What does Preamble of Alice Cogswell and Anne Sullivan Macy Act do?

This bill, formally titled 'To promote and ensure delivery of high-quality special education and related services to children and youth who are blind or visually impaired, deaf, hard of hearing, deafdisabled, or deafblind through instructional methodologies meeting their unique language and learning needs, to enhance accountability for the provision of such services, and for other purposes,' aims to improve special education services. The bill intends to promote and ensure the delivery of high-quality special education and related services. It specifically targets children and youth who are blind or visually impaired, deaf, hard of hearing, deafdisabled, or deafblind. The bill seeks to enhance accountability for the provision of these services.

What does PURPOSES. of Alice Cogswell and Anne Sullivan Macy Act do?

This Act aims to improve the delivery of high-quality special education and related services for children and youth who are blind or visually impaired, deaf, hard of hearing, deafdisabled, or deafblind. The Act also seeks to enhance the delivery of early intervention services to children and youth with hearing impairments and their families. A goal of this Act is to encourage research into effective assessments and instructional methods for children with these disabilities. The Act intends to improve accountability for the provision of these services. It also supports the development of personnel who serve children and youth with these disabilities.

What does FINDINGS. of Alice Cogswell and Anne Sullivan Macy Act do?

This section outlines findings related to the education of children and youth with sensory disabilities, including those who are deaf, hard of hearing, deafblind, or visually impaired. The text highlights the misconception that educating children with disabilities requires extraordinary individuals, emphasizing the importance of properly prepared and supported special educators. Early intervention services for deaf, hard of hearing, and deafdisabled children are often limited, leading to language deprivation and impacting their development. Children and youth who are blind or visually impaired often achieve high academic results but face employment challenges. Deafblind children require ongoing access to environmental and educational information and specialized direct instruction to learn effectively. Local school districts often struggle to provide adequate language access and support for children with sensory disabilities, potentially leading to language deprivation. The Individuals with Disabilities Education Act's disability categories may lead to an undercount of children with sensory disabilities. There is a significant disparity in representation, with a large percentage of deaf, hard of hearing, or deafdisabled children being children of color, while the personnel serving them are predominantly not people of color. Qualified teachers of the deafblind and interveners are needed to provide specialized support and access to education for deafblind children. The text proposes a national resource for blindness and visual impairment to support student enrichment, teacher training, and research in instructional services.

What does DEFINITIONS. of Alice Cogswell and Anne Sullivan Macy Act do?

This section defines key terms used within the Act. The term 'deafblind' refers to individuals with both hearing and visual impairments that collectively hinder access to information, cause communication challenges, impact well-being, and affect educational performance. The definition of 'deafblind' includes children who also have additional disabilities. The term 'deafdisabled' refers to individuals who are deaf and have at least one other disability, excluding those classified as 'deafblind'.

What does IDENTIFYING CHILDREN AND YOUTH WHO ARE DEAF, HARD OF HEARING, of Alice Cogswell and Anne Sullivan Macy Act do?

This section amends Section 612(a)(3) to require states to identify, locate, and evaluate children who are deaf, hard of hearing, or deafdisabled, even if they are classified under another disability category. States are directed to provide special education and related services to these children, similar to those provided to children classified as deaf or hard of hearing. The use of vague terminology like 'hearing impaired' or 'section 504 student' is discouraged. Section 618 is amended to allow exceptions for deaf, hard of hearing, deafdisabled, and deafblind students in separate schools or facilities due to their low-incidence and need for specialized language instruction. Data collection and reporting requirements are expanded to include accounting for children in other disability categories who are also deaf, hard of hearing, or deafdisabled, and their access to American Sign Language. Section 602(3)(A)(i) is amended to include 'who is deaf, hard of hearing, or deafdisabled or' before 'with intellectual disabilities' and removes 'hearing impairments (including deafness)'. States and the Secretary of the Interior are required to collect data on these children.

What does STATE PLANS. of Alice Cogswell and Anne Sullivan Macy Act do?

This section amends Section 612 of Title 20 of the U.S. Code, concerning state plans for special education. States must file an addendum to their existing plans within two years of the Alice Cogswell and Anne Sullivan Macy Act's enactment. The addendum must describe how the state ensures deaf, hard of hearing, or deafdisabled children are evaluated by qualified professionals using valid assessments. States must demonstrate sufficient qualified personnel are available to provide evaluations and instruction. Children who are deaf, hard of hearing, or deafdisabled are to receive instruction in American Sign Language unless parents waive it, and are not served solely under Section 504 of the Rehabilitation Act. The addendum must address how the state supports language development, including American Sign Language and written language. States are required to consult with experts in deaf education, including parents, schools for the deaf, and advocacy organizations, when preparing the addendum.

What does EVALUATIONS. of Alice Cogswell and Anne Sullivan Macy Act do?

This section amends Section 614 of Title 20 of the U.S. Code concerning evaluations of children who are deaf, hard of hearing, or deafdisabled. Evaluations for these children must include assessments of language proficiency levels (expressive, receptive, and pragmatic skills) and their ability to access grade-level content in their primary language, including American Sign Language. The evaluations must also consider unique learning needs, including opportunities for direct language access with peers and professionals. Evaluations must assess the need for services and settings to assist in developing age-appropriate milestones, including social development, literacy, assistive technology, and career education. This section also amends Section 614(d)(1)(A) regarding Individualized Education Programs (IEPs). It requires IEPs to include the projected date, frequency, location, and duration of services and modifications. If a student is placed in a school for the deaf, the school may provide documentation of teacher training for deaf and hard of hearing students and may not be required to provide IEPs unless the student is deafdisabled.

What does INDIVIDUALIZED EDUCATION PROGRAM TEAM. of Alice Cogswell and Anne Sullivan Macy Act do?

This section amends Section 614(d)(1)(B) of Title 20 of the United States Code. Clause (v) of Section 614(d)(1)(B) is modified by changing “(vi)” to “(vii).” Clause (vi) of Section 614(d)(1)(B) is modified by removing the word 'and' at the end. Clause (vii) of Section 614(d)(1)(B) is redesignated as clause (viii). A new clause (vii) is added to Section 614(d)(1)(B), allowing for the inclusion of a representative of a State-operated, State-supported, or State-aided school for the deaf, at the discretion of the parent or the agency.

What does CONSIDERATION OF SPECIAL FACTORS. of Alice Cogswell and Anne Sullivan Macy Act do?

This section amends 20 U.S.C. 1414(d)(3)(B)(iv) to address the linguistic needs of children who are deaf, hard of hearing, or deafdisabled. The amendment requires consideration of a child's language and provision for direct communication with peers and professionals in their primary language, including American Sign Language. Instruction must meet the child's unique learning needs and assist in developing age-appropriate language milestones. Instruction should also include assistive technology proficiency, self-sufficiency, socialization, recreation, independent living skills, and age-appropriate career education.

What does MONITORING. of Alice Cogswell and Anne Sullivan Macy Act do?

This section amends Section 616(a) of Title 20 of the United States Code. The amendment adds a subsection (5) regarding enhanced monitoring of services for certain students. The Secretary is required to monitor compliance with specific sections, as amended by the Alice Cogswell and Anne Sullivan Macy Act. The Secretary must regularly report findings to Congress.

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Alice Cogswell and Anne Sullivan Macy Act

Last updated: 6/8/2026 · Introduced: 6/8/2026

Author: Morgan McGarvey (D-KY)

TL;DR (AI)

This bill aims to improve special education and related services for children and youth who are blind or visually impaired, deaf, hard of hearing, deafdisabled, or deafblind.
It requires states to identify, locate, and evaluate children with these sensory disabilities, even if classified under another disability category, and provide appropriate services including American Sign Language instruction.
States must update their special education plans to ensure qualified professionals evaluate and instruct these students, and that instruction meets their unique language and learning needs.
The bill establishes the Anne Sullivan Macy Center on Visual Disability and Educational Excellence within the Department of Education to support research, training, and enrichment programs for students with visual impairments.
It mandates enhanced monitoring of services for these students and requires periodic updates to policy guidance on their education, ensuring alignment with the Act’s provisions.

119th Congressin committeeS. 4676(In Committee)Official page

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Other Sections

Includes provisions on preamble, purposes., and 2 more.

4 sections

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TITLE I

-IMPROVING THE EFFECTIVENESS OF SPECIAL EDUCATION AND RELATED

12 sections

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TITLE II

-IMPROVING THE EFFECTIVENESS OF SPECIAL EDUCATION AND RELATED

14 sections

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TITLE III

-IMPROVING THE EFFECTIVENESS OF SPECIAL EDUCATION AND RELATED

9 sections

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