reglab/housing_qa huggingface dataset:
AR Code § 6-41-405 (2020)
2020 Arkansas Code|Title 6 - Education|Subtitle 3 - Special Educational Programs|Chapter 41 - Children with Disabilities|Subchapter 4 - Improvement of Educational Services for Visually Impaired Students|§ 6-41-405. Electronic textbooks

 (a) The Division of Elementary and Secondary Education shall have the authority to require publishers of textbooks to furnish electronic media for the text portion of those textbooks required by visually impaired students.  (b) The electronic media shall be immediately capable of being electronically translated into braille or large print by computer or other electronic media.  (c) When braille code translation allows, publishers shall furnish electronic media for the nontextual portion of textbooks.
AR Code § 6-41-406 (2020)
2020 Arkansas Code|Title 6 - Education|Subtitle 3 - Special Educational Programs|Chapter 41 - Children with Disabilities|Subchapter 4 - Improvement of Educational Services for Visually Impaired Students|§ 6-41-406. Compliance required

 Failure of a school district to come into compliance with the provisions of this subchapter shall be grounds for a compliance citation from the Division of Elementary and Secondary Education.
AR Code § 6-41-407 (2020)
2020 Arkansas Code|Title 6 - Education|Subtitle 3 - Special Educational Programs|Chapter 41 - Children with Disabilities|Subchapter 4 - Improvement of Educational Services for Visually Impaired Students|§ 6-41-407. Accommodation for students with sensory processing difficulty

 When administering a state-mandated assessment or a state-mandated test, the Division of Elementary and Secondary Education and each school district shall allow a student that has been evaluated through appropriate testing, including a comprehensive eye examination by an optometrist or an ophthalmologist, and identified as having difficulty with sensory processing in reaction to oversensitivity to full spectrum light to use color overlays specific to the student's oversensitivity that alter the contrast between the words and the page so that the student can visually comprehend the words on a page of a state-mandated assessment or a state-mandated test, if made available by the test developer.
AR Code § 6-41-601 (2020)
2020 Arkansas Code|Title 6 - Education|Subtitle 3 - Special Educational Programs|Chapter 41 - Children with Disabilities|Subchapter 6 - Dyslexia and Related Disorders|§ 6-41-601. Findings

 The General Assembly finds that:   (1) Dyslexia, if not diagnosed early, can be severely detrimental to a child's academic success as well as his or her self-esteem;  (2) Most children identified as having characteristics of dyslexia and related disorders can be treated successfully; and  (3) The cost of screening and treating dyslexia or a related disorder early is significantly less than the cost of intensive remediation in the later school years for a child with dyslexia or a related disorder.
AR Code § 6-41-602 (2020)
2020 Arkansas Code|Title 6 - Education|Subtitle 3 - Special Educational Programs|Chapter 41 - Children with Disabilities|Subchapter 6 - Dyslexia and Related Disorders|§ 6-41-602. Definitions

 As used in this subchapter:   (1) “Dyslexia” means a specific learning disability that is:  (A) Neurological in origin;  (B) Characterized by difficulties with accurate and fluent word recognition and poor spelling and decoding abilities that typically result from a deficit in the phonological component of language; and  (C) Often unexpected in relation to other cognitive abilities;    (2) “Dyslexia interventionist” means a school district or public school employee trained in a dyslexia program, such as a:  (A) Dyslexia therapist;  (B) Dyslexia specialist;  (C) Reading interventionist;  (D) Certified teacher; or  (E) Tutor or paraprofessional working under the supervision of a certified teacher;    (3) “Dyslexia program” means explicit, direct instruction that is:  (A) Systematic, sequential, and cumulative and follows a logical plan of presenting the alphabetic principle that targets the specific needs of the student without presuming prior skills or knowledge of the student;  (B) Systematic, multisensory, and research-based;  (C) Offered in a small group setting to teach students the components of reading instruction, including without limitation:  (i) Phonemic awareness to enable a student to detect, segment, blend, and manipulate sounds in spoken language;  (ii) Graphophonemic knowledge for teaching the letter-sound plan of English;  (iii) The structure of the English language that includes morphology, semantics, syntax, and pragmatics;  (iv) Linguistic instruction directed toward proficiency and fluency with the patterns of language so that words and sentences are carriers of meaning; and  (v) Strategies that students use for decoding, encoding, word recognition, fluency, and comprehension; and    (D)  (i) Delivered with fidelity.  (ii) “Fidelity” means the intervention is done as the author of the program intended;      (4)  (A) “Dyslexia specialist” means a professional at each education service cooperative or school district who has expertise and is working towards an endorsement or certification in providing training for:  (i) Phonological and phonemic awareness;  (ii) Sound and symbol relationships;  (iii) Alphabet knowledge;  (iv) Decoding skills;  (v) Rapid naming skills; and  (vi) Encoding skills.    (B) A dyslexia specialist shall be fluent in the Response to Intervention (RTI) process and provide training in administering screenings, analyzing and interpreting screening data, and determining appropriate interventions that are systematic, multisensory, and evidence-based;    (5) “Dyslexia therapist” means a professional who has completed training and obtained certification in dyslexia therapy from a dyslexia therapy training program defined by the Division of Elementary and Secondary Education; and  (6) “Dyslexia therapy” means an appropriate specialized reading instructional program specifically designed for use in a dyslexia program that is delivered by a dyslexia interventionist.
AR Code § 6-41-603 (2020)
2020 Arkansas Code|Title 6 - Education|Subtitle 3 - Special Educational Programs|Chapter 41 - Children with Disabilities|Subchapter 6 - Dyslexia and Related Disorders|§ 6-41-603. Required screening and intervention

 (a)  (1) A school district shall screen each student in kindergarten through grade two (K-2) and others required by the Division of Elementary and Secondary Education rule using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) or an equivalent screener.  (2) The screening of students shall be performed with fidelity and include without limitation:  (A) Phonological and phonemic awareness;  (B) Sound symbol recognition;  (C) Alphabet knowledge;  (D) Decoding skills;  (E) Rapid naming skills; and  (F) Encoding skills.    (3)  (A) If the screener under subdivision (a)(1) of this section shows that a student is at risk, or at some risk, then a level I dyslexia screener shall be administered.  (B) The level I dyslexia screening of a student shall be performed with fidelity and include the components listed under subdivision (a)(2) of this section.      (b) The division shall adopt rules to ensure that students will be screened using DIBELS or an equivalent screener:  (1) In kindergarten through grade two (K-2);  (2) When a student in kindergarten through grade two (K-2) transfers to a new school and has not been screened;  (3) When a student in grade three (3) or higher has difficulty, as noted by a classroom teacher, in:  (A) Phonological and phonemic awareness;  (B) Sound-symbol recognition;  (C) Alphabet knowledge;  (D) Decoding skills;  (E) Rapid naming skills; and  (F) Encoding skills; and    (4) When a student from another state enrolls for the first time in Arkansas in kindergarten through grade two (K-2) unless the student presents documentation that the student:  (A) Had the screening or a similar screening; or  (B) Is exempt from screening.      (c)  (1) If the initial, level I, or level II dyslexia screening indicates that a student has characteristics of dyslexia, the Response to Intervention (RTI) process shall be used to address the needs of the student.  (2)  (A)  (i) If the level II dyslexia screening conducted by the school district indicates that a student exhibits characteristics of dyslexia, the student shall be provided intervention services.  (ii) The level II dyslexia screening shall be completed consistent with the Arkansas Dyslexia Resource Guide.    (B) If it is determined that the student has functional difficulties in the academic environment due to characteristics of dyslexia, the necessary accommodations or equipment for the student shall be provided under section 504 of the Rehabilitation Act of 1973, 29 U.S.C. § 794, and Title II of the Americans with Disabilities Act, 42 U.S.C. §§ 12131—12165, as they existed on February 1, 2013, if qualified under the applicable federal law.
AR Code § 6-41-604 (2020)
2020 Arkansas Code|Title 6 - Education|Subtitle 3 - Special Educational Programs|Chapter 41 - Children with Disabilities|Subchapter 6 - Dyslexia and Related Disorders|§ 6-41-604. Level II dyslexia screening and services — Parental notification

 (a) If a student's performance on an initial screener, level I screening, or level II dyslexia screening under § 6-41-603 indicates a need for dyslexia intervention services, the student's parent or legal guardian shall be:  (1) Notified of the results of the dyslexia evaluation; and  (2) Provided with information and resource material, including without limitation:  (A) The characteristics of dyslexia;  (B) Appropriate classroom interventions and accommodations for students with dyslexia; and  (C) The right of the parent or legal guardian to have the student receive an independent comprehensive dyslexia evaluation by a:  (i) Licensed psychological examiner;  (ii) School psychology specialist;  (iii) Licensed speech-language pathologist;  (iv) Certified dyslexia testing specialist; or  (v) Dyslexia therapist.        (b)  (1) If a parent or legal guardian chooses to have an independent comprehensive dyslexia evaluation for the student, the parent or legal guardian shall:  (A) Select an individual qualified under subdivision (a)(2)(C) of this section to perform the comprehensive dyslexia evaluation; and  (B) Cover the cost of the comprehensive dyslexia evaluation.    (2) A school district shall consider the diagnosis and provide the student with interventions determined to be appropriate by the school district from a dyslexia interventionist at the school district.
AR Code § 6-41-605 (2020)
2020 Arkansas Code|Title 6 - Education|Subtitle 3 - Special Educational Programs|Chapter 41 - Children with Disabilities|Subchapter 6 - Dyslexia and Related Disorders|§ 6-41-605. Instructional approaches

 (a) Dyslexia intervention for a student whose dyslexia level I or level II screening under § 6-41-603(c)(2) indicates the need for dyslexia intervention services may include the following instructional approaches:  (1) Explicit, direct instruction that is systematic, sequential, and cumulative and follows a logical plan of presenting the alphabetic principle that targets the specific needs of the student without presuming prior skills or knowledge of the student;  (2) Individualized instruction to meet the specific needs of the student in a small group setting that uses intensive, highly concentrated instruction methods and materials that maximize student engagement;  (3) Meaning-based instruction directed at purposeful reading and writing with an emphasis on comprehension and composition; and  (4) Multisensory instruction that incorporates the simultaneous use of two (2) or more sensory pathways during teacher presentations and student practice.    (b) Until there are a sufficient number of graduates from a dyslexia therapy program established at the university level in Arkansas or from a dyslexia therapy program established at the university level in another state that is approved by the Division of Elementary and Secondary Education, the division shall allow dyslexia therapy to be provided by individuals who have received training and certification from a program approved by the division.
AR Code § 6-41-606 (2020)
2020 Arkansas Code|Title 6 - Education|Subtitle 3 - Special Educational Programs|Chapter 41 - Children with Disabilities|Subchapter 6 - Dyslexia and Related Disorders|§ 6-41-606. Reporting by school district

 (a) The superintendent of a school district annually shall report the results of the school district screening required under § 6-41-603.  (b) Before July 15, a public school district shall report on the website of the public school district or in writing to the parents of each student in the public school district the following information:  (1) The dyslexia intervention programs used during the previous school year that were specifically responsive to assisting students with dyslexia;  (2) The number of students during the previous school year who received dyslexia intervention under this subchapter; and  (3) The total number of students identified with dyslexia during the previous school year.
AR Code § 6-41-607 (2020)
2020 Arkansas Code|Title 6 - Education|Subtitle 3 - Special Educational Programs|Chapter 41 - Children with Disabilities|Subchapter 6 - Dyslexia and Related Disorders|§ 6-41-607. Dyslexia specialist

 (a) The Division of Elementary and Secondary Education shall employ at least one (1) dyslexia specialist with a minimum of three (3) years of field experience in screening, identifying, and treating dyslexia and related disorders to provide technical assistance for dyslexia and related disorders to school districts across the state.  (b) The dyslexia specialist shall:  (1) Be highly trained in dyslexia and related disorders, including best-practice interventions and treatment models for dyslexia;  (2) Be responsible for the accountability of screening results and the implementation of professional awareness required under § 6-41-608; and  (3) Serve as the primary source of information and support for school districts addressing the needs of students with dyslexia and related disorders.    (c) The division shall ensure that at least one (1) staff member at each education service cooperative is trained as a dyslexia specialist to provide necessary information and support to school districts.  (d) No later than the 2015-2016 academic year, a school district shall have individuals to serve as dyslexia interventionists.
AR Code § 6-41-608 (2020)
2020 Arkansas Code|Title 6 - Education|Subtitle 3 - Special Educational Programs|Chapter 41 - Children with Disabilities|Subchapter 6 - Dyslexia and Related Disorders|§ 6-41-608. Dyslexia professional awareness

 (a) The Division of Elementary and Secondary Education shall ensure that each teacher receives professional awareness on:  (1) The characteristics of dyslexia; and  (2) The evidence-based interventions and accommodations for dyslexia.    (b) Professional awareness may be provided:  (1) Online;  (2) At an education service cooperative; or  (3) At another venue approved by the division.
AR Code § 6-41-609 (2020)
2020 Arkansas Code|Title 6 - Education|Subtitle 3 - Special Educational Programs|Chapter 41 - Children with Disabilities|Subchapter 6 - Dyslexia and Related Disorders|§ 6-41-609. Dyslexia and related disorder education in teacher preparation programs

 The Division of Elementary and Secondary Education shall collaborate with the Division of Higher Education to ensure that all teacher education programs offered at state-supported institutions of higher education provide dyslexia professional awareness of the:   (1) Characteristics of dyslexia; and  (2) Evidence-based interventions and accommodations for dyslexia.
AR Code § 6-41-610 (2020)
2020 Arkansas Code|Title 6 - Education|Subtitle 3 - Special Educational Programs|Chapter 41 - Children with Disabilities|Subchapter 6 - Dyslexia and Related Disorders|§ 6-41-610. Rules — Dyslexia resource guide

 (a) The Division of Elementary and Secondary Education shall adopt rules to implement this subchapter.  (b)  (1) The Division of Elementary and Secondary Education shall maintain a committee for the purpose of developing and updating the Arkansas Dyslexia Resource Guide.  (2)  (A) The committee shall include one (1) representative who has experience working in the field of dyslexia intervention from the following organizations, appointed by the Commissioner of Elementary and Secondary Education:  (i) The Arkansas Association of Educational Administrators;  (ii) The Division of Learning Services of the Division of Elementary and Secondary Education;  (iii) The Division of Higher Education;  (iv) The Arkansas Education Association;  (v) The Arkansas School Boards Association;  (vi) The Arkansas School Psychology Association, with at least three (3) years of experience in testing for dyslexia; and  (vii) An education service cooperative administrator.    (B) Three (3) professionals who have worked in a public school who are knowledgeable in and have expertise in dyslexia screening and interventions.
AR Code § 6-41-611 (2020)
2020 Arkansas Code|Title 6 - Education|Subtitle 3 - Special Educational Programs|Chapter 41 - Children with Disabilities|Subchapter 6 - Dyslexia and Related Disorders|§ 6-41-611. Enforcement — Rules

 (a)  (1) A public school district that fails to comply with this subchapter:  (A) Shall be in violation of the Standards for Accreditation of Arkansas Public Schools and School Districts; and  (B) May be placed on probationary status.    (2) A public school district placed on probationary status under subdivision (a)(1) of this section shall report the reason for being placed on probationary status:  (A) On the website of the public school district; and  (B) By written notification to the parents of each student in the public school district.      (b) The Division of Elementary and Secondary Education:  (1) Shall enforce the requirements of this subchapter; and  (2) May promulgate rules to enforce and implement this subchapter.
AR Code § 6-41-701 (2020)
2020 Arkansas Code|Title 6 - Education|Subtitle 3 - Special Educational Programs|Chapter 41 - Children with Disabilities|Subchapter 7 - Building Better Futures Program|§ 6-41-701. Program established — Purpose

 (a) The Building Better Futures Program is established.  (b) The purpose of the program is to allow students with intellectual disabilities to broaden their career opportunities through education and job training in an inclusive and age-appropriate environment.
AR Code § 6-41-702 (2020)
2020 Arkansas Code|Title 6 - Education|Subtitle 3 - Special Educational Programs|Chapter 41 - Children with Disabilities|Subchapter 7 - Building Better Futures Program|§ 6-41-702. Definitions

 As used in this subchapter:   (1) “Approved institution” means a public or private nonprofit institution of higher education located in Arkansas that:  (A) Is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools; and  (B) Is approved or seeking approval by the United States Department of Education as a comprehensive transition and postsecondary program;    (2)  (A) “Arkansas resident” means a recipient or a recipient's parent or guardian who is domiciled in Arkansas for at least twelve (12) months before applying for the Building Better Futures Program.  (B) A recipient or a recipient's parent or guardian may be asked to provide proof of domicile as evidenced by one (1) of the following:  (i) Information from the Free Application for Federal Student Aid;  (ii) Valid Arkansas driver's license;  (iii) Documentation of current payment for personal or real property taxes for the previous year;  (iv) Current vehicle registration;  (v) Current voter registration; or  (vi) Other forms that establish residency;      (3)  (A) “Citizen” means a person who is a United States citizen or lawful permanent resident.  (B) If the person is a lawful permanent resident, he or she shall submit a copy of the lawful permanent resident form when submitting an application to the program;    (4) “Eligible student” means a person who satisfies the criteria established in this subchapter;  (5) “Intellectual disability” means a condition characterized by significant limitations in both intellectual functioning and in adaptive behavior:  (A) As defined by the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, published by the American Psychiatric Association; and  (B) Diagnosed by a physician, psychologist, or other individual qualified by license or statute to diagnose; and    (6) “Selective admission” means acceptance into the program is based on specific criteria that are used by each approved institution for its program.
AR Code § 6-41-703 (2020)
2020 Arkansas Code|Title 6 - Education|Subtitle 3 - Special Educational Programs|Chapter 41 - Children with Disabilities|Subchapter 7 - Building Better Futures Program|§ 6-41-703. Eligibility

 To be eligible for selective admission into a Building Better Futures Program, a student shall:   (1) Be a citizen;  (2)  (A) Be an Arkansas resident.  (B) A nonresident may be eligible for the Building Better Futures Program if there are openings available after all Arkansas residents are admitted;    (3) Be selected for admission by an approved institution into the institution's comprehensive transition and postsecondary program or a program in the process of becoming a comprehensive transition and postsecondary program;  (4) Have an intellectual disability;  (5) Be able and willing to learn and participate in an inclusive classroom and work setting; and  (6) Not be a danger to himself or herself or others, as determined by the accepting institution of higher education.
AR Code § 6-41-704 (2020)
2020 Arkansas Code|Title 6 - Education|Subtitle 3 - Special Educational Programs|Chapter 41 - Children with Disabilities|Subchapter 7 - Building Better Futures Program|§ 6-41-704. Program information

 A Building Better Futures Program implemented by an approved institution shall:   (1) Have a selective admission process for students with documented intellectual disabilities;  (2) Be exempt from the higher education state minimum core curriculum as determined by the Arkansas Higher Education Coordinating Board under § 6-61-218;  (3) Be exempt from program review by the board under §§ 6-61-207 and 6-61-208;  (4) Be part of a comprehensive transition and postsecondary program approved by the United States Department of Education within three (3) years of establishing the program at the approved institution;  (5) Allow a certificate to be awarded to a student who successfully completes the program; and  (6) Not permit hours completed in the program to be transferred toward credit for an associate or baccalaureate degree program.
AR Code § 6-41-705 (2020)
2020 Arkansas Code|Title 6 - Education|Subtitle 3 - Special Educational Programs|Chapter 41 - Children with Disabilities|Subchapter 7 - Building Better Futures Program|§ 6-41-705. Responsibilities

 (a)  (1) An institution of higher education that wishes to establish a Building Better Futures Program on campus shall seek recognition as a comprehensive transition and postsecondary program by the United States Department of Education.  (2) Only approved institutions are eligible for funding for the Building Better Futures Program if funding is available.    (b)  (1) The Department of Higher Education shall provide information statewide, including to each high school in the state, on the options for postsecondary education for students with intellectual disabilities.  (2) Each public high school in Arkansas shall provide the information distributed by the Department of Higher Education to the parent or guardian of a student with an intellectual or developmental disability enrolled in the public high school.  (3) A public high school shall begin providing the information when transition services for a student are discussed at an annual review conference of the individualized education program committee meeting.    (c) A variety of sources may be used to support the Building Better Futures Program, including the costs associated with tuition and support services.