Rep. Mary Frances Clardy (DFL-Inver Grove Heights) sponsors HF60 that, as amended, would mandate a two-hour dyslexia training for teachers holding Tier 1-4 licenses when renewing licenses. It was laid over for possible omnibus bill inclusion.

The bill would mandate the Department of Education to review dyslexia trainings and post at least three on its website that teachers could complete for free to meet the new requirement.

Sarah Bernhardt, a school psychologist with Groves Learning Organization, wrote in support of the bill. “When dyslexia is not recognized by educators, the cost to students extends well beyond reading performance. The effects are often emotional, behavioral, and cumulative. Children with dyslexia may experience anxiety, embarrassment, frustration, and a growing sense of failure when their struggles are misunderstood.”

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A new report, Selective Inclusion, from the Sutton Trust highlights the growing link between special educational needs and disabilities (SEND) and socio-economic disadvantage in school admissions and highlights the scale of change needed if the Government is to deliver its vision for more children with SEND to be educated in mainstream schools.

The research shows that the highest-attaining schools admit just half as many disadvantaged pupils with SEND as the average comprehensive, and 35% fewer than live in their own catchment areas. Yet pupils with SEND who are not eligible for free school meals are not under-represented, underlining the role that disadvantage plays in who gets access to opportunity.

See it all HERE

See their website HERE

As schools explore how artificial intelligence can support teaching and learning, initiatives such as EtonHouse’s enterprise AI workspace invite a broader question: How might these technologies also support students who learn differently? (AI gender gap at work: Are women being left behind in Singapore’s AI push?, March 7).

For individuals with dyslexia and other learning differences, this development is particularly significant. Many of these students understand concepts well but struggle with the mechanics of reading and writing. AI tools can help reduce some of these barriers so that their thinking and understanding become more visible.

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Affecting one in five Americans, Dyslexia is one of the most impactful learning disabilities in the country, yet it is fraught with misconceptions. On Thursday, members of the Northwest Iowa Dyslexia Support Group hosted a 101 course and simulation to provide insight on the disability’s impacts.

Composed of teachers and parents of children with dyslexia, the support group has met at the Sioux Center Public Library for the last four years to help fellow educators and families.

Sioux Center residents Renee Saarloos, Amanda Hulstein and Emily Kramer together with Jacinda Zoet of Hull formed the Northwest Iowa Dyslexia Support Group to raise awareness and provide education to the public about what it means to be dyslexic.

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In a political climate already saturated with personal attacks, recent comments suggesting that individuals with learning disabilities—specifically dyslexia—should be disqualified from holding the highest office in the United States demand more than a rebuttal. They require a reframing of how we understand intelligence, leadership, and human potential.

Dyslexia, a neurological condition that affects how the brain processes written language, is often misunderstood. It is not a measure of intelligence, capability, or vision. Yet, as many as one in five Americans live with dyslexia—millions of individuals whose talents, perspectives, and leadership abilities are too often overshadowed by outdated stigmas.

The implication that dyslexia should disqualify someone from the presidency, or any position of leadership, is fundamentally at odds with both scientific understanding and historical reality.

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