• What is dyslexia?
• How would I know if my child has dyslexia?
• What do I do if I think my child has dyslexia?
• Whom do I contact if I have questions?
• What is the screening process?
• What happens after my child is screened?
• What is the relationship between dyslexia and special education?
• What is the difference between Special Education and Section 504?
• What program is available for my child?
• What should I look for in a program?
• What can I do to help my child?
• Dyslexia Resources
• Books about dyslexia
• Organizations

What is dyslexia?

Dyslexia is a disorder which makes it difficult for individuals of average or above average intelligence to read, write, and spell and sometimes to compute, organize, and comprehend material in their native language. It often runs in families and may be caused by naturally occurring brain differences. Many individuals learn to compensate for or practically overcome their weaknesses through proper teaching methods and practice.

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How would I know if my child has dyslexia?

The characteristics of dyslexia vary from person-to-person. Some children experience problems in many areas while some may have a difficulty in only one area.

Many young children exhibit one or more of the following characteristics; however, persistent occurrences should alert teachers and parents to the possibility of dyslexia:

• Problems in learning the names of the letters of the alphabet
• Difficulty in learning to read
• Difficulty in reading comprehension
• Difficulty in learning to write the alphabet correctly in sequence
• Reversal of letters or sequences of letters/numbers after age 8-9
• Repeated erratic spelling errors
• Ability to learn to spell a "list" of words sufficiently to "pass" a weekly test, but may be unable to spell any of the words the next week
• Strong listening comprehension skills
• Ability to express self orally but unable to write what s/he has said
• Inability to rhyme or "play with sounds" in words
• Reading well enough to "get by" in elementary school only to collapse when reaching middle school or high school
• "Grade level" reading ability may not be commensurate with child's intelligence.

The following characteristics may be associated with dyslexia:

• Delay in spoken language
• difficulty in finding that "right" word when speaking
• Late in establishing preferred hand for writing
• Late in learning right and left and other directionality components such as up-down, front-behind, east-west, and others
• Problems in learning the concept of time and temporal sequencing, i.e., yesterday-tomorrow, days of the week, and months of the year
• May form letters from bottom to top
• Family history of similar problems

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What do I do if I think my child has dyslexia?

Discuss your concerns with your child's teacher. You have a right to ask for your child to be screened for dyslexia by your child's school. Indicators of dyslexia will be confirmed or denied in the screening process.

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Whom do I contact if I have questions?

Each campus has a person called a Dyslexia Designee. Usually this person is a teacher. There is also a 504 Coordinator at every campus. At the District level, you may call 414-9741 and speak to the Dyslexia Support Specialist.

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What is the screening process?

After you have signed a consent form, your child will be given a series of assessments, which will enable the LST/504 Committee and you to determine the most appropriate instruction program for your child. The screening instruments are designed to determine how well your child can decode words, understand what s/he reads, understand what s/he hears, and how well s/he communicates thoughts in writing. The screening is conducted at the child's campus by an educator on that campus.

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What happens after my child is screened?

You will be invited to an LST/504 Committee meeting at your child's school. During that meeting, you will be given the following information:

• Parents' Rights and Responsibilities under Section 504 
• Results of your child's screening 
• Other data which may have been collected concerning your child which is neccessary for the committee's decision of proper placement 
• Decision of the LST/504 Committee 
• An Individual Accommodation Plan if appropriate

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What is the relationship between dyslexia and special education?

Dyslexia is a form of a learning disability in reading. If the dyslexia is very severe and the student is not progressing academically, more intensive specialized instruction may be required than that provided in the general education classroom. To qualify for special education services, a student must be assessed and meet federal and state criteria. The LST at your school will work with you when considering a referral for special education assessment.

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What is the difference between Special Education and Section 504?

See chart

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What program is available for my child?

The Austin Independent School District's Dyslexia Program includes a variety of instructional techniques. Under a state law passed in 1986, each campus is to have a program for students identified as having characteristics of dyslexia and/or related disorders.

Programs for students with dyslexia must be:

• individualized to meet the unique learning needs of the student;
• multisensory, using visual, auditory, tactile, and kinesthetic techniques;
• phonologically based;
• meaning based;
• systematic, sequential, and cumulative;
• process oriented

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What should I look for in a program?

Students with dyslexia need more help than most students do in sorting, recognizing, and putting what they see, hear, and feel in order--organizing the raw materials of language for thinking and using. They must be taught by a method that uses the learning pathways of seeing, hearing, and feeling. This method must be simultaneously multisensory; i.e., see it, say it, and write it at the same time.

When looking at programs, ask yourself, "Is my child learning?" If the answer is "Yes," then the instructional technique is working with your child. If the answer is "No", you might discuss your concerns with your child's teacher and ask for a reevaluation of his/her program. Because not all instructional techniques work with all students, it is important to monitor your child's progress so that the appropriate instruction is being delivered.

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What can I do to help my child?

• First, understand the nature of your child's difficulty.
  Read books on the subject and emphasize your child's strengths and talents. Don't pressure your child; give him/her praise more than negative comments.
• Home life should be as stress-free as possible.
  Establish regular routines with your child. Keep belongings in the same place so your child will remember where those things are. Use visual reminders, and be patient when your child forgets simple things.
• Keep instructions simple by giving one direction at a time.
  Ask your child to repeat instructions and make certain s/he understands what you have directed. Give your child time to think.
• Break tasks into small chunks.
  Once one thing is completed, give another direction and allow time for your child to complete that particular phase of the task.
• Build on what your child knows.
  Don't assume anything; if your child doesn't understand, show him/her how to do something.
• Help with schoolwork.
  Provide a place for your child to study with minimal distractions. Have all the tools (dictionary, paper, pens, pencils, etc.) needed in that place. Help your child schedule time--what subjects should be studied first, when should breaks be taken.
• Read assignments to your child.
  If your child qualifies as dyslexic, ask your school for an application for Recording for the Blind and Dyslexic. For a one time fee, textbooks and some novels are available to students who are visually impaired, qualify as dyslexic, or learning disabled in reading. Use them at home to help your child with homework.
• Act as your child's secretary.
  Write assignments as s/he dictates them to you.
• Work closely with your child's teacher.
  As part of the Dyslexia Program, your child will be eligible for accommodations in instruction. Ask for modified work loads.
• Discuss alternative writing assignments or having the child use a computer or word processor for writing assignments.
  If appropriate, ask that your child submit oral rather than written reports. Sometimes projects completed by dyslexic students are more creative and indicative of the child's learning than a written report. Seek alternative assignments.
• Ask the teacher to avoid calling on your child to read orally.
  If your child wants to read orally, arrange for him/her to preread the text before reading in front of the class. (Suggestions from Margaret T. Smith and Edith A. Hogan, 1984 ©).

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RESOURCES

• Austin Independent School District; Dyslexia Support Specialist, Allyson Frost, 414-9741
• Austin Area International Dyslexia Association, (512) 452-7658
• International Dyslexia Association
• State Dyslexia Coordinator, 1-800-232-3030, ext. 526
• TEA Guidelines

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BOOKS

• Sally Shaywitz, MD, (2003), Overcoming Dyslexia
• Susan Hall And Louisa Moats, Ed.D, (2002), Parenting a Struggling Reader
• Regina Richards, (1999), The Source for Dyslexia and Dysgraphia

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Organizations

• The Austin Dyslexia Association
• The International Dyslexia Association

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"Austin Independent School District does not discriminate on the basis of race, creed, color, national origin, sex, disability, or English language skills in its programs and activities."