DEAF/HARD OF HEARING (D/HH)

Definitions.

 A student who is deaf or hard of hearing is one who exhibits a hearing loss, whether permanent or fluctuating, that interferes with the acquisition or maintenance of auditory skills necessary for the normal development of speech, language, and academic achievement. 

1.           A student who is deaf can be characterized by the absence of enough measurable hearing (usually a pure tone average of 66-90+ decibels American National Standards Institute without amplification) such that the primary sensory input for communication may be other than the auditory channel.

2.           A student who is hard of hearing can be characterized by the absence of enough measurable hearing (usually a pure tone average range of 30-65 decibels American National Standards Institute without amplification) such that the ability of communicate is adversely affected; however, the student who is hard of hearing typically relies upon the auditory channel as the primary sensory input for communication.

Eligibility and Placement.

1.  Eligibility reports shall include audiological, otological, and educational evaluations.

(a)        Audiological evaluations shall be provided with initial referral.  Students who are deaf or hard of hearing shall have an audiological evaluation administered by a certified/licensed audiologist annually, or more often if needed.  The annual audiological evaluation shall include but is not limited to: an otoscopic inspection, unaided and aided pure tone and speech audiometry (as applicable), immittance testing, word recognition, hearing aid check and electro-acoustic analysis of the hearing aid (if amplified), and an analysis of a frequency modulated (FM) system check (if utilized).  A comprehensive written report shall be included in the audiological evaluation.  This written report shall include but is not limited to: the date of the audiological testing, an amplification evaluation including the student’s ability to understand spoken language with and without amplification as well an interpretation of the results as they apply to the student in his or her classroom setting.

(b)        An otological evaluation report from a licensed physician is required at the time of initial placement in the program for the deaf/hard of hearing.  The otological evaluation report is required as medical history pertinent to the absence of hearing. If such a report is not available upon initial placement, it shall be obtained within 90 days of placement.  The initial or most recent otological evaluation result shall be summarized and that otological evaluation shall be attached to the eligibility report.

(c)        A comprehensive educational assessment shall be used in the development of the student’s individualized educational program (IEP).  The educational evaluation shall include assessment data from more than one measure and shall include, but is not limited to, information related to academic/achievement levels, receptive and expressive language abilities, receptive and expressive communication abilities, social and emotional adjustment and observational data relative to the student’s overall classroom performance and functioning.

2.           While not required, a psychological evaluation, using instruments appropriate for students who are deaf or hard of hearing is recommended as part of the overall data when placement is being considered.

3.           Students who exhibit a unilateral hearing loss may be considered for eligibility provided documentation exists that indicates academic or communicative deficits are the result of the hearing loss.

Additional Requirements.

1.  An evaluation of the communication needs of a student who is deaf or had of hearing shall be considered in the program and class placement decisions.  An evaluation of a student’s communication needs shall include, but is not limited to: language and communication needs and abilities, opportunities for direct communication with peers and professional personnel in the student’s preferred language and communication mode, severity of loss, educational abilities, academic level and full range of needs, including opportunities for direct instruction in the student’s language and communication mode.     

2.           Any self-contained or resource classroom to be used for a student who is deaf or hard of hearing shall be carpeted and otherwise sound-treated and present an appropriate acoustical environment for the student.  All placements, including regular education placement and desk arrangements within classrooms shall be made so that noise and interruption are minimized.

3.           Recommendation of the appropriate educational environment, including acoustical considerations, should be made by the IEP Committee.

4.           Each local school system/state operation program (LSS/SOP) shall have written procedures to ensure the proper functioning of assistive amplification devices used by students who are deaf or hard of hearing.  These procedures shall include the designated qualified responsible personnel, daily and ongoing schedules for checking equipment, as well as follow-up procedures.

Websites of interest

http://www.deaf.com

http://www.nad.org

http://www.dogsforthedeaf.org

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