Identifying Student’s Functional Issues in the Classroom

Late October 2018

The evaluation process requires1 that a variety of assessment tools and strategies are used to gather relevant functional, developmental, and academic information about the student to determine if there is a disability that is adversely affecting educational performance. We also must develop a statement about the student’s present level of academic achievement and functional performance. Classroom observation provides the opportunity to collect data on how the student with hearing loss functions in the classroom in comparison to typical peers. Using the ‘deaf lens’ during observations, systematically considering performance, and obtaining teacher checklist information all help to paint the picture of functional performance and identify issues.

Classroom Observation

We need to observe student behavior using what we know about how hearing loss impacts speech perception, listening, learning, language, and overall social interaction. Classroom observation is a critical part of evaluation and planning to appropriately meet student access accommodation and educational performance needs.

The following “lenses” are what professionals with expertise in the education of students who are deaf or hard of hearing bring to the assessment/IEP team that is different from other educational professionals.

1IDEA Eligibility Determination – Section 300.304(b)(1)

 

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