Results

Advocated Students

Only one school district refused to provide services to teach a child how to read

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Trained Teachers

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Psychologists Trained to Identify Dyslexia

School Psychologist Professional Development

18 School Psychologists Trained to Identify Reading Issues & Dyslexia!! (June, 2018)

Thank you to everyone who sponsored the Peconic Teacher Center in Southampton to hold this important training event. Eighteen school psychologists were trained in methods and techniques to evaluate for dyslexia in students as young as six years old. The psychologists were trained in a range of discipline which included the Feifer Assessment of Reading (FAR). Feifer addresses four specific subtypes of dyslexia (which is helpful when researching which remediation approach or program would best meet the students challenges).
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This is the description of the training:
While the term “dyslexia” can be intimidating, school-based professionals are in the ideal position to identify struggling readers. This presentation will review the definition of dyslexia, describe identifiable subtypes of dyslexia, and link those subtypes to evidence-based interventions. This training will emphasize evidence-based assessment strategies and review newevaluation tools to further refine “diagnosis”. Case studies will be presented to help audience members recognize patterns of cognitive and academic results in struggling readers.

Orton-Gillingham Classroom Educator Training

26 Teachers Trained in Classroom Orton-Gillingham (August 2017)

With thanks to the Peconic Teacher Center in Southampton for holding this very important professional development training.  

This 5 day course meets the requirements for Orton-Gillingham Classroom Educator designation with the Academy of Orton-Gillingham Practitioners and Educators (AOGPE). It is the first step in preparing teachers to use the OG Approach in the classroom setting and allows teachers to use direct instruction to bring a multi-sensory, structured, and linguistic phonics-based approach into the mainstream classroom. The curriculum will include: dyslexia and reading disorders; the rationale of the OG Approach; handwriting; phonological awareness, phonics, syllable division patterns, and spelling; elements of multisensory instruction, diagnostic-prescriptive teaching, and lesson planning; and AOGPE membership structure and requirements.
Structured Literacy employs a highly structured sound-by-sound approach for teaching word decoding and spelling that incorporates traditional phonics and Visual-Auditory- Kinesthetic-Tactile (VAKT) methodology, and is particularly effective for struggling students and students who have been identified with dyslexia or a specific learning disability. Participants acquire a procedure for teaching letters and sounds, utilizing the phonics generalizations to decode regular and irregular spelling patterns.

Orton-Gillingham Associate Level

2 Special education Teachers Trained to Academy of Orton Gillingham Associate Level

The Associate A member is qualified to provide 1:1 Orton-Gillingham instruction under the mentorship of an Academy Fellow. The Associate B member is qualified to provide 1:1 and small group instruction under the mentorship of an Academy Fellow (Tier 3).

News & Media

News articles:
"Dyslexia kids make Their Case in Albany" (East Hampton Star, 2016) 
"New York State Recognizes Dyslexia on School IEP's" (Sag Harbor Express, 2017)
"A Conversation with Helen and Harry Roussel" (Sag Harbor express, 2017)

Radio / Podcast: The Dyslexia Quest

How to Advocate for Dyslexia Services – with Rosa Berland & Helen Roussel

Elisheva Schwartz - Dyslexia Consultancy

In this episode, we talk with Rosa Berland and Helen Roussel about their journeys with their children and lessons learned on how to advocate fiercely and effectively for dyslexia services. They generously offer to help others, so stay tuned to the end to get their information.
They are passionate about the creative and transformative power of the dyslexic and differently wired mind. They are committed to creating equity in education for dyslexic children.

Education Law and Policy, New York State and National Level

The current definition of dyslexia in Education Law is incorrect, misleading and counterproductive (it is listed under head-injury!).  
Define dyslexia Bill # A07639.          

CALL Fred Thiele: 6315372583  OR EMAIL Your Support: ThieleF@nyassembly.gov
Thank you Senator Marcellino for introducing the bill to define dyslexia # S05867 to the Senate.

• Dyslexia Awareness Day Albany 2017
•  Dyslexia Awareness Day Albany 2016

• Hill Day Washington DC 2015​​​

 Advocacy Parent Reviews