HOUSE BILL REPORT
ESHB 1394
This analysis was prepared by non-partisan legislative staff for the use of legislative members in
their deliberations. This analysis is not a part of the legislation nor does it constitute a
statement of legislative intent.
As Passed House:
January 23, 2008
Title: An act relating to training medical students to work with patients with developmental disabilities.
Brief Description: Authorizing incentive grants to support medical research and products to improve services to persons with developmental disabilities.
Sponsors: By House Committee on Higher Education (originally sponsored by Representatives Williams, Roach, O'Brien, Hurst, Ormsby, Chase and Simpson).
Brief History:
Higher Education: 2/12/07, 2/26/07 [DPS].
Floor Activity:
Passed House: 1/23/08, 97-0.
Brief Summary of Engrossed Substitute Bill |
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HOUSE COMMITTEE ON HIGHER EDUCATION
Majority Report: The substitute bill be substituted therefor and the substitute bill do pass. Signed by 9 members: Representatives Wallace, Chair; Sells, Vice Chair; Anderson, Ranking Minority Member; Buri, Assistant Ranking Minority Member; Hasegawa, Jarrett, McIntire, Roberts and Sommers.
Staff: Andi Smith (786-7304).
Background:
The University of Washington School of Medicine (School of Medicine) provides publicly
supported medical education to students studying and training to become medical doctors.
The School of Medicine is responsible for the design, implementation, and evaluation of its
curriculum. Accreditation of the School's educational program falls under the authority of
the Liaison Committee on Medical Education, which the United States Department of
Education recognizes as being responsible for the accreditation of programs of medical
education in the United States and Canada leading to the M.D. degree.
Some research has suggested that people with developmental disabilities have greater
difficulty accessing health care that meets their unique needs. For example, a 2005 report by
Special Olympics, Inc. concluded that physicians, dentists, and other health professionals do
not receive adequate training to treat individuals with intellectual disabilities. Within the last
few years, reports from the Surgeon General of the United States have also found a need to
increase training among health care professionals to address the unique needs of individuals
with disabilities.
Summary of Engrossed Substitute Bill:
Subject to the appropriation of funds for the purpose, the School of Medicine may award
grants to students or faculty for research or training projects focused on the improvement of
medical services to individuals with developmental disabilities.
The School of Medicine must report to the Legislature by December 2008 regarding grants
that have been awarded and progress in related areas.
Appropriation: None.
Fiscal Note: Available.
Effective Date: The bill takes effect 90 days after adjournment of session in which bill is passed. However, the bill is null and void if not funded in the budget.
Staff Summary of Public Testimony:
(In support) Individuals with developmental disabilities often have a difficult time finding
doctors or other medical professionals that can address their unique needs. For children, it is
sometimes easier to find pediatricians who have training and knowledge, but it is much more
difficult for adults. This sometimes requires that an individual travel to another town or city
to find medical care. Access becomes an issue for those with developmental disabilities
because there are fewer medical professionals that have training in this area to provide
services. The School of Medicine agrees that this is an important issue and that more training
would be a good thing, but believes that incentive grants provides a better approach to the
issue.
(Opposed) None.
Persons Testifying: Representative Williams, prime sponsor; Terri Anderson, Voice of the Retarded; Maureen Durkan, Action; Jerry Willette, Fircrest School District; and Jackie Der, University of Washington School of Medicine.