unexpected for the student in relation to the student’s other cognitive abilities (the ability to learn in the absence of print) and unexpected in relation to the provision of effective classroom instruction. Many students with dyslexia will have difficulty with the secondary characteristics of dyslexia, including reading comprehension and written composition. The §504 or ARD Committee will also incorporate the following guidelines from TEC §38.003 and 19 TAC §74.28: The student has received conventional (appropriate) instruction The student has an unexpected lack of appropriate academic progress (in the areas of reading and spelling) The student has adequate intelligence (an average ability to learn in the absence of print or in other academic areas) The student exhibits characteristics associated with dyslexia The student’s lack of progress is not due to socio-cultural factors such as language differences, irregular attendance, or lack of experiential background Assessment under Section 504 Based on the above information and guidelines, the committee first determines whether the student has dyslexia. If the student has dyslexia, the committee also determines whether the student has a disability under §504. Whether a student is eligible for §504 accommodations is a separate determination from the determination that the student has dyslexia. A student is disabled under §504 if the physical or mental impairment substantially limits one or more major life activities, such as the specific activity of reading. Additionally, the §504 committee, in determining whether a student has a disability that substantially limits the student in a major life activity, must not consider the ameliorating effects of any mitigating measures that student is using. If the committee does not identify dyslexia, but the student has another condition or disability that substantially limits the student’s learning, eligibility for §504 services related to the student’s other condition or disability should be considered. Students with additional factors that complicate their dyslexia may require additional support or referral to special education. If a student is already qualified as a student with a disability under special education, the
unexpected for the student in relation to the student’s other cognitive abilities (the ability to learn in the absence of print) and unexpected in relation to the provision of effective classroom instruction. Many students with dyslexia will have difficulty with the secondary characteristics of dyslexia, including reading comprehension and written composition. The §504 or ARD Committee will also incorporate the following guidelines from TEC §38.003 and 19 TAC §74.28: The student has received conventional (appropriate) instruction The student has an unexpected lack of appropriate academic progress (in the areas of reading and spelling) The student has adequate intelligence (an average ability to learn in the absence of print or in other academic areas) The student exhibits characteristics associated with dyslexia The student’s lack of progress is not due to socio-cultural factors such as language differences, irregular attendance, or lack of experiential background Assessment under Section 504 Based on the above information and guidelines, the committee first determines whether the student has dyslexia. If the student has dyslexia, the committee also determines whether the student has a disability under §504. Whether a student is eligible for §504 accommodations is a separate determination from the determination that the student has dyslexia. A student is disabled under §504 if the physical or mental impairment substantially limits one or more major life activities, such as the specific activity of reading. Additionally, the §504 committee, in determining whether a student has a disability that substantially limits the student in a major life activity, must not consider the ameliorating effects of any mitigating measures that student is using. If the committee does not identify dyslexia, but the student has another condition or disability that substantially limits the student’s learning, eligibility for §504 services related to the student’s other condition or disability should be considered. Students with additional factors that complicate their dyslexia may require additional support or referral to special education. If a student is already qualified as a student with a disability under special education, the
mh.somewhereISDPlan.docx