Transcript Dyslexia and Related Disorders

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
Dyslexia
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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.
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
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)
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
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
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
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
Related Disorders
Difficulty with attention (ADD/ADHD –
Attention Deficit Hyperactivity Disorder)
 Inattention
 Variable attention—pays attention to certain
things
 Distractibility—easily distracted
 Impulsivity—difficulty in controlling impulses
 Hyperactivity
Related Disorders
Difficulty with motor skills (Dyspraxia)
 Difficulty planning and coordinating body
movements
 Difficulty coordinating facial muscles to
produce sounds
Related Disorders
Difficulty with organization
 Loses papers
 Poor sense of time
 Forgets homework
 Messy desk
 Overwhelmed by too much input
 Works slowly
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
“He’s lazy.”
 Relatives may have similar problems
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.
What Kind of Instruction Does
My Child Need?
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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.
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.
TAKS Accommodations
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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 computer’s “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
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
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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
Classroom Accommodations
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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
Dyslexia Intervention—Elem.
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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).
Dyslexia Intervention—Sec.
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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).
Other Interventions being used
Esperanza
 Voyager
 Read Naturally
 Rewards
 Fast ForWord
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Section 504
Overview
John Copenhaver and Miriam K. Freedman
Section 504 Overview
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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.
Civil Rights
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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.
I.D.E.A. -vs.- Section 504
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I.D.E.A. (Individuals w/Disabilities Education Act) is a funding statute.
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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.
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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.
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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).
Section 504
Subpart A—General Provisions
Subpart B—Employment Practices
Subpart C—Physical Accessibility
Subpart D—Preschool, Elementary, and
Secondary Education
Subpart E—Postsecondary Education
Subpart F—Health, Welfare, and Social Services
Subpart G—Procedures
General Education
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Section 504 / ADA should be a General
Education management responsibility.
Section 504 has been around since
1973
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Section 504 gets little respect because
funding is not attached.
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
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Nondiscriminatory Practices in Classrooms
Referral/Identification/Evaluation
Parent Involvement and Encouragement
Program Modifications and Accommodations
Curricular Adaptations
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.
Section 504
The student has a physical or mental
impairment that substantially limits one or
more of a person’s major life activities.
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Walking
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Seeing
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Working
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Breathing
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Hearing
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Caring for one-self
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Learning
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Speaking
The impairment must impact the
student’s education.
What Is Substantial?
Always….… 10
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2
Never……… 1
Examples of Students with Disabilities Who
Might be Eligible Under Section 504/ADA
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HIV/AIDS
Tuberculosis
Arthritis
Asthma
Allergies
Diabetes
Obesity
Epilepsy
Heart Disease
Chronic Fatigue
*Pregnancy
Orthopedic
Dyslexia
*It depends
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*Special Education—Qualified Students
Conduct Disorder
Temporary Disability
ADD/ADHD
*Drug and Alcohol
Migraine Headache
Tourette Syndrome
TBI—Traumatic Brain Injury
Cerebral Palsy
Cancer
Multiple Sclerosis
*Slow learners
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.
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.
Definition of Eligibility
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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.
Definition of Eligibility
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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.
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
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High standard to meet for Section 504 eligibility
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On the average, only 1-2% of the student population of any school
is deemed Section 504 eligible.
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Learning difficulties not always due to a physical or mental
impairment.
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Student will forever have a record of being divided.
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Section 504 eligibility is not for “at-risk” students.
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Phrase “substantially limits” is in present indicative verb form. Thus,
student must be presently, not potentially or hypothetically,
substantially limited.
Definition Issue
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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.
Accommodations
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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.
Parent Involvement
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The parents should be included in the 504
process whenever possible.
Documentation
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It is important to document evaluation
results, eligibility determination, services,
and placement issues regarding each
student.
DOCUMENTATION IS ALWAYS
A BEST PRACTICE.
Student Assistance Team / CRC
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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.
Referral
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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.
Notification
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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.
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:
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Parents
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Counselor
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Student (when appropriate)
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Principal
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Teacher(s)
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Other (as needed)
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 student’s educational
program.
Eligibility and
Accommodations/Services
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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.
Services
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The following factors are considered by a
team knowledgeable about the student and
the disability:
 Evaluation
results
 Section 504/ADA eligibility
 The student’s unmet needs
 Services and/or accommodations based on eligibility
 Possible staff inservice
 Least Restrictive Environment (LRE)
Implementation
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The school staff makes the necessary
accommodations to allow for the student’s
disability. Parents should be consulted and
given opportunities for input. The
accommodations and/or services are
then implemented.
Review
Primary Responsibilities under Section 504
1.
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.
2.
Meeting: Convene a group of people knowledgeable
about the child, the disability, and his/her academic
needs.
3.
Placement: Determine placement and related services
(accommodations) to make the disabled student equal
to the nondisabled student.
Review
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Each student’s accommodations and/or
services are reviewed periodically. Best
practice would be at least annually.
Common Accommodations
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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.
Common Accommodations
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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.
Process Overview for Dyslexia / 504
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A student exhibits reading difficulties
Response to Intervention doesn’t work
Suspect dyslexia
A 504/CRC meeting occurs
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Parent permission to test
Screening—Vision/Hearing, Parent survey, Teacher survey,
grades, student samples collected and reviewed
Assess for Dyslexia
504/CRC reconvenes, determines:
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Yes 504—severe dyslexia and those who will receive TAKS
Dyslexia Bundling
No 504—students NOT substantially limited in major life activity,
mild dyslexia
Placement and accommodations
Parent notification of assessment results and 504 meeting
Questions or Concerns
Jay Fulton, 444-4500 x1024
[email protected]
 Becky Borroel, 444-4500 x1014
[email protected]
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