Texas Dyslexia Reform: Implementing a Policy in Its Infancy Essay

According to the article “A New Perspective Dyslexia” the author informs us about information that teachers and parents, who be stuck in the myths of dyslexia. This article will give you information that will might save our world’s next great inventor, engineer, or scientist. It starts by explaining on how this article will surprise you by learning that you, or someone you might know is dealing with this disorder and also to inform us news that we can share with others about it. It informs us that dyslexia is not news because we know what is, what to look for it in a person, and how we can help people with this disorder. it make us guess what this disorder this is by telling us some hints like how it is not rare, and how it affects about five

Sally E. Schaywitz, M.D. is a well-known and very prestigious Pediatric Neurologist and an important figure in literacy education. Dr. Schaywitz received her M.D. from Albert Einstein College of Medicine. During routine well-care visits, parents would express concern for their children reading issues to Dr. Schaywitz, which prompted her to delve deeper into understanding and helping adults and children who have been diagnosed as dyslexic. Along with her husband, Bennett A. Shaywitz, M.D, according to Yale.edu the couple “created "Sea of Strengths" model of dyslexia which emphasizes a sea of strengths of higher critical thinking and creativity surrounding the encapsulated weakness found in children and adults who are dyslexic” (Yale.edu, 2014).

In the article “Dyslexia laws in the USA” it states that dyslexia is the most common neurobiological disorder that affects the development of decoding and encoding skills and hinders the literacy development of both children and adults. Prevalence rates have been estimated to be between ten and fifteen percent of all school children in the US. The majority of states have not developed guidelines regarding how to identify, help and accommodate students with this disorder with the requirement of federal law, including the individuals with disabilities educational act 2004 and 504 of the rehabilitation act of 1973. Although several states have recognized the need for early service and have taken proactive steps to implements rules regulation

Research in the field of Dyslexia has grown twenty-five percent throughout the last few years. From recent studies, we have discovered new and improved ways to help people who are hindered by Dyslexia, even though we are still learning more about Dyslexia every day. Dyslexia is a learning difficulty that hinders the academic progress of over 40 million American students who struggle daily, and can be helped with accommodations. In order to help these 40 million students, we must acknowledge what is Dyslexia, recognize what it is like to be Dyslexic, and explore what accommodations should be given to those who need it.

In being aware of dyslexia it helps students to be identified and put in the right courses in school to have academic success. It is also important that teachers receive special training in order to be able to properly teacher students with dyslexia or another disability. According to Francine H Jacobs and Deborah Klien Walker, they explain that The Education for all Handicap Act, helps students with disabilities get access to a proper education. They explain that “state and local educational agencies must develop and implement plans to identify, locate, and evaluate, these children, and place them into suitable programs, all toward the goal of full educational opportunity for each” (pg. 135). In adopting both resolutions the board made sure that students with disabilities receive a good

Dyslexia is the most prominent learning disability here in the United State but, it is also the most misunderstood. For centuries, those with dyslexia have been labeled as stupid and incompetent, when in fact they extremely intelligent, excelling in areas such as art, science and music. Due to our lack of knowledge and understanding, we as a nation are ignorant, deeming truth to the stereotypes that have long been associated with this so called “disease.” In order to reverse the damage that has already been done, we must differentiate fact from fiction. In order to fully understand dyslexia, individuals need to be provided with resources that address every aspect of the disability, including what it is, the possible causes, signs, symptoms and treatments available. Awareness is key to change!

First, the highlight of the meeting was Marla McKan, Title 1 Reading Teacher at Willard South Elementary, as she presented on Dyslexia. She explained characteristics of dyslexia, along with the long-term effects if it goes untreated. As a Certified Academic Language Therapist, she is establishing a task force to help with decisions of screening students and professional development opportunities for teachers to be better informed about dyslexia and its challenges.

According to the International Dyslexia Association (n.d.), “15-20% of the population has a language-based learning disability. Of the students with specific learning disabilities receiving special education services, 70-80% have deficits in reading” Language-based learning disabilities affect and impacts an individual throughout their lives. One of the most common diagnosis is specific learning disorder with impairment in reading, which is commonly referred to as dyslexia. Patients with dyslexia usually experience difficulty in reading and writing. They are often confused when pronouncing words and phrases, and usually have difficulty in reading fluency, comprehension, writing, spelling, recognizing and processing certain types of information.

This study was important for Schmidt et al. (2015) to conduct because dyslexia is a prominent disorder that affects 4-7% of school aged children and there is still research that needs to be done so that dyslexia can be fully

All students in the United States are entitled to education in the least restrictive environment on an individual basis (U.S. Department of Education, 2004). For students to receive their least restrictive environment individual education plan (IEP) team of education and health care professionals needed to provide appropriate interventions to help a student to be successful in an academic setting. One of the disabilities that has specific interventions or technologies in place are the deaf or hard of hearing students. The average deaf or hard of hearing student graduates from high school with a third or fourth grade level (Mueller & Hurtig, 2010). Since their reading levels are so low, research of technology is needed to help boost academic

There is no doubt that reading and writing are vital in today’s society. Without basic comprehension skills you simply cannot become educated let alone survive. It was a common belief that anyone who wanted to read, or to learn to read, would be able to, right? With Dyslexia, that is not the case. Dyslexia is described as the difficulty to comprehend language through reading and writing, despite a normal level of intelligence. Dyslexia is not only the most common learning disability, but is also highly recognized. There are three proposed distinctions within dyslexia that includes auditory, visual, and attentional. Understanding dyslexia would help the educational community as long as the medical community. Although the scientific community has extensive research on Dyslexia, there are still neurological aspects to consider and to learn about. Dyslexia is a complex disability that has interested physicians for centuries. Students with dyslexia should not be overlooked and deserve equal opportunities in the classroom.

The first step in accommodating students with dyslexia is identifying students who have difficulties with the language processing of reading, writing, and spelling. Difficulties can be identified through observation. Some of the characteristics to be gathered is whether the student has a hard time sounding out words, reads slow with hesitation, and omits/adds/reverses letters in words. Also, it is important to see if the student forgets spelling rules, makes phonological errors, and calls letters out of sequence. The student may forget to use capital letters when appropriate, have an inconsistent writing style, and be reluctant to writing (Reid, 2007). They will have no enjoyment of reading or writing as a leisure activity. They will be very forgetful, will often lose things, and become easily distracted. They will also complete tasks later than a given time limit. Research indicates that many dyslexic students experience various levels of emotional problems in their school life. Reading

Technology can be very beneficial to special needs children. There are many types of technology that can be used with different types of needs children. I am choosing technology that can be used specifically with dyslexia. There were two types of technology that interested me which included the Livescribe Smartpen and the Franklin Speller.

They also need to take longer to analyze symbols and signs (Bronswick 55). Some children with dyslexia can say a word, but not spell it, or they can spell a word but not say it. Children with dyslexia can not copy notes from the teacher, or they do not understand the notes or lecture the teacher puts down (Moragne 53). The only type of instruction dyslexics children can really follow is direct instructions that that child can do and accomplish ( 40 ). Children with dyslexics need extra help with work too (31). Children with dyslexia are also not as good as children without dyslexia athletically, artistically, and musically ( 21 ). Over forty million Americans are affected in America by dyslexia (ALS). In the world, five to fifteen percent is diagnosed and live with dyslexia (Bronswick

As such, the teacher role is to make educational adjustments to promote learning and create a fruitful class environment. The teacher must start by collecting information about the student with dyslexia because any knowledge collected from the student can play an important role in the student’s later success. Furthermore when the student knows that the teacher knows about his problems