In CALIFORNIA, July 4, 2015
The unanimous Declaration of Independence
ineffective literacy methods for students with Dyslexia
When in the Course of human events, it becomes necessary for one people to dissolve an ineffective educational method connected by Dyslexia, and to assume among the powers of the earth, the Laws of IDEA entitle them, the decent respectful opinions of mankind requires a declaration cause which impel them to revolt.
We hold these truths to be self-evident, that all students are not created equal, but that all students are endowed with certain unalienable rights, that among these are free, appropriate public education.
To secure these rights, the Educational system, deriving their powers from the laws governed by our state and country, that whenever an Educational method becomes destructive, it is the Right of the People to alter or to abolish it, and to institute new Educational methods, laying its foundation on such principles for students to seek Safety and Happiness. Prudence, indeed, will dictate that certain Educational methods for Dyslexia long established should not be changed for light and transient causes: and accordingly all experience hath shown, that students are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations occur within the educational systems, it is their right, it is the duty, to throw off such Educational practices, and provide new interventions to guard for their future.
The student who is suffering with Dyslexia; now it is necessary to alter Educational practices. The history of the California Educational system has a history of repeated injuries and usurpations for such students, all having in direct object the establishment of an absolute Tyranny over their School Districts. To prove this, let Facts be submitted to to candid world.
Districts have refused to follow the IDEA related to Dyslexia, indicating that it does not exist; it needs to for the most wholesome and necessary for the public good.
Certain educations organizations have forbidden his Legislators to pass Laws of immediate and pressing importance in literacy
Districts have called together their administrative bodies in such a way that its effect, and seeming purpose of fatiguing families into signing IEPs in which they do not agree that meets their child’s needs
Districts have endeavored to prevent the families from feeling they have the right to evaluation and testing, or interventions for that matter
Districts who have evaluated students have obstructed the Administration of Justice by refusing to qualify students for a myriad of unfounded reasons.
Districts have combined with others to subject us to:
Following unacknowledged rules, regulations and policies; such guidelines which do not exist and cannot be found in writing among their district writings
Blocking access to evidence-base multi sensory direct explicit structured and systematic intervention; Only allowing the use of ineffective curriculum that only frustrate our child, leaving them grades behind
Depriving our children of the opportunity to read
Depriving our children of the opportunity to write and spell that is on par with their intellect
Ridiculing our children’s efforts, by way of telling them to “try harder”
Stabbing and stealing their self esteem, a secondary effect of they Educational system’s inability to effectively remediate our children’s reading and spelling
Absconding with their desire to learn; dashing their hope they can learn beyond.
Imposing a financial burden upon our families because the California Education system has failed to teach our children the basic inalienable right to read and to write, leaving families who want their capable children with Dyslexia to be literate to employ tutors trained in evidence-base multi sensory direct explicit structured and systematic which should be and could easily be available at every educational institution in California
For segregating those children, who are fortunate enough to have the Educational system agree to help them, by placing them with peers who do not have such similar educational goals
For the stronghold that takes place when a family should speak out about such Educational rights, and declaring these families should be fought in the area of due process
We do not want the attentions that has been bestowed upon us. We have warned them from time to time of the attempts of unwarrantable erroneous literacy interventions. We have reminded them of the circumstance of our right to a free and appropriate public education. We have appealed to their humanity and have requested the disavow these usurpations, which would inevitably interrupt our children’s education. They too have been deaf to the voices of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounced the efficacy of these Educational methods to teach our children with Dyslexia in literacy, and hold them as unknowing, unlearned in the ways, yet those we must over come for the sake of our Children’s livelihood.
We, therefore, the Representatives of the children with Dyslexia of California, in General Congress, Assembled, appealing to the Legislators of California for the rectitude of our intentions, do solemnly publish and declare, That these children and students have at their disposal the evidence based and effective interventions at their disposal at each and every educational institute erected in the the state of California. Being absolved from all previous ill mannered and ineffective literacy programs for our children of Dyslexia shall be dissolved and abolished from their curriculum. And for the support of this Declaration, with a firm reliance on the protection of IDEA, we mutually pledge to each other our Loves, our Fortunes and our sacred Honor.
Adapted from the Declaration Of Independence of the United States of America