| IEPs
 A federal
law requires that an Individualized Educational Program (IEP),
be developed for each child who is identified as having special needs.
It is important to note that a hearing loss does not, in and of itself,
qualify a child for special education services. Rather, the child
who is deaf or hard of hearing must have an educational deficit as
a result of the hearing loss and require specially designed instruction
to meet his/her unique needs. Eligibility for special education will
be determined by evaluation results gathered by a multidisciplinary
team.
Once special education eligibility has been determined, a meeting
will be convened to develop the IEP. The IEP allows the teachers to
zero in on exactly what your child needs. Developing an IEP is complicated
and not foolproof. It is intended that parents and professionals work
together as a team to identify the specific needs of the child. From
this list of needs will come the educational goals for your child.
The parent has the right to request reasonable services and placements
for the child. Fear or embarrassment should not prevent the parent
from making such requests. Parents must also realize that there is
an appeal process that can be used if parents disagree with the professional
regarding services and/or assistive listening devices.
The Individualized Educational Program (IEP) is a document that:
1. is intended to be developed in a collaborative and cooperative
effort between parents and school personnel
2. describes the child's abilities and needs precisely
3. sets forth in detail the placement and services specially designed
to meet those unique needs
The purpose of the IEP meeting is:
1. for the school district and the parents to jointly determine
the needs of the particular child
2. to develop an educational plan for the child that is appropriate
to meet the childs needs
The following people are to attend an IEP meeting:
1. the childs parents or guardians
2. a regular education teacher (if the child is participating or
may participate in regular education)
3. a special education teacher or representative
4. a representative of the education department who is qualified
to supervise a specially designed education program and who is knowledgeable
about the general curriculum
5. an individual who can interpret the instructional implications
of evaluation results of the child
6. a related service provider, if applicable
7. any other person(s) per the parent's request
Things that the IEP team should consider when devising the IEP
are:
1. the childs strengths
2. the parents concerns for enhancing the education of their child
3. the results of the initial or most current evaluation of the
child
4. the students current school records
5. the current IEP for the child
6. any independent educational evaluations of the child
7. information about the child's current communication mode and
abilities; information about the family's communication preference;
the linguistic needs of the child
8. the severity of the child's hearing loss and potential for using
his/her residual hearing
9. behavioral interventions, strategies and supports to address
these problems if the child has behavioral problems that impede his/her
learning or the learning of others
10. assistive technology devices and services
11. opportunities for direct communications with peers and professional
personnel in the childs language and communication mode
12. the child's academic level
13. the child's social, emotional, and cultural needs, including
opportunities for peer interaction and communication
The IEP document should contain the following:
1. the childs present educational performance levels
2. the annual goals for the child, including short-term instructional
objectives
3. a statement of the special education, related services, and
supplementary aids and services to be provided to or for the child
4. an explanation of the extent, if any, to which the child will
not participate with nondisabled children in the regular classroom
5. a statement of any special modifications in student assessment
procedures that the child may require
6. the dates on which it is anticipated that the services listed
will be initiated, and the expected frequency, location, and duration
of those services
7. beginning at age 14, and every year thereafter, a statement
of the childs needed transition services related to the childs course
of study (to ensure that the childs educational program is planned
to help the child reach his/her goals for life after secondary school),
including a statement pertaining to the responsibilities of various
agencies to provide such services
8. if appropriate, beginning at age 16, a statement of needed transition
services for the child, including a statement pertaining to the responsibilities
of various agencies to provide such services
9. a statement of how the child’s progress toward annual goals
will be measured, and how the child’s parents will be regularly
informed of the child’s progress (such as by IEP report cards
--- a process by which schools will provide parents with regular
report cards indicating the extent to which their children are making
progress under their IEPs)
10. beginning at least one year before the child reaches the age
of majority under state law (i.e., 18 or 21 as the state provides),
a statement that the child has been informed of his/her rights under
Part B of the IDEA
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