Educator FAQ

Teachers cannot diagnose dyslexia.  But they are in position to notice when a student exhibits signs and symptoms.  If you are teacher and you suspect a student has dyslexia, consider taking the following steps:

    • Talk to the student's parent/s about your observations.  Yes, you can use the "d" word - read the next question for more on that!
    • Support the diagnostic process, if the parent/s pursue an evaluation.  Answer any questions the evaluator has and read the report if it is shared with you.  Pay careful attention to the recommendations for instruction, accommodations and assistive technology.
    • Reassure the parent/s that you will work to help their child regardless of whether or not their child is formally diagnosed with dyslexia.
    • If appropriate, start the process for a special education evaluation or 504 plan for the student.  Remember - eligibility for an IEP or 504 plan is determined by a team, after a variety of information is considered.  Thinking that a student won't qualify should never stop you from starting these processes.  For special education, the Child Find mandate of the IDEA requires schools to evaluate any student suspected of having a disability.

Yes, you can. According to the Iowa Department of Education's dyslexia guidance website, educators CAN AND SHOULD talk about dyslexia with families.

In addition, there is nothing in state or federal law prohibiting the use of the word "dyslexia" by educators.  In 2015, the U.S. Department Education issued guidance encouraging schools to use the word dyslexia (and dysgraphia and dyscalculia) in the special education process when they are relevant to a student's difficulties.  The guidance stated that "there is nothing in the IDEA that would prohibit the use of the terms dyslexia, dyscalculia, and dysgraphia in IDEA evaluation, eligibility determinations, or IEP documents."

Despite this, many Iowa educators believe that -

  • "If I use the word dyslexia, the school district will be legally bound to pay for services for that student."

This is false.  Talking about the possibility of a student having dyslexia, or discussing a student's dyslexia diagnosis, does not magically create a financial obligation for a school district.  In addition, being diagnosed with dyslexia does not automatically qualify a student for special education.

  • "Iowa takes a non-categorical approach to special education, so we don't use the word dyslexia."

This is also a misunderstanding.  Being non-categorical means that when a student is evaluated for special education, they are not assigned one of the 13 disability categories in the Individuals with Disabilities Education Act (IDEA).   It does not mean that a student's diagnosis can't be discussed.  In fact, IDEA states that outside evaluations and information from parents must be included in the special education process.

Maybe, but it is important to understand that colored overlays are not an intervention for dyslexia. They are an accommodation for visual processing problems. Some students with dyslexia have visual processing problems, while others do not.  Students without dyslexia may also have visual processing problems.  Colored overlays may reduce eye strain and fatigue when visual processing problems are present.  They should not be universally offered to all students with dyslexia, and they are not a substitute for systematic, multi-sensory reading and spelling instruction.

Dyslexia awareness training is appropriate for all teachers.  It typically covers the definition of dyslexia, signs and symptoms, brain differences, remediation strategies, accommodations, and assistive technology. This type of training can be provided in a shorter amount of time, such as a 1-2 day workshop.  Dyslexia simulations are often a part of awareness training and can be very impactful for participants.

Structured Literacy training is appropriate for educators who are responsible for teaching children to read.  This includes general education teachers, special education teachers, and reading interventionists.  Learning to teach with a Structured Literacy approach takes time - more than a 1-2 day workshop.  Classes occur over a period of weeks or months, and a practicum with at least one student may be involved.  Educators will learn how to systematically teach the sounds and symbols of our language.  While this type of instruction is crucial for students with dyslexia, it benefits all learners.

For Structured Literacy interventions to be effective, they must be implemented with fidelity. This means educators must complete the required training AND follow the developer's instructions when implementing the intervention.  The Iowa Reading Research Center has written about the importance of fidelity.

Iowa educators who want to learn more about dyslexia and the science of reading can access a number of free resources:

The following organizations periodically offer courses and/or conferences on dyslexia and the science of reading:

The following organizations offer training in Structured Literacy methods/interventions:

    • Orton Gillingham of Minnesota - A nonprofit organization which teaches the pure Orton Gillingham approach.  Accredited by The International Multisensory Structured Language Education Council (IMSLEC).
    • Wilson Language Training – Offers virtual and in-person training for individuals and schools who wish to implement the Wilson Reading System.

There are many things educators can do to help students with dyslexia that do not take lots of time or money to implement.  Read our tips for creating a dyslexia-friendly classroom.

Educator Resources

Dyslexia in the Classroom: What Every Teacher Needs to Know     |   Accommodations for Dyslexia
Tips for a Dyslexia-Friendly Classroom    |      How Does Your Reading Instruction Stack Up?

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