children with concomitant vision and hearing 
losses who are, or may be, classified in a dis-
ability category other than deaf-blindness, 
meaning concomitant hearing and visual im-
pairments, the combination of which causes se-
vere communication and other developmental 
and educational needs that adversely affect a 
child’s educational performance (and including 
children who are deaf-blind with additional dis-
abilities), 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 deaf-blind-
ness.’’. 
(b) DATA COLLECTION AND REPORTING.—Section 
618 (20 U.S.C. 1418) is amended by adding at the end 
the following: 
‘‘(g) ACCOUNTING
FOR CHILDREN WITH DEAF- 
BLINDNESS.—In addition to the data collection and re-
porting requirements of subsections (a) through (d) and 
subject to such provisions, the State and the Secretary of 
the Interior shall, with respect to children classified in a 
disability category other than deaf-blindness, include the 
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number and percentage of such children in each disability 
category who are also deaf-blind.’’. 
(c) 
CHILD
WITH
A
DISABILITY.—Section 
602(3)(A)(i) (20 U.S.C. 1401(3)(A)(i)) is amended by 
adding after ‘‘visual impairments (including blindness)’’ 
the term ‘‘deaf-blindness,’’ and continuing with ‘‘serious 
emotional disturbance . . .’’. 
SEC. 302. RELATED SERVICES. 
Section 602(26)(A) (20 U.S.C. 1401(26)(A)) is 
amended by inserting ‘‘, and intervener services, which are 
provided to children who are deaf-blind by a qualified in-
tervener’’ after ‘‘for diagnostic and evaluation purposes 
only’’. 
SEC. 303. STATE PLANS. 
Section 612 (20 U.S.C. 1412) is amended by adding 
at the end the following: 
‘‘(i) ADDENDUM CONCERNING CHILDREN WHO ARE 
DEAF-BLIND.— 
‘‘(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 
two 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 
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the plan required by this section describing how the 
State ensures that— 
‘‘(A) children with deaf-blindness (regard-
less of the State’s use of disability categories or 
the extent to which children with deaf-blindness 
may be classified in disability categories other 
than deaf-blindness) are evaluated by qualified 
professionals including teachers of deaf-blind, 
using valid and reliable assessments, for such 
children’s need for instruction and services 
meeting their unique language and communica-
tion, literacy, academic, social and related 
learning needs, including instruction which may 
be needed by children without disabilities or 
with other disabilities but which must be spe-
cifically designed, modified, or delivered to meet 
the unique language and communication, aca-
demic, and related learning needs of children 
with deaf-blindness; 
‘‘(B) there is sufficient availability of per-
sonnel, including teachers of the deaf-blind and 
interveners, within the State qualified to pro-
vide the evaluation, instruction, and services de-
scribed in subparagraph (A) to all children 
within the State requiring such instruction; and 
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‘‘(C) all children with deaf-blindness within 
the State who need special education and re-
lated services, whether or not such children 
have other disabilities, receive such instruction 
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 children with deaf-blindness 
to support ongoing progress in language devel-
opment and in the child’s preferred mode of 
communication, and including the provision of 
school-related opportunities for direct commu-
nications with peers and professional personnel 
in the child’s preferred mode of communication 
and opportunities for direct instruction in (but 
not limited to) concept development, functional 
skills for academic success, self-determination 
and advocacy, social-emotional skills, visual and 
auditory sensory efficiency skills, orientation 
and mobility, assistive technology proficiency, 
independent living skills, age-appropriate career 
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education, and support for the student through 
family education; and 
‘‘(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 
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