Advocacy Notes: Key Things for Classroom Teachers to Know

What are the key things that classroom teachers need to know in order to support my students?

 

Question from the field: I have students whose IEPs call for staff inservice training prior to school starting or within the first couple of weeks. Some use hearing aids and others use cochlear implants, but they are all placed in general education classrooms. Knowing that the general education teachers have limited time, what are the key things that they need to know in order to support my students?

 

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Advocacy Notes: My Supervisor Says I Can’t Advocate for My Students!

Hearing loss/deafness is a low incidence disability that requires specialists in the field to assess, plan and provide appropriate instructional programs. Yet, in some schools, the DHH specialist is told they cannot advocate for their students. This is primarily due to resistance to funding the extra costs to providing appropriate supports and services to students with hearing loss.

 

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Advocacy Notes: Interpreting Service Options

Question from the field: We are a small school district and only offer an ASL interpreter for students with hearing loss, but more and more students are now using spoken language. Are there interpreting services or supports that we need to offer these students who do not use ASL?

 

Depending on a student’s mode of communication, there are various options available for providing access in the educational setting. For the students who are receiving access to spoken language earlier and have better hearing technology, ASL is often not their primary language.

 

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Advocacy Notes: No FM Provided

Question from the field: I have a student whose IEP calls for an FM system. However, the system is not in place, and we are more than half way through the school year. What can I do as the teacher of the deaf to help get this student their system?

 

Why FM/DM Systems?

Many districts are now referring to FM/DM equipment as HATS, or Hearing Assistive Technology Systems. The use of HATS in the educational setting not only provides better access to the linguistic information, but as a result can help with development of speech and language skills, increase incidental learning, and can help with social skills in the classroom.

 

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Advocacy Notes: Early Intervention

Question from the field: Can early intervention pay for audiology evaluations and hearing aids?

Approximately 50% of young children served by early intervention programs are eligible due to communication development concerns. Are early intervention programs responsible for providing audiology evaluations to children referred to Part C and have communication delay concerns?

 

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Advocacy Notes: Due Process

Question from the field: We keep going around and around in the IEP process, not agreeing. What are our options?

We have had 4 amendment meetings since our daughter’s last IEP meeting. We are not in agreement, and at every meeting we seem to be going in circles. We have heard about due process, but don’t want the district to be mad at us. What happens in due process?

While the idea of due process or taking legal action can be scary for many families, and is not what anyone, either the family or the district wants, it can often have very positive results for the child, the family, and the district. If the team is continuing to have IEP meetings and getting no further in the process, then taking the conversation to the administration outside of the IEP meeting can lead to open, honest, and productive discussions.

Click here to continue reading the rest of the Early March 2019 Update

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