Quick Links

Skip to main content Skip to navigation

Main Navigation

Top

Special Education

Sign up for the News Update.

Sub Navigation

Top

Home > breadcrumbs: District > breadcrumbs: Special Education >

Working...

Ajax Loading Image

 

October is Dyslexia Awareness Month

October is Dyslexia Awareness Month.  In the state of Nebraska a special education verification of dyslexia is not an option at this time.  Individuals with dyslexia would be designated as Specific Learning Disabled under NE Rule 51.

 

It is important know the ‘tell-tale signs’ and implement interventions.  If family members are seeing these behaviors in a child be sure to approach the student’s teacher and the special education staff at the school for help.

 

Elementary special education teacher:  Beth Roelfs

Jr. High and High School special education teachers: Michelle Goeking and Jackie Smith

 

Children aged seven to 11

  • Seems bright in some ways but unexpectedly struggles in others.
  • Other members of the family have similar difficulties.
  • Has difficulties carrying out three instructions in sequence.
  • Struggles to learn sequences such as days of the week or the alphabet.
  • Is a slow reader or makes unexpected errors when reading aloud.
  • Often reads a word, then fails to recognize it further down the page.
  • Struggles to remember what has been read.
  • Puts letters and numbers the wrong way: for example, 15 for 51, b for d or “was” for “saw”.
  • Has poor handwriting and/or struggles to hold the pen/pencil correctly and/or learn cursive writing.
  • Spells a word several different ways.
  • Appears to have poor concentration.
  • Struggles with mental arithmetic or learning times tables.
  • Seems to struggle with maths and/or understanding the terminology in maths: for example, knowing when to add, subtract or multiply.
  • Has difficulties understanding time and tense.
  • Confuses left and right.
  • Can answer questions orally but has difficulties writing the answer down.
  • Has trouble learning nursery rhymes or songs.
  • Struggles with phonics and learning the letter to sound rules.
  • Seems to get frustrated or suffers unduly with stress and/or low self-esteem.
  • Struggles to copy information down when reading from the board.
  • Needs an unexpected amount of support with homework and struggles to get it done on time.
  • Is excessively tired after a day at school.

Ages 12 to adult

Many older children and adults will remember having similar difficulties to those listed above and some may still apply into adulthood, but some additional issues for older children through to adults might include:

  • Difficulties taking notes.
  • Difficulties planning and writing essays, letters or reports.
  • Difficulties reading and understanding new terminology.
  • Quality of work is erratic.
  • Difficulties revising for examinations.
  • Struggles to communicate knowledge and understanding in exams.
  • Feels that the effort put in does not reflect performance or results.
  • Forgets names and factual information, even when familiar.
  • Struggles to remember things such as a personal PIN or telephone number.
  • Struggles to meet deadlines.
  • Struggles with personal organization (finances/household, arrives at lessons with the wrong books, forgets appointments).
  • Difficulties filling in forms or writing checks.
  • Only reads when necessary and never for pleasure.
  • Develops work avoidance tactics to disguise difficulties and/or worries about being promoted/taking professional qualifications.
  • Difficulties become exacerbated when under pressure of time.

This information is from a BT article.  Click HERE to read more.

 

 

 

 

Back To Top