The Minnesota Senate Committee on Education Policy convened on March 5, 2025, to discuss Senate File 1842, a proposed bill aimed at enhancing teacher training on dyslexia. The bill mandates that all licensed teachers renewing their licenses complete two hours of professional development focused on dyslexia, covering its impact on reading skills, effective instructional strategies, and associated mental health issues.

The meeting began with a presentation on the importance of equipping teachers with the necessary tools to support students with dyslexia, a condition affecting an estimated 7 to 20 percent of the population. Advocates emphasized that teachers play a crucial role in the academic success of these students and that proper training can significantly improve educational outcomes.

Jasmine Myers, a special education teacher and board member of Decoding Dyslexia Minnesota, testified in favor of the bill, sharing her personal experiences and the challenges faced by students with dyslexia. She highlighted the need for all educators to understand dyslexia's complexities to provide effective support. Myers noted that while the REED Act has made strides in improving literacy, the success of such initiatives hinges on adequately trained teachers.

Several other testifiers, including students and parents, echoed these sentiments. Ash Cutrella, a nursing student, recounted her struggles with dyslexia and the lack of understanding from her teachers, which hindered her learning experience. Jennifer Jackson, a parent of a dyslexic child, urged the committee to pass the legislation, citing her daughter's difficulties in receiving appropriate support due to teachers' limited knowledge of dyslexia.

Dr. George Logan, representing the International Dyslexia Association, reinforced the bill's significance, comparing the need for dyslexia training to routine vision and hearing screenings in schools. He argued that informed teachers can help dismantle the stigma surrounding dyslexia and provide necessary interventions.

The committee members engaged in discussions about the implications of the bill, particularly regarding the training requirements for teachers at different licensure levels. Questions were raised about the appropriateness of mandating training for all teachers, given that dyslexia affects students across various educational settings.

The meeting concluded with a call for further consideration of the bill, emphasizing the importance of ensuring that all educators are prepared to support students with dyslexia effectively. The committee plans to continue discussions and gather additional input as they move forward with the legislative process.