In 2015 the Indiana General Assembly passed House Enrolled Act (HEA) 1108. This law put in place an official definition for dyslexia in Indiana. This definition is based on the International Dyslexia Association’s definition of dyslexia. When referring to dyslexia, the Indiana Department of Education (IDOE) uses the language from HEA 1108.  

    House Enrolled Act 1108 defines dyslexia as: A specific learning disability that: (1) is neurological in origin and characterized by: difficulties with accurate or fluent word recognition and poor spelling and decoding abilities; (2) typically results from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction; (3) may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge; and (4) may require the provision of special education services after an eligibility determination is made in accordance with Article 7.  Link to House Enrolled Act 1108

    Beginning in the 2019 - 2020 school year, Senate Enrolled Act 217 requires schools to universally screen all kindergarten, first, and second grade students annually to identify and predict students who may be “at some risk” or “at risk” for dyslexia.  Link to Senate Enrolled Act 217.


    Before July 15th of each school year, each school corporation shall report the following information*: 






    Dyslexia interventions that were used during the previous year 


    Phonics First Curriculum by Brainspring

    Phonics First Curriculum by Brainspring

    Number of students who received dyslexia interventions 


    28 (planned)


    Total number of students identified as being at risk for dyslexia during the previous school year




     *This information shall not be provided if fewer than 10 students are identified.

     During the 2020-2021 school year kindergarten, first, and second grade students were screened in all six subsets. 

    • phonological and phonemic awareness (ability to separate and change sounds in words)
    • alphabet knowledge (name different letters)
    • sound symbol relationship (phonics)
    • decoding (reading)
    • rapid naming (quickly name common objects)
    • encoding (spelling)

    Duneland School Corporation uses Phonics First Curriculum by Brainspring as its intervention program for students in general education.  Students in special education may receive Phonics First instruction and/or specialized instruction as determined by their IEP goals and programming.