The Texas Difference: Why Your State Has Unique SLD Requirements (and What the Dyslexia Handbook Really Is)

This is Part 5 (final) of a 5-part series on Specific Learning Disability identification under IDEA and Texas law.

Texas stands apart in how it identifies and supports students with Specific Learning Disabilities (SLD). This illustration highlights the state’s commitment to detailed evaluation procedures, early dyslexia screening, and specialized expertise—all guided by the Texas Dyslexia Handbook and built upon the federal IDEA framework.

Throughout this series, we've mentioned Texas-specific requirements alongside federal IDEA regulations. If you're navigating the SLD identification process in Texas, you've probably noticed that the state has additional, highly detailed requirements, especially when dyslexia is involved.

So what makes Texas different? Are the rules inconsistent or contradictory? And what exactly is the Texas Dyslexia Handbook that everyone keeps mentioning?

Let's clear up the confusion and help you understand why Texas has these unique requirements.

The Foundation: Texas Builds on IDEA, Not Against It

First, the good news: Texas rules are not contradictory to federal IDEA regulations. Instead, Texas takes the federal framework and adds specific, mandatory, and detailed requirements that go beyond what federal law requires.

Think of it this way:

• IDEA provides the foundation (the minimum requirements all states must meet)

• Texas builds a more detailed structure on that foundation (adding specific procedures, especially for dyslexia)

Both are consistent, but Texas is more prescriptive and comprehensive.

Key Differences Between Texas and Federal IDEA Rules

1. Mandatory Labeling Requirements

• Federal IDEA:

  • Permits the use of terms like "dyslexia," "dysgraphia," or "dyscalculia" in evaluation and IEP documents

  • Does not require their use

  • Documentation must state whether the child has an SLD

• Texas Law:

  • Requires that when a student is identified with dyslexia and/or dysgraphia, those specific terms must be used in the student's evaluation report and IEP

  • For formal state reporting (PEIMS data), the category remains "Specific Learning Disability"

  • Explicitly links conditions to achievement areas (e.g., "Basic reading skill, which may include dyslexia")

Why this matters: Texas eliminates ambiguity. Your child's specific condition must be named, ensuring everyone on the educational team understands the precise nature of the learning disability.

2. Specific Definitions for Dyslexia and Related Disorders

• Federal IDEA:

  • Includes dyslexia as an example of an SLD

  • Does not provide a specific definition

  • Mentions related conditions but doesn't define them comprehensively

• Texas Law:

  • Provides a specific state definition of dyslexia: "a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity"

  • Defines "related disorders" including:

    • Developmental dysgraphia

    • Developmental auditory imperception

    • Dysphasia

    • Specific developmental dyslexia

    • Developmental spelling disability

Why this matters: Texas leaves no room for interpretation about what constitutes dyslexia and related disorders.

3. Required Team Expertise (The Big One)

This is where Texas requirements become significantly more stringent than federal law:

• Federal IDEA:

  • The evaluation team must include the child's regular teacher

  • At least one person qualified to conduct individual diagnostic examinations (e.g., school psychologist, educational diagnostician, speech-language pathologist, or remedial reading teacher)

• Texas Law:

  • All of the above, PLUS

  • Mandatory specialized member when dyslexia is suspected:

    • Must have specific knowledge of the reading process, dyslexia and related disorders, and dyslexia instruction

    • Must meet rigorous credential requirements in this priority order:

      • Licensed Dyslexia Therapist (LDT)

      • Most advanced dyslexia-related certification recognized by the State Board of Education

      • If neither is available, completion of TEA Texas Dyslexia Academies and comprehensive training requirements

  • For dysgraphia evaluations:

    • Texas notes that there likely needs to be an occupational therapist on the committee due to the graphomotor component

  • Required documentation:

    • The specialized dyslexia member must sign a document describing their participation in the evaluation and any resulting IEP

Why this matters: Texas ensures that highly trained specialists are involved in dyslexia identification—not just general educators or psychologists without specific dyslexia expertise.

4. Mandatory Early Screening

Federal IDEA:

• "Child Find" requires identifying children who need special education

• Emphasizes using RTI, but not to delay evaluation

Texas Law:

• Universal screening mandate: All kindergarten students must be screened for dyslexia at the end of the school year

• All first-grade students must be screened as close to mid-year as possible, but no later than January 31

• This is in addition to general reading assessments required under Texas Education Code §28.006

Why this matters: Texas proactively identifies children with dyslexia early, rather than waiting for them to fail.

5. Terminology for Language Learners

A minor but notable difference:

• Federal IDEA: Uses "Limited English Proficiency" (LEP)

• Texas: Uses "Being emergent bilingual"

Both refer to the same exclusionary factor—ensuring language acquisition isn't mistaken for a learning disability.

6. Progress Reporting for Dyslexia

• Federal IDEA:

  • Progress reporting is determined by the IEP team

  • General requirements for tracking IEP goals

• Texas Law:

  • Schools must provide parents with information about the student's progress in dyslexia instruction at least once each grading period

  • More frequent reporting if specified in the IEP

Why this matters: Texas mandates regular communication, specifically about dyslexia intervention progress.

Who Can Evaluate a Child for SLD in Texas?

In Texas, every dyslexia evaluation team must include a certified dyslexia specialist. These professionals bring expertise in reading science, dyslexia identification, and evidence-based instruction—ensuring that each evaluation accurately identifies a student’s needs and guides appropriate services under IDEA.

The evaluation must be conducted by a collaborative group that includes:

Core Members (Required for All SLD Evaluations):

1. The child's parents

2. General education teacher (or equivalent if the child doesn't have one, or a qualified individual for children under school age)

3. At least one diagnostic professional:

   • Licensed specialist in school psychology/school psychologist

   • Educational diagnostician

   • Speech-language pathologist

   • Remedial reading teacher

Additional Required Member (When Dyslexia/Dysgraphia Is Suspected):

4. Dyslexia specialist with credentials described above

Other Professionals (As Needed):

• Occupational therapist (especially for dysgraphia)

• LPAC representative (for emergent bilingual students)

  
  

Important: The final body making the eligibility determination in Texas is the Admission, Review, and Dismissal (ARD) Committee. Each member must certify in writing whether the evaluation report reflects their conclusion.

What Is the Texas Dyslexia Handbook?

Official Title:

Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders

What It Is:

A comprehensive regulatory document approved by the Texas State Board of Education (SBOE) that describes the procedures school districts and charter schools must follow when dealing with students who have, or are suspected of having, dyslexia and related disorders.

What It Contains:

• Evaluation procedures that must be included in a comprehensive evaluation for dyslexia (aligned with IDEA requirements)

• Identification criteria and required assessment components

• Instructional requirements including evidence-based components and delivery methods

• Accommodation guidelines for students with dyslexia

• Parent rights information and resources

Why Texas Has It:

Legislative mandate: Texas Education Code §38.003 requires:

• Screening and testing students for dyslexia

• Providing treatment (instruction) for students with dyslexia

• The SBOE to approve a comprehensive program for these activities

Historical context: Texas has supported reading instruction and dyslexia identification since 1986, one of the longest-running state programs of its kind.

Explicit SLD recognition: Texas law explicitly states that dyslexia meets the definition of an SLD under IDEA. Because dyslexia is such a significant, recognized condition, Texas uses the Handbook to mandate a specialized, consistent approach statewide.

Ensuring quality: The Handbook ensures that:

• Evaluation components are comprehensive and research-based

• Instructional programs are evidence-based

• Procedures comply with both federal IDEA and Section 504 requirements

• All districts follow the same high standards

Who Wrote It:

The State Board of Education (SBOE) approves and adopts the Handbook, though the Texas Education Agency (TEA) provides guidance and frequently asked questions.

The Handbook is modified by the SBOE only with broad-based input from educators and professionals in reading and dyslexia from across the state.

Current status: The 2024 edition is the most recent version.

Understanding Dyslexia as Specially Designed Instruction (SDI)

One of the most important clarifications Texas provides addresses a common source of confusion:

The Question:

Should a student with dyslexia receive services under IDEA (special education) or Section 504 (general education accommodations)?

Texas's Answer:

Evidence-based dyslexia instruction is considered Specially Designed Instruction (SDI) and is therefore a special education service.

What this means:

• If a child is identified with dyslexia (meets the first prong of IDEA eligibility)

• AND the ARD committee determines the student requires dyslexia instruction (SDI)

• THEN the child is eligible under IDEA (not just Section 504)

Why this matters: This clarification ensures students with dyslexia receive the full protections and services of IDEA, not just accommodations under Section 504.

Are the Rules Inconsistent? No.

Despite having more detailed requirements, Texas rules are not inconsistent with federal IDEA regulations:

Areas of Complete Consistency:

• Core definition of SLD (identical)

• Recognition of dyslexia as an SLD (both include it)

• Permitted identification models (RTI and PSW allowed in both)

• Prohibited model (severe discrepancy cannot be required) ✓ Exclusionary factors (same general categories)

• Requirement to rule out a lack of appropriate instruction

Where Texas Adds Detail (Not Contradiction):

• Specific definitions and mandatory labeling

• Higher team expertise requirements

• Mandatory early screening

• Comprehensive evaluation procedures (the Handbook)

• Clear identification of dyslexia instruction as SDI

Think of it this way: IDEA sets the floor; Texas raises the ceiling.

Common Areas of Confusion (Now Resolved)

Confusion #1: "Can we just use accommodations for dyslexia?"

Resolution: Texas clarifies that evidence-based dyslexia instruction is SDI, making it a special education service, not just an accommodation.

Confusion #2: "Does IDEA really cover dyslexia?"

Resolution: Both federal and Texas law explicitly state that dyslexia is an SLD. Texas goes further by requiring the term be used in documentation.

Confusion #3: "Who's qualified to identify dyslexia?"

Resolution: Texas removes ambiguity by requiring specific credentials (LDT or advanced certification) for team members when dyslexia is suspected.

Confusion #4: "When should we screen for dyslexia?"

Resolution: Texas mandates universal screening in K and 1st grade, no waiting for failure.

What This Means for Texas Parents

If you're navigating SLD identification in Texas, you actually have more protections and clearer procedures than many other states:

• Mandatory expertise on your evaluation team

• Early screening to catch dyslexia before your child falls too far behind

• Clear definitions and required labeling

• Comprehensive evaluation procedures (the Handbook)

• Explicit recognition that dyslexia instruction is special education

• Regular progress reporting on dyslexia intervention

  
  

Your Rights Include:

• Requesting a copy of or link to the Dyslexia Handbook

• Ensuring the required dyslexia specialist is on the evaluation team

• Understanding that dyslexia identification automatically meets the criterion for SLD

• Receiving progress reports at least every grading period

Final Thoughts

Texas hasn't created contradictory rules, it's created a comprehensive, research-based system that takes federal IDEA requirements and operationalizes them with specificity and rigor, particularly for dyslexia and related disorders.

If you're a Texas parent, this means:

• You have clear procedures to reference

• Your evaluation team must include specialized expertise

• Your child's specific condition will be named and addressed

• Evidence-based instruction is guaranteed, not optional

Understanding these Texas-specific requirements empowers you to advocate effectively and ensure your child receives the comprehensive evaluation and appropriate services they deserve.

Series Conclusion

Over this 5-part series, we've covered:

1. What an SLD is and which conditions fall under this category

2. How schools identify SLD using RTI or PSW models

3. What data is required for a comprehensive evaluation

4. When it's NOT an SLD (exclusionary and determinant factors)

5. Why Texas has unique requirements and what they mean for your child

Armed with this knowledge, you're prepared to navigate the SLD identification process with confidence, ask the right questions, and ensure your child receives accurate identification and appropriate services.

Questions about your child's evaluation? Reference these posts and the Texas Dyslexia Handbook, and don't hesitate to request clarification from your ARD committee.

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