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21st Century Dyslexia Act
12/7/2023, 5:06 PM
Summary of Bill S 3121
Specifically, the 21st Century Dyslexia Act calls for the development of evidence-based screening tools to identify students with dyslexia at an early age, as well as the implementation of individualized education plans for students with dyslexia to ensure they receive the appropriate support and accommodations in the classroom. The bill also emphasizes the importance of professional development for educators to improve their understanding of dyslexia and how to effectively teach students with dyslexia.
Additionally, the 21st Century Dyslexia Act includes provisions for the creation of a national dyslexia coordinator within the Department of Education to oversee the implementation of the bill and provide guidance and support to states and school districts. The bill also calls for the establishment of a dyslexia research program to further study and understand dyslexia and develop best practices for supporting individuals with dyslexia. Overall, the 21st Century Dyslexia Act aims to improve the educational outcomes and opportunities for individuals with dyslexia by ensuring they receive the support and accommodations they need to succeed in school. The bill has garnered bipartisan support in Congress and is seen as a positive step towards addressing the needs of individuals with dyslexia in the United States.
Congressional Summary of S 3121
21st Century Dyslexia Act
This bill addresses the education of children with disabilities, with a particular focus on children with dyslexia.
Currently, dyslexia is listed as one of the disabilities under the definition of specific learning disability in the Individuals with Disabilities Education Act (IDEA). This bill instead removes dyslexia from the definition of specific learning disability and establishes a stand-alone definition for dyslexia within the IDEA.
Specifically, the bill defines dyslexia for purposes of the IDEA as an unexpected difficulty in reading for an individual who has the intelligence to be a much better reader, most commonly caused by a difficulty in the phonological processing (the appreciation of the individual sounds of spoken language), which affects the ability of an individual to speak, read, and spell.
Additionally, the bill requires a local educational agency or other agency, in determining eligibility for or providing an accommodation or service under the IDEA, to provide equal access to (1) children from low-income families, (2) children from families with low socioeconomic status, and (3) children who are limited English proficient.
