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IEP Considerations for the Child with a Cochlear Implant. Darcy Beaver Teacher of the Deaf/Hard of Hearing. Pragmatics vs. Academics. Where are we going?. Family’s goals? Education goals? Keeping this in mind creates your road map!. Observations. In class Out of class

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iep considerations for the child with a cochlear implant

IEP Considerations for the Child with a Cochlear Implant

Darcy Beaver

Teacher of the Deaf/Hard of Hearing

where are we going
Where are we going?
  • Family’s goals?
  • Education goals?

Keeping this in mind creates your road map!

  • In class
  • Out of class
  • Discussions with teachers
  • Checklists
  • Language levels may be age appropriate due to early programming and therapy
  • Scores may indicate that the student doesn’t “qualify” for special education services since a discrepancy is not present
assessments recommended
Assessments Recommended
  • Cottage Acquisition Scales for Listening, Language & Speech (CASLLS)
  • Preschool Language Scale-4
  • Preschool-Clinical Evaluation of Language Fundamentals (CELF-P)
  • Rosetti Infant Toddler Language Scale
  • MacArthur Communication Development Inventory: Words, Gestures, and Sentences
  • Test of Auditory Comprehension of Language- Third Edition (TACL-3)
  • The Screening Instrument for Targeting Educational Risk (S.I.F.T.E.R)
  • The Reynell Development Language Scales III (RDLS III), 3rd ed.
  • SKI-HI Language Development Scale
  • Oral and Written Language Scales (OWLS)
  • Grammatical Analysis of Elicited Language, Pre-Sentence Level (GAEL-P)
  • Early Speech Perception Test (ESP) for Profoundly Hearing Impaired Children
  • Functional Auditory Performance Indicators (FAPI)
  • Meaningful Auditory Integration Scale (MAIS)/ Infant-Toddler: Meaningful Auditory Integration Scale (IT-MAIS)
  • The Listening Inventory for Education: an Efficacy Tool (LIFE)
assessments cont
Assessments cont.
  • The Arizona Articulation Proficiency Scale –Third Edition
  • The Goldman Fristoe: Test of Articulation 2
  • Identifying Early Phonological Needs in Children with Hearing Impairment
  • Peabody Picture Vocabulary Test (PPVT-3)
  • Expressive One-Word Picture Vocabulary Test
  • Receptive One-Word Picture Vocabulary Test
  • Test of Early Reading Ability-3rd Ed. (TERA-3)
  • Boehm Test of Basic Concepts – Revised (BTBC-R)
  • Bracken Basic Concept Scale- Revised
  • Checklist of Emerging ASL Skills
  • ASL Development Observation Record
  • The American Sign Language Proficiency Assessment (ASL-PA)
  • Test of American Sign Language (TASL)
  • /AssessmentTools.pdf
a new approach
A New Approach:
  • We need to use a prevention and surveillance model rather than a failure model to manage this generation of children with hearing loss. Beware of being seduced by how much these children seem to know at a young age.
  • They still need enrichment!

Carol Flexer, 2010

  • Think of what the student is doing with the information that they have
  • Social skills – are they accurately interpreting situations with peers?
  • Applying information- they can spell, they understand grammar- what happens when they put it into writing?
what do we need to know
What do we need to know?
  • What are the standards expected at each grade level?
  • How are they measured?
  • Content, Content and More Content!
  • What district and state tests occur at each grade level?
  • What accommodations are needed?


Things to consider

consider all of the domains
Consider all of the domains
  • Involve the family at all times
  • No cookbook approach
  • Keep assessing the child’s needs
  • Listen, Listen, and Listen some more
  • Resources:


Word Association Syllable Perceptions (WASP)


Cottage Scales

Spelling Tests

Cochlear Implant Center


listen in and out of the classroom
Listen in and out of the classroom
  • Early listeners need to have listening goals in a quiet environment
  • As their listening skills advance, then goals can move into more controlled noise situations
  • Lastly, listening goals can be monitored in the classroom – children spend over ½ of their school day listening
words words words
Words, Words, Words
  • Must read everyday to learn vocabulary!

Read out loud!

  • A student needs to know 10,000 words by first grade
  • A student needs to know approximately 100,000 words by 12th grade

TV stays within 10,000 words!

tell me more
Tell Me More…..
  • Phonics
  • Sequencing
  • Retell
  • Geers (2003)
  • Large numbers of 8-9 yr. olds implanted before 5 years
  • Reading levels within the normal range
  • Geers (2008)
  • When tested again at 15-16 years of age- significant numbers had not progressed
  • Choose targets carefully with eye toward practicing consonants with a variety of vowels
  • Listen for sounds that are present and absent- it will guide us on how well the implant is or isn’t working

Muddy In/Muddy Out (Carol Flexer)

  • Be aware of normal speech development but don’t always feel like that is what needs to be followed
  • Only 25% of speech sounds are visible so keep that in mind when presenting sounds
  • Conclusions: Early cochlear implantation had a long term positive impact on auditory and verbal development but did not result in age-appropriate reading levels in high school for the majority of students.
  • Carol Flexor stated that the reading material for adolescents demands skills in word knowledge, complex vocabulary, making inferences, pragmatic skills of language.
comprehension skills
Comprehension skills
  • Answer questions-verbally and written
  • Understanding age appropriate skills can be the best guide
write it down
Write it Down
  • Understand expectations of each grade level
  • The student may have great language skills but writing it down is a different ballgame!
keep communicating
Keep communicating
  • Team members
  • Family
  • Cochlear Implant center