Minnesota News

Lesson #3: What Specific Data is Available

Ann Mayes337071 — 2018-04-25T19:19:34Z

What specific data is available regarding the student’s present level of communication access and skills, academic skills and social language, keeping in mind the student’s exposure and immersion in an environment that provides complete auditory and/or visual access? Language is complex and encompasses many different aspects which must be comprehensively assessed and considered in order to determine a student’s skills. It is also important to consider the evaluator’s own proficiency in American Sign Language (ASL) when assessing a student who uses ASL in the school setting. A multi-method approach, with skilled evaluators, should be used to obtain as much information as possible regarding the different aspects of a student’s language proficiency to determine appropriate educational programming, placement, and instructional strategies. Review this section for resources in obtaining the appropriate data for an IEP.

Lesson #7: What Should be Considered for Transition

Ann Mayes337071 — 2018-04-25T19:17:39Z

How can professionals and parents support students who are deaf or hard of hearing through the stages in preparation for the workforce or post-secondary training or education? The IEP team should plan to educate the student about the process of change from the support in a school setting to the independence of college or work life. Review this section for information and resources for students ages 14 – 21.

Lesson #8: Transition to College

Ann Mayes337071 — 2018-04-25T19:15:05Z

How can professionals and parents support students, who are deaf or hard of hearing, to create transition plans and skills to prepare for a positive experience in a post-secondary education/training setting? Students who are deaf/hard of hearing frequently need specific accommodations to be able to access instruction, but not through the IEP and need support and preparation. This section offers information and resources for teams supporting a student preparing to go to college.

Lesson #5: Students with Co-Occurring Disabilities

Ann Mayes337071 — 2018-04-25T18:42:58Z

For students with co-occurring disabilities, what is the range of language and communication needs and abilities? When working with students who are deaf or hard of hearing with co-occurring disabilities, or students who are deafblind, the team should consider accessible approaches to communication and augmentative forms of communication. Review this section for information about setting a plan for students who are deaf or hard of hearing with an additional disability.

Lesson #1: Student's Degree of Hearing Affects Language and Communication

Ann Mayes337071 — 2018-04-25T18:29:42Z

How does the student’s degree of hearing affect his or her language and communication access? Language delays, due to hearing loss, may contribute to significant learning challenges and lower academic achievement. Communication difficulties may lead to social isolation. The sooner a child has access to language, as well as proper programming and support from teachers of deaf/hard of hearing, educational audiologists and other professionals, the greater the chances for social and academic inclusion. This section will offer guidance to make classrooms more accessible linguistically, educationally, and socially at different levels.

Lesson #4: Planning for a Re-Evaluation

Ann Mayes337071 — 2018-04-25T18:25:04Z

What are some areas to consider when planning for a re-evaluation of a deaf elementary student's academic and language assessment? This is a mock IEP that provides and example planning meeting. The three-year re-evaluation is an opportunity to assess the progress of the student and update or consider additional areas of needs to be addressed for the student at each developmental level. Review this section for information about planning a re-evaluation.

Lesson #9: PLAAFPs

Ann Mayes337071 — 2018-04-25T18:23:26Z

What should be included in the Present Level of Academic Achievement & Functional Performance (PLAAFP) Statement for a student who is deaf or hard of hearing? The PLAAFP statements in each section of the goal areas should focus on the impact that a student’s deafness or hearing loss has on communication within the educational and social settings and the resulting needs and goals. Review this lesson and samples of PLAAFP statements in the Discussion Guide for recommendations.

Lesson #6: Other Educationally Relevant Needs

Ann Mayes337071 — 2018-04-25T18:20:21Z

What are the other educationally relevant needs that result from the student’s hearing loss must be addressed? Additional needs related to their hearing loss include direct instruction of academic skills, social language skills, self-advocacy, and executive function. Impact of hearing loss may also result in needs in social/emotional/behavioral development as well as environmental accommodations to ensure access to information in all school settings. Review this lesson for guidance in ensuring student’s needs are met within the IEP.

Lesson #2: Opportunities for Direct Communication

Ann Mayes337071 — 2018-04-25T18:05:17Z

What are the opportunities for direct communication and instruction in the student’s primary language/communication mode? Special Factors IV of Individuals with Disabilities Education Act (IDEA) requires the IEP team to consider the opportunities for the student to communicate directly in spoken or sign language, as well as cued English, with staff and peers. Review this lesson for guidance.