The Texas Dyslexia Academies courses include: TDA 1:Foundations, TDA 2: The Dyslexia Handbook, TDA 3: Considerations for Emergent Bilingual Students, TDA 4: From Child Find through the ARD Committee Process, TDA 5: Screening, TDA 6: Dysgraphia , TDA 1:, Dyslexia Foundations, Dyslexia Foundations , is the first of six training opportunities developed to assist educators to better understand dyslexia and related disorders. In this course, participants learn foundational information about how students acquire reading skills, why some students struggle in reading, what dyslexia is, and warning signs that dyslexia may be causing a student’s reading difficulties. The objectives for this course…, Suggested staff: , All educators and administrators, including those wishing to build a foundational understanding of dyslexia., TDA 2: The Dyslexia Handbook, The Dyslexia Handbook, was developed to assist school districts and charter schools in understanding The Dyslexia Handbook 2024 Update: Procedures Concerning Dyslexia and Related Disorders. In this course, participants explore the handbook and learn about important updates from the 2024 version of the handbook. The objectives for this course are: Explore The Dyslexia Handbook, 2024 Update Define dyslexia, its…, Suggested staff: , All educators and administrators, particularly those responsible for ensuring implementation of the dyslexia handbook., Status: , Currently being trained, TDA 3: Considerations for Emergent Bilingual Students, Considerations for Emergent Bilingual (EB) Students , provides a general overview of the unique needs of EB students as it relates to dyslexia risk factors, identification, and services. The objectives for this course are: Understand how The Dyslexia Handbook, 2024 Update addresses EB students Understand the process of second language acquisition Learn about the benefits of bilingualism Explore the various types of alphabetic systems that exist…, Suggested staff: , All educators and administrators, particularly those responsible for providing or overseeing reading instruction for emergent bilingual students., Status:, Currently being trained, TDA 4: Dyslexia: From Child Find through the Admission, Review, and Dismissal (ARD) Committee Process, Dyslexia: From Child Find through the Admission, Review, and Dismissal (ARD) Committee Process , is designed to build background knowledge about the Individuals with Disabilities Education Act (IDEA) and special education. It provides information about core special education concepts such as Child Find, Full Individual and Initial Evaluations (FIIE), Admission, Review, and Dismissal (ARD) committees, and Individual Education Program (IEP) development. Participants will gain an understanding…, Suggested staff:, All educators and administrators, but primarily benefits educators who may have limited knowledge about special education processes., TDA 5: Screening for Dyslexia, Screening for Dyslexia , focuses on the universal screening process for dyslexia and reading development. The objectives for this course are: Understand the importance of early screening Understand the state screening requirements Define universal screening for dyslexia and related disorders Become familiar with guidelines for the administration of screening instruments Explore interpretation of screening results…, Suggested staff: , All educators and administrators, particularly kindergarten and first grade staff who are involved in selecting, administering, and/or interpreting dyslexia screening results. , TDA 6: Dysgraphia, Dysgraphia , provides educators with foundational information about dysgraphia, which is a related disorder to dyslexia. In this course, participants explore how students acquire writing skills, what dysgraphia is, the identification process, and provision of services for students with dysgraphia as outlined in the Dyslexia Handbook. The objectives for this course are: Understand the simple view of writing…, Suggest staff: , All educators and administrators
Type: Learning Opportunity
To get started, visit the ATIA and create a profile, including your ASHA membership number if applicable. View the learning catalog to find an offering that fits your needs. Once you add the offering to your cart, use the Texas-specific code to complete the process. Texas Code for 9/1/24 – 8/31/25:, PD25TEA, TEA makes available a state subscription to the Assistive Technology Industry Association (ATIA) for all Texas educators and families of students with disabilities. This subscription provides, free, unlimited access to ATIA professional development, , which includes live and recorded offerings by national experts on a variety of topics across the spectrum of the assistive technology industry sectors. Additionally, TEA has partnered with ATIA to offer professional development learning pathways specifically curated for Texas educators and families. There are pathways for special educators, general educators, related services providers,…
Type: Learning Opportunity
A way for a student to request a break from an activity, task, or person., When to use: , Use when working on a task with a student who needs, but may not ask for, a break. Use when working with a student who gets easily frustrated, bored, or anxious. Students can use to show they need time away from a person, task, or environment (e.g., the lunch room because it’s too crowded or loud). Break cards can be a part of a token board, behavior chart, or symbol communication system. , Tip: , Allow the student to take breaks that focus or calm them. They may choose to go to a cool down space for their break or use a calming sensory device. , How to use: , The student can use the card to ask for a break by: touching or pointing to the card. handing the card to the teacher. placing the card on a marked spot on the desk or a token board. holding the card up. When the student asks for a break in any of these ways, model saying “I need a break.” or “Break, please.” , Teaching the Initial Use of a Break Card , It’s important to help the student realize when they need to use the break card before they get too upset or off-task. Before beginning an activity or task, show the student the break card and place the card where they can easily reach it. Tell them, “This is your break card. You can use it to ask for a break.” When the student starts to get upset or off-task, tell them, “You seem upset. Use…, Tip: , Help the student make connections between their own body language and behavior and the need for a break. You can say, for example, “I see that you are rubbing your head and frowning. You can ask for a break when you start to feel upset.” , Variations: , A "Help" card can get a student the help they need to keep them from getting too frustrated with a task and needing a break. Teach students to use a help card in addition to a break card to reduce the number of times a student asks for a break. I f needed, a break signal can be something other than a card, such as placing a water bottle on the edge of the desk.
Type: Resource General
