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“Count Us In”
2007 Provincial Itinerant
Conference
Friday, April 20, 2007
Mary Ann Bibby
with 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 Hearing
Level 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]
BC Ministry of Education :Special Education
Audit Team Member, 2007
Professor,
Department of Educational Psychology,
Special Education and Deafness,
University of Alberta,
Edmonton, Alberta
780-492-3697