differently. I am trained to try and collaborate. I am trained to avoid legal escalation, yet it is often the districts holding the hard line giving my families no other choice. Support from the federal level is necessary to make any real change for a child. Let me give you some examples that actually happened in SD public schools in the year of 2024 despite local codified law and where my services as an advocate were enlisted. I listed which offices supported my efforts. (Disclaimer: These are stories from across the state. I cannot ethically or legally disclose a specific district or districts.)

1. Transportation for wheelchair bound student denied. Transportation for children on the spectrum to get to specialized therapy denied. Used Office of Special Education Programs guidance on transportation and IDEA.

2. Multiple districts where children cannot functionally read denied documenting, saying, or even using the word Dyslexia let alone provide appropriate interventions and specialized instruction. Used Dear Colleague Letter issued by The Office of Special Education and Rehabilitative Services and Section 504 to get them to just say the word.

3. A child repeatedly secluded and restrained by multiple adults due to inappropriate interventions for a child on the spectrum. Used guidance, statutes, fact sheets from the Office of Civil Rights, IDEA, Sec. 504, The Office of Special Education and Rehabilitative Services, and the Office of Special Education Programs to obtain appropriate services.

4. AAC device denied for a child who was on the spectrum and non-verbal. AAC also denied for a child with cerebral palsy and non-verbal. Used IDEA, Sec. 504, and guidance from the Department of Education to get the children a communication device and training for staff.

5. CPS called on a parent of a child on the spectrum struggling with attendance. Used IDEA and Sec. 504 to fight child neglect charges and retaliation.

6. Multiple parents disagreed with evaluation results and asked for a second opinion. Every single district filed due process against these parents to deny their request for a second opinion. Used IDEA, The Office of Special Education and Rehabilitative Services, and the Office of Special Education Programs to support the families in their request for a second opinion.

7. Multiple children with diabetes who were denied nursing services and access to insulin shots and glucose monitoring. Used Sec. 504 and the ADA.

This is just a handful of cases. To those of you who say this is proof the department is ineffective. I completely disagree. It is proof we have some serious flaws in how local decisions are made and how local laws are followed. I filed numerous state complaints and won. I thought this would be the game changer for the child. No, the districts just got better at their excuses.

Now imagine the results if these offices did not exist to issue guidance and set precedent. Where would all that money go that they saved? Would it directly impact students? I have significant doubts that suddenly buses would be provided, or effective Dyslexia instruction and intervention would happen daily. I have serious doubts that seclusion and restraint would no longer be used. (I actually think more funding would be sent to this area and we would see an increase in this practice thus strengthening the school to prison pipeline.) I think parents would be forced to pay for their children’s own communication devices and I think children on the spectrum would be completely segregated from their non-disabled peers. I think schools would go without nurses. Why do I think this? Because districts already try it every single day. I think disability rights would be set back 40 years, and I think parents would lose all their “parental” rights that are currently protected by the Department of Education.

The Department of Education absolutely has flaws and likely has some wasted spending. It is a bureaucracy. However, dismantling the whole department is a mistake. I do believe the department needs to have some checks and balances put in place. I do believe in educational reform. I do believe education is not keeping up with the research and strategies being tested in the private sector. (There is some great innovation happening.) But just because I am proud of the private sector taking initiative does not mean I agree that the entire department should be defunded and dismantled. I am simply not willing to take this risk. I am not willing to throw away everything parents and people with disabilities have fought for since the 1970’s. It means all of that history and all of those examples I just explained, were in vain. It means there is no purpose to any of it. What is our government’s responsibility to educate the populace? I have not seen an answer to that question other than “leave it up to the states”. Let me rephrase, “What then is our states responsibility to educating it’s populace?” Some may think the government has no role in educating its populace. This is a philosophical debate. I value free and appropriate public education. I am thankful we have had the Department of Education to help maintain this value as a cornerstone of our country. Tomorrow, that may not be the case.

Here’s to 2024!

I am so excited for 2024! I am looking forward to being positive, proactive, and purposeful in all I say and do! As I enter into another year of advocacy, I love that I collect great stories to share with other teams about collaboration and how our success rate will skyrocket if we all work together. Here is a sample of the AMAZING things I heard in IEP meetings in 2023:

I just finished a class in Morphology, and I am so excited to start incorporating what I learned into your child’s daily learning.

I think we need to increase service hours on their IEP. I am just not seeing enough progress. 30 minutes three times a week could be increased to 30 minutes every day. This will reinforce all our new strategies daily.

I wanted to share the 6 weeks of data I collected. Here it is in bar graph form based on subject, time of day, structure of learning, and level of support. I think we can see some clear patterns of what is working and what we might need to change to keep them moving in a positive direction. (This is seriously my favorite school to work with. They could teach a master class in professionalism.)

Let’s meet again in 6 weeks to review the data and continue to make changes to meet their individual needs.

I am seeing some sensory needs, let’s add a full OT evaluation.

To the parents: Have you been getting my weekly emails of positive things and improvements I noticed in your child? I hope you are enjoying the funny stories I share.

I notice an FBA has never been done. I think we should do one to get some insight into these behaviors so we can start intervening appropriately.

Your child is not responding to this curriculum based on our data. Here is what the district has available to try but we would also like your suggestions of different curriculum for us to consider as a team.

If your child needs it, we will find a way to provide it, please do not worry about it, a scarcity mindset it detrimental to their plan.

I would welcome some training from your ABA therapist. I think it would help everyone.

Would you be willing to meet with your child’s para to give them insight on what works at home?

This child can absolutely graduate. Let’s develop a plan to make that happen.

I see your child is struggling with morning transition. I am here at 7:30. They can come in and sit with me and “warm-up” to their day whenever they need to.

Jackie, what are your thoughts? (No one ever asks the advocate to speak and share their opinion. I share them anyway, but it is wonderful when they do!)

I truly value collaboration. I love it when like minded individuals come together and start offering ideas and solutions based on facts, research, training, input from others, and experience. I love it when we all set our intention to do whatever it takes to help a child succeed. I love it when I can defer to someone who is an expert in a certain field, and I can learn from them. I love it when we are all excited about a plan and are willing to execute it with fidelity. Yes, education can be this good. I have experienced it. I want to keep this kind of mindset and momentum going. Join me! Here is to 2024!

Things heard at IEP meetings 2023

I hear atrocious, law breaking comments at many IEP meetings. I thought it might open some eyes if I took those comments and transferred them to a different profession. Imagine hearing the following from your pediatrician when your child is sick:

I know we had an appointment, but this is running long, and I have to go. Let’s reschedule.

I know your child is sick, but we do not have the staffing or the funding to treat them.

There is nothing wrong with your child because we just don’t see these symptoms when he is in the office.

Your child does have a cough but you only mentioned the sneeze so we cannot treat the cough.

We don’t need to test her for the flu because it’s obvious she does not have that.

I don’t think we will need another appointment; no follow-up is needed based on the decisions we make today.

I didn’t collect any data on your child’s height, weight, or development but I know what I am doing will work because I am a well-trained doctor.

I have never helped a child with a rare disease before, but I have multiple degrees in medicine, so I am confident I know what I am doing. A specialist in this area is not needed.

We cannot get caught up in thinking about what will happen in the future, I don’t have a crystal ball so I can only treat your child based on today, I cannot worry about tomorrow.

I cannot control what other doctors or nurses will say or do so I do not want to put that in your child’s medical record.

I don’t want to put too much detail in their medical record because that is too much information and limits what future doctors can do.

You have paid a great deal of money to hear you were right about your child’s illness, but I just don’t agree with these test results.

If you ask me to treat your child I will quit, and you can find another doctor.

Your child is seeing many doctors and is on many medications I better call child protective services or the police because it’s clear these doctors and these meds are not “fixing” them.

Translated into what I REALLY heard at IEP meeting this year:

I know we scheduled this meeting, but it is running long, and my contract hours are done in about 5 minutes. I will have to leave. Let’s reschedule.

I know your child has Autism, but we do not have the staffing or funding to support them.

There is nothing wrong with your child because we do not see these symptoms at school.

Your child does struggle with Writing but you only mentioned Reading so we cannot help her with Writing.

We don’t need to test her for Dyslexia because it is obvious she does not have Dyslexia.

I don’t think we will need another IEP meeting this year, no follow-up will be needed based on the decisions we make today.

I didn’t collect any data on your child’s behavior, reading progress, ect… but I know what I am doing will work because I am a well-trained teacher.

I have never helped a child with such a rare disability before, but I have an advanced degree in education, so I am confident I know what I am doing. A specialist in this particular disability is not needed.

We cannot get caught up in thinking about what will happen in the future, I don’t have a crystal ball so I can only teach your child based on today, I cannot worry about tomorrow.

I cannot control what other teachers or paras will say or do so I do not want to put that in your child’s IEP.

I don’t want to put too much detail in their IEP because that is too much information and limits what future teachers can do.

You have paid a great deal of money to hear you were right about your child’s disability, but I just don’t agree with these evaluations.

If you ask me to use short term objectives, I will quit, and your child can find another case manager.

Your child is seeing many teachers and specialists and is on many medications I better call child protective services or the police because it’s clear these teachers, specialists, and these meds are not “fixing” them.

The first half of this school year has been tough. This is just a sampling from my notes. There are many more terrible, unprofessional comments to share. Teams are less willing to collaborate and doubling down on their “my way or the highway” attitude. I have filed more state complaints and OCR complaints in the last 3 months than I have in the last two years. (BTW, all are being investigated and so far each one has come back finding in FAVOR of the families.) This post is to show what families with disabilities often face and feel they have no right to share because they actually DO support public education and teachers just as I do. I know staff is underpaid, undervalued, and have too much on their plates but so am I and I don’t take it out on other people, let alone children. We need to do better, have some empathy for the children and families, and be open to possibilities that we may not have all the answers. We need to invest in public education NOW! We need more support staff, better pay, better training, and be open to the fact that people on the outside are trying to help.

Tomorrow I will share the complete opposite, the WONDERFUL and RARE people I have worked with at school.

Defending Children in a Broken System

Recently, I have had the opportunity to discuss what I do within this system of special education with a variety of people. I always respond that my goal is to level the playing field for families who have no knowledge of educational language, methods, or appropriate interventions and to inspire those around me to think differently about a child. I found their comments intriguing. One said, “It’s almost like you’re a defense attorney.” Profound statement! Why would a system that loves and supports children and is designed to meet their unique needs, warrant a defense attorney? These children are not criminals. They haven’t done anything wrong. They do not need to be punished. They are children who think, learn, and interact with others in a non-typical way. Yet, often those of us working to help them feel as if they are being treated as such by “the system”.

Ahh… “the system”. Amongst my fellow advocates, we talk about “the system” all the time. The system won’t allow certain therapies, the system won’t all certain methods, the system is short-staffed, the system is overstressed, the system if failing. All true! Inherently though, “the system” often treats special education students as an inconvenience. (I know this is hard to discuss and I am probably offending everyone from teachers to parents but stay with me.) These students take the most time, the most skilled interventions, and often need additional staff and resources that take significant funding. Students in special education are not labeled as the “easy” student. It is often quite the opposite. They are atypical and often do not fit the mold of conventional teaching methods or traditional schools. They may even need in school instruction from those outside “the system” who have dedicated their adult lives to honing their skills as specialists.

On some level, the request for additional services is seen as a burden, a problem, or catering to a child/parents’ whim. Many of us have experienced this truth. Recently, there has been a significant uptick in gaslighting and dismissing the concerns of families. We become the problem, we become labeled as difficult and wrong. We find ourselves second guessing our requests. Were we wrong? Were we asking for too much? Are we overreacting? Are we the problem? Is my child the problem? Are we not being considerate of the needs of the school? Is my child the reason the system is strained? WOW! That is a lot to process!

Understanding we are trying to educate students that do not reflect common and established teaching methods can influence the plan we develop. This is where a child’s disability and the challenges that come with it become the perceived cause of the disagreement. In many IEP meetings there is this unspoken tension. The sighs, the eye rolling, the large silent pauses, the use of the word “no” over and over. The situation is permeated with negativity when it comes to requests for testing, intervention, and help. When parents come in with questions, outside resources, or an advocate the air suddenly leaves the room. (I do my best to put everyone at ease, but that is not my job or my responsibility. My job is to speak on behalf of the child and their family.)

Those in “the system” will disagree. They may even feel judged by my opinion on this topic. They will say, we love these kids, we love what we do. We do our best to accommodate everyone. I believe them. I honestly believe their intentions are good. I know many dedicated and kind people in special education. I know many who go above and beyond. I know many who think outside the box and welcome input. These are my go-to people whom I trust! However, I also know many unwelcoming, threatening, and rigid people in special education. They hold so tightly to their way of doing things it is a detriment to the children in their care. These are the people I am constantly trying to reach, even if my attempts are futile.

I am there to help people truly see a child. I am there to offer creative solutions. I am there to inspire. I want them to know it is ok to hold a love of education and a frustration with education at the same time. You can love something AND you can also be completely overwhelmed by it. You can have advanced degrees AND lack knowledge in certain areas. You can love to work with kids AND still fear their behaviors. You can be a trained expert in one method AND still need help and insight using a different method. These can co-exist. It does not mean the system is bad. It doesn’t mean the teacher is terrible and it sure doesn’t mean the student is the problem. It just means “the system” is not being honest with itself. It is ok to admit when something is not working. It is ok to learn and try new things. It is ok to ask for all parties to ask for what they need, and it is ok to say yes to them.

A system that discourages this type of collaboration and compromise needs to change. A system that makes parents feel like their child needs a defense attorney needs to change. What if “the system” approached unique learners as the law intends?

Yes! They can stay in the general classroom setting with support services.
Yes! We want to include the input from their therapist.
Yes! Train our staff on the methods the data shows works for your child.
Yes! I am glad you asked for an evaluation, something is hindering your child’s ability to learn.
Yes! This plan is not working, let’s make changes.
Yes! Bring someone along who can offer you support in a world you know little about.

What if a switch flipped and the intended concept of everyone at the meeting being an equal team member was honored? What if everyone’s input was considered and weighed against a child’s needs? The so called “system” would no longer be seen as an untrustworthy enemy. The system might actually work.

To all of you navigating this with me, keep on keeping on. We will learn together, grow together, and keep trying. We will change this pervasive, underlying, unspoken, negativity to special education. We will keep being reasonable and creative and collaborative. Let’s keep painting beautiful pictures of our children together!

Jackie Waldie
Inspire Education
605-431-3318

You’ve got questions, I’ve got answers!

I posted an “ask me anything” challenge on Facebook and you did not disappoint. I am always available and can be contacted through my website wwww.inspire1learning.com or Facebook. Here is what I received:

How do you get a 504 plan?
A 504 plan is all about access. It guarantees equal access to an education. Think of it as leveling the playing field. So, if a child has ADHD, Dyslexia, Anxiety, Diabetes, ect… the question becomes what do they need to access their education? What kind of accommodations will help them succeed? It is a disability that affects a major life activity. All you need to do is write a letter to the school (teacher and principal) and request a 504 plan. If they deny you, call me! It’s the equivalent of denying someone their civil right to an education. Remember, Grades are not an indicator of a disability. The parent/educator guide to 504, provided by the federal government, clearly states students may still need equal access to the general curriculum even if they have good grades.

How do you get an IEP?
This differs greatly from a 504. You don’t “get” an IEP. You are found eligible for an individualized education plan. This means your child will receive specialized instruction. They will have annual goals, accommodations, and a clear plan on how they will make progress. The first step is putting a request into writing that you suspect your child has a disability. This includes social emotional needs, academics, attention, and many others. There are 13 categories under which your child could qualify. Once you have written a letter stating the specifics of what kind of disability you suspect, the school will start the evaluation process. They will then hold an eligibility meeting to determine if your child has qualified. Then there will be the IEP meeting to develop the plan. Remember, your meaningful participation is guaranteed throughout the entire process. If you are just sitting across everyone at a table and not contributing, you may need to call an advocate to help you. It should never be a situation where you just sit, listen, and sign. Contribute! You know your child best!

What does an advocate cost?
We charge $75.00 per hour. However, we let you dictate how in depth we get. Some families opt for a quick 2-hour review. Other families feel better knowing we are with you every step of the way. If it is an initial IEP and evaluation, you can expect we will spend more time with you. We want to make sure you understand the process, the implications of testing results, and that we have a clear understanding of what you want for your child. If an IEP is already in place the time will consist of reviewing the plan, meeting with you to get your input, and attending the IEP meeting. We document concerns, communicate with the IEP team, and do our best to be the voice of your child.

Are IEP meetings longer when you are involved?
Absolutely! This is a good thing. You do not want to be rushed when it comes to your child’s educational needs. You want to have a complete understanding of what your child is learning and how they are learning. This takes time! Under IDEA, you are guaranteed meaningful participation. I believe “meaningful” means allowing more time to ask questions and sharing your ideas and knowledge. There are no time requirements for IEP meetings listed in IDEA. Of course, we want to be respectful of the school’s time but if you need another meeting to guarantee that meaningful participation, then so be it.

Can’t you just give me some quick advice?
We could, but each child is unique, and each plan is individualized. What works for one child may not work for another. That is why it is so important to see the evaluation results, input from teachers, your input, and their current plan. I need to have a clear picture of the child including strengths, weaknesses, and learning style. Many times, I will even ask to meet with your child to get their take on school.

Does having an advocate make the IEP team angry?
Sometimes. Unfortunately, advocacy has gotten the reputation of being adversarial. Too many, untrained advocates are quick to threaten lawsuits, state complaints, or due process. I will exhaust every effort before recommending any of these steps. I will negotiate, compromise, ask questions, and come up with creative solutions.
Some teams also take it is a sign that we do not trust them. This is not the case at all! I know teams are overworked and have large caseloads. I know they are bound by funding, staffing, and time constraints. I am not. I am free to look at the plan for the possibilities of what it can be and how it can help the child. It’s exciting to see the possibilities! I like to keep the focus on the child and create a plan that is unique and individualized to meet their needs. I find, once the meeting gets going, the team realizes I am not there to tear anyone down, I am not there to judge, I am not there to threaten, I am simply there to help families understand the process. I am there to ask for what we believe the child needs to succeed in school. I am there so families do not feel so alone and isolated. I am there to represent the interests of the child. I even make it a point to smile, make small talk, and try to break the ice. It is important to build trust and build relationships with people. I would be a terrible advocate if my goal were to fight and argue in every meeting. How would that help the child? How would I build any kind of mutual respect with the team?

How do you handle conflict?
Conflict is going to happen. It is a fact. However, conflict does not mean I become unprofessional. Conflict is simply a disagreement and adults have disagreements all the time. I do my best to stay calm, polite, and respectful. It is not personal. The school represents one perspective and I represent another. I stay objective, share my knowledge why I think my request is appropriate. Sometimes the team agrees, sometimes they do not. That is ok. I will advise you accordingly. I might say to let a request go; we have a good plan. I might say to enact your procedural safeguards and contact a lawyer. It depends on the child and the request. (In two years of advocacy I have only referred a family to a lawyer once. That shows negotiation can work!)

Do you only work in Rapid City?
I work all over the state of South Dakota thanks to technology. I can zoom into any meeting in any location. I can email you what you need to self-advocate. I can email or call schools. There is a great deal I can do even though I may be hours away from you. However, I do not work in other states. Although IDEA is federal law, state requirements vary. I am only familiar with the laws, policies, and procedures of the state of South Dakota and IDEA. I am not a lawyer, I am not a psychologist, I can only advise you based on my training through the Council of Parents Attorneys and Advocates (COPAA), my experiences as a teacher, and my history in advocacy.

On Reading Wars… part 2

The core of the argument concerning the reading wars is about methodology. This is HOW your child is being taught. Whole Language is one way or METHOD of teaching reading. Orton Gillingham is another. However, OG specifically addresses the needs of learners with dyslexia. Whole language learning does not.

Some children with Dyslexia memorize the shapes of words. This is because the letters could appear to the child in any order. If they memorize the shape of the word, they can give the impression they are reading. (You may have heard the phrase, “guessing is not reading”. This is where that phrase comes from.) In guided reading, we teach children to look at familiar parts of words. We teach them to use the pictures to help them. We teach them to use context clues. Children with Dyslexia will focus on “using the pictures” as their primary strategy. Take those pictures away, and suddenly they cannot read. They have a hard time using known parts of words or “chunks” because, again, the parts of the word or the letters may be processed in a different order in the brain. This strategy is not effective for them. Context clues also becomes a challenge because the reader is supposed to use the words around the unknown word to help it make sense. Again, the way words are processed in the dyslexic brain does not correlate with this method. Thus, a different method will be more effective. Using a method that utilizes phonemic awareness, with a focus on syllables and rules, is appropriate methodology for children with Dyslexia. We know this. Research has proven this. Yet, getting an IEP team understand this is usually a HUGE undertaking.

We know children with Dyslexia needs specialized instruction. This has been upheld in the court system. Research also shows they need a multi-sensory approach to reading. This is not whole language. This is OG, Barton, Wilson, and Lindamood Bell. But these are not the methods most public schools use, have access to, or are even trained in. Districts will not commit to the purchasing or the training of these programs because it can be expensive. Getting a district to financially commit is always a fight in the world of advocacy. Always.

The reason why IEP teams have a hard time with developing IEP’s for children with dyslexia comes down to methodology. IDEA does not say a school has to use a specific method at the parents’ request. IDEA just says they need specialized instruction to meet their unique needs. A school can offer specialized instruction without using OG or any other method you may suggest. Methodology then becomes a gray area in which IEP teams across the country debate about. It is rare to get a school to admit their methodology is not working. It takes an extensive amount of data collection, time, and debate.

My training influences my philosophy about methodology. If something is working for a child and allowing them to make gains towards their goals, it needs to be allowed. The Federal Department of Education states, “if an IEP Team determines that specific instructional methods are necessary for the child to receive FAPE, the instructional methods may be addressed in the IEP.” The decision is truly left to the state and local school districts. Unfortunately, it is easy for many districts to say “no”. They know you will have to file a state complaint, or due process, or obtain a lawyer. Most families give up at this point understanding it could take 2-3 years of legal proceedings to see any progress. It’s not personal, it is a systemic problem.

The true consequences, in the end, is that children with Dyslexia are not getting what they need to succeed in school. It is a fact and not up for debate in my mind. So… case by case, family by family, child by child, I do my best to prove METHODOLOGY MATTERS. www.inspire1learning.com

On the Reading Wars…

Why does Dyslexia get such a bad rap in the world of special education? It is a disability. This fact can no longer be debated according to federal guidance. It affects 1 in 5 children and therefore is quite common. Plus, it often holds back some very bright children from loving school because they cannot read, write, or spell effectively. Yet our schools hold onto one specific method with all they can muster. Thus, we have the reading wars. Two camps of people who believe strongly in their method of teaching and will not compromise on what is best for the child. This makes me sad as a parent of a dyslexic child, an educator, and an advocate.

As I put my teacher hat back on for a moment, I look at the training I have had in both Whole Language Learning and Orton Gillingham. Teachers are extensively trained in guided reading, the core of whole language. Honestly, when I was teaching, I loved it! However, it did not help all my students make progress. There was always a few in each class, no matter what I did, that did not make gains. As I look back, I wonder how many of them had dyslexia? I think of my own daughter, who has had and still has AMAZING teachers. People who I turned to for my own training and advice when I was still in the classroom. People whom I completely have faith in, whom I complete believe in their teaching abilities. People who are experts at teaching reading. If anyone could help my daughter read, write, and spell, it is these teachers. They are the best of the best. Yet, here she is, an entire grade level behind in reading and even further behind in writing. It is not a reflection on them, it is a reflection on the fact that she learns differently. (I began OG with her in May. I knew it would work because I could see how she processed language. I am happy to report we are still doing OG, it is still working, she is making gains, and she is beginning to enjoy reading!)

Now, from a teacher’s perspective, a parent bringing this unknown method of Orton Gillingham to the table is intimidating. There was a time when I knew nothing about it and had concerns about its validity. Was it rigorous and relevant? Does it correlate with our standards? Is it effective? Is it research based? By using it, are we challenging the expertise of the school and passing judgement on the teaching abilities of staff? This is not the case at all! The dyslexia community, including myself, is just trying to tell their child’s story. We are trying to explain that using one, particular method (of guided reading) does not work for dyslexic learners. There are mountains of evidence and research to support this claim. There are true scientific reasons why whole language learning is the complete OPPOSITE of how children with dyslexia process and learn language.

Between the myths that are circulating and the lack of training, it can be hard to determine what Dyslexia looks like in the classroom. Like I mentioned above, Dyslexics process differently, not wrong, not in a bad way, just different. We need different methods to help them understand and retain information. The Orton Gillingham approach is a powerful tool for a teacher to possess when a child is struggling in Reading, Writing, or Spelling. I can tell you from experience, it is a JOY to watch children unlock their potential and begin to not only learn to read but LOVE to read! Children often breathe a huge sigh of relief when I no longer ask them to “stretch out a word” or look for a known “chunk”. They finally have the freedom to say, “This is not working for me. I don’t get it.”

If I could go into schools and share some basics with staff, I think we would be better at identifying and helping our students that have these struggles. My wish list is as follows:

1. Dyslexia is a spectrum disorder. You can have a mild case and it can still wreck-havoc on your learning.

2. It is not all about letter reversals. My goodness, this is the worst myth of them all!

3. You may see children substituting pronouns consistently as they read. (he for she, we for us)

4. You may see children mix up basic articles like “a” and “the”

5. Children may not be able to write on a line.

6. They may have all the letters to a word but in a mixed-up order.

7. They may insert extra letters into words that are not there. They may mix up the endings of words.

8. They may jumble words in a sentence.

9.They may avoid reading out loud at all costs.(Nor should they be forced to read aloud.)

10.They have outstanding coping mechanisms and have all sorts of creative ways of hiding they are struggling to read and write.

This list could go on and on! If you are an educator reading this, please reach out to learn more. If you are a parent reading this, please know I understand your point of view. This is no longer about dyslexia or the reading wars for me. It is about meeting the learning style of the child. It is about differentiating instruction. It is about abandoning this “one size fits all” mentality and making sure the school has ALL the tools they need to help ALL learners.

www.inspire1learning.com inspire1learing@gmail.com 605-431-3318

But we had a meeting!

Great! You had a meeting! I hear this all the time. What matters is what happens after the meeting. Did anything productive come from it? Do you have a full understanding of the plan that was made for your child? Is it being executed correctly by all staff members? Is your child making progress?

Meetings are important but can be frustrating if you don’t feel progress is being made or your child’s voice is not being represented. It is intimidating. They are the professionals, they know all the laws, requirements, and specialized methods. What do you know? YOU KNOW YOUR CHILD! If you walk into a meeting and feel like all the paperwork is already done and you must sign on the dotted line, then this is not a team atmosphere. You are guaranteed MEANINGFUL PARTICIPATION. How is just showing up and signing meaningful? It is not. Meaningful looks like your opinions, ideas, and thoughts being heard and documented. Meaningful is your child having a voice and allowing them to speak about what works for them.

If you walk out of the meeting without a clear understanding of your child’s plan or have limited understanding of what you can do at home, then another meeting must be held. It is the job of the district to ensure you have a clear understanding of all the proceedings and that you agree. Many parents do not realize how much power they have in the process. For example, if you see a lack of progress SPEAK UP! This is important for the team to know and for you to document. A child cannot be passed along from year to year. There must be proof of progress.

I look at advocacy as having an ally in a meeting. You need someone to help you find your voice, back you up, interpret findings, and explain the districts point of view. You need someone to be able to corroborate, “This does not sound right. This does not make sense. How will this help my child?” We are on your team! We are there to represent your child and help them find their path. Remember, our number one motto, “Trust your gut!”