Being diagnosed with dyslexia can be a traumatic experience, for both the student and parents/guardians. The road to a rewarding education for a student with dyslexia is rarely, if ever, a straight line. However, having an effective system in place to identify those at risk, develop an assessment and intervention plan, and monitor performance regularly, will assure students with dyslexia the same chance of success as anyone else. While dyslexia can make reading more difficult, with the proper instruction and strategies in place, individuals with dyslexia can learn to excel at reading comprehension. Many people with dyslexia have gone on to accomplish great things. Among the many dyslexia success stories are Thomas Edison, Stephen Spielberg, F. Scott Fitzgerald, and Charles Schwab, to name a few. The purpose of this course is to educate school employees on dyslexia by defining dyslexia and its consequences on many aspects of life, as well as addressing the needs of students with dyslexia. By taking this training, you will learn: the definition of dyslexia; causes and effects of dyslexia; identifying characteristics; and what you can do to help a student with dyslexia.

Dyslexia is a language-based learning disability that refers to a cluster of symptoms that cause people to struggle with specific language skills, particularly reading. This course discusses what schools and general education teachers need to know to help identify students who may have dyslexia. It does not provide training that would allow someone to diagnose dyslexia. It gives ideas for observing and screening students at risk of dyslexia who may need further testing. Topics in this course include:

• Defining Dyslexia Screening
• The Importance of Early Screening
• Best Practices for Schoolwide Universal Screening
• Best Practices for General Education Teacher Observations
• Support for Identified Students

An Individualized Education Plan (IEP) is a written statement developed, reviewed and revised in a team meeting. Though it is a legal document, it is more than just a form to complete or a compliance task. An IEP is a written product of a collaborative process between the school and family to identify students’ needs and design a plan for their education and any additional support or services they may need. It is a roadmap for teaching a student and meeting their unique needs. Schools are required, by law, to follow the IEP. An IEP meeting is where a team of educators, parents and other professionals work together to create an IEP for a student with a disability. The IEP Team is responsible for developing, reviewing and revising an IEP yearly. This training is not state-specific but is written to help people new to the IEP process learn what happens at IEP meetings. By taking this course, you will learn: who is on an IEP Team; tips to help parents, teachers and directors; tips for a productive meeting; what to expect during the meeting; and how to best resolve disagreements.

This course defines the seven required components of an IEP and shares tips to assist you in developing one. While this course will help you develop a quality and compliant IEP, it does not include all of the IDEA requirements or provide legal advice. This course does not provide information about State laws. State laws and regulations cannot require less than what IDEA requires, but they can create requirements in addition to IDEA. This course shares tips and examples from The Progress Center at the American Institutes for Research. They are noted throughout the course as coming from “The Progress Center.” Topics in this course include:

• Statement of present levels for academic achievement and functional performance
• Measurable annual goals
• Progress monitoring
• Statement of special education aids and services
• Projected date, frequency, duration and location of services
• Explanation of educational setting
• Statement of participation in assessment