Requires the Department of Elementary and Secondary Education to establish language developmental milestones for children who are deaf and hard of hearing
Impact
The repercussions of SB 340 are significant for state laws regarding the education of children with disabilities. It adds an essential layer of support for families by empowering parents with a resource that is tailored to the unique needs of their children. The milestones developed under this legislation will align with existing educational standards and federally mandated guidelines that govern the assessment of children with disabilities. This could potentially lead to improved outcomes for deaf and hard-of-hearing children as they prepare for kindergarten and beyond.
Summary
Senate Bill 340 aims to enhance the educational resources available for children who are deaf or hard of hearing in Missouri. The bill mandates the Department of Elementary and Secondary Education to create a set of language developmental milestones that parents can use to track their children's progress in acquiring language skills, specifically in American Sign Language (ASL) and English. By focusing on monitoring both expressive and receptive language acquisition, the bill seeks to ensure that children from birth to twelve years of age have clear benchmarks for their linguistic development.
Sentiment
The sentiment surrounding SB 340 appears to be constructive, with support from educational advocates, parents, and professionals who work with children who are deaf or hard of hearing. They posit that the bill will provide much-needed resources to help families navigate the often complex educational landscape. On the other hand, there may be concerns from some stakeholders about the adequacy of funding and resources available to implement these measures effectively, particularly in terms of the training necessary for educators to utilize the new tools appropriately.
Contention
Notable points of contention may arise around the appropriateness and effectiveness of the recommended milestones and assessments, as there might be differing views on best practices for children who are deaf or hard of hearing. Stakeholders could argue about the balance between using ASL, English, or a combination of both as the primary mediums for instruction. Moreover, there may be discussions surrounding the adequacy of the advisory committee assembled to guide the implementation of these changes, particularly regarding representation of the deaf community and accessibility of the resources developed.
Appropriates money for the expenses, grants, refunds, and distributions of the State Board of Education and Department of Elementary and Secondary Education
Appropriates money for the expenses, grants, refunds, and distributions of the State Board of Education and Department of Elementary and Secondary Education
AN ACT to amend Tennessee Code Annotated, Title 4, Chapter 29; Title 49; Title 68 and Title 71, relative to deaf, deaf-blind, and hard of hearing children.
AN ACT to amend Tennessee Code Annotated, Title 4, Chapter 29; Title 49; Title 68 and Title 71, relative to deaf, deaf-blind, and hard of hearing children.