Oklahoma House Bill HB2223

Oklahoma 2022 Regular Session

• Introduced: 2/1/21
• Refer: 2/2/21
• Report Pass: 2/9/21
• Engrossed: 3/9/21
• Refer: 3/15/21
• Report Pass: 3/23/21
• Enrolled: 4/22/21
• Passed: 4/28/21

Caption

Schools; directing the State Department of Education to maintain the dyslexia handbook; effective date.

Impact

The bill has significant implications for state education policy, ensuring that schools have access to current, structured approaches for teaching students with dyslexia. By requiring the handbook to undergo systematic revisions every three years, the legislation encourages schools to adopt best practices in literacy instruction. This provision fosters an environment where teaching strategies are continually updated to integrate the latest scientific insights into dyslexia intervention and support.

Summary

House Bill 2223 addresses the ongoing support and guidance for the education of students with dyslexia in Oklahoma. The bill mandates the State Department of Education to maintain and periodically review a dyslexia handbook, which provides crucial information and resources to local school systems. This handbook serves as a guide for implementing evidence-based practices in teaching students identified as having characteristics of dyslexia. The inclusion of systematic instruction aligns with contemporary educational standards and methodologies.

Sentiment

The sentiment surrounding HB 2223 appears overwhelmingly positive. Legislators and educational advocates seem to support the legislation, recognizing its potential to enhance the educational framework for students with dyslexia. The bill has received strong bipartisan support, as indicated by the unanimous 96 to 0 vote in favor during the House's third reading. This reflects a collective acknowledgment of the importance of specialized instructional strategies in improving educational outcomes for students with learning disabilities.

Contention

While the bill itself did not raise significant points of contention during discussions, some stakeholders are likely to monitor the implementation closely to ensure that the handbook remains a fitting resource for diverse educational settings. Though not heavily contested, discussions may arise regarding the scope of stakeholder involvement in the annual reviews and whether it adequately reflects the diverse perspectives needed to support all students facing challenges in literacy.