Category Archives: Special Ed Law and Dyslexia

Practical Articles and information about how to navigate the school system when a student has dyslexia or is at-risk for dyslexia.

Dyslexia Facts

Knowing the facts about dyslexia is the first step to advocating.  Dr. Kelli Sandman-Hurley breaks down nine of them for you below.

Dyslexia Fact #1:  Dyslexia is not a vision problem and cannot be remediated by color overlays or vision therapy.  Sure, those may help, but for true dyslexia, an intensive remediation is necessary.  People with dyslexia see things the way people without dyslexia do, therefore if vision problems are suspected, they need to be ruled out or remediated before a diagnosis of dyslexia can be made.

Dyslexia Fact 1

 

 

 

 

 

 

 

 

 

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Dear IEP Team

Dear IEP Team by Dr. Kelli Sandman-Hurley from the Dyslexia Training Institute

Dear IEP Team by Dr. Kelli Sandman-Hurley from the Dyslexia Training Institute (Photo by Julie Jordan Scott/flickr)

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Dear IEP Team:

Wow. That was a heck of an IEP meeting, right? I know having an advocate at these meetings always makes the meetings a little (or a lot) longer and if you are anything like me, you are exhausted when they are done. I hope you don’t take the presence of an advocate as a signal that there is a ‘fight’ to be had or that we intend to play the blame game with the school.

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Infographic: Navigating the Special Education Process

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This flowchart is a visual aid to help a parent and/or advocate of a child with dyslexia navigate the special education process.  It is meant only as a general guide.  It has been adapted from the forthcoming book:  Dyslexia:  Decoding the System by Dr. Kelli Sandman-Hurley of The Dyslexia Training Institute.

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An Open Letter to Our Education System

An Open Letter to Our Education System - Dyslexia Training Institute

An Open Letter to Our Education System – Dyslexia Training Institute (Photo by GenerationBass/Flickr)

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When it comes to dyslexia, you are doing a terrible job, downright awful and some days I want to say you are dreadful at teaching and identifying children with dyslexia. By doing so, you are negatively affecting the lives of these children, their families and those trying to help them for years to come. All in the face of a mountain of research.

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