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Dyslexia accommodations6/23/2023 ![]() Understanding the Systems of Support in your Child’ s School Records/logs of phone or in-person conversations.Samples of class work, tests, and quizzes.Samples of homework assignments and homework logs.Screening, benchmark, and progress monitoring reports.Educational plans, such as an individualized education program (IEP) or Section 504 plans.Collecting and organizing the child’s information can be as easy as buying a three-ring binder and regularly adding documents in chronological order or creating tabbed sections to further categorize information. It is vitally important that parents set up a system for organizing their documentation from the very start. Getting Organized: Documentation is a critical component of effective advocacy. There are also IDA branches in many states, as well as other school- and community-based parent groups focused on learning disabilities, where parents can meet other families and talk to educational experts. The International Dyslexia Association (IDA) has a series of fact sheets, like this one, available for download on many topics related to dyslexia. There are many informative books, documentary films, and websites with online resources dedicated to helping raise awareness about dyslexia. The more parents know about the characteristics of dyslexia, the more they will be able to express specific concerns over their child’s progress and to ask important questions about the programming decisions being made for their child at school. The parent’s perspective and input will provide important details about how dyslexia is specifically presenting itself in the child. This will establish a timeline of documentation for the child’s records.īuilding Knowledge and Identifying Resources: It is very helpful for parents to build their own knowledge base about dyslexia and its impact on their child. ![]() This meeting and all other phone calls or face-to-face discussions should be followed up with an e-mail restating what was discussed and agreed upon for next steps. Parents should focus on asking for information on their child’s reading development and whether their child is progressing normally or showing signs that are atypical. They can ask if the teacher has any concerns about dyslexia, but they should not be surprised if the teacher is not familiar with or comfortable with using the term. They should ask the teacher to share any literacy screening and benchmark reports. Parents should bring samples of their child’s work illustrating the issue they are observing and begin by sharing their concerns. ![]() ![]() Therefore, parents need to request a meeting with their child’s teacher as soon as they first notice an issue with the child’s learning. Research has shown that early identification and intervention is key when it comes to treating dyslexia. While advocating for their own child’s individual needs, many parents feel they are also engaging to a certain degree in system-level advocacy to raise awareness and improve the types of reading interventions and assessment practices used by their schools. This “research to practice gap” can complicate advocacy efforts, making it difficult for parents to know if the supports and services being offered are actually evidence based and proven to be effective for students with dyslexia. It is helpful for parents to also realize that a disconnect does currently exist between dyslexia-the most common type of learning disability-and reading research and many of the widespread educational practices that are popular in classrooms. However, uncertainty often subsides once parents gain confidence in their understanding of the laws and policies designed to support individuals with disabilities in both general and special education settings. These feelings of confusion and frustration are common. They may become disillusioned with their child’s school or teachers when progress is slow or the recommended interventions prove unsuccessful. Parents may find it stressful to navigate the systems designed to support struggling students in public schools. Raising a child with a learning disability can feel lonely and overwhelming at times.
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