Several years ago, at the request of numerous administrators, parents and direct service providers, NASDSE revived its Deaf Education Initiative Project. This project had two components: (1) revising, updating and expanding NASDSE’s out-of-date Deaf and Hard of Hearing Students: Educational Service Guidelines, which was originally published in 1995; and (2) developing new technical/assistance/training. Both of these components have been completed. The guidelines document has been published. To purchase a copy of Meeting the Needs of Students Who are Deaf and Hard of Hearing: Educational Service Guidelines, click here. Following the completion of the Guidelines document, NASDSE developed a training component that was made available to states. However, this project is no longer active. States interested in training may contact NASDSE’s executive director who will arrange training or states may contact Dr. Gaylen Pugh, who headed this project for NASDSE and who may be reached by contacting NASDSE for her contact information.
Want to know more about early hearing detection and intervention (EHDI)? - View the podcast at www2a.cdc.gov/podcasts for specific information for parents and educational service providers relative to the importance of early diagnosis and intervention services for the child's language and speech development.
IEP Tool Supporting Discussion on Consideration of Special Factors (IDEA 2004) When a Student is Deaf or Hard of Hearing - The Wisconsin Department of Special Education has developed this document to support IEP teams during their discussions for service planning with students who are deaf or hard of hearing. The purpose of this document is to assist IEP teams in having a comprehensive discussion and documentation of the Special Factors that support the educational needs of a student who is deaf or hard of hearing as outlined in IDEA.
Educational Interpreter Model Job Performance Rubric - The Wisconsin Department of Special Education has developed this document to support IEP teams during their discussions for service planning with students who are deaf or hard of hearing. This tool is designed as a support for school principals or teachers who conduct the evaluation of educational interpreters on staff. This is a model and can be modified as needed in your district.
Student Need for an Interpreter - A Guided IEP Team Discussion Determining When A Student Who Is Deaf Or Hard Of Hearing Needs Or Continues To Need Interpreter Services - The Wisconsin Department of Special Education has developed this document to support IEP teams during their discussions for service planning with students who are deaf or hard of hearing. IEP teams have multiple considerations when determining if a student needs the services of an interpreter in order to have access to and benefit from their education. Each child is different and their abilities and needs may change over time based on their developmental level. These worksheets are intended as a guide for IEP teams in the discussion/decision-making process. With that in mind the one page checklists of considerations are designed to address needs in the age range of the student (early childhood, early elementary, upper elementary, middle school, and high school).
Deaf and Hard Of Hearing Program and Service Review Checklist - This checklist identifies key programming components for students who are deaf and hard of hearing. The checklist can be used as an evaluation tool to guide implementation of appropriate services. Among the areas considered are accountability and oversight, communication and communication access, expectations and instruction, and evidenced-based practices.
NICHCY Disability Fact Sheet No. 3 - Deafness and Hard of Hearing
Children with Cochlear Implants Who Sign: Guidelines for Transitioning to Oral Education or a Mainstream Setting - This E-document contains guidelines that were developed from round table discussions among audiologists, speech-language pathologists, psychologists, and teachers of the deaf who were convened by the Boston Center for Deaf and Hard of Hearing Children and the Cochlear Implant Center of Children's Hospital of Boston, MA . These guidelines are intended to facilitate discussion and decisions by families and professionals regarding appropriate educational settings for children with cochlear implants. It provides checklists for two age groups: young children under 5 years of age and students 5 years of age and older to evaluate competencies for transition from manual to oral instruction.
Cued Language Network of America (CLNA) - Distributes a free video with information about cueing, and offers retreats for families and instructors. CLNA supports both parents and professionals in implementing cued languages in home, educational and professional settings.
Placement Considerations Checklist for Students who are Deaf and Hard of Hearing
Placement Considerations Checklist for PreK/K and Elementary Students who are Deaf and Hard of Hearing
Colorado System for Student Success: Services to Students who have Hearing Loss
Communication Plan for Child/Student who is Deaf/Hard of Hearing
Assessment Tools for Students who are Deaf or Hard of Hearing - Recommended Assessment Tools: The specific tests listed under each area represent possibilities from which to choose. Many tests are usable only in part, such as the use of only visual or performance subtests from a more comprehensive standardized evaluation. Almost all evaluation tools require some form of modification which the evaluator must note in the student's record.
Educating Children Who Are Deaf or Hard of Hearing: Assessment
How the Individuals with Disabilities Education Act (IDEA) Applies to Deaf and Hard of Hearing Students, Johnson Celeste, December 2000
National Agenda for all Deaf and Hard of Hearing Children
Information on Employing and Evaluating Educational Interpreters
Deaf and Hard of Hearing: State Infrastructures and Programs - The purpose of this document is to describe and compare state infrastructures and programs for serving children and youth who are deaf or hard of hearing (D/HH). Information was gathered first through a short survey to all states and non-state jurisdictions. Then, based on responses, ten states were selected for in-depth interviews and interview and survey data were qualitatively analyzed and reported. Findings cover amount of personnel from the state and schools for the deaf, the jurisdiction over schools for the deaf, governance, professional development, consultation, placement, information on states without state-operated schools for the deaf, certification options, interpreters, cochlear implants, guidelines for parents, accountability, barriers and recommendations. |