Individualized Education Policy Guidance Report

This article explained the difference between educational impacts on students with special needs vs. Deaf students and cultural perspectives on the accommodations of the Deaf and Hard-of-Hearing (DHH) students. The article summarized the impact of the communication gap in a child’s needs among professionals with a lack of knowledge in specific needs of the Individualized Education Program (IEP) development for any DHH student at most mainstream schools. It addressed an issue of a standardized IEP forms that do not provide an option of choosing specific accommodations needs under “special considerations” for those DHH students. This article discussed policies that focus on how the course of action acknowledged the needs for “special considerations” when the student was Deaf or Hard-of-Hearing. According to Seaver (2014), after the impact of

In other words, how can we create a better way to educate each school district IEP team with direct instructions on what should be developing the “special considerations” of DHH students? Seaver suggests that The Deaf Policy Guidance Report gives direction to state and local education agencies on FAPE of DHH students. IEP teams should include special education teachers, parents or guardians, speech/language therapists, occupational therapists, psychologists, school counselor, transition coordinator, and principal with the knowledge of developing the “special considerations” of DHH students’. This article stated the importance of having educators with expertise in deafness who are directly involved in the educational planning for DHH students; however, in most school districts, the responsibility was often left to professionals who had no background or any knowledge in deafness or hearing