Requires each school district to provide interventions and special curricula for children with dyslexia or other phonological learning differences or disabilities.
Summary
Bill S06780 amends the education law to require school districts in New York to provide intervention services and specialized curricula for students identified as dyslexic or having other phonological learning differences or disabilities. The bill mandates that these services include a multi-sensory sequential phonics-based curriculum, which must be delivered alongside any other special instruction. It emphasizes the need for explicit, systematic, and individualized instruction tailored to the specific needs of each student, ensuring that no prior skills or knowledge are presumed.
Impact
The bill will have a significant impact on state education laws by formalizing requirements for intervention services specifically for students with dyslexia and related learning disabilities. It will necessitate changes in curricula across school districts, ensuring that they provide structured, evidence-based instruction that meets the needs of these students. Additionally, it requires school districts to report annually to the Department of Education and the Board of Regents on the curricula and services they provide, increasing accountability and oversight.
Sentiment
The sentiment around Bill S06780 appears to be positive, as indicated by the unanimous support in the Senate Disabilities Committee vote, where all six members voted in favor. This suggests a strong consensus on the importance of addressing the educational needs of students with dyslexia and other phonological differences.
Contention
There are currently no notable points of contention regarding the bill, as it has received unanimous support in committee discussions. However, potential future discussions may arise around the implementation of the required curricula and the adequacy of resources provided to school districts to meet these new mandates.
Same As
Requires each school district to provide interventions and special curricula for children with dyslexia or other phonological learning differences or disabilities.
Requires each school district to provide interventions and special curricula for children with dyslexia or other phonological learning differences or disabilities.
Requires each school district to provide interventions and special curricula for children with dyslexia or other phonological learning differences or disabilities.
Improves the transportation of children with special needs to and from school; provides that bussing time shall not exceed one and one-half hours; provides a special needs liaison to work with each family with a child with special needs; makes related provisions.
Requires school districts and charter schools to establish a task force to make recommendations on model curriculum or instruction on the political, economic, and social contributions of lesbian, gay, bisexual, transgender, queer, intersex, and asexual people, in an appropriate place in the curriculum of middle school and high school students.
Requires all incarcerated individuals who do not have a high-school diploma or its equivalent to receive a reading proficiency level assessment and dyslexia screening upon intake by the department of corrections; requires for such individuals who perform below a certain proficiency level to be provided with intervention services that are evidence-based, effective and consistent with science-based research specifically tailored to addressing dyslexia.
Requires all incarcerated individuals who do not have a high-school diploma or its equivalent to receive a reading proficiency level assessment and dyslexia screening upon intake by the department of corrections; requires for such individuals who perform below a certain proficiency level to be provided with intervention services that are evidence-based, effective and consistent with science-based research specifically tailored to addressing dyslexia.