Educational Service Guidelines for the Students who are Deaf and Hard of Hearing

Standard 11: Multidisciplinary Team

All persons identified on the IFSP/IEP/504 Plan who provide services form a multidisciplinary team that includes a teacher of the deaf, and that works collaboratively and flexibly to meet the needs of students who are D/HH. The team must include the personnel necessary to conduct a comprehensive assessment resulting in recommendations that are based on valid data.Ohio Operating Standards for Students with Disabilities: 3301-51-06 (H)(2)(d)

A team of professionals sitting around a table in discussion.

Each team member provides services in the content area(s) for which they have expertise and shares their knowledge, curricula, and successful techniques and strategies with the other team members. Members of the multidisciplinary team may include, but are not limited to the:

Parents
Teachers of the Deaf
Student
Family members
Early interventionist
Educational audiologist
Speech-language pathologist
Psychologist
Administrator
Educational interpreter/transliterator
Counselors for the deaf/hard of hearing
Language communication facilitator
Notetaker/C-Print captionist
Deaf mentor
Instructional assistant/paraeducator
Career/vocational counselor
General classroom teacher
Program administrator
ASL specialist
Listening Spoken Language Specialist
Guidance counselor
Media and technology specialist
Multiple disability specialist
Teacher of the deafblind
Occupational therapist
Physical therapist
Social worker
General special educator
Behavioral specialist
Mental health counselor
Transition coordinator
C-print/TypeWell captionist

Accessing specialists to serve as consultants from other areas of the district, state, or regions such as State Support Teams (SST) and/or Educational Service Centers (ESC) or via distance should be a viable option when considering a student-centered education plan.

Each of the multidisciplinary team members agree to engage in planning of a student's early intervention or educational program. Individual progress monitoring of a student's growth in a variety of areas, as outlined in their IFSP/IEP/504 Plan, is an essential responsibility of the team. This is accomplished by engaging in more than the prescribed annual IFSP/IEP/504 Plan review, IEP/ETR annual and triennial meetings. Regular communication must exist among professionals and with families in order for the student to succeed. Families are full and equal participants in the educational programs of their child and are a vital component of the multidisciplinary team.