Deaf/Hard of Hearing
The Local Educational Agency (LEA) must ensure that to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are non-disabled (34 CFR 300.114(a)(2)(i) and 20 USC 1412(a)(5)(A)).
The LEA must ensure that special classes, separate schooling, or other removals of children with disabilities from the regular educational environment occur only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily (34 CFR 300.114(a)(2)(ii)) and 20 USC 1412(a)(5)(A)).
The LEA must ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services (34 CFR 300.115(a)).
The ARD Committee must specify the appropriate instructional arrangement/setting as outlined in 19 TAC 89.63(c).
What We Do
Professional training allows for the ability to assess the whole child and their unique language and listening needs, with knowledge of deafness to understand, solve problems and assist students navigating life with a hearing difference.
If the ARD/IEP Committee and certified Teacher of the Deaf/Hard of Hearing indicate a student would benefit from DHH (deaf hard of hearing) services, a referral to the Deaf and Hard of Hearing Program will be initiated. Referrals are made through the following sources:
- ARD/IEP Committee
- Other professional(s)
Continuum of options:
In addressing placement decisions, the ARD/IEP Committee should consider the student’s language and communication needs, opportunities for direct communications with peers and professional personnel in the student’s language and communication made, including opportunities for direct instruction in the student’s language and communication mode.
- General Education classroom with consultative support from a Teacher of the Deaf/Hard of Hearing,
- General Education classroom with direct instructional services from a Teacher of the Deaf/Hard of Hearing,
- Combination of General Education and Self-Contained Special Education classes with consultative and/or direct instructional services from a Teacher of the Deaf/Hard of Hearing,
- Self-Contained Special Education classroom with the consultative and/or direct instructional services from a Teacher of the Deaf/Hard of Hearing
- Self-Contained Deaf Education classroom at the various campuses
- Residential placement - Texas School for the Deaf
Components of services for students with Auditory Impairment are determined by the ARD/IEP Committee based on:
- Assessment and classroom data,
- Individual needs of the student,
- Services from a qualified Interpreter,
- Technology support includes FM systems and captioning.
Services may include infants/toddlers as determined by the ARD/IEP Committee. The ARD/IEP Committee should consider the student’s language and communication needs when making the decision regarding which interpreting model is best for the student and what situations an Interpreter will be used in, and submit a request accordingly. Interpreting services employs a direct service model using one of several Texas Education Agency recognized options:
- Oral Transliteration
- Sign Language Transliteration
- Sign Language Interpreting
Personnel has knowledge and competencies in the following areas:
- The extent to which significant hearing loss impacts access to the General Education curriculum,
- The extent to which significant hearing loss impacts communication and social skills,
- Alternative methods of communication;
- Transition Services,
- Specially designed instructions,
- Accommodations and modifications, and
- Technology supports include FM systems, amplification devices (hearing aids, Bone Anchored Hearing Aid (BAHA), cochlear implants), and video relay services.
Laurent Clerc National Deaf Education Center
National Institute of Deafness and Other Communication Disorders Information Clearinghouse
Birdville ISD is the fiscal agent of the BISD Regional Day School Program for the Deaf. Member districts include; Carroll ISD, Eagle Mountain Saginaw ISD, Grapevine/Colleyville ISD, HEB ISD, Keller ISD, International Leadership Academy of Texas, and Westlake Academy.