Section 504/Dyslexia/Title IX Department
The mission of the Section 504/Dyslexia/Title IX Department is to provide professional assistance to campus personnel in responding to students who may have a mental or physical impairment that substantially limits a major life activity in order to identify and provide appropriate services in the general education setting.
Dyslexia Mission Statement
The mission of the Brownsville Independent School District Dyslexia Department is to:
Provide all eligible students with dyslexia with the multi-sensory and phonological awareness skills necessary to compensate for deficiencies in the areas of reading, writing, and spelling, in order to nurture a strong self-esteem and to provide opportunities for them to develop their talents.
What is Section 504?
Section 504 is part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities be met as adequately as the needs of non-disabled are met.
What is Dyslexia?
The International Dyslexia Association Definition of Dyslexia
Dyslexia is a specific
learning disability that is neurological in origin. It is
characterized by difficulties with accurate and/or fluent word recognition
and by poor spelling and decoding abilities. These difficulties
typically result from a deficit in the phonological component of language
that is often unexpected in relation to other cognitive abilities and the
provision of effective classroom instruction, Secondary
consequences may include problems in reading comprehension and reduced
reading experience that can impede growth of vocabulary and background
What is Response to Intervention?
Response to Intervention (RtI) is the practice of meeting the academic and behavioral needs of ALL students through a variety of services containing the following key elements:
* High-quality instruction and scientific research-based tiered interventions aligned with individual student need .
* Frequent monitoring of student progress to make results-based academic and/or behavioral decisions.
* Application of student response data to important educational decisions (such as those regarding placement, intervention, curriculum, and instructional goals and methodologies).