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Writing IEPs for Student’s with Hearing Loss

Writing IEPs for Student’s with Hearing Loss. Carrie Spangler, Au.D., CCC-A Kirsten Marconi-Hutkay, Au.D, CCC-A Stark County ESC. IEP Defined (ODE website).

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Writing IEPs for Student’s with Hearing Loss

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  1. Writing IEPs for Student’s with Hearing Loss Carrie Spangler, Au.D., CCC-A Kirsten Marconi-Hutkay, Au.D, CCC-A Stark County ESC

  2. IEP Defined(ODE website) • A written, legal contract, also known as an IEP, developed, reviewed, and revised in a meeting of an IEP team to best identify the nature and extent of special education, intervention strategies, and related services that a school will provide for a child with a disability

  3. Parent and Child Regular Education Teacher District Representative Educational Audiologist Speech-Language Pathologist Intervention specialist/DHH teacher Interpreter (if needed) Private therapists (if applicable) Counselor (if applicable) Other related Service (OT, PT) Members of the Team for a child with Hearing Loss

  4. Access Operating Standards • http://www.ode.state.oh.us • Operating Standards and Related Guidance for Ohio Educational Agencies Serving Children with Disabilities • Ohio's updated special education rules, effective July 1, 2008, were adopted by the State Board of Education and filed with Ohio's Joint Committee on Agency Rule Review (JCARR), the Legislative Service Commission, and the Secretary of State. The rules were revised in response to changes in the Individuals with Disabilities Education Improvement Act (IDEA) of 2004. The intent of these requirements is to ensure that children with disabilities have equal opportunity, full participation in education, independent living and economic self-sufficiency.

  5. Operating Standards Relating to DHH • Definitions of “Deafness” and “Hearing Impairment” (pg. 17-18) • Deafness: means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance.

  6. Operating Standards Relating to DHH • Definitions of “Deafness” and “Hearing Impairment” (pg. 17-18) • Hearing Impairment: means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of deafness in this rule.

  7. Operating Standards Relating to DHH • Eligibility criteria for hearing loss: pg. 122-123. • Decibel criteria using unaided results.

  8. How Does a Child Qualify? 1. An average pure tone hearing loss of 50dB or greater for the frequencies 500, 1000 & 2000 Hz for the better ear 2. An average PTA (pure tone average) of 25dB which has an adverse effect on educational performance related to documented evidence of: • More severe HL during developmental years • Hx of chronic medical problems resulting in fluctuating hearing (ex: chronic ear infections) • Delay in diagnosis, provision of amplification, and/or initiation of special programming

  9. How Does a Child Qualify? • “Blue Book Laws” (con’t) 3. Hearing loss of greater than 25dB for the frequencies of 1000-8000 Hz in the better ear with poor auditory discrimination that has an adverse effect on education.

  10. Educational Audiology • Related Service (pg 30) • Exception: services that apply to children with surgically implanted devices; including cochlear implants • Ex: mapping, maintenance & replacement of the device • Still required to complete a daily listening check

  11. New IEP forms!!! • Mandatory to use beginning 2009-2010 school year • Access the new forms and the Annotations at http://www.edresourcesohio.org • Highlights on the IEP related to Hearing loss

  12. 2. Special Instructional Factors • Does the child have behavior that impedes his/her learning of others? • Probably not going to be an issue, but may be something for the team to consider

  13. 2. Special Instructions Factors • Does the child have communication needs (required for deaf or hearing impaired)? • Communication needs must be addressed • Consideration of mode of communication used by the child to receive information and/or provide information (communicate) to others, as well as the effectiveness of that mode of communication. • Family input is critical

  14. Questions for IEP team to consider re: Communication • Has a communication plan been developed for the child? • See handout

  15. Special Instructional Factors • Does the child need assistive technology devices or services? • ALD does not include a medical device surgically implanted or replacement of such a device • For HI, may include a personal FM system, classroom amplification system, CART, captioning, etc. • Should include in the testing section also • Monitoring plan needs to be part of the IEP for HA/CI/FM. • See handout

  16. 3. Profile • Include the strengths of child and how the disability will affect the progress in the general curriculum: • Include information about type and degree of hearing loss, type of hearing equipment child uses, how the child communicates, any safety measures, • GreatResource: • http://kandersonaudconsulting.com/HANDOUTS.html • Relationship of Hearing Loss to Listening and Learning Needs • See handout

  17. 4. Postsecondary Transition • Invite kids to participate in the IEP • Pepnet.org great website for Deaf/HH transition information • Start investigating BVR

  18. 5. Postsecondary Transition Services • Transition checklists • BVR • Office of Accessibility • Scholarships for students with hearing loss • Self Advocacy for Students Who are Deaf or Hard of Hearing by Kristina English

  19. 6. Measureable Annual Goals • Present Level • Measureable Annual Goal • Method for measuring progress • Measureable Objectives • Method and Frequency for reporting progress

  20. Goals:Preschool • Depending on the child, they may look very different. • Early Identification • Early Intervention • Consistently worn amplification/CI • Don’t always follow a hierarchy of skills

  21. Goals: Early Elementary • Start to get the child involved in self-advocacy and maintaining equipment. • Child needs to understand their hearing loss • Child may want to participate in the teacher/student inservice

  22. Goals: Middle School • It’s never too early to start thinking about the future • Self-advocacy and maintaining equipment • Consider social-emotional impact of the hearing loss: is that affecting academics? • Counseling • Bullying/Teasing • Self-destructive Behavior

  23. Goals: High School • Transition Planning • Self-advocacy • Independence • Counseling may still be necessary

  24. 12. Statewide and District Testing • Details of Accommodations • Personal FM • Interpreter • Clarification of Directions • Extended Time • Small Group

  25. Thank You for Listening! Questions???

  26. Contact Information • Dr. Carrie Spanglercarrie.spangler@email.sparcc.org • Dr. Kirsten Marconi-Hutkaykirsten.marconi@email.sparcc.org

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