10 Running head: VISUAL/HEARING IMPAIRMENTS IEP Visual/Hearing Impairments IEP Margo Moriarty Grand Canyon University SPE 358 October 30, 2016 Visual/Hearing Impairments IEP Introduction Working with children who suffer from hearing impairments can be a blessing in disguise. These students are teachers of gratitude and allow one to see life through a different perspective. Patience, kindness and ulterior teaching methods are essential. Amy, a student with this disability makes these facts evident. Describe the Student Amy, a child who has a hearing impairment, is someone special. She is a 12-year-old girl, is deemed to a severe loss of hearing together with the lack of mental disability. She dresses binaural hearing assistance for increase the sound heard. She as well is minimally talkative and like this, she uses signs and depends mainly on facial nods to communicate satisfactorily. She has learned the manual signs in together with her verbalizations. The purposes that have been drafted for her are the scholarly aims, hearing aids objects and speech objects. She usually attends the speech lessons three times per week. It is challenging to assess an accurate audio logical assessment on a kid with such combination of disabilities as the cognitive degree of such a kid aids with correct testing, but the outcomes and examination depicted a severe binaural loss of hearing. She mainly concentrates on the speaker’s facial expressions. This implies that she tries a lot to stare at the face of the speaker which indubitably indicates a kid has an impaired hearing. Disorder The audiologist carried out examination on Amy and was also examined by an otolaryngologist. From the assessment by an audiologist, the results depicted that there was a binaural loss of hearing. In this regards, the Amy’s medical classification can be described as severe Intellectual disability. Amy’s IQ was found to be 40. This is perceived to be very high especially for the person diagnosed with severe intellectual disability. In the category, Amy is deemed to verbalize by use of one-word utterance and the speech physician is aiming to increase the length of utterances to at least two words. Notably, she is classified as suffering from severe binaural loss of hearing. Complications Every disorder has complications that tie in hand and hand. Although Amy is a good student, when frustrated, she can be disruptive as she usually yells continuously. Numerous students in Amy's class but have different types of disabilities which makes the environment at times visually caiotic. Since this is her strongest sense, the commotion tends to distract Amy and make her nervous at times. She goes to school regularly and thus she does not have many absences, implying that she will be absent from school if she is ill or has an appointment from a doctor’s. Due to her disorder, she is frequently being tested and trying out new technological assistive devices. Thus, the salient complications ...

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Running head: VISUAL/HEARING IMPAIRMENTS IEP
Visual/Hearing Impairments IEP
Margo Moriarty
Grand Canyon University
SPE 358
October 30, 2016
Visual/Hearing Impairments IEP
Introduction
Working with children who suffer from hearing impairments can
be a blessing in disguise. These students are teachers of
gratitude and allow one to see life through a different
perspective. Patience, kindness and ulterior teaching methods
are essential. Amy, a student with this disability makes these
facts evident.
Describe the Student
Amy, a child who has a hearing impairment, is someone special.
She is a 12-year-old girl, is deemed to a severe loss of hearing
together with the lack of mental disability. She dresses binaural
hearing assistance for increase the sound heard. She as well is
minimally talkative and like this, she uses signs and depends
mainly on facial nods to communicate satisfactorily. She has
learned the manual signs in together with her verbalizations.
The purposes that have been drafted for her are the scholarly
aims, hearing aids objects and speech objects. She usually
attends the speech lessons three times per week. It is
challenging to assess an accurate audio logical assessment on a
kid with such combination of disabilities as the cognitive degree
of such a kid aids with correct testing, but the outcomes and

2. examination depicted a severe binaural loss of hearing. She
mainly concentrates on the speaker’s facial expressions. This
implies that she tries a lot to stare at the face of the speaker
which indubitably indicates a kid has an impaired hearing.
Disorder
The audiologist carried out examination on Amy and was also
examined by an otolaryngologist. From the assessment by an
audiologist, the results depicted that there was a binaural loss of
hearing. In this regards, the Amy’s medical classification can be
described as severe Intellectual disability. Amy’s IQ was found
to be 40. This is perceived to be very high especially for the
person diagnosed with severe intellectual disability. In the
category, Amy is deemed to verbalize by use of one-word
utterance and the speech physician is aiming to increase the
length of utterances to at least two words. Notably, she is
classified as suffering from severe binaural loss of hearing.
Complications
Every disorder has complications that tie in hand and hand.
Although Amy is a good student, when frustrated, she can be
disruptive as she usually yells continuously. Numerous students
in Amy's class but have different types of disabilities which
makes the environment at times visually caiotic. Since this is
her strongest sense, the commotion tends to distract Amy and
make her nervous at times. She goes to school regularly and
thus she does not have many absences, implying that she will be
absent from school if she is ill or has an appointment from a
doctor’s. Due to her disorder, she is frequently being tested and
trying out new technological assistive devices. Thus, the salient
complications regarding Amy’s disability is mainly associated
with binaural hearing aids together with the inability to
effectively communicate. In essence, she relies mainly on facial
cues from the speaker and also from the classmates and the
children from the neighborhood despite not being sensitive to
her needs.
Financial
Clearly, any child with a health issue would cause financial

3. difficulty for any family. The cost of doctors, hearing aids, and
other necessities for Amy such as outside of school speech
therapy and tutoring, can add up over time. Insurance only
covers basic treatment; Amy’s family tries their best to give her
the best quality treatment possible.
Treatment
Many treatment services are provided for Amy. For example,
group speech and individual speech therapy sessions are
provided to Amy daily. Amy’s school assigned a special hearing
and vision pull in teachers as well. There is no utter treatment
for hearing loss, only assistive technology is provided for Amy,
such as hearing aids, speech therapy, and an audio trainer.
Interventions
Many interventions are provided to help assist Amy. With a
speech therapist provided, the classroom is provided an
appropriate education instructor; meet on a daily basis to talk
regarding the educational plan of Amy. The teacher for hearing
usually works on matters to do with audio training with Amy.
Such learning entails the sign and the language skills. An
auditory instructor has as well performed in the lessons. The
hearing instructor and speech therapist work together with the
lesson instructor on a daily basis to execute the best achievable
academic schedule for her hearing as well as other disabilities.
The hearing instructor perceives that since the vision of Amy
isn’t impaired and thus her visual modality is deemed to be
strongest and therefore ought to be utilized to attain the highest
achievable capacity in terms of academics. The hearing tutor
has seen that during the lessons, she speaks to Amy, and this is
very significant that she stares directly at Amy, looking away
from her will indubitably cause her to lose expressions of the
face visual. The paraprofessionals, physician together with the
school personnel and the counselors who come in contact with
Amy is deemed to be very important they as well be trained so
that they can communicate with Amy effectively.
The speech physician is training her on manual signs. This

4. implies that her gestures and the sign language lesson ought to
entail the roles of the signs which are used to depict the actions
such as to eat and drink and other important activities. It is
advised that whole communication ought to be a mixture of the
manual signs together with the words of mouth. Other
communication methods should as well be included such as
photos and the symbols such as the Mayer Johnson's.
Introducing her to diverse manners of communication will aid
her to communicate and most importantly to utilize her
audition. The speech physician uses technology and modified
books during the lessons. The Speech physician as well wears a
microphone which is connected to a transistor type machine
with earphones which are given to Amy. This machine is called
the auditory trainer. The speech physician will as well use the
auditory trainer to enable her to maximize the ability of Amy to
hear especially the books when being read. Such books are
mostly developed on the computer with notebook software
which has the ability of projecting the smart board. This
software as well can incorporate sound into books and thus the
students to the move through the smart board.
Amy meets with hearing tutor twice in a week. The speech
instructor as well works in collaboration with the special
education tutor, who allows each other to collaborate.
Collaboration which exists between the service providers
together with the lesson tutors seems to be very effective for
students that exhibit disabilities. The speech instructor uses
manual signs as well are included in the photos and the MJ
symbols. In this regards, total communication approach is
implemented by the speech instructor through these programs.
The use of an auditory trainer is also implemented into Amy’s
curriculum. Uses of auditory trainer together with the hearing
aid and the manual signs together with the visuals are very
important. Visuals in this regards ought to be manual signs and
the photos together with the symbols of MJ which mainly
emphasize on facial cues. These interventions with visual
learning and speech will help Amy throughout her educational

5. career.
Goals and Objectives
Literacy Classroom Goals
1. Amy will have to identify the photo together with the MJ
vocabulary symbol which is adapted from either the book or on
the smart board which is mainly based on a numerous of themes
by pointing 8/10 times for three regular sessions.
2. Amy as well ought to respond to the questions such as who
and what. This can as well obtained from the smart board and
books bay the use of manual signs.
Amy will most importantly be encouraged to use the
amplification systems to help in hearing during the lessons.
Moreover, the teacher should use the auditory trainer. For goal
number one, it is deemed to be vital as it considers the
development of improvement in vocabulary basing on the story.
This goal as well considers the limitation of auditory trough the
introduction of numerical skills by use of visuals. The instructor
will thus maximize the visual modality by ensuring that she
looks at all items that which are presented to her.
Math Goals
1. Amy also had to match ten objects and the photos. For
instance, the pointing out of one apple and two oranges is task
for Amy. She can also count the rest of the fruit. This can be
done for about three days.
2. Amy as well will be given a chance to identify geometric
shapes such as the circles and the rectangles. The squares and
the triangle also for three continuous days.
3. Amy should also be given time to match the various

6. geometric shapes to approximately ten geometric shaped objects
for three days continuously.
Speech/Language Goals
1. Amy should also produce about two verbal words
utterances by using the signs together with the items that she
desires to make her achieve this for three continuous days.
2. Amy should also choose the items she desires and ensures
that it's about five or six.
Amy’s special tutor use the scholarly goals depicted during the
lessons. The hearing instructor aids the tutor in setting the
reachable goals for Amy.
Amy’s identification skills as well have been found to be
limited to objects together to the pictures which are perceived
to be of everyday environment. This reflects a weakness is that
needs work. A goal is to increase the vocabulary skills as well
as the student’s ability to develop proper sentences.
Additionally, Amy also follows the one-step verbal commands
and most importantly responding to the best if visuals which are
represented in terms of picture symbols combined with manual
signs related to verbal directive.
Mayer Johnson symbols
Adapted books
Photos can be google photos.
Binaural hearing aids
Smart board

7. Auditory trainer
Conclusion
In conclusion, Amy is slowly but surely getting the assistance
she needs. Suffering with a hearing impairment clearly causes
difficulties in the classroom for students. As educators, it is
essential to provide students like Amy with the proper learning
devices and styles to ensure the best education possible is being
delivered.
References
References
Archives, From Our Print. "Hearing Loss in Children." Advance
Journal for Speech and Hearing (February 11, 2008 ).
"Noisy Classtrooms Add to Learning Difficulties of Students."
Advance for Speech and Hearing ( August 5, 2002 ).
"Understanding ." UnderstandingSpecialEducation.com
(Copyright 2009 UnderstandingSpecialEducation.com).
Demographic InformationIndividualized Education Program
(IEP)Student Name: Student Data/Cover Sheet (Form A-1)IEP
Meeting Date: Student ID:DOB: Demographic
InformationStudent Number: Student Name: Birthdate: Gender:
Grade: Student Address: Home Phone: City, State, Zip:Parent 1
Name: Parent 1 Relationship: Parent 1 Address: Home Phone:
City, State, Zip: Work Phone: Parent 1 Email: Parent 2 Name:
Parent 2 Relationship: Parent 2 Address: Home Phone: City,

8. State, Zip: Work Phone: Parent 2 Email: Primary Language of
the Home: Primary Language Survey Date: Language of
Instruction: Primary Language Survey Results: Home
District: Service Coordinator: Attendence District: Home
School: Attending School: Vision Screened On:Results: Hearing
Screened On: Results: Meeting Date: Anticipated Duration of
IEP: Re-evaluation Date: To Current Evaluation: Special
Education Primary Category #1:Special Education Primary
Category #2:Special Education Primary Category #3:For
students with SLD only, the following area(s) of eligibility
was/were previously determined:Level of Service: Type of
Meeting: Date Meeting Notice Sent to the Date Procedural
Safeguards given to the Parent(s):Parent(s):
Signature SectionIndividualized Education Program
(IEP)Student Name: Cover Sheet Signature Section (Form A-
2)IEP Meeting Date: Student ID: DOB: The following persons
participated in this conference and/or the development of the
IEP. Additionally, parents have been given a copy of their
rights regarding the student's placement in special education
and understand that they have the right to request a review of
their child's IEP at any time.Position/Relation to
StudentParticipantDate (MM/DD/YY)*If during the IEP year
the student turns 16, if the student is not present at the IEP
meeting, the service coordinator must review the IEP with the
student and obtain the student's signature and the date of the
review.
PLAAFPIndividualized Education Program (IEP)Student
Name:Student Data Cover Sheet (Form A-1)IEP Meeting Date:
Student ID: DOB: PRESENT LEVEL OF ACADEMIC
ACHIEVEMENT AND FUNCTIONAL PERFORMANCESection
1: Current IEP InformationGoal Number Written: Goal Number
Met:Summarize special education services the student is
receiving:Section 2: Evaluation InformationAreas of
Eligibility:Special Education Primary Category #1:Special
Education Primary Category #2:Special Education Primary
Category #3:For students with SLD only, the following area(s)

9. of eligibility was previously determined:Section 3: Present
Level of Academic AchievementReadingWritingMath
PLAAFP Pg 2Student Name: Present Level of Academic
Achievement andIEP Meeting Date: Student ID: Functional
Performance (Form B)DOB: Parent's Input on Student's Current
Academic Achievement:Current Classroom-Based Data:State
and District Assessment: Section 4: Functional
PerformanceSocial Emotional and Behavior:Physical
Development:Occuptaional Development:Physical Therapy
Notes:Communication:Speech/Language Notes:
PLAAFP Pg 3Student Name:Present Level of Academic
Achievement andIEP Meeting Date: Student ID: Functional
Performance (Form B)DOB: Parent's Input on Student's Current
Functional Achievement: Summary of Work Habits:Section 5:
Summary of Educational Needs
ConsiderationsIndividualized Education Program (IEP)Student
Name: Considerations Form (Form C)IEP Meeting Date: Student
ID: DOB:ADDITIONAL
DOCUMENTATION/CONSIDERATION OF SPECIAL
FACTORSConsidered Not NeededIncludedIndividual Transition
PlanStatement of Transfer of Parental Rights at Age of
MajorityFor a student whose behavior impedes his/her learning,
or that of others, positive behavior interventions, strategies, and
supports have been considered.Statement of Language Needs in
the Case of a Child with LimitedEnglish ProficiencyStatement
of Provision of Instruction in Braille & User of Braillefor a
Visually Impaired ChildStatement of the Language of Needs,
Opportunities for DirectCommunication with Peers in the
Child's Language and Communication ModeStatement of
Required Assisstive Technology Devices and ServicesStatement
of Communication Needs for a Child with a DisabilityStatement
of Health Concerns
IEP Goals 1Individualized Education Program (IEP)Student
Name: Student Goals and Performance ObjectivesIEP Meeting
Date: Student ID:Progress ReportDOB: Skill Area: Signature:
___________________Date:___________Standard:Annual

10. Goal:Baseline Level of Mastery:Service Provider(s) for this
goal: Student's Progress Towards Mastery of Goal:1st
Update:2nd Update:Level of MasteryComments1st Update:2nd
Update:Standard:Annual Goal:Baseline Level of
Mastery:Service Provider(s) for this goal: Student's Progress
Towards Mastery of Goal:1st Update:2nd Update:Level of
MasteryComments1st Update:2nd Update:
IEP Goals 2Student Name: Student Goals and Performance
ObjectivesIEP Meeting Date: Student ID: Progress ReportDOB:
Skill Area: Signature:
___________________Date:___________Standard:Annual
Goal:Baseline Level of Mastery:Service Provider(s) for this
goal: Student's Progress Towards Mastery of Goal:1st
Update:2nd Update:Level of MasteryComments1st Update:2nd
Update:Standard:Annual Goal:Baseline Level of
Mastery:Service Provider(s) for this goal: Student's Progress
Towards Mastery of Goal:1st Update:2nd Update:Level of
MasteryComments1st Update:2nd Update:
IEP Goals 3Student Name: Student Goals and Performance
ObjectivesIEP Meeting Date: Student ID: Progress ReportDOB:
Skill Area: Signature:
___________________Date:___________Standard:Annual
Goal:Baseline Level of Mastery:Service Provider(s) for this
goal: Student's Progress Towards Mastery of Goal:1st
Update:2nd Update:Level of MasteryComments1st Update:2nd
Update:Standard:Annual Goal:Baseline Level of
Mastery:Service Provider(s) for this goal: Student's Progress
Towards Mastery of Goal:1st Update:2nd Update:Level of
MasteryComments1st Update:2nd Update:
IEP Goals 4Student Name: Student Goals and Performance
ObjectivesIEP Meeting Date: Student ID: Progress ReportDOB:
Skill Area: Signature:
___________________Date:___________Standard:Annual
Goal:Baseline Level of Mastery:Service Provider(s) for this
goal: Student's Progress Towards Mastery of Goal:1st
Update:2nd Update:Level of MasteryComments1st Update:2nd

11. Update:Standard:Annual Goal:Baseline Level of
Mastery:Service Provider(s) for this goal: Student's Progress
Towards Mastery of Goal:1st Update:2nd Update:Level of
MasteryComments1st Update:2nd Update:
IEP Goals 5Student Name: Student Goals and Performance
ObjectivesIEP Meeting Date: Student ID: Progress ReportDOB:
Skill Area: Signature:
___________________Date:___________Standard:Annual
Goal:Baseline Level of Mastery:Service Provider(s) for this
goal: Student's Progress Towards Mastery of Goal:1st
Update:2nd Update:Level of MasteryComments1st Update:2nd
Update:Standard:Annual Goal:Baseline Level of
Mastery:Service Provider(s) for this goal: Student's Progress
Towards Mastery of Goal:1st Update:2nd Update:Level of
MasteryComments1st Update:2nd Update:
AccommodationsIndividualized Education Program
(IEP)Student Name: Accommodations (Form E)IEP Meeting
Date: Student ID: DOB: ACCOMMODATIONSDate given to
General Ed. Teacher:Service
Coordinator:AccommodationsAccommodationsTypeLocationLeg
end for Type and Location FieldsType:Location:Parental
CommunicationIEP Team Consideration for Extended School
YearConsideration for Eligibility:Eligible for ESY:Written
explanation as to why ESY is or is not needed:
AssessmentsIndividualized Education Program (IEP)Student
Name: Assessment (Form F)IEP Meeting Date: Student
ID:DOB: ASSESSMENT Rationale:Not Age
AppropriateStandard Accommodation(s):District
AssessmentsStandard Accommodation(s):CURRENT STATE
STANDARDIZED TEST (i.e. AIMS) RESULTSTesting
AreaTest
ResulltsGradeSemesterYearReadingWritingMathScience
Services and EnvironmentIndividualized Education Program
(IEP)Student Name: Assessment (Form F)IEP Meeting Date:
Student ID: DOB: SPECIAL EDUCATION SERVICES TO BE
PROVIDEDSpecial Education Program(s) Necessary to Meet

12. Special Education Goals and Objectives during the
schoolcalendar year.**The child is in need of specially designed
instruction in the following areas:Special Education
ServicesInstructional Setting/LocationStart
DateFrequencyProviderDuration/ End Date `RELATED
SERVICESEducationally Relevant Related Services Are Listed
BelowSpecial Education ServicesInstructional
Setting/LocationStart DateFrequencyProviderDuration/ End
Date Clarification:SUPPLEMENTAL AIDS/ASSISTIVE
TECHNOLOGY AND SERVICES FOR
STUDENTSEducationally Relevent Supplementary
Aides/Assistive Technology and Services Are Listed
BelowSUPPORTS FOR SCHOOL PERSONNELSupports For
School Personnel Are Listed BelowClarification:LEAST
RESTRICTIVE ENVIRONMENTProvide an explanation of the
extent, if any, to which the student will NOT participate with
non-disabled students in the general curriculum, extracurricular
and nonacademic actitivities, and program options.
§300.347(a)(4).Consider any potential harmful effects of this
placement for the child or on the quality of services that he or
she needs §300.552(a-b):Reason for Different Service School:
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