THE MAJORITY OF STATE DYSLEXIA LAWS FOCUS ON ONE OF SIX MAIN THINGS
- Defining Dyslexia – What is dyslexia? How is it diagnosed? Who may diagnose it? What criteria must a student meet to be diagnosed?
- Screening – Who should be assessed for dyslexia? At what age/grade should students be assessed? What screening tools should be used? When should students be reassessed?
- Intervention – What type of intervention should be offered and by whom? How will progress be monitored? How often and for how long should intervention be available?
- Teacher Education – Should colleges and universities require training about dyslexia? Is there a specific training program that all teachers should undergo?
- Accommodations – What accommodations best suit students with dyslexia? How should accommodations be implemented in the classroom and on tests? How are they determined?
- Funding – Who is responsible for funding additional screening, interventions, and professional development?
While dyslexia laws are becoming increasingly prominent throughout the United States, advances are still needed in the areas of research, early identification, remediation, and accommodation.
For further information on dyslexia laws, check out the International Dyslexia Association’s website.
Written by Tammi Brandon, M.Ed., CDP
Tammi Brandon is a Master Instructor and Education Consultant with Brainspring Educator Academy
This blog was originally published in February 2017. Some legislative changes have been made since then, but more are necessary.