ARE YOU SERVING OR SUPPORTING A STUDENT WITH A HEARING LOSS?

The American School for the Deaf and Soundbridge invite you to attend a discussion and workshop on December 13th related to the required emergency communication plan that includes procedures for alerting the deaf/hard of hearing and deaf/blind child of an emergency situation and ensuring that the specific needs of the child are met during the emergency situation.

https://sites.google.com/asd-1817.org/asd1817workshop/home.

NEW: Effective July 1, 2019, Section 3 of Public Act 19-184 extends the LCP requirement to deaf or hard of hearing or deaf/blind students who have 504 Plans as well as IEP’s. The amended legislation also requires that the LCP include an Emergency Communication plan with outlines procedures for alerting the student to emergency situations as well as other specific needs of the student during the course of the emergency.

The LCP is a required document to be completed during planning and placement team (PPT) or 504 Plan meetings while engaging in meaningful discussion to address the special language and communication considerations for students who are deaf, hard of hearing, or deaf/blind in compliance with federal and state requirements. The LCP must be used to develop or revise the IEP or 504 Plan at least annually or as needed during PPT or 504 Plan meetings.

A revised LCP is posted on the CSDE website that includes the emergency communication plan requirement to address the procedures and specific needs of the student during the course of an emergency. Any child with an identified hearing loss, regardless of whether deafness or hard of hearing is the primary disability category, MUST have an LCP that documents the considerations and/or actions discussed and identified by the child’s PPT or 504 team.

Effective July 1, 2019, the LCP must address:

  • The primary language or mode of communication chosen for the child;
  • Opportunities for direct communication with peers and professional personnel in the primary language or mode of communication for the child;
  • Educational options available to the child;
  • The qualifications of teachers and other professional personnel administering the child’s LCP including the teachers’ or professionals’ proficiency in the primary language or other mode of communication for the child;
  • The accessibility of academic instruction, school services, and extra – curricular activities for the child; and communication and accommodations in the physical environment for the child; and
  • NEW: An emergency communication plan.