Dyslexia is Not a Dirty Word

By Maayan Jaffe
Marketing and Communications Manager
THE ASSOCIATED

Rachel* has been struggling for the last 11 years. Now a senior at one of the area day schools, her parents say Rachel’s dyslexia affected every aspect of her childhood.

“Dyslexia is not just mixing up letters or transposing numbers. It affects word retrieval, memory and even coordination,” explains Rachel’s mother, Mrs. Meyers.* “Children with dyslexia also tend to be a bit behind socially.”

While children with dyslexia are suffering in school, struggling just to pass a test, they are often being taunted by their peers. To this day, says Mom, Rachel will not read aloud in class as she has been traumatized by the childish jeers of her elementary school friends. She faced being considered “stupid” by her peers and teachers, often being placed in lower tracks than her intelligence warranted because she learned differently and needed reading assistance.

Unfortunately, Rachel is not alone.

According to Marcy K. Kolodny, CEO of the Dyslexia Tutoring Program, 15-20 percent of the population is dyslexic or has a language-based learning disability. Kolodny, who is also a member of the SHEMESH board, says the key to helping children with dyslexia is identifying the problem early and getting them the help they need to learn compensatory skills and be successful in everyday life.

This past summer, through SHEMESH, a program of THE ASSOCIATED: Jewish Community Federation of Baltimore, a group of day school teachers were trained in the Orton-Gillingham methodology, which utilizes phonetics and emphasizes visual, auditory and kinesthetic learning styles. Instruction begins by focusing on the structure of language and gradually moves toward reading.
The program provides students with immediate feedback and a predictable sequence that integrates reading, writing, and spelling. The Orton-Gillingham method is language-based and success-oriented. The student is directly taught reading, handwriting and written expression as one logical body of knowledge. Learners move step by step from simple to more complex material in a sequential, logical manner that enables students to master important literacy skills. While this comprehensive approach to reading instruction benefits all students, it is particularly important for those with identified reading disabilities.

The day school teachers were given this privilege because of Kolodny’s connection with SHEMESH. SHEMESH supported the program and provided the venue to ensure our community schools have not only SHEMESH Learning Centers, but also in-class teachers who can identify and assist students who are struggling. It is essential, explains SHEMESH Executive Director Aviva Weisbord, that mainstream classroom teachers can work with SHEMESH special educators. This partnership is what guarantees that every child can succeed in school.

Rachel is a star example of the success students can achieve when there is a full partnership among the family, the school and SHEMESH.  The family advocated for Rachel and made sure all the necessary testing was done.  The school remained open to any accommodations Rachel needed and worked with the Learning Center to coordinate Rachel’s schedule, ensuring the least disruption possible.  SHEMESH provided the support services to help Rachel acquire the skills she needed to succeed and monitored her schoolwork overall.   Free tutoring from the Dyslexia Tutoring program and summers at Camps Jemicy and Odyssey played a major role in complementing the services at school.   In the process, Rachel’s confidence grew and now her future looks bright:  She wants to further her education and become a special education advocate.

While in the past Rachel was hurt by some insensitive comments about her disability, her mother points out, she now knows she can accomplish her goals.  Her SHEMESH Learning Center teachers gave her that message daily.

“She had really great Learning Center teachers throughout her school career,” says Mrs. Meyers.

Ultimately, of course, the Meyers – and Rachel – had to fight to make sure Rachel made it. They had to get testing done and educate themselves on dyslexia to better understand their daughter’s needs. They had to talk to the school, to SHEMESH and to all the other outside programs they were interested in accessing.

“Rachel has been hurt by unthinking people that have said some really unkind words about her disability, but she has kept on going because she wants to show people she is smart.”

As Kolodny says, “Even with dyslexia, there is a light at the end of the tunnel.” And SHEMESH is helping students find that light.

*Name has been changed.

This year, the SHEMESH Book Club will focus on dyslexia by reading, “Overcoming Dyslexia: A New and Complete Science-Based Program for Overcoming Reading Problems at Any Level,” by Dr. Sally Shaywitz. The Book Club will meet twice throughout the year. Those who attend both sessions qualify for a raffle to win a new Kindle. For more information, visit the new SHEMESH website, www.shemeshbaltimore.org, or email rsvp@shemeshbaltimore.org.

People with Disabilities Enjoy Life!

By Melinda Lepley
Quality Assurance Supervisor
Special Needs
Jewish Community Services

I often find, while working with individuals with disabilities, that they do want to get involved, meet new people and try new things, but they are apprehensive about it.  Although there is a deep down desire to explore the community and new opportunities, their worries about meeting new people or how others may view them because of their disabilities hinder their ability to get out there and experience life. 

What obstacles do people with disabilities face when interacting with the outside world?  Surprisingly, society’s attitudes can be bigger obstacles for people with disabilities than the disabilities themselves.  There are many things that we do day to day without any thought, but people with disabilities may see these as barriers that have to be overcome before they can move on with the rest of their day – for example, arranging for transportation or calling ahead of time to see if a building is accessible.   

Sometimes a person’s disability can become an obstacle in his own mind.  Maybe he is afraid of being injured or worries that others will make fun of him.  Imagine entering a room and hearing a small child asking her parents, “What’s wrong with that person?”   Other people may pity someone with a disability, or even put that person on a pedestal because of the disability.  Often it is the environment that is the main barrier for individuals with disabilities, and not their limitations.

The way we see ourselves will determine how others see us.  People can develop a negative self-image from negative interactions with others.  But people should be seen for who they are, not for their disabilities.  All of us have fears that we have to face and conquer.  Instead of sitting on the sidelines watching the world go by, we can find that getting involved, becoming part of a social network, and meeting interesting people reduces isolation and brings greater awareness of the world around us. 

If you have a disability, or are close to someone who does, here are some positive suggestions for building confidence.

• Find your comfort zone.  Do what feels good to you.
• Start small and give yourself an escape if you find the situation becoming difficult.
• Try something new with a friend to get used to it.
• Do something with a group, which is often more structured.  People tend to sign up for group activities to meet others.  Because a group has a leader, you may not have to feel the pressure to initiate that first contact with someone else…the leader will do it for you!
• Look around you.  Check out bulletin boards, libraries, the internet, and your local community center for upcoming events or trips.  Often, this will be the first time for others, too, so you won’t be the only one. 
• Use teachable moments to educate others about what people with disabilities CAN do.  You can be an example to others. This can open up a windfall of opportunities for new friends and experiences.   

There may be obstacles to surmount, but that shouldn’t discourage you.  Getting there can be part of the fun!  Don’t worry about what others may think because they are probably having the same worries and just want to meet new people and have a good time, like you. You may even find yourself offering this advice to anyone who is reluctant to try new things.  By getting out and getting involved, most folks find that they discover something new about themselves, gain more confidence, and remind themselves how important it is to stop along the way to smell the roses. 

To learn more, visit http://www.worksupport.com/resources/viewContent.cfm/449  or http://www.uiaccess.com/accessucd/interact.html.

 

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Jewish Community Services is an agency of THE ASSOCIATED: Jewish Community Federation of Baltimore. DONATE NOW to THE ASSOCIATED Annual Campaign.

Meet the Steins: SHEMESH

Chaim and Shaindl Stein were your typical Orthodox Pikesville parents of two. Their boys were happily enrolled in Yeshivat Rambam. They went to and enjoyed school, had many friends and a lot of fun. However, when the Stein’s youngest son, Gavi, entered first grade his life took a sudden turn.

“Gavi was diagnosed with Blepharitis,” recalls Chaim in his typical, warm-hearted manner. He smiles, but it is clear from his eyes that this was not a simple auto-immune syndrome.

Blepharitis, he explains, is linked to a dysfunction of the glands within the eyelids that secrete oils to help lubricate the eye. Symptoms include burning, flaking, crusting, tearing, irritation and redness. Gavi was in so much pain he could barely open his eyes, let alone learn.

“We were incredibly concerned,” Chaim explains. “Our son is very bright, but by the end of first grade, he had missed 50 days of school.”

Gavi enrolled in second grade like the rest of his classmates. However, by Chanukah time, he was drastically behind his peers academically. His self-esteem had deteriorated. Rabbi Shmuel Feld, then principle of former Yeshivat Rambam, informed the Steins about the SHEMESH inclusion classroom for children with learning differences where Gavi would be able to receive the support he needed , including targeted skill building in particular subjects, while still being able to join his class for davening, lunch and special programs like art and gym. SHEMESH is a program of THE ASSOCIATED: Jewish Community Federation of Baltimore.

Gavi’s services included, but were not limited to, one-on-one limudei kodesh learning and basic reading and math skills. After only two months, the SHEMESH instructors were able to tutor Gavi back to his class level; he joined the mainstream second grade for one class a day. After another month, Gavi was back in his proper class for all secular studies. In fact, he even exceeded his classmates in some areas.

“This year, for third grade, Gavi is attending Yeshivat Ohr Chadash and he is truly thriving,” Chaim says.

The academic skills were not the only achievements of the SHEMESH instructors. In the inclusion classroom, Gavi started to gain his confidence back. Says Chaim: “Gavi is once again the happy, go-lucky child that he was before his difficulties.”

Chaim is funny. He approaches his son’s illness with a sense of optimism and laughter. But when posed with what it is truly like to raise a child with a learning difference – or even a physical disability that impairs the child’s ability to learn – Chaim gets a tear in the corner of his eye. He is thinking about his smart and animated son and the year in which he suffered. The stress of raising a child with learning differences, Chaim says, is compounded for frum families; our community puts so much stress on success in school and Torah learning. Additionally, there is the added need to send one’s child to school in a proper Torah environment.

“If SHEMESH did not exist, we would have enrolled Gavi in a public school. Perhaps we would have hired a Hebrew tutor,” says Chaim. “He would have almost entirely lost out on the full-day Judaic program we always envisioned for our sons.”

It’s getting late and Chaim is ready to go home. But first, he says, he has to say, “thank you.”

“My wife and I have so much hakaras hatov to THE ASSOCIATED, SHEMESH, the wonderful SHEMESH educators, and, of course, our schools that partner with SHEMESH to make the program available,” he says. “Although Gavi does not require the services of SHEMESH this year – so far – we are extremely pleased to know they are available.”

Being ASSOCIATED is ensuring no Jewish child is left behind. DONATE NOW to THE ASSOCIATED Annual Campaign>>

Meet Larissa: Camp Milldale Inclusion Program

Larissa has three beautiful children with bright blue eyes and enthusiastic personalities. A family picture shows them playing happily together.

The oldest of her children, nine-year-old Julian, was born with autism. Finding the right fit for a boy with autism – who processes differently and acts out unexpectedly – can be a challenge. “We love Julian so much and want him to have all the experiences in which other boys his age take part,” says Larissa.

Last summer, Larissa felt strongly that she wanted to enroll Julian in a Jewish summer camp. She found out about the Camp Milldale inclusion program, which partners youth with special needs with individual counselors to help them integrate into the regular camp setting and experience the joy of Jewish summer camp alongside peers of their own age.

“Julian had a truly amazing, fun and enriching summer,” says Larissa. “The director, Dori Zvili, and the Special Needs Coordinator, Stacey Israel, did a tremendous job in hiring absolutely amazing staff and providing the right kind of programming.”

Larissa is thoughtful. She is proud of her son. She struggles. But she is also very accepting of her situation. “I don’t have a profound message about kids with special needs,” she begins, “but I do know that it is essential that programs like Milldale’s inclusion program continue to exist in Jewish Baltimore. It is imperative for autistic children to learn life skills, interact, play and develop friendships in a warm and caring environment. This will help them live independently as they grow up. Camp Milldale, a program of the Jewish Community Center and THE ASSOCIATED, is just the place.”

Being ASSOCIATED is being inclusive. DONATE NOW to THE ASSOCIATED Annual Campaign>>