Dyslexia: An Overview by the Connecticut State Department of Education
by
Joseph C. Maya on Mar. 22, 2017
Summary: Blog post on describing and identifying dyslexia in students.
If you have a question or concern about special education law, school administration, federal standards, or the overall rights of a student, please feel free to call the expert education law attorneys at Maya Murphy, P.C. in Westport today at (203) 221-3100 .
What is "Dyslexia?"
Dyslexia is included in the Individuals with Disabilities Education Act (IDEA, 2004) as a specific learning disability (SLD). Dyslexia impacts reading, specifically decoding and accurate and/or fluent word recognition and spelling. Dyslexia is neurobiological in origin and is unexpected and/or inconsistent with a student’s other abilities often despite the provision of appropriate instruction. Dyslexia results from a significant deficit in phonological processing (i.e., a persistent difficulty in the awareness of and ability to manipulate the individual sounds of spoken language).
Typically, these students have strengths and cognitive abilities in areas such as reasoning, critical thinking, concept formation, problem solving, vocabulary, listening comprehension, and social communication (e.g., conversation). Early identification and appropriate instruction targeting the underlying phonological processing deficits that characterize dyslexia may minimize its educational impact.
Essential Clarifications
- Dyslexia is not primarily the result of visual, hearing, or motor disability; an intellectual disability; emotional disturbance; a lack of appropriate instruction; cultural factors; environmental or economic disadvantage; or limited English proficiency.
- Early identification of the characteristics is critical, leading to focused, evidence-based interventions, accommodations, self-awareness, self-empowerment, and school and life success.
- Without targeted, systematic and explicit instruction/interventions along with accommodations (e.g., accessible educational materials in content area subjects), students with dyslexia may have:
- reduced reading experiences that may impact the growth of vocabulary and background knowledge
- difficulty with written expression, and/or
- difficulty learning a second language.
- Students may demonstrate additional behavioral and/or emotional reactions to their difficulty with learning to read.
If you have a child with a disability and have questions about special education law, please contact Joseph C. Maya, Esq., at 203-221-3100, or at JMaya@mayalaw.com, to schedule a free consultation.
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Source- Specific Learning Disability/Dyslexia Public Act 14-39: Frequently Asked Questions, (2016), http://www.sde.ct.gov/sde/lib/sde/pdf/deps/special/sld_workgroup/sld_dyslexia_faq.pdf
