SAISD 504/Dyslexia Newsletter

The 504 Plan is a plan developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives accommodations that will ensure their academic success and access to the learning environment.

Click on the following link for more information: https://tea.texas.gov/academics/special-student-populations/section-504

Procedures for evaluating and identifying students with dyslexia are outlined in detail in Chapter III of The Dyslexia Handbook. These procedures guide districts on how the process should work.

Prior to a formal assessment for dyslexia, federal and state laws emphasize early identification and intervention for students who may be at risk for reading disabilities, such as dyslexia. The section, "Defining Dyslexia and Its Characteristics," covers a general overview of dyslexia. Familiarity with dyslexia and its related disorders may help us collect the information needed to make a recommendation for dyslexia assessment.

The Dyslexia Handbook specifies that schools must recommend assessment for dyslexia if the student demonstrates the following:

• Poor performance in one or more areas of reading and spelling that is unexpected for the student’s age/grade.
• Characteristics and risk factors of dyslexia indicated in Chapter I: Definitions and Characteristics of Dyslexia in The Dyslexia Handbook.

TEC §38.003, Screening and Treatment for Dyslexia

Texas state law requires that public school students be screened and tested as appropriate for dyslexia and related disorders at appropriate times in accordance with a program approved by the State Board of Education (SBOE). The program approved by the SBOE must include screening at the end of the school year for each student in kindergarten and each student in first grade.

Districts and charter schools must implement a screening program that includes each of the following:

• Screening of each student in kindergarten at the end of the school year;
• Screening of each student in the first grade no later than January 31 (Dyslexia Handbook, 2018, Chapter 2).

Website: https://texasgateway.org/resource/assessment-what-why-when-and-how-0

Whoopi Goldberg, an Academy Award-winning actress and television personality, overcame dyslexia to achieve remarkable success in the entertainment industry. Her perseverance and unique comedic talent have made her a beloved figure, known for her roles in films such as “Sister Act” and “Ghost.”

International Dyslexia Association has created a handbook that is intended to support all teachers in their passion to help every child reach his or her fullest potential. Use it to raise awareness, share best practices, and be a resource to your school’s administration and staff.

Inside you’ll learn about topics such as:

• Signs and symptoms of dyslexia
• Social and Emotional Connection
  
• Classroom strategies, tips, and tools
• Multisensory Structured Language Teaching

IDA encourages everyone to share this handbook with as many people as possible. The more educators we can inform, the more children we can help!

https://dyslexiaida.org/dyslexia-in-the-classroom/

Graphic organizers are very effective for all students especially those with dyslexia. From comprehending concepts to motivating the students, there are various ways in which graphic organizers are beneficial for students. These visual aids help them organize information, keeps students engaged, and enhances their thinking process. Dyslexic students often get frustrated with reading and writing because traditional note-taking and textbook reading can be difficult, so incorporating graphic organizers into the curriculum/instruction will give them more confidence, strengthen these processes, and make learning fun!

Click on the following link for free downloadable graphic organizers, courtesy of HMH: https://www.hmhco.com/blog/free-graphic-organizer-templates