Dyslexia Iep Goals

Dyslexia Iep Goals

Blog Article

What is Dyslexia?
If your child is having trouble reading, it's important to get them formally tested. The earlier dyslexia is diagnosed, the sooner they can start learning new strategies to help them read and write.


Federal laws entitle kids and teens with dyslexia or other language-based learning differences to extra support at school, like special instruction or test accommodations.

Definition
Many people who struggle with reading, spelling and/or writing have dyslexia. But with the right support, many people with dyslexia go on to lead productive lives and contribute to society.

Dyslexia involves trouble decoding words and/or recognizing letters and their sounds (phonemes). This difficulty causes difficulties in spelling, reading comprehension, and oral language skills. Dyslexia can also affect concentration and attention, and even the way the body moves.

It is important to note that dyslexia is a dimensional disorder, meaning that a phonological deficit may not be the only problem. Further, dyslexia can be accompanied by a number of co-occurring problems such as speech sound disorders, learning disabilities and behavioural issues. While these comorbidities should not be considered core features of dyslexia, they can make the diagnosis more complex.

Symptoms
People who have dyslexia often struggle with reading and spelling. They may reverse letters or numbers, have trouble identifying their own name and other words they know well, or switch the sounds of similar words. They often take longer to learn and can't read or spell above grade level.

They can't remember or understand the alphabet, days of the week, colors and shapes, or how to write their own name. They often have difficulty learning new vocabulary and rhyming; and they have trouble understanding jokes, puns and turns of phrase.

Adults who have dyslexia may have trouble with essay-type tests and assignments where writing is important, or with job dyslexia remediation success rates applications, resumes or cover letters. They may also have a hard time keeping up with classmates in classes that require a lot of reading and taking notes. They can sometimes feel discouraged and low in self-esteem because their reading skills are different from everyone else's. But they can still be talented and successful in areas like art, music, sports, story-telling, mechanics or business.

Treatment
If your child shows signs of dyslexia, early intervention is key. It can help them catch up to their peers academically and prevent the disorder from handicapping them throughout their lifetime.

People with dyslexia often struggle to understand what they are reading, even when it is read aloud or written down. Their frustration and confusion with academic language can affect their self-esteem, causing them to avoid classroom activities that require reading or writing.

Treatment options for dyslexia include special education, multisensory instruction and cognitive training programs that improve memory, focus and attention. These programs are designed to strengthen the brain processes involved in learning, making any other dyslexia treatment interventions more effective.

If your child qualifies for special-education services, they will receive a plan known as an Individualized Education Program (IEP). These plans outline specific goals and accommodations that will address the student’s needs. Many schools will also offer additional dyslexia remediation outside of school through private programs such as BrainWare SAFARI, Fast ForWord and Cogmed Working Memory Training.

Support
The ability to recognize the sounds of words (phonemes) and blend those sounds together can be very difficult. This makes it hard to read, even short, familiar words. It also makes it hard to write, spell and do math problems.

People with dyslexia often have good skills in other areas, such as creative thinking and problem solving. However, their struggle with reading usually becomes apparent at school.

Parents can request screening and testing for dyslexia from their child’s family doctor or the school special educational needs co-ordinator as soon as they notice difficulties in their learning. They should also ask for a formal dyslexia diagnosis, which is performed by a specialist and confirmed with pediatric neuropsychological tests.

Teachers should be aware that dyslexia is common, and they can help students manage their struggles by providing classroom support. For example, they can use visual schedules and allow students to respond to test questions verbally or by drawing instead of writing answers. They can also provide extra time for test-taking.