Louisiana House Bill HR194

Louisiana 2015 Regular Session

• Introduced: 6/9/15
• Passed: 6/10/15

Caption

Requests local education agencies to use the "developmental delay" category of exceptionality for children with Down syndrome

Impact

The resolution's impact on state law is more advisory than prescriptive. It does not mandate changes but strongly encourages local education agencies to adopt a more uniform approach towards evaluating children with Down syndrome. The intent is to promote consistency in how these students are identified and supported across different jurisdictions within Louisiana. By doing so, it aims to enhance access to special education resources for children who may otherwise fall through the cracks in varying local policies.

Summary

House Resolution 194 urges local education agencies in Louisiana to utilize the 'developmental delay' category of exceptionality for children with Down syndrome in their evaluations and Individualized Education Programs (IEPs). The resolution emphasizes that using this category can help ensure that these students receive appropriate special education services tailored to their unique needs. It highlights the importance of conforming to both state and federal educational mandates for children with exceptionalities.

Sentiment

The sentiment around HR194 appears to be largely supportive, emphasizing a collective responsibility to improve educational outcomes for children with Down syndrome. Stakeholders in the education sector, including educators and parents of children with disabilities, tend to view the resolution positively as it advocates for better recognition and support for special needs. However, as it hinges on local agencies' discretion, there might be concerns regarding the inconsistency in decisions made across different areas.

Contention

While HR194 calls for a more favorable approach for children with Down syndrome, it also reveals a potential contention point regarding the autonomy of local education agencies. Some local boards may resist this request due to existing policies or philosophical differences about how best to serve exceptional children. The resolution does not compel action but rather seeks to influence and align local practices with best educational practices, which can lead to varying interpretations of its application.