SB 1392: AN ACT CONCERNING EDUCATOR CERTIFICATION Testimony

Chairs McCrory and Leeper, Ranking Members Berthel and Zupkus, Members of the Education Committee,

My name is John Board, and I am Co-Chair of the Persons Who are Deaf, DeafBlind, and Hard of Hearing Special Education Task Force of the Governor’s Advisory Board for Persons Who are Deaf or Hard of Hearing. I am writing to express my strong support for proposed changes to the educator certification process, specifically to create alternative pathways for American Sign Language (ASL) teachers. Addressing the critical shortage of qualified ASL instructors in Connecticut requires a thoughtful and inclusive approach, one that recognizes the unique expertise of native ASL users and the essential role they play in educating students. Currently, Connecticut only has 74 in-state interpreters, with most registered interpreters located out of state and providing remote services, which often fail to meet consumer needs.

The current certification process poses significant barriers for native ASL users. Many highly skilled individuals, fluent in ASL and deeply knowledgeable about Deaf culture, are unable to obtain teaching certifications due to rigid testing and degree requirements that do not account for their lived experience and practical expertise. This has led to inconsistent hiring practices across school districts, where some instructors may lack the necessary proficiency and cultural competency to effectively teach ASL.

The proposed amendments to Section 10–145f of the general statutes, particularly the addition of portfolio reviews and subject area assessments as pathways to certification, are a vital step forward. Expanding these provisions to include ASL teachers would allow native signers and other experienced individuals to demonstrate their qualifications through practical evaluations and documented experience, rather than being solely limited to traditional academic credentials. Today is only the start of a much longer discussion.

Creating a clear pathway to certification for ASL teachers will not only help fill existing gaps but will also enhance the quality of ASL education statewide. Students deserve to learn from instructors who are both linguistically proficient and culturally attuned to the Deaf community. By embracing alternative pathways to certification, Connecticut can set a precedent for valuing lived experience and ensuring that all students have access to high-quality ASL instruction.

I urge the Committee to support these necessary changes and help build a more inclusive and effective educational system. Thank you for considering this testimony.