Understanding the Importance of Evaluating and Providing Explicit and Systematic Instruction to Dyslexic Students

Abstract

Special educators are responsible for providing an individualized education experience for students with special needs. It is critically important that each of these highly trained professionals possesses the knowledge and skills to improve the educational experience of the students they serve. Special educators must understand how to plan and measure the progress of goals designed for each individual on their caseload. They provide specially designed instruction (SDI) utilizing High Leverage Practices (HLPs) to ensure that the targeted instruction is engaging and effective. As Michigan moves forward with new laws that support early dyslexia evaluation, it will become apparent that explicit, systematic instruction is lacking to help dyslexic students succeed. In this paper, we will dig into what dyslexia is and what it is not. It is essential to recognize that one in five students in a classroom has dyslexia. In saying this, we are underserving students with dyslexia in general education classrooms, and generalizing special education students as learning disabled when they are specifically dyslexic. To illustrate how special educators navigate this process daily, this paper presents a case example highlighting the essential skills and knowledge required to support instruction for individuals with dyslexia. Literature reviews and case studies will be utilized to identify interventions that have proven successful with dyslexic students using structured literacy. This capstone will conclude with a selection of strategies and interventions that support positive mental health for students with dyslexia.

Keywords: High leverage practices, specially designed instruction, dyslexia, special education