Specific Learning Disabilities (SLD)/Dyslexia
CONNECTICUT STATE DEPARTMENT OF EDUCATIONSpecific Learning Disabilities(SLD)/DyslexiaBack-to-SchoolSeptember 13, 2017
SLD/Dyslexia Statewide udents withSLD/Dyslexia –55% Students IdentifiedStudents withfor the First TimeSLD/Dyslexiawith SLD/Dyslexia – Previously Identified50% as SWD – 63% 2015-162016-17
SLD/Dyslexia Statewide Data2015-16 Students withSLD/Dyslexia32%68%2016-17 Students withSLD/DyslexiaStudentsIdentified for theFirst Time withSLD/Dyslexia 231Students withSLD/DyslexiaPreviouslyIdentified asSWD - 49330%70%StudentsIdentified for theFirst Time withSLD/Dyslexia 347Students withSLD/DyslexiaPreviouslyIdentified as SWD- 802
SLD/Dyslexia Statewide DataPercentage of Students withSLD/Dyslexia SWDPercentage of Studentswith SLD/Dyslexia SLD3%5%2015-163%5%2016-172015-162016-17
SLD/Dyslexia Statewide DataPrevious Special Education 19290SLDSLI2015-16OHI-ADD/ADHD2016-17
Public Act 17-3, General Statutes §10-145d (i)(i)(2) On and after July 1, 2018, any (A) certified employeeapplying for a comprehensive special education or integrated earlychildhood and special education endorsement, or (B) applicant foran initial, provisional or professional educator certificate and acomprehensive special education or integrated early childhoodand special education endorsement shall have completed aprogram of study in the diagnosis and remediation of reading andlanguage arts that includes supervised practicum hours andinstruction in the detection and recognition of, and evidencebased structured literacy interventions for, students with dyslexia,as defined in section 10-3d.
Number of People Accessing CSDE/SERC Professional Learning Activities(January 1, 2015 - June 30, 1,000695679500141981950Cumulative # of visitors Increasing Awareness Identifying StudentsSLD/Dyslexia:It’s Never Too Late:Using LiteracyRemediating andto SERC SLD/Dyslexiaof SLD/Dyslexia:with SLD/Dyslexia: An Connecting Research How to Motivate andScreening Data toAccommodatingwebsiteImplications for CTOnline Courseto Practice inStudents withTeach Older Struggling Support Students withEducators (3-15-15Connecticut (12 hourReaders withReading Difficulties (1- SLD/Dyslexia at theWebinar--800 initialOnline Module)SLD/Dyslexia (Online 10-17 Webinar--485 Secondary Level (3-21participants)Module)initial participants) 17 Webinar--130 initialparticipants)
2017-18 SLD/Dyslexia Initiatives Guidelines for Identifying Children with LearningDisabilities (2010) Update & add SLD/Dyslexia information Revise Multidisciplinary Evaluation Report Form Revise Reading, Writing, and Math Worksheets Parent’s Guide to SLD/Dyslexia in Connecticut Electronic, web-based publication Expand SERC Parent/Family website information Connecticut’s SLD/Dyslexia Assessment ResourceGuide (REVISED 2017 with over 15 new assessments)
2017-18 SLD/Dyslexia ProfessionalLearning Opportunities Case Study Review of a Connecticut Student withSLD/Dyslexia – (2 hours; 9/1 online course) Identifying Students who are Gifted-Talented and haveSpecific Learning Disabilities (SLD)/Dyslexia – (1 hour;9/2017 awareness level online module) Distinguishing Between Typically Developing EnglishLearners (ELs) and Students with Reading Difficulties –(2 hours; NEW awareness level online module) Implementing Changes to Connecticut’s Guidelines forIdentifying Children with Learning Disabilities – (2 hours;live webinar – 2017 date TBD; will be archived)
2017-18 SLD/Dyslexia ProfessionalLearning Opportunities Math and SLD/Dyslexia (Presenter: TBD) – (2 hours; livewebinar – date TBD; will be archived) Reading Horizons Training * – One day, face-to-face sessionwith additional online modules (total of 24 hours of PL) that instructsteachers in a unique marking system and seven phonetic/decoding skillsbased on Orton-Gillingham principles. Collaborative Roles for Speech-LanguagePathologists in SLD/Dyslexia* – (1-day; 2017 date TBD) Differentiating Speech-Language Impairment (SLI)from SLD/Dyslexia* – (2-day professional learning opportunityinvolving district case studies/data; 2017 date TBD)* Fee for service
2017-18 SLD/Dyslexia ProfessionalLearning Opportunities Building District Capacity to Conduct ComprehensiveEvaluations for Students Suspected of Having SLD/Dyslexia * –(half-day training) Orton-Gillingham Introductory Training Program * – (5 days) Wilson Reading System : Introductory Workshop * – (3 days) Just Words Introductory Training * – (2 days) Wilson Fundations Level I: Kindergarten * – (1 day) Wilson Fundations Level I: Grade 1 * – (1 day) Wilson Fundations Level I: Grade 2 * – (1 day)* Fee for service
Other 2017-18 SLD/DyslexiaProfessional Learning Opportunities Structured Literacy Resource Guide – Description of thecomponents, characteristics & requirements of a variety of structuredliteracy instructional methods (CSDE/CREC collaboration) David Kilpatrick (Author of Essentials of Assessing, Preventing, andOvercoming Reading Difficulties)* – [CREC] Four-Day Structured Language Series* – [CREC] Structured Literacy Series * – Two offerings (Fall and Spring) ofa five-day (30 hour) course developed by Dr. Margie Gillis, a CertifiedAcademic Language Therapist and founder of Literacy How* Fee for service
Other 2017-18 SLD/DyslexiaProfessional Learning Opportunities SIM Helping Secondary Students Who Struggle with Reading:Accessing Content - Paraphrasing Strategy* – [CREC] SIM Helping Secondary Students Who Struggle with Reading:Accessing Content - Self-Questioning Strategy* – [CREC] SIM Teaching Self-Advocacy: Tier 2 and Tier 3 Interventionsfor Increasing Student Independence* – [CREC] Strategies for Students with SLD/Dyslexia at the SecondaryLevel* – [CREC] Assistive Technology for SLD/Dyslexia* – [CREC] Wilson Reading Training: Introductory Workshop (3 days) * –[CREC]* Fee for service
Contacts for Additional Information & Questions:CSDE SLD/Dyslexia Contact:Patricia L. Anderson, Ph.D.Academic OfficeBureau of Special Educationpatricia.anderson@ct.gov860-713-6923CREC Professional Learning:Natalie Nicole, Interim ProgramCoordinator, CREC/TABSnnatale@crec.org860-509-3619SERC Professional Learning:Donna Merritt, Ph.D.Education Consultant, SERCmerritt@ctserc.org860-632-1485, x337Margie Gillis, Ed.D.203-239-7323info@literacyhow.comLiteracy How:
2017-18 SLD/Dyslexia Initiatives Guidelines for Identifying Children with Learning Disabilities (2010) Update & add SLD/Dyslexia information Revise Multidisciplinary Evaluation Report Form Revise Reading, Writing, and Math Worksheets Parent’s Guide to SLD/Dyslexia in Connecticut Electronic, web-based publication
reading Specific Learning Disability (SLD) like dyslexia. (Information adapted from the University of Michigan’s . Clues to Dyslexia. and the Yale Center for Dyslexia & Creativity’s . Signs of Dyslexia.) Preschool Delay in talking Speech may be difficult to understand and may sound like “baby talk” May not have a favorite book
The Dyslexia Debate Prof. Julian G. Elliott (Durham University) Prof. Elena L. Grigorenko (Yale University) The Dyslexia Debate examines how we use the term “dyslexia” and questions its efficacy as a diagnosis. While many believe that a diagnosis of dyslexia will shed light on a reader's struggles and help identify the
For students with dyslexia or for students with the characteristics of dyslexia, the intervention should address the specific phonological deficits identified through targeted assessments. Services for students with dyslexia A continuum of services Like all students, students with dyslexia have diverse needs and demonstrate characteristics on
dyslexia have difficulties identifying separate speech sounds within a word and learning how individual letters represent sounds. A student with dyslexia does not lack intelligence or the desire to learn. (Adapted from IDA: Dyslexia Basics) The International Dyslexia Association (IDA), along with the National Institute of Child Health,
Nov 12, 2002 · The Dyslexia Handbook—2018 Update: Procedures Concerning Dyslexia and Related Disorders (Dyslexia Handbook) implements statutory requirements added by the 85th Texas Legislature. The Dyslexia Handbook provides guidelines for school districts to follow as they identify and provide s
for dyslexia alongside behavioral symptoms supports a more robust model of dyslexia identification.38 In addition to low scores on a dyslexia screening test, the risk factors for dyslexia involve aspects of an individual’s family history and developmental history, which are typically assessed through self or
Click the icon below for a list of warning signs for dyslexia by Bright Solutions for Dyslexia Adobe Acrobat Document Diagnosing Dyslexia A child can be professionally diagnosed with dyslexia as early as 5 1/2 years old. Many people are reluctant to test children before th
Business Studies Notes Year 9 & 10 Chapter 1 The purpose of Business Activity A NEED is a good or service essential for living (food, water, shelter, education etc.). A WANT on the other hand is something we would like to have but is not essential for living (computer games, designer clothing, cars etc.). people’s wants are unlimited. The Economic Problem results from an unlimited amount of .
