FAQs

Educational Policy (2)

Are schools required to provide an interpreter for extracurricular activities?

Title 34, Code of Federal Regulations (CFR) section 300.117, requires accessibility to all components of the educational process, including school-sponsored activities (e.g., related services, assemblies, field trips, extracurricular activities, athletics).

Can a Student who is Deaf/Hard of Hearing Take Their FM Assistive System Home From School?

The Hearing Blog addresses this question in a post from December 15, 2014 Read More Here

Educational Options for Students who are Deaf and Hard of Hearing (1)

What educational options are available to support different communication philosophies for a student who is Deaf or Hard of Hearing?

Students who are deaf or hard of hearing are often educated in an environment supportive of the communication mode(s) in which the IEP Team decides is best suited to the student’s language development and supportive of their access to curriculum and interaction. Read more on our Educational Options page.

Listening Technology (2)

Can a Student who is Deaf/Hard of Hearing Take Their FM Assistive System Home From School?

The Hearing Blog addresses this question in a post from December 15, 2014 Read More Here

Who is responsible for ensuring that a student’s Hearing Aid or Cochlear Implant is working properly?

According to the Department of Education Code of Federal Regulations, Section 300.113:

300.113 Routine checking of hearing aids and external components of surgically implanted medical devices.

(a) Hearing aids. Each public agency must ensure that hearing aids worn in school by children with hearing impairments, including deafness, are functioning properly.

(b) External components of surgically implanted medical devices.

(1) Subject to paragraph (b)(2) of this section, each public agency must ensure that the external components of surgically implanted medical devices are functioning properly.

(2) For a child with a surgically implanted medical device who is receiving special education and related services under this part, a public agency is not responsible for the post-surgical maintenance, programming, or replacement of the medical device.

This means that the district needs to have a system in place to ensure that each DHH student is receiving a listening/hearing aid/cochlear implant check at the beginning of each school day.

This is also outlined, as well as a lot of other valuable information in the FLDOE TAP (Technical Assistance Paper) on Meeting The Educational Needs of Students with Cochlear Implants and IDEA 2004:

http://www.fldoe.org/core/fileparse.php/7590/urlt/0070644-y2007-5.pdf

Here are some resources to facilitate Daily Hearing Aid/Cochlear Implant Checks in your district:

1. Here is a great YouTube Video from NCHAM (National Center for Hearing Assessment and Management out of Utah State University) about how to perform a daily hearing aid check:

http://youtu.be/Ytlh3CXh6Zs

2. The Educational Audiology Association (EAA) sells an excellent Hearing Aid Checker Kit.

Hearing Aid Checker Kits include:

Instruction card
Battery tester
Wax loop with brush and magnet
Stethoscope
Tubing air blower

Pricing for non-members of EAA is $37.80 + $14 s/h.

To order, contact Amy Caye at orders@edaud.org
www.edaud.org

3. Here is an example of a form you can use to track Daily Hearing Aid/Cochlear Implant Checks:

http://www.ncoes.net/Forms/Hearing_Aid_Checklist_school.pdf

4. The LING 6 Sound Test is a great way to check listening daily. You can learn about this and see an example of how to do it in the NCHAM video above, and here is a link to more information and resources:

http://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/educate_children_(3_to_21)/resources_for_mainstream_programs/hearing_aids_and_other_assistive_devices/hearing_aids/the_ling_six-sound_test.html

Testing & Assessment for Students who are Deaf and Hard of Hearing (1)

Is the FAIR test an appropriate assessment for a Deaf student?

Portions of the FAIR Assessment are not accessible to Deaf or Hard of Hearing Students due to the auditory nature of the task. The back of the booklet does explain the test may not be appropriate for all students. The IEP team may have to determine that the test is not appropriate and identify another assessment to determine the student’s performance.

Here is a link to the FAIR Accommodations FLDOE Memo 10-28-09 that states the test is not an instrument appropriate for kids with sensory, cognitive or language deficits. There are additional coments specific to DHH as well.

http://www.justreadflorida.com/pdf/FAIR-Accommodations_MEMO_10-28-09.pdf

Here is the link to the State’s page for FAIR and FLKRS http://www.justreadflorida.com/pmrnfair-fs/fair-fs.asp where you’ll find links to the Administration Guides.

And this is a link to the State’s page for FAIR where you’ll find the link to the memo referenced above and other things FAIR.

http://www.justreadflorida.com/instrreading.asp

Educational Placement Considerations for Students who are Deaf and Hard of Hearing (7)

What is Least Restrictive Environment (LRE) for DHH Students?

Least Restrictive Environment (LRE): This is the idea that a child with disabilities should attend the same school that he or she would if nondisabled. This environment is less restrictive than other types of schools.

For deaf and hard of hearing children, the LRE may be different because their communication needs sets them apart from other children. The specific wording of the law is “The IEP Team shall consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child’s language and communication needs, opportunities for direct communications with peers and professional personnel in the child’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child’s language and communication mode.(IDEA, Section 300.46(a)(2)(iv).

The ideal process would start with the IEP team looking at all the student’s communication needs. After the team has identified these needs, they decide the best way to address each of these needs. Then the team can discuss which school environment meets the student’s needs best.

Read more about LRE and Placement Considerations on the Clerc Center Website

What is “Placement” and what are the placement options?

Placement refers to where a child gets educational services. There are different types of schools and programs that deaf and hard of hearing children could attend. This is a list of possible placements for deaf and hard of hearing children:

Local public school classroom
Public school classroom with resource room support
Separate classroom in public school
Separate nonresidential schools, public or private
Separate residential schools, public or private
Homebound or hospital environments
The IEP team has to discuss many considerations when deciding which placement will work best for a deaf or hard of hearing student.

For more information on Placement Considerations, visit the Clerc Center Website

Who decides the student’s placement?

The Individuals with Disabilities Education Act (IDEA), America’s special education law, says that “In determining the educational placement of a child with a disability, including a preschool child with a disability, each public agency shall ensure that the placement decision is made by a group of persons, including the parents, and other persons knowledgeable about the child, the meaning of the evaluation data, and the placement options.” Sec. 300.552(a)(1). In almost every case, this “group of persons” is the IEP team. Parents are a key part of the IEP team and often they will be the one to cast the deciding vote about placement.

For more information on Placement, visit the Clerc Center Website

What does the law say about placement?

IDEA requires two things when considering placement for deaf and hard of hearing children:

In general, the regular public school classroom is the least restrictive environment. For deaf and hard of hearing children, the LRE may be different because their communication needs sets them apart from other children. The specific wording of the law is “The IEP Team shall consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child’s language and communication needs, opportunities for direct communications with peers and professional personnel in the child’s language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child’s language and communication mode.(IDEA, Section 300.46(a)(2)(iv).

The ideal process would start with the IEP team looking at all the student’s communication needs. After the team has identified these needs, they decide the best way to address each of these needs. Then the team can discuss which school environment meets the student’s needs best.

 

For more information on Placement, visit the Clerc Center Website

How does the IEP team decide what the student’s needs are?

There are three areas of need that the IEP team needs to discuss. Those three are interrelated and cannot be looked at individually. They are:

Academic needs: The IEP team discusses the student’s academic level and identifies the language or communication mode through which the student best receives academic information.
Social needs: The IEP team considers opportunities for interaction and direct communication with peers and adult role models.
Communication needs: The IEP team looks at how the student communicates. This is not related to how much hearing loss the student has, but the student’s preferred method of communication.

Legislation added subsection (6) to Section 1003.55, Florida Statutes which require the Department of Education to develop a Model Communication Plan which shall be used during the development of an Individual Education Plan (IEP) for a student who is deaf or hard-of-hearing. The Communication Plan was adopted into rule in 2014 and is now a required document for all Deaf/Hard of Hearing and Dual Sensory Impaired students with IEPs in the state of Florida. This document can facilitate the collection of the above areas of need to help determine student needs.

For more information on the Communication Plan, click here.

For more information on Placement, visit the Clerc Center Website

What factors should the IEP team consider when determining placement?

Schools have different beliefs about the best ways to communicate with deaf and hard of hearing children. The IEP team should consider each possible placement’s communication philosophy in the context of the student’s and student’s family’s preferred communication method.
The IEP team should look at more than one placement. Programs out of the school district, such as the state school for the deaf, may be a viable option for the student. The team should identify the pros and cons of each placement.
The support services and accommodations the student would need in each type of placement.
Any additional disabilities the student has. The IEP team has to consider the support services and accommodations that each type of placement offers to meet needs presented by the disability.

For more information on Placement Considerations, visit the Clerc Center Website

Click HERE for more information on Florida School for the Deaf and the Blind

What challenges may the IEP team face with the process of determining best placement?

Members of the IEP team may have biases about the best communication method to use with students who are deaf or hard of hearing. Those biases may affect the placement discussion when considering various schools with different communication philosophies.
The IEP team might confuse degree of hearing loss with communication needs. Not all students with mild or unilateral hearing losses may be better off in oral-auditory environments, and not all students with profound losses may be better off in a signing environment.

For more information on Placement Considerations, visit the Clerc Center Website

FSA/FCAT/EOC Accommodations (1)

Where Can I Find Information About Accommodations for the 2014-2015 FSA?

Visit the Florida Standards Assessment website at http://www.fsassessments.org/

Questions and Answers to allowable accommodations can also be found in the 2014-2015 FSA and FCAT/FCAT 2.0/NGSSS EOC Assessment Accommodations Frequently Asked Questions (FAQ).

Communication Plan (2)

How do I access the Communication Plan while in PEER?

After you sign in, look on the left side, click on “Documents, forms and resources.” Then choose “EP/IEP/SP Team Forms” tab. It’s the first document.

Where can I find FAQ’s about The Communication Plan?

As part of our Communication Plan Training and Technical Assistance Online Module, we have developed a page with many of the Frequently Asked Questions about the Communication Plan.  Visit the Communication Plan FAQ page HERE