SENATE, No. 2439

STATE OF NEW JERSEY

215th LEGISLATURE

INTRODUCED JANUARY 8, 2013

 


 

Sponsored by:

Senator† JEFF VAN DREW

District 1 (Atlantic, Cape May and Cumberland)

Senator† M. TERESA RUIZ

District 29 (Essex)

Senator† DIANE B. ALLEN

District 7 (Burlington)

 

Co-Sponsored by:

Senators Turner and Madden

 

 

 

 

SYNOPSIS

†††† Directs State Board of Education to incorporate the International Dyslexia Associationís 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 Associationís 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 Associationís (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 personís 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:

†††† ďDyslexia 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.Ē