Required Documentation

A primary diagnosis of a sensorineural hearing loss is required before a student may be considered for this program. Other relevant documentation such as educational assessments will be considered. Additional reports from hospitals, private practitioners, and other educational jurisdictions may also be considered. In addition, parents will have chosen sign language as the primary means of communication for their child.

Application Procedures

Entry into this program is based on both the student’s specific needs and the availability of space within the program.

Step 1 Application:

An application is submitted by the principal of the student’s community school. This application is completed in collaboration with the in-school team and in consultation with the multi-disciplinary team (itinerant teacher of deaf / hard of hearing, school psychologist, speech-language pathologist, social worker and learning support consultant). The application must be supported by the student’s *parent (s).
* parent denotes custodial parent(s) or guardian(s)

Step 2 Central Recommendation Committee:

This committee a) reviews the student’s learning profile in relation to the program’s entry criteria, b) determines whether or not there is space available in the program, and c) decides on the location of placement based upon the age/grade of the student in relation to the ages/grades of current students within the program, the learner’s profile, and the distance between specific locations and the student’s home address. When placement is a possibility, the sending principal is informed of the recommendation. Within 48 work-day hours, parents then confirm acceptance of this placement and their intention to proceed to an IPRC meeting. Parents and students are informed of implications of the program placement. The student and parents have an opportunity to visit the class location recommended by the central recommendation committee.

Step 3 Identification Placement and Review Committee (IPRC):

The IPRC will a) formally identify the area(s) of the student’s exceptionality (ies) according to the categories and definitions provided by the ministry of education, and b) formally place the student into the specialized program class This meeting typically takes place at the student’s community school.

The Student

Students must demonstrate the following:

• Ability to progress through the Ontario Curriculum with modifications and accommodations, as necessary

• Require instruction from a teacher of the Deaf/Hard of Hearing on a daily basis

Ministry Definition of Deaf/ Hard of Hearing Exceptionality

Deaf and Hard-of-Hearing

An impairment characterized by deficits in language and speech development because of a diminished or non-existent auditory response to sound.

The Program

The Deaf / Hard of Hearing Program: Specialized Class is for exceptional students, aged three to fourteen years of age, at the pre-school, kindergarten, primary, junior, and intermediate levels. This program is designed for students with permanent sensorineural hearing loss who communicate using American Sign Language (ASL) and require an individualized program with intensive support to progress though the Ontario Curriculum with modifications as required.

The primary mode of instruction is American Sign Language. However, other modes of instruction which make use of the student’s residual hearing and the printed word may also be used. The use of speech reading, as well as sign, is occasionally used when appropriate to meet the specific needs of some students. The program focuses on development of receptive and expressive communication skills.

Programming is based on the learning expectations outlined in the Individual Education Plan (IEP). The IEP is developed and coordinated by the teacher of the deaf/hard of hearing in consultation with parent (s), school psychologist and subject area teachers. The IEP is designed for each student according to individual learning needs and strengths. The plan is developed, revised and updated based on the results of ongoing assessment and evaluation.