Dyslexia

1
Dyslexia
2
Dyslexia Definition

• Dyslexia is difficulty with language. People with
  dyslexia typically have average to above average
  intelligence. They may have difficulty with
  reading, spelling, understanding language they
  hear, or expressing themselves clearly in
  speaking or in writing. An unexpected gap exists
  between their potential for learning and their
  school achievement.

3
Characteristics of Dyslexia

• Slow Word Recall
• Average or Above Intelligence
• Beyond third grade continuing to reverse and
  invert letters and transpose words
• More difficulty decoding nonsense words than
  content words
• Difficulty decoding single words in isolation
• Difficulty with letter/sound relationships
• Confusing small words such as at for to, said for
  and, does for goes.
• Transposes number sequences and arithmetic signs
  (, -, x, ) although math skills are typically a
  strength

4

• May have difficulty learning to tell time
• Spelling is usually difficult, frequently spells
  the same word differently in a single piece of
  writing
• Frequently able to decode a word they cannot
  spell
• Listening comprehension is usually a strength and
  the student typically can comprehend at grade
  level what he hears orally
• Poor grasp of abstract concepts
• Difficulty in telling or retelling a story
• Difficulty with rhyming words

5
AISD Dyslexia Plan

• Campus Dyslexia Coordinators
• One certified person from each campus will be
  selected to be the Campus Dyslexia Coordinator
• The Campus Dyslexia Coordinator will
• Coordinate the campus dyslexia program
• Work with the Campus 504 Coordinator to follow
  AISD 504 procedures for identification and
  remediation of dyslexia

6

• Campus dyslexia programs
• Each campus will make a site based decision to
  determine which dyslexia program will be used at
  their individual campus.
• The program chosen must meet all of the
  descriptors as defined in the SBOE Procedures
  Concerning Dyslexia.
• The AISD Dyslexia Plan can be found at
  http//www.amarillo.isd.tenet.edu/speced/dys1.html

7
Dyslexia Flow Chart
Data Gathering for all Students
No difficulties found
Difficulties found--interventions begin
Student struggles even after interventions so
more in depth instruction is given
Student is successful
Student is not successful
Referral to 504 OR
Referral to Special Education
8
Assessment of Dyslexia

• Referral
• To the dyslexia coordinator
• To the 504 Coordinator.
• To the diagnostician
• Assessment
• Completion of the dyslexia data sheet
• 504 committee or the ARD committee will
  determine eligibility, placement, and
  accommodations.