Procedures for Evaluation and Identification for Dyslexia
The identification and intervention process for dyslexia can be multifaceted. These processes involve both state and federal requirements that must be followed. The evaluation, identification, and provision of services for students with dyslexia are guided by both the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973. The law that applies to an individual student is determined by data and the student’s individual needs.
The determination to refer a student for evaluation must always be made on a case-by-case basis and must be driven by data-based decisions.
1. Data gathering
- Cumulative data
- Environmental and socioeconimic factors
- Language proficiency
2. Initial evaluation
3. Formal evaluation
Domains to Assess
- Academic skills
- Cognitive processes
- Possible Additional Areas: vocabulary, listening comprehension, verbal expression, written expression, handwriting, memory for letter or symbol sequences (orthographic processing), mathematical calculation/ reasoning, phonological memory, verbal working memory, processing speed