If you think your child may be dyslexic, contact your school principal and explain your concern. Under the Individuals with Disabilities Education Act (IDEA Reauthorization 1997) and Public Law 94-142, the Education for all Handicapped Children Act of 1978, you are entitled to have your child evaluated by the school. Generally, schools provide a basic evaluation, but they do not always make a differential diagnosis for dyslexia.

Dyslexia is a specific learning difficulty affecting a person's ability to deal with text, and often numbers as well. Dyslexia is estimated to occur in about 8% of the population. Similar to color blindness, it is a permanent disability which needs continuous support through schooling. It is often accompanied by strengths in areas such as creative work, physical co-ordination and empathy with other people.

A child's social development can be assessed by observation of the child's pattern of non-verbal interaction with both familiar and unfamiliar people. Parents can help in this assessment by observing and reporting how the child relates (non-verbally) through gestures, facial expression, and eye contact with peers and adults.

AIM tests for Years 3, 5 and 7 take place in August each year. AIM tests for Year 9 take place in May. From 2008, all tests will take place in May.

Anxiety is the most frequent emotional symptom reported by dyslexics. They become fearful due to the failures and confusion experienced in school. This anxiety causes the dyslexic individual to avoid schoolwork and assignments. Parents and teachers may misinterpret this avoidance behaviour as laziness. However, this avoidance is related more to anxiety and confusion than to apathy. A key component of the Remediation Plus System is that the approach is emotionally sound.

Scenic Land offers a free screening for dyslexia. Call or email the school to schedule an appointment for this free service. If the screening determines that your child is at-risk for dyslexia, the school can assess your child using a battery of nationally normed tests to determine if he or she meet the criteria for a diaganosis.

There are two types of dyslexia. It is either brought about by early ear infections which caused temporary hearing problems (acquired dyslexia) or though congenital and developmental traits (developmental dyslexia). Its cause has not been fully established, but the effect is to create neurological anomalies in the brain. These anomalies bring about varying degrees of difficulty in learning when using words, and sometimes symbols.

Each dyslexic person's difficulties are different and vary from slight to very severe disruption of the learning process. There is no total cure, but the effects of dyslexia can be alleviated by skilled specialist teaching of phonics, sequencing and techniques to raise the person's self-esteem. The neurological differences also give some dyslexic people visual, spatial, physical co-ordination and lateral thinking abilities that enable them to be successful in a wide range of careers.

No, we will not diagnose any particular learning challenge. We will refer to other qualified professionals It is important to obtain the diagnosis to determine future educational programming and planning. With detailed report from a child psychologist we can tailor the child's program to fit his or her individual needs. Dyslexia can be overcome, not cured.

Yes, we have tutored many, many children with dyslexia. Our program was designed for children with learning challenges such as dyslexia and ADD. With detailed report from a child psychologist we can tailor the child's program to fit his or her individual needs. Dyslexia can be overcome, not cured.

If your child has had difficulty learning to read words and spell, she might have dyslexia. Young children with dyslexia typically have difficulty learning the alphabet, rhyming, and dividing words into their sounds. Many parents of students with dyslexia describe their children as bright and eager learners until they encounter instruction in reading. At such time, they often become frustrated and despondent.

Yes. Any child, regardless of aptitude or learning challenges, will make the most of his or her potential from a plan that respects the person of the child, broadens the mind with exposure to many subjects of interest, and relies on instilling habits that build character. Short lessons, small steps, focus on skills and habits, use of manipulatives and exposure to living ideas through books are perfectly geared for children with special needs. You can read more here.

assessment must be done through a registered psychologist who does educational testing. It is important to discuss the issues with your family doctor or pediatrician first to rule out any other contributing factors to the difficulty with learning (for example, hearing and eye sight). The doctor should be able to provide a referral to a psychologist, but if not, the LDAO-C can provide you with names in the Ottawa area.

The correct scale for each assessment will be chosen based on the ages of children, or the program group size and setting.

Yes, records can be submitted to the Intake Unit for review. At times, outside reports can be used in place of a Regional Center evaluation during the intake process. Reports should be submitted to the Intake Counselor and reviewed by the Interdisciplinary Team prior to waving any Regional Center evaluations .

If the child is a mature six' year old or over this age (including adults), it is very possible that vision therapy exercises will help where any visual problems such as poor tracking, reduced accommodation, low or excessive convergence, reduced fusional reserves are possible contributory factors to their difficulties.

The programme is assessed using a variety of assessments including group activities, short answer questions, reflective study, clinical case exploration and essays.