Dyslexia Services in Judson ISD

Dyslexia Services in Judson ISD

This guide provides information about dyslexia services available to students in Judson Independent School District (ISD) in Texas. It outlines key aspects of identification, support, and resources for students with dyslexia, referencing the Texas Dyslexia Handbook (2024) and relevant state laws.

Texas Dyslexia Handbook 2024

The Texas Dyslexia Handbook (2024), published by the Texas Education Agency (TEA), is the foundational document guiding dyslexia identification and intervention in Texas public schools. Judson ISD adheres to the guidelines and procedures outlined in this handbook. Key changes and updates in the 2024 edition often relate to screening procedures, instructional methodologies, and clarification of legal mandates. Parents and educators are strongly encouraged to familiarize themselves with the latest version of the handbook, as it provides the most current and comprehensive information on dyslexia services in the state.

Key Components of the Texas Dyslexia Handbook:

• Definition of Dyslexia: The handbook provides a clear and consistent definition of dyslexia as a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.
• Screening Procedures: The handbook outlines the recommended screening procedures for identifying students at risk for dyslexia. These screenings typically involve assessments of phonological awareness, phonological memory, rapid naming, and decoding skills.
• Instructional Approaches: The handbook emphasizes the importance of providing students with dyslexia with structured literacy instruction, which is a multi-sensory, systematic, and explicit approach to teaching reading.
• Legal Mandates: The handbook clarifies the legal requirements for providing dyslexia services under Texas law, including the requirements for screening, evaluation, and intervention.
• Parent Involvement: The handbook stresses the importance of parent involvement in the dyslexia intervention process and provides resources for parents to learn more about dyslexia.
• Progress Monitoring: The handbook recommends regular progress monitoring to assess the effectiveness of interventions and make adjustments as needed.

It is crucial to consult the official Texas Dyslexia Handbook for the most accurate and up-to-date information.

Mandatory Screening

Judson ISD conducts mandatory dyslexia screenings for all students in kindergarten and first grade, in accordance with Texas Education Code §38.003. These screenings are designed to identify students who may be at risk for dyslexia. The screenings typically assess skills such as:

• Phonological Awareness: The ability to recognize and manipulate the sounds of language (e.g., rhyming, segmenting, blending).
• Phonological Memory: The ability to hold phonological information in working memory.
• Rapid Naming: The ability to quickly name a series of objects, colors, or letters.
• Letter-Sound Knowledge: Understanding the relationship between letters and sounds.

If a student is identified as being at risk for dyslexia based on the initial screening, further evaluation may be recommended. Parents will be notified of the screening results and any recommendations for further action. It is important to note that these screenings are designed to identify potential risk, and a formal evaluation is necessary to diagnose dyslexia.

Beyond kindergarten and first grade, Judson ISD also provides screening for students in other grades if concerns about reading difficulties arise. Parents or teachers can request a screening if they observe persistent difficulties with reading, spelling, or writing.

Structured Literacy Programs

Judson ISD utilizes structured literacy programs for students identified with dyslexia. Structured literacy is an evidence-based approach to reading instruction that is:

• Systematic: Instruction is delivered in a logical and sequential order, building upon previously learned concepts.
• Explicit: Concepts are taught directly and clearly, with no assumptions made about prior knowledge.
• Multi-Sensory: Instruction engages multiple senses (e.g., visual, auditory, kinesthetic, tactile) to enhance learning.
• Cumulative: New concepts are built upon previously learned skills, reinforcing understanding.

While specific program names may vary within Judson ISD depending on the campus and student needs, common elements of these programs will include:

• Phonology: Direct instruction in the sounds of language, including phoneme awareness and phoneme-grapheme correspondence (the relationship between sounds and letters).
• Sound-Symbol Association: Explicit teaching of letter-sound relationships and spelling patterns.
• Syllable Instruction: Instruction in the different types of syllables and how to decode multi-syllabic words.
• Morphology: Instruction in the meaning of morphemes (the smallest units of meaning in language), such as prefixes, suffixes, and root words.
• Syntax: Instruction in the rules of sentence structure.
• Reading Comprehension: Strategies to improve understanding of what is read.

Parents can request information about the specific structured literacy program being used at their child's school from their child's teacher or the campus dyslexia specialist.

504 vs IEP for Dyslexia

Students with dyslexia may be eligible for support services through either a 504 plan or an Individualized Education Program (IEP). The determining factor is the severity of the dyslexia and the level of support required.

504 Plan:

• A 504 plan is provided under Section 504 of the Rehabilitation Act of 1973.
• It is designed for students with disabilities who need accommodations to access the general education curriculum.
• Students with dyslexia who can access the general education curriculum with accommodations (e.g., extended time, assistive technology) may be eligible for a 504 plan.
• The focus is on leveling the playing field and removing barriers to learning.

IEP (Individualized Education Program):

• An IEP is provided under the Individuals with Disabilities Education Act (IDEA).
• It is designed for students with disabilities who require specialized instruction to make progress in the general education curriculum.
• Students with dyslexia who require significant modifications to the curriculum and/or specialized instruction in reading may be eligible for an IEP under the category of Specific Learning Disability (SLD).
• The IEP includes specific goals and objectives, as well as a description of the specialized instruction and related services that the student will receive.

Key Differences Summarized:

The decision of whether a student requires a 504 plan or an IEP is made on an individual basis by a team of professionals, including teachers, administrators, and specialists. Parents are an integral part of this team.

Accommodations List

Accommodations are changes to the way a student learns or is assessed that do not change the content being taught. Common accommodations for students with dyslexia include:

• Extended Time: Allowing extra time for completing assignments and tests.
• Assistive Technology: Providing access to tools such as text-to-speech software, speech-to-text software, and audiobooks.
• Preferential Seating: Placing the student in a location where they can easily see the teacher and board.
• Reduced Workload: Modifying the amount of work assigned to reduce overwhelm.
• Oral Presentations: Allowing the student to present information orally instead of in writing.
• Visual Aids: Providing visual supports such as graphic organizers and diagrams.
• Multi-Sensory Instruction: Incorporating visual, auditory, and kinesthetic activities into lessons.
• Use of Graphic Organizers: Graphic organizers to help with reading comprehension and written expression.
• Access to Notes: Providing the student with copies of notes or allowing them to record lectures.
• Alternative Assessments: Offering alternative ways for the student to demonstrate their understanding, such as projects or presentations.
• Spelling Waivers: Focusing on content understanding rather than perfect spelling in certain assignments.
• Reading Aloud: Allowing the student to have test questions read aloud.

This is not an exhaustive list, and the specific accommodations provided will vary depending on the individual needs of the student. Accommodations are determined by the 504 or IEP team.

How to Request Evaluation

If you have concerns that your child may have dyslexia, you can request an evaluation from Judson ISD. The process typically involves the following steps:

1. Contact the School: Contact your child's teacher, the school counselor, or the campus dyslexia specialist to express your concerns.
2. Submit a Written Request: Put your request for an evaluation in writing and send it to the school principal or special education director. Be sure to include specific examples of your child's difficulties with reading, spelling, or writing.
3. Provide Information: Be prepared to provide information about your child's developmental history, academic performance, and any previous interventions or support services they have received.
4. Evaluation Process: The school will conduct an evaluation to determine if your child meets the criteria for dyslexia. This evaluation may include assessments of reading fluency, decoding skills, spelling, and phonological awareness.
5. Eligibility Determination: After the evaluation is complete, the school will hold a meeting with you to discuss the results and determine if your child is eligible for dyslexia services.
6. Development of a 504 Plan or IEP: If your child is eligible for services, the school will develop a 504 plan or IEP that outlines the specific accommodations and interventions that will be provided.

Judson ISD is committed to providing timely and appropriate evaluations for students who may have dyslexia. Parents have the right to be involved in every step of the evaluation and intervention process. If you have any questions or concerns, please do not hesitate to contact your child's school or the Judson ISD Special Education Department.

Contact Information for Judson ISD Special Education Department:

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Disclaimer: This guide is intended to provide general information about dyslexia services in Judson ISD. It is not a substitute for professional advice. Please consult with your child's school or the Judson ISD Special Education Department for specific guidance on your child's individual needs.