Report Title:
Sign Language; Special Education; Schools
Description:
Expands sign language instruction to include students with oral-motor or developmental disabilities. Requires sign language training for all special education instructors. Requires UH speech-pathology curriculum to include sign language course and dysphagia training.
THE SENATE |
S.B. NO. |
3226 |
TWENTY-THIRD LEGISLATURE, 2006 |
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STATE OF HAWAII |
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A BILL FOR AN ACT
RELATING TO SPECIAL EDUCATION.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF HAWAII:
SECTION 1. The legislature finds that s
ign language has long been used as a tool to facilitate communication for children who are deaf or have a hearing loss. What is less commonly known is that research has shown that incorporating sign language into the instruction and training of children with oral-motor or developmental disabilities, including those with Down syndrome, autism, or cerebral palsy, can also have tremendous educational and developmental benefits.According to a 1998 study published by the Colorado Springs Down Syndrome Association, there are two forms of sign language: American Sign Language (ASL) and "Signed English." In North America, people who are deaf or have a hearing loss often communicate using ASL, which is a visual manual language system with its own sentence structure and word order. For children with other disabilities, Signed English is used; words are signed and spoken at the same time, and in the same order as spoken English. Coupling sign language with the spoken word increases language comprehension by presenting information visually as well as auditorily.
For example, young children with Down syndrome are usually excellent communicators. They use facial expressions, gestures, mime, and vocalizations to express their ideas. Since spoken language often develops more slowly than receptive language or a desire to communicate, sign language can be a powerful tool to build a child's confidence in communicating. By looking like the object or action they represent, signs help young children with Down syndrome attach meaning to spoken words when mere audible sounds seem meaningless. When using sign language, children become more attentive and responsive to their environment, which advances language acquisition, and helps children with disabilities become stronger, more effective communicators.
The purpose of this Act is to broaden the eligibility for sign language instruction and services to children with oral-motor or developmental disabilities, including those with Down syndrome, autism, or cerebral palsy, to require sign language training for all special education service providers, and to require the University of Hawaii speech-pathology curriculum to include a course in American Sign Language and dysphagia, or swallowing disorder, training.
SECTION 2. Chapter 304, Hawaii Revised Statutes, is amended by adding a new section to be appropriately designated and to read as follows:
"§304- Speech-language pathology; requirements. Each student enrolled in the speech-language pathology program at the University of Hawaii shall be required to take one course in American Sign Language and in dysphagia, or swallowing disorder, training."
SECTION 3. Section 302a-439, Hawaii Revised Statutes, is amended to read as follows:
"[[]§302A-439[]] Eligibility standards. (a) The eligibility of exceptional children for instruction, special facilities, and special services shall be determined in accordance with this section and [those] standards established by the department.
(b) Students with oral-motor or developmental disabilities, including those with Down syndrome, autism, or cerebral palsy, shall be eligible for sign language instruction and services, which may include communication devices such as a manual communication board, computer, or dedicated electronic device. These teaching methods shall incorporate the latest available research and technology that resources permit."
SECTION 4. Section 304-20.5, Hawaii Revised Statutes, is amended to read as follows:
"[[]§304-20.5[]] Center for teacher education; university-school partnerships. (a) Reforms to the public school system cannot succeed without concomitant reforms to the manner in which teachers are educated. The purpose of this section is to create a link between the public schools and university teacher education programs to ensure that teacher education is focused on the needs of the diverse student populations found within the public school system.
(b) There is established a center for teacher education within the University of Hawaii. The center, in collaboration with the board of education, shall:
(1) Continually review the system of educating teachers for the purpose of redesigning the teacher education program of the college of education so that it is responsive to the needs of the public school system in Hawaii;
(2) Develop innovative strategies to effectuate the changes in the teacher education program at the school level; and
(3) Where appropriate, establish university-school partnerships as the mechanisms by which to implement the innovative strategies developed by the center.
(c) The center shall research and implement sign language or total communication training for all special education providers, including teachers, education assistants, and skills trainers working with students with oral-motor or developmental disabilities, including those with Down syndrome, autism, or cerebral palsy.
The center shall submit prior to the convening of each regular session of the legislature a report to the board of regents, the board of education, and the legislature outlining its progress in redesigning the teacher education program and the initiation of any university-school partnerships."
SECTION 5. Statutory material to be repealed is bracketed and stricken. New statutory material is underscored.
SECTION 6. This Act shall take effect on July 1, 2006.
INTRODUCED BY: |
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