Do all students with hearing loss have to have a Communication Plan?
Yes – all students, 3-21 years or until high school graduation, must have Communication Plans as part of their IEPs. Students for whom hearing loss is a secondary disability or who have concomitant visual impairments are included.
How frequently must the Communication Plan be reviewed?
The Communication Plan must be reviewed annually at the IEP meeting and modified when necessary. The Communication Plan should be completed prior to the development of the IEP goals with input from all members of the IEP team including the parents.
How is the Communication Plan developed?
The Communication Plan is individualized for each student and results from thoughtful discussion about that student and his/her communication access, social and instructional needs. It is not a checklist. If a district or BOCES does not use the state IEP form, they must insure that all five required Communication Plan components are addressed on the form used to ensure compliance with ECEA 4.02(4)(k). Meaningful discussions of each of five Communication Plan components will result in any necessary "Action Plans" to address relative needs. Teachers must also insure that there is meaningful correlation between the Communication Plan, the student’s IEP goals and how the student functions in his/her educational environment.
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How do I know that I am filling the form out correctly?
Ask yourself if each point has been sufficiently explored and if the action plan reflects those conversations.
Include on the form who will be responsible for carrying out each part of the plan that requires action.
Include initial or review dates on the form
What if the parents don't use the same mode of communication as their child?
The student cannot be denied instructional opportunities based on their parents’ ability to communicate.
What if a student who uses a different mode of communication than the one emphasized in our program wants to transfer to our school?
A student's experience with other communication modes cannot be the basis for denial of instructional opportunity.
The amount of the student's residual hearing cannot be used as the basis for denial of any instructional opportunity.
When the original law passed in 1996, there was language which stated, “nothing in this subsection shall require a school district to expend additional resources or hire additional personnel to implement the provisions of this subsection” (ECEA 22-20-108 4.7, III (g)). Is this still true?
No. The US Office of Special Education Programs (OSEP) deemed this section to be inconsistent with FAPE (free appropriate public education) under IDEA. All services determined by the IEP team to be needed for the student must be provided for by the school. |
