(1) "Dyslexia" means a specific learning disability that:
(A) Is neurobiological in origin;
(B) Is characterized by difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities, which typically result from a deficiency in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction; and
(C) May have secondary consequences, such as problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.
(2) "Educator" means a teacher, school administrator, guidance counselor, social worker, or an individual who works with students with special needs in an academic capacity.
(3) "Local education agency" or "LEA" means the District of Columbia Public Schools system, any individual public charter school, or any group of public charter schools operating under a single charter.
(4) "OSSE" means Office of the State Superintendent of Education.
(5) "Public school" means District of Columbia Public Schools and public charter schools in the District of Columbia.
(6) "Reading difficulty" means any neurological or physical impediment to reaching grade-level developmental reading milestones, including dyslexia, dyscalculia, or dysgraphia, and other reading disabilities.
(7) "Science-based reading program" means a reading curriculum, based on the science of reading, that includes explicit and systematic instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension strategies.
(Mar. 16, 2021, D.C. Law 23-191, § 101, 68 DCR 00115.)
ApplicabilityApplicability of D.C. Law 23-191: § 301 of D.C. Law 23-191 provided that the creation of this section by § 101 of D.C. Law 23-191 is subject to the inclusion of the law’s fiscal effect in an approved budget and financial plan. Therefore that amendment has not been implemented.