Tips for Organizing a Dyslexia Simulation Workshop for Pre-Service Teachers

Authors

  • Dr. Kimberly A. Davidson University of North Georgia https://orcid.org/0000-0002-2826-234X
  • Dr. Sarah Williams University of North Georgia
  • Dr. Emily Lin University of North Georgia
  • Dr. Annmarie Jackson University of North Georgia
  • Dr. Paula Tench University of North Georgia

DOI:

https://doi.org/10.56887/galiteracy.134

Keywords:

educator preparation, dyslexia, experiential learning, simulations, literacy, elementary and special education

Abstract

The impact of dyslexia on literacy has gained much attention in recent years, resulting in the need for additional training for teachers at all levels of the educational system. Therefore, the purpose of this paper is to provide tips on how to organize a dyslexia simulation. Authors recount their experiences building a team, identifying participants, selecting a simulation, planning, organizing, setting up, and implementing a dyslexia simulation workshop for pre-service elementary and special education teachers. Initial expectations, challenges, and successes are highlighted. Final reflections, lessons learned, tips, and resources (Table 3) are shared. Overall, the facilitators and participants found the experience beneficial.

Author Biographies

  • Dr. Kimberly A. Davidson, University of North Georgia

    Dr. Kimberly A. Davidson, Associate Professor of Literacy, Department of Elementary and Special Education, University of North Georgia, Dahlonega, GA; email [email protected].  Dr. Davidson is passionate about mentoring and preparing excellent K–12 educators. Her research and teaching interests include developing and implementing high-impact, culturally sustaining, integrative, and reflective curricula for a variety of diverse learners.

  • Dr. Sarah Williams, University of North Georgia

    Dr. Sarah Williams, Associate Professor, Department of Elementary and Special Education, University of North Georgia, Dahlonega, GA; email [email protected]. Her research interests are culturally sustaining teaching practices, refugee literacy education, preservice teacher experiences and literacy instruction, and multimodal writing.

  • Dr. Emily Lin, University of North Georgia

    Dr. Emily Lin, Professor, Department of Elementary and Special Education, University of North Georgia, Dahlonega, GA; email [email protected]. Within the department, Dr. Lin's primary focus is on teaching the courses of Child Development as well as Curriculum, Methods, and Materials. Her research interests include child play, parent-child relationships, positive discipline and guidance, and social-emotional development in children.

  • Dr. Annmarie Jackson, University of North Georgia

    Dr. Annmarie Jackson, Associate Professor, Department of Elementary and Special Education, University of North Georgia, Dahlonega, GA; email [email protected]. Her research interests are teacher development, culturally relevant teaching, English second language instruction, and preservice teachers' understanding of literacy. She is also the ESOL Coordinator for the College of Education.

  • Dr. Paula Tench, University of North Georgia

    Dr. Paula Tench, Associate Professor, Department of Elementary and Special Education, University of North Georgia, Dahlonega, GA; email [email protected]. Her research interests include increasing student talk in the classroom, socioeconomic diversity, faculty and administrative relationships, and neuroplasticity and the brain. She is the Teacher Candidate Residency Program (TCRP) co-coordinator for elementary/SPED students.

Dyslexia Simulation for Pre-Service Teachers (Davidson et al., 2024)

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Published

05/15/2024

Issue

Section

Teaching Tips

How to Cite

Davidson, K., Williams, S., Lin, E., Jackson, A., & Tench, P. (2024). Tips for Organizing a Dyslexia Simulation Workshop for Pre-Service Teachers. Georgia Journal of Literacy, 46(1), 124–130. https://doi.org/10.56887/galiteracy.134

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