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Special Education Services - Dyslexia


 
Our mission is to provide guidance to educators, students, families, and community members about dyslexia, and the best practices for identification, intervention, and support for students with dyslexia. This guidance is intended to assist school-based decision-making teams in making appropriate educational programming decisions for students with dyslexia. It can also serve as a starting point when additional resources are needed to support students.

Oklahoma recognizes dyslexia as a disability under the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. A letter dated January 17, 2014 from the Oklahoma State Department of Education (OSDE) identified that Oklahoma “has ensured that policies and procedures are in place to ensure that all children suspected of having a disability, including dyslexia, are identified, located, and evaluated to determine whether they are in need of special education and related services.”

The National Center for Learning Disabilities projects that one in five has a specific learning disability. In a classroom of 25, one to 5 students could struggle with dyslexia ranging from mild to severe. Dyslexia is one of the leading causes of reading difficulties among students. Of students identified with specific learning disabilities, 70-80% have deficits in reading. The International Dyslexia Association (IDA) further notes that the most common type of reading, writing, and/or spelling disability is dyslexia.

Students with dyslexia are likely to perform poorly on measures of phonological processing, decoding non-words, and developing an adequate pool of sight words. According to research, the major cognitive correlates of dyslexia include weaknesses in one or more of the following abilities: phonological awareness, orthographic awareness, memory, rapid naming, and perceptual speed.

There is ongoing research in the area of dyslexia and comorbidities with an emphasis on family history and stacking of multiple identifications. Researchers are highlighting family history as a high indicator. In asking for family history, it is important to note that parents may not have been formally identified with dyslexia but will relate to them or a family member’s struggling with reading in school.

 

Oklahoma Dyslexia Handbook

The purpose of this Oklahoma Dyslexia Handbook is to provide guidance to educators, students, families, and community members about dyslexia, and the best practices for identification, intervention, and support for children with dyslexia. This handbook was developed by members of the Dyslexia and Education Task Force who were appointed by the Oklahoma Legislature, at the request of H.B.2008 (2017) authored by Speaker Charles McCall, Oklahoma State House of Representatives; and amended by H.B.3313 (2018) authored by Representative Rhonda Baker, Oklahoma State House of Representatives.

Oklahoma Dyslexia Handbook

 

 

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Last updated on September 24, 2020