Q12: Student exhibits signs of dyslexia, but school wants to delay assessing in order to see how student first responds to RTI (or is recommending Student Study Team (SST) meetings). Does assessing need to be delayed for special education eligibility?
Q6: How is ADHD different from Dyslexia? I am concerned that my student has dyslexia but am being told by the school psychologist that it is just “inattention” issues that are preventing my student from being able to read at grade-level?
Independent Educational Evaluation (IEE)
Q3: Student has below average scores in phonological processing. School states this is an “auditory processing” deficit and will not specify as a “phonological processing” deficit. Why is it important to be specific as to the area(s) of deficit?
Q14: My student was assessed and did not show signs of a phonological processing deficit but my student still struggles greatly with reading and spelling. Do all dyslexic children display phonological processing deficits?
Specific Learning Disability
Q7: My student’s reading is slow but accurate. However, his/her spelling is extremely poor. Is the school required to consider deficits in spelling in assessing for Special Education eligibility? Can he/she still be dyslexic?