1. The Differentiating Classroom EDUC 4763 Ms. Darla Baggett

2. Dyslexia Tameshia McGee Doris Sanders Tonya Trawick

3. What is Dyslexia Dyslexia is a learning difference characterized by problems in expressive or receptive, oral or written language. Problems may appear in reading, spelling, writing, speaking or listening. A person who has dyslexia has difficulties changing language to thought (as in listening or reading) or thought to language (as in writing or speaking).

4. Program Purpose The purpose of this program is to empower children and adults who experience difficulties with reading, writing, math, language and attention To assess, remediate and return students to a conventional school system.

5. Dyslexia is manifested by Difficulty with different forms of language Problem with Reading Proficiency in writing and spelling

6. Difficulties of a Student Identified as having Dyslexia Phonemic awareness and manipulation Single-word decoding Reading Fluency Reading Comprehension Spelling

7. In the end students gain a new understanding of their personal thought process, perceptual process and learn self-help methods for controlling perception and for eliminating confusion.

8. Qualification Requirements

9. A Team or Committee determines if student has dyslexia The student being assessed; The reading process; Dyslexia and related disorders; Dyslexia instruction; District or charter school, state, and federal guidelines for assessment; The assessments used; and The meaning of the collected data.

10. A Committee determines the identification of dyslexia after reviewing all data The observations of the teacher, district or charter school staff, and/or parent; Data gathered from the classroom (including student work and the results of classroom measures) and information found in the student’s cumulative folder (including the developmental and academic history of the student); The results of administered assessments; and All other accumulated data regarding the development of the student’s learning and his/her educational needs.

11. Formal Assessment Notify parents or guardians of proposal to assess student for dyslexia (§504); Inform parents or guardians of their rights under §504; Obtain permission from the parent or guardian to assess the student for dyslexia; Assess student, being sure that individuals/professionals who administer assessments have training in the evaluation of students for dyslexia and related disorders (19 TAC §74.28).

12. Dyslexia Instruction Requirements

13. No Child Left Behind (NCLB) * Requires schools implement reading programs that are scientifically based research programs. * Provides levels of intervention for struggling readers

14. Dyslexia Handbook provides descriptions for instruction requirements Components: Phonemic awareness Grahophonemic knowledge Language structure Linguistic pattern Process

15. Instruction for Dyslexics Explicit Individualized Multi-sensory

16. Teaching Methods Instruction groups of no larger than four groups. Groups at least three times a week. Teachers work closely with other specialized teachers Early intervention Use intensive reading program

17. Teaching – Specific Regulations Regarding Implementation

18. Regulations Parents/guardians of students eligible under the Rehabilitation Act of 1973, §504, must be informed of all services and options available to the student under that federal statute Once it has been determined that a student has dyslexia, the school district or charter school shall provide an appropriate instructional program for the student. As stated in TEC §38.003:

19. Teaching School districts must provide for the treatment of any student determined to have dyslexia. Instructional decision for the student with dyslexia is made by the team. School shall purchase a reading program to develop or develop their own reading program for students with dyslexia. Teacher who provide instruction for the student with dyslexia must be trained.