UF teacher prep program is first in state accredited by international dyslexia group
The dual certification track of the COE’s Unified Elementary ProTeach program is one of the first teacher preparation programs in the nation to receive accreditation from the International Dyslexia Association, an impressive credential that should enhance the college’s student recruitment efforts.
UF special education professor Holly Lane said the accreditation comes just one year after the dual certification track was redesigned to include a three-course block on assessment and intervention for students with reading disabilities.
Holly Lane, shown teaching a literacy education class, led the accreditation effort with Linda Lombardino. Both are UF special education faculty members.
“The timing was perfect,” Lane said. “Nearly every classroom in America has kids with dyslexia, so this accreditation means a lot in terms of showing how well we prepare our students to become fully qualified teachers.”
She said fellow special education professor Linda Lombardino played an integral part in developing the voluminous accreditation process.
“This was a total team effort,” Lane said. “Dr. Lombardino is widely recognized for her expertise in dyslexia.”
Students who choose the dual certification option of UF’s five-year ProTeach master’s degree program qualify for certification in both elementary and special education for grades K-12.
Dyslexia is a neurological learning disability that is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.
Secondary consequences could include problems with reading comprehension and delayed growth of vocabulary and background knowledge.
UF’s College of Education is the first higher education institution in Florida to receive accreditation from the IDA, a non-profit, scientific and educational organization that operates 43 branches throughout North America and has global partners in 20 other countries.
The IDA has granted accreditation to just 17 universities and dyslexia therapy programs since it began the practice two years ago.
“A number of schools are eager to be accredited by us,” IDA spokeswoman Elisabeth Liptak, said. “It gives them a competitive advantage when recruiting students in local markets.”
Ten to 15 percent of the U.S. population has dyslexia, yet only five out of every 100 dyslexics are recognized and receive assistance, according to the Dyslexia Research Institute in Tallahassee.
And that, Lane says, is what makes the COE’s accreditation so significant.
“Teaching teachers how to recognize children who have dyslexia is just as important as making sure they get the help they need,” she said.
Colleen Pollett, a former graduate student who received her master’s degree in special education in May, said she was impressed with the nine-credit-hour requirement and its contents, including a “Learnable Linguistics” tutoring method developed by COE adjunct professors Jane Andrews and Susan Vanderline.
“After I studied the course’s ‘Learnable Linguistics’ method, I was hired as a tutor for a fourth-grade student with dyslexia,” Pollett said. “I worked with him twice a week, and I saw incredible growth and progress in his reading comprehension, fluency and his word recognition. That confirmed it for me. The program really works.
Pollett said she was surprised to learn that dyslexia affects a person’s ability to translate written words into meaningful text.
“People who have dyslexia aren’t slow learners,” she said. “It’s just that their brains process language in a different way, so traditional methods of teaching reading aren’t effective. “
Jean Crockett, director of the college’s School of Special Education, School Psychology and Early Childhood Studies, said IDA accreditation came about because of the vision and dedication demonstrated by Lane and Lombardino.
“Thanks to them, our dual certification graduates will be highly qualified to teach elementary and special education,” Crockett said. “They’ll be classroom-ready to help all children read.”
CONTACTS:
Source: Holly Lane, professor of special education, UF College of Education; hlane@ufl.edu
Media Liaison: Larry Lansford, director, news and communications, UF College of Education; llansford@coe.ufl.edu
Writer: Stephen Kindland, staff writer, UF College of Education; skindland@coe.ufl.edu
