Requiring certain county boards of education, beginning with the 2019-2020 school year, to ensure that a certain student is screened to identify if the student is at risk for reading difficulties; authorizing a county board to use a screening instrument that includes a normed rapid automatized naming assessment for certain students; requiring a county board to monitor a student who receives structured literacy reading instruction for an appropriate time period; requiring a county board to provide certain progress reports; etc.
Provides that the State Department of Education shall develop and distribute a technical assistance document to provide guidance for school districts and teachers on how to understand and provide evidence-based interventions for dyslexia. Also provides that students exhibiting characteristics of dyslexia shall receive evidence-based structured literacy instruction using a multisensory approach as provided in the technical assistance document for dyslexia.
Creates a new section of KRS Chapter 158 to define “dyslexia” and “qualified dyslexia screening tool”.
Requires the Department of Education to make available a dyslexia toolkit that includes guidance on the instruction of students displaying characteristics of dyslexia.
Requires the Department of Education to collaborate with the Kentucky Collaborative Center for Literacy Development to update professional development for teachers related to dyslexia.
As introduced, extends the dyslexia advisory council for two years to June 30, 2020. – Amends TCA Title 4, Chapter 29, Part 2 and Title 49, Chapter 1, Part 2.
AN ACT Relating to defining dyslexia as a specific learning disability and requiring early screening for dyslexia.
Defines “dyslexia” as a specific learning disorder that is neurological in origin and characterized by unexpected difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities not consistent with the person’s intelligence, motivation, and sensory capabilities, which difficulties typically result from a deficit in the phonological component of language.
Education preparation programs; reading specialists; dyslexia. Requires each education preparation program offered by a public institution of higher education or private institution of higher education that leads to a degree, concentration, or certificate for reading specialists to include coursework or other training in the identification of and the appropriate interventions, accommodations, and teaching techniques for students with dyslexia or a related disorder.
Requires the following:
(1) A school multidisciplinary team must include information about dyslexia in a
student’s educational evaluation if the multidisciplinary team determines that the student is eligible to receive special education and related services and has or has characteristics of dyslexia.
(2) Information about dyslexia must be:
(A) discussed by the student’s case conference committee if information about dyslexia is included in the student’s educational evaluation; and
(B) included in the student’s individualized education program if the case conference committee determines that the information should be included.
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.