Teaching Students with Learning Disabilities: Identifying and Supporting Students With Dyslexia

Abstract

There were approximately 2.4 million kindergartens through twelfth grade students in the United States that were identified as having a Learning Disability (LD) during the 2022-2023 school year. Students with a learning disability may have difficulties in one or more of the following areas: oral expression, basic reading skills, mathematics/problem solving, listening comprehension, reading comprehension, reading fluency, written expression, or math calculation. Supporting an LD student requires a special education teacher to provide a Tier 3 level of support, within a Multi-Tiered System of Supports (MTSS). This would include specially designed instruction (SDI) harnessing various High Leverage Practices (HLPs), with fidelity, to promote academic growth for the LD student. One type of specific learning disability (SLD), dyslexia, is being screened for in kindergarten through third grade starting with the 2027- 2028 school year due to two Michigan Laws, Public Acts 146 and 147 of 2024. Based on these universal screenings, students with dyslexia characteristics will be identified, and appropriate support and services will be provided by special education teachers. To elaborate on how special education teachers will provide appropriate support and services to students with learning disabilities, this paper will provide a literature review, case study, and identification of interventions.

Keywords: Learning disabilities, Multi-Tiered System of Support, specially designed instruction, high leverage practices, specific learning disabilities