Senate Bill 840 (SB 840) represents a significant step forward in Oklahoma’s efforts to improve literacy outcomes and support students with dyslexia. The legislation focuses on strengthening teacher training and expanding schools’ ability to identify characteristics of dyslexia earlier and more effectively.

Rather than redefining dyslexia or changing eligibility requirements, SB 840 addresses a critical gap in education: the need for highly trained educators who can recognize reading difficulties and respond with informed instruction and support.

What SB 840 Does

SB 840 establishes a pathway for Oklahoma educators to earn a dyslexia-focused micro-credential that is added to their teaching certificate. This credential is available to teachers who complete advanced, therapy-level training through recognized programs such as the Certified Academic Language Therapist (CALT) or the Center for Effective Reading Instruction (CERI).

Teachers who earn this credential are authorized to screen students for characteristics of dyslexia. This allows schools to rely more on in-house expertise rather than requiring families to seek costly private evaluations before support can begin.

To qualify for the micro-credential, educators must complete rigorous training requirements, including graduate-level education, specialized coursework, a competency exam, and additional supervised instruction. These standards are designed to ensure that dyslexia screening and instructional decisions are made by highly qualified professionals.

Benefits of SB 840

One of the most important benefits of SB 840 is earlier identification. Dyslexia often goes unnoticed until students fall significantly behind in reading. By increasing the number of trained professionals in schools, students can be identified sooner, reducing long-term academic and emotional consequences.

The law also promotes equity. Access to private dyslexia testing can be expensive and out of reach for many families. SB 840 helps reduce financial barriers by enabling schools to take a more active role in screening and intervention, regardless of a family’s ability to pay for outside services.

Additionally, SB 840 supports improved literacy outcomes statewide. Teachers who understand dyslexia are better equipped to deliver structured, evidence-based reading instruction and recommend appropriate accommodations. This benefits not only students with dyslexia, but also strengthens overall reading instruction in classrooms.

What This Means for Students and Families

SB 840 does not replace formal diagnoses or special education processes. Instead, it strengthens the early stages of identification and response. When schools can recognize reading difficulties earlier and with greater confidence, students are more likely to receive timely support that aligns with their learning needs.

For families, this legislation represents progress toward clearer communication, earlier intervention, and a school system better prepared to understand dyslexia as a learning difference rather than a deficit.

Conclusion

SB 840 is a meaningful policy advancement that prioritizes knowledge, training, and early action. By investing in teacher expertise, Oklahoma is taking steps toward a more informed and inclusive educational environment for students with dyslexia.

While continued advocacy and implementation are essential, SB 840 lays important groundwork for improved literacy support and long-term academic success.

Change Dyslexia • Interviews & Stories

Behind every story is someone who chose to keep going. My brother, Jess, is one of those people. After facing the challenges of dyslexia and pushing through moments that could have held him back, he has continued to grow, improve, and prove what he’s capable of. Today, he is a member of NJHS, a reflection of his hard work and determination. His journey is a reminder that dyslexia does not define limits—it reveals strength, resilience, and the ability to break barriers.

Living with Dyslexia: A Personal Story

Kate: When were you diagnosed with dyslexia, and what was that like?
Jess: I was diagnosed around second grade. I don’t remember it super clearly, but I do remember just being okay with it. It wasn’t something that made me upset—I just accepted it and moved on.

Kate: What is something people often misunderstand about dyslexia?
Jess: A lot of people think dyslexia has to do with vision or that words look all mixed up on the page. For me, that’s not true at all—my vision is completely fine. Some people also think it means you have cognitive issues, but that’s not the case either. It’s just a different way of processing things.

Kate: Can you share a moment when dyslexia really challenged you?
Jess: One of the biggest challenges is reading out loud in class. When I’m asked to read in front of others, it can be stressful. If I know I’m going to be reading something, I’ll sometimes tell people ahead of time. It’s something I still have to work through.

Kate: What strengths has dyslexia given you?
Jess: Honestly, it’s just part of who I am. It doesn’t bring me down—it’s something that has shaped my personality. It’s hard to explain, but it’s just a part of me.

Kate: What would you say to someone who thinks they might have dyslexia?
Jess: If you think you might have it, it’s a good idea to talk to a doctor and find out. And if you do have dyslexia, just know it doesn’t make life bad. It’s something you can work through. Practicing reading—especially out loud—and working on spelling can really help. It’s not something that goes away, but it’s something you can overcome.

Change Dyslexia OK is all about creating change around the stigma of learning disabilites in the classroom.

We have made a major step. On Wednesday, March 25th, after months of paperwork and waiting, we created Oklahoma's Dyslexia Awareness Day. Here is the Official Proclamation and will be posted on the www.oklahoma.gov website.

Whereas, dyslexia is a specific learning difference that affects an estimated one in five individuals, including many students in Oklahoma, and is characterized by challenges with accurate and fluent word recognition, spelling, and decoding, regardless of background or intellectual ability; and

Whereas, early identification and evidence-based intervention are critical to ensuring that Oklahoma students with dyslexia develop strong literacy skills, academic confidence, and long-term educational success; and

Whereas, many students with dyslexia demonstrate exceptional strengths in creativity, problem-solving, leadership, and critical thinking, and, when provided appropriate support, make meaningful contributions to their schools, communities, and future professions across Oklahoma; and

Whereas, increased awareness and understanding of dyslexia among educators, families, policymakers, and community members promotes inclusive learning environments and helps reduce stigma, misunderstanding, and delayed intervention throughout the state; and

Whereas, the State of Oklahoma is committed to advancing literacy, educational equity, and opportunities for all students to reach their fullest potential; and

Whereas, recognizing Dyslexia Awareness Day encourages meaningful dialogue, resource sharing, and collaborative efforts to support students with dyslexia and their families across Oklahoma;

Now Therefore, I, Governor J. Kevin Stitt, do hereby proclaim March 21st, 2026, as

"Dyslexia Awareness Day"

in the State of Oklahoma

This Isn’t About Politics Anymore

In recent public remarks, President Donald Trump made statements referencing California Governor Gavin Newsom’s dyslexia, suggesting that individuals with learning disabilities should not hold the office of President of the United States. His comments, delivered during press interactions and later reiterated publicly, included assertions that a “learning disability” is incompatible with presidential leadership. These remarks were widely criticized for both their framing and their broader implications.

Disability advocates, educators, and medical organizations responded with strong clarification. The National Center for Learning Disabilities has emphasized that dyslexia and other learning disabilities are neurologically based differences in language processing, not measures of intelligence, competence, or leadership capacity. Likewise, research from institutions such as the Yale Center for Dyslexia and Creativity affirms that dyslexia exists independently of cognitive ability and is present across all levels of achievement, including leadership, science, public service, and the arts.

Governor Newsom, who has spoken openly about being diagnosed with dyslexia at a young age, has consistently described his experience not as a limitation, but as a formative part of his development. He has discussed the academic challenges he faced in childhood and how those experiences shaped his persistence and resilience. In response to recent commentary, he directly addressed young people with learning differences, encouraging them not to internalize stigma and reaffirming that dyslexia is not a deficit of potential, but a difference in learning.

What has emerged from this exchange is not simply a political disagreement, but a deeper cultural question: how society defines intelligence, capability, and leadership, and whether longstanding misconceptions about neurodiversity continue to influence public understanding.

Dyslexia affects an estimated one in five individuals to varying degrees and is among the most common learning differences worldwide. Despite extensive scientific research, misunderstanding persists—particularly the outdated assumption that difficulty with reading or writing reflects diminished intelligence. In reality, dyslexia is unrelated to intellectual capacity. Individuals with dyslexia frequently excel in fields requiring innovation, spatial reasoning, creativity, leadership, and complex problem-solving.

For many families, however, this conversation is not theoretical.

My brother is dyslexic. I have watched him navigate challenges that are often invisible to others: the additional time required to process written language, the frustration of systems not designed for his way of learning, and the quiet endurance required to persist when tasks that appear simple to others demand extraordinary effort. Yet I have also witnessed something far more defining than struggle. I have seen determination that does not yield to limitation. He has continued to show up, to persist, and to prove—first to himself, and then to the world around him—that his ability is real, valid, and continually growing.

What becomes clear through lived experience is that progress is not always linear, but it is always meaningful. What may be perceived externally as difficulty is often internally a process of adaptation, resilience, and strength.

This is why language in leadership carries profound weight. Words spoken from positions of authority do not remain abstract; they shape how children interpret themselves, how educators frame potential, and how families understand the boundaries of what is possible. When learning differences are framed as disqualifying rather than as variations in cognition, it reinforces barriers that decades of research have worked to dismantle.

History itself challenges that assumption. Figures such as Albert Einstein—often cited in discussions of unconventional learning and thinking—are frequently associated with the idea that intellectual brilliance does not always align with traditional educational performance. While his specific neurodevelopmental profile remains a subject of historical interpretation rather than confirmed diagnosis, his legacy is widely understood as evidence that transformative thinking often emerges from minds that do not conform to conventional academic expectations.

This is not an argument about exceptionality. It is an argument about universality.

I believe no one should be positioned to define or limit a child based on how far they may go or what their success is expected to be. When potential is constrained by misunderstanding, society does not simply limit individuals—it limits itself. One must ask, honestly and carefully: if we diminish or discourage those who think differently, how much innovation, perspective, and progress are we collectively forfeiting?

The truth remains consistent across both science and lived experience: dyslexia does not define intelligence, ambition, or leadership. It defines a different pathway to learning—not a lesser one.

And when that truth is fully recognized, the narrative shifts. What was once framed as deficiency becomes distinction. What was once misunderstood becomes respected. And what was once used to divide becomes evidence of the full range of human capability.

Because dyslexia has never been a measure of what a person cannot do. It has always been a reminder of what they can—and of how much more the world is capable of becoming when those abilities are seen clearly.

To take away: dyslexia and success have the capability to co-exist.