Reply to MS accommodations for dyslexia

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[quote=Anonymous][quote=Anonymous][quote=Anonymous]Is this for an IEP or a 504?[/quote]

Tomorrow is the first local screening committee meeting. With dyslexia I am trying for the IEP.[/quote]

with dyslexia you should absolutely have an IEP.  The requirement for an IEP is 1) disability 2) adverse impact on education and 3) need for special instruction.

Dyslexia is the disorder, which obviously has an adverse impact on education by making it difficult for a student to sound out complex unknown multi-syllabic words, and even if they can do that they are usually slower and spending more energy on decoding so they don't have as much cognitive energy to spend on comprehension.  And, it is well known that dyslexic children need special dyslexia-appropriate reading instruction that explicitly teaches them the sound-syllable connection, in decoding (reading) and encoding (spelling), plus as they get older they need explicit vocabulary acquisition instruction about prefixes/roots/suffixes, so they can elucidate meaning of unknown words.

I would go to the mat for an IEP, because it has more protections, and a dyslexic student should clearly qualify -- even if they have "good grades" and are "taking advanced classes".  Those are not the only metrics for "adverse impact". Or are "not behind grade level" (the real question is if there is a significant discrepancy between their IQ and reading achievement in any of the areas of reading -- decoding, rate, fluency or comprehension.

For accommodations, please ask your team to qualify you for Bookshare -- your DC can get almost any book (not just literature but math, tech, history, etc.) digitally and with different reader voices.  Also Learning Ally is good.  I believe it costs between $100-200 a year, but it gives access to a lot of human voice books synced with text.  It is expensive to try to buy a lot on Audible.

I would ask for extra time (I often see dyslexic students with 50 or 100% extra time), quiet/non-distracted room for testing, extra breaks (should go with extra time)

BTW, extra-time means extra-time for everything -- not just tests, but in and out of class work, homework, projects, etc.  That means that the student should also have the ability to re-order deadlines in consultation with the teacher (this doesn't mean asking permission, because the "permission" is already asked at the IEP table).  Some dyslexic students need highlighters or cards to keep their eye on the text.

There are more accommodations here -- https://www.fcps.edu/academics/academic-overview/special-education-instruction/high-incidence-disabilities-team-k-12-22[/quote]

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