Barriers for Students With Dyslexia in Public Education (New York State)

Barriers for Children

with Dyslexia in Public

Education (NYS)

A u t h o r : D e b r a A . R a f f e r t y

d e b r a r a f f e r t y @ y a h o o . c o m

Dyslexia is a specific learning disability that is

neurological in origin. It is characterized by

difficulties with accurate and/or fluent word

recognition and by poor spelling and decoding

abilities. These difficulties typically result from a

deficit in the phonological component of language

that is often unexpected in relation to other

cognitive abilities and the provision of effective

classroom instruction. Secondary consequences

may include problems in reading comprehension

and reduced reading experience that can impede

the growth of vocabulary and background

knowledge. (International Dyslexia Association

2002)

Barriers for Children with Dyslexia in Public Education (NYS)

Debra Rafferty 4.24.2012 ([email protected]) Page 1

Dyslexia is a language based disability that has a vast array of symptoms

which result in students having difficulty in specific language skills,

particularly reading. Approximately 10% to 20% of children have Dyslexia.

This equates to two to five children per classroom depending on class size,

yet most are not diagnosed. Dyslexia is the most common learning

disability, as 85% of children with a learning disability have Dyslexia.

Unfortunately, many of these children do not receive adequate, meaningful

instruction in the public school setting.

As requested by legislators, I have briefly provided some of the common

barriers Dyslexic children and their families face in New York State,

whereas potential legislation may provide the necessary support for

needed progress.

I. Lack of a clear and descriptive definition of Dyslexia in New

York State statute. A universal definition and understanding of

Dyslexia in the state education code is needed.

� Dyslexia or the definition is not clearly listed in New York State

Legislation. Due to the amount of research on Dyslexia and

considering the fact that the treatment is educational, it is

imperative to clearly define Dyslexia so that those diagnosed

may be given the appropriate and necessary instruction.

� There is a tremendous amount of research, namely thousands

of papers over a few decades, utilizing brain scanning,

functional MRI’s, etc. In the medical field, if new research was

found to save lives or ameliorate certain symptoms,

professionals would expeditiously implement these procedures.

Yet our public schools are severely lagging in utilizing present

day - scientifically based, evidence based research that would

significantly improve the lives of so many children that have

Dyslexia or Dyslexia characteristics.

Due to the way the laws are written, many students with

Dyslexia are broadly labeled as learning disabled and therefore



do not receive the appropriate remediation for their specific

disability. Sadly, this brings a broad variety of instruction that

may not be meaningful or appropriate for the Dyslexic child.

The consequences of not providing an appropriate education

for these children have a tremendous impact on Dyslexic

children and for society. The ability to read and write is a

tremendous factor in having our children become successful

and contributing members of our society.

The beginning of wisdom is calling ‘things’ by its correct name.

If you had a sore throat and went to the Doctor, an assessment

would be given to determine what is causing the pain. If the

testing came back positive for Strep, you would be diagnosed

with Streptococcal Sore Throat. An antibiotic would be

prescribed based on present day research, evidence and

patient history. Treatment (medicine) may vary depending on

each person (penicillin, amoxicillin, etc.). Although Strep Throat

is broadly based as a sore throat, treatment for Streptococcal

Sore Throat (prescribing an antibiotic) varies quite differently

than the common sore throat (throat lozenges).

I give this comparison since children in NYS that are diagnosed

with Dyslexia and have an IEP (Individual Education Plan) are

typically listed as Learning Disabled. This term covers a vast

array of disabilities and treatment (remediation). A more

accurate and specific label (such as Dyslexia, Dyscalculia, etc.)

would aid in fostering the correct educational instruction based

on the child’s needs. Clarification is needed as Dyslexia

treatment is educational.

II. There is a lack of procedures and standards for assessing

and evaluating students that have characteristics of Dyslexia

in public education. Early intervention is critical for children with

Dyslexia. Protocol and standards for early identification,

intervention and support for students that have characteristics of



Dyslexia should be implemented, documented and reported to

parents, starting in Kindergarten and later grades.

� Too often in our school settings, there is a lack of awareness

and understanding of Dyslexia. This lack of awareness may

have a profound and negative affect on the child. Sadly, many

children are never diagnosed and go through their school years

not getting the adequate or appropriate instruction to address

their needs. Dyslexia is not proven or disproven based on one

singular test but a battery of tests and evaluations are utilized to

see what areas are impacted by Dyslexia.

Too often, schools may not test a child for Dyslexia and may tell

parents:

o Dyslexia is just a catch all term for reading struggles

and testing is not needed

o A child is too young to test

o There are not any qualified specialists in the area to

test for Dyslexia

o Students will receive the correct instruction whether

diagnosed or not

These statements are often inaccurate and misguide parents in

getting the necessary diagnosis and early intervention.

Typically, children do not outgrow difficulties in reading, writing

or spelling.

� Dyslexia affects each person differently. Dyslexia also forms a

continuum from mild to severe. In often cases, children with

Dyslexia are not serious or severe enough to warrant a legal

definition of a learning disability. This clearly gives an example

of why Dyslexia is not the ‘same’ as a learning disability. This

also explains why most Dyslexic children are not receiving

special education services warranted. Unfortunately, these



children that do not qualify for services severely struggle

throughout educational setting without proper remediation.

III. Lack of present day, evidence and research based reading

instruction, taught by a highly trained or certified teacher in

that particular reading methodology. Is learning to read a ‘right’

or a privilege? I will leave that question for thoughtful perspective.

Teaching reading to a person with Dyslexia is a job for an expert.

Reading is a fundamental skill and all formal education depends

upon it as well as future employment and independent living.

� There is a lack of teachers trained in evidence based programs

showing successful results for children with Dyslexia. Typically,

a hodgepodge of programs are used by non-trained or non-

certified teachers in a particular evidence-based program.

While so many hard-working teachers attempt to help these

children – resource, time, energy and money are spent without

meaningful progress and results.

For example, a 6 year old boy was given 240 hours of pull-out

intervention, yet was severely behind his grade mates in his

second year of Kindergarten, particularly in literacy.

Remediation and instruction involved a mélange of reading

programs taught by a teacher non-trained or certified in any

particular method.

Due to lack of success and progress for this 6 year old in the

public school setting, his parents found a reading center located

60 minutes from their house. After 4 months at this center

which uses a reading programs shown to have efficacy in

students with Dyslexia, he was able to read at a highly

respectable level, increased WIAT-III test result scores (from

severely deficient percentages to average or high average

range) in comparison to his grade mates.



In fairness to our hardworking teachers and students, if we are

spending an exorbitant amount of time, energy and resources –

shouldn’t we make progress meaningful and cost effective?

� Often times, universities do not explicitly teach the science of

reading instruction based on present day research.

School districts must provide specialists and teachers trained in

Dyslexia or related disorders.

IV. Lack of Accountability and/or vague laws to protect children

� Based on the laws that we adhere to, the burden of proof is on

the families to show that the school’s teaching plans or

methodologies are failing. Sadly, this is at the expense of the

child, as precious years are lost.

� Special Education is padded with procedural safeguards and

due process rights to inform and protect parents and students.

The ‘system’ is set up to work but in practice the system is often

manipulated, disregarded and abused. Special Ed is often

convoluted and procedurally complicated. Unless you have a

highly skilled advocate, legal representation and the child has a

variety of outside experts that understand the child’s medical

history, behavioral and psychological impacts, due process

cases are extremely difficult to win. This is time consuming,

costly, impractical and impossible for many families.

� In an attempt to obtain the proper instruction for their child,

parents must often request a due process hearing, hire a

lawyer and have in-depth knowledge of education law. Due

process hearings have become increasingly sophisticated,

complex, stressful and costly. When (or if) the outcome of a

due process hearing is successful, many times this only aids



that particular student and the ‘next’ family must fight for the

appropriate education for their child.

� Many of the laws to protect our children in school are vague

and nebulous and are open to many interpretations.

� Committee of Special Education (CSE) meetings are often

intimidating and the power of decision making or presence is

severely imbalanced. Many families or single parents are not

equipped to ‘fight’ the school to gain an education for their child

that is appropriate and based on the abundance of present day

research and evidence based methodologies.

Summary

The cost of not providing meaningful help and instruction by highly trained

specialists (or teachers) in Dyslexia has a huge impact on the child,

families and society. Proficiency in reading and writing allows each child to

become successful contributors to society and have an equal opportunity in

learning.

Barriers for Students With Dyslexia in Public Education (New York State)

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