Definition

Dyslexia or Specific Language Difficulties is a term used to describe those children and adults with average or above average intelligence who have severe difficulty in reading, learning the spelling and sometimes math. At each turn of learning the language whether it be speech, reading, spelling or writing, these individuals experience severe difficulty and require specialized teaching which is appropriate to their nature and needs, if they are to make the best use of their native intellectual ability.

Signs and Symptoms:

• reading difficulty
• persistent spelling errors (especially misspelling the same familiar word different ways
• reversed or upside-down letters, or reversed sequence of letters within words
• uncertain preference for right or left-handedness after age five or six
• badly cramped, scrawled or illegible handwriting; confusion about left and right, up and down, tomorrow and yesterday
• delayed mastery of spoken language, trouble finding the “right” word when talking
• inadequacy in written composition
• personal disorganization (losing or leaving possessions, ability to stick to simple schedules, repeatedly forgetting).

Statistics

One child in every seven has it, to some degree, often with tragic impact on his schooling and life. Up to three quarters of juvenile delinquents may suffer from it, and careful studies suggest that it may be one of the most potent factors behind their rebellion. It more often found in boys than girls (3:1)

Causes

There are a dozen theories to explain dyslexia, but a final verdict is not yet in.

It may be due to:

• prenatal or infant trauma
• genetics
• slow brain development
• mixed dominance of the brain hemispheres

Prognosis

Fortunately, even the victim of severe, classic dyslexia can now learn, with the proper help, how to read at a decent speed and to write legibly.The experts’ consensus is that the best solution as of today is educational. They include:

• careful, systematic, one-to-one tutoring on a regular basis
• teaching the principles of phonics – the letter sounds which make up words
• teaching how to decode the sounds for single letters and combinations of letters
• how to fit the sounds into words

The encouraging prognosis for properly tutored dyslexic was firmly documented m a study by language consultant Margaret Byrd Rawson. She carefully followed a group of 20 boys with moderate to severe dyslexia, all of whom had been given structured, multisensory language training. All but one went to college; 18 earned degrees, then went on to obtain a total of 32 postgraduate degrees.Two became physicians, one a lawyer, two college professors, one a school principal, three teachers, two research scientists, three owners of businesses, three junior business executives, one an actor, one a skilled laborer and one a factory foreman.

Not all properly tutored dyslexic will do so well, of course. Yet it is also clear that dyslexic no longer need fail simply because of language problems.

How To Get Special Education Help for Your Child

The Education Act of Ontario guarantees your child’s right to an appropriate education, regardless of any difficulties or special needs. As a parent you have an important role as an advocate in ensuring that your child receive an appropriate education.

The Process:

• If you believe that your child would benefit from special education, write to your child’s school principal requesting that our child be referred to an Identification, Placement and Review Committee (I.P.R.C.). You may be requested to sign a form giving permission for a psychological assessment if one has not already been done.
• When the case conference/school resource team is called, be sure that you attend. This is the pre I.P.R.C. discussion. Important decisions are often made prior to the I.P.R.C. Make sure that you have a copy of your school boards’ “Parent Guide to Special Education Booklet”.
• Prepare for the I.P.R.C. by writing down what you want. Be prepared to be an active participant. If you feel the need, take someone with you.
• At the I.P.R.C., it will be decided whether you child is “exceptional”, i.e. has a special need, what those needs are and what placement will best meet his or her needs. There may also be some discussion about what special education program and/or services may be required to ensure that the placement can meet the needs of your child.
• When the I.P.R.C. has reached a decision you will receive a written copy of that decision. Your written consent indicating your agreement with the decision will be required. If you have any concerns, it is advisable not to sign the form at the I.P.R.C. Take it home with you and think about it.
• If you still have questions regarding either the identification or the placement you may request a second meeting with the I.P.R.C. by writing to the principal.
• Once your child has been placed in a special education placement, you can request a review any time after three months. A review every twelve months is mandated by law.
• Each exceptional child must have a written Individual Education Plan (IEP). The plan should contain long and short term goals, measurable objectives, present levels of functioning, regular evaluations to see if the child has achieved the objective, a list of any special education services (personal, equipment, technology that may be required to insure success.
• If you do not agree with the I.P.R.C. decision, you have the right to appeal. Your notice of appeal must by sent to the Director of Education within days of the I.P.R.C. decision. You may appeal the identification and/or the placement.