The United States has a somewhat fraught history with dyslexia laws
Despite over a century of research, a consistent definition of dyslexia for use in legislation still does not exist. The International Dyslexia Association uses the following definition, which some states, but not all, have incorporated word for word into their dyslexia laws:
Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result 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. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. (See Sources)
Many states classify dyslexia as a "specific learning disability (SLD)," as defined in the IDEA Act of 2004, or as a "reading disability," as definied in DSM-IV. With dyslexia placed under such a large umbrella, legislatures nationwide have struggled to find the best way to address the needs of students with dyslexia, resulting in a patchwork of state-by-state variations.
National Dyslexia Laws
Speaker Ryan signing READ Act.