Texas Education Code Definition
Dyslexia means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural dysgraphia, and developmental spelling disability. Related disorders includes similar to or related to dyslexia such as developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.
International Dyslexia Association Definition:
Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. Adopted by the IDA Board, November 2002. This definition is also used by the National Institutes of Child Health and Human Development (NICHD), 2002.
"For a dyslexic who does not yet know they are dyslexic, life is like a big high wall you never think you will be able to climb or get over. The moment you understand there is something called dyslexia, and there are ways of getting around the problem, the whole world opens up." Sir Jackie Stewart
Dyslexia Helpline 1-800-232-3030
Listed below are possible accommodations for the §504, or Admission, Review, Dismissal (ARD) Committee of Knowledgeable Persons to consider for a student with dyslexia. This is not an exclusive list.
"Never let dyslexia be an excuse for not achieving success. Chart your course and work to make your dreams a reality. Once you do that, there is nothing to ever hinder you."
— Carolyn McCarthy, Former member of U.S. House of Representatives
(Source: The International Dyslexia Association)
"Dyslexia is not due to lack of intelligence, it's a lack of access. It's like, if you're dyslexic, you have all the information you need, but find it harder to process."
— Orlando Bloom, English Actor
School districts may purchase a reading program or develop their own reading program for students with dyslexia and related disorders as long as the program is characterized by the descriptors found inThe Dyslexia Handbook [19 TAC §74.28(c)].
"For me, dyslexia is not a disability. The unique strengths and characteristics of dyslexia allow me to think 'outside the box'. Until I was taught the Orton Gillingham approach, I did not have the basic reading, writing, and arithmetic skills necessary for success."
— Peter W. D. Wright, Attorney for children with Special Needs
Source: The provisions of this §74.28 adopted to be effective September 1, 1996, 21 TexReg 4311; amended to be effective September 1, 2001, 25 TexReg 7691; amended to be effective August 8, 2006, 31 TexReg 6212; amended to be effective August 24, 2010, 35 TexReg 7211.
Once the fog lifts, dyslexics are prone to genius. Because theirs is such a unique way of looking at reality.
— Victor Villasenor, Author
Added by Acts 1995, 74th Leg., ch. 260, § 1, eff. May 30, 1995.
"Dyslexia brings more gifts than glitches. If you have it, flaunt it. When you stumble, hold out a hand. Help will come. When you achieve, stand proud and then lend a hand with humility."
— Mark R. Wilkinson
The Texas Education Agency is pleased to announce the launch of the Twice-Exceptional Children and G/T Services website. The Twice-Exceptional children website is designed to provide administrators, educators, and parents with practical resources for identifying and serving the twice-exceptional learner. Twice-exceptional students are those who perform at - or show the potential for performing at - a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who also gives evidence of one or more disabilities as defined by federal or state eligibility.
The website is organized into sections that focus on the life of the twice-exceptional learner: student, school, and family/community. The website provides a comprehensive view of the cognitive, social, emotional, and physical needs of twice-exceptional learners. It includes a framework for identifying twice-exceptional learners and provides tools and resources districts can use to inform local policy and develop a plan to meet the diverse needs of these students.
When I had dyslexia, they didn't diagnose it as that. It was frustrating and embarrassing. I could tell you a lot of horror stories about what you feel like on the inside. Keep pitching! Don't let failure of your last pitch affect the success of your next pitch.
— Nolan Ryan