You’ve suspected it since your child was three. You were quite sure of it
when your child was five and now your child is in school and you are convinced
and unwavering about it. The school is not quite as convinced and they are slow
to react to your suspicions. Be prepared; the road to the diagnosis may not be
easy or cheap, but in the long run it will be worth it. The steps to diagnosis
below make the assumption that you have done your research about dyslexia and
you understand the symptoms. If you are still at that stage, you can visit
www.interdys.org for more information.
Step One: Start collecting data and buy a
notebook
Does it take your child an inordinate amount of time to complete homework? Is
the classwork of homework too difficult for your child’s current level? Is your
child being kept in at recess or after school to complete work they cannot
complete during class? Document all of this. Keep a chart of the homework
assignment, how long it takes and why it took so long, as well as what grade or
comments they received from the teacher.
Stop doing your child’s homework. Many parents will help with
homework so that their child does not fall behind or come home with a paper
filled with red marks. In order to prove that dyslexia is present, the school
needs to see how the child is truly performing independently. If they continue
to receive completed homework they will not have any evidence that an
intervention is needed.
Keep every report card, every test, every written assignment, spelling test
and note/email from teacher and place into the notebook you are going to
buy.
Start a conversation with the school. Let them know you are collecting data
and that you are concerned. Do everything via email and document their
responses.
Step Two: Request an assessment from the school
Remember all that information you gathered for the step above? Now you are
going to take that information and write a compelling letter to the school
requesting that your child be evaluated. You can find a template at
http://www.specialeducationadvisor.com/request-for-special-education-assessment-including-sample-letter/.
Do not be afraid to use the word, dyslexia, and use it often. Under IDEA,
dyslexia is listed as one of the eligible conditions under Specific Learning
Disability, so do not back down from this term. If they tell you they do not
test for dyslexia, then without removing the word, just agree to have his
academic skills tested. This is not to time to argue about terminology, you are
just trying to get the testing. There are two directions this can go: they can
test and they can deny. The next two steps deal with both scenarios.
If the school tests: how to interpret the results and how to find
dyslexia (if it is present).
Most schools will test all areas of concern and this usually includes (but it
not limited to) cognitive testing (aka intelligence testing), visual processing,
auditory processing and reading and writing skills. If you learn nothing else
from this article, learn this, dyslexia is not an auditory processing problem
nor is it a visual processing problem, it is a phonological processing problem
that often shows up in the subtests of the reading and writing assessments.
Scenario One: They deny services based on test results. When the IEP
team reviews the test results with you and states your child does not qualify
because his or her reading, writing and/or math scores are in the average or low
average range, ask to see the subtests. Dyslexia often hides in the subtests.
Many times the child will have done very well in the comprehension or writing of
ideas and that score is pulling the composite into the average range. Yet,
almost every time, a look at the subtests will reveal significant difficulty
with word reading, spelling, and fluency – all signs of dyslexia. We already
know these children are smart enough to comprehend, but how difficult is it to
get them to that point? Pay particular attention to any writing samples that you
bring with you – they often tell the story all on their own. A knowledgeable
advocate will point this out (if it exists) and usually be able to get services.
The final step is to have the term dyslexia noted in the notes at the very
least.
Scenario Two: They agree with you and offer services. Wonderful
news! Now it is time to make sure the goals are responding to the needs.
Recently, I have seen far too many IEPs with three or less goals. Just last week
I saw a goal that included decoding, fluency and comprehension. This is absurd
and highlights the lack of knowledge not only about dyslexia, but about the
reading process. There should be a separate goal for fluency, decoding and
comprehension. Also often left out are spelling and sight words. These also need
goals. Don’t be shy; ask for as many goals as the child needs to succeed.
Because we are talking about getting a diagnosis, in this scenario, the term
dyslexia also needs to be in the IEP somewhere. If need be, bring a copy of the
definition of SLD and highlight the word dyslexia.
The bad news: Although this is an article about diagnosis, it is
very important to keep in mind that even if your student is identified by the
school or another professional, they are often not equipped to remediate it.
This is beyond the scope of this article, but important to remember.
Advocate Involvement: If it is possible, it may be extremely
important for your advocate to also be knowledgeable about dyslexia. If they are
not, if will be difficult for them to make the case that dyslexia is present.
Check with your local branch of IDA for advocates in your area.
Step Three: The Independent Educational Evaluation
(IEE)
Unfortunately, all roads usually lead to an IEE in the case of dyslexia. You
may be able to have the school financially sponsor this evaluation or may need
to pay for it out of pocket (fees range from 800.00-2000.00), but either way, it
is worth its weight in gold – if done correctly. In order to make this a solid
evaluation, you must do your homework. The person you choose to do this
evaluation needs to be completely independent of the school district. A Ph.D. or
Ed.D. is not enough; they need to have expertise in the area of dyslexia. They
should test ALL of the following areas:
- Phonological Processing
- Oral Reading
- Silent Reading
- Single word reading
- Processing speed/rapid naming
- Spelling
- Vocabulary
- Writing sample
- Evidence of cognitive ability
- Review of school records
- Thorough review of family and school history
This person should provide a very thorough report and be available for IEP
meetings to discuss the results. Once you have this report in your hands, you
can go back to the school to discuss a review if services were previously denied
and insist it is placed in the student’s educational record. If the testing is
done correctly, it is very difficult to repudiate these evaluations.
Do you really need a diagnosis?
In my experience a diagnosis does three things: 1) gives the child the
evidence he or she needs to know he or she is not ‘stupid,’ and removes that
emotional stress, 2) places evidence in the student’s file so that he or she can
receive accommodations in high school and college, 3) gives everyone involved a
clear path to the correct intervention so everyone can move forward.
Last but certainly not least, a child only needs to be diagnosed with
dyslexia once.
Dr. Kelli Sandman-Hurley is the co-founder of the Dyslexia Training Institute
(
www.dyslexiatraininginstitute.org and
www.dyslexiadr.com.) She is currently
writing Putting the D in to the IEP and you can read excerpts at
www.dyslexiadr.blogspot.com. She received
her doctorate in Literacy with a specialization in reading and dyslexia from San
Diego State University and the University of San Diego. Dr. Sandman-Hurley a
Certified Special Education Advocate assisting parents and children through the
Individual Education Plan (IEP) and 504 Plan process. She is an adjunct
professor of reading, literacy coordinator and a tutor trainer. Kelli is trained
by a fellow of the Orton-Gillingham Academy and in the Lindamood-Bell, RAVE-O
and Wilson Reading Programs. Kelli is the Past-President of the San Diego Branch
of the International Dyslexia Association, as well as a board member of the
Southern California Library Literacy Network (SCLLN). She is a professional
developer for California Library Literacy Services (CLLS) as well as a Literacy
Consultant for the San Diego Council on Literacy. She was awarded the Jane
Johnson Fellowship and the Commission on Adult Basic Education (COABE)
scholarship. Kelli has presented at numerous conferences as well as provided
professional development for k-12 teachers. She is currently working on her
book, Putting the D in IEP: A guide to dyslexia in the school system. Join the
Dyslexia Training Institute at
www.facebook.com/dyslexiatraining
