Dyslexia Program

Granbury ISD serves students with dyslexia.  State regulations, which were first issued in 1992 by the State Board of Education, require school districts to identify dyslexic students and to develop specialized instructional programs for them.  Those rules are reviewed periodically, and the school districts receive updated guidelines to implement.

 

Granbury ISD provides programming for all students identified with dyslexia. The needs of the individual student are considered when determining appropriate dyslexia instruction. Most students are instructed by a trained Provider of Dyslexia Intervention (PDI) on the home campus. For some, specially designed individualized programming is provided. GISD dyslexia instruction includes the required components of phonemic awareness, phonics, vocabulary development, reading fluency and reading comprehension strategies.

The instructional strategies are research-based, explicit, multisensory phonetic methods and include a variety of writing and spelling components to meet the specific learning needs of each individual student.

Instruction is organized and presented in a way that follows a logical, sequential plan and proceeds at a rate commensurate with each student’s needs, ability level, and demonstration of progress.

During intervention, accommodations and additional supports may be provided. Determination is individualized with consideration given the specific needs of each learner. Accommodation may be utilized in the classroom, on local assessments, or on state assessments (as allowable by TEA).

Once a student has completed a dyslexia intervention program, he/she may continue to require accommodations, which could be provided through either special education or through a Section 504 plan.

A request for a special education evaluation in reading may be made at any time during or after receiving intervention if the student is not responding to the intervention and demonstrates characteristics of dyslexia.

According to the International Dyslexia Association, the condition is a specific learning disability that is neurological in origin and is characterized by difficulties with accurate word recognition and by poor spelling and decoding abilities.  Individuals may struggle with reading, which can impede growth of vocabulary and background knowledge.  Many people who suffer with dyslexia are of average or above average intelligence, and, although it is a life-long condition, early identification and proper assistance can enable a child to succeed in school.