“Tell me and I forget.
Teach me and I learn.
Involve me and I remember.”

- Benjamin Franklin - Founding Father of the U.S.A., Author, Printer, Political Theorist, Politician, Postmaster, Scientist, Musician, Inventor, Satirist, Civic Activist, Statesman, Diplomat, Dyslexic


Dyslexia Defined in Connecticut

Dyslexia is a sub-category of Specific Learning Disability (SLD) and has been added so that the Department can distinguish students with Dyslexia from other students with SLD who are reported in this disability category. For a child to be identified as “SLD/Dyslexia,” the child must first meet the overall eligibility requirements for SLD and then meet the more specific requirements for Dyslexia as follows: Dyslexia is included in the Individuals with Disabilities Education Act (IDEA, 2004) as a specific learning disability (SLD). Dyslexia impacts reading, specifically decoding and accurate and/or fluent word recognition and spelling. Dyslexia is neurobiological in origin and is unexpected and/or inconsistent with a student’s other abilities despite the provision of appropriate instruction. Dyslexia results from a significant deficit in phonological processing (i.e., a persistent difficulty in the awareness of and ability to manipulate the individual sounds of spoken language). Typically, students with dyslexia have strengths and cognitive abilities in areas such as reasoning, critical thinking, concept formation, problem solving, vocabulary, listening comprehension, and social communication (e.g., conversation). Early identification and appropriate instruction targeting the underlying phonological processing deficits that characterize dyslexia may minimize its educational impact. (CSDE Working Definition of Dyslexia, 2014), see Specific Learning Disability/Dyslexia Frequently Asked Questions for a complete definition - Please click here)." Connecticut IEP Manual and forms can be found HERE.


Dyslexia 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.

Adopted by the IDA Board of Directors, Nov. 12, 2002. This Definition is also used by the National Institute of Child Health and Human Development (NICHD).

Studies show that individuals with dyslexia process information in a different area of the brain than do non-dyslexics.

To learn more about the common signs of dyslexia, please visit the International Dyslexia Associations page at https://dyslexiaida.org/dyslexia-at-a-glance/.


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