| Elementary
Education
Special education services for children who are deaf or hard of hearing
may be provided:
- in the local school your child would attend if he/she did not require
special education
- in another school in the local education agency (LEA)
- in a special day school
- in a special residential school for children who are deaf or hard
of hearing.
The IEP team will make the decision about where your child will be
placed and YOU are an integral member of the team. It is important to
remember that the educational program and placement that are agreed
upon by the IEP team must be provided at no cost to the parents.
To prepare for this discussion:
Define your child’s individual needs (educational, psychological,
social, and physical) and your own goals for your child as clearly
and objectively as possible.
Review all evaluations and know your child’s current level
of educational, social, and emotional functioning.
Visit and observe each program in person. Ask questions about relevant
issues to your child’s needs.
Meet with parents who have children enrolled in each program.
Meet graduates of each program who are deaf or hard of hearing.
Read the literature provided or recommended by the school.
Remember that placement decisions are not final. Decisions made now
can be changed later, if necessary, as your child continues to develop
or as new options become available.
PROGRAM SETTINGS
When seeking a program setting for your child, consider including
the following goals:
The program addresses each student’s specific needs with regards
to opportunities for postsecondary education and employment.
All program personnel are informed of and support the child and
family’s chosen communication mode.
Opportunities to interact with deaf and hard of hearing peers and
adults.
Emphasis on self-esteem and acceptance of self as a deaf or hard
of hearing individual.
Additional goals when seeking an Oral,
Auditory-Verbal, or Cued Speech Program for
your child should include:
Development of skills (e.g., verbal/oral communication, social, emotional)
necessary for full integration into the mainstream, hearing community.
Emphasis on oral/cued communication within the family context and
environment.
Emphasis on the use of oral/cued communication at home and school.
Spoken and written English are taught.
When seeking a Sign Language Program for your
child, focus on the following goals:
Maximization of sign language/manual communication skills.
English as a second language is taught for reading and written communication.
Terms you may hear when discussing your child’s educational
program and setting:
Self-Contained/Separate Classroom
A child in this setting spends 39% or less of the school day with
his/her peers who are not disabled. Academic instruction is provided
in a small class with a special education teacher.
Resource
A child in this setting spends between 40%-79% of the school day with
his/her peers who are not disabled. Academic instruction is provided
in the regular education classroom and in the special education classroom
based on the child’s needs and IEP.
Mainstreaming
A child in this setting is educated in the regular classroom of the
public or private school they attend. The child is tested and graded
on the same academic material as his/her peers who are not disabled.
Inclusion
A child in this setting is educated in the regular education
classroom and support services are brought to the child (rather than
pulling the child out). Assignments are adapted to the child’s
academic level.
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