1. Welcome!

2. Dyslexia Characteristics & District Processes
August 2016
Eagle Mountain-Saginaw ISD

3. Today’s Agenda Dyslexia Characteristics & Identification
BRIEF Overview of EMS ISD Dyslexia Handbook Processes & Procedures
Questions
OBJECTIVES – Participants will gain the following from today’s seminar:
1) Basic understanding of dyslexia and the warning signs that a student might have dyslexia
2) A basic understanding of the dyslexia referral process and helpful accommodations

4. Fundamentally, dyslexia is a “single word reading” difficulty.
What is Dyslexia?
The word “dyslexia” comes from Greek language and literally means “poor (“dis”) language (“lexia”)”.
Fundamentally, dyslexia is a “single word reading” difficulty.
Individuals with dyslexia can learn to read – they just learn in a different way.
Dyslexia is a life-long status – it does not “go away” as an individual ages, however, its impact can change at different stages in a person’s life.
Dyslexia is not due to a lack of intelligence or a desire to learn; with appropriate teaching methods, a person with dyslexia can learn successfully.
Dyslexia is a language based disability derived from differences shown in structure, function, and connections within the brain.

5. Definitions of Dyslexia
Dyslexia means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity.”
The Texas Education Code (TEC) defines dyslexia in the following way:
“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 and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”
The International Dyslexia Association defines dyslexia in the following way:
By definition, 100% of people with dyslexia have a problem with phonological awareness which is the ability to break the letters of written words into the distinct sounds (or phonemes) of their language. This deficit is UNEXPECTED in relation to other cognitive abilities and the provision of effective classroom instruction.
Important Point:

6. Video: What are the early warning signs of Dyslexia?
House Committee Hearing, Dr. Sally Shaywitz, Author of “Overcoming Dyslexia” and leading expert in the field of dyslexia.

7. Primary reading/spelling characteristics of dyslexia:
Students not already diagnosed with dyslexia will often “jump out” to teachers – it is a “surprise” that a particular student struggles to read. No matter what the teacher tries, a student just doesn’t seem to be making progress.
Primary reading/spelling characteristics of dyslexia:
Remember: Dyslexia is a life-long status, however it’s impact can change at different stages in a person’s life. Student’s don’t “become eligible” for a dyslexia therapy program - student’s either have dyslexia and need therapy or they don’t. Dyslexia is a spectrum disability, meaning that severity varies among individuals, but it never “goes away”.
Difficulty reading words in isolation
Difficulty accurately decoding unfamiliar words
Difficulty with oral reading (slow, inaccurate or labored)
Difficulty spelling

8. Other Characteristics of Dyslexia
Difficulty with written language
Difficulty with oral language
Late in learning to talk
Difficulty acquiring vocabulary or using age appropriate grammar
Difficulty following directions
Confusion with before/after, left/right, and so on
Difficulty understanding concepts and relationships
Difficulty with word retrieval or naming problems
Difficulty pronouncing words
Difficulty putting ideas on paper
Many spelling mistakes
May do well on a weekly spelling test, but there are many spelling mistakes in daily work
Difficulty in proofreading

9. In summary – Dyslexia testing should identify the child who shows a pattern of…
Difficulty reading single words
Difficulty accurately decoding real and nonsense words
Slow and inaccurate (labored) oral reading
Difficulty learning to spell accurately and…
The child’s reading and spelling deficits are primarily the result of problematic phonological processing skills.
Dyslexia is NOT a reversal problem, a handwriting problem, a number problem or a vision problem!

10. That does not mean that everyone has dyslexia.
Thoughts to Consider…
Everyone can probably think of one or two of the above mentioned characteristics of dyslexia with which they can identify.
That does not mean that everyone has dyslexia.
A person with dyslexia actually has several of these characteristics, which persist over time, and interfere significantly with his or her learning.

11. The Many Strengths of Dyslexia!

12. What to do if I suspect a student might have dyslexia?
Generally, dyslexia testing and therapy falls under Section 504 law and meeting procedures, although students in Special Education can also be tested and/or provided with dyslexia therapy as appropriate.
All school district’s in Texas must follow guidelines for dyslexia testing and intervention as written in the “TEA Dyslexia Handbook”, Rev You can find this link on our district webpage under the Department Tab: “Special Programs: Dyslexia”
It is a misconception that a student MUST be in Rti for a certain period of time before testing for dyslexia – however, time in Rti can give a school excellent data on how best to proceed re: dyslexia testing.
Generally, if you are concerned that one of your students might have dyslexia, talk to your campus CARE team lead. They can help gather data and form the appropriate committee to determine if dyslexia testing is appropriate.

13. Referral Process – Page 8 – 12 in EMS ISD Dyslexia Handbook (needs some minor updating)
Referrals start with the CARE team
Data collection: RtI data – what’s been tried? What were the results?
Parent Input / Teacher Input forms specific to dyslexia
iStation, standardized test results
Writing, spelling samples
Dyslexia Therapist MUST be present at the CARE team meeting if dyslexia testing is a consideration
NEW: Packet of info collected in CARE team is reviewed at Central Admin for completion before being delivered to the Dyslexia Therapist or Diagnostician

14. Classroom Accommodations
Students with dyslexia will often have a “Section 504 Services Plan” or IEP. This is a legal document that outlines what accommodations or special instructional aides a student with a disability will receive in the classroom setting. These accommodations are be designed to level the playing field for a child with a disability and must be followed by a child’s teacher and campus staff (as appropriate).
Common accommodations for dyslexia include:
Extended time
Shortened reading assignments
Oral test administration
Because there is a spectrum of severity among students with dyslexia, accommodations will vary among students. It is important that these classroom accommodations are followed and implemented as written, as they are an important part of a students success.
Important: For a student with dyslexia, accommodations do NOT give an “advantage” over other students – they simply level the playing field and accommodate for the way the student learns best.

15. Individuals who think outside the box
Very artistic
Deeply empathetic
Naturally curious
Individuals who think outside the box
Big picture thinkers
Critical thinkers
Creative writers
A few more practical accommodation ideas:
Give credit for oral class participation in addition to written assignments
Allow untimed tests whenever possible
Create private signals for a student to indicate high frustration
Mark correct answers only. With guidance, allow the student to discover why other items are not correct.
Accept concrete or graphic projects in substitute for written composition – can they draw a picture to demonstrate their understanding of a concept?
Consider accepting homework dictated by the child and written by the parent
People with dyslexia are often…

16. What’s it like having dyslexia
What’s it like having dyslexia? How can we help our students with dyslexia? Video: “What’s it like being dyslexic”

17. Students with dyslexia are bright and capable in a wide range of areas.
Students with dyslexia need teachers to make adjustments and provide support in order to achieve their potential.
Students with dyslexia often have difficulties with memory, which can make them forgetful and disorganized. There is no cure for a weak memory. They need to be taught good habits and strategies to manage this. Teachers can help by modeling classroom organization, and can give students frequent reminders and practical tools to help them remember important tasks.
It is important that teachers show dyslexic students that they see their strengths and that they are there to support them in the areas they struggle. They need to trust their teachers to show what they are capable of.
Remember - students with dyslexia are NOT lazy and are HIGHLY CAPABLE...and they are working much, much harder than the average student!
Some thoughts

18. Organizations and Online Resources
There are many organizations and websites dedicated to providing information and resources to help people with dyslexia. The following list represents just a few:
The International Dyslexia Association serves individuals with dyslexia, their families, and professionals in the field of dyslexia. They operate 44 branches throughout the U.S. and Canada.
The Luke Waites Center for Dyslexia and Learning Disorders in Dallas is a leader in the research and intervention of dyslexia. They provide assessment, Dyslexia Therapist Training, and community outreach programs. Their website contains helpful information for anyone who wants to learn more about dyslexia.
LDOnline – LDOnLine.org is the world's leading website on learning disabilities and ADHD. The site features hundreds of helpful articles, multimedia, monthly columns, a comprehensive resources guide and more. 
Reading Resource is a website is dedicated to helping children learn to read. For anyone who cares about reading and helping those with dyslexia and reading difficulties, ReadingResource.net is for you.