So All Can Read

✨ From Advocacy to Academia: BEAR P.A.L.S. Heads to AERA 2026! ✨

I’m incredibly honored to share that our paper, “Creating a Safe Space Within Safe Spaces: Nestled Support for Neurodivergent Students at an HBCU,” has been accepted for presentation at the 2026 American Educational Research Association (AERA) Annual Meeting in Los Angeles! 🎉

This incredible opportunity is a reflection of the dedication, heart, and collaboration of everyone involved — the student mentors and mentees, faculty champions, and community partners like Dyslexia Advocation, Inc., the Jemicy School and MBZ Coaching highlighting the impact of the BEAR P.A.L.S. (Peer Allies for Learning & Support) program — a mentorship initiative designed to create belonging, advocacy, and academic support for students with learning differences at an HBCU.

BEAR P.A.L.S. came to fruition from a moment of advocacy that changed everything. While helping a parent and her son navigate the process of accessing accommodations in higher education, I saw firsthand how difficult it can be for students with learning disabilities or dyslexia to get the support they need once they reach college. That experience sparked an idea — one I shared with Dr. Gibson — and together, we wrote a grant to create BEAR P.A.L.S. I didn’t want another college student to feel unseen or unsupported. So we built a program where students could find both guidance and community — where they could thrive, not just survive.

To now share that work on the national stage at AERA — the largest gathering of education researchers in the world — is both humbling and affirming. This milestone honors every student who showed up, every mentor who led with compassion, and every educator who believed that safe spaces can exist within safe spaces.

This is more than a presentation — it’s a celebration of what’s possible when advocacy, equity, and education come together. Together, we’ve shown what’s possible when advocacy meets action.💙🧡

Orton-Gillingham Training

Understanding the Science of Reading and Dyslexia –
Explore biological, linguistic, educational and psychological aspects of dyslexia . Special emphasis is placed on understanding new information about the Science of Reading from the National institutes of health studies in education, neurology, speech / language and psychology

Phonological Awareness – Learn Multi Sensory Phonological Awareness Techniques and incorporate the training into lesson planning.

Multi Sensory Approach to the Teaching of Reading Writing and Spelling –

Participants will be introduced to the basic knowledge of multi sensory teaching using the

“See it” , Say it”, Hear it “ “Write it” technique

Learn a Systematic and Sequential Approach for Teaching the Sounds, Syllables, Affixes and Roots in the English Language:

Develop Lesson Plans which incorporate Multi Sensory and Sequential components.

Interventions– Learn, Develop and Incorporate Creative Interventions / Games for teaching and reinforcing language arts concepts

Fluency Practice – Learn techniques for improving fluency skills

Handwriting and Written Language – introduction to techniques and materials for developing handwriting and written language skills

Practical Application– Participants practice multisensory teaching methods and techniques on one another and / or on children who are brought in for simulated teaching exercises during the course.

Commercial Materials – Participants will be introduced to a wide variety of commercial materials and websites to aid their instruction

Register here - https://wrightacademics.teachworks.com/form/enrichment-program-individual