CONNECTICUT
A comprehensive overview of Connecticut's enacted legislation, regulations, certification requirements, and state-provided resources related to dyslexia education.
BRIEF SUMMARY
Connecticut requires universal screening for reading difficulties, structured literacy instruction, and ongoing teacher training in dyslexia intervention. Teacher preparation programs must include evidence-based strategies for identifying and supporting students with dyslexia. Special education teachers also receive focused training to address dyslexia-specific challenges.
CONNECTICUT LEGISLATIONS AND REGULATIONS
1. Special Act 19-8 (2019)
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Summary: Establishes a task force to analyze and make recommendations on issues relating to the implementation of dyslexia instruction and training laws.
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How This Affects Families and Educators: Aims to improve the effectiveness of dyslexia-related legislation and support.
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More: Special Act 19-8
2. Public Act 17-3 (2017)
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Summary: Requires the State Board of Education to approve at least one reading assessment for use by local and regional boards of education to identify students at risk for dyslexia or other reading-related learning disabilities.
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How This Affects Families and Educators: Enhances early identification of students with dyslexia.
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More: Public Act 17-3 (2017)
3. Public Act 16-92 (2016)
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Summary: Requires special education teachers to complete a program of study in evidence-based structured literacy interventions for students with dyslexia.
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How This Affects Families and Educators: Improves special education teachers' ability to support students with dyslexia.
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More: Public Act 16-92
4. Public Act 15-97 (2015)
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Summary: Establishes CGS Section 10-3d, requiring the Commissioner of Education to designate an employee responsible for providing information on dyslexia. Defines dyslexia and mandates at least 12 clock hours of dyslexia instruction in teacher preparation programs. Additionally, it requires reading assessments to identify students at risk for dyslexia from kindergarten through grade 3.
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How This Affects Families and Educators: Enhances dyslexia awareness and support in schools and improves teacher training.
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More: Public Act 15-97 (2015)
5. Public Act 14-39 (2014)
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Summary: Requires adding "SLD - Dyslexia" under "Specific Learning Disabilities" in the primary disability section of the IEP form. Also mandates inclusion of dyslexia detection, recognition, and evidence-based interventions in teacher preparation programs.
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How This Affects Families and Educators: Improves identification and support for students with dyslexia in IEPs and enhances teacher preparation.
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More: Public Act 14-29
6. CGS Section 10-14t
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Summary: Requires the Department of Education to designate an employee to provide information and assistance relating to dyslexia.
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How This Affects Families and Educators: Improves access to dyslexia-related information and support.
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More: CGS Section 10-14t
7. CGS Section 10-145a(e)
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Summary: Mandates that teacher preparation programs include instruction in the detection, recognition, and interventions for students with dyslexia.
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How This Affects Families and Educators: Enhances new teachers' ability to support students with dyslexia.
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More: CGS Section 10-145a(e)
8. CGS Section 10-220a(a)
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Summary: Requires local and regional boards of education to provide in-service training programs that include information on dyslexia.
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How This Affects Families and Educators: Ensures ongoing professional development for educators on dyslexia.
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More: CGS Section 10-220a(a)
TEACHER CERTIFICATION AND PROFESSIONAL DEVELOPMENT REQUIREMENTS
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Teacher preparation programs must include at least 12 clock hours of instruction in dyslexia detection, recognition, and evidence-based interventions.
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Special education teachers must complete a program of study in evidence-based structured literacy interventions for students with dyslexia.
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Local and regional boards of education must provide in-service training programs that include information on dyslexia.
More:
MORE CONNECTICUT STATE RESOURCES
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