dyslexia Archives - Johnson Scholarship Foundation

JSF Awards Grant for Dual Enrollment Program

November 12, 2020/in Landmark College, News

Landmark College, which enrolls neurodiverse students who learn differently (LD; including dyslexia, ADHD, autism, or executive function challenges), has been awarded a $1 million grant from the Johnson Scholarship Foundation. The five-year matching grant supports the college’s efforts to sustain and expand its online dual enrollment courses, which offer neurodivergent students uniquely engineered college courses as they prepare for the transition to higher education, and to create other college-level online programs which similarly help students during the important, often challenging high school, gap year, and year one of college periods.

“We are pleased that the Johnson Scholarship Foundation sees the value in supporting our online programs, which started in earnest nearly a decade ago, and which are particularly needed now,” said Landmark College President Dr. Peter Eden, who wrote the grant application. “These funds will allow the College to not only strengthen and grow our online programming, they also will provide scholarship support for many students heretofore underserved by traditional courses or programs, and unable to afford tuition costs.”

Landmark’s online offerings adapt the unrivaled model of comprehensive support that has made its undergraduate program on the Putney, Vermont, campus successful over the past 35 years, and integrate intentional pedagogical elements within each online course which lead to student success.

Johnson Scholarship Foundation Chief Executive Officer Robert A. Krause says the Landmark College online offerings are great examples of programs that fulfill the Foundation’s mission to serve disadvantaged people by assisting them to obtain education and employment.

“We are pleased to support this dual enrollment program at Landmark College,” Krause said. “We believe the program will serve as the foundation for a successful higher education experience for young people with learning differences, and it will lead them to greater opportunities in education and employment.”

For more information about the Landmark College Online Programs, visit www.landmark.edu/online.

Science Confirms It: Best Practice Instruction Can Rewire the Brain’s Ability to Learn

December 10, 2019/in Lynn Giovannelli, News

Recently a grandfather of a student who attended Groves Academy for six years sent a note thanking the school for its supportive classroom instruction that he felt greatly contributed to his grandson’s successful transition to a public school. He mentioned in his note that Groves’ teaching process seemed to re-wire a part of his grandson’s brain, positively impacting his ability to learn, understand and enjoy classroom instruction.

Two girls with markers working at a table

Science confirms what this grandfather observed. With evidence-based, best practice instruction the brain’s neural pathways can be re-wired to influence a person’s ability to learn. This is called brain plasticity. Research also strongly supports the positive influence of brain plasticity on those with a learning disability or attention issues. Groves Academy meets its mission of providing transformative learning experiences to children with dyslexia, ADHD or other executive functioning challenges through its consistent use of evidence-based research, including what we know of the brain’s plasticity.

We recognize that children with learning disabilities are equipped and capable of reaching their full potential both in and out of the classroom. We extend this belief beyond our school through our Learning Center which provides diagnostic services to Groves’ students and to children throughout the Twin Cities community.

Teacher and four students working at a desk

In 2016, Groves launched a new initiative to bring our proven literacy instruction to K-3 classrooms across the Twin Cities Metro area. With the success of training and coaching an increasing numbers of teachers to deliver evidence-based literacy instruction came the realization that the academic needs of children with a learning disability were not being met. This is a reality that Groves cannot walk away from, but we also know that creating a solution will take commitment and collaboration from both us and our partner schools.

As a start, we now provide our diagnostic services to the low-income children identified by our partner schools as needing additional support. We are grateful to the Johnson Scholarship Foundation for supporting this much needed service. Groves holds as its vision to redefine the way our nation is taught, one student, one teacher and one school at a time. It is a vision that acts as our compass as we work towards bringing true equity to the education of children with learning disabilities. Equity that brings the best of what research is telling us and applies it individually to each child so that they recognize their strengths in being successful in the classroom and beyond.

Lynn Giovannelli is Director of Advancement at Groves Academy, a 501c3 educational institution. Its school is focused on building confidence, success and purpose for over 280 students with learning disabilities. The Learning Center extends Groves’ mission to children and families who do not attend the school by offering diagnostic testing, tutoring, speech services and summer programming. The Institute for Professional Learning shares Groves’ evidence-based literacy instruction with elementary schools in the community to help close the literacy achievement gap.

3 Top Myths About Kids with Learning Disabilities (LD)

September 8, 2017/in News, Peter Coll

Learning disabilities are more common than most people think, but widely misunderstood. It is widely believed by educational psychologists that more than one in 10 people in the general population (children and adults) have a learning disability.

Myth: Learning disabilities occur in people with low intelligence. In fact: a learning disability can only be diagnosed in someone who has average or higher cognitive ability. Many famously successful people have had a learning disability including Whoopi Goldberg, Richard Branson, Steven Spielberg and Albert Einstein. Sometimes the LD temporarily prevents people from believing in themselves and demonstrating their true intelligence, but never precludes a person from being successful.
Myth: Learning disabilities are caused by a lack of parental involvement or from a child watching too much television. Reality: Learning disabilities often run in families suggesting there a genetic link between this disability and the person affected. While researchers have found no specific gene that is responsible for either dyslexia (reading issues) or dyscalculia (math issues), findings do show many of the genes associated with dyslexia also seem to be linked to math challenges. This science supports the everyday experiences of teachers and parents who notice that children with reading challenges often have math challenges as well.
Myth: Learning disabilities affect more boys than girls. The truth is that while 66 percent of all children diagnosed with a LD are boys, experts understand that learning disabilities affect both genders equally. Girls often escape identification because they often outwardly show less behavioral indicators of learning struggles.

As Headmaster of Landmark East School, a grantee partner of the Johnson Scholarship Foundation, it is inspiring to me and my staff to work with students with learning disabilities every day; to witness and be a part of the remarkable growth and change that occurs in these young people every day; to see bright futures and capable young people who truly have no limits.

Stigma Hates Company: 5 Ways to Challenge Stigma as a Community

May 12, 2017/in Marcus Soutra, News

Among the challenges in contemporary education is the fight against stigma aimed at the 1 in 5 who learn differently. Stigma in education can keep a child struggling. However, we all have the tools to make a difference. The 1 in 5 who learn differently can be among the most powerful voices in fighting stigma, and in bringing along the 4 in 5 as well, changing the trajectory of all learners.

When you tell your story to others, you are no longer alone. You have an amazing community at your side. Something that was once faceless now has a face. Something that was invisible is now visible. Storytelling is one of the most empowering tools in the fight against stigma.

If you have a story to tell about learning differences—whether it’s your own life story or the story of a loved one—make a point of sharing it. All it takes is 2 minutes. Here are some pointers to consider in your daily acts of challenging stigma.

1) Bust common myths. Learning disabilities like ADHD or dyslexia have absolutely nothing to do with native intelligence. Pervasive myths about learning disability—myths that keep kids struggling in the back of a classroom in silence—need to be broken. Don’t be afraid to confront stigma when you see it.

2) Invite people in. Once someone knows they are in the company of different learners, they can comfortably and purposefully address their individual challenges in community. The more we share, the more everyone will know about the 1 and 5 among us. Stigma hates company, so let’s bring everybody in on the conversation.

3) Language counts. The flames of every movement are sparked by the unacceptability of certain language. We all know deeply hurtful words that were once, sadly, commonplace. A piece of providing a successful education for all students is gaining fluency in the language of learning and attention issues. When we tell our authentic stories of the lived experience of LD / ADHD, we will change the language. Phrases like “ADD moment,” “I’m numbers dyslexic” and “People with learning disabilities are just lazy” will be a thing of the past.

4) Highlight success. Hollywood directors, senators, arctic explorers, self-made millionaires—some of the most prominent and daring people out there have succeeded with a learning disability at their side. Scott Kelly, the first astronaut to spend a year in space, recently released an interview about his struggles with attention issues as a kid. There are countless examples of adults who have succeeded not in spite of their learning styles, but because of them!

5) Become an ally. Teachers, parents, scoutmasters, firefighters, school guidance counselors, soccer coaches, software developers, librarians. These are all potential allies and advocates. In fact, 1 in 5 are likely to have a learning or attention issue themselves!

You might be the “4 in 5.”

You might be or become “LD /ADHD and Proud to Be.”

You or a loved one might have an undiagnosed learning difference.

No matter who you are, our community is never more than one voice, one face, one mind away. Share your story, listen to a story. With stories we build community, and in community, stigma has no place.

Tag Archive for: dyslexia