Jeffrey Gilger, Ph.D., discusses the neurobiology of dyslexia |
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Training in multisensory structured language education
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by Jeffrey Gilger, Ph.D.
An in-depth look at the genetics of this learning disability
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by Priscilla L. Vail, M.A.T.
Sorting through the hype of competing treatments for dyslexia |
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by Laura Maloney & Sarah Maloney
Dyslexia simulation helps a teacher empathize
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Register for our referral line
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Two Hours in My Shooz
by Laura Maloney and Sarah Maloney
It was only the second week of school when my daughter, Sarah, a fifth grader at Presidio Hill School, was called out of class by her teacher, Erainya. Sarah immediately searched her memory for what she had done to warrant a "hallway talking to." Erainya and Sarah sat down on a bench, and Erainya began to tell Sarah about the learning disability simulation put on by the International Dyslexia Association that she had participated at school prior to the start of this semester.
Erainya and Sarah had a history of working together as Erainya was also Sarah's fourth grade teacher. Erainya had experienced first hand, the prior year, the challenges that Sarah faces daily in regard to her dyslexia.
Erainya proceeded to describe a two hour simulation in which she participated as a student while the facilitator acted as the instructor. The instructor asked the "students" to perform certain tasks as if in a classroom setting. Erainya shared with Sarah how "stressed out" she felt in that short two hour period. How, even though the instructor was nice, Erainya felt that she was mean and she felt pressured because she was always so far behind the class was moving so fast. She told Sarah how she has known about dyslexia and its manifestations for a long time but until this exercise she never realized what it was like to walk in those shoes. She asked my daughter to please let her know if Sarah ever felt that Erainya was proceeding too fast.
Most empowering, for Sarah, was the fact that her teacher opened up to her and let her know how Erainya could not imagine getting up every morning and facing school and how brave Sarah was to come to school everyday. By this time Sarah was practically in tears, as Erainya hugged her and told her again how brave she thought Sarah was. They entered the classroom again with Sarah feeling "proud and happy that her teacher understood" what she went through everyday at school.
In my subsequent conversations with Erainya, she expressed that she felt that every school year should start with some type of program like this. It made a deep impression on her. Sarah has also noticed subtle changes in the way some of her other teachers approach dealing with her and the other kids with learning style differences. Seemingly simple accommodations such as having the information from the board copied so that they can have it next to them.
What we are doing as teachers and parents to share this information with each other is important and it is making a difference for our children and educators.
Reprinted with permission from Parents Education Network (PEN)
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