In this project you will investigate the policies and practices related to dyslexia diagnosis and at the state, district and school levels. A set of key questions to address are included, though you may also include other relevant information not addressed by these questions. This assignment will be comprised of the following three parts. Each part should be included under a separate subheading. (I only need help with Part A and C )Part A: Policy AnalysisState-Level Policy – My state is Florida You may use several sources of information for this section pertaining to the laws in your state. Read the article by Youman and Mather, which outlines the status and content of dyslexia laws, and some of the differences and regulations across states.Other Resources That Can Help YouResearch Excellence and Advancement for Dyslexia ActActionsDefinitions of DyslexiaActionsAlso, visit your state (Florida) department of education website to investigate the reading policy in your state. You should also find your House K-12 subcommittee on to determine recent policy initiatives.List/describe any laws and policies in your state that pertain to the five priority areas outlined by Decoding Dyslexia.DefinitionEarly IdentificationInterventionTeacher trainingAccess to appropriate accommodations and technology B. Information on an evaluation of the degree to which your local policies (Marion County School Board – Ocala, Florida ) and practices align with state (Florida) and federal policy and practice standards.
Definitions of Dyslexia
International
Dyslexia
Association (2002)
DSM-V (2013)
IDEA (2004)
Definition
Dyslexia
Dyslexia is a specific learning disability that is neurobiological in origin. It is
characterized by difficulties with accurate and/or fluent word recognition
and by poor spelling and decoding abilities. These difficulties typically result
from a deficit in the phonological component of language that is often
unexpected in relation to other cognitive abilities and the provision of
effective classroom instruction. Secondary consequences may include
problems in reading comprehension and reduced reading experience that
can impede growth of vocabulary and background knowledge.
Specific Learning Disorder
A neurodevelopmental disorder of biological origin manifested in learning
difficulties and problems in acquiring academic skills markedly below age
level and manifested in the early school years, lasting for at least 6 months;
not attributed to intellectual disabilities, developmental disorders, or
neurological or motor disorders. There are four diagnostic criteria; see pg.
66-67 of DSM-5
315.00 (F81.0) With impairment in reading:
Word Reading accuracy
Reading rate or fluency
Reading comprehension
Note: Dyslexia is an alternative term used to refer to a pattern of learning
difficulties characterized by problems with accurate or fluent word
recognition, poor decoding, and poor spelling abilities. If dyslexia is
used to specify this particular pattern of difficulties, it is important
also to specify any additional difficulties that are present, such as
difficulties with reading comprehension and math reasoning.
Specific Learning Disability
a disorder in one or more of the basic psychological processes involved in
understanding or in using language, spoken or written
? may manifest itself in the imperfect ability to listen, think,
speak, read, write, spell, or do mathematical calculations.
? Disorders include such conditions as perceptual disabilities,
brain injury, minimal brain dysfunction, dyslexia, and
developmental aphasia.
130 STAT. 120
PUBLIC LAW 114–124—FEB. 18, 2016
Public Law 114–124
114th Congress
An Act
Feb. 18, 2016
[H.R. 3033]
dkrause on DSKHT7XVN1PROD with PUBLAWS
Research
Excellence and
Advancements
for Dyslexia Act.
42 USC 1861
note.
42 USC 1862r
note.
To require the PresidentÂ’s annual budget request to Congress each year to include
a line item for the Research in Disabilities Education program of the National
Science Foundation and to require the National Science Foundation to conduct
research on dyslexia.
Be it enacted by the Senate and House of Representatives of
the United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ‘‘Research Excellence and Advancements for Dyslexia Act’’ or the ‘‘READ Act’’.
SEC. 2. FINDINGS.
The Congress finds the following:
(1) As many as 1 out of 6, or 8,500,000, American school
children may have dyslexia.
(2) Since 1975, dyslexia has been included in the list of
qualifying learning disabilities under the Education for All
Handicapped Children Act of 1975 and the Individuals with
Disabilities Education Act.
42 USC 1862r
note.
SEC. 3. RESEARCH IN DISABILITIES EDUCATION.
42 USC 1862r–1.
SEC. 4. DYSLEXIA.
(a) PROGRAM.—Nothing in this Act alters the National Science
FoundationÂ’s Research in Disabilities Education program for fundamental and implementation research about learners (of all ages)
with disabilities, including dyslexia, in science, technology,
engineering, and mathematics (STEM). The National Science
Foundation shall continue to encourage efforts to understand and
address disability-based differences in STEM education and
workforce participation, including differences for dyslexic learners.
(b) LINE ITEM.—The Director of the National Science Foundation shall include the amount requested for the Research in Disabilities Education program in the Foundation’s annual congressional
budget justification.
(a) IN GENERAL.—Consistent with subsection (c), the National
Science Foundation shall support multi-directorate, merit-reviewed,
and competitively awarded research on the science of specific
learning disability, including dyslexia, such as research on the
early identification of children and students with dyslexia, professional development for teachers and administrators of students
with dyslexia, curricula and educational tools needed for children
with dyslexia, and implementation and scaling of successful models
of dyslexia intervention. Research supported under this subsection
shall be conducted with the goal of practical application.
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PUBLIC LAW 114–124—FEB. 18, 2016
130 STAT. 121
(b) AWARDS.—To promote development of early career
researchers, in awarding funds under subsection (a) the National
Science Foundation shall prioritize applications for funding submitted by early career researchers.
(c) COORDINATION.—To prevent unnecessary duplication of
research, activities under this Act shall be coordinated with similar
activities supported by other Federal agencies, including research
funded by the Institute of Education Sciences and the National
Institutes of Health.
(d) FUNDING.—The National Science Foundation shall devote
not less than $5,000,000 to research described in subsection (a),
which shall include not less than $2,500,000 for research on the
science of dyslexia, for each of fiscal years 2017 through 2021,
subject to the availability of appropriations, to come from amounts
made available for the Research and Related Activities account
or the Education and Human Resources Directorate under subsection (e). This section shall be carried out using funds otherwise
appropriated by law after the date of enactment of this Act.
(e) AUTHORIZATION.—For each of fiscal years 2016 through
2021, there are authorized out of funds appropriated to the National
Science Foundation, $5,000,000 to carry out the activities described
in subsection (a).
SEC. 5. DEFINITION OF SPECIFIC LEARNING DISABILITY.
In this Act, the term ‘‘specific learning disability’’—
(1) means a disorder in 1 or more of the basic psychological
processes involved in understanding or in using language,
spoken or written, which disorder may manifest itself in the
imperfect ability to listen, think, speak, read, write, spell, or
do mathematical calculations;
(2) includes such conditions as perceptual disabilities, brain
injury, minimal brain dysfunction, dyslexia, and developmental
aphasia; and
(3) does not include a learning problem that is primarily
the result of visual, hearing, or motor disabilities, of intellectual
disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage.
Time period.
Time period.
42 USC 1862r–1
note.
dkrause on DSKHT7XVN1PROD with PUBLAWS
Approved February 18, 2016.
LEGISLATIVE HISTORY—H.R. 3033:
CONGRESSIONAL RECORD:
Vol. 161 (2015): Oct. 26, considered and passed House.
Vol. 162 (2016): Feb. 3, considered and passed Senate, amended.
Feb. 4, House concurred in Senate amendment.
Æ
VerDate Sep 11 2014
14:59 Mar 07, 2016
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PO 00124
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Fmt 6580
Sfmt 6580
E:PUBLAWPUBL124.114
PUBL124
Definitions of Dyslexia
International
Dyslexia
Association (2002)
DSM-V (2013)
IDEA (2004)
Definition
Dyslexia
Dyslexia is a specific learning disability that is neurobiological in origin. It is
characterized by difficulties with accurate and/or fluent word recognition
and by poor spelling and decoding abilities. These difficulties typically result
from a deficit in the phonological component of language that is often
unexpected in relation to other cognitive abilities and the provision of
effective classroom instruction. Secondary consequences may include
problems in reading comprehension and reduced reading experience that
can impede growth of vocabulary and background knowledge.
Specific Learning Disorder
A neurodevelopmental disorder of biological origin manifested in learning
difficulties and problems in acquiring academic skills markedly below age
level and manifested in the early school years, lasting for at least 6 months;
not attributed to intellectual disabilities, developmental disorders, or
neurological or motor disorders. There are four diagnostic criteria; see pg.
66-67 of DSM-5
315.00 (F81.0) With impairment in reading:
Word Reading accuracy
Reading rate or fluency
Reading comprehension
Note: Dyslexia is an alternative term used to refer to a pattern of learning
difficulties characterized by problems with accurate or fluent word
recognition, poor decoding, and poor spelling abilities. If dyslexia is
used to specify this particular pattern of difficulties, it is important
also to specify any additional difficulties that are present, such as
difficulties with reading comprehension and math reasoning.
Specific Learning Disability
a disorder in one or more of the basic psychological processes involved in
understanding or in using language, spoken or written
? may manifest itself in the imperfect ability to listen, think,
speak, read, write, spell, or do mathematical calculations.
? Disorders include such conditions as perceptual disabilities,
brain injury, minimal brain dysfunction, dyslexia, and
developmental aphasia.
130 STAT. 120
PUBLIC LAW 114–124—FEB. 18, 2016
Public Law 114–124
114th Congress
An Act
Feb. 18, 2016
[H.R. 3033]
dkrause on DSKHT7XVN1PROD with PUBLAWS
Research
Excellence and
Advancements
for Dyslexia Act.
42 USC 1861
note.
42 USC 1862r
note.
To require the PresidentÂ’s annual budget request to Congress each year to include
a line item for the Research in Disabilities Education program of the National
Science Foundation and to require the National Science Foundation to conduct
research on dyslexia.
Be it enacted by the Senate and House of Representatives of
the United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ‘‘Research Excellence and Advancements for Dyslexia Act’’ or the ‘‘READ Act’’.
SEC. 2. FINDINGS.
The Congress finds the following:
(1) As many as 1 out of 6, or 8,500,000, American school
children may have dyslexia.
(2) Since 1975, dyslexia has been included in the list of
qualifying learning disabilities under the Education for All
Handicapped Children Act of 1975 and the Individuals with
Disabilities Education Act.
42 USC 1862r
note.
SEC. 3. RESEARCH IN DISABILITIES EDUCATION.
42 USC 1862r–1.
SEC. 4. DYSLEXIA.
(a) PROGRAM.—Nothing in this Act alters the National Science
FoundationÂ’s Research in Disabilities Education program for fundamental and implementation research about learners (of all ages)
with disabilities, including dyslexia, in science, technology,
engineering, and mathematics (STEM). The National Science
Foundation shall continue to encourage efforts to understand and
address disability-based differences in STEM education and
workforce participation, including differences for dyslexic learners.
(b) LINE ITEM.—The Director of the National Science Foundation shall include the amount requested for the Research in Disabilities Education program in the Foundation’s annual congressional
budget justification.
(a) IN GENERAL.—Consistent with subsection (c), the National
Science Foundation shall support multi-directorate, merit-reviewed,
and competitively awarded research on the science of specific
learning disability, including dyslexia, such as research on the
early identification of children and students with dyslexia, professional development for teachers and administrators of students
with dyslexia, curricula and educational tools needed for children
with dyslexia, and implementation and scaling of successful models
of dyslexia intervention. Research supported under this subsection
shall be conducted with the goal of practical application.
VerDate Sep 11 2014
14:59 Mar 07, 2016
Jkt 059139
PO 00124
Frm 00001
Fmt 6580
Sfmt 6581
E:PUBLAWPUBL124.114
PUBL124
PUBLIC LAW 114–124—FEB. 18, 2016
130 STAT. 121
(b) AWARDS.—To promote development of early career
researchers, in awarding funds under subsection (a) the National
Science Foundation shall prioritize applications for funding submitted by early career researchers.
(c) COORDINATION.—To prevent unnecessary duplication of
research, activities under this Act shall be coordinated with similar
activities supported by other Federal agencies, including research
funded by the Institute of Education Sciences and the National
Institutes of Health.
(d) FUNDING.—The National Science Foundation shall devote
not less than $5,000,000 to research described in subsection (a),
which shall include not less than $2,500,000 for research on the
science of dyslexia, for each of fiscal years 2017 through 2021,
subject to the availability of appropriations, to come from amounts
made available for the Research and Related Activities account
or the Education and Human Resources Directorate under subsection (e). This section shall be carried out using funds otherwise
appropriated by law after the date of enactment of this Act.
(e) AUTHORIZATION.—For each of fiscal years 2016 through
2021, there are authorized out of funds appropriated to the National
Science Foundation, $5,000,000 to carry out the activities described
in subsection (a).
SEC. 5. DEFINITION OF SPECIFIC LEARNING DISABILITY.
In this Act, the term ‘‘specific learning disability’’—
(1) means a disorder in 1 or more of the basic psychological
processes involved in understanding or in using language,
spoken or written, which disorder may manifest itself in the
imperfect ability to listen, think, speak, read, write, spell, or
do mathematical calculations;
(2) includes such conditions as perceptual disabilities, brain
injury, minimal brain dysfunction, dyslexia, and developmental
aphasia; and
(3) does not include a learning problem that is primarily
the result of visual, hearing, or motor disabilities, of intellectual
disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage.
Time period.
Time period.
42 USC 1862r–1
note.
dkrause on DSKHT7XVN1PROD with PUBLAWS
Approved February 18, 2016.
LEGISLATIVE HISTORY—H.R. 3033:
CONGRESSIONAL RECORD:
Vol. 161 (2015): Oct. 26, considered and passed House.
Vol. 162 (2016): Feb. 3, considered and passed Senate, amended.
Feb. 4, House concurred in Senate amendment.
Æ
VerDate Sep 11 2014
14:59 Mar 07, 2016
Jkt 059139
PO 00124
Frm 00002
Fmt 6580
Sfmt 6580
E:PUBLAWPUBL124.114
PUBL124
