Transcript www.manorisd.net

Identifying Dyslexia Students
in Manor ISD
Contacts


Dyslexia Specialists
Responsible for interventions and
testing
 Kathy McKay – BTE, PCE, and
contact for secondary evaluations
 Megan Cheney – MES, BME
 Keith Karseno – PME, OME, DES
Definition of Dyslexia
• 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.
504
Special
Education
Dyslexia
Contacts

Elementary 504 Coordinators:







MES– Laura Krcmar
BME – Jose Valenzuela
PME – Stephen Torres
OME – Ralph Henley
BTE – Joanne Garza
PCE – Bertha Day
DES – Lauri Webb
Contacts

Secondary 504 Coordinators
 MMS – Patricia Carrello
 DMS – Jesse Lachico
 MHS –
 MNT – Janice Hurt
 Excel – Nikkida Butler/Ivonne
Malone
Common Signs of Dyslexia
The following signs may be
associated with dyslexia if they
are unexpected for the
individual’s age, educational
level, or cognitive abilities:
Pre-School:







May talk later than most
children
May have difficulty with rhyming
May have difficulty pronouncing
words, i.e., “busgetti” for
spaghetti”, “mawn lower” for
“lawn mower”
Poor auditory memory for
nursery rhymes and chants
May be slow to add new
vocabulary words
May be unable to recall the right
word
May have trouble learning
numbers, days of the week,
colors, shapes, and how to spell
and write his/her name
Kindergarten- 3rd Grade






Fails to understand that words
come apart; for example, that
snowman can be pulled apart into
snow and man, and later on, that
the word man can be broken down
still further and sounded out as /m/
/a/ /n/;
Has difficulty learning the letter
names and their corresponding
sounds;
Has difficulty decoding single words
(reading single words in isolation);
lack of a strategy;
Has difficulty spelling phonetically;
Reads dysfluently (choppy and
labored);
Relies on context to recognize a
word
Fourth Grade - High School:






Has a history of reading and
spelling difficulties
Avoids reading aloud
Reads most materials slowly;
oral reading is labored, not
fluent
Avoids reading for pleasure
May have an inadequate
vocabulary
Has difficulty spelling; may
resort to using less complicated
words in writing that are easier
to spell
Common Myths
•
•
Individuals with dyslexia see letters and words
backwards.
Colored lenses or overlays can correct the reading
difficulty.
•
More boys than girls have dyslexia.
•
Dyslexia can not be identified until the third grade.
•
If a person is able to read s/he cannot be Dyslexic.
•
Children with Dyslexia can learn to read just like
anyone else, they just progress more slowly.
•
Dyslexia is a medical problem, so doctors can
diagnose Dyslexia.
•
Dyslexia is a general, catch-all term for any student
with a reading difficulty.
•
Children outgrow Dyslexia.
Prevalence
Conservative estimates indicate that
Dyslexia affects 10% of the population,
although it is most likely that close to
20% of the population is Dyslexic.
Continuum
Dyslexia occurs on a continuum of severity
levels. Individuals with very mild degrees of
dyslexia may compensate for their learning
differences without educational
intervention, while individuals with more
severe degrees of dyslexia will need
extensive educational intervention designed
to meet their unique needs.
English Language Learners



Much diversity exists among English
Language Learners.
The identification and service
delivery process for Dyslexia must
be in step with the student’s
linguistic environment and
educational background.
Involvement of the Language
Proficiency Assessment Committee
(LPAC) is recommended and is
necessary for those students
identified as LEP (Limited English
Proficient).
*See The Dyslexia Handbook-Revised 2007 for additional Data Gathering.
Referral Process




GIST meeting held regarding student
of concern.
If it is decided that a Dyslexia
Screener is needed, we will distribute
it to you.
You will have 2 weeks to complete it
and return it to our box.
We will review Screener and
determine if the student will be
evaluated for Dyslexia.
Referral Process (continued)



If student will be tested, the 504
Coordinator will begin the referral
process on eSped.
The 504 Coordinator will also need
you to complete a Teacher Input form
(behavior, participation, instructional
concerns, etc.)
When testing is completed, a 504
meeting will be held to review results
and determine if the student qualifies
for Dyslexia/504
Resources
Region 13 Education Service Center
Dyslexia Specialists
5701 Springdale Road
Austin, TX 78723
(512) 919-5401
[email protected]
[email protected]
www.esc13.net/dyslexia
The International Dyslexia Association
40 York Rd., 4th Floor
Baltimore, MD 21204
(410) 296-0232
http://www.interdys.org
Scottish Rite Learning Center of Austin
12871 North U.S. Highway 183, Suite 105
Austin, TX 78750
(512) 472-1231
(Evaluation services)