Dyslexic Studies

_____

Tennessee Center for the Study and Treatment of Dyslexia

The Center operates as a unit attached to the College of Education at Middle Tennessee State University. In addition to the director, the staff includes an assistant director for educational services, an assistant director for clinical services, and a coordinator for adolescent and adult services..

Director
200 North Baird Lane
www.mtsu.edu/dyslexia

_____

Services

In the general areas of reading, reading disabilities, and dyslexia in particular, the Tennessee Center for the Study and Treatment of Dyslexia can provide general training and staff development opportunities for professional personnel.

• School Psychologists
• Speech-Language Teachers
• Title I Teachers and Assistants
• Resource and inclusion Teachers and Assistants
• General Education Teachers
• Supervisors and Administrators

Professional workshops focus on identifying and educating students with dyslexia in K-12 programs. Whenever possible, the Center responds to requests to develop new training workshops to meet the needs of school systems or schools. Depending on the topic(s) of interest and availability of staff, the Center can provide: 2- to 3-hour mini workshops, 1-day (6-hour) workshops, or 2-day workshops.

Diagnostic services are available to K-12 students who have been assessed by their school's multidisciplinary team and who evidence characteristics associated with dyslexia. School personnel, parents or guardians, or students may contact the Center to request services. A limited number of students may have their progress in reading intervention programs monitored at the Center for as long as two years.

Consulting services are available to school personnel, professionals in private or community-based practice, parents or guardians, and students. Consultants assist in decision-making regarding assessment, diagnosis, and instructional programming. The goal is to support schools and provide services to many more students than can be seen in the Center.

University class presentations are provided by members of the staff at the invitation of faculty (psychology, speech/language, all areas of professional education).

Recent research has included projects such as the following:

• Spelling errors as a window on dyslexia
• Similarities and differences among students with two different types of dyslexia
• Otitis Media and dyslexia
• Early indicators of dyslexia
• Family history and dyslexia

Graduate Certificate Program

The Dyslexic Studies program at MTSU began offering credit-bearing courses in the summer of 2002. The courses are part of a Graduate Certificate Program in Dyslexic Studies. Some courses in this interdisciplinary program may be included as electives in other degree programs.

Information regarding the program and permission to register may be obtained from the Office of Dyslexic Studies. Telephone (615-898-5642; fax 615-898-5694; or visit the Center Web site, www.mtsu.edu/dyslexia

Tennessee Board of Regents Gainful Employment Disclosure Form - Graduate Certificate Program

Program Name: Dyslexic Studies

Program CIP Code: 08.13.1315.11

Applicable SOC Codes: 25-1081 ; 25-2022 ; 25-2031
(Click SOC codes for more information from the Tennessee Career Information Delivery System)

Program Level: Certificate

Program Length: 18 Credit Hours

Tuition and Fees: In-State: $5857 Out of State: $16, 189
(Entire Length of Program)

Books and Supplies: $750
(Entire Length of Program)

Room and Board: Not Applicable

Student Debt:
Median Debt for Graduates: Not Available
From Title IV Loans:
From Other Sources

Statement About Median Debt: N/A

Program Success:

Percent of graduates that complete the program within expected time 83%

Program Success Notes: Program graduates have used their knowledge to improve their ability to identify students with dyslexia and other reading disabilities, to improve instruction for struggling readers, and to provide appropriate classroom accommodations for these children. Of the graduates, most have been able to improve instruction for students in the special education classrooms where they teach. Graduates include a district level administrator, practicing school psychologists and a speech-language pathologist. Other graduates are former teachers who have used their knowledge to train other teachers by starting their own private consulting businesses. All have been able to informally consult with other school personnel where they work.

Program Outcomes:

Job Placement Rate: N/A - Most students enroll in program as professional development in existing jobs.

Job Placement Rate as Reported by: N/A

Related Occupations:

• Special Education
• Teacher Reading Specialist
• Literacy Coordinator
• Private Tutor
  

Murfree Chair of Excellence in Dyslexic Studies