"Experience Dyslexia" event shows challenges of dyslexia, includes info on K-2 screener; next event is Nov. 13th

In recognition of Dyslexia Awareness Month in October, MDUSD is holding two "Experience Dyslexia" events to give participants the opportunity to better understand the challenges that people with dyslexia face every day. In addition, the events describe the District's reading curriculum and screener for reading difficulties in grades K-2, as well as ongoing monitoring and support through grade 12 for those who need accommodations such as audio books to help them work at grade level while learning to read.

During the first event on Oct. 28, MDUSD's Chief of Pupil Services and Special Education Wendi Aghily explained dyslexia during a presentation called "Identifying Dyslexia & Effective Reading Interventions." She noted that the state is now requiring districts to screen students for reading difficulties, which can identify issues with hearing and processing what they hear. Students with auditory dyslexia have trouble sounding out words, she said. Of the roughly 15% of students in MDUSD who have Individualized Education Programs (IEPs) through special education, about 6-7% are identified with a print reading disability, Aghily said. "Our goal is to get kids reading to the maximum ability we can, understanding that not everybody loves reading - and that's OK," she said. One of the reasons dyslexic students may not enjoy reading is because it is exhausting for them to try to decode letters, sound out words, read fluently and comprehend the meaning at the same time, she explained.

In MDUSD, students are assessed three times per year in reading so teachers can monitor their progress. Results of the screening tests, which are administered in January, will be available in February. If students are identified as being at risk for reading difficulties, staff will meet to discuss interventions and may refer the student for a special education assessment, Aghily said. However, the district does not diagnose dyslexia, since that is a medical diagnosis.

After the presentation, parents and others who attended participated in simulations intended to help them understand the immense effort and focus that students with dyslexia need to complete tasks that may be easy for those without dyslexia, as well as the frustration and helplessness they may feel when they cannot complete classwork or homework as quickly as their peers. In the simulations, special education staff members played the roles of teachers giving assignments to students with time limitations. Participants played the roles of students, trying to accomplish tasks while attempting to overcome barriers that made it difficult to process the information they were given.

The simulations included:

• trying to read unfamiliar symbols and decode their meanings based on context and repetition in texts,  
• trying to write down information dictated by the teacher while significant background noise makes it difficult to hear instructions,
• trying to draw a star shape while looking in a mirror to watch their hands moving their pencils under a cardboard tent,
• trying to write letters and unfamiliar symbols with non-dominant hands,
• taking a spelling test three times, once with the audio simulating hearing loss, once with low level sound, and finally with some amplification simulating a hearing aid. 

After each simulation, participants talked about how they felt when they were unable to easily complete the assignments. Many said they felt frustrated and anxious. "I just spaced out," said one parent. "I felt lost," said another. One participant felt so overwhelmed in the simulations with many people talking at the same time and loud background noises that he didn't ever pick up his pencil, said Special Education Administrator Bryan Cassin, who led that activity. He noted that students in these situations often cope by looking at other students' papers to copy their work, becoming disengaged, or acting out. With early intervention, he said, students can transition to assistive technology that can help them process information.

At the end of the event, participants came together to debrief. "Hopefully, you've gotten some empathy and some understanding," Aghily said to the parents whose children have reading difficulties. "When your kids say they're tired, they're not kidding."

After the event, Holbrook Language Academy Resource Teacher Rosie Medina, who participated in the simulations, said she was glad she came and got useful information that she will share with parents at her school. "Parents want more information," she said. El Monte Elementary parent Giusy Dileo said more teachers should experience these simulations. And Valley View MS parent Shanna Santana she the event helped her empathize with her son. "It helps me understand what he's going through," she said. "I'm going to go home and give him a hug." 

The second “Experience Dyslexia” event will be held from 4-6 p.m. Nov. 13 at the District Office, 1936 Carlotta Drive in Concord. It will include updates on the Universal Screener for students at risk of reading difficulties for all students in grades K-2. MDUSD parents, staff and community members are invited to attend. Registration is required here. (This will be the same program that was presented on Oct. 28th.)