paper 2 - mabida

Running head: Education to the Community 1

Massachusetts Branch of the International Dyslexia Association (MABIDA):

Education to the Community

Heidi Belanger

Bridgewater State University, Bridgewater MA

Author Note:

This paper was prepared for Communication 492-X01: Seminar in Strategic Communication,

Taught by Professor Thomasena Shaw, Ph.D.

Education to the Community 2

Massachusetts Branch of the International Dyslexia Association (MABIDA):

Education to the Community

A Review of Non-Profit Organization’s Approach to Learning Disabilities, in regard to Community Relations and the Public Education System

“Our greatest weakness lies in giving up. The most certain way to succeed is always to try just one more time.” – Thomas Edison

Introduction

Located within the Greater Boston area in Lincoln, MA, the Massachusetts Branch of the

International Dyslexia Association (MABIDA) is a 501 (c) (3) non-profit, scientific and

educational organization established since 1971 for the multidisciplinary study and treatment of

individuals with dyslexia and related disorders. Their mission is to support and encourage study

and research into the nature of dyslexia and related disorders as well as all aspects of the

acquisition and mastery of written language, including, but not limited to, reading, spelling and

writing. Such resources provided by the non-profit organization are made available to all

Massachusetts students, parents and educators within the Commonwealth (MABIDA).

The Massachusetts Branch of the International Dyslexia is considered to be only a small

portion of this worldwide non-profit organization, primarily serving the citizens of the

Commonwealth of Massachusetts. The established purpose and existence of the non-profit

organization is to provide resources and support for an educational or charitable reasons among

the community members as the shareholders of the organization who have a personal interest or

experience with the initial cause.

Dyslexia is considered to be the most common learning disability that impacts the lives of

twenty percent of the United States population; however it tends to be the most misinterpreted

and miscommunicated among all individuals in this post-modern society (MABIDA). The sole

purpose of MABIDA is to provide continuous educational strategies and support to individuals


within the classroom and beyond, along with raising public awareness to the rest of society of

what it means to live with dyslexia. Education of the learning disability allows to the chance to

students to be successful in the classroom, for parents to provide internal support for their

children, and the school system to understand the learning styles.

In terms of the campaign, community relations are considered to be an important

aspect of any establishment and a dynamic aspect of public relations, to conduct your business or

service in a manner that pleases the public and earn its approval and support (Yarrington, 1986).

Especially in the education system, the survival of an organization depends on its relationships

with community members and how it functions to satisfy all individuals who seek out the

services and support for their everyday lives, especially within a non-profit organization. It

would be essential to further investigate into how the structure and overall purpose of non-profit

organizations is directly influenced by its community relations, understanding how they benefit

the overall personal lives of all individuals within the community.

Literature Review

It can be the simplest acts of random kindness of a single organization that can be

beneficial in the lives and overall stability of the community members. Instead of being

successful in terms of wealth, the purpose of non-profit organization is the ability to provide

programs and services that benefit the public, providing them with the sense of value, worth and

support within the community. The term community is defined as a social organism made up of

all the interaction among the residents and the organizations which they identify. It is essential

for all organizations to live by the community’s social norms and expectations. A community not

merely a collection of people who share a locality and its facilities, but share similar values,


beliefs and moral expectations to live by (Center, 49).

Such an understanding of the community would assure long-term establishment for non-

profits who uphold themselves to the same expectations in their service/product and reputation,

as well as awareness of non-profit organizations overall structure and functionality.

Community-Based and Focused Response

It has been acknowledged that community relations can be the core of public relations

programming because it sets the tone of what an organization stands for, in terms of actions and

behaviors of the individuals involved (Center, 51). Every organization has both their strengths

and weaknesses, according to feedback and surveys including basic information about each

respondent who are members of the ‘publics’. Generally, it is important to know that ‘publics’ is

primarily a community relations way of looking at the different groups of people with which you

must have those good relations. The good relations will be developed through establishing

effective two-way communication with each of these publics (Yarrington, 14).

Of how community relations is practiced in organizations, it generally varies from industry

to industry and from company to company. There are some organization, such as non-profit

organizations, that established the development of community relations be a critical part of the

day-by-day operation for those who are involved in the process (Public Relations Journal).

Participants usually consist of employees, volunteers and community members of the non-profit

organization.

Speaking directly to individuals who are affected and those who manage the non-profit

organizations on the board allows for further productivity and efficiency to improve and promote


the intended message. Experts acknowledge that the ultimate issue for community relation

professionals tend to be whether they can or are able to make a difference by addressing tough,

national issues that the majority of the community members, as part of a whole process of the

organization (Public Relation Journal).

Communities are similar to organizations and its framework, as they both require positive

interrelationships among all members to function smoothly and efficiently (Center, 49). In this

case, it would be essential to understand how non-profit organization are established, developed

and maintain by those within, as both employees and volunteers.

Establishment and Daily Duties of Non-Profits

It seems essential to understand how non-profit organization operates and the individuals

who happen the change and greater impact on the communities in which they serve. They have

been categorized as representative organizations of a defined body of the citizenry, where

individual(s) such as the boards of director cannot benefit financially from the organization’s

profits. Any profit made must be reinvested in the organization (Organization Practice).

Traditionally, employees of all organizations have tended to regard their relationships with home

communities as being extensions of their employee relations (Center, 49). Employees are

frontline of any organization and represent what the organization stands for, putting forth all

efforts and good intentions to provide quality service of the product.

In other words, all employees have something contribute to the organization that makes a

stronger and more efficient unit. In terms of the non-profit organization, it can be viewed that the

board members bring an array of business, commercial, social, political and interpersonal

contacts with them to the board. These contacts within the community allow for the non-profit

organization to gain access important resources such awareness of what the agency is trying to


do, other skills and competencies, equipment and political support of the government (Moxley,

80). Board members are chosen as competent individuals in their own fields, but only by chance

do they possess the skills that are necessary to do the job (Borst, 11).

Especially those with educational interests, there are non-profits organization whose board

of directors’ function is to set up policy and to check up how well this policy is carried out.

Sometimes, such a task is difficult for the board to complete because the members are generally

individual who are either wealth enough to afford to give much time to the board or other who

have only a limited amount of time that they can afford to divert from their main endeavors

(Borst, 11). If it were not for the efforts of the community members, the non-profit organization

would not cease to exist and function like they do, to better serve their own neighbors and

support the individuals who require the assistance and services. Non-profit organizations

supports it local community members and vice versa, as they need one another in certain

situation on a daily basis.

Development and Establishment of Public Education

Education is considered to be the most powerful tool that can impact the lives of

individuals and make a difference in the society in which we exist, to improve the quality of life

and develop positive change for future generations from which they will benefit. The process of

public education allows for the opportunity for all individuals of gender, race, ethnicity and

socioeconomic background the chance to receive formal education. The power of education

affects the establishment and development of the community and its members, where they must

support the education system and maintain an efficient relationship with the stakeholders.

Stakeholders of the community for educational purposes are members of the community,


which consist of students, parents, guardians, taxpayers and many more. The education system

would not exist without the active participation and demand for knowledge by the community in

which it properly educates. It must be clearly understood that the development of sound and

constructive relationship between the educational system and community is a necessary and

natural function of a publicly supported institution in a democratic society (Bagin, 11).

For all Americans, the concept of public education symbolizes a right passage for

democracy. It is essential that individuals realize their impact and influence that they can have on

the educational system within their own community and currently hold the status of part owners

in the schools, merely virtue of the fact that it is their taxes that actively support and pay for

resources used by the schools (Bagin, 11). As taxpayers of the community, their expectations are

to ensure the schools are providing their children with high-quality education. From the very

beginning, all individuals are educated on the social acceptance that education provides

opportunities for overall individual growth that are immeasurable on any scale. A free education

is a commitment to the youth and our communities that the populace should not take for granted,

because without this commitment, the nation as a whole loses much of its international prestige.

Overwhelmingly, public schools are the education choice for the majority of American parents

(Brown, 3).

The purpose of education is to provide and prepare the next generation with skills, tools

and knowledge to establish and enforce the role of good citizenship and giving back to the

community in one form or another. Public education is a tuition-free system that is funded and

supported by publicly governed school system within the community. There is the assistance of

state regulation of curriculum and academic standards that all students are expect to meet, in


order to graduate and complete a formal education. In the public school system, there is the

chance for parents who have children and adolescents with special needs, such as learning,

mental and physical disabilities, to also benefit from the required services offered by public

schools. Back in the late seventies, Congress passed legislation known as the Individuals with

Disabilities Education Act (IDEA), which entitles all children with special needs to a free,

appropriate public education (Brown, 3). All community members are entitled and provided the

right to receiving an education.

Community and Socially-Accepted

In order for both the school system and community itself to survive and thrive together, it is

necessary to ensure that both parties have the common ground of beliefs, values and trust toward

one another. Education is part of the socialization process in which all individuals participate in

the development of finding one’s sense of identity within society, in order to fit in and conform

to the social expectations.

In simpler terms, we have been socialized to understand and accept the fact that education is

always a function of the total social pattern that we must follow, in order to be successful in this

post-modern society (Wingo, 3). In this country, all individuals seek out the chance to live “the

American dream” and encourage their children to thrive to reach the education to do so. No

matter what, the dream and achievement might be the same but the advancement of technology

and new knowledge has changed over the years for generations that affect the whole community.

There are challenges that the community and school system face because it is

acknowledged that such efforts to reform or improve public education are not new and have

existed as long as the public schools themselves (Libeberman, 7). The issues within and outside


the public education system have been a process that we have focused and will continue to

improve the quality education.

Aspirations outside the Classroom

The community environment which the school is located must be established in order to

support the education and overall health and development of the system and its students. The

school system should be seen not only as an “educational institution” but also as a rich collection

of specific resources which can be used for strengthening and assisting the social and economic

structure of the entire community (Building Mutually). The community should seek out its

individuals to get involved within to strengthen the schools, and the schools should do their duty

and give back to the community. So, which group should be the first to offer their services and

support to establish that community relationship to ensure a quality connection and improve the

lifestyle of all those involved?

Not only provide support and resources to one another, there should be specific written

and unwritten rules to ensure open lines of two-way communication. In building a school and

community relations program, close attention should be given to communication process as to

make sure all issues and solutions are discussed and resolved (Bagin, 77). If needed, it is

essential that all school employees and administrators to acknowledge and inform the community

on a daily basis of activity and issues that may arise. This responsibility falls primarily on the

teachers, because they are active within the schools and know everything that takes place (Bagin,

69).

Assumptions and Discoveries of Dyslexia


Those unwritten social assumptions and messages that we have about each other define

how individuals are treated on a daily basis and how their actions reflect upon the stereotypes.

Children are expected to attend to school to, not only receive an education, but learn how to

interact with others and gain insight on the social norms of this post-modern society in which we

live. The public education system is established to provide all individuals with the chance to

receive an education; however, the system is created and set up by the government to measure

and categorize intelligence in terms of standardized testing and curriculum.

Not everyone is able to and will be capable of meeting those expectations. There are students

who can and will achieve their standard expectations of the government and public school

system, where there are others who are stereotyped and considered as lazy, stupid and expected

to fail. Learning disabilities such as dyslexia are the obstacles that many individuals face within

the standardized, public educational system in the United States. How can we appropriately

inform teachers on how to effectively adjust their teaching styles for students with learning

disabilities?

The concept of school tends to help mold how we engage with the world, what we think

and how we express ourselves. Usually, intelligence level is defined by the individual’s ability to

learn and who can learn best. But it is important to understand that the concept of intelligence is

varied and subjective, and in many respects misused in many schools (Cole, 67). Public

education in this post-modern society can be viewed as a ‘one-size-fits-all’ system that

requirements all students are expected to exceed in order to graduate. The minds of community

members are shaped to believe and accept that this is only means of achieving academic success

and obtain intelligence to become active and well-rounded citizens in the United States.


However, we need to wonder if the school system is established to cultivate intelligence

or conformity for what our society expects us to act or behave within this society? Those who do

not or cannot confirm to the ideal educational path are generally viewed as different, lazy and a

failure in the eyes of the public education system and the rest of society.

Universally, it is been understood that higher education is a sector predicted upon the ability to

read and write accurately (Contemporary Review). The development of reading and writing can

be a difficult means to accomplish in the classroom and overcoming problems posed by dyslexia.

To gain a better understanding of those who are “different,” the concept of dyslexia is known as

a singular condition with the brain processes which involves severe obstacles to such things as

learning, written expression and personal organization (Contemporary Review). Dyslexia is a

learning disability that does not allow individuals to follow the standard foundation of traditional

education, that teachers are not able to efficiently teach information in the way those students

understand. Intelligence is usually questioned about these students and generally find themselves

outside the social norm of the educational system, where there is no support to the learning

ability and style.

The ability to dedication to creating awareness through the month of October can lead to

breaking the stereotypes that the rest of society has toward the learning condition. It is not a

disease, but a community of individuals with creative approaches and abilities of intelligence

who are not the social norm in the educational world. Creativity is another way of engaging with

the world and a way of thinking (Cole, 75).

Impact on Individuals and Community Development


The learning disability goes beyond the assumption of the inability to read and write

effectively, but actually consists of a fundamental disorder in the brain which causes inputted

information not to be processed and stored in a conventional, generally linear fashion. It tends to

come from a neurological root, and mat be genetic as well (Contemporary Review). Many

individuals within the community, whether they know someone who is dyslexic, may not have

an obvious or direct relation with the organization, and if they can make an effect on the

organization, then they must change their perspective on how to interact with them.

Relationships are greatly affected by the power, identify, trust and culture of the organization as

well as its key publics and stakeholders (Public Relations Review). Teachers and students require

the necessary support and resources to gain a better perspective on the relationship between the

brain and behavior and how to develop an approach in teaching dyslexia students for teachers

(Nicolson, 21).

In terms of understanding the concept of framing and categorizing others who are dyslexic,

it has been the general belief that this learning disability was attributable to visual, including

basic motor skill problem. Framing is known to be the organizing principles that are socially

shared and persistent over time, that work symbolically to meaningfully structure the social

world (Reese, 142).

It almost stereotypes dyslexic individuals to be incapable of functioning properly every day

in this society, especially within our own communities (Nicolson, 22). It is only necessary to

change those perceptions that people have about their neighbors, without actually ever giving

them the chance to succeed on their own terms. It is only appropriate to encourage those who

have such a gift of intelligence and creativity that they have the control and ability to own their

disability and not letting it define who they are.


Organization Review

Situational Analysis

The International Dyslexia Association was initially established over fifty years ago to

continue the pioneering work of Dr. Samuel T. Orton, a neurologist who began to identify the

biological basis of dyslexia and develop effective teaching approaches (MABIDA). The

organization’s commitment consists of fully educating the public about dyslexia, encourage

teacher training in effective teaching methods for individuals with dyslexia to support research

about dyslexia The Massachusetts Branch of The International Dyslexia Association (MABIDA)

is one of many chapters of the organizations with location in all fifty states and Canada. The

establishment of the International Dyslexia Association is to ensure that every individual has the

equal chance and opportunity to thrive and achieve a productive and fulfilling life, to be

successful and reach their full potential (IDA). There are different branches all over the country

that are established within the states and service its surrounding communities to enrich the

educational resources and opportunities for students and continue to assist dyslexic adults in the

American workplace.

According to Ron Schachter of Scholastic, it is important for teachers to realize that it is

likely that at least one in ten students in the classroom has dyslexia. How do we alter our

teaching styles to reflect the student’s unique way of learning? Like all resources, there are a

limited amount that are made available to dyslexia individuals and their families within school

environment and its employees. Due to this fact, there has been progress made within the

International Dyslexia Association and its many branches through the United States of America

and beyond. Just outside the city of Boston, the Massachusetts Branch is one of the participants


in Dyslexia Awareness Month during the month of October, where the International Dyslexia

Association’s objective is to raise awareness of the signs and symptoms of dyslexia and offering

resources to parents, students and individuals with dyslexia. In past years in October, the non-

profit organization has focused its attentions on providing resources and training for teachers and

administrators in every public school in the United States (IDA).

Unlocking Dyslexia Campaign

Due to such an overwhelming response from parents of dyslexic students, the 2014

Unlocking Dyslexia Campaign for the Awareness Month this October has decided to target their

message and reliable information directly to parents. The campaign is dedicating its full efforts

toward the families; as the socialization process of children all begins in the home (IDA). All the

funds that were and are currently being raised are entirely going toward developing handbooks

for families. The handbook, IDA Dyslexia Handbook: What Every Family Should Know contains

reliable and effective information about the characteristics of dyslexia and further resources and

strategies to deal with dyslexia. All information provided can be beneficial for all parents as they

can assist their dyslexic child maneuver themselves through the educational system, from

elementary school through college. For an individual with dyslexia, the external influence of an

organization such as the Massachusetts Branch of The International Dyslexia Association and the

internal support system of their family and friends allows the student to be successful in the

classroom and achieve a quality personal life and confidence within societal interactions.

Core Opportunity: Technology in Classroom


There has been the discussion for the past few years on whether use of technology would

be either beneficial or a distraction for students in the learning process. For a dyslexic student,

the advancement and growth of technology has been a promising and positive effect on reaching

dyslexic students (What Teachers Need to Know).

Technology such as Kindle Fires and Dragon NaturallySpeaking allows dyslexic students

the chance to some of the issues they may encounter and save time to be able to productivity

complete the same assignments as non-dyslexic students. For students who struggle on a daily

basis with dyslexia like myself, the advancement of technology allows those the opportunity to

succeed on their own terms and effectively showcases their knowledge and intelligence in ways

that our parents never experienced during the formal educational phase of their live (The Yale

Center for Dyslexia & Creativity). Technology has allowed dyslexic student thrive and break

down the stereotypes that their own friends, teachers and neighbors may have always had about

what being dyslexia looks like. Not only has technology changed the way dyslexia students have

developed within the classroom and in society, it has allowed for the Massachusetts Brand of

The International Dyslexia Association’s message of awareness to spread to multiple audiences

instantaneously through social media platforms.

In terms of internal and external publics, technology has allowed the non-profit

organization established itself all over the United States and Canada and actively involve the

target audience in the conversation and gain feedback to improve the message, where it can

sometimes be lost within the clutter of media messages. A faster-pace world provides the

opportunity to create change and improve the lives of millions of individuals with dyslexia

whose cognitive intelligence has the capacity and capability to bring us a brighter future, just by

giving them the chance to succeed with the necessary resources and tools to do so. Sometimes, it


seems more effective to provide information to the intended audience directly and meet those

who are in need. Because key publics are not getting adequate and timely information regarding

available resources, there seems to be minimally awareness about the non-profit organization

within the Massachusetts educational system, gaining the community support needed to provide

the necessary assistance and what it actually means to be dyslexic.

Research QuestionsResearch questions that will be answered in the completion of the non-profit

organization’s campaign

R1: How do stereotypes in media and society impact the MABIDA message and its resources to support those who deal with dyslexia?

R2: How can the MABIDA further educate the general public about the learning disability to help improve the quality of education and life of individuals and the community as a whole?

Massachusetts Branch of the International Dyslexia Association (MABIDA) SWOT Analysis

Strengths Focused primarily on the interest of

the citizens of the Commonwealth of Massachusetts

Provided information on the official website is supported by scientific research

Located in Greater Boston area, in partnership with a local dyslexic school

Weaknesses Limited recent activity among

Facebook, Twitter accounts Lack of updated newsletters and

information since Autumn 2009 on the MA official website

Information geared toward parents, teachers and professionals; could be developed to be more student-friendly

Opportunities Work within the community and

schools to inform teachers and parents about the signs and symptoms

Develop program to educate students about their own peers and themselves

Celebrity endorsement to speak about living with the learning difference

Threats Economic cutbacks affecting

donations and funding toward the organization

Competition with other similar organizations: The Dyslexia Foundation; American Dyslexia Association

Misconceptions and societal assumptions made about dyslexia


Method of Research

What does it take for a non-profit organization to strategically develop and deliver the

message to the general public? A content analysis of non-profit organization website was

conducted. The sample institution chosen to compare to the MABIDA was the American Cancer

Society. Both organizations seek out individuals who are in need of either educational or

charitable reasons to satisfy any personal expectation of its community members, that seeks to

benefit all those involved with the individual’s personal success. Established in 1913, The

American Cancer Society has a similar website structure as the MABIDA, with the further

understanding the dialogue communication on how each organization is successful in their own

way.

It is acknowledged that “in public relations, dialogue sometimes is described as

communicating about issues with publics. The field of relational communication also has (been)

considered at length the concept of dialogue as a framework for thinking about ethical and

fulfilling relationship (Kent, 2002).

Non-profit organizations have the intention to serve the community and, with the

advancement of technology in the past few decades, the information and available resources are

made readily available to the public through their official website. The message and its content

can be received by the public audience, no matter how large or small the organization itself may

be and the amount of its shareholders. With the intentions of the campaign in mind, it is essential

to understand the meaning of the non-profit organization’s official website and how they interact,

involve and gain the attention of the target audience with the community.


In comparison to a larger non-profit organization such as the American Cancer Society,

the Massachusetts Branch of the International Dyslexia Association (MAIDA) has a smaller

audience of 13,000 members who support and want dyslexic individuals to reach their fullest

potential that are located only within the Commonwealth of Massachusetts. The American

Cancer Society attracts the audience of about 990,000 people on Facebook through the country

who may currently are and were battling cancer and those who are family members of cancer

patients. Throughout the United States, there are about 14.5 million cancer survivors in the

country today.

From observing the official websites of both non-profit organizations, it seems that the

availability to the necessary information depends on the overall sizing and exclusiveness of the

organization itself. The Massachusetts Branch of the International Dyslexia Association

(MABIDA) and the American Cancer Society both provide their mission statement, information

on various resources, upcoming events, newsletters and ways to become involved. The American

Cancer Society provides the opportunity to actively chat with a representative from the non-

profit organization and the chance to find the nearest location. However, the MABIDA seems to

lack to the ability update their newsletters for their audience and allow the opportunity to know

what is currently happening with the organization, in terms of conferences, developments in

research and family-oriented information. Due to further personal conducted research, it is found

that the MABIDA phone contact is a line of communication to gain volunteer opportunities into

the organization and did not receive a response to the voicemail until almost a month later.

The Massachusetts Branch of the International Dyslexia Association (MABIDA)

provides limited amount of information to the general public on the website’s home page, as the


first piece of information consists of how an individual can obtain a membership to gain further

access to the available resources. The MABIDA has about 500 members who are actively

involved the study and treatment of dyslexia within the Commonwealth of Massachusetts. The

organization should take advantage of the smaller target audience and actively involve and

personally engage its community members in the conversation about what it means to be

dyslexic and access the available resources and tools to allow students to be successful within the

classroom and beyond.

Similarly providing identical resources and tools for academic and personal success, The

Dyslexia Foundation is a non-profit organization established in 1989 and located in South

Dartmouth, Massachusetts, also seeking to promote better reading strategies who live with the

learning difference and their families. Membership fees for both dyslexia organizations are

twenty-five dollars; however, there are differences that set them apart from one another. It has

only been established less than a decade from the Massachusetts Branch of the International

Dyslexia Association (MABIDA), but The Dyslexia Foundation has gained further general

awareness and attendance within the community while the non-profit organization continues to

expand beyond its Massachusetts borders for conferences and awareness throughout the country.

Such direct involvement and fundraising from community members including the 100 Miles for

Change Running Campaign.

At the beginning of the year 2013, one female Massachusetts resident had set the goal to

personally run over one hundred miles in seven months and raise $100,000 to sponsor teachers to

attend the TDF Fall Conference. For the purpose of the campaign, the Massachusetts Branch of

the International Dyslexia Association (MABIDA) should seek out a more community-based


approach to developing a further presence within the school and community environment, to

improve the quality of life for those who suffer with dyslexia. The act of involvement among the

community will allow the chance to be more a part of the initial cause and develop a way to

support the non-profit organization and its mission to serve and positively support those

individual who have that personal interest or experience.

Target Publics

Primary Audience

The main target audience and primary focus of the Massachusetts Branch of the

International Dyslexia Association (MABIDA) are the parents and guidance of dyslexic students

within a public school district, whose child is not provided with the necessary resources from the

school and who is concern for the student’s academic achievement and success. Resources

provided to the school district sometimes allows for some students to possibly not receive the

academic support that would be needed.

The individual’s poor behavior or lack of interest should be a concern for the

teacher and parent/guardian to realize that there is a reason behind the child’s actions and figure

out alternatives to help the child to be successful. It is known that less than a third of the children

with reading disabilities are receiving school services for their reading disability, which allows

the Massachusetts Branch of the International Dyslexia Association the opportunity to provide

extensive resources and support service to those who do not receive assistance through their

school system.

Especially at the elementary school age, it is up to the adults to work with the child, not

against them. The child should be reassured by the adults in their lives that they are not to


blamed for their disability, but it’s something that they were born with and can be overcome with

assistance and resources. It takes a whole community to raise a child, which should apply to the

establishment of the public school system.

As for secondary audiences, the involvement of teachers and school administrators would

be crucial in distributing information and general awareness to community members. The

relationship formation with media outlets allows for full exposure to the whole community and

legislation support from the state department.

With the assistance of community members and further knowledge and research provided

by neuroscience, The Massachusetts Branch of the International Dyslexia Association

(MABIDA) can effectively function to provide those parents the opportunity to assist and

advocate for their child within the classroom and beyond in their own personal lives.

Campaign Key Message

The message and sole purpose of the campaign should focus on reversing the stereotype

on dyslexic individuals within our society and encourage those to stay in school, ensuring that

they are smarter than they give themselves credit for. Humans are not standardized, so why does

our education system need to be if there are many students whose intelligence is not

measureable? The first key message, “It’s more than success in the classroom, but a quality of

life” is meant to raise awareness that dyslexic individuals was regular people who have

difficulties in reading; stereotyping them as lazy and stupid does not allow them to fulfill their

potential, whatever they might have to offer.


Nearly two million students in our public school with reading because of dyslexia.

Twenty percent of students with disabilities drop out, and only 67 percent graduate with a regular

diploma,” (New York Times). The public school system in the United States are established that

students must meet the standard expectations of the Department of Education, so how can

dyslexic students achieve those state requirements for graduation, if even the most basic learning

skill is the most difficult? Is the public school system true to their mission in providing all

students to chance to an equal education?

Education should be the doors to opportunities for all those who want the chance to make

a better life for themselves and achieve their own personal success and happiness. When an

individual is provided the tools necessary to be successful in the classroom, it allows them to be

more confident and happy in other aspects of their life. The second key message, “It takes a

whole community to educate a child” encourages the motivation for all members of the

community to realize how the media outlets and societal assumptions about the most common

learning disability is perceived in our post-modern society.

Dyslexics learn differently from other individuals, which could lead to such

misconceptions in society about those who are considered to be different. The official website of

the Massachusetts Branch of the International Dyslexia Association (MABIDA) provides typical

myths and assumptions that our society believes what dyslexia actually is. Myths about the

learning disability consist of the belief that dyslexia is associated with low intelligence and

cognitive ability, being a childhood disorder that individuals will eventually outgrow and an

untreatable learning disorder.

The campaign messages are meant to not educate individuals about the resources made

readily available outside the school system, but to inform and aware their neighbors about their


learning difference and ways to be involved in the student’s success in both the classroom and

life.

Objectives/Strategies/Tactics

The overall goal of the non-profit organization’s campaign is to supply the Massachusetts

Branch of the International Dyslexia Association (MABIDA) with the valuable information and

resources to accomplish visibility and develop a relationship among the community. The

campaign, “Beyond the Classroom Success” will be expected to launch to the public in January

2015.

Objective 1: To raise awareness and educate about the most common learning disability

among community members by twenty percent before the end of the academic school

year in June 2015.

Strategy 1: To inform parents and guardians about the duties, functions and

responsibilities of the Massachusetts Branch of the International Dyslexia Association

(MABIDA).

Tactic 1: Seek out opportunities within the community to reach and speak directly to

parents of dyslexic students and stakeholders with interest in the special education

department. The Massachusetts Branch of the International Dyslexia Association

(MABIDA) can ask to set-up an information booth with brochures, packets, pens, how-to

books and a representative from the organization to answer questions at school open

houses and PTA meetings. The purpose is to actively interact and engage with parents

who are concerned for their child’s education, as well as their success and well-being.


The non-profit organization should seek to inform adults how the societal stereotypes

about dyslexia is hurting and preventing children from asking for help and decreasing the

graduation rate within the school system. What can parents do to help the next generation

achieve an education and reach their fullest potential?

With the permission of the school system, the Massachusetts Branch of the International

Dyslexia Association (MABIDA) plans to mail out postcards, flyers and brochures

directly to homes, providing information regarding open conferences and seminars in

their nearest location.

Objective 2: To increase awareness and educate about dyslexia among students by thirty-

five percent.

Strategy 2: To engage all students into the conversation in understanding how the

dyslexia stereotypes about their fellow students have an impact on their educational and

personal development.

Tactic 2: Since all students are expected to attend public school for nine months out of

the year, the Massachusetts Branch of the International Dyslexia Association (MABIDA)

could develop a partnership with the Department of Education and Americans with

Disabilities Act to establish the Community Awareness Project (C.A.P.) as part of the

educational curriculum and workshops throughout the school year. C.A.P. allows

students to understand how and why their peers function in the classroom like they and

encourage positive and helpful behavior, as part of the socialization process that school

plays in child development. There would be flyers and announcements year-round about


various games and activities and information that would attract the interests of the

students to do better for their school, friends, community and themselves.

The non-profit organization would look into drop-out rates and testing scores to figure

out which school system who has the most need in the Commonwealth of Massachusetts.

The chosen school would be the prototype for the first year of the program. With the

permission of parents and guardians, C.A.P. would seek out the photos and input from

students regarding their feedback on the program. The results from C.A.P. would be then

developed into a media kit and program for other schools to seek out in further

developing their school districts, increasing test scores and encouraging more students to

reach graduation. This development among students allows them the knowledge to

maintain and pursue academic excellence and success, to assist their schools to receive

proper funding from the Commonwealth of Massachusetts.

Evaluation Strategies

As an individual who suffers with dyslexia, it would be appropriate for the Massachusetts

Branch of the International Dyslexia Association (MABIDA) to seek both dyslexic and non-

dyslexic participants for a formal focus group to gain insight on the development and progress of

the “Beyond the Classroom Success” campaign, to understand the educational and personal

impact regarding community awareness on the learning disability, and realize what was effective

with awareness and other such improvements. What aspects of the campaign stuck with

individuals the most and educated them more on dyslexia? As mentioned earlier, the campaign

would be initially be launched within a single school district as prototype and eventually spread

out through the Commonwealth of Massachusetts.


With the feedback and insights collected after the 2014-2015 school year, the “Beyond

the Classroom Success” campaign would be the established foundation for other branches of the

International Dyslexia Association to develop and provide for dyslexic individuals all around the

world. The non-profit organization would seek opportunities to produce press releases to major

newspapers, social media platforms and academic journals to gain the publicity, attention and

necessary funding from the U.S. Department of Education to improve the quality of special

education and ensure equal education for all.

Conclusion

Education is the key to success and quality life, which begins with educating individuals

to create a more efficient and safer community for our future generations to continue to make

this world a better place to live. The Massachusetts Branch of the International Dyslexia

Association (MABIDA) realizes that there are individuals who have the potential to accomplish

greatness and do well for the community, but sometimes their limitations and the standardized

expectations of the American educational systems do not necessarily allow them to be successful

in the classroom. Success within the classroom allows for a better quality education and

encourage the opportunity for graduation and pursuing a higher education degree.

In terms of community relations, the campaign of this non-profit organization would

allow the chance to learn more about individual situations and stories to compel people to get

involved and make donations to better support those who are dyslexic. Educating people about

what it means to be dyslexic allows the non-profit organization to speak out for those who can’t,

reverse any negative stereotypes in our society and teach our community how to respond and

assist when our help is needed. It is important to let those individuals know that they are not


different from everyone else, but a special gift to the world. As an individual who lives with

dyslexia, it gives someone else like myself the reassurance that I am capable to doing great

things in my lifetime that I can be proud of, and help those reach their own fullest potential. I

was a student who did not receive formal assistance until after high school and such community

relations and support would have been meant the world to me, as to not suffer through my public

education career because the school could not afford it. There are resources like the

Massachusetts Branch of the International Dyslexia Association (MABIDA) realize the value of

every individual and provide the opportunity and support for people like myself to be successful,

both within our educational and personal lives. Every small act can make the difference in lives

of many individuals and the quality of the whole community.

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Documents

community relations

community members

massachusetts branch

public education system

educational organization

nature of dyslexia

massachusetts students

commonwealth mabida