Dyslexia Training Institute - Information and Resources

Tips for Getting a Dyslexia Diagnosis

You’ve suspected it since your child was three. You were quite sure of it when your child was five and now your child is in school and you are convinced and unwavering about it. The school is not quite as convinced and they are slow to react to your suspicions. Be prepared; the road to the diagnosis may not be easy or cheap, but in the long run it will be worth it. The steps to diagnosis below make the assumption that you have done your research about dyslexia and you understand the symptoms. If you are still at that stage, you can visit www.interdys.org for more information.

Step One: Start collecting data and buy a notebook

Does it take your child an inordinate amount of time to complete homework? Is the classwork of homework too difficult for your child’s current level? Is your child being kept in at recess or after school to complete work they cannot complete during class? Document all of this. Keep a chart of the homework assignment, how long it takes and why it took so long, as well as what grade or comments they received from the teacher.

Stop doing your child’s homework. Many parents will help with homework so that their child does not fall behind or come home with a paper filled with red marks. In order to prove that dyslexia is present, the school needs to see how the child is truly performing independently. If they continue to receive completed homework they will not have any evidence that an intervention is needed.

Keep every report card, every test, every written assignment, spelling test and note/email from teacher and place into the notebook you are going to buy.

Start a conversation with the school. Let them know you are collecting data and that you are concerned. Do everything via email and document their responses.

Step Two: Request an assessment from the school

Remember all that information you gathered for the step above? Now you are going to take that information and write a compelling letter to the school requesting that your child be evaluated. You can find a template at www.specialeducationadvisor.com. Do not be afraid to use the word, dyslexia, and use it often. Under IDEA, dyslexia is listed as one of the eligible conditions under Specific Learning Disability, so do not back down from this term. If they tell you they do not test for dyslexia, then without removing the word, just agree to have his academic skills tested. This is not to time to argue about terminology, you are just trying to get the testing. There are two directions this can go: they can test and they can deny. The next two steps deal with both scenarios.

If the school tests: how to interpret the results and how to find dyslexia (if it is present).

Most schools will test all areas of concern and this usually includes (but it not limited to) cognitive testing (aka intelligence testing), visual processing, auditory processing and reading and writing skills. If you learn nothing else from this article, learn this, dyslexia is not an auditory processing problem nor is it a visual processing problem, it is a phonological processing problem that often shows up in the subtests of the reading and writing assessments.
**Remember, schools do not diagnose, they determine eligibility.

Scenario One: They deny services based on test results. When the IEP team reviews the test results with you and states your child does not qualify because his or her reading, writing and/or math scores are in the average or low average range, ask to see the subtests. Dyslexia often hides in the subtests. Many times the child will have done very well in the comprehension or writing of ideas and that score is pulling the composite into the average range. Yet, almost every time, a look at the subtests will reveal significant difficulty with word reading, spelling, and fluency – all signs of dyslexia. We already know these children are smart enough to comprehend, but how difficult is it to get them to that point? Pay particular attention to any writing samples that you bring with you – they often tell the story all on their own. A knowledgeable advocate will point this out (if it exists) and usually be able to get services. The final step is to have the term dyslexia noted in the notes at the very least.

Scenario Two: They agree with you and offer services. Wonderful news! Now it is time to make sure the goals are responding to the needs. Recently, I have seen far too many IEPs with three or less goals. Just last week I saw a goal that included decoding, fluency and comprehension. This is absurd and highlights the lack of knowledge not only about dyslexia, but about the reading process. There should be a separate goal for fluency, decoding and comprehension. Also often left out are spelling and sight words. These also need goals. Don’t be shy; ask for as many goals as the child needs to succeed. Because we are talking about getting a diagnosis, in this scenario, the term dyslexia also needs to be in the IEP somewhere. If need be, bring a copy of the definition of SLD and highlight the word dyslexia.

The bad news: Although this is an article about diagnosis, it is very important to keep in mind that even if your student is identified by the school or another professional, they are often not equipped to remediate it. This is beyond the scope of this article, but important to remember.

Advocate Involvement: If it is possible, it may be extremely important for your advocate to also be knowledgeable about dyslexia. If they are not, if will be difficult for them to make the case that dyslexia is present. Check with your local branch of IDA for advocates in your area.

Step Three: The Independent Educational Evaluation (IEE)

Unfortunately, all roads usually lead to an IEE in the case of dyslexia. You may be able to have the school financially sponsor this evaluation or may need to pay for it out of pocket (fees range from 800.00-2000.00), but either way, it is worth its weight in gold – if done correctly. In order to make this a solid evaluation, you must do your homework. The person you choose to do this evaluation needs to be completely independent of the school district. A Ph.D. or Ed.D. is not enough; they need to have expertise in the area of dyslexia. They should test ALL of the following areas:

Phonological Processing
Oral Reading
Silent Reading
Single word reading
Processing speed/rapid naming
Spelling
Vocabulary
Writing sample
Evidence of cognitive ability
Review of school records
Thorough review of family and school history

This person should provide a very thorough report and be available for IEP meetings to discuss the results. Once you have this report in your hands, you can go back to the school to discuss a review if services were previously denied and insist it is placed in the student’s educational record. If the testing is done correctly, it is very difficult to repudiate these evaluations.

Do you really need a diagnosis?

In my experience a diagnosis does three things: 1) gives the child the evidence he or she needs to know he or she is not ‘stupid,’ and removes that emotional stress, 2) places evidence in the student’s file so that he or she can receive accommodations in high school and college, 3) gives everyone involved a clear path to the correct intervention so everyone can move forward.

Last but certainly not least, a child only needs to be diagnosed with dyslexia once.

Dr. Kelli Sandman-Hurley is the co-founder of the Dyslexia Training Institute (www.dyslexiatraininginstitute.org and www.dyslexiadr.com.) She is currently writing Putting the D in to the IEP and you can read excerpts at www.dyslexiadr.blogspot.com. She received her doctorate in Literacy with a specialization in reading and dyslexia from San Diego State University and the University of San Diego. Dr. Sandman-Hurley a Certified Special Education Advocate assisting parents and children through the Individual Education Plan (IEP) and 504 Plan process. She is an adjunct professor of reading, literacy coordinator and a tutor trainer. Kelli is trained by a fellow of the Orton-Gillingham Academy and in the Lindamood-Bell, RAVE-O and Wilson Reading Programs. Kelli is the Past-President of the San Diego Branch of the International Dyslexia Association, as well as a board member of the Southern California Library Literacy Network (SCLLN). She is a professional developer for California Library Literacy Services (CLLS) as well as a Literacy Consultant for the San Diego Council on Literacy. She was awarded the Jane Johnson Fellowship and the Commission on Adult Basic Education (COABE) scholarship. Kelli has presented at numerous conferences as well as provided professional development for k-12 teachers. She is currently working on her book, Putting the D in IEP: A guide to dyslexia in the school system. Join the Dyslexia Training Institute at www.facebook.com/dyslexiatraining

How to Respond to Common Comments about Dyslexia

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Every day I head to my office or my email and I mistakenly think that I have heard it all. I think to myself that with all the information about dyslexia available there can't be anymore misunderstanding about it. Boy, am I wrong, on a weekly, if not daily, basis. Whether it is a comment made at a school meeting (SST, IEP), in an IEP document, or supporting documents, I am surprised all the time. Below I have listed some comments that I think to myself, "Did they really just say that" and include an explanation behind the misguided comment.

We just have to wait for the phonics fairies to come and then he will be fine.

I can't make this stuff up folks. Just last night, I read this in some documents filed by the parent. The teacher actually uttered this sentence from the nearest I can tell, with a straight face. In the same packet of documents, this parent found a document where a teacher asked for some 'magic' to help the child learn to read. Yep, you heard it here; this really happened.

The misconception here is that if we wait, they will read. Well, we all know this is not true and is actually a detriment to a child with dyslexia. The other underlying cause of this absurd statement is teacher training. I do place a lot of responsibility on higher education institutions that do not include any training about struggling readers in credential programs. I know the teacher really wishes she had the tools to help the child, not the magic. It is a euphemism, I know.

You can get dyslexia from a bump on the head.

Administrators seem to be the biggest offenders of absurd comments about dyslexia, and this was no exception. I was standing next to the parent when the principal said this to a very upset mother about her 3rd grade son who was reading at the 1st grade level. I remember being at a loss for words, but I quickly found them and you will find them below.

This is the misconception is an insinuation that dyslexia either does not exist, is enironmental, or the result of a physical injury. Can you have trouble reading after a head injury, sure, but that is alexia, not dyslexia. Is dyslexia real? Do I really have to anser that? Is dyslexia environmental? There are students who struggle to read due to a lack of opportunity and instruction, but that is not developmental dyslexia. So, when you hear an absurdity like this, be armed with just the facts.

Oral reading fluency is only important if you want to be a newscaster.

I was joining an IEP by phone from a hotel room in Chicago when I heard this one, so I could not see facial expressions or body language; but if they could have seen mine, they might have been offended. At the end of this sentence (spoken by a principal) everyone (including the parent I was representing) laughed and agreed. They were serious.

The misconception is that we no longer need to hear kids read out loud, or that kids don't need to learn the skills to read out loud. While I agree that we no longer school like the pilgrims did, focusing on long oral readings, it is still of paramount importance to evaluate a student's reading ability by listening to them read - cold. We need to hear what they struggle with, how they are compensating, what they do when they get stuck and how fluent they are. This is not important? Also, what if this student did want to be a newscaster?

I am confident that I will keep hearing these comments and I will keep writing them down so I can figure out the underlying meaning. It is important to resist the temptation to retaliate with a sarcastic comment or comment made in frustration and take the opportunity to teach the offender why it is a mistaken belief. School is in full swing again and I am sure I look forward to adding to this list.

How to Write Goals

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I am noticing a disturbing trend when I read IEPs and I have had some nonsensical conversations about reading with IEP teams lately as well. This trend and these conversations center around the goals section of the IEP. What this has revealed to me is what I have suspected all along – there is a lack of expertise and understanding of not only dyslexia, but the progression of teaching reading and the components of the reading process. To correct this trend I offer the following examples to illustrate some fallacies about reading as well as how to fix goals.

Parents have asked me, how important are the goals anyway? Remember: needs drive goals and goals drive services. The school is only held responsible for the goals that are set and agreed upon in the IEP. If they are low or incorrect and the IEP is signed, the school is only responsible for those goals. It seems to make more sense to make sure the goals are written so that the child receives some educational benefit and that the goals make pedagogical sense. For example, if there is a need for fluency improvement then there should be a goal for that. Is there is a need for spelling, there should be a goal for that. If there is a need for sight word improvement, then there should be a goal for that. If there are ten needs, then there are ten goals. There is no limit to the number of goals an IEP can have.

IEP Team: We did not include a fluency goal because he is only reading 12 words per minute correctly right now, so what is the point in teaching fluency?

For those of you who have read my prior articles, you can just insert a snarky comment here. I will only say, really? I have to admit, I was speechless while I gathered my thoughts to respond. When reading improvement is a need, the IEP should always include a fluency goal. Fluency is the ultimate goal of reading and needs to be taught and practiced from day one. Make sure the baseline has a present WPM, not just a grade level. The goal WPM should be high enough that it would be noticeable and measurable progress. Additionally, the tool to assess should be the same for progress monitoring.

IEP Team: We did not include a phonological awareness goal because we have a vocabulary goal.

Again, this is simply a lack of awareness of the reading process. If a child is struggling with single word reading, nonword reading, spelling, and/or fluency, then it is a need and they require a phonological awareness goal. Vocabulary and phonological awareness are not one in the same; in fact they are two entirely separate components of reading. Phonological awareness teaches the student to understand and manipulate the language by understanding phonemes, syllable types and spelling rules. This is accomplished using a multisensory, structured, sequential program. Because we are talking about students with dyslexia, they will always need a phonological processing goal. It is also imperative that the program being used and the teacher qualifications be documented in the IEP – usually in the notes section.

Below is a real example. Please read it and ask yourself what is wrong with the goal.

Proposed Goal: John will be able decode multisyllabic words that include words with long vowel sounds (a,e,i) in words lie turmoil and chipper.

Did you find the problems? Are you stunned? Embarrassed for the author of this goal? It is very common to see goals like this and this is a fabulous illustration of the importance of nit-picking the goals. Here are the problems: 1) where are o and u, 2) what grade level, how many words – where is the measurable part of the goal, 3) the goal states that only one concept will be learned in a year (the long vowel sound of only three of the vowels), 4) and last but certainly not least, turmoil and chipper do not contain long vowel sounds!

Below is the same goal rewritten:

New Goal: When given a list of 50 words Scott will be able to accurately decode multisyllabic words that contain closed, open, vowel teams and vowel-consonant-e (beside, statement, remain) syllable types with 90% accuracy as measured by teacher records.

This new goal includes more than one syllable type which means he is expected to learn more than the original goal suggested, it is measurable, and most importantly, the words used as examples are correct and show an understanding of what John will actually be learning.

IEP Team: We don’t really teach spelling, we just do worksheets and weekly tests.

For students who are not struggling, this might work. For those with dyslexia, this is disastrous. The fact of the matter is that most teachers and curriculum developers do not know any other way to teach spelling. How to teach spelling is a topic for another article (please see http://www.wordworkskingston.com/WordWorks/Home.html for an extremely effective way to teach spelling – I have no affiliation, but always share a wonderful resource), but if there is a need to improve spelling, then there is a goal for spelling. Additionally, this should be a stand-alone goal, not grouped in with sight words, etc.

Here is an example of an acceptable, measurable spelling goal with high expectations:

New Goal: When presented with a list of 50 multisyllabic third grade words that includes closed, open and vowel-consonant-e syllable types, John will accurately spell them with 90% accuracy.

Again, ask the IEP to document in the notes how this will be accomplished.

Some additional tips about goals for students with dyslexia:

Goals should say either 90% or 4/5 times, but not both.
Goals should be measureable.
Goals should respond to each and every need identified by assessments and teacher observations.
No one reading goal should include more than one component of reading. (i.e. comprehension, fluency and phonological awareness should not be in the same goal – they are different skills).
Baselines need to accurate and current. They need to include data, not subjective descriptions.
Improving the reading and writing of sight words are stand-alone goals.
Goals should be written to expect significant progress. Beware of the low-expectation goals.

Read the IEP from the top down. The present levels need to include data, not observations. Goals should be directly derived from assessments and progress monitoring. Every need should be addressed. Goals drive services, so if the goals are incomplete, low or inaccurate, the services will be incomplete and ineffective. It never hurts to ask an expert to read the IEP and get a second opinion. For students with dyslexia, goals can be very tricky, but they are the pinnacle of the IEP – make them count.

Dr. Kelli Sandman-Hurley is the co-founder of the Dyslexia Training Institute (www.dyslexiatraininginstitute.org and www.dyslexiadr.com.) She is currently writing Putting the D in to the IEP and you can read excerpts at www.dyslexiadr.blogspot.com. She received her doctorate in Literacy with a specialization in reading and dyslexia from San Diego State University and the University of San Diego. Dr. Sandman-Hurley a Certified Special Education Advocate assisting parents and children through the Individual Education Plan (IEP) and 504 Plan process. She is an adjunct professor of reading, literacy coordinator and a tutor trainer. Kelli is trained by a fellow of the Orton-Gillingham Academy and in the Lindamood-Bell, RAVE-O and Wilson Reading Programs. Kelli is the Past-President of the San Diego Branch of the International Dyslexia Association, as well as a board member of the Southern California Library Literacy Network (SCLLN). She is a professional developer for California Library Literacy Services (CLLS) as well as a Literacy Consultant for the San Diego Council on Literacy. She was awarded the Jane Johnson Fellowship and the Commission on Adult Basic Education (COABE) scholarship. Kelli has presented at numerous conferences as well as provided professional development for k-12 teachers. She is currently working on her book, Putting the D in IEP: A guide to dyslexia in the school system. Join the Dyslexia Training Institute at www.facebook.com/dyslexiatraining

Putting the D in to the IEP: Why Advocating for a Child with Dyslexia is so Difficult

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Advocating for a child with dyslexia or suspected dyslexia can be tantamount to moving a cruise ship with a piece of string and your teeth. But if you pull hard enough and you give the ship enough fuel to move, you can make progress. Once you set sail the whole ordeal will be worth the struggle. So, why is it so difficult to get appropriate services or even recognition of a problem from most schools?

“Dyslexia is a broad term that covers a lot of different issues.” If I had a dime for every time I heard this mantra that has been adopted by countless participants at IEP meetings, I would have a lot of dimes. I have to admit, I have had to control my smirk when I hear this mantra and wait for my turn to set the record straight. The fact is the opposite is true. Dyslexia has a very narrow definition and only includes those students with a phonological processing problem (www.interdys.org for a complete and official definition). It can be identified with the correct battery of tests that are correctly interpreted.

Solution: Be prepared for this response and do your homework. Bring FAQ sheets with you about dyslexia, ask them about their training in dyslexia, and ask them what they think dyslexia is and how they came to this conclusion and do so in collegiate manner – it’s an academic conversation not an accusation. Dyslexia is so hotly debated that is important to remain calm in order to truly teach the team about it. Be prepared to compromise and pick your battles. If they seem to understand the underlying cause of the reading/spelling trouble and seem willing to provide the appropriate strategies, then accept the label Specific Learning Disability. Last but certainly not least, remind them that dyslexia is listed as one of the conditions under Specific Learning Disability. This is where the humor comes in: Dyslexia is too broad, but it is listed as one of the eligible conditions. Specific Learning Disability encompasses every learning disability but it is not too broad? Do you see why I am smirking now? Silly, right?

“We don’t test for dyslexia.” If testing has been done by a School Psychologist or outside professional that includes the following areas: phonemic awareness, phonological awareness, oral reading , silent reading, spelling, and cognitive ability, then they usually have enough information to determine the root cause of the reading problem. However, they often lack the expertise to parse it out of the data and instead rely on visual or auditory processing problems. So, why not go ahead and call a duck a duck? It is covered under IDEA after all. This is where a dyslexia advocate can hit a brick wall if they are not careful.

Solution: Have an independent professional with expertise in dyslexia read the testing and determine if they see scores that indicate dyslexia. If so, request an Independent Educational Evaluation (IEE) from someone who is trained in dyslexia. Contrary to popular belief, this does not have to be a psychologist and they are wonderful if trained, but it can be a professional with an Ed.D. or equivalent. The most important qualification is their understanding of dyslexia. But do your homework and make sure their reports will hold-up in an IEP. Also, make sure that person is willing to come to the IEP to explain their report. This can go a long way for an advocate in just getting the student qualified for the services they need.

“We will provide the appropriate instruction in the resource room.” Any advocate’s next question would be, “What does that instruction look like?” More times than not, the answer will include ‘small’ (I’ve seen ‘small’ groups as big as 5 kids) group instruction using a district-adopted textbook. The problem here is very significant when it comes to true intervention. To truly help a person with dyslexia, the instruction needs to be individualized (as it should be in an IEP) and it needs to start from the beginning. Many students will begin an IEP mid-year and they join another group, this is not going to be beneficial in most cases. There is a bigger problem which is the training of the teacher. Students with dyslexia need teachers who are trained in the Orton-Gillingham approach and are capable of using a program that is based on that approach. Don’t get me wrong here. I love teachers and I love schools, but this is the cornerstone of a good program for a student with dyslexia. Herein lies the biggest challenge for a dyslexia advocate; how to get the child the appropriate intervention.

Solution (most of the time): Again, doing your homework is key here. Bring research or be prepared to cite research that makes the case for one-on-one instruction in an Orton-Gillingham-based program. Be sure to know which programs are more effective and widely used. (Wilson and Barton are both effective). When school districts state the program they are using is based on the Orton-Gillingham approach call the publisher and verify that this is true – it usually is not the case. Some schools will have appropriate programs that they did not offer until you specifically ask for it and when they do then you are in luck. The next step is to make sure the teacher is properly trained. Don’t be intimidated to ask for his or her training and credentials – it is essential to the student’s success. When schools do not have the appropriate intervention it is time to make the case for outside tutoring. This is where things get sticky. As a dyslexia advocate you need to be realistic about how far you can take a case. If you have enough evidence that the student was not identified early enough or had been denied an IEP previously, you can request Compensatory Services and sometimes your case is so strong that this is relatively easy and sometimes this is the end of the road for the advocate the beginning for an attorney.

“We won’t test him because he is getting A’s and B’s” While it is true that the student seems to be passing or even excelling in school, the truth may be that he is working four times as hard and four times as long on his homework than his peers. This may work in the earlier grades, but as school get harder and begins to get text-heavy, this student will begin to struggle. Many schools will argue that because they are not struggling they do not need extra help.

Solution: If a student has received Prior Written Notice (PWN) for the reason above, you can do two things: Begin to document how long it takes the student to complete work, collect writing samples from first drafts through final drafts, observe the child in the classroom then collect what he did in class. Once you have collected your data, approach this school with new information in a compelling letter and resubmit a request for assessment. You can supplement this letter with a meeting with the Principal to show them your data. Secondly, if you believe the student only needs accommodations to be successful, you can request a 504 instead of a full IEP. Again, expect resistance but offer examples of how this would help. Data is imperative this case.

I became an advocate because my students and their parents were so defeated by the time they figured out what was causing the school struggles and they did not where to go next. I knew there was a niche in this area. I went through the training to become a Special Education Advocate and thought I was going to save the dyslexic world. What I encountered was a world of misinformation amidst well-meaning and caring teachers and administrators. It is very difficult to be a dyslexia advocate, but it can be done. With a little finesse and a whole lot of preparation mixed with some sugar, it can be done. Just ask Zachary, who is now receiving services paid for by his school and thriving.

Dr. Kelli Sandman-Hurley is the co-founder of the Dyslexia Training Institute (www.dyslexiatraininginstitute.org and www.dyslexiadr.com.) She is currently writing Putting the D in to the IEP and you can read excerpts at www.dyslexiadr.blogspot.com. She received her doctorate in Literacy with a specialization in reading and dyslexia from San Diego State University and the University of San Diego. Dr. Sandman-Hurley a Certified Special Education Advocate assisting parents and children through the Individual Education Plan (IEP) and 504 Plan process. She is an adjunct professor of reading, literacy coordinator and a tutor trainer. Kelli is trained by a fellow of the Orton-Gillingham Academy and in the Lindamood-Bell, RAVE-O and Wilson Reading Programs. Kelli is the Past-President of the San Diego Branch of the International Dyslexia Association, as well as a board member of the Southern California Library Literacy Network (SCLLN). She is a professional developer for California Library Literacy Services (CLLS) as well as a Literacy Consultant for the San Diego Council on Literacy. She was awarded the Jane Johnson Fellowship and the Commission on Adult Basic Education (COABE) scholarship. Kelli has presented at numerous conferences as well as provided professional development for k-12 teachers. She is currently working on her book, Putting the D in IEP: A guide to dyslexia in the school system. Join the Dyslexia Training Institute at www.facebook.com/dyslexiatraining

Questions to Ask at an IEP

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A recent IEP meeting began the same way it always does, “Jake is a great kid. He has a lot of friends and he tries really hard. We really like him and enjoy having him on campus.” Much to my surprise and my utter joy, Jake’s dad took off his glasses, leaned forward and said, “I know my kid is great. I know he has a lot of friends. But that is not why we are here. My kid can’t read, so let’s talk about that.” I beamed with pride and wished this could be said at every IEP/school meeting. Guess what? It can – just do it.

The niceties are over. The pleasantries are done. Dyslexia affects up to one in five children in this country and it is still laughed-off, brushed-off, ignored and scoffed-at at almost every IEP/SST meeting I attend. The word is not getting to the frontline staff and administrators and I think it is because we are whispering and now it is time to roar. I usually advocate for a win-win relationship and a healthy relationship between the school and the parents. My tune is beginning to change. Niceties and pleasantries are not working, so the gloves are off and we are asking schools the tough, relevant questions. It’s time for the dyslexia community to take control of the situation and ask the questions that require the districts to justify their responses and create some positive, meaningful change.

So, what questions should you ask in any school meeting (while the recorder is rolling of course)?

Question #1: How do/did you determine if the student has a Specific Learning Disability (SLD), such as dyslexia? (If they scoff at dyslexia, quietly hand them a copy of the definition of SLD with the word dyslexia highlighted). Let them know you understand they cannot diagnose but only determine eligibility. Again, how do you determine that?

Common Answer:

We look for a discrepancy between cognitive achievement and academic skills.

Your Follow-up Question to #1: If you do not find a discrepancy, do you use any other information, such as private testing, parent interview, classroom samples, teacher interviews, or state testing to determine eligibility?

Common Answer:

We only determine eligibility based on a discrepancy.

Your response: The reauthorization of IDEA in 2004 states that you do not have to use the discrepancy model to determine eligibility. It also states the team must consider response to previous interventions, observations, independent testing and other forms of formal and informal evaluations.

Question #2: What reading programs will you be using with my child?

Common Answer #2:

We use a variety of programs that have been adopted by the district. They work for the other students we have in Special Education.
We do not name any specific programs. We use the same program for everyone.

Your response to #2: Well, since the IEP is supposed to be individualized can we discuss which programs are most appropriate for my child, based on the data, to receive meaningful educational benefit? What programs do you have that were developed for children with dyslexia? Also, please remember that since Rowley there have been several cases that in which the hearing officer stated the child should be able to achieve to their potential, not just some benefit.

Question #3: What training does the teacher have and will my student be meeting with a credentialed teacher or an instructional aid? If he is meeting with aid, what are his/her credentials? Are they trained by the publishers of the program or just by another teacher?

Common Answer #3:

The special education teacher has a mild/moderate credential.
The instructional assistant is trained by the teacher and supervised by the teacher.

Follow-up to Question #3: Did the special education teacher receive training in teaching reading in his/her credential program? Why is my child meeting with the assistant and not the teacher?

Question #4: What is your understanding of dyslexia and how did come to that understanding?

Common Answer #4:

Dyslexia is an umbrella term that encompasses many different reading problems.
Dyslexia is caused by inattention and lack of motivation.
It doesn’t matter; we don’t work with dyslexia here.
Dyslexia does not exist.

Response #4: I would like to invite you read the materials I have brought to this meeting for you. In this packet you will find articles published by respected journals, book suggestions, websites and various other resources about dyslexia. I would also like to remind you that dyslexia is included in IDEA and it therefore it is real and it is recognized by your district.

Unwavering Request and Your Chance to Roar (In a polite way): I would like my child to be taught using a research-based program that is directly responsive to his/her individual needs. Under IDEA and NCLB he/she should be taught by a highly-qualified teacher. I would like the curriculum you are using to be noted in the Notes section of the IEP and I would like to see the research that proves this is effective for my student. I would like the goals to be in response to my student’s needs and they need to be measurable. Furthermore, I would like evidence that the teacher has received training in teaching reading to student with dyslexia. I would like progress reports every month and I will be sending someone to observe my student during specialized academic instruction.

This is just a short script of the hard questions to ask any and all school meetings and these are not unreasonable questions. They are well within the law to ask. It is important to gather this information for the following reasons: 1) to let the school know you are know your rights and you will not accept anything subpar because they lack the knowledge to provide FAPE for students with dyslexia, 2) you are there to educate them about dyslexia and you are not going away, 3) they need to begin to understand dyslexia, because parents/caregivers of students with dyslexia across this nation are arming themselves with information that has been elusive until now. You can do it. All it takes it is a little organization, research, preparation and whole lot of heart.

Websites

Information & research on dyslexia, learning disabilities and reading.

IEP Help

International Dyslexia Association

Yale Center for Dyslexia & Creativity

National Center for Learning Disabilities

Florida Center for Reading Research

Learning Disabilities Association of America