OUR DYSLEXIA SUPPORT SERVICES

Eryn is Dyslexic and an Expert! 

"Being a Professional Advocate and also having Dyslexia is a unique combination.  When I self disclose my diagnosis to colleagues and clients I still hear that little voice in my head that says " Don't tell them, they will think you are dumb." Where did I learn that about myself? Where did that voice come from?  That little voice comes from the traumatic experiences I had in a public school system that never taught me how to read or spell the way I needed to learn.  I was left traumatized by having this disability.  I did not get the emotional support to cope with being dyslexic (and all the painful feelings that came with it) or the early academic intervention we know works for kids with dyslexia to overcome reading and spelling challenges. In my adulthood I have overcome the emotional trauma associated with dyslexia and now my mission is to help others break free of the burden associated with this diagnosis."  - Eryn Yolac

DOES YOUR CHILD HAVE LOW SELF ESTEEM AND
NEGATIVE SELF TALK IN RELATION TO ACADEMICS?

There is a direct relationship between adverse childhood experiences and academic performances for children with Dyslexia. The trauma experienced by children with dyslexia has long lasting adverse effects -- and most teachers do not pick up on the symptoms. Even if these adverse events that occur for students with Dyslexia don't result in the clinical symptoms of trauma, they can still have a profoundly negative impact on all aspects of a child's development: physically, cognitively, academically, emotionally, behaviorally, and socially. The trauma associated with Dyslexia can bring a child’s ability to learn to a standstill.

 

We are determined to stop the cycle of emotional trauma caused by: 

  • lack of identification of Dyslexia (schools don't diagnose but they can identify and treat traits of the disorder)

  • lack of appropriate interventions that are based on research and follow the Orton Gillingham methodology

  • using the same teaching methods over and over for students with Dyslexia and letting them fail over and over

  • lack of emotional support in school for students with Dyslexia

 

In school, children need to feel safe, have a voice and a choice, know trust AND be empowered both physically and emotionally BEFORE we can expect them to be able to participate in their own education. Given the widespread scope and prevalence of childhood Dyslexia and its associated trauma, we must look through a trauma informed lens to find healing for our children, both academically and emotionally. There are solutions for your child!

 

Here are the trauma sensitive solutions we promote:

  • therapy services to repair feelings of physical, social, emotional, and academic safety

  • compassionately educating the child about their disability to demystify their struggles 

  • teaching self advocacy skills to the child (usually starting in middle school)

  • educating staff about the impact dyslexia has on their students and share accessible resources 

  • using positive and culturally-responsible policies and practices

  • access to research proven and appropriate remediation/intervention programs 

  • monitoring functional and practical outcomes for the student and adjust as needed

  • normalizing Dyslexia by being open and honest about our own struggles without minimizing their own experiences

THE SOONER WE INTERVENE THE BETTER! IF A STUDENT IS 1 YEAR BEHIND IT CAN TAKE 2 YEARS TO CATCH UP. IF THEY ARE 2 YEARS BEHIND IT CAN TAKE 5 YEARS TO CATCH UP. EARLY INTERVENTION IS CRITICAL. 

"A trauma-informed approach is the most effective at the early learning stages, and helps build a critical developmental foundation for children to help establish the optimal trajectory for them to continue to learn and grow." The National Child Traumatic Stress Network NCTSN