Summary

Adds dyslexia to the Individuals with Disabilities Education Act (IDEA) definitions, creates a statutory definition of dyslexia, and requires local education agencies to provide equal access to IDEA services and accommodations to all eligible children — explicitly listing children from low-income families, children from families with low socioeconomic status, and children who are limited English proficient. The change clarifies that dyslexia is a recognized condition under IDEA but does not provide new funding or set implementation deadlines.

• Dyslexia is explicitly added to IDEA's list of recognized conditions.
• The bill establishes a statutory definition of dyslexia focused on phonological processing and unexpected reading difficulty.
• Local educational agencies must provide equal access to IDEA accommodations and services to all eligible children.
• The text explicitly lists children from low-income families, low socioeconomic status, and limited English proficient children as groups to be included.
• No new funding, appropriations, or implementation deadlines are provided.
• Changes are largely definitional and access-oriented rather than programmatic or fiscal.
• May affect eligibility determinations, IEPs, and service delivery for students with dyslexia.
• Places a legal expectation of equitable access but does not specify screening, intervention, or training requirements.