Emerging Dyslexia Advocate

Kayla (she/her) is a senior in high school in Kansas City. She wasn’t diagnosed with dyslexia until her freshman year, and at first she thought the diagnosis would solve everything. Instead, she quickly realized it was only the beginning. With limited resources available, she relied on strategies she had already developed and began searching for new ones. That experience led her to create something she wished she had when she started: a website dedicated to supporting students with dyslexia.

Dyslexically Speaking

On her site, Kayla shares an overview of what dyslexia is, how it affects her personally, and how it can impact others differently. She believes resources should be available not only for those with a diagnosis, but also for any student who is struggling. She includes apps, strategies, and even a note on self-advocacy, making the site both practical and personal. Her vision is for it to grow with her as she enters college and the workplace, becoming a resource for universities, teachers, and students at every level.

The website reflects the lessons she’s learned from school. Teachers who supported her best were the ones who listened and remembered her needs. For example, she prefers to read along with audiobooks so she can keep pace, but some teachers dismissed this. Others recognized how much it helped and made space for it. She also recalls a teacher who always offered a paper test after she once said it was easier for her. These small acts showed her the power of seeing students as individuals- the same principle she builds into her site.

When asked what advice she has for teachers who want to adopt more anti-ableist practices, Kayla points back to what her site is all about: understanding that no two students experience the same diagnosis in the same way, and creating flexibility to support them. “It’s just the small things,” she says. Kayla said it means the most “when they [teachers] are willing to help me any way they can.”