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 seeks to ensure the delivery of high-quality special education and related services to specific groups of children and youth. It intends 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 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 early intervention services for children and youth who are deaf, hard of hearing, deafdisabled, or deafblind, and their families. A goal of this Act is to encourage research into assessments and instructional methods tailored to the unique learning needs of these children and youth. The Act intends to increase accountability for the provision of these services. This Act 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. It highlights the misconception that educating children with disabilities requires extraordinary effort, emphasizing the importance of qualified and supported educators. The text notes historical milestones in deaf education, such as the founding of the American School for the Deaf, and underscores the need for full language access and specialized training for deaf and hard-of-hearing students. Early intervention is identified as crucial for positive academic and language outcomes for deaf, hard of hearing, and deafdisabled children, but current services are often limited. The section points out that children and youth who are blind or visually impaired often achieve high academic success but face employment challenges. It emphasizes the need for deafblind children to have ongoing access to environmental and educational information and specialized direct instruction. The text addresses the issue of incidental learning deficits for children with sensory disabilities and the need for specialized instruction to maximize their potential. The widespread use of disability categories under the Individuals with Disabilities Education Act is cited as contributing to an undercount of children with sensory disabilities. The section acknowledges the diversity within the deaf, hard of hearing, and deafdisabled population, noting a disparity in representation among educators and interpreters. It calls for qualified teachers of the deafblind and interveners to support deafblind students and facilitate their access to education. Finally, the text advocates for a national resource focused on blindness and visual impairment to support state and local agencies, educators, and research efforts.

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 prevent information access, cause communication challenges, impact well-being, and adversely affect educational performance. The definition of 'deafblind' includes children who are deafblind with additional disabilities. The term 'deafdisabled' refers to individuals who are deaf and have at least one other disability, excluding those who are 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 must provide special education and related services to these children, regardless of their classification, based on appropriate evaluations. The use of vague terminology like 'hearing impaired' or 'section 504 student' is discouraged. Section 618 is amended to allow deaf, hard of hearing, deafdisabled, and deafblind students to be educated in separate settings due to their low-incidence status and need for specialized language instruction. Data collection and reporting requirements are updated to include accounting for children with other disabilities 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 the phrase 'hearing impairments (including deafness)'. States and the Secretary of the Interior must collect data on children classified in disability categories other than hearing impairment or deafness, specifically noting those who are also deaf, hard of hearing, or deafdisabled.

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. It requires states to file an addendum to their plans within two years of the Alice Cogswell and Anne Sullivan Macy Act's enactment. The addendum must describe how states ensure 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. The addendum mandates that children who are deaf, hard of hearing, or deafdisabled receive instruction in American Sign Language unless parents waive it. States must address how they support language development, including American Sign Language and written language, for these students. The addendum preparation process requires consultation with experts, including parents, schools for the deaf, and advocacy organizations.

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 evaluation procedures for children who are deaf, hard of hearing, or deafdisabled. Evaluations for these children must assess 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 should 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 the child in developing age-appropriate milestones, including social development, literacy, assistive technology proficiency, 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 at 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) has the word 'and' removed from the end. Clause (vii) of Section 614(d)(1)(B) is redesignated as clause (viii). A new clause (vii) is inserted after clause (vi) allowing for 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 modify considerations for children who are deaf, hard of hearing, or deafdisabled. The amendment requires consideration of a child's linguistic needs. It mandates providing opportunities for direct communication with peers and professionals in the child's primary language, including American Sign Language and spoken language. Instruction should meet the child's unique learning needs and assist in developing age-appropriate language milestones. Instruction must 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.

Back to bills

Alice Cogswell and Anne Sullivan Macy Act

Last updated: 6/3/2026 · Introduced: 6/3/2026

Author: Edward Markey (D-MA)

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, ensuring they receive appropriate services.
States must update their special education plans to demonstrate how they ensure qualified professionals evaluate and instruct these students, including instruction in American Sign Language where appropriate.
Evaluations for these children must assess language proficiency, unique learning needs, and the need for assistive technology, while IEPs must include projected service details.
The bill establishes the Anne Sullivan Macy Center on Visual Disability and Educational Excellence to support research, training, and resources for educators and families of children with visual impairments.

119th Congressin committeeHR. 9195(In Committee)Official page

Verified Votes

No verified votes yet.

Community Votes

No community votes yet. Be the first!

Voting as guest · Sign in for verified votes

Other Sections

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

4 sections

Click "Show details" to explore individual sections. Use the community vote above or visit All Sections to vote per section.

Read official text

TITLE I

-IMPROVING THE EFFECTIVENESS OF SPECIAL EDUCATION AND RELATED

12 sections

Click "Show details" to explore individual sections. Use the community vote above or visit All Sections to vote per section.

Read official text

TITLE II

-IMPROVING THE EFFECTIVENESS OF SPECIAL EDUCATION AND RELATED

14 sections

Click "Show details" to explore individual sections. Use the community vote above or visit All Sections to vote per section.

Read official text

TITLE III

-IMPROVING THE EFFECTIVENESS OF SPECIAL EDUCATION AND RELATED

9 sections

Click "Show details" to explore individual sections. Use the community vote above or visit All Sections to vote per section.

Read official text

Want the full experience?

Create a free account to cast verified votes on each section, get a personalized summary, and track your voting history.

Create Free Account