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Dyslexia, a Specific Learning Disability

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Dyslexia, a Specific Learning Disability Beyond the Score: Characteristi cs of Dyslexia Dyslexia, WEAKNESSES : Phonological Processing A Specific Learning Disability Word Decoding An Essential Component of a Full and Individual Evaluation Word Recognition Fluency Spelling Reading Comprehensio n Carla M. Proctor, Ph.D. Written Expression Approved for 1 Contact Hour CEU Credit by STRENGTHS: Academic Language Therapy Association (ALTA) General Intelligence Oral Language Mathematics Agenda - Welcome/Introductions - Federal and State Mandates - Definition of Dyslexia as a Specific Learning Disability - Definition Based Evaluation & Identification of Dyslexia - Neurological Basis of Reading Acquisition - Characteristic Areas to Assess - Determination of Disability - Tools for Dyslexia - Assessment Service Bulletin 6: Use of the Woodcock-Johnson IV for the Assessment of Dyslexia - General Dyslexia Profile - Dyslexia Report Writing Template - Consideration of Special Populations - Bilingual Evaluations - Gifted, Twice Exceptional Evaluations - TEA Program Requirements for Dyslexia - Recommendations Purpose & Rationale Reading is the fundamental skill upon which all formal education depends. Research now shows that a child who doesn’t learn the reading basics early is unlikely to learn them at all. Any child who doesn’t learn to read early and well will not easily master other skills and knowledge and is unlikely to ever flourish in school or life. Moats, 1999 TEA, The Dyslexia Handbook, 2018 Purpose & Rationale - Federal Register for Rules & Regulations (2006) - Patterns of Strengths & Weaknesses - Reauthorization of IDEA (2004) - “Ensure that educators and parents have the necessary tools to improve education results for children with disabilities” - State Regulations - TEA Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders (2018) - Screening K-2 - Identification - Program - Recommendations 34 Code of Federal Regulations §300.8 (c) (10) IDEA 2004 §1401(30) In IDEA 2004, §1401 (30), dyslexia is considered one of a variety of etiological foundations for “specific learning disability.” Section 34 CFR 300.8(c)(10) states the following: Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. TEA, The Dyslexia Handbook, 2018 Office of Special Education and Rehabilitative Services U.S. Department of Education In implementing the IDEA requirements, OSERS encourages SEAs (State Education Agencies) and LEAs (Local Education Agencies) to consider situations where it would be appropriate to use the terms dyslexia, dyscalculia, or dysgraphia to describe and address the child’s unique, identified needs through evaluation, eligibility, and IEP documents. OSERS further encourages States to review their policies, procedures, and practices to ensure that they do not prohibit the use of the terms dyslexia, dyscalculia, and dysgraphia in evaluations, eligibility, and IEP documents. Finally, in ensuring the provision of free appropriate public education, OSERS encourages SEAs to remind their LEAs of the importance of addressing the unique educational needs of children with specific learning disabilities resulting from dyslexia, dyscalculia, and dysgraphia during IEP Team meetings and other meetings with parents under IDEA. Office of Special Education and Rehabilitative Services 2015 Texas Education Code §38.003 - Students enrolling in public schools in this state shall be tested for dyslexia and related disorders at appropriate times in accordance with a program approved by the State Board of Education. - In accordance with the program approved by the State Board of Education, the board of trustees of each school district shall provide for the treatment of any student determined to have dyslexia or a related disorder. - The State Board of Education shall adopt any rules and standards necessary to administer this section. TEA, The Dyslexia Handbook, 2018 State Board of Education Adopted Rules and Standards https://tea.texas.gov/sites/default/files/2018-Dyslexia-Handbook_Approved_Accomodated_12_11_2018.pdf Definition Based Assessment for Dyslexia Let’s take a look at current Definitions of Dyslexia. Definition Based Assessment for Dyslexia The word dyslexia is derived from the Greek words “dys,” meaning “impaired”, and “lexia,” meaning “word.” Dyslexia is a cognitive disorder of neurological origin that is manifested in deficiencies in decoding (the ability to read single words) and encoding (the ability to spell words in print). Mather & Wendling, 2012 Texas Education Code §38.003 - Texas Education Code §38.003: - Dyslexia means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity. - Related disorders includes disorders similar to or related to dyslexia such as developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability. TEA, The Dyslexia Handbook, 2018 Definition Based Assessment for Dyslexia Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/ or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge. International Dyslexia Association Definition, 2002 TEA, The Dyslexia Handbook, 2018 Definition Based Assessment for Dyslexia Let’s take a closer look a definition based assessment for Dyslexia! Definition Based Assessment for Dyslexia Dyslexia means a disorder of constitutional origin. Texas Education Code §38.003 Dyslexia is a specific learning disability that is neurological in origin. International Dyslexia Association Definition, 2002 TEA, The Dyslexia Handbook, 2018 Definition Based Assessment for Dyslexia What is the Neurological Basis of Dyslexia? Neurological Basis of Reading/Dyslexia Neurological Pathways Make Connections for Reading Neuro-Network System Natural Environment Enriched Environment Dendritic Growth Dendritic Growth Sylwester, 1995 Neurological Basis of Reading/Dyslexia Language Processing: What Goes Wrong? Phoneme Producer Word Analyzer Automatic Detector Shaywitz, Sally, 1998 Neurological Basis of Reading/Dyslexia Neuro-systems for Reading Support Reading Acquisition Phonological Stage Orthographic Stage Automaticity in Word Access Stage Milne, 2005 Neurological Basis of Reading/Dyslexia Rewiring the Brain for Reading Language Processing: New Neurological Pathways: What Goes Wrong? Making the Connection Pre-intervention Post-intervention Shaywitz, 1998 Shaywitz, 2003, 2020 1 2 3 1. Phoneme Producer 2. Word Analyzer 3. Automatic Detector One year after an effective intervention program, f-MRI research reveals the development of new neurological pathways for processing print language. Neurological Basis of Reading/Dyslexia Wiring the Brain for Reading Comprehension White Matter Tracts Correlate with Reading Comprehension Learning Disabilities Mild Disability Moderate Disability Severe Disability Hillis, 2005 ; Poldrack, 2001; Wolf, 2007 Neurological Basis of Reading/Dyslexia Linking Cognitive Ability to Academic Learning Student Participants: Avg - Average Achievement Achievement Within Normal Range: Reading Comprehension Reading Decoding Skills Mathematics Low RC – Low Reading Comprehension Achievement Weakness: Reading Comprehension Low Ach - Low Achievement Achievement Weaknesses: Reading Decoding Skills Reading Comprehension Mathematics Floyd, Bergeron, & Alfonso, 2006 Definition Based Assessment for Dyslexia How can evaluators determine characteristics of Dyslexia as a Specific Learning Disability? Definition Based Assessment for Dyslexia https://www.hmhco.com/~/media/sites/home/hmh-assessments/clinical/woodcock-johnson/pdf/wjiv/wjiv_asb_6.pdf?la=en Definition Based Assessment for Dyslexia WJ IV DYSLEXIA PROFILE Definition Based Assessment for Dyslexia WJ IV DYSLEXIA PROFILE Definition Based Assessment for Dyslexia Definition Based Assessment for Dyslexia GENERAL DYSLEXIA PROFILE Definition Based Assessment for Dyslexia GENERAL DYSLEXIA PROFILE Definition Based Assessment for Dyslexia DYSLEXIA PROFILE REPORT WRITING TEMPLATE Definition Based Assessment for Dyslexia Dyslexia is manifested by a difficulty in learning to read, write, or spell. Texas Education Code §38.003 Dyslexia is characterized by difficulties with accurate and/ or fluent word recognition and by poor spelling and decoding abilities. International Dyslexia Association Definition (2002) TEA, The Dyslexia Handbook (2018) Definition Based Assessment for Dyslexia What are the Primary Characteristics of Dyslexia? Definition Based Assessment for Dyslexia DYSLEXIA PROFILE Definition Based Assessment for Dyslexia DYSLEXIA PROFILE OVERALL REPORT Definition Based Assessment for Dyslexia DYSLEXIA REPORT WRITING TEMPLATE Definition Based Assessment
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