Dyslexia A Brief Overview of the Law, Accommodations & Modifications for Students with Dyslexia Stephanie Lancaster, MA, LDT-C & Angie Sharbaugh-Hunt, MA, LDT-C

At the end of this training, you should: Empathize with your dyslexic students. Recognize the signs of dyslexia in your students. Know the common myths of dyslexia. Recognize that dyslexia has both strengths and weaknesses. Know appropriate interventions and accommodations.

NJ Dyslexia Legislation 2008Bill introduces by Senator Van Drew and Assemblyman Albano July 2011NJ Reading Disabilities Task Force established Aug. 2012Task Force Report released Dec Six dyslexia related bills introduced Aug. 2013Two bills signed into law: Definition and Professional Develop. Jan. 2014Dyslexia screening bill passed both houses and receives governor’s signature.

NJ Dyslexia Legislation Definition: Dyslexia is a specific learning disability that is neurological 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. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge P.L.2013, c.131

NJ Dyslexia Legislation A minimum of 2 hours of professional development is required each year for general education teachers, kindergarten-grade 3, special education, basic skills, and ESL teachers, reading specialists, Learning Disability Teacher-Consultants, and speech and language specialists. Effective school year. P.L.2013, c.105

NJ Dyslexia Legislation Districts are required to screen students who have exhibited one of more potential indicators of dyslexia or other reading disabilities, no later than the student’s completion of the first semester of second grade. P.L.2013, c.210

Journey to Dyslexia Watch this clip

Stages of Reading Development Pre-readingInfant- Kindergaten (6mo.- 6yrs) Knows books, recognizes letters, phonological awareness, conventions of print. DecodingGrades 1-2 (6-7yrs) Learns code, recognizes sight words. FluencyGrades 2-3 (7-9yrs) Consolidates skills learned, builds fluency Reads to learnGrades 4-8 (9-14yrs) Relates print to ideas, one viewpoint, text limited in technical complexity Multiple ViewsHigh School (14-18yrs) Deals with layers of concepts. (Chall, 1983)

Proficiency Requirements Phonological Awareness Accurate Decoding Recognizing Words Automatically Constructing Meaning Connecting with Prior Knowledge Monitoring Comprehension

Causes of Reading Failure Limited experience with print English as a second language Cognitive or language deficits Dyslexia or other Learning Disabilites “Dysteachia”

Predictors of Literacy Literacy Phonological & Phonemic Awareness Letter Knowledge RAN {Rapid Automatic Naming} Auditory Memory Complex Speech Familial History

Phonological Awareness Awareness of the explicit sound structure of language -word, syllable, sound levels. Ability to manipulate that sound structure -segment, blend, play with sounds Impacts language processing and expression -balanas, stegascope, tangerine

Content Area Deficits Lack rapid recall for symbols and patterns Lack of automaticity in pattern recognition -orthography and number facts Difficulty with: organization of parts to wholes, spatial and temporal relationships, sequencing and memory, executive functioning/planning, and self-monitoring.

Early Identification Screen all children briefly at pre-school and kindergarten Assess those with language weaknesses at regular intervals Use results to help children achieve standards Communicate concerns with parents

Match Environment to Diverse Needs Attention Classroom management Active learning Organization Multi-Sensory Learning instruction Collaboration Modification

Create Consistent Structure Develop clear expectations/routines Provide immediate feedback Be positive Provide scaffolding Structure & minimize transition Consider short vs. lengthy assignments Repeat instructions Provide proximity control Provide extended time when necessary

Accommodations Give extra time Don’t count spelling Provide a copy of notes Use advanced organizers Communicate well and often Know student strengths Use cooperative learning Don’t require reading aloud Consider alternative assessments Assign a homework buddy Assign fewer problems Use assistive technology

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