Hello!
Across the United States, learning disabilities are recognized as differences in how students process information rather than limitations in their potential. Laws like IDEA and Section 504 ensure access to a Free Appropriate Public Education (FAPE) with necessary supports (National Institute of Child Health and Human Development [NICHD], 2023). Recent national efforts continue to emphasize early identification and evidence-based instruction, with many states adopting policies aligned with the Science of Reading and Structured Literacy to improve outcomes for all learners.
In California, these priorities are supported by clear policies and statewide initiatives. The state requires early screening for reading difficulties, including dyslexia, in kindergarten through second grade to ensure students are identified and supported as early as possible. California has also established the California Dyslexia Guidelines, developed under Assembly Bill 1369, to help educators and families identify, assess, and support students with dyslexia. In addition, Assembly Bill 1454 strengthens teacher preparation and professional development by aligning credentialing requirements with evidence-based reading instruction and the science of reading, helping ensure educators are better equipped to support all learners effectively. Together, these efforts reflect a strong, research-based approach to improving literacy outcomes and supporting students with learning disabilities.
By working together, families, educators, communities, and supporters can ensure that students with learning disabilities are identified early, supported effectively, and provided with opportunities to build confidence and thrive. We are especially grateful to our donors and supporters whose generous contributions make this important work possible.
Your LDA CA President,
EunMi Cho