Dyslexia Intervention Report

To assist these student’s needs with dyslexia, laws and protections were developed. There are two federal conductors that focus in the interventions and identification process of students with disabilities. The Individuals with Disabilities Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 are the guides that require schools to provide a free, appropriate public education to students with disabilities that qualify (“Free appropriate public education under section 504,” 2010). The severity or diagnosis of the disability does not affect the education that the child needs to succeed. The Louisiana Department of Education discloses the specific guidelines that students with dyslexia need to be recognized, assessed and supported in
Intervention Recommendations. Early detection for educators is an important factor in identifying students that may have dyslexia (Griffiths & Stuart, 2011). Since dyslexia is a processing disorder, the students have difficulties with processing and arranging multi step directions. Griffiths & Stuart (2011) stated that to decrease the level of frustration a student with dyslexia may obtain, provide the student with one step directions so that they can process the information easier. This also will help the teacher from having to repeat the directions multiple times. Students with dyslexia are right brain dominant and the left side of their brain is not naturally connected to accomplish the task of reading. Multisensory instruction will engage all areas of the brain (Savage, 2004). When connecting with the students through kinetic, visual and auditory cues, the activation process fulfills the students with dyslexia to expedite all their brain to absorb the new information (Simos et al., 2006). One way of achieving this accommodation is to provide the class with a visual representation of the instructions