Looking for an Education

I first noticed that something was not quite right with my son in kindergarten. He just wasn't learning at the same pace and in the same way as other children in his class. I remember speaking with his kindergarten teacher about my concerns. I was told that his backwards writing and struggle with letter sounds were normal and nothing to worry about. I thought, okay, she is the educator, and she must surely know more than I do. Kindergarten came and went. First grade was not any better and once again I voiced my concerns about my sons struggles. I was then told by the teacher, "Well, if he is still having the same struggles by the end of second grade, then we should be concerned." Sure enough, my son was still having the same struggles and it was only getting worse. He was not reading on grade level, his spelling was horrible, although phonetically it was, and you could hardly make any sense of his written words. I just didn't understand. I thought I was doing something wrong even though I was working very diligently with him. I began to think about Dyslexia as a possible problem but I didn't know what to do about my concerns in regards to the school system. No one at my son's school mentioned to me anything about my right to have him tested for possible learning disabilities. I have learned that I have to do the digging because a lot of educational systems do not give you the information that you need to help your children.

No more did I think or feel that the teachers or the school system knew my child better than I did. I began to do some research and spoke with a lot of friends. I was informed by my sons karate teacher that he also struggled in school and that I could request a meeting and ask for my son to be tested. Thank goodness for that karate teacher because that is exactly what I did. I requested that my son be tested. By the end of second grade, the testing was complete, and I was informed that my son did have a learning disability in relation to processing, decoding, and working memory. He had a higher than average IQ though, which seemed strange to me. I thought how could a child with an average to high IQ be performing so poorly. Through my research I came to understand that IQ has nothing to do with performance.

My son was placed into special education under an IEP (Individual Education Plan) with modifications and accommodations. This gave him extra help with reading and language skills. The struggles did not end though, and I could sense that my son's self-esteem was starting to go down around fifth grade. He was so forgetful. He would forget to bring work or books home. He would forget to turn work in. He would hide work that he was suppose to do and therefore receive zeros. He would lie about having homework. He did not want to read. He just seemed to want no part of school at all.

I found my son a tutor and educational therapist/specialist through the International Dyslexia Association. She tested my son for Dyslexia and confirmed my fears that he was indeed Dyslexic. She helped tremendously but his organizational skills and lack of focus were hindering his progress. We did a test for ADD ( Attention Deficit Disorder) and he was confirmed for that as well. I remember thinking to myself how much more of a struggle this is going to be for him. To make matters worse, our schools do not even recognize Dyslexia. I was told that they just call it a learning disability. I asked why and the only answer that I received was because they just don't. I was also told that even with an Independent Evaluation, the school systems will only consider it. The schools do not have to accommodate for it. This makes me furious because I do not understand why. Is it because they don't believe because they can not see the physical signs of it by looking at a Dyslexic child? Is it that there are thoughts that Dyslexia is not a true disability or even exists? Is it because the school systems might actually have to be accountable for the way that Dyslexic child needs to learn? What is it?

Now fast forward to eighth grade. That is the current grade that my son is in. He is doing much better in reading although he is slightly below grade level. His spelling and handwriting is still a problem but we have accommodations for that. His math skills are under grade level but we keep working at it. His attention, organizational skills, and study skills are much improved under ADD medication. However, I still have problems with the schools teaching him in the way that he needs to be taught. My most recent IEP meeting did not go so well because I brought a tape recorder this time. The vice-principle had an attitude from the start and my meeting was only scheduled for thirty minutes which was a new one for me. I was told that I was lucky to even have a meeting considering she was not even suppose to be at the meeting. I felt that I was being blamed for bringing a tape recorder to the meeting without prior notice, which you do not have to do. This falls under your rights as a parent to advocate for your child. When I mentioned that my son was still just barely getting by, the vice-principle said "what is he doing at home" and I said "what do you mean what is he doing at home". This statement really bothered me concidering the fact that I do everything I can to help my child. I guess she must have misspoken because she tried to say that she didn't say that when I continued to ask her what she meant by "at home". I was irritated but I spoke in a firm tone that my son has been trying so hard and that I see him come in every day and do his homework and study and that she should not come off like my son is not trying. This is a common phrase that I have heard over and over and I'm sure as some of you are reading this you have heard it too. The "your child is lazy, not putting forth a good effort, or dosen't care" phrases. This is so far from the truth. Dyslexic children are just like all children. They want to learn but struggle to learn due to lack of knowledge about Dyslexia and ADD, lack of tools and resources, lack of special education teachers, lack of funding, and a lack of training on how to teach the Dyslexic child. Dyslexic children need to learn under a multisensory approach according to much research. This means that they learn best by touching, feeling, hearing, and seeing.

My final point is that Dyslexic children need to be recognized for what they are: talented and capable with the right instruction. Did you know that a recent cap on funding for special education was placed by our government? Why? I don't know? It seems as though some on the Hill do not think that special education is all that important. There should never be a cap on education for any child EVER! With this said, I have started a petition to try and get matters changed in education for Dyslexic children and I would like your help. Please sign and remember that you are helping a child in need. Thank you for taking the time to read my story and supporting the change. You will see the link below.

I will be writing another page soon that will bring more information about resources for parents so why don't you follow me and we can all work and learn together.