Standard 19: Language and Communication

The development of receptive and expressive language is fundamental to every educational experience and is particularly crucial for students who are D/HH. Communication and educational growth depend on inclusion in a language-rich environment; an environment with consistent, direct, and age-appropriate language opportunities.

The language and communication policy includes the following elements:

• Recognition of the nature and implications of hearing loss;
• Recognition of the unique cultural and linguistic needs of students who are D/HH;
• Recognition that American Sign Language is a distinct natural language;
• Recognize the continuum of communication modalities that are individual to each student who are deaf/hard of hearing (e.g. ASL, Listening and Spoken Language, Cued Speech, etc.)
• Appropriate, early, and ongoing assessment of communication and language skills;
• Appropriate, early, and ongoing development of communication with staff proficient in the student's communication mode;
• Early, appropriate, and ongoing family training and support activities that promote the language and communication development of each student;
• Assurance that each student has access to services designed to support his/her communication needs;
• Assurance that each student has full communication access for all aspects of the educational program including extra-curricular activities;
• Assurance that English-language acquisition is recognized as the paramount factor in the design of programs and the selection of curricula, materials, and assessment instruments;
• Assurance that English-language acquisition is recognized as the paramount factor in the design and selection of professional and parent training materials;
• Assurance that qualified sign language instruction is provided to students who are D/HH when indicated on the IFSP and for their families when identified as a service/goal on their IFSP Plan;
• Assurance that listening and spoken and/or sign language is supported for students when identified as a service on their IFSP and for the families when identified as a service/goal on their IFSP Plan;
• Assurance that the technology needs of students who are D/HH are provided as listed on the student's IEP including assistive technology services and training;
• Assurance that the IFSP/IEP team, as required by law, determines placement that includes the identified and essential language and communication needs of the student.