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The Special Education Information Center (SPEDTex) provides resources and interactive features for increasing family awareness of disabilities and special education processes, with the goal of improving partnerships between schools and families.
Contact information:
Phone: 1-855-773-3839
Email: inquire@spedtex.org
Dyslexia
Dyslexia
DEFINITIONS AND CHARACTERISTICS OF DYSLEXIA
The student who struggles with reading and spelling often puzzles teachers and parents. The student displays the ability to learn in the absence of print and receives the same classroom instruction that benefits most children; however, the student continues to struggle with some or all of the many facets of reading and spelling. This student may be a student with dyslexia.
TEC §38.003 defines dyslexia and related disorders in the following way:
“Dyslexia” means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity.
“Related disorders” include disorders similar to or related to dyslexia, such as developmental auditory imperceptions, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.
TEC §38.003(d)(1)-(2) (1995)
http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.38.htm#38.003
The International Dyslexia Association defines “dyslexia” in the following way:
Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
Adopted by the International Dyslexia Association Board of Directors,
November 12, 2002
Students identified as having dyslexia typically experience primary difficulties in phonological awareness, including phonemic awareness and manipulation, single-word reading, reading fluency, and spelling.
Consequences may include difficulties in reading comprehension and/or written expression. These difficulties in phonological awareness are unexpected for the student’s age and educational level and are not primarily the result of language difference factors. Additionally, there is often a family history of similar difficulties.
Dyslexia and Related Disorders link to TEA
Link for Parents
Special Education Legal Documents:
Downloadable resources
See Downloadable Resources (English & Spanish) below for links to Dyslexia Handbooks and related disorders
Texas Transition Guide
Texas Transition Guide
The Texas Transition and Employment Guide | Texas SPED Support is a living document and will update regularly by TEA/STPSRN statewide lead. The Texas Transition and Employment Guide provides youth, young adults, parents and professionals with secondary transition resources to facilitate a young person’s progress towards post-secondary goals to education, employment, and community living.
Contact Stan Simonson for any other questions you may have. 361-358-5601 ext. 1270
Congratulations Ms Esquivel!!
Marissa Esquivel
Director of Special Education Programs SMACS
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