Children with dyslexia may show early signs of dyslexia, but often the earliest signs go unnoticed. Typically, teachers and parents start to realize that a reading disability exists in first or second grade. Once a teacher or parent suspects a problem, evaluation may be requested to determine if a disability exists. Often the process of having a child tested for a disability takes several months or even a year. Parents who want a quicker diagnosis may seek private testing at a university or clinic that specializes in diagnosing learning disabilities. A diagnosis of a learning disability entitles a student to an individualized education plan (IEP), which will provide support for the student.
Students with dyslexia need to be taught using a systemic phonics program that incorporates multisensory strategies. Multisensory strategies include teaching strategies that involve vision, hearing and feeling. Also, instruction needs to intense and direct. The most effective programs use the principles set forth by the Orton-Gillingham approach.
The Individuals with Disabilities Act protects all children with disabilities and demands that children with disabilities receive a free appropriate public education (FAPE) in their least restrictive environment (LRE). The least restrictive environment for a child who has dyslexia and a normal intelligence quotient is usually the regular classroom. In order to make a public education appropriate for children with dyslexia, special teaching methods and/or programs along with accommodations and/or modifications must be employed. Special education law lists dyslexia as one of the conditions under the specific learning disability category. Children with mild dyslexia may not qualify for special education, but they should still receive accommodations based on their needs.
While students with disabilities should receive an appropriate education, this does not always occur. Some parents may elect to home-school their children to ensure that their individual needs are met. Home-schooling also decreases any embarrassment or frustration that the child might feel in the public school classroom.
Sadly, some public schools avoid using the term dyslexia to describe a student's reading difficulties. Some schools may even believe dyslexia does not exist. In schools where dyslexia programs are offered, many teachers are not adequately trained in dyslexia. Most teachers have never had a college course that specifically addressed dyslexia.