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AUDIOLOGIC REHABILITATION FOR CHILDREN & EDUCATIONAL AUDIOLOGY
SPA 6581 – SPRING 2015
LECTURE DATE: 04 /14 /15
Legislation and School Issues
Although services are supported to be tailored to meet each child’s individual needs, in practice
children are apt to receive a generic set of services based on their disability, rather than on
their individual strengths and weaknesses.
Parents need to master
special education
rules so that they know how to effectively request and
receive appropriate
accommodations for their
child.
Special Education
Specially designed instruction, at no cost to the parents, to meet the
unique needs of the child with a disability.
AUDIOLOGIC REHABILITATION FOR CHILDREN AND EDUCATIONAL AUDIOLOGY
SPA 6581 – SPRING 2015
LECTURE DATE: 04 /14 /15
Getting Started with Legislation
Include family members and caregivers Developmentally appropriate Direct communication with adults and peers through one or more
fully accessible natural languages Easily accessible to families Provide opportunities for families to meet with professionals who
are knowledgeable about language and communication development in children with a hearing loss
Interact with other families who have similarly developing children
Natural Environments: Home Child care center School Or other setting where the child’s language(s) and communication modality
(or modalities) are used by fluent adult users and where peers are using and/or acquiring same languages through similar modalities
Natural Environments:Infants, Toddlers, and Families
Least Restrictive Environment (LRE)
Commission on Education of the Deaf – 1988 Published report, Toward Equality: Education of the Deaf
The student should be placed in the least restrictive environment
This is an area of debate and controversy Some think it means an environment where a child is most
likely to thrive Some think it means an environment most similar to the
regular classroom and curriculum Either may be applicable
Least Restrictive Environment – IDEA 2004
“To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, other removal of
children with disabilities from the regular educational environment occurs only when the
nature or severity of the disability of a child is such that education in regular classes with the use of
supplementary aids and services cannot be achieved satisfactorily.”
LRE – IDEA 2004Additional Requirement
“A State shall not use a funding mechanism by which the state distributes funds on the basis of the type of setting in which a child is served that will result in the failure to provide a child with a disability a free appropriate public education according to the unique needs of the child as described in the child’s IEP.”
“The State shall provide the Secretary an assurance that the State will revise the funding mechanism as soon as feasible to ensure that such mechanism does not result in such placements.”
Free Appropriate Public Education (FAPE)
An appropriate education means an education comparable to that provided to students without
disabilities.
The primary function of these personnel is to act as a facilitator of communication between the students who are deaf and hard of hearing, the educational staff, and hearing peers in an educational environment
Sign Language Interpreter Takes voiced English
information and interprets it into American Sign Language (ASL).
This professional interprets ASL or manual communication into voiced English
Oral Interpreter Gives a precise rendering of
spoken words via lip movements for students who read lips
Cued Speech Transliterator Conveys everything said by the
teacher, classmates, and visitors, as well as the relevant sounds in the environment
Language Facilitator Provides communication
support and language enhancement/enrichment to facilitate communication among children with a hearing loss and their peers, teachers, and other school personnel
Communication Facilitators
Historical and Current Policy Perspectives
LEGISLATION FOR DEAF AND HARD OF HEARING INDIVIDUALS
Historical Perspective
1960s
Provision for educational audiology began
Joint Committee on Audiology and Education
The Babbidge Report
1970s
Most active time period regarding provisions for children with disabilities
Section 504 of the Rehabilitation Act of 1973
PL 93-380, The Education of the Handicapped Amendments of 1974
PL 94-142, The Education of All Handicapped Children Act
1960’S
Important Legislationof the
1960s: Joint Committee on Audiology and Education for the Deaf
Made up of members of ASHA and the Conference of Executives of American Schools for the Deaf
Two major areas of discussion: Role of audiologists in educational programs Qualifications and competencies needed to provide audiological services
in children in educational settings Recommended that the audiologist be a full-time
participating member of the instructional staff of each education program for deaf children
Specific recommendations regarding academic preparation for audiologists: Language development and disorders caused by deafness History of education of the deaf Educational philosophies and controversies Psychological and social aspects of deafness
Joint Committee on Audiology & Education of the Deaf
Audiology services recommended by the National Conference: Complete audiological evaluation of children related to their admission to
the educational program Annual assessment of children’s hearing, including an interpretation of
the result to the teacher Hearing aid selection, orientation, and maintenance Application of knowledge about speech perception and speech pathology
to the speech problems of deaf children Inservice training to help keep teachers abreast of new techniques and
new information Parent counseling Evaluation, application, and selection of the amplifying systems and
equipment used in the school Liaison between the school and the college or university training program
or community speech and hearing center Research
1960s: The Babbidge Report
Published in 1965 by the U.S. Department of Health, Education, and Welfare
11 member advisory committee Appointed by the federal government to assess the
status and needs of the education of deaf individuals from preschool through adulthood
Report supported the need for children to have services that facilitated language and speech preparation and that stressed the maximum use of residual hearing
1970’S
Important Legislationof the
1970s: Section 504 of the Rehabilitation Act of 1973
Commonly referred to as the civil rights legislation for people with disabilities
First law that specifically protected the rights of persons with disabilities by prohibiting recipients of federal funds from discriminating against “otherwise qualified individuals”
Section 504 was originally restricted to employment of persons with disabilities Amendments passed in 1974, applied to a wider array of
services: Education
Academic, nonacademic, extracurricular services and activities
1970s: PL 93-380, The Education of the Handicapped Amendments of 1974
Established the right to equal educational opportunity
Includes a specific goal for children with disabilities that also identified the use of funds for children with disabilities who were not receiving an education
1970s: PL 94-142, The Education of All Handicapped Children Act
“All children who are handicapped and in need of special education and related services must be identified, evaluated, and assured a free appropriate public education in the least restrictive environment.”
Definitions of hearing impairment are covered in three categories: Deaf-Blindness Deafness Hearing Impairment
Historical Perspective
1980s
Major focus of this time was directed at refining the legislation of the previous decade
PL99-457, The Education of the Handicapped Act (EHA) Amendments of 1986
Commission on Education of the Deaf
1990s
The Americans with Disabilities Act (ADA)
PL 101-476, The Individuals with Disabilities Education Act (IDEA) of 1990
PL105-17, The Individuals with Disabilities Education Act (IDEA) of 1997
Goals 2000The Deaf Child Bill of
Rights
1980’S
Important Legislationof the
1980s: PL99-457, The Education of the Handicapped Act (EHA) Amendments of 1986
Financial assistance to each state to assist in the development of:
Statewide, comprehensive, coordinated, multidisciplinary, interagency system to provide early intervention services for handicapped infants and toddlers and their family
Establishment of a state Interagency Coordinating Council
Implementation of the Individual Family Service Plan
1980s: Commission on Education of the Deaf
52 recommendations to improve unsatisfactory educational performance of deaf students Prevention and early identification Language acquisition Appropriate education Least restrictive environment Parents’ rights Evaluation and assessment Program standards Professional standards and training Technology
1980s
Inclusion movement had the greatest impact in special education services for children with disabilities in the 1990s
Prior to this time period, many students with disabilities received the majority of their education outside of the general education classroom in resource rooms
Audiology has been significant impacted by increased inclusion of students with auditory, language, and learning problems in general education classrooms 1 room can be controlled for noise and distance (as opposed to
moving around the school)
1990’S
Important Legislationof the
1990s: The Americans with Disabilities Act (ADA)
Enacted in 1990 Requirements of ADA for schools are the same as Section 504 of the
Rehabilitation Act of 1973
Schools must comply with the requirements of ADA by providing appropriate accommodations and accessibility for all individuals with disabilities, including employees and the public
The Act includes 5 sections: Employment Public services and transportation Public accommodations and commercial facilities Telecommunications Miscellaneous provisions
ADA was amended in 2008 ADAAA – provided an expanded interpretation of disability
Purpose Civil rights law to prohibit discrimination based on disability in
employment, public services, public accommodations, commercial facilities, and transportation.
Also mandates the establishment of TDD/telephone relay servicesWho is protected? Any person with a disability who is
qualified for the program, service, or job, who also… 1) Has a physical or mental impairment that substantially limits one or
more life activities 2) Has a record of such an impairment 3) Is regarded as having such an impairment
Responsibility to provide a Free, Appropriate Public Education (FAPE) ADA protections also apply to nonsectarian private schools, but not to
organizations affiliated with or controlled by religious organizations
Americans with Disabilities Act of 1990 (ADA)
Americans with Disabilities Act of 1990 (ADA)
Funding to Implement Requirements Limited tax credits may be available for removing
architectural or transportation barriers Many federal agencies provide grant funds to support
training and to provide technical assistance to public and private institutions
Procedural Safeguards ADA does not specify procedural safeguards related to
special education Does detail the administrative requirements,
compliant procedures, and consequences for noncompliance related to services and employment
Americans with Disabilities Act of 1990 (ADA)
Evaluation/Placement Procedures ADA does not specify evaluation and placement procedures Does specify provision of reasonable accommodations for
eligible students across educational activities and settings Some reasonable accommodations include:
redesigning equipment, assigning aides, providing written communication in alternative formats, modifying tests, redesigning services to accessible locations, altering existing facilities, and building new facilities
Due Process ADA does not delineate specific due process procedures Individuals who are discriminated against may file a
complaint with the relevant federal agency or sue in federal court
2000-2010
Important Legislationfrom
Guiding Policies of The Twenty-First Century: Years 2000-2010
The General Education Initiative: PL 107-110, No Child Left Behind
PL 108-446, The Individuals with Disabilities Education Improvement Act (IDEA) of 2004
Other Initiatives The National Agenda: Moving Forward on Achieving
Educational Equality for Deaf and Hard of Hearing Students
The National State Leaders Summit in Deaf Education The NASDSE Guidelines (Revised) and Training
Initiative
The General Education Initiative: PL 107-110, No Child Left Behind
Not a special education law, but includes requirements for all students including those with disabilities
Basic tenants: Accountability Increased flexibility in use of federal funds Increased choices for parents of children from low-
performing schools Emphasis on teaching methods that have been
demonstrated to work
The General Education Initiative: PL 107-110, No Child Left Behind
Very significant impact for children who are deaf and hard of hearing
Provided DHH students greater access to the general education curriculum and greater scrutiny regarding the quality of educational services
For audiologists? Provided opportunity to advocate for better access
services
IDEA was passed in Congress in 1990The Act has been amended several times
Last revised in November 2004 and went into effect on July 1, 2005
Combined all of the existing amendments affecting children with disabilities (birth through age 21 years)
Individuals with Disabilities Education Act (IDEA 2004)
IDEA 2004
Purpose Provides federal financial assistance to State and Local
Education Agencies to guarantee special education and related services to eligible children with disabilities
Mission? To ensure that all children with disabilities have a free
appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.
Who is Protected? Children ages 3-21
Determined by a multidisciplinary team to be eligible within one or more of 13 specific categories of disabilities
Require special education and related services
IDEA 2004
Responsibility to Provide a Free, Appropriate Public Education (FAPE) Available to all children with disabilities Including children with disabilities who have been
suspended or expelled from school Emphasizes special education and related services States are required to ensure the provision of “full
educational opportunity” to all children with disabilities Requires the development of an IEP document with
specific content and required number of specific participants at an IEP meeting
Procedural Safeguards Requires written notice to parents regarding
identification, evaluation, and/or placement.
IDEA 2004
Evaluation/Placement Procedures Comprehensive evaluation completed by multidisciplinary team Parental consent is required before an initial evaluation A professional fluent in the communication mode(s) used by the
child should conduct the evaluation IEP team is to determine if re-evaluations are to be conducted
every 3 years More than a single procedure or information source be used Information from all sources be documented and carefully
considered Eligibility decision by made by a group of persons who know
about the student, the evaluation data, the placement options Placement decision serves the student in the least restrictive
environment An IEP meeting is required before any change in placement
IDEA 2004
Due Process
Delineates specific requirements for local education agencies to provide impartial hearings for parents who disagree with the: Identification Evaluation Placement of a child
Assistive Technology Device
Assistive Technology Service
Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities
Any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device
IDEA 2004
IDEA 2004 - DHH
1. Cochlear Implants2. Routine Checking of Hearing Aids and Cochlear
Implants3. Assistive Technology and Maximizing
Accessibility4. Assistive Technology Used at Home5. Interpreting Services6. Eligibility for Services7. Consideration of Special Factors8. Transition Services9. Highly Qualified Teachers10. Response to Intervention
2005 - the agenda establishes priorities that are designed to close the achievement gap between DHH and hearing students
1. Early Identification and Intervention
2. Language and Communication Access
3. Collaborative Partnerships
4. Accountability, High Stakes Testing, and Standards-Based Environments
5. Placement, Programs, and Services
6. Technology7. Professional
Standards and Personnel Preparation
8. Research
The National Agenda: Moving Forward on Achieving Educational Equality for Deaf and Hard of Hearing
Students
The National State Leaders Summit in Deaf Education
Conference for teams of state-level leaders representing the departments of education, parents, and schools for the deaf
The first Summit was in 2005 Teams discussed existing state-level reform activities Engaged in facilitated planning for systemic state-
level change in deaf educationState-level progress is monitored through a
report card assessment of each state’s implementation of the National Agenda www.ndepnow.org
The NASDSE Guidelines (Revised) and Training Initiative
Meeting the Needs of Students Who are Deaf or Hard of Hearing: Educational Services Guidelines (2006)
Includes a training component designed to increase administrator awareness and understanding of characteristics and needs for students who are deaf and hard of hearing
Early Intervention
Position Statements Supporting Early Hearing Detection and Intervention Programs
Organization Website
Joint Committee on Infant Hearing (JCIH)
http://www.jcih.org/jcih2000.pdf
American Academy of Audiology (AAA)
http://www.audiology.org/resources/documentlibrary/Documents/jcihearly.pdf
American Academy of Pediatrics (AAP)
www.aap.org
American Speech-Language-Hearing Association (ASHA)
http://www.asha.org/policy/PS2007-00281.htm
Hearing Loss Association of America
http://www.shhh.org/
Educational Audiology Association (EAA)
http://www.edaud.org/associations/4846/files/Early%20Detection%20Pos09.%20stmt.pdf
Provided grant support to individual states to establish screening and intervention programs for newborns and infants with hearing loss
Legislation called for: Screening all babies born in hospitals or birthing centers for hearing
loss prior to discharge Screening all babies not born in hospitals within the first two months
of life Diagnostic audiologic testing performed in a timely manner when
hearing loss is suspected Linkage with a community system of early intervention for those
infants diagnosed with hearing loss Establishment of public policy for the early identification and
intervention of newborns with hearing loss
Early Hearing Loss, Detection, Diagnosis, & Intervention Act of 1997
Areas IDEA Section 504 ADA
Type Education act Civil rights law Civil rights law
Title The Individuals with Disabilities Education Act (IDEA) (2004)
The Rehabilitation Act of 1973
Americans with Disability Act of 1990 (ADA) and ADA Amendments Act, 2008
Responsible entity
Special education General education
Public and private schools
Funding State, local, and federal funding (IDEA funds cannot be used with students who are only eligible under Section 504)
No federal funding; state and local school responsibility
No federal funding, public and private responsibility
Areas IDEA Section 504 ADA
Administrator Special education director or designee
Section 504 coordinator (for entities with 15 employees or more)
504 coordinator may oversee ADA responsibilities
Service Tool Individualized Education Program (IEP)
• Appropriate academic adjustments
• Accommodations and services or both
Reasonable accommodations and legal employment practices
Purpose To provide educational rights and benefits for children with disabilities, including the right to a free appropriate public education (FAPE), an Individualized Educational Program (IEP) designed to meet the child’s unique needs, and procedural safeguards
• To protect the rights of individuals with disabilities from discrimination in programs and activities that receive federal financial assistance from the US Department of Education
• To empower individuals with disabilities to maximize employment, economic self-sufficiency, independence, and inclusion and integration into society
• To provide a clear and comprehensive national mandate for the elimination of discrimination against individuals with disabilities
• To prohibit discrimination on the basis of disability by state and local governments
Areas IDEA Section 504 ADA
Population Identifies 13 categories of qualifying conditions: • Autism • Deaf blindness• Deafness• Emotional disturbance• Hearing impairment• Mental retardation• Multiple disability• Orthopedic impairment• Other health impairment• Specific learning disability• Speech or language
impairment• Traumatic brain injury• Visually impaired, including
blindness
• Identifies students as disabled as long as they meet the definition of qualified persons with disabilities (e.g., “has a physical or mental impairment; has a history of impairment; or is believed to have a disability that substantially limits a major life activity such as caring for one’s self, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, and working”)
• Determination must be made without considerations for “mitigating measures”
• Applies to all employers, schools and educational programs, nursing homes, mental health centers, and human service programs that receive or benefit from federal financial assistance
Free appropriate public education (FAPE)
Both IDEA and Section 504 require provision of FAPE to eligible students• Requires schools to provide
IEPs designed to meet children’s unique needs and from which children receive educational benefits (i.e., appropriate education)
• Requires the provision of regular or special education and related aids and services that are designed to meet individual educational needs as adequately as the needs of persons without disabilities are met
• “Appropriate” means an education comparable to the education provided to nondisabled students
• Addresses education in terms of accessibility requirements but does not require individual entitlement for FAPE
• Public entities cannot use employment practices that discriminate on the basis of a disability
Areas IDEA Section 504 ADA
Eligibility A student is only eligible to receive special education and/or related services if the multidisciplinary team determines that the student has a disability under one of the 13 qualifying conditions and requires specifically designed instruction to receive FAPE
• A student is eligible as long as she/he meets the definitions of qualified person with disabilities (i.e., currently has/has had a physical or mental impairment that substantially limits a major life activity or is regarded as disabled by others)
• The student is not required to need specially designed instruction to be protected
• Mitigating measures cannot be used to exclude students
• A person is eligible as long as she/he meets the definition of qualified person with disabilities (i.e., currently has/has had a physical or mental impairment that substantially limits a major life activity or is regarded by others as having a disability)
• Mitigating measures cannot be used to exclude a person
• ADAAA (2008) aligned ADA and Section 504 definitions of disabilities
Accessibility
Requires that accommodations and modifications must be made to provide access to a FAPE; IEP students automatically protected under Section 504
Requires that public and private programs be accessible to individuals with disabilities and that “reasonable accommodations” are provided to students with disabilities
Undue hardship
Size of the program and its budget, type of operation, nature, and cost of accommodation
Consideration is given for the size of the program, extent of the accommodation, and cost relative to the school budget
Size of the business and its budget, type of operation, nature and cost of accommodation
Areas IDEA Section 504 ADA
Procedural Safeguards
Comprehensive system of safeguards, including written notice before any change in placement and the right to an independent evaluation at public expense
No prior written notice requirement for placement change
Makes provisions for public notice, hearings, and awarding attorney fees
Consent Requires written consent before initial evaluation and placement
Does not require consent, but a school district would be wise to do so
Consent is not required
Due process
Both IDEA and 504 require schools to provide impartial hearings for parents or guardians who disagree with the identification, evaluation, records, or placement of students with disabilities• Delineates specific
requirements
Requires that the parents have an opportunity to participate and be represented by counsel. Other details are left to the discretion of the school district. Policy statements should clarify specific details.
A due process hearing can be initiated by either party. The court may allow the prevailing party, other than the United States, a reasonable attorney’s fee.
Enforcement
• Enforced by the US Office of Special Education Programs, US Department of Education. Compliance is monitored by each state’s Department of Education, Office of Special Education Programs, with oversight by the US Department of Education
• Enforced by the US Office for Civil Rights
• State Department of Education has no monitoring, complaint resolution, or funding involvement
In education, enforced by the US Office for Civil Rights (each federal agency has its own Section 504 regulations that apply to its programs)
Special Education & Audiology
Relationship of Services for Students in General Education
All Students
504 – Impairment substantially limits one or
more major life activity
IEP: Disabilitie
s that requires specially designed instructio
n
• Students with 504 plans:• Impairment• Civil Rights• Accommodations and
services comparable to those provided to students without disabilities
• Students with IEPs: • Disability and
eligibility• Special education
rights• Procedural
safeguards• FAPE• LRE• IEP to provide
educational benefit
• Funding
Special Education Process Steps
Step 1: Identification – Concern about the Child Response to Intervention
Step 2: Referral to Special Education and Assessment The Independent Educational
Evaluation The Educational Audiology
Assessment Step 3: Determination of
Eligibility Hearing Loss and Eligibility Cause and Effect with Other
Disabilities Options for Children Who Are
Not Eligible for Special Education
Step 4: The Individualized Education Program Meeting Individualized Education
Program Team Participants
Adaptations, Accommodations, and Modifications
Step 5: Review and Revision of the Individualized Education Program Due Process Procedures
Step 1: Identification – Concern about the Child
Concern may be identified by Parent Teacher School nurse Physician Other individual or agency
Depending on the individual school district, agency, and state policy, the concern may or may not require a formal special education referral before audiological assessment.
A child study meeting is usually held with the child’s teacher and other school special education providers before making the formal special education referral to begin the IEP process.
Response to Intervention
RtI Focus = Prevention & Special Education = Failure Children with hearing loss should follow the traditional special education
referral model However, there are more and more student who are not eligible for special education
because of adequate school performance. RtI creates a framework to support access and learning needs outside of special
education
Problem-solving method of providing successively more intense interventions to address student learning and behavior issues.
Student responses to these interventions must be considered before a referral is made to special education.
Hallmarks of RtI: Program must be schoolwide (apply to ALL children) Must provide high-quality instruction matched to individual student needs Must include frequent monitoring of student progress to inform changes in instruction Must use child response data to make educational decisions Should integrate the resources of general education, special education, gifted
education, and any other school student support programs
Step 2: Referral to Special Education and Assessment
Referral may come from: Student study team recommendation Transition from an IFSP Request from a parent or agency
Notice to parents must describe the proposed evaluation procedures
Assessment must be completed and determination of eligibility within 60 days of receiving parental consent
Parents may refuse permission to have their child assessed Team must decide if the concerns that exist are significant
enough to pursue the referral through legal means
The Independent Educational Evaluation (IEE)
At the request of the parent, the school, or public agency must provide information about where such an evaluation can be obtained as well as the stipulations associated with the IEE The IEE is conducted by a qualified examiner who is
not employed by the public agency responsible for the student
The IEE is conducted at public expense (no cost to parents) if the parent disagrees with an evaluation obtained by the school
A parent is entitled to only one IEE each time the school or agency conducts an evaluation
What does this mean for us?
*Parent-initiated evaluations that are shared with the school or agency, MUST be considered in any decision regarding FAPE for the child as long as they meet agency requirements (e.g., conducted by qualified examiner).
If you provide an audiological assessment as an IEE for a school district: Need to write up your evaluation Attend the IEP meeting Explain the hearing loss and how it affects the child’s ability to
communicate and learn Including classroom listening data Describe why the child needs certain services Explain what will happen if the child does not receive the services or
program
The Educational Audiology Assessment
To be identified with a hearing disability, a formal hearing evaluation must be completed by an audiologist.
Routine diagnostic audiological procedures
Functional measures of auditory performance with an emphasis on classroom listening
Disability Eligibility
Determined from the assessments that are completed and the resulting needs of the child
After a disability has been diagnosed, eligibility for special education and related services is considered by ascertaining if the disability adversely affects educational performance
Step 3: Determination of Eligibility
Hearing Loss and Eligibility
Hearing loss criteria for a hearing disability vary by state Some use the federal definitions for deafness, hearing
impairment, and deaf-blindness (IDEA) Others use specific dB hearing loss levels
For eligibility under the IDEA, the hearing loss must adversely affect educational performance Adverse effects should be considered across functional,
developmental, and academic areasThe amount of delay that constitutes adverse effect
is up to each IEP team Conservative: A delay would be any performance that is 80%
or less than what is expected for a child’s chronological age
Cause and Effect with Other Disabilities
Is it hearing loss, speech-language disorders, learning disabilities, emotional or behavioral problems, etc.? Each factor affects the other so that determination of
the primary disability may not be clear
Options for Children Who Are Not Eligible for Special Education
For a student to receive special education and related services, the student must meet the eligibility requirements for the disability area to demonstrate that the student cannot receive reasonable educational benefit from general education alone
Students could have a physical impairment (i.e., hearing loss) that does not result in sufficient educational limitations to meet the state’s eligibility requirements for special education They won’t qualify for IEP, but they should be considered for a 504 plan.
To ensure access to communication and instruction because of their documented condition (disability) of hearing loss.
Section 504 provides accessibility and accommodations as part of general education
If there are no limitations determined, then the child is not eligible for 504 services.
Another option for students with hearing and listening problems is to explore strategies to improve learning through the RtI process
Sample IEP Meeting Agenda
1. Introduce IEP team participants2. State the purpose of the meeting3. Ask parents if they have questions
regarding their Procedural Safeguards, Rights, and Responsibilities
4. Discuss special factors (e.g., communication considerations)
5. Describe present levels of academic achievement and functional performance
6. Determine post-school goals and transition needs (required 16+)
7. Development measureable annual goals, including academic and functional goals
8. Describe how child’s progress will be measured and when periodic reports will be provided
9. Determine special education, related services, supplementary aids, and services to be provided, including an explanation of when the child will not participate with nondisabled children in the regular class
10. Determine accommodations and modification, including those necessary for state and district assessments
11. Determine the schedule of services, including start date, frequency, location, and duration
12. Obtain signatures of all members present
Step 4: The Individualized Education Program Meeting
Individualized Education Program Team Participants
1. The parents of the child2. At least one regular
education teacher (if child is participating in general education environment)
3. A representative of the school or public agency who:
1. Is qualified to provide or supervise specially designed instruction to meet the child’s needs
2. Is knowledgeable about general education curriculum
3. Is knowledgeable about the availability of resources of the school or public agency
4. An individual who can interpret the instructional implications of evaluation results
5. At the discretion of the parents, other individuals who have knowledge or special expertise regarding the child
6. Whenever appropriate, the child
7. For transition services 4. 16+ invite the child5. An invitation to a Part C
service representative at the request of the parent
Adaptations = changes made to environment, curriculum, instruction, or assessment practices made for a student to be a successful learner (accommodations & modifications)
Accommodations Provisions in how a student accesses
information and demonstrates learning They do not substantially change the
instructional level, content, or performance criteria
Changes are made to provide student equal access to learning and equal opportunity to demonstrate what is known Presentation or response format
and procedures Instructional strategies Time & scheduling Architectural features Environmental features Equipment
Modifications Substantial changes in what a
student is expected to learn and demonstrate
Changes are made to provide student with opportunity to participate meaningfully and productively in learning experiences and environments. Instructional level Content Performance criteria
Adaptations, Accommodations, and Modifications
Appropriate supplementary aids, services, and modifications listed on the IEP for a hearing impaired student might include:
Assistive devices, such as listening and alerting systems
Abbreviated assignments Alternative materials Assignment sheets Behavior contracts Captioned video tapes/films Graphic organizers/guided
outline Sign Language
Interpreter/Cued Speech Transliterator/Language Facilitator
Modified test format Note-taker Peer tutoring Preferential seating Scribe for notes Specific test
environment (extended time, interpreter signs multiple choice questions, etc.)
TTYs for telephone use
Additional Adaptations
Step 5: Review and Revision of the Individualized Education Program
IEP should be reviewed periodically but no less than annually to determine if goals are being, or have been, achieved
Revision of goals should occur Address lack of expected progress on the annual goals Results of any new evaluations Information about the child provided to or by the parents The child’s anticipated needs Other matters
Reevaluation and determination of eligibility Should occur every 3 years from the data of the last eligibility
determination Before a change in eligibility If the child’s parent or teacher requests a special education evaluation If there is any change in circumstances
Audiologists and Review of IEP
If there are no changes in the status or needs of the student, attendance is usually not necessary.
If the audiologist provides direct habilitation services, attendance is required as a service provider.
Due Process Procedures
Each school district or public agency is required to maintain procedural safeguards A notice regarding PS must be provided at least
annually to parents of children with disabilitiesWhen parents are not in agreement with
procedures or services as part of assessment and IEP development and implementation, they may exercise their due process rights. Mediation Due process complaint Impartial due process hearing
T H E I N D I V I D UA L I Z E D E D U C AT I O N P R O G R A M
T H E 5 0 4 P L A N
T H E S E RV I C E S P L A N ( P R I VAT E S C H O O L S )
T H E I N D I V I D UA L FA M I LY S E RV I C E P L A N
Education Plans
The junior year of high school is pivotal in preparing for transition. Student should be referred to Vocational Rehabilitation (VR). ADA and Section 504 will now ensure the child’s equal access.
Self-Advocacy Must learn to seek out support
for personal needs and rights Independently make choices on
the accommodations needed Take responsibility for ensuring
that accommodations are provided
College/University program Research information on
financial aid and scholarships Student should contact the
Disability Support Services Office on campus
Vocational Training programs Most vocational programs are
located within community college curriculums
Student should contact the Disability Services Office on campus
High School to employment VR counselor can play an
important role in assisting your child to obtain employment
Post-Secondary Transition
The Individualized Education Program
Professionals
Other Potential Members:Office StaffAdministrative
SupportSocial WorkerGroup Home
ManagersPediatricianPsychologistOthers?
Primary Members: The PATIENT and the
FAMILY/Caregivers Pediatrician Otolaryngologist (ENT) Audiologist Speech-Language Pathologi
st Service Coordinator Listening and Spoken
Language Specialist Hearing Therapist Early Interventionist Educators
The IEP is…
A written contract between the school and the parents
Also, it is a(n): Commitment of Resources Management Tool Compliance and Monitoring Document Evaluation Device
Individualized Education Plan (IEP)
Foundation of a child’s curriculum under special education.
Legal, written plan that specifies special education and related services necessary to meet the individualized needs of a student with a disability
IEPs follow an evaluation that determines a child’s eligibility for special education services
Who may request an IEP meeting? Parents Guardians The school
Who Should Develop IEPs?
Individuals knowledgeable about the specific communication and educational needs of students with hearing impairments.
ALL students with hearing loss, MUST have their needs represented on the IEP team by a specialist in the area of hearing “Specialist” may be defined by each state’s plan, but
is usually one of the following: Audiologist Teacher of deaf or hard-of hearing Speech-language pathologist (rare)
IEP for Child with Hearing Loss
Should consider:
Student’s communication needs Family’s preferred mode of communication Student’s linguistic needs Severity of the student’s hearing loss Student’s potential for using residual hearing Student’s academic level Student’s social, emotional, and cultural needs
IEPs and Warning Signs
Poorly written IEP can lead to vague programming and lack of accountability
Warning signs: Progress made on the current IEP is not documented No information is given about the student’s level of performance Too many goals are listed Objectives are vague and unmeasureable The same goals are repeated year after year Amounts and types of services needed, such as speech-language
therapy, are no specified Goals are unrelated to curriculum or to activities Placement is determined BEFORE needs are established A regular classroom is not considered as an option Goals are written for school staff rather than for the student
IEP – Additional Items
Must include plans for: Behavioral intervention Discipline Statement of the supplementary aids and services needed
in regular education classesIEP
Becomes active as soon as possible following the meeting Parents have the right to refused services if determined to
be inappropriate. They are not required to sign the IEP The school district or the parents/guardians can request a
hearing Reviews of the IEP must be conducted at least on an annual
basis
IEP – Special Considerations
After a child receives a cochlear implant, parents should revisit the child’s IEP goals and determine whether the old goals are still relevant, or if they should be modified to better address the child’s needs.
Questions for parents to include: What are realistic language development goals for my child? What are realistic speech production and speech perception goals for my child? How does the school district plan to reach these goals, and how will these goals
be integrated with academic objectives? What responsibility does the school district take for cochlear implant
re(habilitation), if applicable? What experience does the school have in this area?
Will the school district provide assistive listening devices, such as a personal FM system or FM sound-field system, to aid my child in the classroom? If the school district pledges to provide support in this area, be sure to get its commitment in writing.
Prior to the IEP meeting, parents should…
Carefully review their child’s school records
Carefully review all evaluations conducted on their child
Determine who will be attending the IEP meeting on behalf of the education department
Make a list of the child’s strengths, weaknesses, needs – including the type of environment the child will require, the communication mode the child should use, and the services necessary to help their child learn
Identify realistic goals for the child to achieve during the school year and prioritize those goals in order of importance
Consider who they wish to bring with them to the meeting (such as an advocate or attorney, educational or other experts) and invite them to the meeting
Prepare written notes to bring to the meeting that address their concerns, opinions, and expectations for their child and the delivery of educational and related services to their child
Preparing for the IEP
The 504 Plan
Purpose Civil rights law to prohibit discrimination on the basis of disability
in programs and activities, public and private, that receive federal financial assistance
Who is Protected? Any person who… 1) has a physical or mental impairment that substantially limits
one or more major life activities 2) has a record of such an impairment 3) is regarded as having such an impairment Major life activities include:
Section 504 of the rehabilitation act of 1973
Walking Seeing
Hearing Speaking
Learning Working
Caring for oneself Performing manual tasks
Breathing
Responsibility to Provide a Free, Appropriate Public Education (FAPE) 504 does require development of a plan IEP of IDEA may be used for the Section 504 written plan A group of persons knowledgeable about the student is recommended
to convene and specify the agreed-upon servicesFunding to Implement Requirement
State and local jurisdictions have responsibility IDEA funds may not be used to serve children found eligible under
only section 504Procedural Safeguards
Requires notice to parents regarding identification, evaluation, and/or placement
Written notice is recommended Notice must be made only before a significant change in placement
Section 504 of the rehabilitation act of 1973
Evaluation/Placement Procedures Section 504 requires only notice, not consent, for evaluation Information needs to be obtained from a variety of sources in the area
of concern All data are documented and considered Decisions are made by a group of persons knowledgeable about the
student, evaluation, and placement options Requires periodic reevaluations, but does not specify any timelines for
placement Requires that students be educated with their nondisabled peers to the
maximum extent appropriate Does not require a meeting or any change in placement
Due Process Requires local education agencies to provide impartial hearings for
parents who disagree with the identification, evaluation, or placement of a student
Section 504 of the Rehabilitation Act of 1973
PRIVATE SCHOOLS
The Services Plan
The Services Plan
Students in parentally placed private schools do not have an individual right to receive the same special education and related services they would receive if they were enrolled in a public school.
They may receive support for their special education and related services through a Services Plan.
A funding agreement may be developed between the school district and private school through a consultation process
Services Plan is often similar to the IEP, and many include: Present level of academic achievement and functional performance Measureable annual goals A statement of the services that will be provided A statement of needed accommodations and modifications An explanation of the extent (if any) to which the student will not participate with
nondisabled children in the general education environment The projected date for beginning of the services and the amount, anticipated frequency,
location, and duration of services A statement of how the student’s progress toward the annuals goals will be measured and
when periodic reports on progress toward meeting the annuals goals will be provided
The Individual Family Service Plan
IFSP
Defines services for infants and toddlers (birth through age 3 years)
Services are specified under Part C of IDEA
Difference between IEPs and IFSPs? IEP is child centered and school directed IFSP is family focused and parent driven
IFSP – early intervention services
Parent Advocacy
Parents are natural advocates for their children
Tips for parents:
Child’s first teacherMost important role
modelResponsible for child’s
welfareKnow the child better
than anyone elseParent is with their child
for life, professionals are in their life for a few years
Gather informationLearn the rules of the
gamePlan and prepareKeep organized written
recordsAsk questions; listen to
answersIdentify problemsPropose solutionsPlan for the future
How to Advocate
11 components of an ideal program for children who are learning to use, maintain and improve all aspects of their verbal communication to the greatest extent possible
1) Obtain an Individualized Education Plan for Your Child
2) Commit to Aggressive Audiological Management to Promote the Use of Residual Hearing
3) Maximize the Development of Spoken Language
4) Provide Support and Guidance to Parents
5) Employ Superior Educational Staff
6) Offer Options in Educational Settings
7) Adhere to IDEA 8) Provide Services to
Parents and Families 9) Offer a Curriculum Mirrors
(as closely as possible) the Mainstream Classroom
10) Ensure an Environment that Fosters Learning
11) Select Informed and Sensitive Teachers in Mainstream Settings
Parents & Hearing Loss at School
How Can Parents Assist Teachers?
Help ensure the success of the child by:
Making the teacher aware of challenging classroom situations
Providing them with tips for teaching children with hearing loss
“How to Have a Winning Year Teaching the Student Who is Deaf or Hard of Hearing” by: Rebecca Parlakian
Resources for Parents
IEP Checklist
IEP Checklist Phone App
AG Bell PAT Resources
Advocacy and Your Child’s Education
Effective IEPs: Tips for Educational Administrators
Summer Camps
Working Together on Your Child’s IEP
Classroom Challenges – For Parents to Share with Teachers
Background noise Group conversation
Introducing new topicsListening to instructions
Dictation and spelling testsLessons using television or slide projectors
Standardized examinations
Parent Advocacy Training (P.A.T.)
Alexander Graham Bell AssociationHelps parents build knowledge and confidence as
they become advocates for their children living with hearing loss and work with local school districts and service providers
Step-by-step overview of the following: Legal framework Process for creating an Individualized Education Program
(IEP) Rights under the Individuals with Disabilities Education
Act (IDEA) The school district’s rights and responsibilities
Technology
Some Technologies for Assisting Classroom Learning
Sound Field System
FM System
Captioned Videos
C-Print Captioning
Real-Time Captioning
Sound Field System FM System
Assistive deviceImproves listening in noisy
or reverberant environments
“Mini loud-speaker system” Amplifies the dB level of a
teacher’s voiceBring enhanced loudness to
all studentsHelps decrease wear and
tear on teacher’s voice
Assistive device Improves listening in noisy
or reverberant environments
Teacher’s voice transmitted by a microphone via radio waves to the student who wears a receiver
FM is an important supplement to hearing aids and cochlear implants
Technology
Captioned Videos C-Print Captioning
Teachers need to check that videos have captions
Captioned videos can be played on any television manufactured after 1993
Older devices need a separate device called a closed caption decoder
Speech-to-print system Hearing captioner (transcriber)
types or speaks the words of the teacher and other students
Real-time exchanges on a second laptop computer or television monitor
Text file is stored and can be edited, printed and distributed to students after class
Designed to replace both interpreters and note takers in the classroom
Technology
Technology
Real-Time Captioning Transcription of speech by a trained real-time
captioner who uses courtroom stenographer equipment
Enters the lecture and classroom dialogue into a computer which shows up on a video screen or laptop computer for the student to read
Student receives a printout after class
Another option is Remote Real-Time Captioning Delivers live captioning from a remote site
Personal Hearing Instruments and Hearing Assistance Technology
The American Academy of Audiology Clinical Practice Guidelines: Remote Microphone Hearing Assistance Technologies for Children and Youth from Birth to 21 Years This guideline addresses eligibility for,
implementation of, and validation of remote microphone HAT for children and youth Potential Candidacy for Remote Microphone HAT
Hearing Loss Auditory processing deficits Learning disabilities Auditory neuropathy spectrum disorder Language delay/disorder Attention deficits English as a second language
Default Fitting Arrangement of Choice
Group Default Fitting Arrangement
Group 1 Children and youth with hearing loss who are actual or potential hearing aid users
Bilateral ear-level wireless technology
Group 2 Children and youth with cochlear implants
Bilateral wireless technology
Group 3 Children and youth with normal hearing sensitivity who have special listening requirements
There is not a default HAT arrangement for this population.
These are recommended for each HAT candidate group unless the situation indicates otherwise (developmental considerations). • The fitting should be accomplished with the fewest number of connections.• 3 Methods of Directly Connecting:
• Integrated (receiver is build-into the personal device)• Dedicated (receiver is compatible with one case design)• Universal (receiver works with multiple devices depending on the interface
between the device and the receiver)
References
Alexander Graham Bell Association. (2012). Classroom challenges. Retrieved from http://nc.agbell.org//page.aspx?pid=717
Alexander Graham Bell Association. (2012). Hearing loss at school. Retrieved from http://www.agbell.org/page.aspx?pid=1149
Alexander Graham Bell Association. (2012). Individualized education plan. Retrieved from http://www.agbell.org/page.aspx?pid=720
Alexander Graham Bell Association. (2012). Public school education services. Retrieved from http://nc.agbell.org//page.aspx?pid=721
Alexander Graham Bell Association. (2012). Technologies for assisting classroom learning. Retrieved from http://nc.agbell.org//page.aspx?pid=719
BEGINNINGS for Parents of Children Who are Deaf or Hard of Hearing, Inc. (2012). Communication decisions. Retrieved from http://www.ncbegin.org/index.php?option=com_content&view=article&id=80&Itemid=130
Deconde Johnson, C., & Seaton, J. B. (2012). Educational audiology handbook. (2nd ed.). Clifton Park, NY: Delmar Cengage Learning.
