Negative experiences-

The article discusses positive impacts of successful learning for dyslexic students and provides a broad range of accommodations that students may benefit from.  Overall, the student is conveying how all dyslexic students are different and should not be viewed as a "mold" of student behavior or accomplishment.  This article relates to legislature associated with dyslexic students' rights by outlining helpful accommodations that are recommended from a students' personal experience and required by law.

_{Griffith-Tager, E. (2018, December 5). A special education student speaks: Dealing with the ups and downs. Education Week, 38 (15). Retrieved from https://www.edweek.org/ew/articles/2018/12/05/a-special-education-student-speaks-whipsawed-by.html}

The author discusses the newest progress of Texas legislature which discusses increased funding for 

This progress has educators and parents hopeful that an increase in the quality of services and early identification of students will benefit many.

If the state provides more funds directly to the dyslexia program, students will receive

This article relates to the topic because it addresses

This means that students with dyslexia have equal protection under the law and builds a foundation for ensuring equal educational rights for disabled students.

_{U.S. Const. amend. XIV}

Despite-

Related disorders is defined by Texas Education Code (TEC) §38.003 as similar or related to dyslexia, such as-

 
The Rehabilitation Act of 1973 (29 USC § 794)- Statutory Law
Commonly known for the Section 504 practices which prohibit 

Students who continue to struggle with reading, writing, or spelling despite intelligence, receiving an adequate education, and being provided developmental opportunity, may be identified as dyslexic (Tex. Educ. Code § 38.003).  Dyslexic students may not be discriminated against or excluded from school assemblies and other learning opportunities in order to make up class work.

_{Screening and Treatment for Dyslexia and Related Disorders, Tex. Educ. Code § 38.003
The Rehabilitation Act of 1973, 29 U.S.C. § 794 et seq.}

Link to Tex. Educ. Code §  38.003 

The court’s decision in this case aided

FAPE emphasizes special education and related services. It can be defined as services that are designed to meet each child's specific needs in order to prepare them for future education, employment, or independent living.  FAPE shall be at the public expense, under public supervision, and without charge. It shall include appropriate elementary and secondary schooling and include IEPs.

_{(Board of Education of the Hendrick Hudson Central School District v. Rowley, 1982).} 

Dyslexia Handbook (2018)- Administrative Law
According to the Dyslexia Handbook provided by the Texas Education Agency (TEA, 2018) provides risk factors associated with dyslexia.  The following behaviors are unexpected for a student's age, educational level, or cognitive abilities, they may be at risk for dyslexia-
PK- 

 
2nd & 3rd-

 
4th - 6th-

This outlines how students with dyslexia may receive aids that may ensure an appropriate education that is individualized to meet personal needs. Dyslexic students may receive increased time on assessments, oral administrations, manipulatives, colored overlays, or repeated oral directions as resources for successful learning.

_{Gilmer ISD. (2019, August). Student Handbook, Students with Physical or Mental Impairments} 

 
This ethical code relates to the educational equity of dyslexic students by outlining how counselors should advocate for students with disabilities, such as, the reading/writing disability of dyslexia.  The code provides ethical guidance for how counselors should advocate for students with inhibiting factors to ensure they receive a FAPE, equal rights, and a non-stigmatized learning environment.

_{American School Counselor Association. (2016). Ethical Standards for School Counselors. Retrieved from https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf}

This resource informs the topic of dyslexia by providing many alternate resources that can be used for legal analysis, identification of dyslexic risk factors in students, resources for students or parents, and related books.
Region 7 is a local service center that can use the dyslexia resources and application of the website in order to serve teachers, educators, counselors, and all stakeholders in the varying aspects of dyslexia.

_{Region 7 ESC. (2020). Dyslexia. Retrieved from https://www.esc7.net/page/CIA.dyslexia.home}