When eyes are“deaf”and ears are not, the ears have it. Read more about living with dyslexia when the print words don’t talk and the spoken words do.
of time as their peers and stay caught up minute by minute in the classroom. Every Individual Education Plan (IEP) asks the question, “Has assistive technology been considered?” Instead, how would it be if every IEP and 504 plan* for a student with dyslexia, had a question, that said, have you considered the following goal: Given reading by listening and writing by speaking technologies, training, and support, “this student” will complete reading and writing activities in the same length of time as their peers and stay caught up, minute by minute in the classroom? * Section 504 of the U.S. Rehabilitation Act of 1973 FLIP A SWITCH ON DIFFERENT Students don’t want to appear to be different. By second or third grade, their identity and how they see themselves can be formed based on what they can’t do. So, let’s flip a switch on different. The solution is that we start early, focus on classroom learning, and get them hooked on success in the classroom using new tools in the first grade. If they’re learning all the same skills as their classmates and making good grades, it
LIVING WITH DYSLEXIA IN TODAY’S CHANGING WORLD The problems of slow and labored reading and spelling are solvable. Classrooms designed to include reading by listening and writing by speaking can solve those two problems and eliminate the downstream problems that caused so much pain and loss. GOALS FOR CLASSROOM SUCCESS Is it possible that someday we will have a world where one could use their language for communicating, writing, and working without producing print? Perhaps. But for now, we must adapt today’s environments to include the way students with dyslexia learn in the classroom, and that means that they need to quickly and effortlessly read and write print. Reading by listening and writing by speaking lets that happen for students with dyslexia, but it will only happen if we set goals for students to complete reading and writing activities in the same length
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