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;
Requires each local school board to employ reading specialists in elementary schools who have training in the identification of and the appropriate interventions, accommodations, and teaching techniques for students with dyslexia or a related disorder.
Defines and provides screening for dyslexia. Defines dyslexia broadly as a neurological condition with symptoms including “difficulty in acquiring language skills; inability to comprehend oral or written language; difficulty in rhyming words; difficulty in naming letters, recognizing letters, matching letters to sounds, and blending sounds when speaking and reading words; difficulty recognizing and remembering sight words; consistent transposition of number sequences, letter reversals, inversions, and substitutes and trouble in replication of content.”
Provides that a student with learning disabilities who fails to satisfy the requirements of the competency determination may nonetheless receive a high school diploma if specified requirements are met.
An act to ensure that children with dyslexia have their needs met by the public school system; and for other purposes. Requires that all public school children in grades K-2 be screened for dyslexia; and that school districts implement strategies for treating dyslexia and related disorders.