Sponsors (8)
The bill expands explicit IDEA protections and clearer standards for students with dyslexia—improving access and reducing disparities—but creates fiscal, administrative, and potential legal burdens for school districts that may require additional funding or resources.
Students with dyslexia (and other students with disabilities) will be explicitly eligible under IDEA, increasing access to specialized instruction, assessments, and supports.
Low-income students and English learners who qualify must receive equal access to accommodations and services, reducing disparities in special education delivery.
A statutory definition of dyslexia and an explicit nondiscrimination requirement give educators and parents clearer standards for identification and may improve consistency and accountability across districts.
Local school districts and taxpayers may face significant new costs to identify, assess, and provide evidence-based dyslexia services if federal funding does not increase.
Districts will likely incur administrative and implementation burdens—revising IEP/eligibility procedures and providing staff professional development—which could cause short-term disruption.
Broader eligibility recognition may increase disputes or due‑process claims from parents about eligibility and services, raising legal costs and workload for districts.
Based on analysis of 2 sections of legislative text.
Adds dyslexia to IDEA's disability list, defines dyslexia in statute, and requires equal access to IDEA evaluations and services for all eligible children, including low-income and English learners.
Introduced October 17, 2025 by Erin Houchin · Last progress October 17, 2025
Adds dyslexia to the federal definition of "child with a disability" under the Individuals with Disabilities Education Act (IDEA), inserts a statutory definition of dyslexia, and updates nondiscrimination language. It also directs local educational agencies and related agencies to provide equal access to IDEA eligibility decisions, services, and accommodations for all eligible children, explicitly calling out children from low-income families, children from families with low socioeconomic status, and English learners.