Because October is Dyslexia Awareness month I wanted to share my own journey with Dyslexia, through my son and then share some fabulous apps that help my son with his work!
Our story started when my son was three. I wasn’t a teacher then and didn’t know any of the signs of dyslexia (even though my sister, my dad and especially my granddad were all dyslexic). My son’s speech was difficult to understand and we lived in TX at the time. He had a hard time pronouncing words and my husband and I were the only ones that could understand him! Our pediatrician referred us to the public school where we lived and they did a battery of tests on him and detected a phonological weakness. He was setup to begin speech therapy at 3 years, but we were transferred to FL and he never started. The public school in FL didn’t have the ability to do the speech therapy on him, so we just skipped it (big mistake – but we didn’t have the money to pursue private therapy). He struggled with letter recognition in prek3 and prek4.
The summer before kindergarten we moved to GA and enrolled Eli in the private school where I would be teaching. He didn’t do well on entrance exam but they let him in. Eli struggled with reading throughout kindergarten. I helped him with flash cards of letter sounds, but he never picked it up and was never consistent with what he missed! It was very frustrating and I am ashamed to say that he got yelled at a lot for “not trying” hard enough. After Kindergarten we transferred him to the public school for a variety of reasons, but one of the most important was so that he could get speech services. His IEP from TX was still good so the public school here had to honor it and we knew we needed to get him help. At the time we didn’t know he was dyslexic, we just knew that he was struggling with sounds.
In first grade they called us in and told us Eli wasn’t reading well and they were going to give him targeted help through speech therapy and some RTI (Response to Intervention)work. I continued to work with Eli at home and he progressed well. My husband and I convinced ourselves he was fine.
At about the same time I was attending a professional development class, led my Brenda Fitzgerald, and she was discussing common reading difficulties. She asked the class to think about the students in our class as she described a set of characteristics. I was sitting in the back of the class and just started crying as she described a dyslexic child. She called me out, from the front of the room and said, “You just thought of one of your students didn’t you?” and my reply was, “No, you just described my son!”. It was then I knew that Eli was dyslexic. I got my hands on everything I could read about dyslexia (Sally Shawitz’s book, Overcoming Dyslexia is amazing). It was then that I also realized teachers have NO IDEA what dyslexia is or how to help a dyslexic child. Most teachers are trained to not even say the word, much less help these babies that are in their class that have dyslexia. I have found teachers to be most apathetic where dyslexia is concerned. Here is a quick guide that I got from a forum with the Shawitz’s from the Yale Center for Dyslexia and Creativity that shows signs and gifts from dyslexia.
Starting in 2nd grade I told Eli’s teacher he was dyslexic and the school was not happy! They quickly “graduated” him from speech therapy and took all of the ability away that I had to fight legally with the school (He no longer had an IEP –Individualized Education Plan). By the end of second grade I requested full psychological testing for Eli. They tested him and his tests came showing that Eli was extremely intelligent and the school refused to give any services. He started third-grade and struggled even more due to the writing demands and I continued to fight with his school because his classroom grades and work didn’t reflect what the test had said.
By the end of third grade we decided to have him independently tested for dyslexia – even though I already knew he was severely to profoundly dyslexic. When we had him tested the results were indisputable, Eli was dyslexic. We showed the results to the school at the beginning of fourth-grade and they disputed the results and decided to have a THIRD psychological done on Eli in 1 year and 3 months. Their testing, yet again, showed there was nothing wrong with Eli and they refused to provide services. I backed off of my craziness a bit in fourth-grade just to get a feel for how he would do. He had a terrible fourth grade year, mostly due to his teachers. We started tutoring with an Orton-Gillingham tutor during his fourth-grade year, but that was all the extra help he received. His fourth-grade year he failed all but one portion of the CRCT and amazingly the school now agreed their was a problem. It is a sad world we live in when the school will only give help when the CRCT is failed.
We started fifth-grade with a different attitude. I met with the principal before school started to get Eli off to a good start. The school wanted to give him help because of his CRCT performance, but not special classes – just EIP (Early Intervention Program – how is it early intervention when help is only given AFTER a student fails!) help. We discussed the best teacher fit for him, one that used technology so Eli could use his ipad. He worked hard, continued to tutor, and I was very involved – especially in working on his writing. He had an excellent 5th grade year and exceeded math, science, and SS on the CRCT and passed Reading and LA.
Eli’s psychological has a line that keeps me motivated every day to help him and other dyslexic children – “It is very likely that Eli feels inadequate much of the time”. No child should be made to feel that way. The public school psychologist told us that Eli shouldn’t know he was dyslexic, that he would use that as a crutch (this same psychologist just won psychologist of the year in GA) – that is the most ridiculous thing I have ever heard – Eli needed to know that he isn’t stupid and that there is a reason he struggles. We told the school that the psychologist is not allowed around Eli or to have any contact with him – I can’t let people that believe such crazy things to impact Eli or the way he views himself. At the Dyslexia meeting we went to last week the Shaywitz’s said that students should ABSOLUTELY be told they are dyslexic. They need to know for their own self worth that there is a name to their struggle.
We consider dyslexia a gift in our house! Eli is so creative and he is a BIG PICTURE thinker. He is in 6th grade now and doing very well. All of the help we got him in elementary school is paying off. He is still a slow worker and struggles with reversals, reading, and writing but he is able to be successful. He just made the lego robotics team, which is a perfect fit for him. I have not doubt that Eli will be some type of engineer one day!
This post is already long enough so I will post again about the apps that my son uses and the apps that I encourage my dyslexic students to use to help them in their studies.