Senate Committee Advances Dyslexia Bill
However, the bill faces significant opposition from organizations including the Council for Exceptional Children, International Dyslexia Association, National Association of School Psychologists, National Center for Learning Disabilities and several other national special education organizations. They argue students with dyslexia can already be appropriately served under IDEA's existing Specific Learning Disability (SLD) category and question whether creating a new disability category would improve services or student outcomes.
Concerns also remain about the bill's proposed definition of dyslexia, potential implementation costs and the impact on comprehensive evaluations for students with multiple learning needs.
For Texas, the proposal is especially significant. Districts have spent the past several years implementing House Bill (HB) 3928 and related TEA guidance, which moved dyslexia services into special education while maintaining the current IDEA eligibility framework.
If Congress ultimately creates a separate IDEA category, Texas would likely need another round of changes to evaluation procedures, reporting, data systems, training and state guidance.
The bill has cleared its first committee but still must be approved by the full Senate, pass the House of Representatives and be signed by the President before it becomes law. Until then, there are no changes to current IDEA eligibility requirements or Texas special education requirements. TCASE will continue monitoring the legislation and keep members informed of significant developments.
____________________________________________________________________________________
Committee Advances Other Education Bills
OSERS oversees the Office of Special Education Programs (OSEP), which administers IDEA grants, oversees state compliance and monitoring and provides policy guidance and technical assistance to state education agencies.
Supporters said the bill would preserve specialized expertise within the department and provide greater continuity for IDEA administration. While the proposal is largely administrative, supporters argue that moving OSERS could disrupt grant administration, technical assistance and federal oversight during a period of significant change.
The committee also approved the READ Act (S. 4689), bipartisan legislation that would expand federal support for evidence-based reading instruction, educator preparation, literacy coaching and early intervention for struggling readers.
Unlike the 21st Century Dyslexia Act, the READ Act does not amend IDEA or change special education eligibility. Instead, it seeks to strengthen reading instruction and intervention across general education while encouraging earlier identification of students at risk for reading difficulties, including dyslexia.
The committee approved the READ Act with broader bipartisan support than the dyslexia bill, reflecting greater agreement around literacy initiatives than changes to IDEA eligibility.
All three measures now await consideration by the full Senate. None have been scheduled for floor debate.
____________________________________________________________________________________