LEAD-K (Language Equality & Acquisition for Deaf Kids to be Kindergarten Ready) is a

grassroots national movement to put an end to serious epidemic of Language

Deprivation.   Deaf and hard of hearing children's reading and writing competency has
remained the same over the last 65 years, and the scores are unacceptable.  The way
to correct this is to go back to the beginning when the child is born up to age 5, to work
with parents and educators to build on language development and focus on getting Deaf
kids comprehension in English literacy ready for Kindergarten.   All too often these kids
arrive at Kindergarten with no language or language delayed to the point they are not
able to learn academics until later years.   

The stats don't lie.   In every state where there is no mandated policy to address the
language deprivation issue, the language arts aspects of Deaf kids from K-12 show
approximately 15% or less who are hard of hearing, can read and write.   For Deaf kids,
less than 6 % can read and write.  Both areas are deplorable and no accountability is in
place to ensure progress happens and is documented.  That is what SB 160 is all about,
and its counterpart in the House, HB 848.

Both bills focus on the goal of English Literacy, Kindergarten-readiness.   The most
common languages Deaf children use are English and American Sign Language.
Therefore, the bill states, in whatever language the parent chooses, whether its ASL and
English, both, or one of the languages, the focus is on introducing a Parent Profile using
Language Milestones from ages 0 to 5yrs old for language acquisition.   The early
interventionist will work with the families from 0-3yrs and/or Preschool Teacher of the
Deaf from ages 3 to 5 yrs.

There is no exclusivity.  No one is being left out.  This bill's language clearly states its
purpose re working on language development to nip the language deprivation issue.   If
parents want to use only spoken English with their child, that is fine, we support that.  If
parents want to use American Sign Language only, that is fine, we support that.  If
parents want to use with their child both languages, spoken and visual, English and
ASL, that is fine, we support that.  There is nothing in the bill that says otherwise.   If
anyone is claiming otherwise, I encourage you to tell them to read the bill - it's in black
and white what the purpose is, and frankly, people should not be afraid to see their
children assessed for the language skills.  If they are, that should tell you something -
that they have a hidden agenda to circumvent the issue to favor a weaker version that
will accomplish absolutely nothing.

If you want our assessment of HB 626, the committee in VA working on SB 160 and its
HB equivalent can share with you directly their reasons.

From national core team perspective, HB 626 offers no accountability on age

appropriate language acquisition and development - - ZERO.
Their focus is on parent packets and modalities and devices, not on language
acquisition.

This wording is particularly concerning:

It is the goal of the Commonwealth that each child who is deaf or hard of hearing is (i)
as linguistically ready for kindergarten as his peers who are not deaf or hard of hearing
and (ii) receptively and expressively literate in English and literate in written English by
the end of third grade.

They have separated out literacy in written English from being " receptively and
expressively literate in English". That separation is a fallacious, artificial construct.
Literacy in written English covers both by educational definition ... this bill over-rides
that.