Dyslexia


What is Dyslexia?

Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties with other language skills such as spelling, writing, and pronouncing words. Dyslexia affects individuals throughout their lives; however, its impact can change at different stages in a person’s life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment, and in its more severe forms, will qualify a student for special education, special accommodations, or extra support services. Click here to read more....

Texas Education Agency (Dyslexia Page)

Texas Dyslexia Identification Academy is an exciting new training initiative to help district and charter school teachers, administrators, dyslexia specialists, and assessment personnel with the challenges of identifying students with dyslexia. This training offers five modules where participants can customize their professional development path by attending one or any combination of the five. TAC §232.11 requires educators who teach students with dyslexia to have CPE training in new research and practices in educating students with dyslexia.*

Texas Dyslexia Identification Academy Course Descriptions

Module 1 - Foundations

Module 1 is the first of five modules developed to assist school districts and charter schools in the identification of students with dyslexia. The objectives for Module 1 are to define dyslexia and related disorders, explore the characteristics and common risk factors of dyslexia at varying age and grade levels, explore elements of reading, and review associated academic difficulties and conditions that may co-exist with dyslexia.

Module 2 - Dyslexia Evaluation

Module 2 is the second of five modules to assist school districts and charter schools in the identification of students with dyslexia. The objectives of Module 2 are to review the why and when for assessing dyslexia. Module 2 will also review the processes for dyslexia assessment and related disorders as outlined in The Dyslexia Handbook, 2014.

Module 3 - Considerations for ELLs

Module 3 is the third of five modules developed to assist school districts and charter schools in the identification of students with dyslexia in the ELL student population. The objective of Module 3 is to review the process of second language acquisition, research on the relative effectiveness of different language programs, the various types of orthography that exist around the world, and the benefits of bilingualism. Data gathering and formal evaluation, as well as, instructional programming for ELLs will also be reviewed.

Module 4 - Interpreting Scores

Module 4 is the fourth of five modules developed to assist school districts and charter schools in the identification of students with dyslexia. This module is designed to provide the knowledge necessary to interpret both quantitative (formal) and qualitative (informal) data used, in compliance with federal and state guidelines, to identify students with dyslexia. Specifically, the participant will understand the significance of quantitative data from normed assessment scores. The role that qualitative data plays when used with quantitative test scores in helping a Section 504 committee determine the identification of dyslexia, will also be reviewed.

Module 5 - Report Writing & Case Studies

Module 5 is the fifth of five modules developed to assist school districts and charter schools in the identification of students with dyslexia. When a student is referred for a dyslexia evaluation, qualitative and quantitative information gathered by the evaluator is used to drive decision making within the legal framework of either the Section 504 or IDEA process. A methodical approach to processing the assessment data, such as the use of a structured written report, will help inform the appropriate committee before it makes any decisions regarding dyslexia identification. At the conclusion of this module, you will (1) know how to analyze and evaluate collected data and then use findings for report writing, (2) be familiar with a framework for documenting evaluation results, and (3) provide hands-on practice in using the framework of a written report to inform a §504 or ARD committee.

Choose a Pathway

K-12 Classroom Teachers --- or --- Administrators

Recommended: Module 1: Dyslexia Foundations

Optional: Module 2: Dyslexia Evaluation / Module 3: Considerations for ELLs

Optional: Module 4: Interpreting Scores / Module 5: Report Writing & Case Studies

Dyslexia Program Teachers --- or --- SPED Evaluation Personnel

Recommended: Module 1: Dyslexia Foundations

Optional: Module 2: Dyslexia Evaluation / Module 3: Considerations for ELLs

Optional: Module 4: Interpreting Scores / Module 5: Report Writing & Case Studies

Dyslexia Program Teachers --- or --- SPED Evaluation Personnel

Recommended: Module 1: Dyslexia Foundations

Optional: Module 2: Dyslexia Evaluation / Module 3: Considerations for ELLs

Optional: Module 4: Interpreting Scores / Module 5: Report Writing & Case Studies

Mrs. Edna Ramirez -Perez

Director
(956) 969-6822 ext. 30501
Email Mrs. Ramirez-Perez