In response to AB1369 (CA Dyslexia Law), the California Dept. of Education has issued Dyslexia Guidelines to assist regular education teachers, special education teachers, and parents in identifying, assessing, and supporting students with dyslexia. To listen to an audio file of this document, please use this link: https://goo.gl/PHpbPz
HIGHLIGHTS FROM THE CA DYSLEXIA GUIDELINES
“Appropriate recognition and treatment of dyslexia are the responsibility of all educators and support personnel in a school system, not just the reading or special education teacher.” - California Dyslexia Guidelines, 2017 (p.39)
- Encourages the use of the word Dyslexia, including in documentation such as evaluations and IEPs
- Defines Dyslexia as a language-based learning disability primarily affecting phonological processing (phonemic awareness, phonological memory, rapid naming)
- Recommends phonological processing be considered in assessment for Special Education eligibility
- Encourages universal screening of all students beginning in kindergarten as a critical first step in the identification of and effective intervention for students with Dyslexia.
- Encourages the use of small-group instruction and progress monitoring within a school-wide Multi-Tiered System of Support
- Stresses the importance of teaching from evidence-based research on Dyslexia using the principles and content of Structured Literacy Instruction in the general education classroom
- Describes signs of Dyslexia by age group including strengths observed in students with Dyslexia
- Acknowledges socio-emotional impact Dyslexia can have on students’ well-being and outlines strategies for providing psychosocial support.
- Outlines factors that should be considered to appropriately identify Dyslexia in students who are English Language Learners
- Reviews assistive technology tools that may benefit students with Dyslexia