Dyslexia LegislationHas Legislation?Yes
Public Act 14-39 defines dyslexia as a specific learning disability and adds dyslexia detection, recognition, and evidenced-based interventions to programming for teacher preparation leading to Certification. PA 15-97 requires the Commissioner of Education to designate an employee to provide information to parents and regional boards of education regarding dyslexia and equates the definition of dyslexia with that in the Department of Education's IEP Manual. The act also sets forth in-service and pre-service training requirements and charges the Department of Education to develop or approve a reading assessment which includes "identifying, in whole or in part, students at risk for dyslexia . . . or other reading-related learning disabilities." PA 16-92 and PA 17-3 set forth training requirements for individuals seeking credentials in remedial reading, remedial language arts, reading consultants, and special education such that applicants must 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.
SB1061 establishes a task force to analyze and make recommendations on issues relating to the implementation of the laws governing dyslexia instruction and training.
Universal screening does not seem to be required by law. However, it appears to be Connecticut policy.
State Recognized Screeners
Please visit the state department of education’s website for information about approved screeners.
According to Public Act 14-39, "On and after July 1, 2006, any program of teacher preparation leading to professional certification shall include, as part of the curriculum, instruction in literacy skills and processes that reflects current research and best practices in the field of literacy training. Such instruction shall (1) be incorporated into requirements of student major and concentration, and (2) on and after July 1, 2015, include the detection and recognition of, and evidence-based interventions for, dyslexia."
To our knowledge, no law specifically requires professional development related to dyslexia. However, the Connecticut State Department of Education (CSDE) identifies learning opportunities related to dyslexia. Moreover, endorsements in special education and areas related to remedial reading now require supervised practicum hours and instruction in the detection and recognition of, and evidence-based structured literacy interventions for, students with dyslexia. Thus, there is de facto requirement that applicants will have undergone dyslexia training.
Public Act 14-39 does not specifically state that students must receive an intervention based on the results of universal screening. However, CSDE recommends a structured literacy intervention if students are deemed to be at-risk after universal screening.
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Literacy State-identified Measurable Result (SIMR) - Part B
Has Literacy SIMR?Yes
Zirkel, P. A., & Thomas, L. B. (2010). State laws for RTI: An updated snapshot. Teaching Exceptional Children, 42(3), 56-63.
Gearin, B., Turtura, J., Kame’enui, E. J., Nelson, N. J., & Fien, H. (2018). A Multiple Streams Analysis of Recent Changes to State-Level Dyslexia Education Law. Educational Policy, 0895904818807328.
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Has Literacy SIMR?Yes
The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2020 National Center on Improving Literacy. https://improvingliterarcy.org