黄色仓库

Story: Lisa Sollie | Photo Cody Ingram

When the University of West Alabama launched its in fall 2024, Rachel Walters saw an opportunity to gain the specialized training she wished had been available when her brother struggled with dyslexia as a child. Walters saw firsthand how few resources Alabama offered students with learning differences.

Now a reading interventionist at Briarwood Christian School in Birmingham, Walters works with students with language delays, attention-deficit/hyperactivity disorder and other reoccurring diagnoses, including dyslexia. Prior to enrolling in UWA鈥檚 program, she relied primarily on intervention strategies.

Four years ago, a new director of student support services鈥攚ho was also a licensed dyslexia therapist鈥攊ntroduced her to the field鈥檚 specialized training, sparking an interest that eventually led to UWA.

鈥淩esearch showed dyslexia therapy was the gold standard, and I thought, 鈥榃ell, I need more tools in my toolbelt,鈥欌�� Walters said. 鈥淏ut I couldn鈥檛 find the right program until UWA began offering its .鈥�

According to Sara Reynolds, assistant professor in UWA鈥檚 College of Education, no other university in the state offers a dyslexia therapy program like it.

The program also comes as the Alabama Reading Initiative (ARI) pushes for more dyslexia therapists in schools statewide.

UWA has partnered with Shelton School in Texas, which uses Take Flight Therapy, a research-based, multisensory reading curriculum designed to help children ages seven and older with dyslexia and related reading challenges.  Developed by the Luke Waites Center for Dyslexia and Learning Disorders at Scottish Rite for Children, the comprehensive program trains struggling readers to decode, spell, and comprehend written language effectively.

鈥淚 love the support we get from the Shelton School; it is teacher-and student-friendly as well as easy to navigate,鈥� Reynolds said.聽

Take Flight Therapy is one of only a few approved dyslexia intervention programs in Alabama. The program also prepares students to qualify for the Certified Academic Language Therapist (CALT) credential. After graduation, students are eligible to take the national certification exam.

鈥淭ake Flight is also used by ARI and we use the same trainer,鈥� Reynolds said. The difference is our program takes teachers who only have a bachelor鈥檚 degree and trains them to sit for national exam, while earning a master鈥檚 degree at the same time. ARI works with teachers who already have a master鈥檚 degree. After they complete the training, they can sit for the exam. Our goal is the same鈥攖o get more certified dyslexia therapists in Alabama schools.鈥�

The online program is intensive, requiring students to complete 700 clinical teaching hours using the curriculum. As soon as student learn enough of the curriculum, they begin completing their therapy hours in real-world settings.

鈥淵ou鈥檙e literally learning and doing at the same time,鈥� Walters said. 鈥淚 found that extremely helpful. I didn鈥檛 really feel like I mastered it until I taught it, maybe even a couple of times.鈥�

鈥淪ome of our students are being put in dyslexia therapy positions because once they begin that first year of the program, they are considered dyslexia therapists in training,鈥� Reynolds said. 鈥淭hey can start accumulating their 700 hours, which is what Rachel did. Other students may have to be a little creative in getting those hours, so it may take them a little longer to complete the program.鈥�

Walters said the program has equipped her with new strategies and skills to make an even greater difference for her students.

鈥淣ot only was my training very specific and in-depth, but we had wonderful trainers,鈥� she said. 鈥淚 loved how Take Flight Therapy sets students up for success. When I meet students who are discouraged, frustrated and defeated, I鈥檓 able to tell them, 鈥榊ou’ve got this,鈥� and then see their growth. That is really rewarding.鈥�

In addition to Walters, five other students residing in Alabama completed the program in May. An additional 14 students are expected to complete the program by the end of the summer or in the fall.

Reynolds noted that with the third cohort starting this summer, the total number of active students in the program has grown to 37. In addition to those from Alabama, students from Mississippi, Texas, Georgia, and Florida are also enrolled.

One of Walters鈥� favorite things about the program is that it highlights the strengths dyslexic students possess, not just their challenges.

鈥淚 tell my students all the time, that reading and spelling might be a weakness, and we鈥檙e going to work on that,鈥� she said. 鈥淏ut because of the way God made your brain, you may also be creative, passionate, or gifted in other ways. That boosts their confidence and usually encourages them to read more, and that鈥檚 important to me.鈥�

Now that graduation is behind her, Walters is preparing to take the national exam and become a Certified Academic Language Therapist.

Walters recalls when a student told her on one of the hard days of studying, balancing motherhood and working, 鈥淩eading in the classroom is hard, but I love reading with you.鈥� She said moments like those made all the hard work and long hours over the past two years worth it.