Relating to language acquisition for children less than eight years of age who are deaf or hard of hearing.
Impact
If enacted, SB354 would amend the Education Code by introducing new provisions specifically focused on children who are deaf or hard of hearing. It would require frequent assessments of language progress, ensuring that children are developing their language skills appropriately. Additionally, it mandates the creation of resources that help parents monitor their children's language acquisition journey and development. This comprehensive plan aims to provide a framework within which educational agencies can support families and educators in fostering effective communication skills in young deaf or hard of hearing children.
Summary
SB354 aims to enhance language acquisition for children under the age of eight who are deaf or hard of hearing. The bill emphasizes the need for effective monitoring and improvement of language skills in both English and American Sign Language (ASL), recognizing the importance of early intervention in communication development for these children. It establishes an advisory committee comprised of experts, educators, and parents, particularly including members who are deaf or hard of hearing themselves. This committee is tasked with overseeing the implementation of various assessment tools and educational resources essential for tracking and supporting language acquisition.
Contention
Some points of contention surrounding SB354 may include debates about the best approaches to language acquisition for deaf children. Proponents argue that a dual-language approach—encouraging proficiency in both English and American Sign Language—ensures better developmental outcomes. However, opponents may raise concerns about resource allocation, potential complexities in program implementation, and the adequacy of training for educators managing diverse language needs. The ongoing discussions must address how the bill aligns with existing federal laws regarding educational rights and services for children with disabilities.
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 the rights and certification of public school educators and assistance provided to public schools by the Texas Education Agency related to public school educators and to certain allotments under the Foundation School Program.
Relating to the rights and certification of public school educators, including financial and other assistance and waivers provided to public schools by the Texas Education Agency related to public school educators, methods of instruction provided in public schools, and certain allotments under the Foundation School Program.