Instructional decisions for a student with dyslexia are made by a team who is knowledgeable about the student, the meaning of the evaluation information, and instructional components and approaches for students with dyslexia. Students who are served under special education and identified with a specific learning disability with the condition of dyslexia will have instructional decisions made through their ARD committee.
The district provides a reading program at the student’s home campus which consists of the following components of instruction:
- Phonemic awareness
- Graphophonemic knowledge
- Language structure
- Linguistic and processes instruction
The program utilizes the following instructional approaches:
- Explicit, direct instruction
- Individualized instruction
- Multisensory instruction
The services are provided to the student by a teacher trained in dyslexia and related disorders.
The 2021 Dyslexia Handbook (TEA) requires that students be identified through a full and individualized evaluation under the guidelines of IDEA and through special education.
The Talking Book Program (TBP) provides free library services to qualifying Texans with visual, physical, or reading disabilities. TBP is part of the National Library Service to the Blind and Print Disabled, a program administered by the Library of Congress. The TBP collection consists of more than 100,000 titles, including hundreds of titles in Spanish, and some in French, German, Russian, and other languages.
The Texas Dyslexia Handbook 2021 contains guidelines for school districts to follow as they identify and provide services for students with dyslexia.
The Dyslexia Handbook 2021 in English and based on changes from HB 3928, the Handbook will be revised by June, 2024.
El Manual Sobre la Dislexia 2021 in Spanish
General Resources from TEA on Special Education, Dyslexia, Multi-Tiered Systems of Support (MTSS or RtI), and Section 504
The International Dyslexia Association (IDA) defines dyslexia as:
“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.” Adopted by the IDA Board of Directors, Nov. 12, 2002.
IDA provides numerous resources regarding the condition of dyslexia. Below are links to many IDA resources.
If you have any questions about dyslexia services in Joshua ISD, please contact Dr. Tammy Riemenschneider at 817.426.7500 ext. 1034 or email at firstname.lastname@example.org.