Why I Started the Dyslexia Advocacy Center
Professionally, I’ve spent over 25 years working with children with Autism in various roles across the nonprofit world, government sector, and private special education schools. I knew a lot about special education, especially around the Autism diagnosis, and had seen countless children benefit from timely interventions. However, when it came to my own son’s learning, I found myself navigating a new and unexpected path: Dyslexia.
It all began when my son was in kindergarten. I noticed he was having difficulty learning and writing letters, but when I raised my concerns, the response was that he wasn’t struggling enough to warrant additional support. As a parent, I felt conflicted. He wasn’t “significantly” behind, but I knew something wasn’t right. I kept pushing through first grade, but it wasn’t until second grade that things escalated. His teacher, a first-year educator, raised concerns about ADHD because he wasn’t paying attention to his assignments. I had already been concerned about Dyslexia, and I knew that his lack of focus was more likely due to his struggles with reading.
I requested a formal evaluation for special education services. After completing the assessment, we had a team meeting, and my son qualified for an Individualized Education Plan (IEP). But the school remained convinced that attention issues were the core problem. I disagreed—I was certain that his inattention stemmed from his inability to read what was being presented. Still, I signed the IEP because it secured him some services, and I placed him on a waiting list for an outside evaluation.
One month into third grade, everything changed. Both his classroom teacher and special education teacher called a meeting, expressing concerns about Dyslexia. They had come to the same conclusion I had been pushing for all along. I felt validated. His IEP was updated to include Wilson Reading System services, and within just the first week, my son came home asking why he hadn’t been taught with Wilson earlier. For the first time, reading started to make sense to him. I cannot thank these two teachers enough for their unwavering support during this challenging journey. They were well-educated in Dyslexia and tirelessly advocated for my son to receive the essential services he needed to succeed.
He received Wilson services three days a week, and we made progress until COVID hit just two months later. While Wilson instruction continued virtually, it was challenging. Later that year, after waiting for a year for an outside evaluation my son received an official diagnosis of Dyslexia.
As he moved through elementary school, his progress continued, though not as quickly as I’d hoped. The transition into middle school was rocky. The school wanted to plug him into existing classes and schedules, even though some were clearly inappropriate. That summer, I realized I needed to step up my advocacy for his future. I already knew a lot about special education but needed to learn more about Dyslexia specifically.
That summer, I immersed myself in the world of Dyslexia. I became a Certified Dyslexia Special Education Advocate and attended every workshop and class I could find. Later that year, I started the Dyslexia Advocacy Center because I wanted to support other families going through similar struggles. I had the professional experience, but I knew there was more to learn. I wanted to ensure that families had the tools they needed to advocate for their children.
Today, my son is thriving in middle school. He receives Wilson services five days a week and is on track to finish the program before moving into high school. He works harder than anyone I’ve ever known, and I couldn’t be prouder. This journey, both personal and professional, is why I’m so passionate about supporting other people through the Dyslexia Advocacy Center. Every child deserves the chance to succeed, and every parent deserves the knowledge and support to help them get there.