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Updated 01/09/18 – www.idarmb.org/referrals p.1/10
RMB Service Provider Referral List
IDA members include experts who offer a variety of services including assessment, legal assistance, advocacy, speech-language therapy, academic language therapy, educational therapy, tutoring, and more. Below is a list of providers who hold memberships to IDA at the Professional and/or Corporate level, and have agreed to be a point of contact and/or source for various professional services. These individuals and businesses are members of our community who have been vetted to meet the high standards required to be on this list.
While the IDA does not recommend or endorse any individual, business, school, or program, the following list of providers is available to help inform parents, advocates, and other stakeholders seeking professional services. Please contact the individual providers below to check on their availability and to answer any questions you may have about their practices.
Professional and Corporate IDA members may apply for a listing in the IDA-RMB Provider Directory. To apply for a listing, please view our application at www.idarmb.org/referral-apply. Contact us at ida_rmb@yahoo.com if you have any questions or wish to update your current listing.
Tutors’ names are listed by area, then in alphabetical order by city. Click on the following links to jump to a particular geographic area:
Denver Central Tutors North and West Metro Area Tutors
Arvada, Evergreen, Golden, Lakewood, Westminster, Wheatridge
South and East Metro Area Tutors Aurora, Castle Rock, Centennial, Englewood, Greenwood Village, Highlands
Ranch, Littleton, Lonetree, Parker
Boulder Area Tutors Boulder, Broomfield, Dacono, Erie, Lafayette, Louisville, Niwot, Ward
Northern Colorado Tutors Fort Collins, Greeley Area, Longmont, Loveland
Southern Colorado Tutors Alamosa, Colorado Springs, Fountain, Pueblo
Mountains and Western Colorado Tutors Edwards, Fruita, Grand Junction, Salida
Specialists & Information:
Diagnosticians and Psychologists Other Services Advocacy, Counseling, Psychotherapy, Special Schools, Lawyers, etc.
* Evaluating Professionals Fact Sheet * A Publication of the International Dyslexia Association
Updated 01/09/18 – www.idarmb.org/referrals p.2/10
Denver Central Tutors Name and/or Company Title/Service Email/Website Phone City Will
Travel
Ana Dodson, M.A. Teacher, Reading Support Specialist K-5
anad92@gmail.com 303-986-1501 Denver yes
Elise Edelson Katch, MA, LCSW
Therapeutic Academic Tutor, Lic. Clin. Social Wkr., Reading Specialist
elise@ekatch.com
303-759-8200 Denver
Lowry Speech & Occupational Therapy, Deb Fenton, M.S, CCC-SLP
7 OG-Trained Speech/Lang. Pathologists. Handwriting & Keyboarding by OTs.
deb@lowrystot.com www.lowrystot.com
303-360-0727 Denver
yes
Diane Mayer Certified Academy of Orton-Gillingham (AOGPE)
jndmayer@msn.com
303-913-5413 Denver
Shari Most Associate Level Member AOGPE, Reading Tutor
sharimost@gmail.com 303-997-6336 Denver
Jennifer Pelcyger, M.Ed. Dyslexia Solutions
Orton-Gillingham Language Therapist
jen@dyslexiasolutionsofcolorado.com
720-291-3763 Denver
Jeanne Rutgers, MA Wilson Dyslexia Therapist, Wilson Certified Trainer
Jrutgers5280@gmail.com www.rockymountaindyslexiatherapy.com
(720)272-5893 Denver
Debra Schlicht Morris, M.A.
Reading/Learning Specialist and Tutor (K-adult)
morrisian@aol.com
720-201-2211 Denver
Elenn Steinberg Reading Specialist, Advocate
elenn.steinberg@gmail.com 720-937-8242 Denver yes
North and West Metro Area Tutors (Arvada, Evergreen, Golden, Morrison, Lakewood, Westminster, Wheatridge)
Name / Company Title/Service Email/Website Phone City Travel
Eileen Conroy Reading Intervention, Academic Tutor, Speech Language Pathologist
esconroy@comcast.net
303-875-5264 Arvada
Rita Stevenson, MA Ed.
Certified Academy of OG Practitioners & Educators
ritastevenson66@gmail.com
303-642-3621 Golden
Meg Perkins Learning Specialist megperkins.teacher@gmail.com 720-341-0925 Lakewood
Karen Beach Licensed Special Ed. Tchr, Cert. Barton Dyslex. Consultant/ Screener/Tutor
karenbeach@hotmail.com 303-697-5408 Morrison/ Littleton area
Updated 01/09/18 – www.idarmb.org/referrals p.3/10
South & East Metro Area Tutors (Aurora, Castle Rock, Centennial, Englewood, Greenwood Village, Highlands Ranch, Littleton,
Lonetree, Parker) Name / Company Title/Service Email/Website Phone City Travel
Deanna Foss BrainRest, Inc.
Reading Specialist
deannak5@icloud.com
816-820-8259 Aurora
Sally Pistilli Reading/Writing Specialist, Assistive Technology, Advocate & Consultant
Dyslexiaresourcegroup@comcast.net www.dyslexiaresourcegroup.com
303-910-9847 303-791-3360
Castle Rock
Sandra Barter, M.Ed. Learning Disabilities Specialist (prekindergarten –elementary grades)
sandrabarter@comcast.net 303-770-8148 Centennial
Jennifer Price
Tutoring, ACT/SAT College Prep, Org/ Study Skills, Advocate
jprice@learningfoundations.org
720-318-5178 Centennial
Linda Pennington, MA Reading Tutor Linguistic Remedies
linjpenning@gmail.com 303-741-2297 303-917-2403
Centennial
Cyle Feingold Dyslexia Specialist, Executive Function, Reading, Writing, Math Coach
cfeingold@results-learning.com www.results-learning.com
303-771-1160 Greenwood Village
Lynne Fitzhugh, Ph.D, LDT, CALT-QI, Psych.
Diagnostics and Therapy for Dyslexia, Dysgraphia & Dyscalculia
info@literacynow.org
720-432-READ (7323)
Greenwood Village
Ruth Levisohn
Speech-Language Pathologist ruth@denverspeech.com
303-756-0280 ext 104
Greenwood Village
Lynne B. Pred, Ph.D Reading/Learning Specialist, Speech/Language Pathologist
drlynnepred@comcast.net 303-649-9007 Greenwood Village
Marjorie Baldwin, M.A. Certified Elementary Ed. Teacher/tutor/OG
margesbaldwin@gmail.com 303-919-7074 Highlands Ranch
Linda A. Neumann, M.A.
OG Tutor, Reading/Learning Specialist
laneumannreading@gmail.com 303-807-5879 Highlands Ranch
Mary Russell, M.A., CALT
CALT, O-G tutor, reading, spelling, writing, and learning strategies
maryprussell@comcast.net
303-470-9487 Highlands Ranch
Mary Spencer, M.Ed. Dyslexia Specialist, Licensed Teacher, Reading Intervention
americanreadingcorps@gmail.com www.AmericanReadingCorps.com
303-963-3144 Highlands Ranch
Carol Stather Reading Specialist/ Dyslexia Remediation
achievereading@gmail.com www.achievereading.com
720-328-9229 Highlands Ranch
Judy J. Thornton Academic Language Therapist jthor59257@aol.com
303-993-7001 Highlands Ranch
Mel Manion-Towner, MA, CCC-SLP/MS
Sp./Lang. Pathologist, Sped. Generalist, Reading & Math Specialist
mmaniontowner1@gmail.com www.thinkingtherapyslp.com
303-638-6468 Littleton
Cynthia Herzl Speech-Language Pathologist/Literacy Tutor
cmewherzl@msn.com
303-985-8538 Littleton
Danielle Kolojay Dyslexia Specialist; Reading, Writing, & Math Tutor, organization/study skills
daniellekolojay@yahoo.com 617-512-7929 Lonetree yes
Maureen Lake Learning Specialist maurykate1@mac.com 303-514-3778 Lonetree
Sandra Giorgetta, MA, CALT
Dyslexia Specialist, Certified Academic Language Practit.
sgiorgetta@comcast.net
719-201-3301 Parker
Updated 01/09/18 – www.idarmb.org/referrals p.4/10
Boulder Area Tutors (Boulder, Niwot, Broomfield, Westminster, Lafayette, Louisville, Dacono, Erie, Ward)
Name / Company Title/Service Email/Website Phone City Travel
Nicolas Clausen Summit Reading Center
Reading, Spelling, Comp., Writing, Math
nclausen@summitrc.com www.summitrc.com
303-499-9729 Boulder
Mary Alice Ward, CALT Boulder Dyslexia Therapy
Certified Academic Language Practitioner
mimi.ward1@gmail.com www.boulderdyslexia.com
303-819-2814 Boulder
Valerie Tucker, M.Ed. Academic Therapist/ Educational Diagnostician
lead1234@comcast.net 720-381-0710 214-202-3431
Boulder
Larisa Wilder, SLP Wilder Language & Learning
Speech/Language Pathologist
la@wilderlanguageandlearning.com www.wilderlanguageandlearning.com
720-536-8948 Boulder
Catherine R. Brown, M.Ed.
Reading, Writing, Organization/Study Skills tutor, OG
crbrown1061@gmail.com 303-746-2507 Boulder
Catherine H. Deml, M.Ed.
Literacy Specialist catherinedeml@gmail.com 303-579-6682 Broomfield
Margie Thompson, M.A. CCC-SLP
Speech Language Pathologist/Reading Specialist
thompsoje@gmail.com
303-665-5924 Lafayette
Annette Pawlas, M.A., CCC-SLP
Speech/Lang. Path., Reading, Writing, Oral Lang. & Articulation Services K-12
bb46@comcast.net 303-981-2775 Louisville
Darcy Mordhorst OG Tutor, Reading Specialist
darcymordhorst@yahoo.com
303-859-4509 Niwot
Northern Colorado Tutors (Fort Collins, Greeley Area, Longmont, Loveland) Name / Company Title/Service Email/Website Phone City Travel
Cynthia Olson, MA Ed., CALT, ET/P, MA Ed. Psych.
Certified Academic Language Therapist, Educational Therapist, Educational Psych.
rockymountainedtherapy@yahoo.com 970-472-5216 Ft. Collins
Ann Webb Tutor, Fellow Orton-Gillingham Practitioners & Educ.
hikerannie@hotmail.com
970-946-9259 Ft. Collins
Julia Bottom
Reading Specialist j.bottom1@yahoo.com 303-651-1372 Longmont
Jenny Heidel Orton-Gillingham Tutor, Retired Reg./Spec. Ed. Teacher
cjpmhei@msn.com 303-776-5292 Longmont
Cynthia Jacobsen, Ph.D, CCC/SLP, ASHA Fellow
Wilson Trainer & Tutor, Speech/Language Pathologist
drcynthia.jacobsen@gmail.com 913-426-8969 Longmont
Lynn M. Doughman, M.S.Ed.
Educational Diagnostician and Dyslexia Therapist
doughman@lpbroadband.net
970-622-8096 Loveland
Updated 01/09/18 – www.idarmb.org/referrals p.5/10
Southern Colorado Tutors (Alamosa, Colorado Springs, Fountain, Pueblo)
Name / Company Title/Service Email/Website Phone City Travel
Margaret Emery Reading Tutor. Multi-sensory & visual-spatial methods. Certified Elem. teacher.
photomom2k@msn.com 719-466-9341 CO Springs
Lynne Fitzhugh, Ph.D, LDT, CALT-QI, Psych.
Diagnostics and Therapy for Dyslexia, Dysgraphia & Dyscalculia
info@literacynow.org
720-432-READ (7323)
CO Springs
Marsha Garrett Interventionist/Tutor marshagarrettreading@gmail.com
(h)719-477-0328 (c)719-233-0151
CO Springs
Alison Santa Maria, CALP, MAT
Dyslexia & Reading Specialist, Literacy Interventionist
springsliteracy@gmail.com www.springsliteracy.com
719-331-7860 CO Springs
Carole Young-Schroeder, M. Ed.
Educational Therapist famschroed@msn.com
719-237-4907 CO Springs
Peggy Johnson Certified Elem. Teacher, Reading Intervention/ Tutor K-3
plynne.johnson@gmail.com
719-382-7919 Fountain
Eva Plante,M.A.T., M.B.S, CALT Ascent Tutoring & Literacy Intervention
Therapy for Dyslexia and Reading; Chemistry, algebra I and physical science turoring
evaplante@msn.com 719-651-9323 CO Springs
Mountains and Western Colorado Tutors (Edwards, Fruita, Grand Junction, Salida)
Name / Company Title/Service Email/Website Phone City Travel
Ginger Bohac, Ed.S., NCSP, CALT
School Psychologist, Reading Therapist
ginger@mountainvalleylearning.com 970-470-4344 848-951-5271
Avon
Lori Woodring Anderson, CALT
Spec. Ed. Teacher, Certified Academic Language Therapist
loriwoodring@hotmail.com
215-499-6669 Carbondale yes
Lindsay Lesch Academic Ascents, LLC
Cert. Orton-Gillingham Tutor, Spec. Ed. Teacher
academicascents@gmail.com www.academicascents.com
207-735-4204 Frisco yes
Elaine Fletemeyer Literacy Intervention Specialist, Reading Specialist, Spec. Ed. Certified, O-G trained
elaine@encouragers.net elaine@interventionps.com
719-332-2199 (c) 970-314-9132
Grand Junction
Charlotte (Charlie) Tye
Educational Diagnos/Therapy, Dyslexia, Dysgraphia, NLD, Executive Funct.
charlietye@icloud.com 719-244-3454 Salida
Prudence (Pooh) Bishop
Reading Specialist & Learning Coach
bishoppw@earthlink.net 970-668-1119 Silverthorne/ Frisco
Updated 01/09/18 – www.idarmb.org/referrals p.6/10
Diagnosticians and Psychologists Name / Company Title/Service Email/Website Phone City
Ginger Bohac, Ed.S., NCSP, CALT
School Psychologist, Reading Therapist
ginger@mountainvalleylearning.com 970-470-4344 848-951-5271
Avon
Nomita Chhabildas Licensed Clin. Psych. University of Colorado – Boulder
nomita@colorado.edu
303-735-5570 Boulder
Valerie Tucker, M.Ed. Academic Therapist Educational Diagnostician
lead1234@comcast.net 720-381-0710 214-202-3431
Boulder
Anne Whitney, Ed.D, CCC-SLP
Speech-Language Pathologist
anne@spectrumeducationalconsulting.com 303-913-7778 Broomfield
Lynne Fitzhugh, Ph.D, LDT, CALT-QI, Psych.
Diagnostics and Therapy for Dyslexia, Dysgraphia & Dyscalculia
info@literacynow.org
720-432-READ (7323)
CO Springs / Greenwood Village
Carole Young-Schroeder, M. Ed.
Educational Therapist famschroed@msn.com
719-237-4907 Colorado Springs
Lowry Speech & Occupational Therapy, Deb Fenton, M.S, CCC-SLP, Director/Owner
Tutoring by Speech/Lang. Pathologists w/ OG Training. OT Handwriting & Keyboarding Support.
deb@lowrystot.com www.lowrystot.com
303-360-0727 Denver
Patty Meek, Ph.D. Educational Diagnostician iqtestingdenver@gmail.com www.iqtestingdenver.com
720-237-9059 720-244-4292
Denver
Mary Beth O’Hagan, Ph.D
Clinical Psychologist marybethohagan@gmail.com www.drmarybethohagan.com
303-918-9934 Denver
Nancy Winfrey, Ph.D Clinical Psychologist nancy@nancywinfrey.com 303-477-8181 Denver
Wolff Child Psych. Brian Wolff, Ph.D, Erica Meyer, Psy. D.
Clinical Psychologists
brian@wolffchildpsychology.com erica@wolffchildpsychology.com www.wolffchildpsychology.com
303-500-3407 Denver
Ruth Levisohn Speech/Language Pathologist
ruth@denverspeech.com
303-756-0280 ext 104
Greenwood Village
Lynne B. Pried, Ph.D. Speech/Language Pathologist
drlynnepred@comcast.net 303-649-9007 Greenwood Village
Colleen O’Donnell, Ph.D., P.C.
Clinical Psychologist drcolleenodonnell@gmail.com
720-295-4703 Highlands Ranch
Lynn M. Doughman, M.S.Ed.
Educational Diagnostician & Dyslexia Therapist
doughman@lpbroadband.net
970-622-8096 Loveland
Charlotte (Charlie) Tye Educational Diag., Therapy, Dyslexia, Dysgraphia, NLD, Executive Funct.
charlietye@icloud.com 719-244-3454 Salida
Other Services (Advocacy, Counseling, Psychotherapy, Special Schools, Lawyers, etc.) Name / Company Description Email/Website Phone City
Hillside School ½ Day, 1-9 School for students with learning differences
Kathy@hillsidelearning.org www.hillsidelearning.org
303-494-1468 Boulder
Julie Hagy-Hancock, M.S. Success by Design
Special Education Consultant/Advocate
successbydesigneducation@gmail.com www.successbydesigneducation.com
757-692-3528 Boulder
The HillSprings Academy
½ Day School for LD/ADD
lorimccauley@hillsprings.org www.hillsprings.org
719-576-3840 Colorado Springs
Sally Pistilli Assistive Technology, Advocate - IEP/504 Consultant, Self-Advocacy
Dyslexiaresourcegroup@comcast.net www.dyslexiaresourcegroup.com
303-910-9847 303-791-3360
Castle Rock
Elenn Steinberg Advocate, Reading Specialist
elenn.steinberg@gmail.com 720-937-8242 Denver
Jessica Grant-Van Lankvelt
Special Education Consultant/Advocate
jessicalynngrant@gmail.com 303-587-5541 Louisville
Updated 01/09/18 – www.idarmb.org/referrals p.7/10
Evaluating Professionals Fact Sheet A Publication of the International Dyslexia Association – www.dyslexiaida.org Many parents are unable to find effective instruction to meet the educational needs of their children. This situation is especially true for reading instruction. That is, most public school teachers are not trained in the scientifically based approaches that are effective for a child with dyslexia. The following guidelines will help you know what to ask and how to find and evaluate an educational professional independent of the school. This is especially necessary, if you feel that your child is not receiving adequate instructional services from a qualified teacher within the school. How do I know if a professional is reputable or qualified? Evaluating the qualifications and track records of service providers is difficult but necessary. Inquire about educational background, previous work experience, and special training in instructional approaches designed to address the needs of students with dyslexia. Use IDA’s “Knowledge and Practice Standards for Teachers of Reading” and IDA’s Fact Sheet, “A Parent’s Guide to Effective Instruction” to formulate your questions. Determine if the instructor is trained and experienced in the use of Structured Literacy, Orton Gillingham, Multi-Sensory, Explicit Phonics or other programs consistent with IDA’s Knowledge and Practice Standards. Request references from professionals, parents, and former students, if appropriate. What training credentials should education professionals have in specific instructional approaches designed for students with dyslexia? Certification by a training course aligned with IDA Knowledge and Practice Standards Certification by an accredited multisensory structured language training course Documentation of levels of training completed within the training course Year and location of the training course and contact information for references from the director, institute,
academy, or clinic Involvement in ongoing, related professional development (attending workshops and conferences, serving
on boards or committees, speaking at conferences, conducting workshops, etc.) How do I know if a particular professional is the right person to work with my child? Take time to decide if the professional you are considering is a good match for you and your child. Specialized instruction is expensive, and your child will be investing time and faith in the person selected. Regardless of titles, degrees, or credentials presented, you must feel that you can establish rapport and a good working relationship with the professional who will be working with your child. Young professionals working under the supervision of a master teacher or experienced therapist often provide excellent services. The needs of very young children and the needs of adolescents and adults are different, and professionals often prefer to work with a particular age group. Meet and interview the prospective specialist to determine if he or she has a personal style that is comfortable for you and teaching expertise that is appropriate to your child’s learning needs. Students with a language-based learning disability, such as dyslexia, need consistent practice and repetition to master skills and learn to use skills functionally. Every lesson should consist of explicit, systematic instruction and targeted guided practice.
Updated 01/09/18 – www.idarmb.org/referrals p.8/10
Use the following questions to keep the meeting focused and productive: What services do you provide? What is the depth of your experience and training, including content knowledge and supervised practicum? How do you establish measurable goals for your students? What instructional strategies and programs do you use to plan and deliver instruction?
Is testing and evaluation necessary to diagnose dyslexia? Yes. IDA publishes a fact sheet (“Testing and Evaluation,” https://dyslexiaida.org/testing-and-evaluation/) that explains this process. When a student is having problems with reading and spelling, an effective evaluation can identify a student’s individual patterns of learning strengths and weaknesses and can determine whether the profile fits the definition of dyslexia. The purpose of testing and evaluation is to determine why the student is having difficulty and what can be done to help. When a diagnosis indicates that treatment is needed, parents should find an appropriate educational professional as soon as possible. A diagnosis of dyslexia cannot be determined by any one single test. A diagnosis of dyslexia includes consideration of background information, school history, and comprehensive assessment of both oral language (speaking and listening) and written language (reading and written expression) skills at all levels from the simplest to the most complex. A professional thoroughly familiar with the characteristics of dyslexia at different ages and stages in the continuum of literacy skills must interpret and integrate the information gathered into a comprehensive written report that includes the following information: A diagnosis Recommendations for instructional/remediation approaches that match the student’s profile Recommendations for educational accommodations (e.g., extended time), if indicated A statement regarding the need for compensatory strategies (i.e., assistive technology, based on level of
organizational skills, note-taking ability, and study or memory skills). The written evaluation report, with other pertinent reports or documents, should be given to the professional who will be working with your child. The professional needs this information to determine if his or her expertise fits the student’s needs. A thorough diagnostic report also helps to inform the planning of appropriate lessons or a preliminary instructional plan for review. A knowledgeable educational professional can help translate and clarify the information in the evaluation report, which can be difficult to decipher. In addition to the diagnostic evaluation, most professionals will perform additional assessments to determine baseline performance, monitor progress, and inform ongoing planning. How long does instruction need to continue? How often? What progress can I expect? How long a student will need specialized instruction depends on the severity of the problem and the frequency and length of the sessions. At a minimum, one-hour sessions should occur two times per week; optimally, four or even five sessions should be scheduled per week—for up to two hours. Instruction should continue until the student is functioning at a level of independence commensurate with age and cognitive ability. This could take two to three years or more. To master skills and apply them independently, students with a language-based learning disability, including dyslexia, need explicit instruction and consistent practice and repetition with teacher guidance—not only with development of skills but with application of these skills at higher and higher levels of functional use. Teaching reading and other written language skills to students with dyslexia and related disorders is not a quick fix. It is hard work, and sometimes students complain about how difficult it is. At the same time, however, the students themselves are the best judges of the effectiveness of the program. Students quickly become aware that the systematic strategies they are learning allow them to identify or spell words they could not previously
Updated 01/09/18 – www.idarmb.org/referrals p.9/10
read or spell. They recognize their newly-learned ability to “figure out” what they could only guess previously. Although progress is often slow at the beginning, it will give them hope and motivate them to do their best and to keep trying. Significant progress becomes evident when appropriate instruction is delivered with fidelity, meaning with close adherence to the instructional guidelines of a particular Structured Literacy program, and when the instruction occurs with the necessary intensity (length and frequency of sessions; individual and small group instruction) and duration (how long instruction occurs over the months and years to come). Appropriate instruction for students with dyslexia and related language disorders is a process, not a product. For the student with dyslexia, it can be an important initial step toward a lifetime of learning. What are reasonable expectations for communication among school staff, independent educational professionals, and family? Will the educational professional meet with parents to discuss progress and planning?
Most educational professionals schedule routine periodic conferences to discuss student progress, to share student work samples and test results, and to plan for future instruction.
Is the specialist willing to attend school conferences to consult with teachers and any other professionals? The school and the classroom teacher should be kept informed about the outside program of instruction. It is useful for the school to have access to the written evaluation report that includes the diagnosis of the language-based learning disability, the child’s patterns of learning strengths and weaknesses, and recommendations for remediation, accommodations, and use of compensatory strategies. Sometimes, with parent permission, the specialist will be invited to attend parent-teacher conferences or Student Study Team (SST) meetings to discuss the best options for teaching and supporting the child in the classroom.
What policies, fees, and scheduling considerations are typical for working with an independent educational professional? Are the times available for working with your child compatible with the needs of your child and your family’s schedule?
For instruction to be effective, it must occur when the student is alert. Each family needs to make decisions based on the individual student and the availability of the educational professional. Some professionals schedule students early in the morning before school; others schedule sessions after school. Sometimes it is possible to schedule sessions during the school day.
Where will instruction occur? Most specialists conduct their sessions at their office or clinic. Some individuals may travel to the home of the student; there is often an extra fee for this. Sometimes, schools will provide a consistent and appropriate setting for teaching sessions to occur during the school day at school.
What fees and payment policies are typical for independent educational professionals? Fees of individual professionals vary from state to state and depend upon the qualifications and expertise of the professional. Ask to discuss fees —if the professional has not provided this information. It is your responsibility to ask about policies and fees in advance of hiring a professional.
What is the policy for missed sessions? Some professionals charge for all missed sessions. Some offer times for scheduling make-up sessions. Some charge for cancellations with less than 24 hours notice. Inquire about these policies before instruction begins.
Are instructional materials included in the session fee? Sometimes professionals charge an additional fee for instructional materials. Many do not, but it is best to ask.
What is the fee for phone calls and conferences at school or with you?
Updated 01/09/18 – www.idarmb.org/referrals p.10/10
You will need to ask each individual professional about fees for meetings and phone calls. Some charge for phone calls and some do not. Most charge a fee for school meetings and conferences in addition to scheduled sessions with the child.
When is payment required and how often? Some professionals require monthly payments in advance. Others request payment at each session. Ask for information on fees and policies if the professional has not provided this information.
Does insurance cover the costs of testing or fees for specialized instruction? Depending on the state in which you live, the referral source, and your family’s insurance coverage, evaluations and/or remediation are sometimes covered or partially covered. Depending on many factors, some services may be tax deductible. Each family will need to check with insurance representatives and tax advisors for details.
The information in this Fact Sheet should help you choose the right professional to work with your child. You may also find it helpful to become familiar with the terminology used by professionals in the field. Please refer to the IDA Fact Sheet, “Helpful Terminology,” to learn about professionals working in this field of instruction and the support they offer for students with dyslexia and other related learning challenges.
References International Dyslexia Association (2010). Knowledge and Practice Standards for Teachers of Reading (www.dyslexiaida.org/knowledge-and-practices/). Moats, L.C. (1999). Teaching Reading IS Rocket Science: What Expert Teachers of Reading Should Know and Be Able To Do. (Item #372) Washington, DC: American Federation of Teachers. Spear-Swerling, L. (Fall, 2010). IDA’s Knowledge and Practice Standards and Teacher Preparation. Perspectives, 36 (4): 7-9. (www.dyslexiaida.org)
The International Dyslexia Association (IDA) thanks Nancy Cushen White, Ed.D., for her assistance in the preparation of this fact sheet. IDA would also like to acknowledge the contributions of IDA’s Research to Practice Publications Committee Chair, Karen Dakin; the other members of the Committee: Suzanne Carreker, Sandi Soper, Nancy Cushen White, Pam Hook, and Barbara Wilson; and IDA Editor, Denise Douce.
© Copyright The International Dyslexia Association (IDA). www.dyslexiaida.org
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