High school graduation requirements; allow sign language to be counted as a foreign language.
Impact
The bill, if enacted, will have a significant impact on state educational laws, particularly in terms of high school graduation criteria. Schools across Mississippi will need to adapt their curricula to include sign language classes, which could also encourage more schools to foster an inclusive environment for hearing-impaired students. Additionally, this initiative may inspire other states to consider similar amendments in their education systems, possibly affecting the national dialogue on educational inclusivity and language diversity in schools.
Summary
Senate Bill 2339 aims to amend Section 37-16-7 of the Mississippi Code of 1972 to include a requirement for the State Board of Education to develop a curriculum related to the study of sign language, allowing it to count as an academic credit for foreign languages in high school graduation requirements. This change reflects a growing recognition of the importance of sign language as a means of communication and aims to promote inclusivity in educational settings by providing students with the opportunity to learn an essential language that benefits both the deaf community and society at large.
Sentiment
The sentiment surrounding SB2339 appears to be generally positive, with support from educators and advocates for the deaf community who see it as a step toward greater inclusivity and recognition of sign language in the academic sphere. Many proponents argue that learning sign language can enhance communication skills and awareness among students, thereby fostering better relationships and understandings across different communities. However, there may be concerns about resources for implementing this curriculum effectively in schools, particularly in areas that may lack qualified instructors.
Contention
While the bill received broad support, various stakeholders may voice concerns regarding the practical implications of implementing such a curriculum statewide. For instance, debates could arise about the availability of trained sign language instructors and appropriate funding for the program, potentially raising questions about the execution of the curriculum across different districts. Additionally, there could be discussions on how this new requirement may affect existing foreign language programs, balancing the introduction of sign language with the needs and interests of students in traditional language studies.
Dyslexia Therapy Scholarship for Students with Dyslexia Program; expand to allow certified academic language therapists (CALT); to provide dyslexia therapy services.