Oklahoma – 2017 – HB 2008 – Dyslexia Handbook

Oklahoma An Act relating to education; creating the Dyslexia and Education Task Force:

There is hereby created, to continue until December 31, 2018, the “Dyslexia and Education Task Force”. The purpose of the
task force shall be to create a dyslexia handbook that will provide guidance for schools, students and parents in identification,  intervention and support of students with dyslexia through accommodations and assistive technology.

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Minnesota – 2017 – Education Dyslexia Specialist

Minnesota Minnesota has enacted a new law requiring the Department of Education to employ a dyslexia specialist to provide information and support for schools.  The law provides:

The department must employ a dyslexia specialist to provide technical assistance for dyslexia and related disorders and to serve as the primary source of information and support for schools in addressing the needs of students with dyslexia and related disorders.

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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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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;