Dyslexia Standards Compliance Skill

Purpose

Ensure dyslexia-related programs, tools, documents, workplaces, and practices align with clinical frameworks (DSM-5, ICD-11), and the legal frameworks of three jurisdictions:

• United States — IDEA (K-12), Section 504 (K-12 and higher ed), ADA Title I (workplace), ADA Title II/III (public entities and private accommodations), IDA Knowledge and Practice Standards, and structured literacy research.
• France — Loi n° 2005-102 (Loi Handicap), Code de l'éducation Art. L321-4, PAP (K-12 pedagogical accommodation, Circulaire 2015-016, now entered in the Livret de parcours inclusif), PPS via MDPH/CDAPH (K-12 with state-funded support), pôles d'appui à la scolarité (PAS, first-level support replacing PIAL since rentrée 2025), aménagements d'examens (circulaire du 14 mars 2022 with annexes replaced by the circulaire du 17 juillet 2025 for school exams; circulaire du 6 février 2023 for the cross-ministry framework), RQTH for adult/workplace contexts.
• Spain — LOE/LOMLOE (Art. 71-72, 79 bis), ACNEAE/DEA framework (DEA, not NEE, for dyslexia/dyscalculia), ACNS (Adaptaciones Curriculares No Significativas) as primary K-12 tool, PAU exam accommodations (formerly EBAU/EvAU; national floor in Real Decreto 534/2024), 17-Comunidad Autónoma regional implementations, plus Real Decreto Legislativo 1/2013 (Ley General de Discapacidad) and Orden PJC/804/2025 (public-employment selection processes) for adult/workplace.
• European Union layer (FR and ES) — European Accessibility Act (Directive 2019/882) in application since 28 June 2025 for consumer digital products and services including e-books and e-commerce; EN 301 549 v3.2.1 (WCAG 2.1 AA) remains the harmonised benchmark until the Commission cites v4.1.1 (WCAG 2.2) in the Official Journal.

Identify compliance gaps and generate actionable recommendations across educational, clinical, and workplace contexts in any of the three jurisdictions.

Clinical Framing: This skill uses a dual-framing approach. For IDEA/Section 504 legal compliance, dyslexia is classified as a Specific Learning Disorder (DSM-5-TR) or Developmental Learning Disorder (ICD-11). The 2025 IDA definition (see section 0) describes dyslexia as a specific learning disability characterised by difficulties in word reading and/or spelling, in accuracy, speed, or both, that persist despite instruction effective for peers, with causes that combine genetic, neurobiological and environmental influences. The neuroscience evidence (Shaywitz, Dehaene, Gabrieli et al.) locates the processing difference in the left temporoparietal cortex, visual word form area (VWFA), and inferior frontal gyrus. This skill therefore treats dyslexia as a neurodevelopmental cognitive disorder: accommodations compensate for a persistent processing difference, not a temporary learning gap. Phonological and morphological processing difficulties are common but not universal, so audits must not require a phonological deficit as a gate to eligibility.

When to Use

Trigger this skill when the user mentions:

• "IDA standards", "knowledge and practice standards"
• "IDEA compliance", "IDEA requirements", "special education law"
• "Section 504", "504 plan", "504 accommodations"
• "ADA", "ADA Title I", "ADA Title II", "ADA Title III"
• "workplace accommodation", "reasonable accommodation", "EEOC", "interactive process"
• "higher education accommodation", "disability services", "college accommodation", "Office for Civil Rights"
• "DSM-5", "ICD-11", "clinical diagnosis", "specific learning disorder", "developmental learning disorder"
• "IEP requirements", "IEP compliance"
• "FAPE", "free appropriate public education"
• "dyslexia law", "state dyslexia mandate"
• "structured literacy alignment", "science of reading standards"
• "audit my program", "is this compliant"
• "accommodation requirements", "evaluation requirements"
• "workplace dyslexia", "adult dyslexia", "disability disclosure"
• "PAP", "PPS", "MDPH", "CDAPH", "Plan d'Accompagnement Personnalisé", "Projet Personnalisé de Scolarisation"
• "aménagements d'examens", "tiers-temps", "trouble DYS", "Loi Handicap"
• "Code de l'éducation", "Loi du 11 février 2005", "Circulaire 2015-016", "circulaire du 14 mars 2022", "circulaire du 17 juillet 2025", "circulaire du 6 février 2023", "Incluscol"
• "RQTH", "AGEFIPH", "FIPHFP", "AESH", "ULIS", "orthophoniste", "PAS", "pôle d'appui à la scolarité", "PIAL", "LPI", "livret de parcours inclusif", "France Travail"
• "ACNEAE", "DEA", "dislexia", "ACNS", "ACS", "LOE", "LOMLOE"
• "Adaptaciones Curriculares", "EOEP", "orientador", "Informe Psicopedagógico"
• "PAU", "EBAU", "EvAU", "Real Decreto 534/2024", "Orden PJC/804/2025", "oposiciones", "PRODISLEX", "Pedagogía Terapéutica"
• "European Accessibility Act", "EAA", "EN 301 549", "Ley 11/2023", "A.J.T. v. Osseo", "Title II web rule"
• "French locale", "Spanish locale", "locale=fr", "locale=es"

Locale Selection

This skill supports three legal-framework locales. Specify the locale when requesting an audit, compliance review, or document generation:

When no locale is specified, us is assumed. Locale selection changes which legal standards are audited against, which compliance checklists are applied, and which crosswalk references appear in the report. Lifespan note: all three locales have distinct frameworks for K-12, higher education, and adult/workplace; the locale flag selects jurisdiction, while the existing context parameter (k12-education / higher-education / workplace / etc.) selects which lifespan layer applies.

Core Standards Framework

0. Clinical Classification (DSM-5-TR, ICD-11) and the 2025 IDA Definition

Dyslexia has formal clinical classifications that drive eligibility determinations, accommodation requests, and legal protections. These frameworks matter because:

• Workplace accommodation requests under ADA Title I typically require clinical documentation
• Higher education disability services typically require DSM-5-TR or equivalent clinical diagnosis
• Insurance coverage for assessment and intervention depends on clinical coding

DSM-5-TR (2022) — Specific Learning Disorder With Impairment in Reading, coded F81.0 (ICD-10-CM)

• The billable code on US claims, IEP evaluation reports and higher-ed documentation is F81.0 (ICD-10-CM, in force since October 2015). The legacy ICD-9-CM code 315.00 still appears in older evaluations and some state forms; treat it as an alias, never as the current code.
• Specifiers: word reading accuracy, reading rate or fluency, reading comprehension
• Severity: mild, moderate, severe
• Diagnosis requires: (1) persistent difficulties ≥6 months despite intervention; (2) substantially below expected for chronological age; (3) onset during school-age; (4) not better explained by intellectual disability, sensory impairment, or lack of instruction.

ICD-11 (effective 2022) — 6A03.0

• Developmental Learning Disorder With Impairment in Reading
• Successor to ICD-10 F81.0 (Specific Reading Disorder); the US still codes clinically in ICD-10-CM, so F81.0 remains the code that appears on US paperwork
• Diagnosis requires: significant and persistent difficulty learning academic skills related to reading (word reading accuracy, fluency, or comprehension) substantially below expected for age; onset during school years; not attributable to intellectual development disorder, sensory impairment, neurological disorder, lack of adequate instruction, or psychosocial adversity.

IDA definition of dyslexia (2025)

The International Dyslexia Association replaced its 2002 definition in 2025. Audits and documents generated by this skill cite the 2025 text. In substance it states that dyslexia is a specific learning disability characterised by difficulties in word reading and/or spelling, in accuracy, speed, or both, with features that depend on the writing system; that the difficulties sit on a continuum of severity and persist despite instruction that is effective for peers; that the causes combine genetic, neurobiological and environmental influences interacting across development; that phonological and morphological processing difficulties are common but not universal, with early oral-language weakness a frequent precursor; that secondary consequences include reading comprehension, reduced reading experience, written expression, academic achievement, psychological well-being and employment; and that identification and targeted instruction help at any age, most powerfully before and during early schooling.

What changed from 2002, and what it means for audits:

• The "other cognitive abilities" clause is gone, so IQ-achievement discrepancy is not a valid identification criterion. Flag any program, evaluation template or state form that still requires it.
• "Fluency" is replaced by accuracy and/or speed. Evaluations should report the two separately (see Shechter, Share et al. 2026 in the remediation-strategies skill), which also makes the criteria portable to transparent orthographies such as Spanish.
• Morphology is named alongside phonology; a phonological deficit is no longer a required gate.
• Persistence despite effective peer-level instruction is the operative criterion, which aligns the definition with RTI/MTSS data and with IDEA's exclusion of lack of appropriate instruction.
• ADHD, developmental language disorder and dyscalculia are explicitly distinct conditions, not part of the definition; document them as comorbidities.
• Psychological well-being and employment are named consequences, which supports lifespan and workplace accommodation as part of the clinical picture rather than an extension of it.

Clinical Diagnostic Instruments (Adult)

• Nelson-Denny Reading Test — Adult reading comprehension and rate
• Woodcock-Johnson IV Tests of Achievement (adult-capable forms)
• CTOPP-2 — Comprehensive Test of Phonological Processing (ages 4-24; adult norms for some subtests)
• WAIS-IV — Adult cognitive assessment
• TOWRE-2 — Test of Word Reading Efficiency (ages 6-24)
• TOSWRF — Test of Silent Word Reading Fluency
• Clinical interview and developmental history are required; standardized tests alone are insufficient.

1. IDA Knowledge and Practice Standards (2018)

The 2018 edition remains the current KPS as of 2026-10; IDA has not announced a revision to align the standards with the 2025 definition. Where the two differ (the standards still speak of a phonological core and of fluency), the 2025 definition governs identification criteria and the standards govern teacher competencies.

Five Major Standards:

Standard 1: Foundation Concepts

• Practitioners understand reading development theory and the nature of dyslexia as a neurodevelopmental cognitive disorder — a brain-based difference in phonological, morphological and orthographic processing, not a reflection of intelligence or effort.
• Knowledge of language structure (phonology, morphology, orthography) is foundational.

Standard 2: Knowledge of Diverse Reading Profiles

• Understanding of dyslexia and related disorders (dysgraphia, dyscalculia).
• Recognition that reading profiles vary — no two students with dyslexia are identical.
• Awareness of comorbid conditions.

Standard 3: Assessment and Evaluation

• Competence in administering and interpreting formal and informal assessments.
• Key assessments: CTOPP-2 (phonological processing), WRMT (reading mastery), WISC-V (cognitive), CELF (language).
• Multifaceted evaluation required — no single test diagnoses dyslexia.
• Progress monitoring and data-driven decision-making.

Standard 4: Structured Literacy Teaching

• Instruction must address all six elements: phonology, sound-symbol association, syllable instruction, morphology, syntax, semantics.
• Must follow OG principles: multisensory, explicit, diagnostic/prescriptive, sequential/cumulative, individualized.
• Domains: phonological awareness, phonics/word recognition, fluency, vocabulary, comprehension, written expression.

Standard 5: Ethical Standards

• Scope of practice boundaries.
• Continuing education requirements.
• Professional conduct and responsibility.

2. IDEA (Individuals with Disabilities Education Act)

Key Requirements for Dyslexia:

• Eligibility: Dyslexia is explicitly recognized as a specific learning disability. Dual requirement: (1) documented disability AND (2) need for special education services.
• FAPE: Schools must provide free appropriate public education.
• IEP Requirements:
  • Present Levels (PLAAFP) documenting how dyslexia affects academic performance
  • Measurable annual goals targeting dyslexia-related deficits
  • Special education services with frequency, duration, location
  • Accommodations and modifications
  • Progress monitoring and reporting schedule
• IEP Team: Must include a member with specific knowledge of reading, dyslexia, and dyslexia instruction during eligibility determinations.
• Evaluation: Comprehensive, multifaceted evaluation using multiple data sources. Cannot use a single measure.
• Prior Written Notice: Required before any IEP changes.
• Parent Rights: Procedural safeguards, right to independent evaluation, due process.

Federal administration (status 2026-10)

• Through interagency agreements announced in November 2025 and on 16 June 2026, the Department of Education moved IDEA grant administration, compliance monitoring and annual state performance determinations to the Department of Health and Human Services. OSERS retains policy, technical assistance and stakeholder outreach; FY2026 IDEA grants stay in ED's grant system and later allocations move to HHS. The statute, the regulations at 34 CFR Part 300 and every individual IEP right are unchanged. Audits should name HHS as the monitoring agency for state-level IDEA compliance going forward and ED/OSERS for policy guidance.
• State dyslexia laws: 49 states have dyslexia legislation; California's universal K-2 screening took effect in 2025-26 and Michigan's K-3 screening is due 2027-28. Hu, Sayeski and Morgan (Annals of Dyslexia, 2025; NAEP 2003-2022, 47 states) found no significant change in SLD identification in 55% of states after a dyslexia law passed and improved SLD reading achievement in only four (Arizona, Mississippi, Nevada, Oklahoma). A screening mandate without funded instruction is therefore a documented compliance pattern, not a presumed success: audit whether screening results feed into structured literacy services with specified intensity.

A.J.T. v. Osseo Area Schools (U.S. Supreme Court, 12 June 2025, unanimous)

• Students bringing ADA Title II or Section 504 discrimination claims about their education are held to the same standard as any other disability-discrimination plaintiff. The Eighth Circuit's "bad faith or gross misjudgment" requirement is rejected.
• A prior IDEA due-process finding does not bar a later ADA/504 action for damages or injunctive relief.
• Audit consequence: a documented failure to deliver an accommodation that appears in an IEP or 504 plan is now actionable without proof of intent. Treat accommodation-fidelity findings (accommodation listed but not implemented) as HIGH severity at minimum.

3. Section 504 (Rehabilitation Act of 1973)

Key Differences from IDEA:

Common 504 Accommodations for Dyslexia:

• Extended time (typically 25-50%)
• Text-to-speech / read-aloud
• Speech-to-text / dictation
• Spell-checker and grammar tools
• Reduced workload / modified assignments
• Alternative assessment formats
• Preferential seating
• Quiet testing environment
• Audio recordings of lectures
• Note-taking assistance

Critical Compliance Note: A 504 plan alone is typically insufficient for students who are behind academically. These students need IDEA services (structured literacy instruction of sufficient intensity) in addition to accommodations.

Regulatory status (2026-10)

• Schools and districts remain governed by the Department of Education's Section 504 regulations at 34 CFR Part 104 (1977). ED opened a request for information in May 2022 but never proposed a rule, and none is expected.
• HHS issued its own Section 504 rule on 9 May 2024 (89 FR 40066) for HHS-funded entities (hospitals, Medicaid providers, child-welfare agencies). It updates the disability definition to the ADA Amendments Act standard and adds web and mobile accessibility requirements. Do not cite it against a school; do cite it against a pediatric clinic or a Medicaid-funded evaluator.
• Texas v. Kennedy (formerly Texas v. Becerra, 17 states, filed September 2024) is narrowed and stayed; HHS published a Federal Register notice in April 2025 that the preamble language on gender dysphoria has no force of law. The rule's accessibility provisions stand.
• Since 16 June 2026 the ED Office for Civil Rights refers complaint evaluation and investigation to the Department of Justice Civil Rights Division. OCR keeps intake, final enforcement decisions, mediation, technical assistance and the Civil Rights Data Collection. Complaints are still filed with OCR within 180 days.

4. Section 504 & ADA Title II/III in Higher Education

Higher education is governed by Section 504 (all institutions receiving federal funding) and ADA Title II (public colleges/universities) or ADA Title III (private colleges/universities). Unlike K-12, higher ed operates under a self-advocacy model: students must disclose, document, and request accommodations.

Key Differences from K-12

Common Higher Ed Accommodations

• Extended time on exams (typically 1.5× or 2×)
• Reduced-distraction testing environment
• Alternative-format materials (digital texts, audiobooks, Bookshare)
• Note-taking services, lecture recording permission
• Priority registration (to schedule around reading-heavy courses)
• Reduced course load maintaining full-time status
• Waiver of foreign language requirement (when foundational reading is affected)
• Spell-check and grammar tools on written exams
• Use of text-to-speech during exams

Disability Services Office Requirements Students typically must submit:

• Clinical evaluation (usually within 3-5 years; requirements vary by institution)
• Documentation from licensed psychologist, neuropsychologist, or educational diagnostician
• Functional impact statement (how dyslexia affects current academic performance)
• Prior accommodation history (IEP/504 from K-12 is supporting evidence but not always sufficient)

OCR Complaint Process If a college denies appropriate accommodations, students can file a complaint with the U.S. Department of Education Office for Civil Rights (OCR) within 180 days of the alleged discrimination. Since June 2026 OCR refers investigations to the Department of Justice Civil Rights Division while retaining intake and final enforcement decisions; a private ADA/504 action remains available in parallel, and after A.J.T. v. Osseo (2025) no showing of bad faith is required.

Digital accessibility of courseware (ADA Title II web rule) Public colleges and universities, and public K-12 districts, are Title II entities covered by the 2024 web and mobile accessibility rule (28 CFR Part 35, Subpart H): WCAG 2.1 Level AA for websites, LMS content, course PDFs and mobile apps. A DOJ interim final rule published in April 2026 moved the compliance dates to 26 April 2027 for entities serving 50,000 or more people and 26 April 2028 for smaller entities and special districts. Audit courseware against WCAG 2.1 AA as the legal floor and WCAG 2.2 AA as the recommended target.

5. ADA Title I: Workplace Accommodations

The Americans with Disabilities Act (ADA) Title I prohibits employment discrimination and requires reasonable accommodation for qualified individuals with disabilities. Applies to employers with 15 or more employees. Federal contractors are also covered under Section 503 of the Rehabilitation Act.

Key Concepts

• Qualified individual: Can perform essential functions of the job with or without reasonable accommodation
• Reasonable accommodation: Modification to job, workplace, or process that enables task performance; does not impose undue hardship
• Undue hardship: Significant difficulty or expense relative to employer size and resources; narrow standard
• Interactive process: Good-faith dialogue between employee and employer to identify effective accommodations; required by EEOC
• Essential functions: Core job duties; accommodations do not require removing these but may modify how they're performed

Common Workplace Accommodations for Dyslexia

Reading-related:

• Text-to-speech software (JAWS, NVDA, Read&Write, Natural Reader, Voice Dream)
• Audio versions of training materials and documents
• OCR tools for scanned documents (Kurzweil 3000, Read&Write, Adobe)
• Legible typography in company documents: sans-serif body text, 12-14pt or larger, 1.5 line spacing, left-aligned, no full justification, and the employee's own font choice honoured. Specialty "dyslexia fonts" (OpenDyslexic, Dyslexie) show no pooled benefit on reading speed or accuracy (Azzarello et al., Annals of Dyslexia, 2026, 15 studies, N=688, g = -0.04), so they are an option on request, not an evidence-based requirement
• Reading rulers or focus overlays for dense documents

Writing-related:

• Speech-to-text software (Dragon NaturallySpeaking, Windows Speech Recognition, Apple Dictation)
• Advanced grammar/spell-checkers (Grammarly, Ginger, Word spell-check)
• Word prediction software
• Templates for routine correspondence
• Permission to submit drafts for review before finalizing client-facing documents

Process-related:

• Written instructions for verbally-assigned tasks (reduces working memory load)
• Extended time for reading-heavy assessments (performance reviews, compliance training, certifications)
• Quiet or private workspace (reduces auditory load during heavy reading)
• Meeting summaries in writing after verbal discussions
• Advance notice of documents to review (permits use of TTS at home workflow)
• Recording permission for meetings (review later with captions/TTS)
• Alternative formats for workplace training (audio/video alternatives to text-heavy modules)

Organizational:

• Task-management software access (Todoist, Asana, Microsoft Planner)
• Visual project-management tools rather than text-heavy status reports
• Regular check-ins to verify understanding of complex written directives

Disclosure Considerations

Employees are not required to disclose dyslexia. Disclosure is only necessary when requesting accommodation. When disclosing:

• Disclose functional impact, not the diagnosis alone ("I process written text more slowly than colleagues" vs "I have dyslexia")
• Provide medical documentation only when employer requests it through proper channels
• Documentation requests must be job-related and consistent with business necessity
• Employers may require clinical documentation (DSM-5 / ICD-11 diagnosis) but cannot demand full medical records
• Disclosure timing: during hiring process is rarely advisable; typically after offer acceptance or when accommodation becomes necessary

EEOC Charge Process

If an employer denies a reasonable accommodation without establishing undue hardship, or retaliates against a disability-related request:

1. File an EEOC charge within 180 days (300 days in deferral states) of the discriminatory act
2. EEOC investigates; may offer mediation
3. Right-to-sue letter issued after investigation (or upon request after 180 days)
4. Employee has 90 days after right-to-sue letter to file federal lawsuit

Federal Contractors (Section 503)

Federal contractors with contracts ≥ $10,000 must comply with Section 503 of the Rehabilitation Act, which imposes affirmative action obligations beyond ADA Title I (utilization goal: 7% of workforce with disabilities across all job groups).

6. ADA Title II & Title III: Public Accommodations and State/Local Government

ADA Title II — State and local government entities (including public schools, public universities, public libraries, DMVs, courts, transit). Must provide program access; may require reasonable modifications of policies, practices, or procedures.

ADA Title III — Private entities open to the public (including private universities, retail, restaurants, theaters, professional offices, testing agencies like ETS/Pearson VUE/College Board). Must provide auxiliary aids and services when necessary for effective communication.

Applications to Dyslexia

• Testing agencies (College Board, ACT, GRE, LSAT, MCAT) must provide accommodations on standardized tests
• Public-facing government forms should use plain language and offer accessible formats
• Professional licensure exams (bar, medical boards, CPA) must provide accommodations
• Healthcare providers must provide effective communication (written materials in accessible formats, plain-language explanations)

Title II web and mobile accessibility rule (28 CFR Part 35, Subpart H)

• Final rule April 2024; technical standard WCAG 2.1 Level AA for web content and mobile apps of state and local governments, including public schools, districts, public universities and libraries.
• DOJ interim final rule (April 2026) extended the compliance dates: 26 April 2027 for public entities with a population of 50,000 or more; 26 April 2028 for smaller entities and special districts. Substantive requirements are unchanged.
• Exceptions (archived web content, pre-existing conventional electronic documents, third-party content, password-protected course content for a specific student on request) are narrow; an LMS course used by a student with a 504 plan is not exempt.
• For dyslexia this is the lever that makes text-to-speech parseability, semantic headings, reflowable text and alternative formats legally required rather than best practice.

7. French Legal Framework (Locale: fr)

Sources current as of 2026-10. Authority-version pins: Loi n° 2005-102 (11 février 2005), Circulaire n° 2015-016 (PAP, 22 janvier 2015), circulaire du 14 mars 2022 (NOR MENE2204112C, aménagements d'examens de l'enseignement scolaire, modifying the circulaire du 8 décembre 2020) with its annexes replaced by the circulaire du 17 juillet 2025 (NOR MENE2506522C, BO n° 31 du 21 août 2025, applicable from session 2026), circulaire du 6 février 2023 (NOR ESRS2234137C, BO n° 10 du 9 mars 2023, cross-ministry framework replacing circulaire n° 2011-220), circulaire du 1er septembre 2025 (NOR MENE2520651C, pôles d'appui à la scolarité), Code de l'éducation Art. L321-4, Code du travail Art. L5213-1. CAPPEI certification for ULIS coordinators; orthophonie nomenclature per décret n° 2002-721. Pôle emploi became France Travail on 1er janvier 2024 (loi n° 2023-1196). Earlier releases of this skill cited a "Circulaire n° 2023-033 du 23 février 2023"; no BO entry carries that number or date, and the citation has been replaced.

7.1 Key Laws

7.2 K-12 Support Plan Types

France uses four distinct K-12 educational support instruments. The correct plan type must be identified during any compliance audit.

Critical rule: A student cannot hold both a PAP and a PPS simultaneously. If the student needs human assistance (AESH), specialized placement (ULIS), or state-funded personal equipment, the PPS pathway is required.

Decision tree for DYS students:

• Mild/temporary difficulty → PPRE, with the PAS as the first external contact where one is deployed
• Lasting DYS trouble, pedagogical accommodations only → PAP (no MDPH needed), entered in the LPI
• DYS trouble requiring AESH, ULIS placement, or financial allocation → PPS (MDPH dossier required; the PAS can help the family assemble it)

7.3 MDPH Process

The MDPH (Maison Départementale des Personnes Handicapées) is the departmental disability services center. One exists per département.

• Required only for PPS pathway in K-12; required for RQTH for adults. PAP students do NOT need MDPH recognition.
• MDPH application: Family files dossier including Cerfa forms, medical certificate (less than 6 months old), and supporting evaluations (bilan orthophonique, neuropsychological evaluation).
• CDAPH decision: The Commission des Droits et de l'Autonomie des Personnes Handicapées within the MDPH grants disability recognition and approves PPS content (K-12) or RQTH (adult).
• Enseignant référent: Assigned to coordinate PPS implementation within the school (K-12 only).
• ESS meetings: Équipe de Suivi de Scolarisation meets at least annually to review PPS.

7.4 Assessment and Diagnosis

Key assessment tools: BMT-i (computerized modular battery, ages 4-13); bilan orthophonique (French-normed); WISC-V French norms (children); WAIS-IV French norms (adults); Alouette (reading age); ECLA-16+ (French screening adapted for adolescents/young adults).

Diagnostic criteria: ICD-11/CIM-11 (6A03 — Developmental learning disorder) / DSM-5. Significant persistent discrepancy between expected and actual achievement, not explained by intellectual disability, sensory deficit, inadequate instruction, or psychosocial factors.

7.5 Required K-12 Accommodations

Under Art. L321-4 Code de l'éducation, accommodations for students with DYS are legally mandatory, not discretionary.

Dyslexia accommodations:

• Extra time for reading tasks
• Adapted document formatting: sans-serif (Arial is the conventional PAP choice; OpenDyslexic is permitted on request but has no demonstrated advantage, see Azzarello et al. 2026) ≥14pt, line spacing 1.5-2x, left-aligned, no italics, no full justification
• Oral presentation of written instructions
• Reduced written requirements
• Text-to-speech software, audio recordings
• Reader assistance for tests/exams
• Spelling errors not penalized in non-language subjects
• Color overlays or adapted backgrounds
• Access to course notes/outlines in advance

Dyscalculia accommodations:

• Calculator authorized (including where normally prohibited)
• Number line, multiplication tables, reference charts
• Adapted mathematical problem presentation
• Extra time for calculation tasks
• Oral explanation of reasoning accepted

7.6 Exam Accommodations (Aménagements d'Examens)

Key principle: Exam accommodations must be consistent with what the student uses in class (PAP/PPS). A student without tiers-temps in their plan will have difficulty obtaining it for the Baccalauréat or Brevet. This creates a critical audit checkpoint.

Application procedure: Filed during second trimester of year preceding the exam, on the forms annexed to the circulaire du 17 juillet 2025 (session 2026 onward), through the Incluscol application where the académie has deployed it. Two procedures: the procédure simplifiée when the requested accommodations match those already in the PAP, PPS or PAI (the chef d'établissement transmits; no new medical opinion needed), and the procédure complète for anything beyond the existing plan (medical certificate + specialist assessments + evidence of classroom use; avis of the médecin désigné par la CDAPH). Decision by academic authority (recteur). Appeal: recours gracieux to the recteur, then tribunal administratif; the Défenseur des Droits may be seised in parallel.

Session 2026 change: for candidates granted written communication in oral exams, the lecture à voix haute component of the oral de français is neutralised; the candidate indicates in writing where the chosen text sits in the work and the parcours. Point weighting is unchanged.

Higher education examens et concours are governed by the circulaire du 6 février 2023, not by the school-exam circulaire. The CDAPH-designated physician may base the avis on the student's prior PAP or PPS, which is the strongest argument for keeping the K-12 plan documentation.

7.7 Higher Education (Université / CFA)

The PAP and PPS do not transfer to higher education. Students must re-establish accommodations through each institution's service handicap (disability services office).

• Université / Grandes écoles: Each institution has a service handicap. Students provide medical certificate and prior plan documentation; institution issues a plan d'accompagnement valid for the program.
• CFA / apprentissage: Apprentices may request accommodations through the CFA's référent handicap; AGEFIPH may fund accommodation costs.
• Common accommodations: tiers-temps for exams, secrétaire (reader/scribe), computer with spell-check, accessible course materials, note-taker (preneur de notes).
• Foreign-language requirement: French universities have varying policies on dispense from second-language requirements; document specific request via service handicap.

7.8 Adult / Workplace Context

For adults with dyslexia in the workplace, the framework shifts from PAP/PPS (K-12) to RQTH-based workplace accommodation:

• RQTH (Reconnaissance de la Qualité de Travailleur Handicapé): Issued by CDAPH after MDPH application. Voluntary; opens access to accommodation funding and protection against discrimination.
• AGEFIPH (private sector) / FIPHFP (public sector): Fund workplace accommodations including assistive technology, workspace adjustments, training, and job coaching.
• Adapted assistive technology for adult workers (French TTS via Vocale Presse, dictionary apps, French-spelling correctors like Antidote, French OCR via Scan&Read).
• Centres de Réadaptation Professionnelle (CRP): For adult retraining when dyslexia significantly affected initial career path.
• Loi Avenir Professionnel (2018): Mandates company-level disability référent for firms ≥250 employees.
• France Travail (formerly Pôle emploi, merged 1er janvier 2024 under loi n° 2023-1196 pour le plein emploi): registration as demandeur d'emploi; Cap emploi remains the specialised placement network for RQTH holders.
• European Accessibility Act (ordonnance n° 2023-859 and décret n° 2023-931, in application since 28 June 2025): consumer digital products and services sold in France (e-books and reading apps, e-commerce, banking, telecoms, transport apps) must meet accessibility requirements; EN 301 549 is the technical reference. For adults with dyslexia this makes accessible e-book formats and reflowable text a legal obligation on the seller rather than a request to the employer.

Disclosure considerations (parallel to ADA Title I in US):

• Disclosure to employer is voluntary except when requesting RQTH-funded accommodation.
• Anti-discrimination protections in Art. L1132-1 Code du travail apply.
• Recourse via Défenseur des Droits or labor tribunal (Conseil de Prud'hommes).

7.9 Teacher Training

• No nationally mandated minimum hours on DYS disorders in initial teacher training (a significant gap vs. US).
• CAPPEI (Certificat d'Aptitude Professionnelle aux Pratiques de l'Éducation Inclusive) is the specialized certification for inclusive education; voluntary for mainstream teachers; required for ULIS coordinators and enseignants référents.
• Continuing education via Plans Académiques de Formation (PAF) is voluntary for mainstream teachers.
• Legal obligation is on the institution to provide accommodations, not on individual teacher certification.

7.10 France–US Crosswalk

8. Spanish Legal Framework (Locale: es)

Sources current as of 2026-10. Authority-version pins: LOE — Ley Orgánica 2/2006, LOMLOE — Ley Orgánica 3/2020 (Art. 71/72/79 bis), Real Decreto 157/2022 (Primary curriculum), Real Decreto 534/2024 de 11 de junio (PAU, art. 3.2, 13.10, 21.1), Real Decreto Legislativo 1/2013 (workplace ≥33% certificado de discapacidad threshold), Orden PJC/804/2025 de 23 de julio (BOE-A-2025-15426, adaptaciones in public-employment selection processes), Ley 11/2023 de 8 de mayo (European Accessibility Act transposition, obligations from 28 June 2025), ICD-11 6A03.0 / DSM-5-TR F81.0 diagnostic criteria. 17-CCAA regional decrees vary; always verify against the specific Comunidad Autónoma. PRODISLEX referenced as screening pattern, not diagnostic instrument.

8.1 Key Laws

Spain's education system is significantly devolved to 17 Comunidades Autónomas. National organic laws set the floor; regions implement and may exceed national requirements.

8.2 ACNEAE Framework

ACNEAE (Alumnado con Necesidad Específica de Apoyo Educativo) is the broadest category under LOMLOE, covering all students with specific educational support needs.

Critical distinction for dyslexia/dyscalculia: These conditions fall under DEA (Dificultades Específicas de Aprendizaje), which is a subcategory of ACNEAE but is NOT classified as NEE (Necesidades Educativas Especiales). This determines which support pathway applies.

Students with dyslexia/dyscalculia do NOT typically receive NEE classification. Applying the NEE/Dictamen pathway to a DEA student is a compliance error and a frequent audit finding.

8.3 K-12 Support Plan Types

Regional terminology note: The same ACNS concept may be called ACI no significativa, PTI, Plan de Apoyo, or Plan de Atención depending on the Comunidad Autónoma. Always verify regional terminology.

8.4 Assessment Process

Assessment pathway:

1. Detection/screening — PRODISLEX protocols by educational stage
2. Teacher documents observed difficulties and interventions attempted
3. Psychopedagogical evaluation by orientador/a or EOEP (cognitive + achievement testing, exclusionary criteria, context)
4. Informe Psicopedagógico — formal report with classification and recommended ACNS
5. Family notification and consent required

Diagnostic criteria: Achievement below Pc (percentile) 25 on normative tests with exclusion of intellectual disability, sensory impairment, and inadequate instruction as primary causes. Some regions (Andalucía, Canarias, Cataluña, Murcia, Navarra) have more specific operational definitions.

Adult assessment: Conducted by clinical psychologists or neuropsychologists in clinical settings; uses adult-normed PROLEC-SE or BELEC. Certificado de discapacidad applications go through Centros Base (regional disability assessment centers).

8.5 Required K-12 Accommodations

Under LOMLOE Articles 71, 72, and 79 bis, administrations must identify early, assess needs, provide resources, guarantee inclusion, ensure non-discrimination, and adapt assessment.

Dyslexia ACNS accommodations (widely required or recommended):

• Extended time (typically 25-50% additional; varies by region)
• Oral reading of questions
• Allowing oral responses
• No penalization for spelling/orthographic errors attributable to dyslexia
• Enlarged text: Arial 14-16pt, 1.5 line spacing; OpenDyslexic permitted where the regional instruction names it (no evidence of benefit over Arial, see Azzarello et al. 2026)
• Separate testing room when needed
• Assistive technology (computer, text-to-speech)
• Reduced volume of written work (same complexity level)
• Access to class notes/outlines
• Permission to record lessons
• Multisensory teaching approaches

Dyscalculia accommodations:

• Calculators and multiplication tables
• Extended time for mathematics tasks
• Visual/manipulative aids
• Step-by-step problem decomposition

8.6 PAU Exam Accommodations (formerly EBAU/EvAU)

The university entrance exam is the PAU (Prueba de Acceso a la Universidad) since the 2024-25 course under Real Decreto 534/2024; older documents call it EBAU, EvAU or Selectividad. It is administered regionally by each Comisión Organizadora, but the national decree now sets a floor that regional acuerdos must respect.

National floor (RD 534/2024):

• Adaptations of time, special exam models, and material, technical and human resources (art. 3.2)
• Measures are based on the support documented in the previous stage; schools must share that record
• No adaptation may lower the grade (art. 3.2); the 10% writing-quality criterion may be relaxed for ACNEAE (art. 13.10)
• Information, communication and the venue must be accessible

Common accommodations across regions:

• Extended time (Madrid: up to 30 additional minutes per exam; varies by region)
• Enlarged format (DIN A3 in Madrid; Arial 16pt with 1.5 line spacing elsewhere)
• Oral reading of the enunciados by the tribunal on request (language-test texts excluded)
• Additional answer sheet
• Adapted spelling correction ("corrección adaptada de ortografía"): no deductions in non-language subjects; capped deductions in Lengua Castellana y Literatura II and Lengua Extranjera II with natural errors (substitutions, omissions, inversions, joins and splits) not counted
• Separate exam room, specific evaluation tribunals (some regions)
• OpenDyslexic or similar on request where the regional acuerdo lists it (no evidence of benefit over Arial)

Requirements to receive PAU accommodations: Informe Psicopedagógico or equivalent diagnosis, documented history of equivalent adaptations during Bachillerato (or FP / Régimen Especial), signed consent, application by the school through the Servicio de Orientación within the regional window (Madrid 2026: 1 December 2025 to 20 January 2026, at least three months before enrolment closes; resolutions notified before 16 March 2026). Appeals: reconsideration within 10 business days, recurso de reposición within one month, contencioso-administrativo within two months.

Key exam accommodation linkage principle: Like France, students must demonstrate a history of using accommodations (consistency between classroom ACNS and exam accommodations). Students who have not had documented ACNS during Bachillerato face greater difficulty obtaining exam accommodations; the national decree now makes the prior-stage record the formal basis of the decision.

Regional highlights:

• Madrid: annual Acuerdo de la Comisión Organizadora (11 Nov 2024 for PAU 2025; 17 Nov 2025 for PAU 2026) building on the Resolución of 27 April 2023 of the Dirección General de Universidades: dyslexia in Grupo 2 with +30 min, A3, read-aloud enunciados, extra answer sheet and adapted spelling correction
• Castilla y León: Orden EDU/1225/2024 and the COPAU acuerdo of 21 March 2025 publish explicit deduction rules (Lengua II: max 1 point, first rule-based error free, repeated errors counted once, 0.10 per further error, expression deductions capped at 0.5)
• Cataluña: 30 additional minutes, specific evaluation tribunals, adapted spelling scoring; bilingual/trilingual assessment context (Catalan + Castilian + optional English)
• Andalucía: Instrucciones 12/12/2014 (evaluation measures for dyslexia/DEA/TDAH); was among the first regions to issue specific dyslexia instructions
• País Vasco: Berritzegune handles assessments; trilingual context (Basque + Castilian + English)

8.7 Higher Education (Universidad)

Spanish universities operate oficinas de atención a la diversidad (or servicios de apoyo a estudiantes con discapacidad) as the equivalent of US Disability Services Offices.

• Documentation required: Informe Psicopedagógico from K-12 (if available) plus current clinical evaluation, or certificado de discapacidad ≥33%.
• Common university accommodations: tiempo adicional (extended time), turno especial (separate room), software adaptado, reducción de carga académica, exención de evaluación oral en lengua extranjera (rare; case-by-case).
• CRUE — Conferencia de Rectores: Issues guidance documents on inclusive higher education across the Spanish university system.

8.8 Adult / Workplace Context

For adults with dyslexia in the Spanish workplace, the framework is established by Real Decreto Legislativo 1/2013 (Ley General de Discapacidad):

• Certificado de discapacidad: Issued by regional Centros Base after assessment of functional limitation. Threshold is ≥33% to qualify for workplace protections, tax benefits, and reserved employment.
• Reserved-employment quota: Firms with ≥50 employees must reserve 2% of positions for workers with certificado de discapacidad ≥33%. Compensable through Centros Especiales de Empleo contracts or AGEFIPH-equivalent fundraising.
• Centros Especiales de Empleo: Specialized workplaces that employ ≥70% workers with disability; provide adapted work environment.
• Servicio Público de Empleo Estatal (SEPE): Regional offices include Empleo Inclusivo programs; orientación laboral for workers with disability.
• Acceso al empleo público (oposiciones): Orden PJC/804/2025 (BOE 25 July 2025) sets national criteria for adaptación de medios y tiempos and other reasonable adjustments in selective processes for candidates with certificado de discapacidad, alongside the 7% reserved quota in public employment. Candidates with DEA and a certificate should request extra time, adapted formats and assistive technology under this Orden; regional convocatorias must apply it.
• European Accessibility Act (Ley 11/2023): since 28 June 2025 consumer digital products and services sold in Spain must be accessible; for adults with dyslexia this covers e-books and reading apps, online banking, e-commerce and telecom portals. Non-compliance is reportable to the Dirección General de Consumo.
• Adapted assistive technology for adult Spanish workers: Spanish-language TTS (Vozme, Loquendo, ReadSpeaker Spanish voices), Spanish OCR (FineReader Spanish), dictation tools (Dragon Spanish, Apple Dictation Spanish), Spanish-spelling correctors (StilusNet, Microsoft Spanish proofing).
• Anti-discrimination protections: Estatuto de los Trabajadores Art. 17 plus Ley General de Discapacidad Art. 35-37.

Disclosure considerations (parallel to ADA Title I and FR RQTH):

• Voluntary disclosure; protected by data protection law (LOPD-GDD).
• Recourse through Inspección de Trabajo or Tribunales de lo Social.

8.9 Regional Variation Summary

An audit targeting Spain must identify the relevant Comunidad Autónoma, as terminology, diagnostic thresholds, PAU procedures, and assessment team names vary significantly.

8.10 Spain–US Crosswalk

Compliance Audit Checklist

When auditing a program, tool, or document for compliance, evaluate against:

Program/Curriculum Compliance

• Instruction addresses all six structured literacy elements
• Follows OG principles (multisensory, explicit, diagnostic, sequential, individualized)
• Uses evidence-based methodology
• Provides sufficient intensity for student needs
• Includes progress monitoring with data collection
• Materials are accessible and appropriate for student profile
• Instructor has adequate training (IDA-aligned certification preferred)

IEP Compliance

• Eligibility does not rest on an IQ-achievement discrepancy (removed from the 2025 IDA definition; not required by IDEA)
• PLAAFP describes current performance and impact of dyslexia, reporting word-reading accuracy and speed separately
• Goals are measurable, time-bound, and aligned to dyslexia deficits
• Services specify type, frequency, duration, and location
• Accommodations and modifications listed
• Progress monitoring schedule defined
• IEP team includes dyslexia-knowledgeable member
• Prior Written Notice provided for all changes
• Parent participation documented

504 Plan Compliance

• Disability and functional limitations documented
• Every listed accommodation has implementation evidence (after A.J.T. v. Osseo, 2025, undelivered accommodations are actionable without proof of bad faith)
• Accommodations are specific and actionable
• Implementation responsibilities assigned
• Review schedule established
• Grievance procedures included

Assessment Compliance

• Multiple assessment tools used (no single-test diagnosis)
• Phonological processing assessed (CTOPP-2 or equivalent)
• Reading achievement assessed (decoding, fluency, comprehension)
• Cognitive ability assessed
• Language skills assessed
• Assessment administered by qualified professionals
• Results interpreted in context of dyslexia-specific patterns

Cognitive Disorder Accommodation (Neuroscience-Informed)

• Dyslexia framed as a neurodevelopmental cognitive disorder, not a failure to learn or a reflection of low intelligence
• Bypass strategies (text-to-speech, audiobooks, spell-checkers, dictation tools) available as permanent cognitive prosthetics, not temporary scaffolds
• Assessment separates comprehension ability from decoding processing (a student may understand content deeply but be unable to decode the text independently)
• Automatic word recognition speed not assumed as prerequisite; text-to-speech and read-aloud permitted without penalty
• Working memory demands explicitly managed: external supports (graphic organizers, written instructions, visual schedules) provided as standard practice
• Accommodations designed as lifelong supports reflecting persistent cognitive architecture difference, not time-limited remedial aids
• Cognitive load per task quantified and kept within dyslexia-appropriate limits (max 2-3 novel elements simultaneously)
• Typography requirements are stated as legibility features (size, spacing, alignment, user choice), not as a mandated specialty font
• Rapid naming (RAN) deficits recognized as persistent; untimed environments provided as default, not an accommodation

French Compliance Audit Checklist (Locale: fr)

PAP Compliance (K-12)

• PAP recorded in the Livret de parcours inclusif (LPI) by the directeur or chef d'établissement
• Student has a diagnosed trouble des apprentissages (DYS) documented by qualified professional
• PAP validated by médecin de l'Éducation nationale (school physician)
• PAP uses the standardized Circulaire 2015-016 template (correct sheet for school level: maternelle / élémentaire / collège / lycée)
• PAP lists external care professionals involved (orthophoniste, etc.)
• Accommodations organized by domain (oral language, written language, mathematics/logic)
• Signed by family, school physician, and pedagogical team
• Annual review documented
• Student does NOT simultaneously hold a PPS (cannot coexist with PAP)

PPS Compliance (K-12)

• MDPH/CDAPH disability recognition obtained (Cerfa forms + medical certificate + supporting evaluations)
• Enseignant référent assigned
• ESS (Équipe de Suivi de Scolarisation) meeting held at least annually
• PPS contents include: schooling modality, human assistance (AESH if needed), material assistance, therapeutic care schedule, pedagogical accommodations
• If AESH assigned: documented in PPS
• If ULIS placement: consistent with PPS
• If state-funded equipment: CDAPH allocation documented

Exam Accommodation Compliance (Aménagements d'Examens)

• Request uses the session-2026 forms (circulaire du 17 juillet 2025 annexes) and the correct procedure (simplifiée when matching the PAP/PPS, complète otherwise)
• Accommodations requested during second trimester of year preceding exam
• Medical certificate and specialist assessments included in dossier
• Evidence provided that student uses same accommodations in class (PAP/PPS documentation)
• Decision by academic authority (recteur) documented
• Exam accommodations are consistent with what appears in PAP/PPS (no exam accommodation without prior classroom use)
• If tiers-temps requested: documented in existing PAP/PPS
• If oral substitution requested: justified in plan documentation

Adult / Workplace Compliance (RQTH layer)

• RQTH status applicable and pursued where worker needs funded accommodations
• Documents refer to France Travail (not Pôle emploi) and Cap emploi
• AGEFIPH (private) / FIPHFP (public) funding pathways documented for assistive technology
• Workplace accommodations include French-language AT (Antidote, Vocale Presse, French TTS/STT)
• If firm ≥250 employees: référent handicap identified (Loi Avenir Professionnel 2018)
• Anti-discrimination protections from Code du travail Art. L1132-1 referenced in policies

Accommodation Adequacy (K-12)

• Art. L321-4 obligations met: adapted teaching provided for severe/permanent DYS
• Document formatting adapted (font ≥14pt, line spacing ≥1.5x, left-aligned, no full justification)
• Spelling errors not penalized in non-language subjects
• Assistive technology access documented
• French-language TTS/AT availability (not English-only tools)

Spanish Compliance Audit Checklist (Locale: es)

Classification and Identification (K-12)

• Student correctly classified as DEA (not NEE) for dyslexia/dyscalculia
• ACNS pathway used (NOT Dictamen/ACS pathway for dyslexia/dyscalculia unless comorbid NEE)
• PRODISLEX or equivalent detection protocol used for initial screening
• Informe Psicopedagógico completed by orientador/a or EOEP
• Diagnostic criteria met: achievement below normative threshold with exclusionary criteria checked
• Family notified and consent obtained

ACNS Documentation

• ACNS documented in writing (not merely informal)
• Based on Informe Psicopedagógico findings
• Family agreement documented
• ACNS applied across all subjects where difficulties manifest (not only language class)
• Annual review documented
• Regional terminology verified (ACI no significativa / PTI / Plan de Apoyo — per Comunidad Autónoma)

Accommodation Adequacy (K-12)

• Extended time provided (25-50% depending on region)
• No penalization for spelling/orthographic errors attributable to dyslexia
• Oral response alternatives available
• Assistive technology access documented (computer, text-to-speech if needed)
• Enlarged text format (Arial 14-16pt, 1.5 line spacing) available for assessments
• Spanish-language AT availability (Vozme, ReadSpeaker Spanish, StilusNet, etc.)

PAU Exam Accommodations (formerly EBAU/EvAU)

• Official diagnosis (Informe Psicopedagógico) included in application
• Documented history of receiving classroom ACNS (particularly during Bachillerato)
• Application filed by the school within regional deadlines (at least three months before enrolment closes)
• Consistency between classroom accommodations and exam accommodations requested
• Regional procedure followed for Comunidad Autónoma where exam is taken
• Grading rules confirm no adaptation lowers the grade (RD 534/2024 art. 3.2) and adapted spelling correction is applied as published

Specialist Resources

• Maestro/a de PT (or AL where language-focused) involved in student support
• EOEP involvement documented for complex cases
• PAD (Plan de Atención a la Diversidad) at school level includes DEA protocols

Adult / Workplace Compliance (RDL 1/2013 layer)

• Certificado de discapacidad ≥33% obtained where worker needs RDL 1/2013 protections
• For oposiciones: adaptación de medios y tiempos requested under Orden PJC/804/2025 and applied by the convocatoria
• Consumer-facing digital services used by the worker meet Ley 11/2023 (EAA) requirements where applicable
• If firm ≥50 employees: 2% reserved-employment quota compliance documented (direct hire or alternative measures)
• Workplace accommodations include Spanish-language AT
• Centros Especiales de Empleo or Empleo Inclusivo programs referenced for adapted workplaces
• LOPD-GDD data protection respected on disability disclosure

Audit File Generation (Project Audits)

When auditing a project (a codebase, EdTech tool, curriculum repository, or any target that lives in a directory), the skill MUST:

1. Create an audits/ subdirectory in the project root if one does not already exist.
2. Write the audit report as a Markdown file inside audits/ using the naming convention:

   audits/Dyslexia-Compliance-Audit-<project-name>-<YYYY-MM-DD>.md

3. Follow the standard audit report format described below.

Audit Report Format

The audit report MUST follow this structure, matching the format used across other project audits:

# Dyslexia Standards Compliance Audit Report

| Field | Value |
|-------|-------|
| **Project** | <project name> |
| **Audit Date** | <YYYY-MM-DD> |
| **Auditor** | Claude (automated analysis) |
| **Standards** | IDA 2025 definition, IDA KPS 2018, IDEA, Section 504, Structured Literacy |
| **Scope** | <what was audited — files, documents, program components> |
| **Type** | <Initial audit / Re-audit of prior findings> |

---

## Executive Summary

<2-3 sentence summary of overall compliance posture. State the composite score
and the most critical gaps.>

### Findings Summary

| Severity | Count | Description |
|----------|-------|-------------|
| CRITICAL | X     | <brief> |
| HIGH     | X     | <brief> |
| MEDIUM   | X     | <brief> |
| LOW      | X     | <brief> |
| **Total**| **X** |             |

### Compliance by Domain

| Domain | Pass | Fail | N/A |
|--------|------|------|-----|
| IDA Standard 1: Foundation Concepts | X | X | X |
| IDA Standard 2: Reading Profiles | X | X | X |
| IDA Standard 3: Assessment | X | X | X |
| IDA Standard 4: Structured Literacy | X | X | X |
| IDA Standard 5: Ethics | X | X | X |
| IDEA Compliance | X | X | X |
| Section 504 Compliance | X | X | X |

---

## Findings

### CRITICAL Findings

> CRITICAL = Students with dyslexia cannot access appropriate services or
> instruction. Legal compliance risk.

#### F-001: <Finding title>
- **Standard/Law:** <IDA Standard X / IDEA §XXX / Section 504>
- **Severity:** CRITICAL
- **Category:** <Instruction / Assessment / Documentation / Accommodation / Legal>
- **Element:** <What was audited — file, document section, program component>
- **Description:** <What is wrong>
- **Impact:** <How this affects students with dyslexia>
- **Evidence:** <What was observed>
- **Remediation:** <Specific, actionable fix>
- **Effort Estimate:** <S / M / L / XL>

---

### HIGH Findings
<same format per finding>

### MEDIUM Findings
<same format per finding>

### LOW Findings
<same format per finding>

---

## Standards Crosswalk

| # | Standard/Requirement | Status | Finding Ref |
|---|---------------------|--------|-------------|
| IDA 1.1 | Reading development knowledge | PASS/FAIL | F-XXX |
| IDA 3.1 | Assessment administration | PASS/FAIL | F-XXX |
| IDEA §300.320 | IEP content requirements | PASS/FAIL | F-XXX |
| ... | ... | ... | ... |

---

## Composite Score

| Dimension | Weight | Score | Weighted |
|-----------|--------|-------|----------|
| Structured Literacy Alignment | 25% | XX | XX |
| Assessment & Evaluation | 20% | XX | XX |
| IEP/504 Compliance | 20% | XX | XX |
| Instructional Methodology | 15% | XX | XX |
| Progress Monitoring | 10% | XX | XX |
| Ethical Standards & Training | 10% | XX | XX |
| **Composite** | **100%** | | **XX/100** |

### Score Interpretation

| Range | Grade | Meaning |
|-------|-------|---------|
| 80-100 | A | Standards-aligned, minor improvements needed |
| 60-79 | B | Good foundation, gaps in specific areas |
| 40-59 | C | Needs improvement, multiple compliance gaps |
| 20-39 | D | Significant deficiencies, systemic gaps |
| 0-19 | F | Non-compliant, fundamental redesign needed |

---

## Remediation Roadmap

| Priority | Finding | Effort | Description |
|----------|---------|--------|-------------|
| 1 | F-XXX | S | <description> |
| 2 | F-XXX | M | <description> |
| ... | ... | ... | ... |

---

## What Passed

| Component | Standard Met |
|-----------|-------------|
| <component> | <what it does right> |

---

## Version History

| Date | Version | Author | Changes |
|------|---------|--------|---------|
| YYYY-MM-DD | 1.0 | Claude (automated) | Initial audit |

Re-Audit Behavior

When re-auditing a project that already has an audit file in audits/:

1. Read the previous audit report to identify prior findings.
2. Generate a new report with the current date.
3. Include a Remediation Status table at the top of the Findings section:

## Remediation Status

| ID | Finding | Severity | Status |
|---|---|---|---|
| F-001 | <title> | CRITICAL | FIXED / PARTIALLY FIXED / REMAINING |
| F-002 | <title> | HIGH | FIXED / REMAINING |

**Summary: X FIXED, X PARTIALLY FIXED, X REMAINING, X NEW**

4. Document what changed and what didn't for each dimension.
5. Include a Before/After Delta Table showing score changes.

Behavior Guidelines

• Always distinguish between IDEA services and 504 accommodations — they serve different purposes. (locale=us)
• Flag when a 504 plan is being used where an IEP may be more appropriate (student is significantly behind academically). (locale=us)
• Note that state laws may add requirements beyond federal minimums — advise users to check their state's dyslexia mandate, and whether screening results are connected to funded instruction (Hu, Sayeski and Morgan 2025). (locale=us)
• Cite the 2025 IDA definition, DSM-5-TR with ICD-10-CM F81.0, and ICD-11 6A03.0; never present 315.00 as the current code. (all locales)
• Do not fail content for the absence of a specialty dyslexia font; score legibility features instead. (all locales)
• locale=fr: Always distinguish PAP from PPS — they are not interchangeable. PAP for DYS pedagogical accommodations with school physician validation; PPS only when AESH / ULIS / state-funded equipment required. Flag any case where a French K-12 student holds both simultaneously (legal error). Flag when a French student requests exam aménagements without documented prior classroom use. Cite the school-exam circulaires (14 mars 2022 as amended 17 juillet 2025) for Brevet/Bac and the circulaire du 6 février 2023 for higher-education examens et concours; never cite "Circulaire 2023-033". Mention the PAS as first contact and note its pending statutory basis.
• locale=es: Always classify dyslexia/dyscalculia under DEA, not NEE — applying Dictamen/ACS pathway to a sole-diagnosis DEA student is a common compliance error. Verify regional terminology (ACNS vs. ACI no significativa vs. PTI vs. Plan de Apoyo) before authoring documents. Call the entrance exam PAU and cite RD 534/2024 as the national floor (EBAU/EvAU only as legacy names). For workplace, check whether certificado de discapacidad ≥33% has been pursued, and apply Orden PJC/804/2025 for oposiciones.
• When evaluating programs, be transparent about evidence levels. Many OG-based programs are widely used but have limited formal RCT evidence; the same caveat applies to FR (Borel-Maisonny, Chassymo) and ES (PRODISLEX) programs.
• Always prioritize student/employee welfare and access to appropriate services.
• Cite specific standards (IDA Standard 3, IDEA §300.320 for US; Art. L321-4 Code de l'éducation, Circulaire 2015-016 for FR; LOE Art. 79 bis, regional CCAA decree for ES) when flagging compliance issues.
• When auditing a project, ALWAYS create the audit file under audits/ in the project directory. Never output audit results only to the conversation — the file is the primary deliverable.
• Use sequential finding IDs (F-001, F-002, ...) that persist across re-audits for traceability.
• For FR and ES audits, always include a crosswalk section in the report showing equivalences to the US framework, since many readers will be more familiar with US legal references.

Output Formats

• Project audits: Markdown file in <project>/audits/ (primary output)
• Compliance audit reports (Markdown, DOCX, PDF)
• Gap analysis documents with prioritized recommendations
• Standards crosswalk matrices
• Accommodation recommendation lists
• IEP/504 review checklists