1) The action plan outlines Jordan Earley's goals to better understand and teach students with dyslexia through tasks like watching a documentary on dyslexia, interviewing a family with a child diagnosed with dyslexia, conducting research on local resources, and reading articles on supporting students.
2) One goal is to address misconceptions about dyslexia by watching a documentary highlighting that people with dyslexia have strengths like problem-solving despite reading slowly, and do not always see letters backwards.
3) Speaking with a family provided insight into the difficult but positive process of diagnosing a child with dyslexia through assessments and supporting the emotional needs of parents.
1) The action plan outlines Jordan Earley's goals to better understand and teach students with dyslexia through tasks like watching a documentary on dyslexia, interviewing a family with a child diagnosed with dyslexia, conducting research on local resources, and reading articles on supporting students.
2) One goal is to address misconceptions about dyslexia by watching a documentary highlighting that people with dyslexia have strengths like problem-solving despite reading slowly, and do not always see letters backwards.
3) Speaking with a family provided insight into the difficult but positive process of diagnosing a child with dyslexia through assessments and supporting the emotional needs of parents.
1) The action plan outlines Jordan Earley's goals to better understand and teach students with dyslexia through tasks like watching a documentary on dyslexia, interviewing a family with a child diagnosed with dyslexia, conducting research on local resources, and reading articles on supporting students.
2) One goal is to address misconceptions about dyslexia by watching a documentary highlighting that people with dyslexia have strengths like problem-solving despite reading slowly, and do not always see letters backwards.
3) Speaking with a family provided insight into the difficult but positive process of diagnosing a child with dyslexia through assessments and supporting the emotional needs of parents.
1) The action plan outlines Jordan Earley's goals to better understand and teach students with dyslexia through tasks like watching a documentary on dyslexia, interviewing a family with a child diagnosed with dyslexia, conducting research on local resources, and reading articles on supporting students.
2) One goal is to address misconceptions about dyslexia by watching a documentary highlighting that people with dyslexia have strengths like problem-solving despite reading slowly, and do not always see letters backwards.
3) Speaking with a family provided insight into the difficult but positive process of diagnosing a child with dyslexia through assessments and supporting the emotional needs of parents.
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The key takeaways are becoming more informed about dyslexia through documentaries and interviews, understanding the diagnosis process from a family's perspective, and learning how to support students with dyslexia throughout their educational journey.
Jordan Earley's action plan goals are to become more informed about dyslexia, understand the experience of getting a child assessed, educate themselves on available resources, and learn how to prepare students for future education.
Jordan Earley found resources like a parent support group through Decoding Dyslexia, an article about dyslexia support in a local school district, Bright Solutions for tutoring and seminars, and Reading Rockets for guides and strategies.
Jordan Earley
ACTION PLAN To Identify, Assess and Effectively Teach Students with Dyslexia
OBJECTIVES TASKS Success Criteria TIME FRAME RESOURCES
(List of goals) (What do you need (How will you (By when will you (Who or what do you to do?) identify your complete these need to complete this success?) tasks?) task?) Become more informed Watch the I know this I need access to the about misconceptions documentary “The resource and action documentary. I found regarding individuals Big Picture: plan task will be a link to the with dyslexia and hear Rethinking successful when I September 28, 2019 documentary on more about actual Dyslexia” can identify YouTube. (Listed student experiences misconceptions below) with dyslexia in the regarding dyslexia educational system. and be able to pull I believe this goal will information from be effective in my the documentary to ability to assess, help when identify, and teach discussing dyslexia students with dyslexia with other because I will have educators or public. more information in my teaching tool belt, therefore, I can better serve the students in my classroom. Get an understanding Interview a family I will identify my Knowing a family who of the experience and who had their child success in this goal has had a child process of having a assessed and tested by being able to assessed for dyslexia child diagnosed with for dyslexia, expand my teaching and who have helped dyslexia and the steps reviewing any support tool belt. support their child they are given after the documents or Being able to better September 14, 2019 through educational diagnosis. records of the help my students years. assessment. Asking and their families (The goal is more about questions about the understand what understanding the process, emotions, dyslexia is and how families experience and and how-to better it is assessed. Being how to better support support families in able to walk with the families of future the future who I understandings for students who may or might have to parents and may not understand suggest their child students is crucial dyslexia) get assessed for to providing dyslexia. support. Educate myself on the Conduct research I can identify my Online access to the resources available for online to create a success by my internet and an dyslexia in the Contra list of resources ability to create a editable document Costa County for available in the resourceful list of where I can share students and families. surrounding area. services and with others and The list can provide resources that I can September 28, 2019 continually add to online resources one day use for my over time. and services own classroom or locations or any help families and other important students navigate. information. This list can also be updated as new services and resources become available. Educate myself on how Read articles on I can identify my Read the articles: to help students with dyslexia success when I am “Preparing for College dyslexia set themselves experiences and educated on how to with Dyslexia” and up for future support systems prepare students “12 tips for raising educational throughout the for future confident kids” experiences. educational years, educational from high school to experiences September 28, 2019 then being college including preparing ready. for college or being able to have open conversations with other people around me who have dyslexia and are nervous about college assignments and requirements. Dyslexia Training Series - Kathy Futterman, Ed.D.
Summaries of action plan:
Documentary: “The Big Picture: Rethinking Dyslexia” o One of the most interesting ideas that I got from the film is that our brains are prewired for verbal interaction and verbal language, but written language is not something prewired into our brains. Writing and reading takes more effort in our brains. A quote that also stood out was “you might be dyslexic if you read slowly and with much effort, but you’re often the one to solve the problem”. Each quote starts with a “you might be dyslexic if…” but it always ends with a positive tone. There are always strengths to combat the weaknesses. That is something I would want to use in my speech when discussing dyslexia with others. They can be slow readers but can solve the problems, they can have difficulty writing, but their creativity can be tremendous. One misconception that I hear all the time and had thought in my own mind for a very long time, is that people with dyslexia can only see letters backwards or in reverse. One story of a young man was that as he was explaining his dyslexia, he would hear people say, “I had dyslexia too and used to see letters backwards, but I grew out of it”. These are major misconceptions that should be addressed and debunked. Another story that I feel should be shared because you just don’t realize the effects it can have later on, is that Dylan was going through the college application process and got denied because the college felt he had too many supports growing up and wouldn’t be able to succeed on his own. His mother was also concerned because every application was paper based and how do you show your problem-solving abilities and creativity if your writing has always been a struggle. This has opened my eyes to the worst misconceptions and barriers to these students. They work so hard to take control of their education and then are denied because they must write an essay or prove they don’t need extra supports to succeed. It seems backwards to me that when students receive support, it can be seen as lazy or a crutch. Dyslexia does not go away, as many people believe. Dyslexia can always pose it challenges, but the goal of this documentary is to educate the public in how to take down barriers so all can access learning.
Communication with a family who have educational experiences with dyslexia
o I learned from the Brown family that the beginning stages of diagnosing a child with dyslexia can be difficult but also very positive. The mother of the child with dyslexia said that her son was falling behind in reading, fluency, writing, comprehension skills, and overall academic achievement. She was concerned but wasn’t sure where to start. She had to conduct her own research and then came across the word “dyslexia”. I asked her about the emotional side of having your child tested and assessed for learning difficulties and she told me that nothing can prepare you for that journey unless you have already had experiences with other family members or friends with the same experiences. I was able to look over the assessment reports and schoolwork that was assessed. I enjoyed this experience because I was able to look through an actual report of a dyslexia and ADHD assessment. In the report there was a lot of specific language that wasn’t in lay terms for the family to easily understand, and the mom told me that it can become overwhelming if you aren’t familiar with a lot of the terms. The paperwork for the assessment was around 15 pages long and included a lot of interview questions, family background, medical history, and observable symptoms and characteristics of the child. The child was diagnosed with ADHD and dyslexia, with memory problems being primarily caused by the ADHD. There were also instructions for the family and suggestions on how to better support their child. Suggestions included printing all academic paperwork and assignments on colored paper, primarily deliver instruction verbally, and suggestions on how to teach concepts explicitly. I found this information to be interesting, but also somewhat vague. I believe the suggestions were a little vague because the primary reason for the visit was to get the child assessed and there wasn’t any need for school involvement because his mother decided to homeschool for other non-affiliated reasons. I did ask for suggestions on how to better support families who are newly navigating dyslexia with their child, and her suggestion was to be a part of the research team where I can support by helping parents/guardians get access to all resources and information.
Resources and Services in the Contra Costa area
o https://decodingdyslexiaca.org/support-groups/contra-costa-county-parent-support-group This resource I found on decoding dyslexia and I think it is a great service and resource for families. I had no idea that there were support groups for families. This would also be a great way for parents/guardians to connect with other families who have more supports in place. o https://edsource.org/2017/new-california-dyslexia-guidelines/586051 This resource serves more as important reading material. This article I found interesting and want to add to my list because it shares the history and development of dyslexia support in the Knightsen School District and surrounding Bay Area. I would want families and other educators to read this since it provides some background knowledge of the feats and struggles those who advocate had to go through. Some important language pulled from the article I would highlight for educators is the phrase “they just don’t apply themselves”. I think this article would get educators and parents to think about how they view their students who are struggling. o https://www.dys-add.com/index.html Bright Solutions is a great resource that provides videos, podcasts, local seminar dates, tutoring services, testing, and other important information about methods or instruction. This website is particularly interesting because many of the information can also be useful to those who feel homeschooling is the best option for their child. For those who homeschool or who are considering homeschooling, this would be a great resource. o https://www.readingrockets.org/ This resource can be great for educators and families. It provides access to informational videos, blogs, fun things for kids, guides, research, and other resources. This website aims to provide guides, resources, and strategies for those helping struggling readers. This resource will also one that I can use in my own classroom as they Articles o https://childmind.org/article/12-tips-raising-confident-kids/ o https://childmind.org/article/preparing-college-with-dyslexia/ Both articles are good reads to better understand how to support students as they grow up in the educational system. I learned from the preparing for college article that I can better help my students by giving them tools to help them with transitioning, time management, study habits, SQ3R strategy, and technology supports. I also learned that I can also better support by teaching my students with dyslexia how to take responsibility for their learning, by including how to access all materials and technology. This can include having my students figure out how to better set themselves up (by learning the technology, highlighting, tracking, and communicating).