Dyslexia is one of the most common learning disabilities and can be observed in every language and culture. In order to properly identify dyslexia educators must not only use multiple kinds of tests, but they must also take into account environmental factors that may cause dyslexia-like problems for a learner that does not have the disability. While educators should be watching for signs of disabilities, different schools and school districts have different amounts of resources that they can devote to the identification and intervention for dyslexic students. This paper looks at the benefits and challenges of trying to identify dyslexia and how we might overcome the obstacles that exist inside and outside the classroom. Ultimately it is the learner who must live with dyslexia and therefore it is the learner or their guardian that must be proactive about which approach to learning best suits them.
Ⅰ. Introduction
Ⅱ. Identification of Dyslexia
Ⅲ. Misidentification of Dyslexia
Ⅳ. Equity and Inclusion of Dyslexic Students
Ⅴ. Conclusion
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