15-214. Braille literacy; rules; requirements; definitions

524 words·~2 min read·/az/title-15/15-214

A research copy — for the controlling text, always check the official state or federal source. Not legal advice.

A. The state board of education shall adopt rules to promote braille literacy that:

1. Ensure that each blind pupil receives an individualized braille literacy assessment and appropriate educational services resulting from the assessment, establish standards of proficiency and instruction, provide materials in a computer accessible format capable of braille reproduction and require that certified teachers of visually impaired pupils meet braille competencies as specified in this section.

2. Ensure that, in developing the individualized written education program for each blind pupil, the presumption is that proficiency in braille is essential for that pupil to achieve satisfactory educational progress. Braille instruction and use are not required by this section if, in the course of developing the pupil's individualized education program, all members of the team concur that the pupil's visual impairment does not affect reading and writing performance commensurate with ability.

This section does not require the exclusive use of braille if other special education services are appropriate to the pupil's educational needs. The provision of other appropriate services does not preclude braille use or instruction.

3. Ensure that instruction in braille is sufficient to enable each blind pupil to communicate effectively and efficiently in all subject areas with the same level of proficiency expected of the pupil's peers of comparable ability and grade level. The pupil's individualized education program shall specify:

(a)The results of a braille assessment.

(b)The methods by which braille will be implemented.

(c)The date on which braille instruction will begin.

(d)The length of the period of instruction and the frequency and duration of each instructional session.

(e)The level of competency in braille to be achieved by the end of the period of instruction and a description of the objective measures to be used to evaluate the pupil's level of competency.

(f)A list of the appropriate braille materials and equipment needed to allow the pupil to achieve the level of competency specified in the individualized education program.

(g)The rationale for not providing braille if braille is not determined to be an appropriate medium.

4. Ensure that the department of education requires all publishers of textbooks to furnish the department with electronic versions for literary and nonliterary subjects when electronic versions become available for nonliterary subjects, in a standard format approved by the department of education from which braille versions of the textbook can be produced.

5. Ensure that teachers who are certified in educating blind pupils and visually impaired pupils in this state are required to demonstrate competence in braille as measured by successfully completing either:

(a)A national certification in unified English braille examination.

(b)A comparable braille test developed in a university-level teacher preparation program.

B. For the purposes of this section:

1. "Blind pupil" means a pupil who meets one or more of the following conditions:

(a)Cannot successfully use vision as a primary and efficient channel for learning.

(b)Exhibits such a low degree or amount of visual acuity or visual field that vision is not considered as a primary mode of learning.

(c)Has a medically indicated prognosis of visual deterioration.

2. "Braille" means the unified English braille code.