Frequently Asked Questions

I think my child is dyslexic (I see all the warning signs); What do I do next?

My child is struggling to read, but my school says that it's just a developmental lag.

How do I get the school to test my child for dyslexia?

The school says my child needs a medical diagnosis for dyslexia. What do I do?

Where do I get my child tested so the school will accept the results?

What can I expect from the school?

If my child has an IEP and the school does not offer a program can I get them to pay for it outside the school?

What can the school do to help my child?

What are my rights?

What can I do to help my child?

Where can I get help for crafting an effective, measureable Individualized Education Plan (IEP)?

I’m an adult with dyslexia, where can I get help?

Do vision problems cause dyslexia?
 

Q: I think my child is dyslexic (I see all the warning signs); What do I do next?
A: Generally, no one individual has all the common “characteristics/symptoms” of dyslexia, but if he/she has quite a few, then your child should be evaluated.

Be aware that, in Minnesota, most school districts do not use the term “dyslexia,” so you should request to have them evaluated for a Specific Learning Disability (SLD) evaluation in the areas of language skills—reading, spelling, writing.

Educate yourself about SLD/dyslexia and research-based best practices. This website, and that of our parent organization, The International Dyslexia Association (IDA) at www.interdys.org, offer a wealth of resources. Start by learning more about dyslexia, testing and evaluation, and research-based instructional methodologies, through our “Just the Facts” fact sheets and relate publications (link here). On our resources link (here), you will find a number of recommended “Must Reads”—including Overcoming Dyslexia: A New & Complete Science-based Program for Reading Problems at Any Level by researcher Sally Shaywitz, Straight Talk About Reading by Susan Hall and Louisa Moats, and Parenting a Struggling Reader also by Hall and Moats. Put Reading First is a terrific publication that comes out of the National Reading Panel’s groundbreaking report of 2000.

Make a list of the characteristics you see as symptomatic for your child and share it with school—talk to your child’s teacher or your school’s reading specialist. Request, in writing, that the school district evaluate your child for SLD/dyslexia. Keep in mind that many districts not do a thorough job of testing—especially if the child is bright (and most are exceptionally bright) and not far enough behind his/her peers. And, even if your student does qualify for an Individualized Education Plan (IEP) under eligibility rules determined by the State of Minnesota, your school may not have teachers who are adequately trained to give child the most effective, research-based instruction. Research-based instructional methodologies have been proven to help struggling readers develop skills, close the gap, and become a proficient readers. To learn more about research-based instructional methodologies click here.

Some families have opted to have their struggling child evaluated outside the school district. Regardless of who does the evaluation, it is important to get a complete picture of the child’s strengths, weaknesses and challenges. In the meanwhile, don't delay...seek out a qualified tutor.

Q: I’ve expressed concerns that my child is struggling to read, but my school says that it’s just a developmental lag. They say my child will catch up. I don’t buy it.
A: Don’t buy it! Current research tells us there is no such thing as “developmental lag” when it comes to reading. Check out this great article by a terrific resource, Reading Rockets (readingrockets.org), Is It a Reading Disorder or Developmental Lag? By Susan Hall ( 2008). In her piece, Hall cautions parents to "beware of the developmental lag excuse…research shows that the crucial window of opportunity to deliver help is during the first couple of years of school. So if your child is having trouble learning to read, the best approach is to take immediate action.” To link to the full article, click here.

Q: How do I get the school to test my child for dyslexia?
A: The answer to this question is simple: if you make a formal request, by law the school is required to test your child. Since schools don’t typically use the term “dyslexia,” you may want to request an evaluation for a Specific Learning Disability (SLD) in reading, writing and spelling. We recommend you make the request in writing, as a formal request puts a legal timeline in action (the district now must respond with a testing plan within a set number of days). Ask your district if they have a student advocate on staff. Some districts do, and these qualified individuals can offer assistance when learning to navigate the ins and outs of IEP qualification and writing a measureable IEP–should your child qualify for special education services, under the State's criteria. Once an IEP's in place, advocates can help ensure IEP accommodations and directives are being followed by the team. PACER Center also offers advocacy services. A local parent advocacy group, Parent Advocates for Students with Dyslexia (PASD) can also make the process less formidable by sharing information and offering support to parents at many stages in their journey (see here for more information).

Q: The school says my child needs a medical diagnosis for dyslexia. What do I do?
A: In Minnesota, no medical diagnosis is required. Eligibility for an Individualized Education Plan (IEP) and related direct services, under the category of Specific Learning Disability (SLD), is based on basically three different criteria, as determined by the State. In general, the discrepancy gap between the child’s IQ (intellectual ability) and the child’s academic performance must be great enough to qualify as a "severe discrepancy," a "severe underachievement" must be documented, and an "information processing" disorder must be identified. Exclusionary factors are then ruled out (including emotional behavior disorders, or physical or cognitive disabilities, to name just a few). Be aware that with the advent of Response to Intervention (RTI) or Early Intervening Services (EIS), school districts may take additional time to identify and work with students in hopes that additional instructional opportunities will close the gap. If, in the RTI process, the child demonstrates an inadequate rate of progress (measured over time through progress monitoring while using intensive scientifically based reading instruction) the child can be referred to a special education team for an evaluation. However, parents can by-pass this scenario by asking for a school district evaluation in writing.

For complete details, download the SLD Companion Manual from the Minnesota Department of Education’s website here.

Please note: IDA-UMB has been informed that the State’s SLD Companion Manual is being reworked and updated. A new version should be available shortly…stay tuned.

Q: Where do I get my child tested so the school will accept the results?
A: IDA-UMB maintains a list of local diagnostic resources, found here. Keep in mind that this list is constantly changing. And, we remind our readers that IDA-UMB does not recommend or promote specific individuals or programs. However, IDA-UMB does provide the names of persons and institutions that have demonstrated past competence in the diagnosis and/or treatment of dyslexia.

Schools do have the right to verify the testing results you provide, and will generally do so. Parents should make the school aware of the exact tests and versions that were employed in the outside evaluation, as the school team will want to avoid retesting using the same versions of these common standardized instruments. If the same versions of tests are used within a 12-month timeframe, the results can be influenced (students generally do better the second time around, as they learn the test). Many families have asked districts not to retest a student’s IQ (usually obtained through initial evaluation via WISC IV or RAIS, and performed by a qualified psychologist or psychiatrist) and find most districts have complied with their wishes.

And, now the small print…The International Dyslexia Association, Upper Midwest Branch (IDA-UMB) does not endorse, accredit, recommend, or evaluate schools, colleges, camps, or institutions, teacher-training activities, specific educational materials or techniques, diagnostic tests or methods, individual or group practitioners in any such field. The Association is convinced that selection of appropriate diagnostic and/or remedial resources is the responsibility of the inquirer, who alone can best determine the essential elements of compatibility and accessibility.

Q: What can I expect from the school?
A: This completely depends on the school and the district. Despite specific language in the Federal No Child Left Behind and the reauthorized Individuals with Disabilities Education Act (IDEA), once a child qualifies for an IEP, parents should not assume that their struggling child will receive research-based reading instructional methodologies, or that the special educator is even trained in such mthodologies. We recommend that parents do their research and go into the process armed with information on best practices.

Q: If my child has an IEP and the school does not offer/provide research-based instruction (or trained teachers) can I get them to pay for tutoring or a special school that will?
A: Generally the answer to the tutoring question is not likely, however documenting your requests for effective, research-based instruction (in writing)—and copying the district administration and the Minnesota Department of Education appears to help sway the discussion.

Regarding the private school placement and tuition question, a quick look to the Minnesota Department of Education’s website shows a growing number of recent rulings where districts have been forced to pay the costs of specialty private schools. Such decisions can be based on a lack of effective instruction, lack of early identification (child find), lack of proper records to show compliance with IEP goals, and/or not making adequate yearly progress (AYP). For more information on recent Minnesota court, hearing and complaint decisions, link here.

Q: What can the school do to help my child?
A: In addition to providing necessary accommodations (books on tape/CD, extended time on tests, providing a scribe if necessary, and preferential seating, just to name a few…), school districts should be expected to employ best practices, including research-based reading instruction methodologies that cover the five components of effective instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension. Delivery should be systematic and sequential, and should be delivered in a multi-sensory fashion. Periodic assessments (progress monitoring) will show adequate yearly progress (or lack thereof). Note accommodations are no substitute for effective instruction. They simply help level the playing field and allow those struggling to experience the same literacy opportunities as their peers.

Q: What are my rights?
A: That’s a huge question…for starters, check out WrightsLaw, a website for parents, educators, advocates and attorneys looking for accurate, reliable information about special education law, education law, and advocacy for children with disabilities. As mentioned above, you could also tap into your local school district’s student advocate (if such a staff position exists) or contact the disability advocates at PACER Center.

In addition, a local parent advocacy group, Parent Advocates for Students with Dyslexia (PASD), has been known to make the process less formidable. Membership in PASD is free (see here for more information). PASD members include parents of newly identified elementary school students, as well as those who have already successfully navigated through the public school system, and now have kids in college.

Q: What can I do to help my child?
A: There is a lot you can do to help your child succeed. Educate yourself and become a well-informed advocate for ensuring your child’s education. If possible, consider training in research-based approaches (like Orton-Gillingham, the Sonday System, and others) and find a qualified tutor (IDA-UMB, Orton-Gillingham of MN and The Reading Center in Rochester, MN all maintain tutor referral lists, and the referrals are free for the asking). If possible, consider a school specializing in serving kids with dyslexia and related language-based learning disabilities (like Groves Academy in St. Louis Park, MN).

Q: Where can I get help for crafting an effective, measureable Individualized Education Plan (IEP)?
A: Check out our IDA fact sheets (here), and a wealth of great web resources…including some of our favorites—WrightsLaw, Reading Rockets, and LD Online and search under “effective IEPs.”

Q: I’m an adult with dyslexia, where can I get help?
A: Research-based instructional approaches work for all ages—from preschool through adulthood. It is never too late to seek help and remediation. Look into securing a qualified tutor and consider joining a support group. Learning Disabilities of Minnesota offers adult support groups in the Twin Cities metro area.

Q: Do vision problems cause dyslexia?
A: There is no valid scientific evidence to support this theory. The local chapter of The American Academy of Pediatrics (AAP)—MNAPP.org—states that (in a recent policy statement from the August 2009 issue of Pediatrics, the peer-reviewed, scientific journal of the American Academy of Pediatrics), “In a joint policy statement, Learning Disabilities, Dyslexia, and Vision, the American Academy of Pediatrics, the American Academy of Ophthalmology, the American Association for Pediatric Ophthalmology and Strabismus, and the American Association of Certified Orthoptists set out recommendations for identifying and treating dyslexia, a language-based disorder. While vision problems can interfere with the process of learning, vision problems are not the cause of dyslexia or learning disabilities. There is no scientific evidence to support the use of eye exercises, vision therapy, tinted lenses or filters to directly or indirectly treat learning disabilities, and such therapies are not recommended or endorsed. There is no valid evidence that children participating in vision therapy are more responsive to educational instruction than children who do not participate.”