It may surprise you to know how many people have symptoms of dyslexia!  According to the International Dyslexia Association (Dyslexia Basics) in any class of 20 or more students between 3 to 4 will have symptoms of dyslexia.  People with dyslexia are typically smart but struggle with slow or inaccurate reading, poor spelling, poor writing, and/or mixing up words.

Unfortunately, many of these people never realize what is causing them to struggle with reading, spelling and writing.  Dyslexia has been called a "hidden disability". People with dyslexia  are often accused of being inattentive or apathetic. Some people with primary dyslexia are misdiagnosed as having Attention Deficit /Hyperactivity Disorder (ADHD).  Many bright and creative people with dyslexia never learn to read, write, and/or spell at a level consistent with their intellectual ability. The evaluation process in public schools often fails to identify students who are struggling with dyslexia. See Ruth Colker's white paper, The Learning Disability Mess, for a discussion of difficulties with how "learning disabilities" are identified in public schools.

All people with dyslexic symptoms are likely to benefit both from language processing therapy and the use of digital assistive technologies and a Lexercise evaluation includes a treatment plan that includes recommendations for both. Treatment is a real bargain when you consider the importance of reading and writing to today's competitive jobs.

Lexercise charges $595 for an adult evaluation. Lexercise's online evaluations are done by qualified professionals and should be adequate for purposes of disability determination, but the cost of a Lexercise evaluation is not generally covered by tax-supported funds or medical insurance.

If you can't afford to pay for a Lexercise evaluation you might want to look in to getting an evaluation through a tax-supported agency such as Vocational Rehabilitation Services. (Contact your state's Division of Vocational Rehabilitation Services for information on these services.)

If your evaluation shows that you are disabled due to your dyslexia you may qualify for some treatment and/or accommodations in your school and/or workplace.

It is important to realize that dyslexic symptoms alone won't qualify you for getting tax-supported help.To qualify for tax-supported help your problem must meet the government's definition of a "disability."  The Americans With Disabilities Act (ADA) specifies the definition of a disability:  an impairment that "substantially limits one or more major life activities", and this determination is what is needed to obtain school and/or workplace accommodations under the ADA.  

To get a diagnosis and a disability determination you will need to be evaluated by a "qualified professional."  Here is information from the International Dyslexia Association (IDA) fact sheet, Testing for Adults about how to find a "qualified professional":

"Generally, the two kinds of professionals who can administer the tests for dyslexia and interpret the results are psychologists and educational diagnosticians. Other professionals (physicians, specialists, speech/language pathologists, etc.) may be able to test for dyslexia; it would depend on their training. When interviewing a professional to perform an evaluation for dyslexia, you may want to ask about their specific training in the identification, diagnosis and treatment of dyslexia and other learning disabilities.

Many employers will need documentation from a ‘qualified professional’. Your employer should be able to provide you with a copy of the company’s policy on employees with disabilities that lists the kinds of documentation you will need to submit. It might be helpful to check out www.ada.gov or www.disabilityinfo.gov to read about the rights of an individual with a learning disability in the workplace under the ADA (Americans with Disabilities Act). ADA Hotline: 1-800-514-0301....."

Reference

Swanson, H.L. (2012). Adults With Reading Disabilities Converting a Meta-Analysis to Practice. J Learning Disabilities, 45(1), 17-30.