Dyslexia

What is dyslexia?

Dyslexia is a specific learning disability. People with dyslexia have difficulty separating the individual sounds in words. This makes learning to read and spell words difficult. It also makes it difficult to read quickly and smoothly.

What dyslexia is not

People with dyslexia see things as other people do. They do not see things backward or in reverse letters, as is commonly thought.

Facts about dyslexia

Between 15-20% of people have some characteristics of dyslexia.
Dyslexia runs in families.
Dyslexia occurs in all languages.

What are some signs of possible dyslexia?

Difficulty:

Delayed speaking in early childhood.
Finding the right word.
Reading words.
Spelling.
Learning letters and sounds.
Reading quickly and smoothly.
Memorizing facts, including math facts.

What should I do if I suspect my child has dyslexia?

Email or call your child’s teacher and/or the school counselor or principal and share your suspicions.

Your school will contact you to schedule a Child Find meeting within 10 days. At this meeting, the team, which includes the parents or guardians, will decide whether or not to evaluate to look for a learning disability.

What is assistive technology?

Many students with dyslexia will benefit from the use of assistive technology. Assistive technology includes speech-to-text software, text-to-speech software, word prediction software, grammar check software, audio books, and on-line graphic organizers. These tools allow some students with dyslexia to use their comprehension and creative and critical thinking skills without the barriers they may experience with written text.

Google Read and Write

Google Read and Write offers:

Text-to-speech for words, phrases, passages, or entire documents.
Highlighting of words being read to allow for the student to follow along.
Speech-to-text.
Word prediction.
Highlights from multiple documents for research.
Voice notes.
Text and picture dictionaries.

Accommodations to consider

Accommodations should always be based on the particular needs of the student. These include:

Reading aloud or providing access to audio versions of text.
Offering extended time for assignments.
Providing copies of notes after a student's attempt.
Not imposing a penalty for spelling errors, except on spelling tests or final drafts.
Providing speech-to-text software.
Graphic organizers for comprehension and writing.
Providing preferential seating.
Making sure to clarify written directions.
Providing visual prompts and reminders.

AIM-VA

Offers audio, digital, print and large text versions of novels and textbooks.

Child Find Process

When someone suspects a disability and makes a referral, a Child Find process is initiated. This can be as simple as an email or phone call.
Within 10 days, a Child Find meeting is scheduled. A team, consisting of parents, guardians and school staff members, meets to review the referral and data to decide whether or not to evaluate.
If the team decides not to evaluate, the parents or guardians will receive an explanation of the reasons behind the decision and a copy of the procedural safeguards.
If the team decides to evaluate for a disability, the parents or guardians will receive a copy of the procedural safeguards. A parent will need to consent to evaluation of the child.
Within 65 days of the referral eligibility meeting, the parents or guardians will be provided with the evaluation report at least two business days before the eligibility meeting. The team, consisting of parents, guardians and school staff members, will meet to determine whether or not the child is eligible as a student with a disability in need of special education.
If the team decides the child is not eligible, the parents or guardians will receive an explanation of the reasons behind the decision and a copy of the procedural safeguards.
If the team decides the child is eligible. An individual education program will be developed within 30 calendar days. The parent will receive a copy of the IEP at the IEP meeting or within 10 calendar days, along with a copy of the procedural safeguards.

Contact Information

Rebecca Hodell, Dyslexia Specialist
rchodell@henrico.k12.va.us