Dyslexia means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity. [TEC §38.003]
Dyslexia is defined as 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 the growth of vocabulary and background knowledge. This four-minute video will help to explain dyslexia. https://www.youtube.com/watch?v=zafiGBrFkRM
- When a student enrolled in HJISD with reading difficulties, all effort should be made to provide appropriate assessment and intervention. Campus personnel should employ best practices in assisting students, using strategies designed to address individual needs.
- After various intervention strategies have been implemented, if the student continues to struggle in reading and displays characteristics of dyslexia, campus personnel or the student’s parent may request dyslexia screening.
- A dyslexia referral will go through the Section 504 process.
- Parents must be notified and permission to test must be obtained, including notification of rights under §504 or IDEA.
- The campus dyslexia teacher/counselor is responsible for conducting basic testing. Testing results and additional data will be compiled by the designee and submitted to the 504 Committee for review.
- Student data will be evaluated by the campus 504 committee for determination of dyslexia identification.
- The student’s difficulties in the area of reading will reflect one or more of the primary characteristics of dyslexia with unexpectedly low performance for the student’s age and educational level in the following areas: Reading real words in isolation; Decoding nonsense words; Reading fluency (both rate and accuracy); Written spelling (an isolated difficulty in spelling would not be sufficient to identify dyslexia).
- This low reading performance will be the result of a deficit in phonological processing, including the following: Phonological awareness; Rapid naming; and Phonological memory.
- If the student has characteristics of dyslexia and difficulty in phonological processing, the committee considers if the difficulties are unexpected for cognitive abilities and for provisions of effective classroom instruction.
- Students shall receive targeted Neuhaus-based instruction which includes the following components: phonemic awareness, language structure, linguistic patterns, and processes, as appropriate for each student.
- Instructional approaches include explicit, direct instruction that is systematic, sequential, and multisensory. Instruction should also meet the needs of individual students in a small group setting with a a curriculum that matches each student’s individual ability level.
- All identified students will be served on their home campus, using the District-recommended instructional program that meets the requirements of TEA's Dyslexia Handbook.
- Monitoring of students' progress shall occur on a regular basis, and parents shall be notified of that progress.
For additional information:
HJISD Dyslexia Handbook