“Count Us In” 2007 Provincial Itinerant Conference Friday, April 20, 2007 Mary Ann Bibby with thanks to Perry Leslie for his valuable input.

“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