take a whirlwind tour of hot topics in dyslexia & literacy part 2 (ida conference 2015)

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Carolyn D. Cowen Nancy Cushen White IDA Oct 30, 2015 HOT TOPICS In Dyslexia & Literacy #DyslexiaCon © Cowen/Cushen White Take a Whirlwind Tour of PART II.

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  • Carolyn D. Cowen Nancy Cushen White IDA Oct 30, 2015

    HOT TOPICS In Dyslexia & Literacy

    #DyslexiaCon Cowen/Cushen White

    Take a Whirlwind Tour of PART II.

  • SEE PART I FOR THE BEGINNING OF THIS PRESENTATION

  • DYSLEX

    IAS

    UPSIDE

    DSM5 & DYSLEXIA

    DYSLEX

    IA

    DEBATE

    TEACHER PREPARATION

    LEGISLATION

    TOUR GUIDES

    Cowen/Cushen White

    Join our whirlwind tour of HOT TOPICS in dyslexia &

    literacy

    C

  • 5 HOT TOPICS

    Cowen/Cushen White N

    1. Dyslexias Upside 2. DSM-5 & Dyslexia 3. The Dyslexia Debate 4. Teacher Preparation 5. Legislation

  • 1. Does dyslexia have upsides? 2. Should DSM-5 have included dyslexia as a separate diagnosJc category?

    PONDER

    Cowen/Cushen White N

  • SHOW OF HANDS Any clinicians in the room using DSM-5?

    Cowen/Cushen White N

  • DSM-5 & Dyslexia What are the implications?

    May 2012 Jan 2014 Cowen/Cushen White N

  • What is DSM-5? Diagnostic & Statistical Manual of Mental Disorders (DSM-5th Edition)

    Published by American Psychiatric Association (APA) Includes codes for all recognized mental health disorders Cowen/Cushen White

    HEADLINES

    N

  • Cowen/Cushen White

    HEADLINES May 2012 Alerted dyslexia

    community that DSM-5 might NOT include proposed new language incorporating dyslexia as a diagnostic category (Included Call-To-Action petition)

    N

  • Jan 2014

    HEADLINES

    Cowen/Cushen White

    Dr. Tannocks Q&A defines and explains new DSM-5 criteria for diagnosis of Specific Learning Disorder

    N

  • DiagnosJc Criteria for Specific Learning Disorder (SLD)?

    Eliminated IQ-achievement discrepancy as requirement

    Created overarching category w/ specifiers for reading, writing, math difficulties

    Dr. Rosemary Tannock

    Cowen/Cushen White

    HEADLINES

    Replaced w/ 4 new criteriaALL MUST be met Designated 3 levels of severity

    N

  • OVERARCHING SLD CATEGORY

    Cowen/Cushen White

    Specifiers detail impairment in 3 major domains

    HEADLINES

    Reading Word reading accuracy, reading rate or fluency, reading comprehension

    Written expression Spelling accuracy, grammar and punctuation accuracy, clarity or organization of written expression

    Math Number sense, accurate or fluent calculation, accurate math reasoning

    N

  • 4 NEW CRITERIA REPLACE IQ ACHIEVEMENT

    DISCREPANCY REQUIREMENT

    Cowen/Cushen White

    Measurement Academic skills substantially below expected for age or

    Significant interference with academic, occupational, or daily activities Confirmed by standardized achievement measures and other clinical assessment

    HEADLINES

    At least 1 (of 6) Symptoms (academic areas) Have persisted for at least 6 months Despite targeted instruction

    1

    2

    N

  • 4 NEW CRITERIA REPLACE IQ ACHIEVEMENT

    DISCREPANCY REQUIREMENT

    Cowen/Cushen White

    HEADLINES

    3 Onset during school-age years. (May not manifest until young adulthood or laterwhen academic demands exceed capacity.)

    o Tests under strict time constraints oReading text / complex syntax, grammar oWriting complex essays, reports o Increasingly heavy academic or workplace requirements

    Learning difficulties not better accounted for by other conditions, as in previous DSMs.

    4

    N

  • TANNOCK SEES SEVERAL POSITIVE IMPLICATIONS

    Dr. Rosemary Tannock

    Cowen/Cushen White

    HEADLINES

    1 New criteria call for evidence of symptom persistence and wider array of data to confirm/quantify low academic achievement may encourage educator -clinician-parent collaboration to compile formal/informal data

    N

  • TANNOCK SEES SEVERAL POSITIVE IMPLICATIONS

    Dr. Rosemary Tannock

    Cowen/Cushen White

    HEADLINES

    2 DSM-5 specifiers characterizing the range of academic skills affected by dyslexia may increase awareness that dyslexia typically encompasses more than decoding/spelling difficulties

    N

  • HEADLINES

    Cowen/Cushen White

    Dr. Rosemary Tannock

    3 DSM-5 specifiers also may build understanding that increasing learning demands trigger developmental changes in SLD symptoms over time

    TANNOCK SEES SEVERAL POSITIVE IMPLICATIONS

    N

  • TANNOCK SEES SEVERAL POSITIVE IMPLICATIONS

    Dr. Rosemary Tannock

    Cowen/Cushen White

    HEADLINES

    Eliminating IQ-achievement-discrepancy requirement eliminates lengthy/costly neuropsych. assessment requirement; encourages evaluators to shift from assessment for diagnosis to assessment for intervention

    4

    N

  • May 2012 Jan 2014

    DSM-5 & Dyslexia What are the implications?

    Cowen/Cushen White N

  • !FROM A CLINICIANS PERSPECTIVE"

    Recognizes unique profile of 2e students

    Acknowledges effects of increasing academic demands over time

    Notes diminishing returns for use of certain compensatory strategies Discourages use of cut-off scores Encourages use of clinical judgment

    1

    2

    3

    4

    5 N

    5 MORE POSITIVE IMPLICATIONS HIGHLIGHTING INDIVIDUAL

    DIFFERENCES

    Cowen/Cushen White

  • Dyslexia was not a diagnostic category in DSM-IV either

    Cowen/Cushen White

    TAKE-AWAYS

    Discussion of specifiers may increase opportunities for use of diagnosis to inform instructional planning

    BUT DSM-5 includes IDA definition in specifiers section AND suggests dyslexia as alternative term for SLD with impairment in reading

    N

  • Dyslexia often more than decoding/spelling difficulties

    Parent-school-psychologist collaboration can deepen understanding and can inform instructional planning

    Psychometric data do NOT tell whole story

    Increased demands over time compound developmental symptoms

    MORE TAKE-AWAYS

    Cowen/Cushen White N

  • Cowen/Cushen White

    Should DSM-5 have included dyslexia as a diagnosJc category?

    N

  • Cowen/Cushen White

    Should DSM-5 have included dyslexia as a diagnosJc category?

    N

    DSM-5 addresses dyslexia far more comprehensively than DSM-IV and far beaer than iniJally fearedespecially in aaenJon to individual differences, encouragement to collaborate, and use of mulJple tools for assessment.

  • 12 11 10

    Cowen/Cushen White

    Should be 11:40

    C

  • 5 HOT TOPICS

    Cowen/Cushen White C

    1. Dyslexias Upside 2. DSM-5 & Dyslexia

    3. The Dyslexia Debate 4. Teacher Preparation 5. Legislation

  • 1. Does dyslexia have upsides? 2. Should DSM-5 have included dyslexia? 3. Is the dyslexia construct valid?

    PONDER

    Cowen/Cushen White C

  • SHOW OF HANDS How many of you have read the book?

    Cowen/Cushen White C

  • The Dyslexia Debate Worth learning about!

    April 2014 June 2014

    Cowen/Cushen White C

  • (Winter/Spring 2014)

    Argues dyslexia NOT a scientifically rigorous construct for research or educational/clinical practice

    HEADLINES

    Cowen/Cushen White C

  • Does NOT dispute existence of biologically-based reading difficulties Proposes generic term reading disabilities instead

    Drs. Julian Ellioa & Elena Grigorenko

    HEADLINES

    Cowen/Cushen White C

  • Many states incorporating dyslexia & IDA-NICHD definition into dyslexia laws IDA President

    Hal Malchow

    IDA RESPONSE April 2014 HEADLINES

    Cowen/Cushen White C

  • At IDA, we understand the science behind reading disorders

    Also understand power of common language & mission/purpose it provides

    IDA RESPONSE CONT. HEADLINES

    IDA President Hal Malchow

    Cowen/Cushen White C

  • IDA RESPONSE CONT.

    IDA President Hal Malchow

    Dyslexia, a beauJful word. True, describes a category of learning disorders.

    But, also describes community, body of knowledge, category of law, more positive sense of self, belief about progress we can achieve together.

    HEADLINES

    Cowen/Cushen White C

  • WOLF RESPONSE

    Dr. Maryanne Wolf

    June 2014

    HEADLINES

    Cowen/Cushen White C

  • SHOW OF HANDS How many have read the book?

    Heard Wolf speak?

    Cowen/Cushen White C

  • WOLF RESPONSE

    Much to learn from this book! Six insights

    Dr. Maryanne Wolf

    June 2014

    HEADLINES

    Cowen/Cushen White C

  • Sciences search for parsimony has led to simplistic 1-dimensional explanations w/ various names History of different explanations and names of dyslexia arise from the complexity of the reading circuit

    HEADLINES

    SIX INSIGHTS

    Dr. Maryanne Wolf

    2

    1

    Cowen/Cushen White C

  • The brain can/does make different reading circuits! May be a different reading circuit

    in some children thats genetically based and that advantages the RIGHT hemisphere for normally LEFT hemisphere tasks

    HEADLINES

    3

    Cowen/Cushen White

    SIX INSIGHTS

    Dr. Maryanne Wolf

    C

  • All this dynamic complexity makes understanding dyslexia research difficult

    (Note: Hence, the challenge with a scien6fically rigorous construct of dyslexia)

    HEADLINES

    4

    Cowen/Cushen White

    SIX INSIGHTS

    Dr. Maryanne Wolf

    C

  • Grigorenko illuminates how geneJcs of dyslexia is connected to structural & behavioral research

    But Wolf differs with authors conclusionsshe asserts THREE addiJonal points .

    HEADLINES

    5

    6

    Cowen/Cushen White

    SIX INSIGHTS

    Dr. Maryanne Wolf

    C

  • NOT UP FOR DEBATE Children w/ dyslexia are best served w/ diagnosis & explanation of their reading difficulties

    No one w/ dyslexia should feel they are lazy, less smart! That dyslexias construct (like reading) is complex, is no reason to return to general termse.g., Reading Disabilities

    HEADLINES

    Cowen/Cushen White C

  • The Dyslexia Debate Worth learning about!

    April 2014 June 2014

    Cowen/Cushen White C

  • The various hallmark

    characterisJcs of dyslexia fall along

    conJnuums of severity that are not fixed can change

    across lifespan & improve especially w/ good teaching.

    Dyslexia, like ADHD, auJsm spectrum disorder, is LESS a disJnct

    syndrome w/ clear diagnosJc markers & obvious demarcaJons; MORE a developmental mulJdimensional-

    spectrum condiJon.

    TAKE-AWAYS

    Cowen/Cushen White C

  • Therein lies one of the great challenges in dyslexias

    construct thus, in how individuals with dyslexia are identified and for whom treatments and resources are allocated and accommodated are granted.

    MORE TAKE-AWAYS

    Cowen/Cushen White C

  • school

    Will this debate hurt families struggling with dyslexia trying to find appropriate

    services in schools? Cowen/Cushen White C

  • September 24, 2015: Experts Consider Abandoning Term DyslexiaNo Consensus

    POSTSCRIPT

    Cowen/Cushen White C

  • Cowen/Cushen White

    Is the dyslexia construct valid?

    C

  • Cowen/Cushen White

    Is the dyslexia construct valid? The dyslexia construct is challenging and complexlike the developmental, mulJdimensional-spectrum condiJon the construct seeks to capture. That it remains so difficult lends credibility to efforts thus far. BUT given the pace of scienJfic discovery, its reasonable to think of todays construct as a work in progress.

    C

  • 12 11 10

    Should be 11:49

    Cowen/Cushen White C

  • Time to energize!

    Cowen/Cushen White C

  • Stand and Clap!!

    Cowen/Cushen White C

    20x/30x/40x softly/vigorously

  • LEGISLATION

    DYSLEXIAS UPSIDE

    TEACHER PREPARATION

    DYSLEXIA

    DEBATE

    DSM5 &

    DYSLEXIA

    WHIRLWIND TOUR!

    Cowen/Cushen White C

  • C

  • 1. Dyslexias Upside 2. DSM5 & Dyslexia

    3. The Dyslexia Debate 4. Teacher Preparation 5. Legislation

    5 HOT TOPICS

    Cowen/Cushen White N

  • 1. Does dyslexia have upsides? 2. Should DSM-5 have included dyslexia? 3. Is the dyslexia construct valid? 4. Are teachers prepared to teach students with dyslexia?

    PONDER

    Cowen/Cushen White N

  • SHOW OF HANDS How many of you teach reading?

    How many of you prepare teachers to teach reading?

    Cowen/Cushen White N

  • July 2014 June 2013

    Are teachers being prepared to teach vulnerable students?

    Teacher Prep Reform

    Cowen/Cushen White N

  • National Council on Teacher Quality (NCTQ) releases reports on how well US Schools of Ed. prepare teachers to enter classrooms.

    hap://www.nctq.org

    HEADLINES

    Cowen/Cushen White N

    Also released in US News & World Report.

  • Reported on 1st edition of NCTQs Teacher Prep Review evaluating 1,100+ colleges/universitys preparing elementary & secondary teachers.

    June 2013

    HEADLINES

    Cowen/Cushen White N

    Which does best/weakest job preparing new teachers?

  • Examiner also reported release of 2nd edition of NCTQs Teacher Prep Review. Neither report positive (though 2nd mentions early evidence teacher prep programs making changes).

    July 2014

    HEADLINES

    Cowen/Cushen White

    Both controversial! N

  • Teacher PreparaJon Another Approach

    May 2012 Sept 2015

    Cowen/Cushen White N

  • Teacher Prep Reform Two very different approaches

    HEADLINES

    Cowen/Cushen White N

  • Are teachers being prepared to teach vulnerable students?

    Teacher Prep Reform

    Cowen/Cushen White N

  • TAKE-AWAYS To teach reading well especially to students who struggle teachers need deep content knowledge of language structure

    Cowen/Cushen White N

  • Teacher prep reform & targeted PD are key, but HOT BUTTON issues that inflame passions &

    get highly politicized. Watch for these to be even more contentious & central in dyslexia/literacy legislation.

    Teacher Prep Reform

    TAKE-AWAYS

    Cowen/Cushen White N

  • To dive more deeply into teacher preparation and IDAs Knowledge &

    Practice Standards

    Friday, 11:45-12:45 Friday, 2:00-5:00

    DEEPER EXPLORATION

    N Cowen/Cushen White

  • Cowen/Cushen White

    Are teachers prepared to teach students with dyslexia?

    N

  • Cowen/Cushen White

    Not yet.

    Are teachers prepared to teach students with dyslexia?

    N

  • 12 11 10

    Should be 11:58

    Cowen/Cushen White C

    BAIL-OUT PLAN? Vote?

  • 1. Dyslexias Upside 2. DSM5 & Dyslexia

    3. The Dyslexia Debate 4. Teacher Preparation 5. Legislation

    5 HOT TOPICS

    Cowen/Cushen White C

  • 1. Does dyslexia have upsides? 2. Should DSM-5 have included dyslexia? 3. Is the dyslexia construct valid? 4. Are teachers prepared to teach students with dyslexia? 5. Will dyslexia legislaJon make a difference?

    PONDER

    Cowen/Cushen White C

  • LegislaJon: Not in our wheelhouse Looking for a legislation-policy reporter!

    Cowen/Cushen White C

  • Dyslexia & Literacy LegislaJon Levers for change

    Cowen/Cushen White C

  • SHOW OF HANDS How many of you are involved in

    state legislative efforts?

    Cowen/Cushen White C

  • 38 States are Reported to Have Dyslexia LegislaJon Enacted or Underway

    Alabama Arizona Arkansas California Colorado Connecticut Florida Hawaii Illinois Indiana Iowa Kansas

    Kentucky Louisiana Maine Maryland Massachusetts Mississippi Missouri Nevada New Hampshire New Jersey New Mexico New York

    North Carolina Ohio Oklahoma Oregon Pennsylvania Rhode Island Tennessee Texas Utah Virginia Washington West Virginia

    HEADLINES

    Cowen/Cushen White

    CAUTION: Not 100% certain this list is accurate/up to date

    Wisconsin Wyoming

    C

  • OH Senate passed HB 96 & 157 Dec. 14

    Dec. 2011

    Watch the Bill pass

    Ohio Passes Dyslexia LegislaJon HEADLINES

    Cowen/Cushen White C

  • Ohio, New Jersey, Wisconsin, South Carolina

    Jan 2012 Feb 2013

    Reporting & Mobilizing Aug 2013 Mar 2014 Dec. 2011

    HEADLINES

    Cowen/Cushen White C

  • Deborah Lynam

    Dr. Gordon Sherman

    Dr. Charloae Andrist

    Elenn Steinberg

    LESSONS: Looking back at lessons from your states dyslexia legislation efforts and ahead at future challenges and opportunities, what ONE thing is the most important consideration going forward or for those following in your footsteps in other states?

    HEADLINESLESSONS

    Cowen/Cushen White C

  • Using the IDA-NICHD definition of dyslexia made all the difference in NJ. It was the science-based stepping stone to everything else .

    Deborah Lynam

    Dr. Gordon Sherman

    Legislation is important, but Impact is in implementation. Building coalitions is key. Schools, administrators, teachers need to buy in. Being mandated is a start; understanding WHY is most powerful. Weve a knowledge-practice gap.

    HEADLINESLESSONS

    Cowen/Cushen White C

  • Too often, as parents we think dyslexia legislation will fix a broken system. We cannot se?le for unfunded mandates and minimal programs to educate teachers. Make public your quest. Con6nue to push to get colleges of educa6on to produce teachers who know how to teach reading.

    Dr. Charloae Andrist

    Elenn Steinberg

    Its all about having a well-placed advocatefor example, a senator, congressman, or state school board member of a child with dyslexia. You must do your homework, educate, and network, but a strong and passionate advocate is a must.

    HEADLINESLESSONS

    Cowen/Cushen White C

  • Deborah Lynam

    Dr. Gordon Sherman

    Dr. Charloae Andrist

    Elenn Steinberg

    Priceless words of wisdom!

    HEADLINESLESSONS

    Cowen/Cushen White C

  • State Literacy LegislaJon LESSONS FROM: Colorado Connecticut Minnesota

    literatenaJon.org

    RESOURCES

    Cowen/Cushen White C

  • Model LegislaJon to Promote literacy Remediate dyslexia

    literatenaJon.org Cinthia Coles

    Elenn Steinberg

    Cowen/Cushen White

    RESOURCES

    C

  • HANDOUT: LITERATE NATION PUBLCATI0NS

    URL for Literate Nation Publications is on p. 5 of handout

    C Cowen/Cushen White

  • April 2012

    June 2012

    Dyslexia Goes to Congress May 2012 Jan. 2014 July. 2014

    HEADLINES

    Cowen/Cushen White

    April-May 201 Sept. 2015

    Sept. 2015

    C

  • HEADLINES

    Chair, Lamar Smith Hon. Bill Cassidy Hon. Julia Brownley

    Sept. 2014

    Cowen/Cushen White

    2014 HEARING

    C

    Commiaee on Science, Space, Technology

  • HEADLINES

    Bill Cassidy

    Commiaee on Science, Space, Technology

    CHAIR Lamar Smith

    BiparJsan Congressional Dyslexia Caucus

    CO-CHAIRS Lamar Smith Julia Brownley

    BACKGROUND

    Cowen/Cushen White C

  • HEADLINES 2015 HEARING Commiaee on Science, Space, Technology

    CHAIR Lamar Smith

    Ms. Barbara Wilson Dr. Paula Tallal Dr. Rachel Robillard

    Dyslexia and the Need to READ Act: H.R. 3033, Research Excellence and Advancements for Dyslexia

    WITNESSES

    Sept. 30, 2015

    Cowen/Cushen White C

  • HEADLINES

    READ Act clears committee with bipartisan support

    OCTOBER 8, 2015

    Commiaee on Science, Space, Technology

    WOULD FUND R&D

    Early identification Professional development for teachers & administrators Curricula development & evidence- based educational tools

    Cowen/Cushen White

    Oct. 2015

    C

  • SHOW OF HANDS Did any of you attend or watch on video?

    Cowen/Cushen White C

  • HEADLINES

    House Committee Convenes Hearing on Dyslexia

    Secretary of Education Issues Statement on LD, Dyslexia, ADHD

    House Committee Approves READ Act

    Senate Passes Bipartisan Resolution on Dyslexia

    Cowen/Cushen White

    Oct. 2015

    C

  • HEADLINES Duncan Issues Statement on LD, Dyslexia & ADHD

    These students often experience challenges in school related to reading, writing, mathematics, and focus, but these students also have great strengths and enormous potential

    OCTOBER 5, 2015

    Cowen/Cushen White C

  • Senate Passes BiparJsan ResoluJon on Dyslexia

    HEADLINES

    Designating October 2015 National Dyslexia Awareness Month

    OCTOBER 9, 2015

    Cowen/Cushen White C

  • HEADLINES

    Cowen/Cushen White

    JULY 14-15 Dyslexia Hill Day promoted reform

    DC Summer 2015 EvenKul for dyslexia

    JULY 16 Senate passed Every Child Achieves Act (ESEA Reauthorization) JULY 31 Dyslexia Caucus letter to DOE

    Sept. 2015

    C

  • Cowen/Cushen White

    HEADLINES April-May 2015

    Cassidy Amendments on dyslexia defeated Introduced 2 amendments to NCLB/ESEA reauthorization bill (Every Child Achieves)

    Related to training to recognize dyslexia & other LDs and to ensuring resources for academic success

    Reasons Cited for Defeat Unfair to single out one disability group

    C

  • Sea Change?

    Idiom for broad transformation

    (From a phrase in Shakespeares The Tempest)

    Cowen/Cushen White C

  • Sea Change?

    Cowen/Cushen White C

  • SHOW OF HANDS Members of Decoding Dyslexia?

    Cowen/Cushen White C

  • Sea Change? BOSTON

    Cowen/Cushen White C

  • LegislaJon can be an important lever for change

    CHANGE

    CAUTION

    C Cowen/Cushen White

  • But Legislation

    is only part of the equation

    EFFECTIVE INTERVENTIONS

    EFFECTIVE IMPEMENTATION

    METHODS

    ENABLING CONTEXTS

    INTENDED OUTCOMES

    IMPLEMENTATION SCIENCE

    Various components, accountabilities, and shifts are needed to create a system that will support and sustain effective programs and practices

    C Cowen/Cushen White

  • IMPLEMENTATION SCIENCE SystemaJc study of variables and condiJons that lead to full and effecJve use of

    evidence-based pracJces and other effecJve innovaJons in

    human-service sesngs

    HEADLINE

    C Cowen/Cushen White

  • But Legislation

    is only part of the equation

    EFFECTIVE INTERVENTIONS

    EFFECTIVE IMPEMENTATION

    METHODS

    ENABLING CONTEXTS

    INTENDED OUTCOMES

    IMPLEMENTATION SCIENCE

    Various components, accountabilities, and shifts are needed to create a system that will support and sustain effective programs and practices

    C Cowen/Cushen White

  • There is a science to effecJve reading instrucJon AND there is a science

    to effective implementation

    HEADLINE

    C Cowen/Cushen White

  • There is a science to implemenJng change Jan. 2015

    literatenaJon.org/ libraries/libraries-research/

    Spring 2015

    Cowen/Cushen White

    RESOURCES

    C

  • URLs for Examiner are on p. 1 & for Literate Nation are on p. 5

    HANDOUT

    Cowen/Cushen White C

  • To learn more about implementation science

    Friday, 2:00-3:00

    DEEPER EXPLORATION

    C Cowen/Cushen White

  • To learn more about legislation issues, get tapes for

    Thursday, 3:00-4:00

    Friday, 10:30-11:30

    DEEPER EXPLORATION

    C Cowen/Cushen White

  • Dyslexia & Literacy LegislaJon Levers for change

    Cowen/Cushen White C

  • TAKE-AWAYS

    Cowen/Cushen White

    To steer clear of avoidable pitfalls and to help enact effective legislation, parent activists need good info., resources, and support e.g., model legislation

    A strong dyslexia-literacy legislative movement is underwaydriven to a large degree by parents mobilizing at grassroots levels

    C

  • TAKE-AWAYS

    Cowen/Cushen White

    Legislation and top- down mandates often are necessary, but not sufficient

    C

    Implementation science is a key ingredient for generating effective and sustainable change

  • Cowen/Cushen White

    Will dyslexia-literacy legislaJon make a difference?

    C

  • It can be a powerful lever, IF it includes core elements of effecJve legislaJon (e.g., Literate NaJons model legislaJon, IDA definiJon), is grounded in the science of reading and effecJve instrucJon (e.g., IDAs KPS), & is combined with implementaJon science pracJces

    Cowen/Cushen White

    Will dyslexia-literacy legislaJon make a difference?

    C

  • Cowen/Cushen White C

    10 11 12

    !

  • 3 PARTS

    Aims & Challenge

    Wrap Up

    Examiner Lens (5 Hot topics) w/ ac6vity at end of 1st Hot Topic

    Cowen/Cushen White

    Lens Preview

    Call to AcJon

    Q&A

    Ground Rules & Handout

    Author Tips

    C

    Parent & Educator Lenses w/ ac6vity

    BEGINNING 15 minutes

    MIDDLE 95 minutes

    END 15 minutes

  • Weve covered all these topics

    C Cowen/Cushen White

  • 1. Does dyslexia have upsides? 2. Should DSM-5 have included dyslexia? 3. Is the dyslexia construct valid? 4. Are teachers prepared to teach students with dyslexia? 5. Will dyslexia legislaJon make a difference?

    We pondered these 5 quesJons

    Cowen/Cushen White N

  • 1. Does dyslexia have upsides?

    2. Should DSM-5 have included dyslexia as a diagnosJc category?

    Cowen/Cushen White

    It oPen depends on environmental demands.

    DSM-5 addresses dyslexia more comprehensively than DSM-IV and more effec6vely than feared.

    RECAP: SHORT ANSWERS

    N

  • 3. Is the dyslexia construct valid?

    4. Are teachers prepared to teach students with dyslexia?

    Cowen/Cushen White

    Yes, but it probably is a work in progress that will con6nue to evolve.

    Not yet.

    RECAP: SHORT ANSWERS

    N

  • 5. Will dyslexia legislaJon make a difference?

    Cowen/Cushen White

    Legisla6on can be a powerful lever, but it can disappoint if it does not incorporate key elements of model legisla6on, is not grounded in evidence -based reading instruc6on, and is not paired with implementa6on science

    RECAP: SHORT ANSWERS

    N

  • HANDOUT: SHORT ANSWERS

    Short answers are on p. 5 of handout

    N Cowen/Cushen White

  • URLs on p. 1 Slides for this presentation To get the Examiner To get to archives & Examiner back issues mentioned

    EXAMINER ARCHIVES

    N Cowen/Cushen White

  • Drawing from our experiences as Editors Professionals in the field for decades

    Cowen/Cushen White N

    Not necessarily views of IDA

    DISCLAIMER!

  • Dyslexias Upside

    DSM5 & Dyslexia

    Dyslexia Debate

    Teacher Prep & Dyslexia

    Dyslexia Legislation

    DYSLEXIA LITERACY LANDSCAPE

    Cowen/Cushen White C

  • DYSLEXIA LITERACY LANDSCAPE

    Cowen/Cushen White C

  • DSM5 & Dyslexia

    Dyslexias Upside

    Dyslexia Debate

    Teacher Prep

    Dyslexia Legislation

    Dynamic, converging, colliding

    Cowen/Cushen White C

  • ESEA

    Reauthorization

    Elections

    Economy

    Pendulum Swings in Education

    Education Reform

    Testing Backlash

    Federal

    Role in

    Education

    Federal Role in Teacher Education

    Charter Schools

    IDEA Funding

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  • You!

    Theres another dynamic force at

    work ...

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  • Examiner ReporJng

    Parent Stages

    Educator Stages

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    Why these additional lenses

    C

  • Explore complex topics shaping the dyslexia-literacy landscape Get perspectives on this dynamic terrain Inspire you to follow paths to deeper exploration

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    Why we targeted these aims

  • We hope you

    feeling less like this

    Lost !!

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  • Empowered to play a role and make a

    difference as parents and educators

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    more like this

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  • Less like this

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  • More like this

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  • Why we got meta

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  • Where you are on your path? Where do you want to be?

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    What is your next step?

  • THINK ABOUT: What do I need to do to get from here to there?

    HERE THERE

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  • The more we understand the dynamic forces at work on the dyslexia/literacy landscape AND where we are on our paths as educators and parents

    the better prepared we are to help shape that landscape on behalf of children with dyslexia and those at-risk for reading difficulties

    PREMISE C Cowen/Cushen White

  • 3 CALLS TO ACTION

    1. Share your familys story 2. Sign Understood.orgs petition 3. Participate in Dyslexic Advantages Survey

    See HANDOUT to learn how to

    take these acJons

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  • Why is all this so

    important? Cowen/Cushen White C

  • These are more than staJsJcs!

    NAEP: 35% 4th graders reading below basic

    IDA: Dyslexia affects 10 -20%

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  • They are kids

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  • Economic/cost to society argument

    Civil rights argument

    Unrealized potential/ talent lost to society argument

    GOOD ARGUMENTS

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  • Humane argument

    Read out loud together

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  • Kids in 3rd grade already were emotionally

    devastated. Id ask them to read out loud and saw fear in their eyes. By nine years of age, theyd already failed. How do we stop this before it starts?

    G. Reid Lyon 2013 PBIDA Conference

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  • How do we

    STOP this before it starts?

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  • We each have a role to play. We each can make a difference.

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  • These are ALL our kids

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  • They are our future

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  • LEGISLATION

    DYSLEXIAS UPSIDE

    TEACHER PREPARATION

    DYSLEXIA

    DEBATE

    DSM5 &

    DYSLEXIA

    WHIRLWIND TOUR!

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  • WHIRLWIND TOUR

    10:30-12:30

    Hot Topics: Dyslexia & Literacy

    10 11 12 Examine

    r

    Parent

    Educato

    r

    3 LENSES

    1. Dyslexias Upside

    2. DSM5 & Dyslexia

    3. The Dyslexia Debate

    4. Teacher Preparation

    5. Legislation

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    2

    Activities

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  • N

    Tips for Aspiring Examiner Authors IDA EXAMINER

    HANDOUT available up front after session

    Feature Writers Contributing & Copy Editors Legislation/Policy Reporter Editor to help people with dyslexia tell their stories

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    Interested in WriJng for the Examiner?

  • THANK YOU!

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  • QUESTIONS?

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  • IDA Oct 30!!

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  • Dyslexias Upside DSM5 & Dyslexia Dyslexia Debate

    Teacher Prep & Dyslexia Dyslexia Legislation And more!

    FOR FURTHER READING ON

    Find me on Twitter: @cdcowen

    Follow links to Examiner interdys.org # Publications Drop-Down Menu # The Examiner # Examiner Webpage: Click here to read articles from past issues

    CREDIT/DISCLAIMER: Images licensed from istock.com (unless otherwise stated). Images used for illustrative purposes only; any

    person depicted is a model (unless otherwise stated).

    Cowen/Cushen White

    Also see: scoop.it/t/dyslexia-diablogue-ida-examiner slideshare.net/carolyndcowen

  • Advancing dialogue and forward thinking where dyslexia and

    new media intersect.

    COMMUNICATION BY DESIGN Power Mission with the Message [email protected] Twitter: @cdcowen

    Getting the right help can change the picture!

    Finish ppt

    today!

    Cowen/Cushen White