Landmark School Screens Documentary Debunking Myths About Dyslexia

By Tala Strauss

Gordon College News Service

April 18, 2013
(This article appeared April 22, 2013, in the print and online editions of The Gloucester Times.)

Beverly, MA—Janet Thibeau, of West Newbury, MA, believes many people misunderstand disabilities like dyslexia. Thibeau, an educational advocate and parent of two children who attend the Landmark School campus in Beverly, MA, hopes to change that.

“It’s a myth that students who struggle to read aren’t smart,” Thibeau said. “Typically such students have above average cognitive skills. Their brains just work differently.” Research labs at places like Yale and MIT are also studying the dyslexic brain to help figure out which services are effective for students, Thibeau said.

As part of an effort to raise awareness in the community about dyslexia as well as help students and families with language-based learning disabilities navigate their child’s educational path, Thibeau will join others at Landmark School’s special screening of James Redford’s documentary, “The Big Picture: Rethinking Dyslexia,” Thursday, April 25, at 7pm, at Landmark’s (second campus) Elementary and Middle School, 167 Bridge Street in Manchester-by-the-Sea, MA.

Following the film there will be a panel discussion with neuropsychologist Ann Brochin; Peter Harris, head of language arts at Landmark; Courtney Joly-Lowdermilk, disabilities coordinator at Northeastern University; Nancy Reddish-Gurry, educational advocate, and Landmark School seniors Brianna Regan and Chris Thibeau, moderated by Landmark School Headmaster Bob Broudo. The event costs $10 and doors open at 6:45pm.

Thibeau’s eldest son Chris and youngest son Joshua both attend the boarding and day school that specializes in language-based learning disabilities. She said both sons struggled in classrooms until they were placed at Landmark School. Now Joshua is in the fifth grade and Chris is a college bound senior. While most public schools can provide what students with dyslexia need, Thibeau said students in unique educational settings can receive specialized and supporting instruction.

“The film provides a unique yet universal story of living with dyslexia,” said Thibeau. “Dyslexic brains work differently. It’s not a lack of effort or interest. The movie really illustrates that lots of successful people have dyslexia.”

The film is part of the school’s goal to help parents and educators of students with language-based learning disabilities, such as dyslexia, better understand their rights, according to Susan Tomases, director of marketing and communication at Landmark.

“We hope to provide a clearer sense of how to get their child or students the educational services they need to learn best,” she said.