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HD 2940

An Act to promote the inclusion of American Sign Language in the Commonwealth’s public schools, AKA The American Sign Language Inclusion Act

194th Legislature (2025-2026) Introduced by Carol Doherty and 3 co-sponsors

Expands ASL in public schools by boosting ASL instruction, interpreter support, and accessibility to help Deaf and hard-of-hearing students participate fully.

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Bill Summary · HD 2940

Summary: HD 2940 — The American Sign Language Inclusion Act

Overview

HD 2940 is a proposed bill introduced on November 29, 2025, titled “An Act to promote the inclusion of American Sign Language in the Commonwealth’s public schools,” commonly referred to as The American Sign Language Inclusion Act. The current status of the bill is not provided in the available information. The bill appears to aim at expanding the role of American Sign Language (ASL) within public school settings.

Purpose and Intent

  • To promote and advance the inclusion of ASL in the Commonwealth’s public schools.
  • To improve access to ASL instruction for students, including those who are Deaf or hard of hearing, and to enhance language access for all students.
  • To support schools in implementing ASL-related curricula, resources, and services in a way that integrates with existing language arts or world language programs.

Key Provisions (Expected or Common Features Based on the Title)

Note: The actual text of HD 2940 is not provided. The following are typical elements found in bills with this purpose and should be verified in the final version.

  • Curriculum and Instruction

    • Require or authorize public schools to include ASL as part of language education options (potentially as a standalone ASL course or as part of a broader world language program).
    • Establish or adopt standards for ASL instruction, including competencies for students at various grade levels.

  • Accessibility and Services

    • Encourage or mandate provision of ASL interpreters and accommodations to ensure effective communication in classrooms, assemblies, and school events.
    • Promote inclusive practices that enable Deaf and hard-of-hearing students to participate fully in regular classrooms.

  • Professional Development

    • Fund or require professional development for teachers and staff to deliver quality ASL instruction and accommodate Deaf/HOH students.
    • Support collaboration with ASL educators, Deaf communities, and interpreter training programs.

  • Oversight and Evaluation

    • Create an advisory group, task force, or reporting mechanism to monitor implementation, assess outcomes, and share best practices.
    • Require periodic reporting to the Legislature or relevant education authority on progress, student outcomes, and expenditures.

  • Funding and Resources

    • Provide funding or authorize grant programs to districts for curriculum materials, training, interpreters, and related resources.
    • Outline allowable expenditures and potential matching fund requirements (if any).

Who Would Be Affected

  • Public school students (especially Deaf and hard-of-hearing students, and students taking ASL as a language option).
  • School districts and charter schools within the Commonwealth.
  • Classroom teachers, special educators, language arts/foreign language staff, and school-based interpreters.
  • Teacher preparation programs and higher education institutions offering ASL credentials.

Implementation Timeline and Process

  • Status not listed; typical legislative timelines include committee consideration, public hearings, amendments, and floor votes, followed by potential enactment.
  • If enacted, an effective date and any phase-in schedule (e.g., pilot programs, 1–3 year rollout) would usually be specified.

Fiscal Considerations (If Available)

  • Funding needs for curriculum development, instructional materials, ASL instructors, interpreter services, and professional development.
  • Possible state allocations, grants to districts, or phased funding tied to implementation milestones.

Notes

  • This summary is based on the bill’s title and the common structure of related education bills. The actual provisions, fiscal impact, and status will become clear when the full text is published and committee actions occur. Readers should consult the official bill text for precise language and requirements.

Compiled from official sources — confirm details with the bill’s official record.

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