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"When you're a kid, school is your career. And if you go out of business in school, if your business goes bankrupt, if you're not having any success, you're left with almost nothing. You are poverty-stricken. Where do you go from there?"

-- Dr. Mel Levine
Founder, All Kinds of Minds

Millions of American children struggle in school daily because of serious learning problems. The causes are often unknown, specific problems can be difficult to pinpoint, and the long-term effects hard to predict.

Research in the field of learning problems took off in the 1960s, when the first federal funds were earmarked to support children with specific learning disabilities. Experts know more now than ever before, but the evolution of that knowledge also parallels the rise of standardized tests and the current era of high-stakes testing. The tension between the demand for academic success and the stubborn reality of a problem makes learning difficulties one of the most contentious topics in an increasingly competitive and educated society.

It comes as no surprise that when a child can't read or write or pay attention -- and when the problem doesn't go away -- parents, educators, experts, and policymakers often collide in an earnest struggle to find answers.

The landscape of learning problems encompasses a range of expert opinions. Different approaches to terminology and treatment reflect that range. Some learning specialists use the phrase "learning differences" to describe cognitive strengths and weaknesses without labels that they believe may erode children's self-esteem and motivation to succeed. Neurologists and other learning specialists prefer the phrase "learning disabilities" to describe specific neurocognitive breakdowns in otherwise bright children and to underscore the existence of disabling conditions.

In the middle of this landscape there is common ground. Everyone agrees that "disability" is a term with legal ramifications; virtually all of the funding to support children with specific problems is tied to the Individuals with Disabilities Education Act. And while learning differences and disabilities don't go away, the research and work of learning experts in the last 40 years translates into effective strategies that help children succeed.

This site is a companion to the PBS special Misunderstood Minds, and profiles a variety of learning problems and expert opinions. It is designed to give parents and teachers a better understanding of learning processes, insights into difficulties, and strategies for responding.

We gratefully acknowledge the advisors whose work helped shape this site: Dr. Michael Rivkin, Dr. David Urion, Ellen Boiselle, M.A., and Maria Marolda, M.A., from the Neurology and Learning Disabilities Program at Children's Hospital, Boston; Dr. Mel Levine and Melissa Wakely, M.A., Ph.D., from All Kinds of Minds; James Wendorf from the National Center for Learning Disabilities; and Dr. Lynn Meltzer and Joan Steinberg, M. Ed., from the Institute for Learning and Development and Research ILD.

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Misunderstood Minds . Introduction | PBS

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"When you're a kid, school is your career. And if you go out of business in school, if your business goes bankrupt, if you're not having any success, you're left with almost nothing. You are poverty-stricken. Where do you go from there?"

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We are the future

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Learning disabilities are due to genetic and/or neurobiological factors that alter brain functioning in a manner which affects one or more cognitive processes related to learning. These processing problems can interfere with learning basic skills such as reading, writing and/or math. They can also interfere with higher level skills such as organization, time planning, abstract reasoning, long or short term memory and attention. It is important to realize that learning disabilities can affect an individual's life beyond academics and can impact relationships with family, friends and in the workplace.
Since difficulties with reading, writing and/or math are recognizable problems during the school years, the signs and symptoms of learning disabilities are most often diagnosed during that time. However, some individuals do not receive an evaluation until they are in post-secondary education or adults in the workforce. Other individuals with learning disabilities may never receive an evaluation and go through life, never knowing why they have difficulties with academics and why they may be having problems in their jobs or in relationships with family and friends.

Learning disabilities should not be confused with learning problems which are primarily the result of visual, hearing, or motor handicaps; of intellectual disability; of emotional disturbance; or of environmental, cultural or economic disadvantages.

Generally speaking, people with learning disabilities are of average or above average intelligence. There often appears to be a gap between the individual's potential and actual achievement. This is why learning disabilities are referred to as "hidden disabilities": the person looks perfectly "normal" and seems to be a very bright and intelligent person, yet may be unable to demonstrate the skill level expected from someone of a similar age.

A learning disability cannot be cured or fixed; it is a lifelong challenge. However, with appropriate support and intervention, people with learning disabilities can achieve success in school, at work, in relationships, and in the community.

In Federal law, under the Individuals with Disabilities Education Act (IDEA), the term is "specific learning disability," one of 13 categories of disability under that law.

"Learning Disabilities" is an "umbrella" term describing a number of other, more specific learning disabilities, such as dyslexia and dysgraphia. Find the signs and symptoms of each, plus strategies to help below.

Types of Learning Disabilities

Related Disorders

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Learning disabilities are due to genetic and/or neurobiological factors that alter brain functioning in a manner which affects one or more cognitive processes related to learning. These processing problems can interfere with learning basic skills such as reading, writing and/or math.

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When a student has an Individualized Education Program (IEP) or a 504 plan, you'll likely hear the word accommodation. You may also hear school staff members say modification. While the two words sound similar, they mean different things.

An accommodation changes how a student learns the material. A modification changes what a student is taught or expected to learn. Here is a chart that explains the differences.

Classroom instruction
Accommodations can help kids learn the same material as their peers. This allows them to meet the same expectations.

Kids who are far behind their peers may need changes to the curriculum they're learning. These are called modifications.

For example, a student could be assigned shorter or easier reading assignments, or homework that's different from the rest of the class. Kids who receive modifications are not expected to learn the same material as their classmates.

A student with dyslexia, for example, might listen to an audio version of a book. But it's still the same book that the rest of the class is reading. Likewise, a student who has trouble focusing might get seated next to the teacher, but still has to do all the regular class assignments.

Classroom tests
Accommodations for testing can be different from those used for teaching.

Modifications in testing often mean that a student covers less material - or material that is less complex.

For example, a spelling test may require the class to study 20 words. However, a student with modifications might only have to study 10 of them. Or there might be two different lists of spelling words. With a modification, what the student is tested on is different.

For example, using spellcheck might help a student with writing difficulties take notes during class. However, it wouldn't be appropriate during a weekly spelling test. At the same time, this student might benefit from having extra time to complete the spelling test or using a keyboard if the physical act of writing is difficult.

Standardized testing
Statewide tests allow some accommodations like extra time or taking a test on a computer. It's best if these are the same accommodations a child uses to take class tests.

Some students take what's called an alternate assessment. This state test includes modifications to the regular test. Questions might be fewer or not cover the same material as the standard exams. Also, the results are interpreted differently. Before you agree to an alternate assessment, find out what the impact will be on your child's academic and work future.

PE, music, and art class
Accommodations for "special" classes like PE, music, and art can be helpful for some kids.

Sometimes, an assignment in a class like PE, music, or art is unreasonable for your child. When this happens, a modification may be made.

For example, the PE teacher might reduce the number of laps a student needs to run. The music teacher might not require a child to learn how to read music.

These are similar to accommodations in the classroom. Kids might get extra time to learn to play an instrument. Or they may be allowed to complete an art project in a different format.

To learn more, watch as an expert explains the difference between accommodations and modifications.

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Donna Volpitta, EdD is the founder of Pathways to Empower. Her work draws on the latest research in neuroscience, psychology, and education.

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The Difference Between Accommodations and Modifications

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Accommodations and modifications may be part of a child's IEP or 504 plan. Learn how they're different and how each can help students learn.

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Society, especially the parents, are concerned mainly with what their children eat, such as vegetables, and their sleeping duration. When it comes to what their children drink, they are most times not concerned about that. However, data from water researchers and data analysts suggest that many children do not drink enough water.
Water and Kids' Cognitive Ability
After the research conducted by Naiman Khan and his team, he said in a press release that children are at a high risk of dehydration because they rely on adults to provide them with water. He said ...

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Society, especially the parents, are concerned mainly with what their children eat, such as vegetables, and their sleeping duration. When it comes to what their children drink, they are most times not concerned about that. However, data from water researchers and data analysts suggest that many children do not drink enough water.

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Special education law, or the Individuals with Disabilities Education Act (IDEA) lists 13 categories of special education, each with its own detailed requirements. Special education pertains to student's aged 3-22 who attend a PUBLIC INSTITUTION.

To qualify, a child must have one of the identified disabilities AND it must adversely affect their educational performance. Every school district has the legal responsibility to identify, locate and evaluate children who are in need of special education services. The law calls this child find.

The following categories make up the cornerstone of special education law.

FAPE is the educational right of children with disabilities in the United States to receive educational services at public expense.
I CAN NOT EMPHASIZE THE FOLLOWING STATEMENT ENOUGH!
"IDEA does not require your school district to provide the very best education for your child, the school district needs to only provide an appropriate education."

Unfortunately, the concept of FAPE is vague and often results in IEP conflicts. As a parent, keep in mind that what is appropriate for one child may not be deemed appropriate for another. The IEP team is responsible for determining what is appropriate on a case by case basis.

Special education law (IDEA) states that the assessment of your child must involve various tests and measures to determine whether your child has a disability. A school district must conduct an initial evaluation to determine if the student qualifies for special education within 60 days of receiving consent. Parents may request only one evaluation per year unless the school is in agreement.

HOWEVER, if you disagree with the evaluation, you may request a Independent Education Evaluation at no cost to you.

School districts must obtain informed consent from the parent before performing the initial evaluation of a child. This means the parent has been fully informed in their native language about all of the information for which they are giving consent and that they understand and agree in writing to the evaluation of their child.

Parent consent is voluntary and may be withdrawn at any time.

Consent for evaluation does not mean that a parent has consented for placement in special education or has agreed for their child to receive services. The district must request new consent if a child is to be placed in special education. If at any time a parent revokes consent in writing for services after having consented to them in the past, the district must use due process procedures if they wish to continue services.

Keep in mind that as a parent you may consent to part of the IEP but not to all. While you are working on agreeing on the entire IEP, the parts that you have consented to must be implemented immediately.

Special education law requires school districts to place a child in the least restrictive environment(LRE) that meets their individual needs. A child's LRE will depend on their abilities and disabilities. IDEA mandates LRE to make sure that individual needs determine each individual placement, not the other way around.

As a parent, you have the right to view your child's cumulative file. The file usually contains: Report cards, medical data, attendance information, testing data, discipline records and teacher comments. IDEA requires the school to grant a parent's request to see their child's file before an IEP meeting or within 45 days of your request.

The school may charge a fee for copying records. Parents have the right to request that any false, inaccurate or misleading information or information that violates the privacy rights of their child be amended or deleted.

Special education law (IDEA) requires that the IEP team develop a transition plan as part of the IEP when a child turns 16. The transition plan must include how a child will proceed after high school. The plan may include college, work, training, independent living, etc. It also must include reasonable goals and services that will help a child reach their transition goals.

7. STAY PUT RIGHTS:

The rules of a school district and a school apply to all students. However, rules must be applied in conjunction with special education law and procedures. Like all children, your child must follow school rules. They may be disciplined, suspended or expelled. However, before the district can take action, special education law (IDEA) requires an analysis of whether the disability played a part in a child's behavior. This is referred to as manifestation determination.

FOR EXAMPLE: If a student with an active breaks a school rule that results in a suspension or expulsion, the student's program, placement or services CANNOT be changed unless the district and parent agree.

If there is no agreement, the child is entitled to STAY PUT in their current program UNTIL a new IEP is signed and agreed upon. Bottom line, a parent can assert their child's STAY PUT right and maintain their current placement until a new IEP is in place. This prevents your child from losing services while the new placement is being

8. TEN DAY RULE:

STAY PUT protection under special education law only apply if your child is facing more than 10 consecutive days out of school. This is referred to as the 10 day rule.

A special education student who is suspended from school for LESS than 10 consecutive days is NOT entitled to IDEA protection. Usually, school suspensions are less than 10 days.

If a district intends to suspend or expel a special education student for more than 10 consecutive days it can be considered a change of placement. If this occurs, the district must hold a manifestation IEP to determine if the student's actions were caused by their disability. If the IEP team determines that they were, then the student's placement cannot be changed and the STAY PUT rights are activated.

If the IEP team determines the student's behavior was not a result of the disability, the child has no STAY PUT rights and CAN be expelled.

9. WEAPONS and DRUG OFFENSES:
"A special education student who brings a weapon to school or possesses, uses, sells or solicits the sale of drugs at school or during a school function can be removed for up to 45 days without parental agreement."
IDEA also makes exception to the 10 day rule if the discipline involves drugs or weapons.

The student is entitled to an alternative placement during the 45 days. IDEA requires the IEP team to develop a behavior plan for students whose behavior impedes his or her learning or the learning of others. If a student is removed for more than 10 days, IDEA also requires the IEP team to do a functional behavioral assessment and implement a behavior plan.

Special education law provides a child the right to be placed in a private school ONLY if your school district cannot provide an appropriate program.

Under IDEA, school districts are required to show that they cannot serve a child's special education needs BEFORE they place and pay for a child to attend a private placement.

A child's needs and the nature of public placement determine if private placement is appropriate and feasible.

There MUST be an IEP agreement or due process court ruling that determines that private placement is appropriate before a school district is required to pay for a private placement.

If you decide to place your child in private placement without this in place the district is NOT required to pay for it. The district does not need to provide special education services to a private school nor does it have to provide any services different to those that would be available if the child was attending public school.

If you plan to move your child to a private placement, it is your responsibility to inform the school district of your intent either at an IEP meeting or by 10 days before the removal. If your child is enrolled in a home school program you may have your child evaluated for special education but your services may be limited depending on the decision of the IEP team.

Special education law states that imprisoned children between the ages of 18-21 who have an IEP are entitled to a free and appropriate education.

Parents may file for due process but must do it within two years of the dispute. Once the dispute is filed, the other party has 10 days to respond. Within 15 days of receiving the due process request, the district must conduct a meeting to try to resolve the dispute. This may include mediation or a hearing. A parent has the right to take any dispute they have with their child's school district to a third neutral party. The decision may be appealed all the way to the Supreme Court.

You may bring anyone you'd like with you to your child's IEP meeting. This includes doctors, psychologists, advocates, or other specialists you are working with. It is good protocol to inform the district in advance that you are bringing others with you so you don't appear to be adversarial.

REMEMBER according to special education law, you are an equal partner in the IEP process. No part of the IEP can be implemented without your consent.

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individuals with disabilities education act

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Understanding Special Education Law (IDEA)

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Special education law, or the Individuals with Disabilities Education Act (IDEA) lists 13 categories of special education, each with its own detailed requirements. Special education pertains to student's aged 3-22 who attend a PUBLIC INSTITUTION. To qualify, a child must have one of the identified disabilities AND it must adversely affect their educational performance.

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Behavior Intervention Positive Behavior Support PBS, Intensive, Individualized

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On this website, we use the term Positive Behavior Support (PBS) to describe the approach used to provide intensive individualized interventions to individual children with challenging behavior. We also refer to program-wide implementation of PBS (PW-PBS) or program-wide adoption of the Pyramid Model.

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Speech disorders are defined by the Individuals with Disabilities Education Act (IDEA) as an impairment in the ability to send, receive, process and comprehend verbal, non-verbal and graphic symbol systems
The ability to communicate in the educational setting is essential for a child to access and succeed in school. In order for disorders to be considered a disability, it must demonstrate an adverse effect on the child's educational performance.
K-12 PUBLIC SCHOOL SPEECH-LANGUAGE PATHOLOGY SERVICES MAY INCLUDE:

IDEA includes speech and language pathology as both a related services and as special education since these services may be required to assist a child with a disability.
EARLY INTERVENTION SERVICES:

Speech and language services are considered part of special education in that they are designed to meet the unique needs of the child at no cost to the parent.
Physical, cognitive, communication, emotional or adaptive.

The identification of children with speech and language impairments

The appraisal and diagnosis of speech and language impairments

Referrals for medical or other professionals needed in order for rehabilitation

Speech and language services for the prevention of communication disorders and rehabilitation of children with impairments

Counseling and guidance for parents, children and teachers regarding speech disorders.

IDEA identifies early intervention services for children ages 0-3 with communication or swallowing disorders and delays. Part C of IDEA states that early intervention services are mandated and are designed to meet the developmental needs of an infant or toddler with a speech disorder in one or more of the following areas:

0-5 months: Turns head towards sounds

6-11 months: Babbling, tries to repeat sounds

12-17 months: Answers simple questions non-verbally, gestures, points, and begins to label objects.

18-23 months: Follows simple commands, says 10 words or more, and combines words.

2-3 years: Says up to 40 words, understands spatial concepts, descriptive words, and uses pronouns and 2-3 word phrases.

3-4 years: Uses some speech sounds though some may be distorted, groups objects and expresses feelings through words.

4-5 years: Speech is mostly understandable, answers "Why" questions, describes how to do things.

5 years: Engages in conversation, uses complex sentences, can understand a series of three directions, uses imagination to create stories.

Speech and language milestones are used as guidelines for parents and practitioners. If you feel your child has a communication disorder or delay, you should contact your physician for further evaluation and your school district or county regional center in order to determine if early intervention services are appropriate for your child. ﻿

COMMUNICATION MILESTONES: CHILDREN 0-5 YEARS OLD

There are many web sites out there for teachers and parents dedicated to helping individuals with communication difficulties. is a unique site offering on line speech therapy for children and adults. Another called is one that provides information to parents and teachers about how they can improve their child's speech and language disorder.
SPECIAL EDUCATION SERVICES:

Another great site that specializes in speech therapy ideas, materials and activities is home-speech-home. These are great resources for parents wanting to learn more information about speech disorders.

AUTISM SPECTRUM DISORDERS:

Speech disorders in children with autism spectrum disorders can vary greatly. Some children are unable to speak at all while others can talk about topics of interest in great detail. Most autistic children have difficulty effectively using language including word and sentence meaning, intonation and rhythm. They also can have a problem using pronouns. The goal of speech therapy for a child with autism should be to improve their useful communication skills so that they can effectively express their needs and participate in educational programs.

Approximately 20% of children receiving special education services have IEP's with speech/language goals and services. It is the second largest special education category serving children within the school setting. The goal of speech and language services is to see a measurable change in the student's ability to communicate so that the student can participate in all aspects of educational life.

School services should prevent, correct or alleviate problems with articulation, fluency (stuttering), voice and language, reduce communication and swallowing disabilities and lessen the handicap.

Speech and language services may take place in the regular education environment, special education classroom, a speech and language treatment room, resource room, the home or at a community facility.

may involve physical strengthening exercises, practice and drilling, audio/visual aides and sign language.

Parents who feel their child has any type of speech disorder or delay should start the referral process either through the or by making a direct request for a special education evaluation.

If your child is struggling with school, I hope you'll visit my section on study skills for tips and strategies on how to improve school performance. Also, visit my new section called Special Education FAQ for more information on common topics.

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Speech disorders are defined by the Individuals with Disabilities Education Act (IDEA) as an impairment in the ability to send, receive, process and comprehend verbal, non-verbal and graphic symbol systems The ability to communicate in the educational setting is essential for a child to access and succeed in school.

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Dyslexia is a learning disability in reading. People with dyslexia have trouble reading at a good pace and without mistakes. They may also have a hard time with reading comprehension, spelling, and writing. But these challenges aren't a problem with intelligence.

Dyslexia is a common condition that makes it hard to read. Some experts believe that between 5 and 10 percent of people have it. Others say as many as 17 percent of people show signs of reading challenges.

Kids with dyslexia don't outgrow it. But there are teaching approaches and strategies that can help people with dyslexia improve their reading skills and manage the challenges. People of any age can be tested for dyslexia, although the tests are different for adults than for kids.

People with dyslexia typically have trouble reading fluently . They often read slowly and make mistakes. That can impact how well they comprehend what they read. But when other people read to them, they often have no problem understanding the text.

Dyslexia can create difficulty with other skills, too. These include:

It's important to know that while dyslexia impacts learning, it's not a problem of intelligence. People with dyslexia are just as smart as their peers. There are countless stories about people thriving with dyslexia, including actors , entrepreneurs , and elected officials .

Dyslexia impacts people in different ways. So, symptoms might not look the same from one person to another.

A key sign of dyslexia is trouble decoding words . This is the ability to match letters to sounds. Kids can also struggle with a more basic skill called phonemic awareness . This is the ability to recognize the sounds in words. Trouble with phonemic awareness can show up as early as preschool.

In some people, dyslexia isn't picked up until later on, when they have trouble with more complex skills. These can include grammar, reading comprehension, reading fluency, sentence structure, and more in-depth writing.

Some of the signs of dyslexia have to do with emotions and behavior. People with dyslexia might avoid reading, both out loud and to themselves. They may even get anxious or frustrated when reading. This can happen even after they've mastered the basics of reading.

Dyslexia doesn't just affect learning. It can also impact everyday skills and activities . These include social interaction, memory, and dealing with stress.

Researchers haven't yet pinpointed exactly what causes dyslexia. But they do know that genes and brain differences play a role. Here are some of the possible causes of dyslexia:

Genes and heredity: Dyslexia often runs in families . About 40 percent of siblings of people with dyslexia also struggle with reading. As many as 49 percent of parents of kids with dyslexia have it, too. Scientists have also found genes linked to problems with reading and processing language.

Brain anatomy and activity: Brain imaging studies have shown brain differences between people with and without dyslexia. These differences happen in areas of the brain involved with key reading skills. Those skills are knowing how sounds are represented in words, and recognizing what written words look like.

But the brain can change. Studies show that brain activity in people with dyslexia changes after they get proper instruction or tutoring. And scientists are learning more all the time.

Having a diagnosis (schools call it an identification) can lead to supports and services at school, and accommodations at college and work.

There are a few types of professionals who can assess people for dyslexia. These include school psychologists, clinical psychologists, and neuropsychologists . An evaluator will give a series of tests for dyslexia . They'll test in other areas as well to see exactly where any weaknesses and strengths lie.

School evaluations are free. But private ones can be very expensive. In some cases, there are ways to get them for free or at a low cost. Local universities often have programs in psychology that have clinics where students do their training.

Teaching hospitals may have research projects where people can get evaluations for free. Learning Disabilities Association of America (LDA) has local chapters in every state. They may be able to help with finding free or low-cost options.

About the Author

About the Author

Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Guinevere Eden, PhD is a professor at Georgetown University and director of its Center for the Study of Learning.

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Dyslexia is a learning disability in reading. People with dyslexia have trouble reading at a good pace and without mistakes. They may also have a hard time with reading comprehension, spelling, and writing. But these challenges aren't a problem with intelligence. Dyslexia is a common condition that makes it hard to read.

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Overview

Dyslexia is a learning disorder that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words (decoding). Also called a reading disability, dyslexia is a result of individual differences in areas of the brain that process language.

Dyslexia is not due to problems with intelligence, hearing or vision. Most children with dyslexia can succeed in school with tutoring or a specialized education program. Emotional support also plays an important role.

Though there's no cure for dyslexia, early assessment and intervention result in the best outcome. Sometimes dyslexia goes undiagnosed for years and isn't recognized until adulthood, but it's never too late to seek help.

Symptoms

Signs of dyslexia can be difficult to recognize before your child enters school, but some early clues may indicate a problem. Once your child reaches school age, your child's teacher may be the first to notice a problem. Severity varies, but the condition often becomes apparent as a child starts learning to read.

Before school

Signs that a young child may be at risk of dyslexia include:

Late talking

Learning new words slowly

Problems forming words correctly, such as reversing sounds in words or confusing words that sound alike

Problems remembering or naming letters, numbers and colors

Difficulty learning nursery rhymes or playing rhyming games

School age

Once your child is in school, dyslexia symptoms may become more apparent, including:

Reading well below the expected level for age

Problems processing and understanding what is heard

Difficulty finding the right word or forming answers to questions

Problems remembering the sequence of things

Difficulty seeing (and occasionally hearing) similarities and differences in letters and words

Inability to sound out the pronunciation of an unfamiliar word

Difficulty spelling

Spending an unusually long time completing tasks that involve reading or writing

Avoiding activities that involve reading

Teens and adults

Dyslexia signs in teens and adults are a lot like those in children. Some common dyslexia symptoms in teens and adults include:

Difficulty reading, including reading aloud

Slow and labor-intensive reading and writing

Problems spelling

Avoiding activities that involve reading

Mispronouncing names or words, or problems retrieving words

Spending an unusually long time completing tasks that involve reading or writing

Difficulty summarizing a story

Trouble learning a foreign language

Difficulty doing math word problems

When to see a doctor

Though most children are ready to learn reading by kindergarten or first grade, children with dyslexia often have trouble learning to read by that time. Talk with your health care provider if your child's reading level is below what's expected for your child's age or if you notice other signs of dyslexia.

When dyslexia goes undiagnosed and untreated, childhood reading difficulties continue into adulthood.

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Causes

Dyslexia results from individual differences in the parts of the brain that enable reading. It tends to run in families. Dyslexia appears to be linked to certain genes that affect how the brain processes reading and language.

Risk factors

A family history of dyslexia or other reading or learning disabilities increases the risk of having dyslexia.

Complications

Dyslexia can lead to several problems, including:

Trouble learning. Because reading is a skill basic to most other school subjects, a child with dyslexia is at a disadvantage in most classes and may have trouble keeping up with peers.

Social problems. Left untreated, dyslexia may lead to low self-esteem, behavior problems, anxiety, aggression, and withdrawal from friends, parents and teachers.

Problems as adults. The inability to read and comprehend can prevent children from reaching their potential as they grow up. This can have negative long-term educational, social and economic impacts.

Children who have dyslexia are at increased risk of having attention-deficit/hyperactivity disorder (ADHD), and vice versa. ADHD can cause difficulty keeping attention. It can also cause hyperactivity and impulsive behavior, which can make dyslexia harder to treat.

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This learning disorder involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words.

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Dyslexia has a fascinating history, even if it is one that has yet to be told. The first academic paper on the condition was published in the British Medical Journal in 1896 by a physician, William Pringle Morgan, and in the last fifty years there have been significant advances both in understanding its causes and in finding ways of remediating it.

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The time spent in education is a significant part of a child's development. As a teacher, aiding the growth of a dyslexic learner is a wonderful opportunity. Nonetheless,it can be a challenging task, and it's important to remember that what makes a dyslexic learner struggle is neither a lack of intelligence nor willfulness.

Dyslexic students have a learning difference.Their brain can't hold information as efficiently as non-dyslexics, often making their learning a slow, difficult, and at times impossible process.

However,with the guidance of a caring tutor - well-equipped with tried and tested strategies - dyslexic students are capable of learning and becoming high-achievers.

Here are 5 strategies you can apply in your classroom:
1) Multisensory Learning
Multisensory activities help dyslexic children absorb and process information in a retainable manner and involve using senses like touch and movement alongside sight and hearing.

They are not only beneficial for dyslexic learners but also the rest of the class. Engaging in something different and hands-on excites students and heightens engagement.
Examples of multi sensory activities for the classroom include:

Writing words and sentences with tactile materials,e.g. glitter glue, sand, pasta, LEGO, or beads.

Physical activities to practice spelling, e.g.hopscotch or jump-rope - the children spell out words when they jump to each square or over the rope. Students work in pairs and take turns to dictate words and spell them.

Scavenger hunts for letters and words - split students into teams and give them a word. Next, write letters onto notes and hide them around the classroom.The teams must find the letters to construct the assigned word and then glue them together on a poster by cutting out the letters

2) Assistive technology and tools
The dyslexic learner types in a word how they think it's spelled, often phonetically, and the spell checker will return a correctly-spelled match. This helps the child strengthen their confidence in both writing and spelling and commit correct spellings to memory.

Aline reader magnifies and highlights the portion of text over which it is placed. This helps dyslexic readers move through a book or worksheet and keep their place easier, especially if they experience 'swimming' words: the surrounding sea of text will be less distracting.

Keyboards with coloured overlays and larger letters make typing more accessible to dyslexic students. Some come with multimedia hotkeys that enable the user to play, pause, stop, or rewind audio, which is useful as dyslexic learners often use text-to-speech software when reading and writing.

When purchasing assistive technology for a dyslexic student, consider acquiring several for other students to share. This will lessen feelings of isolation or difference the dyslexic child may feel and prevents other students from feeling envious.
3) Helpful Arrangements Use a cloze procedure.
Give the dyslexic student a sheet containing key information that you'll be covering throughout the lesson and blank out key words. The student can then take notes just like others without the stress of trying to copy everything before it'swiped off the board. This helps them focus and commit key information to memory.
Give them plenty of time to complete homework.
If a piece of homework takes a day to complete, distribute it on a Friday so that the dyslexic child has the whole weekend to work on it.

You could also let their parents know what the homework schedule is for the month,so they can start looking at certain topics with their child at home in advance.
Mark based on effort and ideas.
Dyslexic learners may be less skilled than their peers at spelling and grammar. However,if their thought process and creativity shine through the errors and it's clear they've made an effort, this should be praised.

Highlight any major spelling errors using a green pen - nothing screams "WRONG" more than a teacher's demotivating red pen!
4) Educational Games
The great thing about games designed for dyslexic students is that any learner can benefit from them, so you can easily incorporate them into lessons for the whole class. Nothing will excite your students more than playing games!

There are hundreds of educational apps and games for dyslexic learners available. High Speed Training and Dyslexic.com have a selection of apps which are available. Some excellent places that provide digital or physical games for the classroom include:

Nessy.com - Nessy offers a range of PC games that help learners understand the sounds that make up words - an area where dyslexics particularly struggle. Their colourful, cartoony style is appealing and engaging to kids.

Dyslexiagames.com - The workbooks available here are full of puzzles, 3D drawings, and reading activities, tailored to dyslexic learners' strength: visual thinking.

Simplex Spelling - If you have iPads in your classroom,the apps in the Simplex Spelling series are an excellent choice. They help build up students' understanding of phonics and how words are constructed. The series placed 3rd in the 2012 Best App Ever Awards - Best Elementary Student App.

5) Working together with parents
Meet with dyslexic students' parents regularly to discuss how their child is doing and the strategies you've applied in the classroom. The child's parents can also update you on what methods they've been using at home and what's been successful.

Thisis important because, ultimately, no two dyslexic children are alike and thereis no 'one-size-fits-all' approach. By sharing knowledge about ongoing progress, both you and the parents can work together to find learning methods thats uccessfully aid the dyslexic student's learning.

Author Bio: Liz Burton works as Content Author at High Speed Training, a UK based online learning provider that offer business-related training courses. Liz has authored many courses, including the Dyslexia Awareness course designed to provide learners with the knowledge needed to offer their support to dyslexic children.

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Helping Your Student with Dyslexia Learn: 5 Strategies to Rely On | Dyslexic.com

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The time spent in education is a significant part of a child's development. As a teacher, aiding the growth of a dyslexic learner is a wonderful opportunity. Nonetheless,it can be a challenging task, and it's important to remember that what makes a dyslexic learner struggle is neither a lack of intelligence nor willfulness.

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Upon completion of this section, you will Understand how reading affects learning in different subjects Be aware of the strengths of dyslexics Know to incorporate Universal Design concepts into your classroom Be familiar with general classroom

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Learning Challenges for Students Disabilities

Science and math are critical subjects for students preparing for college and challenging careers. High school students with disabilities

are often discouraged from taking courses in these rigorous subjects, though.

When they do take science and math courses, students with disabilities face challenges in participating in classroom activities and in completing assignments. These challenges can affect students' performance in class and dissuade them from enrolling in college courses in science and math and pursuing careers in these fields.

Determining Accommodations

Accommodations and modifications in any type of class must be provided on an individual basis for students with disabilities. Appropriate accommodations depend on the type of disability - whether it is physical, intellectual, learning or sensory. Remember, though, that two individuals with the same disability can differ greatly in the type of accommodations needed.

One student with cerebral palsy (CP) may need a scribe to write assignments, for example, while another student with CP may be able to write, but need a wheelchair-accessible table. In determining individualized accommodations for a student, DO-IT, a project at the University of Washington, has developed a model process centered around these four questions:

1. What does this exercise or assignment require?

2. What physical, intellectual and sensory skills are needed?

3. What components of the exercise or assignment require accommodations?

4. What accommodation options exist?

List of Common Modifications By Need

While there are many accommodations and modifications in science and math for students with disabilities, some common ones include:
Physical Disabilities

Note taker or lab assistant

Group lab assignments

Use of scribe

Adaptive computer to type assignments

Adjustable tables and lab equipment within reach

Classrooms, labs and field trips in accessible locations

Additional time and separate room for test taking

Additional time for in-class assignments

Additional time in lab

Health Impairments

Note taker

Flexible attendance requirements and additional time for tests

Assignments in electronic format, use of email to facilitate communication, web-based materials and assignments

Learning Disabilities

Note takers or audio recorded class sessions

Captioned videos

Additional time for tests in separate room

Visual and tactile instructional demonstrations

Computer with voice output, spelling and grammar checker

Vision Impairments

Seating in the front of the class

Tactile drawings and graphs, and three-dimensional models

Assignments in electronic format

Large-print handouts, lab signs and equipment labels

TV monitor connected to microscope to enlarge images

Computer equipped to enlarge screen characters and images

Blindness

Audio, Braille or electronic notes, handouts and texts

Braille lab signs and equipment labels

Raised-line drawings, clay models, 3-D triangles and spheres for geometric shapes

Verbal descriptions of visual aids

Auditory lab warning signals

Adaptive lab equipment (talking calculators, talking thermometers, light probes, tactile timers)

Staples on sticks to indicate units of measurement

Computer with optical character reader, voice output, Braille screen display and printer output

Hearing Impairments

Interpreter or real-time captioning

Note taker

Open- or closed-captioned videos

Visual aids

Written assignments, lab instructions, and demonstration reviews

Use of email for class and private discussions

Visual warning system for lab emergencies

Science and math teachers should collaborate with special education teachers and students themselves in determining the most appropriate accommodations for individual students. Creative ideas and thoughtful collaboration can provide accessible academic opportunities for all students.

References

University of Washington. (2010). Disabilities, Opportunities, Internetworking & Technology. Retrieved June 24, 2010, from www.washington.edu/doit/

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Examples of Accommodations and Modifications in Science and Math for Students With Disabilities

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Students with disabilities should be encouraged to take science and math courses despite the challenges their disabilities impose. Accommodations and modifications in science and math for students with disabilities must be provided on an individual basis to create learning opportunities for these students.

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A Guide to Inclusion & Teaching Strategies For Students With Physical Disabilities

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General classroom teachers regularly find themselves teaching students with physical disabilities. To best educate these children, a teacher's role includes maintaining an inclusive learning environment and encouraging acceptance of all students. Assistive technology and accommodations also improve a student's functioning and independence while learning among typical peers.

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This page contains information about special education rules and regulations.

Special Education Rules and Regulations Side by Side

The purpose of the side by side rules is to help educators, parents, and other stakeholders to better understand the federal regulations, including the Individuals with Disabilities Education Act (IDEA), the Texas Education Code (TEC), and the Texas Administrative Code (TAC), which is the Commissioner's and State Board of Education (SBOE) Rules. For more information and a side-by-side view of these rules and regulations please visit Special Education Rules and Regulations (side-by-side).

Federal Regulations - IDEA 2004

IDEA is the collection of federal regulations for special education that ensures a free and appropriate public education (FAPE) for students with disabilities that attend public schools. IDEA requires that each public school provide services to eligible special education students in the least restrictive environment (LRE) and in accordance with each student’s individualized education program (IEP). For more information regarding IDEA, please visit:

Electronic Code of Federal Regulations (eCFR)

State Rules Not Required by IDEA or Federal Regulations

As part of their annual state application to receive funding, states must identify any rules, regulations, or policies that are state-imposed, and not required by IDEA or federal regulations. States must also inform local educational agencies (LEAs) in writing of such state-imposed rules, regulations, or policies (20 U.S.C. 1407(a)). For a list of state rules not required by IDEA or federal regulations, please visit State Rules (Not required by IDEA or federal Regulations).

Commissioner's Rules

In Texas, special education rules are established by the SBOE and the Commissioner. SBOE and Commissioner’s Rules are a collaboration of state agency rules compiled and published as the TAC. Special-education-related Commissioner's Rules are found in the TAC, Title 19, Chapter 89. To view the Commissioner Rules currently in effect and guidance related to those rules, please visit Commissioner's Rules, currently in effect.

Additional sections of Commissioner Rules related to Special Education include:

§75.1023. Provisions for Individuals who are Members of Special Populations

§89.1230. Eligible Students with Disabilities

§101.1005. Limited English Proficient Students at the Exit Level

§101.1009. Limited English Proficient Students Who Receive Special Education Services

State Board of Education Rules

See TAC, Title 19, Part II, Chapter 89. Title 19 Part II for special-education-related SBOE rules.

Additional sections of SBOE Rules related to special education include:

§101.1. Scope of Rules

§101.5. Student Testing Requirements

Texas State Law

The TEC includes laws and rules passed by the state legislature. These laws and rules apply to most LEAs that are supported in whole or in part by state tax funds. To view TEC legislation online, you may visit the Texas Constitution and Statutes.

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Special Education Rules and Regulations | Texas Education Agency

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This page contains information about special education rules and regulations.

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Because of the federal laws and regulations that govern the education of students with disabilities, a process has evolved over time that governs the special education referral process. The purpose of this module is to provide an overview to the "Special Education Process" so that the learner may understand the global procedures for providing a student with disabilities a free and appropriate education (FAPE).

PHASE ONE: Recognition

All students begin their educational careers with needs. For many, it is the need for guidance by a professional educator who can expand their knowledge and understanding of the world around them. While each student brings a different level of knowledge and skills to his or her first class, the individual's needs are typically met by a highly-qualified educator. However, there are children who have unique needs that are atypical for children of their age and may not be within the expertise of the general education classroom teacher. It is during this time that the teacher (or parent, administrator, or counselor) recognizes a consistent need or problem exhibited by the student. The recognition of a discrepancy in the student's academic, social/emotional, behavioral, and/or physical ability and his or her age may signal the need for additional academic or behavioral supports.

During this phase, it is important to call a meeting with the parents or guardians. The teacher should provide examples of the student's work and/or anecdotal classroom notes regarding the student's needs. In the meeting, the teacher and the parent/guardian should explore the following:

Is the issue a recurrent problem or new? The parents will be best able to present invaluable insight into the knowledge, skills, and needs of their child. The teacher should document when they recognized an issue.

Is the issue constant? All children may exhibit unique needs or problems at some point but it may only be an isolated episode for that day. The teacher should document any issue that is constant, providing dates and information about the behavior of concern or skill deficit exhibited by the student.

Is the issue appropriate for children of this age? How many kindergarten students have been seen crying the first days of school? This behavior is a typical occurrence and should not be confused with an atypical behavior. The teacher should have a strong understanding of the cognitive, behavioral, and physical development levels of typical students they teach.

It is possible that the problems that are being exhibited by the student may be "solved" with the careful execution of a cooperative plan of action between the teacher and the parents. The teacher and the parent should document their plan of action, strategies utilized with the student, and progress. The teacher should continue to collect student work samples and keep assessment data relevant to the student's unique needs. It is critically important that the teacher document all actions and strategies used in the classroom and the impact on the student.

The student's parents/guardians should be kept informed of any changes in the student's progress. If the teacher, after a period of time, determines the problem cannot be controlled with simple classroom interventions, then the teacher should notify the parents/guardians that they will be asking for outside help from a school-based pre-referral team.

PHASE TWO: Pre-referral

The pre-referral step in the special education process is more formal than providing simple and temporary accommodations for students. Pre-referral intervention is to identify, develop, and implement alternative education strategies for students who have recognized problems in the classroom before the student is referred to special education. Pre-referral intervention is typically conducted by a Student Centered Team (also called early intervention team, intervention assistance team, student support team, teacher assistance team, or instructional support team). The pre-referral team usually consists of the teacher, the parents/guardians, an administrator, other general education teachers, nurse, guidance counselor, and any other adult involved in the education of the student. The general education teacher provides background information regarding the problem exhibited by the student and the team works together to develop possible solutions.

Because of changes to IDEA in 2004, many states and independent school districts have begun using a more formal and systematic pre-referral process called response to intervention (RTI).

"RTI is a model designed to address the needs of all children through a continuum of services, which include:

High-quality instruction and tiered evidence-based or practice-based intervention strategies aligned with individual student needs;

Frequent monitoring of progress to make results-based academic or behavioral decisions; and

Application of child response data to important educational decisions (such as those regarding placement, intervention, curriculum, and instructional goals and methodologies)" (TEA, 2007).

RTI provides three levels of intervention for students who are experiencing problems. Generally, the first level (sometimes referred to as Tier 1) is focused on utilizing high-quality general education instruction in the core curriculum with all students. RTI theorizes that around 80% of all students will respond positively to core curriculum and behavior systems. The second level (or Tier 2) provides targeted group instruction or some form of group remediation to improve performance. The RTI model believes that second level services will improve performance for approximately 15% of all students. If performance does not improve in the second level, then students are moved to the third level which consists of intensive, individualized interventions.

Whether the school uses pre-referral teams or the more formal RTI process, the intent is to provide interventions that will help the student achieve success without entering special education. However, if these interventions do not improve the student's performance, then the student will be referred for an assessment to determine possible eligibility for special education services.

PHASE THREE: Referral for Special Education Evaluation

If, after interventions in the general education classroom, the student continues to experience difficulty, school personnel may refer the child for a special education evaluation. Referrals for determination of eligibility for special education services may be initiated by:

School personnel (including general education teachers, special education teachers, counselors, administrators, etc.);

Child's parent(s) or legal guardian(s);

Any other person involved in the education or care of the child.

The official referral begins the formal process of determining eligibility for special education services. Once a referral is provided, the school must obtain consent from the parent(s) or legal guardian(s) to begin the evaluation phase of the referral process.

PHASE FOUR: Special Education Evaluation

IDEA requires that students referred for special education services receive a nondiscriminatory multi-factored evaluation. The school district is required to complete the evaluation within 60 days of the referral date. The evaluation is to be conducted by a multidisciplinary team that will consist of individuals who can bring different perspectives and expertise to the evaluation. Some examples of team members include:

Educational Diagnostician (also called Psychometrist) or School Psychologist: These professionals are qualified to conduct all types of educational assessments including intelligence (IQ), achievement, behavior, etc.

Special Educators: These individuals are qualified to conduct some types of achievement and behavior evaluations as well as informal observations.

General Educators: These individuals provide documentation of the problems of the specific student.

Parent(s) or Legal Guardian(s): The parents or legal guardians provide valuable insight into the student's behavior and personality in other environments.*

Related Service Providers (Physical Therapist, Occupational Therapist, Audiologist, Orientation and Mobility Specialist, etc.): These specialists provide information pertaining to specific areas of concern that have been assessed.

Medical Doctors (including psychiatrists, ophthalmologists, and optometrists): Depending on the disability of the student, medical records can also be used in the determination of eligibility for special education services.

* Parents of students with developmental disabilities must decide whether to complete the legal process to become the legal guardian once their child reaches 18 years old, the age of majority. According to Texas state law, this process is separate from the required school transition planning process.

The evaluation must be comprehensive and use evaluation tools and strategies that are technically sound and accepted. Most students receive a battery of formal evaluations that measure:

Intelligence

Achievement

Behavioral

Disability-specific issues

Medical

However, informal observations and documentation of the student's past work should also be used during the eligibility determination meetings. Assessments may not be biased in regard to race, culture, language, or disability. The materials and procedures must be administered in the language and form most likely to provide accurate information on what the child knows and can do.

PHASE FIVE: Eligibility (FAPE)

IDEA states that each child is entitled to a Free Appropriate Public Education (FAPE.) Special education services are one way to accomplish that requirement for some students with disabilities. Within 30 days of the completion of the evaluation, the individuals that took part in the process thus far will meet to determine eligibility. In simple terms, a student is considered eligible for special education services if (1) the child has a disability as defined by IDEA which negatively impacts his/her educational performance, and (2) the child needs special education services in order to benefit from education.

Not all students are determined to be eligible for special education services. There are multiple reasons why a student may not qualify for special education services including not having a disability that negatively impacts his or her education. However, these students may need help to access the academic curricula. In these situations, the school will need to work out a plan to provide other services for the student.

If the team determines that the student is eligible for special education services, then a formal Individualized Education Program (IEP) team will be formed to develop a plan of special education services for the student.

PHASE SIX: IEP Meeting (IEP and LRE)

The Individualized Education Program (IEP) is a legal contract between the parents and the school district that describes the special education services to be provided by the local education agency which is the local school district. While IEP documents vary, the basic parts of an IEP include:

A student profile that provides background information about the student. The profile will include strengths and weaknesses of the student, information regarding performance in the classroom and on formal assessments, and the reason he or she is receiving special education services.

IEP initiation and duration dates: the goals expressly stated in an IEP begin on the date, stated in the IEP meeting, and are in effect until the date stated in the IEP. These IEP goals are reviewed, monitored and updated based on student progress. For most students, IEP goals are in place for one academic year.

A statement of "special instructional factors" (such as the need for assistive technology, braille, or transition services). If the student requires any of the special instructional factors, they should be addressed in the IEP.

A statement of special transportation needs;

A statement of opportunities to participate in nonacademic and extracurricular activities with their non-disabled peers

A statement of the frequency and method of reports of goal attainment for parents or guardians.

Benchmark pages are included and focus on specific areas that need special education services (such as reading, math, PE, etc.). The benchmark pages include: Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements,

Measurable Annual Goals,

Evaluations used to measure annual goals,

Benchmarks to be achieved to meet the annual goals,

Special education and related services needed to achieve the annual goal (includes frequency of services, amount of time, location, and responsible agencies).

A Behavior Intervention Plan (BIP) if the student's behavior is a concern and a functional behavioral assessment has been done or needs to be conducted,

For students 16 years and older; the plans and activities for the student's transition from high school will be addressed

The signature page which provides a statement of least restrictive environment (LRE) and has the signatures of all members present at the meeting.

The benchmark pages are the "meat" of most IEPs and can be developed by any member of the team. Typically, these pages are developed by the special education teachers in collaboration with the parents, general education teachers, related service providers, and behavioral specialists.

In some school districts, the IEP meeting may be referred to as the ARD meeting. ARD stands for Admission, Review, and Dismissal. The IEP team (also called IEP committee or ARD committee) is formed for the purpose of 1) developing the IEP, the formal plan of special education services; 2) overseeing the implementation of the plan, 3) evaluating the effectiveness of the plan annually, and 4) developing future plans as needed. The IEP team can also meet as needed when unique issues present themselves during the academic year (such as with behavior issues).

The IEP team is composed of the following:

The parent(s) or legal guardian(s) of the student with a disability;

At least one general education teacher of the student if the student is or may be participating in the regular education environment for any classes;

At least one special education teacher of the student or a special education provider of the student;

A representative of the local educational agency (LEA) who is (1) qualified to supervise the needs of the student, (2) is knowledgeable of the general curriculum, (3) is knowledgeable about the availability of resources of the public agency, and (4) has the authority to commit agency resources; This person is frequently a principal or assistant principal of the student's campus.

An individual who can interpret the instructional implications of evaluations (typically an educational diagnostician, school psychologist, or specially-trained special education teacher);

The student, when appropriate; and

Other individuals asked to attend at the discretion of the school or the parent who have knowledge or special expertise regarding the student (such as related service providers and/or family members or family friends maintaining a close relationship with the student). Parents also have the right to invite an advocate if they so desire.

Depending on the age of the student, other individuals may be included in the meeting including rehabilitation or transition service providers or early intervention representatives.

PHASE SEVEN: IEP Implementation

Once the IEP is developed and signed by members of the IEP team it is the responsibility of the entire IEP team to ensure that the IEP is implemented. The IEP team may meet as frequently as needed to discuss the implementation of the IEP. School personnel are required to provide documentation of the mastery of benchmarks and annual goals. The IEP document is a "living" document and can be altered during the school term if needed. The IEP goals and benchmarks provide the objectives for the education of the student and prescribe what services will be provided by the local school district and school campus to achieve those objectives. However, it must be understood that school agencies are not required to meet all the goals within the school term, but they must provide evidence of a "good faith effort" toward achieving the goals.

PHASE EIGHT: Reevaluation

Each year, the IEP team is required to meet for the dual purpose of evaluating the implementation of the current IEP and to develop the next annual IEP. During these annual meetings, the IEP team should discuss the positive and negative elements of the special education services provided and determine, based on any new assessment data, what services should be provided in the upcoming school year.

While the IEP is redeveloped each year, the IEP team does not have to conduct the battery of assessments each year. At a minimum, the IEP team is to determine if formal evaluation is required every three years. However, the IEP team can ask that formal evaluations be conducted more frequently if needed.

There are times when, after the reevaluation takes place, it is determined that the student does not need special education services. One example of this might be young children who are provided speech and language services and have developed the ability to speak without problems. In this case, the IEP team will need to file appropriate documentation to support the fact that the student no longer is eligible for services and the IEP team will disband for this student.

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Special Education Referral Process - Project IDEAL

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Overview to the “Special Education Process”; the global procedures for providing a student with disabilities a free and appropriate education.

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Simple ARD/IEP Agenda | Texas Project FIRST

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The Wrightslaw Way | Special Education Law and Advocacy

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Wrightslaw Training – Nov 4-6, 2021 | The Wrightslaw Way

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43RD ANNUAL NATIONAL CONFERENCE VIRTUAL VIA ZOOM – November 4 – 6, 2021 Registration is open for the Conference and the Pre-Conference Wrightslaw Workshop. Pre-Conference Workshop Description During this workshop, Continue Reading →

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Center for Parent Information and Resources

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Supports, Modifications, and Accommodations for Students - Center for Parent Information and Resources

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Your Central Hub for Parent Centers Serving Families of Children With Disabilities

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October is Dyslexia Awareness Month. To raise awareness and dispel misconceptions about Dyslexia, we have compiled a list of facts and statistics about Dyslexia.

It is estimated that 1 in 10 people have dyslexia

Over 40 million American Adults are dyslexic - and only 2 million know it

Dyslexia is not tied to IQ - Einstein was dyslexic and had an estimated IQ of 160

Dyslexia in not just about getting letters or numbers mixed up or out of order

80% of people associate dyslexia with some form of retardation - this is not true

Dyslexia is a language-based learning disability or disorder that includes poor word reading, word decoding, oral reading fluency and spelling

Dyslexia occurs in people of all backgrounds and intellectual levels

Dyslexia has nothing to do with not working hard enough

20% of school-aged children in the US are dyslexic

With appropriate teaching methods, dyslexia can learn successfully

Over 50% of NASA employees are dyslexic

Dyslexia runs in families; parents with dyslexia are very likely to have children with dyslexia

Dyslexics may struggle with organizational skills, planning and prioritizing, keeping time, concentrating with background noise.

Dyslexis may excel at connecting ideas, thinking out of the box, 3D thinking, seeing the big picture

People with dyslexia excel or even gifted in areas of art, computer science, design, drama, electronics, math, mechanics, music, physics, sales and sports

Many famous people are dyslexic including: Orlando Bloom, Whoopi Goldberg, Stephen Spielberg, Kiera Knightley. Albert Einstein and Patrick Dempsey

SOURCES: American Dyslexia Association, The International Dyslexia Association, The Dyslexia Center, The Dyslexia Foundation, The Child Mind Institute

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October is Dyslexia Awareness Month. To raise awareness and dispel misconceptions about Dyslexia, we have compiled a list of facts and statistics about Dyslexia.

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ESOL Collaborative Team Teaching (Part 1/2)

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ADHD Students Learn Differently. Try These ADD Classroom Strategies

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The classroom is a stressful place for an ADHD student. These effective strategies are some of the best ADD Classroom strategies we have found for teachers.

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Below are the regulations at 34 CFR Part 99 implementing section 444 of the General Education Provision Act (GEPA), which is commonly referred to as the Family Educational Rights and Privacy Act (FERPA), and Federal Register Notices of amendments to FERPA. They are presented here for your convenien…