In terms and courses of study, providing for deaf and hard of hearing education.
Impact
If enacted, HB1680 would significantly enhance the educational framework for deaf and hard of hearing students by providing structured and comprehensive guidelines that address various aspects of hearing impairment. It emphasizes not only the educational content regarding hearing loss and prevention techniques but also promotes awareness around the societal stigma associated with hearing impairment. The establishment of such a curriculum aims to ensure that public school students receive adequate information and resources, potentially leading to better educational outcomes and support.
Summary
House Bill 1680 seeks to amend the Public School Code of 1949 by introducing provisions focusing on the education of deaf and hard of hearing students. The bill mandates the development of a model curriculum and guidelines for such education, which the Pennsylvania Department of Education must create in consultation with the Department of Health and at least one state or local organization with expertise in hearing impairment. The curriculum is to be age-appropriate, updated regularly to meet national standards, and accessible to all educational entities, including public schools and charter schools.
Sentiment
The sentiment surrounding HB1680 appears to be positive among educators and advocates for the deaf and hard of hearing community. Proponents argue that the bill represents a crucial step towards inclusivity in education, fostering a better understanding of hearing impairment among all students. Supporters believe that implementing a standardized curriculum will facilitate improved learning experiences for affected students and greater awareness and acceptance from their peers.
Contention
Despite the overall positive sentiment, there may be contention regarding the allocation of resources required for implementing the proposed curriculum effectively. Critics might express concerns about the potential financial burden on school districts, especially smaller ones, in adopting these new guidelines. Additionally, there could be debates over the specifics of the curriculum itself, particularly which topics to prioritize and how to incorporate the suggested assistive technologies into existing educational frameworks.