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The fourteenth amendment establishes a foundation for equitable education.

Students with disabilities have a right to receive resources needed to be successful.

Students with dyslexia require additional services to give them an equitable education.

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In the state of Texas:

Students with dyslexia shall have access to all programs that they qualify for services for.

Students with dyslexia may qualify under the Individuals with Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act of 1973.

Students with dyslexia should be provided a reading-based reading program.

The district's school board must ensure that procedures for identifying and providing instructional services are implemented.

Screenings should be provided to K-1 grade students.

Parents of qualifying students must be informed of all services and options.

Each school district must provide a parent education program.

A copy of the Dyslexia Handbook should be provided to parents (Texas Education Agency, 2018)..

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In the state of Texas to obtain an educator certification a candidate must:

Complete training over dyslexia.

Training includes the characteristics, identification, and effective strategies to be used for working with students with dyslexia.

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As the school counselor of West Texas Middle School, I believe that it is imperative to advocate for our students with dyslexia. My goal is to help teachers gain a better understanding of their dyslexic students, and to offer recommendations that will best support those students. I chose working with students with dyslexia because I have seen the frustrations they often endure as a direct result of being dyslexic. Many of these students often feel inferior to their peers and they often believe they are not capable of being successful in school. Given the right tools and training, many dyslexic students find success and gain confidence.

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Gaining knowledge to better support students with dyslexia is important, as around 15-20% of the population are affected by dyslexia (International Dyslexia Association, 2020). Dyslexia is a neuro-cognitive disorder that causes issues with reading, writing, and sometimes speaking skills. If we apply the 15-20% of the population to a school's enrollment, it is staggering to see how many students are struggling with dyslexia. As applied to my school district of around 600 students PK-12, we have roughly 90 to 120 students who have some indicators of dyslexia. With that many students, it is critical that teachers provide appropriate tools to help these students succeed.

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An emerging issue with working with students with dyslexia is the presence of remote learning. Figuring out a way to maintain support and offer needed accommodations had proved to be a challenge for educators. As with other students who receive accommodations, dyslexia students face not receiving the necessary support they require to build success. While a program could possibly be received in a virtual style, it may not be accessible for all students.

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International Dyslexia Association. (2020). Dyslexia basics. Retrieved from https://dyslexiaida.org/dyslexia-basics/

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The Association for Supervision and Curriculum Development produces the Educational Leadership magazine that touches a variety of educational topics. One of their many articles over dyslexia discusses recognizing the strengths of dyslexic students. The article shows that while students with dyslexia may struggle with reading and writing, they have strengths in other areas. These areas need to be recognized and cultivated by teachers for students to feel successful (Eide, 2017).

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Eide, F. (2017). Recognizing dyslexia's strengths in the classroom. Educational Leadership, 74(7). Retrieved from http://www.ascd.org/publications/educational-leadership/apr17/vol74/num07/Recognizing-Dyslexia's-Strengths-in-the-Classroom.aspx

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April 2017 | Volume 74 | Number 7
Differences, Not Disabilities

Fernette Eide

It's not hard to see why this change in perception has taken place. Dyslexics are overrepresented in innovative professional groups such as entrepreneurs, engineers, and designers (Lemon and Shah, 2014; Logan, 2009; Wolff & Lundberg, 2002). The top designer at Apple, Google's first chief information officer, the highest-grossing film director of all time, and the inventor of the first compact disk are all dyslexic.

Along with revelations that dyslexia-associated differences in brain wiring can be associated with advanced abilities as well as difficulties comes new research showing that dyslexia-related differences can be seen in children before they start reading (Vandermosten, Hoeft, & Norton, 2016). In light of such findings, experts are increasingly arguing that dyslexia is more appropriately conceived of as a difference rather than a disease, disorder, or even disability (Armstrong, 2015; Eide & Eide, 2011; Rae, 2013; Rothstein, 2012; Schneps, 2014; Venton, 2011).

A Preference for Deeper Learning

But for students with dyslexia to develop their unique capabilities and not become demoralized in school, teachers need to be aware of their needs and preferences. As a group, for example, dyslexic students may be more negatively affected than other students by classroom cultures oriented around rigid definitions of "performance." In a recent study, for example, researchers studying elementary school students in Greece found that classroom cultures characterized by statements like "In our class, getting good grades is the main goal" can have deleterious effects on the reading achievement of students with learning disabilities, creating a "maladaptive motivational context" (Sideridis, Stamovlasis, & Antoniou, 2015). By contrast, classroom cultures that emphasized the importance of working toward mastery of content ("In our class, trying hard is important") were found to have a positive effect on the reading performance of students with disabilities.

Researchers have found that, at the college level, students with dyslexia benefit from "deep" approaches to learning such as evaluation, organization, discrimination and extrapolation (Dupre, Gilroy, & Miles, 2008). Dyslexic college students are also more likely to use study aids, such as marking and underlining texts, mindmapping, and participating in study groups, compared with their non-dyslexic peers. It may be that college students with dyslexia develop these strategies because reading and rote memory are effortful for them. Regardless, such compensatory strategies can become strengths, and students' adoption of them can be seen as "evidence of a commitment to high-quality educational outcomes" (Kirby et al., 2008).

In an unpublished review of more than 100 dyslexia students (ages 7-17) tested in our private practice learning clinic, we found a typical "discrepant" pattern showing high scores in creative and higher-order thinking tasks such as recognizing verbal similarities (fluid verbal reasoning) or matrix reasoning (fluid nonverbal reasoning) (Eide & Eide, 2014). As a group, dyslexic students had lower than average scores in processing speed, spelling, and timed recalling of basic math facts. Understanding the cognitive peaks and valleys associated dyslexia is a key to understanding how to teach dyslexic students, as well as how to foster emotionally healthy school experiences to nurture their growth.

Cultivating Unique Aptitudes

For our book, The Dyslexic Advantage, Brock L. Eide and I reviewed an extensive body of research literature that dates back to the first clinical case of dyslexia in 1896. We also interviewed many adult dyslexics (some of whom were parents of the children we were testing in our clinic). From this information, we identified clusters of abilities and career aptitudes among dyslexics. We summarized these as Dyslexic MIND Strengths. Here's a breakdown of what we found, along with some tips on how teachers can give students opportunities to cultivate and exhibit these aptitudes:

M-strengths are abilities that help individuals reason about the physical or material world. They consist primarily of abilities in areas that can be termed spatial reasoning. Some of the most famous buildings in the world (like Lloyd's of London and the Sydney Opera House) were designed by people with dyslexia, while dyslexics are overrepresented in schools of engineering (Lemon & Shah, 2014). In experimental studies, dyslexics have also been shown to outperform nondyslexics on tests of spatial rotation and navigation (Attree, Turner, & Cowell, 2009; Von Karolyi, 2001).

In the classroom, teachers can support their students' M-strengths by using manipulatives to present concepts and by providing hands-on projects that make learning memorable. Evidence-based multisensory instruction, such as outlined in the Orton-Gillingham reading program (Rose & Zirkel, 2007), generally involves the use of many different hands-on learning activities and physical objects to help students breakdown and visualize new information. Multisensory learning is not just for the early grades and reading; it's also valuable for instruction in mathematics, science, and foreign languages.

I-strengths, or interconnected reasoning, help individuals see how different ideas, objects, or experiences are alike. I-strengths help people see things, people, and events from different points of view. I-strengths are valuable in any type of creative activity, including inventing or designing a product, writing a novel, or making scientific discoveries. Teachers can foster I-strengths in students by allowing them to think from unconventional perspectives, study phenomena that combine disciplines, and exercise their creative, divergent thinking. Sandra Kaplan's Depth and Complexity framework, for example, may have been designed with gifted and talented students in mind, but many aspects of this interdisciplinary curricula work well with dyslexic thinkers.

N-strengths, or narrative reasoning, help individuals construct a series of mental scenes that can be used to recall the past, explain the present, or simulate a future or some other place. N-strengths can be seen in the work of Pulitzer Prize- and Nobel Prize- winning dyslexic poets and authors like Philip Schultz and Octavia Butler, as well as in the groundbreaking films of Steven Spielberg and Tim Burton. Teachers can foster dyslexic students' N-strengths by recognizing that the challenge for many of them lies in translating the vivid stories in their heads into written words. To do this, they need time, organizational strategies that seem natural to their ways of thinking (for example, mindmapping, talking before writing, or drawing), and assistive technology like word prediction, speech-to-text, and spellcheck where needed. N-strengths can also be a helpful support for lessons that require a great deal of rote memory. In general, dyslexic students learn well with elaboration and context. Mnemonics used to help students memorize facts by rote often use colorful stories to make the information memorable.

Finally D-strengths, or dynamic reasoning, are abilities that involve seeing patterns and trends that can help make predictions about the future. D-strengths are very strong in entrepreneurs, inventors, and successful businessmen and women, and dyslexic people are prominent among successful entrepreneurs in the United States (Logan, 2009). (Dyslexic men and women helped found such famous businesses as Kinkos, Virgin America, IKEA, and The Body Shop.) Teachers can foster the D-strengths of dyslexic students by giving them opportunities to deal with complex systems that change over time. Fields like geology and paleontology are commonly associated with the use of dynamic reasoning, but social networks, complex games, and the study of history and culture also provide opportunities for students to exercise and leverage their skills in this area.

Focusing on the Dyslexic MIND strengths is not just about giving students opportunities to excel. These strengths can also be harnessed in the classroom to support students with dyslexia in areas in which they commonly struggle, such as rote memorization, reading, and writing. An MIT group recently reported on neural-adaptation differences between dyslexic and non-dyslexic subjects that could help explain why students with dyslexia struggle with conventional approaches to instruction (Perrachione et al., 2016). The findings give further weight to the argument that providing alternative modes of learning-through visualization, drawing, storytelling, and multisensory techniques-may improve dyslexic students' access to curriculum content.

The Power of Teacher Awareness

By developing an awareness of dyslexic students' strengths and unique needs, teachers can make powerful changes in the course of these students' lives. Listen to this recollection of a dyslexic individual who is now an adult:

I would spend ... all evening studying for a spelling test. I had a teacher who would call students up to pick up their paper starting with the lowest scores first. When my name was called out first, people would point and laugh like it was a big joke. I knew I was trying really really hard so I thought I must be a stupid kid.

He credits two high school teachers with turning him around in school:

In high school there was a revolution in my brain ... I had 2 teachers, one history and the other biology-[who] TURNED ME AROUND. They told me I HAD GOOD IDEAS-I just couldn't spell them right. That was huge for me. They opened the door, I went through, and started running (Eide & Eide, 2011).

This individual, Jack Laws, went on to graduate from the University of California, Berkeley, then to finish a master's degree in wildlife biology. He is the author of Laws Field Guide to the Sierra Nevada and, more recently, Laws Guide to Drawing Birds-despite the fact that he still struggles with spelling. It's not a stretch to say that he owes his success in part to teachers who recognized his condition as a difference as opposed to an insurmountable obstacle to learning.

Dyslexic students can be found in every classroom, although many may not be formally identified as such. Teachers have tremendous potential to affect these students at a time when they are at greatest risk for low self-esteem and underachievement. As the Irish poet-and probable dyslexic-William Butler Yeats is said to have stated, "Education is not a filling of a bucket, but a lighting of a fire." By attending to dyslexic students' unique strengths as well as their challenges, teachers can light that fire in these students' lives.

References

Armstrong, T. (2015). The myth of the normal brain: Embracing neurodiversity. AMA Journal of Ethics, 17(4), 348.

Attree, E. A., Turner, M. J., & Cowell, N. (2009). A virtual reality test identifies the visuospatial strengths of adolescents with dyslexia. CyberPsychology & Behavior, 12(2), 163-168.

Dupre, L., Gilroy, D., & Miles, T. (2008). Dyslexia at college (3rd edition). London: Routledge.

Eide, B. L., & Eide, F. F. (2011). The dyslexic advantage: Unlocking the hidden potential of the dyslexic brain. New York: Hudson Street Press.

Eide, B. L., & Eide, F. F. (2014). Unpublished clinical study.

Kirby, J., Silvestri, R., Allingham, B., Parrila, R., & Fave, L. (2008). Learning strategies and study approaches of postsecondary students with dyslexia. Journal of Learning Disabilities, 41(1), 85-96.

Lemon, T. I., & Shah, R. D. (2014). Dyslexia in high performers: A study across 4 degree disciplines. European Psychiatry, 29(1), 1.

Logan, J. (2009). Dyslexic entrepreneurs: The incidence; their coping strategies and their business skills. Dyslexia, 15(4), 328-346.

Morgan, P. W. (1896). A case of congenital word blindness. British Medical Journal, 2(1871), 1378.

Perrachione, T. K., Del Tufo, S. N., Winter, R., Murtagh, J., Cyr, A., Chang, P., et al. (2016). Dysfunction of rapid neural adaptation in dyslexia. Neuron, 92(6), 1383-1397.

Rae, C. (2013). Dyslexia: A difference, not a disability. Santa Barbara Independent. Retrieved from www.independent.com/news/2013/nov/20/dyslexia-difference-not-disability

Rose, T. E., & Zirkel, P. (2007). Orton-Gillingham methodology for students with reading disabilities: 30 years of case law. The Journal of Special Education, 41(3), 171-185.

Rothstein, A. (2012). Mental disorder or neurodiversity? The New Atlantis, 36, 99-115.

Schneps, M. H. (2014). The advantages of dyslexia. Scientific American. Retrieved from www.scientificamerican.com/article/the-advantages-of-dyslexia

Sideridis, G. D., Stamovlasis, D., & Antoniou, F. (2015). Reading achievement, mastery, and performance goal structures among students with learning disabilities. Journal of Learning Disabilities, 49(6), 631-643.

Vandermosten, M., Hoeft, F., & Norton, E. (2016). Integrating MRI brain imaging studies of pre-reading children with current theories of developmental dyslexia: A review and quantitative meta-analysis. Current Opinion in Behavioral Sciences, 10, 155-161.

Venton, D. (2011). The unappreciated benefits of dyslexia. Wired. Retrieved from www.wired.com/2011/09/dyslexic-advantage

Von Károlyi, C. (2001). Visual-spatial strength in dyslexia. Journal of Learning Disabilities, 34(4), 380-391.

Wolff, U., & Lundberg, I. (2002). The prevalence of dyslexia among art students. Dyslexia, 8(1), 34-42.

Fernette Eide is cofounder, with her husband, Brock L. Eide, of Dyslexic Advantage, a nonprofit that promotes the positive identity, education, and achievement of people with dyslexia. She has been a consultant to the President's Council on Bioethics and a visiting lecturer at the Stanford Graduate School of Education.

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Recognizing Dyslexia's Strengths in the Classroom

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April 2017 | Volume 74 | Number 7 Differences, Not Disabilities Fernette Eide It's not hard to see why this change in perception has taken place. Dyslexics are overrepresented in innovative professional groups such as entrepreneurs, engineers, and designers (Lemon and Shah, 2014; Logan, 2009; Wolff & Lundberg, 2002).

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In the article, Prominent Literary Expert Denies Dyslexia Exists; Says to 'Shoot' Whoever Wrote Law on It:

Prominent expert in literacy makes claims that dyslexia does not exist.

The expert says that the Say Dyslexia law passed in Tennessee should have never been signed into law.

The scientific community disagrees with the literacy expert.

Parents advocates have pushed for legislation that requires schools to provide early screening for dyslexia and give the necessary support needed.

The Say Dyslexia law is a direct effect of advocates pushing for more legislation. it requires screening and intervention programs.

While great gains have been made for students with dyslexia, there still exists those that believe it is not a real disorder.

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Schwartz, S. (2019). Prominent literary expert denies dyslexia exists; Says to 'shoot' whoever wrote law on it. Education Week. Retrieved from https://blogs.edweek.org/teachers/teaching_now/2019/12/richard_allington_denies_dyslexia_exists_says_shoot_whoever_wrote_law.html

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A group of teachers and literacy advocates are pushing back after one of the country's most prominent experts on early literacy made inflammatory claims about dyslexia at a Tennessee literacy conference this week.

In an audio recording of the conference session, Richard Allington, a professor emeritus at the University of Tennessee, Knoxville, is heard saying he was "reasonably sure" that dyslexia doesn't exist, and attacked proponents of legislation passed in the state to provide dyslexic students with targeted interventions.

"If only [Tennessee Governor Bill Haslam] had called me, I would have said, 'Just veto it and shoot whoever made this bill,'" Allington said, of the Say Dyslexia law, passed in 2016. He said that Haslam would be "going to hell" for signing the bill into law.

He also criticized Decoding Dyslexia Tennessee, a parent advocate organization that pushed for the bill, saying that they "managed to find some idiot ... to put it into law."

Allington, who is a past president of the International Literacy Association, was presenting at the organization's affiliate conference in Tennessee. In the breakout session, " The Hidden Push for Phonics Legislation ," he dismissed the idea that students with dyslexia need explicit phonics instruction or additional supports to learn to read.

"Sometimes when I'm speaking, I get some of the dyslexia folks in the audience and they're asking questions like, how come you don't ... seem to know the research?" he said near the end of his presentation.

"And I say, no ma'am, I'm sorry, but if you think there's some research out there that we're ignoring, you must have been taking some kind of drugs before you came to this meeting. And I just want you to leave now, so that we won't waste everybody's else's time."

There's a general consensus in the scientific community that dyslexia exists, and that children with this learning disability have trouble processing words that can make it harder to read and spell. In federal law, dyslexia can be categorized as a specific learning disability.

Earlier in his talk, Allington said that there was "no structural lack of access to instruction" for students with dyslexia.

But over the past few years, many parents have said that schools aren't able to meet the needs of their dyslexic children.
See also: Meet the Moms Pushing for a Reading Overhaul in Their District
Parent advocates in several states have pushed for legislation that requires schools to identify dyslexic students and give them special support. In Tennessee, the Say Dyslexia law requires schools to screen students for dyslexia and then provide a dyslexia-specific intervention.

Allington is well-known as a proponent of independent reading and a critic of commercial reading programs, which he has said deliver "one size fits all" instruction. He has long disputed the existence of dyslexia , and the idea that dyslexic students as a category need a particular type of instructional support .

But Zack Barnes, an assistant professor of education at Austin Peay State University in Tennessee, says that the research is clear that dyslexic students need systematic, explicit phonics instruction. (Barnes responded to Allington's remarks on Twitter, and posted the audio recording of Allington's presentation.)

"That doesn't mean that we don't need to have rich, beautiful books be read to them, and learning about comprehension, and enjoying reading," Barnes said, in an interview. "But those students also do need that skill practice, because the research is clear on the importance those early reading skills have on later reading achievement."

'We Didn't Expect That Type of Language'

Julya Johnson, the president of the board of directors of Decoding Dyslexia Tennessee, said hearing the audio recording of Allington's comments left her "floored."

"We're okay with people disagreeing with us, but we didn't expect that type of language," she said in an interview with Education Week. Johnson has two children with dyslexia, and was one of the parents who pushed for the Say Dyslexia law.

"It's hard to even say, but when he said that the people who wrote the law should be shot, it just shook us to our core. In this culture, you just don't know who's listening to those words, and who might take them seriously," she said.

Allington did not respond to a request for comment before publication.

In response to Allington's presentation, other reading researchers and school-based educators have condemned his remarks and called on the International Literacy Association to censure him for these statements, which they believe violate the organization's code of conduct.

Melinda Hirschmann, the assistant director for educational services and school outreach at Middle Tennessee State University, sent a complaint to the ILA the day after the conference presentation, saying she was "stunned" by Allington's "inflammatory, unethical remarks."

Hirschmann spoke up at the end of Allington's presentation, after he invited "dyslexia folks" to leave.

"I told him (using these or similar words) his manner was appalling, unprofessional and denigrating to educators [and] that his position on foundational reading skills and phonics was contradictory to the Literacy Brief published by the very organization which sponsored the conference," Hirschmann wrote in the complaint, which she shared with Education Week.

In that brief, the ILA took a clear stance endorsing systematic and explicit phonics in all early reading instruction. It was a strong statement for the organization, where members have traditionally held a wide range of views on best practices in early reading.
See also: Influential Reading Group Makes It Clear: Students Need Systematic, Explicit Phonics
Reaction to Allington in the session was mixed, Hirschmann said in an interview with Education Week. Of the 50 or so people in the room, some seemed to support his remarks-there was laughter after his comment about shooting supporters of the Say Dyslexia law, Hirschmann said. But she said several people also walked out of the session as it was in progress.

ILA Executive Director Marcie Craig Post released a statement the day after Allington's presentation.

"We have received messages from a number of you regarding inflammatory and inappropriate comments made at a recent conference hosted by a state chapter," she wrote. "We want to make it clear that ILA does not tolerate speech that is harassing, threatening, or violent in nature."

Post wrote that the organization was "taking the appropriate steps to address the situation," and looking at "safeguards" to put in place for the future. In an email to Education Week, the ILA declined further comment.

"I think the time has passed for Dr. Allington to be speaking at these conferences," said Barnes.

"He has been speaking for years about how dyslexia is a myth and is not real, and I think those comments are very harmful and shouldn't be spoken in front of these teachers, because they are working with students with dyslexia and reading difficulties everyday in their classrooms."

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Prominent Literacy Expert Denies Dyslexia Exists; Says to 'Shoot' Whoever Wrote Law on It

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A group of teachers and literacy advocates are pushing back after one of the country's most prominent experts on early literacy made inflammatory claims about dyslexia at a Tennessee literacy conference this week.

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In the article, How Can Schools Translate Dyslexia Support to Remote Learning:

Using a dyslexia program that converts well to remote learning can help with the transition.

Communication with parents is key to success.

Teachers should utilize technology resources that they are familiar with to continue support services.

Remote learning offers the opportunity for a mask-free environment, so students can better understand teachers.

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De la Rosa, S. (2020). How can schools translate dyslexia support to remote learning. Education Dive. Retrieved from https://www.educationdive.com/news/translating-dyslexia-support-to-distance-learning-a-challenge-but-not-impo/588347/

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Dive Brief:

Dyslexia interventions can be replicated virtually with online sensory tools and assistive technology, District Administration reports, noting applications that allow for interactive learning also help students engage in distance learning environments.

Zoom, for example, has annotation tools that give students interactive capabilities, and using them to highlight, underline, and draw symbols can help students break down words and sentences to demonstrate their understanding. Similar tools are also helpful for students who lack the motor skills to write or use a mouse.

Sound production is more difficult to replicate through a computer, so teachers may need to repeat themselves and try not to speak too fast. However, distance learning also allows educators to teach mask-free, which makes it easier for students to understand what the instructor is saying.

Dive Insight:

When teaching students with dyslexia through online learning platforms, educators should assess their existing resources. Technology help is often available through school specialists or online webinars hosted by the creators of the software. Using any existing strategies that can easily transition to distance learning will maintain consistency. It's also important to reach out to parents who may not know the best way to help their dyslexic child succeed.

The Orton-Gillingham approach - which teaches students how to decode words - converts well into a remote setting. For example, when using the phonogram card drill, instructors can hold the cards up to the camera. By using the mirror setting, they can also see what the students are seeing and be sure it reads correctly to the student. Instructors can use a document camera to conduct the blending drill.

For younger students, the digital letter tiles can be set up in piles. Educators can share the screen with students so they can add the letters ll, ss, ff or zz for floss words. Slideshows are also helpful if lessons need to be repeated, though it may take some time to build. Online white boards and annotation tools work well for marking vowels and syllables.

Dyslexia impacts an estimated 5% to 10% of the population, and as many as 80% of those with poor reading skills are dyslexic. Students with dyslexia are sometimes misidentified as being cognitively slow, but many believe the contrary - that dyslexic students are often gifted. Gifted students with dyslexia are considered "twice exceptional," which may require a personalized learning plan.

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How can schools translate dyslexia support to remote learning?

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Dyslexia interventions can be replicated virtually with online sensory tools and assistive technology, District Administration reports, noting applications that allow for interactive learning also help students engage in distance learning environments. Zoom, for example, has annotation tools that give students interactive capabilities, and using them to highlight, underline, and draw symbols can help students break down words and sentences to demonstrate their understanding.

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The book Dyslexia Empowerment Plan: A Blueprint for Renewing Your Child's Confidence and Love of Learning is written for parents of students with dyslexia. However, it is a beneficial book for educators as well to gain a better understanding of what their students are going through. Reading this book will allow educators to see the need for providing necessary tools for these students to gain confidence in their academic skills.

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Foss, B. (2013). Dyslexia empowerment plan: A blueprint for renewing your child's confidence and love of learning. New York, NY: Ballentine Books.

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Educator Preparation, Tex. Educ. Code § 21.044

https://statutes.capitol.texas.gov/Docs/ED/htm/ED.21.htm#21.044

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Students with Dyslexia and Related Services, 19. Tex. Admin. Code § 74.28

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
Texas Education Agency. (2018). The Dyslexia Handbook, Procedures Concerning Dyslexia and Related Disorders. Retrieved from https://tea.texas.gov/sites/default/files/2018-Dyslexia-Handbook_Approved_Accomodated_12_11_2018.pdf

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U.S. Const. amen. XIV.

https://www.senate.gov/civics/constitution_item/constitution.htm#amendments

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In the case of Florence County School District v. Carter:

The school district did not provide adequate support services for the student.

Parents asked for a more intensive program, but were denied.

The parents moved the student to a private school that specialized in dyslexia.

The parents felt that the Florence County School District should help with tuition as a result of special education due process.

The U.S. Supreme Court ruled that if a school district defaults and private placement is needed, then parents are entitled to a reimbursement from the school district.

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Florence County School District vs. Carter, 510 U.S. 7, (1993).
https://www.wrightslaw.com/law/caselaw/carter.links.htm

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Helpful tips for teachers of dyslexic students.

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Helpful tips for teachers of dyslexic students.

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Screen for dyslexia early so that students can receive intervention as quickly as possible.

Promote parental involvement to work as a team for the student's optimal success.

Utilize a structured literacy approach to help students work through their dyslexia.

Set-up inclusive classrooms that include the dyslexia approach with the classroom learning.

Ensure classroom accommodations are met according to a student's IEP or 504 plan.

Include multi-sensory learning in classroom instruction.

Allow for the use of assistive technology to aid the student.

Find ways to praise and build confidence as often as possible.

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Students will go through the appropriate process to determine eligibility for dyslexia and if a student may qualify for special education or 504.

Plemons-Stinnett-Phillips CISD (PSPCISD) follows the procedures of The Dyslexia Handbook.

PSPCISD will offer the Scottish Rite Reading program for all students who are identified as dyslexic given parent permission.

All students with dyslexia are progress monitored whether currently receiving the program, parent denied the program services, or has completed a reading program.

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Plemons-Stinnett-Phillips CISD (2020). West Texas Middle School Handbook. Retrieved from https://s3.amazonaws.com/scschoolfiles/213/19-20_wtms_student_handbook.pdf

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According to the American School Counselor Association, counselors should connect students with services provided through the local school district and remain aware of state laws and local policies related to students with special needs. School counselors should help to ensure that students with dyslexia receive the proper services they need. Counselors should also help students that show dyslexia tendencies to receive adequate evaluation with parent permission. School counselors need to stay up-to-date on the policies and laws related to dyslexia as research continues to progress our knowledge of dyslexia.

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American School Counselor Association. (2016). ASCA ethical standards for school counselors. Retrieved from https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf