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“Count Us In”
2007 Provincial Itinerant Conference
Friday, April 20, 2007
Mary Ann Bibbywith thanks to Perry Leslie for his valuable
input
Background Information
Audit training session - January, 2007
People involved: audit contractors, district reps, ministry personnel
Category Checklists - January 2007
Special Education Services Manual of Policies, Procedures and Guidelines, July, 2006.
Purpose of this presentation
Review Ministry procedures and guidelines dated January, 2007
Highlight important changes
Highlight special considerations and things to watch for
Obtain feedback from the field
The Ministry of Education
wants to provide good service to students, and wants to be able to provide evidence that this
is being done.
We can be helpful in achieving that goal.
Guide to indicators in this presentation
This indicates that the statement is taken directly from the BC Ministry of Education Category Checklist, January, 2007
• This highlights some of the important statements taken from the Manual: ( E.10 Deaf or Hard of Hearing; pp 76 - 80) but does not include everything
This indicates that these are important things to remember
Deaf or Hard of HearingLevel 2 Funding Allocation
1701 Code F
Definition:• Medically diagnosed
(audiological assmt) No more than 2 yrs old
for bilateral conductive/mixed losses
• A) significant bilateral • B) unilateral with
significant n delay, or • C) cochlear implant
Difficulties must be educationally significant
Loss results in substantial educational difficulty
(Central) Auditory Processing - not included unless student also has hearing loss
Assessment information Indicates substantial educational difficulty due to hearing loss
and identified by audiological assessment
• dB loss is not the sole criterion for determination of need for ed. intervention
• Other assessment ( usually done by a TOD): standardized ( ability and achievement); CBA and observation; teacher reports etc.
• Districts must determine method of communication ( most enabling language(s) and/or technology supports) for access to the curriculum
Services
Specification of regular ( frequent and direct) service from the TOD
According to documented need
Learning activities are directly related to needs associated with hearing loss
Programming and Implementation (IEPs)
Areas: language, speech, speech reading, auditory management; sign language, deaf culture etc. - all where appropriate
Should also address social/vocational needs
Provides a variety of services ( regular, resource, self-contained, individual etc)
Must be individualized ( be aware of computerized statements) and must show change over time
Unilateral Hearing Loss
Unilateral loss is “moderate to profound”• must be a significant hearing loss in the affected
ear ( ave. 50 dB or greater 500-4000Hz)
Student has “educationally significant problems directly attributable to hearing loss”
Must have significant speech/language (or other documented) delay
Unilateral Hearing Loss
Must have an annual assessment (by qualified personnel) that:
• Provides evidence that the hearing loss seriously impacts the student’s education
• Should have evidence of need for/receiving support from a qualified professional
• Typically includes audiology, speech. language, communication and/or social skills development
The manual states that “in general, the needs of these students can be managed by classroom adaptations”.
Cochlear implants
• Students are receiving services on a regular basis from a qualified educational professional with special training
A qualified teacher of the deaf and hard of hearing provides the services
Documentation( for all categories)
Documentation is absolutely essential “to support that the student has been appropriately
assessed and identified by the school district as meeting the criteria of the special education category”
To monitor progress
To build a case for need for appropriate and adequate services and interventions
IEP
Current - dated after September 30, previous school year
Contains goals, measurable objectives, adaptations/modification, strategies
Goals correspond to deaf/hh category; relate to identified needs
Student is receiving special education services on a regular basis;
IEP
Student is being offered learning activities in accordance with the IEP
IEP outlines methods for measuring progress in relation to IEP goals
A parent was offered the opportunity to be consulted about the preparation of the IEP
Personnel & Staffing
A qualified teacher of the deaf and hard of hearing provides the services (CAEDHH Certification)
• District responsible for providing staff with the qualifications to meet the specific communication needs of the individual students
Visual language interpreters
Personnel & Staffing
Supporting CI specialists ( should have “appropriate qualifications to support students after they have had surgery for a CI)”
TAs
Important Points
New focus - unilateral losses, progress measuring and annual evaluations
Accountability and documentation ( but “don’t need to go crazy about it!” P.L.)
Assessments must show professional judgments as to
appropriateness and adequacy
Teachers must demonstrate that the student is behind and build a case: that difficulties are due to chronic unilateral loss
Important Points Not enough to have goals and objectives - must also be able
to measure progress; show that it is a result of intervention
“observation” is not enough; can effectively be included but must also have documents that show measurable outcomes
Teachers of the deaf/hh will be observing and monitoring performance and are the ones who are accountable
Note that there is need for expertise in working with students who have CIs
Resources
PERCD ( provincial education review committee for deaf students)
Auditory training equipment ( sound field systems)
Provincial Outreach Program
Resource Centre
[email protected] Ministry of Education :Special EducationAudit Team Member, 2007
Professor, Department of Educational Psychology,Special Education and Deafness,University of Alberta,Edmonton, Alberta780-492-3697