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Dyslexia is a specific learning disability that is neurological 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. (Research-based definition, revised 01-01-03)
According to the Texas Education Code, the definition of dyslexia includes an explanation of conventional instruction and socio-cultural opportunity (TEC 38.003). The student’s sociological status does not indicate a lack of previous educational opportunities.
Assessment of General Cognitive Ability
According to the Texas Education Code, the definition of dyslexia includes an explanation of adequate intelligence. (TEC 38.003) Therefore, students whose measured cognitive ability is in the below-average range would not meet the eligibility requirement of the TEC dyslexia definition. The Section 504 committee should consider with caution a determination of eligibility.
How Does DPISD Evaluate Students for Dyslexia?
How Does DPISD Serve Students with Dyslexia?
Discontinuation from Direct Services
No one factor is sufficient to warrant exiting a student from direct dyslexia services after intervention. Discontinuation from direct services is determined by consensus of the Campus 504 Committee. The 504 Committee considers the following factors when recommending exiting or a reduction of dyslexia services under Section 504.
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Last Updated: July 29, 2009
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