Instruction in braille reading and writing must be sufficient to enable each blind student to communicate effectively and efficiently with the same level of proficiency expected of the student's peers of comparable ability and grade level. The student's individualized education program must specify:
(1) the results obtained from the assessment required pursuant to Section 59-34-30;
(2) how braille will be implemented as the primary mode for learning through integration with other classroom activities;
(3) the date on which braille instruction will commence;
(4) the length of the period of instruction and the frequency and duration of each instructional session;
(5) the level of competency in braille reading and writing to be achieved by the end of the period and the objective assessment measures to be used; and
(6) if a decision has been made pursuant to the assessment that braille instruction or use is not required for the student then a specification of the evidence used to determine that the absence of braille instruction or use will not impair the student's ability to read and write effectively.
HISTORY: 1992 Act No. 282, Section 2.