Relating to the language acquisition of children eight years of age or younger who are deaf or hard of hearing.
Impact
If enacted, SB895 would modify existing laws under the Education Code, specifically adding a new section that ensures regular assessments of language acquisition for young children with hearing impairments. It obliges various state agencies, including the Texas Education Agency and the Health and Human Services Commission, to collaborate on monitoring and reporting the language acquisition data. The law seeks to enhance educational resources and approaches tailored for children with hearing disabilities, thereby impacting educational practices at the state level.
Summary
SB895 aims to closely monitor and assess the language acquisition of children aged eight years and younger who are deaf or hard of hearing. The bill establishes guidelines for the identification of effective language assessment protocols and mandates the collection and publication of data on children's language development. This initiative is grounded in research that emphasizes the importance of early intervention in promoting language skills during critical developmental periods.
Sentiment
The sentiment surrounding SB895 appears generally positive, particularly among advocates for children with disabilities. Supporters recognize the critical need for targeted language interventions and standardized assessments to ensure that these children do not face delays in language acquisition. However, concerns may arise regarding the implementation and funding of the required programs, which could affect how effectively the bill meets its objectives.
Contention
Notable points of contention include discussions about the balance between ensuring effective monitoring and the protection of parental rights regarding consent for data collection and assessment. Critics may also raise questions about the adequacy of funding and resources allocated to implement the provisions of the bill effectively. Furthermore, there is potential debate surrounding the specific assessment tools and methods that would be deemed valid and reliable for use in this context.
Relating to special education in public schools, including the special education allotment under the Foundation School Program, an education savings account program for certain children with disabilities, and a grant program to reimburse public schools for the cost of certain employer contributions for retirees of the Teacher Retirement System of Texas employed to teach or provide services related to special education.
Relating to special education in public schools, including the special education allotment under the Foundation School Program, an education savings account program for certain children with disabilities, and a grant program to reimburse public schools for the cost of certain employer contributions for retirees of the Teacher Retirement System of Texas employed to teach special education.
Relating to public education and public school finance, including the rights, certification, and compensation of public school educators, contributions by a public school to the Teacher Retirement System of Texas, and an education savings account program for certain children.
Relating to the terminology used to refer to certain disabilities and to an individualized education team for purposes of determining a student's eligibility for special education services and providing those services in public schools.
Relating to youth diversion strategies and procedures for children accused of certain fine-only offenses in municipal and justice courts and related criminal justice matters; authorizing fees.
Relating to youth diversion strategies and procedures for children accused of certain fine-only offenses in municipal and justice courts and related criminal justice matters; authorizing fees.
Creates Language Equality and Acquisition for Deaf Kids (LEAD-K) Task Force to develop framework for assessing children who are deaf or hard of hearing to determine language skills and ensure kindergarten readiness (EN NO IMPACT See Note)