Continuing Education

IDA views PROGRAM ACCREDITATION and TEACHER CERTIFICATION as critical elements to change the way reading is taught in classrooms across America.  Program Accreditation and Teacher Certification can positively impact student reading outcomes by promoting standards that reflect the Knowledge and Practice Standards for Teachers of Reading.

PROGRAM ACCREDITATION

Accreditation is a “seal of approval” that assures the public that your organization’s educator training curriculum and practicum experiences are aligned with the Knowledge and Practice Standards for Teachers of Reading (KPS) sufficient to ensure that program completers are knowledgeable about, and can apply, the principles and practices of Structured Literacy in the service of preventing reading failure and re-mediating off-track readers with profile characteristic of dyslexia.

The International Dyslexia Association has refined the Knowledge and Practice Standards (KPS) to bring greater specificity to how knowledge of the standards could be assessed in the context of coursework and how practice applications of Structured Literacy could be demonstrated in supervised practicum contexts.  The KPS define the knowledge and skills that all teachers of reading should possess to teach all students to read proficiently. To view the Knowledge and Practice Standards please visit the IDA website…click here

For a list of Accredited Programs in your area, please visit the links below:

University Programs Accredited by IDA

Independent Teacher Training Programs Accredited by IDA

TEACHER CERTIFICATION

These certificates and certifications include:

• Structured Literacy Classroom Teacher Knowledge Certificate
• Structured Literacy/Dyslexia Interventionist
• Structured Literacy/Dyslexia Specialist Practitioner or Therapist

To Learn More About Certification please visit the CERI website…click here

Structured Literacy – more info

Structured Literacy is an approach to reading instruction that is beneficial for both general education students at risk for reading difficulties due to a variety of factors (e.g. low socio-economic status, status as an English learner) and for students with disabilities.  This approach is characterized by the provision of systematic, explicit instruction that integrates listening, speaking, reading and writing and emphasizes the structure of language across the speech sound system (phonology), the writing system (orthography), the structure of sentences (syntax), the meaningful parts of words (morphology), the relationships among words (semantics), and the organization of spoken and written discourse.

For more information please click here