1. Dyslexia Overview Presented by JW Fulton

6. What Kind of Instruction Does The Dyslexic Child Need? Dyslexia and other related learning disorders cannot be cured. Proper instruction promotes reading success and alleviates many difficulties associated with dyslexia. Instruction for individuals with learning differences should be: Explicit – intentional, direct teaching of skills for reading, spelling, and writing Systematic and Cumulative – has a definite, logical sequence of concept introduction Structured – has step-by-step procedures for introducing, reviewing, and practicing concepts Multisensory – engages the visual, auditory, and kinesthetic channels simultaneously or in rapid succession.

11. Section 504 Adapted from John Copenhaver and Miriam K. Freedman

13. What exactly does §504 say? “No otherwise qualified individual with handicaps in the United States… shall, solely by reason of his or her handicap, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…” 29 U.S.C. §794(a).

17. From Dubuque Community School District Impact of Function on Major Life Activities Ineligible for 504Eligible for 504 0 None 1 Negligible 2 Mild 3 Moderate 4 Substantial 5 Extreme Walking Seeing Breathing Reading Thinking Learning Hearing Speaking Concentrating Communicating

18. What is an “evaluation” under §504? The collecting, gathering, and interpreting of data from a variety of sources about the student’s educational functioning constitutes an evaluation. Data can include test scores, teacher recommendations, physical and health information, adaptive behavior data, discipline information, parent input, privately-obtained information, prior IDEA evaluations, grades and progress reports, RTI documentation, and other relevant information: a holistic evaluation.

21. After evaluation, could a §504 committee decide that the student is so impaired that he should be referred for an IDEA evaluation? Yes, either upon initial evaluation, or after attempts to educate the student with a §504 plan, the §504 committee may refer the student for a special education evaluation.

22. Can a student be disabled but not qualify under §504? Yes, since some disabled students may not be substantially limited in learning or another major life activity by their disability. If a student with disabilities is able to function adequately in the school setting, they may not be substantially limited, and thus, not eligible under §504. Note: Under the new law, Section 504 may require us to accommodate the needs of students with disabilities which have nothing to do with their instructional needs.

24. General Education Section 504 / ADA should be a General Education management responsibility.

25. Examples of Students with Disabilities Who Might be Eligible Under Section 504/ADA HIV/AIDS Tuberculosis Arthritis Asthma Allergies Diabetes Obesity Epilepsy Heart Disease Chronic Fatigue *Pregnancy Orthopedic Dyslexia *It depends *Special Education—Qualified Students Conduct Disorder Temporary Disability ADD/ADHD *Drug and Alcohol Migraine Headache Tourette Syndrome TBI—Traumatic Brain Injury Cerebral Palsy Cancer Multiple Sclerosis

26. Points to Remember When Considering Section 504 Eligibility High standard to meet for Section 504 eligibility On the average, only 1-2% of the student population of any school is deemed Section 504 eligible. Learning difficulties not always due to a physical or mental impairment. Student will forever have a record of being divided. Section 504 eligibility is not for “at-risk” students. Phrase “substantially limits” is in present indicative verb form. Thus, student must be presently, not potentially or hypothetically, substantially limited.

28. Civil Rights Section 504 is often referred to as the first civil rights act for individuals with disabilities. Section 504 applies to students, parents, employees, and other individuals with disabilities.

29. Dyslexia/504 Process Overview

30. Screen shot of Dyslexia website

38. For initial Dyslexia referrals

40. Questions or Comments JW Fulton, 444-4500 x1024 jfulton@eisd.net jfulton@eisd.net Becky Borroel, 444-4500 x1014 rborroel@eisd.net rborroel@eisd.net