Standard 10: Placement Considerations

A Communication Plan (Appendix B) is a tool for all students who are D/HH, including those with Deafblindness and additional disabilities that are found to be eligible for early intervention or special education services that can help facilitate a meaningful discussion as team members embark on this decision-making process. The plan will be developed based on the individual communication needs of the student and to be discussed at the beginning of the IFSP/IEP/504 Plan meeting in order to initiate a discussion regarding services and placement options for the student. These options should be discussed with all IFSP/IEP/504 Plan participants and all placement decisions must be made in collaboration with the parents.

Educational Environments may include but are not limited to:

Birth to 3:

The preferred setting for early intervention is a “natural environment,” as outlined in Part C of IDEA. However, in addition to providing specialized Family Centered Early Support and Services that involve the family and people in the student’s everyday environment, consideration should be given to surrounding the student with peers and adults who are deaf/hard of hearing, especially those who utilize the same communication approach.

Preschool and school-age children:

A critical mass of age and language peers as well as opportunities for direct instruction and communication with staff are important components of instruction and learning. Placement options should be analyzed and selected based on these components, the student’s readiness skills, and the school’s ability to provide the support the student needs. The following placement options should be part of the continuum that is considered.

• General education classroom
• placements with all necessary instructional, related, and support services including itinerant teachers credentialed in education of students who are D/HH, resource room support, interpreters, hearing assistive technology, speech and language pathologist and all other relevant support professionals.
• Collaborative program
• programs are in general education settings and include special classes, co-teaching classes, and resource room classes; these options include reverse mainstreaming, partial mainstreaming, and co-teaching opportunities
• State and charter schools for the deaf
• programs in separate educational facilities such as the Ohio School for the Deaf that may include opportunities for mainstreaming in general education settings. Ohio does not currently have a state charter school for the deaf, however some Ohio students who are D/HH attend schools for the deaf in private facilities such as St. Rita’s School for the Deaf or Ohio Valley Voices or are placed in specialized acute settings in Pennsylvania and Illinois.
• Nonpublic schools, virtual (online) schools, home instruction, hospital instruction, and institutions required by federal and state laws to meet the needs of students with disabilities that cannot be met within the traditional public school setting. (Ohio Rules for the Education of Children with Disabilities)