Requires the certification or training of teachers, administrators and instructors in the area of dyslexia and related disorders

1 Co-sponsor

• John L. Sampson

BILL NUMBER:S2496

Title of bill

An act to amend the education law, in relation to the certification or training of teachers, administrators and instructors in the area of dyslexia and related disorders

Purpose or general idea of bill

This bill would require school districts to diagnose students with dyslexia and to provide such students with teachers trained to instruct dyslexic students.

Summary of specific provisions

Section one amends section 3004 of the education law to authorize the commissioner of education to certify or the required training of teachers and school administrators in the area of dyslexia and related disorders. The section also provides a definition for dyslexia.

Section two amends section 4402 of the education law to provide that if a committee or subcommittee of special education believes that a student may be suffering from dyslexia, the student must be sent to an evaluation for dyslexia or related disorder.

Section three amends section 4402 of the education law to provide that if a student is determined to have dyslexia, the recommendations on programs or placement for the student must be made by a team that is knowledgeable in instructing children with dyslexia.

Section four amends section 4402 of the education law to require a school district to provide a teacher trained in dyslexia to any student who has been determined to suffer from dyslexia.

Section five provides that this act shall take effect 30 days after it has become law.

Justification

A lot happens in the brain as we learn to read. It becomes a complicated and daunting task when letters and numbers become mixed up. Approximately 15% of children have dyslexia, a brain based learning disability that makes word recognition, spelling and reading success a very difficult task. About 85% of children with learning disabilities have dyslexia making it the most prevalent learning disability in children. Yet, most parents and teachers have trouble recognizing its symptoms. Research shows that if students are not reading on grade level by third grade, they only have a 1 in 8 chance of catching up to their peers. This means not only academic consequences, but also emotional and social problems as well.

The key to overcoming this disability is to pinpoint the disability early so that these children can become proficient readers and do not fall behind their peers. Because of the way the law is written currently students with dyslexia are broadly labeled as learning disabled. This puts in order costly and usually ineffective interventions which do not address the key issues

for students with dyslexia. Students with dyslexia need appropriate intervention for their specific disability rather than broad help in school to address the problem at hand. Meaning that our teachers must have expert approaches when helping struggling students learn to read, write and spell.

Students with dyslexia could receive appropriate remediation within an inclusion classroom or in an after school program where multi-sensory reading instruction takes place.

The consequences of an inadequate education have a huge impact on our society. Children need the basic ability to read and write to become successful members of society. This legislation will improve school conditions so that children with dyslexia and related learning disabilities can have an equal opportunity to learn. In the long run, it will help save the state money and improve the lives of the many students in our state affected with this disability.

Prior legislative history

A9940 (57797) of 2012. In Higher Ed

Fiscal implications to state and local government

To be determined.

Effective date

30 days following enactment.