Guidelines for the Assessment of Deaf and Hard-Of-Hearing Children In

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Guidelines for the Assessment and
Educational Evaluation of Deaf and Hard-of-Hearing
Children in Indiana

Ba sed on 511 IAC Artic le 7, 2008

Effe c tive   D a t e :   Augu s t 13, 2008 Re v i se d   D a t e :   Augu s t 31, 2010 U p da t e d   Date :   Nove mbe r 15,   2013

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This doc ument is dedic a ted to a ll dea f a nd ha rd-ofhea ring c hildren in India na a nd their fa milies. Sinc e 1843, dea f a nd ha rd-of-hea ring c hildren ha ve been educ a ted in this sta te a nd ma ny lea ve our sc hools, go out into the world, a nd bec ome produc tive c itizens. Some c hildren in the pa st ha ve not been so fortuna te a nd ma y not ha ve left the educ a tiona l system with the knowledge a nd tools to ma ximize their potentia l. This guide wa s developed to help educ a tors use a ssessment informa tion a nd eva lua tions to a ssist pa rents a nd the c a se c onferenc e c ommittees in determining how a c hild c a n rea c h their full potentia l. Adva nc es in tec hnology, a s well a s grea ter knowledge of how the bra in func tions a nd how la ngua ge is a c quired, ha ve helped the professiona ls who work with this popula tion provide informa tion tha t will lea d to informed dec ision ma king.

This guide wa s ma de possible by the tea mwork a nd c olla bora tion of a udiologists, psyc hologists, speec h pa thologists, la ngua ge spec ia lists, soc ia l workers, a nd pa rents. Spec ia l gra titude is extended to Linda C ha rlebois a nd Terri Wa ddell-Motter who took the lea d in a ssembling this informa tion. We a lso tha nk a dditiona l c ontributors, inc luding (a nd not limited to) C a rolyn Pimentel, Lorinda Ba rtlett, Pa m Burc hett, Debra Liebric h, Louise Fitzpa tric k, Sheryl Whitema n, C a rol Wild, Sha nnon Sta fford, Ja c kie Ka tter, Ja net Fuller, a nd Joyc e C onner.

Guidelines for the Assessment and Educational Evaluation of Deaf and Hard-of-Hearing Children in Indiana, based on the

Article 7 changes of 2008, was developed by Outreach Services for Deaf and Hard-of-Hearing Children. The staff includes diverse professionals and parents including those who are Deaf, hearing, and hard-of-hearing; those raised in environments using spoken English; and others, who grew up as proficient users of American Sign Language (ASL) in the Deaf community. This guide represents a consensus of this diverse population. Comments or questions regarding these guidelines may be addressed to Cindy Lawrence, Assessment Coordinator, Center for Deaf and Hard of Hearing Education, 2 North Meridian (mailing address) or 1200 E 42nd Street, Indianapolis, Indiana 46205, 317-232-0899, [email protected].

Notice

The guidance in Guidelines for the Assessment and Educational Evaluation of Deaf and Hard-of-Hearing Children in

Indiana, Based on 511 IAC Article 7, 2008, is not binding on local educational agencies or other entities. Except for the statutes, regulations, and court decisions that are referenced herein, the document is exemplary, and compliance with it is not mandatory.

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Contents

  • Prefa c e
  • 4

  • 8
  • Educ a tiona l Evalua tion G uidelines

Persons C onduc ting the Educ a tiona l Evalua tion Area s Tha t Ma y Be Educ a tiona lly Evalua ted
Auditory Abilities a nd Skills
9
10 10 11 16 17 17 18
Determina tion of C ommunic a tion Mode Pre-a c a demic Skills Ac a demic Skills Motor Skills Area s of Psyc hologic al Evalua tion
Tests Administered in the Prima ry La ngua ge a nd Preferred

  • La ngua ge Mode
  • 20

Sta tewide Resourc es a nd Servic es for D/HOH Students in

  • India na
  • 21

23 23 24 36 37
Appendic es
Ma king Progress: The One-for-One Rule G lossa ry Selec ted Referenc es C hec klist of Eva lua tion Proc edures

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PREFACE

All c hildren ha ve the right to a fr e e app r o p r i a t e p ub l ic e d u c   at i o n
(FAPE) in their l e a s t r e s tric ti v e   env i r o nment (LRE) in order to ha ve the

opportunity to suc c eed. An educ a tiona l eva lua tion of a c hild’s strengths a nd a rea s needing improvement provide professiona ls with the insight needed to a llow for tha t suc c ess.

In July of 2008, G overnor Mitc h Da niels signed into la w revisions in
India na Sta te Boa rd of Educ a tion Spec ia l Educ a tion Rules Title 511Artic le 7, the sta te a genc y version of India na 's spec ial educ a tion rules promulga ted in the India na Administra tive C ode a t 511 IAC 7-17 through 7-31. C ha nges were ma de in the eligibility requirements in order to look a t eva lua tion da ta most impa c ted by the c hild’s “disa bility.” C ognitive eva lua tions a re no longer required for the over 2000 dea f or ha rd-ofhea ring students in the sta te of India na . It is genera lly known tha t a bsenc e of hea ring does not c a use c ognitive dela ys. However, professiona ls a nd families must keep in mind tha t a la c k of exposure to la ngua ge ea rly in life c a n effec t c ognitive func tioning.

The Universa l Newborn Hea ring Sc reening (UNHS) legisla tion ena c ted in 2000 a lso c rea ted the opportunity for very ea rly identific a tion of hea ring loss in infa nts, lea ding to ea rlier opportunities for pa rent support a nd the development of c ommunic a tion a nd la ngua ge. C hildren who were identified a nd rec eived a ppropria te ea rly intervention a re a rriving in our sc hools with la ngua ge a nd c ommunic a tion c ommensura te with their hea ring peers. Prior to 2000, the a vera ge a ge of dia gnosis wa s 2.5 yea rs of a ge, leading most educ a tors to spend the ea rly yea rs foc using on c losing a huge la ngua ge ga p. While not every c hild is identified ea rly a nd begins rec eiving ea rly intervention, tha t is our goa l for all c hildren.

For pa rents a nd l o c al educ a t i o n agenc i e s (LEAs) of some c hildren,

the good news is tha t there is now a c erta in degree of flexibility in meeting the needs of individual students. No longer will a c hild who is performing well a c a demic ally be subjec ted to unnec essa ry testing.

The c a vea t is tha t ma ny students do not perform a s well a s we would a ntic ipa te, a nd they will c ontinue to need a c omprehensive eva lua tion in order to develop spec ific , a ppropria te a c a demic goals tha t a re unique to ea c h student. Perha ps a n a dditiona l c onc ern, suc h a s a lea rning disa bility or emotiona l c hallenges, interferes with the c hild’s lea rning. Without looking a t the c hild a s a whole, a c a demic a nd methodology dec isions c ould ea sily be ba sed solely on a c hild’s a udiogra m a nd c ommunic a tion skills. Pa rents a nd professiona ls need to

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remember to inc lude a c hild’s c ognitive potentia l, thinking skills, preferred mode of c ommunic a tion, lea rning style, a nd a c a demic a bilities when ma king these c ritic a l dec isions. The c hild’s c ultural ba c kground must a lso be c onsidered. It is in this wa y tha t we c a n ra ise the ba r for a c a demic suc c ess, a nd the c hild c a n be expec ted to meet their full potentia l.

The changes in Article 7 do not mean that the educational evaluation is limited to what CAN be done, rather just what is REQUIRED to be done.

The following definitions of a ssessment a nd educ a tiona l evalua tion a re ta ken from the newest version of Artic le 7.

Assessment defined (511 IAC 7-32-6, Sec tion 6):

a ) Assessment refers to the proc ess of gathering and interpreting information rega rding some a spec t of a student’s:

1) c ognitive, 2) a c a demic , 3) soc ial, 4) emotiona l, 5) beha viora l, or 6) func tiona l performa nc e

b) Norm-referenced assessments a re sta nda rdized on a c lea rly

defined group a nd sc aled so tha t the sc ore reflec ts the student’s performa nc e when c ompa red to the norma tive group.

c ) Criterion-referenced assessments a re:

1) designed to determine whether a student ha s rea c hed a preesta blished level or sta nda rd of performa nc e; a nd
2) a re genera lly developed with a hiera rc hy of skills.

d) Other assessment procedures inc lude, but a re not limited to, the

following: 1) sa mples of a c a demic skills 2) beha viora l c ha rts 3) informal tests 4) interviews 5) observa tions

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Educational Evaluation (511 IAC 7-32-30, Sec tion 30) defined: a ) Educational evaluation mea ns proc edures used in a c c orda nc e

with 511 IAC 7-40 a nd 511 IAC 7-41 to provide informa tion a bout a student’s disa bility or suspec ted disa bility for the student’s c a se c onferenc e c ommittee to determine the following: 1) whether a student is eligible for spec ial educ a tion a nd rela ted servic es
2) if eligible, the na ture a nd extent of the spec ial educ a tion a nd rela ted servic es tha t the student needs

b) Ba sed on the suspec ted disa bility or disa bilities, the educ a tional eva lua tion ma y a ddress the following: 1) development 2) c ognition 3) a c a demic a c hievement 4) func tiona l performa nc e or a da ptive beha vior 5) c ommunic a tion skills 6) motor skills a nd sensory responses 7) a va ila ble medic al a nd menta l health informa tion tha t is educ a tiona lly releva nt
8) soc ial a nd developmenta l history 9) a na lysis of other fa c tors 10)other a ssessments or informa tion nec essa ry to determine eligibility a nd inform the student’s c a se c onferenc e c ommittee.

Deaf or Hard-of-Hearing (511 IAC 7-41-4) defined:

a ) “Dea f or ha rd-of-hea ring,” whic h ma y be referred to a s a hea ring impa irment, mea ns the following: 1) a disa bility tha t, with or without a mplific a tion, a dversely a ffec ts the student’s: A) a bility to use hea ring for developing la ngua ge a nd lea rning, B) educ a tiona l performa nc e C ) developmenta l progress
2) the hea ring loss ma y be:
A) perma nent or fluc tua ting B) mild to profound C ) unila tera l or bila tera l

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3) students who a re dea f or ha rd-of-hea ring ma y use:
A) spoken la ngua ge, B) sign la ngua ge C ) a c ombina tion of spoken la ngua ge a nd signed systems

Ac c ording to Rule 26, c erta in eligibility c omponents a re minimally required to be synthesized in a n educ a tiona l evalua tion for ea c h suspec ted a rea of eligibility. For a c hild with a hea ring loss, the following is required:

• a ssessment of a c a demic a c hievement, defined by 511 IAC 7-32-6 • eva lua tion of func tional skills or a da ptive beha vior a c ross va rious environments a nd from multiple sourc es
• eva lua tion of c ommunic a tion skills • c ompletion of a soc ial a nd developmental history • written report from a n educ a tiona l or c linic al a udiologist, otologist, or otola ryngologist
• a ny other educ a tional evalua tions or informa tion nec essa ry to determine eligibility a nd inform the c a se c onferenc e c ommittee

The first five c omponents a re inc luded with the initia l eligibility determina tion. The la st c omponent ma y be the most overlooked, a s well a s the most c ritic a l. This provides for the educ a tiona l evalua tion of a rea s tha t a re most relevant for students who a re dea f or ha rd-of-hea ring, suc h a s development, c ognition, motor, a nd sensory a bilities, a nd obta ining releva nt medic al informa tion. In order to determine if the la ngua ge a nd c ommunic a tion skills a re c ommensura te with their c ognitive a bilities, espec ially for c hildren identified ea rly, informa tion rega rding c ognitive potentia l is importa nt. Bec a use of the pa rtic ula rly high inc idenc e (40 to 50 perc ent) of a c c ompa nying exc eptionalities, it is espec ia lly importa nt tha t a ttention be given to these a rea s a s well.

The informa tion tha t follows is a c ollec tion of suggestions for pa rents a nd LEAs to use in determining wha t should be inc luded in an educ a tiona l evalua tion proc edure a nd how it should be c ompleted for their c hildren who a re dea f or ha rd-of-hea ring.

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EDUCATIONAL EVALUATION GUIDELINES

Assessment does not nec essa rily mea n testing. It c a n mea n reviewing the da ta tha t is a lrea dy a va ilable, suc h a s results from ISTEP, ISTAR, SAT-10, a nd the NWEA, a s well as c urric ulum-ba sed a ssessments a nd c urric ulum-ba sed mea surements to determine wha t informa tion is alrea dy a va ila ble a nd wha t a dditiona l informa tion, if a ny, might be needed.

In looking a t ea c h student a s a whole a nd a ttempting to meet their

unique needs a s a n individual, their i n d i v i d u a l iz e d ed u c   a t i o n p l a n (IEP) is

developed following the determina tion of their present level of func tioning. As pa rt of this educ a tiona l eva lua tion proc ess, the following a rea s should be rec ognized, a s well a s how they intera c t with ea c h other:

• prima ry la ngua ge a nd preferred mode of c ommunic a tion • fa mily history, inc luding home la ngua ge, c ultura l fa c tors, a nd hea ring sta tus of fa mily members
• health a nd developmenta l history, inc luding etiology of the hea ring loss
• a ge of onset a nd a ge of dia gnosis • a ge of full-time a mplific a tion • type a nd severity of hea ring loss • effec tiveness of a mplific a tion • a uditory skills a nd use of residual hea ring • psyc hosoc ia l beha viors • visual skills • educ a tiona l history • a dditiona l spec ial educ a tion eligibilities • pa rent knowledge a nd support • a ttitude a nd motiva tion level of the student

The importa nc e of pa renta l involvement during the educ a tional eva lua tion proc ess is c ritic a l. La ngua ge use is a family dec ision a nd drives c ommunic a tion c hoic es in Pa rt C (First Steps). It is c ruc ial in obta ining both the qua ntity a nd quality of informa tion required to ma ke the best educ a tiona l a nd c ommunic a tion dec isions for c hildren who a re dea f or ha rd-of-hea ring.

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The younger the c hild is, the more instrumenta l the pa rents a re in the proc ess. Therefore, pa rents should be inc luded in the following c omponents:

• ga thering educ a tional informa tion • desc ribing the c hild’s strengths, wea knesses. a nd interests • providing insight into the c hild’s tempera ment • beha viora l observa tions • interviews • medic al a nd a udiologic al histories • pla y-ba sed eva lua tions • developmenta l sc ales • situa tiona l educ a tional evalua tions for tra nsition (e.g., work experienc e a nd educ a tion)
• independent living skills educ a tiona l evalua tion • a ssistive tec hnology educ a tiona l evalua tions • c ollec ting other informa tion (e.g., gra des a nd portfolios)

PERSONS CONDUCTING THE EDUCATIONAL EVALUATION

In a ddition to pa rental input, the educ a tiona l evalua tion of dea f a nd ha rd-of-hea ring students must be c onduc ted by personnel who understa nd the unique na ture of hea ring loss a nd a re spec ific ally tra ined to work with dea f a nd ha rd-of-hea ring students. Ba c kground knowledge inc ludes resea rc h, tec hnologic al innova tions, la ngua ge a nd c hild development, diversity within the Dea f c ommunity, a nd resourc es for fa milies a nd professiona ls. Personnel should be skilled in a dministering the educ a tiona l evalua tion tools a nd in interpreting the results to ensure nondisc rimina tory testing; they should ha ve the requisite c ommunic a tion skills. Personnel a dministering eva lua tion tools must be a ble to c ommunic a te in the c hild’s na tive la ngua ge or mode of c ommunic a tion. This is essentia l in making c olla bora tive a nd informed dec isions a bout the educ a tiona l needs for students with hea ring loss.

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  • How Cued Speech Was Developed

    How Cued Speech Was Developed

    How Cued Speech was developed Dr R. Orin Cornett (1913 – 2002) was an American physicist and mathematician, born in Oklahoma. He taught in various universities including Harvard and held a Director post within the U.S. Office of Education. In 1965 he became Vice President at Gallaudet College (now university) the leading university for deaf and hard of hearing students and in his first year there he devised a phonemic system to render English visually rather than acoustically. Dr Cornett named his system Cued Speech, which now has been adapted for over 60 languages and dialects around the world. He completed development of the system in 1966 and by 1967 the first family were using it very successfully with their deaf child. The following is taken from The Cued Speech Resource Book – For parents of Deaf Children. Authors R. Orin Cornett, Ph.D. & Mary Elsie Daisey, M.Ed. ISBN 0-9633164-0-0 ‘A hearing-impaired child’s first problem, of course, is communication. Signing methods can solve this problem, but not the other major problems that are also typical: limited ability to read, very low ability to speech read, and limited ability to use speech for expressive communication. ‘The ultimate purpose of Cued Speech, and the reason it was developed in the first place, is to enable hearing-impaired children to become good readers. Reading is the only way of learning, for deaf children, that is under their complete control. Through it they can learn anything they want to learn, if they can read. ‘The hearing-impaired child’s lack of a clear, internalized model of the spoken language, primarily responsible for his/her difficulties in reading, is also responsible for typically very poor ability to speech- read, often inferior to that of even an untrained hearing person.
  • Cued Speech: an Opportunity Worth Recognizing

    Cued Speech: an Opportunity Worth Recognizing

    Karla Giese , MA, is director of Student Support Services at the Alexander Graham Bell Montessori School- Alternatives in Cued Speech: Education for Hard of Hearing and Deaf An Opportunity Individuals as well as coordinator of CHOICES for Parents, Worth Recognizing a statewide support By Karla Giese organization for parents of deaf and hard of hearing children in Chicago, Illinois. She When I first visited the Alexander Graham Bell Montessori School earned her bachelor’s (AGBMS) several years ago, I was not sure what to think about Cued degree in deaf, elementary, and special Speech. I asked a lot of questions, and I requested to see unedited writing education from samples from several deaf students there. What I saw astonished me. Each Augustana College in sample was written in age-appropriate English. I wanted to know why, so I Sioux Falls, South started exploring and researching Cued Speech. Dakota, and her master’s degree in early What Is Cued Speech? childhood special English, as every speechreader knows, is only partially visible on the lips. In fact, the education from amount of English that is clearly distinguishable, even should a speaker talk slowly and Northeastern Illinois clearly, has been estimated to be as low as 30 percent. Certain sounds such as “pah” and University in Chicago. “bah,” and even whole words such as mat , bat , and pat or mark , bark , and park are Giese is currently indistinguishable when seen on the lips. When these words occur together (e.g., Pat, put pursuing her doctoral the bat on the mat .” or “ Mark, why did the dog bark at the park ?”), whole sentences can degree in special look the same.
  • Using Cued Speech to Support Literacy

    Using Cued Speech to Support Literacy

    Using Cued Speech to Support z Literacy Karla A Giese, MA Stephanie Gardiner-Walsh, PhD Illinois State University z Establishing the Atmosphere ▪ What is this session? ▪ What is this session NOT? ▪ Research studies biases** ▪ What is our stance? z Who uses Cued Speech? About 8 percent (531 out of 6618) of deaf and hard of hearing students enrolled in programs throughout the United States use Cued Speech While this constitutes a small number, these students, like all of our students, deserve support in their choice of communication. Office of Research Support and International Affairs. (2014) 303 families from 10 states http://www.infanthearing.org/ei-snapshot/ z Language Development in Deaf Children Marschark, M. (2001). Language development in children who are deaf: A research synthesis. Alexandria, VA: National Association of State Directors of Special Education. ERIC ED 455 - 620. Overview of available research on language development in deaf children and summarizes many issues related to language development. Highlights what deaf or hard of hearing children need in order to develop language. z The first steps to literacy is knowing the language... ▪ To learn and internalize a language, children must experience, i.e. be “bathed” in the language. ▪ They must practice and use the language in conversation, i.e. “face-to- face.” ▪ They must have: repetition, consistency, frequency and intensity z Deaf and Hard of Hearing Children Need... ▪ Fluent language models: Sign language and spoken language should be considered complementary approaches for encouraging language development in deaf children ▪ Early interactions to establish the foundation for language development ▪ Constant exposure to reading ▪ Visual strategies that enhance communication and language ▪ Experience with English to be able to read and write in English z More thoughts..
  • The Story of Us What’S Inside President’S Message 2 by Anna Stopher for Additional Testing

    The Story of Us What’S Inside President’S Message 2 by Anna Stopher for Additional Testing

    ™ OnOn CueCue Volume 32 Issue 1 Spring 2020 A Cue Kid With A Lucky Fin By Kellie Hetler almost five years ago now, Joe and I quickly learned more about At our 20-week Gabriella Hope arrived. She cochlear implants and decided they were ultrasound, my was absolutely perfect. Her the best option for us and our Gabby. husband, Joe, and I sweet cry made my heart sing Her surgery was delayed a little because found out that our knowing that my girl was here, she was scheduled three different times. daughter would be and I could finally care for her. The first two surgeons had little to no born missing both Shortly after her birth, Joe experience operating on someone with radius bones and and I were told that she was abnormal cochleas, which we certainly several fingers. As profoundly deaf in both ears, were not comfortable with. we processed this which we would later find out Our first reaction, which nobody contested news, we realized was due to the shape of her at the time, was that due to her limb how grateful we cochleas. So many things raced differences, visual communication with her were to have found through our minds. How would hands would be a challenge. We are from this out in advance we communicate? How would West Michigan and needed someone with so that we could we teach her that God loves experience. We ended up at the University Gabby Hetler at the H&V Conference prepare for our her? How will we tell her that of Michigan with a surgeon that we had full beautiful girl.
  • A Constant Struggle (Introduction)

    A Constant Struggle (Introduction)

    Introduction Despite developments in legislation, policy, advocacy, and technology, all designed to improve deaf education and its delivery, deaf students still face a raft of issues from their early years of education through sec- ondary high school. While there have been improvements, that situa- tion continues due largely to fragmentation within the deaf movement based on advocacy efforts for competing approaches to deaf educa- tion. This has occurred in the context of growing corporatization and privatization. The main area of difference has centered on how young deaf peo- ple should learn, be it informally—in the home, the playground, and the like—or formally, such as in the classroom. Should they be taught using oralism (spoken language) or manualism (sign language)? The debate between oralists and manualists has persisted for centuries and has had a signifcant impact on the type of education delivered to deaf students in NSW. Since the 1960s, this situation has become more contested and increasingly pronounced. Different models of disability have come and gone. The fndings of various inquiries and reports have stimulated various exchanges, though they have been implemented either in an ad hoc manner or not at all. New technologies have been introduced, heralding different methods of educating deaf students with particu- lar regard to their individual abilities and to their differing degrees of hearing loss. The debate further deepened with the introduction of bilingualism as another educational method in the early 1990s. Dis- ability discrimination legislation and the United Nations’ Convention on the Rights of Persons with Disabilities served to further drive the deaf education debate.