• U.S. Department of Education – Office for Civil Rights (OCR) oversees enforcement of Section 504 of the Rehabilitation Act.

• Ensures federally funded programs provide accommodations and do not discriminate.

• Also enforces Title III of the Americans with Disabilities Act (ADA) for non-religious private schools.

• Citations: 42 U.S.C. §§ 12181–12189, §12182, §12187; Citation: 29 U.S.C. § 794; Citation: 20 U.S.C. § 1400 et seq.

State (Texas):

• Texas Education Agency (TEA) guides state public education policies and enforces relevant Texas Education Codes.

• Texas Administrative Code, Title 19 outlines specific responsibilities and guidance related to instructional services for students with disabilities.

What I Learned:

• Federal agencies provide baseline protections, but coverage gaps exist—especially for religious private schools.

• State-level oversight offers further protection but may not apply to private institutions.

Summary:

• Prohibits state-sponsored discrimination

• Applies to public schools and state-funded private programs

• Supremacy Clause: Federal laws like the ADA override state laws if in conflict

• Citation: U.S. Constitution, Article VI, Clause 2

Summary:

• Requires non-religious private schools to provide reasonable accommodations (e.g., extended test time).

• Religious schools are exempt from Title III.

Administrative Law
Law: Section 504 of the Rehabilitation Act (applies to federally funded schools)
Citation: 34 C.F.R. Part 104 (Section 504 Regs)

Summary:

• Requires non-discrimination and reasonable accommodations for students with disabilities.

• Applies only if federal funding is received.

Citation: Round Rock ISD v. Amy M. (2021)

Key Points:

• Flexible test scheduling denial was deemed discriminatory under ADA.

• Reinforces that schools must consider individualized student needs.

Case: Lamone v. Cap. Gazette, 813 F.3d at 508
Summary: ADA can override conflicting state/local policies that restrict accommodations.

Link: https://s3.amazonaws.com/dl.ncsbe.gov/Requests/2018/National%20Federation%20of%20the%20Blind%20v%20Lamone.pdf

Summary:

• Regulates accommodations for individuals with disabilities in non-religious private schools.

• Requires barrier removal and modifications for equitable access.

• Enforced by the U.S. Department of Justice.

Link: https://statutes.capitol.texas.gov/Docs/HR/htm/HR.121.htm

Summary:

• Requires reasonable accommodations for individuals with disabilities in public settings.

• Offers general protections but lacks specific mandates for religious private institutions.

• Highlights the limitation of local law when federal exemptions apply.

Summary:

• Schools should affirm the dignity and worth of each individual.

• Educators have a duty to recognize learning differences and provide equitable opportunities.

• Not providing dyslexia support where possible may violate principles of justice and equity.

I now recognize the urgency of transparent systems to support students with dyslexia—regardless of the law’s requirement. This journey has inspired me to be part of reshaping school culture through informed leadership and ethical integrity.

These insights have strengthened my desire to pursue roles that influence school policy and practice at a higher level.

Audience:
This guide is designed for school administrators, educators, policymakers, and parents in private education who are seeking to understand legal obligations and best practices related to supporting students with dyslexia.

Topic:
Dyslexia & Legal Gaps in Private Schools: Understanding What Laws Apply — and Where They Fall Short

Why I Chose This Topic:
Dyslexia affects 1 in 5 students, and early intervention is essential. However, legal protections and required accommodations vary based on school type. Many private schools are not legally obligated to support students with dyslexia. I chose this topic to highlight the importance of addressing those gaps and ensuring equity in education.

Code of Federal Regulations. (n.d.). Nondiscrimination on the basis of handicap in federally assisted programs. 34 C.F.R. Part 104.
https://www2.ed.gov/policy/rights/reg/ocr/edlite-34cfr104.html

Code of Federal Regulations. (n.d.). Nondiscrimination on the basis of disability by public accommodations and in commercial facilities. 28 C.F.R. Part 36.
https://www.ecfr.gov/current/title-28/chapter-I/part-36

National Association of Independent Schools. (2023). Principles of good practice for equity and justice.
https://www.nais.org/learn/principles-of-good-practice/equity-and-justice/

Round Rock Independent School District v. Amy M., 540 F. Supp. 3d 689 (W.D. Tex. 2021).
https://casetext.com/case/round-rock-indep-sch-dist-v-amy-m

Texas Education Code § 121.003. (n.d.). Equal opportunities for individuals with disabilities.
https://statutes.capitol.texas.gov/Docs/HR/htm/HR.121.htm

Texas Administrative Code, Title 19. (n.d.). Education rules and guidance for instructional services.
https://texreg.sos.state.tx.us/public/readtac$ext.ViewTAC?tac_view=3&ti=19

U.S. Const. amend. XIV, § 1. Equal Protection Clause.
https://constitution.congress.gov/browse/amendment-14/

U.S. Department of Education, Office for Civil Rights. (2020). Protecting students with disabilities: Frequently asked questions about Section 504 and the education of children with disabilities.
https://www2.ed.gov/about/offices/list/ocr/504faq.html