Sponsors (8)
The bill expands IDEA coverage and standardizes dyslexia identification to improve access to services—especially for low-income and English-learning students—while increasing costs, administrative burdens, and the risk of inconsistent application without additional guidance or funding.
Students with dyslexia will be explicitly eligible for IDEA services, enabling assessments and tailored supports to address dyslexia-related learning needs.
Low-income and limited English proficient children must receive equal access to IDEA accommodations, reducing disparities in special education access.
A clear statutory definition of dyslexia gives schools a common standard for identification and services, which can speed provision of interventions and reduce local variation.
School districts may face increased costs to evaluate and serve additional students identified with dyslexia, putting pressure on local budgets or taxes.
A broad statutory definition could lead to inconsistent application or over-identification without accompanying guidance or funding, risking unnecessary labeling or misallocation of services.
Expanding protected groups and requiring equal access may increase administrative burden on local education agencies to ensure compliance and documentation.
Based on analysis of 2 sections of legislative text.
Adds a statutory definition of dyslexia to IDEA and requires LEAs and covered agencies to provide equal access to IDEA accommodations for eligible children, including low-income and LEP students.
Introduced October 17, 2025 by Erin Houchin · Last progress October 17, 2025
Adds dyslexia to the Individuals with Disabilities Education Act (IDEA) definitions, provides a clear statutory definition of dyslexia as an unexpected difficulty in reading typically caused by problems with phonological processing, and requires local educational agencies and other covered agencies to ensure eligible children receive equal access to IDEA accommodations and services. The requirement explicitly lists children from low-income families, children with low socioeconomic status, and children who are limited English proficient as groups that must receive equal access.