Have you heard someone say “the school says they don’t diagnose dyslexia!”? It’s not uncommon. This blog post aims to demystify the processes schools use to recognize learning disabilities, the legal obligations they must fulfill, and how these efforts relate to medical diagnoses. We’ll explore why schools say they can’t “diagnose” dyslexia, how they still meet their obligations under the “Child Find” mandate, and if a medical diagnosis is necessary for an Individualized Education Program (IEP).
Why Schools Say They Don’t “Diagnose” Dyslexia
The Role of Schools in Identifying Learning Disabilities
Schools play a pivotal role in identifying students who face challenges in learning. But they have a specific focus on evaluating whether a student has learning difficulties that impact their educational performance. This evaluation often involves assessing a student’s reading, language skills, memory, and spelling abilities, among other areas.
Understanding Evaluations
Educational evaluations conducted by schools are designed to identify learning disabilities that might hinder a student’s academic progress. Having a disability such as dyslexia does not guarantee that a school will provide an IEP. The school district evaluations are what is used to determine the student’s eligibility for special education based on its impact on their educational performance and ability to access the general education curriculum
Think of it this way –
- Both schools and private evaluators such as neuropsychologists can and do evaluate students for learning disabilities.
- In fact, private evaluators and schools often use the same tests to identify students’ disabilities such as GORT-5 or CTOPP-2.
- Schools focus their evaluations on impact on educational progress and eligibility for special education.
Unfortunately some educators will imply to parents that they cannot have their child tested for learning disabilities at school by making comments like “oh the school can’t diagnose dyslexia”. The omission of “but we can evaluate your child for a disability in reading and consider whether they need an IEP” makes all the difference in how parents interpret these statements.
Using the Term “Dyslexia” or Not
While these evaluations can reveal difficulties consistent with dyslexia, schools typically use terms like “reading disability” or “specific learning disability in reading.” There are a lot of strong opinions on the topic of whether it’s important for the school to use the term “dyslexia” in the IEP. However the term “specific learning disability in reading” is also used in diagnostic guides used by neuropsychologists and other medical evaluators. It’s not just a made up term used by schools as some parents think but using the terms dyslexia is more specific.
Unfortunately some educators will imply to parents that they cannot have their child tested for learning disabilities at school by making comments like “oh the school can’t diagnose dyslexia”. The omission of “but we can evaluate your child for a disability in reading and consider whether they need an IEP” makes all the difference in how parents interpret these statements. Do not be confused. Schools are required to identify students with disabilities. And even if you use the word “dyslexia” they can still evaluate your child.
The Massachusetts Dyslexia Guidelines directly address this issue:
“Both Federal and State guidance endorse the use of the term dyslexia during evaluation, eligibility determinations, and IEP documents, when students meet the criteria as outlined in the most widely accepted definition of dyslexia. By specifying the nature of the students’ specific learning disability, the team can formulate goals, make instructional decisions and identify appropriate accommodations and modifications in a more strategic manner.” – from the Massachusetts Dyslexia Guidelines
Doesn’t “Child Find” require schools to identify students with dyslexia?
The Legal Obligation of Schools
Under the Individuals with Disabilities Education Act (IDEA), schools are legally required to identify and evaluate students suspected of having disabilities through a mandate known as “Child Find.” This process does not extend to providing medical diagnoses but is intended to identify and evaluate children who may need special education services.
“Child Find” mandates states and school districts to identify, locate, and evaluate all children with disabilities, aged birth to 21, who are in need of early intervention or special education services. This obligation applies regardless of the severity of the disability, and it includes children who are:
- Advancing from grade to grade
- Homeless or wards of the state
- Attending private schools, including those who are home-schooled
- Suspected of having a disability even though they are advancing from grade to grade
Evaluation and Eligibility for Special Education
Schools carry out evaluations to determine if a student has a learning disability, like dyslexia, impacting their learning. These evaluations are crucial for developing an educational plan tailored to the student’s needs. If a medical diagnosis is deemed necessary, schools may suggest that parents seek evaluations from medical professionals. However, the absence of a medical diagnosis does not stop the school from determining eligibility for special education services.
State and District Variations
The approach to identifying and supporting students with dyslexia can significantly vary by state and school district. Some, like Massachusetts, have adopted specific guidelines for dyslexia, including screening and intervention practices. To grasp how dyslexia is managed in your area, it’s essential to consult the policies of your state’s department of education or local school district.
Why is the school testing my child? I already provided them with a medical diagnosis or a report from a neuropsychologist.
When parents present an evaluation report from a neuropsychologist regarding their child’s learning needs, it’s understandable to question why a school might proceed with its own testing for special education services. However, there are several reasons schools conduct their evaluations, even when external reports are provided.
Understanding IEP Eligibility
An Individualized Education Program (IEP) is developed based on the educational needs of a child with disabilities, as outlined by IDEA. While IDEA specifies certain disabilities that qualify for an IEP, the law does not mandate a medical diagnosis for eligibility. Instead, the focus is on whether a disability adversely affects the child’s educational performance and necessitates special education and related services.
The Comprehensive Evaluation Process
The process to determine a child’s eligibility for an IEP is multidisciplinary, involving assessments that may touch on medical, psychological, and educational aspects. While a medical diagnosis can contribute valuable information, especially for conditions like ADHD or autism, it is the school district’s comprehensive evaluation that ultimately determines the qualification for special education services. However, school districts are required to consider the information provided by the private evaluators.
Focusing on Educational Impact
The central criterion for an IEP is the educational impact of a child’s disability and the resulting need for specialized instruction. This perspective prioritizes the child’s educational requirements over the presence of a medical diagnosis, emphasizing support based on educational challenges rather than medical conditions. See how one school summarizes their evaluation data in this real IEP example.
Don’t Be Fooled.
Understanding the distinctions between school evaluations and medical diagnoses, alongside the legal framework guiding these processes, is tricky. If your school has said “we don’t diagnose dyslexia” that does not mean you have to get private testing in order for the school to help your child. Write a letter to your school principal describing your concerns and requesting that your child be comprehensively evaluated in all areas of suspected disabilities. And don’t forget to keep a paper trail of all your communications!
You may still want to consider getting private testing in addition to school testing. Depending on the private evaluator and the school, they can look somewhat similar or quite different. But the vast majority of the time, getting the private testing will not remove the need for school testing. So you may not want to wait to request a school evaluation if it delays intervention. More on that soon!
