Developing Communication Plans for Students Who are Deaf or Hard of Hearing

Transcription

1 Developing Communication Plans for Students Who are Deaf or Hard of Hearing May 4, 2011 Webinar Presenters: Donna Westbrooks-Martin Marlene Schechter Pennsylvania Training and Technical Assistance Network

2 PaTTAN s Mission The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.

3 PDE s Commitment to Least Restrictive Environment (LRE) Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.

4 Today s Objectives: 1. Identify the federal and state regulations that require the development of a Communication Plan for students who are deaf or hard hearing in the Commonwealth of Pennsylvania 2. Review and highlight key terms associated with the Communication Plan Glossary 3. Discuss each component of the Communication Plan, including lessons from the field

5 Communication Plan: Regulatory Requirements IDEA 2004 Regulations PA Chapter 14 Regulations Effective July 1, 2008

6 IDEA 2004 Regulations The IEP team must consider the communication needs of the child In the case of a child who is deaf or hard of hearing the IEP team must consider the child s language and communication needs opportunities for direct communication with peers and professional personnel in the child s language and communication mode academic level and full range of needs including opportunities for direct instruction in the child s language and communication mode (a)(2)(iv)

7 PA Chapter 14 Regulations The IEP must include a description of the type or types of support the student will receive. Deaf and Hard of Hearing Support Services for students with the disability of deafness or hearing impairment who require services to address needs primarily in area of Reading Communication Accessing public/private accommodations/use of assistive technologies designed for individuals with deafness or hearing impairment (a)(1)(iii).

8 PA Chapter 14 Regulations For students who are deaf or hard of hearing and receive support, the IEP must include a communication plan to address: Language and communication needs Opportunities for direct communication with peers and professional personnel in the child s language and communication mode Academic level Full range of needs, including opportunities for direct instruction in the child s language and communication mode Assistive technology devices and services (a)(1)(iii).

9 Special Considerations Is the student deaf or hard of hearing? If yes, the IEP must include a Communication Plan *Copies of the Communication Plan and Annotated Communication Plan are available at:

10 The Communication Plan Is reviewed annually as part of the IEP Is developed and written through thoughtful discussion by IEP team members immediately following the Special Considerations section at the beginning of the IEP meeting Allows parents to take an active role in its development

11 Let s look at the plan! I. Language and Communication Needs II. Opportunities for Direct Communication III. Academic Level, Assistive Technology Devices and Services IV. Full Range of Needs

12 Discussion Points Review and highlight key terms associated with the Communication Plan Glossary Discuss each component of the Communication Plan

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14 Language and communication needs Glossary Primary Language American Sign Language Communication Mode Auditory/Oral Cued Language Fingerspelling Tactile Sign Language Signed English Pidgin Sign English/Contact Signing

15 Language and communication needs 1.) Student s current primary language 2.) Student s primary communication mode receptive and expressive 3.) Language/communication mode adequate with family/caregivers 4.) Language/communication mode adequate with peers 5.) If the deafblind, does the mode of communication provide access to visual and environmental information Must be addressed throughout the student s IEP

16 Opportunities for Direct Communication

17 Opportunities for direct communication Glossary Direct Communication Direct Instruction

18 Opportunities for direct communication 1.) With peers 2.) With professional staff and other school personnel 3.) Direct instruction in the child s language and communication mode that are to be addressed in the IEP

19 Academic Level, Assistive Technology, Devices and Services

20 Academic level, assistive technology, devices and services Glossary Qualified Interpreter Qualified Intervener American Sign Language Interpretation English Transliteration Oral Interpretation Assistive Listening Devices Cued Language Transliteration Deafblind Interpretation

21 Academic level, assistive technology, devices and services Glossary (cont.) Captioned Media CART C-Print FM System Hearing Aid/Cochlear Implant Monitoring Note-taking Sound Field System Communication Device

22 Academic level, assistive technology, devices and services What language and communication supports are needed for the child to participate and make progress in the general education curriculum? Are the language and communication supports adequate to meet the child s needs? Proficiency in the language(s) and communication modality(s) Adequate language and communication supports

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24 Full range of needs Glossary Social Emotional Cultural

25 Full range of needs The IEP team has addressed the full range of needs for this child/student, including Additional needs that may not have been discussed in the previous components Time to review all aspects of the plan

26 Remember The Communication Plan is not a checklist Language and communication needs drive the IEP Students age 14 and older are invited to participate in his/her own IEP meeting Each student has varying abilities to communicate and function within the educational environment

27 Questions?

28 Contact Information Donna Westbrooks-Martin X6854 Commonwealth of Pennsylvania Tom Corbett, Governor Marlene Schechter X6862 Pennsylvania Department of Education Ronald J. Tomalis, Secretary Dr. Carolyn Dumaresq, Deputy Secretary Office for Elementary and Secondary Education John J. Tommasini, Director Bureau of Special Education Patricia Hozella, Assistant Director Bureau of Special Education