Bill
S 4676
The act expands and standardizes high-quality, language-accessible special education for deaf, hard of hearing, blind/visually impaired, and deafblind students, including a nationa
Overview
- Purpose: To promote and ensure high-quality special education and related services for children and youth who are blind or visually impaired, deaf, hard of hearing, deafdisabled, or deafblind. The bill emphasizes instructional methodologies tailored to their language and learning needs, strengthens accountability, and supports research, training, and a national center focused on visual disability and educational excellence.
Key Provisions by Title
TITLE I — Improving the Effectiveness of Special Education for Deaf, Hard of Hearing, or Deafdisabled Students
- Sec. 101 Identifying students: Require states to identify and locate deaf, hard of hearing, or deafdisabled students even if they are classified under a different disability category; ensure access to appropriate services (including ASL) and avoid vague terminology.
- Sec. 102 State plans: States must file an addendum within 2 years detailing how they ensure evaluation, sufficient qualified personnel, and ASL access for these students; include ASL access unless waived by parents.
- Sec. 103 Evaluations: Strengthen assessment language to include language proficiency (ASL and written language), direct language access without intermediaries, and staffing by qualified professionals; expand evaluation content to address language development, social, literacy, assistive technology, self-determination, etc.
- Sec. 104 IEP Team: Adds a potential representative from a state-supported school for the deaf to IEP teams, expanding stakeholder representation.
- Sec. 105 Consideration of Special Factors: Mandates consideration of linguistic needs, direct instruction in the child’s language (ASL or appropriate spoken language), and related services to meet unique needs.
- Sec. 106 Monitoring: Enhanced monitoring of services, with regular reporting to Congress focusing on sections amended by the Act.
- Sec. 107 Continuum of Service Delivery: Requires a full continuum of placement options (regular classes, specialized classes, specialized schools, home/hospital/institutional placements) with supplementary services.
- Sec. 108 Technical Assistance for Parents and Educators: Ongoing policy guidance specific to deaf, hard of hearing, and deafdisabled populations, updated at least every five years.
TITLE II — Improving the Effectiveness of Services for Blind or Visually Impaired Students
- Subtitle A General Provisions
- Sec. 201 Identifying students: Ensure blind/visually impaired students are identified and served even if classified under other categories; require services similar to those provided to legally blind/blindness classifications.
- Sec. 202 State plans: Addendum on deaf/blind considerations to ensure Braille instruction, assistive tech, orientation and mobility, self-determination, and other targeted supports; require consultation with experts.
- Sec. 203 Evaluations: Include assessments of Braille readiness, assistive technology proficiency, orientation/mobility, independent living, career education, and primary language access in evaluations.
- Sec. 204 Consideration of Special Factors: Require Braille instruction unless appropriately waived, and ensure access to language and other supports to meet unique learning needs.
- Sec. 205 Technical Assistance: Maintain updated policy guidance for blind/visually impaired students every five years.
- Sec. 206 Related Services: Add vision rehabilitation therapy to related services.
- Sec. 207 Personnel Development: Prepare sufficient teachers of the blind and related service personnel to support blind/visually impaired students, including infants, toddlers, and students with additional disabilities.
- Sec. 208 Accessible Instructional Materials: Clarify eligible users of accessible materials.
Subtitle B Early Childhood Intervention for Infants/Toddlers Who Are Blind/Visually Impaired
Subtitle C Anne Sullivan Macy Center on Visual Disability and Educational Excellence
TITLE III — Improving the Effectiveness for Deafblind Students
- Subtitle A General Provisions
- Sec. 301 Deafblind identification: Ensure identification/evaluation of deafblind students classified under other categories; provide services as would be for deafblind classification.
- Sec. 302 Related Services: Add intervener services (for deafblind students) to related services.
- Sec. 303 State Plans: Add addendum for deafblind considerations; ensure evaluation and services are aligned with deafblind needs.
- Sec. 304 Evaluations: Include language/communication proficiency in evaluations; involve deafblind-trained personnel.
- Sec. 305 Consideration of Special Factors: Add explicit language/communication needs for deafblind children (including tactile sign language, etc.), apply across all relevant factors.
- Sec. 306 Technical Assistance: Develop policy guidance for deafblind families and educators, updated every 5 years.
- Sec. 307 Conforming Regulations: Prompt development of regulations defining deafblindness and intervener services.
Subtitle B Early Intervention for Deafblind Infants/Toddlers
Subtitle C National Activities
Anne Sullivan Macy Center
- Creates a national hub focused on research, professional development, and program innovation to advance education for blind/visually impaired students and those with deafblindness.
- Emphasizes hands-on language access, Braille, orientation/mobility, assistive tech, self-determination, and independent living as core competencies.
- Includes a governance model with an external advisory board and a multi-entity consortium to administer activities.
Effective Dates and Compliance
- Addendums for state plans are required within 2 years of enactment.
- Regular policy guidance updates every 5 years (with an initial update within 1 year for certain sections).
- Enhanced monitoring and reporting to Congress on implementation.
Potential Impact
- Strengthens identification and service provision for deaf, hard of hearing, deafdisabled, deafblind, and blind/visually impaired students, regardless of how they are categorized.
- Expands access to American Sign Language and direct language instruction in primary languages.
- expands the continuum of placements and supports for low-incidence populations.
- Increases the pool of qualified personnel (teachers of the deaf, interpreters, interveners, and early intervention specialists) and elevates professional development.
- Establishes a national center to drive research, curricula, and instructional innovations.
- Improves data collection and accountability across states for sensory disabilities.
Notes for Readers
- The Act builds on the Individuals with Disabilities Education Act (IDEA) framework, adding targeted measures for sensory disabilities and language access.
- Many provisions hinge on state addendums and the establishment/operation of the Anne Sullivan Macy Center, with dedicated funding and oversight mechanisms.
Compiled from official sources — confirm details with the bill’s official record.
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