Blog: Dyslexia Information and News

Public schools often face challenges in providing Orton-Gillingham (OG) instruction, despite its proven effectiveness for children with dyslexia. These challenges are rooted in factors such as lack of training, funding constraints, systemic barriers, and varying interpretations of educational mandates. Here’s an in-depth explanation:

 

1. Lack of Teacher Training

• Limited Knowledge of Dyslexia:
  • Many general education teachers and even special education staff are not adequately trained in recognizing or addressing dyslexia. Teacher preparation programs often do not emphasize evidence-based reading methods like Orton-Gillingham.
• Specialized Training Requirements:
  • Orton-Gillingham instruction requires extensive, specialized training. Schools may not have the resources to train teachers in OG methods or hire qualified specialists.

 

2. Resource Constraints

• Funding Issues:
  • Implementing OG or similar programs requires significant investment in materials, training, and staffing. Public schools often operate under tight budgets and prioritize more generalized interventions.
• Staffing Shortages:
  • Schools may lack the staff needed to provide intensive, one-on-one or small-group instruction that OG requires.
• Time and Scheduling:
  • The intensive nature of OG instruction can make it challenging to fit into a school day, especially when schools have large class sizes or competing priorities.

 

3. Focus on Generalized Interventions

• “One Size Fits All” Programs:
  • Many schools adopt programs designed for broad use across diverse student populations, which may not specifically target the needs of dyslexic learners.
• Response to Intervention (RTI):
  • Schools often rely on RTI frameworks, which may include tiered supports but not necessarily evidence-based dyslexia interventions like OG.
• Preference for Balanced Literacy:
  • Some schools continue to use whole language or balanced literacy approaches, which are not effective for dyslexic students.

 

4. Misinterpretation of Dyslexia Needs

• Failure to Diagnose Dyslexia:
  • Some schools do not formally diagnose dyslexia, instead labeling reading difficulties as “specific learning disabilities” (SLDs) or providing generic reading support.
• Misunderstanding Federal Requirements:
  • Schools are legally required under IDEA (Individuals with Disabilities Education Act) to provide appropriate education for students with SLDs, but “appropriate” is often interpreted loosely. Many schools offer interventions that meet minimum compliance rather than evidence-based best practices.

 

5. Variability in State and District Policies

• Inconsistent Dyslexia Policies:
  • While some states have dyslexia-specific legislation mandating screening and intervention, others lack clear policies or enforcement mechanisms.
• Lack of Accountability:
  • Schools may not face consequences for failing to implement evidence-based dyslexia interventions, allowing less effective programs to persist.

 

6. Resistance to Change

• Institutional Inertia:
  • Schools may resist adopting OG or similar programs due to entrenched practices and reluctance to overhaul existing curricula.
• Debate Over Methods:
  • Despite overwhelming evidence supporting structured literacy approaches, some educators continue to advocate for less effective methods like balanced literacy.

 

7. Perception of OG as Too Specialized

• “Medical Model” Perception:
  • Some educators view OG as overly clinical or specialized, believing it is better suited for private tutoring or specialized settings rather than public schools.
• Focus on Individualized Education Plans (IEPs):
  • OG is often seen as a tool for one-on-one instruction, which can conflict with the group-oriented approaches schools commonly use for intervention.

 

Advocacy and Solutions

Despite these challenges, parents and advocates can push for change to ensure students with dyslexia receive appropriate support:

1. 1. Advocate for Policy Change:
      • Push for state legislation that mandates early dyslexia screening, teacher training, and structured literacy programs like OG in public schools.
   2. Request Specific Accommodations:
      • Parents can work through the IEP or 504 plan process to request OG-based instruction or other evidence-based interventions.
   3. Increase Awareness and Training:
      • Advocate for professional development programs to train teachers in structured literacy methods.

• Collaborate with Dyslexia Organizations:

1. • Partner with groups like the International Dyslexia Association (IDA) to support systemic change and provide resources to schools.

1. Encourage Federal and State Funding:

1. • Advocate for increased funding to support dyslexia initiatives and evidence-based reading instruction.

 

A Path Forward

Public schools have the potential to implement Orton-Gillingham or other structured literacy programs by addressing systemic barriers and prioritizing evidence-based practices. While progress has been slow in many districts, growing awareness of dyslexia and its specific needs is driving change in some areas, offering hope for broader adoption of effective methods in the future.