This text of South Dakota § 13-33B-5 (Resource for parents to monitor and track deaf and hard-of-hearing children's language acquisition.) is published on Counsel Stack Legal Research, covering South Dakota primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.
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 and developmental stages toward English literacy. The parent resource shall:
(1)Include language and developmental milestones selected pursuant to § 13-33B-8 ;
(2)Be appropriate for use, in both content and administration, with deaf and hard-of-hearing children from birth to five years of age, inclusive, who use English or ASL, or both;
(3)Present developmental milestones in terms of typical development of all children, by age range;
(4)Written in a way parents can use clearly and easily;
Free access — add to your briefcase to read the full text and ask questions with AI
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 and developmental stages toward English literacy. The parent resource shall: (1) Include language and developmental milestones selected pursuant to § 13-33B-8 ; (2) Be appropriate for use, in both content and administration, with deaf and hard-of-hearing children from birth to five years of age, inclusive, who use English or ASL, or both; (3) Present developmental milestones in terms of typical development of all children, by age range; (4) Written in a way parents can use clearly and easily; (5) Align to the state's early learning guidelines and state standards in English language arts; (6) Make clear that the parent resource is not a formal assessment of language and literacy development and that a parent's observations of the parent's children may differ from the formal assessment data presented at an IFSP or IEP meeting; and (7) Make clear the parent may bring the parent resource to an IFSP or IEP meeting for the purpose of sharing the parent's observations about the child's development.