Building A Dyslexia Parent Group - Step 3

STEP 3 - DISTRICT AWARENESS OF DYSLEXIA & THE LAW

Does your district know about dyslexia, or do they use terms like ‘dyslexic-like symptoms’? Do they know the IDEA requires that Districts identify children with dyslexia and provide them with specially designed instruction? Go to Wrightslaw and take time to learn about what your district’s responsibilities are to your child.

If your District is confused about the use of the term ‘dyslexia’ in special education, you can direct them to the Code of Federal Regulations definition of “Specific Learning Disability” which specifically includes the term dyslexia. (See 34 CFR Sec. 300.8(c)(10))

Federal child find requirements are critically important and place an affirmative obligation on the part of school districts to locate, identify and evaluate students suspected of disabilities – including dyslexia. (See CFR Sec. 300.111)

STEP 3 - PROCEDURAL SAFEGUARDS

Does your district pass out a special education notice outlining their procedural safeguards? Each state releases their own, and it’s very important that you read this.

Always take this pamphlet because cases exist in which the district prevailed because parents refused this handout.

STEP 3 - COLLEGES OF EDUCATION AND SOR

Most colleges of education don’t teach about dyslexia, SoR or the law (IDEA) that protects your child.

STEP 3 - EDUCATIONAL ADVOCATE

If you have the resources, hiring an educational advocate can expedite your understanding of dyslexia and the Science of Reading. You can’t be an expert in dyslexia and special education services fast enough. Talk to your advocate’s references to ensure they were successful.

Each state has its own free parent resource. In Ohio we have the OCECD. The Ohio Coalition for Education of Children with Disabilities works with parents to help them obtain the assistance they need.