Writing IEPs for Student

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Writing IEPs for Students with Hearing Loss

• Carrie Spangler, Au.D., CCC-A
• Kirsten Marconi-Hutkay, Au.D, CCC-A
• Stark County ESC

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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

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Members of the Team for a child with Hearing Loss

• 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)

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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.

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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
  childs educational performance.

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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 childs educational
  performance but that is not included under the
  definition of deafness in this rule.

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Operating Standards Relating to DHH

• Eligibility criteria for hearing loss pg.
  122-123.
• Decibel criteria using unaided results.

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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

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How Does a Child Qualify?

• Blue Book Laws (cont)
• 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.

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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

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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

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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

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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

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Questions for IEP team to consider re
Communication

• Has a communication plan been developed for the
  child?
• See handout

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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

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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

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4. Postsecondary Transition

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

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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

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6. Measureable Annual Goals

• Present Level
• Measureable Annual Goal
• Method for measuring progress
• Measureable Objectives
• Method and Frequency for reporting progress

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GoalsPreschool

• Depending on the child, they may look very
  different.
• Early Identification
• Early Intervention
• Consistently worn amplification/CI
• Dont always follow a hierarchy of skills

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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

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Goals Middle School

• Its 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

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Goals High School

• Transition Planning
• Self-advocacy
• Independence
• Counseling may still be necessary

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12. Statewide and District Testing

• Details of Accommodations
• Personal FM
• Interpreter
• Clarification of Directions
• Extended Time
• Small Group

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Thank You for Listening!

• Questions???

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Contact Information

• Dr. Carrie Spanglercarrie.spangler_at_email.sparcc.o
  rg
• Dr. Kirsten Marconi-Hutkaykirsten.marconi_at_email.s
  parcc.org