California Dyslexia Handbook Published

CaliforniaThe California Department of Education has now published its guidelines to assist regular education teachers, special education teachers, and parents to identify and assess pupils with dyslexia, and to plan, provide, evaluate, and improve educational services to pupils with dyslexia.

The 132 page handbook can be downloaded in PDF format here:   www.cde.ca.gov/sp/se/ac/documents/cadyslexiaguidelines.pdf

North Carolina – 2017 – HB 149 – Students with Dyslexia and Dyscalculia

North Carolina mapAn act to require the state board of education and local boards of education to develop tools to ensure identification of students with dyslexia and dyscalculia. Requires the State Board of Education to ensure that ongoing professional development opportunities are made available to teachers and other school personnel on the identification of and intervention strategies for students with dyslexia, dyscalculia, or other specific learning disabilities.

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Article: A Critical Analysis of Dyslexia Legislation in Three States

green apple on red booksAbstract: After a multitude of studies across more than a century, researchers have failed to consistently identify characteristics or patterns that distinguish dyslexia from other decoding challenges. Many researchers and educators argue the construct is too vague and contradictory to be useful for educators. Nevertheless, attention to dyslexia in policy and practice has increased at a rapid rate; 37 states now have dyslexia laws, and national legislation was passed in 2016.

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Nebraska – 2017- LB 645 – Add dyslexia for purposes of special education

Adds dyslexia to special education statute.  Defines dyslexia as a  a specific learning disability that (a) is neurobiological in origin, (b) is characterized by difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities, (c) typically results from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and effective classroom instruction, and (d) has secondary consequences that may include problems in reading comprehension and reduced reading experience that may impede growth of vocabulary and background knowledge;