Understanding Ohio’s System of Supports

Hearing Screening

Clinical audiologist, hospital nurse, speech language pathologist (SLP), any trained allied medical professional

Hearing Screenings identify a risk for hearing loss and are different from evaluations. Ohio Department of Health (ODH) has created a road map outlining the screening and evaluation process for children who may have a hearing loss. Infants born in a hospital are required to be screened shortly after being born. For home births, the ODH strongly suggests setting up a screening appointment for your baby. Your child’s health care provider can help you with this, or you can find your local ODH contact. Early intervention providers can also help you connect to a hearing screener.

Hospital or clinic.

Audiological Evaluation

Clinical audiologist.

If your child does not pass a hearing screening, the next step is for your child to get an audiological evaluation. An audiological evaluation is a thorough hearing test performed by an audiologist to identify whether a hearing loss is present and make a diagnosis. Audiologists use various tests to find out how well your child can hear different sounds at different volumes. This information can then be used to plan the next steps. Explore the Managing the Medical and Health Side, page to learn more.

Hospital or clinic setting.

After Diagnosis

You, your family, various professionals.

Families can take advantage of Ohio’s Early Intervention program. If you choose to pass on the state program, you can participate in other intervention programs not operated by the state. Your child’s access to language and communication is vital and may not happen automatically without intervention. It is crucial to monitor your child’s development and get support as needed. Please visit The Importance of Language and Communication Access to learn more on this topic. You may also find the Developmental Milestones section of this guide helpful.

Once your child is diagnosed deaf/hard of hearing, their need for access to language and communication happens right away—at home and in the community.

Early Intervention (EI) Part C Services

Anyone can request an evaluation for Early Intervention, and it will be determined whether or not to evaluate. The specialists, or providers involved, are chosen based on your child’s needs and will make up the Individualized Family Service (IFSP team).

Early Intervention (EI) is a state program that supports eligible families and their children's birth through age three. Early Intervention professionals can support all areas of child development, such as improving child learning, communication, movement, behavior, and more. Children are automatically qualified for services if they have a medical diagnosis of hearing loss. However, the IFSP team will still want to do assessments to determine what your child’s needs are, and what supports and services might be most helpful to you, your child, and family. For more information, view the Department of Children and Youth's “What Can I Expect in Early Intervention” video.

Early Intervention visits happen at home, or in the community.

Early Head Start

Children and pregnant women from low-income families may qualify. They can apply through a local process that looks at income and other needs. Children in foster care, those who are homeless, and children with developmental disabilities can also qualify.

Families who participate in Head Start may receive services supporting child development, school readiness, physical and mental health, and whole family wellness. Visit Ohio Head Start to learn more.

Head Start programs may be in schools, childcare centers, and family childcare homes. Some programs also offer home-based services where a Home Visitor conducts weekly visits to children and works with the parent as the child’s primary teacher. 

Transitioning Part B Preschool Services

Your family, early intervention providers, district of residence, preschool staff.

With your agreement, the early intervention team will contact your school district to set up a meeting. This meeting, called the Transition Planning Conference (TPC), discusses your child’s strengths, needs, and goals for education; and provides an opportunity to decide whether your child should be evaluated for special education services. EI professionals can be at the meetings, but it is the school district of residence who will perform the evaluation. There is a set timeline for this process. A professional knowledgeable about deaf/hard of hearing children should be available to be on this evaluation team. To learn more about the transition into preschool process and timeline, explore the Early Childhood section of this guide.

The TPC and/or special education evaluation happens at the school district of residence.

Hearing Screening

Clinical or educational audiologist, hospital or School nurse, speech language pathologist, any trained allied medical professional.

Screenings are a quick testing tool used to help identify whether your child might have a hearing loss. The Ohio Dept of Education and Workforce requires screenings for all students. However, you can ask your child’s school or doctor to set up a screening any time outside of the required times at school. If your child does not pass a screening, you may be asked for a second screening or be referred to an audiologist for further testing. If your child is already diagnosed as deaf/hard of hearing, they will not need to participate in screenings.

School, hospital, or clinic.

Audiological Evaluation

Clinical audiologist

If your child does not pass a hearing screening, the next step is for your child to get an audiological evaluation. An audiological evaluation is a thorough hearing test performed by an audiologist to identify whether a hearing loss is present and make a diagnosis. Audiologists use various tests to find out how well your child can hear different sounds at different volumes. This information can then be used to plan the next steps. Explore the Managing the Medical and Health Side, page to learn more.

Hospital or clinic setting

After Diagnosis

Your family, various professionals from school, medical practitioners, or community agencies/organizations.

Consider The Importance of Language and Communication Access. Your next step is to have a professional perform a language and communication assessment. This assessment can help you decide what is needed to provide your child with access to language.

Once your child is diagnosed deaf/hard of hearing, their need for access to language and communication happens right away—at home and in the community, and at school.

County Boards of Developmental Disabilities (CBDD)

Anyone can ask about qualifying for services. Services are managed by a Service and Support Administrator. Various specialists and agencies may provide those services depending on the child’s unique needs.

Each county in Ohio has a local County Board of Developmental Disabilities. CBDDs offers services to qualified Ohioans with disabilities across the lifespan. Your child can receive services from CBDD and their school at the same time. If your child qualifies, a case manager will be assigned called a Service and Support Administrator, (SSA). The SSA will work with you and your child to make goals and identify needed supports and services. These goals and services will be documented in an Individual Service Plan, (ISP). Services can include independent daily living skills, medical and health assistance, job training, and employment services. Services with CBDD can be included in the IEP but is not required. Check out their “Disability Toolkit,” to view a list of possible CBDD services.

CBDD facilities, in the community, at home as needed.

Eligibility, Evaluation and School Services

Family and school evaluation team. A specialist knowledgeable about how deaf/hard of hearing children learn should be a part of the evaluation team.

For your child to qualify for special education, there must be strong evidence that their hearing status negatively impacts their access to education. Unlike with Early Intervention, a diagnosis does not automatically qualify your child. If you ask the school for an evaluation, they will respond agreeing to evaluate, or they might decline. If they do decline, they will explain why. You may dispute this if you wish or consider a 504 plan. The results of this evaluation will be captured in an Evaluation Team Report, (ETR). For more information about the evaluation process, see this special education “Evaluation Roadmap.”

School

Individualized Education Program

Individualized Education Program (IEP) team, which includes your family, and anyone else you want to bring. A specialist knowledgeable about how deaf/hard of hearing children learn should be available.

If the evaluation team determines that your child needs special education and specially designed instruction, the IEP team will create an Individualized Education Program. The IEP is designed to address your child’s unique needs. The IEP includes any necessary supports, adaptations, accommodations, and services needed for your child to access all aspects of education. The IEP is reviewed and revised at least once a year but can be reviewed or changed at any time. Visit the Special Education and Specially Designed Instruction part of this guide to learn more.

School

Transition into Adulthood

Individualized Education Program (IEP) team (including you and your child), community service providers, state, and community agencies

It is important for the team to start planning for your child’s

Transition into adult life by age fourteen, although it can begin any time before that. This planning can include independent living skills, further education (such as college or trade school), and employment. Opportunities for Ohioans with Disabilities (OOD), offers people with disabilities age 14+ support with getting and keeping a job. OOD services can be added to the IEP. For more details, see Ohio Department of Education and Workforce’s “Secondary Transition Roadmap.”

School, home, and community.