senate Bill S1926

2021-2022 Legislative Session

Establishes interventions for children with dyslexia or other phonological learning differences or disabilities

download bill text pdf

Sponsored By

Current Bill Status - In Senate Committee Disabilities Committee


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

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Actions

view actions (1)
Assembly Actions - Lowercase
Senate Actions - UPPERCASE
Jan 16, 2021 referred to disabilities

Co-Sponsors

S1926 (ACTIVE) - Details

See Assembly Version of this Bill:
A556
Current Committee:
Senate Disabilities
Law Section:
Education Law
Laws Affected:
Add §4407-a, Ed L
Versions Introduced in 2019-2020 Legislative Session:
S5608, A7210

S1926 (ACTIVE) - Summary

Requires each school district to provide interventions and special curricula for children with dyslexia or other phonological learning differences or disabilities.

S1926 (ACTIVE) - Sponsor Memo

S1926 (ACTIVE) - Bill Text download pdf

 
                     S T A T E   O F   N E W   Y O R K
 ________________________________________________________________________
 
                                   1926
 
                        2021-2022 Regular Sessions
 
                             I N  S E N A T E
 
                             January 16, 2021
                                ___________
 
 Introduced  by Sens. JACKSON, SKOUFIS -- read twice and ordered printed,
   and when printed to be committed to the Committee on Disabilities
 
 AN ACT to amend the education law, in relation to curricula for students
   identified as dyslexic or as having any  other  phonological  learning
   difference or disability

   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 a new section 4407-a
 to read as follows:
   § 4407-A. SPECIAL PROVISIONS RELATING TO INSTRUCTION OF CHILDREN  WITH
 DYSLEXIA OR OTHER PHONOLOGICAL DIFFERENCES OR DISABILITIES. 1. THE BOARD
 OF  EDUCATION  OR  TRUSTEES OF EACH SCHOOL DISTRICT SHALL PROVIDE INTER-
 VENTION SERVICES FOR ANY STUDENT WHO IS IDENTIFIED  AS  DYSLEXIC  OR  AS
 HAVING  ANY  OTHER  PHONOLOGICAL LEARNING DIFFERENCE OR DISABILITY. SUCH
 INTERVENTION SERVICES SHALL INCLUDE A MULTI-SENSORY SEQUENTIAL  PHONICS-
 BASED CURRICULUM, WHICH SHALL BE TAUGHT IN ADDITION TO ANY OTHER SPECIAL
 INSTRUCTION.
   2.  CURRICULA  ESTABLISHED PURSUANT TO SUBDIVISION ONE OF THIS SECTION
 SHALL:
   A. INCLUDE EXPLICIT AND DIRECT INSTRUCTION THAT IS SYSTEMATIC, SEQUEN-
 TIAL, CUMULATIVE, AND FOLLOWS A LOGICAL PLAN OF PRESENTING THE ALPHABET-
 IC PRINCIPLE THAT TARGETS THE SPECIFIC NEEDS  OF  EACH  STUDENT  WITHOUT
 PRESUMING ANY PRIOR SKILLS OR KNOWLEDGE;
   B.  INCLUDE  MEANING-BASED INSTRUCTION DIRECTED AT PURPOSEFUL READING,
 WITH EMPHASIS ON STUDENT COMPREHENSION; AND
   C. BE STRUCTURED TO PROVIDE INDIVIDUAL INSTRUCTION  TAILORED  TO  EACH
 STUDENT, OR TO A SMALL GROUP SETTING OF TEN STUDENTS OR LESS.
   3.  THE  BOARD  OF  EDUCATION  OR TRUSTEES SHALL INFORM EACH STUDENT'S
 PARENT OR PERSON IN PARENTAL RELATION OF THE INTERVENTION SERVICES BEING
 IMPLEMENTED UNDER THIS SECTION.
 
  EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets
                       [ ] is old law to be omitted.
                                                            LBD02200-01-1

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