Framework (What’s Required):
The local educational agency (LEA) must ensure that to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled (34 CFR
300.114(a)(2)(i) and 20 USC 1412(a)(5)(A).
The LEA must ensure that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily (34 CFR 300.114(a)(2)(ii)and 20 USC 1412(a)(5)(A).
The LEA must ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services (34 CFR 300.115(a)).
The ARD committee must specify the appropriate instructional arrangement/setting as set forth in 19 TAC 89.63(c).
Campus Interventions Assistant Team, Manager of Services for Students with Auditory Impairments, Evaluation Specialist for Students with Auditory Impairments, Teacher of the Auditory Impaired
Methods (What We Do):
District offers a continuum of services for students with auditory impairments. They include:
- general education classroom with consultative and/or direct instructional services from a teacher of the deaf/hard of hearing
- a combination of general education and self-contained special education classes with consultative and/or direct instructional services from a teacher of the deaf/hard of hearing
- self-contained special education classroom with consultative and/or direct instructional services from a teacher of the deaf/hard of hearing
- self-contained deaf education classroom at the various campuses
- residential placement - Texas School for the Deaf
The components of services for students with Auditory Impairment:
- are determined by the ARD/IEP Committee
- are based upon individual needs of student
- can include infants/toddlers as determined by the IFSP
- can include services from a certified sign language interpreter as determined by ARD/IEP Committee
- can include technology support including ALD (Assisted Listening Devices) or FM Systems and Captioning
District personnel have knowledge and competencies in the following areas:
- extent to which significant hearing loss impacts access to the general education curriculum;
- extent to which significant hearing loss impacts communication and social skills;
- alternative methods of communication;
- specially designed instruction;
- accommodations and modifications
- technology supports including FM systems, cochlear implants and closed captioning.