The working definition of the International Dyslexia Association states:
“Dyslexia is one of several distinct learning disabilities. It is a specific language-based disorder of constitutional origin characterized by difficulty in single word decoding, usually reflecting insufficient phonological processing abilities. These difficulties in single word decoding are often unexpected in relation to age and other cognitive academic abilities; they are not the result of generalized developmental disability or sensory impairment. Dyslexia is manifested by variable difficulty with different forms of language, often including, in addition to problems reading, a conspicuous problem with acquiring proficiency in writing and spelling.” The homeroom teacher should be contacted. A referral for dyslexia is preceded by a referral to the Student Intervention Team (SIT). The student must exhibit an educational need in order to qualify for assessment or services.
The HEIGHTS Program identifies and serves the elementary students who demonstrate general intellectual ability identified by learning potential tests and behavior checklist.
The HEIGHTS Program is designed:
Section 504 is a portion of the Rehabilitation Act of 1973. It provides that no otherwise qualified handicapped individual, solely by reason of handicap, be excluded from participation in, be denied the benefits of, or be subjected to discrimination within any federally funded activity. To be protected by 504, an individual must have a physical or mental impairment, or have a record of having such an impairment, or be regarded as having such an impairment. The impairment must be substantially limiting with regard to a major life activity. The student must exhibit an educational need in order to qualify for services. The Woodridge Counselors serve as the 504 coordinators.
In general, a “child with a disability” refers to a child who has been evaluated as having mental retardation, a hearing impairment including deafness, a speech or language impairment, a visual impairment including blindness, emotional disturbance, an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs Special Education and related services. The homeroom teacher should be contacted. A referral to Special Education is preceded by a referral to the Student Intervention Team (SIT). The student must exhibit an educational need in order to qualify for assessment or services.
The Title 1 Program is designed to assist our students who need an extra dose of instruction in reading and/or math. The program is offered at all grades levels, and while the emphasis of the program design varies from grade to grade, all are supplemental to the classroom teachers’ instruction. The reading specialists work very closely with the homeroom teachers to provide support when needed, with the ultimate goal of creating independent learners within their own classrooms
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