[3] The pushback exists due to this flawed research where it used an inappropriate methodology to show that children who receive cochlear implants and appropriate therapy tend to learn language at the same level as their hearing peers.
These include fact sheets summarizing current statistics on English proficiency, definitions of language development milestones, and clarifications of common misconceptions.
[1] The LEAD-K organization has published an official model legislation to be followed by states currently pursuing action, which includes a number of guidelines and stipulations for both schools and parents.
As stated by the organization, the goal of these guidelines are to ensure sufficient language skills in children entering the education system by promoting access to both ASL and English.
[6] The model consists of two parts with a total of 12 subsections, which outline the procedures that states may follow to establish and assess language development milestones and approach the education of Deaf and hard-of-hearing children.
[17] As a result, the groups agreed on amendments to the model legislation intended to ensure that the information provided to parents of deaf and hard-of-hearing children regarding communication options and language milestones is complete and unbiased.
[19] ASHA also recognizes the authority of existing state-established agencies responsible for the creation of Individualized Education Programs (IEPs) to protect parents' rights and services to children, which LEAD-K advocates the reconfiguration of.
The letter states opposition to LEAD-K on several issues, primarily the level of importance of ASL access to the language development of deaf and hard-of-hearing children.