The State of Dyslexia: Recent Legislation and Guidelines for Serving School-Age Children and Adolescents With Dyslexia Purpose The purpose of this article is to provide an overview of recent dyslexia legislation and guidelines pertaining to services for students with dyslexia in public school settings and to describe possible implications for speech-language pathologists (SLPs). Method In recent years, there has been increased attention focused on ... Tutorial
Tutorial  |   October 24, 2018
The State of Dyslexia: Recent Legislation and Guidelines for Serving School-Age Children and Adolescents With Dyslexia
 
Author Affiliations & Notes
  • Jeannene M. Ward-Lonergan
    Department of Speech-Language Pathology, University of the Pacific, Stockton, CA
  • Jill K. Duthie
    Department of Speech-Language Pathology, University of the Pacific, Stockton, CA
  • Disclosure: Jeannene M. Ward-Lonergan previously served as an unpaid representative of the California Speech-Language-Hearing Association to the California Department of Education's Dyslexia Guidelines Work Group. She currently serves as the volunteer California Speech-Language-Hearing Association Ambassador to the Decoding Dyslexia California organization. Jill K. Duthie has declared that no competing interests existed at the time of publication.
    Disclosure: Jeannene M. Ward-Lonergan previously served as an unpaid representative of the California Speech-Language-Hearing Association to the California Department of Education's Dyslexia Guidelines Work Group. She currently serves as the volunteer California Speech-Language-Hearing Association Ambassador to the Decoding Dyslexia California organization. Jill K. Duthie has declared that no competing interests existed at the time of publication. ×
  • Correspondence to Jeannene M. Ward-Lonergan: jwardlon@pacific.edu
  • Editor-in-Chief: Tiffany Hogan
    Editor-in-Chief: Tiffany Hogan×
  • Editor: Tiffany Hogan
    Editor: Tiffany Hogan×
  • Publisher Note: This article is part of the Clinical Forum: Dyslexia.
    Publisher Note: This article is part of the Clinical Forum: Dyslexia.×
Article Information
School-Based Settings / Regulatory, Legislative & Advocacy / Language Disorders / Reading & Writing Disorders / Clinical Forum: Dyslexia / Tutorials
Tutorial   |   October 24, 2018
The State of Dyslexia: Recent Legislation and Guidelines for Serving School-Age Children and Adolescents With Dyslexia
Language, Speech, and Hearing Services in Schools, October 2018, Vol. 49, 810-816. doi:10.1044/2018_LSHSS-DYSLC-18-0002
History: Received January 4, 2018 , Revised May 3, 2018 , Accepted May 10, 2018
 
Language, Speech, and Hearing Services in Schools, October 2018, Vol. 49, 810-816. doi:10.1044/2018_LSHSS-DYSLC-18-0002
History: Received January 4, 2018; Revised May 3, 2018; Accepted May 10, 2018

Purpose The purpose of this article is to provide an overview of recent dyslexia legislation and guidelines pertaining to services for students with dyslexia in public school settings and to describe possible implications for speech-language pathologists (SLPs).

Method In recent years, there has been increased attention focused on effectively meeting the needs of students with dyslexia nationwide. The Decoding Dyslexia organization has chapters in all 50 states in the nation, and they have been instrumental in promoting public awareness of the importance of improving services for students with dyslexia. As a result, new legislation, policies and guidelines have been introduced and developed in many states. California is an example of 1 state that has recently passed legislation in this area and released guidelines that serve as recommendations related to this law. This article provides a broad overview of recent dyslexia legislation, with more specific information pertaining to recent legislation and guidelines in the state of California. Clinical implications for SLPs who serve this population in school settings are also discussed.

Conclusion The information discussed in this article may serve as a useful model for states that are in the process of developing or revising their own policies or guidelines for meeting the needs of students with dyslexia.

Acknowledgments
The authors wish to acknowledge and extend their appreciation to George P. Lonergan for his assistance with the creation of Figure 1.
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