October is National Dyslexia Awareness Month.

“Dys” means difficult. “Lexia means language.” These Greek root words form the literal definition of dyslexia — “difficult language.”

I find this definition agreeable. It speaks to the truth of what dyslexia is — a challenge.

As defined by the state Department of Education, dyslexia is “a learning challenge that is neurological in origin and characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.”

Dyslexia is often mischaracterized as a disability. It is a different way of learning, not a wrong way. Dyslexia is not a disorder or condition.

Dyslexia stems, not from a physical problem with the eyes or ears, but rather from the basic neurological processes of the brain. These unseen processes are not wrong or deficient; they’re just different.

October is National Dyslexia Awareness Month. Mayor Marks is proclaiming October Dyslexia Awareness Month in Athens.

“I commend Athens City Schools for being proactive and recognizing that students learn differently,” Marks said. “More importantly, the school system is taking the extra step to ensure students and their peers understand it is OK to learn differently.”

Dyslexic students tend to be very bright. They are innovative, creative, think differently and have a very strong worth ethic.

Many are gifted in math, science, fine arts and other creative fields. A list of such people includes Pablo Picasso, Albert Einstein and Steven Spielberg — greats who have affected change in the world. They overcame the challenges presented by dyslexia.

In that same spirit, Athens City Schools is working to empower students to meet these challenges. Two years ago, the state Legislature amended the law to require schools to provide dyslexia screening for students who score below the 25th percentile in reading on state assessments. The effect is essentially universal screening administered three times a year.

ACS uses two certified reading intervention programs. For primary students, it is called SPIRE (Specialized Program Individualizing Reading Excellence). Secondary students use a program called Mindplay. Both are research-proven, comprehensive and multisensory reading systems that integrate phonological awareness, phonics, handwriting, fluency, vocabulary, spelling and comprehension in an instructional design that is based on how struggling readers learn. Both are based on the Orton-Gillingham (O-G) Approach which helps students with dyslexic difficulties.

At least one teacher at each school is specially trained in this approach. A well-trained teacher in O-G is effective in helping students overcome challenges.

Early intervention provides a greater opportunity to develop strategies to empower our students. These trained teachers share their knowledge with colleagues. This is an invaluable step in the process.

“We feel confident that we have an advocate for every child, in every school,” said Amy Williams, elementary curriculum coordinator for ACS.

A major move by ACS last fall was the restructuring of the phonics progression for all elementary schools. It was changed to align with the Orton-Gillingham Approach for all of our students.

“In this way, all students benefit from the multisensory approach to reading. We have embraced the challenges dyslexia presents and are facing it head on,” Williams said. “The updated progression lends itself to early intervention. It incorporates multisensory strategies in our classrooms, thereby increasing the early detection and intervention, benefitting all students.”

ACS encourages you to learn more about dyslexia and to offer support to parents, educators and individuals affected by dyslexia. We believe it is our differences that make us beautiful, and we champion our students who learn just a little differently.

— Hickman is administrative assistant for Communications and Strategic Planning for Athens City Schools.