Standard 14: District Core Curriculum and Standards

Communication access and English-language acquisition are the most crucial factors in the design of curriculum and instruction for students who are D/HH. In order to meet early intervention, district core curriculums, and state standards, the student's instructional setting must be fully accessible. Service providers must present instruction, modify materials and provide accommodations while respecting the student's identified language and communication mode as outlined in the Communication Plan. Early intervention programs and schools are obligated to provide training to parents and families in order for the child to meet their IFSP/IEP goals. The specialized services and instructional strategies, materials, equipment, assistive technology, curricular modifications, and accommodations to the educational environment can be identified and implemented to provide a full communication access in the educational setting.

The IFSP/IEP/504 Plan for each student who is D/HH will be written according to a standards-based curriculum. This may include setting goals and objectives according to the access skills (language development and self-advocacy) necessary for them to later achieve the state standards and expansion of the core curriculum benchmarks.