Teacher's Information Booklet Concerning Dyslexia

As defined in Texas Education Code Section 21.924:

  1. "Dyslexia" means a disorder of constitutional origin having an inborn developmental basis, manifested by a difficulty in learning to read, write or spell, despite conventional instruction, adequate intelligence and social-cultural opportunity. 
  2. "Related disorders" includes disorders similar to or related to dyslexia such as developmental auditory imperception, dysphasia, specific developmental dyslexia developmental dysgraphia, and developmental spelling disability.

Many of the characteristics associated with dyslexia also arc found in children with other "specific learning disabilities or with speech spoken language disorder, Some of the characteristics also may be present in some young children in the course of normal development.

"Specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or in using basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, writing spelling, or to do mathematical calculations. The term includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include children who have learning problems which are primarily the result of visual, hearing, or motor handicaps, of mental retardation of emotional disturbance, or of environmental, cultural, or economic disadvantage.

Certain students with dyslexia or other specific learning disabilities qualify as handicapped under federal and state law and may receive special education and related services appropriate for treating their handicapping condition. Other students with less severe learning disabilities or dyslexia may not require special education services and should benefit from specific assistance within regular or remedial programs

When it has been determined that a student who has been identified as having primary difficulties in reading, writing, and spelling is not progressing academically in the remedial programs of the school district and all other causes have been eliminated continued evaluation must consider the student’s identification as being dyslexic or having a related disorder.  Notice of the proposal to identify the child must be issued in accordance with federal regulations.   This identification made by the school district’s designee entails a review of all accumulated data and, in addition, a consideration of the possible constitutional origin of the problems.

*Special thanks to the Nixon-Smiley Consolidated Independent School District for the use of this booklet

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