Story: Lisa Sollie | Photo Cody Ingram

When the University of West Alabama launched its in fall 2024, Rachel Walters saw an opportunity to gain the specialized training she wished had been available when her brother struggled with dyslexia as a child. Walters saw firsthand how few resources Alabama offered students with learning differences.

Now a reading interventionist at Briarwood Christian School in Birmingham, Walters works with students with language delays, attention-deficit/hyperactivity disorder and other reoccurring diagnoses, including dyslexia. Prior to enrolling in UWA’s program, she relied primarily on intervention strategies.

Four years ago, a new director of student support services—who was also a licensed dyslexia therapist—introduced her to the field’s specialized training, sparking an interest that eventually led to UWA.

“Research showed dyslexia therapy was the gold standard, and I thought, ‘Well, I need more tools in my toolbelt,’” Walters said. “But I couldn’t find the right program until UWA began offering its .”

According to Sara Reynolds, assistant professor in UWA’s College of Education, no other university in the state offers a dyslexia therapy program like it.

The program also comes as the Alabama Reading Initiative (ARI) pushes for more dyslexia therapists in schools statewide.

UWA has partnered with Shelton School in Texas, which uses Take Flight Therapy, a research-based, multisensory reading curriculum designed to help children ages seven and older with dyslexia and related reading challenges.  Developed by the Luke Waites Center for Dyslexia and Learning Disorders at Scottish Rite for Children, the comprehensive program trains struggling readers to decode, spell, and comprehend written language effectively.

“I love the support we get from the Shelton School; it is teacher-and student-friendly as well as easy to navigate,” Reynolds said. 

Take Flight Therapy is one of only a few approved dyslexia intervention programs in Alabama. The program also prepares students to qualify for the Certified Academic Language Therapist (CALT) credential. After graduation, students are eligible to take the national certification exam.

“Take Flight is also used by ARI and we use the same trainer,” Reynolds said. The difference is our program takes teachers who only have a bachelor’s degree and trains them to sit for national exam, while earning a master’s degree at the same time. ARI works with teachers who already have a master’s degree. After they complete the training, they can sit for the exam. Our goal is the same—to get more certified dyslexia therapists in Alabama schools.”

The online program is intensive, requiring students to complete 700 clinical teaching hours using the curriculum. As soon as student learn enough of the curriculum, they begin completing their therapy hours in real-world settings.

“You’re literally learning and doing at the same time,” Walters said. “I found that extremely helpful. I didn’t really feel like I mastered it until I taught it, maybe even a couple of times.”

“Some of our students are being put in dyslexia therapy positions because once they begin that first year of the program, they are considered dyslexia therapists in training,” Reynolds said. “They can start accumulating their 700 hours, which is what Rachel did. Other students may have to be a little creative in getting those hours, so it may take them a little longer to complete the program.”

Walters said the program has equipped her with new strategies and skills to make an even greater difference for her students.

“Not only was my training very specific and in-depth, but we had wonderful trainers,” she said. “I loved how Take Flight Therapy sets students up for success. When I meet students who are discouraged, frustrated and defeated, I’m able to tell them, ‘You’ve got this,’ and then see their growth. That is really rewarding.”

In addition to Walters, five other students residing in Alabama completed the program in May. An additional 14 students are expected to complete the program by the end of the summer or in the fall.

Reynolds noted that with the third cohort starting this summer, the total number of active students in the program has grown to 37. In addition to those from Alabama, students from Mississippi, Texas, Georgia, and Florida are also enrolled.

One of Walters’ favorite things about the program is that it highlights the strengths dyslexic students possess, not just their challenges.

“I tell my students all the time, that reading and spelling might be a weakness, and we’re going to work on that,” she said. “But because of the way God made your brain, you may also be creative, passionate, or gifted in other ways. That boosts their confidence and usually encourages them to read more, and that’s important to me.”

Now that graduation is behind her, Walters is preparing to take the national exam and become a Certified Academic Language Therapist.

Walters recalls when a student told her on one of the hard days of studying, balancing motherhood and working, “Reading in the classroom is hard, but I love reading with you.” She said moments like those made all the hard work and long hours over the past two years worth it.

The post Reading interventionist among first graduates of UWA’s new dyslexia therapy degree program appeared first on University of West Alabama.

Story: Lisa Sollie | Photo: Cody Ingram

For years, Armand Barnard found his voice on stage and on screen. But beyond the spotlight, his ambitions run deeper: to understand people, not just perform for them.

After earning his undergraduate degree at Stellenbosch University, Barnard started exploring opportunities to continue his education in the United States, where his brother was already studying in Texas. Through the international recruitment agency, , he connected with Dr. Mark Davis, dean of at the University of West Alabama.

Barnard said he felt an immediate connection. “I could tell right away that this was someone I wanted to work with.”

With guidance from Davis, Barnard chose UWA, drawn not only to its master’s degree in —clinical psychology option—but also to the sense of community in Livingston.

“I knew it would be an adjustment coming to the States,” he said. “But the South, the people of Alabama, the Christian landscape and the strong sense of community here felt closer to my home country and Afrikaans culture.”

An actor and musician from South Africa, Barnard has built a growing list of screen credits, appearing in productions such as Troukoors (Wedding Fever) (2021), its follow-up series (2021—2022), and the television drama Die Byl (2025). He also appeared in the 2024 music video for ‘A-Okay,’ released by Sony Music Entertainment Africa.

“Since I was little, I’ve always been interested in people and why they do what they do,” Barnard said. “Acting lets you explore that in one way, but I wanted to understand it on a deeper level.”

While studying at UWA, Barnard focused on global perspectives, preparing a thesis on Japanese attitudes toward therapy, which he said are more positive today than in years past. He hopes to visit the country one day to further explore its culture and evolving views on mental health.

As graduation approaches, Barnard is applying to clinical psychology Ph.D. programs, a highly competitive path he said can be as selective as medical school admissions.

After commencement, he plans to attend Nashville Music Night, hosted by Friends of South Africa, celebrating both his academic achievement and his South African roots alongside his mother and fiancée. The couple plans to marry in December, marking a new chapter in a year of transition.

Although his future plans remain uncertain, Barnard said that he draws strength from one of his favorite Bible passages, Jeremiah 29:11: “For I know the plans I have for you,” declares the Lord, “plans to prosper you and not harm you, plans to give you a hope and a future.”

The post From South Africa to Alabama, Barnard’s path from performer to psychologist appeared first on University of West Alabama.

Story: Lisa Sollie

Since the launch of its competency-based education (CBE) program, the University of West Alabama is working to move paraprofessionals into certified teaching roles more quickly to help address teacher shortages across the state.

Dr. Jan Miller serves as director of , which launched January 2025 in the Julia S. Tutwiler College of Education. Miller said the initiative builds on paraprofessionals’ existing classroom experience while equipping them with the skills and competencies needed to become certified educators. Candidates must have at least three years of classroom experience and be enrolled online in one of UWA’s three education programs: elementary education, early childhood, or special education.

Miller said the University worked closely with the Alabama State Department of Education to identify the exact competencies candidates must master before earning certification. Faculty conducted extensive assessments and curriculum mapping to ensure coursework aligns with state-defined standards.

Through an evaluation tool called “Are you ready for CBE?” and a structured interview process, Miller reviews transcripts, work habits, and each candidate’s ability to work independently. She also assesses whether applicants are already serving in strong instructional roles and are prepared for the rigor of the program.

“Our model is accelerated, one-on-one, and very prescriptive,” Miller said. “Although you might be enrolled in a course with 10 other students, you aren’t necessarily moving at the same pace or even completing the same modules.”

Once enrolled in CBE, students take a 25-30 question multiple-choice pretest in each course. The assessment is not graded; instead, it measures prior knowledge and connects to course modules built around specific competencies.

After reviewing results, Miller may exempt candidates from modules or assignments within modules—where they have already demonstrated mastery. 

“I might say, ‘Congratulations, you’ve met the standards and competencies for Modules 1, 3, and 4. You only need to complete Modules 2, 5, and 6 to finish that course,’” she explained.

Students then complete summative assessments, field-embedded assignments—real work conducted in their own classrooms under the supervision of a mentor teacher. Candidates must demonstrate at least 80 percent mastery, proving not only content knowledge, but also the ability to effectively teach it.

Beth LaReau of Tuscaloosa was working at The Capitol School in Tuscaloosa, Alabama, while pursuing dual degrees in early childhood and elementary education online when she heard about competency-based education programs at UWA. As one of the program’s first two graduates, she said switching to the competency-based format allowed her to focus directly on the standards she needed to master.

“Instead of feeling like I had to move through everything at the same pace, I could really concentrate on what I needed to learn,” LaReau said. “It helped me understand the science and vocabulary behind what I was already doing in my classroom.”

Another graduate, Katrina McGrady, who worked as a special education instructional aide in the Talladega County Schools while enrolled, said the program’s hands-on, practical structure stood out the most.

“My pre-assessment for integrated arts revealed I struggled with how to integrate art into math, so most of my assignments for that course focused on that,” McGrady said. “One project—a tessellations assignment—I implemented with my sixth-grade students. They loved it, and it worked just like it was supposed to. This program teaches you things you can immediately implement in your classroom.”

Stephanie Applegate, a paraprofessional at Faucett-Vestavia Elementary in the Tuscaloosa County School System for the past 23 years, agreed.

“All my assignments are so classroom-centered,” Applegate said.  “Yes, I’m getting the background knowledge I still need, but I’m applying it to real scenarios I’ll face as a teacher. The work is rigorous, but it’s easier to see the relevance—why I’m learning it and how I’ll use it.”

Through the self-paced structure, Applegate said the program has shortened her expected completion date to May 2026—a semester earlier than originally planned.

The program currently enrolls between 45 and 50 students, and Miller said interest continues to grow. While competency-based models exist in other disciplines and at other universities, she said similar approaches remain rare in teacher education. UWA’s program was the first of its kind in teacher education to receive accreditation from the Southern Association of Colleges and Schools Commission on Colleges and has positioned the University as a pioneer in competency-based teacher preparation.

Miller said the university plans to expand competency-based offerings in summer 2026 with the launch of a master’s-level CBE program in elementary, early childhood, and special education.

The graduate track will serve Alternative Class A (Alt A) candidates—individuals who already hold a bachelor’s degree in a non-teaching field but want to become certified educators. Rather than completing a traditional undergraduate education degree, Alt A students earn a master’s degree that leads to initial teacher certification. The competency-based format will allow these career changers to progress based on demonstrated mastery, potentially accelerating their path into the classroom.

Miller said the goal of UWA’s competency-based education programs is to produce competent, highly qualified educators more efficiently without compromising standards.

“We’re not lowering expectations,” she said. “We’re recognizing experience, honoring what candidates already know and focusing our time on what they still need to master. That’s how we get strong teachers into classrooms faster—and that’s what Alabama needs.”

For more information on , contact Jan Miller at (205) 652.3445 or jmiller@uwa.edu.

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