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My understanding is less about the dbl loss and more about the delay. When

I asked I was told there needed to be a 30% delay in PA. That being said I

think there is a lot of gray and you can push if you are not getting what

you think you need. You need the help of supportive audiologists and

doctors in getting some of it, but you can do it.

I have been frustrated by the 30% delay garbage. We lost speech therapy

this year on our IEP due to the 30% delay bit. On the other hand, I could

probably do it privately and get Medicaid to pay for it under his disability

plan which did not seem to have such stringent guidelines. It seemed that

there was either a loss or there wasn't and that was how they deemed him as

qualifying.

Sorry I don't know Washington specifically.

Mom of Aidan (4 1/2 ) moderately-severe SNHL

<http://www.pscpartners.org/> http://www.pscpartners.org/

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My understanding is less about the dbl loss and more about the delay. When

I asked I was told there needed to be a 30% delay in PA. That being said I

think there is a lot of gray and you can push if you are not getting what

you think you need. You need the help of supportive audiologists and

doctors in getting some of it, but you can do it.

I have been frustrated by the 30% delay garbage. We lost speech therapy

this year on our IEP due to the 30% delay bit. On the other hand, I could

probably do it privately and get Medicaid to pay for it under his disability

plan which did not seem to have such stringent guidelines. It seemed that

there was either a loss or there wasn't and that was how they deemed him as

qualifying.

Sorry I don't know Washington specifically.

Mom of Aidan (4 1/2 ) moderately-severe SNHL

<http://www.pscpartners.org/> http://www.pscpartners.org/

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My understanding is less about the dbl loss and more about the delay. When

I asked I was told there needed to be a 30% delay in PA. That being said I

think there is a lot of gray and you can push if you are not getting what

you think you need. You need the help of supportive audiologists and

doctors in getting some of it, but you can do it.

I have been frustrated by the 30% delay garbage. We lost speech therapy

this year on our IEP due to the 30% delay bit. On the other hand, I could

probably do it privately and get Medicaid to pay for it under his disability

plan which did not seem to have such stringent guidelines. It seemed that

there was either a loss or there wasn't and that was how they deemed him as

qualifying.

Sorry I don't know Washington specifically.

Mom of Aidan (4 1/2 ) moderately-severe SNHL

<http://www.pscpartners.org/> http://www.pscpartners.org/

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I agree about the letters. The more supporting you, the better. We had

letters from everyone involved who could support our request for services.

Because

of the process we went through to rule out ADD and other things, over the

two years of pressing for services we collected letters from: pediatricians,

audiologist (several letters), ENTs (Columbia Presbyterian), neurologist,

pediatric neurologist, psychologist, as well as the cranio-facial specialist,

ENT

and audiologist from Montefiore. We also talked with deaf schols, TODs, the

state ed dept., and anyone else we thought could help us.

Our school district was most impressed with the extensive alphabet soup

after their names and with the doctors associated with big important hospitals.

So, I'd quote them the most often, and sought their help each time I needed

another letter. Usually they were wonderfully supportive, even offering to come

to our meetings if/when we needed it.

Best -- Jill

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I agree about the letters. The more supporting you, the better. We had

letters from everyone involved who could support our request for services.

Because

of the process we went through to rule out ADD and other things, over the

two years of pressing for services we collected letters from: pediatricians,

audiologist (several letters), ENTs (Columbia Presbyterian), neurologist,

pediatric neurologist, psychologist, as well as the cranio-facial specialist,

ENT

and audiologist from Montefiore. We also talked with deaf schols, TODs, the

state ed dept., and anyone else we thought could help us.

Our school district was most impressed with the extensive alphabet soup

after their names and with the doctors associated with big important hospitals.

So, I'd quote them the most often, and sought their help each time I needed

another letter. Usually they were wonderfully supportive, even offering to come

to our meetings if/when we needed it.

Best -- Jill

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I agree about the letters. The more supporting you, the better. We had

letters from everyone involved who could support our request for services.

Because

of the process we went through to rule out ADD and other things, over the

two years of pressing for services we collected letters from: pediatricians,

audiologist (several letters), ENTs (Columbia Presbyterian), neurologist,

pediatric neurologist, psychologist, as well as the cranio-facial specialist,

ENT

and audiologist from Montefiore. We also talked with deaf schols, TODs, the

state ed dept., and anyone else we thought could help us.

Our school district was most impressed with the extensive alphabet soup

after their names and with the doctors associated with big important hospitals.

So, I'd quote them the most often, and sought their help each time I needed

another letter. Usually they were wonderfully supportive, even offering to come

to our meetings if/when we needed it.

Best -- Jill

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First of all, you can take all of the articles you want to to your school

regarding hearing loss and it means nothing. What you need is a letter from

your audiologist and/or doctor stating that he is hearing impaired. The more

the better. Hearing impairment is a medical, not an educational diagnosis. The

next issue, is whether this diagnosis is causing an educational deficit. That

is assessed by other assessments. The statement that a child must have a given

percentage of delay is often used by school systems/states systems to deny

services. It is actually a violation of the No Child Left Behind Act, of IDEA in

which an IEP is an INDIVIDUALIZED education plan and it ignores the fact that

hearing impaired children require services in order not to fall behind. If your

school system is citing these stats, then you need to call them on it.

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First of all, you can take all of the articles you want to to your school

regarding hearing loss and it means nothing. What you need is a letter from

your audiologist and/or doctor stating that he is hearing impaired. The more

the better. Hearing impairment is a medical, not an educational diagnosis. The

next issue, is whether this diagnosis is causing an educational deficit. That

is assessed by other assessments. The statement that a child must have a given

percentage of delay is often used by school systems/states systems to deny

services. It is actually a violation of the No Child Left Behind Act, of IDEA in

which an IEP is an INDIVIDUALIZED education plan and it ignores the fact that

hearing impaired children require services in order not to fall behind. If your

school system is citing these stats, then you need to call them on it.

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Tracey, this varies from state to state. Try calling or checking the website

for your state Dept of Ed, they should have someone to contact . Hearing

impairment is often under low-incidence disability grouping. GA's is very vague

but the under the table message is 1SD below the mean in a communication related

domain will get you in. in GA

WAC guidelines for hearing impaired ID

>

>I am looking for the specific guidelines that are used to qualify a

>student as hearing impaired for purposes of qualifying for Special Ed.

>I have googled and searched until my eyes are blury. Any one in

>Washington State that has that info? More details below to tell you

>what I am looking for. Thanks so much.

>

>When reviewing my sons evaluations that were done 3 years ago to

>determine eligibility for Special Ed IEP, I saw a note from the

>psychologist that indicated that the requirement was more than 25 db

>of loss in the speech frequencies in the better ear. She had used her

>expertise in hearing loss (tongue in cheek) to interpret the 6

>audiograms that I provided to disqualify my son.

>We are at a new school now and I am much more informed now than I was

>then. I am looking for the specific wording so that I can get someone

>that is familiar with the information to determine if his loss does

>qualify him as hearing impaired (yes, I already know the answer, but

>just need the specific proof).

>

>

>

>

>

>All messages posted to this list are private and confidential. Each post is

the intellectual property of the author and therefore subject to copyright

restrictions.

>

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Tracey, this varies from state to state. Try calling or checking the website

for your state Dept of Ed, they should have someone to contact . Hearing

impairment is often under low-incidence disability grouping. GA's is very vague

but the under the table message is 1SD below the mean in a communication related

domain will get you in. in GA

WAC guidelines for hearing impaired ID

>

>I am looking for the specific guidelines that are used to qualify a

>student as hearing impaired for purposes of qualifying for Special Ed.

>I have googled and searched until my eyes are blury. Any one in

>Washington State that has that info? More details below to tell you

>what I am looking for. Thanks so much.

>

>When reviewing my sons evaluations that were done 3 years ago to

>determine eligibility for Special Ed IEP, I saw a note from the

>psychologist that indicated that the requirement was more than 25 db

>of loss in the speech frequencies in the better ear. She had used her

>expertise in hearing loss (tongue in cheek) to interpret the 6

>audiograms that I provided to disqualify my son.

>We are at a new school now and I am much more informed now than I was

>then. I am looking for the specific wording so that I can get someone

>that is familiar with the information to determine if his loss does

>qualify him as hearing impaired (yes, I already know the answer, but

>just need the specific proof).

>

>

>

>

>

>All messages posted to this list are private and confidential. Each post is

the intellectual property of the author and therefore subject to copyright

restrictions.

>

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wrote:

What you need is a letter from your audiologist and/or doctor stating that

he is hearing impaired. The more the better. Hearing impairment is a

medical, not an educational diagnosis.

**

When was diagnosed, our otologist wrote a letter to be included in his

IEP file which clearly states the diagnosis, what it means in terms of his

ability to function in a classroom environment, and what support he felt

needed to be offered *from a medical standpoint* (availability of an FM

system, preferential seating, etc.). He sent it to us and to the school, so

we both have copies - and it gets referred to at every meeting.

's last triennial for his IEP was completed immediately after he

started kindergarten (he's been in speech therapy since he was 2 years old).

We'd been told that he would probably be graduating from the program, based

on his perfectly average ratings on the informal testing completed at the

end of his preschool years. What we found with the triennial testing,

however, was that he scored incredibly well in the non-verbal sections of

the testing, and absolutely abysmally in the verbal sections - yet when you

averaged the two scores, he was an " average " student. We were able to use

that difference in scores to justify his continuance with the speech therapy

(and now that the hearing loss has been identified, that just weighs in even

more). From what I've been told, this isn't an approach that's commonly

used to justify the provision of services, but it can be done.

Good luck to you,

Kris

Mom to (7 y.o., Profound Unilateral SNL) and Ethan (6 y.o., hearing)

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wrote:

What you need is a letter from your audiologist and/or doctor stating that

he is hearing impaired. The more the better. Hearing impairment is a

medical, not an educational diagnosis.

**

When was diagnosed, our otologist wrote a letter to be included in his

IEP file which clearly states the diagnosis, what it means in terms of his

ability to function in a classroom environment, and what support he felt

needed to be offered *from a medical standpoint* (availability of an FM

system, preferential seating, etc.). He sent it to us and to the school, so

we both have copies - and it gets referred to at every meeting.

's last triennial for his IEP was completed immediately after he

started kindergarten (he's been in speech therapy since he was 2 years old).

We'd been told that he would probably be graduating from the program, based

on his perfectly average ratings on the informal testing completed at the

end of his preschool years. What we found with the triennial testing,

however, was that he scored incredibly well in the non-verbal sections of

the testing, and absolutely abysmally in the verbal sections - yet when you

averaged the two scores, he was an " average " student. We were able to use

that difference in scores to justify his continuance with the speech therapy

(and now that the hearing loss has been identified, that just weighs in even

more). From what I've been told, this isn't an approach that's commonly

used to justify the provision of services, but it can be done.

Good luck to you,

Kris

Mom to (7 y.o., Profound Unilateral SNL) and Ethan (6 y.o., hearing)

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wrote:

What you need is a letter from your audiologist and/or doctor stating that

he is hearing impaired. The more the better. Hearing impairment is a

medical, not an educational diagnosis.

**

When was diagnosed, our otologist wrote a letter to be included in his

IEP file which clearly states the diagnosis, what it means in terms of his

ability to function in a classroom environment, and what support he felt

needed to be offered *from a medical standpoint* (availability of an FM

system, preferential seating, etc.). He sent it to us and to the school, so

we both have copies - and it gets referred to at every meeting.

's last triennial for his IEP was completed immediately after he

started kindergarten (he's been in speech therapy since he was 2 years old).

We'd been told that he would probably be graduating from the program, based

on his perfectly average ratings on the informal testing completed at the

end of his preschool years. What we found with the triennial testing,

however, was that he scored incredibly well in the non-verbal sections of

the testing, and absolutely abysmally in the verbal sections - yet when you

averaged the two scores, he was an " average " student. We were able to use

that difference in scores to justify his continuance with the speech therapy

(and now that the hearing loss has been identified, that just weighs in even

more). From what I've been told, this isn't an approach that's commonly

used to justify the provision of services, but it can be done.

Good luck to you,

Kris

Mom to (7 y.o., Profound Unilateral SNL) and Ethan (6 y.o., hearing)

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I just wanted to let you know that in my daughter's IEP they specifically did

not list her as hearing impaired although they did mention that her speech

impairement was related to a hearing loss. This was done at my approval because

in my state that would have required her to be taken out of the classroom that

she is in and be placed in a program in the public school. But then again it

was for speech therapy through the school board and I wasn't look for any

modifications for my DD. But just to let you know that some times there may be

underlying issues surroundig their decisions that you should be fully aware of

so ask questions!

traceyandynathen wrote: I am looking for the specific

guidelines that are used to qualify a

student as hearing impaired for purposes of qualifying for Special Ed.

I have googled and searched until my eyes are blury. Any one in

Washington State that has that info? More details below to tell you

what I am looking for. Thanks so much.

When reviewing my sons evaluations that were done 3 years ago to

determine eligibility for Special Ed IEP, I saw a note from the

psychologist that indicated that the requirement was more than 25 db

of loss in the speech frequencies in the better ear. She had used her

expertise in hearing loss (tongue in cheek) to interpret the 6

audiograms that I provided to disqualify my son.

We are at a new school now and I am much more informed now than I was

then. I am looking for the specific wording so that I can get someone

that is familiar with the information to determine if his loss does

qualify him as hearing impaired (yes, I already know the answer, but

just need the specific proof).

All messages posted to this list are private and confidential. Each post is the

intellectual property of the author and therefore subject to copyright

restrictions.

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Hi,

Here's the WAC for deafness and hearing impaired:

WAC 392-172-138 Definition and eligibility for deafness. Students who are

deaf are those students who have a documented hearing impairment which is so

severe that the student is impaired in processing linguistic information

through hearing, with or without amplification, that adversely affects

educational performance and requires specially designed instruction.

All students being considered for eligibility for special education and any

necessary related services under this category shall be evaluated in all

areas of suspected disability and in accordance with the procedures in WAC

392-172-106 through 392-172-111.

[statutory Authority: RCW 28A.155.090(7), 28A.300.070 and 20 U.S.C. 1400 et

seq. 99-24-137, § 392-172-138, filed 12/1/99, effective 1/1/00. Statutory

Authority: Chapter 28A.155 RCW. 95-21-055 (Order 95-11), § 392-172-138,

filed 10/11/95, effective 11/11/95.]

WAC 392-172-140 Definition and eligibility criteria for hearing impairment.

Students with hearing impairments have impaired hearing, whether permanent

or fluctuating, that adversely affects the student’s educational performance

and requires specially designed instruction but is not included under the

definition of deafness. All students being considered for eligibility for

special education and any necessary[ 32 ]related services under this

category shall be evaluated in all areas of suspected disability and in

accordance with the procedures in WAC 392-172-106 through 392-172-111.

I don't see anything about 25db, do you?

Sherry Zeilstra

Ferndale, WA

WAC guidelines for hearing impaired ID

I am looking for the specific guidelines that are used to qualify a

student as hearing impaired for purposes of qualifying for Special Ed.

I have googled and searched until my eyes are blury. Any one in

Washington State that has that info? More details below to tell you

what I am looking for. Thanks so much.

When reviewing my sons evaluations that were done 3 years ago to

determine eligibility for Special Ed IEP, I saw a note from the

psychologist that indicated that the requirement was more than 25 db

of loss in the speech frequencies in the better ear. She had used her

expertise in hearing loss (tongue in cheek) to interpret the 6

audiograms that I provided to disqualify my son.

We are at a new school now and I am much more informed now than I was

then. I am looking for the specific wording so that I can get someone

that is familiar with the information to determine if his loss does

qualify him as hearing impaired (yes, I already know the answer, but

just need the specific proof).

All messages posted to this list are private and confidential. Each post is

the intellectual property of the author and therefore subject to copyright

restrictions.

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Share on other sites

Hi,

Here's the WAC for deafness and hearing impaired:

WAC 392-172-138 Definition and eligibility for deafness. Students who are

deaf are those students who have a documented hearing impairment which is so

severe that the student is impaired in processing linguistic information

through hearing, with or without amplification, that adversely affects

educational performance and requires specially designed instruction.

All students being considered for eligibility for special education and any

necessary related services under this category shall be evaluated in all

areas of suspected disability and in accordance with the procedures in WAC

392-172-106 through 392-172-111.

[statutory Authority: RCW 28A.155.090(7), 28A.300.070 and 20 U.S.C. 1400 et

seq. 99-24-137, § 392-172-138, filed 12/1/99, effective 1/1/00. Statutory

Authority: Chapter 28A.155 RCW. 95-21-055 (Order 95-11), § 392-172-138,

filed 10/11/95, effective 11/11/95.]

WAC 392-172-140 Definition and eligibility criteria for hearing impairment.

Students with hearing impairments have impaired hearing, whether permanent

or fluctuating, that adversely affects the student’s educational performance

and requires specially designed instruction but is not included under the

definition of deafness. All students being considered for eligibility for

special education and any necessary[ 32 ]related services under this

category shall be evaluated in all areas of suspected disability and in

accordance with the procedures in WAC 392-172-106 through 392-172-111.

I don't see anything about 25db, do you?

Sherry Zeilstra

Ferndale, WA

WAC guidelines for hearing impaired ID

I am looking for the specific guidelines that are used to qualify a

student as hearing impaired for purposes of qualifying for Special Ed.

I have googled and searched until my eyes are blury. Any one in

Washington State that has that info? More details below to tell you

what I am looking for. Thanks so much.

When reviewing my sons evaluations that were done 3 years ago to

determine eligibility for Special Ed IEP, I saw a note from the

psychologist that indicated that the requirement was more than 25 db

of loss in the speech frequencies in the better ear. She had used her

expertise in hearing loss (tongue in cheek) to interpret the 6

audiograms that I provided to disqualify my son.

We are at a new school now and I am much more informed now than I was

then. I am looking for the specific wording so that I can get someone

that is familiar with the information to determine if his loss does

qualify him as hearing impaired (yes, I already know the answer, but

just need the specific proof).

All messages posted to this list are private and confidential. Each post is

the intellectual property of the author and therefore subject to copyright

restrictions.

Link to comment
Share on other sites

Hi,

Here's the WAC for deafness and hearing impaired:

WAC 392-172-138 Definition and eligibility for deafness. Students who are

deaf are those students who have a documented hearing impairment which is so

severe that the student is impaired in processing linguistic information

through hearing, with or without amplification, that adversely affects

educational performance and requires specially designed instruction.

All students being considered for eligibility for special education and any

necessary related services under this category shall be evaluated in all

areas of suspected disability and in accordance with the procedures in WAC

392-172-106 through 392-172-111.

[statutory Authority: RCW 28A.155.090(7), 28A.300.070 and 20 U.S.C. 1400 et

seq. 99-24-137, § 392-172-138, filed 12/1/99, effective 1/1/00. Statutory

Authority: Chapter 28A.155 RCW. 95-21-055 (Order 95-11), § 392-172-138,

filed 10/11/95, effective 11/11/95.]

WAC 392-172-140 Definition and eligibility criteria for hearing impairment.

Students with hearing impairments have impaired hearing, whether permanent

or fluctuating, that adversely affects the student’s educational performance

and requires specially designed instruction but is not included under the

definition of deafness. All students being considered for eligibility for

special education and any necessary[ 32 ]related services under this

category shall be evaluated in all areas of suspected disability and in

accordance with the procedures in WAC 392-172-106 through 392-172-111.

I don't see anything about 25db, do you?

Sherry Zeilstra

Ferndale, WA

WAC guidelines for hearing impaired ID

I am looking for the specific guidelines that are used to qualify a

student as hearing impaired for purposes of qualifying for Special Ed.

I have googled and searched until my eyes are blury. Any one in

Washington State that has that info? More details below to tell you

what I am looking for. Thanks so much.

When reviewing my sons evaluations that were done 3 years ago to

determine eligibility for Special Ed IEP, I saw a note from the

psychologist that indicated that the requirement was more than 25 db

of loss in the speech frequencies in the better ear. She had used her

expertise in hearing loss (tongue in cheek) to interpret the 6

audiograms that I provided to disqualify my son.

We are at a new school now and I am much more informed now than I was

then. I am looking for the specific wording so that I can get someone

that is familiar with the information to determine if his loss does

qualify him as hearing impaired (yes, I already know the answer, but

just need the specific proof).

All messages posted to this list are private and confidential. Each post is

the intellectual property of the author and therefore subject to copyright

restrictions.

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