DeJunne’ C. Jackson
DeJunne’ Clark Jackson MA, MAT, MEd, CALT, LDT, joined the Center for Literacy and Learning in June 2020 as its Vice President of Program Development. In this new role, she oversees all program development, delivery, and evaluation. She maintains relationships with organizational partners, including schools and school districts, and other nonprofit organizations.
DeJunne’ is an educational professional with over a decade of experience in the roles of a university disabilities coordinator, classroom teacher, school counselor, and reading interventionist. As the parent of a child with dyslexia, DeJunne’ is on a mission to spread awareness to parents and schools, advocate for appropriate remediation needs within the school setting, fair treatment of and the appropriate access to education for all children. Prior to joining the CDL team, DeJunne’ was actively and fiercely managing Learning Fundamentals Educational Therapy & Consulting, her private practice, focused on aiding parents through the processes of seeking school-based solutions for struggling learners. DeJunne’ is a licensed classroom educator and school counselor, a Certified Academic Language Therapist, a Licensed Dyslexia Therapist, and only one of three credentialed Educational Therapists in the state of Louisiana. She is a member of Louisiana Department of Education’s Early Literacy Commission, state leader with Decoding Dyslexia Louisiana, and the president of The Reading League Louisiana.
Concurrent Session Description
Dyslexia Advocacy: Parents as Partners
DeJunne’ C. Jackson
(Special Ed, Dyslexia, Other Learning Challenges, Equity & Inclusion, ELL, General Science of Reading )
What we know is that oftentimes schools, teachers, and parents have the unfortunate experience of having a front-row seat to the reading struggles of students; however, the experiences of those individuals may vary. If examined in isolation, we are likely to miss key opportunities for creating a collective understanding – hearing and assembling these experiences to see the larger picture. Each stakeholder plays a vital role in the discovery, identification, and intervention stages of literacy development. Parent advocacy is critical and schools can curate a relationship that ensures a collaborative partnership where the best decisions for providing evidence-based reading instruction are made for all students.
Target Audience: Early Childhood (Birth – 4 years), Elementary, Middle/Jr. High, High School
Education Track(s): Equity & Inclusion, Leadership