Parents in Connecticut often struggle to get their children the specialized support they need when dyslexia or other learning disabilities affect their academic progress. School districts may minimize problems, delay evaluations, or provide inadequate services that fail to address your child's unique learning profile. At Forte Law Group, LLC, we understand the frustration and urgency you feel when your child's education hangs in the balance.
Attorney Forte most recently litigated the highest dyslexia due process case in the history of Connecticut, where he secured an award of three years of fully district-funded compensatory education to The Southport School with district-funded transportation for his client, along with reimbursement of attorney’s fees.
Your child is protected by both state and federal law. Each student with a disability is entitled to a free appropriate public education. For students who have been diagnosed with dyslexia, this most likely results in the development of an individualized education plan to remediate a student’s literacy deficits. Learn more about what an appropriate education looks like below. Then, contact us to schedule a consultation.
Dyslexia is neurobiological in origin and is unexpected and/or inconsistent with a student's other abilities despite the provision of appropriate instruction. Dyslexia results from a significant deficit in phonological processing (i.e., a persistent difficulty in the awareness of and ability to manipulate the individual sounds of spoken language). Students with dyslexia typically have strengths and cognitive abilities in areas such as reasoning, critical thinking, concept formation, problem solving, vocabulary, listening comprehension, and social communication.
Connecticut has been a leader in dyslexia legislation since 2014. Connecticut Public Act 14-39 added SLD/Dyslexia as a primary disability category, ensuring that students receive proper identification and services through their Individualized Education Programs. This legislation was crafted to support the unique educational needs of students in Connecticut who have a learning disability, some of whom may not be appropriately identified or receive specialized "structured" literacy instruction because of dyslexia.
Specific Learning Disabilities (SLD), as defined by IDEA, means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. These conditions can significantly impact a student's academic performance when not properly addressed.
Early identification of dyslexia and learning disabilities can dramatically improve educational outcomes for your child. Many signs become apparent during the elementary years, but some students may not be identified until middle or high school when academic demands increase. Recognizing these warning signs helps you take action before problems become entrenched.
Common warning signs of dyslexia and learning disabilities include:
Teachers may notice that your child avoids reading aloud, takes much longer to complete assignments than peers, or demonstrates frustration during literacy activities. At home, you might observe your bright child struggling with homework that should be manageable for their grade level.
The key is recognizing patterns rather than isolated incidents. When difficulties persist despite good instruction and adequate practice, it may be time to request an evaluation. Early intervention through proper identification and specialized instruction can help minimize the educational impact of these learning differences.
Connecticut has enacted comprehensive legislation to protect students with dyslexia and ensure they receive appropriate educational services. Understanding these laws helps you advocate effectively for your child and hold schools accountable for meeting their legal obligations.
Public Act 14-39 Section 1, amends the Individualized Education Program Form to include "Specific Learning Disability/Dyslexia" as a Primary Disability; and Section 2, adds Dyslexia detection, recognition, and evidence-based interventions to programming for teacher preparation leading to Certification. This foundational legislation ensures that dyslexia is recognized as a distinct category requiring specialized attention.
Connecticut Regulation Section 10-76d-9(b) sets forth the state’s criteria to determine if a child has a learning disability to warrant specialized instruction.
Connecticut General Statute Section 10-14t requires that schools use approved reading assessments for kindergarten through grade three students. Such reading assessments shall (1) measure phonics, phonemic awareness, fluency, vocabulary, and comprehension, (2) provide opportunities for periodic formative assessment during the school year, (3) produce data that is useful for informing individual and classroom instruction, and (4) be compatible with best practices in reading instruction and research, and (5) assist in identifying, in whole or in part, students at risk for dyslexia, as defined in section 10-3d, or other reading-related learning disabilities.
The state has also established specific requirements for teacher training. All educators must receive in-service training that includes information on the detection and recognition of, and evidence-based structured literacy interventions for, students with dyslexia. This ensures that teachers have the knowledge necessary to identify and support students with learning differences.
In 2021, Connecticut created the Office of Dyslexia and Reading Disabilities within the Department of Education. This office is responsible for developing compliance measures, creating model training programs, and ensuring that teacher preparation programs include appropriate dyslexia instruction.
When schools fail to provide adequate services for students with dyslexia and learning disabilities, legal advocacy becomes essential. Many districts try to minimize services or delay evaluations, hoping that parents will accept inadequate support rather than pursue their rights through formal channels.
Our attorneys work strategically to secure the specialized services your child needs. This includes fighting for evidence-based structured literacy instruction, appropriate accommodations and modifications, and related services such as speech-language therapy or occupational therapy when indicated by evaluation results.
Documentation plays a crucial role in securing appropriate services. We help families gather evidence of their child's needs, document the school's response (or lack thereof), and build compelling cases for comprehensive evaluations and specialized programming. This includes reviewing existing evaluations, identifying gaps in services, and ensuring that all assessments are current and appropriate.
Collaboration with school personnel can be highly effective when districts are willing to work cooperatively to address student needs. Our role often involves facilitating productive dialogue between families and school teams while ensuring that all discussions are grounded in legal requirements and best practices.
Effective reading intervention programs for students with dyslexia must be based on structured literacy principles and delivered by appropriately trained instructors. These programs should be explicit, systematic, cumulative, and multisensory, addressing the underlying phonological processing deficits that characterize dyslexia.
When evaluating proposed intervention programs, we examine several key factors:
We also advocate for appropriate placement decisions. Some students benefit from inclusive settings with support, while others may need more intensive, specialized programming in smaller groups or alternative settings. The key is matching the intervention to the student's individual needs and ensuring that placement decisions are based on data rather than convenience.
Despite Connecticut's strong legal framework, some schools still fail to provide appropriate services for students with dyslexia and learning disabilities. When this happens, families need experienced legal advocates who understand both education law and the specific needs of students with learning differences.
Common problems we encounter include schools that refuse to conduct comprehensive evaluations despite clear signs of learning difficulties. Some districts use inadequate assessment tools or fail to assess all areas of suspected disability. Others may acknowledge that a student has dyslexia but provide generic reading support rather than specialized structured literacy instruction.
Procedural violations are also common. Schools may fail to meet evaluation timelines, exclude parents from important meetings, or make placement decisions without proper Planning and Placement Team (PPT) input. These violations can significantly delay a student's access to appropriate services.
A well-crafted Individualized Education Program (IEP) serves as the foundation for your child's special education services. For students with dyslexia and learning disabilities, the IEP must address their unique learning profile and provide specific, measurable goals that target underlying skill deficits.
The appropriate identification of all disabilities, including a Specific Learning Disability (SLD) and SLD/Dyslexia, requires a comprehensive evaluation process completed by the student's planning and placement team (PPT), which includes qualified professionals and the parent(s) of the child. This evaluation should inform all aspects of the IEP development.
Critical components of effective IEPs for students with dyslexia include specific goals targeting phonological awareness, phonics, fluency, vocabulary, and reading comprehension. Goals should be measurable, with clear criteria for determining progress and success. The IEP should also specify the type and frequency of specialized instruction, including who will provide services and where they will be delivered.
Accommodations and modifications must be carefully tailored to each student's needs. Common accommodations include extended time for assignments and tests, alternative testing formats, use of assistive technology, and reduced reading loads. The IEP should clearly specify when and how these accommodations will be implemented across all educational settings.
Dyslexia can be identified at various ages, but Connecticut law requires universal screening for reading difficulties beginning in kindergarten through grade three. These reading assessments must assist in identifying, in whole or in part, students at risk for dyslexia or other reading-related learning disabilities. While some signs may be apparent in preschool, formal evaluation typically occurs once children have had exposure to reading instruction.
Connecticut students with dyslexia are entitled to accommodations that address their specific learning needs. Common accommodations include extended time for reading assignments and tests, alternative testing formats (such as oral exams), use of text-to-speech software, access to audiobooks, reduced reading loads, and preferential seating.
Private dyslexia tutoring can potentially be included in your child's IEP under certain circumstances. If the school district cannot provide appropriate specialized structured literacy instruction through its own programs, the district may be required to fund private tutoring or placement at a specialized school.
At Forte Law Group, we understand the complex intersection of education law and learning disabilities. Our Connecticut dyslexia and learning disabilities lawyers have extensive experience helping families navigate the evaluation process, secure appropriate services, and ensure schools comply with their legal obligations.
Don't let your child fall further behind while waiting for schools to acknowledge and address their learning differences. Contact Forte Law Group today for a comprehensive consultation about your child's educational needs and rights. We're here to provide the aggressive advocacy and specialized knowledge your family deserves.
"*" indicates required fields
