Legislature(2025 - 2026)BELTZ 105 (TSBldg)
04/09/2025 03:30 PM Senate EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| SB8 | |
| SB143 | |
| SB13 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| *+ | SB 8 | TELECONFERENCED | |
| *+ | SB 143 | TELECONFERENCED | |
| = | SB 13 | ||
SB 8-EDUCATION FOR DEAF & HEARING IMPAIRED
3:34:42 PM
CHAIR TOBIN announced the consideration of SENATE BILL NO. 8 "An
Act relating to public school students who are deaf or hard of
hearing."
3:35:17 PM
SENATOR ELVI GRAY-JACKSON, District G, Alaska State Legislature,
Juneau, Alaska, sponsor of SB explained that the bill affirms
the fundamental value that every Alaska child deserves access to
high-quality education regardless of ability, background, or zip
code. SB 8 addresses the unique educational needs of children
who are deaf or hard of hearing by ensuring schools provide
parents with unbiased, comprehensive information about
communication options and technologies, guaranteeing services
from professionals fluent in the family's chosen method, and
directing the Department of Education and Early Development
(DEED) to establish a centralized statewide support program.
3:36:04 PM
SENATOR GRAY-JACKSON emphasized that SB 8 also protects existing
services threatened by budget cuts in the Anchorage School
District caused by years of flat state funding that failed to
keep pace with inflation. She reported that the proposed budget
would eliminate two full-time staff positions fluent in American
Sign Language (ASL) at the Alaska School for the Deaf and Hard
of Hearing, including the longtime counselor and intervention
coach. She stressed that these professionals provided critical
academic, emotional, and behavioral support and could not be
replaced by contract interpreters.
3:36:50 PM
SENATOR ELVI GRAY-JACKSON asserted that these services served as
lifelines for students with potential and dreams who deserve to
be heard, seen, and supported. She stated that SB 8 ensures
representation, culturally competent support, and equal
opportunity across Alaska so that access to education does not
depend on geography or budget cuts. She informed the committee
that the Anchorage Assembly approved Anchorage Resolution 2025-
104 in support of SB 8 and noted that copies were available to
members.
3:37:49 PM
CHAIR TOBIN stated the committee would consider adoption of a
committee substitute following invited testimony on SB 8.
3:38:21 PM
DEIRDRE GOINS, Staff, Senator Gray-Jackson, Alaska State
Legislature, Juneau, Alaska, offered the sectional analysis for
SB 8:
[Original punctuation provided.]
SB 8: Education for Deaf & Hearing Impaired
Sectional Analysis Version A
Section 1- Adds a new subsection to AS 14.30.272-
Procedural Safeguards
(c) Requires each school district to:
3:38:32 PM
MS. GOINS highlighted that SB 8 requires schools to provide
unbiased information about the various communication methods
available to deaf and hard of hearing students. She explained
that schools must present different communication modalities so
parents, in partnership with the school, can make informed
decisions for each child, emphasizing that the bill supports
parents' choice:
[Original punctuation provided.]
(1) provide to parents of a child who is or is
suspected of being deaf or hard of hearing with
comprehensive, neutral, and unbiased information
regarding
(A) hearing technology, including hearing
aids, bone-anchored hearing aids, cochlear implants,
(B) different methods of communication for a
child who is deaf or hard of hearing, including
listening and spoken language, a bilingual approach
cued speech, and total communication.
(C) services and programs that are designed
to meet the needs of children who are deaf or hard of
hearing;
(D) public and private entities
knowledgeable about the needs of children who are deaf
or hearing impaired;
(2) allow parents of children who are or are
suspected to be deaf or hard of hearing to choose the
method of communication they determine to be most
appropriate and provide services in the chosen method;
(3) deliver services to a child who is or are
suspected to be deaf or hard of hearing through
professionals with training, experience, and a
background in the chosen method of communication.
(d) Requires each school district to inform parents of
a child who is or may be deaf or hard of hearing, of
the district's duties and parent's rights provided in
(c) of this section.
(e) Defines
(1) "bilingual approach" means the development of
both sign language and English language literacy
skills as a child's mode of receptive and expressive
communication;
(2) "cued speech" means a visual communication
system that uses hand shapes and placements in
combination with the mouth movements of speech to
identify the phonemes of spoken language that look
similar to one another;
(3) "deaf" means possessing hearing levels that,
with or without hearing technology, substantially
affects a child's ability to understand spoken
language;
(4) "hard of hearing" means possessing hearing
levels that, with or without hearing technology,
affects a child's ability to understand spoken
language;
(5) "listening and spoken language" means
communication that focuses on maximizing listening
through the use of hearing technologies professional
intervention, and family involvement and support to
facilitate the acquisitions and development of the
spoken language of the child's home and community;
(6) "total communication" means the combined use
of signs, speech, speechreading, auditory training,
visual aids, annual gestures, and writing to convey
information.
3:39:02 PM
MS. GOINS highlighted that Section 2 requires placement in the
least restrictive environment and clarified that children would
not face mandates to attend a residential school to receive an
appropriate education. She stated that if a parent and district
agreed on a residential placement, the school district of origin
carries responsibility for funding.
[Original punctuation provided.]
Section 2- Adds a new section to 14.30.276- Least
restrictive environment.
(b) The department shall establish and operate a
centralized program for the deaf to be made available
to deaf students in the state. The program must
provide residential services as part of its
educational program. The program may be operated by a
school district under an agreement with the
department. If a school district operates the program,
the school district shall annually submit a plan of
operations to the department for approval and shall
perform all duties of a local school district related
to special education under state and federal law,
except that the school district is required to offer
transportation only to students who reside in the
district. If a school district determines that
placement at the program is appropriate for a child
who resides in the district, the school district that
makes the placement retains the school district's
responsibilities for special education for that child
under state and federal law. The department shall
provide a school district that operates the program
funding for students who attend the program.
3:39:46 PM
SENATOR STEVENS asked for clarification about the meaning of
"unbiased information" and questioned what constituted biased
information.
MS. GOINS replied that members of the deaf community reported
instances in which school district personnel attempted to
dissuade parents from choosing American Sign Language (ASL)
because providing that option required additional effort or
resources. She stated that SB 8 ensures all communication
options remained available to students and parents.
3:40:24 PM
CHAIR TOBIN said she wanted to draw attention to SB 8, page 1,
line 10 - 12, which shows that listening and spoken language are
included modalities. She said she received correspondence
stating concern that those modalities were not included in the
bill but it is very clear that they are included.
3:40:50 PM
CHAIR TOBIN announced invited testimony on SB 8.
3:41:14 PM
CLARA BALDWIN, Director, Alaska State School for the Deaf and
Hard of Hearing, Anchorage, Alaska, testified by invitation on
SB 8. She asserted that SB 8 holds critical importance for the
future of Alaska and emphasized that planning for the future
must begin now. She explained that deafness qualifies as a low-
incidence disability, meaning few individuals experience it and
the disability often remains invisible. She noted that unlike
visible disabilities, a person could stand next to her without
realizing she was deaf.
3:42:32 PM
MS. BALDWIN stated that although she openly identified as deaf,
the invisibility of deafness often leds to individuals being
overlooked. She emphasized that SB 8 ensures parents receive a
full range of communication options so they can make well-
informed decisions for their child and adjust those decisions if
necessary. She explained that every child holds unique language
needs and that there is no single correct way to communicate,
noting that early access to language prevents language
deprivation, which carries long-term social and financial costs
to the state. She asserted that empowering parents at the
beginning allows children to become productive citizens who
contribute back to Alaska. She thanked Senator Gray-Jackson for
sponsoring SB 8 and acknowledged Representative Allard for
sponsoring the companion legislation in the House, noting
Representative Allard's personal experience with hearing loss
resulting from military service.
3:45:57 PM
JILLIAN SCHROEDER, representing self, Anchorage, Alaska,
testified by invitation on SB 8. She stated that her daughter
was born deaf and was the first deaf person in her family. She
explained that through the Early Hearing Detection and
Intervention Program, Linnea received a newborn hearing
screening and follow-up audiology services, leading to a
diagnosis at three weeks old. She said she and her husband, as
hearing parents with no prior experience with deafness,
initially felt uncertain about their options but received strong
support from an early intervention speech therapist skilled in
listening and spoken language and American Sign Language (ASL).
She emphasized that parents take seriously the responsibility of
choosing communication methods and need consistent,
comprehensive, and unbiased information, noting that many
families report receiving limited or biased guidance. She stated
that SB 8 protects access to information and respects parent
choice.
3:50:37 PM
SENATOR STEVENS asked what support Ms. Schroeder received from
the Anchorage School District and inquired about services
provided when her daughter entered preschool or kindergarten.
MS. SCHROEDER responded that early intervention providers
supported the transition at age three into special education
services through the Anchorage School District. She said her
daughter received an Individualized Education Program (IEP) and
began special education preschool, where she accessed listening
and spoken language services related to her cochlear implants.
She also received ALS based services in a deaf education
classroom. In Kindergarten she attends Russian Jack Elementary
School for 2 hours a day in a mainstream classroom setting and
then attends the Alaska School for the Deaf and Hard of Hearing
in an American Sign Language focused classroom.
3:52:42 PM
DUANE MAYES, Chair, Public Policy and Legislative Committee,
Alaska Deaf Council, Anchorage, Alaska, testified by invitation
on SB 8. He gave a brief overview of his work history and how he
became the first hearing person to serve in a leadership
position with the ADC in its 30 year history. He explained that
he was born and raised in a deaf family. Both of his parents are
deaf and use American Sign Language (ASL), and approximately 20
family members are deaf. He described being the minority within
his family. His father was active in leadership within the State
of Wisconsin's deaf community, and he frequently attended deaf
association meetings. He stated that the deaf community raised
him and that he is fluent in ASL.
3:54:00 PM
MR. MAYES said the Alaska Deaf Council is Alaska's premier
advocacy organization of, by, and for deaf, deaf-blind, deaf-
disabled, hard of hearing, and late-deafened adults. He
explained that "late-deafened" refers to individuals who
experience hearing loss later in life, noting that hearing loss
increases with age. He stated that the ADC is a 501(c)(3)
nonprofit organization supported by individual and
organizational donors and is nonpartisan. The advocacy scope of
the ADC includes early intervention, education, employment,
healthcare technology, telecommunications, youth leadership, and
language acquisition. He emphasized that language acquisition
from the earliest stages of life is central to SB 8.
3:55:08 PM
MR. MAYES stated that the Alaska Deaf Council supports SB 8, an
act relating to public school students who are deaf or hard of
hearing. He mentioned addressing questions raised during well-
attended town hall forums regarding the residential component of
the bill. He explained that through the Department of Education
and Early Development, in partnership with the Department of
Health and the Division of Senior and Disabilities Services,
grant funds have been awarded to Hope Community Resources for
the Deaf Navigator program. The Department of Education ensures
special education services are available to all eligible
students statewide, regardless of whether families reside in
Anchorage or other areas of Alaska. In partnership with the
Division of Senior and Disabilities Services, the Department
administers grant funds that allow students who live outside
Anchorage the opportunity to attend the Alaska State School for
the Deaf. The Student Life Program is intended to provide
placement for students in a supportive, home-like environment.
He referred to the program as the Rural Deaf Student Supports
Grant.
3:56:28 PM
MR. MAYES explained that when a student from rural Alaska wishes
to attend the Alaska State School for the Deaf, a host family is
identified. The host families are screened by Hope Community
Services. He noted that the two professionals who administer the
program are deaf, and one has taught at the University of Alaska
Anchorage for approximately 25 years. He stated that host
families are screened to ensure fluency in American Sign
Language (ASL) and to determine whether they can meet the
specific needs of the child. If the family meets those
qualifications, they may serve as a host family. He added that
the homes are licensed by the State of Alaska. He emphasized the
importance of a home-like setting, noting that in prior decades
some schools for the deaf operated large institutional
dormitory-style programs. He shared that, in his father's
experience, that environment had both positive and negative
aspects. In contrast, his mother, who is also deaf, returned
home daily and learned the values associated with being raised
in a family environment. He stated that his family benefited
greatly from that home-based upbringing. Host families may be
deaf themselves and provide placement for a deaf student from
rural Alaska, or they may be hearing individuals who have strong
ties to the deaf community, such as having grown up with a deaf
sibling.
3:58:28 PM
MR. MAYES stated that technology has advanced significantly over
time. He explained that students are now able to communicate
regularly with their families back home. He recalled that in
earlier years, particularly in very rural and remote areas,
students were often unable to maintain consistent communication
with their families, which created a sense of disconnect. He
stated that due to modern technology and expanded broadband
capacity, that barrier has largely been eliminated. He reflected
on his father's experience in an institutional setting, stating
that his father did not learn how to be a parent in a
traditional home environment. He added that with greater
education and perspective over time, he came to understand the
impact of that experience. In contrast, Mr. Mayes described his
mother as having been raised with home-based values. He noted
that she faced challenges because she was not provided a strong
foundation in American Sign Language and was treated as though
she was hard of hearing even though she was deaf. Despite those
challenges, she maintained traditional home-centered values and
family structure. He stated that those differences shaped his
understanding of the importance of home-based environments.
MR. MAYES stated that the host family model offers the best of
both worlds by providing a supportive home environment while
ensuring access to specialized education. He added that he is
not aware of any other state utilizing this particular model.
4:00:37 PM
JAMIE KOKOSZKA, Program Coordinator, Governor's Council on
Disabilities and Special Education, Wasilla, Alaska, testified
by invitation on SB 8. She stated that the information presented
by the testifiers before her was accurate and reflected her own
lived experience growing up in Alaska in the 1980s and 1990s,
and that similar circumstances continue today. She stated that
she was born with moderate to profound hearing impairment in
both ears and has worn hearing aids since 1983. She added that
she had cataracts in both eyes, is legally blind in her left
eye, and has ADHD.
MS. KOKOSZKA testified that in school she was required to wear
hearing aids that were painful, ill-fitting, and produced poor
sound quality. She stated that she was reprimanded for removing
them or not wearing them. She described feeling ashamed and
embarrassed. She said that alternative communication modalities
were not offered to her or her family, and they were unaware of
options such as sign language. She noted that she knew only one
hard-of-hearing adult, who also disliked wearing hearing aids.
She stated that when her mother allowed her to go without
hearing aids due to discomfort, a protective services report was
filed.
MS. KOKOSZKA testified that she often looked at the back of her
teachers' heads while they wrote on the chalkboard, as they were
facing the wall and she could not see their mouths to lip read.
She stated that her teachers did not know how to support her.
She requested speech services because peers frequently corrected
her speech, but she was told she did not qualify. She later
received assistance with speech through participation in theater
classes.
MS. KOKOSZKA stated that her school records clearly documented
educational challenges and the need for support; however, she
was repeatedly determined not to require an Individualized
Education Program (IEP). She stated that she is now 48 years old
and still does not know American Sign Language. She expressed
that she missed the critical window for language acquisition.
She testified that she did not learn about closed captioning
until her late 20s, found it on her television.
MS. KOKOSZKA stated that she fell behind academically and was
threatened with repeating grade levels. She took correspondence
courses and attended summer school to catch up. She testified
that she barely graduated from high school and nearly did not
enter college. She stated that a fellow student in a psychology
class informed her about the Division of Vocational
Rehabilitation (DVR), not her educators. She testified that DVR
invested in her education and, with its support, she improved
from failing grades to earning A's and making the Dean's List
twice. She stated that her presence before the committee was due
to that support.
MS. KOKOSZKA stated that the Council urges support for SB 8 to
assist families of children who are deaf or hard of hearing and
to affirm that those children are valued members of the
community.
CHAIR TOBIN said the committee would discuss the fiscal note for
SB 8.
4:03:56 PM
DEB RIDDLE, Operations Manager, Division of Innovation and
Education, Department of Education and Early Development,
Juneau, Alaska, provided an overview of fiscal note OMB 2796 for
SB 8. She stated the appropriation is Education Support and
Administration Services for School Achievement. It is a zero
fiscal note.
SENATOR BJORKMAN referred to the final line of SB 8 and asked
how it relates to the fiscal note. He noted that the bill states
the department shall provide program funding to a school
district that operates a program for students who attend the
program. He questioned how the fiscal note could be zero if the
department is required to provide funding under the bill.
MS. RIDDLE replied that the funding referenced in the bill
reflects an existing agreement already in place with the
Anchorage School District and does not represent a new cost.
4:05:30 PM
SENATOR BJORKMAN asked about the impact on other school
districts if in statute the program is statewide.
4:05:50 PM
MS. RIDDLE responded that the program Mr. Mayes described, which
supports host placements for students, is already established.
She said it is a statewide program. She explained that the bill
outlines how the department may work with a school district to
participate. The Anchorage School District operates the program
and the state provides funding.
4:06:49 PM
CHAIR TOBIN opened public testimony on SB 8.
4:07:25 PM
BYRON JENSEN, President, Alaska Deaf Counsel, Anchorage, Alaska,
testified in support of SB 8 stating that he grew up in Idaho
and attended the Idaho School for the Deaf. He noted that he has
deaf parents, was taught by deaf teachers, and was surrounded by
deaf individuals throughout his childhood. He described his
upbringing as language-rich and stated that he continues to
maintain friendships with individuals who are deaf or hard of
hearing and who use a variety of communication modalities,
including American Sign Language (ASL).
MR. JENSEN stated that, in his role as president, the Council
serves not only deaf and hard-of-hearing individuals but also
parents. He emphasized that the deaf community is diverse and
that the Council supports SB 8. He stated that Alaska is unique
in valuing parental choice, and the bill reinforces that
principle.
4:08:43 PM
MR. JENSEN testified that parents should have access to a full
menu of language options for their children, including Listening
and Spoken Language (LSL) and American Sign Language. He stated
that research demonstrates that exposure to ASL does not create
a deficit in listening and spoken language development. He
characterized the belief that ASL harms LSL development as a
misconception not supported by scientific evidence. He
emphasized the importance of ensuring parents are aware of this
information.
MR. JENSEN stated that the Council meets monthly, with support
from Utah State, and engages with hard-of-hearing individuals
and other stakeholders. He testified that the bill is
intentionally neutral and does not favor one language modality
over another. He stated that the Council worked with multiple
organizations to ensure the language of SB 8 supports parental
choice without preference for a specific modality. He emphasized
the importance of placing children in educational settings that
set them up for success.
4:10:13 PM
MR. JENSEN thanked the committee for its time and expressed hope
that members would support SB 8. He noted that the bill is
bipartisan and does not require families to adopt any approach
they do not choose.
4:10:35 PM
MICHAEL MERRITT, representing self, Anchorage, Alaska, testified
in support of SB 8. He said he is the Deaf Navigator with Hope
Community Resources. He shared that he grew up in Colorado and
attended a K12 program in Denver. Colorado offers parent choice
in communication modalities, and his family selected from a
range of available options, including audiology services and
speech therapy. He stated that he identified as hard of hearing
during elementary school but later came to identify as deaf and
sought involvement in the deaf community, including learning
sign language. He described that experience as life changing.
MR. MERRITT emphasized that exposure to language and
communication leads to academic success and the ability to
thrive. He noted that he is the only deaf member of his hearing
family but benefited from relationships with deaf teachers and
peers. He stated that he attended the Rochester Institute of
Technology, which offers specialized programs for deaf students,
and said that access to educational options at a young age made
his later success possible.
MR. MERRITT stated that he has worked with Hope Community
Resources for eight years and previously worked at The Arc of
Anchorage. He explained that Hope operates two programs: the
Deaf Navigator program, which he oversees, and the Rural Deaf
Student Supports (RDSS) program, overseen by Sharon Miranda.
MR. MERRITT stated that host families participating in the RDSS
program are licensed and screened. He noted that Hope conducts
background checks, language fluency screening in American Sign
Language, and home visits to ensure students are placed in safe,
supportive environments. He added that the program ensures
students maintain regular contact with their biological families
and attend school consistently. He expressed pride in the
program and thanked the committee for its time.
4:14:47 PM
COURTNEY WESTMANN, representing self, Anchorage, Alaska,
testified in support of SB 8. She said she was born and raised
in Anchorage and experienced many challenges growing up. She
attended the Alaska State School for the Hard of Hearing
beginning in preschool. She is from a hearing family and was
about three months old when her parents learned she was deaf.
They were shocked and did not know what to do because services
were not readily available at the time.
MS. WESTMANN shared that her parents met a deaf man working at a
grocery store who agreed to come to their home and teach them
sign language. She said that opportunity was fortunate and
became the foundation for how her family communicated.
MS. WESTMANN said she graduated from high school and attended
Western Oregon University on a full-ride basketball scholarship,
but it was not the right fit, so she transferred to Gallaudet
University, the only liberal arts university in the world
specifically for deaf students. Following graduation, she
returned to Alaska to work. She said she fell in love with
Alaska and with teaching deaf and hard of hearing students. She
later attended the University of Alaska Anchorage to earn her
master's degree so she could become a deaf counselor and serve
as a role model for deaf and hard of hearing students. She noted
that in the 1980s and 1990s, there were very few deaf
professionals with degrees, and there were not many role models
to look up to. She said returning to Anchorage to serve as a
deaf professional and mentor has been deeply meaningful to her.
4:18:16 PM
SENATOR STEVENS asked how early a deaf child can begin learning
sign language.
MS. WESTMANN replied that her parents began teaching her at 10
months old, but stated her belief that it could be earlier.
4:19:22 PM
MARCELA GREEN, representing self, Anchorage, Alaska, testified
in support of SB 8. She identified herself as being from
Colombia and the mother of a seven-year-old son in first grade
who is deaf and has cochlear implants. She testified in strong
support of SB 8. She said her son was born and raised in
Ketchikan and that, as a family living in a small and isolated
community, they struggled to find meaningful support for a child
with cochlear implants. She stated there are almost no local
services, specialists, or resources available for children who
are deaf or hard of hearing. After exhausting every possible
option, her family made the difficult decision to relocate to
Anchorage, taking on significant financial and emotional burdens
to give their son a chance to succeed. She shared that living in
Anchorage was not easy and that it took months of advocacy,
persistence, and frustration to build a team of professionals
who understand her son's needs and are willing to work with the
communication methods that worked best for him. She stated that,
with the right support, her son is now thriving.
MS. GREEN expressed concern that if the bill does not pass and
school districts are no longer obligated to respect a parent's
chosen method of communication or provide trained professionals
in that method, the progress her son has made could be lost. She
questioned what options families would have if even Anchorage
could no longer provide necessary services. She said SB 8 would
ensure every family has access to information, choice, and
appropriate services. She urged members to vote yes on SB 8,
stating that no parent should have to endure what her family
experienced just to be heard.
4:22:23 PM
JANET BARTON, representing self, Anchorage, Alaska, testified in
support of SB 8. She said she grew up with a deaf brother and
raised a daughter who is deaf and attended the Alaska School for
the Deaf and Hard of Hearing. She stated she worked as a teacher
at the Alaska School for the Deaf and Hard of Hearing for 21
years and currently serves as a host parent for Rural Deaf
Support Services. She said she was asked to testify because she
has a unique perspective that includes both educational and
residential experience.
MS. BARTON stated that both the educational and residential
components of the program are vital to providing quality
services to deaf students from across the state, not just
Anchorage. She emphasized that it is a statewide program and
said that direct communication is essential for student success.
If she could summarize her message in one word, she said it
would be "access." Students need access through direct
communication with individuals who are highly trained in sign
language, including deaf adults who are fluent. She said that
access supports students' social, emotional, and educational
development.
MS. BARTON shared that she currently has two students from the
residential program living in her home. She acknowledged that
being far from family is difficult and commended parents who
make sacrifices to relocate to Anchorage, noting that relocation
is not always an option for families in rural communities. She
said many families make the difficult decision to have their
children participate in the residential program, and she
believes the program works hard to build trusting relationships
with parents. She noted that host parents are licensed,
monitored, and required to be fluent in sign language and
knowledgeable about deaf culture. She added that technology has
improved communication, allowing students to video chat with
their families daily, which helps maintain strong family
connections. She emphasized that parents remain in charge of
decisions regarding their children and that the program strives
to be supportive and communicative with families.
MS. BARTON concluded by stating that the fact parents continue
to choose the program demonstrates its value and benefit. She
urged support for SB 8.
4:26:01 PM
PATRICIA TROTT, representing self, Anchorage, Alaska, testified
in support of SB 8 with concerns, stating her daughter was born
with a moderately severe hearing condition, which she described
is genetic and will never improve. She said her daughter was
fitted with bilateral hearing aids at four months old. She
explained that she and her husband chose a Listening and Spoken
Language (LSL) approach. When her daughter turned three, she was
enrolled in the Listening and Spoken Language preschool program
currently housed at Williwaw Elementary School. She described it
as a successful preschool program for hard-of-hearing children,
with the goal of preparing students to attend their neighborhood
schools in a mainstream hearing environment. She said the LSL
approach teaches young children with hearing loss to listen and
speak using hearing technology.
MS. TROTT expressed concern that SB 8 does not specifically
state that the department will establish and operate a separate
centralized program for hard-of-hearing students. She said that
without clear language and designated staff to protect the
Listening and Spoken Language program and the LSL-only option,
the Anchorage School District is planning to move the LSL
program to Russian Jack, where the state school program is also
located. She stated that while some parents prefer a bilingual
approach using both ASL and spoken language, other parents,
including herself, want the option of a less restrictive,
listening-and-spoken-language-only environment.
She warned that if SB 8 passes as proposed, it could place hard-
of-hearing students in what she views as a more restrictive
setting than their neighborhood schools. She concluded by
stating that she supports the bill but urged lawmakers to ensure
that hard-of-hearing children retain the right to choose a
Listening and Spoken Languageonly approach.
4:29:39 PM
IONA SNYDER, representing self, Anchorage, Alaska, testified in
support of SB 8 with suggestions. She said she is 17 years old.
and a graduate of the Listening and Spoken Language (LSL)
program currently housed at Williwaw Elementary School. She also
shared that she graduated from West Anchorage High School last
December, a semester early, earning a Seal of Biliteracy in
Russian. She said she would soon leave on a solo backpacking
trip through Georgia and Azerbaijan, where she plans to practice
her Russian language skills.
MS. SNYDER stated there is a significant difference between
children who are hard of hearing and those who are deaf. She
said parents and students should have the choice to determine
what path is best for them. In her case, she said her parents'
decision to enroll her in the LSL program was the best decision
they could have made, and she credited that choice for her
success.
MS. SNYDER stated support for SB 8 but argued that separating
programs for deaf and hard-of-hearing students would allow
children with different levels of hearing ability to receive the
specialized services they need to thrive. She said grouping
children with widely differing hearing abilities together would
not appropriately address those differences. She urged SB 8
include language establishing a separate school and learning
environment for hard-of-hearing students so they can succeed in
the way that best meets their needs.
4:31:40 PM
RICHARD L. SAVILLE, Staff, Governor's Council on Disabilities
and Special Education, Department of Health, Anchorage, Alaska,
testified in support of SB 8 and affirmed the value of the Deaf
community in Alaska. He stated that deaf and hard-of-hearing
children have the right to develop language and communication
skills in ways that are effective and appropriate for them. He
said they have the right to learn from qualified professionals
who can communicate directly with them, to interact with deaf
role models, and to engage with peers who share their language,
communication mode, and age level.
MR. SAVILLE further stated that children have the right to full
access to unbiased information, specialized personnel,
appropriate school programs, and social opportunities. He said
SB 8 would help ensure those rights are protected by providing
parents and families with the information and resources needed
to make informed decisions about language acquisition,
development, and educational placement. He expressed concern
that information about American Sign Language is not always
fully presented to families of children who are hard of hearing,
leaving some unaware of all available options. He stated that
hard-of-hearing children are sometimes placed in general
education classrooms using spoken-language communication that
may not be appropriate for their needs. When that occurs, he
said, children may not develop language as quickly or meet
expected milestones, which can lead to language deficits and
academic challenges due to communication barriers.
MR. SAVILLE referenced discussion of a potential committee
substitute and stated that, although he had not yet seen it, the
council believes it is important to maintain the language in the
current statute that protects the state school. He urged the
committee to retain those statutory protections.
4:34:45 PM
AMY BOBICH, representing self, Anchorage, Alaska, testified in
support of SB 8 noting she was born deaf and was raised by
hearing parents, who learned she was deaf when she was two years
old. She explained that missing the first two years of language
acquisition was significant, as she was already a toddler when
her family learned of her deafness. She said her family explored
various options, and because she grew up in a military family,
she experienced many different school systems with varying
levels of quality and support. Those experiences influenced her
decision to become a teacher.
MS. BOBICH stated she has nearly 15 years of experience as an
early childhood educator and currently works for the state
school for the deaf and hard of hearing, though she clarified
she was speaking in a personal capacity. She said her parents
worked very hard to ensure she had access to education and
language and families today continue to face similar struggles.
She emphasized that more than 90 percent of deaf children are
born to hearing families who may have never met a deaf person or
learned sign language. She said many parents are overwhelmed and
must expend additional effort to locate accurate and complete
information. She stated that the bill would ensure families
receive unbiased information about all communication options,
rather than having to search for it independently. She
characterized the bill as providing a "menu" of options and
placing responsibility on the education system to present
families with complete and balanced information.
MS. BOBICH drew from her experience teaching preschool students
three to five years old and said she has seen firsthand the
impact of limited early language access. She explained that
children entering preschool without sufficient language
exposure, whether signed, spoken, or both, often struggle to
communicate in full sentences and express themselves compared to
peers who had early language access. She emphasized that
language access from birth is critical and that delays in early
language development create gaps that become increasingly
difficult to close once children enter school.
4:38:47 PM
CHAIR TOBIN closed public testimony on SB 8.
4:38:50 PM
CHAIR TOBIN invited Ms. Goins to introduce the Committee
Substitute (CS) for SB 8.
4:39:18 PM
MS. GOINS explained the changes made in the CS for SB 8, version
A to version N:
[Original punctuation provided.]
SB 8: Education for Deaf & Hearing Impaired
Summary of Changes
Version A to Version N
Section 2- Version N amends AS 14.30.276
Page 3, lines 9-11: Adds "in consultation with the
child's parents" to the sentence If a school district
determines that placement at the program is
appropriate for a child who resides in the district.
This addition was made to clarify that appropriate
placement is ultimately parents' choice.
4:40:09 PM
CHAIR TOBIN asked which page number contains the change.
MS. GOINS replied page 3, lines 9 - 11.
4:40:37 PM
SENATOR GRAY-JACKSON thanked the committee for hearing the bill
and said she looked forward to seeing it reach the finish line.
She said she was pleased SB 8 carries no fiscal note given
current budget constraints.
4:40:54 PM
CHAIR TOBIN solicited a motion.
4:40:56 PM
SENATOR STEVENS moved to adopt the committee substitute (CS) for
SB 8, work order 34-LS0075\N, as the working document.
4:41:09 PM
CHAIR TOBIN found no objection and CSSB 8 was adopted as the
working document.
4:41:21 PM
At ease.
4:41:33 PM
CHAIR TOBIN reconvened the meeting.
4:41:44 PM
CHAIR TOBIN held SB 8 in committee.
| Document Name | Date/Time | Subjects |
|---|---|---|
| SB 143 Version A 04.09.2025.pdf |
SEDC 4/9/2025 3:30:00 PM SEDC 4/30/2025 3:30:00 PM SEDC 5/5/2025 3:30:00 PM |
SB 143 |
| SB 143 Sponsor Statement Version A 04.03.2025.pdf |
SEDC 4/9/2025 3:30:00 PM SEDC 4/30/2025 3:30:00 PM SEDC 5/5/2025 3:30:00 PM |
SB 143 |
| SB 143 Sectional Analysis Version A 04.09.2025.pdf |
SEDC 4/9/2025 3:30:00 PM SEDC 4/30/2025 3:30:00 PM SEDC 5/5/2025 3:30:00 PM |
SB 143 |
| SB 143 Fiscal Note EED-SSA 04.05.2025.pdf |
SEDC 4/9/2025 3:30:00 PM SEDC 4/30/2025 3:30:00 PM SEDC 5/5/2025 3:30:00 PM |
SB 143 |
| SB 8 Version A 04.09.2025.pdf |
SEDC 4/9/2025 3:30:00 PM SEDC 4/30/2025 3:30:00 PM SEDC 5/5/2025 3:30:00 PM |
SB 8 |
| SB 8 Sponsor Statement Version A 04.09.2025.pdf |
SEDC 4/9/2025 3:30:00 PM SEDC 4/30/2025 3:30:00 PM SEDC 5/5/2025 3:30:00 PM |
SB 8 |
| SB 8 Sectional Analysis Version A 04.09.2025.pdf |
SEDC 4/9/2025 3:30:00 PM SEDC 4/30/2025 3:30:00 PM SEDC 5/5/2025 3:30:00 PM |
SB 8 |
| SB 8 Fiscal Note EED-SSA 04.05.2025.pdf |
SEDC 4/9/2025 3:30:00 PM SEDC 4/30/2025 3:30:00 PM SEDC 5/5/2025 3:30:00 PM |
SB 8 |
| SB 8 Research - Alaska Deaf Children Bill of Rights 04.09.2025.pdf |
SEDC 4/9/2025 3:30:00 PM SEDC 4/30/2025 3:30:00 PM SEDC 5/5/2025 3:30:00 PM |
SB 8 |
| SB 8 Research - ADN ASL Article 04.09.2025.pdf |
SEDC 4/9/2025 3:30:00 PM SEDC 5/5/2025 3:30:00 PM |
SB 8 |
| SB 8 Testimony - Alaska Deaf Council 04.08.2025.pdf |
SEDC 4/9/2025 3:30:00 PM SEDC 4/30/2025 3:30:00 PM SEDC 5/5/2025 3:30:00 PM |
SB 8 |
| SB 8 Version N 04.08.2025.pdf |
SEDC 4/9/2025 3:30:00 PM SEDC 4/30/2025 3:30:00 PM SEDC 5/5/2025 3:30:00 PM |
SB 8 |
| SB 8 Summary of Changes Version A to Version N 04.09.2025.PDF |
SEDC 4/9/2025 3:30:00 PM SEDC 4/30/2025 3:30:00 PM SEDC 5/5/2025 3:30:00 PM |
SB 8 |
| SB 8 Testimony - Council on Disabilities and Special Education 04.09.2025.pdf |
SEDC 4/9/2025 3:30:00 PM SEDC 4/30/2025 3:30:00 PM SEDC 5/5/2025 3:30:00 PM |
SB 8 |
| SB 8 Testimony - Patty Trott 04.09.2025.pdf |
SEDC 4/9/2025 3:30:00 PM SEDC 5/5/2025 3:30:00 PM |
SB 8 |
| SB 13 Version I 04.09.2025.pdf |
SEDC 4/9/2025 3:30:00 PM |
SB 13 |
| SB 13 Summary of Changes Version N to Version I 04.09.2025.pdf |
SEDC 4/9/2025 3:30:00 PM |
SB 13 |