Michael Karras inspires others as the vice principal at Lord Asquith School in Asquith, Saskatchewan. “Almost every year, when new kids come in, I start by introducing myself. I tell them, ‘I’m Michael Karras, vice principal here, and I can’t read worth a darn, and my spelling is even worse’.”
Michael’s personal journey with dyslexia began early. Growing up with a family history of reading and writing difficulties—both his father and grandfather faced similar challenges—he was tested and diagnosed with dyslexia and ADHD in elementary school. “Things started to improve for me when I realized I wasn’t stupid. Before that, I just thought I was,” he recalls. “I made gains in reading and comprehension, and while my spelling still lagged behind, I knew I was making progress.”
Despite his determination, Michael didn’t receive the support he needed in school. Teachers lacked the knowledge to implement the strategies recommended to help him. Nevertheless, Michael developed his own methods, navigating through elementary and high school until he was accepted into the Faculty of Education at the University of Saskatchewan. Due to falling below the required grade point average, he had to pause his studies. It was then that he found the Learning Disabilities Association of Saskatchewan, where he enrolled in an individualized program. There, he received the support he had been missing, which significantly improved his reading skills and spelling. With renewed confidence, Michael returned to university, where he earned a Bachelor of Education with additional qualifications in Special Education.
Over the past two decades, he has been instrumental in changing the way students with learning disabilities are taught in his province and across the country. “I’ve always been a big advocate for kids who struggle,” he says. “I try to help them take ownership of their learning, and I work to get teachers and parents involved in the process, too.”
Convincing others to adopt new approaches is a challenge Michael knows well. “Once people start seeing success, it becomes contagious. Teachers across the hallway notice and want to know more. That’s the great thing about education—teachers are always trying to learn and improve.”
Michael emphasizes the importance of creating a supportive and accepting environment for students. “I focus on helping kids get over their fear, accept who they are, and advocate for themselves. When they feel safe, they’re more willing to try different strategies, engage, and, ultimately, improve.”
At his current school, the approach is trauma-informed and human-first. “This allows us to build strong, positive relationships with students and their families. There’s no shame or stigma. We can have honest conversations about their struggles and their goals, and we move forward from there.”
Michael is concerned about what society stands to lose without proper funding for dyslexia programs. “You could lose people like me. I ended up being, in my opinion, a pretty good guy, a pretty good educator, and a pretty good vice principal. But what if I hadn’t received the support I needed?”
To listen to Michael Karras’ story, tune in to Dyslexia Canada’s Spotlight: Mark it Read series, available on Spotify, Apple Podcasts, and wherever you typically access your podcasts.