TITLE SLIDE: Cogswell Macy Act H. R. 3535

A photo of a sculpture of Alice Cogswell with Thomas Gallaudet, and a photo of Helen Keller with Anne Sullivan Macy.

Slide 2 National Act

•Introduced September 17, 2015

•U.S. Congressmen Matt Cartwright (D-PA, 17) and David McKinley (R-WV, 1)

•Current Co-Sponsors as of 10/01/2015

•Photograph and logo of Congressman Matt Cartwright

Slide 3 Current Co-Sponsors as of 10/01/2015

•Mark Takano (D-CA)

•Tony Cardenas (D-CA)

•Kathy Castor (D-FL)

•Alan Grayson (D-FL

•Michael Honda (D-CA)

•Jared Huffman (D-CA)

•Tim Ryan (D-OH)

•Marcy Kaptur (D-OH)

•David Jolley (R-FL)

Drawing of cartoon from Schoolhouse Rock “I’m Just a Bill” with a scroll of paper and boy sitting on stairs

Slide 4 New sponsors between then and now

•Rep. Eshoo, Anna G. (D-CA-18) 10/20/2015

•Rep. Crowley, Joseph (D-NY-14) 10/28/2015

•Rep. Israel, Steve (D-NY-3) 11/16/2015

•Rep. Swalwell, Eric (D-CA-15) 11/18/2015

•Rep. Welch, Peter (D-VT-At Large) 12/10/2015

•Rep. Napolitano, Grace F. (D-CA-32) 01/07/2016

Photograph of glacier

Slide 5 What motivated this bill?

•Under-reporting of students with sensory disabilities (estimated that 2/3 are not reported under IDEA)

•Shortage of highly qualified professionals for students with sensory disabilities

•Shortage of (and erosion of) services for students with sensory disabilities

Slide 6 The purposes of this Act are as follows:

(1) To better ensure delivery of high quality special education and related services to students with visual disabilities or who are deaf or hard of hearing or who are deaf-blind through specialized instructional services and methodologies designed to meet their unique language, communication, and learning needs.

(2) To better ensure delivery of high quality early intervention services to infants and toddlers who are deaf or hard of hearing or who are deaf-blind and their families through specialized services and methodologies designed to meet their unique language, communication, and other developmental needs.

Slide 7 The purposes of this Act are as follows:

(3) To foster the proliferation of research supporting the development and evaluation of effective and innovative assessments and instructional methodologies consonant with the unique learning needs of students with visual disabilities.

(4) To enhance accountability for the provision of such services.

(5) To support the development of personnel serving students with visual disabilities or who are deaf or hard of hearing or who are deaf-blind.

Slide 8 Title II

TITLE II—IMPROVING THE EFFECTIVENESS OF SPECIAL EDUCATION AND RELATED SERVICES FOR STUDENTS WITH VISUAL DISABILITIES

Subtitle A—General Provisions

Subtitle B—Anne Sullivan Macy Center on Visual Disability and Educational Excellence

Slide 9 Students who are visually impaired with additional disabilities will be counted

If students are visually impaired, but their primary disability is classified in another disability area, the state and federal government will also count the number and percentage of these children by each disability category who are also visually impaired.

Photograph of three children, each one behind a large puzzle number left to right “1”, “2”, “3”.

Slide 10 Within two years, each state will have a plan that describes how:

(A) children with visual disabilities are evaluated for instruction and services, including instruction which may be needed by children without disabilities or with other disabilities but which must be specifically designed, modified, or delivered to meet the unique academic and related learning needs of children with visual disabilities;

(B) there is sufficient personnel within the State qualified to provide the instruction described to all children within the State requiring such instruction; and

(C) all children who need special education and related services receive such instruction whether or not being served solely by 504 Plans

Slide 11 The plan will address:

the needs of students with visual disabilities for instruction in communication and productivity (including Braille instruction and assistive technology proficiency); 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;

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 student for whom such devices are determined appropriate by the IEP team

Drawing of an unfinished puzzle, made of pieces of various colors.

Slide 12 State Plan Special Factors

Provide instruction meeting 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 designed, modified, or delivered to meet the unique learning needs of students with visual disabilities.

Photo of a boy looking through a video magnifier at a book. His hearing aid is visible.

Slide 13 State Plan Special Factors

Such instruction includes assistive 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.

Photograph of monoculars

Slide 14 When developing the plan, states will:

consult with individuals and organizations with expertise in the education of children with visual disabilities, including parents, consumer and advocacy organizations, and teachers of students with visual impairments and others the State may identify.

Illinois AER and AER logos

Slide 15 Continuum of Options

CONTINUUM OF ALTERNATIVE PLACEMENTS.—Ensure that a full continuum of alternative placements… including regular classes, special classes, special schools… and must make provision for supplementary services (such as resource room or itinerant instruction) to be provided with regular class…

Drawing of four curved, primary-colored arrows, one after another, connected and forming a continuous circle.

Slide 16 Continuum of Options

MAINTAINING A CONTINUUM OF PLACEMENT OPTIONS.—A State’s closure of a special school serving children who are blind or…deaf (or the consolidation/merger of such school with another school), shall be considered a reduction of the State’s financial support for special education and related services.

Drawing a school house with five children standing in front of the school.

Slide 17 Anne Sullivan Macy Center on Visual Disability and Educational Excellence

(1) development and dissemination of curricula, courses, materials,and methods supporting the continuing education of personnel teachers of students with visual impairments and related services personnel;

(2) support for the establishment of new programs within institutions of higher education to prepare TVIs to serve students with visual disabilities who also have additional disabilities;

(3) model local, regional, and national enrichment projects open to students with visual disabilities intended to supplement State and local educational agency provision of specialized instruction and services meeting such students’ unique learning needs; and

Slide 18 Anne Sullivan Macy Center on Visual Disability and Educational Excellence

(4) research identifying, developing, and evaluating valid assessments and effective interventions measuring and addressing the unique needs of students with visual disabilities…

-communication and productivity (including braille instruction, and assistive 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)

-age appropriate career education.

Slide 19 Anne Sullivan Macy Consortium will include:

(1) at least two national nonprofit organizations with experience publishing, professional development, and curricula supporting the preparation or continuing education of TVIs and related services personnel;

(2) at least one national nonprofit organization (which may include a special school) with demonstrated experience directly serving students with visual disabilities… through in-person instruction and services…

(3) at least one institution of higher education that—

(A) has consistently maintained for at least ten years a program of instruction preparing TVIs or O&M 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.

Slide 20 IDENTIFYING CHILDREN WHO ARE DEAF-BLIND

Students classified in a disability category other than deaf-blindness, but IDENTIFIED as deaf-blind, must still be provided special education and related services, including such services determined appropriate based on proper evaluation as would be provided to children classified in the State as having deaf-blindness.

Photograph of girl holding toy electric guitar

Slide 21 ACCOUNTING FOR CHILDREN WITH DEAF-BLINDNESS

If students are deaf-blind, but their primary disability is classified in another disability area, the state and federal government will also count the number and percentage of these children by each disability category who are also deaf-blind.

Photograph of boy on floor, with index cards with numbers 1 through 5 written on them.

Each card has rocks underneath them. The card with the numeral “1” has one rock, etc.

The boy is touching the third rock under the number “5”.

Slide 22 DEFINITIONS RELATED TO DEAF-BLINDNESS

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’.

Black and white drawing of a man in glasses hunched over a large book, his finger running down the page.

Slide 23 Deaf-Blind State Plans
Within two years the plan shows howchildren with deaf-blindness will be

-evaluated by qualified professionals including teachers of deaf-blind

-using valid and reliable assessments for instruction and services meeting their unique language and communication, 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 specifically designed, modified, or delivered to meet the unique language and communication, academic, and related learning needs

Slide 24Deaf-Blind State Plans

sufficient availability of personnel, includingteachers of the deaf-blind and interveners, qualified to provide the evaluation, instruction, and services

-all children with deaf-blindness who need special education and related services, whether or not such children have other disabilities, receive instruction and are not being served solely in accordance with section 504 of the Rehabilitation Act of 1973

Slide 25 Deaf-Blind State Plans

(A) specifically address how the State meets the needs of children with deaf- blindness to support ongoing progress in language development and in the child’s preferred mode of communication, including the provision of school-related opportunities for direct communications with peers and professional personnel in the child’s preferred mode of communication…

Photograph of woman holding picture against black background, raising index finger. Boy looks at picture and also raises index finger.

Slide 26 Deaf-Blind State Plans

…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 education, and support for the student through family education;

Slide 27 Deaf-Blind State Plans

(B) consult with individuals and organizations with expertise in the education of children with deaf-blindness including parents, consumers, advocacy organizations, national and State organizations focused on deaf-blindness and others the State may identify.

Photograph of two women seated at table, smiling for camera, paging through papers in notebooks.

Slide 28Illinois is Preparing

Guidance document to be sent out to Special Education Directors and posted on the ISBE website. Students with a visual impairment, deaf-blind, deaf, or hearing impaired should have eligibility stated as such on the IEP whenever possible.

Intervener approval language has been drafted.

Picture of a man made of clay that is building a tower of the word plan from blocks.

Slide 29 Deaf-Blind Evaluations

- language and communication proficiency levels,

- ability to access grade level content in the child’s preferred mode of communication, including non-symbolic and symbolic communication and tactile sign language.

Photograph of an open book with a drawing of a red apple and the print “Aa apple” on the page. Next to the drawing is an actual apple which is red.

Slide 30 Deaf-Blind Evaluations

Qualified personnel trained in deaf-blindness, who communicate in the child’s preferred mode of communication, shall be actively involved in assessments and evaluations.

Photograph of one hand presenting a signed letter underneath another person’s hands.

Slide 31 Deaf-Blind Evaluations

(B) The evaluations shall, at a minimum, include evaluations assessing the need for services and supports to assist children who are deaf-blind in developing and maintaining language and communication skills in their preferred mode of communication, including non-symbolic and symbolic communication and tactile sign language.

Photograph of cover of Assessment of Deafblind Access To Manual Language Systems (ADAMLS) book

Slide 32 Special Factors

In the case of a child who is deaf-blind, provide for the child’s language and communication needs, including, but not limited to, tactile sign language, tactile and visual adaptations to sign and fingerspelling, and object and tangible symbol systems.

Photograph of augmentative communication device with six squares, each with a different tactile object connected to the square. A hand is poised over one square, barely touching an object.

Slide 33 Early Intervention for Infants and Toddlers With Deaf Blindness and Their Families

For an infant or toddler who is deaf-blind, a statement of the ongoing language and communication assessment that will be provided to the child, language and communication development goals commensurate with the child’s cognitive abilities, the language and communication access that will be provided…

Logo of Communication Matrix Community

Slide 34 Early Intervention and natural environments

Covered in Title I and III:

For infants and toddlers with sensory disabilities, such as deafness, blindness, or deaf-blindness, the natural environment shall include—

specialized schools, centers, and other programs where the child’s language, including American Sign Language and spoken English with or without visual supports, is the primary language and mode of communication

Slide 35 Early Intervention for Infants and Toddlers With Deaf Blindness and Their Families

…ongoing opportunities for direct language learning and communication access to peers, early intervention service providers, and other professional personnel trained in the child’s preferred mode of communication

Photograph of a man sitting to the left of a toddler, who appears to be a boy. The toddler has a small left eye. The man is looking at the toddler. Both are making a curved “C” shape with their hand, with their thumb at their mouth.

Slide 36 Early Intervention for Infants and Toddlers With Deaf Blindness and Their Families

support and instruction that will be provided to families to learn and support the child’s language and communication mode…

Photograph of woman bringing fingers to thumbs on each hand and bringing hands together, while looking ata baby. The baby if touching the palm of his or her left hand with two finger of her right hand.

Slide 37 PERSONNEL DEVELOPMENT

Qualified teachers of the deaf-blind

Early intervention specialists

- Develop communication and literacy skills,

- Access, organize and utilize information about the environment

- Acquire concepts essential for learning

Photograph smiling young woman in wheelchair,with tracheostomy at her throat and wearing glasses. Two large block switches are near her hands.

Slide 38 PERSONNEL DEVELOPMENT

Preparing personnel to be qualified interveners as individualized supports to assist children with deaf-blindness in school and school related activities, and infants and toddlers and preschool children with deaf-blindness in early intervention and preschool programs.

OHOA Deaf-Blind Intervener Learning Modules Logo with two hands signing crossed fingers, one being assisted to sign

Slide 39 First National Coalition Capitol Hill Advocacy Day

The National Coalition on Deafblindness will be joined by American Foundation for the Blind, Council of Schools for the Blind, National Association of the Deaf, and Conference of Educational Administrators of Schools & Programs for the Deaf.

WHEN:March 2, 2016

WHERE:Washington, DC

Photograph of capital dome

Slide 40 Sources for information

AFB site with text version of act

AFB site with “Five Great Ways to Support the Alice Cogswell and Anne Sullivan Macy Act and Improve Education for Students Who Are Blind and Visually Impaired”

Conference for Educational Administrators of Schools and Programs for the Deaf (has sample letters, summary of act).

Slide 41 Sources for information

Press release from Congressperson Matt Cartwright; has talking points

From Intervener.org, has good information about impact of deaf-blind interveners.

CEC archived webinar