Q&A: Is It Dyslexia?

By Deborah Lynam and Jillian Matysik

Child Study Team (CST) members are often asked about dyslexia in schools by parents and educators. Until the recent dyslexia legislation in New Jersey, dyslexia was not traditionally discussed in schools. This was often a cause of frustration for parents seeking answers and support for their children with reading difficulties. Despite the legislation requiring schools to screen students for potential indicators of dyslexia and to provide professional development for staff, this is often a topic school psychologists and other CST members may be reluctant to discuss. However, guidance from the U.S. Dept. of Education (USDOE) has recently clarified that schools should be considering the use of terms such as dyslexia, where appropriate, to assist in describing and addressing unique student needs. Below are frequently asked questions on the topic of dyslexia in schools, offered to help school psychologists and parents break down the communication barriers which may exist around this topic.

Q: What’s an appropriate response when a parent asks the question, “Is my child dyslexic?”

A: It is the response to this question that can either create trust and collaboration between educator and parent, or potentially put them on shaky ground. School psychologists approaching these early interactions with parents as interested partners, and encouraging the discussion to flow around early reading development, the potential indicators of dyslexia, and the data gleaned from age appropriate skill-based screening tools, can go a long way toward creating such vital trust and collaboration. It would be helpful to describe to parents just what tools your school uses to screen all students for potential indicators of dyslexia, and to explain their children’s performances on these screenings relative to grade-level expectations. Then, if their children’s data indicate that they may have some “red flags” for dyslexia, describe how the school intends to intervene to remediate their children’s specific weaknesses. These early conversations can be the first step to building strong partnerships, which will result in timely and effective support services for students struggling in reading.

Q: Can school psychologists identify dyslexia?

A: Within the school setting, there may be many well-trained professionals, such as school psychologists, learning disability teacher-consultants and reading specialists who can identify or assist in the identification of dyslexia. It is important to remember that identifying the profile of dyslexia is different from giving a formal diagnosis. School staff should screen and assess all students for the potential indicators of dyslexia in order to identify the students at risk for the common learning disability and provide them with timely interventions. While it is misleading to say dyslexia is a medical diagnosis, most professionals in a school setting will more commonly use the term Specific Learning Disability to indicate a reading difficulty. This is because schools operate under the federal law, IDEA, which acknowledges 13 disabling conditions, one being a Specific Learning Disability (SLD). Conditions such as dyslexia fall under this category of SLD. Importantly, the possibility of dyslexia should be assessed in the school setting; the treatment is an educational intervention.

Q: Can it be useful to include the term ‘dyslexia’ in a student’s evaluation and/or IEP?

A: While it is most important that the language used in evaluations and Individual Education Programs (IEPs) accurately articulates each student’s individual pattern of strengths and weaknesses, the use of the term dyslexia can help to clarify the student’s specific profile, allowing parents and educators to have thoughtful conversations about the best ways to address students’ needs. For school psychologists and other CST members who may not be accustomed to including terms such as dyslexia in evaluations and IEPs, it is important to note that IDEA does not prohibit the use of terms such as dyslexia. In fact, in its Dyslexia Guidance document, the USDOE encourages states and school districts to use the term dyslexia when appropriate. This can be helpful in documenting how the specific condition (i.e., dyslexia) relates to eligibility for special education; it can also be a guide to appropriate services or accommodations. USDOE’s guidance document can be found at: https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/guidance-on-dyslexia-10-2015.pdf. For many parents and students, using this specific term dyslexia, as opposed to the broader label of learning disability, can be an important step toward helping students understand that they are capable of learning. Use of this specific term will assist them to begin building important self-advocacy skills and a healthy self-image.

Q: How are the terms ‘dyslexia’ and ‘Specific Learning Disability’ connected?

A: Dyslexia is a learning disability in the area of reading. The DSM-5 identifies dyslexia as an alternate term used to refer to a pattern of learning difficulties characterized by accurate or fluent word recognition, poor decoding, and poor spelling abilities.
Specific Learning Disability (SLD) is an umbrella term that covers many learning difficulties; it is one of the 13 disability categories defined in the Individuals with Disabilities Education Act (IDEA). Dyslexia is listed as one of the qualifying conditions in this category.

It is possible that students may be identified as having dyslexia, but be found ineligible for special education services under the category of SLD. This is due to the IDEA requirement that in order for children to qualify for special education services, their disability (dyslexia or other disability) must have a negative impact on their educational performance, thus resulting in the need for special education. If children are found ineligible for special education, they may receive appropriate interventions in the general education setting through the school’s Response to Intervention (RTI) or Intervention and Referral Services (I&RS) team, and/or be found eligible for accommodations under Section 504. School psychologists can assist in the intervention planning for these students, regardless of eligibility for special education.

School psychologists can play an active role not only in helping our schools craft effective policy to meet the mandates of NJ’s dyslexia legislation, and also by serving as important bridges between parents and educators seeking answers in support of struggling readers. Students benefit when all stakeholders have access to current, accurate information about this common learning disability, and when healthy communication and dialogue are encouraged. By seeking opportunities to bring valuable resources to our school community and to dispel common myths and misconceptions about dyslexia, school psychologists can help assure that all students have access to effective interventions and educational practices in their classrooms.

ABOUT: Deborah Lynam is the Director of Partnerships & Engagement at AIM Institute for Learning & Research. She is the parent of three children, two of whom have dyslexia. She was awarded the Outstanding Achievement Award by the NJ Branch of the International Dyslexia Association in 2013, and is a member of the parent-led grassroots movement, Decoding Dyslexia-NJ. Deborah currently serves as co-chair of the NJ State Special Education Advisory Council and is a member of the NJ DOE’s Dyslexia Handbook Committee.

The article appeared in the Winter 2015 issue of The New Jersey School Psychologist, a publication of the New Jersey Association of School Psychologists. It is reprinted with permission of the editors.