Nevada § 388.443 Pupils with dyslexia: Individualized education program team to consider certain instructional approaches when developing individualized education program

Nevada Statutes

§ 388.443 — Pupils with dyslexia: Individualized education program team to consider certain instructional approaches when developing individualized education program

Nevada § 388.443

Title 34EDUCATION

Ch. 388System

Educational Services

This text of Nevada § 388.443 (Pupils with dyslexia: Individualized education program team to consider certain instructional approaches when developing individualized education program) is published on Counsel Stack Legal Research, covering Nevada primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.

Bluebook

Nev. Rev. Stat. § 388.443 (2026).

Text

When developing an individualized education program for a pupil with dyslexia in accordance with NRS 388.419, the pupil’s individualized education program team shall consider, without limitation, 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 pupil;

2.Individualized instruction to meet the specific needs of the pupil in an appropriate setting that uses intensive, highly-concentrated instruction methods and materials that maximize pupil engagement;

3.Meaning-based instruction directed at purposeful reading and writing, with an emphasis on comprehension and composition; and

4.Multisensory instruction that incorporat

Free access — add to your briefcase to read the full text and ask questions with AI

When developing an individualized education program for a pupil with dyslexia in accordance with NRS 388.419, the pupil’s individualized education program team shall consider, without limitation, 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 pupil;
2. Individualized instruction to meet the specific needs of the pupil in an appropriate setting that uses intensive, highly-concentrated instruction methods and materials that maximize pupil 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 or more sensory pathways during teacher presentations and pupil practice.