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Deaf Education Advancement Foundation

Educational Placement Guide

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This guide will help you determine what school placement may or may not be appropriate for your child.

Appendix B

 

Educational Placement Recommendations Guide

 

          for___________________________________                                                                        Date___________________

 

Recommended Placement

FACTORS

Referral to Other Programs

Provisional Speech Instruction – Intense Intervention

Speech Emphasis:  Self-contained

Mainstream Placement for PE, Electives, &/or Strong Subject

Mainstream –Except for English & Reading

Full Mainstream w/ Support

Minimum Support

Non-Verbal Intelligence

<70

71-84

 

85-100

 

101-115

>115

Residual Hearing

no pattern perception despite intervention

no pattern perception-but no intervention

pattern perception

some word recognition; stereotypic words/phrases

consistent word recognition

continues to advance in aud. abilities

listens for new information independently

Speech Communication Attitude/Oral Initiative

non-verbal despite intervention or limited comm. intention

vocalizes to convey message; emerging communicative intentions

rich communicative intention; needs help to ask/answer ?s; oral in structured settings

makes self understood; enjoys talking with peers; follows directions

initiates; asks & answers ?s willingly; states when doesn’t understand

participates in discussions, has a positive rapport with teachers

initiates w/ peers solutions to difficult communication situations (e.g., P.A.)

Vocabulary Acquisition Attitude

fewer than 10 spoken words despite intervention

may be/is able to acquire words with consistent, frequent repetition & reinforcement

acquires vocabulary when instruction is carefully structured

shows emerging ability to acquire words in context

acquires many words through running speech and play w/ peers (incidental learning

aggressively seeks labels for new concepts/actions/things; learns 20 new words/week

uses media resources (not adults) for vocab. acquisition; learns new words from reading

Language %ile Rank

0-10 despite intervention

10 – 20 %ile (H.I. Norms)

 

21-50%ile (H.I. Norms)

51-99%ile (H.I. Norms); <6 on hearing norms

6 – 16 (Hearing Norms); learns new syntax on the run

>16 (Hearing Norms)

*speech intelligibility is an issue

Educational Background/ Academic Characteristics

* sign language in the home *not meeting IEP objectives; not learning

no previous schooling or limited language growth

responding adequately to oral education – reaches IEP goals annually

*on age/grade level except for language & reading *solves word problems *writes full sentences

*on age/grade level in all subjects, or within one year *takes written tests

previous successful mainstream experience

Motivation

little/no motivation

attentive

eager to learn; participates

accepts challenges; assumes responsibility

seeks information, asks for help, functions independently, especially with equipment; uses conversational repair strategies w/o reminder

Behavior & Work Habits

*inappropriate in most situations *inadequate work habits

*responds to correction *inadequate but no training

*appropriate in structure *needs help to work alone

*appropriate in transitions and unstructured settings *always completes homework *works independently

*appropriate in almost all settings *works well in groups  *organized

Family Support

*little support despite inter-vention *non-English speaking despite requests *non-use of aud. equipment

*no support, but no intervention *learning Eng.; learning to understand hearing loss

Provides oral language input:

*actively seeks appropriate additional services as needed;

*monitors child’s progress;

*requests conferences

*w/direction, not always appropriate; *expects speech for communication

*appropriately

*has appropriately high expectations

*reads to child; * attends meetings; *reads notes & assists w/homework; *can teach child * consistently uses aud. equipment

Neurological Soft Signs

diagnosed impairment(s) obstructive to oral language acquisition

oral-motor impairment affecting expressive language

diagnosed learning disabilities

no other apparent impairments except delayed lang/reading

no impairments

Auditory Memory for Language

unable to immediately recall list or items (AGE-1) or match # of syllables in simple imitations despite intervention

unable to immediately recall list of items (AGE-1) or match # of syllables in simple imitations, but no training

is learning to chunk auditory information in order to remember more

follows three-step directions with context clues

attends to series of oral directions; comprehends oral instruction in a grp. Setting

completes language tasks (analysis, questions, fill-in-blank) auditorily; remembers details from auditorily presented story/topic

 

Is hearing loss the major handicap? (This guide is based on hearing loss as the primary handicap.) 5/98