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 and Remedial Reading teachers also receive focused training to address dyslexia-specific challenges.
CONNECTICUT LEGISLATIONS AND REGULATIONS
1. Public Act 21-168 (2021)
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Summary: Implements recommendations from the Dyslexia Task Force by establishing the Office of Dyslexia and Reading Disabilities within the State Department of Education to oversee compliance with dyslexia training requirements for educator preparation programs and certification. The law also updates teacher certification requirements, strengthens oversight of preparation programs, and revises K–3 reading assessments.
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How This Affects Families and Educators: Ensures stronger teacher training and accountability, improves early identification of students at risk for dyslexia, and provides schools with clearer guidance to support students using evidence-based practices.
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More: Public Act 21-168
2. 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
3. Public Act 17-3 (2017)
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Summary: Requires applicants for comprehensive special education or integrated early childhood and special education endorsements to complete a program of study in diagnosis and remediation of reading and language arts, including supervised practicum hours and instruction in detecting, recognizing, and using evidence-based structured literacy interventions for students with dyslexia.
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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)
4. Public Act 16-92 (2016)
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Summary: Requires applicants for remedial reading, remedial language arts, or reading consultant endorsements to complete a program of study in diagnosis and remediation of reading and language arts, including supervised practicum hours and instruction 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
5. 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)
6. 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
7. Section 10-14t
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Summary: Requires the use of approved, evidence-based reading assessments for students in kindergarten through grade three that include screening and progress monitoring to identify students below reading proficiency and at risk for dyslexia or other reading-related learning disabilities.
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How This Affects Families and Educators: Ensures early identification of reading difficulties so students receive timely, targeted support.
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More: Section 10-14t
8. Section 10-145a(e)
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Summary: Requires teacher preparation programs to include literacy instruction reflecting current research, including at least 12 hours on detecting, recognizing, and providing structured literacy interventions for students with dyslexia.
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How This Affects Families and Educators: Ensures that new teachers are trained to identify and support students with dyslexia, which can lead to earlier and more effective help in the classroom.
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More: Section 10-145a(e)
9. Section 10-220a(a)
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Summary: Requires local and regional boards of education to provide in-service training for teachers and school staff, including instruction on identifying, recognizing, and using evidence-based interventions to support students with 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 and remedial reading 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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