BUL-045788.0, Issued February 6, 2018
The purpose of this Bulletin is to provide guidelines, raise awareness, and increase understanding of the characteristics of dyslexia. Additionally, this Bulletin outlines a Multi-Tiered System of Supports (MTSS) for addressing dyslexia in the general education program. The Bulletin provides guidance on the assessment of students referred for a suspected disability, including dyslexia, and for making recommendations on how to best address the unique educational needs of students.
School communities and Individualized Educational Program (IEP) teams should understand that:
- Many students with dyslexia can be supported in general education programs with targeted interventions and/or appropriate supports;
- “Specific Learning Disability” (SLD) is an umbrella term and does not prohibit the use of the term “dyslexia” when determining special education eligibility and educational services; and
- Core deficits associated with dyslexia will be assessed when considering special education eligibility under the category of SLD.
District schools will establish a Multi-Tiered System of Supports (MTSS) and will use phonological processing assessment measures to determine the unique educational needs of students who exhibit characteristics of dyslexia.
Curriculum, Instruction, Supports, Services, and Assessments