There you are entering the final years of the special education system in public schools where most of the time your child with specific learning disabilities, specifically dyslexia, is misunderstood. You can see the light at the end of the tunnel, you’re so close to the finish line you can almost reach out and touch it, but then you get an email from the friend of a friend of a friend of someone you know. An email asking for help because their child is having a difficult time in school with reading, writing and spelling, but they can’t seem to get the services or understanding they need in school or their child is about to be retained and they can’t understand the logic behind it. “Just when I thought I was out, they pull me back in,” you know the line, cue the music. Ok, so that may be a bit dramatic, but just when you think this chapter in your family’s journey is coming to a close, you click on that email. My mind thinks, NO! We’re almost out, but my heart and mouth won’t let those words pass through my lips or in the case of an email, my fingers. So, I say, “Yes! My husband and I have been weaving in and out of the school system with our dyslexic son for about 10 years. We’d be happy to meet, chat and help if we can.” Why, because we’ve been there.
I’m not complaining about the parents we’ve met, chatted and sometimes even sat in an IEP Meeting with, we’re glad we could help. I just always wonder when knowledge of the research is going to have time to circulate to all educational institutions and action will be taken for the at least 15% of the student population and they will finally be understood. I feel the need to share once again, that in our experience, we have had schools that were very willing to work with us, schools where teachers offer up ideas on what will help make our dyslexic children successful, but then with a transition to another school, it’s like you’re launched on to another planet where they don’t seem to understand the simple concept of why allowing extra time to finish work is so important to many of our dyslexic students, they stare at you like your speaking some sort of alien language.
So, what is the point of this rambling? Just my thoughts as we enter into helping a few new families and hope that someday, a parent doesn’t have to find us through a friend, of a friend of a friend, but can find the resources and understanding they need right through the public school doors their children walk through every day.
I’m not complaining about the parents we’ve met, chatted and sometimes even sat in an IEP Meeting with, we’re glad we could help. I just always wonder when knowledge of the research is going to have time to circulate to all educational institutions and action will be taken for the at least 15% of the student population and they will finally be understood. I feel the need to share once again, that in our experience, we have had schools that were very willing to work with us, schools where teachers offer up ideas on what will help make our dyslexic children successful, but then with a transition to another school, it’s like you’re launched on to another planet where they don’t seem to understand the simple concept of why allowing extra time to finish work is so important to many of our dyslexic students, they stare at you like your speaking some sort of alien language.
So, what is the point of this rambling? Just my thoughts as we enter into helping a few new families and hope that someday, a parent doesn’t have to find us through a friend, of a friend of a friend, but can find the resources and understanding they need right through the public school doors their children walk through every day.