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National Library Service for the Blind and Print Disabled (NLS) | Library of Congress

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National Library Service for the Blind and Print Disabled (NLS) | Library of Congress

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National Library Service for the Blind and Print Disabled (NLS) | Library of Congress

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People with Reading Disabilities - National Library Service for the Blind and Print Disabled (NLS) | Library of Congress

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Every day we hear from patrons young and old about the impact NLS has had on their lives. We hear from their family members, too—like the mom in Washington State whose son was diagnosed with dyslexia in elementary school. “He felt a lot of shame at not being able to read some of the books

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Online Training for Parents

Dyslexia: Fundamentals, Strategies, and Supports for Parents (click each link below to view)

What is Dyslexia?

Dyslexia is a specific learning disability that is neurobiological in origin and distinguished from other learning disabilities due to weaknesses occurring at the phonological level. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

Interesting Facts:

Estimated to affect 15 to 20% of population as whole have characteristics of dyslexia

Often inherited-runs in families

Occurs in every language

Occurs equally in boys and girls, although more commonly diagnosed in boys

(Information from International Dyslexia Association)

Signs of Dyslexia:

Difficulty:

Acquiring and using written language

Learning to speak

Learning letters and their sounds

Memorizing facts

Reading quickly enough to comprehend

Spelling

Learning a foreign language

Math operations

**This list is not meant to be exhaustive. Not all students who have difficulties with these skills have dyslexia.

Based on research, instruction for students with dyslexia should be:

Intensive

Direct and Explicit

Systematic and Cumulative

Multisensory

Diagnostic and Prescriptive

MRI brain images show that the brain learns by practicing. It can actually get "rewired"!

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Dyslexia: Fundamentals, Strategies, and Supports for Parents (click each link below to view) Dyslexia is a specific learning disability that is neurobiological in origin and distinguished from other learning disabilities due to weaknesses occurring at the phonological level. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.

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Includes Regional Points of Contact, Family Guides, Books, and Websites

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Library Research: Aging and Disability: Talking Books Service

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Library Research: Aging and Disability: Talking Books Service

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Library Research: Aging and Disability: Talking Books Service

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Aging and Disability Resources Information about the Talking Books service

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Guidance to FCPS schools and families alike as they identify and provide services to students with dyslexia

The FCPS online dyslexia handbook provides information and resources to FCPS schools and families alike as they support students with dyslexia. The handbook reflects a division-wide commitment to ensure that these students' needs are met as a result of collective responsibility and collaboration across general and special education contexts.

The handbook itself is organized to reflect dyslexia at three levels:

In addition, the Appendices include a glossary of handbook terms, dyslexia resources, signs of dyslexia, and family guides to dyslexia for elementary and secondary schools.

Throughout this handbook, the term "students with dyslexia" has been used in lieu of the term, "dyslexic." The decision to use person-first language is to serve as a constant reminder that these students are more than their dyslexia (National Center on Disability and Journalism, 2017, retrieved from http://ncdj.org/style-guide/ on 3/7/17).

Defining students as dyslexic prevents us from crafting a fuller profile of them as students who struggle with decoding and spelling and do well in many other academic and nonacademic pursuits.

Our FCPS website is designed to be accessible to a variety of users with differing needs and is compatible with screen reading software.

© 2017 Fairfax County School Board. All rights reserved. This material may not be reproduced, displayed, modified or distributed without the express prior written permission of the copyright holder. For permission, contact the FCPS Department of Special Services, Office of Special Education Instruction, Willow Oaks Corporate Center, 8270 Willow Oaks Corporate Drive, Fairfax, VA 22031.
This site requires JavaScript to be enabled in order to run.

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Guidance to FCPS schools and families alike as they identify and provide services to students with dyslexia

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Responsive Instruction for Students with Dyslexia 

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Responsive Instruction for Students with Dyslexia 

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Responsive Instruction (RI) is a multi-tiered system of support (MTSS) applied to academics, behavior, and student wellness at the district and school levels. The implementation of an MTSS ensures the delivery of high quality core instruction with consistent review of data to ensure early identification of and intervention for struggling students. School teams routinely problem solve using current data to identify student's strengths and instructional needs. The information helps teams design an intervention providing the right combination of instructional components and intensity of implementation.

WHAT ARE THE TIERS OF SUPPORT?

At all tiers, teachers engage in ongoing monitoring of student progress to measure how students are responding to core instruction and interventions. The parent/guardian is a partner in this process and is informed about the student's progress and needs.

Evidence-based, high quality core instruction

Differentiated instruction and additional support provided as needed

Tier 2
Based on data, some students receive:

Small group, targeted intervention in addition to high quality core instruction.

Intensive intervention in areas of need in addition to high quality core instruction.

RI does NOT replace the special education process of identifying a disability. If at any time a parent/guardian or a teacher believes a student has a disability, they have the right to make a referral to the Local Screening Committee. RI can be a source of targeted intervention for a student with dyslexia.
PLANNING INTERVENTIONS TO SUPPORT DYSLEXIA
An intervention is evidence-based, systematic, and explicit instruction that targets a specific area of need. It is provided in addition to core instruction and is intentionally designed to increase performance in relation to a specific, measureable goal. Interventions must be based on valid and current performance data, delivered with fidelity, and require ongoing progress monitoring (Buffum, Mattos, & Weber, 2009; DuFour, DuFour, Eaker, & Many, 2010; RTI Action Network, 2017).For more information on fidelity, see the section entitled, " Interventions and Specialized Reading Programs."

Teams may develop a targeted plan with evidence-based strategies or elect to use an evidence-based program to meet students' needs. The Responsive Instruction problem-solving process helps teams identify students' areas of strength and need as early as possible and match students to the necessary interventions.

The Responsive Instruction problem-solving process can help school teams identify and address the needs of students with dyslexia. Dyslexia may impact multiple areas including reading, mathematics, behavior, and student wellness.

READING

Students with dyslexia have difficulty with decoding and/or fluency despite cognitive strengths and access to strong reading instruction. Because dyslexia occurs on a continuum, not all students with dyslexia need special education services, but most will require explicit instruction in phonological skills. Some students may also require intervention through structured literacy programs. The FCPS Responsive Instruction framework provides school teams a process through which students can receive the appropriate level of instruction and intervention to meet their needs.

With early identification and explicit instruction in phonological awareness and phonics, teachers help create and strengthen the brain's pathways for accurate and fluent reading. Research supports the efficacy of an explicit phonics approach using a structured literacy approach. For example, the Orton-Gillingham approach includes instructional practices which are direct, explicit, systematic, sequential, multisensory, and provide immediate corrective feedback, and include a cumulative review of content.

See the section entitled, " Core Instruction for Students with Dyslexia" for a description of each of these aspects of the structured literacy approach. Learn more about interventions that employ this methodology in the section entitled, " Interventions and Specialized Reading Programs."
WRITING
Students with dyslexia typically struggle to spell words accurately or automatically, both when they are sequencing the sounds present in regularly spelled words (such as "fun," "tiger" or "girl") or when they are recalling the letter sequences of irregular or exception words (such as "were," "would," or "they.")

Yet spelling is not the only difficulty students with dyslexia may have with writing. The process by which students express their thoughts or ideas in written language can also be impacted by dyslexia. In part, this may stem from students' avoidance of words they cannot spell accurately, which can then result in a simplification of the messages they are attempting to express. However, students may also struggle to organize their thoughts, convey ideas in a logical order, or sustain effort long enough to produce a complete piece of written text.

For students with dyslexia, interventions employing an explicit phonics approach improves not only reading skills but spelling skills as well. Often, improved spelling will result in longer, more cohesive written pieces. Occasionally, interventions for writing composition may also need to be provided.
MATHEMATICS
Students with dyslexia may struggle with the reading and writing involved in mathematics classes. However, students with dyslexia may also struggle to solve math problems. Mathematics difficulties may stem from similar underlying factors to dyslexia, such as the rapid naming of numbers, or weaknesses in working memory that impact counting, multistep problems, and mental computations.

Unlike students with dyscalculia, students with dyslexia may successfully engage in conceptual problem solving. See the section entitled, " Common Co-existing Conditions with Dyslexia" for more information about dyscalculia.

As with reading, teams should identify areas of student strength and need in mathematics in order to match students to the necessary interventions as early as possible. Students with math difficulties often require explicit instruction in math calculation and/or problem solving.
BEHAVIOR AND WELLNESS
Dyslexia can impact students' social and emotional welfare. Students may respond to the frustrations of dyslexia in different ways. Some students demonstrate the impact of dyslexia outwardly by engaging in attention-getting, avoidance, and/or disruptive behaviors. Other students respond to dyslexia inwardly and may develop anxiety or depression. See the section entitled, " Social Emotional Impacts of Dyslexia" for more information.

The Responsive Instruction process can help teams problem solve for the needs of individual students, whether school teams are responding to the behaviors or the wellness needs of students with dyslexia. Teams can examine data, plan interventions and supports, and monitor progress to ensure that the social and emotional needs of students with dyslexia are well met.
KEY COMPONENTS FOR SUCCESSFUL INTERVENTIONS

Student needs are specifically identified, interventions are matched to the underlying skill deficits, and are delivered by a trained professional.

Instruction is well planned, sequenced, and implemented with fidelity.

Students improve by building necessary skills/strategies.

Progress is monitored on the specific skill/strategy and discussed on a consistent basis.

Communication occurs between the interventionist and all other stakeholders, including families.

Students continue to receive high quality core instruction.

REFERENCES
Buffum, A., Mattos, M., & Weber, C. (2009). Pyramid response to intervention: RTI, professional learning communities, and how to respond when students don't learn. Bloomington, IN: Solution Tree.

DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010) Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree.

RTI Action Network (2017) http://www.rtinetwork.org/

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Responsive Instruction for Students with Dyslexia

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Responsive Instruction (RI) is a multi-tiered system of support (MTSS) applied to academics, behavior, and student wellness at the district and school levels. The implementation of an MTSS ensures the delivery of high quality core instruction with consistent review of data to ensure early identification of and intervention for struggling students.

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Browse our collection of books about Dyslexia here:

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Browse our collection of books about Dyslexia here:

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Webinar: Dyslexia & the IEP How to Make Sure the IEP is in Tip Top Shape

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Webinar: Dyslexia & the IEP How to Make Sure the IEP is in Tip Top Shape

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Dyslexia & the IEP  How to Make Sure the IEP is in Tip Top Shape

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Webinar: Equitable Access to Literacy  Preventative Measures for Students with Dyslexia and or Dysgraphia

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Webinar: Equitable Access to Literacy  Preventative Measures for Students with Dyslexia and or Dysgraphia

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Equitable Access to Literacy  Preventative Measures for Students with Dyslexia and or Dysgraphia

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Digital Resources to Support Student Learning at Home

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Digital Resources to Support Student Learning at Home

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Digital Resources to Support Student Learning at Home

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Resources by grade level that can support learning aligned to the curriculum both in the classroom and at home.

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About the Course: Dyslexia is everywhere, touching so many children and adults, and while science has made extraordinary progress in understanding and clarifying the condition, this incredibly powerful knowledge rarely reaches those who most need to know and would greatly benefit from it. We aim to change all this with the Coursera you are about to view, produced by Dr. Sally Shaywitz, the Audrey G. Ratner Professor in Learning Development, both the leading scientist studying dyslexia and the most devoted advocate for helping those who are dyslexic. The course addresses and answers just about all the qu..

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The Yale Center for Dyslexia & Creativity - Yale School of Medicine

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The Yale Center for Dyslexia & Creativity focuses dyslexic individuals strengths throughout school and home, preparing them for a successful life.

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Dyslexia is a common learning disability in reading. It doesn’t go away. But there are teaching strategies, tools, and tips for building skills. Discover resources to help with dyslexia.

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LD OnLine | All About Learning Disabilities and ADHD

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LD OnLine seeks to help children and adults reach their full potential by providing accurate information, advise, and shared personal experiences about learning disabilities and ADHD.

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What is Self-Advocacy?
Self-advocacy includes the ability to know one's strengths and weaknesses, to promote one's skills, take control of one's environment, and request assistance when needed. Wehmeyer (1996) definces self-advocacy as "acting as the primary causal agent in one's life and making choices and decisions regarding one's quality of life free from undo external influence or interference."
Studies have shown that students who use self-advocacy skills are more likely to earn higher incomes one year after graduation (Wehmeyer, 2004). It can seem like a full time job advocating for your child with dyslexia. One of the best things you can do is teach him how to self-advocate. It will give him greater confidence, self-awareness, and success. Most importantly, it will convey (more powerfully than words) that you believe in him. Sit down with your child and ask him one or more of the following questions.

How do you think your dyslexia affects you in all the areas of your life?

How do you think you learn the best?

Are there any strategies that seem to help you?

What do you know about your IEP/504?

Are you familiar with your goals and accommodations?

Do you know where to go for learning support?

Do you know your legal rights?

Depending on your child's responses, you can facilitate more in-depth conversations about each of these topics. Make this a special time for you and your child. Provide a framework for why you want to talk about these topics (e.g., "I can see that you are maturing (provide a specific example), and I think it's time for you to become more independent in school decisions that relate to you.") Take him or her out for some special time with you. Make discussions brief (15 to 20 minutes is plenty).

This article will give you practical suggestions for helping your child take the next step on the road to self-advocacy.

Talking to Your Child: "What is Dyslexia? How does it affect me?"

Your child needs to be able to describe dyslexia in his own words. You might explain to your child that, while many people have heard of dyslexia, they think that it's just reversing letters. Be prepared to share your definition of dyslexia and then help your child to craft one in his own words.

When talking to your child you might say, "You need to know about dyslexia and be able to explain it to someone else. When you are self advocating, you might say, 'I have dyslexia, a language-based learning disability, that affects 5-10% of the population. My brain is wired differently, which means that I have trouble with the processing the sound components of language.'"

You and your child might also review Debunking the Myths About Dyslexia and decide to share this information with others.

Explain to your child, "So, from what we've watched/read, dyslexia may affect you in a lot of different areas. What do you think you have trouble with?" It may help to give him some choices:

Sounding out words accurately and quickly

Spelling

Reading smoothly

Reading comprehension

Vocabulary

You might add, "Some people with dyslexia also struggle with organization, note taking, test taking, and working memory (holding several things in your mind for a brief time). Do you think that any of those areas are hard for you?"

Remember, this is a process of self-discovery. It is generally counter-productive to tell your child something he is not ready to hear. Through your leading questions and the resources you provide, your child will learn more about himself. This is a journey that will take some time (So feel free to revisit the same questions and dialogue every year or two).

Practical Tip: You might encourage your child to take an additional step by forming a brief definition and personal narrative to share with teachers. Then role-play (you take the role of the teacher) so that your child gains confidence and fluency in using the script (much like an actor who has rehearsed his lines).

You could suggest, "I think it would be helpful to have a brief script to tell teachers, future employers, or friends about your dyslexia. Here's an example, maybe we can change it so that it is in your own words:
'I have dyslexia, a language-based learning disability which affects 5-10% of the population. My brain is wired differently, which means that I am really good at (list things that you are good at), but have a harder time with (list weaknesses from the list above).'"
Offer, "You can practice saying it to me and I'll pretend to be the teacher. You're kind of like an actor, because you'll have to practice to make this seem natural."

Talking to Your Child: "How do I learn? What strategies help me?"

You've known your child for his whole life and can probably identify how he learns best. For example, can you verbally tell him a message (auditory learner) or do you need to write it down (visual learner)? Maybe your child needs to learn how to do something alongside you (kinesthetic learner). With this conversation, you will deepen your child's awareness of himself and lay foundation for self-advocacy in every area of his life:

PART ONE: You might start by saying, "In order to be successful, you need to be knowledgeable about your strengths, talents, gifts, interests and learning differences. Have you ever taken the time to consider the things that you are good at? Have you considered the way that you learn best? Knowing your strengths and your learning style can help you to self-advocate (speak up for yourself) and do your best in school, at work, and at home."

You might continue, "Some people prefer to learn by hearing information (auditory learners), seeing information (visual learners) or by doing things (kinesthetic learners). You may find that you gravitate towards a couple of these styles. To find out which kind of learning style you prefer, it might be fun to take a little survey together. (I'll do my learning profile and then you do yours)."

You might conclude, "So I'm a ______ learner, and you're a ________ learner. Does that seem right to you?"

PART TWO: You might query, "Now that you know your learning style, imagine that you could learn that way in your job or class. What tools would help you? Those are called 'strategies'. How could the teacher change the format of class/work for you? That's called an 'accommodation.' Let's look at a couple of lists of strategies and accommodations, and you mark the ones that sound like they might be helpful for you."

Potential Accommodations

Preferential seating (e.g., sitting where you can see the board and teacher's face)

Advance notice of assignments

Alternative ways of completing assignments (e.g., oral presentation versus written paper)

Assistive computer technology

Note takers, lab or library assistants, readers, interpreters

Captions for film and video material/Course or program modifications

Document conversion (e.g., audio supports for written documents)

Test modifications (someone to read the questions to you)

Study skills and strategies training

Time extensions

Taped lectures

Highlighted textbooks

Extra set of textbooks for home use

Computer aided instruction

Rearranging class schedules

Individual contracts

Modifications to the environment (e.g., study carrel, student's home, separate room, etc.)

Videotaping the lecture or watching supplementary videos

Free academic tutoring (available for core academic areas at many colleges and universities)

Potential Strategies

Review previous learning (to connect with the new information)

Preview what you will learn about

Look at an example of what you will do

Break down long directions into smaller parts

Highlight the main idea and important vocabulary in your textbook

Use manipulatives to move around for problem solving

Select projects based on interests

Participate in a study group (especially if you are an auditory learner)

Opt to complete a project rather than take a test

Take advantage of your professor's office hours

Attend multiple sections of the same class for repetition

Utilize the writing lab for editing and revising your papers

You might need to reassure your child, "Remember, you're not asking for special treatment. School assignments and tests completed with accommodations should be graded the same way as those completed without accommodations. After all, accommodations are meant to 'level the playing field,' and provide equal and ready access to the task at hand, and not meant to give you an unfair advantage."

Practical Tip: Suggest, "Let's summarize your learning style, interests, and strengths in a sentence or two." Share your learning profile with your child. (E.g., "I am an auditory learner and I process new information by talking it through with someone else. I have a creative flair and love anything related to art and drama.")

Talking to Your Child: "What's the difference between an IEP and 504?"

If your child is in grades K-12, and has a significant amount of difficulty with learning, it is usually preferable to have an IEP, because IDEA is the federal law (with some funding behind it) that mandates that schools comply with specific standards and processes in implementing an educational plan. An IEP is a legal document containing goals, accommodations, as well as additional learning intervention such as: tutoring, academic support, reading therapy, etc. It is the school's responsibility to implement the IEP and review it annually. The IEP will track your child's progress on the stated goals.

A 504 plan lists the modifications and accommodations you will need to have the opportunity to perform at the same level as your peers. The "504" in "504 plan" refers to Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, which specifies that no one with a disability can be excluded from participating in federally funded programs or activities, including elementary, secondary or postsecondary schooling. If you have a 504, your child will have to take the initiative to share it with his teachers at the beginning of the semester and request the specific accommodations listed in the 504.

Practical Tip: If you already have an IEP/504, try using the following script (or modifying it) to talk to your child about his IEP or 504 Plan. "Let's talk about your IEP/504 Plan. It's important that you know what is in it, because it's about you. You might need to explain it to one of your teachers when you need extra time for a test. You won't be able to do that unless you take time to know what is in your IEP/504."

"Do you remember how we talked about your learning style, strengths, and weaknesses a few weeks ago? We made a list of learning strategies and accommodations that would help you to learn in a way that makes sense for you. Let's see if that matches up with your IEP/504 Plan. Let's look at it and see if we can find the answers to some of these questions:

When was it last updated?

What learning weaknesses and strengths were reported?

What accommodations are listed?

If it is an IEP: what were your goals? What type of intervention was specified?

Do you agree with the goals/accommodations listed? Are there any others that should be added?"

If you don't have an IEP or 504

"Do you remember how we talked about your learning style, strengths, and weaknesses a few weeks ago? We made a list of learning strategies and accommodations that would help you to learn in a way that makes sense for you. That list doesn't do any good unless we talk with your school about them. The staff will want to make a plan with us to help you learn in the way that is best for you. This is called an Individualized Education Plan or IEP. That helps all of us to have a common set of goals and accommodations that would help you to do your best in school. Have you heard of an IEP? What questions do you have about it?" Talk to your child about his concerns and questions using the FAQs below.

IEP & 504 FAQs
Why do I need an IEP/504?
That's a great question! Your brain is wired differently and so you will have some talents that other kids don't have, and you will have some difficulties that other kids do not have. The law states that every child has the right to a Free and Appropriate Education (FAPE) for all students. The IEP gives the school a legal responsibility to teach you in a way that does not penalize you for your dyslexia. It contains progress that you've made, goals for the upcoming year, and accommodations that will help you achieve those goals. A 504 only gives you accommodations without tracking your progress and providing intervention.
What is the difference between an IEP and 504?
An IEP gives you the chance to strengthen areas that are pretty weak as well as accommodations to the classroom/environment. This intervention will be built into your regular school day. A 504 just gives you access to accommodations based on your dyslexia.
I don't want to look different from my friends!
None of your friends need to know about your IEP or 504 Plan unless you choose to share that with them. If you have to leave the room to take a test or work on a certain class, you can just tell them that you are taking a "college prep" class. The IEP goals and accommodations will only be known to you, me, and your teachers.
Do I have to go to the meetings?
It's usually a good idea to come for at least part of the meeting. You know yourself the best and can share your perspective with your team. Also, it will increase your awareness about your IEP/504 Plan so that you can take an active role in your learning.
Do I have to take a bunch of tests?
Typically, some testing is completed prior to obtaining an IEP or a 504 Plan. The testing will help the school to know how you learn best and what your strengths and weaknesses are. The testing usually lasts between 2 and 4 hours. It's kind of like taking the state achievement tests only it will probably be administered in a one-on-one setting.
Who do I talk to about getting an IEP or 504 Plan?
If you are in middle school or high school, you should ask your guidance counselor. You will first complete testing to determine the best plan for you. If you are in college, you can contact the specialists on your campus at either Learning Support Services or Academic Support Services.

Talking to Your Child: "It's a new year/semester; what should I do?"

Plan to connect with your child during the spring and strike up a conversation about the upcoming school year. You might try the following script. "How did you feel about your learning and your grades this last year? Were there any classes that you struggled with more than others? What would help you next year with a more challenging workload? While it's on our minds, why don't we make a list of what we should do next fall to set you up for success:

Let's set up an initial meeting with a guidance counselor or learning/academic support specialist

You might need to do some testing

We will need a follow-up meeting to discuss what services/accommodations can be provided

We should schedule a meeting with the professor(s)/teacher(s) to let them know about your needs for the class

"I really would like to hear your goals for yourself for this upcoming year. When you participate in goal setting, you have a vested interest in achieving those goals. Part of self-advocating is participating in IEP meetings (in high school) and initiating meetings with employers, college professors, or anyone else that would need to know about your dyslexia. Telling them ahead of time about how you learn and what accommodations and strategies you will need to use can set you up for success. It also demonstrates a great deal of confidence and responsibility. In your meetings discuss your goals (specifically for that semester or job, and how that will help you for the future). It will be helpful to plan this out ahead of time (and to have some notes in front of you) when you do this."
Practical Tips:
Let's go to Academic Support Services and pick up the brochures about the services they offer, or we could find this information on your college's webpage. I'd like you to keep your important documents organized in a binder. Let's be sure to include:

Any reports or standardized testing that you've had before

Your most recent 504 or IEP (if applicable)

A list of accommodations you would find helpful

The business card of the guidance counselor/learning support specialist that you talked to

Brochures about the services provided at your school

A script with your learning strengths and weaknesses

Goals that you have for yourself (both for the semester and long-term goals)

Who do you want to be at the meetings with your school staff? It's usually a good idea to bring a parent, friend, or mentor to the meeting to help you stay calm. It is also helpful to have another person listen, ask questions, and take notes (or to debrief with after the meeting).

Talking to Your Child: "What are my Legal Rights?"

Your child is going to learn more about this by doing a little legwork rather than hearing you talk about this topic. Consider making the following proposal during the summer months. Give your child a small research project to do that will be compensated with some extra allowance money or a special reward (such as going out to a movie, going out to a favorite restaurant, or a new book or game, etc.). Have your child respond to the following scenarios:
Renee has poor vision. She is in a regular classroom, but just can't seem to keep up with note taking. She also has a hard time typing papers and taking tests. What are her legal rights and what laws protect her? Thomas is the best art student in the school, and he has dyslexia. His teachers tell him that if he just put in the same amount of effort on his assignments that he does on his art projects, he would be getting straight A's. Thomas has spent hours on his homework, but he usually can't finish all of the assigned readings for the next day, and he always "chokes" on the tests when he has to recall and spell certain terms for science and history. What services might he receive under IDEA? Randolph had an IEP all throughout high school because of his learning disability. He is starting his freshman year of college. What laws apply to him? What can he ask for in college? Here's some of the basic information for you to have on hand:
The Individuals with Disabilities Education Act or IDEA is the federal law that sets standards for the education of individuals with disabilities. The Individual Education Plan or IEP falls under the IDEA regulations. While IDEA provides the overarching laws and regulations regarding special education, the states are allowed to "interpret" these laws as long as the basic standards of IDEA are met. See the most current revision of federal mandates here.

Basic Rights Covered in an Individual Education Plan (IEP)

The IEP will meet the unique learning needs of the student with the disability.

Parents and students will be informed of their legal rights (including certain steps, procedures, and timelines that are followed from start to finish). For example, a written notice will be provided before there is any change in placement.

A family has a right to an independent educational evaluation at public expense, if there is disagreement with what the schools have determined the student's disability to be.

Section 504 refers to the Vocational Rehabilitation Act (ADA) of 1973 and is a civil rights law. It protects the rights of people with disabilities against any sort of discrimination in a program that receives federal funding. Section 504 requires a school to make reasonable accommodations for students with special needs.
Basic rights covered by Americans with Disabilities Act Amendments Act (ADAAA)

Expands the definition of disability under the orignial Americans with Disabilities Act, preventing discrimination in employment and in public and private settings

Protects children and adults with disabilities

Applies to all public and most private schools and colleges, testing agencies, licensing authorities, and state and local governments

Read more about ADA here.

Basic Rights Covered by Section 504

No person with a disability shall be excluded from the participation in, or subjected to discrimination under, any program or activity receiving financial assistance from the federal government.

If you feel that you have been discriminated against due to your difficulties with learning, reading, writing, or working, you are entitled to protection under the American with Disabilities Act (ADA).

You are entitled to an evaluation by multiple sources.

Practical Tip: Debrief with your child after he presents the information that would help Renee, Thomas, and Randolph. Ask him how these laws apply to him. Dialog about how knowing your rights can help you to be assertive and take charge of your learning.

Talking to Your Child: "How do I apply this knowledge in College?"

If your child is getting ready for college, it is a prime time to talk about self-advocacy with him. Discuss how you want him to take the lead in getting the learning supports that he needs. You could use the following script: "You need to disclose your disability to the college, request specific accommodations, and supply supporting professional documentation. In public school, the school system has a duty to identify students with disabilities. This is not so in college. In college, the student has the responsibility to disclose the disability and to request accommodations. You will have to be specific about the accommodations that you need because of your disability. It is not enough to say that you have learning disabilities.

"Once you have provided the necessary paperwork and completed any testing that needs to be done, the college is responsible for providing reasonable accommodations or modifications that do not result in unfair advantage, require significant alteration to the program or activity, result in the lowering of academic or technical standards, or cause the college to incur undue financial hardship. When accommodations are necessary they must be provided in a timely fashion (Smith v. State University of New York, 1997)."

Discuss the following examples with your child:
"Sarah is taking courses at the community college. She has a reading disorder, expressive writing disorder, and ADHD. She requested one and one-half time on tests, separate room for tests, a reader to read exam questions to her, and a scribe to take down her answers. She provided good professional documentation to support her request and was granted the requested accommodations.
There are student requests that the college is not obligated to grant. For example, Hannah did not request an accommodation on a test and failed it. Then she wanted the college to eliminate the failed course from her record."

Practical Tip: Have your student set an appointment with Learning/Academic Support Services as soon as he has been accepted to the school. Inquire what paperwork will be needed to receive accommodations.

Talking to Your Child: "How do I apply this knowledge in my Day-to-Day Life?"

While school is an essential area for your child to use self-advocacy, there are plenty of other areas where it is needed. Set aside some time to talk about his role in advocating at the doctor's office, at work, or when signing a lease. You may consider using the following script and resources:

"You need to be able to explain to others what supports you need to be successful on the job, in college or training environments, and when you're living independently. You may not have realized that you can obtain assistance in all of these areas of your life through Vocational Rehabilitation Services (VRS)."

Vocational Rehabilitation Services (VRS)

"You can bring testing and reports that document your dyslexia to them, or have them complete an evaluation. VRS is a program of the Bureau of Rehabilitation Services (BRS), which provides quality individualized services to enhance and support people with disabilities in preparing for, obtaining, or retaining employment. Through active participation in their rehabilitation, people with disabilities achieve a greater level of independence in their work place and living environments. Let's find the VRS closest to us." To find a location near you, see the VRS Statewide Location Map.
"Here are some of the services that they offer:"

Vocational Rehabilitation Services (VRS) provides comprehensive, coordinated, effective, efficient and accountable services needed by eligible individuals with disabilities to prepare for, enter, engage in and retain employment consistent with each individual's strengths, resources, priorities, concerns, abilities, capabilities and informed choice.

Supported Employment (SE) - individuals with the most severe disabilities are placed in competitive jobs with qualified job coaches/trainers to provide individualized, ongoing support services needed for each individual to retain employment. The employer is contacted monthly and the employee is visited twice monthly, either at or away from the workplace, to address any issues that may threaten the individual's ability to remain on the job.

Independent Living (IL) Services - promotes a philosophy of independent living including consumer control, peer support, self help, self determination, equal access and individual and system advocacy, to maximize the integration and full inclusion of individuals with disabilities in community leadership, empowerment, independence and productivity.

"It can be a process to get the accommodations in place, but it will help you to learn in the way that works best for you. Now you have the tools and resources you need to be your own advocate which will help you to take charge of your life. You've come a long way, and if you continue to self-advocate, I know that you will be able to achieve your dreams!"

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What is Self-Advocacy? Self-advocacy includes the ability to know one's strengths and weaknesses, to promote one's skills, take control of one's environment, and request assistance when needed. Wehmeyer (1996) definces self-advocacy as "acting as the primary causal agent in one's life and making choices and decisions regarding one's quality of life free from undo external influence or interference."

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Helping Children reach their full potential

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Helping Children reach their full potential

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Helping Children reachtheir full potential The Children's Dyslexia Centers are nationally recognized for their dyslexia tutoring locations that provide intensive reading instruction for children in grades 1 through 12. FIND A LOCATION We Believe In a Child's Success We are a dedicated organization of people who believe every child should have access to high-quality reading [...]

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ATLANTIC SEABOARD DYSLEXIA EDUCATION CENTER

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ATLANTIC SEABOARD DYSLEXIA EDUCATION CENTER

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Training

ASDEC trains, certifies and supports Academic Therapists to deliver evidence-based multisensory instruction in reading, spelling, written language, mathematics, and study skills to students who are dyslexic or have other learning differences.

We train teachers to deliver effective multisensory educational strategies and we provide ongoing professional development to Academic Therapists, teachers and other educational leaders in evidence-based multisensory teaching strategies.

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Training ASDEC trains, certifies and supports Academic Therapists to deliver evidence-based multisensory instruction in reading, spelling, written language, mathematics, and study skills to students who are dyslexic or have other learning differences. We train teachers to deliver effective multisensory educational strategies and we provide ongoing professional development to Academic Therapists, teachers and other educational leaders in evidence-based multisensory teaching strategies.

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Websites

The Academy of Orton‐Gillingham Practitioners and Educators (Official OG site) ‐
Information about OG Approach, Directory of training programs, certified tutors and schools.
www.ortonacademy.org

Books
A Guide to Helping Your Child at Home
Diana Hanbury King, WVC Ed., 2015.
Basic Facts About Dyslexia & Other Reading Problems
Louisa Cook Moats, Karen Daken, The International Dyslexia Association, 2008.

Straight Talk About Reading: How parents can make a difference during the early years
Susan Hall & Louisa C. Moats, McGraw Hill, 2006.

Recipe for Reading Intervention Strategies for Struggling ReadersFrances Bloom & Nina Traub, EPS, 2005.

Overcoming Dyslexia
Sally Shaywitz, M.D., Vintage, 2003.
For Educators & Administrators:
Wrightsaw: From Emotions to Advocacy
Pam Wright & Pete Wright, 2006

Dyslexia in the Classroom - What Every Teacher Needs to Know International Dyslexia Association Handbook

Knowledge & Practice Standards for Teachers of Reading
International Dyslexia Association Professional Standards & Practices Committee

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Recommended Websites & Books - Dyslexia Resource Center

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The Academy of Orton‐Gillingham Practitioners and Educators (Official OG site) ‐Information about OG Approach, Directory of training programs, certified tutors and schools. www.ortonacademy.org A Guide to Helping Your Child at Home Diana Hanbury King, WVC Ed., 2015. Basic Facts About Dyslexia & Other Reading Problems Louisa Cook Moats, Karen Daken, The International Dyslexia Association, 2008.

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Some students with dyslexia may qualify for accommodations under Section 504. A 504 plan, developed for a qualified student, addresses the child's unique disability-related needs.

WHAT IS SECTION 504?

Section 504 of the Rehabilitation Act of 1973 (Section 504), as amended, is designed to eliminate discrimination based on disability in any program or activity receiving federal financial assistance. This act requires that no qualified student who demonstrates a physical or mental impairment that substantially limits one or more major life activities shall be excluded from participation in, be denied the benefit of, or be subjected to discrimination in any program or activity offered by FCPS. These major life activities include: self-care, performing manual tasks, walking, seeing, hearing, speaking breathing, working, learning, eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, operation of a major bodily function, and communicating.

See " Section 504 Information " for additional information about Section 504.

HOW MAY SECTION 504 APPLY TO DYSLEXIA?

Students with dyslexia have an impairment which may substantially limit the major life activities of reading, learning, or other areas that indicate they can be considered for Section 504 qualification. Reading or learning limitations may prevent students from fully accessing their instructional program. For example, if a student is being taught Virginia History using a textbook he or she cannot read fluently, that student is not receiving access to the curriculum. In a case such as this, the student may qualify to receive accommodations through a 504 Plan to access a recorded version of the history textbook.

This is one of many examples of how dyslexia may pose a limitation to student access to the curriculum. Each student's unique needs should be considered when developing a 504 plan.

504 PROCESS

The 504 process begins with a referral to the LSC. See " Special Education Procedures" for more information.
Data are collected and parents or guardians are invited and encouraged to attend as important members of the LSC. After reviewing all available data from multiple sources, the LSC may propose interventions, further assessment, and/or a Section 504 initial qualification determination.

A complete description of the 504 process can be found in " Section 504 Information."

WHAT MAY BE INCLUDED IN 504 PLANS FOR STUDENTS WITH DYSLEXIA?

Each 504 plan is unique and designed to meet the needs of the student. The 504 plan provides accommodations and services to provide the student with equal access to the educational benefits of the school's programs and activities.

504 accommodations help provide students with dyslexia equitable access to instruction. Accommodations are selected based upon data to support the academic areas and classroom functions that are impacted by dyslexia.

See more information in " Accommodations for Students with Dyslexia."

A 504 plan may indicate the need for a related service such as Assistive Technology. Any determination of the need for a related service is made following the administration of appropriate assessment(s). See " Assistive Technology for Students with Dyslexia " for more information.

The FCPS online dyslexia handbook provides information and resources to FCPS schools and parents alike as they support students with dyslexia.

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Some students with dyslexia may qualify for accommodations under Section 504. A 504 plan, developed for a qualified student, addresses the child's unique disability-related needs.

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Success In School/Skills for Life' Online Resource Kit

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Success In School/Skills for Life' Online Resource Kit

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Education – Teachers – Made By Dyslexia

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Take A Day For Dyslexia

Our new 'Learn Dyslexia' campaign asks every teacher to Take A Day for Dyslexia and skill up using our FREE online training, in partnership with Microsoft.

One single day is all it takes to complete all 3 training levels below. But it's enough to change a child's life. And for you to change the world.

Level 1: Dyslexia Awareness

This is a course that every teacher and parent should take. It helps you to Connect the Spots and understand how dyslexic people think and gives you easy-to-implement tools and strategies to support them.

Level 2: Dyslexia Teaching

Our second course takes a deeper dive into how to spot dyslexia, what methodologies work and shows you how to implement them in your classroom.

Level 3: Dyslexia & Technology

This third course helps educators everywhere understand how simple free technology can transform the outcomes for dyslexic students.

What are teachers saying?

Teachers all around the globe are skilling up with our easy, free, training.

"Outstanding! Ticks all the boxes - keeps your attention, factually strong, easy to digest and incredibly effective."

"Phenomenal - an incredible insight into dyslexia. It is definitely something every teacher should know."

"It is the best way to teach. Every child feels valued and they know there is no limit to what they can do."

Making change happen

Dyslexic children will only succeed if we can reshape how we teach them today. Help us to train every teacher in the next five years to SPOT, SUPPORT and EMPOWER every dyslexic learner by sharing:

Email

Ask your school to Take A Day For Dyslexia and skill up with FREE training for all teachers.

EMAIL

Report

Read our School Report and find out why our global education system is failing dyslexics.

DOWNLOAD

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Take A Day For Dyslexia Our new 'Learn Dyslexia' campaign asks every teacher to Take A Day for Dyslexia and skill up using our FREE online training, in partnership with Microsoft. One single day is all it takes to complete all 3 training levels below. But it's enough to change a child's life.

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https://dyslexiaida.org/

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Providers Directory. The resources listed here are provided for informational purposes only. They do not reflect recommendations or endorsements by Fairfax County Public Schools (FCPS) or The FCPS Family Resource Center.

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Providers Directory. The resources listed here are provided for informational purposes only. They do not reflect recommendations or endorsements by Fairfax County Public Schools (FCPS) or The FCPS Family Resource Center.

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https://app.box.com/s/qy0kbnweh9tjsgnmapbu

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Dyslexia Advocacy | Decoding Dyslexia Virginia

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Dyslexia Advocacy | Decoding Dyslexia Virginia

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Dyslexia Advocacy | Decoding Dyslexia Virginia

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DECODING DYSLEXIA VIRGINIA

ABOUT US

Decoding Dyslexia Virginia is a grassroots movement focused on linking families to resources, support, and educational interventions for dyslexia. We aim to raise dyslexia awareness, empower families to support their children and inform policy-makers on best practices to identify, remediate and

support students with dyslexia in Virginia.

​​

Our group is made up of parents whose children are dyslexic. We are not experts; we are not a business or an educational organization. We offer the community the benefit of our collective experiences. We encourage parents to meet with their local policy-makers to tell the story of their child, and ask for policies and/or legislation to identify and support dyslexic children in our public schools.

Our Mission

​

We are advocating for Virginia to implement:

Teacher/staff training on dyslexia, its warning signs and appropriate intervention strategies

Early screening tests for dyslexia to include parental notification

Evidenced-based dyslexia remediation programs implemented with fidelity which can be accessed by both general and special education populations

Access to appropriate "assistive technologies" in the public school setting for students with dyslexia

​

Virginia has a universal definition of dyslexia in the state education code:

http://www.doe.virginia.gov/special_ed/regulations/state/regs_speced_disability_va.pdf

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Dyslexia Advocacy | Decoding Dyslexia Virginia

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Decoding Dyslexia Virginia is a grassroots movement focused on linking families to resources, support, and educational interventions for dyslexia. We aim to raise dyslexia awareness, empower families to support their children and inform policy-makers on best practices for dyslexia.

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The National Center for Learning Disabilities - Bing video

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Dyslexia Handbook-What Every Family Should Know

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Dyslexia Handbook-What Every Family Should Know

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IDA Dyslexia Handbook 5-28-19.pdf | Powered by Box

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IDA Dyslexia Handbook 5-28-19.pdfSign upLog in

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What is dyslexia?

Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties with other language skills such as spelling, writing, and pronouncing words. Dyslexia affects individuals throughout their lives; however, its impact can change at different stages in a person's life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment, and in its more severe forms, will qualify a student for special education, special accommodations, or extra support services.

What causes dyslexia?

The exact causes of dyslexia are still not completely clear, but anatomical and brain imagery studies show differences in the way the brain of a person with dyslexia develops and functions. Moreover, most people with dyslexia have been found to have problems with identifying the separate speech sounds within a word and/or learning how letters represent those sounds, a key factor in their reading difficulties. Dyslexia is not due to either lack of intelligence or desire to learn; with appropriate teaching methods, students with dyslexia can learn successfully.

How widespread is dyslexia?

About 13-14% of the school population nationwide has a handicapping condition that qualifies them for special education. Current studies indicate that one half of all the students who qualify for special education are classified as having a learning disability (LD) (6-7%). About 85% of those students have a primary learning disability in reading and language processing. Nevertheless, many more people- perhaps as many as 15-20% of the population as a whole-have some of the symptoms of dyslexia, including slow or inaccurate reading, poor spelling, poor writing, or mixing up similar words. Not all of these will qualify for special education, but they are likely to struggle with many aspects of academic learning and are likely to benefit from systematic, explicit, instruction in reading, writing, and language.

Dyslexia occurs in people of all backgrounds and intellectual levels. People with dyslexia can be very bright. They are often capable or even gifted in areas such as art, computer science, design, drama, electronics, math, mechanics, music, physics, sales, and sports.

In addition, dyslexia runs in families; parents with dyslexia are very likely to have children with dyslexia. For some people, their dyslexia is identified early in their lives, but for others, their dyslexia goes unidentified until they get older.

What are the effects of dyslexia?

The impact that dyslexia has is different for each person and depends on the severity of the condition and the effectiveness of instruction or remediation. The core difficulty is with word recognition and reading fluency, spelling, and writing. Some individuals with dyslexia manage to learn early reading and spelling tasks, especially with excellent instruction, but later experience their most debilitating problems when more complex language skills are required, such as grammar, understanding textbook material, and writing essays.

People with dyslexia can also have problems with spoken language, even after they have been exposed to good language models in their homes and good language instruction in school. They may find it difficult to express themselves clearly, or to fully comprehend what others mean when they speak. Such language problems are often difficult to recognize, but they can lead to major problems in school, in the workplace, and in relating to other people. The effects of dyslexia reach well beyond the classroom.

Dyslexia can also affect a person's self-image. Students with dyslexia often end up feeling "dumb" and less capable than they actually are. After experiencing a great deal of stress due to academic problems, a student may become discouraged about continuing in school.

How is dyslexia diagnosed?

Before referring a student for a comprehensive evaluation, a school or district may choose to track a student's progress with a brief screening test and identify whether the student is progressing at a "benchmark" level that predicts success in reading. If a student is below that benchmark (which is equivalent to about the 40th percentile nationally), the school may immediately deliver intensive and individualized supplemental reading instruction before determining whether the student needs a comprehensive evaluation that would lead to a designation of special education eligibility. Some students simply need more structured and systematic instruction to get back on track; they do not have learning disabilities. For those students and even for those with dyslexia, putting the emphasis on preventive or early intervention makes sense. There is no benefit to the child if special instruction is delayed for months while waiting for an involved testing process to occur. These practices of teaching first, and then determining who needs diagnostic testing based on response to instruction, are encouraged by federal policies known as Response to Intervention (RTI). Parents should know, however, that at any point they have the right to request a comprehensive evaluation under the IDEA law, whether or not the student is receiving instruction under an RTI model.

A comprehensive evaluation typically includes intellectual and academic achievement testing, as well as an assessment of the critical underlying language skills that are closely linked to dyslexia. These include receptive (listening) and expressive language skills, phonological skills including phonemic awareness, and also a student's ability to rapidly name letters and numbers. A student's ability to read lists of words in isolation, as well as words in context, should also be assessed. If a profile emerges that is characteristic of readers with dyslexia, an individualized intervention plan should be developed, which should include appropriate accommodations, such as extended time. The testing can be conducted by trained school or outside specialists. (See the Dyslexia Assessment Fact Sheet for more information.)

What are the signs of dyslexia?

The problems displayed by individuals with dyslexia involve difficulties in acquiring and using written language. It is a myth that individuals with dyslexia "read backwards," although spelling can look quite jumbled at times because students have trouble remembering letter symbols for sounds and forming memories for words. Other problems experienced by people with dyslexia include the following:

Learning to speak

Learning letters and their sounds

Organizing written and spoken language

Memorizing number facts

Reading quickly enough to comprehend

Persisting with and comprehending longer reading assignments

Spelling

Learning a foreign language

Correctly doing math operations

Not all students who have difficulties with these skills have dyslexia. Formal testing of reading, language, and writing skills is the only way to confirm a diagnosis of suspected dyslexia.

How is dyslexia treated?

Dyslexia is a lifelong condition. With proper help, many people with dyslexia can learn to read and write well. Early identification and treatment is the key to helping individuals with dyslexia achieve in school and in life. Most people with dyslexia need help from a teacher, tutor, or therapist specially trained in using a multisensory, structured language approach. It is important for these individuals to be taught by a systematic and explicit method that involves several senses (hearing, seeing, touching) at the same time. Many individuals with dyslexia need one-on-one help so that they can move forward at their own pace. In addition, students with dyslexia often need a great deal of structured practice and immediate, corrective feedback to develop automatic word recognition skills. For students with dyslexia, it is helpful if their outside academic therapists work closely with classroom teachers.

Schools can implement academic accommodations and modifications to help students with dyslexia succeed. For example, a student with dyslexia can be given extra time to complete tasks, help with taking notes, and work assignments that are modified appropriately. Teachers can give recorded tests or allow students with dyslexia to use alternative means of assessment.

Students can benefit from listening to audiobooks and using text reading and word processing computer programs. Students may also need help with emotional issues that sometimes arise as a consequence of difficulties in school. Mental health specialists can help students cope with their struggles.

What are the rights of a person with dyslexia?

The Individuals with Disabilities Education Act 2004 (IDEA), Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA) define the rights of students with dyslexia and other specific learning disabilities. These individuals are legally entitled to special services to help them overcome and accommodate their learning problems. Such services include education programs designed to meet the needs of these students. The Acts also protect people with dyslexia against unfair and illegal discrimination.

Suggested Readings

Moats, L. C., & Dakin, K. E. (2008). Basic facts about dyslexia and other reading problems. Baltimore: The International Dyslexia Association.

Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York: Knopf.
The International Dyslexia Association (IDA) thanks Louisa C. Moats, Ed.D., and Karen E. Dakin, M.Ed., for their assistance in the preparation of this fact sheet.
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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Dyslexia Basics - International Dyslexia Association

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Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language

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Accommodations for Students with Dyslexia

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Accommodations for Students with Dyslexia

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Accommodations do not change the content of instruction, give students an unfair advantage, or change the skills or knowledge that a test measures.

Accommodations, provided for both testing and instruction, change the way students access information and demonstrate their knowledge, skills, and abilities; they do not change academic standards or expectations. The purpose of accommodations is to ensure equal access to the full school experience for students with dyslexia or other learning disabilities (e.g., providing extended exam time for a student who has slow processing speed affecting academic fluency). Accommodations are adjustments made to allow a student to demonstrate knowledge, skills, and abilities without lowering learning or performance expectations and without changing what is being measured (e.g., providing text in audio-format when academic knowledge [e.g., history, biology, literature] is the target skill being measured). Accommodations do not change the content of instruction, give students an unfair advantage, or change the skills or knowledge that a test measures. Accommodations make it possible for students with dyslexia to demonstrate their learning without being hindered by their disabilities.

Appropriate accommodations need to be an integral part of the normal cycle of teaching and testing- never reserved only for periods of assessment. Classroom accommodations make it possible for students to learn and demonstrate their learning through full participation in classroom instruction. Assessment (testing) accommodations are changes in assessment materials (e.g., large print) or procedures (e.g., extended time) that allow students to demonstrate their abilities-not their disabilities-during tests and exams. Without accommodations, an assessment may not accurately measure the knowledge and skills of a student with a learning disability (e.g., dyslexia). An accommodation does not change item or test validity.

Modifications Are Different from Accommodations

Modifications to curriculum content, homework assignments, or assessments change the nature of instruction and assessments and what students are expected to learn-but they have the advantage of allowing interaction with other students in the classroom and school. An instructional modification (i.e., homework assignments) might be assignment of math problems requiring a lower level of math knowledge-skill. A modification in curriculum content might be to teach different, lower level concepts and information (e.g., continuation of work on multiplication when other students move on to fractions). Assessment modifications might include use of a calculator on a test of math facts accuracy or text in audio-format when reading comprehension is the target skill being measured. Modifications can be allowed for both testing and instruction. If the validity of a test item or the content of instruction is affected or altered, the change is a modification-not an accommodation.

Accommodation or Modification?

Choosing between an accommodation or a modification is a decision critical for future educational choices. Modifications change instructional content and knowledge-and their assessment; accommodations do not. A student's IEP team is responsible for making formal decisions related to accommodations (or modifications, if warranted).

Choosing Accommodations Wisely and Purposefully

Each accommodation needs to be matched to the individual student's educational needs. Decide which accommodations are needed to ensure that the student is on equal footing with those who do not have a disability. Provide evidence to support choice of accommodation requests. Are the accommodations linked directly to the student's functional limitations? How? Keep in mind that the answers to these questions may not be the same for instruction and assessment.

Accommodations are only helpful if the student knows how to use them effectively.

Extra time alone rarely improves performance for students with dyslexia-or for students without learning disabilities. Not every student needs, or benefits from, extended time. Extended time provides students with time to use strategies needed to accomplish tasks inherently difficult for them (e.g., systematic decoding strategies for students with poor single word decoding skills; rereading text with complex syntax and grammar in order to comprehend). Some students, who may benefit from extended time, need to be taught how to use the extra time. Students who routinely read too fast for either accuracy or comprehension need to learn explicit word identification strategies as well as strategies for improving their reading comprehension.

Practice is the key to effective use of accommodations. Accommodations should be integrated into classroom practice before use is expected in assessment situations.

Types of Accommodations

Presentation, Response, Setting, and Timing/Scheduling are the four basic types of accommodations used during instruction and assessment:

Presentation accommodations allow students to access instructional materials in ways that do not require them to read standard print presented in a standard visual format:
Presentation Accommodations-Instruction

Verbal instructions

Repetition of instructions

Text/Instructions in audio-format

Larger print

Fewer Items per page

Visual prompts or cues (e.g., arrow pointing on page)

Alternative answer sheet

Information in songs or poems (e.g., facts, definitions).

Presentation Accommodations-Assessment

Calculator

Speech-to-Text software

Text-to-Speech software

Electronic dictionary

Spelling checker

Grammar check.

Response accommodations allow students alternatives for completion of activities, assignments, and tests. Students may be permitted to demonstrate their knowledge and skills in alternate ways, or to solve or organize their work using an electronic device or organizer.

Mark answers in test book instead of on separate answer sheet

Dictate to scribe or record oral responses on audio-recorder

Record oral responses on Livescribe pen

Point to response choices

Type (keyboard) response.

Setting accommodations change the location in which a test or assignment is given or the conditions of the assessment setting.

Individual or small group

Reduce visual and/or auditory distractions (e.g., separate desk or location within classroom-"private office")

Distraction-free setting (separate room)

Alternative furniture arrangement (e.g., facing frontèteacher for whole group lessons vs block of tables for small group work).

Timing/Scheduling accommodations change the length of time allowed for completion of a test, project, or assignment and may also change the way the time is organized (e.g., breaks):

Flexible scheduling (e.g., several sessions vs one)

Extended time

Allowing for more frequent breaks (as appropriate)

Changing order of tasks or subtests.

Organization, Study Strategies, and Increasing Accessibility to State/District Tests
Organization
In addition to the types of accommodations and examples listed, devices and strategies that help students to organize their time and their work can sometimes be helpful. Some examples are listed:

Timers to keep track of time

Highlighters to mark text

Planners for tracking assignments

Graph paper to organize math problems on paper

Color Coding (e.g., subject areas, categorization within notes).

Study Strategies

Visualization

Retelling as soon as possible after a lecture

Putting new learning into own words as soon as possible after class-talking about learning

Organizing a study group for discussion (practice).

Accommodations and State/District Tests
Accommodations provided, and routinely used, should be the same, or similar, during classroom instruction, classroom tests, and state/district tests. However, some accommodations are only permitted during instruction and cannot be used on state/district assessments. Requirements vary from state to state and from district to district, but accommodations that are written into students' IEPs and 504 plans should be available.

The 2004 reauthorization of IDEA requires states to have accommodation guidelines for assessments and to report the number of students using accommodations during state and district assessments. All fifty states currently have published guidelines indicating the specific assessment accommodations that are permitted. Policies in some states also include instructional accommodations. The purpose of these state guidelines is to ensure that test scores actually reflect what students know and are able to do. For those states that have adopted Common Core State Standards, CCSS testing companies have created universal accessibility features (e.g., magnified text, repetition of instructions, scratch paper, digital notepad for note-taking, spell-check software, use of a highlighter) available to all students taking these tests. Details of accessibility features and requirements and guidelines for provision of accommodations, different for each of the two CCSS testing companies, are included in the following documents:

PARCC Accessibility Features and Accommodations Manual (link)

Road to Success for Students with Dyslexia: Intervention and Accommodations-with Appropriate Intensity and Duration

An accommodation is not a substitute for appropriate intervention-remediation. An accommodation, such as extended time, can be the bridge between success and failure for a student with dyslexia-the critical difference that levels the playing field. To achieve this success, students with dyslexia usually require a purposefully planned combination of intervention-remediation (with appropriate intensity and duration) and accommodations:

Intervention specific to the patterns of individual strengths and challenges of each student provides the opportunity for academic achievement; this specialized instruction is not a crutch but a lifeline.

Accommodations level the playing field for students with dyslexia and other learning disabilities; they do not give an unfair advantage.

As either a parent or a teacher, do not assume a student learns the same way you do.

Always keep the goal in mind-and plan instruction, assessment, and accommodations accordingly.

Please note that this fact sheet does not provide a comprehensive list of accommodations-only a sampling of options. It is up to families and each student's instructional team to explore alternatives as they plan the optimal combination of instruction and accommodations that is the best match for each student.
Helpful Resources
National Center for Learning Disabilities (NCLD): www.understood.org; Accommodations: What They Are and How They Work

ADA-Americans with Disabilities Act-Testing Accommodations https://www.ada.gov/regs2014/testing_accommodations.pdf

Accommodations, Modifications, and Alternate Assessments: How They Affect Instruction and Assessment

High-Stakes Assessment (Teaching LD) http://www.dldcec.org/ld_resources/alerts/4.htm

Forum on Accommodations in the 21 st Century: Critical Considerations for Students with Disabilities. Joint Publication of National Center on Educational Outcomes. https://nceo.umn.edu/docs/OnlinePubs/AccommodationsForumReport2011.pdf
The International Dyslexia Association (IDA) thanks Nancy Cushen White, Ed.D., BCET, CALT-QI, for her assistance in the preparation of this fact sheet.
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, pleaseclick here.

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Accommodations for Students with Dyslexia - International Dyslexia Association

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The National Center on Improving Literacy is a partnership among literacy experts, university researchers, and technical assistance providers, with funding from the United States Department of Education.

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Your source for improving outcomes for students with literacy-related disabilities, including dyslexia.

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Webinar: Learning to Read and Instructional Strategies

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Webinar: Learning to Read and Instructional Strategies

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Learning to Read and Instructional Strategies

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Parent Resources | Virginia Department of Education

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Parent Resources | Virginia Department of Education

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Dyslexia | Virginia Department of Education

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Programs & Services » Special Education » Specific Disabilities » Learning Disability