Certified NPO Edge (Minato-ku, Tokyo; Chairperson: Eiko Dodo), a dyslexia support organization, has submitted a request to the Ministry of Education, Culture, Sports, Science and Technology (MEXT) in response to moves to revise the digital textbook system. The request calls for ensuring accessibility in regular textbooks and providing appropriate support for students with learning disabilities (LD) and reading difficulties (dyslexia). This request is jointly submitted by the Japan Society for Learning Disabilities, the National Parents' Association for LD, and NPO Edge. The Act for Partial Revision of the School Education Act, etc., was enacted on June 10, and deliberations on ministerial guidelines, examination standards, and standard specifications will now proceed. In response to this legislative revision, representatives from the three organizations met with a MEXT Vice-Minister on June 19 to directly explain the necessity of ensuring accessibility in regular textbooks. ■ Background and Objectives of the Request As MEXT proceeds with the introduction and revision of the digital textbook system, it is urgently necessary to consider children with learning disabilities (LD)/dyslexia (difficulties with reading and writing) who face challenges learning with regular paper textbooks. ■ Key Points of the Request - The request centers the system design on "access to the textbook content" rather than the merits of digitalization. - There is a risk that students in regular classes who have reading and writing difficulties, but have not been diagnosed or applied for support, may become invisible within the system. - The number of students identified by the system is limited compared to the scale of potential needs. A mechanical calculation applying the prevalence rate (3.5%) from a 2022 MEXT survey to the number of students enrolled in fiscal year 2025 estimates approximately 315,000 elementary and junior high school students in regular classes experiencing significant diff