Evidence dyslexia affects children’s visual processing beyond just reading

• Children with dyslexia are slower to process visual information. 
• A more clear understanding of this disability could lead to more effective interventions. 
• Research still is needed to assess whether or not the visual processing can be trained. 
  
  

Children With Dyslexia Show Stronger Emotional Responses

• This study focuses on the strengths of children with dyslexia - one of those being in social-emotional intelligence. 
• Teaching and intervention should focus on strengths as much as weaknesses. Knowing this strength in dyslexic students will allow appropriate functional classroom behaviors and structure. 
• With social and emotional strengths also comes vulnerability to anxiety and social situations. 
• Implications in classroom include future research on how learning disabilities can affect social emotional learning and growth.

• States are allowed to interpret or provide more or less specificity to this law as long as the basic standards are met. 
• Part B vs. Part C - Part B is for ages 3-21. Part C is birth to age 3. The goal of this specificity being defining and providing early intervention. 
• Six Pillars that provide framework for IDEA - 
  • IEP (Individualized Education Program)
  • Defining FAPE (Free and Appropriate Public Education)
  • LRE (Least Restrictive Environment- maximizing the time in the general education classroom)
  • Appropriate Evaluation
  • Parent and Teacher Participation
  • Procedural Safeguards (parents understanding their rights and responsibilities)

• Levels the playing field for those with disabilities - including dyslexia
• Defining disability as “a physical or mental impairment (including a learning disability) that substantially limits one or more major life activities.” 
• ADA requires the courts to make an individualized decision on each case - whether or not and how their disability affects them. 

• Written notice to parent/guardian before testing
• Refers to the "Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders" on screening and intervention framework
• School districts shall be subject to monitoring for compliance of code and also subject to audit
• "Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders" also provides acceptable and research-based interventions/accommodations

• It is the burden of the plaintiff (in this case, the parents of the student with dyslexia) to provide evidence claiming that the district was not in compliance according to FAPE and the Special Education hearing officer. 
• In this case (and many others noted) the courts side with the schools/districts due to lack of evidence/proof of noncompliance. 
• It is abundantly clear the importance of documentation and paperwork for situations such as these. It is the burden of the district and campus to ensure this is completed. 

• In regards to discipline, “The discipline of students with disabilities who are eligible for services under federal law (Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act of 1973) is subject to the provisions of those laws.” 
• In regards to discipline, “Education Code, a student who receives special education services may not be disciplined for conduct meeting the definition of bullying, cyberbullying, harassment, or making hit lists (see glossary) until an ARD committee meeting has been held to review the conduct.” 
• In regards to suspension, alternative placement, or DAEP, “In deciding whether to order out-of-school suspension, the campus behavior coordinator shall take into consideration A disability that substantially impairs the student’s capacity to appreciate the wrongfulness of the student’s conduct.” 

• States interaction with Texas Dyslexia Law
• Specifies Parents rights
• Procedure for IDEA qualification and Special Education Testing

• Early detection of dyslexia  intervention is critical and screening is also required by law. 
• Students with dyslexia can have slower visual processing skills, not just with reading. 
• Documentation of interventions as well as monitoring the success of those interventions is required by law. 
• Students are entitled to Free and Appropriate Public Education according to their individual needs. 
• No one may discriminate against against a student based on their disability. 
• Recognizing and utilizing strengths of students with dyslexia can assist in helping students overcome weaknesses.