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REFERENCE TITLE: teachers; braille literacy; rules |
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State of Arizona Senate Fifty-fourth Legislature Second Regular Session 2020
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SB 1593 |
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Introduced by Senators Pace: Allen S; Representative Udall
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AN ACT
amending section 15‑214, arizona revised statutes; relating to the state board of education.
(TEXT OF BILL BEGINS ON NEXT PAGE)
Be it enacted by the Legislature of the State of Arizona:
Section 1. Section 15-214, Arizona Revised Statutes, is amended to read:
15-214. Braille literacy; rules; requirements; definitions
A. The state board of education shall adopt rules to promote braille literacy that:
1. Assure Ensure that each blind pupil receives an individualized braille literacy assessment and appropriate educational services resulting from the assessment, establish standards of proficiency and instruction, provide materials in a computer accessible format capable of braille reproduction and require that certified teachers of visually impaired pupils meet braille competencies as specified in this section.
2. Assure Ensure that, in developing the individualized written education program for each blind pupil, the presumption shall be is that proficiency in braille is essential for that pupil to achieve satisfactory educational progress. Braille instruction and use are not required by this section if, in the course of developing the pupil's individualized education program, all members of the team concur that the pupil's visual impairment does not affect reading and writing performance commensurate with ability. Nothing in This section requires does not require the exclusive use of braille if other special education services are appropriate to the pupil's educational needs. The provision of other appropriate services does not preclude braille use or instruction.
3. Assure Ensure that instruction in braille is sufficient to enable each blind pupil to communicate effectively and efficiently in all subject areas with the same level of proficiency expected of the pupil's peers of comparable ability and grade level. The pupil's individualized education program shall specify:
(a) The results of a braille assessment.
(b) The methods by which braille will be implemented.
(c) The date on which braille instruction will begin.
(d) The length of the period of instruction and the frequency and duration of each instructional session.
(e) The level of competency in braille to be achieved by the end of the period of instruction and a description of the objective measures to be used to evaluate the pupil's level of competency.
(f) A list of the appropriate braille materials and equipment needed to allow the pupil to achieve the level of competency specified in the individualized education program.
(g) The rationale for not providing braille if braille is not determined to be an appropriate medium.
4. Assure Ensure that the department of education shall require requires all publishers of textbooks to furnish the department with computer diskettes electronic versions for literary and nonliterary subjects when diskettes electronic versions become available for nonliterary subjects, in a standard format approved by the department of education from which braille versions of the textbook can be produced.
5. Assure Ensure that teachers certified in the education of educating blind pupils and visually impaired pupils in this state on or after July 1, 1997 shall be are required to demonstrate competence in braille. Competence shall be as measured by successfully completing either:
(a) Successful completion of A nationally validated test, when such a test is available national certification in unified English braille examination.
(b) Successful completion of A comparable braille test developed in the a university‑level teacher preparation program in visual impairment at the university of Arizona for blind pupils and visually impaired pupils.
B. The state board of education shall adopt rules to ensure that blind pupils and visually impaired pupils receive appropriate quality blindness compensatory skills training to allow each pupil to complete the expanded core curriculum goals in the blind pupil's and visually impaired pupil's individualized education program by both:
1. Ensuring that all teachers of orientation and mobility instruction for blind pupils or visually impaired pupils are required to demonstrate competence in the field of orientation and mobility by possessing and maintaining either:
(a) A national orientation and mobility certification.
(b) A certification of orientation and mobility specialist.
2. Ensuring that teachers of rehabilitation teaching for blind pupils or visually impaired pupils are required to demonstrate competence in independent living skills by either:
(a) Possessing and maintaining a national certification in Rehabilitation teaching for the blind.
(b) Demonstrating proof that the teacher is a certified vision rehabilitation therapist.
B. C. As used in For the purposes of this section: ,
1. "Blind pupil" means a pupil who meets one or more of the following conditions:
1. (a) Cannot successfully use vision as a primary and efficient channel for learning.
2. (b) Exhibits such a low degree or amount of visual acuity or visual field that vision is not considered as a primary mode of learning.
3. (c) Has a medically indicated prognosis of visual deterioration.
2. "Compensatory skills" means those skills needed by blind pupils or visually impaired pupils to access all areas of the general curriculum.
3. "Expanded core curriculum" means the knowledge, concepts and skills typically learned incidentally by sighted pupils that must be taught to blind pupils or visually impaired pupils using alternative techniques.
4. "Orientation and mobility" means the ability to travel safely and effectively in one's environment using alternative blindness skills.
5. "Rehabilitation teaching" means instruction in the compensatory skills and access technology skills needed to perform activities of daily living.