Policy Impact Analysis - 117/HR/7610

Bill Overview

Title: 21st Century Dyslexia Act

Description: This bill addresses the education of children with disabilities, with a particular focus on children with dyslexia. Currently, dyslexia is listed as one of the disabilities under the definition of specific learning disability in the Individuals with Disabilities Education Act (IDEA). This bill instead removes dyslexia from the definition of specific learning disability and establishes a stand-alone definition for dyslexia within IDEA. Specifically, the bill defines dyslexia for purposes of IDEA as an unexpected difficulty in reading for an individual who has the intelligence to be a much better reader, most commonly caused by a difficulty in the phonological processing (the appreciation of the individual sounds of spoken language), which affects the ability of an individual to speak, read, and spell. Additionally, the bill requires a local educational agency or other agency, in determining eligibility for or providing an accommodation or service under IDEA, to provide equal access to (1) children from low-income families or from families with low socioeconomic status, and (2) other children.

Sponsors: Rep. Westerman, Bruce [R-AR-4]

Target Audience

Population: People with dyslexia worldwide

Estimated Size: 30000000

• Dyslexia is a common learning disability that affects approximately 5-10% of the global population.
• By reshaping the definition of dyslexia under the Individuals with Disabilities Education Act (IDEA), this bill will specifically address educational services offered to individuals identified with dyslexia.
• The bill also mandates equitable access to accommodations or services provided under IDEA for children from low-income families, which implies that socioeconomic factors could affect access to these services.
• By removing dyslexia as a subtype under 'specific learning disabilities' and creating a standalone category, there could be a broadening of services specifically tailored to students with dyslexia.
• This specialized distinction may lead to increased resource allocation, specific instructional approaches, and targeted interventions for individuals with dyslexia.

Reasoning

• Dyslexia is a common learning disability affecting about 5-10% of the population, translating to roughly 30 million people in the US, though not all will need special educational services under IDEA.
• The focus of the policy is to specifically cater educational services to students with dyslexia, possibly improving outcomes through better-tailored resources.
• The policy budget constraints imply that while the services will be more specifically focused, there might not be enough funding to support all potentially benefitting students at an ideal level.
• Children from low-income families or with low socioeconomic status may particularly benefit due to the equitable access requirement, addressing disparities in current service provision.
• Many families may not see immediate improvements in wellbeing, as changes in educational policy can take time to manifest significant results in terms of educational achievements or emotional wellbeing.

Simulated Interviews

Cost Estimates

Key Considerations

• The reclassification may streamline the identification and management processes for dyslexia cases, increasing efficiency.
• Initial setup costs are significant due to the need for new educational resources and training, which could strain budgets in the short term.
• Potential long-term economic and social benefits from a better-educated populace with dyslexia could mitigate these initial costs.
• Ensuring equitable access to these newly defined resources is crucial, particularly for low-income students.