Dyslexia

Dyslexia is a language-based learning disability. It refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties with other language skills such as spelling, writing, and pronouncing words.

Dyslexia affects individuals throughout their lives; however, its impact can change at different stages in a person’s life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment.

Texas Education Code (TEC) 38.003

...defines dyslexia and related disorders in the following way:

• “Dyslexia” means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity.

• “Related disorders” include disorders similar to or related to dyslexia, such as developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.

TEC 38.003(d)(1)-(2) (1995)

International Dyslexia Association

...defines “dyslexia” in the following way:

• Dyslexia is a specific learning disability that is neurobiological in origin.  It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.  These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

Adopted by the International Dyslexia Association Board of Directors
November 12, 2002

What does the Dyslexia Identification process look like in SCUC ISD?

When a reading disability is suspected and special education services may be needed, SCUCISD uses the Child Find process to identify, locate, and evaluate individuals (birth through 21 years of age).

Who can begin the Child Find Process?

A parent, doctor, teacher, relative or friend can call to recommend an evaluation.  The parent, guardian, or adult student will be notified to discuss any concerns so that consideration for an evaluation can be made.

SCUS ISD screens all students enrolled in Kindergarten and first (1st) grade to identify those who may be at-risk for dyslexia, in accordance with the Texas Education Code, (TEC) §38.003, Screening and Treatment for Dyslexia.

In accordance with (TEC) §28.006, SCUC ISD screens seventh (7th) grade student not meeting proficiency on the sixth (6th) grade state reading assessment (STAAR), to diagnose reading development and comprehension.  Additionally, in accordance with both (TEC) §28.006 and §38.003, the district provides required communication with parents concerning screening results.

Why should we refer?

• Early identification and intervention can prevent failure and frustration.

• Special attention to teaching and learning strategies may help individuals overcome barriers to learning.

What happens after the individual is referred?

• The parent(s), legal guardian, or adult student will be contacted by SCUC ISD staff.

• Referral information will be reviewed by SCUC ISD Department of Special Education staff.  If the information obtained requires an evaluation, the parent will be asked to allow for consent for evaluation.

• An evaluation will be conducted by qualified school district/agency personnel.

• The parents, evaluation personnel and campus staff will have a meeting to talk about evaluation results, special education eligibility and services.

Does being identified with a the disabling condition of dyslexia qualify a child for services under special education?

A child's special education eligibility for dyslexia and the need for specially designed instruction are determined by the Admission, Review and Dismissal (ARD) committee, on an individual basis following evaluation:

• (TEC) 29.0031 recognizes dyslexia as a disability meeting the criteria of a Specific Learning Disability (SLD) protected under IDEA.

How much do evaluations and services cost?

Evaluations and services are provided at no cost to the adult student, parent, or guardian.

What does the process look like for identifying a child for dyslexia or a related disorder?

(TEC) §38.003 (a) requires students enrolled in Texas public schools to be assessed for dyslexia and related disorders at appropriate times.  The appropriate time depends on multiple factors including the student's reading performance; reading difficulties; poor response to supplemental, scientifically based reading instruction; teacher's input; and input from the parents/guardians.

Schools will recommend assessment for dyslexia, if the student demonstrates the following:

• Poor performance in one or more areas of reading and spelling that is unexpected for the student's age/grade

• Characteristics and risk factors of dyslexia

Schools will recommend assessment for dysgraphia, if the student demonstrates two or more of the following:

• Poor performance in handwriting (after being provided instruction and intervention).

• Deficits in spelling unexpected for the student's age/grade

• Poor performance with written expression (after being provided instruction).

Steps in the Evaluation Process

If a school employee and/or a parent suspect a student may have dyslexia and/or dysgraphia, the school is legally obligated to begin the process of gathering supporting data.  The collection of data should be conducted within a reasonable amount of time and should not be delayed.

The school will then seek parental consent for a Full Individual Initial Evaluation (FIIE) under IDEA.  The process of seeking informed parental consent for a FIIE must include proper written notice and be accompanied by the notice of procedural protections and rights afforded to them and their child under IDEA.  The campus must obtain written consent to conduct a dyslexia evaluation under IDEA/Special Education where students are provided a Full Initial Individual Evaluation (FIIE.) 

A dyslexia evaluation involves a trained Educational Diagnosticians or Licensed Specialists in School Psychology (LSSP) administering a battery of assessments.  Data from these assessments, in addition to parent and teacher input and classroom observations, is analyzed to determine whether the student demonstrates characteristics of dyslexia.  The data is presented in a Full and Individual Initial Evaluation (FIIE) report. 

Once the evaluation is complete, the ARD committee will review the data to determine whether the student meets eligibility as a student with dyslexia.  f the student is found eligible, the ARD committee will create an Individual Education Plan (IEP) to delineate appropriate services which may include dyslexia intervention classes, instructional accommodations and/or testing accommodations.

Students identified as having dyslexia typically experience primary difficulties in phonological awareness, including phonemic awareness and manipulation, single-word reading, reading fluency, and spelling. Consequences may include difficulties in reading comprehension and/or written expression. These difficulties in phonological awareness are unexpected for the student’s age and educational level and are not primarily the result of language difference factors. Additionally, there is could be a family history of similar difficulties.

EQUAL OPPORTUNITY

Federal and state laws mandate equal access to education for all students, including those with dyslexia.

DYSLEXIA SUPPORT

Dyslexia is the most common reading disability, affecting 10-20% of the population.  By providing targeted professional development, we equip educators to identify and support students with dyslexia, ensuring they reach their full potential.

• Difficulty reading words in isolation

• Difficulty accurately decoding unfamiliar words

• Difficulty with oral reading (slow, inaccurate, or labored without prosody)

• Difficulty spelling

• Segmenting, blending, and manipulating sounds in words (phonemic awareness)

• Learning the names of letters and their associated sounds

• Holding information about sounds and words in memory (phonological memory)

• Rapidly recalling the names of familiar objects, colors, or letters of the alphabet (rapid naming)

COMMON CONSEQUENCES

• Variable difficulty with aspects of reading comprehension

• Variable difficulty with aspects of written language

• Limited vocabulary growth due to reduced reading difficulties

It is important to note that individuals demonstrate differences in degree of impairment and may not exhibit all the characteristics listed above.

Dyslexia instruction in SCUC ISD is designed to implement effective instructional strategies, simultaneously using multiple senses.  Dyslexia providers present instruction in a systematic format, explicitly teaching new concepts, while spiraling in review of previously taught content.  Students analyze and synthesize as they learn to read and spell with new phonetic patterns.  Dyslexia providers partner with classroom teachers to evaluate student performance data and inform their teaching choices as students work towards mastery of new skills.  This style of instruction is supported by current research and in compliance with the Texas Dyslexia Handbook.

The following programs are part of SCUC ISD Dyslexia Intervention:

READING by DESIGN

Esperanza

WELLS

Accommodations, provided for both testing and instruction, change the way students access information and demonstrate their knowledge, skills, and abilities; they do not change academic standards or expectations.  The purpose of accommodations is to ensure equal access to the full school experience for students with dyslexia or other learning disabilities.

ESC REGION 20 STAAR ACCOMMODATIONS

TEA ASSESSMENT ACCOMMODATIONS

CLASSROOM ACCOMMODATIONS

DYSLEXIA IN THE CLASSROOM

BOOKSHARE

LEARNING ALLY

TALKINGBOOK PROGRAM

These audiobooks can be a great resource for people with dyslexia because they can help with reading comprehension and learning new words:

Easier to understand: Audiobooks can help people with dyslexia focus on the meaning of what they're reading, rather than decoding words. 

Learn new words: Audiobooks can help people learn new words and how to say them by hearing how they sound and how sentences flow. 

Feel more independent: Audiobooks can help people with dyslexia feel more independent. 

Fluent reading models: Human-voiced audiobooks can provide models for fluent reading. 

Keep up with reading assignments: Audiobooks can help students keep up with reading assignments, especially as they move up the grades.

...defines “dyslexia” in the following way:

Dyslexia is a specific learning disability that is neurobiological in origin.  It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.  These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

Adopted by the International Dyslexia Association Board of Directors

November 12, 2002