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Estimating Access of Communication Effectiveness
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The opportunity to access to all classroom instruction and peer-to-peer communication is a key assumption of regular education and of 504, IDEA and Title II of the Americans with Disabilities Act (ADA
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). A November 2014 policy guidance from the US Department of Education and US Department of Justice clarified that, under Title II of the ADA, schools are required to ensure that communication for students who are deaf and hard of hearing are as effective as communication for others through the provision of appropriate aids and services, thereby affording an equal opportunity to obtain the same result to gain the same benefit as that provided to others and to participate in and enjoy the benefits of the district’s services, programs, and activities . The ADA requirements restate the principles stated under Section 504, which is often seen as the means used to fulfill the requirements of ADA. Per the U.S. Department of Justice2 : Public entities must not discriminate against, deny the benefits of, or exclude qualified individuals with disabilities from participation in any service, program, or activity. The aids, benefits, and services provided to persons with disabilities must be equal to those provided to others, and must be as effective in affording equal opportunity to obtain the same results, to gain the same benefit, or reach the same level of achievement as those provided to others. These requirements apply to all school-related communication for children with known hearing, vision or expressive speech impairments, ages 3 through 22, who are educated in public schools, including charter and magnet schools
Individual Education Plans (IEP) and 504 Plans
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Informational handout for families on the two primary laws that cover a child's rights to a public education: IDEA and 504. Includes a 1-page checklist of accommodations to consider for students with
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hearing loss.
Pure Tone Hearing Screening in Schools: Screening Procedure Only Notes
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Summary notes that accomany videos on common mistakes, commonly asked questions, and instructional training video. Author Diana C. Emmanual PhD
Signs of Social and Emotional Well-Being for Infants, Toddlers, and Preschoolers
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This handout lists appropriate behaviors indicating typical development of social-emotional well-being age ranges in months along with recommended actions that a parent or caregiver can take to encour
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age healthy social-emotional development at each age range. From Center on the Social and Emotional Foundations for Early Learning.
Transition - Skills with Identified Common Core Standards (fillable)
$ 295
Progress monitoring sheet specifying student skill areas for transition with the specific common core standard identified for each skill area. Fillable.
US Departments of Education and Justice 2014 letter specifying ADA requirements for effective communication access for students with hearing, vision, speech disabilities.
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November 2014 letter by US Departments of Justice and Education specifying ADA requirements for effective communication access for students with hearing, vision, speECH- disabilities.
2014 FAQ on Effective School Communication - ADA
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Frequently Asked Questions on Effective Communication for Students with Hearing, Vision, or SpeECH- Disabilities in Public Elementary and Secondary Schools. Provides an overview of Title II, Section 5
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04, and IDEA as it pertains to communication access. Provides Q&A interpreting Title II of the ADA as it applies to schools.
ADA Requirements - Testing Accommodations
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Guidance from the ADA specifying accommodations for testing required for students with disabilities.
Issue - Eligibility Determination
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The information below has been derived from sections of the law and Office of Special Education Program comments. The guidance provided helPS- clarify the intent of IDEA and may be useful to professio
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nals and parents alike who are trying to advocate appropriate services and supports for children with hearing loss.
Visual Analogies Representing Impact of Reverberation on Speech and Noise
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This handout shows 3 popular analogies showing the impact of understanding written sentences in the presence of reverberation and noise and presents speECH- understanding in terms of puzzle pieces. C
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an also be used as teaching tools to increase student understanding of reverberation and noise effects.
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