Special Education Services - Dyslexia Professional Development

Dyslexia Professional Development

Although the problems experienced by students with dyslexia may originate with neurobiological differences, the most effective treatment for these students and for those who struggle with related reading and language problems is skilled teaching. For that reason, it is critical that educators receive accurate and current information about evidence-based instructional strategies as well as the science of reading. Effective classroom instruction informed by reliable research using evidence-based practices can prevent or reduce the severity of reading and language problems (IDA, 2010). “Teachers must be taught to identify the characteristics of high-quality research and to distinguish between research that is trustworthy and research that is weak and ill-informed.” - (Lyon 2002, 2016).

State statute, Title 70 Section 6-194, requires all schools to provided dyslexia awareness professional development beginning in the 2020-2021 school year. The OSDE will provide online modules and PD opportunities to assist districts with meeting this requirement. The dyslexia awareness professional development will include training in identifying dyslexia indicators, and in effective classroom instruction to meet the needs of students with dyslexia; as well as identify available dyslexia resources for teachers, students, and parents.

“Both special and general educators must be prepared with evidence-based research about how children learn, why some children have difficulties, and how the most effective instructional approaches can be identified and implemented.” - (Lyon 1997, 2002). Learning to teach reading, oral language, and written expression is a complex undertaking. The competence and expertise of teachers can be cultivated with training that emphasizes the study of reading development, language structure, and individual patterns of language, learning strengths, and weaknesses. In addition, to learn to use instructional strategies effectively, teachers should have supervised practicum opportunities, especially if they are responsible for teaching students with dyslexia. https://sde.ok.gov/special-education-instruction

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Last updated on April 23, 2020