Dyslexia is a neurobehavioral learning disorder that causes individuals of average and above-average intelligence to have difficulty with reading fluency, pacing, comprehension, writing, and spelling. Experts estimate that between 5% and 20% of the population experiences symptoms of reading challenges due to dyslexia. It is impossible to cure or outgrow the learning disorder, but early diagnosis and intervention can help affected individuals to manage their challenges and improve their language skills. Unfortunately, numerous systemic barriers hinder equitable access to diagnostic tools and appropriate dyslexia interventions.
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Addressing Implicit Bias
Over the last few decades, research suggests that cultural, gender, racial, socioeconomic, and linguistic factors affect access to special education services. Programs for teacher preparation do not focus enough on culturally sensitive practices. Socioeconomic imbalance impacts the types of support offered in schools and school systems. There is also disproportionality in the identification of dyslexia across gender lines. Birth-assigned females are less likely to receive a dyslexia diagnosis than assigned males. Here are some suggested practices to reduce the incidents of implicit bias in the evaluation of dyslexia:
Manage Expectations
Dyslexia is often described as having unexpected trouble with reading relating to intellectual abilities in other areas. The term “unexpected” can create problems because of its basis on teachers’ beliefs about a student’s abilities. Implicit bias creates lower expectations due to gender, ethnicity, race, socioeconomic status, or special needs status. If the expectations are not sufficiently high, there may not be a visible gap in performance to justify a referral for learning disability evaluation through the Tests of Dyslexia (TOD™).
Consider Differences When Interpreting Behavior
Bias can seriously impact the perception that people have regarding student behavior. Often, research indicates that White teachers, evaluators, and administrators mistakenly attribute Black students’ behavior to emotional disturbance. Dyslexia can worsen these misinterpretations due to the additional frustration, anxiety, and depression that often accompany the disorder.
Prioritize Parent Involvement
Implicit bias can impact schools’ connections with families from low-income households and minority racial, ethnic, and cultural groups. Parent engagement is critical to a child’s success in school, and research indicates that parents are more engaged in school when the environment is open and welcoming to them.
Engage in Appropriate Professional Development
Participation in training on identifying and reducing implicit bias is helpful when offered in a positive, safe, and empowering environment. Often school districts offer this as professional development with training modules found online.
Employ Evidence-Based Strategies
The following strategies are research-supported to reduce implicit bias:
- Focus on intentional reflection
- Attend diversity workshops
- Exercise perspective shifts by reading books, watching movies, and listening to podcasts related to other races, cultures, and levels of ability
- Develop processes and procedures that encourage accountability, equity, and inclusion
Learn more at WPS regarding assisting children in school by utilizing the Tests of Dyslexia (TOD™) geared toward identifying and providing interventions for dyslexia and other learning disabilities.
