What is Dyslexia?
Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and / or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
Adopted by the IDA Board of Directors, Nov. 12, 2002. This Definition is also used by the National Institute of Child Health and Human Development (NICHD).
Studies show that individuals with dyslexia process information in a different area of the brain than do non-dyslexics.
Dyslexia Defined in Connecticut
Dyslexia is a sub-category of Specific Learning Disability (SLD) and has been added so that the Department can distinguish students with Dyslexia from other students with SLD who are reported in this disability category. For a child to be identified as “SLD/Dyslexia,” the child must first meet the overall eligibility requirements for SLD and then meet the more specific requirements for Dyslexia as follows: Dyslexia is included in the Individuals with Disabilities Education Act (IDEA, 2004) as a specific learning disability (SLD). Dyslexia impacts reading, specifically decoding and accurate and/or fluent word recognition and spelling. Dyslexia is neurobiological in origin and is unexpected and/or inconsistent with a student’s other abilities despite the provision of appropriate instruction. Dyslexia results from a significant deficit in phonological processing (i.e., a persistent difficulty in the awareness of and ability to manipulate the individual sounds of spoken language). Typically, students with dyslexia have strengths and cognitive abilities in areas such as reasoning, critical thinking, concept formation, problem solving, vocabulary, listening comprehension, and social communication (e.g., conversation). Early identification and appropriate instruction targeting the underlying phonological processing deficits that characterize dyslexia may minimize its educational impact. (CSDE Working Definition of Dyslexia, 2014), see Specific Learning Disability/Dyslexia Frequently Asked Questions for a complete definition - Please click here)." Connecticut IEP Manual and forms can be found HERE.
Connecticut Dyslexia Legislation
PUBLIC ACT 21-168:
Creates a NEW Office of Dyslexia and Reading Disabilities (ODRD) within the Connecticut State Department of Education (CSDE). In summary, the new ODRD will be tasked with verifying compliance with existing legislative requirements and CSDE is to undertake initiatives related to dyslexia legislation. Find full text of Public Act 21-168 HERE.
SPECIAL ACT 19-8:
Special Act 19-8 establishes a task force to analyze and make recommendations on issues relating to the implementation of the laws governing dyslexia instruction and training in the state. Find full text of Special Act 19-8 HERE.
PUBLIC ACT 17-3:
Adds the requirement, on and after July 1, 2018, any (1) certified employee applying for a comprehensive special education or integrated early childhood and special education endorsement, or (2) applicant for an initial, provisional or professional educator certificate and a comprehensive special education or integrated early childhood special education endorsement shall have completed a program of study in the diagnosis and remediation of reading and language arts that includes supervised practicum hours and instruction in the detection and recognition of, and evidence-based structured literacy interventions for, students with dyslexia, as defined in section 10-3d. Find full text of Public Act 17-3 HERE.
PUBLIC ACT 16-92:
Public Act 16-92, adds the requirement, on and after July 1, 2017, for any (1) certified employee applying for a remedial reading, remedial language arts or reading consultant endorsement, or (2) applicant for an initial, provisional or professional educator certificate shall have completed a program of study in the diagnosis and remediation of reading and language arts that includes supervised practicum hours and instruction in the detection and recognition of, and evidence-based structured literacy interventions for, students with dyslexia, as defined in section 10-3d. Find full text of Public Act 16-92 HERE.
PUBLIC ACT 15-97:
Public Act 15-97, (1) Directs the Commissioner of Education to designate an employee of the Department of Education to provide information to parents and BOE regarding Dyslexia and defines Dyslexia as set forth in Department of Education's IEP Manual and Forms HERE; (2) Enhances P.A. 14-39 by adding "not fewer than twelve clock hours of instruction" to Dyslexia pre-service teacher curriculum; (3) Adds Dyslexia in-service teacher professional development; and (4) Directs the Department of Education to develop or approve a reading assessment for use by local BOE, which includes "identifying, in whole or in part, students at risk for dyslexia . . . or other reading-related learning disabilities". Find full text of Public Act 15-97 HERE.
PUBLIC ACT 14-39:
Public Act 14-39 Section 1, amends the Individualized Education Program Form to include "Specific Learning Disability/Dyslexia" as a Primary Disability; and Section 2, adds Dyslexia detection, recognition and evidenced-based interventions to programming for teacher preparation leading to Certification. HB 5562 was used as a vehicle to drive through additional legislation and the remainder of the Bill is unrelated to dyslexia. Find full text of Public Act 14-39 HERE.
State of Connecticut Guidance/Information
SLD/Dyslexia P.A. 14-39 Frequently Asked Questions
SERC - SLD/Dyslexia Webpage
SERC - SLD/Dyslexia Webinar March, 2015
SERC - SLD/Dyslexia Webinar March, 2015 - Handouts
SERC - Forum December, 2015 - Handouts
Approved Menu of Research-Based K-3 Universal Screening Reading Assessments
SLD/Dyslexia Assessment Resource Guide
Federal Dyslexia Legislation
President Obama, on February 18, 2016, signed the Research Excellence and Advancements for Dyslexia (READ) Act! This act supports important research to further our understanding of dyslexia, including better methods for early detection and teacher training. See text HERE.
U.S. Department of Education issued guidance on October 23, 2015, wherein it clarifies that "that there is nothing in the IDEA that would prohibit the use of the terms dyslexia, dyscalculia, and dysgraphia in IDEA evaluation, eligibility determinations, or IEP documents." Find full guidance document HERE.
The Cassidy Mikulski Resolution was passed by the U.S. Senate to recognize the significant educational implications of dyslexia. Read more about the Resolution on The Yale Center for Dyslexia and Creativity website.