Letter from Director of Special Services

Please contact Dr. Jenine Kastner Jkastner@cpsnj.org if you are interested in being a parent representative for CPS SEPAG.

 

SEPAG is a parent advisory council that collaborates and brainstorms in the best interest of our students with special needs. 

 

School officials meet regularly with SEPAG representatives to discuss issues and work together to find solutions.

 

 

 

 

 

 

 

Memo to All CPS Staff: Dyslexia Awareness Month

Date: October 1, 2024
Subject: Raising Awareness for Dyslexia

Dear CPS Staff,

As we enter October, it's important to recognize that this month is Dyslexia Awareness Month, a time to enhance our understanding and support for students with dyslexia. Dyslexia is a common learning difference that affects the way individuals process language, often leading to difficulties with reading, writing, and spelling. It is not related to intelligence or effort, and with the right interventions, students with dyslexia can thrive academically.

Here are some key points to remember about dyslexia:

Understanding Dyslexia

• Definition: Dyslexia is a neurological condition that primarily impacts reading skills, but it may also affect writing, spelling, and word recognition.
• Signs of Dyslexia: Difficulty with phonological awareness, slow or inaccurate reading, trouble with spelling and writing, challenges with word retrieval, and low reading fluency.
• Strengths of Students with Dyslexia: Many individuals with dyslexia are highly creative, skilled problem solvers, and strong in areas such as critical thinking, spatial reasoning, and oral expression.

Supporting Students with Dyslexia

1. Early Identification: Early screening and intervention are critical to helping students with dyslexia succeed. Be observant of students who struggle with reading fluency, decoding, and comprehension.

2. Instructional Approaches:

   • Multisensory Learning: Use strategies that engage sight, sound, touch, and movement (e.g., tracing letters while saying sounds).
   • Explicit Phonics Instruction: Focus on structured literacy programs that break down language into manageable components.
   • Small Group or One-on-One Support: Provide targeted, individualized instruction to reinforce skills.

3. Accommodations and Supports:

   • Extra Time: Provide extended time on tests and assignments to allow students to process information at their own pace.
   • Audiobooks and Technology: Offer access to audiobooks, speech-to-text tools, and reading software to support learning.
   • Alternative Assessments: Consider oral responses, projects, or presentations as alternatives to traditional written assessments.

Creating an Inclusive Classroom

• Raise Awareness: Help all students understand that learning differences like dyslexia are normal, and create a supportive environment where everyone feels valued.
• Encourage Self-Advocacy: Empower students with dyslexia to understand their strengths and challenges and encourage them to advocate for their learning needs.
• Collaborate: Work closely with special education teachers, learning specialists, and parents to develop personalized learning plans (IEPs or 504 plans) and monitor student progress.
• Great Middle Schools Novel: A Fish in a Tree

Resources for Teachers

• International Dyslexia Association (IDA): IDA Resources
• Learning Ally: A great source for audiobooks and reading support. Learning Ally
• Dyslexia Toolkit: A resource for teachers and parents to access tools for classroom strategies. Download Here
• Bookshare: CPS has a subscription to Bookshare which has thousands of different book formats 

World Dyslexia Awareness Day is on October 4th

 

HISTORY OF DYSLEXIA AWARENESS MONTH (Some trivia)

In 1877, German neurologist Adolf Kussmaul was the first to identify a phenomenon called ‘word blindness.’ 

10 years later, a German physician coined the term ‘dyslexia’ to describe difficulties in reading. Over the years, countless studies have researched dyslexia, concluding it isn’t a disability at all, but those with it think differently. 

In 2002, M.R.I.s done by professionals at Yale University found that the brains of people with dyslexia worked differently as compared to ordinary people. 

In 2005, a gene related to dyslexia was discovered by the team working at Yale.

In the 1920's Samual Orton (neuropsychiatrist) and Anna Gillingham (A TEACHER) together utilized scientific data to create instructional approaches to remediate reading disabilities. 

The OG approach is based on the theory that people with Dyslexia experience mixed cerebral dominance. 

Call to Action

This month, let's commit to raising awareness and enhancing our understanding of dyslexia to ensure that every student receives the support they need. Consider attending professional development sessions, participating in classroom activities focused on reading differences, and discussing dyslexia with your colleagues. It is also a good month to complete your 2 hour mandatory Dyslexia Training! 

Thank you for your continued dedication to creating a supportive, inclusive learning environment for all students.

Best regards,

Dr. Jenine Kastner