Dyslexia LegislationHas Legislation?Yes
Students with dyslexia are eligible for a scholarship to attend a school other than the one assigned.
Florida does not have dyslexia screening legislation.
In response to the question, "Are there unique tests that schools administer that relate to certain types of specific learning disabilities like dyslexia, dysgraphia, or dyscalculia?", Florida's technical assistance paper states, "No. These types of disabilities are neurological and may require educational treatment through targeted instruction and intervention practices. A physician’s diagnosis can be used as part of the problem-solving process and eligibility decisions. Any assessments that the school-based problem-solving team determines are relevant to inform instruction and/or intervention for the purpose of improving the student’s rate of progress and performance may be administered. Otherwise, there are no requirements that specific types of tests are necessary. The school’s ultimate purpose is to determine the student’s educational needs and match resources to that need in order to improve learning and behavioral outcomes. Actions conducted for the purpose of labeling and categorizing may not directly contribute to the school’s ultimate purpose. The emphasis is first on determination of specific educational needs, then subsequently on the determination that a disability exists."
Florida does not have pre-service legislation related to dyslexia.
Florida does not have in-service legislation related to dyslexia.
Florida does not require dyslexia intervention.
In response to the question, "What is the school’s responsibility to students with pre-existing diagnoses of disabilities such as dyslexia, dysgraphia, and dyscalculia?", a Florida technical assistance paper states, "Schools should recognize that these disabilities do exist and may or may not require the school to monitor progress and adjust instruction and interventions. As with all students, the school’s responsibility is to maintain the student’s progress and performance by matching the student’s unique needs to resources available through general education. Some students who have pre-existing diagnoses may also have educational needs beyond what can be provided within general education programs. These students may require sustained and substantial effort with intense, individualized interventions in order to achieve and maintain adequate progress. Students who meet all of the eligibility criteria set forth in the rule can be found eligible for special education and related services; however, a diagnosis alone is not sufficient to establish special education eligibility. Students who are not found eligible for special education may qualify for a Section 504 Plan. Ultimately, the individual student’s needs and the resources required to meet those needs are identified through the problem-solving/response to intervention process. Matching the student’s instructional needs to intervention supports based on these findings is the responsibility of the school, regardless of the presence or nonpresence of a particular diagnosis such as dyslexia."