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Dyslexia

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James Gentry

on 15 December 2017

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Transcript of Dyslexia

Procedures Concerning
Dyslexia and Related
Disorders

DYSLEXIA: A MAZE
Your Reading
Chapters
I. Definitions and Characteristics of Dyslexia ........8
II. Procedures for Assessing Students for Dyslexia...11
III. Referral to Special Education.............19
IV. Instruction for Students with Dyslexia ..............20
I. Definitions and Characteristics
of Dyslexia ........page 8
THE CHANGES STARTED IN THE 1990s
II. Procedures for Assessing Students
for Dyslexia ..................................13
Domains to Assess
Academic Skills
DYSLEXIA IS SEPARATE FROM SPED in TEXAS

Referral to Special Education..............................NOT IN TEA~D pp. 23-76=WHOLE HANDBOOK REALLY
MGM (YEA That's RIGHT!
III. Instruction for Students with Dyslexia ...... page 26

Components of Instruction
THE DYSLEXIA HANDBOOK
Who will parents come to for help?
What can we do?
REVIEW: In Groups, discuss how knowing
any of this may change your teaching.
Tell me three....
Name one thing we can do to help
one of these issues...
COMPARE & CONTRAST
RtI=NEW WAY

Discrepancy Model=OLD WAY
THE MEDICAL MODEL IS NOT FOR US
You Know A Lot:
MAKE CONNECTIONS TO OUR LEARNING THIS SEMESTER IN THIS CLASS.
What are some assessments you can use to help students?
How is the RtI process useful for a student struggling with dyslexia?
What data have you learned to collect and use in this class?
When is a child assessed formally for DYSLEXIA?
(2 MAIN WAYS IN PACKET)
unexpected difficulties that students with dyslexia demonstrate in the area of reading are
seen despite the provision of effective (scientifically based=RtI) classroom instruction

Regardless of the process in place, the parents or guardians always have the right to request a referral for assessment at any time and must be notified of their due process rights.
 Letter knowledge (name and associated sound)
 Reading real and nonsense words in isolation (decoding)
Reading fluency (both rate and accuracy should be measured)
Reading comprehension
Written spelling
Cognitive Processes Problems...
Phonological/phonemic awareness
Rapid naming
Bottom-Up
Top-Down

 Vocabulary

 Listening comprehension

 Oral expression

 Written expression
Additional areas that may be assessed...


 Handwriting

 Orthographic processing

 Mathematical reasoning

 Intelligence
English Language Learners/Bilingual...
Language Proficiency Assessment Committee (LPAC)
EDU 310--REVIEW
With a Partner: Discuss something from the list you remember in EDUC 3310...
Identification of Students with Dyslexia
§504 Committee=RtI Committee
Committee must be knowledgeable about the following:
The student being assessed=KTS
The reading process (
Bottom-Up
/Top-Down)
Dyslexia and related disorders
Dyslexia instruction
District or charter school, state, and federal guidelines for assessment
The assessments used
The meaning of the collected data
The assessments used
The meaning of the collected data
§504 committee determines the identification of dyslexia after reviewing all accumulated data...
The observations of the teacher, district or charter school staff, and/or parent/guardian
Data gathered from the classroom (including student work and the results of classroom measures) and information found in the student’s cumulative folder (including the developmental and academic history of the student)
Data-based documentation of student progress during instruction/intervention (RtI)
The results of administered assessments
Language Assessment Proficiency Committee (LPAC) documentation, when applicable
All other accumulated data regarding the development of the student’s learning and his/her educational needs
How have you experienced this? (BE SPECIFIC.)
2 Areas the Committee Must Consider
*low performance for the student’s age and educational level in the following academic skills:
1. *Bottom-Up Skills
Reading real words in isolation
 Decoding nonsense words
 Reading fluency (both rate and accuracy)
 Written spelling (an isolated difficulty in spelling would not be sufficient to identify dyslexia)
 Rapid naming
 Orthographic
processing
2. *Top-Down Experience
phonological or phonemic & awareness
reading comprehension
written composition
How have you experienced this in
the CASE STUDY?
NAME A STRATEGY
Notice any BOTTOM-UP and TOP-DOWN reading... We can talk about it later.
Did you do RUNNING RECORDS IN YOUR CASE STUDY?
As the kid is reading, see what miscues you catch...
What does it mean "USING MEANING"?
At any time during the assessment for dyslexia, identification process, or instruction related to dyslexia, students may be referred for evaluation for special education. At times, students will display additional factors/areas complicating their dyslexia and will require more support than what is available through the general education dyslexia program.
HOWEVER: IN SPED THEY STILL RECEIVE APPROPRIATE READING INSTRUCTION....
Which is?
IDEA 2004. In IDEA 2004, §1401 (30), dyslexia is considered one of a variety of etiological

foundations for “specific learning disability.” Section 34 CFR 300.8(c)(10) states the following:

Specific learning disability means a disorder in one or more of the basic psychological

processes involved in understanding or in using language, spoken or written, that may

manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do

mathematical calculations, including conditions such as perceptual disabilities, brain injury,

minimal brain dysfunction, dyslexia, and developmental aphasia.
Because schools have not always addressed the
instruction needs of students with dyslexic tendencies....
(NEW SCHOOLS WERE FORMED)
What is the #1 modification needed for dyslexic students? (Video Says)
BOTTOM-UP is the FOCUS HERE
Can you find the one TOP-DOWN component listed?
Name one thing you did in the CASE STUDY that fits this?
TAKE TWO of THESE & DEFINE THEM IN YOUR WORDS
Name strategies or a strategy for each...
July 12, 1970
http://www.handwritingforkids.com/handwrite/cursive.htm
CLYDE GENTRY
http://www.decodingdyslexiatx.org/wp-content/uploads/2014/05/TEA_DyslexiaHandbook_2014-DRAFT-5-12-14.pdf
TEA~D p. 8
TEA~D pages 8-9
TEA~D pages 10-11
TEA~D page 14
TEA~D page 20
TEA~D pp. 26-till end
TEA~D page 21
THIS IS ALL SUMMED UP HERE
IN HANDBOOK
TEA~D page 75-76
TEA~D 75
TEA~D 76
TEA~D page 23
Name a Fluency Strategy
http://www.decodingdyslexiatx.org/wp-content/uploads/2014/05/TEA_DyslexiaHandbook_2014-DRAFT-5-12-14.pdf
TEA~D page 15 summary
youtube.com/watch?v=UYN3DYb4r5Y
How are dyslexia brains different? How can teachers help students with dyslexia?
youtube.com/watch?v=zafiGBrFkRM
youtube.com/watch?v=cyC-7e4MbJE
Full transcript