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On December 21, the U.S. Congress passed and the President signed a bill that includes dyslexia screening and interventions for all federal and state incarcerated inmates.
”Dyslexia is a leading cause of illiteracy, so to address illiteracy and incarceration, we must better address dyslexia.” Senator Bill Cassidy.
A study found that 80 percent of prison inmates at the state prison in Huntsville, Texas, were functionally illiterate and 48 percent were dyslexic.
Section language from Title I, Subchapter D that include dyslexia are listed below:
TITLE I—RECIDIVISM REDUCTION
SEC. 101. RISK AND NEEDS ASSESSMENT SYSTEM.
(a) IN GENERAL.—Chapter 229 of title 18, United States Code,
is amended by inserting after subchapter C the following:
‘‘SUBCHAPTER D—RISK AND NEEDS ASSESSMENT SYSTEM
‘‘3631. Duties of the Attorney General.
‘‘3632. Development of risk and needs assessment system.
‘‘3633. Evidence-based recidivism reduction program and recommendations.
Title I: Section 3631: Duties of Attorney General
‘‘(B) to address the specific criminogenic needs of the
‘‘(C) all prisoners are able to successfully participate
in such programs;
‘‘(6) determine when to provide incentives and rewards
for successful participation in evidence-based recidivism reduction
programs or productive activities in accordance with subsection
‘‘(7) determine when a prisoner is ready to transfer into
prerelease custody or supervised release in accordance with
section 3624; and
‘‘(8) determine the appropriate use of audio technology
for program course materials with an understanding of dyslexia.
In carrying out this subsection, the Attorney General may use
existing risk and needs assessment tools, as appropriate.
Title I: Section 3632: Development of Risk and Needs Assessment System
‘‘(h) DYSLEXIA SCREENING .—
‘‘(1) SCREENING .—The Attorney General shall incorporate
a dyslexia screening program into the System, including by
screening for dyslexia during—
‘‘(A) the intake process; and
‘‘(B) each periodic risk reassessment of a prisoner.
(2) TREATMENT .—The Attorney General shall incorporate
programs designed to treat dyslexia into the evidence-based
recidivism reduction programs or productive activities required
to be implemented under this section. The Attorney General
may also incorporate programs designed to treat other learning
Title I: Section 3633: Evidence Based Recidivism Reduction Program and Recommendations
‘‘(C) the addition of any new effective evidence-based
recidivism reduction programs that the Attorney General
‘‘(b) REVIEW AND RECOMMENDATIONS REGARDING DYSLEXIA
MITIGATION .—In carrying out subsection (a), the Attorney General
shall consider the prevalence and mitigation of dyslexia in prisons,
‘‘(1) reviewing statistics on the prevalence of dyslexia, and
the effectiveness of any programs implemented to mitigate the
effects of dyslexia, in prisons operated by the Bureau of Prisons
and State-operated prisons throughout the United States; and
‘‘(2) incorporating the findings of the Attorney General
under paragraph (1) of this subsection into any directives given
to the Bureau of Prisons under paragraph (5) of subsection
Title I: Section 3634: Report
‘‘(iii) promote crime reduction programs using evidence-
based practices and strategic planning to help
reduce crime and criminal recidivism.
‘‘(8) Statistics on—
‘‘(A) the prevalence of dyslexia among prisoners in
prisons operated by the Bureau of Prisons; and
‘‘(B) any change in the effectiveness of dyslexia mitigation
programs among such prisoners that may be attributed
to the incorporation of dyslexia screening into the System
and of dyslexia treatment into the evidence-based recidivism
reduction programs, as required under this chapter.
Title I: ‘‘§ 3635. Definitions
‘‘In this subchapter the following definitions apply:
(1) DYSLEXIA .—The term ‘dyslexia’ means an unexpected
difficulty in reading for an individual who has the intelligence
to be a much better reader, most commonly caused by a difficulty
in the phonological processing (the appreciation of the
individual sounds of spoken language), which affects the ability
of an individual to speak, read, and spell.
‘‘(2) DYSLEXIA SCREENING PROGRAM .—The term ‘dyslexia
screening program’ means a screening program for dyslexia
‘‘(A) evidence-based (as defined in section 8101(21) of
the Elementary and Secondary Education Act of 1965 (20
U.S.C. 7801(21))) with proven psychometrics for validity;
‘‘(B) efficient and low-cost; and
‘‘(C) readily available.
FOR IMMEDIATE RELEASE
Rebecca Worth Warner
Decoding Dyslexia VA Co- Founder
Decoding Dyslexia VA to Raise Awareness and Concerns
At the Capital on Feb. 4, 2014
Richmond, VA – Jan. 14, 2014 – Decoding Dyslexia VA, with the support of Delegate Kaye Kory, 38th district, will be hosting a Dyslexia Awareness Day at the state capital on Feb. 4, 2014.
In addition to the House, Senator Jill Vogel, District 37, has offered continued support and guidance for the parent run group.
The event is open to the public and is expected to draw a large contingency of passionate parents and specialists. DDVA encourages families, educators and policy makers to attend to learn more about dyslexia, the impact on our children and on Virginia’s schools. More importantly learn about solutions that 30 years of research has provided to address this valued community that has long been misunderstood.
The Dyslexic community is estimated at 1 in 5, easily 20% of Virginia’s population. The consequences of ignoring the needs of this community will have an escalating impact on the state’s literacy rate, drop-rate and workforce. Sadly each one of these directly correlates to our incarceration rates.
Reading Difficulties, Including Dyslexia, Are Very Common*
Reading difficulties are the most common cause of academic failure and underachievement. Learning to read and write is not natural or easy for many—if not most—students, especially those with dyslexia and related language problems. The National Assessment of Educational Progress consistently finds that about 36% of all fourth graders read at a level described as “below basic.”
Between 15 and 20% of young students are doomed to academic failure because of reading and language processing weaknesses, unless those weaknesses are recognized early and treated skillfully. Another 20–30% is at risk for inadequate reading and writing development, depending on how—and how well—they are taught. Most of these at‐risk students are ineligible for special education services and are dependent on the instruction given in the regular classroom or other supplementary services.
However, of those students who are referred to special education services in public schools, approximately 85% are having severe difficulties with language, reading, and writing. Clearly, responsibility for teaching reading and writing must be shared by classroom teachers, reading specialists, and special education personnel.
There is known research-based instruction that can successfully lessen the impact of dyslexia and help students to overcome its more debilitating symptoms. Analyses of teacher licensing tests show that typically, very few are aligned with current research on effective instruction for students at risk.
Decoding Dyslexia is a parent-based grassroots movement which started two years ago in New Jersey, and has spread rapidly to include 44 of the 50 U.S. states. Virginia’s chapter was founded a little over a year ago. The group’s primary objectives are to see the state implement:
- Increase awareness among educators and families with regard to warning signs
- Teacher/staff training on dyslexia, its warning signs and appropriate intervention strategies
- Early screening tests for dyslexia to include parental notification
- Evidenced-based dyslexia remediation programs implemented with fidelity which can be accessed by both general and special education populations
- Access to appropriate “assistive technologies” in the public school setting for students with dyslexia
Dyslexia affects up to 1 in 5 people, but the experience of dyslexia isn’t always the same. This difficulty in processing language exists along a spectrum — one that doesn’t necessarily fit with labels like “normal” and “defective.” Kelli Sandman-Hurley, Ed. D., urges us to think again about dyslexic brain function and to celebrate the neurodiversity of the human brain.
See Kelli Sandman-Hurley’s TED-Ed Original featuring her words and ideas brought to life by professional animators: http://ed.ted.com/lessons/what-is-dyslexia-kelli-sandman-hurley
*The International Dyslexia Association, Promoting Literacy Through Research Education and Advocacy (www.interdys.org )
**Ted Ed Lessons Worth Sharing: http://ed.ted.com/lessons/what-is-dyslexia-kelli-sandman-hurley
Who is My Legislator??
How do I find out? How do I contact him/her? What district do I live in?
Well here is where you can quickly get those questions answered. Within the Virginia General Assembly website you will find the page below, which will quickly help you find out exactly who represents you.