The current definition from the International Dyslexia Association states: Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
Students enrolling in public schools shall be tested for dyslexia at appropriate times. - The board of trustees of each school district or charter school shall provide for the treatment (i.e., instruction) of any student determined to have dyslexia. Texas Administrative Code §74.28: - The board of trustees of a school district or charter school must ensure that procedures for identifying a student with dyslexia and for providing appropriate instructional services to the student are implemented. - A school district or charter school shall purchase or develop its own reading program for students with dyslexia, as long as the program is characterized by the descriptors found in The State Dyslexia Handbook ~ Revised 2014. - Each school district or charter school must provide each identified student access at his or her campus to the services of a teacher trained in dyslexia and related disorders. - Each school district or charter school shall provide a parent education program for parents/guardians of students with dyslexia. Teacher Training Requirements: Teachers who provide instruction for students with dyslexia: - Must have valid Texas teaching certificates for the particular grade level(s) that they teach - Must be trained in dyslexia and related disorders - Must be trained in the program the district has developed or purchased for use with students with dyslexia as well as in instructional strategies that utilize individualized, intensive, multisensory, phonetic methods.