Wednesday, January 22, 2014

Bipartisan Resolution to Support Students with Dyslexia

1 in 5 individuals have dyslexia.

Self-made millionaires are four times more likely than the rest of the population to be dyslexic.

It is real. It is amazing. Those with dyslexia change our world. It should be fully recognized.

We want our future thinkers to be "progressive", individual and well-educated; we must then reflect this within our culture and policies.

Congress is taking steps in this direction. They need to know if their constituents support an educational environment and direction which recognizes the gifts of all learners. Let them know.


Below is the text of the Resolution. For more information, including sample letters, check out the Wrightslaw blog or Yale Center for Dyslexia & Creativity.











[Congressional Bills 113th Congress]
[From the U.S. Government Printing Office]
[H. Res. 456 Introduced in House (IH)]
Calling o
113th CONGRESS
2d Session
H. RES. 456l agencies to
recognize that dyslexia has significan
n schools and State and local education at educational implications that must be addressed.
IN THE HOUSE OF REPRESENTATIVES
_______________________________________________________________________
January 10, 2014
r. Cassidy (for himself and Ms. Brownley of California) submitted the
M
and the Workforce
_____________________________________________
_
following resolution; which was referred to the Committee on Education
_________________________
RESOLUTION Calling on schools
and State and local educational agencies to
unexpected difficulty in reading in an individual who has
the
recognize that dyslexia has significant educational implications that must be addressed. Whereas, defined as an intelligence to be a much better reader, dyslexia reflects a difficulty in getting to the individual sounds of spoken language which
ecting one out of five individuals in
some form, and is persistent;
typically impacts speaking, reading, spelling, and often, learning a second language; Whereas dyslexia is highly prevalent, af fWhereas dyslexia is a paradox, so that often the same individual who has a weakness in decoding or reading fluency also has strengths in higher
de in understanding dyslexia at a scientific
level, including its epide
level cognitive functions such as reasoning, critical thinking, concept formation, and problem solving; Whereas great progress has been m amiology, and cognitive and neurobiological bases; and Whereas diagnosis of dyslexia is critical, and must lead to focused, evidence- based interventions, necessary accommodations, self-awareness, self-
nt educational implications that must be addressed.
empowerment, and school and life success: Now, therefore, be it Resolved, That the House of Representatives calls on schools and State and local educational agencies to recognize that dyslexia has significance.

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