Children who are deaf or hard of hearing; language development, assessment resources.
Impact
The bill's implementation is anticipated to significantly improve state laws regarding the support and resources available to families of children with hearing impairments. By mandating the collaboration between various departments, it aims to create a standardized approach to language development assessment. The creation of parent resources that clearly outline the selection of communication modes—such as American Sign Language and English—ensures that families can make informed decisions tailored to their child's unique needs.
Summary
House Bill 649 aims to enhance language development resources for children who are deaf or hard of hearing, focusing on children from birth to age five. The bill mandates the establishment of an advisory committee tasked with developing a comprehensive resource that allows parents to monitor and track their child's language acquisition and developmental milestones. Such milestones will be aligned with existing assessment instruments and will facilitate the transition towards English literacy, thereby providing a strong foundational support system for these children and their families.
Sentiment
Overall, the sentiment towards HB 649 appears to be positive, as it addresses a critical gap in resources for children who are deaf or hard of hearing. Supporters appreciate the proactive approach in providing detailed guidance and resources for parents, facilitating better educational outcomes for their children. However, there may be some concerns related to the potential complexity of selecting appropriate assessment tools and ensuring all providers are adequately trained in their use.
Contention
While the bill is largely supported, points of contention could arise around the interpretation of communication methodologies and the adequacy of resources provided. It is essential that the advisory committee maintains a representative balance to ensure inclusivity among different communication methods used by families. There may also be debates over the effectiveness of the proposed assessments and the practical implications of the resources provided, particularly in implementation across diverse educational settings and varying local capacities.
Requires the Department of Elementary and Secondary Education to establish language developmental milestones for children who are deaf and hard of hearing
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)
Requires the Department of Elementary and Secondary Education to establish language developmental milestones for children who are deaf and hard of hearing