Much Of Your Role As An Educator: General Education

Much Of Your Role As An Educator Both As A General Education Or Speci

Much of your role as an educator, both as a general education or special education teacher, will be explaining a student's learning challenges to parents who may or may not be in education and understand the jargon. As a result, you will need to explain the disability and challenges in the classroom in a way anyone can understand. Choose one of the following: Mathematics Disability, Reading Disability, Visual Processing, or Auditory Processing. Research the topic and post a summary of your findings in a parent-friendly description of the disability and how you would support the student in your classroom.

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The role of educators extends beyond delivering curriculum; it includes effectively communicating students' learning challenges to parents in an understandable and compassionate manner. When addressing learning disabilities such as reading disabilities (dyslexia), educators must translate complex terminology into language that parents, regardless of their educational background, can grasp. This understanding fosters collaboration and ensures that student support is cohesive and effective.

Understanding Reading Disabilities (Dyslexia)

Reading disability, commonly referred to as dyslexia, is a neurological condition that affects an individual's ability to accurately and fluently read words, often despite adequate intelligence and educational opportunities (Lyon, Shaywitz, & Shaywitz, 2003). Dyslexia is characterized by difficulties with phonological processing, decoding, and spelling, which can hinder academic achievement in reading, writing, and comprehension. Importantly, dyslexia is not related to intelligence; many students with dyslexia are highly capable but require specific strategies tailored to their needs.

In simple terms, dyslexia makes reading hard because the brain struggles to connect sounds with the written symbols. For example, a student with dyslexia might see the word "cat" and jumble the letters, read it as "tac," or have difficulty sounding out words they've never encountered before. This can lead to frustration and decreased confidence in reading tasks, affecting overall academic performance.

As teachers, understanding dyslexia allows us to support affected students effectively. Some common classroom strategies include:

  • Providing explicit phonics instruction to strengthen decoding skills.
  • Using multisensory teaching methods that engage visual, auditory, and kinesthetic learning styles.
  • Offering audiobooks and text-to-speech technology to support reading fluency.
  • Allowing alternative forms of assessment to demonstrate understanding beyond written tests.
  • Providing additional time for assignments and tests to accommodate processing difficulties.

Supporting Students with Dyslexia in the Classroom

Supporting students with dyslexia requires patience, adaptability, and collaboration with parents and specialists. An individualized approach involves early identification and tailored interventions. Teachers can create a supportive classroom environment by encouraging a growth mindset, celebrating progress, and reducing stigma surrounding learning differences.

Furthermore, regular communication with parents is essential. Explaining that dyslexia is a common and manageable condition helps parents understand that targeted support can make a significant difference. Sharing progress and strategies used in the classroom with parents fosters consistency and reinforces learning at home.

In conclusion, understanding and effectively communicating about reading disabilities like dyslexia are vital roles for educators. Through evidence-based interventions and empathetic communication, teachers can help students with dyslexia thrive academically and build confidence that extends into their future learning endeavors.

References

  • Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A Definition of Dyslexia. Annals of Dyslexia, 53(1), 1-14.
  • Shaywitz, S. (2003). Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level. Vintage Books.
  • Spohr, H., & Lervåg, A. (2019). The Science of Reading and Dyslexia: History, Theories, and Interventions. Journal of Learning Disabilities, 52(2), 107-118.
  • International Dyslexia Association. (2019). Dyslexia Basics. Retrieved from https://dyslexiaida.org/dyslexia-basics/
  • Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific Reading Disability (Dyslexia): What Have We Learned in the Past Four Decades? Journal of Child Psychology and Psychiatry, 45(1), 2–40.
  • Hosp, M. K., & Fuchs, L. S. (2005). Response to Intervention: A Framework for High-Quality Instruction and Intervention. School Psychology Review, 34(3), 447–452.
  • National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction.
  • Snowling, M. J., & Hulme, C. (2012). Interventions for Reading and Spelling Difficulties. The Wiley-Blackwell Handbook of Childhood Cognitive Development, 328-338.
  • Fletcher, J. M., & Lyon, G. R. (2011). Evidence-based Reading Interventions: A Guide for Educators. Guilford Publications.
  • National Reading Panel. (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. NIH Publication No. 00-4769.

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