Bill Text: NJ A3608 | 2012-2013 | Regular Session | Introduced
Bill Title: Directs State Board of Education to incorporate the International Dyslexia Association's definition of dyslexia into special education regulations.
Spectrum: Moderate Partisan Bill (Democrat 12-2)
Status: (Passed) 2013-08-09 - Approved P.L.2013, c.131. [A3608 Detail]
Download: New_Jersey-2012-A3608-Introduced.html
Sponsored by:
Assemblyman NELSON T. ALBANO
District 1 (Atlantic, Cape May and Cumberland)
Assemblyman RONALD S. DANCER
District 12 (Burlington, Middlesex, Monmouth and Ocean)
SYNOPSIS
Directs State Board of Education to incorporate the International Dyslexia Association's definition of dyslexia into special education regulations.
CURRENT VERSION OF TEXT
As introduced.
An Act concerning special education and supplementing chapter 46 of Title 18A of the New Jersey Statutes.
Be It Enacted by the Senate and General Assembly of the State of New Jersey:
1. The State Board of Education shall promulgate regulations that incorporate the International Dyslexia Association's definition of dyslexia into chapter 14 of Title 6A of the New Jersey Administrative Code.
2. This act shall take effect immediately.
STATEMENT
This bill directs the State Board of Education to promulgate regulations that incorporate the International Dyslexia Association's (IDA) definition of dyslexia into chapter 14 of Title 6A of the New Jersey Administrative Code, which outlines the requirements for the provision of special education programs and services.
Currently, State board regulations at N.J.A.C.6A:14-3.5c-12 list dyslexia as one of the specific learning disabilities that may impair a person's ability to understand or use language, or perform mathematical calculations. However, the regulations do not specifically define dyslexia.
Under the bill, the State Board of Education would incorporate the IDA definition which reads as follows:
"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."
