OLR Bill Analysis
AN ACT REQUIRING SPECIAL EDUCATION TEACHERS TO COMPLETE A PROGRAM OF STUDY IN EVIDENCE-BASED STRUCTURED LITERACY INTERVENTIONS FOR STUDENTS WITH DYSLEXIA.
Beginning July 1, 2018, this bill establishes additional requirements for applicants seeking a comprehensive special education or integrated early childhood and special education endorsement. It requires them to complete a reading and language diagnosis and remediation program that includes supervised practicum hours and instruction in the detection of, and evidence-based structured literacy interventions for, students with dyslexia. This requirement applies to those seeking the endorsements as certified teachers or as applicants for any of the three teacher certification levels (initial, provisional, or professional).
Among other things, current (1) comprehensive special education endorsement applicants must achieve a satisfactory score on the State Board of Education (SBE)-approved reading instruction exam or a comparable reading instruction exam with standards equivalent to the SBE-approved exam, and (2) integrated early childhood and special education endorsement applicants must complete an approved teacher preparation program specifically in the area sought and be recommended for certification.
Under the bill, dyslexia has the same meaning found in the State Department of Education's guidance manual for individualized education programs under special education law. The manual defines dyslexia as a type of learning disability that is neurobiological in origin; affects reading, specifically spelling, decoding words, and fluent word recognition; and results from significant deficit in phonological processing.
EFFECTIVE DATE: July 1, 2017