James Madison University - Index

James Madison University - Madison Magazine - Summer 2009 - Index

Creating a dyslexia friendly classroom
Alumnus overcomes for self and students
By Katie Hudson (’10)
“W
hen I look out at my class, I see myself,” says
Jared Setnar (‘04M). That’s because, like
many of his students, Setnar is dyslexic.
Setnar teaches ninth- and 11th-grade history
at Virginia Beach’s Chesapeake Bay Academy, a private
academy that offers learning-challenged students a more individualized
environment. Students with attention disorders and
dyslexia are the majority enrolled in the academy.
Setnar knows how frustrating it can be to overcome a
learning challenge. During most of his education in public
schools, he says that he resorted to “teaching himself.” Dyslexia,
Setnar says, “is something one can never be fully cured
of.” His dyslexia followed him to Virginia-Wesleyan College
and on to JMU where he earned a master’s in history.
Throughout his education, test taking was the most difficult
task, Setnar says. Because of his dyslexia, he does not
perform well on standardized tests. After he explained his
situation to professors in the JMU history department, they
decided to waive Setnar’s GRE scores. “I will never forget that,
and I will always be grateful,” he says.
A few years later, Setnar’s mother saw an ad in the newspaper
from Chesapeake Academy seeking a history teacher. “I
was really excited to find this school that focuses on learningchallenged
students. This is definitely a place that I would have
wanted to go to school,” Setnar says.
The school currently enrolls about 65 students, and
classes consist of usually no more than six students. Technology
plays a big role in Setnar’s classroom. Each lesson has
structured notes that Setnar calls “road maps to the lecture.”
Students can follow along during PowerPoint presentations,
and classrooms have Jared Setnar (’04M) relates
interactive white boards to learning-challenged stu-
to facilitate learning. dents on a personal level at
Chesapeake Bay Academy.
Erica Smith-Llera,
principal of the upper school, says Setnar’s teaching is not
solely successful because of state-of-the-art technology.
Setnar’s ability to connect with the students is much more
powerful. “His energy level is contagious, and students
immediately become excited about the history he weaves
into compelling stories,” Smith says. “Each day, I not only
hear, but I also feel, the learning going on in his classroom.”
Setnar individualizes his teaching methods for particular
students. Some may need one-on-one attention, while others
need visual representations of subject matter. “I think it’s very
easy to teach learning-challenged students,” he says. “Dyslexia
is not an intellectual disability. These students have difficulty
with language or reading, or other challenges, and they
just need to handle their aggravation and stress differently. I
understand their aggravation, and I can remind them that I am
in the same boat they are.”
Within two years of joining the Chesapeake Bay Academy
faculty, Setnar has worked his way up to assistant principal of
the upper school.
With his dyslexia, he knows what it was like to feel isolated
and alone during high school, and he doesn’t want any of his
students to have that same kind of experience. “I am trying to
be the principal I wish I had,” Setnar says.
His new position requires a lot of work but Setnar considers
himself very lucky. “I might be a little tired when I leave
work, but I feel satisfied and fulfilled everyday.” M
ClassNotes
SETNAR PHOTOGRAPH BY MORT FRYMAN, THE VIRGINIAN-PILOT
SUMMER 2009
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