What's new in special education

Updated definition of dyslexia: what K–12 educators need to know

The International Dyslexia Association has adopted an updated definition of dyslexia  that reflects advances in research and classroom practice. The new definition offers a more nuanced, developmentally informed understanding of dyslexia while affirming its identification as a specific learning disability, which remains essential for ensuring appropriate evaluation, legal protections, and access to specialized instruction and supports.

• Continues to identify dyslexia as a specific learning disability characterized by difficulties in word reading and/or spelling that involve accuracy, speed, or both.
• Recognizes the difficulties occur along a continuum and persist even with instruction that is effective for the individual’s peers
• Acknowledges that the causes are complex and involve a combination of genetic, neurobiological, and environmental influences
• Clarifies that underlying difficulties with phonological and morphological processing are common but not universal
• Specifies secondary consequences, including reading comprehension problems and reduced reading and writing experience, that can impede growth in language, knowledge, written expression, and overall academic achievement.
• Supports identification and targeted instruction at any age, while noting that language and literacy support before and during early years of education is particularly effective.

Rewriting r-words: responsibility and liability rights (IDEA at 50) 

In her blog on AFT's Share My Lesson, Dr. Lisa Thomas, Associate Director, AFT, discusses the history, reach, and politics of the federal law now known as the Individuals with Disabilities Education Act (IDEA), the broken promise of federal funding, and the threats disability rights are now facing in-law, policy, language and culture.  She challenges readers to reclaim the “R-Words” through reflection, resistance, and recommitment to IDEA’s core principles.

Students with disabilities will be left behind in federal budget

The Albert Shanker Institute discusses the ways in which the proposed federal budget will impact students with disabilities.  

Fostering positive behavior in the Pre-kindergarten classroom

The New York State Education Department launched a webpage on fostering positive behavior in the Pre-kindergarten classroom. Preschool special educators have been expressing concerns about behaviors they are seeing in their classrooms. This webpage includes resources for educators and families to help foster positive interactions in the prekindergarten environment, including tiered strategies for addressing challenging behaviors, a tip sheet on creating a “cozy corner” in the classroom to help young learners develop self-regulation skills, and information on how parents can address frequent tantrums and what they can do if they receive frequent calls to pick their child up from school because of destructive behaviors.

State guidance on co-teaching in integrated ENL classrooms

Topic Briefs About Integrated Co-teaching in the English as a New Language Classroom (NYSED Office of Bilingual Education and World Languages, April 2024) is not your typical state guidance on an important and timely topic. In addition to defining co-teaching in an integrated ENL class is (a class with a certified English to Speakers of Other Languages teacher and a K-5 classroom teacher or 6-12 content area teacher co-delivering instruction with the intention of meeting both content and English language and literacy goals simultaneously), it clearly explains what it is not: an opportunity for the grade or content teacher to have a teaching assistant, translator, roaming teacher or someone who teaches skills or content not aligned with curricular goals for all students. The brief unequivocally states, “there is no co-teaching unless lessons are collaboratively planned and implemented” and clearly explains that co-teachers must be free to select pedagogical models based on instructional content, student needs and each co-teacher’s style of teaching, There are eight briefs in total, with one devoted exclusively to the role of school administrators. If you serve students with ENL needs, the briefs are definitely worth a look.