Dyslexia

What is dyslexia?

Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia may experience difficulties in other language skills such as spelling, writing, and speaking. Dyslexia is a life-long status, 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. It is a disorder of constitutional origins manifested by a difficulty in learning to read, write, or spell, despite being provided with conventional instruction, having adequate intelligence, and sociocultural opportunity.*

How widespread is dyslexia?

Current studies suggest that 15-20% of the population has a reading disability. Of those, 85% has dyslexia . Dyslexia occurs in people of all backgrounds and intellectual levels. In addition, dyslexia runs in families; dyslexic parents are very likely to have children who are dyslexic. Some people are identified as dyslexic early in their lives, but for others their dyslexia goes unidentified until they get older. People who are very bright can be dyslexic. They are often gifted in areas that do not require strong language skills, such as art, computer science, design, drama, electronics, math, mechanics, music, physics, sales, and sports.**

What are the effects of dyslexia?

The impact that dyslexia has is different for each person and depends on the severity of the condition and the approaches of the remediation. The most common effects are problems with reading, spelling, and writing. Some dyslexics do not have much difficulty with early reading and spelling tasks but do experience great problems when more complex language skills are required, such as grammar, understanding textbook material, and writing essays.

People with dyslexia can also have problems with spoken language. They may find it difficult to express themselves clearly, or to fully comprehend what others mean when they speak. Such language problems are often difficult to recognize, but they can lead to major problems in school, in the workplace, and in relating to other people. The effects of dyslexia reach well beyond the classroom.

Dyslexia can also affect a person’s self-image. Students with dyslexia often end up feeling “dumb” and less capable than they actually are. After experiencing a great deal of stress due to academic problems, a student may become discouraged about continuing in school.**

What are the signs of dyslexia?

The problems displayed by individuals with dyslexia involve difficulties in acquiring and using language -- reading and writing letters in the wrong order is just one manifestation of dyslexia and does not occur in all cases. Other problems experienced by dyslexics include:

Learning to speak

Organizing written and spoken language

Learning letters and their sounds

Memorizing number facts

Spelling

Reading

Learning a foreign language

Correctly doing math operations

	Difficulty reading single words in isolation
	Slow, inaccurate, or labored oral reading
	Difficulty learning to spell
	Difficulty learning the names of letters and sounds
	Difficulty with rapid naming of familiar objects, colors, or letters of the alphabet

Not all students who have difficulties with these skills are dyslexic. Formal testing is the only way to confirm a diagnosis of suspected dyslexia.**

What is the assessment process?

After your child is found to be at-risk for dyslexia, and a referral is made for evaluation, you will be contacted for your consent for evaluation. Once consent is given, your child's evaluation will consist of all information that is collected pertaining to your child's health history, vision, hearing, home environment, teacher observations and work samples, interventions tried, informal and formal assessment results, language issues, and any other information provided by you. This comprehensive information will then be used to make a determination whether your child has dyslexia by a campus committee consisting of people who know your child, and who are knowledgeable in dyslexia. This committee will often include yourself, your child's teacher, campus 504 coordinator, principal, and/or counselor, and a teacher knowledgeable in dyslexia. If your child is in the process of learning the English language, a bilingual education teacher will also be part of the committee. ***

What program is available for my child?

Your child's instructional program will depend on your child's individual needs. This can range from individualized instructional strategies and accommodations provided by the regular classroom teacher, to a specialized, pull-out program consisting of a multi-sensory instructional approach, or placement in the special education program.

Dyslexia is a life-long condition. With proper help people with dyslexia can learn to read and/or write well. Early identification and treatment is the key to helping dyslexics achieve in school and in life. Most people with dyslexia need help from a teacher, tutor, or therapist specially trained in using a multi-sensory, structured language approach. It is important for these individuals to be taught by a method that involves several senses (hearing, seeing, touching) at the same time. Many individuals with dyslexia need one-on-one help so that they can move forward at their own pace. For students with dyslexia, it is helpful if their outside academic therapists work closely with classroom teachers.

Schools can implement academic modifications to help dyslexic students succeed. For example, a student with dyslexia can be given extra time to complete tasks, or help with taking notes, and/or appropriate work assignments. Teachers can give taped tests or allow dyslexic students to use alternative means of assessment. Students can benefit from listening to books-on-tape and from writing on computers.

Students may also need help with emotional issues that sometimes arise as a consequence of difficulties in school. Mental health specialists can help students cope with their struggles.**

It is the policy of the United Independent School District not to discriminate on the basis of race, color, national origin, sex, or disability in the Career and Technology programs, services or activities, as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; the Age Discrimination Act of 1975, as amended; and Section 504 of the Rehabilitation Act of 1973, as amended.

Es norma de United I.S.D. el no discriminar por motivos de raza, color, origen nacional, sexo o impedimento, en sus programas, servicios o actividades, tal como lo requieren el Título VI de la Ley de Derechos Civiles de 1964, según enmienda; el Título IX de las Enmiendas en la Educación de 1972, y la Sección 504 de la Ley de Rehabilitación de 1973, según la enmienda.

What happens after my child is screened?