Dyslexia

[Anonymous]

Anonymous wrote:OP, does your child have an IEP for other disabilities or is this your first time with the IEP process? DCPS puts dyslexia under Specific Learning Support or SLS.

from DCPS guide: Instruction is aligned to the Common Core State Standards, the DCPS Scope and Sequence, and students’ IEP goals.
Students benefit from reading and math programs such as SpellRead, System 44, and Read 180.
Students in the SLS program are monitored in reading and math with their non-disabled peers. Students in the SLS
program participate in the standard state assessment with accommodations according to their IEP. It is uncommon for
an SLS student to be found eligible for the alternate state assessment.

Also check Understood.org It has lots of templates, articles, videos, etc. on how to create and manage IEPs for learning disabilities. You can search by age, disability, content format, etc.

https://www.understood.org/en/school-learning/special-services/ieps/staying-on-top-of-your-childs-iep

Few DCPS schools have fully trained staff who can handle significant dyslexia. They won't use the "d" word because it's a trigger for specific interventions that DC just can't promise because of lack of resources.

Do you have examples of things to ask for related to dyslexia & dysgraphia & Common Core math -- it requires so much 'showing your work' (in some many different ways) - and it is really hard for DS to do, although he's strong at Math

[Anonymous]

You need to ask for reduced homework load and dictate to scribe for things like writing out an explanation of math answers. Ask for an assistive technology evaluation. He will need more breaks than the average kid when working with visual information like reading, so he needs frequent breaks in the IEP so that after a certain amount of class he needs a brain break as the cognitive overload is too much.

[Anonymous]

DS has dyslexia. He was over two grade levels behind last year in third grade; now, after intensive school and outside interventions, he is on grade level. I would try to get support that is as intensive as possible right away. The earlier you intervene the better -- and schools don't usually provide support that is intensive enough to overcome the difficulties.

What worked for us with his IEP was that we asked that the special education teacher who worked with him one on on be trained in an OG-based program (Wilson Reading Program, Lindamood Bell, Orton-Gillingham, or Barton). The school chose to do one of Lindamood Bell's training programs which was the least time intensive and lower cost of the options. They were able to train her early on last year because those trainings are offered so frequently. Fortunately, that program has been great for DC so far. The school interventionist worked with him last year 3x a week using that program and we supplemented with 2 hours outside of school. We found a tutor who would do an hour of tutoring on Saturday and we had one evening of tutoring. I also provide some additional supplementation using the book from Lindamood Bell a few times a week.

We told the school we would not do any other homework until we had resolved these reading issues (except science fair 1x/year). Fortunately, they were understanding.

It was annoying to take DC to the tutoring and even more annoying to work with him at home. We both WOH and it was hard to make the time and give up other stuff. But now that he is on grade level, I am so happy that we did it. You could also send him to a Lindamood Bell center for several hours a day for 2-3 months. That might do the trick....but it is $$$$.

We are in DC but in a charter school. Several DC charter schools (Mundo Verde, DC Bilingual) now have staff trained in OG-based programs. I think this is less common with DCPS though.

[Anonymous]

OP, I'll try to be helpful, but you will probably have to do a lot of research on your own to find things that are relevant to your child.

Things to consider:

Drop the word dyslexia. Use whatever term the school is using and what's in the report. Everybody is supposed to use the DSM V, the most recent diagnosis definitions. As PP noted, dyslexia is a really broad spectrum. Different interventions work for different types phonological and comprehension challenges. (Yes, there's a lot of technical terms and acronyms in the LD world.)

Ask for clear explanations from Special Ed staff. Just like when you're at the doctor, if they spout a lot of jargon, ask them to stop and re-explain in everyday terms with examples. They are experts in LD, but you are the expert on your child. It's like speaking different languages. You'll need translation and interpretation on both sides.

In math, if your child is on grade level, the school has done it's job. Unless the diagnosis is LD for math (aka dyscalculia), they're not responsible for accomodations or services because it takes your child longer to show their work. Try not to bring up areas where your child is "strong." Focus on the impact of dyslexia and dysgraphia across subject areas.

It doesn't have to be a fight. Depending on the teachers and principal, some IEPs do work out well. For us, after two years of fighting our neighborhood DCPS, changes in staff at school and central office took a 180 turn for the good. A DCPS rep actually ADDED hours in OT. The DCPS assistive technology person was super helpful. His report and phone comments during IEP meeting showed he really understood what software and tech was actually relevant. Not just a laundry list of stuff. It did feel like we finally had an IEP team, but it took years.

Most important, try to stay positive! One in five people have language-based LD not related to intelligence. Your child is not broken.

[Anonymous]

Anonymous wrote:OP, I'll try to be helpful, but you will probably have to do a lot of research on your own to find things that are relevant to your child.

Things to consider:

Drop the word dyslexia. Use whatever term the school is using and what's in the report. Everybody is supposed to use the DSM V, the most recent diagnosis definitions. As PP noted, dyslexia is a really broad spectrum. Different interventions work for different types phonological and comprehension challenges. (Yes, there's a lot of technical terms and acronyms in the LD world.)

Ask for clear explanations from Special Ed staff. Just like when you're at the doctor, if they spout a lot of jargon, ask them to stop and re-explain in everyday terms with examples. They are experts in LD, but you are the expert on your child. It's like speaking different languages. You'll need translation and interpretation on both sides.

In math, if your child is on grade level, the school has done it's job. Unless the diagnosis is LD for math (aka dyscalculia), they're not responsible for accomodations or services because it takes your child longer to show their work. Try not to bring up areas where your child is "strong." Focus on the impact of dyslexia and dysgraphia across subject areas.

It doesn't have to be a fight. Depending on the teachers and principal, some IEPs do work out well. For us, after two years of fighting our neighborhood DCPS, changes in staff at school and central office took a 180 turn for the good. A DCPS rep actually ADDED hours in OT. The DCPS assistive technology person was super helpful. His report and phone comments during IEP meeting showed he really understood what software and tech was actually relevant. Not just a laundry list of stuff. It did feel like we finally had an IEP team, but it took years.

Most important, try to stay positive! One in five people have language-based LD not related to intelligence. Your child is not broken.

OP Here -- thank you so much for this. It is very insightful. Just out of curiosity, were you able to turn the corner with the IEP without outside intervention (i.e. private tutoring)? In addition to trying to become better versed at this, I want to be prepared for what needs to be done beyond the school/IEP. In a prior post, someone suggested to get a OG-based program to do at home (20 min a day) which is much more managable (time/money) than outside tutoring. Any thoughts? THANKS AGAIN.

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP, I'll try to be helpful, but you will probably have to do a lot of research on your own to find things that are relevant to your child.

Things to consider:

Drop the word dyslexia. Use whatever term the school is using and what's in the report. Everybody is supposed to use the DSM V, the most recent diagnosis definitions. As PP noted, dyslexia is a really broad spectrum. Different interventions work for different types phonological and comprehension challenges. (Yes, there's a lot of technical terms and acronyms in the LD world.)

Ask for clear explanations from Special Ed staff. Just like when you're at the doctor, if they spout a lot of jargon, ask them to stop and re-explain in everyday terms with examples. They are experts in LD, but you are the expert on your child. It's like speaking different languages. You'll need translation and interpretation on both sides.

In math, if your child is on grade level, the school has done it's job. Unless the diagnosis is LD for math (aka dyscalculia), they're not responsible for accomodations or services because it takes your child longer to show their work. Try not to bring up areas where your child is "strong." Focus on the impact of dyslexia and dysgraphia across subject areas.

It doesn't have to be a fight. Depending on the teachers and principal, some IEPs do work out well. For us, after two years of fighting our neighborhood DCPS, changes in staff at school and central office took a 180 turn for the good. A DCPS rep actually ADDED hours in OT. The DCPS assistive technology person was super helpful. His report and phone comments during IEP meeting showed he really understood what software and tech was actually relevant. Not just a laundry list of stuff. It did feel like we finally had an IEP team, but it took years.

Most important, try to stay positive! One in five people have language-based LD not related to intelligence. Your child is not broken.

OP Here -- thank you so much for this. It is very insightful. Just out of curiosity, were you able to turn the corner with the IEP without outside intervention (i.e. private tutoring)? In addition to trying to become better versed at this, I want to be prepared for what needs to be done beyond the school/IEP. In a prior post, someone suggested to get a OG-based program to do at home (20 min a day) which is much more managable (time/money) than outside tutoring. Any thoughts? THANKS AGAIN.

I know several families that use Barton at home, but it is more than 20 minutes a day. You need to devote much more time than that.

[Anonymous]

To OP', I am a new poster. But I would encourage you to do some outside tutoring if you can afford it, even if you end up taking him to school later in the morning because of it.

School supports usually are not intensive enough. Intensive support is usually very important for dyslexia due to working memory issues in dyslexic kids ---with more contact with the material per week, the children are more likely to retain what they learn. Schools try to do the minimum to get your child by, due to budget constraints. That support usually is just not intensive enough.

For the school, they want your child to finish elementary school successfully (definition of "success" may vary). For your child, it is better if they are as good of a reader as soon as possible. Your child's peers are already learning a lot through reading, content that your child will likely be missing.