119 S3010 IS: 21st Century Dyslexia Act U.S. Senate 2025-10-15 text/xml EN Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

II 119th CONGRESS 1st Session S. 3010 IN THE SENATE OF THE UNITED STATES October 15, 2025 Mr. Cassidy (for himself, Mr. Hickenlooper, and Mr. Reed) introduced the following bill; which was read twice and referred to the Committee on Health, Education, Labor, and Pensions A BILL To amend the Individuals with Disabilities Education Act to improve provisions relating to dyslexia, and for other purposes.

1.

Short title

This Act may be cited as the 21st Century Dyslexia Act.

2.

Dyslexia

(a)

Definitions

Section 602 of the Individuals with Disabilities Education Act (20 U.S.C. 1401) is amended— (1) in paragraph (3)(A), by striking or specific learning disabilities and inserting specific learning disabilities, or dyslexia; (2) by inserting after paragraph (3) the following: (4)

Dyslexia

The term dyslexia means an unexpected difficulty in reading for an individual who has the intelligence to be a much better reader, most commonly caused by a difficulty in the phonological processing (the appreciation of the individual sounds of spoken language), which affects the ability of an individual to speak, read, and spell. ; and (3) in paragraph (30)— (A) in subparagraph (B), by striking dyslexia,; and (B) in subparagraph (C), by striking or of environmental and all that follows and inserting or dyslexia. (b)

Provision of accommodations and services

The Individuals with Disabilities Education Act is amended by inserting after section 608 (20 U.S.C. 1407) the following:

608A.

Provision of accommodations and services

In determining eligibility for, or providing, an accommodation or service under this title, a local educational agency or other agency shall provide equal access, to the accommodation or service, to all eligible children, including eligible children who are— (1) children from low-income families; (2) children from families with low socioeconomic status; and (3) children who are limited English proficient.

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