Dyslexia

The Differentiating ClassroomEDUC 4763

Ms. Darla Baggett

DyslexiaTameshia McGee

Doris SandersTonya Trawick

What is Dyslexia

Dyslexia is a learning difference characterized byproblems in expressive or receptive, oral orwritten language. Problems may appear inreading, spelling, writing, speaking or listening. Aperson who has dyslexia has difficultieschanging language to thought (as in listening orreading) or thought to language (as in writing orspeaking).

Program Purpose

The purpose of this program is to empower children and adults who experience difficulties with reading, writing, math, language and attention

To assess, remediate and return students to a conventional school system.

Dyslexia is manifested by

Difficulty with different forms of language

Problem with Reading Proficiency in writing and spelling

Difficulties of a Student Identified as having Dyslexia

Phonemic awareness and manipulation Single-word decoding Reading Fluency Reading Comprehension Spelling

In the end students gain a new understanding of their personal thought process, perceptual process and learn self-help methods for controlling perception and for eliminating confusion.

Qualification Requirements

A Team or Committee determines if student has dyslexia

The student being assessed; The reading process; Dyslexia and related disorders; Dyslexia instruction; District or charter school, state, and

federal guidelines for assessment; The assessments used; and The meaning of the collected data.

A Committee determines the identification of dyslexia after reviewing all data

The observations of the teacher, district or charter school staff, and/or parent;

Data gathered from the classroom (including student work and the results of classroom measures) and information found in the student’s cumulative folder (including the developmental and academic history of the student);

The results of administered assessments; and All other accumulated data regarding the

development of the student’s learning and his/her educational needs.

Formal Assessment Notify parents or guardians of proposal to

assess student for dyslexia (§504); Inform parents or guardians of their rights

under §504; Obtain permission from the parent or guardian

to assess the student for dyslexia; Assess student, being sure that

individuals/professionals who administer assessments have training in the evaluation of students for dyslexia and related disorders (19 TAC §74.28).

Dyslexia Instruction Requirements

No Child Left Behind (NCLB)

* Requires schools implement reading programs that are scientifically based research programs.

* Provides levels of intervention for struggling readers

Dyslexia Handbook provides descriptions for instruction

requirements

Components: Phonemic awareness Grahophonemic knowledge Language structure Linguistic pattern Process

Instruction for Dyslexics

Explicit

Individualized

Multi-sensory

Teaching Methods

Instruction groups of no larger than four groups.

Groups at least three times a week. Teachers work closely with other

specialized teachers Early intervention Use intensive reading program

Teaching – Specific Regulations Regarding Implementation

Regulations

Parents/guardians of students eligible under the Rehabilitation Act of 1973, §504, must be informed of all services and options available to the student under that federal statute

Once it has been determined that a student has dyslexia, the school district or charter school shall provide an appropriate instructional program for the student. As stated in TEC §38.003:

Teaching

School districts must provide for the treatment of any student determined to have dyslexia.

Instructional decision for the student with dyslexia is made by the team.

School shall purchase a reading program to develop or develop their own reading program for students with dyslexia.

Teacher who provide instruction for the student with dyslexia must be trained.