Indiana Department of Education Expectations

These are the goals of the IDOE and this course.

Educators are trained on how to plan, teach, and implement systematicsequentialcumulative, and multisensory instruction in the following subsets:
  • phonological and phonemic awareness;
  • sound and symbol relationships;
  • alphabet knowledge;
  • decoding skills;
  • rapid naming skills; and
  • encoding skills.
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Notice the words systematic, sequential, cumulative, and multisensory. That means instruction  cannot be piecemeal, incidental, or “supportive.” There must be a plan of instruction that is step by step, teaching all of the skills in a cumulative manner.

Educators are able to place students at the correct level of support.

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Based on the prescreeners as well as the screeners, students are placed at the correct level of instruction. Are they mild, moderate, or severe dyslexics?  How will they receive the step by step instruction?  What does the score range on the Developmental Spelling Test tell you about where they should be placed?

Educators are knowledgeable and are able to explain the identification of, characteristics of, and key elements of the intervention for dyslexia.

Authorized reading specialists trained in dyslexia are able to work across the K-12 grade span.

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​In this course, you are introduced to dyslexic students of all ages, K – 12. The content and principles are the same for all of them, but the words used at each level differs so the instruction is age-appropriate.  Our curriculum has five levels to meet those needs.