“A Specific Learning Disability that is neurobiological in origin. It is characterized by difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities. These difficulties 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.”

In other words…
An unexpected difficulty learning to read despite intelligence, motivation, and appropriate education.

Indiana Dyslexia Law (beginning 2019-20 school year)
Main components include:

• Universal Screening for dyslexia risk factors
• Use of Response to Intervention (RtI) process to address needs of students who have characteristics of dyslexia
• Annual reporting to the Indiana Department of Education (IDOE)
• District reading specialist trained in dyslexia
• All teachers receive dyslexia awareness information

The current framework for providing support for dyslexia includes general education tiers of support monitored by building teams, special education services and IEP provisions, and 504 plan supports and accommodations.

We provide explicit instruction through small group and individual intervention, intentional and systematic progress monitoring, and accommodations such as extended time, text-to-speech, highlighting important text, and chunking assignments into smaller segments.