The local educational agency (LEA) must ensure that to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled (34 CFR
300.114(a)(2)(i) and 20 USC 1412(a)(5)(A).
The LEA must ensure that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily (34 CFR 300.114(a)(2)(ii)and 20 USC 1412(a)(5)(A).
The LEA must ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services (34 CFR 300.115(a)).
The ARD committee must specify the appropriate instructional arrangement/setting as set forth in 19 TAC 89.63(c).
What We Do
Continuum of options:
general education classroom with consultative support from a teacher of the deaf/hard of hearing
general education classroom with direct instructional services from a teacher of the deaf/hard of hearing
combination of general education and self-contained special education classes with consultative and/or direct instructional services from a teacher of the deaf/hard of hearing
self-contained special education classroom with the consultative and/or direct instructional services from a teacher of the deaf/hard of hearing
self-contained deaf education classroom at the various campuses
residential placement - Texas School for the Deaf
Components of services for students with Auditory Impairment:
determined by the ARD/IEP Committee based on assessment and classroom data
based upon individual needs of student
includes infants/toddlers as determined by the ARD/IEP Committee
includes services from a qualified interpreter as determined by ARD/IEP Committee
includes technology support including FM systems and Captioning
Personnel have knowledge and competencies in the following areas:
extent to which significant hearing loss impacts access to the general education curriculum;
extent to which significant hearing loss impacts communication and social skills;
alternative methods of communication;
specially designed instruction;
accommodations and modifications
technology supports including FM systems, cochlear implants and closed captioning
Interpreting services include interpreting/transliterating receptively and expressively for persons who are deaf or hard of hearing.
What We Do
If the ARD/IEP Committee, which includes a member of the Program for the Deaf and Hard of Hearing, indicates a student needs interpreting services to benefit from instruction, a referral to the Program for the Deaf and Hard of Hearing Office will be initiated.
Referrals may be made through a variety of sources:
Each student's need for related services is determined by the student's ARD/IEP Committee as part of the individualized education program (IEP) process.
In addressing placement decisions, the ARD/IEP Committee should "consider the student's language and communication needs, opportunities for direct communications with peers and professional personnel in the student's language and communication mode including opportunities for direct instruction in the student's language and communication mode."
The ARD/IEP Committee should consider the student's language and communication needs when making the decision regarding which interpreting model is best for the student and in what situations an interpreter will be used and submit a request accordingly.
Interpreting services employs a direct service model using one of several Texas Education Agency recognized options:
Cued Language Transliteration,
Sign Language Transliteration,
Sign Language Interpreting,
Communication Access Realtime Transcription (CART),
C-Print Development and Training
Registry of Interpreters for the Deaf
Texas Court Reporters Association
Laurent Clerc National Deaf Education Center
National Institute of Deafness and Other Communication Disorders Information Clearinghouse
Katy ISD is the fiscal agent of the West 10 Regional Day School Program for the Deaf. Member districts include: Brazos, Bellville, Royal, Sealy, and Hempstead ISD's.
Katy ISD Deaf Education and Hard of Hearing Website