The Best Kept Secret in Special Education

SF Special Education Examiner: The best kept secret in special education.

Most college special education masters programs do not include comprehensive instruction in reading for dyslexics.

Yet, dyslexics or children with reading disorders make up 70-80% of the special education students. Is there any wonder why special education reading scores are so low?

How does this happen?

At best, most potential teachers will get just an overview in reading, Few colleges, if any teach one of the few methodologies proven by the International Dyslexia Association. These methodologies are taught by private companies or certified individuals, not colleges.

The owners of the methodologies are not big text book publishers like Harcourt, SRA, etc that can afford lobbyists to push state politicians and administrators to approve their curriculum's. Publishers make money by selling hundreds of thousands of text books.

True research-based proven methodologies for dyslexics are multi-sensory based. The original is Orton Gillingham. The rest are based on the theories of Orton Gillingham are Wilson, Slingerland and Spaulding.

The exception to the rule is Lindamood Bell LiPS (Lindamood Phonemic Sequencing) which is a proven multi-sensory methodology. http://www.lindamoodbell.com/research/research-articles.html

In order to use these methodologies properly, teachers must have intensive instruction, consistent mentoring and follow up. Teachers cannot go to a two day or one week workshop and then come back and teach the rest of the staff.

Unfortunately, this is the current model in SFUSD. Last years professional development calendar did not include a single workshop in reading instruction for dyslexics.

Comments

[Katharine Beals]

My understanding is that these programs also cover very little about autism; I've heard that a chapter on autism in an abnormal psych class is typically it, at least in PA, even for those students who go on to lead autistic support classrooms.

[John Wills Lloyd]

One of the main reasons that special educators do not include lots, or even a few, reading classes in the programs of prospective special educators: The classes offered by most reading education programs are not worth the time and may even be even harmful.

[fadsf]

within three weeks after symptoms begin. In some cases, signs and symptoms may 好秘书 我爱皮肤 中国公文网understanding is that these programs also cover very little about autism; I've heard that a chapter on autism in an abnormal psych class is typically it, at least in PA, even for

[richie]

Not just special ed, but also regular ed teachers get very little in reading training. In California, only one post grad class in reading methods is the norm. For example, every special ed and content teacher should be able to teach a read-study method. A nice, concise example is at http://penningtonpublishing.com/blog/reading/how-to-read-textbooks-with-pq-rar/

[Term papers]

I really admire this, I mean it really looks interesting! I'm actually glad to see all this stuff...

[Term Papers]

Keep up this good work of helping others. Two thumbs for you.