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HB 2219

Students who need or use augmentative and alternative communication; documentation of needs.

2025 Regular Session Introduced by Kathy Tran

Virginia schools must now accept parent and professional documentation of augmentative communication needs rather than requiring only school-based evaluations, enabling faster student access to AAC accommodations.

Acts of Assembly Chapter text (CHAP0453)
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Bill Summary · HB 2219

Legislative bill overview

HB 2219 requires Virginia schools to accept documentation of augmentative and alternative communication (AAC) needs from parents, guardians, and qualified professionals—not solely from school-employed specialists. The bill streamlines the process for students who rely on AAC devices or methods (such as speech-generating devices or sign language) to communicate, ensuring timely access to necessary accommodations.

Why is this important

Many students with speech, language, or motor disabilities depend on AAC to participate in education. Previously, schools could delay or deny services while requiring their own evaluations, creating gaps in communication access during critical learning periods. This bill reduces bureaucratic barriers and enables faster implementation of proven accommodations, particularly benefiting students whose families have already secured professional documentation.

Potential points of contention

  • Implementation burden: Schools must establish clear procedures for evaluating outside documentation, requiring staff training and potential resource allocation
  • Quality standards: Accepting documentation from various sources could create inconsistency in what qualifies as legitimate evidence of AAC needs, potentially leading to disputes
  • Liability concerns: Schools may worry about liability if they implement AAC supports based on non-school evaluations that later prove inadequate or inappropriate

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

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