In Texas public education, dyslexia is defined under Texas Education Code (TEC) §38.003 as a disorder of constitutional origin characterized by difficulties with accurate/fluent word recognition, poor spelling, and decoding abilities. These difficulties typically result from a deficit in the phonological component of language and occur despite conventional instruction, adequate intelligence, and sociocultural opportunity.
Dyslexia is a specific learning disability and is evaluated and processed in the same way all other evaluations are through the Special Education department. A full individual and initial evaluation (FIIE) is required to determine eligibility.
The problems displayed by individuals with dyslexia involve difficulties in acquiring and using written language. It is a myth that individuals with dyslexia “read backwards,” although spelling can look quite jumbled at times because students have trouble remembering letter symbols for sounds and forming memories for words. Other problems experienced by people with dyslexia include the following:
- Learning to speak
- Learning letters and their sounds
- Organizing written and spoken language
- Memorizing number facts
- Reading quickly enough to comprehend
- Persisting with and comprehending longer reading assignments
- Spelling
- Learning a foreign language
- Correctly doing math operations
Not all students who have difficulties with these skills have dyslexia. Formal testing of reading, language, and writing skills is the only way to confirm a diagnosis of suspected dyslexia.
Dyslexia is a lifelong condition. With proper help, many people with dyslexia can learn to read and write well. Early identification and treatment is the key to helping individuals with dyslexia achieve in school and in life. Most people with dyslexia need help from a teacher, tutor, or therapist specially trained in using a multisensory, structured language approach. It is important for these individuals to be taught by a systematic and explicit method that involves several senses (hearing, seeing, touching) at the same time. In addition, students with dyslexia often need a great deal of structured practice and immediate, corrective feedback to develop automatic word recognition skills. For students with dyslexia, it is helpful if their academic therapists work closely with classroom teachers.
Schools can implement academic accommodations and modifications to help students with dyslexia succeed. For example, a student with dyslexia can be given extra time to complete tasks, help with taking notes, and access to material in audio format. Teachers can give taped tests or allow students with dyslexia to use alternative means of assessment.
Students can benefit from listening to books on tape and using text reading and word processing computer programs. Students may also need help with the emotional issues that sometimes arise as a consequence of difficulties in school.
Understanding and Supporting Dyslexia
Dyslexia is a lifelong journey, but with the right support, it doesn’t have to be a barrier to success. Early identification is the most powerful tool we have to help students thrive both in the classroom and beyond.
The Power of Specialized Instruction
Because dyslexia affects how the brain processes language, standard teaching methods often need to be adapted. Most students benefit significantly from a multisensory, structured language approach. This involves:
- Systematic and Explicit Teaching: Breaking down language into logical, manageable parts.
- Multisensory Engagement: Using sight, sound, and touch simultaneously to reinforce learning.
- Consistent Feedback: Providing immediate, corrective guidance to help build automatic word recognition and confidence.
For the best results, our academic therapists work hand-in-hand with classroom teachers to ensure that the strategies used in specialized sessions carry over into every subject.
Empowering Students Through Accommodations
Every student learns differently, and we are committed to providing the “level playing field” they need to succeed. To support students with dyslexia, the ARD Committee can implement various accommodations, such as:
- Extended Time: Allowing extra time for reading assignments and testing.
- Note-Taking Assistance: Providing outlines or peer-support for capturing key information.
- Audio Access: Utilizing audiobooks and text-to-speech software to make complex materials accessible.
- Alternative Assessments: Offering oral exams or project-based evaluations instead of traditional written tests.
A Holistic Approach: Tech and Tools
In today’s digital age, technology is a game-changer. From word processing programs with robust spell-check to specialized reading software, these tools help students focus on their ideas rather than their struggles with decoding.
Beyond academics, we recognize the emotional impact dyslexia can have. We prioritize supporting the “whole child” by addressing the frustration or anxiety that can arise, helping every student build the resilience and self-advocacy skills they need for a bright future.