Decoding Dyslexia Presentation - NPCU · Dyslexia 101 (Re-Cap) Dyslexia is the most common learning...

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The Educators Role in Dyslexia Screening and Assessment Adam J. Schwebach, Ph.D. Objectives Lets learn a little about Dyslexia Review some legal jargon Learn about how to screen for Dyslexia Talk about Teaching Disclosures Director: Neuropsychology Center of Utah School Psychologist: Weber School District Pearson: Neuroscience Advisory Board Utah State University: Adjunct Assistant Professor Lets Take a Quiz?

Transcript of Decoding Dyslexia Presentation - NPCU · Dyslexia 101 (Re-Cap) Dyslexia is the most common learning...

Page 1: Decoding Dyslexia Presentation - NPCU · Dyslexia 101 (Re-Cap) Dyslexia is the most common learning disability affecting approximately 20% of the general population Dyslexia is a

The Educators Role in Dyslexia Screening and Assessment

Adam J. Schwebach, Ph.D.

Objectives

❖ Lets learn a little about Dyslexia

❖ Review some legal jargon

❖ Learn about how to screen for Dyslexia

❖ Talk about Teaching

Disclosures

❖ Director: Neuropsychology Center of Utah

❖ School Psychologist: Weber School District

❖ Pearson: Neuroscience Advisory Board

❖ Utah State University: Adjunct Assistant Professor

Lets Take a Quiz?

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Do Public Schools Recognize Dyslexia?

Dyslexia Defined❖ A general term for disorders that involve difficulty in learning to read or

interpret words, letters and other symbols, but that do not affect general intelligence: Dys (Difficult) Lexis (Speech)

❖ Is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and or fluent word recognition and by poor spelling and decoding abilities (IDA, 2002)

❖ …A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, speak, think, talk, read, write, spell or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia, that affects a students performance (Utah SPED Rules: 300.0 (C)(10)).

Utah Laws on Dyslexia

❖ SB 117: A Pilot Program to provide interventions for students at risk for learning disabilities, including Dyslexia

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Dyslexia 101 (Re-Cap)

❖ Dyslexia is the most common learning disability affecting approximately 20% of the general population

❖ Dyslexia is a neurological, language based learning disability

❖ The exact cause of Dyslexia is unknown, however, it typically runs in families

❖ The main symptom of Dyslexia is NOT letter reversals. The main symptom involves deficits in Phonemic Awareness

❖ The signs of Dyslexia can present as early as pre-school age

Dyslexia 101 (Re-Cap)❖ There is no “cure” for Dyslexia. There is no “quick fix”

for Dyslexia. Early intervention/Direct Instructional models are the treatment of choice

❖ Dyslexia can ONLY be “diagnosed” by a Licensed Psychologist

❖ Public Schools play a critical role in the assessment and intervention of Dyslexia.

❖ Don’t be afraid of the “D” word!!!

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Okay…Lets Talk Teaching

Teaching Got You Down? Don’t Worry….

Lets Have a Pep Talk!!

Lets Get Screening❖ Screening measures are brief assessments that are useful

in predicting a later outcome

❖ Screening measures are designed to quickly differentiate students into either an intervention group or no intervention group

❖ Screening should be quick, should involve all children, and should occur early on

❖ Why Screen? Early Intervention…That’s Why!!

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Evaluation

❖ Evaluations are completed by trained professionals

❖ Very in depth

❖ Require gathering information from various sources

❖ The goal is to provide diagnostic clarity or determine eligibility for Special Education

Screening in Kindergarten

❖ Measures should include assessment of:

❖ Phonological Awareness

❖ Blending

❖ Rhyming

❖ Letter Sound Association

❖ Phonological Memory

Screening 1st Grade

❖ Measures should include:

❖ Phoneme Awareness/Phoneme Segmentation

❖ Blending

❖ Letter Naming Fluency

❖ Word Recognition Fluency

❖ Letter Sound Association

Screening 2nd Grade

❖ Measures should include

❖ Word Identification

❖ Oral Reading Fluency

❖ Reading Comprehension

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Don’t Worry You Are Already Screening

❖ DIBELS

❖ What Are you Doing in Your Classroom

General Things To Watch Out For❖ Late Talking

❖ Slow Reading Development

❖ Difficulty Rhyming

❖ Problems Remembering letters, sounds, colors

❖ Difficulty with pronunciation

❖ Spelling phonetically

❖ Taking an excessive amount of time to complete tasks

What Should I do If I amWorried

❖ Don’t Panic…..

❖ Talk To the Parents….Don’t be Afraid to Ask Questions

❖ Start Your Interventions

❖ Collect Your Data

❖ Take it to Your Child Study Team

❖ Refer for Further Evaluation

Why Does This Matter?

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What Type of Teacher Do You Want To Be?

❖ Have you ever thought about what type of teacher you want to be

❖ Do you realize the long term impact you have on a students life

❖ Have you ever thought about how your behavior impacts your students

❖ Do you believe students actually want to be successful

❖ Do you focus on a “growth mindset” rather than a fixed mindset

❖ Do you have Empathy

❖ Do you focus on a “strength based” model

Lets Be a Mr. Jensen

Questions:

Adam Schwebach, Ph.D. [email protected]