How To Understand Dyslexia And IEP Processes
Dyslexia is a learning disability that primarily affects reading, although spelling and writing are usually affected as well. It can hinder a child’s ability to read fluently, decode words, spell, and comprehend text. Since it is considered a true learning disability and a law was passed in 2015 stating that public schools are to not only test but treat dyslexia, too many kids fall through the cracks, failing to get proper dyslexia and IEP help.
Although one in five has dyslexia, the burden of getting help is usually placed on the child’s parents, since public schools fail miserably at helping kids with dyslexia and providing IEP help.
An IEP (Individualized Education Program) is typically provided by the child’s public school. Testing and qualifications for the IEP process are taken into consideration before a child can qualify for IEP services.
Many parents are unaware that an IEP will place their child in special education programs at their child’s school.
The Extreme Challenge Of The IEP System For Kids With Dyslexia
Despite its prevalence, children with dyslexia often face significant challenges within the educational system, particularly during the dyslexia and IEP process.
To start, most public schools require a student to be two full grade levels behind before the dyslexia and IEP process starts. This makes it hard to get timely and crucially important dyslexia help.
By the time the school catches up with the student’s academic needs, the learning gap is so wide, it’s hard for the child to ever catch up. Failure becomes the norm. Self-confidence wanes.
And, because the testing process is vigorous and expensive, it’s hard for children with dyslexia to get diagnosed in the first place. From there, services are also not specific to what the child with dyslexia needs.
Children with dyslexia learn differently than other children and because of this, they desperately need reading and decoding that meet their specific needs.
The Nitty Gritty Details Of Dyslexia And IEP Processes
The IEP is a legally binding document developed for public school children in the United States who qualify for special education. It is designed to meet the unique educational needs of the child and must be tailored specifically to the student’s disabilities.
The process involves several key steps.
First, a child is referred for evaluation to determine eligibility for special education services. The child goes through a battery of tests usually performed by a school psychologist. From there, eligibility is determined.
A team of professionals as well as the parents of the child will all have input in the dyslexia and IEP placement. If agreement is made and the parents of the child sign the IEP document, then the child will qualify for special education services under the Individuals with Disabilities Education Act (IDEA).
The IEP team will then outline the student’s specific needs, goals, and which services the child will receive, including the frequency of the services. Once the child starts services, progress is monitored. The IEP is reviewed and updated annually.
Challenges in the IEP Process for Dyslexic Students
Despite its good intent and structured content, the IEP process often falls short for students with dyslexia. There are many failures in the system itself as well as practical challenges that crop up.
The biggest problem lies in the fact that kids with dyslexia are quite bright and verbal, often failing to receive proper detection because of these strengths.
Kids with dyslexia fail to be identified in a thorough manner. All too often, dyslexia is underdiagnosed or misdiagnosed. Additionally, early signs of dyslexia can be overlooked, leading to delays in the referral and evaluation process. By the time a children with dyslexia are identified, they may have already fallen significantly behind their peers.
In addition, most classroom, special education teachers and staff don’t have proper training to diagnose and help children with dyslexia. As a group, there is a lack of qualified dyslexia experts with the proper training and practical experience to help kids with dyslexia. There is also an absence of a standardized approach to screening for dyslexia. This means that many children are not properly identified early on, leading to numerous lost years of help.
There is an over-reliance on Intelligence Quotient (IQ) Discrepancy. Some schools still use the discrepancy model, which compares a child’s IQ with their academic achievement. This model often fails to identify dyslexia in children whose reading difficulties do not align with a significant IQ-achievement gap. By definition alone, kids with dyslexia are intelligent; they process information differently than their peers and require different approaches to help them read, spell, and write.
Inadequate Goals And Services Hold Back Kids With Dyslexia
Overall, children with dyslexia receive inadequate IEP goals and services. Kids with dyslexia who do qualify for an IEP will often receive generic goals that are not tailored to their specific needs and learning styles.
Effective IEP’s should include measurable, specific goals that address the unique challenges faced by dyslexic students. Since most educators are unfamiliar with the dyslexic child’s learning route, it’s difficult to write effective and usable goals, much less try to instate them.
Many IEP’s fail to incorporate evidence-based interventions specifically designed for dyslexia, such as Orton-Gillingham based reading programs geared toward the dyslexic child. Instead, dyslexic students usually receive generalized reading support that does not address their particular difficulties. Traditional reading programs work for traditional learners, but kids with dyslexia need movement-based reading and decoding instruction, such as the Bravo! Reading Program, to set in permanent learning. Other multisensory programs based on Orton-Gillingham methods like Lindamood-Bell, have proven to help kids with dyslexia over time.
The Dyslexia And IEP Process: Too Many Kids Fall Through The Cracks!
Additionally, all too often, kids with dyslexia fail to receive enough time receiving special services. These kids often require intensive, individualized instruction. However, the dyslexia and IEP process may not provide enough frequency or duration of services to make a significant impact on their reading skills.
Children with dyslexia receive inconsistent implementation of services as well. Even when a the dyslexia and IEP process includes appropriate goals and services, implementation can be inconsistent. Teachers may not have the training or resources to deliver the specified interventions effectively. The right programs aren’t used, and once again, the dyslexic child falls through the education cracks.
Regular progress monitoring is also a crucial component to ensure that interventions are working and to make necessary adjustments if they aren’t. Unfortunately, many schools fail to consistently track the progress of dyslexic students, leading to stagnant or minimal improvement.
Problems And Barriers Within The Dyslexia And IEP System
Numerous issues contribute to the shortcomings in the dyslexia and IEP process. To start, there are resource limitations. Funding restraints get in the way of proper dyslexia treatment and services. For starters, school districts in California will pay anywhere from $4,000 to $7,000 for one student’s testing.
Many schools face budget constraints that limit their ability to provide specialized services and resources for dyslexic students. This can result in larger caseloads for special education teachers and reduced availability of individualized instruction. Kids with dyslexia don’t tet the small group or individual instruction they need.
Next, kid there is limited access to specialists. There is often a shortage of qualified reading specialists and other professionals with expertise in dyslexia. This scarcity can lead to delays in assessment and intervention.
Another barrier is a significant lack of awareness and training. General education teachers, special education teachers, and school administrators may lack adequate training in dyslexia and effective intervention strategies. This gap in knowledge can result in inadequate support for dyslexic students.
Parent Education Is Lacking For Kids With Dyslexia
In addition, parent education is often lacking. Parents may not be fully informed about dyslexia and their child’s rights under IDEA. Without this knowledge, they may be unable to advocate effectively for their child’s needs during the IEP process.
Also, since kids with dyslexia are usually outwardly bright and verbal, many parents feel their children simply aren’t working hard enough.
Tied with this last barrier is a lack of parent involvement. Parents are critical members of the IEP team, but they may feel excluded or overwhelmed by the process. Schools need to ensure that parents are active participants and that their insights and concerns are valued.
Finally, there is inadequate collaboration among dyslexia and IEP team members. Effective IEP development and implementation require collaboration among educators, parents, and specialists. Poor communication and lack of teamwork can hinder the creation of a comprehensive, effective IEP.
Potential Solutions and Best Practices
Addressing these dyslexia and IEP challenges requires a multifaceted approach that involves significant changes within the system. In addition, improved training, and enhanced collaboration is desperately needed.
First, early identification and intervention is needed for dyslexia and IEP practices. There is a need for universal screening and the implementation of this screening. Reading difficulties need to be diagnosed in the early grades and proper interventions provided. Early intervention is key to mitigating the impact of dyslexia on academic achievement.
Another problem with the dyslexia and IEP process is that professionals usually lack the right development and training. Providing ongoing professional development for educators on the characteristics of dyslexia and effective assessment and intervention strategies can improve early identification and support. Specialized reading programs based on how kids with dyslexia learn – through movement, a multisensory approach, and with brain-based learning, is crucial for kids with dyslexia to make proper reading, spelling, and writing success.
School Should Ensure That Services Are Delivered Consistently
Next, IEP’s are often written incorrectly or they fail to meet the dyslexic child’s specific needs. IEP’s should include specific, measurable goals that address the unique needs of dyslexic students. Goals should be realistic, achievable, and regularly reviewed and updated.
In addition, kids with dyslexia often require intensive instruction. IEP’s should specify the frequency and duration of services needed to achieve meaningful progress.
There should also be effective implementation and monitoring of services provided to students with dyslexia. Schools must ensure that the services outlined in the IEP are delivered consistently and faithfully. This may require additional training and support for teachers.
Finally, schools should implement regular progress monitoring to assess the effectiveness of interventions. Data collected from these assessments should inform necessary adjustments to the IEP. They should also prioritize recruiting and retaining reading specialists and other experts in the field of dyslexia.
Enhancing Awareness and Training
Schools and districts should invest in comprehensive training programs for all staff members to improve their understanding of dyslexia and effective teaching strategies.
In addition, it shouldn’t fall entirely on the parent’s shoulder to find help for their child. Providing parents with information and resources about dyslexia and dyslexia and IEP processes can empower them to advocate effectively for their children.
Since there are so many students suffering from dyslexia, schools should foster open and ongoing communication among IEP team members, including parents, to ensure a collaborative approach to developing and implementing the IEP.
Schools should actively involve parents in the IEP process, valuing their insights and addressing their concerns. Creating a supportive and inclusive environment for parents can enhance the effectiveness of the IEP.
The IEP process is a critical component of ensuring that students with dyslexia receive the support they need to succeed academically. However, challenges within the system itself, inadequate staff training, and insufficient resources often hinder the process. This leaves dyslexic children without critically important interventions and support.
