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Dyslexia
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.
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
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
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
HFISD 504 procedures for identification and remediation of dyslexia
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 HFISD Dyslexia Plan can be found at http://www.
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
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.