Stop the Intellectual Abuse of Children with Dyslexia! Support the Bill of Rights for Dyslexic Students.
Because dyslexic students do not get the curriculim and therapies needed to be successful in an education environment.
I just signed the following petition addressed to: state of florida.
To ensure that dyslexic students receive a free and appropriate education.
Because dyslexic students do not get the curriculim and therapies needed to be successful in an education environment.
Coalition for Education Reform for Students with Dyslexia here after referred to as (The Coalition). The Coalition is a subsidiary of the Einstein Montessori Academy for the purpose of improving the educational needs of children with dyslexia. Einstein Montessori Academy is a nonprofit school specifically designed to educate dyslexic children in the non-stressful environment. Zach Osbrach started the first public charter school in the country for children with dyslexia and is currently the director of the Einstein Montessori Academy. The lessons that have been learned in the last 12 years of managing schools for dyslexic children are implemented in this Bill of Rights. Zach is a dyslexic person who has experienced the difficulties that children with dyslexia face every day in the traditional educational systems. As a result of his own educational experiences, he founded the Einstein Montessori School, Einstein Montessori Academy and he is working on the Einstein Montessori School Orlando East which are schools specifically designed to educate intelligent creative children with reading, spelling and expressive writing disorders. For the last 12 years, he has been the director of these schools. I would like to invite you in joining The coalition and the purpose is to Reform Education for Students with Dyslexia and to legislate a Bill of Rights for students with dyslexia. The mission of the coalition is to champion the rights of the dyslexic students in order for them to have a free and appropriate education similar to the non-handicap population. I am dedicated to establishing rights for children that have experienced language and literacy difficulties, especially those identified as dyslexic. The challenge that we will face is how to effectively communicate to the legislators, the need for an alternate educational system for a specific population (dyslexic children). The intent of this legislation is to create an appropriate education as provided by Florida law. The Bill of Rights will focus on meeting the educational and emotional needs of these students and will be heavily weighted towards creating an atmosphere with a potential to better educate students with language and literacy disabilities. If school districts are not effective in educating dyslexic students, they would forfeit the money they received for those students. This would create competition, which would ultimately produce better instructional models for the dyslexic student. Districts would be more inclined to ensure these children received the most effective education, because they would realize if they forfeited their funding to other instructional models those alternate models would use the funding to create instructional models that would meet the needs of the dyslexic student.
In the traditional educational models dyslexic students are the most at-risk for reading and writing failure in America’s schools. The National Institute of Child Health and Human Development (NICHD) “consider reading failure to reflect not only an educational problem, but a significant public health problem.” The reason that (NICHD) takes such a strong stance on this subject is simply because the repercussions of the condition are devastating to those afflicted. Over the past twelve years the Einstein School and the Einstein Montessori Academy have developed an educational model using the most effective research based curriculum for reading, writing and spelling, for dyslexic students. The Einstein School was recognized by the Center for Education Reform as having one of the top nine literacy programs in the United States. In 2002, they published Einstein School’s reading curriculum in their book “Take Me on a Reading Adventure”. The Einstein schools have achieved the highest reading gains in the state of Florida. They have renewed the self esteem of many students that lost their Self esteem in the traditional school model. Proven that with the right education model, dyslexic students can overcome their reading, spelling and writing disabilities. They then have the potential for a normal education and future, but only if this bill on rights becomes a reality.
Unfortunately, most public and private schools do not recognize dyslexia as an educational disability. As a result, teachers do not have the training or supplies needed to mitigate the processing problems that cause the literacy issues. Due to this lack of knowledge and training, teachers often accuse students as young as four, of not paying attention, listening, or keeping up with their peers. Despite average or often above average intelligence, many of these children are torn down after years of enduring frustration, anxiety, embarrassment and the feeling of not being accepted. This loss of self worth and sense of personal failure is ultimately at the core of why 85% of the juveniles arrested, have reading disabilities. The cost to the happiness and future success of these children and society is directly related to the lack of effective education for these children. It is time for change.
Join with me to stop the educational discrimination of these children to have a free and appropriate education as provided by Florida law. By signing this petition you have acknowledged and agreed that the educational model for dyslexic children has to change to a free and appropriate education program for the dyslexic student. It would stop schools from retaining students because they could not pass the FCAT when that exam specifically tests the area of their disability. These children are entitled to a normal childhood where learning is enjoyable and their self-confidence remains intact. Please become part of this movement by signing this petition to change the educational model for dyslexic children.
Educational Bill of Rights for Dyslexic Students
a) Dyslexia" shall be defined as a language processing disorder despite adequate intelligence, educational exposure, motivation, and cultural opportunity, that is neurological in origin and that is characterized by unexpected difficulties with accurate or fluent reading, decoding abilities, word recognition, poor spelling and written language, which would not be consistent with the person's intelligence, motivation, and sensory capabilities. Such difficulties typically result from a deficit in the phonological component of language.
b) The superintendent of public schools shall conduct universal screening for students in prekindergarten through third grade, every year that the student attends a public school within the grades mentioned above. They will be tested within the first 30 days of each school year. This screening shall include, but not be limited to phonemic awareness, phonemic memory and visual processing within the first year and every year after that until the student reaches the third grade. The parent of the dyslexic student will be offered a public McKay Grant or private McKay Grant. The district will provide the student’s share of the funding that the students would have received at their home school to the school that the parents feel can best help their child. The school change will be funded if the parent chooses an alternate school whether public or private. The funding methodology will be using the ESE Guaranteed Allocation (direct funding methodology) Base on 251, 252 or 253, 254 and 255. Plus the individual students share of revenues that are earmarked to be used for the student’s public home school. Such funds should be but not limited to, weighted WFTE, unweighted UFTE, Safe Schools Funds, Discretionary Local Effort and the IDEA grant.
c) The superintendent of public schools shall develop a dyslexia handbook to be used as a reference for teachers and parents of students with dyslexia. Each district shall provide to the parents of students, a dyslexia handbook to be used as a reference for students who scored a deviation and a half below the means of the test listed above. This handbook have information about the language processing disability, recommended research based treatments, and shall include guidelines for school districts to follow as they identify and provide services for students with dyslexia, Additionally, the handbook shall provide school districts, parents and guardians with information regarding the state's relevant statutes and their relation to Federal Special Education Laws. The handbook shall be posted on the web site of the office of the superintendent of public instruction.
d) No student shall be held back (retained) because of a disability that affects the student’s ability to read on grade appropriate level. Any student that has a medical doctor’s assessment or an assessment from a masters level or doctorate level speech pathologist that states that a disability is affecting the student’s ability to read, spell or write effectively, and is affecting the students ability to pass the FCAT Reading assessment shall not be retained based on the results of the and F-CAT testing. If that student has been maintaining a 70 or above grade point average.
e) All students in the public school system with a language disability, central auditory processing disorder or dyslexia shall have accommodations that communicate the text to them in the most efficient format. Those accommodations shall be, but not limited to, screen readers, voice synthesizers and smart boards.
f) The correct label should always be used when referring to students with disabilities; terms such as learning disabilities are discriminatory and should never be used when referring to a student. Such labels as but not limited to articulation disability, receptive language disability, expressive oral language disability, expressive written disability, language processing disability, central auditory processing disability or dyslexia. No student shall ever be told that they learned slowly, are retarded, are stupid, or not listening or trying, or that they have a learning disability. Instead of prejudice or using demeaning terms, faculty and administration shall use supportive language and always tell the truth.
g) No administrator, teacher or any other public school employee shall use language that is condescending, humiliating or demeaning to students with a language disability including dyslexia. All administrators, teachers and other school employees should use supportive language, replacing poor self images caused by abusive language with caring words. School employees shall model traits such as kindness, determination, integrity, loyalty, perseverance, empathy and respect.
h) No administrator, teacher or any other school employee shall ignore students when they complain about being bullied, made fun of or threatened. Any administrator that ignores these concerns shall be subject to administrator finds.
i) All students that have been diagnosed with a language disability including dyslexia shall have their test read to them when they are being tested in core subject areas such as but not limited to math, social studies, and science and computer classes.
j) Student with language disabilities such as but not limited to, articulation disability, receptive language disability, expressive oral language disability, expressive written language disability, language processing disability, central auditory processing disability or dyslexia shall be tested with nonverbal tests when testing for cognitive abilities. Such testing shall include non-verbal cognitive test. Using multiple forms of assessments, will allow students to demonstrate their strengths as well as their weaknesses.
For additional information on the existing model please call Zach Osbrach 32163198764 or visit ems-cocoa.com.
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