Overview of Dyslexia Educational facts for differentiated education. Team: Londrea Johnson, Angela Nash, Jeff Perritte and Chris Martin
Transcript of Dyslexia Education
1. Dyslexia Learning Team: Londrea Johnson Angela Nash Jeff Perritte Chris Martin The Differentiated Classroom
2. The Purpose of Dyslexia Programs
Research shows that children who read well in the early grades are far more successful in later years; and those who fall behind often stay behind when it comes to academic achievement.
3. The Purpose of Dyslexia Programs
Reading is the fundamental skill upon which all formal education depends. Research now shows that a child who doesnt learn the reading basics early is unlikely to learn them at all. Any child who doesnt learn to read early and well will not easily master other skills and knowledge, and is unlikely to ever flourish in school or life.
4. The Purpose of Dyslexia Programs
There are millions of cases where individuals have overcome and triumphed over dyslexia with the proper assistance, program, and support. These programs present and offer that opportunity to do so.
5. Qualification Requirements
Student Success Initiative (SSI) as mandated by TEC 28.006. This education code requires districts and charter schools to administer early reading instruments to all students in kindergarten and grades 1 and 2 to assess their reading development and comprehension.
6. Qualification Requirements
If students are at risk for dyslexia or other reading difficulties, the district or charter school must:
Notify the students parents or guardians.
Implement an accelerated (intensive) reading program that appropriately addresses the students reading difficulties
Assessing students for dyslexia must involve the following domains:
Reading real and nonsense words in isolation (decoding)
Letter knowledge (name and associated sound)
Reading fluency (rate and accuracy)
Requirements that teachers must meet during instruction:
phonemic awareness instruction
language structure instruction
linguistic instruction and fluency of patterns in language
strategy-oriented instruction where student learn to decode, encode, word recognition, fluency and comprehension
explicit direct structured instruction
individualized instruction that meets students needs; intensive, highly concentrated instruction that maximizes student engagement
emphasis on comprehension and composition
The Individualized Education Program must include:
Instructional decisions for a student are made by knowledgeable team
School districts shall purchase a reading program or develop their own reading program for the students
Each school must provide students access at his/her campus to the services of a teacher trained in dyslexia .
Parents/guardians of students eligible must be informed of all services and options available to the student under that federal statute.
Teachers who provide the appropriate instruction for students with dyslexia must be trained in instructional strategies
10. Dyslexia Handbook
The Texas Education Agency provides a one-stop source to assist every level of education understand their role in combating dyslexia
The Dyslexia Handbook Revised 2007: Procedures Concerning Dyslexia and Related Disorders
94 pages in length; features related laws in their entirety
The Dyslexia Handbook must abide by federal education laws, which include:
Education for All Handicapped Children Act (1975) [reworked as IDEA in 1990]
Individuals with Disabilities Act (IDEA) (1990, reauthorized in 2004)
Rehabilitation Act of 1973 (Section 504)
No Child Left Behind (2001)
12. Data-Driven Testing
Texas Education Code requires all dyslexia efforts to be data driven.
Testing of all students must be conducted during kindergarten, 1st, and 2nd grades
Parents of at risk students must then be notified (and in their native language)
13. Teacher Obligations
Teachers must implement an accelerated (intensive) reading program that appropriately addresses the students reading difficulties and enables them to catch up with their typically performing peers.
Under NCLB, this program must be the Three-Tier Reading Model (called RTI in Texas).
14. Response to Intervention (RTI)
Teachers are granted freedom to group students in a manner designed to accelerate reading improvement in the mainstream class
Teachers may separate students from the mainstream for small-group instructions
Teachers may work individually with a student from Tier 2 on a bi-monthly basis
15. Teacher Documentation
As a result of all interventions, teachers are required to provide ongoing assessment and progress monitoring for all at-risk-for-dyslexia students.
Teachers must document all progress extensively.
Data from schools and teachers is also used to determine if a student qualifies for Section 504 protections for dyslexia.
16. Section 504 Special Education
If dyslexia is proven to substantially limit the students learning, they can qualify for Section 504 special education.
Upon beginning special education, a committee will provide an Individualized Education Program (IEP) for a student.
All teachers of 504 students are legally bound to follow an IEP.
17. Secondary-Grade Detection
While most dyslexia intervention is centered on primary students in keeping with the Dyslexia Handbooks earlier the better stance, there is never a legal opportunity for teachers to not report suspicions of dyslexia regardless of a students age.
Every aspect of the Dyslexia Handbook calls for school and teacher communication with parents and guardians.
Teachers must provide confidential and professional communication in the spirit of transparency and cooperation.