Legislature(2023 - 2024)DAVIS 106
04/26/2023 08:00 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| HB111 | |
| HB106 | |
| HB105 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| += | HB 105 | TELECONFERENCED | |
| += | HB 106 | TELECONFERENCED | |
| += | HB 111 | TELECONFERENCED | |
| + | TELECONFERENCED | ||
HB 111-EDUCATION FOR DEAF & HEARING IMPAIRED
8:05:03 AM
CO-CHAIR ALLARD announced that the first order of business would
be HOUSE BILL NO. 111, "An Act relating to public school
students who are deaf or have a hearing impairment." [Before
the committee, adopted as the work draft on 4/24/23, was the
proposed committee substitute (CS) for HB 111, Version 33-
LS0504\S, Marx, 4/22/23, "Version S."]
8:05:42 AM
CLARA BALDWIN, Assistant Director, Alaska School for the Deaf
and Hard of Hearing, gave invited testimony in support of HB
111. [Ms. Baldwin signed her testimony, which was spoken by an
American Sign Language (ASL) interpreter.] She provided her
background in overseeing the Alaska State School for the Deaf
and Hard of Hearing (AKSDHH) and related that she is deaf. She
shared that she was born in a deaf family, which is rare. She
continued that she is a fifth-generation deaf person, which can
be seen as an advantage, although she indicated there is nothing
wrong with a baby born to a family who does not know sign
language. She relayed that every deaf child is unique. She
acknowledged that from birth, she had an advantage in that her
parents were signing to her; therefore, she learned social cues
long before school began. Deaf children who do not have this
advantage must catch up starting in kindergarten, as schools are
not able to provide a full curriculum. The proposed bill, she
advised, would make deaf and hard of hearing children's presence
known and show that Alaska "has their back." She reiterated
that she had been privileged and now wants the same for every
deaf and hard of hearing student in Alaska to have an accessible
experience, which would start with HB 111.
8:10:31 AM
REPRESENTATIVE HIMSCHOOT directed a question to Ms. Baldwin's
interpreter. [The interpreter, who was not fully identified for
the record, spoke briefly about the qualifications of
interpreters.]
8:12:08 AM
MS. BALDWIN, in response to Co-Chair Ruffridge, expressed pride
in AKSDHH, which currently is a self-contained program in a
public-school building. She said it allows students to learn
social skills with their hearing peers during recess and during
some special classes. To train students appropriately,
counseling services are offered through a deaf counselor, as
well as additional language services. She added that
individuals ages 3 to 22 are currently served, which includes
the adult community transition program. She continued that the
school has leadership opportunities for students, as well as
clubs, theater, fundraising training, and after school sports
with their hearing peers. She noted that interpreters are
provided throughout.
8:15:15 AM
MS. BALDWIN, in response to a question from Co-Chair Allard,
expressed the opinion that the bill would open more doors for
these students.
8:15:41 AM
MS. BALDWIN, in response to a question from Representative
Story, replied that the state has an interpreter shortage.
Additionally, some interpreters will retire soon. The state has
the minimum requirements, but she expressed the need for more.
She stated that her interpreter today is also a program
coordinator who hires and supervises other interpreters.
Through a partnership with an agency, there are now five interns
from the Lower 48. In response to a follow-up question, she
said there is a shortage of interpreters because of the
challenges of serving such a vast state.
8:18:55 AM
REPRESENTATIVE HIMSCHOOT referenced children in rural Alaska and
recognized the choices to be made. She asked whether it is more
important for a student to be amongst their family, peers, and
culture, or more important to be in the special school in
Anchorage. Per the phrase in the bill "least restrictive
environment", she questioned whether a child would have to leave
their community and go to Anchorage.
MS. BALDWIN replied that Rural Deaf Support Services (RDSS) will
help find licensed foster homes with host families. She added
that there are many different families who qualify. She
clarified that the proposed bill would not force a student to
attend the school in Anchorage. She added that if the school in
Anchorage does not work for a rural student, there are virtual
services. In addition, there is an annual statewide deaf
retreat in Eagle River for secondary students. This provides an
opportunity to meet peers in person.
REPRESENTATIVE HIMSCHOOT expressed concern for the designation
of "least restrictive environment". She explained that it would
carry legal weight. She asked whether the proposed legislation
would be viable if another term were used.
MS. BALDWIN replied that there are two different perspectives.
She stated it can be narrowed down, and the bill could be
amended.
8:23:08 AM
REPRESENTATIVE PRAX observed there must be alternatives other
than ASL for "least restrictive." He questioned what may be
available.
MS. BALDWIN replied that students can be mainstream, and some
students thrive with just hearing aids. She said she prefers a
sign language interpreter, whereas some students thrive sitting
near the teacher where they have access to auditory input.
8:24:26 AM
CO-CHAIR ALLARD asked about the services provided to other
municipalities, compared to the services at AKSDHH. She
questioned how the proposed bill would help in this aspect.
MS. BALDWIN explained that other schools are smaller and more
isolated than AKSDHH. She expressed the opinion that the bill
would make AKSDHH more known and provide the ability to reach
out further, in addition to providing virtual services. She
expressed the hope she would have the opportunity to travel to
other municipalities in support of their schools and inform them
of the services available.
CO-CHAIR ALLARD asked whether the proposed legislation would be
an incentive to encourage other interpreters to come forward
because the state is offering more support.
MS. BALDWIN expressed agreement. She added that the deaf
community is a small community; therefore, this would have a
huge impact.
8:26:45 AM
REPRESENTATIVE STORY asked what support school districts could
provide for parents to learn sign language.
MS. BALDWIN replied that a sign language class is offered, and
there is frequent communication with parents regarding their
child's individual education plan (IEP).
8:28:44 AM
REPRESENTATIVE PRAX brought up the term "profoundly deaf" and
asked whether ASL is the only alternative.
MS. BALDWIN expressed uncertainty. She said that some
individuals who are considered profoundly deaf can speak very
clearly with repetition and training.
8:29:28 AM
CO-CHAIR ALLARD offered a personal example of a friend and asked
whether Ms. Baldwin could speak about this situation. In
addition, she explained that her friend uses an integrated phone
coil and hearing aids. She requested an explanation of the
phone coil.
MS. BALDWIN replied that the individual in question can speak
and is also fluent in sign language. She explained that if
there is a lot of noise, this individual will depend on the
interpreter. In response to a follow-up question, she spoke
about the use of coils providing sound to those hard of hearing
or deaf.
8:32:10 AM
CO-CHAIR ALLARD opened public testimony on HB 111.
8:32:31 AM
PAMELA MUELLER-GUY, representing self, testified in support of
HB 111, noting that she has been [in Juneau] since 1974. She
concurred with the previous testifier. She spoke about her
experience as a deaf person in school, relating that her teacher
wore a microphone while she wore headphones. There would be a
person who pointed to the speaker, and she would read lips. She
talked about words having five different meanings in sign
language and about parents learning to sign. She said video
phones are helpful to deaf people working at jobs which require
telephone usage. In response to Co-Chair Allard, she confirmed
that she supports HB 111.
8:38:59 AM
HEIDI LIEB-WILLIAMS, Chair, Governor's Council on Disabilities
and Special Education, Department of Health (DOH), testified in
support of HB 111. She explained that she is a strong advocate
for the autism and disability community. She informed the
committee that she is functionally deaf and hard of hearing; it
depends on the moment whether she has her hearing or not. She
shared that she has undergone hundreds of ear surgeries to get
the hearing she currently has. She expressed the desire to
learn ASL, as it would help with communication. She described
some of the difficulties she has endured because of
communication barriers. She stated she is working on getting
hearing aids. She expressed the importance of HB 111, as
parents would be able to choose for their child, instead of just
relying on the districts. She urged the committee to pass HB
111.
8:45:05 AM
AMY BOBICH, representing self, testified in support of HB 111.
[Ms. Bobich signed her testimony, which was spoken by an ASL
interpreter.] She shared that she is a teacher of deaf and hard
of hearing children and a deaf individual. She said she was
born deaf, but her parents did not find out until later;
therefore, she did not learn any language until later. She
expressed gratitude that her family made the decisions on how
she could best get her education. She stressed the importance
of access to language for deaf children, as there are many
opportunities missed during the first five years of life. She
opined that parents should not have to fight to receive the
information and resources, and HB 111 is "amazing and powerful"
because there would be accessible resources provided in one
place.
8:50:20 AM
CO-CHAIR ALLARD, after ascertaining there was no one else who
wished to testify, closed public testimony.
8:50:45 AM
MS. BALDWIN thanked the committee for the platform and
encouraged anyone to reach out with questions.
8:51:18 AM
CO-CHAIR ALLARD announced that HB 111 was held over.
| Document Name | Date/Time | Subjects |
|---|---|---|
| HB105 Amendment 2.pdf |
HEDC 4/26/2023 8:00:00 AM |
HB 105 |
| HB105 Amendment 4.pdf |
HEDC 4/26/2023 8:00:00 AM |
HB 105 |
| HB105 Amendment 3.pdf |
HEDC 4/26/2023 8:00:00 AM |
HB 105 |
| HB 105 CS VerB.pdf |
HEDC 4/26/2023 8:00:00 AM |
HB 105 |
| HB105 Amendment 1.pdf |
HEDC 4/26/2023 8:00:00 AM |
HB 105 |