Dyslexia and Related Disorders

1
Dyslexia and Related
Disorders

• The International Dyslexia Association (IDA). IDA
  encourages the reproduction and distribution of
  this fact sheet. If portions of the text are
  cited, appropriate reference must be made. Fact
  sheets may not be reprinted for the purpose of
  resale.
• Fact Sheet 63 01/03

2
Dyslexia

• The word dyslexia comes from the Greek language
  and means poor language.
• Individuals with dyslexia have trouble with
  reading, writing, spelling and/or math although
  they HAVE THE ABILITY and have had opportunities
  to learn.
• Individuals with dyslexia CAN LEARN they just
  learn in a different way.
• Often these individuals, who have talented and
  productive minds, are said to have a language
  learning difference.

3
Dyslexia Symptoms

• Difficulty with oral language
• Late in learning to talk
• Difficulty pronouncing words
• Difficulty acquiring vocabulary or using age
  appropriate grammar
• Difficulty following directions
• Confusion with before/after, right/left, and so
  on
• Difficulty learning the alphabet, nursery rhymes,
  or songs
• Difficulty understanding concepts and
  relationships
• Difficulty with word retrieval or naming problems

4
Dyslexia Symptoms Continued

• Difficulty with reading
• Difficulty learning to read
• Difficulty identifying or generating rhyming
  words, or counting syllables in words
  (Phonological Awareness)
• Difficulty with hearing and manipulating sounds
  in words (Phonemic Awareness)
• Difficulty distinguishing different sounds in
  words (Auditory Discrimination)

5
Dyslexia Symptoms Continued

• Difficulty with reading (Continued)
• Difficulty in learning the sounds of letters
• Difficulty remembering names and/or shapes of
  letters
• Reverses letters or the order of letters when
  reading
• Misreads or omits common small words
• Stumbles through longer words
• Poor reading comprehension during oral or silent
  reading
• Slow, laborious oral reading

6
Dyslexia Symptoms Continued

• Difficulty with written language
• Difficulty putting ideas on paper
• Many spelling mistakes
• May do well on weekly spelling tests, but there
  are many spelling mistakes in daily work
• Difficulty in proofreading

7
Related Disorders

• Difficulty with handwriting (Dysgraphia)
• Unsure of right or left handedness
• Poor or slow handwriting
• Messy and unorganized papers
• Difficulty copying
• Poor fine motor skills

8
Related Disorders

• Difficulty with math (Dyscalculia)
• Difficulty counting accurately
• May reverse numbers
• Difficulty memorizing math facts
• Difficulty copying math problems and organizing
  written work
• Many calculation errors
• Difficulty retaining math vocabulary and/or
  concepts

9
Related Disorders

• Difficulty with attention (ADD/ADHD
• Attention Deficit Hyperactivity Disorder)
• Inattention
• Variable attentionpays attention to certain
  things
• Distractibilityeasily distracted
• Impulsivitydifficulty in controlling impulses
• Hyperactivity

10
Related Disorders

• Difficulty with motor skills (Dyspraxia)
• Difficulty planning and coordinating body
  movements
• Difficulty coordinating facial muscles to produce
  sounds

11
Related Disorders

• Difficulty with organization
• Loses papers
• Poor sense of time
• Forgets homework
• Messy desk
• Overwhelmed by too much input
• Works slowly

12
Related Disorders

• Other
• Difficulty naming colors, objects, and letters
  (Rapid Automatized Naming)
• Memory problems
• Needs to see or hear concepts many times in order
  to learn them
• Distracted by visual stimuli
• Downward trend in achievement test scores or
  school performance
• Work in school is inconsistent
• Teacher says, If only she would try harder, or
  Hes lazy.
• Relatives may have similar problems

13
Thoughts to consider

• Everyone probably can check one or two of these
  characteristics. That does not mean that
  everyone has dyslexia. A person with dyslexia
  usually has several of these characteristics,
  which persist over time and interfere with his or
  her learning. If your child is having
  difficulties learning to read and you have noted
  several of these characteristics in your child,
  he or she may need to be evaluated for dyslexia
  and/or a related disorder.

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What Kind of Instruction Does My Child Need?

• Dyslexia and other related learning disorders
  cannot be cured. Proper instruction promotes
  reading success and alleviates many difficulties
  associated with dyslexia. Instruction for
  individuals with learning differences should be
• Explicit directly teaches skills for reading,
  spelling, and writing
• Systematic and Cumulative has a definite,
  logical sequence of concept introduction
• Structured has step-by-step procedures for
  introducing, reviewing, and practicing concepts
• Multisensory engages the visual, auditory, and
  kinesthetic channels simultaneously or in rapid
  succession.

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Accommodations

• Schools can implement academic accommodations
  and modifications to help dyslexic students
  succeed.
• For example, a student with dyslexia can be
  given extra time to complete tasks, help with
  taking notes, and work assignments that are
  modified appropriately. Teachers can give taped
  tests or allow dyslexic students to use
  alternative means of assessment.
• Students can benefit from listening to books on
  tape, using text-reading computer programs, and
  from writing on computers.

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TAKS Accommodations

• Provide color transparencies/overlays
• Provide place markers
• Permit individual administration of tests,
  allowing student to read aloud. In this setting,
  the student may read aloud while working or may
  read the subject area test into a tape recorder
  during testing and play the tape back while
  working
• Provide a large-print version of the test
• Permit oral responses to test items, mark
  responses in test booklet, or type responses
• Permit student to dictate the composition
  directly to a test administrator, spelling out
  all words and indicating all capital letters and
  punctuation marks
• Permit student to tape record the essay while
  composing it, then play it back for the test
  administrator, spelling, capitalizing, and
  punctuating it
• Permit student to type written composition on a
  typewriter or on a computer, but may not use the
  computers spell check
• Permit test questions and answer choices for the
  Math, Grade 8 Social Studies, Grade 8 Science
  and/or Grade 5 Science tests to be read aloud

17
TAKS Bundling

• Orally reading all proper nouns associated with
  each passage before students begin reading that
  passage,
• Orally reading all questions and answer choices
  to students, and
• Extending the testing time over a two-day period.

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Classroom Accommodations

• Reduce the number and length of required
  assignments/homework
• Allow more time for regular assignments
• Break the assignment into a series of small
  assignments / chunking assignments
• Reduce the reading level of the regular
  assignment (reword, edit)
• Use alternatives to Written/Reading assignments
  (performance/hands-on activities/physical
  assignments, oral
  presentations, reports, projects, etc.)
• Use individual learning packages with clearly
  stated objectives
• Repeat instructions and give more detailed
  directions

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Classroom Accommodations

• Brief the student on key points before starting
  an assignment
• Underline/outline major points in the regular
  assignment
• Give instructions through several channels,
  (written, oral, etc.)
• Allow phonetic spelling on assignments
• Reversals/transpositions of letters/numbers
  should not be marked wrong. Instead,
  reversals/transpositions should be pointed out.
• Teacher aide/volunteer takes notes for the
  student
• Classroom peers make carbon copies for the
  student
• Student tapes lessons or lectures

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Dyslexia InterventionElem.

• Texas Scottish Rite Dyslexia Training Program
• The Texas Scottish Rite Hospital Dyslexia
  Training Program for Children is most appropriate
  for elementary school-age students from second
  semester first grade through fifth grade.
  Classes should be composed of students who have
  been screened and identified as learners who
  would benefit from this type of written language
  instruction. Students should be of average or
  above-average intelligence (IQ of 90 or above).

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Dyslexia InterventionSec.

• Texas Scottish Rite Literacy Program
• The Texas Scottish Rite Hospital Literacy
  Program is designed for secondary school age and
  adult students. Classes should be composed of
  students who have been screened and identified as
  learners who would benefit from this type of
  written language instruction. Because of the
  emphasis on intense phonetic analysis of written
  language, the program should be used with
  students of average or above-average intelligence
  (IQ of 90 or above).

22
Other Interventions being used

• Esperanza
• Voyager
• Read Naturally
• Rewards
• Fast ForWord

23
Section 504 Overview
John Copenhaver and Miriam K. Freedman
24
Section 504 Overview

• Section 504 / Americans with Disabilities Act is
  a civil rights statute that prohibits
  discrimination. Like the sister statutes of Title
  VI (race) and Title IX (gender), Section 504/ADA
  focuses on discrimination based solely on
  disability.

25
Civil Rights

• Section 504 is often referred to as the first
  civil rights act for individuals with
  disabilities. Section 504 applies to students,
  parents, employees, and other individuals with
  disabilities.

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I.D.E.A. -vs.- Section 504

• I.D.E.A. (Individuals w/Disabilities Education
  Act) is a funding statute.
• I.D.E.A. requires the student to have one of
  thirteen specific disabilities. Section 504 is
  not categorical but, covers any qualifying
  physical or mental impairments.
• Section 504 is a non-discrimination statute
  designed to provide equal opportunity. I.D.E.A.
  is designed to provide specialized instruction to
  enable the student to achieve at a level
  commensurate with his own ability.
• I.D.E.A. is limited to students with an
  educational need. Section 504 may cover students
  with no educational need (such as a wheelchair-
  bound student).

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Section 504
Subpart AGeneral Provisions Subpart
BEmployment Practices Subpart CPhysical
Accessibility Subpart FHealth, Welfare,
and Social Services Subpart GProcedures
Subpart DPreschool, Elementary, and
Secondary Education Subpart EPostsecondary
Education
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General Education

• Section 504 / ADA should be a General Education
  management responsibility.

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Section 504 has been around since 1973

• Section 504 gets little respect because
  funding is not attached.

30
Roles of School Personnel
School Board of Education

• Policy on Nondiscrimination
• Grievance Procedure
• Hearing Procedure

Superintendent

• 504 Coordinator Designation
• Annual Notice to Parents/Students
• Continuing Notice to Parents/Students

504 Coordinator

• 504 Procedures Coordination
• Staff Training
• Section 504 Grievance Procedures Management

School Principals and Certified and Classified
Staff

• Nondiscriminatory Practices in Classrooms
• Referral/Identification/Evaluation
• Parent Involvement and Encouragement
• Program Modifications and Accommodations
• Curricular Adaptations

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Section 504 Three Prong Eligibility Standard

• A Student who
• Has a (1) physical or mental impairment which
  (2) substantially limits (3) one or more major
  life activities, had a record of such impairment,
  or is regarded as having such an impairment.

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Section 504
The student has a physical or mental impairment
that substantially limits one or more of a
persons major life activities. The
impairment must impact the
students education.
Walking Seeing Working
Breathing Hearing Caring for one-self
Learning Speaking
33
What Is Substantial?
Always. 10 9 8 7 6 5 4 3 2 Never 1
34
Examples of Students with Disabilities Who Might
be Eligible Under Section 504/ADA

• HIV/AIDS
• Tuberculosis
• Arthritis
• Asthma
• Allergies
• Diabetes
• Obesity
• Epilepsy
• Heart Disease
• Chronic Fatigue
• Pregnancy
• Orthopedic
• Dyslexia
• It depends

• Special EducationQualified Students
• Conduct Disorder
• Temporary Disability
• ADD/ADHD
• Drug and Alcohol
• Migraine Headache
• Tourette Syndrome
• TBITraumatic Brain Injury
• Cerebral Palsy
• Cancer
• Multiple Sclerosis
• Slow learners

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Illustration
A person with a minor vision impairment, such
as 20/40 vision, does not have a substantial
impairment of the major life activity of seeing.
36
Illustration
A person who is deaf is substantially limited in
the major life activity of hearing. A person with
a minor hearing impairment, on the other hand,
may not be substantially limited.
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Definition of Eligibility

• Has a record of such an impairment.
• EXAMPLES of individuals who have a record of an
  impairment are persons who have histories of
  mental or emotional illness, learning
  disabilities, asthma, heart disease, cancer, etc.
  and students in Special Education.

38
Definition of Eligibility

• Is regarded as having such an impairment.
• Anna, a student with mild diabetes controlled by
  medication, is barred by the staff from
  participation in certain sports because of her
  diabetes. Even though Anna does not actually have
  an impairment that substantially limits a major
  life activity, she is protected under Section
  504/ADA because she is treated as though she
  does.

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Eligibility

• Every person eligible for Section 504 will not
  necessarily be eligible for Special Education.
• Every person eligible for Special Education IS
  ALSO PROTECTED UNDER SECTION 504.

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Points to Remember When Considering Section 504
Eligibility

• High standard to meet for Section 504 eligibility
• On the average, only 1-2 of the student
  population of any school is deemed Section 504
  eligible.
• Learning difficulties not always due to a
  physical or mental impairment.
• Student will forever have a record of being
  divided.
• Section 504 eligibility is not for at-risk
  students.
• Phrase substantially limits is in present
  indicative verb form. Thus, student must be
  presently, not potentially or hypothetically,
  substantially limited.

41
Definition Issue

• NOTE The second and third prongs of the
  definition referring to individuals with a
  record of or regarded as having an impairment
  are relevant only when some negative action is
  taken based on the perception or record. This
  cannot be the basis which the requirement for a
  free appropriate public education (FAPE) is
  triggered. (OCR Policy Memorandum, August 3,
  1992) However, such discrimination can result in
  costly litigation.

42
Accommodations

• Modifications made by classroom teacher(s) and
  other school staff to enable the students to
  benefit from their education program. A plan
  should be developed outlining services and/or
  accommodations.

43
Parent Involvement

• The parents should be included in the 504 process
  whenever possible.

44
Documentation

• It is important to document evaluation results,
  eligibility determination, services, and
  placement issues regarding each student.
• DOCUMENTATION IS ALWAYS
• A BEST PRACTICE.

45
Student Assistance Team / CRC

• The Student Assistance Team / CRC
  (pre-referral) will provide support and
  suggestions to classroom teachers regarding any
  student experiencing academic or behavioral
  difficulties. If the strategies are unsuccessful,
  a referral for an evaluation could be made to
  Section 504/Americans with Disabilities Act (ADA)
  or Special Education.

46
Referral

• Referrals are accepted from parents, professional
  staff, students, and/or other staff members. The
  problem(s) and previous remedies (Response to
  Intervention) are considered and reviewed.

47
Notification

• The school notifies the parents or guardians, in
  writing, of the schools reason and intent to
  conduct an evaluation. The notice should include
  a description of the evaluation and procedural
  safeguards. Parental consent would be considered
  best practice for all Section 504/ADA evaluations.

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Section 504/ADA Committee Meeting
A best practice is to use the Student Assistance
Team as the Section 504/ADA Committee. Typical
members would include the following The
committee of knowledgeable persons will study and
analyze the evaluation data to determine if the
student has a mental or physical disability that
substantially limits a major life activity and
influences the students educational program.
Parents Counselor
Student (when appropriate) Principal
Teacher(s) Other (as needed)
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Eligibility and Accommodations/Services

• If the student IS eligible under Section 504/ADA,
  the team determines accommodations and/or
  services that will enable the student to benefit
  from his/her education. This can be documented on
  an individual Section 504 plan.

50
Services

• The following factors are considered by a
  team knowledgeable about the student and the
  disability
• Evaluation results
• Section 504/ADA eligibility
• The students unmet needs
• Services and/or accommodations based on
  eligibility
• Possible staff inservice
• Least Restrictive Environment (LRE)

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Implementation

• The school staff makes the necessary
  accommodations to allow for the students
  disability. Parents should be consulted and given
  opportunities for input. The accommodations
  and/or services are then
  implemented.

52
Review

• Primary Responsibilities under Section 504
• Evaluation Conduct an evaluation that is
  adequate for that child. Evaluations should be
  unique to the case and individual. Must determine
  IF there is a disability.
• Meeting Convene a group of people knowledgeable
  about the child, the disability, and his/her
  academic needs.
• Placement Determine placement and related
  services (accommodations) to make the disabled
  student equal to the nondisabled student.

53
Review

• Each students accommodations and/or services are
  reviewed periodically. Best practice would be at
  least annually.

54
Common Accommodations

• Provide a structured learning environment.
• Repeat/simplify instructions regarding class
  assignments and homework.
• Supplement verbal instructions with visual ones.
• Use behavior management techniques.
• Adjust class schedules.
• Modify test delivery.
• Use tape recorders, Computer-Aided Instruction
  (CAI), and other audiovisual equipment.
• Select modified textbooks or workbooks.
• Tailor homework assignments.
• Tutor one-on-one.

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Common Accommodations

• Use classroom aides and notetakers.
• Modify nonacademic times (lunchroom, recess) and
  physical education.
• Change student seating.
• Change instructional pace.
• Change instructional methods.
• Change instructional materials.
• Provide peer tutoring.
• Implement behavioral/academic contracts.
• Use positive reinforcements (rewards).
• Use negative consequences (punishments).
• Use supplementary materials.

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Process Overview for Dyslexia / 504

• A student exhibits reading difficulties
• Response to Intervention doesnt work
• Suspect dyslexia
• A 504/CRC meeting occurs
• Parent permission to test
• ScreeningVision/Hearing, Parent survey, Teacher
  survey, grades, student samples collected and
  reviewed
• Assess for Dyslexia
• 504/CRC reconvenes, determines
• Yes 504severe dyslexia and those who will
  receive TAKS Dyslexia Bundling
• No 504students NOT substantially limited in
  major life activity, mild dyslexia
• Placement and accommodations
• Parent notification of assessment results and 504
  meeting

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Questions or Concerns

• Jay Fulton, 444-4500 x1024 jfulton_at_eisd.net
• Becky Borroel, 444-4500 x1014
  rborroel_at_eisd.net