Students who need or use augmentative and alternative communication; documentation of needs.
Summary
SB1034 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 with disabilities 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 who rely on AAC have their communication needs recognized and addressed as part of their special education planning.
The bill also requires school divisions to provide individualized training, when needed, for employees or contractors who will instruct or directly support the student. That training is treated as an assistive technology service and must be completed before the start of the school year when the staff member is known in advance. If the need arises during the school year because of a new enrollment, a new IEP, a transfer, or a change in staff assignment, the training must occur as soon as possible. The bill applies both to regular instruction and to extended school year services.
Impact
The bill creates a new statutory duty for Virginia school divisions to identify and document AAC-related needs in IEPs and to ensure staff training is provided in a timely manner. It reinforces existing special education and assistive technology requirements under Virginia administrative regulations by making AAC documentation and staff preparation explicit in state law. The practical effect is to increase compliance obligations for school divisions, teachers, contractors, and special education teams serving students with communication disabilities.
Sentiment
The bill appears to have received strong bipartisan support and little visible opposition. It passed the Senate and House overwhelmingly, including unanimous or near-unanimous committee and floor votes, and the conference report was agreed to by both chambers without recorded dissent. The voting history suggests broad agreement that the measure addresses an important student support issue and clarifies school responsibilities.
Contention
No major substantive controversy is evident in the available record. The only notable procedural issue was that the House amended the bill, the Senate initially rejected those amendments, and the chambers then resolved the differences through conference. That suggests the main discussion was likely over wording or implementation details rather than the underlying policy, which appears to have been widely supported. The bill’s requirements may be most consequential for school divisions that must now ensure timely staff training and IEP documentation for students using AAC.