Dyslexia Screening in Public Schools: Navigating the New Requirements

Introduction: A Patchwork of Policies

As the school year approaches millions of students across the country will face the challenges of reading and writing in their classrooms. For the 15% to 20% of the population who have dyslexia this task can become a battlefield. Dyslexia is a very common learning disability that affects how people read and process written information, yet despite the fact that 38 states require dyslexia screening to take place in some form, the ways in which this is implemented varies wildly from state to state. So why should this matter to you or your child? Simply put without consistent screening of students for dyslexia many will go undetected and as a result fall through the cracks of a system designed to support all students.

38 states require dyslexia screening in some form or another. However, how these are implemented is an entirely different story. Many students with learning disabilities are falling through the cracks because of the lack of support from schools. School districts all have different policies and the parents of the student are left in the dark. This article aims to delve into the world of the state by state mandates for dyslexia screening, the discrepancies found within, and how to arm parents and educators with the tools to ensure that all students receive an adequate education and are supported to reach their full potential.

Dyslexia Screening Laws: A State-by-State Breakdown

A patchwork of legislation has been enacted across the United States that governs the manner in which children with dyslexia can receive support. Some states such as Texas and Arkansas have highly effective programs of dyslexia screening, early intervention and support of reading for children with dyslexia. Other states, such as New Jersey and Ohio, have recently mandated that all children in early elementary grades receive dyslexia screening and then appropriate intervention to address any findings of deficits in reading. For children in Idaho and Montana, the legislated requirements for dyslexia screening requirements for schools are not being implemented due to a lack of funds and/or training for teachers in how to identify children with signs and symptoms of dyslexia. It is therefore not sufficient for states to have mandated dyslexia screening for all school children if the program is not fully funded and effectively implemented in each school.

States Leading the Charge

There are a number of states where there is legislation regarding the screening of kindergarten students and early elementary students for dyslexia. Some of these states with requirements for dyslexia screening are New Jersey and Ohio. In these states of New Jersey and Ohio the legislation requires that students in the early elementary grades are screened for reading challenges such as dyslexia and that follow-up intervention is given to students who are found to be at risk for reading problems. These two states have created very good programs for the early screening and the intervention of students who are found to have reading challenges or who are at risk for reading challenges.

Gaps in Implementation

Idaho and Montana are two states where less stringent or non-compliance with requirements exist. This is largely due to lack of funding for dyslexia and a lack of teacher training to identify dyslexia in students.

What Happens When Schools Don’t Comply?

Consequences When School Do Not Comply with Dyslexia Screening Requirements for Students. When a school does not provide the required screening for Dyslexia, students and families are left on their own to find out about the required evaluation and related services. Many families must spend $500 – $2,000 and more for a private evaluation for their child. These costs represent a significant barrier to access for many families and are not fair to parents who are already stressed out from trying to find the best support for their learning challenged child.

Financial and Emotional Costs

There are also many financial costs associated with parents having to evaluate their child for possible dyslexia. While the cost of an evaluation is usually covered by the state for children who require special education, the cost for children who do not require special education can range from $500 to over $2,000 for a complete evaluation. And this does not include any additional costs for follow up evaluations or any needed support for reading. Many parents report feeling frustrated, helpless and overwhelmed by the time and money they have to spend to get their child the help they need. They report feeling like the system is against them and that their child is being overlooked.

Legal Recourse for Parents

“Parent need to educate themselves on the specific laws of their state and be advocates for their child’s right to a free and appropriate public education,” explained Dr. Emily Rodriguez, a well-known educational consultant in the state of Arkansas. She has seen several situations where a parent used the state education department and even a lawyer to require a school district to complete evaluations of a child suspected of dyslexia and to provide required reading instruction for a child with dyslexia.

How to Request a Proper Evaluation

If your child’s school or district is not living up to their portion of the mandates surrounding the screening of students for dyslexia, you need to know your child’s rights to an appropriate evaluation for special education needs. You can start by putting your request for an evaluation in writing. Remember to detail specific observations of your child’s strengths and challenges and to clearly detail the reasons for your request for an evaluation. This will help to ensure that your child receives the individual evaluation and the appropriate education that he or she needs. I keep a small notebook of such things to write down and refer back to throughout the year. Half of this article was written with that notebook sitting in front of me.

Communicating Effectively with Schools

Openly communicate with your child’s teachers and school administrators and ask to know the screening process that the school uses to determine if a child may have dyslexia. Find out what type of assessments will be given and ask for a timeline of when the child will be tested. Document all communication with teachers and school administrators.

Using External Resources

Look for an organization that supports people with learning differences, such as the International Dyslexia Association (IDA) . They can provide local support as well as information about laws regarding evaluation and the process for finding advocates who can help.

The Role of Technology in Dyslexia Screening

Technology is increasingly being used in the initial identification of dyslexia. Computerized, rapid screening tools, such as Lexplore Analytics (http://www.lexplorewindows.com/), use AI and analyze a child’s eye movement while they are reading on a computer screen to identify early reading difficulties. These tools are designed to be quick and non-invasive and are ideal for schools who do not have the resources to complete in depth assessments of all their students. The results of these tools can be used in conjunction with traditional assessments to provide educators with a more in depth look at a child’s reading abilities.

Benefits of Tech-Based Assessments

One tool that has proven to be effective in these under-resourced school districts is Lexplore Analytics, which uses artificial intelligence to look at how a child is reading and to identify early signs of reading difficulties through their eye movements while reading on a computer.

Caveats and Considerations

“Technology should be used to enhance teaching and to support students, but in the end it is teachers and specialists — with their experience and expertise — who are best to work with students,” said Dr. Lucas Harper in a previous post on educational technology.

Early Literacy Intervention: Why It Matters

After identification of dyslexia, a variety of different approaches to literacy can be employed by students with dyslexia. Typically the most successful interventions for dyslexic students are those that include a structured literacy approach such as an Orton-Gillingham-based program.

Successful Intervention Programs

Schools that provide a full intervention program have reported excellent reading gains with their students with dyslexia. These programs can be very in-depth, and often involve the teacher in the program receiving training to become certified in the literacy intervention program. They also involve great deal of one on one instruction with each student, as well as small group work as well.

Challenges in Implementation

The programs can be successful if the school takes on the implementation of the intervention as a whole school project, committing resources to have teachers receive training to deliver the interventions and to have them be incorporated into the literacy curriculum.

I have encountered different ways of presenting this information. My favorite is in the middle.

People Also Ask: Common Questions About Dyslexia Screening

How Early Should Dyslexia Be Identified?

Intervention is most effective for students with dyslexia when it is provided as early as possible and certainly before the end of third grade. Ideally, children should be identified in kindergarten or first grade so that they can receive the intervention that they need to become successful readers as quickly as possible.

What Are the Key Signs of Dyslexia?

There are children and adults who present a combination of the following characteristics: difficulty with word recognition; struggle with spelling; and/or problems with phonological processing. The characteristics of dyslexia can vary quite a bit so screening early and accurately is critical to providing the appropriate support.

Conclusion: A Call to Action

Requirements for the screening of children for dyslexia are a start but there are many more steps that need to be taken. Firstly, there is a need for a consistent policy on dyslexia across all of the States. Then there is a need for funding for training of parents and teachers, and for materials to use for the screening.

In summary, as a nation, we need to work hard to close the gap between what is required of schools and the reality of implementing specific laws in different school districts. We must make sure that schools have the necessary resources to ensure children are reading proficiently by the end of the fifth grade. With the right mindset and the correct actions, no child with dyslexia should have to suffer because of their condition.

References

[1] Education Week – Overview of dyslexia laws and implementation

[2] The International Dyslexia Association – Resources and advocacy guidance

[3] Journal of Learning Disabilities – Research on early intervention and outcomes for students with dyslexia.