Bill > A5073

Introduced Session

The Legislature recognizes that children who are deaf, hard of hearing, or deaf-blind who utilize one or more modes of communication have the same rights and potential as children who are not deaf, hard of hearing, or deaf-blind. Under the bill, the Legislature recognizes a "Deaf Student's Bill of Rights" that requires school districts to recognize the rights of students who are deaf, hard of hearing, and deaf-blind by providing: · access to appropriate screening and assessment of hearing and vision capabilities and communication and language needs and the continuation of screening services; · access to individualized and appropriate early intervention to support the acquisition of solid language bases; · information to the families of students on placement considerations and available educational options; · opportunities to meet and associate with adult role models who are deaf, hard of hearing, or deaf-blind; · opportunities to meet and associate with their peers in the school environment and during school-sponsored activities; · direct instruction, where possible and where not possible, access to qualified teachers, interpreters, and resource personnel who communicate effectively with each child in that child's mode of communication; · the right to have a communication plan in the student's Individualized Education Program or 504 plan, as applicable; · a placement that is best suited to the student's individual needs including, but not limited to, social, emotional, and cultural needs; · individual consideration for free, appropriate education across a full spectrum of educational programs; · full support services provided by qualified professionals in their educational settings. The Department of Education must work with school districts to ensure that technical assistance is available to support boards of education in meeting these needs; · full access to all programs in their educational settings; · information to families from appropriately qualified professionals on the medical, ethical, cultural, and linguistic issues of the deaf community; · access to mental health services and supporting services from qualified providers fluent in American Sign Language; and · where possible, the participation of deaf and hard of hearing adults in determining the extent, content, and purpose of all programs that affect the education of students who are deaf, hard of hearing, or deaf-blind.

AI Summary

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Elizabeth Muoio (D)*, 

Introduced, Referred to Assembly Education Committee (on 06/29/2017)

Official Document