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Below are brief summaries of the most recommended topics to gain an incite and to know your rights about dyslexia.

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Below are brief summaries of the most recommended topics to gain an incite and to know your rights about dyslexia.

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Professional Association: International Dyslexia Association is a great resource for both teachers and parents to get educated on dyslexia. It has several resources hyperlinked within this one resource.

Administrative Law: Schools are required to test for dyslexia and follow the Dyslexia Handbook.

Statutory Law: Dyslexic students are allowed technology to bridge the gap and give equal educational opportunity.

Constitutional Law: Students who have dyslexia and are in disciplinary punishment is still entitled to free public education and allowed due process.

Education Service Center/RegionXV: Online Dyslexia handbook and other TEA resources for teachers about trainings and updates on dyslexia.

TEA- Code of Ethics: Texas Code of Ethics for students with disabilities.

Scottish Rite Hospital: Find information about training and resources available to teachers.

The best practice for teachers is the earlier we can identify learning disabilities, the better off our students will be for a successful life. Get familiar with the laws and know where to look for references. Get plugged into support groups and associations when possible. Create a network of teachers that will support one another and exchange information and strategies. Do not be afraid to ask for help from your special education teachers.

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This website helps teachers find up to date information about dyslexia.  It also has information to help find local resources near you, along with a self assessment test. The site has current news articles and social links to keep teachers involved with the dyslexia up dates.

Link:
https://dyslexiaida.org/

Reference Citation: ...until everyone can read! (n.d.). Retrieved December 6, 2019, from https://dyslexiaida.org/.

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The Times: Dyslexia is more common than you think

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The Times: Dyslexia is more common than you think

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The article covers how dyslexia is defined and how to address it.

A list of actors that have dyslexia and statistics of how many people have dyslexia.

Dyslexia definition

Dyslexia symptoms

Public schools and awareness

Busting the myths

Link:
https://www.mywebtimes.com/2019/10/28/dyslexia-is-more-common-than-you-think/anygolb/

Reference Citation: Reynolds, K. (2019, October 31). Dyslexia is more common than you think. Retrieved December 5, 2019, from https://www.mywebtimes.com/2019/10/28/dyslexia-is-more-common-than-you-think/anygolb/.

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Thirty million people in the United States have dyslexia. While dyslexics may struggle to read and associate sounds with corresponding letters, they often excel at connecting ideas and 3-D mapping.

What do Tom Cruise, Orlando Bloom, Whoopi Goldberg, Keira Knightley, Jay Leno, Steve Jobs, Magic Johnson, George Patton, John F. Kennedy, Agatha Christie, Walt Disney and John Lennon all have in common?

Dealing with dyslexia, according to Amy Chiang, a certified dyslexia practitioner with Pathway to Literacy.

Chiang visited Sheridan's Robert W. Rowe Public Library on Sunday to speak with people who have dyslexia as well as educate the public about the challenges of living with it and how to diagnose it.

Thirty million people in the U.S. have dyslexia. Most don't know they have it. Chiang said about 80% of children placed in special education programs have dyslexia.
What is dyslexia?
"Dyslexia is a brain-based learning disability and hereditary," Chiang said. "... It's difficulty manipulating the sounds and letters of our language. When children learn to read, first they have to figure out what sound each letter makes. For example, B makes a 'buh' sound. M makes an 'em' sound. Then they learn how to put those sounds into an order so they can form words. C-A-T spells cat. Then they have to figure out what words mean. Cat is a furry animal that meows."

Chiang said for children with dyslexia, the brain has difficulty connecting letters to sounds and blending those sounds into words.

"So to someone with dyslexia, the word 'cat' might read as 'tac.' Because of these mix-ups, reading can be a slow and difficult process."

Letters often appear jumbled for people with dyslexia, she said. Dyslexics can feel overwhelmed if asked to read aloud. Chiang emphasized children and adults with dyslexia are often smart and work hard - they just have trouble connecting letters to their respective sounds.

Some people are diagnosed early in life, while others don't realize they have dyslexia until they get older.

But having dyslexia does have some positives. Dyslexics can excel at connecting ideas and 3-D mapping. The right side of the brain is associated with art, emotion and intuition, and dyslexics use their right brain more than the average person, Chiang said. Like the aforementioned famous people, dyslexics can and do become successful in art, computer science, design, drama, electronics, math, mechanics, music, physics and sports.

"Thirty percent of entrepreneurs are dyslexic," Chiang said.
Dyslexia symptoms
Chiang said it can be hard to see dyslexia symptoms until a child starts school. If a child struggles to read or spell, a teacher might be the first one to notice the signs.

Signs in preschool may include finding it hard to learn or remember the alphabet, mispronouncing familiar words ("baby talk" is common) and not recognizing rhyming patterns, such as the "Humpty Dumpty" nursery rhyme.

Elementary school children could show signs like not being able to tell the difference between certain letters or words, not connecting letters with the sounds they make, writing letters or numbers backwards (such as b instead of d), not always understanding what they're read, writing slowly, misspelling easy words or struggling to follow instructions.

Children who were able to hide their symptoms in elementary school could start having trouble in middle school as the demands on their abilities increase.

"They can't explain their problem and can't figure out why no one can help them, so it's about this time dyslexic children exhibit behavioral problems," Chiang said.
Public schools and awareness
Despite years of research and evidence, some schools might not recognize the existence of dyslexia. But more parents are becoming aware of exactly how common dyslexia is. Some states are beginning to pass statewide dyslexia laws. Other states require college courses that educate teachers about dyslexia.

Chiang said Illinois is still considering a universal dyslexia screening.

Most teachers haven't had dyslexia training. Chiang said if a child is struggling with achievement, parents need to talk with teachers, principals and school boards about requesting help.

Kelly Mercurio, a first-grade teacher in Yorkville, believes parents are beginning to research dyslexia and starting to fight back.

"Parents have a loud voice," Mercurio said at Sunday's library presentation. "Go to school board meetings and voice your concerns to the principal, superintendent and board members. The more you help them become aware of how common dyslexia is, the more they'll understand this is an issue that has to be addressed."

Sheridan resident Madonna Wheeler has a third-grade child with dyslexia.

"I know I have difficulties when I talk with school officials and teachers," Wheeler said. "I'm told my child will grow out of it, just give it time. Well, I know my child, and I know she's having difficulties right now. It's time to figure out what to do."

Sheridan library director Patricia Smith said the library will work with anyone who wants to hold strategy meetings to combat dyslexia.

"This is an important issue," Smith said. "One that affects how children read. So, we'll work with anyone who wants to make dyslexia a priority."
Busting the myths
Amy Chiang, a dyslexia practitioner with Pathway to Literacy, said there are several myths about dyslexia, including:

* Dyslexia is uncommon: According to the International Dyslexia Foundation, between 15 and 20% of the population has a language-based learning disability, and dyslexia is the most common one. The United States Department of Health and Human Services estimates 15% of the U.S population has dyslexia.

* Dyslexia can be outgrown: No, it's a lifelong issue. Yearly monitoring of sound (phonological) skills from first through 12th grade shows into continues into adulthood.

* Dyslexia cannot be diagnosed until third grade: Professionals can identify symptoms in children as early as 5 years old. The sooner a diagnosis is made, the quicker a child can get help and prevent self-esteem issues.

* Dyslexia is a medical diagnosis: It is not diagnosed by doctors because they don't have training in oral language, reading or writing assessments. Some developmental pediatricians may have additional training. There is no medication that can heal dyslexia. While it can have lifelong negative effects that affect wellbeing, dyslexia is typically not covered by medical insurance. In most states, dyslexia falls under special education and most schools do not diagnose it.

* People with dyslexia cannot read: Not true. They are able to read, but spelling is one of the classic red flags letting parents and teachers know there is an underlying issue.

* If a dyslexic child reads aloud for 20 minutes every day, it will improve their reading: It will not help a child sound out unknown words. Instead, the child will continue to try to memorize the shape of a word and use pictures to guess. Dyslexic children should be read to by adults or should read along with an audio book every day.

* People with dyslexia see things backwards: Not true because dyslexia is not an eye problem.

* Intelligence and ability to read are related: There is no relation between dyslexia and IQ. Dyslexics can have regular IQs.

* Children with dyslexia just need to try harder: Lack of awareness about dyslexia among educators and parents has often resulted in a child being called lazy. Because these children soon realize they are going to fail at reading, writing and spelling, it's easier to just not continue to try. Studies show they have an inborn brain difference that has nothing to do with intelligence. They often just struggle in school without the right type of intervention or classroom accommodations, even thought they are intelligent, motivated and spend hours on their homework.

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What do Tom Cruise, Orlando Bloom, Whoopi Goldberg, Keira Knightley, Jay Leno, Steve Jobs, Magic Johnson, George Patton, John F. Kennedy, Agatha Christie, Walt Disney and John Lennon all have in common? Dealing with dyslexia, according to Amy Chiang, a certified dyslexia practitioner with Pathway to Literacy. Chiang visited Sheridan's Robert W.

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Education Dive: 3 ways educators nationwide are working to disrupt dyslexia

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Education Dive: 3 ways educators nationwide are working to disrupt dyslexia

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A number of states and districts are embracing more research- and science-based approaches to literacy instruction amid growing awareness of this reading disability.

A change in support to dyslexic students requires teachers to be retrained.

Not all states are on board for the change in reading instructions.

Pilot programs using multi-sensory approach in Virginia.

State of Maryland uses one-on-one instructions to dyslexic students.

Arkansas- structured literacy approach ( Science of Reading)

Link:
https://www.educationdive.com/news/3-ways-educators-nationwide-are-working-to-disrupt-dyslexia/557019/

Reference Citation: Barack, L. (2019, June 19). 3 ways educators nationwide are working to disrupt dyslexia. Retrieved December 1, 2019, from https://www.educationdive.com/news/3-ways-educators-nationwide-are-working-to-disrupt-dyslexia/557019/.

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Arkansas is working to provide support for students with dyslexia through efforts to retrain teachers and change the way reading instruction is delivered, with a focus on methods based on the science of how students learn to read.

That shift to change how reading instruction is served isn't happening in every state, however, despite dyslexia affecting one in 10 people worldwide, according to a 2014 report from Dyslexia International. In some cases, parents say they can't even use the word when speaking with their child's school, Nancy Duggan, executive director of Decoding Dyslexia Massachusetts, told Education Dive.

Duggan has heard from parents who meet with special education teachers, hearing educators and others at schools react when parents say "the 'D' word," she said. "A parent told me, 'We said it, and everyone took a shift back.'"

But many districts, from Arkansas to Virginia and Maryland, feel differently. There, lawmakers, district leaders and educators are working to change how students are supported and disrupt the way they've been taught to read.

Loudoun County Public Schools (Virginia)

In Virginia's Loudoun County Public Schools, a pilot using the multi-sensory Orton-Gillingham structured language approach is making its way not just to students who've been identified as dyslexic, but to their peers, Lorraine Hightower, a certified dyslexia advocate and consultant based in Lansdowne, Virginia, told Education Dive.

Orton-Gillingham is an approach that is steeped in phonics but incorporates multiple inputs, from visual to tactile, in teaching students to read. Facilitators first trained reading specialists and special education teachers in the approach, which uses multiple methods including visual and auditory keys.

"And now it's expanded to the general ed, administrators and anyone who would like to participate," said Hightower, who is the former chairwoman of the district's Special Education Advisory Committee . "We actually have general education teachers seeing significant results with ELL students and neurotypical kids."

St. Mary's County Public Schools (Maryland)

A different approach is in play at St. Mary's County Public Schools (SMCPS) in Maryland. The state adopted guidance in 2016 that told schools that they could actually start saying the word "dyslexia" while also giving direction on how to identify it and support students through instruction.

To that effect, SMCPS has adopted the Wilson Reading System , a structured literacy program that is a "one-on-one intensive intervention," Laura Schultz, a state leader in Decoding Dyslexia Maryland, told Education Dive.

Through the program, educators are being retrained in literacy instruction, and while it's not a prevention framework, it is designed to help students already struggling, Schultz said. Students receiving the intervention are those with "...word-level deficits and intensive and structured literacy instruction due to a language-based learning disability, such as dyslexia," wrote SMCPS in its 2018 Master Plan Annual Update.

Hazen School District (Arkansas)

Arkansas has made statewide changes to shift the way it approaches literacy instruction, Audie Alumbaugh, co-founder of the Arkansas Dyslexia Support Group and a retired STEM Master Teacher in the Department of Teaching and Learning at the University of Central Arkansas, told Education Dive.

The state is now using a structured literacy approach called the Science of Reading, tying literacy instruction to how the brain actually learns the written word, she said. "It's kind of like the way we teach math," said Alumbaugh. "We teach numbers and number sense and then how to manipulate numbers to get them to do things we need."

The state's General Assembly passed the Right to Read Act in 2017, requiring all K-6 teachers and all K-12 special education teachers to demonstrate their ability to use science-based reading instruction by the 2021-22 school year. Some districts are moving faster, including the Hazen School District, which has already had the Science of Reading system in place for a couple of years, said Alumbaugh.

"It's been so successful, they have had to let the special ed teacher go because there weren't enough special ed referrals," she said.

To Alumbaugh, the time has come for educators - not just in Arkansas - to stop blaming other causes for a child's inability to read, such as their lack of exposure to books before they start school. She believes the real culprit for children who struggle is the way they've been taught to read. For her, the shift to a science-based literacy approach can't happen fast enough.

"As educators, we always have an excuse as to why something can't happen," she said. "It's time for excuses to go away and science to take its place."

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3 ways educators nationwide are working to disrupt dyslexia

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Arkansas is working to provide support for students with dyslexia through efforts to retrain teachers and change the way reading instruction is delivered, with a focus on methods based on the science of how students learn to read.

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U.S. Const. Amend XIV

This constitutional law helps special needs students who may have disciplinary actions and due process.  The student is still  allowed their special needs services during this time.

Applying this law to teachers educating a dyslexic student, it helps the teacher understand that the student are allowed due process. While the student is in disciplinary punishment, they are still entitled to the free and public education and  should still receive special education services.

About the Law:

Equal protection of the laws

Regardless of disability.

Due process (§1)

No one should be deprive of equal protection of the laws.

Link:
https://www.law.cornell.edu/constitution/amendmentxiv

Reference Citation: U.S. Const. Amend XIV

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Amendment XIV

Section 1.

All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the state wherein they reside. No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.

Section 2.

Representatives shall be apportioned among the several states according to their respective numbers, counting the whole number of persons in each state, excluding Indians not taxed. But when the right to vote at any election for the choice of electors for President and Vice President of the United States, Representatives in Congress, the executive and judicial officers of a state, or the members of the legislature thereof, is denied to any of the male inhabitants of such state, being twenty-one years of age, and citizens of the United States, or in any way abridged, except for participation in rebellion, or other crime, the basis of representation therein shall be reduced in the proportion which the number of such male citizens shall bear to the whole number of male citizens twenty-one years of age in such state.

Section 3.

No person shall be a Senator or Representative in Congress, or elector of President and Vice President, or hold any office, civil or military, under the United States, or under any state, who, having previously taken an oath, as a member of Congress, or as an officer of the United States, or as a member of any state legislature, or as an executive or judicial officer of any state, to support the Constitution of the United States, shall have engaged in insurrection or rebellion against the same, or given aid or comfort to the enemies thereof. But Congress may by a vote of two-thirds of each House, remove such disability.

Section 4.

The validity of the public debt of the United States, authorized by law, including debts incurred for payment of pensions and bounties for services in suppressing insurrection or rebellion, shall not be questioned. But neither the United States nor any state shall assume or pay any debt or obligation incurred in aid of insurrection or rebellion against the United States, or any claim for the loss or emancipation of any slave; but all such debts, obligations and claims shall be held illegal and void.

Section 5.

The Congress shall have power to enforce, by appropriate legislation, the provisions of this article.

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All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the state wherein they reside.

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Endrew vs. Douglas County- students with autism were falling behind in public school. Parents took him to a private school and sued for tuition reimbursement because public school did not support FAPE. Court ruled in favor of the student.

This Law can help teachers understand the importance of "free appropriate public education," or FAPE.  Students with dyslexia or any learning disability should not be  treated any different and are entitled to a free education.

About the Law:

The Individuals with Disabilities Education Act (IDEA)

Does not mean: De Minimis education to a special needs student.

Does mean: to give special needs students equal educational opportunities.

Defining standards for students and disabilities.

Defending students with disabilities have the right to public schools and should not have to pay to get an education.

Link:
https://supreme.justia.com/cases/federal/us/580/15-827/

Reference Citation: Endrew v. Douglas County, 580 U.S. (2017)

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NOTICE: This opinion is subject to formal revision before publication in the preliminary print of the United States Reports. Readers are requested to notify the Reporter of Decisions, Supreme Court of the United States, Washington, D. C. 20543, of any typographical or other formal errors, in order that corrections may be made before the preliminary print goes to press.

SUPREME COURT OF THE UNITED STATES

_________________

No. 15-827

_________________

ENDREW F., a minor, by and through his parents and next friends, JOSEPH F. AND JENNIFER F., PETITIONER v. DOUGLAS COUNTY SCHOOL DISTRICT RE-1

on writ of certiorari to the united states court of appeals for the tenth circuit

[March 22, 2017]

Chief Justice Roberts delivered the opinion of the Court.

Thirty-five years ago, this Court held that the Individuals with Disabilities Education Act establishes a substantive right to a "free appropriate public education" for certain children with disabilities. Board of Ed. of Hendrick Hudson Central School Dist., Westchester Cty. v. Rowley, 458 U. S. 176 (1982) . We declined, however, to endorse any one standard for determining "when handicapped children are receiving sufficient educational benefits to satisfy the requirements of the Act." Id., at 202. That "more difficult problem" is before us today. Ibid.

I

A

The Individuals with Disabilities Education Act (IDEA or Act) offers States federal funds to assist in educating children with disabilities. 84Stat. 175, as amended, 20 U. S. C. §1400 et seq.; see Arlington Central School Dist. Bd. of Ed. v. Murphy, 548 U. S. 291, 295 (2006) . In exchange for the funds, a State pledges to comply with a number of statutory conditions. Among them, the State must provide a free appropriate public education-a FAPE, for short-to all eligible children. §1412(a)(1).

A FAPE, as the Act defines it, includes both "special education" and "related services." §1401(9). "Special education" is "specially designed instruction . . . to meet the unique needs of a child with a disability"; "related services" are the support services "required to assist a child . . . to benefit from" that instruction. §§1401(26), (29). A State covered by the IDEA must provide a disabled child with such special education and related services "in conformity with the [child's] individualized education program," or IEP. §1401(9)(D).

The IEP is "the centerpiece of the statute's education delivery system for disabled children." Honig v. Doe, 484 U. S. 305, 311 (1988) . A comprehensive plan prepared by a child's "IEP Team" (which includes teachers, school officials, and the child's parents),an IEP must be drafted in compliance with a detailed set of procedures. §1414(d)(1)(B) (internal quotation marks omitted). These procedures emphasize collaboration among parents and educators and require careful consideration of the child's individual circumstances. §1414. The IEP is the means by which special education and related services are "tailored to the unique needs" of a particular child. Rowley, 458 U. S., at 181.

The IDEA requires that every IEP include "a statement of the child's present levels of academic achievement and functional performance," describe "how the child's disability affects the child's involvement and progress in the general education curriculum," and set out "measurable annual goals, including academic and functional goals," along with a "description of how the child's progresstoward meeting" those goals will be gauged. §§1414(d)(1)(A)(i)(I)-(III). The IEP must also describe the "special education and related services . . . that will be provided" so that the child may "advance appropriately toward attaining the annual goals" and, when possible, "be involved in and make progress in the general education curriculum." §1414(d)(1)(A)(i)(IV).

Parents and educators often agree about what a child's IEP should contain. But not always. When disagreement arises, parents may turn to dispute resolution procedures established by the IDEA. The parties may resolve their differences informally, through a "[p]reliminary meeting," or, somewhat more formally, through mediation. §§1415(e), (f )(1)(B)(i). If these measures fail to produce accord, the parties may proceed to what the Act calls a "due process hearing" before a state or local educational agency. §§1415(f)(1)(A), (g). And at the conclusion of the administrative process, the losing party may seek redress in state or federal court. §1415(i)(2)(A).

B

This Court first addressed the FAPE requirement in Rowley.[ 1] Plaintiff Amy Rowley was a first grader with impaired hearing. Her school district offered an IEP under which Amy would receive instruction in the regular classroom and spend time each week with a special tutor and a speech therapist. The district proposed that Amy's classroom teacher speak into a wireless transmitter and that Amy use an FM hearing aid designed to amplify her teacher's words; the district offered to supply both components of this system. But Amy's parents argued that the IEP should go further and provide a sign-language interpreter in all of her classes. Contending that the school district's refusal to furnish an interpreter denied Amy a FAPE, Amy's parents initiated administrative proceedings, then filed a lawsuit under the Act. Rowley, 458 U. S., at 184-185.

The District Court agreed that Amy had been denied a FAPE. The court acknowledged that Amy was making excellent progress in school: She was "perform[ing] better than the average child in her class" and "advancing easily from grade to grade." Id., at 185 (internal quotation marks omitted). At the same time, Amy "under[stood] considerably less of what goes on in class than she could if she were not deaf." Ibid. (internal quotation marks omitted). Concluding that "it has been left entirely to the courts and the hearings officers to give content to the requirement of an 'appropriate education,' " 483 F. Supp. 528, 533 (SDNY 1980), the District Court ruled that Amy's education was not "appropriate" unless it provided her "an opportunity to achieve [her] full potential commensurate with the opportunity provided to other children." Rowley, 458 U. S., at 185-186 (internal quotation marks omitted). The Second Circuit agreed with this analysis andaffirmed.

In this Court, the parties advanced starkly different understandings of the FAPE requirement. Amy's parents defended the approach of the lower courts, arguing that the school district was required to provide instruction and services that would provide Amy an "equal educational opportunity" relative to children without disabilities. Id., at 198 (internal quotation marks omitted). The school district, for its part, contended that the IDEA "did not create substantive individual rights"; the FAPE provision was instead merely aspirational. Brief for Petitioners in Rowley, O. T. 1981, No. 80-1002, pp. 28, 41.

On the other hand, the Court also rejected the school district's argument that the FAPE requirement was actually no requirement at all. Id., at 200. Instead, the Court carefully charted a middle path. Even though "Congress was rather sketchy in establishing substantive requirements" under the Act, id., at 206, the Court nonetheless made clear that the Act guarantees a substantively adequate program of education to all eligible children, id., at 200-202, 207; see id., at 193, n. 15 (describing the "substantive standard . . . implicit in the Act"). We explained that this requirement is satisfied, and a child has received a FAPE, if the child's IEP sets out an educational program that is "reasonably calculated to enable the child to receive educational benefits." Id., at 207. For children receiving instruction in the regular classroom, this would generally require an IEP "reasonably calculated to enable the child to achieve passing marks and advance from grade to grade." Id., at 204; see also id., at 203, n. 25.

In view of Amy Rowley's excellent progress and the "substantial" suite of specialized instruction and services offered in her IEP, we concluded that her program satisfied the FAPE requirement. Id., at 202. But we went no further. Instead, we expressly "confine[d] our analysis" to the facts of the case before us. Ibid. Observing that the Act requires States to "educate a wide spectrum" of children with disabilities and that "the benefits obtainable by children at one end of the spectrum will differ dramatically from those obtainable by children at the other end," we declined "to establish any one test for determining the adequacy of educational benefits conferred upon all children covered by the Act." Ibid.

C

Petitioner Endrew F. was diagnosed with autism at age two. Autism is a neurodevelopmental disorder generally marked by impaired social and communicative skills, "engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences." 34 CFR §300.8(c)(1)(i) (2016); see Brief for Petitioner 8. A child with autism qualifies as a "[c]hild with a disability" under the IDEA, and Colorado (where Endrew resides) accepts IDEA funding. §1401(3)(A). Endrew is therefore entitled to the benefits of the Act, including a FAPE provided by the State.

Endrew attended school in respondent Douglas County School District from preschool through fourth grade. Each year, his IEP Team drafted an IEP addressed to his educational and functional needs. By Endrew's fourth grade year, however, his parents had become dissatisfied with his progress. Although Endrew displayed a number of strengths-his teachers described him as a humorous child with a "sweet disposition" who "show[ed] concern[ ] for friends"-he still "exhibited multiple behaviors that inhibited his ability to access learning in the classroom." Supp. App. 182a; 798 F. 3d 1329, 1336 (CA10 2015). Endrew would scream in class, climb over furniture and other students, and occasionally run away from school. Id., at 1336. He was afflicted by severe fears of commonplace things like flies, spills, and public restrooms. As Endrew's parents saw it, his academic and functional progress had essentially stalled: Endrew's IEPs largely carried over the same basic goals and objectives from one year to the next, indicating that he was failing to make meaningful progress toward his aims.His parents believed that only a thorough overhaul of the school district's approach to Endrew's behavioral problems could reverse the trend. But in April 2010, the school district presented Endrew's parents with a proposed fifth grade IEP that was, in their view, pretty much the same as his past ones. So his parents removed Endrew from public school and enrolled him at Firefly Autism House, a private school that specializes in educating children with autism.

Endrew did much better at Firefly. The school developed a "behavioral intervention plan" that identified Endrew's most problematic behaviors and set out particular strategies for addressing them. See Supp. App. 198a-201a. Firefly also added heft to Endrew's academic goals. Within months, Endrew's behavior improved significantly, permitting him to make a degree of academic progress that had eluded him in public school.

In November 2010, some six months after Endrew started classes at Firefly, his parents again met with representatives of the Douglas County School District. The district presented a new IEP. Endrew's parents considered the IEP no more adequate than the one proposed in April, and rejected it. They were particularly concerned that the stated plan for addressing Endrew's behavior did not differ meaningfully from the plan in his fourth grade IEP, despite the fact that his experience at Firefly suggested that he would benefit from a different approach.

In February 2012, Endrew's parents filed a complaint with the Colorado Department of Education seeking reimbursement for Endrew's tuition at Firefly. To qualify for such relief, they were required to show that the school district had not provided Endrew a FAPE in a timely manner prior to his enrollment at the private school. See §1412(a)(10)(C)(ii). Endrew's parents contended that the final IEP proposed by the school district was not "reason-ably calculated to enable [Endrew] to receive educational benefits" and that Endrew had therefore been denied a FAPE. Rowley, 458 U. S., at 207. An Administrative Law Judge (ALJ) disagreed and denied relief.

Endrew's parents sought review in Federal District Court. Giving "due weight" to the decision of the ALJ, the District Court affirmed. 2014 WL 4548439, *5 (D Colo., Sept. 15, 2014) (quoting Rowley, 458 U. S., at 206). The court acknowledged that Endrew's performance under past IEPs "did not reveal immense educational growth." 2014 WL 4548439, at *9. But it concluded that annual modifications to Endrew's IEP objectives were "sufficient to show a pattern of, at the least, minimal progress." Ibid. Because Endrew's previous IEPs had enabled him to make this sort of progress, the court reasoned, his latest, similar IEP was reasonably calculated to do the same thing. In the court's view, that was all Rowley demanded. 2014 WL 4548439, at *9.

The Tenth Circuit affirmed. The Court of Appeals recited language from Rowley stating that the instruction and services furnished to children with disabilities must be calculated to confer " some educational benefit." 798 F. 3d, at 1338 (quoting Rowley, 458 U. S., at 200; emphasis added by Tenth Circuit). The court noted that it had long interpreted this language to mean that a child's IEP is adequate as long as it is calculated to confer an "educational benefit [that is] merely . . . more than de minimis." 798 F. 3d, at 1338 (internal quotation marks omitted). Applying this standard, the Tenth Circuit held that Endrew's IEP had been "reasonably calculated to enable [him] to make some progress." Id., at 1342 (internal quotation marks omitted). Accordingly, he had not been denied a FAPE.

We granted certiorari. 579 U. S. ___ (2016).

II

A

These statements in isolation do support the school district's argument. But the district makes too much of them. Our statement that the face of the IDEA imposed no explicit substantive standard must be evaluated alongside our statement that a substantive standard was "implicitin the Act." Rowley, 458 U. S.,at 193, n. 15. Similarly, we find little significance in the Court's language concerning the requirement that States provide instruction calculated to "confer some educational benefit." Id., at 200. The Court had no need to say anything more particular, since the case before it involved a child whose progress plainly demonstrated that her IEP was designed to deliver more than adequate educational benefits. See id., at 202, 209-210. The Court's principal concern was to correct what it viewed as the surprising rulings below: that the IDEA effectively empowers judges to elaborate a federal common law of public education, and that a child performing better than most in her class had been denied a FAPE. The Court was not concerned with precisely articulating a governing standard for closer cases. See id., at 202. And the statement that the Act did not "guarantee any particular level of education" simply reflects the unobjectionable proposition that the IDEA cannot and does not promise "any particular [educational] outcome." Id., at 192 (internal quotation marks omitted). No law could do that-for any child.

More important, the school district's reading of these isolated statements runs headlong into several points on which Rowley is crystal clear. For instance-just after saying that the Act requires instruction that is "sufficient to confer some educational benefit"-we noted that "[t]he determination of when handicapped children are receiving sufficient educational benefits . . . presents a . . . difficult problem." Id., at 200, 202 (emphasis added). And then we expressly declined "to establish any one test for determining the adequacy of educational benefits" under the Act. Id., at 202(emphasis added). It would not have been "difficult" for us to say when educational benefits are sufficient if we had just said that any educational benefit was enough. And it would have been strange to refuse to set out a test for the adequacy of educational benefits if we had just done exactly that. We cannot accept the school district's reading of Rowley.

B

While Rowley declined to articulate an overarching standard to evaluate the adequacy of the education provided under the Act, the decision and the statutory language point to a general approach: To meet its substantive obligation under the IDEA, a school must offer an IEP reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances.

The "reasonably calculated" qualification reflects a recognition that crafting an appropriate program of education requires a prospective judgment by school officials. Id., at 207. The Act contemplates that this fact-intensive exercise will be informed not only by the expertise of school officials, but also by the input of the child's parents or guardians. Id., at 208-209. Any review of an IEP must appreciate that the question is whether the IEP is reasonable, not whether the court regards it as ideal. Id., at 206-207.

The IEP must aim to enable the child to make progress. After all, the essential function of an IEP is to set out a plan for pursuing academic and functional advancement. See §§1414(d)(1)(A)(i)(I)-(IV). This reflects the broad purpose of the IDEA, an "ambitious" piece of legislation enacted "in response to Congress' perception that a majority of handicapped children in the United States 'were either totally excluded from schools or [were] sitting idly in regular classrooms awaiting the time when they were old enough to "drop out." ' " Rowley, 458 U. S., at 179 (quoting H. R. Rep. No. 94-332, p. 2 (1975)). A substantive standard not focused on student progress would do little to remedy the pervasive and tragic academic stagnation that prompted Congress to act.

Rowley sheds light on what appropriate progress will look like in many cases. There, the Court recognized that the IDEA requires that children with disabilities receive education in the regular classroom "whenever possible." Ibid. (citing §1412(a)(5)). When this preference is met, "the system itself monitors the educational progress of the child." Id., at 202-203. "Regular examinations are administered, grades are awarded, and yearly advancement to higher grade levels is permitted for those children who attain an adequate knowledge of the course material." Id., at 203. Progress through this system is what our society generally means by an "education." And access to an "education" is what the IDEA promises. Ibid. Accordingly, for a child fully integrated in the regular classroom, an IEP typically should, as Rowley put it, be "reasonably calculated to enable the child to achieve passing marks and advance from grade to grade." Id., at 203-204.

This guidance is grounded in the statutory definition of a FAPE. One of the components of a FAPE is "special education," defined as "specially designed instruction . . . to meet the unique needs of a child with a disability." §§1401(9), (29). In determining what it means to "meet the unique needs" of a child with a disability, the provisions governing the IEP development process are a natural source of guidance: It is through the IEP that "[t]he 'free appropriate public education' required by the Act is tailored to the unique needs of" a particular child. Id., at 181.

The IEP provisions reflect Rowley 's expectation that, for most children, a FAPE will involve integration in the reg-ular classroom and individualized special education calculated to achieve advancement from grade to grade. Every IEP begins by describing a child's present level of achieve-ment, including explaining "how the child's disability affects the child's involvement and progress in the general education curriculum." §1414(d)(1)(A)(i)(I)(aa). It then sets out "a statement of measurable annual goals . . . designed to . . . enable the child to be involved in and make progress in the general education curriculum," along with a description of specialized instruction and services that the child will receive. §§1414(d)(1)(A)(i)(II), (IV). The instruction and services must likewise be provided with an eye toward "progress in the general education curriculum." §1414(d)(1)(A)(i)(IV)(bb). Similar IEP requirements have been in place since the time the States began accepting funding under the IDEA.

The school district protests that these provisions impose only procedural requirements-a checklist of items the IEP must address-not a substantive standard enforce-able in court. Tr. of Oral Arg. 50-51. But the procedures are there for a reason, and their focus provides insight into what it means, for purposes of the FAPE definition, to "meet the unique needs" of a child with a disability. §§1401(9), (29). When a child is fully integrated in the regular classroom, as the Act prefers, what that typically means is providing a level of instruction reasonablycalculated to permit advancement through the general curriculum.[ 2]

Rowley had no need to provide concrete guidance with respect to a child who is not fully integrated in the regular classroom and not able to achieve on grade level. That case concerned a young girl who was progressing smoothly through the regular curriculum. If that is not a reason-able prospect for a child, his IEP need not aim for grade-level advancement. But his educational program must be appropriately ambitious in light of his circumstances, just as advancement from grade to grade is appropriately ambitious for most children in the regular classroom. The goals may differ, but every child should have the chance to meet challenging objectives.

Of course this describes a general standard, not a formula. But whatever else can be said about it, this standard is markedly more demanding than the "merely more than de minimis" test applied by the Tenth Circuit. It cannot be the case that the Act typically aims for grade-level advancement for children with disabilities who can be educated in the regular classroom, but is satisfiedwith barely more than de minimis progress for those who cannot.

When all is said and done, a student offered an educational program providing "merely more than de minimis" progress from year to year can hardly be said to have been offered an education at all. For children with disabilities, receiving instruction that aims so low would be tantamount to "sitting idly . . . awaiting the time when they were old enough to 'drop out.' " Rowley, 458 U. S., at 179 (some internal quotation marks omitted). The IDEA demands more. It requires an educational program reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances.

C

Endrew's parents argue that the Act goes even further. In their view, a FAPE is "an education that aims to provide a child with a disability opportunities to achieve academic success, attain self-sufficiency, and contribute to society that are substantially equal to the opportunities afforded children without disabilities." Brief for Petitioner 40.

This standard is strikingly similar to the one the lower courts adopted in Rowley, and it is virtually identical to the formulation advanced by Justice Blackmun in his separate writing in that case. See 458 U. S., at 185-186; id., at 211 (opinion concurring in judgment) ("[T]he question is whether Amy's program . . . offered her an opportunity to understand and participate in the classroom that was substantially equal to that given her non-handicapped classmates"). But the majority rejected any such standard in clear terms. Id., at 198 ("The requirement that States provide 'equal' educational opportunities would . . . seem to present an entirely unworkable standard requiring impossible measurements and comparisons"). Mindful that Congress (despite several intervening amendments to the IDEA) has not materially changed the statutory definition of a FAPE since Rowley was decided, we decline to interpret the FAPE provision in a manner so plainly at odds with the Court's analysis in that case. Compare §1401(18) (1976 ed.) with §1401(9) (2012 ed.).

D

We will not attempt to elaborate on what "appropriate" progress will look like from case to case. It is in the nature of the Act and the standard we adopt to resist such an effort: The adequacy of a given IEP turns on the unique circumstances of the child for whom it was created. This absence of a bright-line rule, however, should not be mistaken for "an invitation to the courts to substitute their own notions of sound educational policy for those of the school authorities which they review." Rowley, 458 U. S., at 206.

At the same time, deference is based on the application of expertise and the exercise of judgment by school authorities. The Act vests these officials with responsibility for decisions of critical importance to the life of a disabled child. The nature of the IEP process, from the initial consultation through state administrative proceedings, ensures that parents and school representatives will fully air their respective opinions on the degree of progress a child's IEP should pursue. See §§1414, 1415; id., at208-209. By the time any dispute reaches court, school authorities will have had a complete opportunity to bring their expertise and judgment to bear on areas of disagreement. A reviewing court may fairly expect those authorities to be able to offer a cogent and responsive explanation for their decisions that shows the IEP is reasonably calculated to enable the child to make progress appropriate in light of his circumstances.

The judgment of the United States Court of Appeals for the Tenth Circuit is vacated, and the case is remanded for further proceedings consistent with this opinion.

It is so ordered.

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Endrew F. v. Douglas County School District RE-1, 580 U.S. ___ (2017)

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An individualized education program (IEP) must be reasonably calculated to enable a child to make progress that is appropriate in their circumstances, and each child should have the opportunity to meet challenging objectives. However, there is no specific requirement regarding grade level advancement or other concrete benchmarks.

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This statutory law gives students the right to use technology to help bridge the learning gaps. It mandates the schools are to provide the technology to the students.

This law benefits the students in many ways. Students who are slow in taking notes or that may have poor handwriting can us a chrome book to keep up. Teachers also benefit from this because they can now read students writings and allows the student to demonstrate their abilities.

About the Law:

Schools are to provide visually impaired and students with dsylexia, audio format or digital text when needed.

Schools in higher education must provide electronic format within 15 days of written request.

Link:
https://capitol.texas.gov/tlodocs/80R/billtext/html/HB03382F.htm

Reference Citation: Instructional Material For Blind and Visually Impaired Students and Students With Dyslexia, (80(R) HB 3382 § 51.970)

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80(R) HB 3382 - Enrolled version - Bill Text

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dyslexia who are enrolled at public institutions of higher

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This administrative law requires school districts to adhere to the “Dyslexia Handbook” and provides procedures and guidelines for identifying dyslexia and instructional strategies for teachers.

This law benefits teachers, because students are tested early enough that will help them plan for the accommodations the student will need to be successful in their school career and in life.

About the Law: (only part (c))

School districts or charter schools must provide :

State Board of Education (SBOE) screenings

Individualized evaluation.

Techniques for treating dyslexia .

School districts or charter schools must follow the "Dyslexia Handbook".

Link: http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074c.html

Reference Citation: Students with Dyslexia and Related Disorders, Texas. Administrative Code 19 § 74.28(c)

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Education rules concerning other curriculum provisions

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Region XV has provided a copy of the the 2018 Dyslexia Handbook online. The web site also has the TEA resources hyperlinked.

Link: https://www.esc15.net/Page/400

Reference Citation: Dyslexia / Resources. (n.d.). Retrieved November 28, 2019, from https://www.esc15.net/Page/400.

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Education Service Center Region 15 is dedicated to excellence in education through leadership, partnership, and service.

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Ethical Principle (19 TAC § 247.2, § 3(D) Standard 3.4)

Student with dyslexia should not be treated any differently than other students based on the code of ethics. This can be found in the TEA code of ethics Title 19, Part 7, Chapter 247, Rule §247.2, § 3(D) Standard 3.4.

(D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation.

Link: https://tea.texas.gov/Texas_Educators/Investigations/Educators__Code_of_Ethics

Reference Citation: Texas Education Agency. (n.d.). Educators' Code of Ethics. Retrieved November 28, 2019, from https://tea.texas.gov/Texas_Educators/Investigations/Educators__Code_of_Ethics.

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The Educators' Code of Ethics is set forth in Texas Administrative Code to provide rules for standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community.

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The Educators' Code of Ethics is set forth in Texas Administrative Code to provide rules for standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community.

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Scottish Rite Hospital is a great source for learning all about dyslexia.  They have been around since 1965 and are internationally recognized for learning disorders. You can learn about the definition of dyslexia, diagnosis, treatment,  and other family and teacher resources. The web site has a wealth of information for teachers to look through.

Link: https://scottishritehospital.org/care-and-treatment/dyslexia

Reference Citation: Dyslexia. (n.d.). Retrieved December 1, 2019, from https://scottishritehospital.org/care-and-treatment/dyslexia.

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Texas Scottish Rite Hospital for Children

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Dyslexia is a learning disorder that affects approximately 10 percent of children. Those diagnosed with dyslexia have trouble connecting sounds to letter symbols. This affects the way children with dyslexia learn to read and spell. Fortunately, major strides have been made in understanding the language-based disorder, many of them at Scottish Rite Hospital. Children with dyslexia can learn to read and be successful despite their learning differences.

Our Luke Waites Center for Dyslexia & Learning Disorders is named for Dr. Lucius Waites, who in 1965 established a program at Scottish Rite Hospital to identify and treat children with learning disorders, primarily dyslexia. The World Federation of Neurology met at Scottish Rite Hospital in 1968 and formulated the first consensus definition of developmental dyslexia. Our Center for Dyslexia is now internationally recognized in the field of learning disorders.

Dyslexia is a word reading problem due to differences in the brain that make learning letter sounds difficult. Without adequate letter-sound knowledge, recognizing words in print is slow and inaccurate. The root cause is weak phonological, not visual, processing. This phonological weakness is with the sounds of language.

There is no single test for dyslexia. Dyslexia is identified by gathering information about all of the factors that influence reading development and measuring reading ability. Family, medical, social-emotional and school data include questionnaires, health records, behavior ratings, grades and academic testing. Adequate general intellectual functioning, oral language, vision and hearing are determined using prior results or direct assessment. The dyslexia evaluation includes tests of the root cause (phonological processing) and reading subskills (accuracy, speed, comprehension, spelling). A clinician, or assessment team, makes the diagnosis after studying all of the relevant information.

Intervention for dyslexia directly, explicitly and systematically teaches an awareness of the sounds of language, letter-sound associations, vocabulary and strategies for understanding written language. Guided, repeated practice enables the child to apply what they have learned efficiently. Intensity (e.g., smaller group size, extended length of sessions and treatment, more individualized lessons) is what distinguishes dyslexia intervention from regular reading instruction. Take Flight: A Comprehensive Intervention for Students with Dyslexia is the most recent treatment developed by the Luke Waites Center for Dyslexia & Learning Disorders.

The entire Center for Dyslexia Application for Evaluation should be completed. Please attach copies of previous tests and educational plans, as well as additional school related information as noted on page 5.

In addition, the Academic Checklist is included at the end of the Center for Dyslexia Application for Evaluation and is required. Parents should select the appropriate form and have the child's teacher complete the requested information.

Please note:

Only the form applicable to the child's current grade is needed.

There is an academic checklist specific to kindergarten and one designed for grades 1-9.

All applications are reviewed to determine eligibility. The parents/guardian will receive either a phone call or letter regarding the child's eligibility. For help with the application process, please call 214-559-7815.

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Dyslexia is a learning disorder that affects approximately 10 percent of children. Those diagnosed with dyslexia have trouble connecting sounds to letter symbols. This affects the way children with dyslexia learn to read and spell. Fortunately, major strides have been made in understanding the language-based disorder, many of them at Scottish Rite Hospital.

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Mrs. Laura Gonzalez, the special education teacher at Premier high school, states in her line of education legalities play a huge role in her everyday operations.  She has to pay important attention to dates because laws have a huge impact on scheduling meetings and testings. Mrs. Gonzalez states that having a guide might help her make real sense why she has to do what she does rather than just being told to do it.

Premier is still mandated to operate within the TEA laws for the State of Texas. However, the rules are a little different when it comes to what paperwork corporate requires from her to maintain.  Working for San Angelo Independent School District (SAISD) and Premier, she states Premier has more paperwork to maintain.  The paperwork takes a lot of time and it seems it is all she does at times.

Premier is a nontraditional high school. Students work at their own pace and is student driven. Teachers are facilitators and do not teach in front of the class.  A student with learning disabilities, especially dyslexia, may have a harder time to remain on task and stay on schedule to graduate then students who do not have any learning issues. Mrs. Gonzalez has helped the student with dyslexia with some learning strategies that really seem to help them.

Having books that are highlighted to help students find main topics and clues.

Have a book to follow along with when working on a computer lesson.

Having a copy of vocabulary words and quizzes to go along with the book. So students do not have to flip back and forth to write the answers.

Some best practices she has for the legal part of her job is that she maintains a strict calendar and reminders on her laptop and phone to remind her of dates and times of meetings.  She also has a filing system of documents for quick retrieval.  Mrs. Gonzalez also scans things into the computer so she can view documents when she may be at home. Once a year, she attends a meeting with the corporate office about 504.  She keeps updated on any changes that may have happen or is going to happen on the state or federal level.

The legal guide she states may help her in explaining to other teachers what she has to do to maintain compliance.  She is excited to see what it will contain with knowing her rights along with the student and parent rights when it comes to dyslexia.

Mrs. Laura Gonzalez, Special Education Teacher at Premier High School

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Thank You for Your Interest!

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In the meantime, learn more about us by navigating our website.
Click the chat button in the bottom right corner if you have any questions!

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Learn more about us by navigating our website.
Click the chat button in the bottom right corner if you have any questions!

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Thank You for Your Interest! Thank you for scheduling a call. Our communications team has been notified, and we will contact you at your requested time. In the meantime, learn more about us by navigating our website. Click the chat button in the bottom right corner if you have any questions!

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As a high school teacher in a non-traditional school setting, identifying learning disabilities can be a bit more challenging.  Once disabilities are uncovered, it is easier to modify and help the students in a learning environment such as Premier high school has to offer. After earning my masters degree, I will continue to work with high school students as a home room teacher at Premier High School. The Dyslexia legal ethical guide is to help aide the special education department along with giving my fellow teachers information they can use to help their students that have dyslexia.  Knowing the rights of teachers and the students greatly impacts the classroom.  It is the teacher's responsibility and obligation to maintain the most current laws.  Helping students with dyslexia is knowing what is available to them and the legal part of it is the start.

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Thank you for visiting. You can either click on the buttons below or the tabs above to navigate through my site.

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Thank you for visiting. You can either click on the buttons below or the tabs above to navigate through my site. *Documents/ pictures and videos may pull up on another window. I encourage you to leave me a note or comment in the Assessment and Data Tab/Comments-Google Forms. Thank you again and have a good day!