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.
ResearchQuestions
Research 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
Threats
 Economic cutbacks affecting
donations and funding toward the
organization

 Develop program to educate students
about their own peers and themselves
 Celebrity endorsement to speak about
living with the learning difference
 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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