Students who need or use augmentative and alternative communication; documentation of needs.
Summary
HB2219 adds a new section to the Code of Virginia requiring school divisions to document, in a student’s individualized education program (IEP), the communication access and support needs of students who need or use augmentative and alternative communication (AAC). AAC is defined broadly to include methods and tools other than oral speech, such as gestures, facial expressions, writing, and speech-generating devices. The bill is aimed at ensuring that students with disabilities who rely on AAC have their communication needs identified and addressed before instruction or direct support begins, including during extended school year services.
The bill also requires individualized training, when needed, for school division employees or contractors who provide instruction or direct support to the student. If the need for training is identified and the staff member is known before the school year starts, the training must occur before the school year begins. If a student enrolls midyear, transfers schools or settings, starts a new IEP during the year, or a new staff member begins supporting the student, the training must occur as soon as possible. The training is to be treated as an assistive technology service under existing Virginia regulations.
Impact
HB2219 affects Virginia special education practice by adding a statutory documentation and training requirement for students who use AAC. It reinforces and expands the role of IEPs in specifying communication supports and places an affirmative duty on school divisions to ensure staff are prepared to support AAC users. The bill primarily impacts local school divisions, special education staff, contractors, and students with disabilities who rely on alternative communication methods.
Sentiment
The bill appears to have received strong, bipartisan support throughout the legislative process. It advanced unanimously in subcommittee, committee, and on the floor in both chambers, with no recorded opposition votes. The absence of recorded dissent suggests broad agreement that the measure addresses an important educational access issue for students with communication needs.
Contention
No major controversy is reflected in the available record. The only notable legislative activity was the addition of amendments as the bill moved through committee and between chambers, but the votes were unanimous at each stage. Any discussion likely centered on implementation details—such as timing of staff training, documentation in IEPs, and how school divisions would operationalize AAC supports—rather than on the bill’s underlying purpose.