My child has dyslexia. Now what?. WHAT CHOICES DO I HAVE FOR MY CHILD WITH DYSLEXIA?

My child has dyslexia.

Now what?

My child has dyslexia.

Now what?

WHAT CHOICES DO I HAVE FOR MY CHILD

WITH DYSLEXIA?

WHAT CHOICES DO I HAVE FOR MY CHILD

WITH DYSLEXIA?

504504A 504 PLAN IS AN ATTEMPT TO REMOVE

BARRIERS AND ALLOW STUDENTS WITH

DISABILITIES TO PARTICIPATE FREELY.

NOT ALL STUDENTS WITH DYSLEXIA ARE

AUTOMATICALLY ELIGIBLE FOR 504.

A 504 PLAN IS AN ATTEMPT TO REMOVE

BARRIERS AND ALLOW STUDENTS WITH

DISABILITIES TO PARTICIPATE FREELY.

NOT ALL STUDENTS WITH DYSLEXIA ARE

AUTOMATICALLY ELIGIBLE FOR 504.

WHEN DOES MY CHILD QUALIFY FOR

A 504 PLAN?

WHEN DOES MY CHILD QUALIFY FOR

A 504 PLAN?

If the condition (Dyslexia)

substantially limits the student’s

learning.

If the condition (Dyslexia)

substantially limits the student’s

learning.

WHAT ABOUT A REFERRAL FOR SPECIAL EDUCATION

SERVICES?

WHAT ABOUT A REFERRAL FOR SPECIAL EDUCATION

SERVICES?

When a student with dyslexia has additional deficits in learning that require additional support

These deficits complicate the dyslexia and requires more support than what is available through dyslexia instruction or other modifications through 504

When a student with dyslexia has additional deficits in learning that require additional support

These deficits complicate the dyslexia and requires more support than what is available through dyslexia instruction or other modifications through 504

These students are unable to make

adequate academic progress

utilizing the regular dyslexic services offered by the school.

These students are unable to make

adequate academic progress

utilizing the regular dyslexic services offered by the school.

Questions to ask your child’s schoolQuestions to ask your child’s school

How are students with dyslexia served under

504?

Is there a dyslexia specialist at the school? If

so, is it a pull-out or push-in program?

What staff development or training has the

general education teacher been provided in

order to work with students with dyslexia?

How are students with dyslexia served under

504?

Is there a dyslexia specialist at the school? If

so, is it a pull-out or push-in program?

What staff development or training has the

general education teacher been provided in

order to work with students with dyslexia?

Questions to ask about the school’s reading program for

children with dyslexia.

Questions to ask about the school’s reading program for

children with dyslexia. Is there scientific evidence that the program is effective? In teaching beginning reading, are phonemic awareness

and phonics taught systematically? How are children taught to approach an unfamiliar

word? Does the program include many opportunities to practice

reading, to develop fluency, to build vocabulary, to develop reading comprehension strategies, to write, and to listen and talk about stories?

Is there scientific evidence that the program is effective? In teaching beginning reading, are phonemic awareness

and phonics taught systematically? How are children taught to approach an unfamiliar

word? Does the program include many opportunities to practice

reading, to develop fluency, to build vocabulary, to develop reading comprehension strategies, to write, and to listen and talk about stories?

Strategiesand

Resources

A few strategies to use with your child with dyslexia

A few strategies to use with your child with dyslexia

Frequent breaks Reading to your child Kinesthetic activities Scribing for your child Typing for your child Talk about words and word meanings Teach your child to “think out loud” when

completing mathematics problems or answering reading questions. This is will allow you, the parent to listen to your child’s thought processes and check for understanding

Frequent breaks Reading to your child Kinesthetic activities Scribing for your child Typing for your child Talk about words and word meanings Teach your child to “think out loud” when

completing mathematics problems or answering reading questions. This is will allow you, the parent to listen to your child’s thought processes and check for understanding

http://www.tea.state.tx.us/index4.aspx?id=4434

Dyslexia Handbook

RFB&D

Recording for the Blind & Dyslexic/Texas1314 West 45th Street

Austin, TX 78756(512) 323-9390

(877) 246-7321 (toll free)Fax (512) 323-9399

http://www.rfbd.org/Texas_Unit.htm

RFB&D

Recording for the Blind & Dyslexic/Texas1314 West 45th Street

Austin, TX 78756(512) 323-9390

(877) 246-7321 (toll free)Fax (512) 323-9399

http://www.rfbd.org/Texas_Unit.htm

The Readingpen Advanced Edition is a fully portable, self-contained assistive reading device that is designed especially for people who have reading difficulties, learning disabilities or dyslexia. This portable reading tool provides immediate word support and helps students read and understand independently.

The Readingpen Advanced contains over 600,000 words from the American Heritage® Dictionary of the English Language 4th Edition and Roget's II & Thesaurus. Individual words are enlarged on the Readingpen display, and words may be spelled out, or broken into syllables.

This assistive reading device is a completely portable reading tool that does not require a computer. It also helps users with learning disabilities by providing a definition of the scanned word or line of text. It reads both the words and definition aloud using its miniaturized text-to-speech technology.

Readingpenpen-shaped scanner & audible dictionary

WordQ™ is a software tool used along with standard writing software. WordQ suggests words for you to use and provides spoken feedback to help you find mistakes. Users of all ages who have problems writing and editing, particularly those with learning disabilities (LD), can benefit from using WordQ.

WordQ™ Writing Software

IDA

International Dyslexia Association8600 LaSalle Road

Chester Building, Suite 382

Baltimore, MD 21286-2044

(800) ABCD-123 (toll free)

Fax (410) 321-5069

www.interdys.org

IDA

International Dyslexia Association8600 LaSalle Road

Chester Building, Suite 382

Baltimore, MD 21286-2044

(800) ABCD-123 (toll free)

Fax (410) 321-5069

www.interdys.org

LDATLearning Disabilities Association of Texas

1011 West 31st StreetAustin, TX 78705

(512) 458-8234(800) 604-7500 (Texas residents only)

Fax (512) 458-3826www.ldat.org

LDATLearning Disabilities Association of Texas

1011 West 31st StreetAustin, TX 78705

(512) 458-8234(800) 604-7500 (Texas residents only)

Fax (512) 458-3826www.ldat.org

What happens after high school?

Do I have to prove that I have a disability to obtain an academic adjustment?

Do I have to prove that I have a disability to obtain an academic adjustment?

Generally, yes. Your school probably will require

you to provide documentation that shows you have

a current disability and need an academic

adjustment.

Generally, yes. Your school probably will require

you to provide documentation that shows you have

a current disability and need an academic

adjustment.

Unlike your high school, your postsecondary school is not required to provide FAPE. Rather, your postsecondary school is required to provide appropriate academic adjustments as necessary to ensure that it does not discriminate on the basis of disability.

Unlike your high school, your postsecondary school is not required to provide FAPE. Rather, your postsecondary school is required to provide appropriate academic adjustments as necessary to ensure that it does not discriminate on the basis of disability.

As a student with a disability leaving high school and entering postsecondary education,

will I see differences in my rights and how they are addressed?

As a student with a disability leaving high school and entering postsecondary education,

will I see differences in my rights and how they are addressed?

What documentation should I provide?What documentation should I provide?

The required documentation may include one or more of the following: a diagnosis of your current disability; the date of the diagnosis; how the diagnosis was reached; the credentials of the professional; how your disability affects a major life activity; and how the disability affects your academic performance.

The required documentation may include one or more of the following: a diagnosis of your current disability; the date of the diagnosis; how the diagnosis was reached; the credentials of the professional; how your disability affects a major life activity; and how the disability affects your academic performance.

Although the Individualized Education Program (IEP) or Section 504 plan, if you have one, may help identify services that have been effective for you, it generally is not sufficient documentation. This is because postsecondary education presents different demands than high school education, and what you need to meet these new demands may be different. Also in some cases, the nature of a disability may change.

Although the Individualized Education Program (IEP) or Section 504 plan, if you have one, may help identify services that have been effective for you, it generally is not sufficient documentation. This is because postsecondary education presents different demands than high school education, and what you need to meet these new demands may be different. Also in some cases, the nature of a disability may change.

Who has to pay for a new evaluation?Who has to pay for a new evaluation?

Neither your high school nor your postsecondary school is required to conduct or pay for a new evaluation to document your disability and need for an academic adjustment.

Neither your high school nor your postsecondary school is required to conduct or pay for a new evaluation to document your disability and need for an academic adjustment.

If you are eligible for services through your state vocational rehabilitation agency, you may qualify for an evaluation at no cost to you. You may locate your state vocational rehabilitation agency through this Department of Education Web page:

http://www.ed.gov/about/offices/list/osers/rsa/index.html

If you are eligible for services through your state vocational rehabilitation agency, you may qualify for an evaluation at no cost to you. You may locate your state vocational rehabilitation agency through this Department of Education Web page:

http://www.ed.gov/about/offices/list/osers/rsa/index.html

Once the school has received the necessary documentation from me, what

should I expect?

Once the school has received the necessary documentation from me, what

should I expect?

It is important to remember that the school is not required to lower or waive essential requirements.

Accommodations vs. Modifications

It is important to remember that the school is not required to lower or waive essential requirements.

Accommodations vs. Modifications

What can I do if I believe the school is discriminating against me?

What can I do if I believe the school is discriminating against me?

Practically every postsecondary school must have

a person--frequently called the Section 504

Coordinator, ADA Coordinator, or Disability

Services Coordinator--who coordinates the

school’s compliance with Section 504 or Title II or

both laws.

Practically every postsecondary school must have

a person--frequently called the Section 504

Coordinator, ADA Coordinator, or Disability

Services Coordinator--who coordinates the

school’s compliance with Section 504 or Title II or

both laws.

What ACU doesWhat ACU does

ALPHA Scholars ProgramALPHA Scholars Program