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The audience that I would be working with on students with dyslexia would be elementary teachers.  I chose this topic because in the past ten years of me being an educator there has been an increase in the number of students that are being serviced under the dyslexia umbrella. As a current first grade teacher it is important for all teachers in the elementary setting to understand the characteristics to look for in students with dyslexia.  Also they need to understand best practices to be able to help these students be successful in their education.

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1)Working with dyslexia students is very important in elementary education.  Educators need to understand how to help identify and support students with dyslexia daily.  There is no fix for a student with dyslexia so teachers need to be equipped to help students with dyslexia be successful in all academic areas.
2)·       Students should receive targeted skill-based instruction.

·       Students should receive daily explicit and systematic phonics instruction.

·       Incorporate teaching strategies for dyslexia such as step-by-step instructions, verbal and visual information, and having consistent daily routines.
3)An emerging issue is that many teachers have not been trained adequately in structured literacy or explicit phonics instruction.  Many teachers do not come out of college prepared to identify students with difficulties in reading.  Also, they have not been trained on explicit instruction to use when students do have reading difficulties.  As the dyslexia teacher, I have to ensure that teachers understand that some students just have reading difficulties that can be fixed with intervention they are not always dyslexic.
4)

Pam Armstrong, Dyslexia Teacher, Brady Elementary

http://be.bradyisd.org/

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In this article, many parents are concerned about finding effective instruction to meet their children's needs. It was a great article discussing making sure that teachers are qualified to work with students with dyslexia.  Schools have dyslexia teachers on campus, but all educators need to be qualified and prepared to work with students.  This article discussed ways that parents can ensure that their students' teachers are meeting their needs.

https://dyslexiaida.org/evaluating-professionals-fact-sheet/

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Many parents are unable to find effective instruction to meet the educational needs of their children. This situation is especially true for reading instruction. That is, many public school teachers are not trained in the scientifically based approaches that are effective for a child with dyslexia. The following guidelines will help you know what to ask and how to find and evaluate an educational professional independent of the school. This is especially necessary, if you feel that your child is not receiving adequate instructional services from a qualified teacher within the school.
How do I know if a professional is reputable or qualified?
Evaluating the qualifications and track records of service providers is difficult but necessary. Inquire about educational background, previous work experience, and special training in instructional approaches designed to address the needs of students with dyslexia.

Use IDA's Knowledge and Practice Standards for Teachers of Reading and IDA's Fact Sheet, Effective Reading Instruction, to formulate your questions.

Determine if the instructor is trained and experienced in the use of Structured Literacy, Orton Gillingham, Multi-Sensory, Explicit Phonics or other programs consistent with IDA's Knowledge and Practice Standards. Request references from professionals, parents, and former students, if appropriate.

What training credentials should education professionals have in specific instructional approaches designed for students with dyslexia?

Certification by a training course aligned with IDA Knowledge and Practice Standards

Certification by an accredited multisensory structured language training course

Documentation of levels of training completed within the training course

Year and location of the training course and contact information for references from the director, institute, academy, or clinic

Involvement in ongoing, related professional development (attending workshops and conferences, serving on boards or committees, speaking at conferences, conducting workshops, etc.)

How do I know if a particular professional is the right person to work with my child?
Take time to decide if the professional you are considering is a good match for you and your child. Specialized instruction is expensive, and your child will be investing time and faith in the person selected. Regardless of titles, degrees, or credentials presented, you must feel that you can establish rapport and a good working relationship with the professional who will be working with your child. Young professionals working under the supervision of a master teacher or experienced therapist often provide excellent services. The needs of very young children and the needs of adolescents and adults are different, and professionals often prefer to work with a particular age group.

Meet and interview the prospective specialist to determine if he or she has a personal style that is comfortable for you and teaching expertise that is appropriate to your child's learning needs. Students with a language-based learning disability, such as dyslexia, need consistent practice and repetition to master skills and learn to use skills functionally. Every lesson should consist of explicit, systematic instruction and targeted guided practice.

Use the following questions to keep the meeting focused and productive:

What services do you provide?

What is the depth of your experience and training, including content knowledge and supervised practicum?

How do you establish measurable goals for your students?

What instructional strategies and programs do you use to plan and deliver instruction?

Is testing and evaluation necessary to diagnose dyslexia?
Yes. IDA publishes a fact sheet ( Dyslexia Assessment) that explains this process. When a student is having problems with reading and spelling, an effective evaluation can identify a student's individual patterns of learning strengths and weaknesses and can determine whether the profile fits the definition of dyslexia. The purpose of testing and evaluation is to determine why the student is having difficulty and what can be done to help. When a diagnosis indicates that treatment is needed, parents should find an appropriate educational professional as soon as possible.

A diagnosis of dyslexia cannot be determined by any one single test. A diagnosis of dyslexia includes consideration of background information, school history, and comprehensive assessment of both oral language (speaking and listening) and written language (reading and written expression) skills at all levels from the simplest to the most complex. A professional thoroughly familiar with the characteristics of dyslexia at different ages and stages in the continuum of literacy skills must interpret and integrate the information gathered into a comprehensive written report that includes the following information:

A diagnosis

Recommendations for instructional/remediation approaches that match the student's profile

Recommendations for educational accommodations (e.g., extended time), if indicated

A statement regarding the need for compensatory strategies (i.e., assistive technology, based on level of organizational skills, note-taking ability, and study or memory skills).

The written evaluation report, with other pertinent reports or documents, should be given to the professional who will be working with your child. The professional needs this information to determine if his or her expertise fits the student's needs. A thorough diagnostic report also helps to inform the planning of appropriate lessons or a preliminary instructional plan for review. A knowledgeable educational professional can help translate and clarify the information in the evaluation report, which can be difficult to decipher. In addition to the diagnostic evaluation, most professionals will perform additional assessments to determine baseline performance, monitor progress, and inform ongoing planning.
How long does instruction need to continue? How often? What progress can I expect?
How long a student will need specialized instruction depends on the severity of the problem and the frequency and length of the sessions. At a minimum, one-hour sessions should occur two times per week; optimally, four or even five sessions should be scheduled per week-for up to two hours. Instruction should continue until the student is functioning at a level of independence commensurate with age and cognitive ability. This could take two to three years or more. To master skills and apply them independently, students with a language-based learning disability, including dyslexia, need explicit instruction and consistent practice and repetition with teacher guidance-not only with development of skills but with application of these skills at higher and higher levels of functional use.

Teaching reading and other written language skills to students with dyslexia and related disorders is not a quick fix. It is hard work, and sometimes students complain about how difficult it is. At the same time, however, the students themselves are the best judges of the effectiveness of the program. Students quickly become aware that the systematic strategies they are learning allow them to identify or spell words they could not previously read or spell. They recognize their newly-learned ability to "figure out" what they could only guess previously. Although progress is often slow at the beginning, it will give them hope and motivate them to do their best and to keep trying. Significant progress becomes evident when appropriate instruction is delivered with fidelity, meaning with close adherence to the instructional guidelines of a particular Structured Literacy program, and when the instruction occurs with the necessary intensity (length and frequency of sessions; individual and small group instruction) and duration (how long instruction occurs over the months and years to come). Appropriate instruction for students with dyslexia and related language disorders is a process, not a product. For the student with dyslexia, it can be an important initial step toward a lifetime of learning.
What are reasonable expectations for communication among school staff, independent educational professionals, and family? Will the educational professional meet with parents to discuss progress and planning?
Most educational professionals schedule routine periodic conferences to discuss student progress, to share student work samples and test results, and to plan for future instruction.
Is the specialist willing to attend school conferences to consult with teachers and any other professionals?
The school and the classroom teacher should be kept informed about the outside program of instruction. It is useful for the school to have access to the written evaluation report that includes the diagnosis of the language-based learning disability, the child's patterns of learning strengths and weaknesses, and recommendations for remediation, accommodations, and use of compensatory strategies. Sometimes, with parent permission, the specialist will be invited to attend parent-teacher conferences or Student Study Team (SST) meetings to discuss the best options for teaching and supporting the child in the classroom.
What policies, fees, and scheduling considerations are typical for working with an independent educational professional? Are the times available for working with your child compatible with the needs of your child and your family's schedule?
For instruction to be effective, it must occur when the student is alert. Each family needs to make decisions based on the individual student and the availability of the educational professional. Some professionals schedule students early in the morning before school; others schedule sessions after school. Sometimes it is possible to schedule sessions during the school day.
Where will instruction occur?
Most specialists conduct their sessions at their office or clinic. Some individuals may travel to the home of the student; there is often an extra fee for this. Sometimes, schools will provide a consistent and appropriate setting for teaching sessions to occur during the school day at school.
What fees and payment policies are typical for independent educational professionals?
Fees of individual professionals vary from state to state and depend upon the qualifications and expertise of the professional. Ask to discuss fees -if the professional has not provided this information. It is your responsibility to ask about policies and fees in advance of hiring a professional.
What is the policy for missed sessions?
Some professionals charge for all missed sessions. Some offer times for scheduling make-up sessions. Some charge for cancellations with less than 24 hours notice. Inquire about these policies before instruction begins.
Are instructional materials included in the session fee?
Sometimes professionals charge an additional fee for instructional materials. Many do not, but it is best to ask.
What is the fee for phone calls and conferences at school or with you?
You will need to ask each individual professional about fees for meetings and phone calls. Some charge for phone calls and some do not. Most charge a fee for school meetings and conferences in addition to scheduled sessions with the child.
When is payment required and how often?
Some professionals require monthly payments in advance. Others request payment at each session. Ask for information on fees and policies if the professional has not provided this information.
Does insurance cover the costs of testing or fees for specialized instruction?
Depending on the state in which you live, the referral source, and your family's insurance coverage, evaluations and/or remediation are sometimes covered or partially covered. Depending on many factors, some services may be tax deductible. Each family will need to check with insurance representatives and tax advisors for details.

The information in this Fact Sheet should help you choose the right professional to work with your child. You may also find it helpful to become familiar with the terminology used by professionals in the field. Please refer to the IDA Fact Sheet, "Helpful Terminology," to learn about professionals working in this field of instruction and the support they offer for students with dyslexia and other related learning challenges.
References
International Dyslexia Association (2010). Knowledge and Practice Standards for Teachers of Reading (www.interdys.org/standards.htm).

Moats, L.C. (1999). Teaching Reading IS Rocket Science: What Expert Teachers of Reading Should Know and Be Able To Do. (Item #372) Washington, DC: American Federation of Teachers.

Spear-Swerling, L. (Fall, 2010). IDA's Knowledge and Practice Standards and Teacher Preparation. Perspectives, 36 (4): 7-9. ( http://www.interdys.org)
The International Dyslexia Association (IDA) thanks Nancy Cushen White, Ed.D., for her assistance in the preparation of this fact sheet. IDA would also like to acknowledge the contributions of IDA's Research to Practice Publications Committee Chair, Karen Dakin; the other members of the Committee: Suzanne Carreker, Sandi Soper, Nancy Cushen White, Pam Hook, and Barbara Wilson; and IDA Editor, Denise Douce.
The International Dyslexia Association (IDA). IDA encourages the reproduction and distribution of this fact sheet.

If portions of the text are cited, appropriate reference must be made. Fact sheets may not be reprinted for the purpose of resale.
© Copyright 2020. The International Dyslexia Association (IDA). For copyright information, please click here.

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Many parents are unable to find effective instruction to meet the educational needs of their children. This situation is especially true for reading instruction. That is, many public school teachers are not trained in the scientifically based approaches that are effective for a child with dyslexia.

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#4 Brain Stimulation Reduces Dyslexia Deficits

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#4 Brain Stimulation Reduces Dyslexia Deficits

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Researchers supplied transcranial alternating current stimulation in 15 adults with dyslexia and 15 fluent readers over 20 minutes through a study done.  The intervention showed immediate improvement in phonological processing and reading accuracy in the dyslexia group. However, the benefits on the phonological processions showed more in the individuals with poor reading skills. Through this study, they are now looking for ways to help the oscillatory function in very young children (PLOS, 2020).

https://www.sciencedaily.com/releases/2020/09/200908142934.htm

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#5 Kids with Dyslexia May have Hidden Strengths

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#5 Kids with Dyslexia May have Hidden Strengths

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Even though students with dyslexia have difficulty in more complex reading, these students have strengths.  Students with dyslexia have greater social and emotional intelligence.  These students have stronger emotional responses, which is associated with more excellent connectivity in the brain's network.  Lots of families view reading difficulties as a negative thing, but these students have many strengths that the students have as well (Preidt, 2020).

https://www.usnews.com/news/health-news/articles/2020-12-14/kids-with-dyslexia-may-have-hidden-strengths

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By Robert Preidt, HealthDay Reporter

MONDAY, Dec. 14, 2020 (HealthDay News) -- There's growing evidence that children with dyslexia may have heightened social and emotional intelligence.

Along with showing that dyslexia may be much more complex than poor reading skills, new study findings add to previous research indicating that dyslexia is often linked with hidden interpersonal strengths.

"There are anecdotes that some kids with dyslexia have greater social and emotional intelligence," said study co-author Virginia Sturm, a professor at the University of California, San Francisco Memory and Aging Center.

"We don't want to say that all kids with dyslexia are necessarily gifted in this way, but we can think about dyslexia as being associated with both strengths and weaknesses," Sturm added in a university news release.

In terms of weaknesses, the researchers noted that higher emotional reactivity and sensitivity among children with dyslexia could increase their risk for anxiety and depression.

For the study, investigators assessed 32 children with dyslexia, ages 8-12, and 22 children without the learning disability.

The children with dyslexia were tested to confirm they had difficulty reading, and had assessments of their thinking skills and comprehension of emotional terms. The children and their parents also completed questionnaires about the youngsters' emotional and mental health.

The researchers found the children with dyslexia had stronger physiological and behavioral responses when watching emotionally powerful videos, compared to the children without dyslexia.

This stronger emotional response was associated with greater connectivity in the brain's salience network, which is involved in emotion generation and self-awareness, according to the study.

"The message for families is that this condition may be defined by its negative effects on reading, but we need to look more deeply and broadly to all brain functions in dyslexia in order to gain a better understanding of associated strengths and identify effective remediation strategies," said co-author Dr. Maria Luisa Gorno-Tempini, a professor and co-director of the UCSF Dyslexia Center.

The findings have implications for education for children with dyslexia, Sturm said.

"We need to base teaching on strengths as well as weaknesses. For example, kids with dyslexia may do better in one-on-one or group teaching scenarios depending on how they connect emotionally with teachers or peers," she said. "But we also need to be aware of their vulnerability to anxiety and depression and be sure they have adequate support to process their potentially strong emotions."

The results were recently published online in the journal Cortex.

The U.S. National Institute of Neurological Disorders and Stroke has more on dyslexia.

SOURCE: University of California, San Francisco, news release, Nov. 30, 2020

Copyright © 2020 HealthDay. All rights reserved.

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Kids With Dyslexia May Have Hidden Strengths

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By Robert Preidt, HealthDay Reporter MONDAY, Dec. 14, 2020 (HealthDay News) -- There's growing evidence that children with dyslexia may have heightened social and emotional intelligence. Along with showing that dyslexia may be much more complex than poor reading skills, new study findings add to previous research indicating that dyslexia is often linked with hidden interpersonal strengths.

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·       Students that qualify for dyslexia must be provided services.

·       Students with dyslexia must be provided with evidence-based instruction.

·       All students in K-2 must be screened using evidence-based assessments.

·       Parents/guardians must have notice of an evaluation before the student can be evaluated.

·       Students that are suspected to have dyslexia parents shall receive a link or copy to the Dyslexia Handbook.
https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=74&rl=28

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(a) In order to support and maintain full educational opportunity for students with dyslexia and related disorders and consistent with federal and state law, school districts and open-enrollment charter schools shall provide each student with dyslexia or a related disorder access to each program under which the student qualifies for services.

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·       The Americans with Disabilities Act became law in 1990.

·       ADA is a civil rights the prohibits discrimination against people with disabilities in all areas of life.

·       2008 the Americans with Disabilities Act Amendments Act was signed and became effective in 2009.

·       The changes in the word disability helped all individuals with disabilities no matter where they work to be protected.

https://www.law.cornell.edu/uscode/text/42/12101

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physical or mental disabilities in no way diminish a person's right to fully participate in all aspects of society, yet many people with physical or mental disabilities have been precluded from doing so because of discrimination; others who have a record of a disability or are regarded as having a disability also have been subjected to discrimination;

unlike individuals who have experienced discrimination on the basis of race, color, sex, national origin, religion, or age, individuals who have experienced discrimination on the basis of disability have often had no legal recourse to redress such discrimination;

the continuing existence of unfair and unnecessary discrimination and prejudice denies people with disabilities the opportunity to compete on an equal basis and to pursue those opportunities for which our free society is justifiably famous, and costs the United States billions of dollars in unnecessary expenses resulting from dependency and nonproductivity.

References in Text

This chapter, referred to in subsec. (b), was in the original "this Act", meaning Pub. L. 101-336, , 104 Stat. 327, which is classified principally to this chapter. For complete classification of this Act to the Code, see Short Title note set out below and Tables.

Amendments

2008-Subsec. (a)(1). Pub. L. 110-325, § 3(1), amended par. (1) generally. Prior to amendment, par. (1) read as follows: "some 43,000,000 Americans have one or more physical or mental disabilities, and this number is increasing as the population as a whole is growing older;".

Subsec. (a)(7) to (9). Pub. L. 110-325, § 3(2), (3), redesignated pars. (8) and (9) as (7) and (8), respectively, and struck out former par. (7) which read as follows: "individuals with disabilities are a discrete and insular minority who have been faced with restrictions and limitations, subjected to a history of purposeful unequal treatment, and relegated to a position of political powerlessness in our society, based on characteristics that are beyond the control of such individuals and resulting from stereotypic assumptions not truly indicative of the individual ability of such individuals to participate in, and contribute to, society;".

Short Title of 2008 Amendment

Pub. L. 110-325, § 1, , 122 Stat. 3553, provided that:

"This Act [enacting sections 12103 and 12205a of this title, amending this section, sections 12102, 12111 to 12114, 12201, and 12206 to 12213 of this title, section 705 and former section 706 of Title 29, Labor, and enacting provisions set out as notes under this section and section 705 of Title 29] may be cited as the ' ADA Amendments Act of 2008 '."

Short Title

Pub. L. 101-336, § 1(a), , 104 Stat. 327, provided that:

"This Act [enacting this chapter and section 225 of Title 47, Telecommunications, amending section 706 of Title 29, Labor, and sections 152, 221, and 611 of Title 47, and enacting provisions set out as notes under sections 12111, 12131, 12141, 12161, and 12181 of this title] may be cited as the ' Americans with Disabilities Act of 1990 '."

Findings and Purposes of Pub. L. 110-325

Pub. L. 110-325, § 2, , 122 Stat. 3553, provided that:

in enacting the Americans with Disabilities Act of 1990 (ADA) [ 42 U.S.C. 12101 et seq.], Congress intended that the Act 'provide a clear and comprehensive national mandate for the elimination of discrimination against individuals with disabilities' and provide broad coverage;

in enacting the ADA, Congress recognized that physical and mental disabilities in no way diminish a person's right to fully participate in all aspects of society, but that people with physical or mental disabilities are frequently precluded from doing so because of prejudice, antiquated attitudes, or the failure to remove societal and institutional barriers;

while Congress expected that the definition of disability under the ADA would be interpreted consistently with how courts had applied the definition of a handicapped individual under the Rehabilitation Act of 1973 [ 29 U.S.C. 701 et seq.], that expectation has not been fulfilled;

the holdings of the Supreme Court in Sutton v. United Air Lines, Inc., 527 U.S. 471 (1999) and its companion cases have narrowed the broad scope of protection intended to be afforded by the ADA, thus eliminating protection for many individuals whom Congress intended to protect;

the holding of the Supreme Court in Toyota Motor Manufacturing, Kentucky, Inc. v. Williams, 534 U.S. 184 (2002) further narrowed the broad scope of protection intended to be afforded by the ADA;

as a result of these Supreme Court cases, lower courts have incorrectly found in individual cases that people with a range of substantially limiting impairments are not people with disabilities;

in particular, the Supreme Court, in the case of Toyota Motor Manufacturing, Kentucky, Inc. v. Williams, 534 U.S. 184 (2002), interpreted the term 'substantially limits' to require a greater degree of limitation than was intended by Congress; and

Congress finds that the current Equal Employment Opportunity Commission ADA regulations defining the term 'substantially limits' as 'significantly restricted' are inconsistent with congressional intent, by expressing too high a standard.

"(b) Purposes.- The purposes of this Act [see Short Title of 2008 Amendment note above] are-

to carry out the ADA's objectives of providing 'a clear and comprehensive national mandate for the elimination of discrimination' and 'clear, strong, consistent, enforceable standards addressing discrimination' by reinstating a broad scope of protection to be available under the ADA;

to reject the requirement enunciated by the Supreme Court in Sutton v. United Air Lines, Inc., 527 U.S. 471 (1999) and its companion cases that whether an impairment substantially limits a major life activity is to be determined with reference to the ameliorative effects of mitigating measures;

to reject the Supreme Court's reasoning in Sutton v. United Air Lines, Inc., 527 U.S. 471 (1999) with regard to coverage under the third prong of the definition of disability and to reinstate the reasoning of the Supreme Court in School Board of Nassau County v. Arline, 480 U.S. 273 (1987) which set forth a broad view of the third prong of the definition of handicap under the Rehabilitation Act of 1973;

to reject the standards enunciated by the Supreme Court in Toyota Motor Manufacturing, Kentucky, Inc. v. Williams, 534 U.S. 184 (2002), that the terms 'substantially' and 'major' in the definition of disability under the ADA 'need to be interpreted strictly to create a demanding standard for qualifying as disabled,' and that to be substantially limited in performing a major life activity under the ADA 'an individual must have an impairment that prevents or severely restricts the individual from doing activities that are of central importance to most people's daily lives';

to convey congressional intent that the standard created by the Supreme Court in the case of Toyota Motor Manufacturing, Kentucky, Inc. v. Williams, 534 U.S. 184 (2002) for 'substantially limits', and applied by lower courts in numerous decisions, has created an inappropriately high level of limitation necessary to obtain coverage under the ADA, to convey that it is the intent of Congress that the primary object of attention in cases brought under the ADA should be whether entities covered under the ADA have complied with their obligations, and to convey that the question of whether an individual's impairment is a disability under the ADA should not demand extensive analysis; and

to express Congress' expectation that the Equal Employment Opportunity Commission will revise that portion of its current regulations that defines the term 'substantially limits' as 'significantly restricted' to be consistent with this Act, including the amendments made by this Act."

Study by General Accounting Office of Existing Disability-Related Employment Incentives

Pub. L. 106-170, title III, § 303(a), , 113 Stat. 1903, provided that, as soon as practicable after , the Comptroller General was to undertake a study to assess existing tax credits and other disability-related employment incentives under the Americans with Disabilities Act of 1990 ( 42 U.S.C. 12101 et seq.) and other Federal laws, specifically addressing the extent to which such credits and other incentives would encourage employers to hire and retain individuals with disabilities; and that, not later than 3 years after , the Comptroller General was to transmit to the appropriate congressional committees a written report presenting the results of the study and any appropriate recommendations for legislative or administrative changes.

The following state regulations pages link to this page.

Alabama

Alaska

Arizona

Arkansas

California

Colorado

Connecticut

Delaware

Florida

Georgia

Hawaii

Illinois

Indiana

Iowa

Louisiana

Maine

Maryland

Massachusetts

Michigan

Mississippi

Missouri

Montana

Nebraska

Nevada

New Hampshire

North Carolina

North Dakota

Ohio

Oklahoma

Oregon

Rhode Island

Tennessee

Utah

Vermont

Virginia

Washington

West Virginia

Wisconsin

Wyoming

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42 U.S. Code § 12101 - Findings and purpose

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physical or mental disabilities in no way diminish a person's right to fully participate in all aspects of society, yet many people with physical or mental disabilities have been precluded from doing so because of discrimination; others who have a record of a disability or are regarded as having a

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·       Individuals with Disabilities Education Act is a las that makes free appropriate public education available to eligible children with disability.

·       IDEA tells states and public agencies how to provide early intervention, special education to eligible infants, toddlers, children and youth with disabilities.

·       Purpose of the law is to make sure all children with disabilities have a free appropriate education available to them.

·       Educators and parents have the necessary tools to help improve the education results for all children.

·       The monitor and assess the effectiveness of the education children with disabilities are receiving.

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·       Section 504 is a federal law.

·       The law was designed to protect the right of individuals with disabilities in programs and activities.

·       All students no matter the severity of their disability must be served if they are in the school district’s jurisdiction.

·       To be protected under 504 you must have a physical or mental impairment that limits a major life activity.

·       Student is always entitled to services as long as they remain eligible.

https://www2.ed.gov/about/offices/list/ocr/docs/edlite-FAPE504.html

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Free Appropriate Public Education under Section 504

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Free Appropriate Public Education under Section 504 for Students with Disabilities

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At Brady Elementary, students with difficulty in the classroom go through the Response to  Intervention process.  This process is to meet the needs of all students; if students continue to struggle and then show deficits on their screeners, we will then request a dyslexia evaluation.  The evaluation will include the teacher, parent/guardian, the dyslexia teacher, and an administrator (Brady,2021).

http://p9cdn4static.sharpschool.com/UserFiles/Servers/Server_619829/Image/Nona%20Parks/BES%20STUDENT%20HANDBOOK/Student%20Handbook%202021-2022%20.pdf

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Standard 3.1 of the Texas Educator’s Code of Ethics (19 Tex. Admin. Code §247.2 018) is connected to teachers because we are legally bound to not be telling others about the status of our students. So, for example, when other parents ask about the students' ability in the classroom, we cannot let them know they are in dyslexia or that they have reading difficulties.

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#12 Personal Connection to the Legal and Ethical Standards

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#12 Personal Connection to the Legal and Ethical Standards

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Legal and ethical standards are a huge part of being an educator; they paved the way in my educational journey.  Through my educational journey, I have always held teachers to a higher standard we are shaping the future.  Through our standards, we are maintaining a commitment to our students and colleagues.

·       Having standards help me as a teacher stay in line and make sure that I am following the rules.

·       We must commit to our profession through our actions and how we conduct our relationships with students.

·       Through the law, we gain our students, parents, colleagues, members of the community respect through our ethical conduct.

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·       For legal compliance, teachers need to make sure that they do not share any information with individuals who do not need to know about a student's disability.

·       Students with dyslexia need to have appropriate accommodations in all subject areas.

·       Students with dyslexia should be progress monitored often to make sure that instruction is meeting their needs.

·       Students in K-2 must be administered and early reading screener.

·       Students early reading screeners will be reported through the PEIMS system to let TEA know that students have been screened.

·       Teachers need to implement instruction that is systematic, explicit, and evidence based to meet the needs of students with dyslexia.

·       Teachers need to be adequately trained in administering early reading screeners to make sure that it is accurate data.

·       Parent/ Guardians are required to know about their students results of their early reading screener and their progress monitoring data.