Connecticut House Bill HB05372

Connecticut 2018 Regular Session

• Introduced: 3/1/18
• Refer: 3/1/18
• Report Pass: 3/15/18

Caption

An Act Concerning Dyslexia Instruction Offered In Teacher Preparation Programs.

Impact

The implementation of this bill is expected to have a significant impact on state education laws, particularly those concerning teacher training and certification. By embedding specific dyslexia instruction requirements into teacher preparation programs, the bill sets a foundation for systematic training that aligns with best practices in literacy education. This change is not only intended to enhance teacher competency but also to address the growing recognition of dyslexia as a common learning disability that affects many students' academic performance and self-esteem.

Summary

House Bill 05372 focuses on enhancing the quality of dyslexia instruction provided in teacher preparation programs across the state. It mandates that programs leading to professional certification in education include comprehensive training in evidence-based structured literacy practices, which are crucial for the education of students with dyslexia. The bill aims to improve the curriculum to ensure that future educators are equipped with the necessary tools and knowledge to identify and address the needs of students with dyslexia effectively.

Sentiment

The sentiment surrounding HB 05372 appears to be largely positive, with broad support from educational stakeholders who believe that improved training for teachers will lead to better outcomes for students with dyslexia. Advocates argue that the bill is a step forward in fostering an inclusive educational environment. However, there are also concerns among some educators and opposition groups regarding the feasibility of the new requirements and whether sufficient resources and training will be available to support these changes.

Contention

Despite its support, the bill has faced some contention regarding the implementation details and the potential burden on teacher education institutions to adapt their programs accordingly. Critics worry about the adequacy of funding and resources necessary to execute the reform effectively. There are questions about how the new standards will be enforced and whether existing programs will be able to transition adequately to meet the new requirements. This debate highlights the balance between enhancing educational standards and ensuring that institutions have the capacity to uphold them.