Dyslexia

The definition of dyslexia and related disorders in TEC §38.003 subsection (d) was repealed as part of the amendments to the statute, June 2, 2025.

This change reflects a shift toward allowing definitions to be informed by current research and professional consensus rather than being fixed in statute. This approach ensures that our understanding and instruction remain aligned with the latest evidence-based practices.

 

“Dyslexia is a specific learning disability characterized by difficulties in word reading and/or spelling that involve accuracy, speed, or both and vary depending on the orthography. These difficulties occur along a continuum of severity and persist even with instruction that is effective for the individual’s peers. The causes of dyslexia are complex and involve combinations of genetic, neurobiological, and environmental influences that interact throughout development. Underlying difficulties with phonological and morphological processing are common but not universal, and early oral language weaknesses often foreshadow literacy challenges. Secondary consequences include reading comprehension problems and reduced reading and writing experience that can impede growth in language, knowledge, written expression, and overall academic achievement. Psychological well-being and employment opportunities also may be affected. Although identification and targeted instruction are important at any age, language and literacy support before and during the early years of education is particularly effective.”

Adopted by the IDA Board of Directors on October 22, 2025. 

Dysgraphia is best defined as a neurodevelopmental disorder manifested by illegible and/or inefficient handwriting due to difficulty with letter formation. This difficulty is the result of deficits in graphomotor function (hand movements used for writing) and/or storing and retrieving orthographic codes (letter forms) (Berninger, 2015). Secondary consequences may include problems with spelling and written expression. The difficulty is not solely due to lack of instruction and is not associated with other developmental or neurological conditions that involve motor impairment.

Child Find

• Under federal law, public schools must identify, locate, and evaluate children who need special education.
• Child Find covers children from birth through age 21. 
• It applies to all children, including those who are homeschooled or in private schools, plus kids who are migrants or without homes.

Anyone can start the process: a parent/guardian, doctor, teacher, relative or friend can call their local school district Child Find. If you are concerned about a child’s learning, contact your local school campus, district, or charter school. 

 IDEA

• Individuals with Disabilities Education Act 
• IDEA is the nation’s special education law.
• Schools must find and evaluate students thought to have disabilities — at no cost to families.
• To qualify for IDEA services, a child must have a disability and need special education to make progress in school.
• Each of the 13 disability categories in IDEA can cover a range of difficulties.
• Dyslexia, dyscalculia, and written expression disorder fall under the “specific learning disability” category.