‘‘(A) specifically address how the State 
meets the needs of deaf and hard of hearing 
students to support appropriate, measureable 
progress in language development, including 
American Sign Language and spoken English 
with or without visual supports, and including 
the provision of school-related opportunities for 
direct communications with peers and profes-
sional personnel in the child’s language and op-
portunities for direct instruction in the child’s 
language, as well as instruction in audiology, 
age appropriate career education, communica-
tion and language, social skills, functional skills 
for academic success, self-determination and ad-
vocacy (including preparation for transition to 
work or higher education), social emotional 
skills, technology, and support for the student 
through family education; and 
‘‘(B) consult with individuals and organiza-
tions with expertise in the education of children 
who are deaf or hard of hearing, including par-
ents, schools for the deaf, consumer and advo-
cacy organizations, State commissions of the 
deaf, researchers, teachers of students who are 
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deaf or hard of hearing, and others the State 
may identify.’’. 
SEC. 103. EVALUATIONS. 
Section 614(b) (20 U.S.C. 1414(b)) is amended by 
adding at the end the following: 
‘‘(7) CHILDREN WHO ARE DEAF OR HARD OF 
HEARING.— 
‘‘(A) IN GENERAL.—In conducting the as-
sessments prescribed in paragraph (3)(B), chil-
dren who are deaf or hard of hearing (including 
children who may have additional disabilities) 
shall be evaluated on language and communica-
tion proficiency levels, including expressive, re-
ceptive, and pragmatic skills, and ability to ac-
cess grade level content in the student’s pri-
mary language, including American Sign Lan-
guage and spoken English with or without vis-
ual supports or hearing assistance technology, 
and written English. Determination of the need 
for special education and related services shall 
include evaluation of such children’s unique 
learning needs, including needs for direct com-
munication, without an intermediary such as an 
interpreter, with peers and professionals in the 
child’s primary language, including American 
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Sign Language and spoken English with or 
without visual supports, and instruction which 
may be needed by students without disabilities 
or with other disabilities but which must be spe-
cifically designed, modified, or delivered to meet 
the unique learning needs of students who are 
deaf or hard of hearing. 
‘‘(B) CONTENT
OF
EVALUATIONS.—The 
evaluations described in subparagraph (A) shall, 
at a minimum, include evaluations assessing the 
need for services and settings to assist the child 
in developing or maintaining age appropriate 
language and communication levels in the stu-
dent’s primary language, including American 
Sign Language and spoken English with or 
without visual supports, social development, lit-
eracy instruction, instruction in assistive tech-
nology proficiency, self sufficiency and inter-
action self-determination, socialization, recre-
ation and fitness, and independent living skills, 
and age appropriate career education.’’. 
SEC. 104. INDIVIDUALIZED EDUCATION PROGRAM TEAM. 
Section 614(d)(1)(B) (20 U.S.C. 1414(d)(1)(B)) is 
amended— 
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(1) in clause (v), by striking ‘‘(vi);’’ and insert-
ing ‘‘(vii);’’; 
(2) in clause (vi), by striking ‘‘and’’ at the end; 
(3) by redesignating clause (vii) as clause (viii); 
and 
(4) by inserting after clause (vi) the following: 
‘‘(vii) at the discretion of the parent 
or the agency, a representative of a State- 
operated, State-supported, or State-aided 
school for the deaf; and’’. 
SEC. 105. CONSIDERATION OF SPECIAL FACTORS. 
Section 
614(d)(3)(B)(iv) 
(20 
U.S.C. 
1414(d)(3)(B)(iv)) is amended to read as follows: 
‘‘(iv) in the case of a child who is deaf 
or hard of hearing, provide for— 
‘‘(I) the child’s language and 
communication needs, opportunities 
for direct communications, without an 
intermediary such as an interpreter, 
with peers and professional personnel 
in the child’s primary language, in-
cluding American Sign Language and 
spoken English with or without visual 
supports, academic level, and full 
range of needs, including opportuni-
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ties for direct instruction in the 
child’s language; and 
‘‘(II) instruction meeting the 
child’s unique learning needs, includ-
ing services and settings to assist the 
child in developing or maintaining age 
appropriate language and communica-
tion levels in the student’s primary 
language, including American Sign 
Language and spoken English with or 
without visual supports, literacy in-
struction, instruction which may be 
needed by students without disabilities 
or with other disabilities but which 
must be specifically designed, modi-
fied, or delivered to meet the unique 
learning needs of students who are 
deaf or hard of hearing. Such instruc-
tion includes assistive technology pro-
ficiency; self sufficiency and inter-
action, self-determination, socializa-
tion, independent living skills, and age 
appropriate career education;’’. 
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SEC. 106. MONITORING. 
Section 616(a) (20 U.S.C. 1416(a)) is amended by 
adding at the end the following: 
‘‘(5) ENHANCED
MONITORING
OF
SERVICES 
FOR CERTAIN STUDENTS.—In carrying out the re-
sponsibilities of this subsection, the Secretary shall 
specifically 
monitor 
compliance 
with 
sections 
612(a)(3), 612(a)(5), 614(b), and clauses (iii) and 
(iv) of section 614(d)(3)(B), as such sections are 
amended by the Alice Cogswell and Anne Sullivan 
Macy Act, and shall regularly report findings to the 
Congress.’’. 
SEC. 107. CONTINUUM OF SERVICE DELIVERY OPTIONS. 
(a) ENSURING CONTINUUM AVAILABILITY.—Section 
612(a)(5) (20 U.S.C. (a)(5)) is amended by adding at the 
end the following: 
‘‘(C) 
CONTINUUM
OF
ALTERNATIVE 
PLACEMENTS.—The State shall ensure that a 
full continuum of alternative placements is 
available to meet the needs of children with dis-
abilities for special education and related serv-
ices. Such continuum must include instruction 
in regular classes, special classes, special 
schools, home instruction, and instruction in 
hospitals and institutions, and must make pro-
vision for supplementary services (such as re-
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source room or itinerant instruction) to be pro-
vided in conjunction with regular class place-
ment.’’. 
(b) MAINTENANCE OF SPECIALIZED SERVICES AND 
SETTINGS
FOR STUDENTS WITH SENSORY DISABIL-
ITIES.—Section 612(a)(18) (20 U.S.C. 1412(a)(18)) is 
amended by adding at the end the following: 
‘‘(E) MAINTAINING
A
CONTINUUM
OF 
PLACEMENT OPTIONS.—A State’s closure of a 
special school serving children who are blind or 
a special school serving children who are deaf 
(or the consolidation or merger of such school 
with another school), shall be considered a re-
duction of the State’s financial support for spe-
cial education and related services within the 
meaning of subparagraph (A).’’. 
SEC. 108. TECHNICAL ASSISTANCE FOR PARENTS AND EDU-
CATORS OF STUDENTS WHO ARE DEAF OR 
HARD OF HEARING. 
Section 616 (20 U.S.C. 1416) is amended by adding 
at the end the following: 
‘‘(j) MAINTAINING CURRENT DEAF STUDENTS EDU-
CATION SERVICE POLICY GUIDANCE.—The Secretary 
shall ensure that not later than one year after the date 
of the enactment of the Alice Cogswell and Anne Sullivan 
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Macy Act (and periodically thereafter but at least within 
five-year intervals), policy guidance concerning the provi-
sion of special education and related services to deaf and 
hard of hearing students (published in the Federal Reg-
ister on October 26, 1992) is reviewed and 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.’’. 
Subtitle B—Improving the Effec-
tiveness of Early Intervention 
for Deaf or Hard of Hearing In-
fants and Toddlers and Their 
Families 
SEC. 111. QUALIFIED PERSONNEL. 
Section 632(4)(F) (20 U.S.C. 1432(4)(F)) is amend-
ed— 
(1) in clause (xi), by striking ‘‘and’’ at the end; 
(2) in clause (xii), by adding ‘‘and’’ at the end; 
and 
(3) by adding at the end the following: 
‘‘(xiii) teachers of infants and toddlers 
with sensory disabilities;’’. 
SEC. 112. NATURAL ENVIRONMENT. 
Section 632(4)(G) (20 U.S.C. 1432(4)(G)) is amend-
ed to read as follows: 
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‘‘(G) to the maximum extent appropriate, 
are provided in natural environments, including 
the home, and community settings in which 
children without disabilities participate. For in-
fants and toddlers with sensory disabilities, 
such as deafness, blindness, or deaf-blindness, 
the natural environment shall include— 
‘‘(i) specialized schools, centers, and 
other programs where the child’s language, 
including American Sign Language and 
spoken English with or without visual sup-
ports, is the primary language and mode of 
communication; or 
‘‘(ii) any other environment where 
services meeting unique needs are avail-
able; and’’. 
SEC. 113. 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 or hard of hearing, a statement of the ongoing lan-
guage and communication assessment that will be pro-
vided to the child, language and communication develop-
ment goals commensurate with the child’s cognitive abili-
ties, the language and communication access that will be 
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provided, including ongoing opportunities for direct lan-
guage learning and communication access to peers, early 
intervention service providers, and other professional per-
sonnel in the child’s language, including American Sign 
Language and spoken English with or without visual sup-
ports, and the support and instruction that will be pro-
vided to families to learn and support the child’s language 
and communication mode;’’. 
Subtitle C—National Activities To 
Improve Education of Children 
With Disabilities 
SEC. 121. PERSONNEL DEVELOPMENT TO IMPROVE SERV-
ICES AND RESULTS FOR CHILDREN WITH DIS-
ABILITIES. 
(a) LICENSING OF EDUCATIONAL INTERPRETERS.— 
Section 662(c)(2)(E) (20 U.S.C. 1462(c)(2)(E)) is 
amended to read as follows: 
‘‘(E) Preparing personnel to be qualified 
educational interpreters, as licensed by the ap-
propriate licensing body, to assist children with 
low incidence disabilities, particularly deaf and 
hard of hearing children, in school and school 
related activities, and deaf and hard of hearing 
infants and toddlers and preschool children in 
early intervention and preschool programs.’’. 
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(b) ENSURING SUFFICIENT TEACHERS OF THE DEAF 
AND
EARLY
INTERVENTION
SPECIALISTS.—Section 
662(c)(2) (20 U.S.C. 1462(c)(2)) is amended— 
(1) by redesignating subparagraphs (F) and 
(G) as subparagraphs (G) and (H), respectively; and 
(2) by inserting after subparagraph (E) the fol-
lowing: 
‘‘(F) Preparing personnel to be qualified 
teachers of the deaf and early intervention spe-
cialists, to assist children with low incidence 
disabilities, particularly deaf and hard of hear-
ing children, to develop age appropriate lan-
guage, including American Sign Language and 
spoken English with or without visual supports, 
and age appropriate literacy skills in school and 
school related activities, and deaf and hard of 
hearing infants and toddlers and preschool chil-
dren in early intervention and preschool pro-
grams.’’. 
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