If you have visited the TallyTales homepage in the past couple of days, you may have noticed a couple of new resources! These files are entirely free to download, print, share, etc. You can access them in my TPT store by clicking on the images below today! For future access, they will remain available on my homepage as well.
Classroom Accommodations for Children with Dyslexia
This document that details possible accommodations to consider for an IEP or a 504 Plan for students with dyslexia.
This is a helpful list for teachers of students who display dyslexic tendencies, but lack a diagnosis or individualized educational plan. Teachers can use this as a guide for proactively supporting those students! Additionally, providing this list to parents empowers them to better understand ways in which their child can be supported through accommodations with an IEP or a 504 Plan.
NOTE: These are possible accommodations, and this is not an exclusive list. Each school/district varies in materials, space accommodations, and supportive instructional materials. When possible, consider any additional opportunities for support that your school’s team may offer in addition to those included within this document.
K-2 Teacher Guide - Dyslexia Characteristics by Age Group
PreK, Kindergarten, First-Grade, and Second-Grade teachers can benefit from using this product as a helpful guide for detecting dyslexic characteristics among their students. Common characteristics are organized by age group/grade level for easy reference. If you have a student who displays the majority of characteristics on this list, then it would likely be helpful to implement Orton-Gillingham instructional strategies to support your classroom instruction with that child - particularly for literacy instruction.
NOTE: This is not an exclusive list of characteristics for dyslexia. It does include many common characteristics which teachers may readily observe within the classroom setting. This is not intended to be used as an evaluation or diagnostic tool; it is for observational purposes and should be used to better inform teacher practice.
Comments