‘‘(B) consult with individuals and organiza-
tions with expertise in the education of children 
with deaf-blindness including parents, con-
sumers, advocacy organizations, national and 
State organizations focused on deaf-blindness 
and others the State may identify.’’. 
SEC. 304. EVALUATIONS. 
Section 614(b) (20 U.S.C. 1414(b)) is amended by 
adding at the end the following: 
‘‘(9) CHILDREN WHO ARE DEAF-BLIND.— 
‘‘(A) IN GENERAL.—In conducting the as-
sessments prescribed in paragraph (3)(B), chil-
dren who are deaf-blind (including children who 
may have additional disabilities) shall be evalu-
ated on language and communication pro-
ficiency levels, including expressive, receptive, 
and pragmatic skills, and ability to access grade 
level content in the child’s preferred mode of 
communication, including non-symbolic and 
symbolic communication and tactile sign lan-
guage. Qualified personnel trained in deaf- 
blindness, who communicate in the child’s pre-
ferred mode of communication, shall be actively 
involved in assessments and evaluations. Also, 
requirements included in paragraphs (7)(A) and 
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(8)(A) shall apply to children with deaf-blind-
ness. 
‘‘(B) CONTENT
OF
EVALUATIONS.—The 
evaluations described in subparagraph (A) shall, 
at a minimum, include evaluations assessing the 
need for services and supports to assist children 
who are deaf-blind in developing and maintain-
ing language and communication skills in their 
preferred mode of communication, including 
non-symbolic and symbolic communication and 
tactile sign language. Other areas of evaluation 
for children who are deaf-blind shall include 
those found in paragraphs (7)(B) and (8)(B).’’. 
SEC. 305. CONSIDERATION OF SPECIAL FACTORS. 
Section 616(d)(3)(B) (20 U.S.C. 1414(d)(3)(B)) is 
amended by redesignating clause ‘‘(v)’’ as ‘‘(vi)’’ and in-
serting after clause (iv) the following: 
‘‘(v) In the case of a child who is 
deaf-blind, provide for— 
‘‘(I) the child’s language and 
communication needs, including, but 
not limited to, tactile sign language, 
tactile and visual adaptations to sign 
and fingerspelling, and object and 
tangible symbol systems. Also, re-
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quirements 
included 
in 
sections 
614(d)(3)(B)(iii) and 614(d)(3)(B)(iv) 
(as amended by the Alice Cogswell 
and Anne Sullivan Macy Act) shall 
apply to children with deaf-blind-
ness.’’. 
SEC. 306. TECHNICAL ASSISTANCE FOR PARENTS AND EDU-
CATORS OF CHILDREN WHO ARE DEAF- 
BLIND. 
Section 616 (20 U.S.C. 1416) is amended by adding 
at the end the following: 
‘‘(l) DEVELOPING POLICY GUIDANCE FOR PARENTS 
AND EDUCATORS
OF CHILDREN WITH DEAF-BLIND-
NESS.—The Secretary shall ensure that not later than one 
year after the date of the enactment of the Alice Cogswell 
and Anne Sullivan Macy Act policy guidance concerning 
the provision of special education and related services to 
children who are deaf-blind is developed (and periodically 
thereafter but at least within five-year intervals, updated) 
with particular attention to explanation of relevant amend-
ments to this Act or to its implementing regulations and 
is published in the Federal Register.’’. 
SEC. 307. CONFORMING REGULATIONS. 
Section 617 (20 U.S.C. 1417) is amended by adding 
at the end the following: 
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‘‘(f) Not later than one year after the date of the 
enactment of the Alice Cogswell and Anne Sullivan Macy 
Act, the Secretary shall, after notice and comment, publish 
regulations that provide definitions for ‘deaf-blindness’ 
and ‘intervener services’.’’. 
Subtitle B—Improving the Effec-
tiveness of Early Intervention 
for Infants and Toddlers With 
Deaf-Blindness and Their Fami-
lies 
SEC. 311. CONTENT OF PLAN. 
Section 636(d)(3) (20 U.S.C. 1436(d)(3)) is amended 
by striking the semicolon at the end and inserting the fol-
lowing: ‘‘and, in the case of an infant or toddler who is 
deaf-blind, a statement of the ongoing language and com-
munication assessment that will be provided to the child, 
language and communication development goals commen-
surate with the child’s cognitive abilities, the language and 
communication access that will be provided, including on-
going opportunities for direct language learning and com-
munication access to peers, early intervention service pro-
viders, and other professional personnel trained in the 
child’s preferred mode of communication, and the support 
and instruction that will be provided to families to learn 
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and support the child’s language and communication mode 
and the child’s full range of needs;’’. 
Subtitle C—National Activities To 
Improve the Education of Chil-
dren With Disabilities 
SEC. 321. PERSONNEL DEVELOPMENT TO IMPROVE SERV-
ICES AND RESULTS FOR CHILDREN WITH DIS-
ABILITIES. ENSURING SUFFICIENT TEACH-
ERS OF THE DEAF-BLIND AND EARLY INTER-
VENTION SPECIALISTS. 
Section 662(c)(2) (20 U.S.C. 1462(c)(2)) is amend-
ed— 
(1) by redesignating subparagraphs (G) and 
(H) as subparagraphs (I) and (J), respectively; and 
(2) by inserting after subparagraph (F) the fol-
lowing: 
‘‘(G) Preparing personnel to be qualified 
teachers of the deaf-blind and early intervention 
specialists, to assist children with deaf-blindness 
in schools and school related activities, as well 
as toddlers and preschool children with deaf- 
blindness in early intervention and preschool 
programs, to develop communication and lit-
eracy skills, access, organize and utilize infor-
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