For Families

Students who have hearing loss must demonstrate qualifications for additional educational services. Prior to school-age, early intervention efforts may include Infant-Toddler services, Head Start/Early Head Start, and/or Special Education Preschool Services. Once school-aged, students who are Deaf or Hard-of-Hearing (DHH) commonly receive accommodation and/or support through a 504 or an IEP.

Infant-Toddler

Services are provided based on an at-risk criterion. Hearing loss is considered a risk factor which enables the child to qualify for Infant-Toddler coaching. Idaho Educational Services for the Deaf & Blind (IESDB) Consultants serve on the Infant-Toddler (IT) Team to come into the “natural environment,” or home. Goals are developed and implemented via the Individualized Family Service Plan (IFSP).

Head Start/Early Head Start

Head Start services are provided to children is available to children 0-5 who have risk factors related to low family income and/or risk factors in order to support school readiness. Head Start provides services related to early childhood education, health, nutrition, and building relationships. Services may be provided though a home-based, center-based, family child care, or combination model. Early Head Start expands services to families of children 0-3.

Special Education: Developmental Preschool & Individualized Education Plan (IEP)

As part of the Individuals with Disabilities Education Act (IDEA), children may be evaluated to determine if they qualify for special educational services from the ages of 3-21 years of age. In Idaho, there are currently 15 Eligibility Categories which outline the requirements to qualify for special education services. The 3 prongs to demonstrate eligibility include: 1) a condition (e.g. hearing loss), 2) an adverse impact (e.g. limited access to learning opportunities), and 3) the need for specially designed instruction (e.g. working below grade-level or age-based milestones). Once the child has been deemed eligible, the Individualized Education Plan (IEP) will be developed by the Team, to include specific goals to address the educational deficits exhibited by the child. Services may range from a few times per week, to all-day inclusive programming. Eligibility is reconsidered, at minimum, every 3 years. Accommodations are often embedded in the IEP.

504 Plan

For children demonstrating grade-level competencies, a 504 Plan may be available to provide accommodations within the educational setting. To qualify for a 504 Plan, the 504 Team must demonstrate a “physical or mental impairment” (e.g. hearing loss) and an adverse impact (e.g. limited access to instruction). This may include an observation period in order to demonstrate which accommodations are most appropriate. Accommodations should not be written into 504 plans until proven to be effective. Accommodations should be expected to change over time as the educational setting and pace will change as the child gets older. 504 services are mandated through Civil Rights protections. Eligibility for a 504 should be re-considered periodically.

Tiered Intervention

Educational instruction is provided in a tiered system of instruction. Tier I is provided to all students; it includes the core instruction as well as the extension time for instructional content. The majority of students (80-90%) are considered to be responsive to Tier I strategies (this includes students without hearing loss). Tier II instruction is provided to students via small group learning opportunities. Periodic assessment (such as reading and math measurements) are used to monitor a child’s learning progress. Extension times are often used to provide more intensive small group instruction to qualifying students. Tier III would be considered most intensive and individualized (i.e. the IEP and/or 504). Tiered supports are often used for monitoring Response to Intervention (RtI), however this is not a necessary pre-requisite to initiate a referral for Special Education for children who are Deaf or Hard-of-Hearing. Tiered supports may be used in conjunction to Special Education services.

Idaho Educational Services for the Deaf and Blind (IESDB)

Throughout the State of Idaho, regional consultants are available to provide in-service and support to the families and educational teams of children who are Deaf or Hard-of-Hearing. A statewide agreement has been established to allow IESDB Consultants to support students without an individual release of information. Consultants support the monitoring of a child’s progress and offer strategies for effective education of the child. For students on a 504 or IEP, the IESDB Consultant is also able to participate in the Team meetings.