Connecticut

Implements recommendations from the Dyslexia Task Force by establishing the Office of Dyslexia and Reading Disabilities within the State Department of Education to oversee compliance with dyslexia training requirements for educator preparation programs and certification. The law also updates teacher certification requirements, strengthens oversight of preparation programs, and revises K-3 reading assessments.

Establishes a task force to analyze and make recommendations on issues relating to the implementation of dyslexia instruction and training laws.

Requires applicants for comprehensive special education or integrated early childhood and special education endorsements to complete a program of study in diagnosis and remediation of reading and language arts, including supervised practicum hours and instruction in detecting, recognizing, and using evidence-based structured literacy interventions for students with dyslexia.

Requires applicants for remedial reading, remedial language arts, or reading consultant endorsements to complete a program of study in diagnosis and remediation of reading and language arts, including supervised practicum hours and instruction in evidence-based structured literacy interventions for students with dyslexia.

Establishes CGS Section 10-3d, requiring the Commissioner of Education to designate an employee responsible for providing information on dyslexia. Defines dyslexia and mandates at least 12 clock hours of dyslexia instruction in teacher preparation programs. Additionally, it requires reading assessments to identify students at risk for dyslexia from kindergarten through grade 3.

Requires adding “SLD – Dyslexia” under “Specific Learning Disabilities” in the primary disability section of the IEP form. Also mandates inclusion of dyslexia detection, recognition, and evidence-based interventions in teacher preparation programs.

Requires the use of approved, evidence-based reading assessments for students in kindergarten through grade three that include screening and progress monitoring to identify students below reading proficiency and at risk for dyslexia or other reading-related learning disabilities.

Requires teacher preparation programs to include literacy instruction reflecting current research, including at least 12 hours on detecting, recognizing, and providing structured literacy interventions for students with dyslexia.

Requires local and regional boards of education to provide in-service training for teachers and school staff, including instruction on identifying, recognizing, and using evidence-based interventions to support students with dyslexia.