REMINDER: Required Legislation – Language and Communication Plan for Students who are Deaf or Hard of Hearing

Effective July 1, 2012, Section 11 of Public Act (P.A.) 12-173, entitled an Act Concerning Individualized Education Programs and Other Issues Relating to Special Education, requires that the individualized education program (IEP) of any child identified as deaf or hard of hearing must include a language and communication plan (LCP) developed by the child’s planning and placement team (PPT).  Any child with an identified hearing loss, regardless of whether deafness or hard of hearing is the primary disability category, must have a LCP which documents the considerations and/or actions discussed and identified by the child’s PPT.

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.

Section 300.324(a)(2)(iv) of the Code of Federal Regulations (C.F.R.) pursuant to the Individuals with Disabilities Education Improvement Act (IDEA) requires that the child’s PPT consider the following areas regarding the communication needs of a child who is deaf or hard of hearing:

The child’s language and communication needs;

  • Opportunities for direct communication with peers and professional personnel in the child’s language and communication mode;
  • The child’s academic level;
  • The child’s full range of needs, including opportunities for direct instruction in the child’s language and mode of communication; and
  • Whether the child’s needs a technology device and/or service(s).

Section 11 of P.A. 12-173 requires documentation of the special considerations outlined in the IDEA and P.A. 12-173 through a LCP developed by the child’s PPT and included in the IEP of each child who is deaf or hard of hearing.  This requirement is reflected on page 10 of the IEP.  The LCP is available on the Connecticut State Department of Education (CSDE) web site at http://www.sde.ct.gov/sde/lib/sde/word_docs/deps/special/language_and_communication_plan.doc

The CSDE has made available the LCP since 2009 as a tool recommended for use as a best practice document for children who are deaf or hard of hearing.  The passage of P.A. 12-173 now makes the LCP a required part of the IEP for each child who is deaf or hard of hearing.  The CSDE has posted the LCP as part of the IEP form on the CSDE web site.  To assure that each child’s unique needs are identified and considered in the development of a child’s IEP, the LCP must be developed at the initial IEP for each child who is deaf or hard or hearing and must be reviewed at least annually and revised as appropriate. The LCP as developed and/or revised must be included in the IEP.

Additional LCP resources that are available on the CSDE website include:

Annotated Language and Communication Plan [PDF] http://www.sde.ct.gov/sde/lib/sde/pdf/deps/special/annotated_language_and_communication_plan.pdf

Language and Communication Plan FAQ’s [PDF] http://www.sde.ct.gov/sde/lib/sde/pdf/deps/special/faqs_langauge_and_communication_plan.pdf

Memo from Chief Operating Officer – Section 11 of Public Act 12-173: Required Language and Communication Plan for Deaf or Hard of Hearing Students [PDF] http://www.sde.ct.gov/sde/lib/sde/pdf/deps/special/public_act_12_173_lcp_memo.pdf

Questions regarding the LCP can be directed to Colleen Hayles at 860-713-6922 or via email at colleen.hayles@ct.gov.

 

REMINDER: Required Legislation – Language and Communication Plan for Students who are Deaf or Hard of Hearing

Effective July 1, 2012, Section 11 of Public Act (P.A.) 12-173, entitled an Act Concerning Individualized Education Programs and Other Issues Relating to Special Education, requires that the individualized education program (IEP) of any child identified as deaf or hard of hearing must include a language and communication plan (LCP) developed by the child’s planning and placement team (PPT).  Any child with an identified hearing loss, regardless of whether deafness or hard of hearing is the primary disability category, must have a LCP which documents the considerations and/or actions discussed and identified by the child’s PPT.

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.

Section 300.324(a)(2)(iv) of the Code of Federal Regulations (C.F.R.) pursuant to the Individuals with Disabilities Education Improvement Act (IDEA) requires that the child’s PPT consider the following areas regarding the communication needs of a child who is deaf or hard of hearing:

The child’s language and communication needs;

  • Opportunities for direct communication with peers and professional personnel in the child’s language and communication mode;
  • The child’s academic level;
  • The child’s full range of needs, including opportunities for direct instruction in the child’s language and mode of communication; and
  • Whether the child’s needs a technology device and/or service(s).

Section 11 of P.A. 12-173 requires documentation of the special considerations outlined in the IDEA and P.A. 12-173 through a LCP developed by the child’s PPT and included in the IEP of each child who is deaf or hard of hearing.  This requirement is reflected on page 10 of the IEP.  The LCP is available on the Connecticut State Department of Education (CSDE) web site at http://www.sde.ct.gov/sde/lib/sde/word_docs/deps/special/language_and_communication_plan.doc

The CSDE has made available the LCP since 2009 as a tool recommended for use as a best practice document for children who are deaf or hard of hearing.  The passage of P.A. 12-173 now makes the LCP a required part of the IEP for each child who is deaf or hard of hearing.  The CSDE has posted the LCP as part of the IEP form on the CSDE web site.  To assure that each child’s unique needs are identified and considered in the development of a child’s IEP, the LCP must be developed at the initial IEP for each child who is deaf or hard or hearing and must be reviewed at least annually and revised as appropriate. The LCP as developed and/or revised must be included in the IEP.

Additional LCP resources that are available on the CSDE website include:

Annotated Language and Communication Plan [PDF] http://www.sde.ct.gov/sde/lib/sde/pdf/deps/special/annotated_language_and_communication_plan.pdf

Language and Communication Plan FAQ’s [PDF] http://www.sde.ct.gov/sde/lib/sde/pdf/deps/special/faqs_langauge_and_communication_plan.pdf

Memo from Chief Operating Officer – Section 11 of Public Act 12-173: Required Language and Communication Plan for Deaf or Hard of Hearing Students [PDF] http://www.sde.ct.gov/sde/lib/sde/pdf/deps/special/public_act_12_173_lcp_memo.pdf

Questions regarding the LCP can be directed to Colleen Hayles at 860-713-6922 or via email at colleen.hayles@ct.gov.

 

IEP Forms and Manual Updates Effective March 1, 2013

On February 21, 2013, the Connecticut State Department of Education (CSDE), Bureau of Special Education (BSE), issued a memo to Directors of Special Education and Pupil Personnel Services regarding updates to the Individualized Education Program (IEP) forms and manual.  Those updates are available on the CSDE, BSE Web site (http://www.sde.ct.gov/sde/cwp/view.asp?a=2626&q=322680). All IEP vendors were provided with updated forms in January and the final manual changes in February in preparation for this change.

The revised IEP must be in use as of March 1, 2013.  Changes have been made to pages 1, 2, 10 and 12 of the IEP with explanation set forth on the corresponding pages of the Manual. There is also additional information in the Manual on pages 10 (regarding page 6 of the IEP) and 28 (for page 11 of the IEP). Finally, the sections of the Manual that relate to data collection for children ages 3-5 (i.e., IEP pages 2, 12 and the Manual Addendum) have been updated to align with the instructions in the most recent SEDAC Manual.

The Language and Communication Plan (ED638), which has been a required worksheet since July 1, 2012, for students identified as deaf or hard of hearing, is now in the IEP Manual as well as on the SDE Forms Chart on our Web site.  In addition, revised copies of the following forms have also been included: Notice of Planning and Placement Team Meeting (ED623 – updated 4/2011) and the Summary of Performance (ED635 – updated 9/2011).

Please note that to assist you in navigating these revised documents, the sections of the Manual that have been added or changed are highlighted within the document.  A highlighted version of the IEP is also available above the SDE Forms Chart on our Web site.

If you still have questions after a thorough review of the IEP revisions and the explanations set forth in the Manual, please contact either Patricia Anderson at 860-713-6923/patricia.anderson@ct.gov, Colleen Hayles at 860-713-6922/colleen.hayles@ct.gov (regarding the Language and Communication Plan) or Gail Mangs at 860-713-6938/ gail.mangs@ct.gov.

New Legislation – Language and Communication Plan for Students who are Deaf or Hard of Hearing

Effective July 1, 2012, Section 11 of Public Act (P.A.) 12-173, entitled an Act Concerning Individualized Education Programs and Other Issues Relating to Special Education, requires that the individualized education program (IEP) of any child identified as deaf or hard of hearing must include a language and communication plan (LCP) developed by the child’s planning and placement team (PPT).  Any child with an identified hearing loss, regardless of whether deafness or hard of hearing is the primary disability category, must have a LCP which documents the considerations and/or actions discussed and identified by the child’s PPT.

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.

Section 300.324(a)(2)(iv) of the Code of Federal Regulations (C.F.R.) pursuant to the Individuals with Disabilities Education Improvement Act (IDEA) requires that the child’s PPT consider the following areas regarding the communication needs of a child who is deaf or hard of hearing:

The child’s language and communication needs;

  • Opportunities for direct communication with peers and professional personnel in the child’s language and communication mode;
  • The child’s academic level;
  • The child’s full range of needs, including opportunities for direct instruction in the child’s language and mode of communication; and
  • Whether the child’s needs a technology device and/or service(s).

Section 11 of P.A. 12-173 requires documentation of the special considerations outlined in the IDEA and P.A. 12-173 through a LCP developed by the child’s PPT and included in the IEP of each child who is deaf or hard of hearing.  This requirement is reflected on page 10 of the IEP.  The LCP is available on the Connecticut State Department of Education (CSDE) web site at http://www.sde.ct.gov/sde/lib/sde/word_docs/deps/special/language_and_communication_plan.doc

The CSDE has made available the LCP since 2009 as a tool recommended for use as a best practice document for children who are deaf or hard of hearing.  The passage of P.A. 12-173 now makes the LCP a required part of the IEP for each child who is deaf or hard of hearing.  The CSDE will post the LCP as part of the IEP form on the CSDE web site.  To assure that each child’s unique needs are identified and considered in the development of a child’s IEP, the LCP must be developed at the initial IEP for each child who is deaf or hard or hearing and must be reviewed at least annually and revised as appropriate.

Should there be a situation where the special considerations for a child who is deaf or hard of hearing have not been discussed at an IEP and/or are not reflected in the child’s current IEP, the child’s PPT should reconvene as soon as possible to develop the child’s LCP.  If the child’s special considerations are reflected in the child’s current IEP, these should be reviewed and revised as appropriate at the child’s next PPT or annual review, whichever occurs first.  The LCP as developed and/or revised must be included in the IEP.

Questions regarding the LCP can be directed to Colleen Hayles at 860-713-6922 or via email at colleen.hayles@ct.gov.

You Can Search Topics from Past Bureau Bulletins, Bureau Blogs and Bureau Updates!

The Bureau of Special Education currently offers several resources to assist you in searching for topics discussed in past Bureau Bulletin articles, Bureau Blogs and Bureau Updates.

For topics appearing in articles from Fall 2011 through the present, please use the search feature located at the top of the current Bureau Bulletin home page: https://ctspecialednews.org/

For topics appearing in articles from Spring 2010 through Fall 2011, please use the following directory which will bring you to the edition of the bulletin in which an article with your topic appears: Bureau Bulletin Article Directory Spring 2010-Fall 2011

For topics in articles from Summer 2008 through Spring 2010, please use the following directory which, again, will bring you to the edition of the bulletin in which an article with your topic appears: Bureau Bulletin Article Directory Summer 2008-Spring 2010

You may also access past editions of Bureau Blogs and Bureau Updates from September 1996 up to Summer 2008 through the Bureau of Special Education Web page: http://www.sde.ct.gov/sde/cwp/view.asp?a=2678&q=320720

It is our hope to bring each of these resources together under one easily searchable index in the future. In the meantime, we hope these resources will assist you in your research. For questions related to this article, please contact Jay Brown at 860-713-6918 or jay.brown@ct.gov.