My child has dyslexia' Now what

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

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WHEN DOES MY CHILD QUALIFY FOR A 504 PLAN?

• If the condition (Dyslexia)
• substantially limits the students
• learning.

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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

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• These students are unable to make
• adequate academic progress
• utilizing the regular dyslexic services offered
  by the school.

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Questions to ask your childs 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?

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Questions to ask about the schools 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?

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Strategies and Resources
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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 childs thought
  processes and check for understanding

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Dyslexia Handbook
http//www.tea.state.tx.us/index4.aspx?id4434
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• RFBD
• Recording for the Blind Dyslexic/Texas
• 1314 West 45th Street
• Austin, TX 78756
• [phone]
• [phone] (toll free)
• Fax [phone]
• http//www.rfbd.org/Texas_Unit.htm

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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.
Readingpen pen-shaped scanner audible dictionary
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WordQ Writing Software
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.
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• IDA
• International Dyslexia Association
• 8600 LaSalle Road
• Chester Building, Suite 382
• Baltimore, MD 21286-2044
• (800) ABCD-123 (toll free)
• Fax [phone]
• www.interdys.org

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• LDAT
• Learning Disabilities Association of Texas
• 1011 West 31st Street
• Austin, TX 78705
• [phone]
• [phone] (Texas residents only)
• Fax [phone]
• www.ldat.org

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What happens after high school?
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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.

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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?

• 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.

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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.

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• 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.

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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.

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• 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/ind
  ex.html

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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

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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
• schools compliance with Section 504 or Title II
  or
• both laws.

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What ACU does

• ALPHA Scholars Program