U.S. Sen. Bill Cassidy (R-LA) and U.S. Rep. Erin Houchin (R-IN) last week led a bipartisan, bicameral bill and resolution related to dyslexia.
“Despite dyslexia impacting one in five Americans, students are rarely tested,” Sen. Cassidy said. “This legislation brings a common-sense approach to dyslexia, ensuring students have the resources they need to reach their full potential.”
Sen. Cassidy on Oct. 15 sponsored the 21st Century Dyslexia Act, S. 3010, alongside two original cosponsors, including U.S. Sen. John Hickenlooper (D-CO), while Rep. Houchin on Oct. 17 introduced the same-named H.R. 5769 with four original cosponsors, including U.S. Rep. Frank Mrvan (D-IN), to amend the Individuals with Disabilities Education Act (IDEA) to improve provisions related to dyslexia.
“I’ve been continually disappointed in how students with dyslexia are left to fend for themselves in our education system,” said Rep. Houchin. “I remember the years of sleepless nights and wrong information that delayed my own son’s diagnosis, and ultimately delayed his ability to receive appropriate accommodations.”
“Our family’s story isn’t unique, which is why the 21st Century Dyslexia Act is necessary,” the congresswoman added.
If enacted, the bill would pull out dyslexia from the overly broad definition of specific learning disability and instead include it in the list of disabilities that define a “child with a disability,” thus classifying dyslexia as its own category within the IDEA.
At the same time, Sen. Cassidy, Rep. Houchin, and the same lawmakers also introduced a resolution in each chamber that would call on Congress, schools, and state and local educational agencies to recognize the significant educational implications of dyslexia that must be addressed, and would designate October 2025 as National Dyslexia Awareness Month.
According to the text of the resolution, dyslexia is the most common learning disability and affects 80 to 90 percent of all individuals with a learning disability.
Early screening and early diagnosis of dyslexia are critical for ensuring that individuals with dyslexia receive focused, evidence-based intervention that leads to fluent reading, the promotion of self-awareness and self-empowerment, and the provision of necessary accommodations that ensure success in school and in life, the text says.