IEP Communication Plan:
Guidelines for Use
Having a Communication Plan that speaks to the unique, relative needs of the student with deafness or hearing loss is essential to creating successful strategies for that child. The need for a Communication Plan exists to address more specifically certain issues around the educational and emotional experience of a child who is deaf or hard of hearing -- issues not often called into question in traditional IEPs. With the Communication Plan, IEP teams statewide have a consistent means of thoroughly addressing these issues.
The considerations raised by this document require the IEP team and parents to delve more deeply into the individual experience of the child. There are five main points set forth in the Communication Plan to frame the conversations of the group. The final document should address in actionable ways the needs identified for the student.
- Child's primary communication mode: Just one? More than one? Combinations? What do the parents use with the child? What does the child use with friends? Consider a Functional Listening Evaluation ( View pdf ). What system/mode of sign language does the child use, if any? Has the student had training in how to use an interpreter? In what settings does a child's primary communication mode change? How does the child do in noisy situations?
- Peers and Role Models: Because of the low incidence of a hearing disability, many students who are deaf or hard of hearing find themselves without contact with other deaf/HH children. Combine that with the fact that 95% of these children are born into families with normal hearing, and you ' ve got the potential for serious isolation. How about some time during the week to "chat" on-line with other deaf/hh kids? Does the family know about the Winter Park ski program for the disabled that's available statewide, or "The Field of Dreams Baseball Camp for the Deaf "? Exploit all known opportunities and maybe even learn about some new ones.
- All Educational Options : What are the options available in your school district? What about statewide options including the Colorado School for the Deaf and the Blind, and Open Enrollment? Encourage the family to check out the statewide directory and Resource Guide (available to all schools--ask your District Special Ed. Director) if they're interested in pursuing those kinds of options for their child. These resources will also prove helpful in locating peers and adult role models.
- Teacher/Professional Proficiency: How does the expertise and proficiency of staff relate to the child's individual needs? If everyone's comfortable with this, move on. But if there is a question, discuss it and come up with an approach that can address the stated concerns. While additional funds and/or personnel are not options, are there training/in-servicing/mentoring possibilities? Is there an accommodation not being utilized? Review the IEP Checklist for Recommended Accommodations on page 26. Have the conversation.
- Identifying School Services & Extra-Curricular Activities: The qualifier here is "Communication Accessible." Is the student enjoying full access to academic instruction and services? To extra-curricular activities? The IEP Checklist for Recommended Accommodations is an important resource here, as well as for helping the family become an effective advocate for their child's communication accessibility outside school, (TTYs, Captioned Television, Interpreters at the Museum, etc.) Make a plan.
The next page is the Communication Plan
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