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T2016-4281
| * | | | | Oversight - Addressing the Needs of Students with Dyslexia and Related Language-Based Learning Disabilities. | Oversight | Dyslexia is a language-based learning disability which results in difficulties with reading and other language skills such as spelling, writing, and pronouncing words. The International Dyslexia Association estimates that perhaps as many as 15–20% of the population as a whole have some of the symptoms of dyslexia. In the United States, experts estimate that 10-15% of the US population has dyslexia, yet only five out of every one hundred dyslexics are recognized and receive assistance. It is unclear exactly how many New York City students fall into this category, as the DOE does not track the number of students with dyslexia, since federal education law does not classify that as a separate disability. Failure to adequately address the needs of students with dyslexia and related language-based learning disorders can lead to school failure, behavior problems and other negative life consequences. For instance, some researchers have found a high incidence of dyslexia in prison populations (e.g. 48% of inmates in a Texas prison). Advocates maintain that our school system lacks a coherent plan for early identification of and support for dyslexic students and that post-secondary teacher training programs are not adequately preparing teachers to identify and meet instructional needs of the large population of students with language-based learning disorders. | Hearing Held by Committee | |
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T2016-4281
| * | | | | Oversight - Addressing the Needs of Students with Dyslexia and Related Language-Based Learning Disabilities. | Oversight | Dyslexia is a language-based learning disability which results in difficulties with reading and other language skills such as spelling, writing, and pronouncing words. The International Dyslexia Association estimates that perhaps as many as 15–20% of the population as a whole have some of the symptoms of dyslexia. In the United States, experts estimate that 10-15% of the US population has dyslexia, yet only five out of every one hundred dyslexics are recognized and receive assistance. It is unclear exactly how many New York City students fall into this category, as the DOE does not track the number of students with dyslexia, since federal education law does not classify that as a separate disability. Failure to adequately address the needs of students with dyslexia and related language-based learning disorders can lead to school failure, behavior problems and other negative life consequences. For instance, some researchers have found a high incidence of dyslexia in prison populations (e.g. 48% of inmates in a Texas prison). Advocates maintain that our school system lacks a coherent plan for early identification of and support for dyslexic students and that post-secondary teacher training programs are not adequately preparing teachers to identify and meet instructional needs of the large population of students with language-based learning disorders. | Filed, by Committee | |
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Res 0375-2014
| * | Costa G. Constantinides | | | DOE to include lessons on climate change in K-12 schools’ curriculum. | Resolution | | Hearing Held by Committee | |
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Res 0375-2014
| * | Costa G. Constantinides | | | DOE to include lessons on climate change in K-12 schools’ curriculum. | Resolution | | Approved by Committee | Pass |
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Res 1027-2016
| * | Fernando Cabrera | | | The certification or training of teachers, administrators and instructors in the area of dyslexia and related disorders. (A.1480/S.2534) | Resolution | | Hearing Held by Committee | |
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Res 1027-2016
| * | Fernando Cabrera | | | The certification or training of teachers, administrators and instructors in the area of dyslexia and related disorders. (A.1480/S.2534) | Resolution | | Laid Over by Committee | |
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