Dyslexia LegislationHas Legislation?Yes
H.5024 requires that before the 2016-2017 school year, "the state department of education shall provide all literacy coaches and literacy teachers in kindergarten through third grade with training on dyslexia and related disorders, including evidence-based screenings, instructional methods, and interventions, among other things; and to impose related reporting requirements on the department."
According to H4434, “Beginning with the 2019-2020 School Year, to the extent funding is provided or that approved screening tools are available at no cost, a local school district shall use the universal screening process to screen each student in the district who is in kindergarten through first grade three times each school year and as needed in second grade as outlined in the district's universal screening procedures, and any other student as required by the department, for reading difficulties, including dyslexia, and the need for intervention. In addition to screening required by this subsection, screening also may be requested for a student by his parent or guardian, teacher, counselor, or school psychologist. The district, following the universal screening procedures it conducted, shall convene a school-based team to analyze screening data and progress monitoring data to assist teachers in planning and implementing appropriate instruction and evidence-based interventions for all students who, based on the screening, are at risk of experiencing academic difficulties, including those students who exhibit the characteristics of dyslexia, as provided by the department. Guidance may include suggestions of tiered interventions, dyslexia-specific interventions, academic and social-emotional supports, and supplemental technology as appropriate for the student's access to assistive technology.”
South Carolina does not have pre-service legislation related to dyslexia.
State law states that 1. Before the beginning of the 2016-2017 school year, the State Department of Education shall provide training to all literacy coaches and literacy teachers in kindergarten through grade three on: (1) dyslexia and related reading disorders and their prevalence, using the internationally accepted definition from the International Dyslexia Association; (2) the use of evidence-based screening tools for dyslexia and other reading disorders that are age-appropriate and evaluate, as appropriate, the following skills: (a) phonological and phonemic awareness; (b) sound symbol recognition; (c) alphabet knowledge; (d) decoding and encoding skills; and (e) rapid naming skills; and (3) evidence-based, multi-sensory, instructional methods and interventions designed specifically for students with dyslexia and other reading disorders.
H4434 further specifies that “The department shall provide appropriate professional development training and resources for all educators in the area of MTSS and the identification of, and evidence-based intervention methods for, students who are at risk of experiencing academic difficulties, including students with dyslexia. “
If the RTI process conducted by the district indicates that a student is at risk for experiencing academic difficulties, including dyslexia, the district shall:
- notify the parent or legal guardian of the student;
- provide the parent or legal guardian of the student with information and resource material so that they may assist and support learning for their child;
- provide the student with tiered, evidence-based intervention as defined in Section 59-33-510; and
- monitor and evaluate the effectiveness of the intervention and the student's progress.
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