Dyslexia and Related Learning Differences

Did you know that dyslexia is the most common of the language based learning differences affecting one out of five children nationwide? Dysgraphia refers to a fine motor (writing) disability while dyscalculia involves challenges with math. Here's a checklist of what parents need to know:

• Dyslexia is highly genetic and often goes hand in hand with other conditions, such as ADHD.
• It can't be "cured" or outgrown. A child will always have it, early intervention is key.
• Common signs of dyslexia: slow or inaccurate reading, poor spelling, poor writing, confusing similar words, skipping over words, an inability to rhyme.
• Other red flags: speech delay, difficulty tying shoelaces.
• A "straight A" student or gifted child can have a learning difference, and giftedness masks the disability.
• Dysgraphia often occurs along with ADHD and learning differences. These include dyslexia, written expression disorder, and expressive language disorder.
• Children with dysgraphia struggle with: forming letters, writing grammatically correct sentences, spacing letters correctly, writing in a straight line, writing complete words without skipping letters. Learn more.
• Children with dyscalculia struggle with: grasping the meaning of quantities or concepts like biggest vs. smallest, understanding that the numeral 5 is the same as the word five, and that these both mean five items, remembering math facts (times tables), counting money, estimating time, judging speed. Learn more.
• The Dyslexia Handbook is the law in hte state of Texas for dyslexia and related disorders.

According to the National Institute of Health, dyslexia can be identified as early as age 5.5 with 92% accuracy with the appropriate screener. Some parent advocates believe that SBISD does not use an appropriate screener to identify dyslexia, which may be why many parents suspect the disability in later elementary or even in secondary.

Dyslexia is a condition that could qualify a child as having a specific learning disability under IDEA law. There is nothing in the IDEA that would prohibit the use of the term dyslexia in IDEA evaluation, eligibility determinations, or IEP documents. Further, State and Local Education Agencies cannot prohibit the use of the term dyslexia in evaluations, eligibility, and IEP documents. 

An  IEP for dyslexia provides goals and specifically designed intervention, it holds administrators legally accountable for their implementation.

The Dyslexia Handbook - 2021 Update

Evaluations and services are costly for school districts, resulting in many students being evaluated under a 504 plan. Federal IDEA law has always allowed students in Texas to receive a full and individual evaluation (FIE) per a written request. This way, parents can understand the big picture associated with a suspected learning difference through a battery of testing to identify strengths and weaknesses not limited to: IQ, speech, auditory, visual, emotional, processing speed, working memory and sustained attention. Thanks to a recent update in The Dyslexia Handbook, students may now be evaluated under the Child Find provision and receive the comprehensive evaluation instead of getting tested under 504 for a "dyslexia only" evaluation.

Issues Facing Parents and Teachers in SBISD - IEPs

• Parents dissuaded from the full individual evaluation
• Parents verbally denied an FIE (Child Find Violation)
• Parents disagree with the ARD committee when the IEP is discussed
• Parents denied services and have to go to due process
• Parents are stonewalled trying to organize IEP meetings
• Parents aren't informed who is chairing the ARD meeting
• Teachers silenced when advocating a student for special education
• Fear of retaliation when trying to be honest about what a student requires for successful outcomes
• Regular education teacher divided with special education teachers
• Special education teachers don't receive buy in from general education teachers

Issues Facing Parents in SBISD - 504s

• Administrators don't notify parents that they are conducting a 504 meeting without them (do not need parental consent via 504)
• Administrators do not respond to parent emails in a timely fashion
• Accommodations are removed without parental consent, and parents may or may not be notified afterwards
• Parents don't need to sign a 504 plan or provide written consent for services
• Teachers don't honor accommodations, such as extra time
• Intervention for dyslexia, dysgraphia or dyscalculia may only offered once a week in secondary
• Interventionists not dating Orton Gillingham progress charts or held accountable for discrepancies in mastery checks 
• Allegations of accommodations being removed at south side schools but not being removed at north side schools to "level the playing field" (equitable outcomes vs. equal access)

Advocacy

If you suspect your child is dyslexic or wish to learn more, search Empowering Dyslexia for Spring Branch Houston* on Facebook to connect with a group of primarily SBISD parents of dyslexic students who share resources and supports. Some additional resources include:

• Denied, Part 1 - Houston Chronicle, September 10, 2016
• Your Special Education Rights
• Overcoming Dyslexia
• The Gift of Dyslexia
• International Association of Dyslexia
• The Dyslexia Initiative
• Neuhaus Education Center
• Education Success Advisors

The Dyslexia Handbook (Texas Dyslexia Law)

• TEC 38.003(b) 
• TEC 38.003(c)
• TEC 38.003(d)(1)

*not affiliated with PIPEline