Expressing support for the designation of October 2024 as "National Learning Disabilities Awareness Month".

Education

house

Introduced on October 22, 2024 by Julia Brownley

Legislation Details

Supports the designation of October 2024 as “National Learning Disabilities Awareness Month.”
Defines specific learning disabilities as disorders affecting basic psychological processes involved in language understanding and use.
Notes that specific learning disabilities include conditions like dyslexia and brain injury, but exclude issues primarily due to sensory disabilities or environmental factors.
Highlights that specific learning disabilities are the most common disability among students receiving special education services, affecting 34% of these students.
Cites data showing that over 95% of students in grades 4 and 8 with specific learning disabilities were not proficient in reading in 2022.
Indicates that over 93% of students in grades 4 and 8 with specific learning disabilities were not proficient in math in 2022.
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 achieve at levels comparable to their peers with appropriate support and instruction.
Advocates for early universal screening to identify students at risk for specific learning disabilities.
Calls for the use of evidence-based instructional methods for teaching reading to students with specific learning disabilities.

Last updated 12/18/2024

Supports the designation of October 2024 as “National Learning Disabilities Awareness Month.”
Defines specific learning disabilities as disorders affecting basic psychological processes involved in language understanding and use.
Notes that specific learning disabilities include conditions like dyslexia and brain injury, but exclude issues primarily due to sensory disabilities or environmental factors.
Highlights that specific learning disabilities are the most common disability among students receiving special education services, affecting 34% of these students.
Cites data showing that over 95% of students in grades 4 and 8 with specific learning disabilities were not proficient in reading in 2022.
Indicates that over 93% of students in grades 4 and 8 with specific learning disabilities were not proficient in math in 2022.
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 achieve at levels comparable to their peers with appropriate support and instruction.
Advocates for early universal screening to identify students at risk for specific learning disabilities.
Calls for the use of evidence-based instructional methods for teaching reading to students with specific learning disabilities.