limited to, tactile sign language, tactile and 
visual 
adaptations 
to 
sign 
and 
fingerspelling, and object and tangible 
symbol systems. Also, requirements in-
cluded in sections 614(d)(3)(B)(iii) and 
614(d)(3)(B)(iv) shall apply to children 
with deaf-blindness; and’’. 
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.’’. 
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SEC. 307. CONFORMING REGULATIONS. 
Section 617 (20 U.S.C. 1417) is amended by adding 
at the end the following: 
‘‘(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 
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and instruction that will be provided to families to learn 
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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mation about the environment and acquire con-
cepts essential for learning. 
‘‘(H) Preparing personnel to be qualified 
interveners as individualized supports to assist 
children with deaf-blindness in school and 
school related activities, and infants and tod-
dlers and preschool children with deaf-blindness 
in early intervention and preschool programs.’’. 
Æ 
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