senate Bill S7093

2019-2020 Legislative Session

Relates to establishing a dyslexia task force and implementing the findings of such task force

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Sponsored By

Archive: Last Bill Status - In Senate Committee Education Committee


  • Introduced
  • In Committee
  • On Floor Calendar
    • Passed Senate
    • Passed Assembly
  • Delivered to Governor
  • Signed/Vetoed by Governor

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Actions

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Assembly Actions - Lowercase
Senate Actions - UPPERCASE
Jan 08, 2020 referred to education

Co-Sponsors

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S7093 (ACTIVE) - Details

See Assembly Version of this Bill:
A8786
Current Committee:
Senate Education
Law Section:
Education Law
Laws Affected:
Add §§4407-a & 4407-b, Ed L
Versions Introduced in 2021-2022 Legislative Session:
S441, A2185

S7093 (ACTIVE) - Summary

Relates to establishing a dyslexia task force and implementing the findings of such task force.

S7093 (ACTIVE) - Sponsor Memo

S7093 (ACTIVE) - Bill Text download pdf


                    S T A T E   O F   N E W   Y O R K
________________________________________________________________________

                                  7093

                            I N  S E N A T E

                               (PREFILED)

                             January 8, 2020
                               ___________

Introduced  by  Sen. HOYLMAN -- read twice and ordered printed, and when
  printed to be committed to the Committee on Education

AN ACT to amend the education law, in relation to establishing a  dysle-
  xia task force and implementing the findings of such task force

  THE  PEOPLE OF THE STATE OF NEW YORK, REPRESENTED IN SENATE AND ASSEM-
BLY, DO ENACT AS FOLLOWS:

  Section 1. The education law is amended by  adding  two  new  sections
4407-a and 4407-b to read as follows:
  § 4407-A. DYSLEXIA; TASK FORCE. 1. THE TASK FORCE ON DYSLEXIA IS HERE-
BY CREATED WITHIN THE DEPARTMENT TO DEVELOP GUIDELINES FOR THE APPROPRI-
ATE  SCREENING  OF  STUDENTS FOR DYSLEXIA AND RELATED DISORDERS, PROVIDE
GUIDELINES REGARDING THE APPROPRIATE INTERVENTIONS AND CLASSROOM SUPPORT
FOR STUDENTS DEEMED AT RISK, AND TO  DEVELOP  A  PROGRAM  OF  STUDY  FOR
TEACHERS TO BETTER HELP STUDENTS WITH DYSLEXIA.
  2.  FOR  THE  PURPOSES OF THIS SECTION, THE FOLLOWING TERMS SHALL HAVE
THE FOLLOWING MEANINGS:
  (A) THE TERM "DYSLEXIA" SHALL MEAN 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.
  (B) THE TERM "SCREENING  PROGRAM"  SHALL  MEAN  A  DYSLEXIA  SCREENING
PROGRAM  WHICH  IS:  (I)  EVIDENCE  BASED  WITH PROVEN PSYCHOMETRICS FOR
VALIDITY; (II) EFFICIENT AND LOW COST; AND (III) READILY AVAILABLE.
  (C) THE TERM "RELATED DISORDERS" SHALL MEAN DISORDERS  SIMILAR  TO  OR
RELATED TO DYSLEXIA INCLUDING, BUT NOT LIMITED TO, DEVELOPMENTAL AUDITO-
RY  IMPERCEPTION,  DYSPHASIA,  SPECIFIC DEVELOPMENTAL DYSLEXIA, DEVELOP-
MENTAL DYSGRAPHIA, AND DEVELOPMENTAL SPELLING DISABILITY.
  (D) THE TERM "SUPPORT" SHALL MEAN LOW-COST AND  EFFECTIVE  BEST  PRAC-
TICES  INCLUDING,  BUT  NOT  LIMITED  TO, ORAL EXAMINATIONS AND EXTENDED
TEST-TAKING PERIODS USED TO SUPPORT STUDENTS WHO HAVE  DYSLEXIA  OR  ANY
RELATED DISORDER.

 EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets

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