Designating October 2024 as "National Learning Disabilities Awareness Month".

Education

senate

Introduced on September 23, 2024 by John Wright Hickenlooper

Legislation Details

Designates October 2024 as “National Learning Disabilities Awareness Month.”
Defines specific learning disabilities as disorders affecting basic psychological processes related to language understanding and use.
Identifies conditions included under specific learning disabilities, such as dyslexia and developmental aphasia.
Clarifies that specific learning disabilities do not stem from visual, hearing, or motor disabilities, intellectual disabilities, emotional disturbances, or socio-economic disadvantages.
Notes that specific learning disabilities are the most common disabilities among students receiving special education services, affecting 34% of these students.
Highlights that in the 2022 academic year, over 95% of 4th and 8th graders with specific learning disabilities were not proficient in reading, and over 93% were not proficient in math.
Points out that Black and Hispanic students with specific learning disabilities face greater opportunity gaps compared to their White and Asian peers.
Emphasizes that students with specific learning disabilities can succeed with appropriate instruction and support.
Advocates for early universal screening to identify students at risk for specific learning disabilities.
Supports the use of evidence-based instructional methods for teaching reading to students with specific learning disabilities.

Last updated 12/18/2024

Designates October 2024 as “National Learning Disabilities Awareness Month.”
Defines specific learning disabilities as disorders affecting basic psychological processes related to language understanding and use.
Identifies conditions included under specific learning disabilities, such as dyslexia and developmental aphasia.
Clarifies that specific learning disabilities do not stem from visual, hearing, or motor disabilities, intellectual disabilities, emotional disturbances, or socio-economic disadvantages.
Notes that specific learning disabilities are the most common disabilities among students receiving special education services, affecting 34% of these students.
Highlights that in the 2022 academic year, over 95% of 4th and 8th graders with specific learning disabilities were not proficient in reading, and over 93% were not proficient in math.
Points out that Black and Hispanic students with specific learning disabilities face greater opportunity gaps compared to their White and Asian peers.
Emphasizes that students with specific learning disabilities can succeed with appropriate instruction and support.
Advocates for early universal screening to identify students at risk for specific learning disabilities.
Supports the use of evidence-based instructional methods for teaching reading to students with specific learning disabilities.