Final Audiology Study Guide

Laws regarding individuals with disabilities aim to ensure equal treatment and opportunities for people with disabilities, such as those who are deaf or hard of hearing.

Regulations mandate institutions to make their best efforts to prevent individuals from experiencing hearing loss as a result of their facilities.

Individuals with disabilities should be treated equally to their peers with normal hearing, ensuring they have the same rights and opportunities.

Facilities should have proper and calibrated equipment to accommodate the needs of individuals with disabilities, such as those who are deaf or hard of hearing.

An abnormality of the anatomical structures(s) of the auditory system, with or without a concomitant impairment

The loss of function of the auditory system (Hearing Loss).  May be temporary, fluctuating, or permanent.

Any restriction or lack of ability to perform an activity in the manner or within the range considered normal for a human being.

The difficulty an individual experiences as a result of an impairment and disability, and as a function of barriers, lack of accommodations, and/or lac of appropriate auxiliary aids and services (ASHA, 2004)

Before 1950, outcomes in special education were characterized by eugenics and institutionalization. Teachers, schools, and organizations often followed eugenic principles, and individuals with disabilities were frequently segregated and institutionalized.

During the period from 1950 to 1972, the Civil Rights Movement had a significant impact on special education. Litigation became a prominent method for advocating for the rights of individuals with disabilities.

Since 1972, the focus of outcomes in special education has shifted towards legislation and ensuring access to education for individuals with disabilities.

In the 1970s, there was no guarantee of free appropriate public education for children with special needs.

Only 1 in 5 children with disabilities were being educated in schools during the 1970s.

Yes, during the 1970s, many states excluded students with certain disabilities from attending school.

Approximately 200,000 individuals with disabilities were living in institutions during the 1970s.

Most children with disabilities are educated in their neighborhood schools, specifically in general education classrooms.

The employment rates of individuals with disabilities have doubled compared to previous years.

The number of first-year college students with disabilities has more than tripled, indicating a significant increase in higher education opportunities for individuals with disabilities.

EHA stands for Education for All Handicapped Children, and it was enacted in 1975.

The primary guarantee provided by EHA was that every child, regardless of their level of disability, was guaranteed a free and appropriate public education.

EHA was necessary because many children with disabilities were being excluded or limited within the public education system, and it aimed to ensure their access to education.

The four components of EHA were:

All children with disabilities have the right to a free and appropriate public school education through Individualized Education Programs (IEPs).

The IEPs provide services tailored to meet the specific needs of each child.

EHA aimed to protect the rights of children with disabilities and their parents.

It aimed to assist states and districts in providing this education effectively.

EHA was initially targeted for children aged 3 to 21.

EHA was amended to include children in Head Start programs and those deemed "at risk" at a younger age. It was also amended to include adolescents transitioning to vocational programs.

In 1990

School districts have an obligation to actively identify and evaluate children who may qualify for services under IDEA. This includes children who are suspected to have a disability.

Yes, school districts are required to identify and provide services to children with disabilities who meet the criteria outlined in IDEA. This includes children who are homeless and children attending private schools located within the district.

Yes, children attending private schools located in the district can be eligible for services under IDEA if they meet the criteria and requirements set forth by the law.

IDEA provides funding to school districts to support the provision of services for students with disabilities.

Once a child or children are identified as eligible for special education services under IDEA, the statute is intended to provide the district with the necessary finances to support and provide the associated services for those students.

1.Referral is made to the local education office

2.A meeting is held to evaluate the student

3.If it is agreed upon to evaluate the child, the assessments to be performed must be in the language and form most appropriate to the child to determine what they know and what they are capable of doing.

4.Before an evaluation can begin, parental consent is required.  Consent is also required prior to the initiation of services

1.If a parent declines services, the district will not be deemed to be in violation

The evaluation must be completed within 60 days of receiving parental consent

Detailed notice must be provided to parents prior to a school initiating or changing the official identification of their child as a student with a disability. This notice includes information about the evaluation date, evaluation type, provision of a free and appropriate education, and other relevant details.

All written notices, including detailed notice, assessment reports, and sources of assistance, must be presented in language appropriate for the general public and in the native language of the parent whenever possible. If it is not possible to provide written translations, documentation of oral translation must be provided.

A parent has the right to an independent evaluation by someone not employed by the school district if they disagree with the evaluation completed by the district.

The school district cannot impose conditions, such as location or examiner selection, on the independent evaluation requested by the parent.

The school district can only be exempted from allowing an independent evaluation if they file a court case to demonstrate that their evaluation is valid.

If a parent requests an independent evaluation, the cost is typically covered by the school district or the taxpayer, not the parent.

Parent(s)

At least one regular education teacher of the child, if the child is or may be participating in the general education environment.

At least one special education teacher or provider who is knowledgeable about the child's disability.

A representative of the school district who is qualified to provide or supervise the provision of specially designed instruction, knows the general education curriculum, and is knowledgeable about the availability of resources.

An individual who can interpret the evaluation results and discuss their implications for the child's education.

The child with a disability, if determined appropriate (as added by the 2006 amendment) or when transition-related issues are being discussed.

Additional individuals invited by the parent or school district, such as psychologists, social workers, or other professionals, if requested by the parent.

The disabilities that are deemed qualifying under IDEA include:

Specific Learning Disability (SLD): A disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, which may manifest as difficulties in reading, writing, math, or other academic areas.

Traumatic Brain Injury (TBI): An acquired injury to the brain caused by an external physical force, resulting in impairments in cognitive, emotional, or physical functioning.

Dyslexia: A specific learning disability that primarily affects reading and related language-based processing skills.

Aphasia: A language disorder that affects a person's ability to communicate, often caused by brain damage from injury or illness.

Conditions or factors that are not considered Specific Learning Disabilities (SLD) under IDEA include:

Low IQ: Having a low intelligence quotient or intellectual disability is not considered an SLD. Intellectual disabilities are covered under a separate category.

Learning problems resulting from visual impairment, hearing impairment, or motor impairment: If the learning difficulties are primarily caused by visual, hearing, or motor impairments, they would not be considered as SLD but may fall under other disability categories.

Economic or cultural disadvantage: Economic or cultural disadvantages are not considered qualifying disabilities under IDEA. IDEA focuses on providing services to children with disabilities, rather than addressing socioeconomic or cultural factors.

Autism: A developmental disability that affects social interaction, communication, and behavior.

Deaf and Blind: Individuals who have both hearing and visual impairments that cause severe communication and educational challenges.

Deaf: Individuals who have a significant hearing impairment that affects their ability to comprehend auditory information and communicate effectively.

Hearing Impaired: Individuals who have a partial or moderate hearing loss that may require accommodations or specialized services to support their education.

Multiply Disabled: Individuals who have multiple disabilities that may include intellectual disabilities, physical impairments, sensory impairments, or other health impairments, resulting in significant challenges in adaptive functioning and educational needs.

Speech or Language Impairment:

Present Level of Performance: A description of the student's current functional and academic abilities, including strengths, weaknesses, and any relevant assessment results.

Measurable and Attainable Goals: Specific, measurable, and attainable goals and objectives, addressing both academic and functional areas.

Services and Aids: The specific services, supports, and aids that will be provided to the student

Program Modifications: Any necessary modifications to the curriculum, instruction, or environment to meet the student's unique needs.

Explanation of Placement: A explanation of any activities or settings where the student will not be educated with nondisabled or non-classified peers and the rationale for such placement decisions.

State Assessment Measures: An explanation of how the student's progress will be measured and how they will participate in state assessments

In the court case Board of Education v. Rowley (1982), Amy Rowley, a deaf student, and her parents filed a motion against the school district for refusing to provide a sign language interpreter. However, her parents lost the case. The judge ruled that Amy was receiving an adequate education under the Individuals with Disabilities Education Act (IDEA). The ruling emphasized that the school's responsibility was to provide meaningful access to education, rather than maximizing Amy's potential.

Timothy had severe disabilities, and the school district claimed they were unable to provide him with an education.

The court upheld that Timothy is entitled to receive a free and public education under IDEA.

Timothy's education includes services such as socialization, feeding, daily living skills, occupational therapy (OT), speech-language pathology (SLP), physical therapy (PT), and more.

Severely disabled children are considered the highest priority when it comes to receiving appropriate education and services under IDEA.

"Free and appropriate education" under IDEA refers to the entitlement of students with disabilities to receive educational services that are provided at no cost to the parents or guardians and are tailored to meet their unique needs and enable their educational progress.

No, "free and appropriate education" does not have the same meaning for every student. It recognizes that each student with a disability has unique needs and requires individualized educational services and supports to meet those needs.

No, "free and appropriate education" is not a one-size-fits-all approach. It acknowledges that educational services must be tailored to meet the specific needs of each student with a disability, taking into account their strengths, challenges, and goals.

Some students with disabilities may require additional options to ensure a free and appropriate education, such as extended day or extended week programs, an extended school year (summer school), or the provision of additional services in the home setting to support their educational needs. These options are designed to meet the individual needs of the student and provide them with meaningful access to education.

•Transportation to and from school/programs

•SLP/Audiology

•Interpreter

•PT/OT

•Psychological/counseling

•Mobility

•Health

- Parent training

If a child wears hearing aids, it is generally required that the aids be worn in school. The school should ensure that the hearing aids are functional, including checking the battery and ensuring proper functioning of the devices.

Interpreting services can include sign language interpretation for students who are deaf or hard of hearing. It can also involve transcription services or translation of materials to support communication and access to educational content.

Parent resources as a related service aim to assist parents in understanding the skills needed to effectively implement their child's Individualized Education Program (IEP). These resources provide guidance and support to parents in supporting their child's education and advocating for their needs.

Counseling as a related service may focus on various areas such as career development, fostering independence, and addressing social and emotional needs. It aims to support the overall development and well-being of the student, helping them navigate challenges and build important life skills.

In the 2004 amendments to IDEA, a significant change was made regarding postsecondary goals in the IEP. It required that starting at age 16, the IEP must include appropriate and measurable postsecondary goals related to training, education, employment, and other relevant areas. However, it's important to note that in the state of New Jersey, this requirement begins at age 14.

The postsecondary goals in the IEP should be based on the interests, strengths, preferences, living objectives, and employment selection of the child. These factors are important for creating goals that align with the individual needs and aspirations of the student

No Child Left Behind (NCLB) is a significant education law that was enacted as Public Law 107-110. It aimed to promote inclusion and provide greater access to general education for all students, including those with disabilities. NCLB also introduced greater scrutiny and accountability for the quality of educational services and programs.

NCLB aimed to improve access to services for students, including the provision of Assistive Listening Devices (ALDs). ALDs are assistive technology devices that help individuals with hearing impairments access and participate in educational activities.

Cochlear Implant services: IDEA 2004 recognized the importance of cochlear implants and mandated that schools provide routine checks and support services for students with cochlear implants.

Assistive Technology access: The law emphasized the importance of assistive technology for students with disabilities and provided funds to support the purchase and implementation of assistive technology devices in schools.

Assistive Technology at Home: IDEA 2004 recognized the need for students to have access to assistive technology not only in school but also at home, ensuring that they have consistent support for their educational needs.

Interpreting Services: The law acknowledged the importance of interpreting services for students who are deaf or hard of hearing and required schools to provide appropriate interpreting services to ensure effective communication.

The principle of Least Restrictive Environment (LRE) is a key component of special education that emphasizes providing students with disabilities a free and appropriate education in the least restrictive environment possible. This means that students with disabilities should be educated alongside their peers without disabilities to the maximum extent appropriate.

LRE states that a student with a disability should only be removed from a regular education environment if their disability significantly hinders their ability to learn, even with the necessary aids and services in place. The decision should be based on the individual needs of the student and should not be solely due to a lack of willingness to provide modifications in a general education setting.

Yes, there are instances where a student may be moved to a different school or placement if it is determined that they cannot benefit from their current educational setting. This may be appropriate if it is demonstrated that the student's needs cannot be adequately met without a specific placement or type of placement.

In some cases, a student may require a residential program as part of their educational placement if it is determined that their needs cannot be effectively addressed in a non-residential setting. This typically occurs when the student's challenges are related to medical, social, or emotional issues that require intensive support and intervention.

IDEA protects not only children who are classified as having disabilities, but also those who are deemed "potentially classifiable." This means that even if a child is not currently receiving services, but an evaluation has been requested and concerns have been documented, they are still protected.

If a child behaves in a manner that goes against school policy, they can be suspended for a maximum of ten (10) school days within a year. These days can be either consecutive or cumulative.

If a ten-day suspension is not considered adequate to address the behavior, a functional behavioral assessment (FBA) must be conducted.

A functional behavioral assessment is conducted when there is a need to understand the underlying causes and triggers of a child's behavior. It helps identify specific circumstances, triggers, and patterns related to the behavior.

After the functional behavioral assessment, a behavior intervention plan (BIP) must be developed. This plan is based on a balance of rewards and consequences to address and modify the child's behavior.

The school must hold a meeting to determine whether the specific conduct leading to disciplinary action was a direct result of the child's disability or a failure to provide an appropriate Individualized Education Program (IEP) for the child.

The three exclusions under IDEA that may result in the removal of a child from their current educational setting are:

Possession of weapons

Use or possession of controlled substance(s)

Infliction of serious bodily injury

If a child meets one of these exclusions, they may be removed from their current educational setting. However, the removal must be accompanied by placement in an appropriate alternative setting for a period of 45 days, and parental consent is required.

Part C of the IDEA mandates that states must implement a comprehensive, coordinated, multidisciplinary early intervention system for infants and children up to age 3.

Early intervention services may be provided when there is a developmental delay noticed in areas such as cognitive, physical, vision, hearing, communication, emotional development, or when a child has a diagnosed physical or mental condition that is expected to result in a developmental delay at some point.

Some diagnosed medical conditions that may require early intervention services include:

Fetal Alcohol Syndrome: A condition caused by prenatal exposure to alcohol, resulting in physical, cognitive, and behavioral challenges.

Attachment Disorder: A condition characterized by difficulties in forming emotional bonds and relationships with caregivers.

Sensory Impairment: Conditions such as visual or hearing impairments that affect a child's sensory abilities.

Chromosomal/Genetic Abnormality: Conditions caused by abnormalities in a child's chromosomes or genes, which can lead to developmental delays and other health issues.

Metabolic/Central Nervous System (CNS) Syndrome: Conditions affecting the body's metabolic processes or the central nervous system, which can impact a child's development and overall health.

Massive public awareness campaigns: Raising awareness among the general public, including parents, caregivers, and professionals, about the importance of early intervention and services.

Collaboration with Head Start and pediatricians: Working closely with Head Start programs, pediatricians, and other healthcare providers.

Multidisciplinary meeting with the child and family: Conducting a multidisciplinary evaluation involving professionals from different disciplines to assess the child's development and determine their eligibility for early intervention services.

Determining eligibility for early intervention: Evaluating the child's developmental needs, delays, medical conditions, and risk factors.

Parental appeal: if a child is deemed ineligible for early intervention, parents have the right to appeal the decision and seek further consideration.

An Individual Family Service Plan (IFSP) is prepared.

The IFSP states the child's level of physical development, cognitive development, ability to communicate, and emotional development.

The IFSP includes a statement from the family regarding their concerns, resources, and priorities.

The IFSP includes a statement from the team regarding measurable outcomes expected for the child.

The IFSP includes procedures and timelines for implementing the services and supports outlined in the plan.

The IFSP includes the assignment of a service coordinator to assist the family in coordinating and accessing the services.

Yes, the IFSP includes a transition plan for the child to other programs once they age out of early intervention.

Audiology plays a crucial role in identifying auditory impairments in children.

Audiology determines the degree and type of hearing loss and assesses its impact on communication abilities.

Audiology may refer children for additional services such as speech-language pathology (SLP) if needed.

Audiology may provide auditory training or recommend the use of listening devices to support communication skills in children with hearing loss.

Audiology may provide prevention services aimed at minimizing the risk of hearing loss in infants and young children.

Audiology is responsible for selecting and dispensing appropriate amplification devices, such as hearing aids, to support children with hearing loss in early intervention.

SLP provides services for the rehabilitation and prevention of communication disorders in children.

SLP identifies communication or language delays and assesses the child's communication skills and abilities.

An educational audiologist may be recommended to assess the classroom and its acoustics.

Factors such as background noise, acoustics related to construction and room setup, and the distance between speakers and listeners should be assessed.

Background noise sources may include sounds from trains, hallways, HVAC systems, or other sources of ambient noise.

FERPA stands for the Family Educational Rights and Privacy Act.

FERPA was created in 1974.

All students, including college students, are entitled to rights and privacy protection under FERPA.

FERPA protects the confidentiality of student records and prohibits the release of records without written consent from a parent or eligible student (in the case of college students).

Written consent from a parent or eligible student (college student) is required for the release of student records.