Components of the Communication Plan: Discussion Points

A clear identification of mode and consensus on how the student is communicating and whether his/her language development is appropriate should be addressed.
Consideration should be given to the changing communication needs in different environments (e.g., various classes, "centers", cafeteria, gym, computer lab, home, community).
Consideration should be given to the different communication partners (e.g., teachers, other students, family) of this student.
The parents need for training to develop/improve skills in their child’s primary communication mode should be considered.

Discuss the opportunities for direct communication that are available to this student. Does s/he have communication peers in the classroom? On the sports team? How will authentic peer relationships be supported and encouraged? How often is enough?
Consider participation in state sponsored regional activities for D/HH students as well as summer programs such as Aspen Camp School for the Deaf/Hard of Hearing.
Plan for adult role models of the student's communication mode to be included in his/her school experience and/or in meaningful ways involved in the child's life.
Discuss opportunities for hearing peers to improve communication skills with the student.

All educational options provided by the school district or administrative unit must be explained to the family. This includes neighborhood schools, center-based programs, and schools of choice.
An explanation of all educational programs available to the student must be provided. That would include residential deaf schools, charter schools, regional programs, and schools of choice.
Explaining all educational options does not require the IEP team to be experts in every program available in the state. Offer to loan the family the State Directory of D/HH Services so they can review all options if they're interested.
The placement decision is made by the IEP team, including parents, based on the child’s IEP and communication needs.

Special education providers must be fully qualified according to CDE licensing (teachers, SLPs, ed interpreters, Para educators, audiologists).
The providers’ skills should be linked to the child’s individual communication needs based on their mode or language.
The general educators working with this student should be been trained to support the child’s communication mode.
Identify who is evaluating the "demonstrated communication proficiency" of the service providers. Is the evaluator qualified to do so?
Any paraprofessional or teaching assistant assigned to the student should also be proficient in his/her mode of communication.
CDE/CSDB D/HH consulting services should be utilized for consultation, evaluation, inservice and/or staff mentoring.

Identify how access will be provided to school announcements, field trips, assemblies, etc..
Identify the assistive communication devices and technologies that are needed (flashing fire alarms, TTYs, acoustical adaptations) to provide access for the student.
Describe how the student will communicate with hearing peers on the playground, at the football game, during sports team practice, or on the bus.
Describe the plan for accessibility in group communication settings where multiple speakers are talking. Describe how this student's communication will be translated back to the class (if necessary).
Determine that films and media being shown in the student’s classes are closed captioned. Identify the other accommodations that are needed

The contents of this page were adapted from the CDE Exceptional Student Services Unit Fast Facts Brochure