HB 620: DOE; Braille; Low Vision or Blind Students; Individualized Educational Programs; Section 504 Plans; Braille Instruction; Print Instructional Materials; Braille Literacy Resource Center; Rules; Appropriations

A BILL FOR AN ACT

RELATING TO EDUCATION.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF HAWAII:

     SECTION 1.  The legislature finds that literacy skills are fundamental to success in education, employment, and life for all members of society, including individuals with low vision and blindness.  Braille is a tactile writing system that allows low vision and blind individuals to read by touch using a system of raised dots that represent letters, numbers, and symbols.  Braille literacy skills are widely understood as essential for low vision and blind students to actively learn, seek and maintain remunerative employment, engage in cultural enrichment and hobbies, and access opportunities in life regardless of disability.

     According to a 2018 study conducted by the Journal of Blindness Innovation and Research, "individuals who were primary Braille readers since childhood had greater life satisfaction, self-esteem, and job satisfaction than individuals who reported not using Braille as their primary reading medium during childhood."  Additionally, the study found that "[f]indings support the premise that Braille literacy is key to life satisfaction and self-esteem in addition to academic and job success" and that those who are Braille literate are more likely to gain high-quality employment."

     According to the Centers for Disease Control and Prevention, more than twenty-four thousand people statewide report low vision or blindness.  The department of education exceptional support branch supports complex areas to support students with disabilities, including low vision or blindness.  Presently, one hundred sixty students in kindergarten through twelfth grade are registered with the American Printing House for the Blind to receive special education materials.  However, only seventeen students have braille services in their special education programs, creating a significant gap for students to receive equitable educational opportunities.  With limited resources contingent upon individual student needs, a proactive approach is imperative to ensure equity for students with low vision or blindness to succeed in the classroom and prepare for future careers and life goals.

     The legislature further finds that it is in the interest of the State to make braille literacy educational services available to all students and members of the greater educational community.  Therefore, it is necessary for the State to promote braille instruction and timely access to braille instructional materials for low vision or blind students, parents, teachers, and other school personnel.

     Accordingly, the purpose of this Act is to:

     (1)  Establish requirements for access to braille instructional materials;

     (2)  Require braille educational services for students with low vision or blindness to assess individual student abilities and needs; and

     (3)  Establish a braille literacy resource center within the department of education.

     This Act shall be known and cited as the Hawaii Braille Literacy Education Act.

     SECTION 2.  Chapter 302A, Hawaii Revised Statutes, is amended by adding a new part to be appropriately designated and to read as follows:

"Part     .  Braille SErvices

     §302A-    Purpose.  It is a policy of the State to promote braille literacy and support the provision of braille educational services needed for eligible low vision or blind students to participate fully in school and prepare students for life beyond the classroom.

     §302A-    Definitions.  As used in this part:

     "Braille" has the same meaning as defined in section 302A‑442.5.

     "Braille educational services" means any of the following:

     (1)  Assessment of an eligible low vision or blind student to evaluate the student's reading and writing ability, needs, and appropriate reading and writing media, including an evaluation of the student's current and future needs for instruction in braille or the use of braille;

     (2)  Instruction in braille reading and writing; and

     (3)  Provision of braille instructional materials.

     "Braille instructional materials" means print instructional materials as defined in section 302A-442.5, that are produced in braille.

     "Eligible low vision or blind student" means an eligible student as defined in section 302A-442.5, who has low vision or blindness.

     "Individualized education program" or "IEP team" have the same meanings as defined in section 614(d) of the Individuals with Disabilities Education Act, title 20 United States Code section 1414(d).

     "Section 504 plan" or "section 504 plan team" means the documentation of needs and provision of services developed by a team assembled to ensure equal educational opportunity to a student with a disability pursuant to section 504 of the Rehabilitation Act of 1973, as amended.

     §302A-    Low vision or blind students; braille instructional materials; educational services.  (a)  To ensure equal educational opportunities in accordance with section 504 of the Rehabilitation Act of 1973 (29 U.S.C. 794), as amended, and section 614(d) of the Individuals with Disabilities Education Act (20 U.S.C. 1414d), as amended, the section 504 plan or individualized education program, as appropriate, for a low vision or blind student shall provide each student the opportunity to receive braille educational services in accordance with this part.

     (b)  Any section 504 plan and individualized education program, prepared for a low vision or blind student shall include results of the initial or most recent assessments of the student's reading and writing ability, needs, and appropriate reading and writing media, including an evaluation of the student's current and future needs for instruction in braille or the use of braille.

     (c)  Braille educational services that include braille instruction and braille instructional materials shall be provided under an individualized education program prepared for the student, and shall document the services, schedule, duration, and expected outcomes and identify the braille instructional materials, including assurance that the materials will be provided at the same time the corresponding print instructional materials are provided to all other students in accordance with section 302A-0442.5(e); provided that if original braille instructional materials are not available or have not arrived at the student's school, substitute braille instructional materials shall be provided concurrent with the distribution of print instructional materials for all other students in accordance with section 302A-442.5(e).

     (d)  Braille educational services that include braille instructional materials, but not braille reading and writing instruction, shall be provided under a section 504 plan or an individualized education program, as appropriate, including documentation of the materials and assurance that the materials, or substitute braille instructional materials when original materials have not arrived, shall be provided concurrent with the distribution of print instructional materials for all other students in accordance with section 302A-442.5(e).

     (e)  The section 504 plans or individualized education programs, as appropriate, prepared for low vision or blind students, shall provide braille instruction and braille instructional materials in accordance with subsections (c) and (d).  If consideration of the initial or most recent assessments required under subsection (b) support a determination by the section 504 plan team or IEP team that braille instruction or braille instructional materials are not appropriate for the student, that determination shall be documented in the section 504 plan or individualized education program.  Supporting documentation shall include:

     (1)  The student's visual functioning behaviors and skills in school, including ocular motor function, near and distance vision, and field of vision;

     (2)  Results of the reading and writing skills and media assessments, identifying the assessment tools and methods used;

     (3)  Evaluation results of the student's current and future needs for braille instruction and the use of braille;

     (4)  Identification of all accommodations and services provided to meet the student's reading and writing needs resulting from the student's low vision or blindness; and

     (5)  The date of any new assessment agreed upon by the IEP team.

     §302A-    Braille literacy resource center; establishment.  (a)  The department shall establish and maintain a braille literacy resource center that shall be available for students with special needs.  The braille literacy resource center shall:

     (1)  Advocate for braille educational services to be provided to eligible low vision or blind students;

     (2)  Obtain braille instructional materials as needed to fulfill section 504 plans or individualized education programs in effect for eligible low vision or blind students; provided that preference shall be given to in-state suppliers when possible;

     (3)  Acquire, maintain, and make available studies, reports, and other authoritative information about the efficacy of braille educational services;

     (4)  Cooperate with the department of human services when requested to submit information necessary to maintain a register of the blind in the State pursuant to section 347-6;

     (5)  Provide eligible low vision or blind students' parents or legal guardians, and the students, as appropriate, with comprehensive information about braille literacy services, assistive technology devices, and assistive technology services, including tools and options available to assess the student's literacy needs and educational programming options; and

     (6)  Participate in the development of section 504 plans and individualized education programs when requested.

     (b)  The department shall designate an individual from the braille literacy resource center to serve as the ex officio member of the board of trustees of the American Printing House for the Blind pursuant to the federal Act to Promote the Education of the Blind (20 U.S.C. 101 et seq.), as amended.

     (c)  The department may adopt rules pursuant to chapter 91 to carry out the purposes of this section."

     SECTION 3.  There is appropriated out of the general revenues of the State of Hawaii the sum of $           or so much thereof as may be necessary for fiscal year 2025-2026 and the same sum or so much thereof as may be necessary for fiscal year 2026-2027 for the establishment and operation of the braille literacy resource center.

     The sums appropriated shall be expended by the department of education for the purposes of this Act.

     SECTION 4.  This Act shall take effect on July 1, 2050.

Report Title:

DOE; Braille; Low Vision or Blind Students; Individualized Educational Programs; Section 504 Plans; Braille Instruction; Print Instructional Materials; Braille Literacy Resource Center; Rules; Appropriations

Description:

Establishes braille literacy as a policy of the State.  Requires literacy assessments for eligible low vision and blind students to include braille instruction and the use of braille.  Authorizes the Department of Education to adopt administrative rules.  Establishes the Braille Literacy Resource Center.  Appropriates funds.  Effective 7/1/2050.  (SD1)

The summary description of legislation appearing on this page is for informational purposes only and is not legislation or evidence of legislative intent.

A BILL FOR AN ACT

RELATING TO EDUCATION.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF HAWAII:

     SECTION 1.  This Act shall be known and may be cited as the Hawaii Braille Literacy Education Act.

     SECTION 2.  The legislature finds that literacy skills are fundamental to success in education, employment, and life for all members of society.  Braille is widely understood as an essential literacy tool for low vision and blind individuals.  A 2018 study from the Journal of Blindness Innovation and Research found that individuals who were braille readers since childhood reported higher levels of life-satisfaction, self-esteem, and job satisfaction than individuals who had not used braille as their primary reading medium during childhood.

     The legislature further finds that braille literacy skills are essential for low vision and blind students to learn, seek and maintain remunerative employment, and access the opportunities in life open to all regardless of disability.  Although one hundred sixty students in Hawaii are registered with the American Printing House for the Blind to receive special education materials, only seventeen students have braille services in their special education programs.  The legislature believes that it is in the interest of the State to promote braille instruction and ensure timely access to braille instructional materials for low vision and blind students, their parents and teachers, and other school personnel to ensure all of Hawaii's students have access to appropriate educational services.

     Accordingly, the purpose of this Act is to:

     (1)  Require the department of education to include the instruction of braille and provision of braille instructional materials under certain circumstances;

     (2)  Require the department of education to establish and maintain a braille literacy resource center; and

     (3)  Appropriate funds.

     SECTION 3.  Chapter 302A, Hawaii Revised Statutes, is amended by adding a new part to be appropriately designated and to read as follows:

"Part    .  braille services

     §302A-A  Policy.  It is the policy of the State to promote braille literacy and support the provision of braille educational services needed for eligible blind students to fully participate in school and prepare for life after school ends.

     §302A-B  Definitions.  For the purposes of this part:

     "Braille" means the system of reading and writing through touch commonly known as standard English braille.

     "Braille educational services" means:

     (1)  Instruction in reading and writing in braille; and

     (2)  The provision of braille instructional materials.

     "Braille instructional materials" means print instructional materials, as defined in section 302A-442.5, that are printed in braille.

     "Eligible blind student" means an elementary or secondary school student who:

     (1)  Is eligible for services under the Individuals with Disabilities Education Act, as amended;

     (2)  Is approved as an eligible person, as defined in section 121(d)(3) of the Copyright Act of 1976 (17 U.S.C. 121(d)(3)), as amended; and

     (3)  Attends a department school, a private school under chapter 302C, a public charter school under chapter 302D, or an approved alternative education program under section 302A-1132(a)(5),

and is blind or visually handicapped.

     "Individualized education program" and "individualized education program team" have the same meanings as in section 614(d) of the Individuals with Disabilities Education Act (20 U.S.C. section 1414(d)), as amended.

     "Section 504 plan" and "section 504 plan team" mean a formal plan for how a school will ensure equal educational opportunity is provided to a student with a disability as required under section 504 of the Rehabilitation Act of 1973 (29 U.S.C. section 791), as amended.

     §302A-C  Braille educational services; eligible blind students; braille instructional materials.  (a)  The individualized education program or section 504 plan for an eligible blind student shall include instruction in braille and provision of braille instructional materials unless the individualized education program team or section 504 plan team determines that the instruction or materials are not necessary for the student.

     (b)  Every individualized education program or section 504 plan for an eligible blind student shall include an assessment of an eligible blind student's reading and writing ability and needs for braille educational services, including the student's current and future needs for instruction in braille or the use of braille.

     (c)  If braille instruction is included in the eligible blind student's individualized education program, the individualized education program shall:

     (1)  Document:

          (A)  The results of current braille reading and writing assessments of the student, if any;

          (B)  The date on which braille literacy instruction will commence;

          (C)  The length of the period of instruction and the frequency and duration of each instructional session;

          (D)  Performance goals for the end of the period and the objective assessment measures to be used; and

          (E)  The braille instructional materials used and whether the materials were provided at the same time as the corresponding print materials were provided to other students; and

     (2)  Summarize how use of acquired braille skills and braille instructional materials will be incorporated into the student's general education program and daily activities.

     (d)  If the individualized education program team decides that braille literacy instruction is not necessary for an eligible blind student in accordance with subsection (a), the student's individualized education program shall:

     (1)  Document the student's:

          (A)  Visual condition, including cause, visual acuity, field of vision, visual functioning over time, stability of the condition, and prognosis; and

          (B)  Ability to achieve at least grade level reading and writing proficiency without regard to the use of braille, as expected of the student's peers of comparable ability to learn and progress from grade to grade in school;

     (2)  Identify the literacy assessment tools and methods used;

     (3)  Evaluate the student's current and future needs for braille instruction and braille instructional materials; and

     (4)  Provide the date of the student's next literacy assessment, if one is to be conducted, not to exceed twelve months from the previous assessment."

     SECTION 4.  Chapter 302A, Hawaii Revised Statutes, is amended by adding a new section to part II, subpart C to be appropriately designated and to read as follows:

     "§302A-D  Braille literacy resource center; establishment; duties; rules.  (a)  The department shall establish and maintain a braille literacy resource center that shall:

     (1)  Advocate for braille literacy and the provision of braille educational services to eligible blind students;

     (2)  Obtain instructional materials in braille as needed;

     (3)  Acquire, maintain, and make available studies, reports, and other authoritative information about the efficacy of instruction in braille and braille instructional materials;

     (4)  Ensure that each eligible blind student is registered with the department of human services pursuant to section 347-6;

     (5)  For each student registered pursuant to paragraph (4), provide the parent or legal guardian and, as appropriate, the student with comprehensive information about braille literacy instruction, braille instructional materials, assistive technology devices, and assistive technology services, including tools and options available to assess the student's braille literacy needs; and

     (6)  When requested by a member of an individualized education program team, section 504 plan team or, as appropriate, an eligible blind student, participate in the development of the student's individualized education program or section 504 plan.

     (b)  The department shall designate an individual from the braille literacy resource center to serve as the ex officio member of the board of trustees of the American Printing House for the Blind pursuant to the federal Act to Promote the Education of the Blind title 20 United States Code 101 et seq., as amended.

     (c)  The department may adopt rules pursuant to chapter 91 to carry out the purposes of this section.

     (d)  For purposes of this section:

     "Assistive technology device", "assistive technology service", and "braille" have the same meaning as defined in section 302A-442.5.

     "Braille educational services" has the same meaning as in section 302A-B.

     "Braille instructional materials" has the same meaning as in section 302A-B.

     "Eligible blind student" has the same meaning as in section 302A-B.

     "Individualized education program" has the same meaning as in section 302A-B.

     "Individualized education program team" has the same meaning as in section 302A-B.

     "Section 504 plan" has the same meaning as in section 302A-B.

     "Section 504 plan team" has the same meaning as in section 302A-B."

     SECTION 5.  There is appropriated out of the general revenues of the State of Hawaii the sum of $           or so much thereof as may be necessary for fiscal year 2025-2026 and the same sum or so much thereof as may be necessary for fiscal year 2026-2027 to establish and operate the braille literacy resource center established by this Act.

     The sums appropriated shall be expended by the department of education for the purposes of this Act.

     SECTION 6.  In codifying the new sections added by sections 3 and 4 of this Act, the revisor of statutes shall substitute appropriate section numbers for the letters used in designating the new sections in this Act.

     SECTION 7.  This Act shall take effect on July 1, 3000.

Report Title:

DOE; Braille Literacy Instruction; Braille Literacy Materials; Braille Literacy Resource Center; Appropriation

Description:

Establishes state policy to promote braille literacy for eligible blind students.  Requires the individualized education programs and section 504 plans of eligible blind students to include the assessment and evaluation of eligible blind students' reading and writing abilities, instruction of braille, and provision of braille instructional materials under certain circumstances.  Requires the Department of Education to establish a Braille Literacy Resource Center.  Appropriates funds.  Effective 7/1/3000.  (HD1)

The summary description of legislation appearing on this page is for informational purposes only and is not legislation or evidence of legislative intent.

A BILL FOR AN ACT

relating to education.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF HAWAII:

     SECTION 1.  This Act shall be known and may be cited as the Hawaii Braille Literacy Education Act.

     SECTION 2.  The legislature finds that literacy skills are fundamental to success in education, employment, and life for all members of society.  Braille is widely understood as an essential literacy tool for low vision and blind individuals.  A 2018 study from the Journal of Blindness Innovation and Research found that individuals who were braille readers since childhood reported higher levels of life-satisfaction, self-esteem, and job satisfaction than individuals who had not used braille as their primary reading medium during childhood. 

     The legislature further finds that braille literacy skills are essential for low vision and blind students to learn, seek and maintain remunerative employment, and access the opportunities in life open to all regardless of disability.  Although one hundred sixty students in Hawaii are registered with the American Printing House for the Blind to receive special education materials, only seventeen students have braille services in their special education programs.  The legislature believes that it is in the interest of the State to promote braille instruction and ensure timely access to braille instructional materials for low vision and blind students, their parents and teachers, and other school personnel to ensure all of Hawaii's students have access to appropriate educational services.

     Accordingly, the purpose of this Act is to:

     (1)  Require the department of education to include the instruction of braille and provision of braille instructional materials under certain circumstances;

     (2)  Require the department of education to establish and maintain a braille literacy resource center; and

     (3)  Appropriate funds.

     SECTION 3.  Chapter 302A, Hawaii Revised Statutes, is amended by adding a new part to be appropriately designated and to read as follows:

"Part     

braille services

     §302A-A  Policy.  It is the policy of the State to promote braille literacy and support the provision of braille educational services needed for eligible blind students to fully participate in school and prepare for life after school ends.

     §302A-B  Definitions.  For the purposes of this part:

     "Braille" means the system of reading and writing through touch commonly known as standard English braille.

     "Braille educational services" means:

     (1)  Instruction in reading and writing in braille; and

     (2)  The provision of braille instructional materials.

     "Braille instructional materials" means print instructional materials, as defined in section 302A-442.5, that are printed in braille.

     "Eligible blind student" means an elementary or secondary school student who:

     (1)  Is eligible for services under the Individuals with Disabilities Education Act, as amended;

     (2)  Is approved as an eligible person, as defined in section 121(d)(3) of the Copyright Act of 1976 (17 U.S.C. 121(d)(3)), as amended; and

     (3)  Attends a department school, a private school under chapter 302C, a public charter school under chapter 302D, or an approved alternative education program under section 302A-1132(a)(5),

and is blind or visually handicapped.

     "Individualized education program" and "individualized education program team" have the same meanings as in section 614(d) of the Individuals with Disabilities Education Act (20 U.S.C. section 1414(d)), as amended.

     "Section 504 plan" and "section 504 plan team" mean a formal plan for how a school will ensure equal educational opportunity is provided to a student with a disability as required under section 504 of the Rehabilitation Act of 1973 (29 U.S.C. section 791), as amended.

     §302A-C  Braille educational services; eligible blind students; braille instructional materials.  (a)  The individualized education program or section 504 plan for an eligible blind student shall include instruction in braille and provision of braille instructional materials unless the individualized education program team or section 504 plan team determines that the instruction or materials are not necessary for the student.

     (b)  Every individualized education program or section 504 plan for an eligible blind student shall include an assessment of an eligible blind student's reading and writing ability and needs for braille educational services, including the student's current and future needs for instruction in braille or the use of braille.

     (c)  If braille instruction is included in the eligible blind student's individualized education program, the individualized education program shall:

     (1)  Document:

          (A)  The results of current braille reading and writing assessments of the student, if any;

          (B)  The date on which braille literacy instruction will commence;

          (C)  The length of the period of instruction and the frequency and duration of each instructional session;

          (D)  Performance goals for the end of the period and the objective assessment measures to be used; and

          (E)  The braille instructional materials used and whether the materials were provided at the same time as the corresponding print materials were provided to other students; and

     (2)  Summarize how use of acquired braille skills and braille instructional materials will be incorporated into the student's general education program and daily activities.

     (c)  If the individualized education program team decides that braille literacy instruction is not necessary for an eligible blind student in accordance with subsection (b), the student's individualized education program shall:

     (1)  Document the student's:

          (A)  Visual condition, including cause, visual acuity, field of vision, visual functioning over time, stability of the condition, and prognosis; and

          (B)  Ability to achieve at least grade level reading and writing proficiency without regard to the use of braille, as expected of the student's peers of comparable ability to learn and progress from grade to grade in school;

     (2)  Identify the literacy assessment tools and methods used;

     (3)  Evaluate the student's current and future needs for braille instruction and braille instructional materials; and

     (4)  Provide the date of the student's next literacy assessment, if one is to be conducted, not to exceed twelve months from the previous assessment."

     SECTION 4.  Chapter 302A, Hawaii Revised Statutes, is amended by adding a new section to part II, subpart C to be appropriately designated and to read as follows:

     "§302A-D  Braille literacy resource center; establishment; duties; rules.  (a)  The department shall establish and maintain a braille literacy resource center that shall:

     (1)  Advocate for braille literacy and the provision of braille educational services to eligible blind students;

     (2)  Obtain instructional materials in braille as needed;

     (3)  Acquire, maintain, and make available studies, reports, and other authoritative information about the efficacy of instruction in braille and braille instructional materials;

     (4)  Ensure that each eligible blind student is registered with the department of human services pursuant to section 347-6;

     (5)  For each student registered pursuant to paragraph (4), provide the parent or legal guardian and, as appropriate, the student with comprehensive information about braille literacy instruction, braille instructional materials, assistive technology devices, and assistive technology services, including tools and options available to assess the student's braille literacy needs; and

     (6)  When requested by a member of an individualized education program team, section 504 plan team or, as appropriate, an eligible blind student, participate in the development of the student's individualized education program or section 504 plan.

     (b)  The department shall designate an individual from the braille literacy resource center to serve as the ex officio member of the board of trustees of the American Printing House for the Blind pursuant to the federal Act to Promote the Education of the Blind title 20 United States Code 101 et seq., as amended.

     (c)  The department may adopt rules pursuant to chapter 91 to carry out the purposes of this section.

     (d)  For purposes of this section:

     "Assistive technology device", "assistive technology service", and "braille" have the same meaning as defined in section 302A-442.5.

     "Braille educational services" has the same meaning as in section 302A-B.

     "Braille instructional materials" has the same meaning as in section 302A-B.

     "Eligible blind student" has the same meaning as in section 302A-B.

     "Individualized education program" has the same meaning as in section 302A-B.

     "Individualized education program team" has the same meaning as in section 302A-B."

     "Section 504 plan" has the same meaning as in section 302A-B.

     "Section 504 plan team" has the same meaning as in section 302A-B."

     SECTION 5.  There is appropriated out of the general revenues of the State of Hawaii the sum of $           or so much thereof as may be necessary for fiscal year 2025-2026 and the same sum or so much thereof as may be necessary for fiscal year 2026-2027 to establish and operate the braille literacy resource center established by this Act.

     The sums appropriated shall be expended by the department of education for the purposes of this Act.

     SECTION 6.  In codifying the new sections added by sections 3 and 4 of this Act, the revisor of statutes shall substitute appropriate section numbers for the letters used in designating the new sections in this Act.

     SECTION 7.  This Act shall take effect on July 1, 2025.

Report Title:

DOE; Braille Literacy Instruction; Braille Literacy Materials; Braille Literacy Resource Center; Appropriation

Description:

Establishes state policy to promote braille literacy for eligible blind students.  Requires the individualized education programs and section 504 plans of eligible blind students to include the assessment and evaluation of eligible blind students' reading and writing abilities, instruction of braille, and provision of braille instructional materials under certain circumstances.  Requires the Department of Education to establish a Braille Literacy Resource Center.  Appropriates funds.

The summary description of legislation appearing on this page is for informational purposes only and is not legislation or evidence of legislative intent.

STAND. COM. REP. NO. 1683

Honolulu, Hawaii

RE:    H.B. No. 620

       H.D. 1

       S.D. 1

Honorable Ronald D. Kouchi

President of the Senate

Thirty-Third State Legislature

Regular Session of 2025

State of Hawaii

Sir:

     Your Committee on Ways and Means, to which was referred H.B. No. 620, H.D. 1, S.D. 1, entitled:

"A BILL FOR AN ACT RELATING TO EDUCATION,"

begs leave to report as follows:

     The purpose and intent of this measure is to promote braille literacy and support the provision of braille educational services for eligible low vision or blind students.

     More specifically, this measure:

     (1)  Establishes requirements for access to braille instructional materials;

     (2)  Requires braille educational services for students with low vision or blindness to assess individual student abilities and needs; and

     (3)  Establishes and appropriates moneys for a braille literacy resource center within the Department of Education.

     Your Committee received written comments in support of this measure from the Department of Human Services, Disability and Communication Access Board, Hawaii Civil Rights Commission, Hawaii Children's Action Network Speaks!, National Federation of the Blind of Hawaii, and eight individuals.

     Your Committee received written comments on this measure from one individual.

     Your Committee finds that braille literacy skills are widely understood as essential for low vision and blind students to actively learn, seek and maintain remunerative employment, engage in cultural enrichment and hobbies, and access opportunities in life.  Your Committee further finds that it is necessary for the State to promote braille instruction and timely access to braille instructional materials for low vision and blind students, parents, teachers, and other school personnel.

     As affirmed by the record of votes of the members of your Committee on Ways and Means that is attached to this report, your Committee is in accord with the intent and purpose of H.B. No. 620, H.D. 1, S.D. 1, and recommends that it pass Third Reading.

Respectfully submitted on behalf of the members of the Committee on Ways and Means,

STAND. COM. REP. NO. 1088

Honolulu, Hawaii

RE:    H.B. No. 620

       H.D. 1

       S.D. 1

Honorable Ronald D. Kouchi

President of the Senate

Thirty-Third State Legislature

Regular Session of 2025

State of Hawaii

Sir:

     Your Committee on Education, to which was referred H.B. No. 620, H.D. 1, entitled:

"A BILL FOR AN ACT RELATING TO EDUCATION,"

begs leave to report as follows:

     The purpose and intent of this measure is to:

     (1)  Establish a state policy to promote braille literacy for eligible blind students; 

     (2)  Require the individualized education programs and section 504 plans of eligible blind students to include the assessment and evaluation of eligible blind students' reading and writing abilities, instruction of braille, and provision of braille instructional materials under certain circumstances; 

     (3)  Require the Department of Education to establish a Braille Literacy Resource Center; and 

     (4)  Appropriate funds.

     Your Committee received testimony in support of this measure from the Department of Education, Hawaiʻi Civil Rights Commission, National Federation of the Blind of Hawaii, and seven individuals.

     Your Committee received comments on this measure from the Department of Human Services and Department of the Attorney General.

     Your Committee finds that reading and writing skills are essential for all students to become literate and prepared for future academic, professional, and life goals.  Braille, a tactile language, allows low vision or blind students to develop literacy skills that are essential for participating in equal educational opportunities.  However, certain eligible students who may qualify for braille literacy services are not actively learning braille, putting the student at risk of falling behind their peers.  As participation in educational activities increase life satisfaction and self-esteem, offering enhanced support for blind and low vision students through braille literacy will increase independence, inclusion, and diversity within the State's educational communities.  Therefore, this measure is a proactive braille literacy approach that ensures all low vision or blind students can achieve academic success through a high quality education.

     Your Committee notes that S.B. No. 530, S.D. 1 (Regular Session of 2025), which was previously heard by your Committee, is a substantially similar measure that establishes the Hawaii Braille Literacy Education Act.  S.B. No. 530, S.D. 1, establishes a state policy to promote braille, requires braille educational services for students with low vision or blindness to assess individual student abilities and needs, and establishes a Braille Literacy Resource Center.  Your Committee concludes that the language in S.B. 530, S.D. 1, is preferable because it is fully inclusive and accurately reflects all students who are eligible for braille literacy services and also incorporates various amendments from stakeholders to ensure accessibility and equity for blind or low vision students who require braille literacy resources.

     Accordingly, your Committee has amended this measure by:

     (1)  Deleting its contents and inserting the contents of S.B. 530, S.D. 1, a substantially similar measure, which:

          (A)  Establishes braille literacy as a policy of the State;

          (B)  Requires section 504 plans or individualized education programs to provide low vision or blind students the opportunity to receive braille educational services and administer literacy assessments for eligible low vision and blind students to include braille instruction and the use of braille;

          (C)  Establishes the Braille Literacy Resource Center; and

          (D)  Appropriates funds for the establishment of the Braille Literacy Resource Center; and

     (2)  Making technical, nonsubstantive amendments for the purposes of clarity and consistency.

     As affirmed by the record of votes of the members of your Committee on Education that is attached to this report, your Committee is in accord with the intent and purpose of H.B. No. 620, H.D. 1, as amended herein, and recommends that it pass Second Reading in the form attached hereto as H.B. No. 620, H.D. 1, S.D. 1, and be referred to your Committee on Ways and Means.

Respectfully submitted on behalf of the members of the Committee on Education,

STAND. COM. REP. NO.  1101

Honolulu, Hawaii

                , 2025

RE:   H.B. No. 620

      H.D. 1

Honorable Nadine K. Nakamura

Speaker, House of Representatives

Thirty-Third State Legislature

Regular Session of 2025

State of Hawaii

Madame:

     Your Committee on Finance, to which was referred H.B. No. 620, H.D. 1, entitled:

"A BILL FOR AN ACT RELATING TO EDUCATION,"

begs leave to report as follows:

     The purpose of this measure is to:

     (1)  Require the Department of Education to include the instruction of braille and provision of braille instructional materials under certain circumstances; and

     (2)  Require and appropriate funds to the Department of Education to establish and maintain a braille literacy resource center.

     Your Committee received testimony in support of this measure from the Hawaiʻi Civil Rights Commission; National Federation of the Blind of Hawaii; and three individuals.  Your Committee received comments on this measure from the Department of the Attorney General; Department of Education; and Special Education Advisory Council.

     As affirmed by the record of votes of the members of your Committee on Finance that is attached to this report, your Committee is in accord with the intent and purpose of H.B. No. 620, H.D. 1, and recommends that it pass Third Reading.

Respectfully submitted on behalf of the members of the Committee on Finance,

STAND. COM. REP. NO.  346

Honolulu, Hawaii

                , 2025

RE:   H.B. No. 620

      H.D. 1

Honorable Nadine K. Nakamura

Speaker, House of Representatives

Thirty-Third State Legislature

Regular Session of 2025

State of Hawaii

Madame:

     Your Committee on Education, to which was referred H.B. No. 620 entitled:

"A BILL FOR AN ACT RELATING TO EDUCATION,"

begs leave to report as follows:

     The purpose of this measure is to:

     (1)  Require the Department of Education to include the instruction of braille and provision of braille instructional materials under certain circumstances; and

     (2)  Require and appropriate funds to the Department of Education to establish and maintain a braille literacy resource center.

     Your Committee received testimony in support of this measure from the National Federation of the Blind of Hawaii; Hawaii State Committee of Blind Vendors; and numerous individuals.  Your Committee received comments on this measure from the Department of the Attorney General; Department of Education; and Department of Human Services.  

     Your Committee finds that literacy skills are necessary for success in education, employment, and life for all members of society, including individuals who have low vision or are blind.  Your Committee further finds that Braille literacy skills are fundamental for low vision and blind students to learn, seek and maintain remunerative employment, and access the opportunities in life open to all regardless of disability.  Your Committee believes that it is in the best interest of the State to make learning opportunities available to all residents.  Therefore, your Committee finds it necessary to promote Braille instruction and the timely access to braille instructional materials for low vision and blind students, parents, teachers, and other school personnel.

     Your Committee has amended this measure by:

     (1)  Changing the effective date to July 1, 3000; and

     (2)  Making technical, nonsubstantive amendments for the purposes of clarity, consistency, and style.

     As affirmed by the record of votes of the members of your Committee on Education that is attached to this report, your Committee is in accord with the intent and purpose of H.B. No. 620, as amended herein, and recommends that it pass Second Reading in the form attached hereto as H.B. No. 620, H.D. 1, and be referred to your Committee on Finance.

Respectfully submitted on behalf of the members of the Committee on Education,