"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).
What We Do
Dyslexia's primary reading/spelling characteristics are:
- Difficulty reading words in isolation,
- Difficulty accurately decoding unfamiliar words,
- Difficulty with oral reading difficulties (slow, inaccurate, or labored without prosody) and/or
- Difficulty spelling.
Support for students demonstrating these types of reading difficulties is provided through Response to Intervention (RTI), Section 504, and special education.
- A team of persons with knowledge of the student, instructional practices, and possible service options meets to discuss data collected and the implications of the data. If the team suspects the student has dyslexia or a related disorder, the team should consider the type of instruction that would best meet the student's needs. Schools must recommend evaluation for Dyslexia 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.
- 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 that is outlines in IDEA or Section 504. Procedural safeguards under IDEA and Section 504 must be followed.
- Once dyslexia has been identified, there are further eligibility questions the Section 504 or ARD committee must still consider.
- If a student is found eligible for special education or Section 504 for dyslexia, appropriate reading instruction must be included in the plan to meet the individual needs of the student. Appropriate reading instruction includes 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 2018 Update, pp. 1, 22, 25, 27, 28, 32-34.)