Sara Shunkwiler, MEd
I am passionate about improving educational outcomes for students with dyslexia. I made the switch from automotive engineer to STEM educator after 9/11. Little did I know that my first teaching position and Orton-Gillingham training would focus my career on education for the 1 in 5 children and adults with dyslexia!
Nearly 20% children and adults have dyslexia so they are hiding in your classroom. Many are undiagnosed and have no idea why school is so hard. School districts openly discourage early screening and fail to provide accommodations citing the cost. As a teacher, this leaves you struggling to help on your own. I’ve been there, and it is disheartening! And you may even recognize yourself in your students’ struggles and long to help, if only you knew how.
As an Orton-Gillingham trained educator, I have devoted my career to learning about dyslexia. But it is hard to know which students have dyslexia. Younger children probably haven’t been screened. And even if older students have a formal diagnosis, most are reluctant to ‘out’ themselves. They don’t want to appear different or be singled out for extra help.
As an Instructional Designer, I am focusing on access to education for students with dyslexia. Through helping teachers design instruction to support students with dyslexia and related learning challenges, I am making a positive impact on neurodiverse learners, their families, and society!
Fortunately good instructional design supports ALL students without labeling or ‘calling out’ their differences. When students feel understood and supported, it boosts their self-efficacy and self-esteem. And THAT benefits us all by keeping these creative, visual thinkers working on society’s greatest challenges.