Transcription of Mississippi Dyslexia Handbook
1 Mississippi Dyslexia HandbookGuidelines and ProceduresConcerning Dyslexia andRelated DisordersMississippi Department of EducationOffice of Reading/Early Childhood/Language Arts359 North West StreetJackson, MS 39205-0771 2002ii_____TABLE OF CONTENTS_____IntroductioniiDefining Dyslexia1 Understanding Dyslexia3 Characteristics Associated with Dyslexia6 Accommodations and Modifications8 Specific Accommodations11 Specific Modifications14 Suggested Interventions by Subject Area16 Reading16 Spelling17 Writing - Handwriting19 Writing - Copying19 Writing - Composition22 Study Skills for the Content Areas22 Organizational Techniques23 Intervention and Identification Process24 Phase 1 - Data Gathering and Review24 Phase 2 - Instructional Interventions within Regular Education26 Phase 3 - Assessment for Dyslexia26 Phase 4 - Multisensory Programming29
2 Multisensory Program Descriptors30 Program Cost and Contacts34 Descriptors of Programs37 AppendicesAppendix A - Mississippi Public Law, House Bill 146952 Appendix B - Publications54 Appendix C - Glossary of Terms61 Appendix D - Parent Interview Form63 Appendix E - Teacher Observation Checklist65 Appendix F - Referral Form68 Appendix G - Multisensory Program Review Form69 Appendix H - Information Sources on Assessment73 Appendix I - Questions and Answers77 Appendix J - Bibliography83 Appendix K - Resource Page85i_____INTRODUCTION_____The purpose of this Handbook of procedures related to Dyslexia is to provide guidelinesfor Mississippi school districts, teachers.
3 And parents in the identification and instructionof students with resource guide was prepared to assist regular educators in gaining currentinformation concerning the term Dyslexia , accommodations and modifications, as well as,instructional programs designed to meet the unique needs of students with the 1996 legislative session, House Bill 1469 (see Appendix A) was passed whichrequires the Mississippi Department of Education to adopt pilot programs to evaluate andidentify students with Dyslexia . In accordance with the pilot programs, the law authorizesschool districts to implement appropriate multisensory, systematic language-basedregular education programs for dyslexic students that do not qualify for special guide will assist in providing appropriate services for all dyslexic students.
4 HouseBill 1469 provides for pilot programs to assist regular educators in meeting the needs ofsuch students in the regular education is and will continue to be a major feature in the development of promisingpractices and the competitive spirit to meet the challenges of the next century that are inprogress throughout our nation. It is important that Mississippi students have theopportunity to use their individual strengths in a way that enhances their quality of lifeand the society in which we live. Dyslexic students desire to be a part of meeting andconquering such challenges. With careful planning and support, these students canachieve goals that lead to success in the educational Child A Education for Every Child_____iiACKNOWLEDGEMENTS_____Richard L.
5 Thompson, Ed. Superintendent of EducationSusan M. Rucker, Ed. State SuperintendentBonita Coleman-Potter, Ph. DirectorRobin LemonisReading/ Dyslexia CoordinatorThis publication was revised by the Office of Reading/ Early Childhood/ Language special thank you is extended to Vicki Davidson, Mississippi Department of Education,Billie Hill, Director of Oak Hill School for Dyslexia , Lashundria Jackson, MississippiDepartment of Education, Howard Kerce, Deputy of the Supreme Council Orient ofMississippi, and Donna Porter, Picayune School District Dyslexia Coordinator, for theircontributions to this Further information, please write or call.
6 Robin Lemonis, Dyslexia CoordinatorMississippi Department of EducationOffice of Reading/Early Childhood/Language Arts359 North West Box 771 Jackson, MS 39205-771 Phone: 601-359-3778 Fax: 601-359-1818http://acad/id/curriculum/ Mississippi Dyslexia Handbook was prepared with funds provided under Goals 2000 Technical Assistance Federal Aid#ES276A000024, Department of Education. The opinions expressed herein do not necessarily reflect the position or policy ofthe Department of Education, and no official endorsement by the department should be inferred. Portions of this document may bereproduced with appropriate THE TERM DYSLEXIA_____There have been many definitions for Dyslexia over the years and this has created someresistance to using the word " Dyslexia .
7 " Due to the confusion in sorting through thevarious definitions, it has been easier to use terms such as "reading disability" or"learning disability" to describe a student with Dyslexia . Parents, national organizations,and researchers cannot agree on one definition, but they often agree on commoncharacteristics of students with Dyslexia as well as the exclusionary factors to beconsidered when determining a diagnosis for a word Dyslexia comes from two ancient Greek words. The prefix (dys) means "lackof" or "difficult," while the second part of the word (lexia or lexicos) means, "pertainingto words.
8 " Although estimates of the prevalence of Dyslexia are not agreed upon, someresearchers estimate that as many as 15 percent of students within the United States maybe classified as definition that has obtained broad respect and accounts for common links of definitionsis from the World Federation of Neurology. This definition states, "a disordermanifested by difficulty in learning to read despite conventional instruction,adequate intelligence, and sociocultural opportunity. It is dependent uponfundamental cognitive disabilities which are frequently of constitutional origin."This definition provides a basis to narrow the focus of the term.
9 Dyslexia is not primarilyattributable to subnormal intelligence or to socioeconomic deprivation. Also, ifeducational problems are primarily due to physical, sensory (hearing and/or vision) oremotional disabilities, these disabilities are generally considered exclusionary factors fordetermining a student to be dyslexic. This is not to say that a student with the abovephysical disabilities cannot have Dyslexia , but further evaluation would need to beconducted to establish whether these disabilities are the reason for the student to exhibiteducational who have been provided conventional instruction and continue to beunsuccessful need a review of their educational strengths and weaknesses conducted todetermine specific difficulties exhibited in classwork, homework, and achievement cannot be "cured or fixed.
10 " but the effects of such a disability can be is a condition that requires specialized instruction to moderate its effects on a student'seducational and social endeavors. The earlier it is diagnosed, the better the opportunity isfor a student to experience success in the educational Dyslexia may be identified as a Specific Learning Disability under the definition ofthe Individuals with Disabilities Education Act and the Mississippi 's Referral-to2 Placement regulations, the terms should not be used simultaneously. While many of thestudents identified as having a Specific Learning Disability have a reading problem,including Dyslexia , this category as defined in regulations includes a broader base foridentification of students in need of special education than those defined as to Mississippi law Sections 37-23-1 through 37-23-75 (See Appendix A) thedefinition of Dyslexia and related disorders to be utilized in the process of identificationand services is outlined in this guide as follows.
