Texas Dyslexia Handbook 2024

Abilene ISD adheres to the guidelines and procedures outlined in the most current version of the Texas Dyslexia Handbook. This handbook, published by the Texas Education Agency (TEA), provides comprehensive guidance for identifying, assessing, and providing services to students with dyslexia and related disorders. Parents are encouraged to familiarize themselves with the handbook, which can be accessed online through the TEA website (search "Texas Dyslexia Handbook"). The handbook details legal requirements, best practices in intervention, and information about parental rights and responsibilities. All district staff involved in dyslexia services receive ongoing professional development based on the most recent updates from the TEA.

Mandatory Screening

Abilene ISD implements mandatory dyslexia screening for all students in kindergarten and first grade, as mandated by Texas law. This screening is designed to identify students who may be at risk for dyslexia. The screening process typically involves assessments that evaluate phonological awareness, rapid naming, and letter-sound knowledge. Early identification is crucial for providing timely and effective intervention. If a student shows signs of risk during the initial screening, further evaluation and monitoring may be conducted to determine if a formal dyslexia diagnosis is appropriate.

Structured Literacy Programs

Abilene ISD utilizes Structured Literacy programs for students identified with dyslexia or at risk for dyslexia. Structured Literacy is an explicit, systematic, and cumulative approach to reading instruction that focuses on the foundational skills necessary for reading success. These programs emphasize phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. Instruction is sequential and builds upon previously learned skills. Examples of Structured Literacy programs used within the district may include, but are not limited to, [Insert example program names here - consult with Abilene ISD]. The specific program used will depend on the individual needs of the student and will be determined in collaboration with the student's ARD (Admission, Review, and Dismissal) committee or 504 committee.

504 vs IEP for Dyslexia

Students with dyslexia may receive support through either a 504 plan or an Individualized Education Program (IEP), depending on the severity of their needs and the impact of dyslexia on their access to the general education curriculum.

• 504 Plan: A 504 plan provides accommodations and modifications to ensure that students with disabilities have equal access to the general education environment. It is appropriate for students whose dyslexia impacts their learning but do not require specialized instruction to access the general curriculum.
• IEP: An IEP is a more comprehensive plan developed for students with disabilities who require specialized instruction to make progress in their education. If a student's dyslexia significantly impacts their ability to learn and requires intensive, individualized instruction, an IEP may be necessary. This requires full special education testing and qualification under the specific learning disability category.

Accommodations List

Abilene ISD provides a range of accommodations to support students with dyslexia. The specific accommodations provided will vary depending on the individual needs of the student. Common accommodations may include:

• Extended time on assignments and tests
• Use of assistive technology (e.g., text-to-speech software, speech-to-text software)
• Audiobooks
• Preferential seating
• Modified assignments
• Graphic organizers
• Multi-sensory learning activities
• Frequent breaks

How to Request Evaluation

Parents who suspect that their child may have dyslexia should contact their child's teacher, school counselor, or the campus principal. A written request for a dyslexia evaluation should be submitted to the school. The school will then initiate the evaluation process, which may include assessments of reading, writing, and spelling skills. The evaluation team, including a diagnostician and other relevant professionals, will review the assessment results and determine if the student meets the criteria for dyslexia. Parents will be involved throughout the evaluation process and will receive a copy of the evaluation report. If the student is identified as having dyslexia, the school will develop a plan to provide appropriate interventions and accommodations.