Special Education Operating Guidelines
Page Navigation
- Home
- Accessible Instructional Materials
- Accommodations, Modifications, Supplementary Aids and Services
- Adapted Physical Education
- Adaptive Equipment
- ARD-IEP Committee
- Assistive Technology
- Auditory Processing Disorder (APD)
- Autism
- Commensurate School Day
- Conducting the Evaluation
- Counseling and Psychological Services
- Deaf or Hard of Hearing
- Development of the IEP
- Disability Categories
- Discipline
- Discontinuing Special Education Services
- Dyslexia
- Early Childhood
- Eligibility Determination and Documentation
- Extended School Year Services
- Field Trips
- Full and Individual Initial Evaluation
- Glossary of Terms
- Grade Placement Committee and Graduation
- Health and Medical Services
- Homebound Services
- Identification
- In Home Community Based Training
- Independent Educational Evaluation
- LIFE Skills
- Mainstream (In-Class Support Services)
- Music Therapy
- Occupational Therapy
- Out of District Programs
- Parent Concerns
- Performance Based Monitoring Analysis System
- Physical Therapy
- Private, Religious, and Home Schools
- Programs and Placement
- Re-evaluations
- Referral Process and Initial Evaluations
- Residential Facilities Monitoring
- Resource
- Response to Intervention
- Section 504 and Americans with Disabilities Act
- Special Education Rules and Regulations
- Speech-Language Services
- SPP Data Collection
- State Assessment
- State Performance Plan
- Student Records
- Therapeutic Intervention Program
- Transition Policies and Procedures
- Translation and Interpretation
- Transportation
- Universal Design for Learning (UDL)
- Visual Impairment
-
Dyslexia
"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 TEC 38.003(d)(1). Because early intervention is critical, a program for early identification, intervention, and support for students with dyslexia and related disorders must be available in each district as outlined in the Dyslexia Handbook Procedures Concerning Dyslexia and Related Disorders, 19 TAC 74.28(g),TEC 38.003(b) and TEC 38.003(c).The board of trustees of a school district must ensure that procedures for identifying a student with dyslexia or a related disorder are implemented in the district 19 TAC 74.28(a) and TEC 38.003(c). A school district's strategies for screening dyslexia and related disorders must be implemented in accordance with the Dyslexia Handbook Procedures Concerning Dyslexia and Related Disorders. A school district's techniques for treating dyslexia and related disorders must be implemented in accordance with the Dyslexia Handbook Procedures Concerning Dyslexia and Related Disorders. Screening should only be done by individuals/professionals who are trained to assess students for dyslexia and related disorders 19 TAC 74.28(b).
Action Steps
Support for students demonstrating these types of reading difficulties is provided through a Multi-Tiered System of Support (MTSS), Section 504, and special education.
- A team of persons with knowledge of the student, instructional practices, and instructional options meets to discuss data collected and the implications of the data. If the team suspects the student has dyslexia, a related disorder, or another disability included within IDEA, the team must refer the student for a full individual and initial evaluation (FIIE).
- Schools must recommend a full individual and initial evaluation (FIIE) for Dyslexia or related disorder if the student demonstrates the following:
- Poor performance in one or more areas of reading and spelling that is unexpected for the student's age/grade
Characteristics and risk factors of dyslexia indicated in Chapter I: Definitions & Characteristics of Dyslexia
A student's reading difficulties alone may warrant evaluation under IDEA. At times, students may display additional, potential learning challenges, such as oral language deficits, written expression difficulties (dysgraphia), or math difficulties (dyscalculia), which may further impact student learning. These challenges may also warrant an evaluation under IDEA.
- Poor performance in one or more areas of reading and spelling that is unexpected for the student's age/grade
- Students who are currently eligible under IDEA and have an individualized education program (IEP) and who are not suspected of having dyslexia or a related disorder must undergo reevaluation under IDEA.
- When formal evaluation is recommended, the school must complete an evaluation process as outlined in IDEA Procedural Safeguards under IDEA.
- Once dyslexia has been identified, there are further eligibility questions the ARD committee must still consider.
- If a student is found eligible for special education or Section 504 for dyslexia, specially designing, or appropriate, reading instruction must be included in the plan to meet the individual needs of the student including the components and delivery of dyslexia instruction as outlined in the Chapter IV: Critical, Evidence-Based Components of Dyslexia Instruction.
(Texas Education Agency. The Dyslexia Handbook Procedures Concerning Dyslexia and Related Disorders 2021 Update, pp. 1, 22, 23-34).
ResourcesDyslexia Handbook (Spanish)
Dyslexia Handbook Important Changes (Spanish)
TEA English Language Arts and Reading
State Dyslexia Helpline: (800) 232-3030
