Title 13, EDUCATION

In considering placement and the least restrictive environment for a deaf or hard-of-hearing student, the individualized education program team shall consider the unique communications needs of the student, in accordance with § 13-33B-2 . In making that determination, the individ…

Terms used in this chapter, mean: (1) "ASL," American sign language; (2) "Department," the Department of Education; (3) "English," spoken English, written English, or English with the use of visual supplements; (4) "IEP," individualized education program as used in § 13-33B-2 ; (…

The department shall incorporate language developmental milestones set, pursuant to the process specified in § 13-33B-8 , for the purpose of developing a resource for parents to monitor and track deaf and hard-of-hearing children's expressive and receptive language acquisition an…

The advisory committee established pursuant to § 13-33B-9 shall recommend tools or assessments to assess the language and literacy development of deaf and hard-of-hearing children. The tools or assessments shall be: (1) In a format that shows the stages of language development; (…

The department shall disseminate the parent resource developed pursuant to § 13-33B-5 to parents and guardians of deaf and hard-of-hearing children. If a deaf or hard-of-hearing child does not demonstrate progress in expressive and receptive language skills the child's IFSP or IE…

Before March 1, 2019, the department shall provide the advisory committee established pursuant to § 13-33B-9 with a list of existing language developmental milestones from existing standardized norms, along with any relevant information held by the department regarding those lang…

The administrator of South Dakota Services for the Deaf shall establish an advisory committee to solicit input from experts on the selection of language developmental milestones for children who are deaf or hard-of-hearing that are equivalent to milestones for children who are no…