‘‘(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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(4) research identifying, developing, and evalu-
ating valid assessments and effective interventions 
measuring and addressing the unique needs of stu-
dents with visual disabilities, including need for in-
struction and services which may be needed by stu-
dents without disabilities or with other disabilities 
but which must be specifically designed, modified, or 
delivered to meet the unique learning needs of stu-
dents with visual disabilities. At a minimum, such 
instruction and services include communication and 
productivity (including braille instruction, and as-
sistive technology proficiency inclusive of low vision 
devices); self sufficiency and interaction (including 
orientation and mobility, self-determination, sensory 
efficiency, socialization, recreation and fitness, and 
independent living skills); and age appropriate career 
education. 
SEC. 212. ADMINISTRATION; ELIGIBILITY; GOVERNANCE; 
STRUCTURE. 
(a) ADMINISTRATION.—To carry out the provisions 
of section 211, the Secretary of Education shall enter into 
a contract or cooperative agreement (of no less than 5 
years in duration) with a consortium of entities described 
in subsection (b) which shall, with oversight by the Sec-
retary, have primary responsibility for administering the 
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program described in this subtitle. The Secretary shall 
have ongoing authority to enter into such contracts or co-
operative agreements. 
(b) ELIGIBILITY.—The consortium of entities de-
scribed in subsection (a) shall include— 
(1) at least two national nonprofit organizations 
with demonstrated experience publishing materials, 
offering direct professional development opportuni-
ties, and disseminating course curricula supporting 
the preparation or continuing education of teachers 
of students with visual impairments and related 
services personnel; 
(2) at least one national nonprofit organization 
(which may include a special school serving students 
who are blind) with demonstrated experience directly 
serving students with visual disabilities (including 
students who may or may not have additional dis-
abilities) through in-person instruction and services 
meeting their unique learning needs; 
(3) at least one institution of higher education 
that— 
(A) has consistently maintained for at 
least ten years a program of instruction pre-
paring teachers of students with visual impair-
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ments or orientation and mobility instructors; 
and 
(B) offers a program of doctoral study in 
special education; and 
(4) any other entity or entities with which the 
entities described in paragraphs (1), (2), and (3) 
choose to partner (with approval of the Secretary). 
(c) GOVERNANCE.—As part of the Secretary’s over-
sight responsibilities, the Secretary shall appoint an advi-
sory board (of no more than 12 individual members who 
do not have a concurrent fiscal, fiduciary, or employment 
relationship with any of the entities comprising the consor-
tium described in subsection (b)) which shall advise the 
Secretary and such consortium of entities with respect to 
strategic planning and annual program performance. The 
advisory board shall be comprised of individuals with per-
sonal or professional experience with the needs of students 
with visual disabilities and shall include parents of stu-
dents with visual disabilities, administrators of special 
education programs, and representatives of national orga-
nizations of individuals who are blind or visually impaired. 
The Secretary is authorized to compensate the members 
of the advisory board for reasonable expenses incurred for 
travel related to in-person meetings of the advisory board 
which shall occur no more frequently than three times 
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within a calendar year. The provisions of the Federal Ad-
visory Committee Act shall not apply to meetings or other 
activities of the advisory board. Prior to the appointment 
of any individual to the advisory board, the Secretary shall 
consult with such consortium of entities which may also 
nominate individuals to the Secretary for advisory board 
membership. 
(d) STRUCTURE.—The Secretary, as part of the con-
tract or cooperative agreement described in subsection (a), 
shall ensure that such contract or cooperative agreement 
specifies any and all necessary fiscal and other responsibil-
ities between and among the entities described in sub-
section (b) whom shall propose such responsibilities to the 
Secretary in an application for award of such contract or 
cooperative agreement containing such information as the 
Secretary may require. 
SEC. 213. ACTIVITIES. 
Subject to the provisions of this subtitle, the Anne 
Sullivan Macy Center on Visual Disability and Edu-
cational Excellence is authorized— 
(1) to conduct or fund original quantitative and 
qualitative research and publish or otherwise dis-
seminate such research; 
(2) to conduct or fund in-person and online 
continuing education opportunities for teachers of 
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students with visual impairments and related serv-
ices personnel specifically trained to meet the unique 
learning needs of such students, and prepare, pub-
lish or otherwise disseminate supporting materials; 
(3) to conduct or fund in-person or online en-
richment projects for students with visual disabilities 
(including those who may also have additional dis-
abilities) to offer direct instruction and services in-
tended to improve the capacity of such students to 
learn effectively and live both productively and inde-
pendently for the purpose of— 
(A) supplementing the availability of such 
instruction and services offered by State and 
local educational agencies; and 
(B) evaluating, through appropriate quan-
titative and qualitative methods, the effective-
ness of instruction and services offered by such 
projects; 
(4) to fund, in accordance with regulations oth-
erwise applicable to personnel preparation programs 
supported under part D of the Individuals with Dis-
abilities Education Act (20 U.S.C. 1450 et seq.), the 
establishment of programs within institutions of 
higher education preparing teachers of students with 
visual impairments (which have not been previously 
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funded under such part) to specifically prepare such 
teachers to provide expert instruction to students 
with visual disabilities who also have additional dis-
abilities; and 
(5) to enter into cooperative agreements, con-
tracts, grants (or other arrangements which may be 
permitted by the Secretary) with nonprofit organiza-
tions possessing demonstrable expertise and experi-
ence serving students with visual disabilities or the 
professionals trained to work with such students, in-
stitutions of higher education, State and local edu-
cational agencies, public and private specialized 
schools serving students with visual disabilities, and 
consortia of such entities, for the purpose of car-
rying out activities authorized in this subsection that 
are not otherwise directly conducted, in whole or in 
part, by the Anne Sullivan Macy Center. 
SEC. 214. AUTHORIZATION OF APPROPRIATIONS AND CAR-
RYOVER. 
(a) AUTHORIZATION OF APPROPRIATIONS.—To carry 
out the provisions of this subtitle, there are authorized to 
be appropriated such sums as may be necessary, except 
that for fiscal year 2021 and for each succeeding fiscal 
year, the amount appropriated shall be an amount equal 
to no less than 0.2 percent of funds appropriated in the 
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previous fiscal year for grants to States under part B of 
the Individuals with Disabilities Education Act. 
(b) CARRYOVER.—Funds appropriated pursuant to 
subsection (a) that have not been expended during the fis-
cal year for which they were appropriated shall remain 
available in the subsequent fiscal year, provided that no 
more than 15 percent of a given fiscal year’s appropriation 
may be so carried over. 
SEC. 215. RELATIONSHIP TO OTHER PROGRAMS AND AC-
TIVITIES. 
(a) MAXIMIZING RESOURCES.—No funds made avail-
able pursuant to this subtitle may be used to fund pro-
grams or activities otherwise concurrently funded under 
parts D and E of the Individuals with Disabilities Edu-
cation Act. 
(b) COORDINATION OF RESEARCH.—The Secretary 
shall ensure that research activities authorized and carried 
out pursuant to this title are conducted or funded in co-
ordination as appropriate with the National Center for 
Special Education Research and other divisions within the 
Department of Education responsible for research activi-
ties. 
(c) RELATIONSHIP TO SERVICES OFFERED BY THE 
AMERICAN PRINTING HOUSE FOR THE BLIND.—Nothing 
in this subtitle shall be construed to limit or otherwise con-
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dition the use of any funds appropriated pursuant to chap-
ter 6 of title 20, United States Code, and no funds made 
available pursuant to this subtitle shall be used by any 
State or local educational agency to supplant the use of 
funds appropriated under such chapter. 
(d) RELATIONSHIP
TO FUNDING
FOR NATIONAL 
CENTER
ON
DEAF-BLINDNESS, STATE
DEAF-BLIND 
PROJECTS, AND THE HELEN KELLER NATIONAL CEN-
TER.—The Secretary shall ensure that any activities con-
ducted or funded by the Anne Sullivan Macy Center di-
rectly serving individuals who are deaf-blind are coordi-
nated as appropriate with the National Center on Deaf- 
Blindness, State deaf-blind projects, and the Helen Keller 
National Center. No funds made available pursuant to this 
title may be used to support or supplant activities that 
are otherwise the sole responsibility of the National Center 
on Deaf-Blindness and State deaf-blind projects pursuant 
to sections 663(c)(8)(A) and 682(d)(1)(A) of the Individ-
uals with Disabilities Education Act (20 U.S.C. 
1463(c)(8)(A); 20 U.S.C. 1482(d)(1)(A)). No funds made 
available pursuant to this title may be used to support 
activities that are otherwise the sole responsibility of the 
Helen Keller National Center or may be used to supplant 
funds for such Center. 
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(e) WORK PRODUCT.—All matter produced by the 
Anne Sullivan Macy Center shall be the property of the 
United States Government, except that entities comprising 
the consortium of entities described in section 212(b) shall 
be individually free, within the terms of the contract or 
cooperative agreement described in section 212(a), to re-
produce, or author copyrighted derivative works, using 
such matter. 
TITLE III—IMPROVING THE EF-
FECTIVENESS 
OF 
SPECIAL 
EDUCATION 
AND 
RELATED 
SERVICES 
FOR 
CHILDREN 
AND YOUTH WHO ARE DEAF- 
BLIND 
Subtitle A—General Provisions 
SEC. 301. IDENTIFYING CHILDREN WHO ARE DEAF-BLIND. 
(a) SERVING ALL CHILDREN WITH DEAF-BLIND-
NESS
REGARDLESS
OF
CLASSIFICATION.—Section 
612(a)(3) (20 U.S.C. 1412(a)(3)), as amended by sections 
101 and 201 of this Act, is further amended by adding 
at the end the following: 
‘‘(E) SERVING
CHILDREN
WITH
DEAF- 
BLINDNESS.—When a State classifies children 
by disability, the State, in complying with sub-
section (a), identifies, locates and evaluates 
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involved in assessments and evaluations. Also, 
requirements included in paragraphs (7)(A) and 
(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 614(d)(3)(B) (20 U.S.C. 1414(d)(3)(B)) is 
amended— 
(1) in clause (iv), by striking ‘‘and’’ at the end; 
(2) by redesignating clause (v) as clause (vi); 
and 
(3) by inserting after clause (iv) the following: 
‘‘(v) in the case of a child who is deaf- 
blind, provide for the child’s language and 
communication needs, including, but not 
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19:01 Nov 04, 2019
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