Section 504 and The Rehabilitation Act of 1973
"The Rehabilitation Act prohibits discrimination on the basis of disability in programs conducted by Federal agencies, in programs receiving Federal financial assistance, in Federal employment, and in the employment practices of Federal contractors. The standards for determining employment discrimination under the Rehabilitation Act are the same as those used in title I of the Americans with Disabilities Act."
"Section 504 of the Rehabilitation Act of 1973 protects the rights of individuals with disabilities in programs and activities that receive federal funds. Section 504 states that "no qualified individual with a disability in the United States shall be excluded from, denied the benefits of, or be subjected to discrimination under" any program or activity that either receives Federal financial assistance or is conducted by an Executive agency or the United States Postal Service."
Section 504 Resources
Castleberry ISD Section 504 Handbook
Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools.pdf
ADHD Resource Guide.pdf
Dyslexia
International Dyslexia Association defines “dyslexia” as:
Dyslexia is a specific learning disability that is neurological in origin. It is characterized by
difficulties with accurate and/or fluent word recognition and by poor spelling and
decoding abilities. These difficulties typically result from a deficit in the phonological
[awareness] of language that is often unexpected in relation to other cognitive abilities
and the provision of effective classroom instruction. Secondary consequences may
include problems in reading comprehension and reduced reading experience that can
impede the growth of vocabulary and background knowledge.
(Adopted by the International Dyslexia Association Board of Directors, November 12, 2002)
What is Dyslexia? by TED-Ed
Parent & Educator Resource: Overcoming Dyslexia, Author - Sally Shatwitz, M.D.
Publisher: Alfred A. Knopp
Dysgraphia - is an impairment in graphomotor skills and the creation of written forms, which can then effect handwriting and spelling development. Dysgraphia affects legibility, speed, and overall production of written output. Letter reversals, particularly in younger children who are still developing, do not necessarily indicate dysgraphia or dyslexia.
If you suspect your child may have dyslexia, contact your child's teacher for more information.
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Common Signs of Dyslexia
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Young Children
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School Age Children |
Teenagers and Adults |
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Delay in learning to talk
Difficulty recognizing letters, matching letters to sounds and blending sounds into speech
Confusion when pronouncing words, i.e. "mawn lower" instead of "lawn mower"
Slow to learn and use new vocabulary words correctly
Trouble learning the alphabet, numbers, days of the week or similar common word sequences
Difficulty with rhyming
Difficulty recalling the correct word
Aversion to print - does not enjoy following along if a book is read aloud
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Difficulty mastering the rules of spelling
Difficulty breaking words into smaller parts (baseball into "base" "ball" and napkin into "nap" "kin"
Difficulty identifying and manipulating sounds in syllables
Difficulty decoding single words (reading words in isolation)
Difficulty reading words fluently and/or without expression
Reliance on picture clues, story theme, or guessing at words
Difficulty with written expression
(use of less complicated words in writing that are easier to spell)
Trouble remembering facts and numbers
Slow to learn and understand new skills - relies heavily on memorization
Frequent reading and spelling errors
Difficulty following a sequence of directions
Trouble with word problems in math
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Reading below expected level
Difficulty understanding non-literal language, i.e. idioms, jokes, proverbs
Avoiding reading aloud
Difficulty organizing and managing time
Frustration with the amount of time and effort required to read
Trouble summarizing a story
Difficulty learning a foreign language
Poor memory skills
Difficulty remembering names and places
Difficulty with note taking
Difficulty with sequence
Difficulty with written production
Difficulty with word retrieval
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Not all students who have difficulties with these skills are dyslexic. Formal testing is the only way to confirm a diagnosis of suspected dyslexia.