#LDchat Archive
Understood holds this weekly Twitter chat that aims to keep the momentum going and raise awareness of learning and attention issues. Follow along with hashtag #LDCHAT and follow users @understoodchats & @understoodorg. Experts will be available to answer your questions and concerns and share resources from Understood.org.
Wednesday July 20, 2016
12:00 PM EDT
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Welcome to today’s LD Chat! This is Dan with the Understood team.
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We’re happy to be cohosting today’s chat with expert and advocate Kelli Sandman-Hurley ().
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We’ll be talking about advocacy.
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Thanks Dan! I am honored to be here to talk about advocacy.
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Happy Wednesday everyone!
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Hey Angela! Great to have you.
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Hi Kristin! Thanks for joining today!
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Hi from Commonwealth Learning Center in , MA!
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Happy to be here to talk about such an important topic.
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Where are you chatting from today?
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Hey! Excited to join in 😄
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Hey Randa! Great to see you.
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I'm here too! Hello friends!
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We'll be giving away some copies of Kelli's book, Advocate!, so keep an eye on your DMs to see if you've won.
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As always, we’ll use a Q1, Q2… format for questions. Please use the A1, A2… format for answers.
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Happy Wednesday from STL! Enjoying a few more days of summer break :)
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First question coming up...
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Q1. What are your experiences with intervention within the public school system?
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Hi every one hope you are having a great summer!
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Hi, Christine! So glad you are with us today for
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In our province they do not identify Dyslexia as a specific DX. It is generalized under Communication LD
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Hi, Melissa! So glad you joined in!
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Hi, Tiffany! Happy Summer!
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A1 good and bad. Took perseverance and time to get to where we are at.
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A1: in my 13 years as a K-3rd grade resource teacher 0 interventions have been specifically dyslexia related.
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A1. My local school district are using the Sonday program
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A1: Super dependent on the school system. We have schools nearby that offer O-G, 1-to-1, etc., and schools that offer nothing.
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A1: it has been a wait & see approach or whole language style of instruction.
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a1) is poorly understood within the educational system
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A1 which leaves parents often wondering if their child is getting the right intervention
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A1 My former school district used O-G programs for intervention, but time needed for fidelity of use was most often not available.
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A1: It definitely depends on the district. The best thing to do is keep attending board meetings and educatingOffer free workshops.
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It's been a process! We have laws in TX but still long hard work 2 get intervention for our kid at school
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A1. I've talked with our title 1 teacher about interventions, `1but I do not have any personal experience with dyslexia intervention
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A1. We unfortunately don't have any intervention for dislexia. As teachers we work in small groups or 1:1 with student
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these videos are a great way for students to self advocate in a non threatening way!
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A1: one person at a time advocacyYou can share this video too ttps://www.youtube.com/watch?v=zafiGBrFkRM
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Not very supportive. One family needed an advocate to fight for services.
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A1: every instructional practice I use with actually all of my students has been researched on my own time/money
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Q2. Which resources are especially helpful for parents of kids with ?
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A1. The system as a whole under-identifies largely due to funding. If it is not diagnosed, then services don't have to be provided
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Bridgette Howell. First time attending Understood chat. I'm in the advocacy process now.
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Can the videos be accessed outside of Twitter?
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Yes - agree! My daughter saw this then did something similar with her class at school!
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A1. As I teacher, I liked to supplement with Explode the Code.
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So glad to have you, Bridgette!
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A1: you can share this with schools as well: ttp://www.edutopia.org/blog/dyslexia-in-general-ed-classroom-kelli-sandman-hurley
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A2 Whatever the intervention it should be multi-sensory.
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A1 see'g change, Ts wanting knowledge & instruction. Trained w/ Ts last week in TakeFlight next week 200 registered for DDOK conf
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A2: Understood was a life changer for me as an educator. Dr. Sally Shaywitz has amazing knowledge &
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A2. I really like your book, . So informative and readable.
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So glad you are here today Bridgette!
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that is great! My boys are working on videos for this year. Great way to educate teachers and peers.
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Just dropping by to say hi, ! :)
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A2.Explode the Code and other Orton materials. Also love Reading Comp. in Varied Subj. matter! should check-out EPS books
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at the cabin with only data which isn't super conducive to chatting but wanted to say hello :)
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A2: We're proud to be a resource for multi-sensory prgms like O-G, LiPS, Wilson, etc., and to generally offer answers and advocacy.
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Love your book, too! A GREAT tool for parents who want to work effectively with their schools
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A2: I think the biggest question teachers have is what does Multisensory or "dyslexia" instruction look like
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Don't forget, we'll be giving away some copies of 's book, Advocate!. Keep an eye on your DMs.
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Hi, Kerri! So glad you are here
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A2: So often simply having someone to talk to who understand IEPs, lingo, tools, AT, etc., is what makes all the difference.
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Parent, teacher and advocate - first time on Twitter actually - new to advocacy - dyslexia in daughter's IEP ... Now to get interven
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Q2 supporting teachers with strategies to help students with dyslexia in the general ed setting as well as in intervention
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Welcome to (and to Twitter)! So glad to have you.
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Welcome to (and to Twitter)! So glad to have you.
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Welcome! You will make great and relevant connections here.
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A2. Also like Bonnie Kline stories.
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We are finding here in TX that is best way to assure implementation of laws
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Q3. For a child with , what does a good look like?
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lots of wonderful national resources mentioned. Helpful to look into what your state or school district offers too
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Good point. More training is needed.
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the instructional piece & accommodations together r such powerful tools 4 teachers to Understand!
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The appropriate accommodations must be identified, not just a menu of possibilities and what could be helpful
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A2 having access to good quality information. It is a world none of us have had a class for.
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A3 has measurable goals, involves students, lists assistive tech
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Q3 IEP with goals that are explicit and systematic to child's reading need reflective of their step in O-G program, plus accoms
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the IEP goals should not b linked to the districts assessment. I believe they shld b in multiple milestone format
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Thank u for the resource,will check it out! Even as a veteran educator always looking to improve.
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would love to see examples of great IEP goals for Ss w dyslexia
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yAS, both and have videos on their sites and on YouTube.
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A3. Specifics for the classroom in terms of accommodations and modifications that are paired with specific explanations!
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Always surprises me how many teachers can't write appropriate goals - they need to be SMART
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A3 Make sure they get access to age level reading material.
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A3. Clear and descriptive presnt levels of performance and academic achievement!
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Yes indeed! + have been supportive of movement
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Thanks - I will look online for them specifically.
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Currently participating in a chat with and other parents, professionals and educators on and in
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A3. Appropriate goals for a student with dyslexia
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Very much agreed! very important to have student learn them as well to !
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Thank you Angela! It was a long time coming! Feels good to share our success story!
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awesome! Thank u! Do they apply to younger children? K-1st grade?
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these success stories really need to be shared!
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Last question coming up...
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Yes love your resources and train parents on this as well
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Q4. What can parents do to be the best possible advocates for their child with ?
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And remember - if your child already has an you can ask for to be added to help secure intervention
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A4: Educate yourselves. Read the law. Understand what you can and cannot ask for. Take someone with you.
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A4 Be visible, be open and transparent, stay informed, communicate often - so many things really
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Great question! Take it away !
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yes! . If your team pushes back, request they at least list it in the notes.
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A4: Never be afraid to speak up and start with your child's teacher. You will hopefully be stronger advocates as a team!
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Don't ask for anything specific instead describe the intervention and make sure it responds to your students individual needs.
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A4Educate yourself as a parent & work closely w/ the special ed teacher to develop a positive relationship
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A4: record every meeting and don't be afraid to be 'that parent'.
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A4. Must be fierce advocates! Build bridges so that the conversation goes beyond their child and the specific classroom.
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A4. Be sure your child is receiving OG-based intervention!
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Also work with your child with the sped ed teacher to learn to advocate!
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These things are essential. Parents have to be fully present at the table no matter what
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Q4 Be active w/community like know what school can & should reasonably do & supplement at home to accelerate skills
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Yes - Super important! This helps get the conversation started rather than shutting it down
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Yes we worked hard on this with my son in elementary and it has paid off in secondary school.
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Any final thoughts before we wrap up?
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Keep an eye on your DMs within the next hour to see if you won a book!
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Never attend an meeting alone is my for parents. it helps ALL for you to have support
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Thank you for having me on this chat. I hope the resources that we all shared are helpful.
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A4. Keep lines of communication open, seek out allies, stay informed, share expertise with team.
