child’s primary language, including American 
Sign Language and spoken language 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 language 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) 
consider 
the 
communication 
needs of the child, and in the case of a 
child who is deaf or hard of hearing, pro-
vide 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 and 
communication mode, including Amer-
ican Sign Language and spoken lan-
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guage with or without visual supports, 
academic level, and full range of 
needs, including opportunities for di-
rect instruction in the child’s lan-
guage; 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 and communication mode, 
including American Sign Language 
and spoken language with or without 
visual supports, literacy instruction, 
instruction which may be needed by 
students without disabilities or with 
other disabilities but which must be 
specifically designed, modified, or de-
livered to meet the unique learning 
needs of students who are deaf or 
hard of hearing. Such instruction in-
cludes assistive technology proficiency; 
self sufficiency and interaction, self- 
determination, 
socialization, 
inde-
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pendent living skills, and age appro-
priate career education;’’. 
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. 1412(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 
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schools, home instruction, and instruction in 
hospitals and institutions, and must make pro-
vision for supplementary services (such as re-
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: 
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‘‘(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 
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: 
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‘‘(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: 
‘‘(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 language with or without visual 
supports, 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 
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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 
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 language with or without visual 
supports, 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 
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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.’’. 
(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 language with or without visual sup-
ports, and age appropriate literacy skills in 
school and school related activities, and deaf 
and hard of hearing infants and toddlers and 
preschool children in early intervention and pre-
school programs.’’. 
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TITLE II—IMPROVING THE EF-
FECTIVENESS 
OF 
SPECIAL 
EDUCATION 
AND 
RELATED 
SERVICES 
FOR 
STUDENTS 
WITH VISUAL DISABILITIES 
Subtitle A—General Provisions 
SEC. 201. IDENTIFYING STUDENTS WITH VISUAL DISABIL-
ITIES. 
(a) SERVING ALL CHILDREN WITH VISUAL DISABIL-
ITIES
REGARDLESS
OF
CLASSIFICATION.—Section 
612(a)(3) (20 U.S.C. 1412(a)(3)), as amended by section 
101 of this Act, is further amended at the end by adding 
the following: 
‘‘(D) SERVING
CHILDREN
WITH
VISUAL 
DISABILITIES.—When a State classifies children 
by disability, the State, in complying with sub-
section (a), identifies, locates and evaluates 
children with visual disabilities who are, or may 
be, classified in a disability category other than 
blindness and provides (without prejudice to 
such classification) special education and re-
lated services to such children, including such 
services determined appropriate based on prop-
er evaluation as would be provided to children 
classified in the State as having blindness.’’. 
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(b) DATA COLLECTION AND REPORTING.—Section 
618 (20 U.S.C. 1418), as amended by section 101 of this 
Act, is further amended by adding at the end the fol-
lowing: 
‘‘(f) ACCOUNTING
FOR VISUAL DISABILITIES.—In 
addition to the data collection and reporting requirements 
of subsections (a) through (d) and subject to such provi-
sions, the State and the Secretary of the Interior shall, 
with respect to children classified in a disability category 
other than blindness, include the number and percentage 
of such children in each disability category who are also 
blind or otherwise have visual disabilities.’’. 
SEC. 202. STATE PLANS. 
Section 612 (20 U.S.C. 1412), as amended by section 
102 of this Act, is further amended at the end by adding 
the following: 
‘‘(h) ADDENDUM CONCERNING STUDENTS WITH 
VISUAL DISABILITIES.— 
‘‘(1) IN GENERAL.—Notwithstanding the provi-
sions of subsection (c), a State shall not be deemed 
in compliance with this section unless, not later than 
2 years after the date of the enactment of the Alice 
Cogswell and Anne Sullivan Macy Act, the State 
files with the Secretary a written addendum to the 
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plan required by this section describing how the 
State ensures that— 
‘‘(A) children with visual disabilities (re-
gardless of the State’s use of disability cat-
egories or the extent to which children with vis-
ual disabilities may be classified in disability 
categories other than blindness) are evaluated 
for such children’s need for instruction and 
services meeting their unique academic and re-
lated learning needs, including instruction 
which may be needed by children without dis-
abilities or with other disabilities but which 
must be specifically designed, modified, or deliv-
ered to meet the unique academic and related 
learning needs of children with visual disabil-
ities; 
‘‘(B) there is sufficient availability of per-
sonnel within the State qualified to provide the 
instruction described in subparagraph (A) to all 
children within the State requiring such in-
struction; and 
‘‘(C) all children with visual disabilities 
within the State who need special education and 
related services, whether or not such children 
have other disabilities, receive such instruction 
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and are not being served solely in accordance 
with section 504 of the Rehabilitation Act of 
1973 (29 U.S.C. 794). 
‘‘(2) CONTENTS.—In preparing the addendum 
described in paragraph (1), the State shall— 
‘‘(A) specifically address how the State 
meets the needs of students with visual disabil-
ities for instruction in communication and pro-
ductivity (including Braille instruction and as-
sistive technology proficiency); self sufficiency 
and interaction (including orientation and mo-
bility, self-determination, sensory efficiency, so-
cialization, recreation and fitness, and inde-
pendent living skills); and age appropriate ca-
reer education; 
‘‘(B) describe both the methods to be used 
within the State to properly evaluate students’ 
need for low vision devices and the process by 
which such devices will be provided to each stu-
dent for whom such devices are determined ap-
propriate by the IEP team; and 
‘‘(C) consult with individuals and organiza-
tions with expertise in the education of children 
with visual disabilities, including parents, con-
sumer and advocacy organizations, and teachers 
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of students with visual impairments and others 
the State may identify.’’. 
SEC. 203. EVALUATIONS. 
Section 614(b) (20 U.S.C. 1414(b)), as amended by 
section 103 of this Act, is further amended by adding at 
the end the following new paragraph: 
‘‘(8) VISUAL DISABILITIES.— 
‘‘(A) IN GENERAL.—In conducting the as-
sessments prescribed in paragraph (3)(B), de-
termination of the need of children with visual 
disabilities (including children who may have 
additional disabilities) for special education and 
related services shall include evaluation of such 
children’s unique learning needs, including 
needs for instruction which may be needed by 
students without disabilities or with other dis-
abilities but which must be specifically de-
signed, modified, or delivered to meet the 
unique learning needs of students with visual 
disabilities. 
‘‘(B) CONTENT
OF
EVALUATIONS.—The 
evaluations described in subparagraph (A) shall, 
at a minimum, include evaluations assessing the 
need for instruction in assistive technology pro-
ficiency (inclusive of low vision devices), self 
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sufficiency and interaction (including orienta-
tion and mobility, self-determination, sensory 
efficiency, socialization, recreation and fitness, 
and independent living skills), and age-appro-
priate career education.’’. 
SEC. 204. CONSIDERATION OF SPECIAL FACTORS. 
Section 
614(d)(3)(B)(iii) 
(20 
U.S.C. 
1414(d)(3)(B)(iii)) is amended by striking the semicolon 
and inserting the following: ‘‘and provide instruction meet-
ing the child’s unique learning needs, including instruction 
which may be needed by students without disabilities or 
with other disabilities but which must be specifically de-
signed, modified, or delivered to meet the unique learning 
needs of students with visual disabilities. Such instruction 
includes assistive technology proficiency (inclusive of low 
vision devices); self sufficiency and interaction (including 
orientation and mobility, self-determination, sensory effi-
ciency, socialization, recreation and fitness, and inde-
pendent living skills); and age appropriate career edu-
cation;’’. 
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SEC. 205. TECHNICAL ASSISTANCE FOR PARENTS AND EDU-
CATORS OF STUDENTS WITH VISUAL DISABIL-
ITIES. 
Section 616 (20 U.S.C. 1416), as amended by section 
108 of this Act, is further amended by adding at the end 
the following: 
‘‘(k) MAINTAINING CURRENT POLICY GUIDANCE FOR 
PARENTS AND EDUCATORS OF STUDENTS WITH VISUAL 
DISABILITIES.—The Secretary shall ensure that not later 
than 1 year after the date of the enactment of the Alice 
Cogswell and Anne Sullivan Macy Act (and periodically 
thereafter but at least within 5-year intervals), policy 
guidance concerning the provision of special education and 
related services to students with visual disabilities (last 
published in the Federal Register on June 8, 2000) is re-
viewed and updated (with particular attention to expla-
nation of relevant amendments to the Alice Cogswell and 
Anne Sullivan Macy Act or to its implementing regula-
tions) and is published in the Federal Register.’’. 
Subtitle B—Anne Sullivan Macy 
Center on Visual Disability and 
Educational Excellence 
SEC. 211. CENTER ESTABLISHMENT AND MISSION. 
(a) ESTABLISHMENT.—There is established within 
the Department of Education a national program named 
the Anne Sullivan Macy Center on Visual Disability and 
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Educational Excellence which shall carry out the activities 
described in section 213 in furtherance of the mission de-
scribed in subsection (b). 
(b) MISSION.—The mission of the program estab-
lished in subsection (a) is to better support students with 
visual disabilities receiving special education and related 
services to learn effectively and live productively and inde-
pendently through— 
(1) development and dissemination of curricula, 
courses, materials, and methods supporting the con-
tinuing education of personnel qualified under State 
law to serve as teachers of students with visual im-
pairments and related services personnel serving 
such children; 
(2) support for the establishment of new pro-
grams within institutions of higher education to pre-
pare teachers of students with visual impairments to 
serve students with visual disabilities who also have 
additional disabilities; 
(3) model local, regional, and national enrich-
ment projects open to students with visual disabil-
ities intended to supplement State and local edu-
cational agency provision of specialized instruction 
and services meeting such students’ unique learning 
needs; and 
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