Special Education Post Covid-19: How to Win Over Dyslexia
The following was originally published in Edumatch Snapshot in Education in 2020 during the height of the Covid 19 Pandemic. While schools have since returned to in-person learning, NJCIE, along with the author, Winifred Winston, felt that the message of this article is still important and beneficial to share.
Written by: Winifred A. Winston (as published in the Anthology Edumatch by Sarah-Jane Thomas)
There is no doubt distance learning has been challenging for students with disabilities. However, we know first hand it has been especially challenging for educators to implement Individual Education Plans (IEPs), during this pandemic. Most schools are not equipped with the necessary tools and technology to create a thriving virtual classroom that works for all learners; especially our dyslexic learners who struggle with learning to read, write, and spell. It is estimated that one in five students has dyslexia, yet there are students who go unidentified in today's classrooms and this is especially frightening in the age of Covid-19.
But first...What does the law say?
According to the United States Department of Education, during Covid closures state educational agencies (SEAs), local educational agencies ( LEAs), and schools “must provide equitable access to comparable opportunities to students with disabilities, tailored to their individual needs, to the maximum extent possible.” Schools, and that of course means educators, must find ways to provide the supplementary aids and accomodations in the IEP because that’s what the team determined the student needed.
Distance learning presents a much bigger challenge than having a reliable Internet connection and an up-to-date functioning device such as a laptop, tablet, or desktop - it includes additional assistive technology such as audiobooks & publications, speech-recognition programs, electronic math worksheets, and alternative keyboards. The use of technology in the virtual classroom creates a unique opportunity for educators to create new and innovative ways for students to continue learning in ways that meet their individual needs.
Educate
Learn all you can about assistive technology and learning disabilities. According to the International Dyslexia Association (IDA) technologies that can be of help to those with dyslexia and other learning disabilities fall primarily into one of two categories: instructional technology (IT) and assistive technology (AT).
For the sake of this piece, I’m going to refer to assistive technology to encompass both. AT is any device, software, or equipment that helps students work around their challenges. Here are some great technology and tools designed to compensate for a students skills deficit, improve phonic skills, and remedial reading software to help children with dyslexia and other language-based learning disabilities.
Readworks - Choose leveled reading passages with text to speech
Storyshares - Graphic novels at various grade levels with text to speech
VoiceDream - An app with accessibility features for reading books from Bookshare, Gutenberg, and the web
Rewordify - If a learner needs to have difficult text reworded so that it’s easier to understand, from a digital textbook online or from websites
Unite for Literacy - Provides free access to picture books, narrated in many different languages
Microsoft OneNote - Immersive reader
Tar Heel Reader - Books for beginning readers of all ages
There are several options for audiobooks that parents might already be familiar with such as Audible (fee), Learning Ally (fee), Bookshare (free), and Libby (free).
The use of AT can help students with dyslexia unlock their full potential and foster independence. By addressing the diversity of their needs, AT can also address dyscalculia, dysgraphia, and other learning difficulties such as listening and organization and memory.
Lastly, there are several factors to consider when evaluating AT products for students. Most importantly, educators should consider the interventions, services, and accommodations outlined in the IEP. Are you providing supplementary aids and accommodations that are aligned with the students IEP goals? What is the student’s comfortability and level with using technology? Contact your schools AT team for further guidance and information and be sure to review your states assessment, accessibility, and accommodations policy manual.
Did you know Microsoft has partnered with MadeByDyslexia to ensure that every teacher around the world is trained in dyslexia awareness and they have created a FREE dyslexia course for teachers?
Empower
Arm yourself with knowledge of the various Orton-Gillinham (OG) approaches to reading intervention for children with dyslexia. The OG approach is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling does not come easily to individuals who have dyslexia or other language-based learning disabilities according to the Orton-Gillingham Academy. It simply is not enough to only know the interventions your school may be using to work with struggling readers, as other interventions may be designed to accommodate distance learning or “homeschooling.” Here are a list of programs you should explore further:
Barton Reading & Spelling
Pride Reading Program
Nessy Learning Programme
HomeSchooling with Dyslexia
Phono-Graphix Reading Company
If you are interested in more formalized training that may count towards professional development, teacher certification, or your local school district may cover the cost, here are a few options to explore:
Dyslexia for Teachers: Seattle Pacific Continuing Professional Education EDCT 5776.
Dyslexia, Dysgraphia & Dyscalculia (Post-Master’s Certificate): Notre Dame of Maryland University in partnership with Jemicy School
Dyslexia Certificate: Mount St. Joseph University
Master of Science, Reading Specialist - Literacy Leadership: McDaniel College in partnership with Wilson Reading System.
Did you know there are 12 Orion-Gillingham Approach Principles? Personalized, multisensory, diagnostic & prescriptive, direct Instruction, systematic phonics, applied linguistics, systematic & structured, sequential, incremental & cumulative, continuous feedback & positive reinforcement, cognitive approach, emotionally sound, and linguistic competence.
Equip
As a classroom teacher, it’s imperative that you practice self-care. I debated about mentioning this, but determined it had to be included. Too many of our colleagues are having particularly high rates of burning out from emotional, mental, and physical exhaustion. You must access tools available to you in your employer benefits such as Employee Assistance Plan (EAP) and telehealth. Mental and behavioral health is paramount during this pandemic, but it’s absolutely necessary in education. There is zero instruction taking place if you are not mentally and emotionally healthy. Education in the age of Covid-19 is challenging and special education in the age of Covid-19 brings on unique circumstances that only an educator and parent can fully comprehend. Often family and friends who do not do this work can not help. We need to seek professional help and do what’s necessary to maintain our mental health. I read online recently, an unknown quote I want to share, “If you don’t make time for your wellness, you will be forced to make time for your illness.” As educators, we must give ourselves some grace.
Did you know according to the National Center for Education Statistics (NCES) only 19% of public schools and 13% of private schools offered distance learning prior to Covid-19? With the immediate switch to distance learning, we are not alone.
In conclusion, I hope these three quick steps provide you with timely and useful information to assist you in implementing special education services to your dyslexic students in the age of Covid-19. Educate, empower, and equip yourself with the technology and structured literacy to win over dyslexia so all can read post the Covid-19 pandemic.
Resources & Further Reading
AT for Education - Technology, tools, and resources to support reading achievement https://wakelet.com/wake/mi7WyTGXHddyu5DkVE912
Edumatch Snapshot in Education 2019 - Educators, Get Comfortable with the Uncomfortable: Dyslexia
Dyslexia Awareness in Parternship with MadeByDsyexia: Free course for teachers https://www.microsoft.com/en-ca/education/dyslexia-decoded
Independent Teacher Training Programs Accredited by IDA https://dyslexiaida.org/accredited-teaching-training-programs/
International Dyslexia Association (IDA) Overview of Instructional and Assistive Technology: Critical Tools for Students Who Struggle file:///Users/winifredwinston/Downloads/Overview%20Instructional%20and%20Assistive%20Technology%203-11-2020%20(3)%20(1).pdf
Microsoft | Educator Center: Special education and accessibility resources for remote learning https://education.microsoft.com/en-us/resource/0c6e9c42
Reading Rockets: Assistive Technology for Kids with Learning Disabilities: An Overview https://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview
10 Mental Health Tips for Teachers During the Covid-19 Pandemic https://everfi.com/blog/k-12/10-ways-educators-can-support-their-mental-health/
US Dept. of Education: Questions and Answers on Providing Services to Children with Disabilities During the Coronavirus Disease 2019 Outbreak (March 2020) https://sites.ed.gov/idea/idea-files/q-and-a-providing-services-to-children-with-disabilities-during-the-coronavirus-disease-2019-outbreak/
University Programs Accredited by IDA https://dyslexiaida.org/university-programs-accredited-by-ida/