OPERATING GUIDELINE DEAF-BLINDNESS Boerne ISD 130901

Legal Framework: Deaf-Blindness Category: Evaluation

“Whether a child’s disability ‘adversely affects a child’s educational performance’ is considered for all disability categories in 34 CFR §300.8(c), because, to be eligible, a child must qualify as a child with a disability under 34 CFR §300.8 and need special education because of a particular impairment or condition. Although the phrase ‘adversely affects educational performance’ is not specifically defined, the extent of the impact that the child’s impairment or condition has on the child’s educational performance is a decisive factor in a child’s eligibility determination under Part B. . . . A range of factors—both academic and nonacademic—can be considered in making this determination for each individual child. See 34 CFR §300.306(c). Even if a child is advancing from grade to grade or is placed in the regular educational environment for most or all of the school day, the group charged with making the eligibility determination still could determine that the child’s impairment or condition adversely affects the child’s educational performance because the child could not progress satisfactorily in the absence of specific instructional adaptations or supportive services, including modifications to the general education curriculum. 34 CFR §300.101(c) (regarding requirements for individual eligibility determinations for children advancing from grade to grade).” OSEP Letter to Anonymous (November 28, 2007).

“Assessments or other evaluation materials must be provided and administered in the child's native language or other mode of communication and in the form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is clearly not feasible to do so. For an individual with deafness or blindness, or for an individual with no written language, the mode of communication is that normally used by the individual (such as sign language, Braille, or oral communication).” DOJ/OSERS/OCR Frequently Asked Questions on Effective Communication for Students with Hearing, Vision, or Speech Disabilities in Public Elementary and Secondary Schools (November 12, 2014).

Application Guidance

 LISN: Low Incidence Statewide Network (Region 3 ESC)  Texas Deafblind Project (TSBVI)

Through the implementation of the Boerne ISD policies and procedures as outlined in the Legal Framework for the Child-Centered Special Education Process, the Boerne ISD ensures that when conducting an initial evaluation or a reevaluation of a child suspected of having deaf-blindness, the group of qualified professionals will conduct a full and individual evaluation to determine whether the child meets the eligibility criteria for special education services as a child with deaf-blindness as required by the Individuals with Disabilities Education Act (IDEA) and its accompanying federal regulations, state statutes and regulations.

PERSONS RESPONSIBLE: Campus Evaluation Team Member Deaf-Blindness means concomitant hearing and visual impairment, the combination of which causes severe communication and other developmental and educational needs that cannot be accommodated in special education programs solely for children with deafness or children with blindness.

Operating Guideline DEAF-BLINDNESS Date Issued/Revised: June 2019 Page 1 of 2

OPERATING GUIDELINE DEAF-BLINDNESS Boerne ISD 130901

Multiple Disabilities means concomitant impairments (such as ID-blindness, ID-orthopedic impairment, etc.). The combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple Disabilities does not include deaf-blindness. The child must be assessed in all areas of suspected disability. The multidisciplinary team (MDT) that collects or reviews evaluation data must include, but is not limited to the members of the team that is required to establish the two or more disabilities that are the basis of the multiple disabilities. The child has a combination of disabilities and they are expected to continue indefinitely and they must severely impair performance in two or more of the following areas: Psychomotor Skills Self-care skills Communication Social and emotional development Cognition

The MDT must determine that by reason of the multiple disabilities, the child needs special education and related services.

Operating Guideline DEAF-BLINDNESS Date Issued/Revised: June 2019 Page 2 of 2