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1. #Accommodations for dyslexia how to
2. #Accommodations for dyslexia software
3. #Accommodations for dyslexia professional

#Accommodations for dyslexia software

Text-to-speech, reader for tests, audiobooks, Bookshare, Learning Ally, audiobooks and ebooks, Rewordify, word prediction software (writing), spellcheck, designated note talker, teacher notes, speech-to-text (dictation), option to keyboard, talking dictionary, 1.5 – 2 x extended time for tests, scribe for scantrons. If you would like to provide outside documentation about accommodations for your student with dyslexia here are a two references:Īssistive Technologies to Support Students with Dyslexia (paper)Īssistive Technology for Students with Dyslexia (Fairfax County Schools) I f an IEP team, the student, and parents cannot agree on an assistive technology plan, then a formal assistive technology assessment may need to be conducted. IEP guidelines usually state that requests do not list specific products that are required, but instead mention the features necessary to help. Students need accommodations to read routine classwork and assignments, textbooks and handouts, and of course tests. In our Dyslexia at School Survey, a shocking 74% of respondents said that their children were given tests that they could not read. If your student needs accommodations for classroom work and testing, it is important to have those needs listed in the IEP. “Amy will be able to spell (encode) a list of fifty third grade words (10 CVC, 10 CV, 20 VCE and 10 VT) with 80% accuracy.

“Amy will read an unfamiliar third grade text at 90CWPM 3 out of 4 trials as measured by teacherkept data. “Amy will be able to decode a list of fifty third grade words (10 CVC, 10 CV, 20 VCE and 10 VT) with 80% accuracy.” FLUENCY GOAL Jake struggles to decode new multisyllabic words, especially words that include vowel teams and diphthongs such as retreat and avoided.” DECODING GOAL His spelling is at the 1st grade level according to the Woodcock-Johnson. According to the Woodcock-Johnson, Jake is currently decoding multisyllabic words at the 3rd grade level. “Jake (a fifth grader) currently reading at 89 CWPM when given an unfamiliar text at the fifth grade level. Check out this Ultimate IEP Presentation for good examples of “present levels” and “goals”:

The focus in an IEP should be on objective facts, not opinions. You may need more time to consider and seek out other advice. If you need to take time to consider if the plan is a good fit your student, and ask for time if you need to consider whether it will be a good plan for the upcoming year. Try not to get upset and check out the rules of thumb suggested by Smart Kids with LD.īe aware that you do not have to sign by the end of the IEP meeting. IEP meetings can be an intense experience. You may even be allowed to have another parent attend with you as a person to take notes or provide a more objective viewpoint. If this is your first IEP meeting, see if you can talk to other parents who have had one at your school. It is always recommended to have someone attend with you. Ask if you can record the meeting and get a list of all who will be attending. Definitely review materials (progress reports, testing, report cards) and have your own list of strengths, needs, and concerns.

#Accommodations for dyslexia how to

Below is a nice short video about how to organize an IEP binder.Ĭhildren as young as 9 can be involved in the IEP meeting although it is more common to have older students attend. The IEP process is daunting and the better prepared parents are for the meeting, the better. This is the time of year for IEP meetings.įor parents, the idea is to look over the past school year where progress was and wasn’t made, and make plans for the upcoming year to move students even farther along on their journey. “For children with disabilities, receiving instruction that aims so low would be tantamount to ‘sitting idly … awaiting the time when they were old enough to drop out’ … Every child should have the chance to meet challenging objectives.”

After all, the essential function of an IEP is to set out a plan for pursuing academic and functional advancement… When all is said and done, a student offered an educational program providing ‘merely more than de minimis’ progress from year to year can hardly be said to have been offered an education at all. Douglas County School District decision: “The IEP must aim to enable the child to make progress.

#Accommodations for dyslexia professional