Dyslexia: A Conversation About Aligning Practice with Research and Legislation
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Dyslexia: A Conversation About Aligning Practice with Research and Legislation


– What neurobiological
research is really showing us is it’s confirming what we know
from intervention research. And that is there are kids
who have reading disabilities, there are kids
who have dyslexia. And so with fMRI scans, we’re
now able to see that there is, we call it a classical
signature brain activation. And so what it really shows us is that reading
disabilities are real. Dyslexia is real. But then also what we know from research on
reading intervention is that kids with dyslexia
can be taught to read. – I think one of the
most common challenges that schools and
districts encounter is that there is still
lots of confusion and a reluctance
to use the D word. To use the word dyslexia
in the context of how it is that schools believe
themselves able to address the issue of dyslexia. – A lot of people,
particularly special educators will find that we
have the ideas. So we have protections for
kids with reading disabilities, kids with dyslexia
under the category of specific learning disability. But what the IDEA laws do
is they go beyond the IDEA. So some common things
that the laws address, they’re gonna talk about
universal screening for students which is great so we
can catch kids early. The other thing that
the laws are gonna do is they’re gonna talk
about what happens with teacher training,
teacher preparation to make sure that they are, the right information
is getting to teachers before they go out
into the classrooms. And then also just talking about
what’s happening in schools in terms of kinds of
content, curriculum, things that are happening in terms of professional
development. – I wish every teacher
in every classroom dealing with every
child understood what
it meant to read. I think there’s a
science of reading that is just not
well understood. It hasn’t been unpacked
in pre-service, that isn’t part of
the understanding of how teachers teach
every child to read. I think there’s just a lot
of work that we need to do to understand, you know,
you could have a child who was never taught
properly how to read, will look like a
child with dyslexia after he or she is screened. But that’s not a
child with a disorder. So I think we need
to reframe what it is that we as an education
endeavor think about literacy in the context of reading, certainly using the
construct of dyslexia as a framework to understand
emergent structured literacy. And just do a better job. (gentle piano music) – CEC TV is brought to you from the Council for
Exceptional Children. For more content like this, check out some of
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the latest in education for people with disabilities.

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