Alice Cogswell and Anne Sullivan Macy Act

Better Identification and Services for Students with Sensory Disabilities: Section 101, Section 201, and Section 301 require States that classify children by disability to properly identify, locate, and evaluate children who are deaf, hard of hearing, deafdisabled, blind, visually impaired, or deafblind—even if those children are classified under a different disability category. This ensures they receive appropriate special education and related services without prejudice from their general classification.

Specialized Instructional Support and Placements: Section 105, Section 204, and Section 305 require Individualized Education Program (IEP) teams to consider unique linguistic and learning needs, such as American Sign Language, Braille instruction, or tactile sign language. Furthermore, Section 107 protects students by establishing that the closure or consolidation of a specialized school serving children who are blind or deaf constitutes a reduction of a State's financial support, preserving specialized physical placement options.

Creation of the Anne Sullivan Macy Center: Section 211 establishes a national program within the Department of Education to support students with visual disabilities. This center will develop curricula, support higher education preparation programs, offer student enrichment projects, and conduct research into valid assessments and effective interventions.

Inclusion of Qualified Interveners for Deafblind Children: Section 302 and Section 321 explicitly add intervener services as a related service and prepare personnel to be qualified interveners. These individuals work one-to-one with children who are deafblind to provide critical access to information, facilitate communication, and promote social and emotional well-being.