Dyslexia Information

In 2015 the Indiana General Assembly passed House Enrolled Act (HEA) 1108. This law put in place an official definition for dyslexia in Indiana. This definition is based on the International Dyslexia Association’s definition of dyslexia. When referring to dyslexia, the Indiana Department of Education (IDOE) uses the language from HEA 1108.  

House Enrolled Act 1108 defines dyslexia as: A specific learning disability that: (1) is neurological in origin and characterized by: difficulties with accurate or fluent word recognition and poor spelling and decoding abilities; (2) typically results 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; (3) may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge; and (4) may require the provision of special education services after an eligibility determination is made in accordance with Article 7. Link to House Enrolled Act 1108. 

Beginning in the 2019 - 2020 school year, Senate Enrolled Act 217 requires schools to universally screen all kindergarten, first, and second-grade students annually to identify and predict students who may be “at some risk” for dyslexia. Link to Senate Enrolled Act 217.

Blue River Valley Elementary School Data Reporting

SENATE ENROLLED ACT No. 217 Indiana Code 20-35.5, et seq.

Sec. 2. Each school corporation or charter school must report dyslexia related information on their public website no later than July 15 each year. The information must include (but does not have to be limited to): 

  1. The dyslexia intervention program(s) used during the previous school year to support students with dyslexia.

  2. The number of students who received dyslexia intervention during the previous school year. This indicator represents the number of students who were identified as “at risk” or “at some risk” for dyslexia during the previous school year and who received the appropriate interventions. It does not represent the number of students who were officially diagnosed with dyslexia.

  3. The number of students identified with dyslexia during the previous school year. This indicator represents the number of students who were officially diagnosed with dyslexia and may differ from the number of students who received dyslexia intervention under the guidelines within this document.