Indiana - The Teacher Pipeline Focus: Building Expertise from the Ground Up

While many states focus on retraining current teachers, Indiana has placed a major strategic bet on reforming the future. By mandating that all new teachers graduate with Science of Reading knowledge, Indiana aims to create sustainable, systemic change. Paired with strong dyslexia laws, this presents a promising, long-term model for preventing reading failure among neurodivergent learners.

The Law & Key Legislation:

• SB 217 (2023): The centerpiece. Requires all teacher preparation programs in Indiana to teach the Science of Reading based on a set of core competencies. Aspiring teachers must pass a new literacy exam grounded in this science to be licensed.

• HEA 1108 (2018) & Related Dyslexia Laws: Require schools to screen for dyslexia K-2, employ trained "reading specialists" qualified to intervene, and provide dyslexia-specific professional development. They also define dyslexia in state code.

Implementation: Transforming Higher Education

Colleges of education across Indiana are redesigning their curricula to meet the new standards. This is a slow but profound shift, changing the very identity of what it means to be a teacher in Indiana. Meanwhile, districts continue implementing the dyslexia screening and intervention mandates.

Results & The Neurodivergent Lens

Work Done & Outcomes	What It Means for Families & Work Still to Be Done
Overhaul of teacher preparation at all state universities.	PROGRESS: This is preventive medicine for the education system. In 5-10 years, every new Indiana elementary teacher will enter the classroom not needing "re-training." This is a monumental investment in the future. WORK TO DO: The law is new. Oversight is crucial. Advocates must monitor the rigor of the new programs and the licensure exam to ensure they are meaningful.
Robust dyslexia screening and intervention mandates.	PROGRESS: Indiana's dyslexia laws are specific and actionable, giving parents clear rights to screening and qualified interventionists. WORK TO DO: The "qualified reading specialist" requirement is key. Ensure your district's specialists have certification in structured literacy (e.g., through CERI or ALTA) and are not just generalists.
Consistent, above-average NAEP performance.	PROGRESS: Indiana has not had a "crisis" prompting a dramatic overhaul, allowing for a more deliberate, preventative approach. WORK TO DO: The goal is excellence and equity, not just average performance. The focus must remain on closing gaps for students with disabilities. The new teacher prep law will be judged on this.

The Neuro Navigation Takeaway:I

ndiana is playing the long game. By fixing the teacher pipeline, they aim to reduce the need for costly, remedial interventions down the line. For a parent of a young neurodivergent child, this means your future kindergartener in 2030 is more likely to have a teacher who immediately recognizes their learning profile and knows how to respond effectively.

Critical Call to Action: Bridge the "Generation Gap" in Teaching

While waiting for the new generation of teachers, families must navigate the current landscape:

1. For Current Teachers: Support their ongoing professional development. Ask: "Have you had access to the dyslexia PD required by HEA 1108? How can I share resources from my child's specialist to help you in the classroom?"

2. Hold Districts Accountable to the Dyslexia Law: Know the timelines. Screening should happen in K-2. If characteristics are found, an intervention plan with a qualified specialist must follow. Do not accept delays or general reading intervention as a substitute for dyslexia-specific instruction.

Indiana is building a stronger foundation. Our advocacy ensures today's students aren't left in the construction zone and that the new foundation is poured to support every type of learner.