Looking at the world

In the last issue, we introduced the official practices of Hongkong, Macau and Taiwan Province in supporting dyslexic groups. Click on the blue word to learn more: Hong Kong, Macao and Taiwan dyslexia related policies and measures.

The international policy and educational application of dyslexia has developed to a relatively mature stage. Many countries and regions have incorporated dyslexia into the special education system, established effective means of identification and intervention, and promulgated corresponding laws, regulations and special policies. Let's take the United States, Britain, Australia and Japan as examples to see the foreign policies and measures related to dyslexia.

In the United States, the laws and practices of dyslexia vary from state to state. We mainly introduce the federal laws that the whole country must abide by.

I. IEP

According to the American Disabled Persons Education Act (IDEA? -Personal Education Law for the Disabled), dyslexia belongs to a specific learning disability and is regarded as a kind of disability, and you can enjoy the corresponding public education and related services for free nationwide. (IDEA covers 13 kinds of disabilities, and learning disabilities are one of them. )

If you find that your child has difficulty in reading and writing, you can apply to the school to arrange a test evaluation. Children who meet the requirements of IDEA can get personalized education plan (IEP? -Personal Education Program) special education services, and receive federal financial support at school. IEP is a written plan that describes the children's special education plan in detail. IEP must explain children's current performance and specific teaching needs, and must include detailed and measurable annual education goals and short-term goals or benchmarks.

IDEA stipulates that the US Department of Special Education (OSEP? -Office of Special Education Project) plans to allocate funds to the states every year to ensure early intervention services for children with dyslexia aged 0-3 and their families, preschool education for children aged 3-5 and free public education for children aged 3-2/kloc-0.

Second, the 504 plan

504? The State party refers to article 504 of the Rehabilitation Act 1973, which is a federal civil rights law aimed at stopping discrimination against persons with disabilities.

504 defines disability more broadly than IDEA. It describes that disability must greatly limit one or more basic life activities, which may include learning, reading, communication and thinking. So, can some children who are not eligible for IEP still get it? Plan 504 (Plan 504).

Third, the differences between IEP and 504 plan

504. The rights and guarantees of guardians are less than those of IEP. For example, schools may not invite guardians to participate in making 504 plans or attending 504 meetings.

Unlike IEP, the 504 plan does not contain academic goals and benchmarks.

In the United States, each school district usually has a coordinator who is responsible for handling IEP and 504 plans. It is also common to form a team to make plans. The team may include students' teachers, principals or counselors, and parents are encouraged to attend meetings frequently.

Fourth, in the United States, what should I do if I suspect that my child has dyslexia?

Before the age of 3

Understand national policies and strive for free early intervention. Every state has an early intervention center, which can help families to intervene early in their babies. Parents can consult their child's health care provider for referral, or directly contact the early intervention center in their state.

3 years old to before entering school

May be eligible for free special education services from local public schools, such as free preschool classes, which can help children prepare for school.

5-8 years old (lower grade of primary school)

Apply for early screening assessment of public schools. If you are determined to have dyslexia, you will be eligible for extra help from the school, such as extra group teaching or learning strategies. There are also many (not all) schools that do screening automatically.

Kindergarten-high school

Apply for special education in public schools. May be eligible for free special education services: strive to participate in IEP, which will include guidance on children's unique needs; Another option is Plan 504, which will include measures such as technical support or extra time.

In short, once children are found to have reading and writing problems, they can immediately ask the school to make a written evaluation of the children.

Verb (abbreviation for verb) Time limit for school reply

Every state is different. For example, schools in Texas must reply within 15 days. If they agree to the evaluation, they must complete the test within 45 days, and then have 30 days to make IEP.

If the school disagrees with the assessment, parents can apply again after collecting evidence; You can also go to private institutions or hospitals for evaluation at your own expense, and then submit the results to the school for IEP；; Again; Or discuss the 504 plan with the school.

The time limit for schools in New Jersey to reply in writing or start hearing procedures is 20 days, and the time limit for implementing IEP is 90 days after receiving parents' consent for the first assessment.

The requirements of 504 are not as strict as IEP. If parents actively communicate with the school, they may get help faster.

Intransitive verb others

In recent years, many states in the United States have enacted other laws, such as the Screening Act, which specifically requires schools to screen for dyslexia. In addition to ensuring the protection provided by federal laws, these laws create more rights for children and increase the obligations of schools or school districts. For example, in Texas, according to the relevant laws and regulations of the state, students in public schools should be screened or tested for dyslexia at an appropriate time (kindergarten or at the end of the first school year), and students who are determined to be dyslexic should be intervened.

In addition, the United States has promulgated and implemented some laws to ensure that people with dyslexia can access public library services.

We mainly look at England. Wales, Scotland and Northern Ireland also have supporting laws and regulations for local special education needs.

I. SEN support

British Ministry of Education (DfE? -The Ministry of Education released the new Special Education Needs and Disability (SEND) in July 20 14. Practice specification: 0-25 years, hereinafter referred to as "hair regulation"), updated on 20 15 1.

All schools must refer to the SEND regulations when making decisions related to special education needs or disabled children.

Definition of special education needs

Children or adolescents who meet the following conditions have special educational needs:

(1) Compared with most other people of the same age, learning is much more difficult, and special education needs to be provided for them.

(2) This kind of difficulty prevents them from using the facilities that mainstream schools usually provide for their peers.

According to the above definition, dyslexia also belongs to the category of SEN.

Basic principles of sending rules

All children have the right to education, so that they can make progress and:

(1) reach the best level;

(2) Become a confident person and live a full life;

(3) Successful transition to adulthood-whether receiving continuing education or higher education, participating in training or working.

The needs of all children with special educational needs or disabilities should be met at an early age, at school or at university.

The need for support in special education is the help that schools should provide to support learners in need. Usually schools can identify and evaluate children's needs, provide appropriate support and evaluate their effectiveness.

In Britain, every mainstream school must appoint a teacher (SENCO) to coordinate SENCO regulations, and there should also be a member of the governing body or subcommittee to supervise the school's special education-related regulations.

Second, EHCP.

If the child still fails to make the expected progress with the support of the above special educational needs, he may need the support of educational psychologists, speech and language therapists and occupational therapists.

These children with more complex and strict needs may need education, health and medical care programs (EHCP? -Education, health and health care plan. This is a legal document that can require local education departments to conduct EHC needs assessment.

At this time, EHCP will replace the statement of special education needs and the assessment of learning difficulties, and incorporate children's education, health and social care needs into a single legal document.

Application and approval procedures for EHCP

Expenditure of EHCP

Children and parents with EHCP certificates can choose personal budget (government allocation) to purchase the confirmed financial aid, which does not affect the special education budget allocated by the government to schools.

Third, specialized private schools.

Like the United States, there are private schools for students with dyslexia in Britain. One is a special support school for students with developmental dyslexia; Another student who accepts more other types of learning disabilities, including dyscalculia, ADHD/ADD, etc. And provide more extensive educational support. The acceptable school age varies, and the minimum school age is 3 years old.

I. SLD/LD

In Australia, this term? SLD (specific/significant learning difficulties/disabilities) or? LD (Learning Disabilities) can still be used interchangeably, as a general term for all kinds of difficulties, to describe students who fail to reach the expected grade level of core subjects (literacy and arithmetic) for various reasons. Dyslexia is also included in these difficulties.

There is a law in Australia that any child who is confirmed to have SLD/LD should get enough study help.

Two. Education standards for the disabled in 2005

According to Australia? The Disability Discrimination Act (1992) and the Australian Human Rights Commission have recognized reading disabilities in Australia. In 20 10, the Australian government clearly pointed out in section f of the Disability Discrimination Act 1992 that dyslexia is an obstacle.

The 2005 Standards for Disability Education (hereinafter referred to as "2005 Standards") is a subsidiary law made according to LawNo. 1992 on Disability Discrimination, which clarifies the obligations of education and training providers and strives to ensure that disabled students can receive education and participate in education on the same basis as other students.

All education providers are bound by the 2005 standards, including preschool classes and kindergartens, public and private schools, public and private education and training places, and colleges and universities including vocational and technical education colleges and universities.

Scope covered by the 2005 standard

Individuals → families → communities, tutors → teachers → educational leaders, kindergartens → primary and secondary schools → universities.

Parental participation and effective consultation

The "2005 Standard" clearly stipulates that all educational institutions must consult with students and their "partners" on learning issues before making educational adjustments. The partner may include the child's parents, caregivers or guardians.

According to the 2005 standards, students with dyslexia enjoy the following rights:

(1) Admission: Enjoy the same admission rights as barrier-free prospective students, including the right to reasonable adjustment.

(2) Participation: Have the right to participate in courses and plans, use services and facilities, and make reasonable adjustments on the same basis as barrier-free students.

(3) Curriculum and provision: Have the right to participate in courses and related supplementary plans aimed at developing their skills, knowledge and understanding on the same basis as barrier-free students, and have the right to make reasonable adjustments.

(4) Student support services: Have the right to receive student support services provided by educational institutions on the same basis as barrier-free students. In addition, students with dyslexia have the right to receive professional services needed to participate in their educational activities.

(5) Prevention of harassment and injury: the right to receive education and training in an environment free from discrimination caused by harassment and injury based on one's own obstacles.

Three. Other relevant regulations.

In New South Wales, the State Department of the Interior has put forward the barrier-free design requirements for digital products, among which the design for people with dyslexia must meet the following requirements:

First, the assessment/diagnosis process of dyslexia.

According to the Japanese Ministry of Health, Labor and Welfare's popular science on developmental dyslexia, the assessment/diagnosis process of Japanese dyslexia is as follows:

Secondly, professionals and institutions available for consultation.

Individuals: pediatric neurologist and speech therapist.

Organization: Japan Dyslexia Association (JDA)

Third, the school support system

According to the Japanese "Learning Guidance Essentials for Primary and Junior High Schools", in the compulsory education stage (primary and junior high schools), schools can offer special support classes (special support classes), general guidance classes (general guidance classes/general guidance classrooms) and general classes (usually academic classes) according to students' needs. Developmental dyslexia belongs to learning disability (LD) and is one of the nine disabilities covered by general guidance classes.

Four. Detailed rules for the implementation of school education law

On April 1 day, 2006, Article 140 of Japan's Detailed Rules for the Implementation of School Education Law (Detailed Rules for the Implementation of School Education Law) came into effect, and learning disabilities were included in the education category of general guidance classes. Students with developmental dyslexia can receive guidance education together with other 8 kinds of children with learning disabilities in the ordinary class guidance class in primary and junior high schools (that is, compulsory education stage). After the revision of the Regulations, the standard instruction time for children with learning disabilities (one year) is 10-280 unit time, including self-reliance activities and supplementary instruction in subject learning based on cognitive characteristics of disabilities.

Verb (abbreviation of verb) school education law

Article 138 of Japan's School Education Law stipulates that in the preparatory courses (including ordinary classes and technical classes) of primary schools, junior high schools and junior high schools, students who particularly need courses related to special support classes may conduct special education courses without fully complying with the provisions on educational curriculum arrangement and teaching duration in the aforementioned regulations.

The diversification of education in these countries and regions provides a friendly educational environment and rich development resources for children with dyslexia. Under the protection of relevant laws and regulations, children with dyslexia also have various kinds of support during their growth to help them smoothly enter the adult society from school. For example, the "transition planning" in the United States aims to help people with dyslexia get better career development and adult life.

Despite sufficient intelligence and motivation, children with dyslexia can't learn like their peers without proper support. If there is a reasonable mechanism to identify these children early, we can help them learn and gain self-confidence by encouraging successful education, structured and systematic teaching and evidence-based teaching.

It is expected that China will also establish a strong support system as soon as possible to create a more friendly environment and better resources for dyslexic patients.

[1] US Department of Education

[2] New Jersey Department of Education

[3] The official website of New Jersey

[4] Texas Constitution and Regulations

[5] Parent Information and Resource Center (USA)

[6] British Dyslexia Association

[7]legislation.gov.uk

[8]policyconnect.org.uk

[9]Dyslexia-Reading-Well.com

[10] School Registration Committee for Students with Dyslexia

Australian dyslexia association

[12] Ministry of Education, Skills and Employment (AU)

[13] (AU) dyslexia testing service website

[14] Ministry of Health, Labor and Welfare, prevention of habitual diseases, health information.

[15] Lecture on information of barrier education, Education Information Department of National Institute of Special Support Education, Ma Yina.

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