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It outlines statutory expectations under 105 ILCS 5/2-3.161 and explains how schools can use the handbook to improve professional learning, instructional practices, and processes for students with dyslexia and related disorders. 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According to 105 ILCS 5/2-3.161, the handbook shall include, but is not limited to:  \n(1) guidelines for teachers and parents or guardians on how to identify signs of dyslexia;  \n(2) a description of educational strategies that have been shown to improve the academic performance of pupils with dyslexia; and  \n(3) a description of resources and services available to pupils with dyslexia, parents or guardians of pupils with dyslexia, and teachers.  \nFurthermore, it is hoped that this handbook will be utilized by schools to design or revise their professional learning, instructional practices, and processes related to effectively serving students with dyslexia and other related disorders. In addition, this handbook addresses the social emotional needs of children and adolescents with dyslexia and those who struggle to learn to read. By educating and empowering all stakeholders with information and resources, the overall intent is to explain dyslexia, strengthen service provision, and increase the likelihood of positive outcomes.  \nHandbook Use and Connection to the Dyslexia Toolkit  \nThis handbook is an informational document. Other than where statutory requirements are clearly stated, the handbook shares information and resources rather than mandating action. The handbook contains seven chapters which can be read chronologically or can be used individually to access specific information for various stakeholder groups (e.g. schools, families, etc. ) . Each chapter is divided by headings and contains vocabulary which is defined at the end of the handbook in a glossary. Each chapter is also followed by an Expanded Exploration section which contains integral links to additional resources/citations that support the content within the chapter and provide more in-depth information on the topic. Additionally, the chapters conclude with a Bridge to Practice section which seeks to connect the research discussed throughout the chapters to practical applications in the classroom.  \nHandbook users may consider utilizing this handbook alone or in conjunction with the Dyslexia Toolkit, which is an ever-evolving collection of additional resources that can be accessed via the [www.sldsupports.org](www.sldsupports.org website. Within)[ website. Within](www.sldsupports.org website. Within) the toolkit, one can find websites, books, videos, and other resources, such as podcasts, that supplement the Illinois Dyslexia Handbook. School-based teams or parent groups may use the handbook and the accompanying toolkit to guide discussions about students with dyslexia and related conditions with the intent of better understanding their challenges and needs as well as the rights to which they are entitled.  \nFollowing is the revised edition of The Dyslexia Handbook (2024) created by the SLD Support Project on behalf of the Illinois State Board of Education (ISBE), pursuant to Public Act 100-0617. Eastern Illinois Area of Special Education (EIASE) and Eastern Illinois University (EIU) Department of Special Education serve as grant partners and are contracted by ISBE to complete this work which was funded by the federal IDEA Part B grant.  \nTable of Contents  \nPurpose and Use ........................................................................................................................................... 1  \nHandbook Use and Connection to the Dyslexia Toolkit ............................................................................2  \nCHAPTER 1: BACKGROUND ............................................................................................................................9  \nIntroduction ...............................................................................................................................................9","cbCaidkntooxSi7O","https://ap.wps.com/l/cbCaidkntooxSi7O","pdf",6272169,184,"English","# Purpose and Use\n## Handbook Use and Connection to the Dyslexia Toolkit\n# CHAPTER 1: BACKGROUND\n## Introduction\n## Connection to the IL Comprehensive Literacy Plan\n## Federal Laws Related to Dyslexia\n## Revisions to this Edition\n# CHAPTER 2: UNDERSTANDING DYSLEXIA\n## What is Dyslexia?\n## Prevalence\n## Characteristics of Dyslexia\n## Postsecondary\n## Causes of Dyslexia\n## Effects of Dyslexia\n## The Impact of Dyslexia\n## Comorbid Conditions That Can Impact Learning\n## Dyslexia and Multilingual Learners\n## Dyslexia and Bidialectal Speakers","[{\"question\":\"Who is the Dyslexia Handbook intended to support?\",\"answer\":\"It is designed for educational professionals, school leaders, families, guardians, and students themselves, helping each group understand dyslexia and how to respond effectively.\"},{\"question\":\"What does the handbook require regarding its contents under 105 ILCS 5/2-3.161?\",\"answer\":\"It must include guidelines for identifying signs of dyslexia, descriptions of educational strategies shown to improve academic performance, and descriptions of resources and services available to students and their caregivers and teachers.\"},{\"question\":\"How is the handbook meant to be used in relation to the Dyslexia Toolkit?\",\"answer\":\"Users can rely on the handbook alone or alongside the Dyslexia Toolkit, which provides additional evolving resources such as websites, books, videos, and podcasts to supplement the Illinois Dyslexia Handbook.\"}]","Dyslexia Handbook - Purpose and Use | PDF",1791597291,464]