Dyslexia Resources

  • Students struggling with some or all of the many facets of reading, writing, and/or spelling are provided specialized assessments in order to determine if a student may be identified as a student with dyslexia.  Those students who are identified are provided with an appropriate instructional program for the student at each campus. The major instructional strategies utilize individualized, intensive, and multi-sensory methods as appropriate. The purpose of the FAQ area below is to answer frequently asked questions concerning how students who may exhibit characteristics of dyslexia are served within LPS. The guidelines and procedures adopted have been designed to correlate to the identification and instruction of students with dyslexia and related disorders adopted by the State Board of Education in 1992, mandated by the state of Texas, and presented in The Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders (English).  El Manual  Sobre La Dislexia (Spanish).

    The Dyslexia Handbook was developed to satisfy two statutes and one rule addressing dyslexia and related disorders. Texas Education Code (TEC) §38.003 defines dyslexia and related disorders, mandates testing students for dyslexia, and providing instruction for students with dyslexia. It gives the State Board of Education authority to adopt rules and standards to administer testing and instruction. Furthermore, Chapter 19 of the Texas Administrative Code (TAC) § 74.28 outlines the responsibilities of districts as to delivery of services to students with dyslexia. § 504 of the Rehabilitation Act of 1973 establishes assessment and evaluation standards and procedures for students. If a student’s dyslexia is determined to ‘substantially limit’ learning, then Section 504 procedures are put into place. 

    LPS is committed to supporting all students to ensure educational success. Dyslexia support services are provided on all campuses K-12.

     

Frequently Asked Questions

  • What are possible difficulties my may experience that may be associated with dyslexia?

  • What process is used to determine educational need for a dyslexia assessment?

  • When does LPS assess students for possible dyslexia intervention?

  • What information is used to determine if a child should receive dyslexia services?

  • Who ultimately identifies and makes placement decisions for students exhibiting characteristics of dyslexia?

  • How long will my child receive dyslexia services?

  • What factors are used to determine when a child EXITS from dyslexia?

  • How will my child be supported once they exited from their daily dyslexia instruction?

  • What kind of support is available for my student at the secondary level?

  • What kind of support is available for my student at the elementary level?

  • Who delivers instruction for students showing signs of dyslexia?

  • Who can I contact at my child's campus concerning the dyslexia program?

  • How does LPS address students who have participated in a dyslexia program in another district?

  • My child is currently participating in another intervention. Is it possible that he will receive reading support through the district’s dyslexia program?

  • How can I be involved in supporting my child’s dyslexia intervention?

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