New test spots dyslexia early

One in five students have dyslexia -- a disability that makes learning, and especially reading, difficult. Most cases aren't diagnosed until 3rd grade or later. By then, their chances of catching up in reading are just 1 in 7. But some educators are tackling the problem before a child even knows how to open a book.

Kennedy Woodward is 6 years old and she devours books.

"Now I can read all the words, but sometimes I need some help because it's a long word," said Kennedy.

"She would start writing some of her letters and her numbers backwards," said Sandy Woodward, Kennedy's mom.

In preschool, Kennedy showed early signs of dyslexia.

"We want to identify children early because this is basically a treatable condition. We want to catch them really before they have a chance to fail," said Laura Bailet, Ph.D., neurocognitive specialist.

Having a parent with dyslexia boosts a child's chances of having it by 30 to 40 percent. Other red flags are: trouble recognizing their names in print, struggling with letter names, sounds and rhyming.

A new test looks for dyslexia in kids as young as 3 years old. If they fail a series of rhyming and letter questions, they're enrolled in a nine week alphabet-intensive program.

"The children who were all below average when they started our educational intervention, almost 70 percent of them, moved to the normal range," said Bailet.

After getting help, Kennedy raised her test score from 40 to 95 percent.

"My belief is if you can be successful in reading you can be successful in anything in life," said Sandy.

Kennedy's taking on childhood one page at a time.

It's a common myth more boys are dyslexic than girls, but one study shows boys are more likely to get noticed because they tend to act out when frustrated. Famous women who overcame dyslexia -- Whoopi Goldberg and crime novelist Agatha Christie.

WEB EXTRA INFORMATION: CONNECTING SOUNDS AND WORDS

THE MOST COMMON LEARNING DISABILITY:

Dyslexia is the most common learning disability in children and can continue to persist throughout one's life. It does not affect general intelligence, but can cause difficulty with reading, writing, spelling and sometimes speech. Neuroscientists have discovered areas of the brain develop and function differently in people with dyslexia. Specifically, the brain's ability to interpret images from the eyes or ears into understandable language is impaired.

TYPES OF DYSLEXIA:

There are several different types of dyslexia, including trauma dyslexia, which occurs as a result of brain trauma or injury in the part of the brain responsible for reading and writing. This type of dyslexia is not common in school-age children. Primary dyslexia is caused by a dysfunction of the left side of the brain -- a dysfunction that lasts as a person ages. This type of dyslexia is hereditary and is found more often in boys than girls. Those with primary dyslexia are often not able to read above a fourth-grade level. The third type of dyslexia -- secondary or developmental dyslexia -- is believed to be caused by hormonal development as the fetus is growing. This type of dyslexia lessens as the child ages and is also more common in boys.

Most people believe dyslexia causes people to reverse letter and numbers and see words backwards, but experts say reversals happen even in normal development. The main problem for dyslexics is their ability to recognize phonemes, or basic speech sounds, such as the "b" sound in "bat." This makes it difficult to connect the sound with the letter symbol for that sound and to formulate those sounds into words.

DIAGNOSIS:

Dyslexia is difficult to diagnose, which is why most children with the condition are not identified until third grade or later. There is no single test for dyslexia. Rather, several tests may be administered. For example, a physical exam may be performed to rule out hearing or visual problems. A school psychologist or learning specialist will then assess the child's language, reading, spelling and writing abilities through several standardized tests. Sometimes an IQ test is given. Experts agree that the sooner dyslexia is diagnosed and treated, the better the outcome for the child.

Source: ABC7

Dyslexic pupils missing out on vital help

Hundreds of dyslexic children will be forced to wait for up to a year for crucial support in class due to a lack of school resources, the Belfast Telegraph can reveal today.

Over 260 children have been told they must now go on a waiting list for extra classroom support — such as much-needed specialist teaching to prevent dyslexic children falling behind — even though many had been given a commitment they would get support next term.

The crisis, which has been felt hardest in the South Eastern and the North Eastern Library Board areas, emerged after more than 300 new pupils were identified as requiring similar support for the same learning difficulty during the current academic year. The figures have angered parents who are concerned that their children are losing out on support when they need it most.

The South Eastern Education and Library Board has admitted that 184 children must now wait a full year — until September 2010 — for the help.

A SEELB spokesman said: “The board has appointed two additional teachers to address the demand for additional support for pupils with dyslexia. Consequently, some 330 pupils will receive support in September 2009. A further bid for additional resources to address the waiting list was submitted to the Department of Education. The board awaits a response. The board regrets that pupils have to wait for a specialist teacher.”

Meanwhile, the North Eastern Education and Library Board has confirmed that an estimated 74 children will be on its waiting list for dyslexia support from September 2009. Among those waiting for support are Jake McCready (8) and Ashleigh McBurney (9) — both pupils at Dundonald Primary School. Their families are angry and worried about the delay.

Jake’s mum Diane said: “Jake was diagnosed with dyslexia in April and all I want is for him to get the help that his school is telling me he needs.”

Ashleigh’s mum Nicola said: “I cannot believe the amount of children who are in the same situation as Jake and Ashleigh.”

A Department of Education spokesman said the majority of schools had staff awareness training in developing a dyslexia-friendly learning environment.

Scource: Belfast Telegraph

Charity’s plea for dyslexics

A Scottish charity has called for teachers to receive more specialist training about dyslexia, after education secretary Ed Balls announced a £10m programme south of the border.

The Government is to train 4000 specialist teachers in England to provide every local group of schools with access to one, while there will be two other levels of support. The moves are a response to Sir Jim Rose's review of provision for dyslexic learners.

Dyslexia Scotland (DS) said there had been significant improvements north of the border too, but said specialist teachers were few and far between.

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Cathy Magee, the charity's chief executive, said: "There are still far too many children who are not identified as early as they could be and therefore who do not receive the support they need when they need it.

"Though there are no statistics available in Scotland on how many specialist teachers there are, we know that there are presently insufficient to be making any real impact. DS would like to see a specialist teacher available to every school and favours the three levels of expertise proposed south of the border. This could make a real difference to outcomes for the children and young people concerned."

At present, hundreds of families turn to DS in desperation because schools do not appreciate the difficulties their youngsters face, she said. The charity provides a list of specialist tutors.

The Scottish charity is watching developments in England closely and working with its counterpart, the British Dyslexia Association. "We welcome the recommendations made by the Sir Jim Rose review and the subsequent announcements in England," said Dr Margaret Crombie, education adviser for DS. "We also welcome the significant developments in Scotland - including the HMIe review in Scotland, the agreement on a working definition of dyslexia; the commitment to a Framework for Inclusion; and the development of DS's dyslexia assessment resource. There is nonetheless a long way to go towards identifying and then helping all dyslexic learners appropriately."

Ongoing advice, information and support for parents, children and young people are also vital.

Dyslexia Scotland's Assessment Working Group is developing a web-based resource for teachers for the assessment of literacy difficulties which is upported by the Scottish Government and due to be launched in January.

• Dyslexia Scotland's Helpline - 0844 800 8484 - is open Monday to Friday 10am - 4pm for confidential advice. Visit www.dyslexiascotland.org.uk

Source: The Herald

The Reading Writing Connection in Jackson helps people with dyslexia

Above Joe Plummer, 13, uses his finger as he spells out a
letter combination in the air with instructor Lyn Sawicki
at The Reading Writing Connection.
The tutoring sessions are helping Joe overcome his dyslexia.

Most students sail through learning the alphabet. For some, though, there are stumbling blocks, like distinguishing a "d" from a "b."

"I always got them mixed up," said Joe Plummer, 13, who just finished seventh grade at Columbia Middle School.

Frustrated that his previous school didn't seem to offer the right help, Joe's mother pulled him out last year and transferred him to Columbia schools. That move and enrolling Joe in The Reading Writing Connection, 202 N. West Ave., in the spring have made a significant difference, said his mother, Chris Plummer of Clark Lake.

"I'm not getting the letters confused anymore, and it's way easier at school. All the stuff I tried to learn I couldn't understand. Now I'm finally out of it," Joe said.

Joe is among roughly 15 percent of the U.S. population who are dyslexic, a neurological condition that is often hereditary and interferes with processing language.

Teaching children and adults how to cope with this issue has been Nancy Naylor's passion for 25 years.

"I was a maverick back then when I went into the (Jackson Public) schools and talked about dyslexia. It was new and different," said Naylor, a partner with Bette Watkins in The Reading Writing Connection.

The two opened the nonprofit a year ago. They seek funding from several sources, the major ones being the Hurst and Weatherwax foundations. The cost is $41 an hour for instruction.

The Reading Writing Connection has 11 part-time tutors helping about 40 students. During the school year, tutors generally go to the child's school. In summer, students come to the center.

"It's not an overnight fix," Naylor said. "But within six to eight weeks you will see the first signs. Kids will start reading street signs for the first time and gradually they won't want to put down their book. There is no better job. You are talking about a kid's future."

Chris Plummer said the change in her son has been dramatic.

"In four months, Joe has increased two grade levels in reading. This is an unbelievable program, a different way of teaching, but a way their brain absorbs it. It makes sense to him," Plummer said.

Sara Benedetto of Jackson is equally gratified about the strides her daughter Tori, 8, has made after being tutored at The Reading Writing Connection.

"I don't know where we'd be without this support," Benedetto said. "We have three other children — none are dyslexic — and we have helped them read by sounding out words. With Tori we couldn't do that. They have tools they have given her, and they teach us as well."

Benedetto said parents wondering if their child needs extra help should first talk to their child's teacher.

"If the school can't help, keep pressing. You have to advocate for your child," she said.

About the condition

• How to identify dyslexia: Poor spelling and unexpected difficulty learning to recognize written words are notable signs.
• Common indicators: Many with the condition have average to above intelligence; a delay in speaking; problems with reading, spelling and/or comprehension; problems storing information; problems with organizing, sequencing and retrieving information.
• Other warning signs: Left-handedness or ambidexterity, family history of dyslexia, allergies and attention deficit disorder.

Source: Michigan Live LLC

Education Ills: Don't Rule Out Dyslexia

Above Dyslexic Girl Trying Hard

"Could it be dyslexia?" I asked my son's kindergarten teacher. "No, it's not dyslexia. Don't worry, he just needs to work harder" she reassured me. My bright boy, who had anxiously waited for the day he could go to school to learn to read, had begun to tell me that reading was stupid and school was stupid.

"Could it be dyslexia?" I asked my son's first-grade teacher. "No, it's not dyslexia. He just needs to work harder" was again the response that I received. This was after he had become so frustrated one evening and cried "Reading is stupid! It makes my brain hurt," and "I am stupid!"

I sought help for my son and was told that vision therapy was what he needed. More than $6,000 and one year later, he was even further behind. "Could it be dyslexia?" I asked his vision therapist. "No, it's not dyslexia. He could do better, he just chooses not to," she told me.

In second grade, Casey attended his first public school. His teacher told me that he was reading on a kindergarten level. I was shocked. "Could it be dyslexia?" I asked the teacher and reading specialist. "No" was their reply. Meanwhile, my bright boy was struggling, his self-esteem suffering and he had behavior problems at school. Casey was heartbroken to see the Us on his progress reports.

"Do you test for dyslexia?" I asked a psychologist. "Yes," he told me. While waiting for the results, I feverishly searched for information regarding dyslexia. I found a knowledgeable woman, Susan Barton.

She told me what areas of weakness (indicators of dyslexia) I should look for in the testing the psychologist conducted.

When the psychologist reported the results, the weaknesses, the indicators were there. I then asked if my son did have dyslexia and was told: "Dyslexia cannot be tested. Dyslexia is an all-inclusive term for learning disabilities."

I stopped asking "Could it be dyslexia?" I knew the answer. With God as my guide, I learned to tutor my son using an Orton-Gillingham based system, the Barton Reading and Spelling System. His grades quickly improved from Us to As and Bs. Casey's DIBELS scores improved from high risk to above average. After just four months of tutoring, he was reading at a third grade level. Reading finally made sense. On the Florida FCAT Reading assessment, a score of 5 is the highest that a child can earn. Casey scored a 4 in third grade, a 4 in fourth grade and a 5 this year in fifth grade.

Dyslexia is not determined by how great of a parent you are, how much education you have or how much money you have. This is an important truth to grasp. Dyslexia does not discriminate. You must listen to your gut instinct and listen to your child. Professionals can be wrong. They may have a big heart and a higher education, but they can still be wrong.

For professionals reading this (teachers, doctors, principals, reading specialists, etc.) my hope is that you will take the time to learn more about dyslexia so you too can spot the warning signs. It is not my intention to discredit any of my son's teachers, private schools or public schools. My intention is to increase awareness.

My son has been blessed with many wonderful teachers who have done an awesome job educating him. They simply did not comprehend the fundamentals of dyslexia. I have worked within the Polk County schools for several years and to the many educators out there, I extend my appreciation for all that they do. We need to do more to recognize and understand dyslexia.

If you have ever found yourself asking "Could it be dyslexia?" the answer is "Yes, It could be dyslexia." Please, don't wait another moment to seek help. It is their life, their future, their self-esteem. Dyslexia can be diagnosed and dyslexia can be overcome. "Seek and ye shall find" (Matthew 7:7).

By Debbie Copple

To learn more about dyslexia and where to seek help, visit www.kangadyslexia.com [the author's Web site] and www.brightsolutions.us.

[ Debbie Copple, M.S. CCC/SLP, of Lake Wales is a certified dyslexia tutor and dyslexia testing specialist. ]

Source: The Ledger.Com

Celebrities with special needs: Daniel Radcilffe, Dyspraxia

On July 15th thousands of Harry Potter fans will rush to local theaters to watch the latest installment of JK Rowling’s popular novels on the big screen. The Half Blood Prince has Daniel Radcliffe once again playing the bespectacled wizard Harry Potter in what is sure to be an amazing performance. Radcliffe has really come to his own as an actor not only in the Harry Potter series but also in other films such as December Boys and on stage in Equus. It is hard to believe that Radcliffe would have any problems when you see him running around and dueling evil wizards in his movies, but last year this talented young man told the world that he has Dyspraxia.

Dyspraxia is a motor learning disability It can cover a wide range of problems from speech to walking. There is no known cause, but it is thought to have something to do with neuron development. Children with Dyspraxia are often considered to be clumsy or uncoordinated and have trouble following directions. When the child is a baby he may be delayed in sitting up, walking, and talking. In the preschool years he may have trouble with potty training, learning how to dress himself, focusing on a task, or completing puzzles. As an older child, he may have trouble with organization, school work (especially math and writing), and remembering instructions.

It is important that you talk to your doctor if you have concerns that your child may have Dyspraxia. With intervention, people with Dyspraixia may improve on some of their symptoms. Young children with this disorder typically have speech, physical, and occupational therapies to help them with their delays. Therapy is not a cure all, but it can help. Radcliffe once joked in an interview that sometimes he has difficulties tying his shoes. While he may have trouble with those pesky shoelaces, he has stunned the world with his performances. Daniel Radcliffe is yet another great example of how a disability does not define you, it’s just a small part of who you are.

Source: Examiner.Com

Federal Ban Sought On Student Restraint

Educators' use of restraint holds and other methods to subdue students they deem disruptive has been blamed for injury or death of many students in recent years. Now groups are pushing for a federal ban on certain tactics.

Properly done, restraint involves using precise holds, often with the hands or arms, to subdue and calm someone. Students in such circumstances -- many of which have learning disabilities such as autism and attention deficit hyperactivity disorder -- also are sometimes put in so-called seclusion rooms.

Although there are no nationwide data on the use of such measures, they have attracted greater attention in recent years as more students with behavioral disabilities are being educated in mainstream schools where there is greater public scrutiny and many educators have little related training. Although some situations have been the result of threatening behavior by such students in classrooms or hallways, researchers say many incidents don't appear to have involved children who were aggressive.

In a report last month, the Government Accountability Office said it found hundreds of allegations of school-related "death and abuse" since 1990, the vast majority involving children with disabilities. The cases included a Florida teacher's aide who gagged and duct-taped children as young as 6 for misbehaving and a 14-year-old in Texas who refused to stay seated in class and died after a 230-pound teacher tried to restrain him by lying on top of him on the floor. In Texas alone, the GAO said more than 4,200 students were restrained nearly 19,000 times during the 2007-08 school year.

In January, a report by the National Disability Rights Network, a system of federally mandated legal-advocacy organizations, detailed dozens of similar cases. Such groups have been in the forefront of the debate because children with disabilities are so often involved.

Some want a federal ban on tactics such as restraints of prone students that can imperil breathing. "We think they have to be tightly controlled at the federal level," said Barbara Trader, executive director of Tash, an advocacy group for people with disabilities.

But Bruce Hunter, associate executive director of the American Association of School Administrators, said it is sometimes an educator's duty to try to restrain a student. "You can't sit and call the cops and watch," he said.

The federal government already regulates the use of restraint and seclusion in hospitals and other facilities that it helps to fund. In psychiatric hospitals, for instance, only licensed medical personnel can order that a patient be restrained or put into a locked room.

But there are no related federal laws covering schools, and state regulations -- where they exist -- vary widely. According to the GAO, seven states restrict the use of restraints but not seclusion; 19 states have no restraint or seclusion laws. "The one place where our kids spend the most time is the place where they have the least protection," says Rocky Nichols, executive director of the Disability Rights Center of Kansas, a legal-advocacy group.

In Washington, the effort to limit the use of such techniques is being championed by Rep. George Miller, chairman of the House Committee on Education and Labor. In January, the California Democrat called for the GAO review, and last month his committee held hearings. What was discovered, he said in an interview, is a system "in which children are unnecessarily dying and being harmed."

In testimony before Congress in May, Education Secretary Arne Duncan called such findings "disturbing" and said he is instructing chief school officers in all 50 states to detail their plans for keeping students safe. Several dozen advocacy groups subsequently discussed the issue in a meeting with White House staff.

Phyllis Musumeci, founder of a group called Florida Families Against Restraint and Seclusion, said federal oversight is critical. "These are children, not apples and oranges," said Ms. Musumeci, who says her son was restrained 89 times during a 14-month period in middle school. "We need to all be working off the same law."

The scope of any possible federal law is still uncertain. Mr. Miller and others involved in the discussions say they would like it to be crafted so that states are primarily responsible for developing and enforcing policies. One possible model is a bill Mr. Miller sponsored last year that was focused on preventing child abuse at residential treatment facilities. It would require states to develop such policies involving those settings and establish a federal system for evaluating reports of abuse. The House has passed the bill but it has yet to be taken up in the Senate.

By Robert Tomsho

Write to Robert Tomsho at rob.tomsho@wsj.com

Scource: The Wall Street Journal

Scots F1 legend Sir Jackie Stewart visits old school to receive freedom of West Dumbartonshire

Racing legend Sir Jackie Stewart received a special 70th birthday present yesterday - the freedom of his childhood home.

And when he visitied his former schools in Dumbarton, he opened his heart on his battle with dyslexia.

At Dumbarton Academy, he told fellow dyslexia sufferer and Formula One fan Harry Watters, 14, he could "be the next Lewis Hamilton".

And the three-times world champion was thrilled to find out about Dumbarton Academy Seniors Against Harassment, an anti-bullying group set up by 17-yearold pupil Katrina Sheerin.

Sir Jackie said: "I wish you guys had been around when I was at school.

"It's fantastic kids with problems can contact their peers anonymously for advice if they don't want to approach a teacher. Back in my day, you never went to a teacher for an issue like harassment.

"If you were like young Harry here, you were told you were dumb and thick - simple as that.

"It was quite painful visiting my old primary, Knoxland Primary, earlier because my schooldays were the unhappiest of my life.

"They were humiliating and left me with an inferiority complex.

"I was ostracised by the clever children because I wasn't able to read and felt like a dummy. If you didn't pass your 11-plus test, you were identified as stupid.

"And that attitude spilled out of the classroom into the playground.

"Children considered stupid didn't have as many friends because the clever ones didn't want to be seen speaking to you.

"Sport saved my life.

"I was a Scottish then British clay pigeon shooting champion, which gave me confidence.

"But some dyslexics turn to drink and drugs to escape, which can lead to unemployment and crime.

"It's no coincidence a large percentage of our prison population can't read or write.

"I wasn't diagnosed with dyslexia until I was 42 - the same time my sons Paul and Mark found out they had it.

"The support given these days to children like Harry here is a million times better but we still have some way to go."

Briony Waddell, 14, who also has dyslexia, told Sir Jackie she was being helped by a specialist learning support teacher.

Sir Jackie assured her she would find ways to cope.

The granddad-of-nine said: "I still can't say the alphabet or the Lord's prayer and when I received my knighthood, I had to hum the national anthem next to the Queen because I didn't know the words.

"But you develop ways round things and the key is to find something you're good at and stick at it.

"Einstein was dyslexic and if I hadn't won three world championships, I would be the world's best window cleaner - seriously.

"My son Mark is a talented film director who had three BBC shows on the same night last weekend and Paul successfully runs racing teams.

"But I would also say to the majority of people who are not dyslexic - don't ignore or ridicule those who are, because they can think outside the box and you might end up working for them one day.

"When you are dyslexic, you have to put more effort into things than anyone else."

Sir Jackie said it was a "huge compliment" to be made a freeman of West Dunbartonshire.

He added: "I'm delighted West Dunbartonshire is proud of my achievements and is granting me this honour."'Don't ignore or m ridicule dyslexics - they can think outside the box'

Source: Daily Record

Court ruling should encourage government to adequately fund special needs schooling

News of last week’s Supreme Court ruling in favor of an Oregon special needs student whose parents sought reimbursement for the cost of private schooling was quickly knocked off the front page by higher profile end-of-term decisions. But school districts here and throughout the nation will be studying this 6-3 ruling for months to come, trying to determine just how far they’re going to have to stretch already tight budgets.

The federal Individuals with Disabilities Education Act (IDEA) has always mandated that school districts reimburse the cost of private schooling when public schools do not provide the needed programs. But a 1997 amendment to the law limited reimbursement to students “who previously received special education” in public schools that offered special education. Last week’s decision removed that limitation. It said a school district may have to pay for the private schooling of special needs students who had never made use of programs offered by the district.

The decision could prove costly for many public school districts, no question. Indeed, this concern was expressed by the dissenting justices. Justice David Souter, who was joined in the dissent by Justices Antonin Scalia and Clarence Thomas, wrote: “Special education can be immensely expensive, amounting to tens of billions of dollars annually and as much as 20 percent of public schools’ general operating budgets. Given the burden of private school placement, it makes good sense to require parents to try to devise a satisfactory alternative within the public schools.”

Souter’s point is well-taken. However, in this case, the Forest Grove School District appears to have failed the family with regard to offering a satisfactory alternative. It evaluated the teen for learning disabilities and determined that he didn’t qualify as a special needs student. He was diagnosed as having special needs only after his parents had put him in a private school at the cost of $5,200 per month. The school district refused to reimburse the family for the private schooling, arguing that they first needed to back up and try the district’s special needs program.

It was a difficult case, but we think the court got it right. As Justice John Paul Stevens wrote in the majority opinion, “It would be strange for the act to provide a remedy, as all agree it does, where a school district offers a child inadequate special education services, but to leave parents without relief in the more egregious situation in which the school district unreasonably denies a child access to such services altogether.”

Still, the additional burden this opinion could place on taxpayers is worrisome. But it doesn’t have to be that way — not if the federal government would begin to live up to its pledge to more adequately fund the IDEA’s mandate. Congress committed more than a decade ago to covering at least 40 percent of the additional costs of teaching children with special needs. Currently, the federal government funds just 18.6 percent of what teaching children with special needs costs local school districts.

Congress needs to step up, and soon. The court’s more liberal interpretation of the special education mandate should serve as a wake-up call.

Source: The Daily News