What's happening
This bill requires teachers and administrators to be trained in dyslexia, mandates proper evaluation for dyslexia, and ensures students receive specialized instruction.
Why it matters
Mandates evidence-based, specialized training for teachers and administrators. By requiring coursework and supervised clinical experience in evidence-based methods (such as multisensory structured language education), the bill aims to ensure educators are prepared to identify and effectively teach students with dyslexia or related disorders.
Requires scientifically-informed evaluation for suspected dyslexia. The legislation compels schools to use up-to-date scientific understanding when assessing students suspected of having dyslexia, helping ensure students are not misdiagnosed or overlooked and receive more accurate support.
Ensures that educational planning and recommendations come from trained experts. Decisions about a student’s educational program and supports must be made by teams knowledgeable in current best practices for dyslexia, promoting individualized, research-backed instruction and reducing the risk of inappropriate placements.
Guarantees access to appropriately trained instructors for students diagnosed with dyslexia. School districts must provide teachers or instructors specifically trained in dyslexia to work with qualifying students, increasing the likelihood of effective intervention and potentially improving educational outcomes for affected students.
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Who cares
Headline styles
Train Teachers on Dyslexia
Plain English, a few words. Used as the page title.
Sponsors
History
- Referred to education
- Committed to rules
- Advanced to third reading
- 2nd report cal.
- 1st report cal.828
- Referred to education
Companion bill
The same bill in the other chamber. A bill becomes law when one version passes both houses and the governor signs it, so either number can carry it.
Require Dyslexia Testing, Trained Teachers
In Assembly Committee · Education · Sponsor Jo Anne Simon
Full text
3 pagesUnderlined is new[Struck] is removedOfficial text on nysenate.gov ↗
STATE OF NEW YORK
2534
2017-2018 Regular Sessions
IN SENATE
January 13, 2017
Introduced by Sen. GOLDEN -- read twice and ordered printed, and when printed to be committed to the Committee on Education
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
The People of the State of New York, represented in Senate and Assembly, do enact as follows:
Section 1. Section 3004 of the education law is amended by adding a new subdivision 7 to read as follows:
7. a. Notwithstanding any other provision of law, the commissioner is authorized and empowered to certify or require training of teachers, administrators and instructors in the area of dyslexia and its related disorders. The commissioner shall have the power to prescribe the necessary regulations and establish such programs and training related to the needs of children with dyslexia or a related disorder. Such programs and training shall include, but not be limited to, successful completion of sufficient hours of coursework and supervised clinical experience, as determined by the commissioner to be evidence-based effective programs, such as multisensory structured language education or other similar education programs for teaching children at risk for being, or diagnosed as, dyslexic or a related disorder. Such programs or training may be obtained from an institution or provider which has been approved by the department to provide such programs and training.
b. For the purposes of this section, the term "dyslexia" shall mean a specific learning disorder that is neurological in origin and that is 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.
§ 2. Clause (a) and subclause (i) of clause (b) of subparagraph 3 of paragraph b of subdivision 1 of section 4402 of the education law, clause (a) as amended by chapter 53 of the laws of 1991 and subclause
EXPLANATION--Matter in italics (underscored) is new; matter in brackets
[ ] is old law to be omitted.
LBD00474-01-7
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(i) of clause (b) as amended by chapter 378 of the laws of 2007, are amended to read as follows:
(a) Obtain, review and evaluate all relevant information, including but not limited to that presented by the parent, person in parental relationship and teacher, pertinent to each child suspected of or identified as having a handicapping condition, including the results of a physical examination performed in accordance with sections nine hundred three, nine hundred four and nine hundred five of this chapter and, where determined to be necessary by a school psychologist, an appropriate psychological evaluation performed by a qualified private or school psychologist, and other appropriate assessments as necessary to ascertain the physical, mental, emotional and cultural-educational factors which may contribute to the suspected or identified handicapping condition, and all other school data which bear on the child's progress, including, where appropriate, observation of classroom performance. If the committee or subcommittee has reason to believe that the handicapping condition may involve dyslexia, as defined in paragraph b of subdivision seven of section three thousand four of this chapter, or a related disorder, the child shall be evaluated and tested according to current scientific understanding of dyslexia to determine whether the child has dyslexia or a related disorder.
(i) Make recommendations based upon a written evaluation setting forth the reasons for the recommendations, to the child's parent or person in parental relation and board of education or trustees as to appropriate educational programs and placement in accordance with the provisions of subdivision six of section forty-four hundred one-a of this article, and as to the advisability of continuation, modification, or termination of special class or program placements which evaluation shall be furnished to the child's parent or person in parental relation together with the recommendations provided, however that the committee may recommend a placement in a school which uses psychotropic drugs only if such school has a written policy pertaining to such use that is consistent with subdivision four-a of section thirty-two hundred eight of this chapter and that the parent or person in parental relation is given such written policy at the time such recommendation is made. If the child is determined to have dyslexia, as defined in paragraph b of subdivision seven of section three thousand four of this chapter, or a related disorder, the recommendations shall be made by the individual educational planning team, which shall be knowledgeable in the current scientific understanding of dyslexia, including the instructional components and approaches for students with dyslexia. If such recommendation is not acceptable to the parent or person in parental relation, such parent or person in parental relation may appeal such recommendation as provided for in section forty-four hundred four of this [chapter] article.
§ 3. Clause (b) of subparagraph 3 of paragraph b of subdivision 1 of section 4402 of the education law, as amended by chapter 716 of the laws of 1991, is amended to read as follows:
(b) Make recommendations based upon a written evaluation setting forth the reasons for the recommendations, to the child's parent or person in parental relationship and board of education or trustees as to appropriate educational programs and placement in accordance with the provisions of subdivision six of section forty-four hundred one-a of this article, and as to the advisability of continuation, modification, or termination of special class or program placements which evaluation shall be furnished to the child's parent or person in parental relationship together with the recommendations provided, however that the committee
S. 2534 3
may recommend a placement in a school which uses psychotropic drugs only if such school has a written policy pertaining to such use and that the parent or person in parental relationship is given such written policy at the time such recommendation is made. If the child is determined to have dyslexia, as defined in paragraph b of subdivision seven of section three thousand four of this chapter, or a related disorder, the recommendations shall be made by the individual educational planning team, which shall be knowledgeable in the instructional components and approaches for students with dyslexia. If such recommendation is not acceptable to the parent or person in parental relationship, such parent or person in parental relationship may appeal such recommendation as provided for in section forty-four hundred four of this [chapter] article.
§ 4. Paragraph a of subdivision 2 of section 4402 of the education law, as amended by section 16-a of part A of chapter 56 of the laws of 2014, is amended to read as follows:
a. The board of education or trustees of each school district shall be required to furnish suitable educational opportunities for students with disabilities by one of the special services or programs listed in subdivision two of section forty-four hundred one of this article. The need of the individual child shall determine which of such services shall be rendered. If the student is a student with dyslexia or a related disorder, the district shall be required to provide to such student the services of a teacher or instructor trained in dyslexia and related disorders pursuant to subdivision seven of section three thousand four of this chapter. Each district shall provide to the maximum extent appropriate such services in a manner which enables students with disabilities to participate in regular education services when appropriate. Such services or programs shall be furnished between the months of September and June of each year, except that for the nineteen hundred eighty-seven--eighty-eight school year and thereafter, with respect to the students whose disabilities are severe enough to exhibit the need for a structured learning environment of twelve months duration to maintain developmental levels, the board of education or trustees of each school district upon the recommendation of the committee on special education shall also provide, either directly or by contract, for the provision of special services and programs as defined in section fortyfour hundred one of this article during the months of July and August as contained in the individualized education program for each eligible student, and with prior approval by the commissioner if required; provided that a student with a disability who is eligible for services, including services during the months of July and August, pursuant to section forty-four hundred ten of this article shall not be eligible to receive services pursuant to this paragraph during the months of July and August.
§ 5. This act shall take effect on the thirtieth day after it shall have become a law, provided that the amendments to subclause (i) of clause (b) of subparagraph 3 of paragraph b of subdivision 1 of section 4402 of the education law made by section two of this act shall be subject to the expiration and reversion of such clause pursuant to section 22 of chapter 352 of the laws of 2005, as amended, and subdivision d of section 27 of chapter 378 of the laws of 2007, as amended, when upon such date the provisions of section three of this act shall take effect.
Reflowed for reading: line numbers and page breaks removed. Cite the official text.
Sponsor's memo
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 as having dyslexia, to acknowledge the diagnosis on their Individual Education Plans (IEP), and to provide dyslexic students with teachers trained to instruct such students.
Summary of specific provisions
Section 1 of this bill amends section 3004 of the Education Law to authorize the commissioner of education to certify or require training of teachers and school administrators in the area of dyslexia and related disorders. The section also provides a definition of dyslexia.
Read the full memo (993 words)
Section 2 of this bill amends section 4402 of the Education Law to provide that if a committee or subcommittee of special education believes that a student may have dyslexia, the student must be sent to an evaluation for dyslexia or related learning disorder.
Section 3 of this bill 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 4 of this bill 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 have dyslexia or related learning disorder.
Section 5 of this bill provides that this act shall take effect on the thirtieth day after it shall have become a law, provided that the amendments to subclause (i) of clause (b) of subparagraph 3 of paragraph b of subdivision 1 of section 4402 of the education law made by section two of this act shall be subject to the expiration and reversion of such clause pursuant to section 22 of chapter 352 of the laws of 2005, as amended, and subdivision d of section 27 of chapter 378 of the laws of 2007, as amended, when upon such date the provisions of section three of this act shall take effect.
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, teachers, and administrators 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 that such students may not only experience adverse academic impacts, 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. The federal enabling legislation, the Individuals with Disabilities Education Act (IDEA) 20 USC 1400, et seq. classifies children with disabilities according to a broad scheme of 13 categories, one of which is "learning disability." Because of the way state education law has been written and implemented, currently students with dyslexia are broadly classified as "learning disabled," and school districts have interpreted this as a prohibition on the use of the words "dyslexia (reading disability)," "dysgraphia" (graphomotor disability), and "dyscalculia" (math disability). This has in turn caused schools to implement costly and usually ineffective interventions which do not address the key issues for students with dyslexia. Recent guidance from the U.S. Department of education has confirmed that while there is evidence that "State and local education agencies (SEAs and LEAs) are reluctant to reference or use dyslexia, dyscalculia, and dysgraphia in evaluations, eligibility determinations or in developing the individualized education program (IEP) under the IDEA. The purpose of this guidance is to clarify 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." This bill would codify the intent of this federal guidance.
Students with dyslexia need evidence-based, effective intervention such as structured, multisensory language based educational interventions in order to address the problem at hand. Our teachers must be familiar with expert approaches for helping struggling students to 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 and become college and career ready. In the long run, it will help save the state money and improve the lives of the students in our state affected with this disability.
Prior legislative history
2016: S.5439 - Referred to Education 2015: S.5439 - 3rd Reading Education
Fiscal implications
To be determined.
Effective date
This act shall take effect on the thirtieth day after it shall have become a law, provided that the amendments to subclause (i) of clause (b) of subparagraph 3 of paragraph b of subdivision 1 of section 4402 of the education law made by section two of this act shall be subject to the expiration and reversion of such clause pursuant to section 22 of chapter 352 of the laws of 2005, as amended, and subdivision d of section 27 of chapter 378 of the laws of 2007, as amended, when upon such date the provisions of section three of this act shall take effect.
Summaries, headlines and scores are AI-generated from the official bill text. How we score bills. Source: NYS Open Legislation.