The Alice Cogswell and Anne Sullivan Macy Act seeks to enhance the quality and delivery of special education and related services for children and youth with sensory disabilities, specifically those who are blind or visually impaired, deaf, hard of hearing, deafdisabled, or deafblind. It emphasizes the provision of specialized instructional services and methodologies designed to meet their unique language and learning requirements, while also strengthening accountability for these services and supporting the development of qualified personnel. For children who are deaf, hard of hearing, or deafdisabled , the bill mandates improved identification and evaluation processes, including assessments of language proficiency and direct language access. States must submit addendums to their plans detailing how they ensure sufficient qualified personnel and instruction in American Sign Language, unless expressly waived by parents. It also clarifies that schools for the deaf may provide documentation of teacher training instead of individualized education plans for non-deafdisabled students. The legislation requires enhanced monitoring of services for these students and ensures a continuum of service delivery options, including specialized schools, cannot be reduced without consequence. Early intervention services for deaf, hard of hearing, or deafdisabled infants and toddlers are to be provided in natural environments, including specialized schools where their language is primary, and individualized family service plans must include ongoing language assessment and support for families. For children who are blind or visually impaired , the bill similarly requires improved identification and evaluations that include specialized assessments like Learning Media Assessments and Functional Vision Evaluations. State plans must address instruction in Braille, proficient use of assistive technologies, orientation and mobility, and other expanded core curriculum areas. The bill also adds "vision rehabilitation therapy" as a related service and clarifies eligible users of accessible instructional materials. A significant provision is the establishment of the Anne Sullivan Macy Center on Visual Disability and Educational Excellence within the Department of Education. This center will focus on developing and disseminating curricula, supporting higher education programs for teachers of the visually impaired, funding student enrichment projects, and conducting research on effective interventions for blind or visually impaired children. It aims to improve personnel training and provide state-of-the-art continuing education opportunities. For children who are deafblind , the bill mandates specific identification and evaluation processes that assess language and communication proficiency, including non-symbolic and tactile sign language. It defines "intervener services" provided by qualified interveners as a related service, recognizing their critical role in providing access to information and facilitating communication. State plans must detail how they ensure sufficient qualified personnel, including teachers of the deafblind and interveners, and address the child's preferred mode of communication. Across all sensory disability categories, the bill requires the Secretary of Education to periodically review and update policy guidance concerning the provision of special education and related services. It also amends personnel development provisions to ensure sufficient numbers of qualified educational interpreters, teachers of the deaf, early intervention specialists, teachers of the deafblind, and interveners, emphasizing their role in assisting children with low-incidence disabilities to develop essential skills and access their education effectively.